DOCONEIT RESUME ED 128 278 95 SO 009 397 AUTHOR · 2014-01-27 · variety of Pakistani journals, newspapers, and government publications. ... At the end of every lesson, some special

DOCONEIT RESUME

ED 128 278 95 SO 009 397

AUTHOR Saad, Geti, Comp.TITLE Selected Bibliography of Educational Materials in

Pakistan, Vol. 9, No. 1, Period Covered January-March1975.

SPONS AGENCY National Science Foundation, Washington, D.C.; Officeof Education (DHEW), Washington, D.C.

REPORT NO TT-75-53354-01PUB DATE 75NOTE 53p.; Not available in hard copy due to marginal

legibility of original document; For a relateddocument, see ED 113 262

EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS Adult Education; *Annotated Bibliographies; Childrens

Books; *Comparative Education; *EducationalAdministration; *Educational Development;*Educational Finance; Educational Objectives;Educational Philosophy; Educational Planning;Elementary Secondary Education; Higher Education;Libraries; Medical Education; Psychology; Sociology;Student Problems; Teacher Education; TeachingMethods; Tests; Textbooks; Womens Education

IDENTIFIERS *Pakistan

ABSTRACTThis annotated bibliography lists 100 entries of

selected educational materials published in Pakistan during theperiod January through March 1975. The materials are drawn from avariety of Pakistani journals, newspapers, and governmentpublications. The materials are organized into 32 categories: adulteducation; childhood education; curriculum; development of education;educational goals; educational planning; educational reforms;elementary and secondary education; examinations; extracurricularactivities; health education; higher education; history of education;teaching of languages; libraries; literacy; literature for children;medical education; philosophy of education; professional education;psychology; sociology; special education; students' problems; teachereducation; teachers; teaching methods and media; technical education;textbooks; women's education; general education-related materials;and a special section on administration, organization, and financingof education. An index to the authors represented in thisbibliography concludes the document. (ND)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *reproducibility are often encountered and this affects the quality *of the microfiche and hardcopy reproductnns ERIC makes available *

. via the ERIC Document Reproduction Service ZRDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original. ************************************************************************

Vol. IX No. I

2

U S DEPARTMENT OF NEALTN.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THiS DOCUMENT HAS BEEN REPRO-

DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF viEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFF ICIAL NATIONAL INSTITUTE OF

EDUCATION POSITION OR POLICY

TT 75-53354/o1

SELECTED BIBLIOGRAPHY OF EDUCATIONAL MATERIALS

IN PAKISTAN

Vol. 9 No.1, 1975

Period Covered

January -- March 1975

Compiled for the Office of Education,U.S.Departmentof Health, Edtmation and Welfare, and the NationalScience Foundation,

Washington,D.C. by Mrs.Geti Saad.

CONTENTS

1. Adult Education

Eat

2. Childhood Education 2

5. Curriculum 2

4. Development of Education 4

5. Education Goals 4

6. Education Planning 5

7. Education Reforms 6

8. Elementary and Secondary Education 7

9. Examinations 9

10. Extra-Curricular Activities 12

11. Health Education 13

12. Higher Education 14

13. History of Education 14

14. Languages, Teaching of 16

15. Libraries 17

16. Literacy 18

17. Literature for Children 18

18. Medical Education 19

19. Philosophy of Education 23

20. Professional Education 24

21. PE 'ology 24

Continued on page ii.

CONTENTS (Continued)

22. Sociology *OS 25

23. Special Education26

24. Students' Problems26

25. Teacher Education 27

26. Teachers OOD 29

27. Teaching Methods and Media. 30

28. Technical Education33

29. Textbooks34

30. Women's Education 36

31. General37

32. Administration, Oruanization and Financingof Eaucation (Special Section) 38

33. Writers' Index47

o0o

ADULT EDUCATION

1. BHATTI, Abdul Ghafoor. Tataleem-e-Balighan (Ad "ducation)--Mashriq(Karachi) February 19, 1975 (U).

More than eighty per cent of our pc2ulation lives n villages,and 95 per cent of the villagers are illiterate. ,w that thepresent government has taken up the task of providing educationalfacilities toall children, more attention needs to be paid toeducate the adults and reduco the percentage of illiteracy in thecountry. Experienced and able teachers should be posted in allthe centers opened for adult education. Seminars and discussionsshould be held in the villages for the benefit of the adults.These seminars and discussions should also be held in regionallanguages to create interest among the villagers for reading andwriting. 6ubjects for these discussions and seminars should bepicked from their daily life. A few centers adults educationhave alrcl?ady been opened in villages, but their number is too smallto bring down the percentage of illiteracy in any foreseeablefuture.

2. MIRZA, Tufail. Talaleem-e-Balighan Ki Afadiyat (Utility ofAduYt Education) Hurriyat (Karachi) February 2, 1975 (U)0

If we give thought to the experience gained in India from 1935to 1940 in connection with adult education, we find that only infive years thirty million adult illiterates were given elementaryeducation. The program launched during the course of these fiveyears played a significant role in achieving the desired objecti-ves.

The program was based on tbe following recommendations: 1) Visualcharts should be prepared and pasted on walls of different villages.These chav-ts would rouse the curiosity of the villagers. Aftertwo months the teachers could teach them elementary grammer withthe help of those charts. 2) In the second stage, the villagersshould be taught words mentioned in the charts. The number ofwords should not exceed 120. 5) In the third stage, they shouldbe taught how to frame sentences with those words. 4) In thefourth stage, they should be taught how to write simple languageand read newspapers and magazines. 5) A library should beestablished in the building where adult education classes areheld. 6) Bookshop should also be set up where the adults couldpurchase books. This program, if implemented in right earnest,will help create such interest in our illiterate adults.

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CHILDHOOD EDUCATION

3. MEER, Mohammed Rafiq. Mustaqbil Kay Rehbar (Future Leaders) ---Tn: Qaumi Talaleem 1973-74, 48-51, Karachi, Government College ofEducation. 1974(U).

The lap of the mother is the first school of the child, her talkand deeds its first lessons. The early period in the life of thechild is its most formative period. Proper training at this stagemakes a child a good future citizen. Any carelessness in itsproper upbringing at this stage will jeopradize its chancee ofsuccess in future.

A child is very sensitive and impressionable, and requirescareful handling. Continuous harsh treatment and lack ofencouraGement and appreciation lea7e ever lasting adverse effectson the development of its personality. Efforts should be made toawaken the latent qualities of the child. Many guidelines arepresented for the proper training of the child in order to helphim grow as a useful member of the society.

CURRICULUM

4. AHMED, Zaheer. Intermejiat Ka Mujawwiza Nisab (ProposedIntermediate Syllabus) --- Imroz (Lahore) March 9, 1975 (U).

It is understood that in the proposed syllabus special emphasiswill be laid on the teaching of Pakistan ideology, agriculturaland technical education will be integrated, the students willread common subjects till Intermediate Classes, and will havethe option at later stages either to take up eDgineering, andmedical subjects or arts. No doubt the new syllabus is reasonableand acceptable in all respects, but, after all, the purpose ofeducation would be served only when made purposeful and meaning..ful at all stages.

Education should not be treated only as a means of increasing thepercentage of literacy in the country. It should aim at awaken-ing the mental capabilities of the students. Thus, the proposalto teach science along with other subjects in Intermediateclasses will be welcomed in all quarters. It is hoped that thenew syllabus, which will be prepared in the light of expertopinion, will help fulfil our ideological and mate?ial needs.

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5. BEG, Chazala. Nisab ki Tabdili (Change in Syllabus) --- Akhbar-eKhwateen (Karachi) February 15-21, 1975 (U).

When it was announcod that education upto Matric would be free,the poor class of Vie population heaved a sigh of relief, but theyearly syllabus soon ended the joy of both the poor students andtheir parents. The simple reason is that they cannot afford topurchase new books for their children every year. To add to theirburden, books have become more costly. If this situationcontinues for any length of time, most of the parents who cannotafford to spend a large chunk of their income on this item wouldbe forced to withdraw their wards from schools.

6. SHAKEEL, Sarwari. Nisab Aur Tadween-e-Nisab (Curriculum andCurriculum Framing) --- In: gaumi Talaleem, 88-89. Karachi,Government College of Education. 1974 (U).

Curriculum is no more confined merely to certain subjects ofstudy whicL are taught in schools. Today eurr'iculum includes allthe factors that affect thc personality of the student both withinthe school and outside. It is the overall development of thepersonality of the child which is the main object underlying theframing of curriculum. From the earliest times curriculum hasremained the mirror of a society and a means for the fulfilmentof its needs. Every society has its own demands in the field ofeducation, and the curriculum of the society should reflect thesespecial demands,

In Pakistan, curriculum framing is very unsatisfactory. Practis-ing teachers are seldom consulted on the matter of curriculumplanning. In fact, it is the teachers who know the actual problemsof curriculum and are the best guides for the preparation of aneffective cr..1-rieulvm.

7. SCOFI, Siddiq. Taveel Nisab (Lengthy Syllabus) --- Hurriyat(KaracLi) January 121 1975 (U).

The existing syllabus of every class is too lengthy to be completedin the prescribed time ari too sketchy to fulfil the demands ofmodern education. Our educationists should keep in view thectrricular and extra curriculal: activities of the students whilepreparing the syllabi. It is the duty of the authorities toreview the present syllabi and amend them where necessary. Onlythus, the decline in education can be stopped. The followingpoints should also be kept in mind while making the amendments;1) At the end of every lesson, some special questions should beincluded to be answered by the students. 2) At the end of the

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book, the meaning of difficult words should be given.3) Summary of every lesson should be given at the end of everylesson.

DEVELGPMENT OF EDUCATION

8. Bureau of Education. Statistics Since 1960-61 --- In: Educa-tional Statistics for PunjaL for 1972-73, 52-55. Lahore, Bureauof Education. December, 1974.

The statistical report compiled by the Bureau covers educationalstatistics of the Punjab province of Pakistan.

There are four tables showing: 1) number, enrolment, and teach-ing staff of primary schools; 2) number, enrolment, and teachingstaff of middle schools; 3) number, enrolment, and teachingstaff of high schools; and 4) number, enrolment, and teachingstaff of intermediate and degree colleges. The statistics in allthe tables are provided by year, and separate information is givenfor boys and girls.

9. Bureau of Education. Summary of Statistics --- In: EducationalStatistics for Punjab for 1972-73, 4-8. Lahore, Bureau of Education.December, 1974.

The statistical report compiled by the Bureau gives a generalsummary of the ciucatioal statics in the Punjab province ofPakistan.

There are five tables in the chapter showing: 1) statistics onschools for boys by nature of control; 2) statistics on schoolsfor girls by nature of control; 3) number of male teachers inschools by professional qualifications; 4) number of femaleteachers in schools by professional qualifications; and 5) stat-istics on colleges by nature of control. First, second, andfifth tables give information by division, and third and fourthtables give breakup by district.

EDUCATION GOALS

10. CHCHAN, Michael M.R. The Universal Purpose of Education ---Dail:r News (Karachi) February 25, 1975,

No educational system, however, advanced and efficient it maybe, can serve any useful purpose if it lacks direction.

