WOULD you expect to see Qurratulain Hyder’s Aag ka Darya on the shelf of a public library in Glasgow? Probably not. But I actually found Annie Apa, as she was fondly called, in the Glasgow Women’s Library (GWL). The discovery was made more exciting by the fact that the library was a distinguished one as only a feminist library can be.
Set up in 1991, the GWL has grown and never looked back. In 2015, it celebrated the 25th year of its existence. Containing 30,000 books on women or by women (about 20,000 writers), the GWL is distinct from other libraries by the feminist ownership shown by those who manage it and those who use it. Continue reading “Changing Lives”
ACCORDING to Unesco’s Global Education Monitoring Report [GEMR] 2016 released recently, only two-thirds of children worldwide would have completed primary schooling by 2030, the deadline set by the UN’s Sustainable Development Goals.
The report also stresses the need for human dignity, social inclusiveness and equity in education so that economic growth does not intensify inequalities in society but empowers everyone. For this, Unesco calls on policymakers to adopt new approaches and fundamentally change their thinking on education. Thus it hopes to create a safer, greener and fairer planet for all. Continue reading “Catch ’em young”
ONE of the promises which every government that comes into office in Pakistan holds out to the people is that it will end load-shedding. Deadlines are announced but not met. Waiting for uninterrupted power supply from the grid is like waiting for Godot.
The government continues to reiterate its pledge to provide sustainable, affordable and reliable electricity to the people and hopes to add 10,400 megawatts to the national grid by 2017. Will it? The circular debt keeps mounting and the promised level playing field is nowhere in sight. Heavy load-shedding continues to be the lot of the low-income areas. Continue reading “Going solar”
SINCE June, the Pakistan government has been patting itself on the back. Multidimensional poverty (MP) has fallen from 55pc to nearly 40pc in the country since 2004, we are being told. Of course it is admitted that there are districts where poverty is as high as over 90 per cent (Qila Abdullah in Balochistan) today. But in Punjab only 31pc are impoverished. Islamabad, Lahore and Karachi have an MPI (multidimensional poverty index) of 10pc. Continue reading “Why us?”
Nadia (aged 14) is a typical victim of the tyranny of the English-language Hydra in Pakistan. Coming from an underprivileged socio-economic background, this girl is required to master an alien language if she wants to realise her dreams. Thanks to the easy accessibility of electronic media and a concerted movement for reform by concerned members of civil society, public interest in education has been stirred, and expectations are high. There are millions of teenagers like Nadia who want to acquire a good education to uplift their socio-economic status. But many are headed for disappointment. The facilities needed to educate such large numbers have not been created in Pakistan by the state, notwithstanding the growing demand. Worse still, the curricula and textbooks have not been designed to meet the specific needs of these children. Hence, aspirations and motivation will not prove to be enough to help Nadia and others like her to achieve upward mobility.
Although there are many hurdles in Nadia’s way, language − especially English −is a major one. Even though the government institutions may not be insisting on English as the language of education, their poor performance disqualifies them as trendsetters. Given the ambiguity in the official education policy, the English-language Hydra has become the driving force. This policy was announced in 2009 by the education ministry in Islamabad, as it was its prerogative to lay down the guidelines for the entire country. The policy defined in detail its vision and strategy, but it was vague about the language to be used as the medium of instruction. It was left to the provinces to decide whether they wanted to use the national or regional language in the public-sector primary schools in their jurisdiction. But it was specified that English would be used to teach science and maths in Years 4 and 5 in these institutions. Private schools were given a free rein. They generally opted for English. In 2010, constitutional amendments devolved powers to the provinces. To the detriment of all, the provincial governments chose to be equally vague and adopted an ad hoc approach to language in education. There has been no clarity in the governments’ policies ever since, on account of the policymakers’ ignorance of education and language-learning matters and their misguided belief that English promotes progress. Their failure to adopt a firm approach on the medium issue has allowed market forces, societal pressures, élite private-school owners (some with political clout) and the leverage of foreign aid givers to gain the upper hand.
A PARADOX of the modern age is that as the world shrinks to become what Marshal McLuhan termed a global village, borders that separate people from one another are proliferating and becoming increasingly impenetrable legally. This is happening in an age when mobility is on the rise and people are leaving home in larger numbers than before. Some have experienced migration thrice in their lifetime.
Generally, writers and analysts focus on the political, economic and sociological dimension of crossing borders. Attention is focused on governments’ policies of making foreigners’ entry difficult into their country, the impact migration has on the host nations’ economy/politics and the challenges of integrating migrants from diverse cultures into a cohesive society.
There is yet another aspect of crossing borders — the human aspect. Few take note of it though its impact on an individual can be poignant and generational. It is only the personal becoming the political that draws attention. Continue reading “Crossing borders”
I WAS first introduced to the term ‘life skills-based education’ at a forum of the Indus Resource Centre a few weeks ago. The term was used freely but it was not elucidated sufficiently, at least not for novices like me.
The IRC, which is doing very good work by promoting education in Sindh, had just completed its Reproductive Health through Girls’ Education project and we had gathered for an independent assessment. This was basically a population venture funded by the David and Lucile Packard Foundation but fitted into IRC’s agenda since it sought to change the mindset of girls vis-à-vis reproductive health issues. This was expected to impact on the galloping population growth rate of the country — one of the most serious concerns of the day. Continue reading “What is LSBE?”
EIGHT years ago, a young woman from Khairo Dero (Larkana district) was so touched by the plight of her people that she decided to work for their uplift.
She had been fortunate to receive a privileged education abroad, was doing a lucrative job and had all that one could wish for in life. Today, she has renounced these privileges to work for her people. .
Going by the number of education policies announced in Pakistan since 1947, the volume of reports produced by commissions on this issue of direct concern to human development and the statements issued by government dignitaries pledging their commitment to universalising education, one would have thought that by now Pakistan must be heading the world education league.
What is the reality? The UNDP, which compiles the Human Development Index using schooling as one of the criteria, tells us another story. In its 2015 report, Pakistan is categorised as a Low Human Development country and ranks 147th out of 188 states. The mean years of schooling for children is 4.7 years and only a third of the population above 25 has had some secondary schooling. Continue reading “Keeping them illiterate”
PAULO Freire, the Brazilian educator and author of Pedagogy of the Oppressed, said education should aim at teaching students to think critically. They should work with the teacher in creating knowledge.
Freire believed that students should do a lot of “problem-posing” and then seek answers through their own experience and thought processes to discover the route to change.
Can we hope to achieve this change through the kind of textbooks used in our public-sector schools? For decades, critics have mourned the dismal state of textbooks in Pakistan. But no one has batted an eyelid. Continue reading “Textbooks of hate”