Q 2 (f.e assi 2)

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Q 2. Describe the history ofeducation in sub-continent and explain the role ofDeoband
and Aligarh Movement in the education ofsub-continent.
Ans: The history ofeducation in sub-continent
In the wake of terrorist attacks in Pakistan and other parts of the world, especially the
Deoband Madrassas have come under deep criticism and scrutiny and they are quite
often criticized as sanctuaries of terrorism. The authors hold that this notion is
somewhat misleading. This research paper critically examines the educative role of
madrassas in the Sub-Continent. Tracing the evolution of madrassa education system
in India, an effort has been made to build the thesis that these educational institutions
have made a pivotal role in the social and political up-lift of the Muslims and even in
the today Pakistan, they are the source of education for thousands of children, who are
otherwise denied of public sector schooling, especially in the remote areas.
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The resurgence of Islamic educational institutions in the Indo-Pakistan sub-continent
during the eighteenth and nineteenth centuries is a significant phenomenon from the
viewpoints of education and history. The British replaced the old educational system
with a new system and English language was made compulsory in educational
institutions and to get the government jobs. The Muslims showed their continuous
disregard to such a type of policies as they thought that the new English system of
education was an effort to centrifuge the Muslims from Islam and a section of Muslim
intellectuals conceived of preserving their culture and identity by preserving their
traditional system of education and establishing new schools based on these traditions.
These religious institutions produced very long lasting impacts on the Muslim society
during the colonial rule and in the post-independence era in Pakistan and India. The
global interest in madrasas has increased exponentially in the last decade owing to the
threat of terrorism, while previously published work, mostly by Muslim writers,
tended to look at the historical and social domains and no solid piece of research work
was produced to show the educative role of these madrassas. This research paper
dilates upon the evolution of religious institutions in the sub-continent and attempts to
review the role of such religious educational institutions in the prevailing educational
system in the country. The research paper also makes an attempt to answer the
research question that does the prevalent madrassa education is really promoting
radicalism among the Muslims.
The role of Deoband Movement: Prior to the Colonial era, Muslim education
in India was centered on maktabs, mosques, Khanqahs, madrassas and private houses
for an informal transmission of knowledge. Maktabs were for primary education
where traditionally, a child was sent to a maktab after he/she had attained an age of
four years.
At this school, students were taught the Arabic alphabets with correct pronunciation,
punctuation and vocalization and after that, they learned the Quranic recitation. The
Madrassa was considered centre of higher learning. Traditionally madrassa education

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incorporated two parallel streams of education: the revealed knowledge (Manqoolat or
Uloom-e-Naqaliya) and the intellectual sciences (Ma’aqoolat or Uloom-e-Aqalia); the
specialists of the former were known as ulema while those of the latter were known as
fudala and danishmands. The curricula varied from one madrassa to another. The
madrassa of Farangi Mahall in Lucknow, founded in 1693, for example, taught sarf,
nahw, mantiq, hikamat, hisab, balagha, fiqh, kalam, usul al-fiqh, tafsir and hadith. In
addition, some madrassas were well-known for their specializations, including, for
instance, the Farangi Mahall madrassa famed for its instruction in fiqh and usul al-
fiqh and the madrasa of Shah Wall Ullâh was famous for its teaching of hadith. The
medium of instruction in the madrasas was usually the Persian language. Madrassas at
a higher level usually prescribed texts in Arabic. A command over the Arabic text was
required from those who opted for the specialized pursuits. A khanqah was an
institution of residential training and teaching for sufis. It was usually attached to a
shrine (dargah) and a mosque.
Nine years after the first war of Independence against British colonialism, an
educational institution known as Dar-ul-uloom was founded in Deoband by Maulana
Muhammad Qasim Nanautavi. Maulana Muhammad Tayyeb says: “As the Indian
Muslims were in the process of total political and intellectual annihilation, the only
way open to save Islam was the religious education which would reconstruct the
hearts and minds of the Muslims and which could pattern their lives into the Islamic
mould. This would give them internal guidance and at the same time defend them
from external onslaughts. This would, it was thought, create in them a sense of true
Islamic education and a sound political consciousness”. The objectives set forth by
the founders were: imparting and teaching the Holy Quran, Tafseer, Hadith, Beliefs
and other useful sciences; providing Muslims with complete knowledge of Islam;
nurturing Islamic morals and inculcating Islamic spirit in students; propagating,
preserving and defending Islam through pen and tongue; keeping Dar ul uloom away
from the influence of government and maintain the freedom of knowledge and
thought and finally, establishing madrassas at various places in order to spread
Islamic sciences.
Since it was very beginning, the constitution of Dar ul uloom Deoband laid down the
following basic principles: (1) the authorities of the madrassa should always take
utmost interest in raising funds from the public; (2) constant and serious endeavors
are to be made towards the establishment of quality living accommodations for
students; (3) the members of the Shura (council) who are responsible for the
management of the madrassa should be individually dedicated to its aims; (4) the
teachers of the madrassa must be like-minded, tolerant and respectful of each other; (5)
the curriculum and method of instruction must be strictly adhered to; (6) as long as
the madrassa does not have a regular source of income, it will exist: if some
permanent source is found, i.e., landed property or a factory, the purpose of the
madrassa will be lost sight of. In the matter of income, some uncertainty is beneficial;
(7) the participation of government and wealthy persons in madrassa affairs is harmful;
and (8) donations of anonymous persons are blessings; the sincerity of these persons
is a permanent source of income.
The departments of the Dar ul uloom are: Arabic; Persian, Quranic memorization;
theology; calligraphy; medicine; handicrafts, like leather work; research in the Quran;