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Education is undoubtedly universal in many respects, But in thecontext of national needs and aspirations its universality has tobe restricted to definite goals. The following fundamentalconsiderations should be noted in this connectinn. 1) Our systemof education must have a definite bias towaras God-consciousnessand morality. 2) The sentiments of loyalty and partiotism mustbe emphasized at all levels of education with the ultimate objectof creating the "sense of sacrifice" among the taught. 3) Nationalhistory of Pakistan must be a compulsory subject from the MiddleSchool to the Graduate level in all departments of studies.4) There must be an "intensified agro-bias" in our education atleast up to higher secondary level. 5) Aptitude Test should becompulsory for admission to the Intermediate level for Science,Arts, Commerce, Home Economics etc. 7) Students possessingcreative talent and inventive genius should be given all possibleencouragement and assistance to pursue rescarch work andinventive projects.

11. HA:SAN, Mughisul. Ta'aleem Mein Ikhlaq Ki Ahmiyat (Importance ofMorality in Education) Nawai Waqt (Lahore) February 17, 1975 (U).

There is no denying that good conduct is the pre-requisite forgood education. If the system of education in our countrycontinues as it is today for a few more years, the day is not faroff when our national life would come to an end. The reason forthe decline in conduct is little or no education. Of course, someefforts were made to educate the nation during the last twenty-seven years, but purposeful and meaningful education was neverprovided. Different governments announced education reforms atdifferent times and published booklets, produced reports, andpledged to increase the percentage of literacy as early aspossible. But careful examination makes it clear that thispercentage remains the same.

The conduct of students could not be improved because the systemof education in our country is outdated. What is needed is tochange the present syllabus, improve the system of examination,and give increasing importance to our national language in thescheme of education.

EDUCATION PLANNING

12. KHAN, Kifayatullah. Educational Council --- Dawn (Karachi)January 25, 1975,

The establishment of National Educational Council is a step inthe right direction. It will, among other things, recommend

5

suitable chanc,es and improvements in the educational policy. Itis suggested that in the eight standing committees, one eminenteducationist each be invariably included. By eminent educationistis meant one who holds the cause of r-ducation as dear as his ownlife and has considerable field experience.

The curriculum Committee should seP to it that in any futureplanning and formulation of policiEs, the ideological aspect ofPakistan is never lost sight of. Every scheme eoncieved orimplemented should fit in squarely with this as is the case inall other ideological states. The conspicuous absence of ideolo-gical education from our syllabi has given rise to many contradic-tions in our national life. Our educational policy should aim atproducing young men who are imbued with the spirit of Pakistanideology. Thus it follows '...hat the Council should insure that theteachers first believe in this ideology.

EDUCATION REFORMS

13. GARIVAL, Sher Mohammed. Hamara Nizam-e-Ta'aleem (Our EducationSystem) --- Nawai Waqt (Lahore) March 1, 1975 (U).

We can make no progress in the field of education unless somebasic changes are made in the present system of education. Thesystem in Britain and America is radically different from ours.They have a system, in which attention is concentrated only onone subject for each student, and special emphasis is laid onhis mental development. Tutorial group and semester system areprevalent in schools and colleges. Their system of examinationis also different from ours. There, the students neithermemorize their lessons nor copy down answers in the examinationhall.

Library plays a vital part in the promotion of knowledge. Allcolleges and the universities have well-equippPd libraries oftheir own. Students are provided every possible facility tomake the best use of libraries. In our country we pay noattnytionto the importance of library,

Student-teacher relationship in our schools, colleges, anduniversities simply does not exist. The absence of this relation-ship is the root cause of the spread of vulgarism in our educa-tional institutions. If we really want to improve the standard ofour institutions, we should learn from the institutions of thedeveloped countries and reform the working of our institutions.

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14. KHAN, Abdul qadir. Hamara Nizam-e-Talnleem (Our EducationSystem) --- Nawai Waqt (Lahore) March 18, 1975 (U).

The student community is one of the most important parts of theeducational system. The following are some of the causes of thepresent unrest among the students in the country: 1) There isa g-neral feeling of aprrehension and insecurity in every sectionof our society, and beL,g the most susceptible class, the studentcommunity seems to be more restive and rebellious. 2) Thestuden17s are apprehensive of their future which seems to hold noprospect cf suitable employment for them. 3) The present systemof education, which is the legacy of the colonial period, hasnothing to do witIL our traditions and social values. It does notserve as a vehicle of thought for a Pakistani student. 4) Thesystem has become so flippant that no student takes educationseriously.

ELEMENTARY AND SCONDARY EbUCATICN

15. Bureau of Education. Directory of Middle Schools in Punjab1973-74 --- Lahore, The Bureau of Education. 26tb March, 1975.

The directory of the middle schools of the Punjab compiled bythe Bureau is meant for educationists, planners, researchscholars, and interested individuals and agencies. It providesa list of middle schools by division and district.

The directory provides information about 598 schools of Rawalpindidivision, out of which 430 schools are for boys and 168 for girls.Similarly in Sargodha the directory lists 670 schools out of which483 schools are meant for boys and 187 for girls. In Lahoredivision the number of schools is 681 420 for boys and 261 for1

girls. There are 605 schools in Multan division, 450 for boys and155 for girls. The number of schools in Bahawalpur division is322 out of which 232 are meant for boys and 90 for girls.

16. Bureau of Education. Grade-Wise and Level-Wise Students inSchools --- In: Educational Statistics for Punjab for 1972,-73, 24-26.Lahore, Bureau of Education. December, 1974.

The statistical report compiled by the Bureau covers theinformation about students by grade and level in schools in thePunjab province of Pakistan.

There are three tables showing: 1) number of boys by grade inschools; 2) number of girls by grade in schools; and 3) number-f students by level of school education. All the three tables

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provide statistical information by district and on the basis ofprimary level and secondary level. In the third table theihformation is further classified under the headings of boys andgirls and on the basis of primary schools, middle schools, andhigh schools.

17. Bureau of Education. High Schools (At Tehsil Level) --- In:Educational Statistics for Punjab for 1972-73, 19-23. Lahore,Bureau of Education. December, 1974.

The statistical report compiled by the Bureau covers the dataabout high schools at Tehsil Level in the Punjab province ofPakistan.

There are five tables showing: 1) statistics on high schools inRawalpindi Division; 2) statistics on high schools in SargodhaDivision; 3) statistics on high schools in Lahore Division;4) statistics on high schools in Multan Division; and 5) sta-tistics on high schools in Bahawalpur Division. Each tableprovides information by district and gives data about the numberof schools, enrolment, and teaching staff. Thc information isfurther classified for urban and rural areas and for boys andgirls.

1E. Bureau of Education. Middle Schools (At Tehsil Level) --- In:Educational Statistics for Punjab for ^Y72-73, 14-18. Lahore,Bureau of Education. December, 1974.

The statistical report compiled by the Bureau covers the data onmiddle schools at Tehsil level in the Punjab province of .dakistan.

There are five tables showily: 1) statistics on middle schoolsin Rawalpindi iiivision; 2) 'statistics on middle schools inSargodha Division; 3) statistics on middle schools in LahoreDivisioa; 4) statistics on middle schools in Multan Division;and 5) statistics on middle schools in Bahawalpur Division.Lach table provides information by district and gives data aboutthe number of schools, enrolment, and teaching staff. Theinformation is further classified for urban and rural areas andfor boys and .girls.

19. Bureau of Education. Primary Schools (At Tehsil Level) --- In:Educational Statistics for Punjab for 1972-73, 9-13. Lahore,Bureau of Education. December, 1974.

The statistical report compiled by the Bureau covers the dataon primary schools as Tehsil level in the Punjab province of

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Pakistan.

There are fivetables showing: 1) statistics on primary schoolsin Rawalpindi Division; 2) statistics on primary schools inSargodha Division; 3) statistics on primary schools in LahoreDivision; 4) statistics on primary schools in Multan Division;and 5) statistics on primary schools in Bahawalpur Division.Each table provides information by district and gives data aboutthe number of schools, enrolment, and teaching staff. Theinformation is further classified for urban and rural areas andfor boys and girls.

EXAMINATIONS

20. AHMAD, Aziz. Postponmunt of Examinations Khybar Mail(Peshawar). March 7, 1975.

It has now become almost a tradition that every year examinationsare postponed for one reason or another. During the last threeyears no examinations, particularly for Intermediate classes, wereheld en dates initially announced. The postponment of examinationsalways affects the plan of study of a student.

The Intermediate examination for the last year was to be held onMay 11, 1974. It was, however, postponed because of th(.: strike ofthe teachers. Two weeks later the new date for the examinationwas announced as 11th June, 1974. As the strike continued, theexamination was again postponed for an indefinite period. Thestudents were very much disappointed at this postponment, and whenthe examination did take after a month on the 16th of July, theresults were poor indeed. The postponment of examinations seemsto have become the order of the day.

21. BASHIR, Nasreen. Punjab Mein Semister 6istam (Semester System inPunjab) --- Akhbar-e-Khwateen (Karachi) January 18-24, 1975 (U).

Semestr system is the best system of education and it hasalready been introduced at the University level by the Governmentof Sind. This systm provides the best test of the intelligenceof a student. Unfortunately, however, the students in the Punjabare still waiting -or the introduction of this system. Theprevailing system of examination here, tempts if not compels, thestudents to use unfair means. All that they have to do is tojust memorize a few answers from the guess papers or notes andreproduce them in the examination hall. There is no chance ofplaying such trick in the semester system. The Government of the

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Punjab should introduce this system as e.?.rly as possible for thebenefit of the students and their education.

22. Bureau of Education. _'cxaminations --- In: Educational Statisticsfor Punjab for 1972-73, 48-51. Lahore, Bureau of Education. December,1374.

The statistical report compiled by the Bureau covers informationabout the examinations of different educational standards of thePunjab province of Pakistan.

There are four tables showing: 1) matrieuIntion, intermediate,graduate, and post-graduate examinations during 1972-1973;2) result of intermediate examinations by subject; 3) profess-ional :JY-,.minations; and 4) examinations of technical education.The first table provides information under the heads examinations,university/board, period, number of boys appearing and passingand number of girls appearing and passing. The second table givesinformation about subjects, location of boards, boys appearing -ndpassing and girls appearing and passing. In the third table theinformation relates to the examinations held by the Punjabuniversity, Agriculture university, Engineering university, andEducation department. The fourth table gives details ofexaminations of three-year course, two-year course, and one-yearcourse.

23. HASHMI, Khalid Mahmood. Hamara Imtehani Nizam (Our System ofExamination) --- Musawat (Lahore) March 16, 1975 (U).

The present system of examination puts a premium on memory andcheating. The students who get through the examinations in thisway can hardly be expected to become responsible citizens of thestate.

Our system of examination, as of course caly other system, can bedivided into two stages, viz., theoritical and practical. At thetheoritical level it is the test of memory, and at the practicallevel it is a vain exercise. The unfortunate aspect of thesituation i that question papers are made known to the studentsbefore the examination; cheating is openly done in the examinationhalls, and most of the invigilators actively or passively helpthe examinees in this activity. Demands for awarding grace marksand for the postponment of examinations are also some of thetricks the students usually play.

24. UMAI, ohammed. Semester System is Showing its Merits ---Morning News (Karachi). February 1, 1975.

The Sem-ster System, has brought about a lot of changes in the

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attitude and behavior of the students. Shortage of teachingstaff has largely bcon ielt both by the students and themanagement. Test after test and assignment after assignment havekept both the teachers and the taught busy all the time.

