Educational in Pakistan. Historical perspectives. Education in the biritish rule muslim rule after muslim ruling in subcontinent.

1. Unit 1
Education in Pakistan: Historical Perspectives

2. Education System in Subcontinent during Muslim Rule
• Islamic system of education is based on religion (Islam)
• it is natural system of education.
• Its content of education is based on shareeah.
• The demand for education was mostly confined to that minority of
population which embraced the religion of Islam.
• As Persian was the court language, the demand for education in that
language significantly increased.
• It was considered a religious duty to receive and communicate
instruction.

3. The objectives of Islamic Education
Acquisition of Knowledge: The chief aim of Islamic education was to spread the
light of knowledge.
• The Prophet Mohammed (PBUH) “gain knowledge even if it be in China”.
• Prophet Mohammed preached to the people that distinction between essential
duty and wrong action, religion and irreligion could be accomplished only though
knowledge and as such remarked.
Propagation of Islam:
The spread of Islam was considered as religious duty.
• There was a notion that only a religious propagator could be
Ghazi.
• The beliefs of Islamic religion were taught in the form of
philosophy, literature and history in Madrasahs.

4. • Islamic Social Morals Progress::
• A special system of morals based on Islamic education.
• This was reflected in their thinking and living.
• In the observance of the rules of conduct rigorous practice was
provided.
• Preservation and Spread of Muslim Culture:
• ‫پھیالؤ‬ ‫اور‬ ‫تحفظ‬ ‫کا‬ ‫ثقافت‬ Muslim educational system worked for the
preservation and transmission of culture.
• Study of the authentic work was compulsory.
• Rules and regulations pertaining to their culture were strictly followed.

5. Educational Institutions:
• Maktab (primary grade)
• Madrasha (higher grade).
Maktab
• The ‘Maktabs’ were it attached to mosques.
• There was a special method of admission to the Maktabs.
• This was followed by the study of the thirteenth chapter of the Quran
which contained verses of daily prayer,
• By the time the students finished their primary education they got
some practical knowledge.

6. • Madrasha:
• After completing the study at Maktab, the students were eligible for
the admission to Madrasah.
• No formal ceremony was observed on this occasion.
• There was provision for both secular and religious education in the
Madrasah.
• The total duration of the course was ten to twelve years in all.
• The medium of instruction in these institutions was the court language,
Persian.
• But the study of Arabic was made compulsory for the Muslim
students.

7. Education System in Subcontinent during British Rule
• Before the British Rule, Education was instructed over and done with
a chain of elementary schools – Maktabs for elemnetry and
Madrasas for higher education.
• The education provided in such institutions were based on old texts.
Education system suffered because the company had stopped giving
institutions grants which were earlier given to the institutions by
muslims Rulers.

8. Introduction of Western Education
• East India Company
• Christian Missionaries
• English East India Company showed a very little interest in promotion
of education in subcontinent.
• First Educational Institutes East India Company
• The Calcutta Madrasa
• Sanskrit College
• Fort William College

9. Christian Missionaries
• Activities of Christian Missionaries compelled British to promote
Western Education in Subcontinent.
• Main English Missionaries
• Charles Grant
• Christian Missionaries wanted to promote Western Education in India
because they thought that modern education would destroy the faith
of the Indians for the own religions and they would follow Christianity

10. Charles Grant
• Charles Grant is considered as the father of modern education in
subcontinent.
• He is known so because of his efforts that the Charter Act of 1813
came into existence. This acts promotes the modern education in
India as it sanctions about one lakh rupees for education.
• Charter Act of 1813
• This act was the first step taken by British rulers for the purpose of
educational development in subcontinent.
• Under this act, one lakh rupees were sanctioned to promote
education in India.
• However, this act had failed.

11. Failure of Charter Act of 1813
• The Charter Act had failed because of following reasons
• It failed to state the language for medium of instruction for
educational institutes.
• It was also ambiguous about the means of expanding English
education in India.
• It was not stated that education should be given to all or a selected
few.

12. Macaulay’s system of education –
Main Provisions
• This system clearly stated that Western Education has to be promoted
in India through the medium of English language alone.
• Under this system, Persian was abolished as the court language. On its
place, English language was made the court language.
• Under this system, the printing of English books was made free and
these were widely available in markets at very low prices.

