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Education in 2050


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Education in 2050

  1. 1. Course Facilitator Fundamentals of Education
  2. 2. 1.Education Without defined objectives:
  3. 3. ‫کو‬ ‫خودی‬ ‫اسکی‬ ‫ڈال‬ ‫میں‬ ‫تیزاب‬ ‫کے‬ ‫تعلیم‬ ‫چاہے‬ ‫جدھر‬ ‫تو‬ ‫مالئم‬ ‫جاے‬ ‫ہو‬‫ا‬‫پھیر‬ ‫دھر‬ (‫رح‬ ‫اقبال‬)
  4. 4. Educational institutions in Pakistan 270825 Private institutes 28% Total students of different level 40,926,661 Studying in private institutions 34% Public sector 66% Total number of teachers 1,507,100 Teaching at private institutions 42.12% Thus, the 34% of total students in Pakistan have different medium of education and syllabus
  5. 5. • Private and Government schools. (Enrolment Ratio is 30:70) • Variety of Syllabus, • Haphazard budgets, • Improper assessment systems, • Our education is meeting industrial & social needs only. • No any controlling &monitoring for whole education system. • Our educational policy changes with the political situation. Our Issues:
  6. 6. Shift in Enrollment (from Govt. to Pvt.) RURA L 2013 2014
  7. 7. • What will be the curriculum? • What we want to achieve through education? • How we’ll build an Ideological Pakistani nation? • How we can achieve our targets? • What are the responsibilities of state, institutions & teachers for development of education? We don’t know:
  8. 8. And by the completion of education, the students are unable to play their role as an educated person while After completing graduation or Masters they are facing many social, economic , ethical problems and become more confused and unsecure.
  9. 9. “The aim of education is character building of individual so that it could differentiate between good and evil and avoids following the evil path”. (Imam GHAZALI R.A) Aristotle – “Education is the creation of sound mind in a sound body.” Plato – “Education is the capacity to feel pleasure and pain at the right moment.”
  10. 10. "‫تع‬ ‫نظام‬ ‫اپنا‬ ‫نے‬ ‫جس‬ ‫ہے‬ ‫نہیں‬ ‫معلوم‬ ‫ایسی‬ ‫قوم‬ ‫کوئی‬ ‫مجھے‬‫لیم‬ ‫کو‬ ‫نسلوں‬ ‫اپنی‬ ‫،جو‬ ‫ہو‬ ‫کیا‬ ‫قائم‬ ‫پر‬ ‫بنیادوں‬ ‫معروضی‬ ‫خالص‬‫بے‬ ‫نوجوان‬ ‫دار‬ ‫جانب‬ ‫غیر‬ ‫ایسے‬ ‫ہاں‬ ‫اپنے‬ ‫اور‬ ‫ہو‬ ‫دیتی‬ ‫تعلیم‬ ‫رنگ‬ ‫ی‬ ‫ساتھ‬ ‫کے‬ ‫آزادی‬ ‫کر‬ ‫ہو‬ ‫فارغ‬ ‫سے‬ ‫تعلیم‬ ‫جو‬ ‫ہو‬ ‫کرتی‬ ‫پرورش‬‫ہ‬ ‫کرنی‬ ‫پیروی‬ ‫کی‬ ‫تہذیب‬ ‫قومی‬ ‫اپنی‬ ‫انہیں‬ ‫کہ‬ ‫کریں‬ ‫فیصلہ‬‫کسی‬ ‫یا‬ ‫ہے‬ ‫نہیں‬ ‫معلوم‬ ‫قوم‬ ‫بھی‬ ‫ایسی‬ ‫مجھے‬ ‫طرح‬ ‫اسی‬ ‫کی؟‬ ‫تہذیب‬ ‫دوسری‬ ‫ہو‬ ‫لیتی‬ ‫لے‬ ‫توں‬ ‫کا‬ ‫جوں‬ ‫تعلیم‬ ‫نظام‬ ‫انکا‬ ‫سے‬ ‫دوسروں‬ ‫جو‬ ‫ہے‬‫اور‬ ‫ک‬ ‫اسی‬ ‫بغیر‬ ‫کیے‬ ‫شامل‬ ‫مییں‬ ‫اس‬ ‫رنگ‬ ‫کوئی‬ ‫کا‬ ‫تہذیب‬ ‫اپنی‬‫ے‬ ‫ہو‬ ‫جاتی‬ ‫چلی‬ ‫ڈھالتی‬ ‫کو‬ ‫نسلوں‬ ‫نئی‬ ‫اپنی‬ ‫میں‬ ‫سانچے‬"‫۔‬ (‫رح‬ ‫مودودی‬ ‫ابواالعلی‬ ‫سید‬)
  11. 11. • Clear & brief objective of education. • As a Muslim country, we should design our curriculum on the basis of Quran & Sunnah. • Government should give preference to education. • Only one & same educational system apply for all. • Sat achievable targets. • Teach revealed and acquired knowledge at same time. • The aims of state education must be sat by educationalist not by the Industrialists. What we should do?