The Pniversity library has faced the avalanche of students. Theextensive use of the library throughout the two Semesters isitself an index to the devotion of the student to studies. Inspite of the addition of a number of books to the library, thepaucity of the stock is severe.

The Semester System is the democratization of the educationalsystem, and perhaps the best way of diverting attention of thestudents toward studies and preventing them from joining pettyand parochial politics. This has been checked to some extent bydiverting their attention toward studies. What is required nowis to satisfy the intellectual appetite of the students byproviding adequate curricular facilities and supplLmentaryliterature.

25. QAMAR, A. Wadud. Plight of the Private Examinees KhybarMail (Peshawar). March 9, 1975.

It appears that the Peshawar Board of Intermediate and SecondaryExamination is quite oblivious of the hardships faced by its"Private Examinees". The private examinees who fail in theexaminations of ,Lhe Board are not supplied with the blank admiss-ion forms. They have to obtain these forms from t: ; ard'soffice through personal contact or by post, within :ek (thistime within four days) after the announcement of the dates of thenext examination. The result is that most of the examinees haveto pay the penalty for late payment of fees for no fault oftheirs. It is, therefore, hoped that the Controller of Examina-tions of the Board would look into the matter and do the needfulto alleviate the distress of private examinees.

26. QAYYUM, Khwaja Abdul. Moujuda Imtehani Nizam (Present ExaminationSystem) --- Imroz (Lahore) February 22, 1975 (U).

The present system of examinations in medical colleges isdefective. Tests are held, but they have no relation to therequirements of examinations. The book of Anatomy consists ofsixteen hundred pages which the students are to study for fulltwo years. But in the examination the paper on Anatomy has tobe solved only in three hours. It is strange that a student isrequired to answer questions based on a book of sixteen hundredpages only in three hours? This system is preposterous andunjust to the students. The purpose of examination should be to

0

judge the merit of every student as shown by his regular workand the results of previous tests.

27. SIDDIQI, Ali Ausat. Imtehanaat (Examinations) --- In: TalaleemiTanzeem, 101-118. Karachi, Maktabae Faridi. 1975 (U).

Examinations are conducted to judge the receptibility of knowledgeimparted in schools. Examinations thus indicate.how much thestudent has acquired in the school and how much the teacher hasgiven to the student. In spite of its various shortcomings, wecannot do away with the examination system.

The subject of examination is discussed in some detail under theheadings: 1) historical development of examination; 2) meaningand form of examination; 3) merits of examination; 4) limita-tions of examination; 5) essay type test and its merits andlimitations; 6) objective test and its merits and limitations.

It is said that there is no perfect system of examination. Whatwe should do is to avoid the shortcommings of both essay type andobjective tests and use a mixture of both types.

EXTRA-CURxICULAR ACTIVITIES

28. SIDDIQI, Ali Ausat. Nisabi Aur Ham-Nisabi Program (Curricularand Co-Curricular Program) --- In: Talaleemi Panzeem, 71-83.Karachi, Maktabac Faridi. 1975 (U).

Today education is not confined to the four walls of the school.Co-curricular activities are as important as curricular activi-ties for a healthy development of the personality of the student.

The objects of co-curricular activities include: 1) meetingthe requirements of adolescence; 2) social training of theyoung; 3) shaping of the character of the student; 4) dis-covering his individual interests; and 5) organizingpurposeful use of his leisure.

There is a brief discussion on how to organize and regulatecurricular activities. It is also pointed out that thereshould be a balance between the curricular and the co-curricularactivities. At the end various co-curricular activities arc mentionecwhich are divided into four categories; 1) literary activities;2) dramatic activities; 3) games and athletics; and4) hobbies.

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HEALTH LDUCATIUM

29. MALIK, Bashir A. School Health Service --- Pakistan Times(Lahore) March 1, 1975.

In schools, students meet various health hazards because of theirfree mixing with one another. Communicable diseases contractedat home can be easily transmitted to classmates. On the otherhand schools offer unique opportunities for applying mass measuresof prevention and cure of diseases.

The functioning of a health service in schools depends on healthprofessionals associated with the school. The role of theteacher is equally important. The school health program shouldinclude periodical physical examination and health educationprograms. School health service has become an accepted principleof health cover for this age-group of the population all over theworld. In Pakistan, however, the concept of school health serviceis non-existent although the investment on such a service ismodest and the dividend in terms of healthy children is immense.

The following suggestions regarding school health services areoffered for consideration: 1) Every school in the colvatry musthave at least one part-time medical man to provide health coverto the students. 2) Special health card must be maintained foreach student who should be periodically subjected to medical test.3) All children must b: given basic preventive vaccinations andinoculations. 4) Pure water supply on school premises should beinsured.

30. SABIR, Mohammed. Tataleem-e-Jismani Aur Shakhsiyat Ki Talameer(Physical Educ'Ation and Personality Build Up) --- In: (taumi To'aleem, 107-108. Karachi, Government College of Zducation. 1974(U).

Today education means over-all development of the personality ofthe child, which includes both mental and physical growth.Physiral education plays an important part in the overall develcp-ment f the child's personality.

A child naturally takes keen interest in playing. Physicaleducation provides oirortunities for the play and greatly helpsin the formation of his character. The qualities of leadership,observance of rules and regulations, balancing of rights andduties, etc., are developed on the play-grounds. It is anestablhed fact that organized games reduce delinquency in

Games are not only the best of leisure time, but alsothe training ground for social life.

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31. SIDDIQI, Ali Ausat. Ta/aleem-e-Sehet (Health Education)--Im:TalaleemiTanzeem 215-240. Karachi, Makatabae Faridi. 1975 (U).

The importance of health in human life cannot be overemphasized.A healthy man is a blessing for himself and for the people aroundhim. Health is useful and necess,7.ry both individually andcollectively. Many institutions play their part in making manhealthy, but schools have better chances of success in this field.Here children come at an .e,Arly age, which is a formative phaseboth for physical attainment Jid mental growth. Proper attentionat this stage will pave the way for better health in future. Aschool which does not give attention to the health of itsstudents in guilty of neglecting its duties.

Some measures have been suggested for maintaining and improvingthe health of the .7tudents. Common physical defects and remedialmeasures are mentioned. There is also a brief discussion ofcommon infectious di7;eases and their prevention.

HIGHER EDUCATION

32. Bureau of Education. Colleges - Intermediate and Degree (AtTehsil Level) --- In: Educational Statistics for Punjab for 1972-75127-33. Lahore, Bureau of Education. December, 174.

The statistical report compiled the Bureau covers the dataabout intermediate and degree colleges at Tehsil level in thePunjab province of Pakistan.

There are eight tables showing: 1) statistics on colleges inRawalpindi Division; 2) statistics on colle,:es in SargodhaDivision; 3) statistics on collor7es in Lahore Division;4) statistics on colleges in Multan Division; 5) enrolment ofstudents by grades and subjects in colleges 6) admission in1st year and 3rd year; and 7) teaching staff by qualifications.The information on colleges is given by district and tehsil.

33. Bureau of Education. Universities --- In: Educational Statisticsfor Punab for 1972-73, 36-39. Lahore, Bureau of Education.December, 1974.

The statistical report compiled by the Bureau covers theinformation about univers:ties in the Punjab province of Pakistan.

There are five tables showing: 1) statistics on post-graduateclasses of arts subjects of the Punjab university; 2) statistics

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on postgraduate classes of science subjects of the Punjabuniversity; 3) teaching staff of the Punjab university;4) statistics on agricultural university; and 5) statisticson engineering university. The first two tables provide bysubject information about admission and enrolment of students.The third table gives by status information about arts andscience teachers. The fourth table is sub-divided into threetables giving information about admission and enrolment atgraduate level, admission and enrolment at post-graduate level,and number of teaching staff. Similarly, the fifth table isfurther divided into four tables giving information aboutadmission in 1st year, enrolment up to graduate level, admissionand enrolment of post-graduates, and number of teaching staff.

34. Gomal University --- Pakistan Times (Lahore) January 1, 1975.

The Gomel University is introducing the term system of examin'ationsafter the patern of the British University with slight modifica-tions. It is beyond dispute that one examination after two yearsof study is a vcry defective system of evaluation of the sttldetlstalent. Moreover, it oncouras slackness in stildc:ns as s

teachers. The students start their prparatior it a few rrlithsbefore the examination. Iven so, there is always a widc choicu iIthe question papers, and the student.7 cohveniently resort Coselective studies. To make the matturs worse, this sytem leavesthe door open to many evil practices in and outside the examinationhall. This makes success in the examination a mattcr of luck.Hence a general disatisfaction against this system of examination.

Some of our universities adopted the American Semeser System ofexaminations. As social conditions in Pakistan are different fromthose in U.S.A., this system would hardly improve the matters.So, the Gomal University authorities have chosen to adopt theterms system and to hold six terminal examinations in two years,with external examiners playing the decisive role. Thus, boththe teachers and the taught shall have to remain alert all thetime.

35. HASEMI,Ali Ashar. Universities' Role in Development --- PakistanTimes (Lahore) March 16, 1975.

A significant number of students are now coming to universitieswith greater social consciousness and deeper commitment to puttheir learning into practice. This situation poses big challengesto the teaching profession. A teacher with the knowledge of 1940cannot do justice to the present generation, unless he has keptup with the increasing pace of development in the field ofknowledge.

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In developing countries when thete are limited resources for theavailability offresh knowledge, there an urgent need of somevigorous feeth-back mechanism to keep the teachers abreast of thelatest information. As matters stand at present, most universitieseither have a fixed curriculum or teach largely outdated subjectmatter. In the changing world the universities will.hatth to add anothe:dimension to their activity. This now dimension, which has beennamed "the Scholarship of Synthesis" by the Canadian Associationof Universities directs a scientist to apply his intellectualpowers to reorganiv.e and systematize a broad range of knowledge.The Pakistan Science Foundation could play a key role in theentire setup. It could be assigned the responsibility ofcollecting information from all the agencies doing synthetic workand serve as a vehicle for the transfer of knowledge at the inter-organizational level.

HISTORY OF EDUCATION

36. HUDA, Amirul. Undulus Nein Madrasey Aur Darul Uloom (Schools andEducational Institutions in Undulus) --- In: gaumi Tafaleem, 76-77,icrachi, Government Collece of Education. 1974 (U).

Of all nations, Muslims played the greatest part in the develop-ment of knowlede and learning. They considered the acquisitionand propaF,ation of knowledge as a sacred duty. It is brieflyshown how the Muslims patronized knowledge and learning in theearly period of Islamic history.

The fall of Ummayyid dynasty forced some of its Sardars headed byAbdur Rehman to take refuge in Spain. Abdur Rehman founded theUmmayyid rule in Spain, and with th rule began the develepmentof knowledge and learning in that land. The writer brieflydiscusses the various aspects of educational development duringthe new regime. In those days Spain is said to have become theseat of learning for the whole of li;urope and students from allover the continent flocked to the universities of Spain foracquiring knowledge.

LANGUAGLS, TEACHING OF

37. HASAN, Mughisul. BamagFad Tataleem (Purposeful Education) ---Nawai Waqt (Lahore) February 18, 1975 (U).

A groat number of missionary schools are operating in our country.The schools operating in big cities have English as the medium

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of instruction, and those operating in villaE;es have Urdu or theregional languages as the medium. The main objuct of theseinstitutions is to introduce Western civilization and propagatochristianity among our students. A particular class of oursociety sends its wards to such institutions and takes pride indoing so. It is strange that, barring a few, these institutionsare not nationalized. The members of the affluent society sendtheir wards to these institutions with only one end in view, thatis, their wards would learn English and easily get through thecompetitive examinatiens hold by the government. The students ofthese schools do better in the examinations becausu oral andwritten examinations aru conducted in English. It is high timeEnglish was replaced by Urdu in all such institutions.