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dar al-ifta, and tabligh. Subjects like grammar, etymology, syntax, Prosody, rhetoric,
Arabic, literature, history, strah, munazarah, logic, philosophy, arithmetic, astronomy,
tib, kalam, fiqh, usul-i Fiqh, farai‟d, Hadith, Usul-i Hadith, Tafsir and Usul-i Tafseer
are studied there and for the most part, are based on Dars-i-Nizami. However, this
syllabus appears to be a significant improvement on Dars-i Nizami. More books on
Hadith, Fiqh and Arabic Literature have been added, and the new subjects of
prophetic biography, history, medicine and the overall curriculum have been oriented
towards the production of scholars well-versed in classical disciplines and imbued
with piety, simplicity and dedication to the cause of Islam. This madrassa achieved
astounding success in producing a great number of scholars. In addition, over
thousands Arabic madrassas have been established throughout the subcontinent in the
Deoband tradition.
Deoband, however, produced religious leaders of first-rate importance who played
significant roles in the education of the masses and in the national struggle for
freedom. The time when the Dar ul uloom Deoband, was established, the old
Madrassa in India had almost become extinct, and the condition of surviving
madrassas was not appreciable at all and the establishment of such a type of
institutions certainly made valuable contributions to the preservation of Muslim
culture; however, their founders were far more concerned with the past glories of
Islam than with the contemporary needs of Indian Muslims. What Muslims needed
was the knowledge and skills to compete politically and intellectually with their non-
Muslim counterparts. Moreover, the Dar-ul-uloom Deoband excluded the teaching of
English from the syllabus; something which was vital for graduates interested in
government employment or for anyone who wanted to be kept apprised of new
developments with respect to science and technology. Thus the revitalization of the
Muslim community remained unrealized.
Educational role Aligarh Movement
The Aligarh Movement was founded by Sir Syed Ahmed Khan, the greatest Muslim educationist of
the 19th century. After the war of Independence of 1857 the British did not trust the Muslims. As a
result they adopted a policy of oppression and repression towards the Muslims. They arrested and
punished leading Muslims irrespective of the fact whether they were involved in the events of 1857
or not. As a result many innocent Muslims became victim of British highhandedness. Sir Syed
Ahmed Khan has observed these atrocities in these words
There was no calamity in these days which was not attributed to the Muslims and there is no doubt
that any calamity which fell fromthe firmament might not have come straight to some Muhammadan
houses bringing ruin and destruction.
The sufferings of the Muslims multiplied when they refused to adopt the system of education
introduced by the British. The Muslims refused to send their children to the European and
Government schools because they hated English language. The result was that the Muslims could
not acquire modern education and were kept away from reasonable government jobs. The British
Government excluded the Muslims from the civil and military honors with the stigma of disdainful
unfitness.
According to Dr. Hunter there was scarcely a Government office in Calcutta in which a
Muhammadan could hope for any post above the rank of a porter, messenger,and filler of ink-pots
and mender of posts. Sir Syed Ahmed Khan was the first Muslim leader who diagnosed the causes
of gradual decline of the status of Muslim Community. He decided to take necessary steps to better
the lot of Muslims in the educational, political and economic spheres. His works for the educational
development for Muslims are as follows.

