Single education system in the country from March 2021

[Itachi]

I've one question here.

Does SNC mean, English schools which were free from influence of religion in past (I have no knowledge about this aspect, so correct me if I am wrong here), now will bear the curriculum of religion too?

If yes, will Islam be the only religion that will be taken in to consideration?

If yes, should a kafir be forced to study in something that he doesn't believe in?

 

[Major]

At our university, we used to have rules like males and females csnt sit in the same seats. Cafeterias were segerated. Study groups could not have opposite genders.

There were also ideas of making all girls and all boys classes.
The rector would get changed due to some circumstances later on.
All this was happening in 2018-2019

So this talk about merging deeni education with english education and all, at the end they will do the same thing. Make seperate school for boys and seperate school for girls.
By the time they get into universities, both genders would not know how to interact with each other and do stupid ****.

The masses still has a big issue with coeducation.

 

[Major]

The govt also came up with that bill or something about removing text books. Now here is the funny thing that happened.

You wpuld expect the books to be banned would be those ones that are prpbably blasphemous.

Well the books that were targetted were Cambridge and oxford books on social studies. My assumption would be the govt having an issue on the 65 war being claimed as a stalemate. While the gpvt claims as a victory.

In future, they might end up banning freuds books or darwins study on evolution.

This new school system/curriculum will end up being a topi drama.

 

[Major]

Would love it if someone can summarize the difference between what exists in the Pakistani education system today and what changes the PTI is proposing to implement? Pros and Cons e.t.c.

The difference isnt just some language or subject.

The difference is the way you are graded and tested in o/a level and matric/fsc level

The problem that exists in matric/fsc level is that, they dont really teach you the subject properly.
You get asked a question and you have to write the answer by its book defination.
Plus, fsc/matric question papers are simple.

For example, you know in exam, you will be getting chapter 1-5. Now in the exam, q2 will be from chapter 3, q4 will be from chapter 1.

Straight forward. All you have to do is cram the subject and write the answer to exact book wording cause the guy checking your exam is also an idiot.

Now o/a levels is different. In o/a levels you need to know how to use your brain. Your answer needs to have logic and good reasoningg.
If the curriculum of A level says, exam is from chapter 1-5, you will study those chapters.
Bur during exam, you wont get a simple question that is from a single chapter.
You get a question where you have to apply all your knowledge from the 5 chapters into the single question. So you use some parts of chapter 1, chapter 2 and 5 and come up woth a essay that should have proper reasoning.

When we go into universities, the fsc students struggle quite alot, and a level students end up scoring easy marks, because in university your assignment is based on what you habe learned overall amd dont just apply a single chapter.
Plus A levels end up making you better in making and writing assignments.

 

[saeedhk]

The govt also came up with that bill or something about removing text books. Now here is the funny thing that happened.

You wpuld expect the books to be banned would be those ones that are prpbably blasphemous.

Well the books that were targetted were Cambridge and oxford books on social studies. My assumption would be the govt having an issue on the 65 war being claimed as a stalemate. While the gpvt claims as a victory.

In future, they might end up banning freuds books or darwins study on evolution.

This new school system/curriculum will end up being a topi drama.

I have talked about this issue before too. I have also seen some of the books that were banned. 90% of them are social studies books.

One talked about the actual reasons of Bangladesh’s independence. In short, the state does not want the masses to know the real history of this country. One was banned because it included pigs in a mathematical problem.

This whole exercise is to eradicate critical thinking and free thought in Pakistan. The state wants Pakistanis to get historical knowledge from Pakistan Studies!

 

[Major]

I have talked about this issue before too. I have also seen some of the books that were banned. 90% of them are social studies books.

One talked about the actual reasons of Bangladesh’s independence. In short, the state does not want the masses to know the real history of this country. One was banned because it included pigs in a mathematical problem.

This whole exercise is to eradicate critical thinking and free thought in Pakistan. The state wants Pakistanis to get historical knowledge from Pakistan Studies!

This is why i say, the new educational system they are trying to make is just topi drama.

While A/O level is a better thing than fsc. I would prefer if O/A system gets abolished aswell ad fsc/matric.
Both systems of education are flawed.

Pakistan should have a purpose in education, and that is to atleast make sure the population attains fsc education. And for that they have to make the education system more simple.

Deeni education not being provided in schools, there is a reason behind that. Its not that people hate deeni education, problem is you cannot fit it in the current system

Having studied in canada's Ontario Peel region schools, i believe pakistan is better off having an education system where you have course work and be graded on your assignments and presentations you do over the year.
Not be graded based on an exam that takes place in june/july.

Many people fall behind as they are not able to give an examination that judges there future. During the whole year be it o levels or matric, we are trained in how to attempt paper and not actual learning.