38. KHAN, Abdul Qadir. Ingrezi Aur Hamara Nizam-O-Tafaleem (Englishnd our Educational System) --- Nawai Waqt (Lahore) March 18, 1975 (U).

English has become a grcat problem for our students. Even afterspending nine years (from Class VI to B.A.) in schools andcolles-os, majority of cur students fail to express themselves inthis language. Two factors are worth noting in this connection:1) The teaching of a foreign language aas to be deeply coordinatedwith the personality and mental capacity of a student. A foreignlanguage can be learnt satisfactorily only when a student is well-versed in his own mother tongue. 2) The te,Iching of a language isa full-time job, which the present system fails to provide. If theeducation authorities think that English cannot be jettisoftedimmudiately, the following arranLemunts should be made: a) Englishshould be dropped as compulsory or optional subject and replacedwith the subject of "Islam and Islamic Ideology" up to the B.A.class. b) Arrangements should be made to teach English afterMatricul-tion through the "Diruct Method" instead of the presentorthodox way.

LIBRARLES

59. SAGGU, Abdul Qayyum. Liburarian Aur Farogh-o-Kutub (Librariesand Development of Books) Kitab (Lahore) 4(9): 33-34. January1975 (U).

With the advance of knowledGe and lurning, the importance ofbooks and libraries is constantly increasing. It is gratifyingto note that the present government is seriously considering thuestablishment of a network of libraries throughout the country.Some concrete steps have also been taken in this direction.

At present there are public libraries, trade libraries, specia1

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libraries and school and college libraries in Pakistan.The.akticlebriefly discusses the present position and the nature and problemsof these various types of libraries. It is sugLested at the endthat with the promotion of libraries the status of librarians shouldalso be raised. Mobile libraris are also recommended.

LITERACY

40. HANIF, Shaikh M. Literacy Through Libraries --- The New Times(Rawalpindi) January 22, 1975.

As a young and developing country, Pakistan has widespreadilliteracy. At present, there are about 4o million, illiterateswhich figure increases by about a million every year as thepopulation increases. The rate is higher in rural areas, particu-larly among women.

A massive literacy program is proposed to be started in everytown and villaLe. Literacy centers will be established in schools,factories, firms, union council halls and other community centers.Extensive use will be made of new educational technology and non-conventional m2thods such as films, records, TV, radio., libraries,exhibitions, seminars, demonstrations, charts, models, posters andpictures. A People's Public LibrRry will have one hundred booksto begin with. Librarians shall also be trained in adult-educationand assigned the duties to run the literacy centers.

LIT,RATURE FOR CHILDREN

41. HAMID, A. Bachchon Ka Adab (Literature for Children) Kitab(Lahore) 9(6): 39-'). March, 1975 (u).

Childhood memories are the sweetest. The author who writes forchildren recreates his lost childhood. An author cannot createimpressive children's literature if he does not love his child-hood. 4e have before us the example of Hans Anderson who producedremarkable stories for children. Anyone who keeps his childhoodalive can write really charming things for children.

A child has a very impressionable mind, and so the writer ofchildren's literature should be very careful while writing forthem. A few sentences written carelessly can have a very adverseeffect on the simplicity and innocence of the children. Thewriter who writes for children should put himself in their placeif he wants his writing to be interesting to the children. Some

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guidelines are provided for wholesome writing for children.

MEDICAL EDUCATION

42, ABDULLAH, Nabila. Medical Admission --- Pakistan Times (Lahore)February 24, 1975.

There have been persistent demands that admissions to medicalcolleges should be made strictly on the basis of meriti hutthe latest decision of the Government provides for admissionsagainst reserved s.9.ats. However, additional 114 seats, havebeen provided in the various medical colleges in the Punjab.Out of these, 60 seats would go to boys and 40 to girls. Meritalone would be the basis of selection for this quota. But of theremaining 14 seats, 12 have been earmarked for doctors' children,and 2 seats have been allocated to candidates belonging to de-excluded areas of Dera Ghazi Khan district. As a result of thisdecision, doctors' children would now get 24 seats as against 12in the past. The total number of reserved seats would thus risefrom 183 to 197.

The favor shown to doctors seems to be uncalled for. TheGovernment is now starting a two-year medical assistants course.This is clearly an attempt to lure first divisioner candidateswho, on completion of the course, would be sandwitched betweendispensers and doctors. Because of the unattractive 7)rospectsfew parents would prefer to send their children for this course.

43. ALI, Syed Mujahid. Medikal Kalijon Mein Dakhley Ki Nai Polisee(New Admission Policy of Medical Colleges) Jang (Karachi)February 21, 1975 (U).

It is obvious from the new policy of admission to medical collegesthat after the admission of all the first and second divisionstudents of the rural areas some of the seats that would be leftover will not be filled by the first divisioners of the urbanareas. It is a fact that the number of students in urban areasis far higher than the number of students in rural areas.

In these circumstances, the best thing to do wculd be to fillthe vacant seats with the first divisioners of the urban areaswho could not be accommodated in the urban quota. This mightease the situation. Moreover, all the fifty seats reserved bythe government should also go to the holders of first divisionin urban areas.

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44. FRASER (Mrs.) Y. Quota in Medical Collegos --- Sun (Karachi)January 19 1975.

Each year, Christians have been getting admission in medicalcolleges on the basis of the quota system fixed by the Government,and about 10 seats have been going to this community every yearin the Punjab. However, during the current year the position haschanged, and with the declaration of "Ahmadis" as a minority,the chances of admission for Christians have become slim, asalmost all the seats reserved for minoritic.s will go to the"Ahmadis". The Christian boys and girls seeking admission willnot be able to compete with them. As the Constitution of Pakistanprovides equal rights for all, the government is requested toreserve separate seats for Christians and other minorities inthe Medical colleges. An immediate decision on this issue isnecessary.

45. KAHN, Jamil Akbar. Ta'aleemi Islahaat Aur Medikal Kalijon MeinDakhley Ki Polisee (..:,ducational Reforms and Admission Policy ofMedical Colleges) --- Hurriyat (Karachi) January 199 1975 (U).

Although the government is spending a lot of money on medicaleducation, the standard of education is fallirrg continuous1Y..

.The reason may be the dearth of staff and non-availability ofpractical instrumentslor the students might have lost interest ineducation. Seemingly, they are not taking advantage of thefacilities provided by the government.

It is also observed that the number of female students in thisprofession is multiplying each year. There is one MedicalCollege exclusively for the girls, and in addition to thisfemale students are seeking admission in ether colleges. Themost painful aspect of the female education in our country isthat most of the lady doctors bid farewel to their professionaftcr their marriage. This is colossal loss indeed.

Another disturbing aspect of medical policy in our country isthe division of seats between urban and rural students. Thishas created a lot of irobicms.

46. KHAN, Kemal hmd. Medikal Kalijon Mein Dakhley (Admissions inMedical Colleges) --- Hurriyat (Karachi) January 229 1975 (U).

All the policies framed by the government about admission tomedical col1er7es tv:ve so far proved unsuccessful. Every yearthe government takes its own time to frame a new policy andthus the students loEe much of their valuable time. Since the

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government is in the knew of the situation, it is hoped that thegovernment would announce its policy in time and avoid confusion.

Limited r,..sources 12:we been the greatest problem of our country.So, these resources should be used properly and with foresight.This applies to the medical education as well. The governmentshould give more importance to the question of raising thest-Jidard and quality of education. The new medical policy neednot be changed, because it satisfies every one. The seats in allmedical colleges should be divided in a proper way and filled onthe basis of merit, so that the deserving students are not deniedadmission. The quota system should be abolished because, thishas already played havoc with the future of so many deservingstudents.

47. QURf.SHI, M. Azizul Bahr. Medikal Kalijon Mein Dakhley Ka NayaMeaar (New Stridard of Admission iv Medical Coll ges) Akhbar-e-Khwateen (Karachi) February 15-21, 1975 (U).

The problum of admission to medical colleges has become acuterthan ever. Every year, a good number of students fail to getadmission to these instituticns despite the fact that they passthe F.Sc, examination in good division. This is a great injusticeto the students. Punjab, in terms of population, is the largestof the four provinces, but it has fewer medical colleges thanSind. Last year, only two new medical colleges were opened for atotal strength of 762 students. As against this, medicalcolleges in Sind can cater to the needs of 1300 students.. Thisis not all. Even seccnd divisionurs get admission in medicalcolleges of Sind. This situation cnn, however, be changed bytransferring the administration of medical colleges of the wholecountry from the provincial government to he Federal Government.

48. RIZVI, Ali Akhtar. Medikal Kalijon Mein Talaba Ka Dakhla(Students, Admission in Medical Colleges) Mashriq (Karachi)March 25, 1975 (U).

Admissions to medical colleges in the country have always beena problem. The quota system has made matters more complicated.Thanks to this system a large number of meritorious and capablestudents fail to get admission to medical colleges. Moreoverthe admission of those students who have not secured gooddivision, has pulled down the standard of medical education as a

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whole. The present government no doubt attachs muchimportance to medical education and is undeavouring to setup more new institutions, but the enforcement of the quotasystem is only serving to keep out the students who havesecured first division. There is a wide protest in thecouptry against the quota system. The government should takenote of this unrest and frame a realistic policy for admissionto medical collea:es.

49. SHAH, Muzaffar. Medical Education --- Pakistan Times (Lahore)February 28. 1975.

The suggestions recently made to the Government about the needfor a strong para-medical corps to meet the health needs ofthe village population are realistic. But the corps membersare supposed to work undor the supervision of qualifieddoctor. This seems to be the line of thinking of the FederalL'evernment and the Pakistan Medical Association about thefuture National Hualth Policy. To suggest that 'medicaleesietantl should form another independent category ofphysicians is not right. It will not bu long before these'medical assistants' gravitate to join the ranks of quacksin cities and big towns and start practising ao doctors. If,however, they continue to stay in survice, they will in duecourse mobilize and use collective pressure for admissionto medical colleges to upgrade their training.

Looking ahead, in about two or threu years our country wouldbe producing 3,500 doctors each year. Many cotirtries infuture may refuse to accept the insufficiently traineddoctors we 7.ro trying to produce now. Under the circums-tancus, ono can visualize a virulont glut in the marketas far as the supply of doctors is concerned. It ishigh time we started building our future hc.Ith schemestop by step on the right lines and try hon. 3tly togive the villo.go population what is due to them.

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PHILOSOPHY OF EDUCATION

50. KHAN, Malik Sher Mohammed. Ibne Khaldun Kay Ta'aleemiNazariyaat (Education Ideas of Ibne Khaldun) --- In: qaumi Ta'aleem,74-75. Karachi, Government College of Education.1974 (11).

Ibne Khaldun considers education as the birth right of man,that cannot be denied. As such education should be based on thedictates and demands of nature. The aim of education,according to Ibne Khaldun, is to know the truth and for thispurpose the five senses of man are not enough. The revelationfrom God that we get through his messangers helps us to knowthe truth.