  12. 12. Due to these educational reforms we will be successful in achieving an educational system which will produce the students with FOUR basic qualities: 1.Balance personality 2.Leadership 3.Thinker 4.Giver
  13. 13. 2.Decline in learning of students:
  14. 14. Learning Levels: Urdu/Sindhi/Pashto(Class 5) RURAL 50% Can Read Story 2013 2014 46%
  15. 15. Learning Levels: English (Class 5) RURA L 43% Can Read Sentence 2013 2014 42%
  16. 16. Learning Levels: Arithmetic (Class 5) RURA L Can Do 2-Digit Division 2013 2014 40%43%
  17. 17. Learning Levels by Gender (Class 5) RURA L
  18. 18. Paid Tuition RURAL URBAN
  19. 19. Parents having at least primary schooling RURAL URBAN
  20. 20. “The State shall provide free and compulsory education to all children of age 5-16 years in such a manner as may be determined by law”
  21. 21. • Make a serious strategy for Education. • Government should train the teachers. • Provide proper funding to schools. • Education system must under supervision of the government. • Government should develop interest in new learners by recognizing the existing Educationist. What we should do?
  22. 22. 3. Effects of English and Urdu Medium Education System in Pakistan
  23. 23. Medium of instruction is a matter of great debate among teachers, educationists and parents. The majority of teachers and parents say that English should not be the medium of instruction but should be taught as a subject right from the very beginning of the school
  24. 24. Population in Pakistan : Rural: 60% Urban: 40% Educated Father 40 :60 Educated Mother 20:80
  25. 25. 62% of private school teachers and 56% of government school teachers registered scores in the lowest possible band in the Aptis test, meaning they lack even basic knowledge of English, including the ability to understand and use familiar everyday expressions and simple phrases. A test conducted by British Council in Panjab: Findings:
  26. 26. Even in English medium schools, 44% of teachers scored in the bottom Aptis band. In all, 94% of teachers in English medium schools have only pre-intermediate level English of lower. Findings:
  27. 27. Half of teachers in public schools believe Urdu should be the main medium of instruction in schools, with only around one-fifth believing that English should be the main medium of instruction; less than one-fifth of teachers in public and private schools even believe that English medium education should be delivered solely in English. Findings:
  28. 28. • The children will learn English much more effectively if they continue to develop their first language at the same time. • The learners in the rural areas enter school with only their home language. For these learners, using the mother tongue in early education leads to a better understanding of the curriculum content and to a more positive attitude towards school. • The use of learners’ home language in the classroom promotes a smooth transition between home and school.
  29. 29. • Teach English as a subject but medium of instruction should be Urdu. • We should promote Urdu in our institution. • Every English teacher should translate at least 2 books. • For higher education in English Language every student must be translate 3 books . What we should do?