Deeni education could be better fitted if the whole education system is based on course work. This way you can teach and test the deeni education with regards to namaz, surahs and quran continously.
Problem with examination system is that you brong deeni education, you add more pressure as the student has to memorize all that for an examination whivh is hard.

Having a course work curriculum would also allow sports tp be added in highschool as a subject.
In canada we were graded on how well we trained and played vollyball, hockey,football and basketball. How well we collaborated in a team sport.

People talk about introducing coding, that aint gonna help. Because students would be forced to memorize coding. Coding should be introduced if its based on course work assignments.

But for a course work education system, you need a big budget, and thats something pakistan will never offer in its budget.

 

[Syed1]

Lovely seeing the liberals throw a hissy fit regarding the SNC. These lalloos are only discussing Islamiat while the curriculum encompasses all the subjects in class 1-5 for now. No wonder liberals are called libturds in Pakistan.


The SNC hasn't even been released and they are doing their 'analysis' on it based on hearsay.

 

[Abdullah719]

<blockquote class="twitter-tweet"><p lang="en" dir="ltr">Here's the link to my conversation with <a href="https://twitter.com/MariamChughtai?ref_src=twsrc%5Etfw">@MariamChughtai</a> on the single national curriculum: <a href="https://t.co/fuigq1QsAe">https://t.co/fuigq1QsAe</a><br>Thanks a lot, Professor Chughtai, it was great talking to you. I hope our conversation enriches the ongoing discourse on education reform and curriculum.</p>— Ali Usman Qasmi (@AU_Qasmi) <a href="https://twitter.com/AU_Qasmi/status/1292143985083985920?ref_src=twsrc%5Etfw">August 8, 2020</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

<iframe src="https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2FTheMuqaddimah1%2Fvideos%2F1625199280989512%2F&show_text=1&width=560" width="560" height="430" style="borderne;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true" allow="encrypted-media" allowFullScreen="true"></iframe>.

 

[Abdullah719]

<iframe width="560" height="315" src="https://www.youtube.com/embed/JWmpJQZKyMA" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>.

 

[Syed1]

^ Why do people in Pakistan feel they need to fake an accent to sound intellectual. Taking about the host of this show.

 

[Major]

Someome just did a plagarism check on those document through turn it in.


I qoute below
"*Plagiarism check on SNC exposes the corruption of the committee*

Comparing the SNC and National Curriculum 2006 one finds that, for almost all subjects (other than Islamiat), the SNC is essentially a copy-paste job from the National Curriculum 2006. I am making this claim because I processed the SNC documents through Turnitin, an online tool used in Pakistani universities.

For the SNC subject curricula, ‘General Knowledge’ had a similarity score of 45 percent, ‘Social Studies’ scored 47 percent, ‘Mathematics’ 58 percent, ‘General Science’ 59 percent, ’English’ 78 percent and ‘Early Childhood Care and Education’ scored 89 percent. I could not check the documents for Urdu and Islamiat because they are not in English and cannot be checked this way"




They ended up plagarising this, some education reforms. The irony......

 

[saeedhk]

Lovely seeing the liberals throw a hissy fit regarding the SNC. These lalloos are only discussing Islamiat while the curriculum encompasses all the subjects in class 1-5 for now. No wonder liberals are called libturds in Pakistan.


The SNC hasn't even been released and they are doing their 'analysis' on it based on hearsay.

Someome just did a plagarism check on those document through turn it in.


I qoute below
"*Plagiarism check on SNC exposes the corruption of the committee*

Comparing the SNC and National Curriculum 2006 one finds that, for almost all subjects (other than Islamiat), the SNC is essentially a copy-paste job from the National Curriculum 2006. I am making this claim because I processed the SNC documents through Turnitin, an online tool used in Pakistani universities.

For the SNC subject curricula, ‘General Knowledge’ had a similarity score of 45 percent, ‘Social Studies’ scored 47 percent, ‘Mathematics’ 58 percent, ‘General Science’ 59 percent, ’English’ 78 percent and ‘Early Childhood Care and Education’ scored 89 percent. I could not check the documents for Urdu and Islamiat because they are not in English and cannot be checked this way"




They ended up plagarising this, some education reforms. The irony......

I have read the full article two days ago and I will post it here today.

 

[Deewana Mastana]

^ Why do people in Pakistan feel they need to fake an accent to sound intellectual. Taking about the host of this show.

In Pakistan nearly every second person who can speak decent English has it that too a bad American one.