Ibne Khaldun was not happy with the thc.1 prevalent system ofeducation which took no note of the latent capabilities of theindividual. He presented some revolutionary ideas in thefield of education which are described in his famousMuqaddamah of the history of the world. His ideas tookpractical shape in the mode,Il world. The wirter has brieflydiscussed his educational ideas.

51. KHAN, Zafar Husain. Imam Ghazali Kay Ta'aleemi Nazariyaat(Educn,tional ThouFhts of Imam Ghazali) In: qaumi Ta'aleem,68-73. Karachi, Government College of Education. 1974 (H).

Imam Ghazali is considered as one of the greatesteducationists the Muslim world has even produced. He wasa great philosopher and wrote about 80 books on differentsubjects of higher learning. He taught as a teacher for quitea long time and headed Madrassai Nizamia, the biggesteducational institution of the time, for four years.

Like Rousseau, Imam Ghazali also centered his educationalscheme around a fictional child. His philosophy ofeducation is based on his personal experic ces and is verysimilar to the philosophy of Plato . The wtiter discussesvarious features of his educational ideas under the headings:1) aims of education; 2) syllabus of education; and 3) methodof teaching. At the end reference is made to the contributionof Imam Ghazali as a psychologist.

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PROFESSIONAL EDUCATION

52. Bureau of Education. Colleges (Professional) --- In:Educational Statistics for Punjab for 1972-73, 34-35. LahorelBureau of Education. December, 1974.

The statistical report compiled by the Bureau covers thedata about professionalcolleges in the Punjab province ofPakistan.

The information provided in the table shows profession,name of institution, admission, enrolment by sex, andenrolment by grades and boarders. The professions includemedicine, dentistry, animal husbandry, home economics, textile,fine arts, commerce, law, physical ed,:;ation, and teacherstraining, In the province there are four medical colleges,one dentistry college, one animal husbandry college, onecollege of home OC:_,P0mics, one college of textile technology,one college of fine arts, three commerce colleges, three lawcolleges, two colleges of physical education, and fourteachers training colleges.

PSYCHOLOGY

53. ASHRAF, K.M. Compulsory Sex Education --- The Star (Karachi)March 3, 1975.

To live in modern age, means to compromise with modern trendsof life, because without accepting new trends of life, it isvery difficult to keep pace with the marching times. It is,therefore, suggested that there should be compulsory sexeducation at .Jecendary love, as done in other developedcountries. In this way, we would be able to create healthyhehavior in our youth and a better society. We have to mouldour life according to the modern needs. It is because of theabsence of sex education that many ills have crept into oursociety. Let the authorities ponder over this imnortantpoint and take immediate step to include the subject of sex inthe curricula of secondary schools.

54 HAQ, Fayza. Complete Lack of Discipline Means UltimateFailure --- Morning News (Karachi) February 15, 1975.

In order to develop self-reliance and initiative among theyouth, the so-called liberal parents give a trifle too much

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of a leeway as regards the hours of studies and sports. Evenwhen the youth should play at school or be punished at collegefor misbehavior or cheating, some parents insist on believingthat the vicissitudes of life are in themselves enough totoughen the young man and make him immune to the unpleasant-ness and discomfort that he might have to face in his careeror scholarship abroad.

Modern parents feel that telling the teenager to play in thestreets is the best way of insuring success for the youth.Pampering the youth with costly rewards for his school leavingcertificate, intermediate results, or graduation is not ahealthy thing for his future. In this way he will grow usedto expect admiration and fussing from his seniors andcollegues in the office. He will not be able to take theheavy dose of criticism which is inevitably his plight in anycareer.

55. SIDDLWI, Ali Ausat. Bency Siman Paymaney Ki Tarmeem(Revision of the Binct-Cion Intelligence Scale) --- In: QaumiTa'aleem, 52-64. Government College of Education. 1974 (U).

The publication of the Binet-Simon Intelligence Scale rousedgreat interest among psychologists. American educationistswelcomed it and took special interest in this scale. A numberof translations and revisions of the Simon-Binet IntelligenceScale were made according to the local needs and requirements.The chief among them were those made by Henry Goddard, Yerkes,Herring, Kuhlmann, Cyril Burt, Wilbelum Stern, Dr. H.C. Rice,and Lewis M. Terman.

These revisions are briefly mentioned. Those of Lewis M.Terman, a professor of Stanford University, are discussed ingreat detail. The lewis M. Terman revisions are popult,rlyknown as Stanford Revisions, as Terman was the Professor ofStanford University. The first revision took placd in 1916and subsequently the Binet-Simon Intelligence Scale wasrevised in 1937 and in 1960 The various features of theserevisions are explained.

SOCIOLOGY

56. SIDDIQUI, Ali Ausat. Iskool Aur Ma'ashra (School and Community)Ta'aleemi Tanzcem, 209-214. Karachi, Maktabae Faridi. 1975 (U).

School is not a place merely for imparting some facts andfigures, and education is not confined to the four walls of

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the classroom. Today education has acquired a broader mi.:aning.It prepares the students for their comming struggle in life.It is, in fact, training in social life. It is the means ofproducing better citizens. Today school is a part of society,and the central place in this society is occupied by thestudent and the schme of his education.

School has not become the first step in entering the society.It is the duty of the school personnel to have close liaisonwith different sections of the society. They should haveclose contact with the parents of the students whO are equallyinterested in the well being of their children. There shouldbe a parents' day every ycar when all parents should gather andsee for themselves the progress of their wards. There shouldalso exist parent-teacher relationship which is most useful insolving the problems of the students. Parents should alsosee to it that homework is regularly done by their children,and the school should regularly send the progress report ofevery student to his parents.

SPECIAL EDUCATION

57. Bureau of Education. Special Education --- In: EducationalStatistics for Punjab for 1972-73, 47-47 Lahore, Bureau ofEducation, Decmber, 1974.

The statistical report compiled by the Bureau covers thefacilities of special education provided in the Punjabprovince of Pakistan.

The table gives the statistics on special institutions forhandicapped children. There are 24 institutions of specialeducation in the 12 districts of the Punjab, in addition toone training college for teaching the deer. The total numberof students in different special institutions comes to 1041,out of which 104 are blind, 853 are deaf and dumb and 84 areotherwise handicapped. The number of teachers is 146 in thevarious schools.

STUDT:NTS' PROBLEMS

58. HASHMI, Khalid Mahmood. Talaba Ki Nakami Ka Zimmcdar Kaun?(Who is Responsible for the Failure of Students?) --- Musawaat(Lahore). March 2, 1975 (U).

Most of the students these days do not take their studiesseriously. Tho reason is not far to seek. It is the

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extra-curricular activities of tho college and universitythat attract them. They arc deeply involved in onoorganization or another and pay little attention to theirbooks and lessons. They do not pay respect even to thLirte7..ichers who, in turn, take no interest in putting in theirbest. As a matter of fact, the students of today are not atall serious in the studios. They just want a degree, and forthe sake of it they are prparod to play the f ulest of tricksin the examinations. Teachers too have their share ofresponsibility for this state of affairs. They either do notattend thu class, or when they do so, they bother little toteach these students. When the date of examination approaches,thoy encourage the students to turn to guess papers for help,

59. HUSAIN, Faqir. Stud,:nt Federation --- Khybar Mail (Peshawar)January 30, 1975.

Universities throughout our country are teeming with studentFederations. The regional and somi-regional organizations arein addition. Some of these fedorations arc very strong andwell-organized. ks a matter of fact, Student Federations inour country are primarily constituted to find a just andequitable solution to the problems faced by the students, andtheir secondary functions are to arrange debates and seminarsand to train tho students for their future responsibilities.Thus, federations are part and parcel of our academic system.Lot us look at the brutal realities behind this beauteousfacade. Almost every student federation is affiliated withone political party or another. Every such federation isorganized, financed, and supported by its respective politicalpatrons. This practice has brought in its wake, the curse of11 political corruption" among the students and introduced activepolitics into the university campuses. It is high timesoemthing was done to guard the sanctity of campuses.

TEACHER T:DUCATION

60. ASHRAF (Mrs.) A. Refresher Course --- Nawai Wa (Lahore) March22, 1975 (U).

There can be no two opinions about the utility of refreshercourses for teachers, whether in schools, colleges oruniversities. These courses arc regularly held in almost alleducational institutions of the developed countries. Theteachers learn the latest and modern techniques and methods ofteaching through these courses. In a country like Pakistannobody would object to it, because hero majority of teachers

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have little knowledge,basic and run afterprfvat&degreesHahdprivate trai ning. Such training no doubt earns them preciousdegreesl.but offers thorn no opportunities of practical

meobsery experint,ations and which arc so esstential for ateacher. What is n"dod now is to arrange regular refreshercourses for the teachers, so that they may carry on in-depthstudy of thc ir sub jects and be able to do justice to theirProfes sion,

61. BureauStatisticsEducation.

of Education. T-cachc Trniningrs --- In: Educationalfor r,

l 113

for 1972_73, 44-46, Lahore, Bureau ofDece'mi,19711.

The statistical report compiled by the Bureau covers informationabout teacher_ trai nlng facilitics in thc Punjab province ofPakistan.

There arc three ta es showing: 1) the number of enrolment ofbl

teacher" training institutions; 2) statistics on primary

school teacher trai ning for boys; and 3) statistics onprimary sch3013 t

eachcr training for girls. The first tableshows the number and type of instituions having teacher-training facilities, along with the enrolment details. The

thirdsocond and tables give by district and locationinforma tion about the schools for teachur-training along withthe informl,,ti on of cnrolment and teaching staff in differentschools.

62. SULTANA, Zakia. Asateza Ki Tarbiyat Aur Uski Ahmiyat(Training of Teachers and its Importance) In: Qaumi Ta' aleem,90-93. Karoe hi Government Collge of Education. 1974 (U).

Teaching and learning is an age old process and is continuingfrom time immemori al. The importance of this process cannotbe overcmphasi zed. The teacher, who is the main factor inthis process, has accepted the responsibility of impartingknowledge as a profusslen.

Teaching is.a prof essi°n, and a teachLr is supposed to knowthe professional niect'es of his job. This acquiring ofprofessi onal know]. edgc is called teacher training. As amatter of fact, training is required in every profession, butill. teaching it is , must, This training is not confined toLhe use of chalk .1nd 1,11 ok-boar d. A teachr should be wellvursed in '-'41crAional Philosophy, uducational psychology,methods of Leaching, lesson preparation, curriculumrequirem ents

1 otc. The writer briefly discusses the variousrequirements ef teacher training,

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TEACHERS

63. ALAM, Mujib. Tchers' Grievances --- Daily News (Karachi)February 3, 1975.

Four or five months have passed :A.nce, the college teachersholding Master's degree in third division were condoned anddeclared at par with the second divisioners. Nothing seems tohave been done in the matter since. In the meantime, theteachers concerned are suffering in-as-much as they have towork under those who arc not their seniors and have to drawthe same pay that they were drawing three years ago when thecolleges were nationalized.

64. KHAN, Mohammed Azim. Our Education F.: Teachers --- KhybarMail (Peshawar) January 99 1975.

A teacher is not simply one who teaches how to read and write.He is an educator. There are opportunities for both theteachers and students to join in bringing about creativechanges in our individual and national livus. There should,however, be no element of compulsion in our social andeducational progress. The problem of educational prioritiesis hardly a new one, nor has it been confined to any specificnation or areas.