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1. Farsi Maddarsa Muradabad
He establised a Farsi Maddarsa at Muradabad in 1859. It was the starting point of Sir Syed's
Educational struggle. In this Maddarsa,English is also taught besides English.
2. Victoria School Ghazipur
Sir Syed establised first modern Victoria School at Ghazipur (1864). In this school, besides Modern
Education five languages (English, Urdu, Arabic, Persian and Sanskrit) were also taught.
3. Establishment of Scientific Society
A more ambitious undertaking was the foundation of the Scientific Society in 1863 at Ghazipur,
which published translations of many educational texts and issued a bilingual journal - in Urdu and
English. The basic purpose of this society was translation of English, Persian and Arabic writings
into Urdu language.
4. Aligarh Institute Gazette
During his stay at Aligarh he issued a weekly Gazette called Aligarh Institute Gazette. The imparted
information on history; ancient and modern science of agriculture, natural and physical sciences and
advanced mathematics.
5. Tehzib-ul-Ikhlaq
On 24th December 1876 he issued his famous magazine named Tehzib-ul-Ikhlaq from Benares in
order to apprise the Muslims of their social evils and moral short comings. This journal contained
articles from influential Muslims who agreed with Sir Syed that there was a need for a new approach
to education. This magazine also promoted Urdu language immensely. Although some ulema
attacked the journal, it played a major part in bringing about an intellectual revolution amongst
Muslim thinkers.
6. Muhammadan Anglo Oriental College, Aligarh
For the educational and social uplift of the Muslims Sir Syed Ahmed Khan decided to open Muslim
educational institutions. Earlier after his return from England he had established a Madrassah in May
1875. In January 1877 M.A.O College was inaugrated at Aligarh by Lord Lytton the Viceroy of
India. The college soon showed tremendous progress. It became the Centre of Muslim educational
and intellectual activity in the Sub Continent. It was a residential institution. Many important
Muslim figures like Maulana Shibli, Nawab Mohsin-ul-Mulk, Maulana Zafar Ali Khan, Maulana
Muhammad Ali Jauhar etc at one time or another remained associated with this college.
7. Aligarh Muslim University
The M.A.O College Aligarh was rendering great service in imparting education to the Muslims of
India. The Muslims now wanted to get it elevated to the status of a Muslim University. In 1911 on
the eve of the visit of King George - V to India his Highness Sir Agha Khan made an appeal for
funds needed to set up Aligarh University. The Muslims responded generously and as a result a large
collection was made. A draft constitution was drawn up and a consultative committee was formed.
Unfortunately the draft was not approved by the secretary of state. The Government was reluctant to
grant the right of affiliating colleges outside Aligarh to the proposed Aligarh University. But the
Muslims were not willing to accept a University with limited jurisdiction. However on 15th October
1915 Muslim University Association approved the Muslim University as contemplated by the

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Government akin to other Hindu Universities. Thus the bill for the Muslim University was
introduced in the Indian Legislative Council and was passed in September 1920. Thus Aligarh
University Act came into force on 1st December 1920. In this way the Muslims of India came to
have their own University after a long struggle. The Aligarh University inculcated a vigorous spirit
of nationalism in the Muslim students. It produced thousands of graduates which carried the spirit of
nationalism to every nook and comer of the Sub Continent. In 1925 sixty six percent of all the
Muslim students admitted to the Indian University were given admission in Aligarh University only.
The graduates of Aligarh University were respected in all quarters. All the Aligarh students later on
became the standard bearers on Pakistan Movement. Some of them like Maulana Zafar Ali Khan,
Maulana Mohammad Ali Jauhar and Maulana Shaukat Ali become dynamic leaders of the Muslims.
Thus Pakistan, owes its establishment to the Aligarh Movement, to a great extent
Q3. What are the dynamics of change in Education?