 

[Abdullah719]

<blockquote class="twitter-tweet"><p lang="en" dir="ltr">(1/2) Had a quick look at Social Studies class 4-5 curriculum. Covers ancient civilizations, constitutionalism, cultural diversity including festivals of minorities, interfaith harmony, citizenship & so on. The curriculum & learning activities look pretty good to be honest. <a href="https://t.co/qNTtYxdT5G">https://t.co/qNTtYxdT5G</a> <a href="https://t.co/q9xS3DMq9b">pic.twitter.com/q9xS3DMq9b</a></p>— Ahmed Jamal Pirzada (@ajpirzada) <a href="https://twitter.com/ajpirzada/status/1292586135873630208?ref_src=twsrc%5Etfw">August 9, 2020</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p lang="en" dir="ltr">(2/2) Instead, one concern that comes to mind is if most schools will have the capacity to deliver on proposed learning activities designed to achieve intended learning outcomes? This will definitely require investment in teachers' training by individual schools and governments.</p>— Ahmed Jamal Pirzada (@ajpirzada) <a href="https://twitter.com/ajpirzada/status/1292586139086401537?ref_src=twsrc%5Etfw">August 9, 2020</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

 

[Abdullah719]

The govt also came up with that bill or something about removing text books. Now here is the funny thing that happened.

You wpuld expect the books to be banned would be those ones that are prpbably blasphemous.

Well the books that were targetted were Cambridge and oxford books on social studies. My assumption would be the govt having an issue on the 65 war being claimed as a stalemate. While the gpvt claims as a victory.

In future, they might end up banning freuds books or darwins study on evolution.

This new school system/curriculum will end up being a topi drama.

Textbook board MD removed for ‘banning books’

LAHORE: The Punjab government has removed Punjab Curriculum and Textbook Board Managing Director (MD) Manzoor Hussain from his post who recently banned around 100 textbooks.

According to a notification, Mr Hussain has been transferred and directed to report to the Services and General Administrative Department.

Recently, the MD had banned 100 textbooks the board found to be “against the two-nation theory” or deemed “unethical and illegal”. Moreover, around 10,000 books by 31 publishers were seized, including those by Oxford, Cambridge, Link International Pakistan and Paragon Books. The textbook board had later constituted 30 committees for inspection of these books for further investigation.

Mr Hussain had faced severe criticism on social media for banning the books.

A senior official of the board, on condition of anonymity, told Dawn that Mr Hussain was transferred over the banning of the books. He said books by 31 publishers had been banned for allegedly printing illegal material and these publishers were upset over it. These publishers had played a role in getting Mr Hussain transferred and would now get their favourite posted instead, he claimed.

However, Mr Hussain told Dawn that he did not know the exact reason for his transfer. “I have completed my task of streamlining the syllabus and now it is possible that the government wants me on another post,” he said.

https://www.dawn.com/news/1573538/textbook-board-md-removed-for-banning-books

 

[Syed1]

Someome just did a plagarism check on those document through turn it in.


I qoute below
"*Plagiarism check on SNC exposes the corruption of the committee*

Comparing the SNC and National Curriculum 2006 one finds that, for almost all subjects (other than Islamiat), the SNC is essentially a copy-paste job from the National Curriculum 2006. I am making this claim because I processed the SNC documents through Turnitin, an online tool used in Pakistani universities.

For the SNC subject curricula, ‘General Knowledge’ had a similarity score of 45 percent, ‘Social Studies’ scored 47 percent, ‘Mathematics’ 58 percent, ‘General Science’ 59 percent, ’English’ 78 percent and ‘Early Childhood Care and Education’ scored 89 percent. I could not check the documents for Urdu and Islamiat because they are not in English and cannot be checked this way"




They ended up plagarising this, some education reforms. The irony......

So they drafted a new curriculum and it was 40-70 percent similar to previous one )



You were expecting them to come up with new science concepts and new knowledge?? )


Kahan kahan se oth ke ajatay hain yeh log.


Check the curriculum of any country it is built on the foundations of the previous one. I understand why you lot are throwing a hissy fit. You are incompetent and can't get a decent job based on your skill, hence you have to rely on your elite class credentials to get ahead. This is being taken away with reduction in class divide and hence unacceptable to you.


People don't keep 2 year old phone but want continuation of 14 year old curriculum. Maybe you can comment on the governance of the party you worship. Sindh textbooks still are teaching windows 98 and floppy disks.