13. Macaulay’s system of education
• Implementation For the implementation of this system in India
following steps were taken by the government:
• Forty two schools were set up by 1842.
• Each educational zone had one government school.
• For example: Bengal was divided into nine educational zones under
Lord Auckland

14. Wood’s Despatch
• This was a written document for the propose of promoting education
in subcontinent.
• This was introduced by Charles Wood in 1854.
• It was the first comprehensive plan for the spread of education in
subcontinent.
• It was considered as the ‘Magna Carta of English education in
subcontinent.

15. • Wood’s Despatch –
Main Provisions
• It asked the government of India to provide education to all Indians
not to the selected few.
• Graded schools were established in hierarchy as
• Universities
• Colleges
• High Schools
• Middle Schools
• Primary Schools

16. • English was recommended as the medium of instruction for higher
studies and Indian local languages at school level.
• Emphasis was given on female and vocational education and on
teachers’ training.
• Education instructed in the government institutions was to be secular.
• A system of grants-in-aid was recommended for the institutions that
satisfied certain conditions to encourage private enterprise.
• Universities were to be set up at Calcutta, Madras and Bombay

17. Dawo Bund Movement
• The original idea of establishing a madrasa for teaching religious
subjects was that of a practicing sufi and a reputed saint, Haji
Muhammad Abid of Deoband.
• Maulana Muhammad Yaqub, a leading educationist, was appointed as
the headmaster. On April 14, 1866, the madrasa started functioning in
a small mosque.
• The madrasa at Deoband followed the Madrasa-i-Rahimiyah in its
emphasis on Hadith, but it also incorporated many features of the new
educational institutions established by the British, e.g., division of
students in regular classes, attendance registers and written
examinations.

18. • By 1931, 900 students were enrolled in the madrasa, including 43
foreign students.
• Maulana Muhammad Qasim Nanotvi, who joined the madrasa few
years after its establishment, was very active during the war of 1857,
and for a period of time even established his own government in the
area.
• Maulana Mahmud-ul-Hasan, who remained head of the
institution for 23 years, encouraged contacts between Aligarh
and Deoband.

19. • It also played the role of a unifying force for them, since apart
from the opposition of the Deobandi teachers and students, so
many ulema from the same institution supported Quaid-i-Azam,
and took active part in the Pakistan Movement under the
supervision of Maulana Shabbir Ahmad Usma

20. Aligarh Movement
• Aligarh Movement was an significant Reform Movement of 19th
century.
• It was started to end the socio-religious evils of the Muslim Society.
• Its founder was Sir Sayyed Ahmed Khan who got a lot a lot of
achievement in his mission .
• He was a liberal and a great scholar who studied his religion deeply
and tried to put an end to false rites.
• He introduced educational reforms .
• His movement is known a Aligarh movement , because its main
center was at Aligarh in Uttar Pradesh

21. Causes f Aligarh Movement
• Superstition and false rites had become part of Islam as a result of
this the Muslims had forgotten the real faith.
• Initially Muslims believed in the principle of equality but know they
had given up this principle.
• They ill-treated the below class people and the slaves.
• After the decline of the Mughal Empire the Muslims had lost political
power, their interest were in risk.

22. Objectives of Aligarh Movement
• To create an atmosphere of mutual understanding between the
British government and the Muslims.
• To persuade Muslims to learn English education.
• To produce an intellectual class from amongst the Muslim public.
• To bring a social and cultural reform amongst the Muslim public.
• To maintain, and as far as possible promote the political and
economical importance of Muslims in the affairs of the country to the
extent that was possible in a country under foreign rule.

23. Principal of Aligarh Movement
• The teachings given in the Quran are only real and should be followed
honestly.
• (Allah) is Almighty. Remember him always.
• Teachings in religious book except the Quran, should be considered
wisely.
• All Muslims are equal. Do not hate the slaves or low class people.
• Do not hate other religion. Respect them . Jehad or religious war is
unjustified.

24. • 1859: Built Gulshan School in Muradabad.
• 1863: Set up Victoria School in Ghazipur.
• 1864: Set up the Scientific Society in Aligarh. This society was
involved in the translation of English works into the native language.
• 1866: Aligarh Institute Gazette. This imparted information on history;
ancient and modern science of agriculture, natural and physical
sciences and advanced mathematics.
•
.

25. • 1870: Committee Striving for the Educational Progress of Muslims.
• 1875: Muhammadan Anglo-Oriental School (M. A. O.), Aligarh, setup
on the pattern of English public schools. Later raised to the level of
college in 1877 and university in 1913.
• 1886: Muhammadan Educational Conference.
• This conference met every year to take stock of the educational
problems of the Muslims and to persuade them to get modern
education and abstain from politics.