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Q4. What is the current status of education in Pakistan? Explain women
education in Pakistan.
Ans. Executive Summary
1. This paper is an attempt to delineate and highlight problems and challenges in
education in Pakistan. To ensure their relevance, the paper also presents a brief
historical overview of education policies implemented by successive governments in
Pakistan as well as an overview of the Social Action Programme (SAP) and the
Education Sector Reforms (ESR).
2. In addition, the paper provides current status in terms of key education sector
indicators, expenditure on education, issues, lessons learnt and recommendations/way
forward. These are briefly presented below:
Current Status
3. School-age Population (5-9 Years) that is out of School:' According to 1998
Provincial Population Census Reports of Punjab, Sindh and NWFP, school-age
population of age group 5-9 years old, about 19 million. Out of this, about 11 million
populations (57 per cent) never attended school. The following two figures, fig. i and
ii, provide graphical and numerical information on this aspect by gender and by
rural/urban.
4. Curriculum: The very fact that Pakistan reportedly has the highest number of
external candidates for "O" or "A" level examinations speaks a volume in terms of the
current status of its curriculum and the quality of text books. A situation like this not
only perpetuates discrimination in the context of access and opportunity, it also
pervades social imbalance with significant major social implications. 5. Definition of
Elementary and Secondary Education: Presently, a consensus is lagging as to the
definition of elementary education. Different provinces have different policies in this
regard. This needs to be resolved. Similarly, time is most relevant to review the
current definition of secondary education. It is, therefore, relevant to revisit this, and
reach a national consensus regarding more appropriate and practical definition of
secondary education, especially considering international experiences and practices. 6.
Expenditure on Education: In Pakistan, the major problem is related to the financing
in education. The percentage of allocation for education in Pakistan reflects a picture
of priority for education.

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'This information is reported only for three provinces, i.e., Punjab, Sindh and NWFP
because Baluchistan Census report is being finalized by the Population Census
Organization.
Literaicy Rates: Recent census statistics reveal that wide discrepancies in literacy
levels exist across gender-s and location (rural vs urbani). The overall literacy rate for
the country is 45 percent for age 10 years and above. Similarly, for age group 15 years
and above, the overall literacy rate is 42.7 per cent.
8. Gross Enrollment Rate (GER)2: A basic indicator of progress towards universal
primary education (UPE) is gross enrollment rate (GER). According to Pakistan
Integrated Household Survey (PIHS) reports. GER for all schools in Pakistan
(excluding katchi class) decreased slightly from 73 per cent in 1991 to 71 per cent in
1998-99
9. Net Enrolment Rate (NER): In order to understand progress amongst children 5-9
years old, the indicator of net enrolment rate (NER) was used. The NER is better
measure of population's access to ancl uptake of basic education. This indicator for
Pakistan as a whole is considerably lower than the gross enrollment rate, as a result of
over-age children attending primary school. According to PIHS reports NER
marginally declined in 1998-99 i.e. 42 per cent from 46 per cent in 1991.
Education serves as the backbone for the development of nations. The countries with
the effective impressive need oriented, saleable and effective system of education
comes out to be the leaders of the world, both socially and economically. It is only
education which can turn a burden of population into productive human resource.
Pakistan's current state demands that the allocations for education be doubled to meet
the challenges of EFI, gender disparity and provision of teachers in the work places
earlier than 2018 as per stipulated qualifications. Millennium Development Goals are
yet to be realized latest by 2015.
The natural calamities, political turbulence, provincialisms, and political motivations
make the best planned, fail. The allocations towards the sector of education could not
be enhanced because of the earlier. We have to revisit our priorities to keep the
country on the track of progress.
Female Educationin Pakistan
Importance of Female Education in Pakistan is expressed in detail along with History
of this education in Pakistan. In a society like Pakistan females have significant