 

[Syed1]

<blockquote class="twitter-tweet"><p lang="en" dir="ltr">Pre 1-5 grades single national Curriculum is now available on our website. This curriculum is prepared after unprecedented consultative process with every stake holder. feedbacks & suggestions are welcome. <a href="https://twitter.com/Shafqat_Mahmood?ref_src=twsrc%5Etfw">@Shafqat_Mahmood</a><br>Here is the link <a href="https://t.co/QRT6Q2B9kq">https://t.co/QRT6Q2B9kq</a> <a href="https://t.co/ZTFrNK2diS">pic.twitter.com/ZTFrNK2diS</a></p>— Ministry of Federal Education/ProfessionalTraining (@EduMinistry) <a href="https://twitter.com/EduMinistry/status/1294185841632436224?ref_src=twsrc%5Etfw">August 14, 2020</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

 

[Abdullah719]

Revolutionary steps taken to reform education sector: Shafqat

Minister for Federal Education and Professional Training Shafqat Mahmood says several revolutionary steps have been taken in consultation with all stakeholders during the last two years to reform education sector in the country.

Presenting his ministry’s two-year performance at a news conference in Islamabad on Friday, he said the inter-provincial education ministers forum was made functional to reach consensus decisions for development of the education sector.

The Minister said efforts to introduce uniform curriculum in the country are bearing fruit as uniform curriculum from class one to five has been prepared and uploaded on the Ministry’s website. He said schools will teach one curriculum from April next year. He said the uniform curriculum will lead to developing national cohesion in the country. He said model text books are also being prepared.

Shafqat Mahmood said the government engaged with Madaris and developed a mechanism to ensure that the religious seminary students also study national curriculum along with Dars-e-Nizami. He said the students of Madaris will have employment opportunities like students of contemporary education in practical life.

In order to promote skills of the youth, he said, Hunarmand Jawan programme was launched. He said vocational training programmes have also been stated. He said National Accreditation Council has been established to have an oversight look at the vocational training institutes.

As for the higher education, Shafqat Mahmood said under Ehsaas programme, fifty thousand university students will get scholarships annually. Similarly, he said, programmes have also been initiated for training of nurses.

The Minister said Pakistan gave an outstanding response to the Covid-19 challenge in education sector. He said it was decided with consensus among all the provincial education ministers to close educational institutions during the pandemic, and then decided to reopen them on September 15. He said a review meeting will be held on the seventh of the next month to decide about reopening of the institutes.

He Minister said four million students were promoted to the next class from Class nine to 12, which was widely accepted. Shafqat Mahmood said a tele school was started on April 7 after closure of schools on March 13. He said for higher education, online education was started. The Minister said a new department has been created at the Ministry of Education to continue distance education.

http://www.radio.gov.pk/21-08-2020/revolutionary-steps-taken-to-reform-education-sector-shafqat

 

[Major]

Its good they have added the oral presentation thing so that kids can build confidence from an early age and be able to present. But would they still enforce final exams on kids? And if so how much percentage would the final exam play on a childs grade?

 

[Abdullah719]

Detailed article here.

https://www.brecorder.com/news/4001...nal-curriculum-bridging-gaps-or-amplifying-it

The Single National Curriculum: bridging gaps, or amplifying it?

• The SNC lacks a visible implementation plan, say critics, incongruent with the diverse cognitive & linguistic ground realities of Pakistan
• A democratic & diverse committee of 400 experts was formed from all over Pakistan in collaboration with AKU Institute of Education & Cambridge to establish umbrella learning objectives for all students in Pakistan, respond authorities
• Formal vocational programs to be institutionalized at the elementary level to pull children to school, experts advise

 

[Abdullah719]

<iframe width="560" height="315" src="https://www.youtube.com/embed/6UCizH5bxfs" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>.

 

[Abdullah719]

Minister reviews progress on uniform education system

Federal Minister for Education and Professional Training Shafqat Mahmood has said that the uniform education system will help end the rattafication system in the educational process, which will improve the learning and thinking abilities of a child.

“After the implementation of the Single National Curriculum, children of rural areas will have the same curriculum as those of elite class,” the federal minister said during his visit to the National Curriculum Council (NCC) on Saturday.

Working groups of model text books, including experts of public, private educational institutions, Agha Khan University and Lums, briefed the minister about the progress on SNC.

They apprised the minister that preparation of model text books was in the final stage and would prove as the best text books in the history of the country.

“The new curriculum-based text books have been prepared while keeping in view all demands of the modern era,” they informed.

Federal Minister Mahmood directed the NCC to provide model text books to private publishers for publishing, saying these books will not have any copyrights to ensure its standard and vast publishing.

The minister also reviewed the curriculum from Class VI to VIII.

The zero draft of middle class curriculum had been prepared and shared with the public, private, madrassa and Cambridge educational institutions. “It will be prepared till the first week of 2021,” they said.

The minister lauded the outstanding efforts made by the NCC team.

https://tribune.com.pk/story/2271439/minister-reviews-progress-on-uniform-education-system

 

[Last Monetarist]

https://www.geo.tv/latest/341849-hec-chairman-dr-tariq-banuri-removed

Dr Tariq Banuri has been dismissed as the Higher Education Commission (HEC) chairperson before the expiry of his term.

