DENIZENS OF ALIEN WORLDS

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25 education in the ‗creation of a democratic social order by ensuring an equal access to opportunities of education‘. Nothing significantly new was proposed but the tone of the report was conciliatory rather than combative. Moreover, much to the relief of everybody concerned, the report was brief (26 pages) compared to the previous one (234 pages). In a little less than two years the map of Pakistan had changed. After a war in December 1971 the province called East Pakistan emerged as the independent country of Bangladesh. Zulfiqar Ali Bhutto, who emerged as the elected leader of Pakistan, announced a new education policy which did not shift the broad parameters of the previous policies. However, there was an added emphasis on adult literacy. Also, and significantly, 3,334 private educational institutions were nationalized so that famous private colleges such as the Kinnaird College for Women, the Foreman Christian College in Lahore and Gordon College in Rawalpindi were taken over from their former owners. It is reported that 1,828 schools, 346 madrassas, 155 colleges and 5 technical institutions were nationalized (GOP 1979: 26). In most of these institutions the teachers were paid less and welcomed privatization, especially as the PPP government had raised the salaries of college lecturers from class 2 to NPS 17 which was also the salary grade of the civil service officers (however, the latter had extra benefits such as transport, phone, orderlies, office assistants and power). This egalitarian measure was much welcomed by the teachers though the critics said that a burden of Rs. 15 crore per annum had to be borne by the state (GOP 1979: 26). Apart from this, the education policy did not change much but even now members of the university faculty who protest against the MOU (2002) want to go back to the University Act of 1973---despite the fact that it too ensures that real power in the university should not be with academics but with the government or its nominees. Bhutto‘s government was dismissed by General Zia ul Haq in July 1977. Zia made a significant departure by putting in real effort at Islamizing education. One major policy document called National Education Policy and Implementation Programme (GOP 1979) declared that the foremost aims of education will be: To foster in the hearts and minds of the people of Pakistan in general and the students in particular a deep and abiding loyalty to Islam and Pakistan and a living consciousness of their spiritual and ideological identity thereby
26 strengthening unity of the outlook of the people of Pakistan on the basis of justice and fairplay. To create awareness in every student that he, as a member of the Pakistani nation, is also a part of the universal Muslim Ummah and that it is expected of him to make a contribution towards the welfare of fellow Muslims inhabiting the globe on the one hand and to help spread the message of Islam throughout the world on the other. To produce citizens who are fully conversant with the Pakistan movement, its ideological foundations, history and culture so that they feel proud of their heritage and display firm faith in the future of the country as an Islamic state. To develop and inculcate in accordance with the Quran and Sunnah the character conduct and motivation expected of a true Muslim (GOP 1979: 1). There are five other aims but only one is about strengthening scientific, vocational and technological education. This is how Zia ul Haq set out to ‗Islamize the youth‘. Textbooks, which were supposed to be Islamized from 1947, were now given a religious orientation in most fields even those of the natural sciences. Moreover, Islam was used to support the state‘s own militaristic policies in such a way that it appeared to the reader that Pakistan, the Pakistan movement, Pakistan‘s wars with India, the Kashmir issue were all connected not only with Pakistani nationalism but with Islam itself. Islamic studies was made compulsory upto class 10. There was much emphasis on Urdu and for some time it appeared as if the English-medium schools would be banned. However, this did not happen and the private sector, which was encouraged to invest in education, built chains of schools catering for the fast expanding and more affluent middle class than existed earlier. By the time Zia ul Haq died in 1988, children had to study Pakistan studies and Islamic theology even upto the bachelor‘s level. The number of madrassas had multiplied and, as a consequence of the war in Afghanistan, they were becoming militant. The number of elitist English school, and even institutions of higher learning, was increasing. Society was more clearly polarized along religious and class lines. Moreover, the increased awareness of religion, the lack of forums for expressing ideas freely, the
Page 1 and 2: DENIZENS OF ALIEN WORLDS: A Study o
Page 3 and 4: 2 List of Abbreviations Glossary Pr
Page 5 and 6: 4 Jihad Madrassa Maktab Maulvi Muns
Page 7 and 8: 6 being unsupported by any institut
Page 9 and 10: 8 CHAPTER-1 INTRODUCTION There are
Page 11 and 12: 10 Another book, by Naseem Jaffer Q
Page 13 and 14: 12 Let us keep in mind that Pakista
Page 15 and 16: 14 ones. There is much new data in
Page 17 and 18: 16 quarters with the sole object of
Page 19 and 20: 18 capable of being employed in sub
Page 21 and 22: 20 (GOP 2003: 159). Examples of the
Page 23 and 24: 22 It was in this document that the
Page 25: 24 Because of such laws, academics
Page 29 and 30: 28 Thus, their role in universaliza
Page 31 and 32: 30 whereas provincial government sc
Page 33 and 34: 32 Dr. Qurat began this work in 199
Page 35 and 36: 34 Thus the most representative of
Page 37 and 38: 36 Most of the 25,995,068 (GOP 2002
Page 39 and 40: 38 Class-6 Class-7 Class-8 Class-9
Page 41 and 42: 40 Conclusion: the Muslims from the
Page 43 and 44: 42 B.A (B. Ed) 16 14,099 Headmaster
Page 45 and 46: 44 abroad. Their families are conse
Page 47 and 48: 46 possible that Pakistan and India
Page 49 and 50: 48 Gender-wise Tabulation of Attitu
Page 51 and 52: 50 the madrassas and those whose pa
Page 53 and 54: 52 charge tuition ranging between R
Page 55 and 56: 54 schools, whether the administrat
Page 57 and 58: 56 Box 4.5 Average tuition fees per
Page 59 and 60: 58 non-elitist schools, as we have
Page 61 and 62: 60 parents of the Badin PAF Model S
Page 63 and 64: 62 national language is given at be
Page 65 and 66: 64 Aitchison 196 Kohat 144 Larkana
Page 67 and 68: 66 Militancy Among Cadet College/Pu
Page 69 and 70: 68 These figures should be taken wi
Page 71 and 72: 70 Box 4.14 Tolerance Among Elitist
Page 73 and 74: 72 1997 21 34 1998 20 31 Source: An
Page 75 and 76: 74 children mostly speaking in Khan
Page 77 and 78:
76 world. This war is represented a
Page 79 and 80:
78 This fluency and spontaneity in
Page 81 and 82:
80 believed—that the best ideas w
Page 83 and 84:
82 English novels filling us up on
Page 85 and 86:
84 The Peripatetic Tutor Arif Khan
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86 CHAPTER-5 MADRASSAS The madrassa
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88 Box 5.2 Sect-Wise Increase in th
Page 91 and 92:
90 (Sharia) was the path to mystica
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92 modern subjects in some measure
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94 taught there, even now---and the
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96 controversial issues‘ (Ibid, p
Page 99 and 100:
98 appalling poverty of rural, peri
Page 101:
100 students and 1000 day students,
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