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strength due to their ratio in the total population of the country. As per the consensus
of the year 2012 it is being recorded that females comprised of 49.19% of the total
population which is considered to be massive. Ignoring this population ratio factor
still being the Islamic state and a modern country Pakistan should give equal
opportunities for the females as far as education is considered so that they can play
atheir vital role in the development and improvement of the state’s economy.
Unfortunately this is opposite to it in Pakistan where such a massive population is
being unfairly treated and is not given the equal opportunity in the field of education.
Pakistan is a state in which there are various layers of society and the mentality of the
people so it is unfair to generalize the nature of the people and the status of female
education in Pakistan. If we consider the modern cities of Pakistan which includes
Karachi, Lahore and Islamabad; the children here are given equal opportunities in the
area of education.
Both females and males are invigorated to acquire education not only at the basic
level which is known as the primary education but are also motivated and encouraged
to attain higher levels of education in their respective fields of interest, due to this
liberty and free environment for females in the developed and modernized cities of
Pakistan has contributed to increase the literacy rate for women; as the literacy rate of
faemales in such cities is as high as 74.79%.
But if we move into the tribal areas of the country the situation is worse as far as the
female education is concerned because here the females are not even given the right to
breathe on their own so how they could be given to study and to get them educated on
their own. Females are not just restricted to stay at home but at the same time are
being forced and pressurized both mentally and physically. Due to this reason the
literacy rate of females in such various tribal areas of Pakistan is just as low as 7.2%
of the total female population. The main reason behind this unfair treatment with the
females in such areas is just due to the conservative thinking of such extremist people
who consider their females going to educational institution and acquiring knowledge
and education is un-Islamic and are against the rules and regulations of Islam. This
thinking must be reviewed so that the errors should be eliminated and the females
which are kept away from the education should be given equal rights so that they can
make them educated and should later contribute to the empowerment of the national
economy.

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In year 2006, the literacy rate in urban areas was recorded 58.3% while in rural areas
it was 28.3%, and only 12% among rural women. An interesting factor in this context
is that female enrollment was recorded highest at the primary level, but it
progressively decreases at the secondary, college and tertiary levels.
10a situations which highlight why educating women is vital in Pakistan
1) A woman who is encouraged to abort a daughter or is killed or divorced
upon producing daughters. If she was educated, the woman would know that the
gender of a baby is decided by the male sperm and not by a woman’s eggs. This is
basic genetics.
2) A woman who lets her children play around flying kites, not realizing that this can
be perilous for them. Common sense dictates to keep children away from such areas
to avoid accidents.
3) A woman who doesn’t take care of her personal hygiene. An educated woman
would know that hygiene is an essential component of a child’s upbringing. Washing
hands after using the toilet can easily prevent diseases such as cholera and stomach
infections.
4) A woman who thinks the polio virus sterilizes her. An educated woman would
know very well that polio can be a debilitating disease for her children and measures
must be taken to curb it from spreading. She would understand that the World Health
Organization (WHO) is doing its utmost to eradicate this disease.
5) A woman who doesn’t know how to read or write and gives medication to her
children, which is more than the amount stated. This can often result in severe allergic
reactions in children and sometimes even death due to overdosing.
6) A woman who doesn’t wish to rely on the marvels of modern medicine, fearing it
to be some sort of foreign conspiracy and relies on hakims or herbal medicines instead
to heal what actually requires medical attention; for example, remedying diabetes with
herbal medication, when insulin is urgently required.
7) A woman whose rights to property are taken away from her by signing legal
documents under duress or without the appropriate legal advice, resulting in her
losing access to what she rightfully owns.
8) A woman who doesn’t check her Nikahnama (marriage contract) to see if the
section which allows her to seek a Khula (Islamic divorce) has been ticked or not. If
this section isn’t ticked then the woman has no legal right to seek a divorce unless her