In every country the cost of education is high and will becomestill higher as more and more citizen seek after educationalopportunities. The cost of education in Pakistan is dailyrising as the standard of life is improving. The greatesttask before the teacher in every nation is to decide whatstudios should be included in the curricula. Our teachersmust decide on a sot of curricula thPt suits our nationalgenius.

65. RASdID, Shaheen. Asateza Aur Ta'aleemi Meaar (Teachers andEducati(al Standard) Mashriq (Karachi) February 11, 1975 (U).

When the government came out with the announcement ofnationalization of all schools, the parents as well as thestudents were filled with joy and hoped that the standard ofeducation would improve and teachers woulddevote more time andcare to the students. But that was not to be. The standardof education continued falling, and at present the teachersseem to be in no mood to change their ways. Strangely enough

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since the day education was declared free up to mntric,teachers hvc become more indifferent to their duties. Themost unfortunate aspect of the situation is that the teachersthemselves lcak out question papers to the students andpromote them to higher classes. It retrains to be seen howthe standnrd of education could improve in these circumstances.The government and the authorities directly concerned with theriitter should look into this state of affairs an:. dosomething to Tut matters right.

66. SHAKTZL, Sar4ari. Meaar-e-Ta'aleem Aur Asatez.- (EducationStandard and Teachers) --- In: qaumi Ta'aleem, 94-95. Karachi,Government College of Education. 1974 (U).

It is common complain that the standard of education isconstantly falling. Memorization is the order cf the day, andreal ability is at a discount with the students. Although thenumbcr of subjects is large and the volume of books prescribedis heavy, the acquired knowledge is comparatively little.

Parents hold teachers responsible for the poor standard ofeducation, and complain of their lack of attention to theirduties. This lack of proper attention to individual studentsand use of non-effctive methods of teaching is, of course,a genuine complaint. But te.achers alone arc not responsiblefor all the ills. In spite of groat hardships, mnjority ofthem arc working with zeal and real passion. The need of theday is to redress the grievances of teachers, so thrvt theycould give full attention to their job. The system ofeducation .-lso requires some overhauling. A set of proposalsin present for improving the present standard of education.

TEACHINC METHODS AliD

67. ADIB, SyA Mazhar Ali. Hamnrey Talaba Mcin Izhar Ki Czuwwat(Exl,.c-ssion Power in our Stud,,nts) Nawai Waqt (Lahore)March 1, 1975 (U).

Right sincc: t1-1,- dawn of independence, a numbc.r of educationalcommissions 'lere set up to suggest ways for the improvement ofeducational standard in thc country. But the results wore nil.Thc number of failures is multiplying year by yar, and asense of frustration is growing among the students.

Onc of the root causes of failures is that nothing has so farbeen done to improve the power of expression of the students.Majority of stud(:nts are unable to put their ideas on paper in

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correct and coherent language in the examination hall. Theyjust reproduce what they have already memorized either fromthe textbooks or from the solved papers. Unless exclusiveattention is paid to this side of teaching, thc standard ofour students cannot improve. Mere setting up of committeesand commissions will not do the trick. Serious thought shouldbe given to the question of crating interest among thcstudents for the improvement of language and power ofexpression.

68. ANWAR, Manzoor. Ingraizi Zariyae Ta'aleem (English - Mediumof Instruction) Hurriyat (Karachi) March 12, 1975 (U).

Twenty-eight years of independence have passed, and Englishstill continues to be the medium of instruction in oureducational institutions. Unfortunatcl_y, Urdu has not beengiven its proper place, although Quaid-e-Ar-lm, Mohammad AliJinnah, had declared unequivocally that Urdu and Urdu alonewould be the national language of Pakistan. It is hard tounderstand why we arc sticking to English. May be we believethat no progress can be achieved without it? Then thequestion arises how other countries of Asia and Africa,iparticularly China and Japan, have developed so fast with thehelp of their own national languages. We should do away withEnglish as early as possible. It is most unfortunate that wecannot get any private or government service without possessingconsiderable knowledge of English. The Public ServiceCommission, which holds competitive examinations, preparesquestion papers in English and the candidates are required toanswer in the same language. The result is that thecandidates who have passed their M.A. or M.Sc. examinationsthrough the medium of Urdu, have no chance of participatingin the examinations on equal terms with those whose mediumof instruction is English.

69. AWAN, Mohammed Amir. English or Urdu --- Pakistan Times(Lahore) February 9, 1975,

The double challenge for us today is to impart purposefuleducation and to endeavour earnestly to impart quality to thatpurposeful education. The ideal before us is to produceeducated, enlightened, dedicated Pakistanis and no mereeducated rootless aliens.

The antagonists ofthe English language can convincingly pleadthat the importance of Urdu language as one of the alternateinternational media of communication has been accepted by

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several foreign countries. Programs in Urdu language aredaily broadcast by their national communication networks.Thus the Urdu language, along with other modern languages ofthe world, has become one of the vital links, mentallyuniting the people of the world. Now it can be said safelythat the English language has done more harm than good tous. What we urgently need is to explore our thought andphilosophy buried in our ancestral treasures lying in theIndia Office Library in U.K., and to re-equip ourselves withthe symbols of our national identity, language being the mostimportant of all. English should be replaced by our nationallanguage, Urdu in all educational institutions of the country.

70. BAQ, Shaikh Anwarul. Urdu Ye English (Urdu or English) ---Nawai Waqt (Lahore) March 30, 1975 (U).

There are three opinions about the question of retention ofEnglish as the medium of instruction in our country. (1) Wecannot do without English, because without it we can neitheracquire higher education, nor carry on our administrative andcommercial work. English has to be retained at all costs.(2) Some feel that English should be eliminated from oureducational and social life without loss nf time. They callit a legacy of our days of slavery. (3) We should derivewhat benefit we can from English without harming ourideology and social identity.

The last course is the best ccourse. The sanctity now attachedto English in every walk of life should definitely end, andits unnecessary use should immediately stop.

We can, of course, use English for three purT)oses: 1) forhigher scientific knowledge and other faculties; 2) for traveland service in foreign countries; and 3) for commercial anddiplomatic purposes. The students who want to continue theireducation in English can take it up as an optional subject atthe university level. But for others English should not bemade compulsory subject of study.

71, HASAN, Mughisul. Nizam-e-Ta'aleem Mein Doamali Kay ManfiAsarat (Negative Effects of Duality in Education System) ---Nawai Waqt (Lahore) February 16, 1975 (U).

There is no denying the fact that national language plays avery important role in shaping national character. Thetragedy in Pakistan is that English continues to be thecompulsory part of our syllabus. When a student of science

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reads his textbooks in English, he misses half of the lessonbecause simply he cannot understand it. Ahd when he triesto answer his paper in English, he cannot express even half ofwhat he has understood. To teach in a foreign language is towaste timc, money, and energy.

The importance of national language for teaching purposes isa fact that cannot be denied. There are two types of schoolsin our country: those with English as the medium of instruction,and those with Urdu. The students coming from the first typeto colleges or universities, do not experience any problem.But those who have chosen Urdu as their medium, have to sufferfor their choice.

72. MAN Z0012, Anwar.. -Ingrai zi 1Ki .BaládbAti:( When will End the Domination of English Language) --- Nawai Waqt(Lahore) March 9, 1975 (U).

Twenty eight years have passed since the birth of Pakistan, butEnglish is still going strong in our country. Our nationallanguage has I. rul denied its rightful place. English is, ofcourse, an international language, and it can be allowed tocontinue as an optional subject. There are countries whereteaching at all stages is done in the national languages.China and Japan in the East are the two countries where allsubjects, including science, engineering and medical, arctaught in their respective national languages. It cannot beadmitted that Urdu lacks basically the qualities of medium ofinstruction for science, engineering and medical subjects. Wedo have books in these subjects, and other important books canbe translated into Urdu from English. Let us try and sec theresult.

TECHNICAL EDUCATION

73. Bureau of Education. Technical Education --- In: EducationalStatistics for Punjab for 1972-73, 40-43, Lahore, Bureau ofEducation, December, 1974.

Thc statistical report compiled by the Bureau covers informationabout technical education in the Punjab province of Pakistan.

There are four tables showing: 1) statistics on polytechnics;2) enrolment by technology; 3) statistics on commercialinstitutes; and 4) statistics of vocational institutions. Inthe first table st7.tistics are given under the headings:

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divisions, polytechnics situated at district, control, admissionin Ist year, enrolment, teaching staff, and number of boarders.The technologies mentioned in the second table include airconditioning and refrigeration, architecture, drafting anddesigning, radio electronics and television, etc. In the thirdtable information is given under the heads: division, districtand location, control, admission, enrolment, teaching staff,and boarders. The fourth table shows location/district,schools for girls, and schools for boys.

.

74. KARIM, Fazal, Funni Ta'aleem (Technical Education) --- Mashriq(Karachi) Janw,.ry 15, 1975 (U).

If the subjects of science and arts are to be taught separatelyinour schools and colleges, there can be no objection to admittingarts students to polytechnic instj:tutions, Mathematics anddrawing, which are compulsory for engineering and technology,can also be made comp:Ilsory for arts students. In this age ofscience and technology, every student, whether of science orarts, must have the basic knowledge of science and technology.The problem of the extension of technical education can besolved by opening technical departments in schools and intercolleges. This would enable majority of students to turn totechnical courses rather than wasting their time in aimlesseducation. The government has already taken steps to encourageand popularize scientific and technical education in theccuntry. It is hoped that it wouldnussmre- in its efforts.

TEXTBOOKS

75. AHNED, Salman, Nai Nisabi Kitabein (New Textbooks) -- Imroz(Lahore) January 22, 1975 (U).

New books on Urdu, arithmetic, science, and social scienceshave been prepared this year for classes III and IV by thePunjab Text Book Board. The Board has given the assurancethat the books would be available in the market on time. TheBoard has also said that efforts are being math: to impartmore scientific knowledge to students and to create interestfor research in them. So far so good, but experience showsthat till now students have been kept ignorant of theirsurroundings and environment. For.instance, 80% populationlives in villages, but the contents of most of our book arelimited only to the city life. Our economy is agriculturalbut our books have very little to say about this subject. The

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majority of the country's population belongs to the laborclass but its life is not reflected in the textbooks. It ishoped that the now textbooks that arc to be provided to thestudents will not only contain modern and scientificknowledge, but also cover cultural, social, and historicalaspects of our national life..

76. ARIFI, Arif Mohammed. Nisabi Kutub Ki Kamyabi (Shortage ofTextbooks) --- Nawai Waqt (Lahore) February 22, 1975 (U).

The dearth of textbooks is not a new problem for the students.The availability of textbooks has become a great problem forthe students, and they have to wait for the new editions oftse books for mc,nths on end. If at last the books appearin the market, their prices are found to be beyond the meansof an average family.

It is unfortunate that while on the one hand the governmentseems to be determined to eliminate the curse of illiteracyby 1980, on the other hand, it shuts its eyes from theproblems of the students. A large number of books ofengineering are unavailable in the market. Only a fewstudents could benefit from the books that arcavailable inthe university library. This is a question that clamoursfor solution.

77. ASIF, Khwaja Salim Raza. Nisabi Kutub Per Nazarsani KiZarurat (Textbooks Need Review) --- Imroz (Lahore) January 3,1976 (U).