A formal notification of his dismissal was issued Friday.

Dr Banuri was appointed in May 2018 by former prime minister Shahid Khaqan Abbasi for a four-year term and his tenure was due to end in May next year.

There were reportedly widespread complaints against him, accusing him of running the HEC on an ad hoc basis. Dozens of consultants were recruited on hefty salaries of directors, some of whom were not only retired but also just graduates.

Recently, the National Accountability Bureau had launched an investigation against him for corruption, irregularities, mismanagement and appointment of consultants.

Meanwhile, an ordinance was issued to reduce the tenure of the HEC chairperson and dismiss him.

A senior member of the HEC board or Executive Director will now be appointed the acting chairperson, after which a permanent appointment will be made to the post through advertisment. Educationists and experts have criticised the government’s move saying it would further damage the already shattered system.

Dr Adil Najam, Dean, Pardee School of Global Studies, Boston University, slammed the authorities on his removal and said Dr Tariq Banuri is being bullied out by pygmies for trying to mend a broken system.

“What a travesty!!! Its not just that Dr Tariq Banuri is being bullied out by pygmies for trying to mend a broken system.

He said that the ordinance will further wreck an already shattered system. “Petty personal interests and a vile malicious campaign proves again that the greatest enemy of system reform is the system itself,” he added.

Renowned public policy expert, Mosharraf Zaidi also lashed out at the federal government on the development.

“This government has devoured many competent people and spit them out—but none were so qualified or so effective as was Dr Tariq Banuri,” he tweeted.

“Gutted for Pakistan and HEC.”

 

[MenInG]

<blockquote class="twitter-tweet" data-partner="tweetdeck"><p lang="en" dir="ltr">Khyber Teaching Hospital has been totally revamped and modernised after a lot of effort. It is easy to build a new state of the art hospital; but very difficult to fix our existing government hospitals. I want to congratulate the KTH Board and management for their efforts. <a href="https://t.co/QbuhS1X0fP">pic.twitter.com/QbuhS1X0fP</a></p>— Imran Khan (@ImranKhanPTI) <a href="https://twitter.com/ImranKhanPTI/status/1380781378980216836?ref_src=twsrc%5Etfw">April 10, 2021</a></blockquote>
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

 

[IndoorCricket]

Anti-Minority Propaganda in Pakistan Education

Was scrolling through twitter and found this video on BBC news. How true is this? This looks poisonous to young minds.


<blockquote class="twitter-tweet"><p lang="ur" dir="rtl">’مسلمان کیوں نہیں ہو جاتے؟‘<br>’جہاں سے آئے ہو وہیں چلے جاؤ‘<br>پاکستان میں رہنے والے ہندوؤں کو یہ باتیں اکثر سننی پڑتی ہیں۔ یہ وہ باتیں ہیں جو شاید لوگ سکولوں میں پڑھائی جانے والی نصابی کتابوں سے اخذ کرتے ہیں۔ بی بی سی اردو نے اس سلسلے میں کچھ پاکستانی نوجوانوں سے بات کی۔ <a href="https://t.co/18IpxfOTC1">pic.twitter.com/18IpxfOTC1</a></p>— BBC News اردو (@BBCUrdu) <a href="https://twitter.com/BBCUrdu/status/1381540020058796032?ref_src=twsrc%5Etfw">April 12, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

 

[OMB]

PM Imran Khan launches Rs27.93bn Rehmatul-Lil Alameen scholarship programme

ISLAMABAD: Prime Minister Imran Khan has launched the Rehmatul-Lil Alameen scholarship program in Islamabad on Thursday (today), Radio Pakistan reported.

The program, which will help the students of underprivileged segments of society access undergraduate education, will be implemented in 129 public sector universities across the country.

Read more: PM Imran to launch 'largest ever' need-based scholarship scheme

A budget of 27.93 billion rupees has been approved for this national-level program which will be used in the next five years.

The provinces are also pursuing the Rehmatul-Lil Alameen scholarship program.

In Punjab, the annual budget of one billion rupees has been approved for this scholarship program.

The scholarship program will also be rolled out in Khyber Pakhtunkhwa, for which the budget allocation will be Rs427 million.

Addressing the inauguration ceremony of the scholarship programme, the prime minister said that the federal government will spend Rs5.5 bn every year on 70,000 scholarships.

“No nation can progress without education,” the premier asserted, adding that the country cannot develop unless the powerful are brought under the rule of law.

https://www.geo.tv/latest/345413-pm-imran-khan-to-launch-rehmatul-lil-alameen-scholarship-program-in-islamabad-today

 

[MenInG]

Pakistan has the second highest household expenditure on education of any country in the South Asian region, according to a United Nations Educational, Scientific and Cultural Organisation (Unesco) report released on Friday.