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husband divorces her first. This is a right of seminal importance and deprived to many
women out of sheer ignorance.
9) A woman who is told that her marriage can only take place if her family provides a
heavy dowry. She would know that this is a cultural requirement and holds no
position in Islam.
10) A woman who stuffs her genitals with cloth to avoid getting pregnant again,
resulting in internal infections. An educated woman would be aware of contraceptive
choices available to her and would take active steps to plan her family accordingly.
These are just a few of the medico-legal issues women faced by uneducated women.
There is a whole other world of dependency and reliance that women place on
men when they don’t have the benefits of education.
The aim here is to raise awareness of how closed minded a woman without education
can become.
Some people consider women’s education to be superfluous and pointless but such
situations, which continue to occur on a daily basis, provide a distinct and poignant
reason why every woman should be educated.
There is a famous quote by Brigham Hill which states
“You educate a man, you educate a man. You educate a woman, you educate a
generation”
Let’s hope our future generations are in safe hands.
Pakistan has one of the lowest literacy rates in the world.
The picture of educational condition is severe in Pakistan.
At most all the urban areas of Pakistan are replete with developed institutes,
universities but in spite of this most of the citizens seem to be unemployed.
The situation is also especially alarming in rural areas due to social and cultural
obstacles.
Girls of rural areas are facing many problems regarding their studies.
There are several issues and causes of education problems for girls in rural areas of
Pakistan.
Inaccessibility of education in Pakistan, especially in backward areas is a result of
distance, child labor, scarcity of teachers, local leaders, frequent policy changes and
fear of losing power.
In KPK and Balochistan women are severely bound by cultural constraints and
prejudices.
They are involved in reproductive and productive and community work for 14 to 18
hours.
Women which are the 51% on the country population have been forced to just bear
children for their husband and remain within their houses.
In Baluchistan, female literacy rate stands between 15 to 25%.
In backward areas, girls schools are far away from their homes, many families cannot
afford traveling expenses for their children.

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Separate schools for girls are not available.
Girls are living under the fear of extremist.
In KPK militant groups have blasted thousands of schools because they are against
women education, they have given threats to several governments and private girls
school for stopping girls education.
Parents favor the education of their sons over their daughters because they think that
boys are the future earning hands of their family while girl’s education is not
necessarily desirable.
Owing to all these circumstances, women have lost their employment and they are
unaware about this fact that they can also play an important role in the development
of the country.
Child labor is also a basic issue in Pakistan.
Millions of children under age of 14 are laborer at brick kiln factories; carpet weaving,
industry, agriculture industries and domestic service across Pakistan.
Frequent change in education policies is also an issue regarding education.
Government has announced different plans and policies to promote literacy among
women, they have announced various programmers’ to achieve its educational
objectives but they have been unable to translate their words into action.
I wrap up my discussion with these remarks that our country is facing many social,
cultural, economic and political obstacles.
We should find out the solution of these problems.
Policies of education should be changed and we should bring change in local level
through awareness and practical action.
We should spread awareness among people that there is need of equal access of
education among male and female.
–The writer is a Punjab University student
Q.5: How can Higher education help in the growth of national economy?
Ans. There clearly exists a relationship between economic growth and higher
education. However, you will have a challenge in quantifying it. Most countries
quantify economic growth in terms of GDP growth, with sectors such as mining,
manufacturing, and retail being the biggest contributors. The way I see it is that higher
education provides people with better skills to run jobs in each of the sectors and to
increase productivity. But if I understood your question clearly, what you need to
determine and possibly quantify is the extent to which higher education, if treated as a
sector, contributes to economic growth. On the other hand, if higher education were to
be treated as a business, then you could easily just visit any institution of higher
learning and just analyse their financial reports. But I doubt if that's what you want to
achieve. I therefore suppose what you are interested in is to see how much growth the
economy will experience over time if say it produces more Masters & PhD employees
(regardless of the job/ business sectors). Perhaps you could begin by looking at
ONLY professional jobs, say 'Researchers', and then make an assumption that says
"highly qualified people are more likely to be employed in high-paying jobs". If this
statement holds true, then the second assumption (or rather fact) would then be that
"high income earners contribute more TAX as opposed to their low income
counterparts". Then you would have to look at your country's employment profile -
what are the proportions of employment within different job categories, what salary

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scales most people are placed in, what non-growth losses (such as subsidies,
unemployment insurance fund, medical health fund for the poor, etc.) are paid
through your country's tax system. You should then be able to make a relationship
between higher education and economic growth. For example, you could have
findings like "if a state employed xx amounts of PhD researchers, its growth
could/would increase by yy factor". But then growth is closely related to productivity/
development. Using the same example of Researchers, you could the look at how
much innovation or solutions are developed by researchers at different career ladders.
Most institutions grade their Researchers from junior to chief researchers. Across the
spectrum, you would want to see where innovation lies and what impact it has to the
economy. Obviously your study is very complex - you need to just focus on a few
measurable items

Q 2 (f.e assi 2)

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