It is unfortunate that the working of our educationald'Jpartment har not been improved. Twenty-eight years havepassed since the establishment of Pakistan, and even to thisday the textbooks that our young boys and girls have toread are bristling with mistakes as over. Nor has theeducation department taken any pains to make the textbookspresentable and attractive.

The textbooks arc not only full of grammatical mistakes, butalso abound with twisted accounts of events and incidents.Not long ago, the Sind Provincial Assembly brought to iightsome glaring mistakes in the textbooks. A committee wasappointed to review all the textbooks. This is all to thegood and in Punjab also a similar committee should be appointedto purge the textbooks of all errors.

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WOMEN'S EDUCATION

78. GILANI, Abdullah Khwateen University Ka Qiyam (Establishmentof Women's University) Akhbar-e-Khwateen (Karachi) December28 to January 3, 1975 (U).

Nearly two thousand female students are being trained in homeeconomics, fine arts, and other studies in the University ofTehran. In Pakistan, no such facilities exist for womenstudents. It may be recalled that a countrywide movement waslaunched in 1966 in support of this demand. But the Governmentdid nothing on the ground that the scheme involved heavyexpenditure and was not practicable.

If the College of Home Economics at Karachi and the Collegeof Home Economics and Social Sciences at Lahore arc raisedtc the status of University, the government would not face anydifficulty. This is popular demand, and the Government shouldpay hecd to it. As in Britain, the United States, the SovietUnion, and the Philippines, a University for Women isfunctioning in India too. It is unfortunate that no suchuniversity exists in Pakistan.

79. Abdus Salam. Khawatcen University Ka Qiyam (Establishmentof Women University) --- Akhbar-c-Khwateen (Karachi) January 18-24,1976 (U).

The demand for the establishment of a Women's University inthe country is universal and long standing. A countrywidemovement was launched for this purpose nine or ten years ago.The sooner this demand is mnt, the better it wc!ald be forthe intellectual and mental growth of our sisters anddaughters. Since the People's Government is uager to solveall the problems facing tYe country, it is hoped that, itwould sp7re no efforts to esta'llish a women's universityeach in and Lahore as early as possible.

80. PEERZADA, Altaf, Rawalpindi Division Mein Khwateen Ki Ta'aleem(Femrle Education in Rawalpindi Division) Musawaat (Lahore)February 2, 1975 (U).

During the last three years, 315 primary schools were 'Tenedfor girls in Rawalpindi as against 166 primary schools forboys., More attention is also being paid to higher educationfor girls. ;",t the moment there arc six Intermediate collegesand six Degree colleges for girls.

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Home Economics has been introduced for girls in Middle andHigh Schools in the Rawalpindi Division, and agricultural andindustrial subjects have been introduced in school syllabusfor boys. Vocational Schools for girls in Rawalpindi, Gujrat,and Jhelum have been given the status of Vocational Institutes.A medical college has also been established in RawalpindiDivision.

GENERAL

81, RAIDER, Masood. Who Spoiled Our Youth --- Morning News(Karachi) January 11, 1975.

One of the main reasons of the weakening of teachers' authorityover their pupils, was the general trend of commercializationin the educational institutions, which has been stemmed bythe nationalization of the institutions. It should, however,be taken into account that while some individuals who had beenexploiting education for making mOn3y have been eliminated,mentality that has already been created still remains. Thereare several examples e;:. teachers who just do not bother togo beyond the syllabs. They show no human feelings orconsideration for the 1.;upils and deal with them like robots,which have no feelings or emotions. The parent-teachercontact, if utilized properly, can help in establishing morehuman and rational relationship between the teachers, thestudents, and the parents. The relationship will not onlyhelp the now genertion in becoming more aware of itsresponsibility, but will also give them a sense of belongingand faith in their elders.

82. REHMAN, Naeem Fazlur. Sarsari Mutala Aik Fun (Skimming AnArt) --- In: Qaumi Ta aleem, 96 & 104. Karachi, Government Collegeof Education. 1974 (D).

Fast cursory reading is called skimming. In skimming we donot worry about thu complete mea;ang of the text, but lookonly for important points. Newspaper reading is the mostcommon example of skimming. Proper use of skimming isnecessary for a student who has to road a lot.

Before seriously starting skimming we should first learn todifferentiate between good and bad skimming, and thenpractice purposeful skimming. We should be lear in our mindas to what type of information we actually require. This will

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help us in sifting the riLht type of information withoutwasting time. The headlines, indices, contents, charts, graphs,and abstracts of the material arc very useful sources ofinformation for the purposes of skimming.

83. SIDDIQI, Ali i=usat. Iskool Susaiteos(School Societies) ---In: Ta'aleemi Tanzeem, 119-124. Karachi, Maktabae Faridi. 1975 (U).

Every school has so many societies. These societies helpcreate social consciousness among students and make them usafulcitizens. From the educational point of view, these societiesplay a very important role in developing a healthy personalityof the student. It is the duty of every school management tosee to it that the different school societies are working onproper lines and fulfiling the objectives for which theyhave been organized, It is also suggested that every schoolsociety should be supervised by a responsible school teacher.

The most important society in any school is the educationsociety which is sometimes called the students union. Variousduties and responsibilities of the education society arebriefly mentioned. Apart from education society, there arcmany others like the Red Cross society, cooperative society,society for educational outings, etc.

ADINISTRTION, ORGANIZATION AND FINANCING OF EDUCATION(Special Section)

84. ABIDIN, Zainul. Nationalized School Policy --- The Star(Klrachi) January 31, 1975.

The way in which the affairs of the headmasters and headmistvessesof nationalizdd secondary schools of Karachi are being handledis highly disappointing. Even the A)romisee held out by theauthors of nati^rv-iization scheme in the beginning are notbeing honored now. It is most unfortunate that thepeaceful atmosphere of the schools is being spoiled by thehigher-ups of the Education Department for reasons of theirown. The orders of demotion of the teachers must be withdrawnas early as possible.

85. BALOCH, Ghulam Hasan Khan. What of School Teachers? --- KhybarMail March 14, 1975.

Even to this day, the NWFP remains deprived of the benefitsof the new Education Policy. While much has been done in

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connection with this policy in other provinces, no decisionseems to have been taken whether the new education policywould be enforced in the NWFP. The situation is indeedsurprizing.

For the sake of effective supervision over educationalinstitutions, divisional directorates on the pattern of Sindand the Punjab should be set up right from the ensuingacademic session. The NWFP Government have on More than oneoccasion given a solmen pledge to the Head Masters/ TeachersAssociations that the same grades and pay-scales would beinsroduccd here as have been provided in Sind and the Punjab.Now it is time to remove the disparity between Sind and NWETin this matter.

86. FARONI, M.i, Teaching Assistants --- Sun (Karachi) January 17,1975.

The National Development Volunteers Program had been launchedwith a view to rocruting the unemployed educated and skilledlabor in national reconstruction. The young force of thecountry had responded to the call for voluntary work in.thehope that they would not only be given a liance to work in aclean and constructive atmosphere, but also be providedopportunities for eventual absorption in the regular cader ofservices. These volunteers have been generally subjected todiscriminative treatment at the hands of their collegues inregular services. The-beaching Assistants particularly havebeen hard hit by thid discrimination and indifference.

The authorities concerned are requested to consider thefollowing points in respect of Teaching Assistants: 1) Mostof the Teaching Assistants not only have excellent academicrecords to their credit but also are serving their educationalinstitutions. 2) At present they have nothing to lookforward to in thc shape of a secure job. They can neitherclaim seniority nor the various facilities enjoyed by aconfirmed lecturer. 3) Although the Teaching Assistants aresuDposed to help the lecturers, they have been assigned dutiesof a full-fledged lecturer. 4) In si3ite of their hard workand competence, the Teaching hssistants are treated as"outcasts" by the regular lecturers. The authoritiesconcerned should take immediate steps to absorb the TeachingAssistants in the regular lecturer.cdder.

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87. HAIDER, Sycd aie. Ta'aleemi Tanzeum (Educational :Ldministra-tion) --- In: gaumi Ta'aleem, 97-104. Karachi, Government Collegeof Education. 1974 (U).

The principles of educatinnal administration are determinedin the light of the country's political structure and tilprevalent educational ideas. We can thus divide educ 1.

administration into autocratic administration and ck:rincr:administration. The characteristics of both theseadministrntions are briefly mentioned, and it is poited ou'that the new education policy of Pakistan emphasizes 1,:-; redof democratic educational administration in the country.

The salient features of good educational administration arcbriefly mentioned, and it is pointed out that without thesequalities the educational setup will not achieve the desiredgoals. It is also noted at the end that a comparative studyof educational administrations of different countries will bevery helpful for educational planners.

88. HASHMI,, Khalid Mahmood. Jabri Tuition (Forced Ttition) ---Musawaat (Lahore) January 26, 1975 (U).

It is highly objectionable that the teachers of Primary,Middle, and Secondary schools are complelling the studentsfor private tuition. ;,fter the declaration by the governmentthat education would be free upto Matric, the poor parentsfelt happy that they would be relieved of the burden oftuition fee of thuir children. But the forced private tuitionby th,_, teachers after school hours has put an end to theirhappiness. If this practice of private tuition is notstopped, all the efforts of the government to bring cducationwithin the roach of the masses would prove fruitless. Thestudents eemplaih nat thc teachers bluntly tell them thatif at all they want to get through the examinations, theymust engage them for private tuition. This is a real sourceof worry for the parents who cannot afford to pay the tuitionfee. It has also been observed that anyone who refuses toengage a teacher for private tuition, fails in the examination.Thc authorities concerned should take necessary steps to stopthis highhandedness and save the parents frm unjustifiedfinancial burden.

89. IPSHi.D, Mohammed. Mashriqi Uloom Kay 1,satoza (Tcachdrs ofOriental Studies) Musawaat (Lahore) January 6, 1975 (U).

It is a groat tragedy that even after independence, the_Arabic, Persian, and Urdu teachers could not get the pay and

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status they deserved. When the present Government came topower in December 1971, it was hoped that the teachers ofOriental Studies would also be given their right place. Thishope was further strengthened when Urdu was declared theState language of the country and the teaching of Arabic,Persian and Islamiat became the legal responsibility of theGovernment. But practically no step was taken for thefulfilment of this hope. Even today, oriental studies andthe teachers of this subicet are suffering from the same oldofficial negligeT.::. it is sheer jnjustice that the HighSchool teachers o: Urdu, Persian, Arabic, and Islamiat havebeen awarded saale 6, but S.E.T. teachers have been givenscale No. 14. This dicrimi,nation should end as early aspossible.

90. KHILN, Ali Ahmed. Seniority List --- Dawn (Karachi) January 31,1975,

Many teachers are dissatisfied with the seniority list releasedby the Government, because their past services have beenignored for the purposes of Promotion. These B.Eds who wereteaching primary clases before nationlization and drawing thepay of trained graduates, have not been excluded from thelist, simply because they had no experience of teachingsecondary classes. The way in which the present seniority listhas been prepared is moF:t unsatisfactory. If seniority isto be determined from the date of passing B.Ed., then allthe teachers, whether teaching in pr3mary schools or insecondary classes, should be included in the list, and theirseniority be counted from the date of passing the B.Ed.examination. By ignoring those who were teaching primaryclasses, framrs of the seniority list have deprived a greatmajority of 3.Ed. teachrs of all chances of promotion. Itis, therefore, suggestA that the prusent seniority list bescrapped and n fresh one be prepared that should include thenames of all D,Eds, who were in continuous servlee beforenationalization.