The 'Global Education Monitoring Report 2021-22' says families are covering 57 per cent of education expenditure, with the poorest struggling to meet school expenses.

The country with the highest expenditure in Central and Southern Asia is Bangladesh (71pc), while Nepal has the third highest (50pc).

Approximately a third of all children in Pakistan going to primary and secondary schools are studying at private institutions. "Overall, enrolment rates in education are low in Pakistan, which has fed a rise in the enrolment in private institutions," the report said.

"In total, households with children in private schools accounted for about 80pc of all spending on education in the country," the report said. Families in urban areas spend five times as much if their children attend non-state schools than if they attend state schools.

Pakistan does regulate the amount of fees that can be charged to go to non-state schools, but the report noted that despite these regulations, these costs can still represent nearly half of the income of parents living on the state poverty line.

Priced this way, the result is that 45pc of the richest in the country compared to only 11pc of the poorest go to private schools, the report said.

Quoting a figure from 2017-18, the report says 4.1 million students were studying in more than 31,000 deeni madaris, free religious educational institutions for the poor from pre-primary to post-secondary level.

They represent 8pc of overall enrolment and 18pc of enrolment in private educational institutions.

Warning of growing inequality and exclusion due to high costs of private education coupled with weak regulation by states, the report said that 40pc of pre-primary pupils, 20pc of primary pupils and 30pc of secondary and tertiary students are now educated in non-state schools worldwide.

However, the report said that many countries lack adequate regulations on private education or the capacity to enforce them, potentially widening the educational divide between the rich and the poor.

The report said that only 27pc of countries explicitly prohibit profit-making at primary and secondary schools, which runs counter to the vision of 12 years of free education for all.

Over half of the countries prevent student admission procedures in schools, and only 7pc of countries have quotas that enhance access to schools for disadvantaged students through initiatives.

Further, only half of the countries have regulations on private tuition.

DAWN

 

[Hassaan HS]

Students in Sindh passed without practical exams



KARACHI (Dunya News) – Students in Sindh who could not appear in practical examinations due to outbreak of lethal COVID-19 were passed by government without practical exams.

According to the details, Karachi Board of Intermediate Education chairman Dr Saeeduddin Chandio has said that the students, who failed in exams for not giving practical during coronavirus in Sindh, have been passed.

“The students satisfied from the results can reappear in exams for getting better grade”.
The chairman said that special examinations for students would be held in February with no smart curriculum policy in coming examinations.

Earlier in July, Matriculation exams 2021 of only elective subjects had started across the Sindh including the provincial capital.

According to the board officials, a total number of 348,249 students were appearing in classes 9 and 10 examinations in both general and science groups. The duration of each paper was set to 2 hours. The science group papers were held from 9am-11am while general group papers started at 2:30 pm.

The officials also informed that overall 438 examination centers had been established in the city out of which 201 centers are for girls and 237 for boys. The examination centers had been set up at 253 private schools and 185 government schools.


https://dunyanews.tv/en/Pakistan/634397-Students-in-Sindh-passed-without-practical-exams

 

[MenInG]

<blockquote class="twitter-tweet" data-partner="tweetdeck"><p lang="en" dir="ltr">Congratulations to KP govt for fulfilling another PTI commitment. 244,000 students of govt colleges in KP will have 100% fees waived off with Insaf Taleem Card. Education is key to a better future esp in digital age & in KP barriers to educational opportunities are being removed <a href="https://t.co/Nvh4k7SdSg">pic.twitter.com/Nvh4k7SdSg</a></p>— Imran Khan (@ImranKhanPTI) <a href="https://twitter.com/ImranKhanPTI/status/1569728850250055680?ref_src=twsrc%5Etfw">September 13, 2022</a></blockquote>
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[MenInG]

<blockquote class="twitter-tweet" data-partner="tweetdeck"><p lang="en" dir="ltr">Congratulations to Punjab govt for delivering on another PTI commitment with launch of Insaf Academy - the first Educational portal in Pak of this magnitude. 7,000+ lectures, quizzes & MCQs. Every house becomes a school providing free education for students grades 9-12. <a href="https://t.co/n0VdjhNxhy">pic.twitter.com/n0VdjhNxhy</a></p>— Imran Khan (@ImranKhanPTI) <a href="https://twitter.com/ImranKhanPTI/status/1569998666781581313?ref_src=twsrc%5Etfw">September 14, 2022</a></blockquote>
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[daytrader]

40 Pakistani students top Cambridge exams
Many schools will be hosting individual award ceremonies to celebrate their learners’ achievements

KARACHI:
At least 40 Pakistani students topped different subjects all over the world and won ‘Outstanding Cambridge Learner Awards’ in Cambridge Assessment International Education (CAIE) examinations.