26. Nadva- tul-'Ulema Movement
• The main work of the organization was the establishment of a
Dar-ul-Uloom at Lucknow.
• Shibli Nomani, Syed's co-worker for many years, was
associated with the institution.
• Under his influence it gained importance, but in 1914 he was
forced to resign.
• Shibli Nomani wrote extensively on Islam, highlighting those
periods and personalities that offered leadership, and provided
inspiration to the Muslims, empowering them to take their
proper place in the world.

27. • His writings include the series "Heroes of Islam“
• The first book of this series was "Al-Mamoon", a biography of
Mamoon-ur-Rasheed.
• Further books in the series included the biographies of Imam
Abu Hanifa, Imam Ghazali and Maulana Roomi
• Shibli tried to refute western allegations against Islam and
Muslims.
• His basic purpose remained to train and educate Muslim youth
so that they could unite and lead their nation out of
despondency.

28. • A magnificent building was constructed for the Dar-ul-Uloom with a
grant from the State of Bhawalpur.
• The tradition of training in literary craftsmanship and style of modern
Arabic was inherited by the institution.
• The Dar-ul-Musannifin, or "Academy of Authors", at Azamgarh,
manned by the former students of the Nadva, is a byproduct of the
institution.

29. or a thousand years, Lahore had been a great cultural and
intellectual center of the Muslims. Under the Mughals, Lahore
boasted of rapid progress in the domains of education and
learning.

30. Jamia Millia Islamia
• The movement of Jamia Millia Islamia is a struggle for education and
cultural regeneration.
• It will prepare a proposal for Indian Muslims which may focus on
Islam.
• It will lay the foundation of the thinking that true religious education
will promote patriotism and national integration among Indian
Muslims, who will be proud to take part in the future progress of
India, which will play its part in the comity of nations for peace and
development.
• The objective of establishment of Jamia Millia Islamia will be to lay
down the common curriculum for Indian Muslims taking into account
the future challenges and will prepare the children to be masters of
future".

31. • In 1928 the Staff members of Jamia Millia Islamia under the aspiring
leadership of Dr. Zakir Husain resolved to form the Anjuman-e-Talimi
Milli (later to be known as Anjuman-e-Jamia Millia Islamia). whose
members signed a pledge to serve Jamia for at least 20 years on a
salary of not more than Rs. 150 per month. The following signed the
pledge in the first instance.
• The prominent members of this movement were Maulana Mehmud
Hasan, Maulana Mohamed Ali, Hakim Ajmal Khan, Dr. Mukhtar
Ahmad Ansari, and Abdul Majid Khwaja.

32. Crisis
• Born out of political crisis, it seemed for a while, Jamia would not
survive the heat of the intense political struggle for the independence
of subcontinent.
• Suddenly Jamia saw itself in a great crisis. Some thought it had
achieved its mission, as others believed that the institution had lost
its raison discourage with the end of the non-cooperation and the
Khilafat movements.
• Even the little financial assistance, that the Khilafat had been giving
it, also dried up. As even prominent people started deserting it,
Jamia’s total collapse virtually became an imminent possibility

33. Overall status of education at the lime of independence
• At the time of the country's birth in 1947, large-scale human
migrations took place: an estimated 4.7 million left Pakistan for
India while 6.5 million came to Pakistan with a net gain in
population of 1.8 million.
• The largest demographic changes occurred in the Punjab,
which gained 5.2 million and lost 3.6 million.
• The second largest to suffer demographic changes was Sind,
which lost most of its Hindu population, which had controlled
more than 90 percent of its economy and held important
positions in bureaucracy, education, and the professions.

34. • There are two systems of education in Pakistan: traditional and
modern.
• The traditional system, which focuses on Islam, has experienced an
exponential growth since the 1970s, influenced by the wave of Islamic
fundamentalism from Iran.
• In the late 1990s, the traditional Islamic schools,
called madrassahs, came increasingly under the influence of the anti-
West Taliban movement in Afghanistan.

35. • A critical examination of the modern formal education system
extending from primary to the university levels by experts ranging
from the World Bank to those in research institutes in Pakistan has
found the colleges in the country "sub-standard, bureaucratic,
government-controlled, poor and ineffective," to estimate Tariq
Rahman of the National Institute of Pakistan Studies of the Quaid-I-
Azam University.