91. MUNSHI, K.M. Demotion of Heads of Schools --- Daily News(Karachi) January 27, 1975,

There is no mention anywhere in the Education Policy of1972-1980 that the Hoods will in future be demoted. On thecontrary, it is categorically stated in the Policy that "suchstaff in privately managed schools and colleges as is notfully qualified will be given opportunity to attain the

it 3

roquisit o qualificationsWithin a reasonable period of time."Why a rcasonable ioriod of time was to be given to those not

fully qualified if tIleY Were to be demoted? The Provincialod that "theMinister for E

Government hasstatrectified a wrong perpetu,ated

by

ducation hasthe formcr owners of privateschools on senior and deserving teachers. Injustice has been

replaced bY Justice." Has the 23duc3tion Deportment ever tookthe trouble of finding out in which schools injustice wasdone to the seniOr torscho.ns and why? If the Department wasreally ccncerned about edUeation, it should have conductedinvesti gations in the schools. There were only 223 schoolsto be visited for thij3 Prunose.

92. SIDDIQI, =Lusat. Dakhla, jama'at Bandi Aur Taraqqi(;,dmission, classification and

Promotion) -_- In: Ta'aleemiTanzeem, 84-100. KarF:ohi Maktabao Fodi. 1975 (U).

Theols is growing acuter day by

problem of admission i-n schoday. Even the nationalization of education has failed tosolve thi s problem. It has become an Yearly routine for theparits to run from pillar to poSt as the season of admissionbegi ns and compel the neads of institutions by fair means orfoul to grant admission to heir children. This situation canbe met onlY by openinO n" schoolsschooling A-sent,

whore the facilities ofare 1, Thewriter describes the admissionproc cdures and problems in primary and secondary schools.

There is also a discussien of classification in schools underthe huadings: 1) meaning 01 classification; 2) history ofclassificion; 3) merits

°f classification; 4) limitations ofcli'ssification; and 5) principles of classification. ;.t theend thc writer refers to promotion bY class in schools asprr:ctised in Pakistan.

93. SIDDIu, Ausat. 151<001 Kay Moosai ( Probl ems of the School)--- In: T7,,, aleomi Tanzeem, 125-164.Karachi, Maktclim Faridi. 1975(U).

School is a socicty in minature where the young generation isnurtured. There are many.types of students in a school andto discipline the,i is a big job. There are the problems ofproper arrangements for teaching, provision of schoolfurniture and fitting, arrangemonts of scats in classes, etc.

The writer11°I.discusried. vnriou5 problems a school facesunder the eauings 1) discipline; 2) overcrowding inh;

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classes; 3) equipment; and 4) furniture and building. Underdiscipline the wirtcr has discussed the meaning of discipline,kinds of discipline and theories of punishment and reward. Inconnection with the problem of overcrowding in classes, thewriter has given some suggestions and solutions. The writerhas discussed in some detail the question of equipment, furniture,and buildings.

94. SIDDIQI, Ali "usat. Iskool Ki Maliyaat (School Finance) ---In: Ta'aleemi Tanzeem, 175-179. Karachi, Maktabae Faridi. 1975 (U).

Under the new educ7rtion policy the government nationalizedall private instituions except a few. finances forrunning the schools are now met by the government. Under thenew policy, education is free up to secondary classes, andtuition fees arc no more a source of income for schools.

Si:fore nationalization there wure two types of schools,government and private. Government schools were run byprovincial governments. No fee was charged for primaryeducation, but students had to pay regular fees in secondaryclasses. Apart from this, the students were required to paysome money +oward boys funds and fine for irregularities.Private schools were partly financed by government and partlyby the institutions themselves out of their income throughtuition fees and similar charges.

SIDDIQI, Ali Ausat. Iskeol Rekard (School Record) --- In:Ta'aleemi Tanzeem, 180-190. Karachi, Maktabae Faridi. 1975 (U).

Headmaster is responsible for the smooth running of hisschool and for this purpose he has to keep authentic recordsof all the activities of the school. Hence the need forregisters, without whom no schols can work and no teachingcan proceed. These registers maintain a complete, up to datepicture of the students, teachers, management, and otherrelated matturs of the school.

These registers keep all sorts of school record, the mostimportant of their being: 1) pupils attendance registers;2) admission and withdrawal register; 3) acquittance roll;4) log book; 5) statistical register; 6) school propertyregister; 7) library register; 8) correspondence register;9) examination register; 10) file of time tables; 11) punishmentregister; 12) cash book; and 13) pupils funds register.

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96. SIDDIqI, Ali 3.usat. Pakistan Mein Tanzeem-e-Madrasa (SchoolOrganization in Pakistan) --- In: Ta'aleemi Tanzeem, 164-174.Karachi, Maktabae Faridi. 1975 (U).

The process of educational organization is discussed andexplained briefly. In Pakistan educational organization islooked after by the central education ministry and by theprovincial education ministries. Central education ministry,headed by a minister and run by education secretary and hisstaff, is respunsible for the education of the whole country.This ministry sets the aims and objectives to be achievedthrough education, and supervises general development ofeducation. The provincial education ministries are responsiblefor the details of educational organization in theirrespective regions.

There is a discussion about the stages of education, whichinclude primary stage, secondary stage, and higher stage.Special mention is made of technical and professionalinstitutes, agriculture colleges, engineering institutions,law colleges, medical colleges, teacher training colleges andcolleges of home economics.

97. SIDDIQI, Ali Ausat. Ta'aleemi Nazm-o-Nasq (EducationalAdministration) --- In: Ta'aleemi Tanzeem, 23-35. Karachi, MaktabaeFaridi. 1975 (U).

The meaning of educational administration is briefly explainedand its importance in the context of educational process ispointed out.

The writer discusses the various aspects of educationaladministration under the headings: 1) aims; 2) types ofadministration; 3) general administrative setup in Pakistan;and 4) provincial administrative setup of Sind.

The aims of administration are linked with the aims ofeducation. A successful administrative setup of education isthat which achieves the desired goals of education. The twotypes of administration are centralized administration anddecentralized administration. The nature of both administrationsis discussed in some detail. While discussing the generaleducational administration of Pakistan, the writer hasbriefly mentioned the scope and nature of educationaladministration so far as it relates to the federal ministry.The education machinery of Sind is discussed under theprovincial administrative setup.

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98. SIDDIQI, Ali Ausat. Tanzeem-o-Madrasa (School Administration)--- In: Ta'aleemi Tanzeem, 36-46. Karachi, Maktabae Faridi. 1975(U).

Organization is essential in the field of education as in anyother department of life. Good school organization is thefirst step in the acquisition of knowledge and its higher aims.Without organization, school education ia a mess that leadsnowhere.

The important aspects of school organization discussed hereinclude the formation of ideas, school authority, and trainedteachers. The fundamental constituents of school organizationare: 1) administration; 2) educational activities; and 3)instruction to students. These constituents of schoolorganization are explained at some length. In the end thewriter briefly mentions the fundamental principles of schoolorganization, which are: 1) comprehensiveness; 2) economy;3) cooperation; and 4) change with the time and need.

99. SIDDIQI, Ali Ausat. Waqt Nama (Time Table) --- In: Ta'aleemiTanzeem, 191-208. Karachi, Maktabae Faridi. 1975 (U).

Proper utilization of time is the essence of any job and thisis no less true in the case of teaching and learning. Properplanning of time is a must in schools, without which the wholeprocess of education will be simply a muddle of unrelatedactivities. School time table determines the time forcurricular and co-curricular activities and shows when andin how much time each activity is to be performed.

The writer has discussed in some detail the various aspectsof time table under the headings: 1) impOrtance of timetable; 2) details of timc table; 3) advantages of time table;4) principles of time table construction; 5) time tables byclass and teacher, and teacher-wise time table; and 6) timetable by subject, class and teacher.

100.SIDDIQI, ili Ausat. Zabt Aur Nigrani (Control and Supervision)--- In: Ta'aleemi Tanzeem, 47-70. Karachi, Maktnbae Faridi. 1975(U).

Control and supervision play an important part in maintaininggenial educational atmosphere in schools. The responsibilityfor the maintenance of proper control and supervision in theclasses chifly rests on the headmaster. He is the captain

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of the ship, and it is he who makes the school good or bad.Personal characteristics of a good headmaster include goodmanners, insight, administrative ability, kind hcartedness,academic proficiency, persoverence, interest in work, andself-confidence. His duties include general administration,supervision, ,:rrangement for examinations, guidance, andgeneral public relationing.

Next in importance is the role of teacher. In this field hissalient features are attractive personality, academic competencyand professional skill, interest in co-Curricular activities,good health, good voice, honestry and sincerety, leadership,and dignity of profession. :It the end the writer discussesthe subject of inspection and the characteristics of a goodinspector.

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51

WRITERS' INDEX

ABDULLAH, Nabila,19

ABIDIN, Zainult38

ADIB, Syed Nazhar Alit30

AHMAD, Aziz

AHMED, Sa3man,34

AHMED, Zaheer, 2

ALAN, Mujib,29

ALI, Syed Mujahid,19

ADWAR, Manzoor,31

ARIFI, Arif Mohammed,35

ASHRAF, K.M.,24.

ASHRAF (Mrs.) A.127

ASIF, Khwaja Salim Raza,

AWAN, Mohammed Amir,31

BILOCH, Ghulam Hasan Khan, 38

BASHIR, Nasreen, 9

BEG, Ghazala, .3

BHATTI, Abdul Ghafoor, 1

CHOHAN, Michael M.R.1 4

FAROOQI, M.A., 39

FRASER (Mrs.) Y., 20

GARIVAL, Sher Mohammed, 6

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5 2

CILANI, Abdullah,36

HAIDER, Masood,37

HAIDER, Syed Aale, 40

HAMID, A.918

HANIF, Shaikh Me, 18

HAQ, Fayza,24

HAQ, Shaikh Anwarul, 32

HASAN, Mughisult 5,16,32

HASHMI, Ali Asghar, 15

HASHMI, Khalid Mahmood, 10 926940

HUDA, Amirult16HUSAIN,Faqir, 27IRSHAD, Mohammed,40

KARIM, Fazal, 34

KHAN, Abdul Qadir, 7,17

KHAN, Abdus Salam,36

KHAN, Ali Ahmed, 4a

KHAN, Jamil Akbar,20

KHAN, Kamal Ahmed,2J

KHAN, Kifayatullah, 5

KHAN, Malik Sher Mohammed, 23

KHAN, Mohammed Azim, 13

KHAN, Zafar Husain, 23

MALIK, Bashir A., 13

MANZOOR, Anwar, -33

MEER, Mohammed Rafiq, 2

NIRZA, Tufailt 1

NUNSHI, K.M.141

()MAI, Mohammed, 10

RASHID, Shaheen, 29

REHMAN, Naseem Faziur937

RIZVI, Ali Akhtar,21

SABIR, Mohammed, 13

SAGGU, Abdul Qayyumt 17

SHAH, Muzaffar122

PEERZADA, Altaft36 SHAKEEL, Sarwarit 3, 30

QA1,1,R, A. Wadud, 11 SIDDIQI, Ali Ausatt 12,14,25,38,42,431

44,45QATYUM, Khwaja Abdul, 11 SOOFIt Siddiqt 3

QURESHI, Azizul Bahr, 21 SULTANA, Zakia, 28

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