"CAIE is delighted to announce the winners of the Outstanding Cambridge Learner Awards in Pakistan. The awards celebrate the outstanding academic achievements of students in Pakistan in the June 2022 Cambridge examination," according to an official statement issued on Friday.

It said that many schools would be hosting individual awards ceremonies to celebrate their learners’ achievements.

"In total, 277 students in Pakistan received 304 awards for exceptional performance in Cambridge examinations, including 40 students who attained the highest marks in the world in a Cambridge exam, and 43 students who attained the highest marks in Pakistan in a single subject," it added.

The Outstanding Cambridge Learner Awards programme celebrates the success of learners taking Cambridge examinations in over 40 countries around the world.

The Cambridge International places learners at the centre of their international education programmes and qualifications which are inspired by the best in educational thinking.

"I am delighted to congratulate learners from Pakistan on their academic achievements in the June 2022 Cambridge examination series," CAIE Country Director Uzma Yousuf said.

She said that the awards reflect the talent and hard work of learners and acknowledge the dedication and commitment of both teachers and parents.

"We hope that this recognition of academic success will encourage learners in their future education and careers," she added.

The awards also celebrate the achievements of those learners who have been recognised for "High Achievement", based on outstanding performance in subjects which are not yet so widely taken in Pakistan, and learners who have achieved the total highest cumulative marks across several subjects.

The statement added that the winning learners out-performed thousands of candidates worldwide who sat Cambridge O Levels, Cambridge IGCSEs and Cambridge International AS & A Levels examinations in June 2022 series.

“We all know that a quality education is the greatest driver to transforming communities, societies, and lives. Our students gathered here today are a testament to that, and I want to acknowledge all of you for your brilliance, your ambition, your strength, and for simply being outstanding," International Education at Cambridge University Press Director Ben Schmidt said.

The Outstanding Cambridge Learner Awards are a group of awards issued by CAIE that recognise exceptional learner achievement in Cambridge examinations around the world.

Express Tribune

 

[MenInG]

<blockquote class="twitter-tweet" data-partner="tweetdeck"><p lang="en" dir="ltr">At <a href="https://twitter.com/hashtag/AlQadir?src=hash&ref_src=twsrc%5Etfw">#AlQadir</a>, vision is to become hub of higher education based on Islamic principles & modern disciplines. To facilitate effective nation building, our renowned PhD Faculty educates deserving students from remote areas, who otherwise are deprived of quality higher education. <a href="https://t.co/0RJdaEudYY">pic.twitter.com/0RJdaEudYY</a></p>— Imran Khan (@ImranKhanPTI) <a href="https://twitter.com/ImranKhanPTI/status/1604321382535495686?ref_src=twsrc%5Etfw">December 18, 2022</a></blockquote>
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[daytrader]

33 NO MORE: PASSING MARKS LIMIT INCREASED FOR MATRIC, INTERMEDIATE EXAMS

Federal Board of Intermediate and Secondary Education (FBISE) has increased the passing marks limit for the matric and intermediate exams, ARY News reported.

According to the notification issued by FBISE today, the passing marks requirement in matriculation and intermediate level examinations has been increased from 33% to 40%.

The notification stated that the students will now be considered successful only after securing 40 marks out of 100 in any subject.

It is pertinent to mention here that in November last year, the stakeholders decided to enhance the grading system of matric and intermediate level across the country and increased the passing marks from 33% to 40%.

 

[MenInG]

Minister of Federal Education and Professional Training Rana Tanveer Hussain said Friday that Pakistan has the "most out-of-school children (OOSC)" globally.

In response to a question in the National Assembly about children not going to school in Pakistan, the education minister said that 23 million children in Pakistan do receive school education.

The minister informed the house that the government had set an ambitious target to bring all 70,000 out-of-school children in the Islamabad Capital Territory to zero by June 30.

The minister said currently, around 70,000 children were out of school in Islamabad and all-out efforts were being made to enrol them in schools by June 30.

Tanveer said the government had also launched the Schools on Wheels initiative in Islamabad to provide education to the children of rural areas. For this purpose, buses were converted into mobile schools having state-of-the-art facilities, including toilets.

He said on the directives of Prime Minister Shehbaz Sharif, the ministry was also planning to provide such mobile buses facility to the children of flood-affected areas of Balochistan and Sindh.

Even the World Bank (WB) had also appreciated the government’s initiative, besides assuring the provision of 30 buses for the noble cause, he added.

He said the WB also intended to introduce such a system in Africa. The ministry was ready to assist other provinces if the provincial governments provided buses, he said.

He said the government had also started the tele school system, besides focusing on distance learning. It had also undertaken an accelerated learning programme with the cooperation of the United Kingdom to enhance the literacy rate in the country, he added.

To another question, he said 0.8% was recorded in the literacy rate in the last nine months.

In its data, UNICEF said that an estimated 22.8 million children aged 5-16 are not attending school, representing 44% of the total population in this age group.

In the 5-9 age group, five million children are not enrolled in schools and after primary-school age, the number of OOSC doubles, with 11.4 million adolescents between the ages of 10-14 not receiving formal education.

Disparities based on gender, socio-economic status, and geography are significant; in Sindh, 52% of the poorest children (58% girls) are out of school, and in Balochistan, 78% of girls are out of school.

Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops to 3.6 million boys and 2.8 million girls at the lower secondary level.

GEO

 

[KB]

Looking back at this thread, some historical context might be useful to put things in some sort of longer-term perspective.

Key changes, with respect to religious education, took place in British India in the nineteenth century. The fortunes of the Farangi Mahall, which was based in Lucknow, and was a major seat of Islamic learning, tells us much. “Whoever resides in India and ties the sacramental robes of learning will inevitably head for the Farangi Mahall,” so said Shibli Nuʿmani, a major religious scholar in own right, in 1896. But the Farangi Mahall would go into terminal decline in the twentieth century.

The key change to note in nineteenth century was the emergence of specialisation. There was a time when, as historian Margrit Pernau notes, “no distinction was made…between those who specialised in religious and in secular knowledge. The erudition of scholars like Fazl-e Haqq and Sadr ud Din Azurda qualified them equally for a career in the colonial administration, a position at the court of a prince, or a teaching post at a madrasa.”

The Farangi Mahall itself had been oriented towards providing an education that enabled its students to take up judicial and administrative positions in the service of princely states that had emerged following the fragmentation of the Mughal empire after the death of Aurangzeb.

This began to change with the deepening of British rule. Patronage of the ulama declined. Religious knowledge was deemed inferior and government servants were increasingly expected to have obtained their qualifications from government schools. New madrasas were now set up that no longer aimed to produce individuals who would serve the state as civil servants, but to produce individuals who would serve society through the religious knowledge that they learned. Religious scholars were now more likely to be perceived as religious specialists akin to experts (such as medical professionals) in other fields. And so emerged the idea of a distinct religious sphere, guarded by the ulama themselves.

There was a further consequence. The Dars-i Nizami curriculum, still used to this day in madrasas of South Asia, derives from the efforts of Mulla Nizamuddin (d. 1748) of Farangi Mahall. Ebrahim Moosa, wrote that “from the outset Nizamuddin’s goal was to produce a graduate who would think logically, acquire excellent writing and linguistic skills, and above all know enough about Islam as a religious tradition to address issues beyond basic questions of religious practice.” The Farangi Mahall had placed significant emphasis on the “rational” sciences, such as logic and philosophy.

But in the changed context of the nineteenth century, the emphasis in the madrasa curriculum, in centres such as Deoband, had shifted to the “transmitted” sciences - Hadith studies, tafsir and fiqh. On the other hand those institutions, such as the Anglo-Oriental College of Aligarh, that were based on Western institutions of learning became more detached from the teaching of Islam. Sayyid Ahmad Khan had great ambitions for there to be religious teaching in Aligarh which followed his own ideas on theology, but strong opposition rendered this too difficult and in fact Islam itself was rather marginal to the curriculum at Aligarh.

The implications were that a significant gap emerged between those schooled in madrasas and those that were products of western institutions of learning, which has continued to this day. Indeed Ayub Khan - himself a product of Aligarh - had noted in his diaries in October 1967:

“There is today a sharp division in our educational system. We have on one side our schools, colleges, and universities where modern education is imparted to the younger generation, on the other side we have the religious institutions which style themselves as Dar-ul-Ulooms. We have to ask ourselves whether this division helps to integrate the community or puts them in camps, which do not have much in common with each other. We have to face this problem in duality in our educational set up. We can either leave both kinds of institutions as they are, but they will only perpetuate a schism and may alienate those educated in modern schools and colleges from the ideology of Islam. This we cannot allow to happen.”

Ayub, as stated above, was not looking to exclude the teaching of Islam but recover what he believed to be its true spirit. But there is an irony as noted by scholar Muhammad Qasim Zaman: “in an apparent paradox for a state that has always foregrounded its Islamic commitments, the study of Islam has tended to be seen at universities as suited only to the least gifted.”

And what of the Farangi Mahall? At a time when madrasas had increased in number, the Farangi Mahall madrasa closed its operations in Lucknow in 1969.