ONE aspect of I.A. Rehman’s priceless legacy was his restless spirit that drove him to champion the cause of freedom and human rights in Pakistan. The huge community of human rights activists in the country drew inspiration from his rational and encouraging leadership.
Many of us — his juniors — were constantly turning to him to draw from his limitless pool of knowledge and saw him as a pillar of strength. In the gloom that followed his death I felt comforted when I received a book of poetry that resonated with me. It touched the same causes Rehman Sahib had inspired us to espouse. Titled Eik Subh Aur Aaygi and containing 103 poems by Anis Haroon, the book is a powerful statement on the sad state of human rights in Pakistan that has brought the country to the brink of a catastrophe.
EARLIER this month, The Citizens Foundation (TCF) released a landmark report on the language of education, probably the first document of its kind in Pakistan. Based on in-depth studies and interviews, it reconfirms that children learn best in a language they understand. This is generally the mother tongue or the language of the environment in multilingual communities.
TCF is now testing this thesis in 21 classrooms in Tharparkar where it is setting up schools with the help of Thar Foundation. True, this is universally recognised. But TCF’s endeavour should be appreciated — it is the first private-sector organisation to move away from the prevailing practice in non-government institutions. They generally use English or an English-Urdu hybrid as the medium of instruction.
THE discourse on language in education has taken the intelligentsia by storm in the wake of the Single National Curriculum (SNC). The polarisation between various points of view is so intense that a meaningful debate is impossible. It is intriguing why the supporters of English distort some issues beyond recognition. Hence here is another attempt to clarify issues.
First it must be restated that the discussion is not whether children should learn English or a local language. Those who support the local languages as the medium of instruction have always added ‘and English must be taught as a foreign language’. I have yet to figure out why we are accused of pushing out English from our education system to make our children backward and incapable of handling technology. It seems to imply that even if we are failing to teach English correctly it is fine so long as we stick to our mantra of English and English alone.
ONE aspect of the Single National Curriculum that has yet to be resolved is the medium of instruction. It came under the spotlight when the National Curriculum Council announced in March its outlandish idea of making English the medium of instruction from preschool to Grade 5. Strangely, many in Pakistan have argued endlessly in support of English. They believe that without fluency in English one cannot get a job.
On the other hand, there are some who want Urdu, the national language, as the medium of instruction. But Urdu is not the mother tongue of 90 per cent of the people even though it is the language of wider communication. That leaves the mother tongue (a native language) as the only feasible option for the medium of instruction. A decision has to be taken. For six months, the government has been wavering and the consultations are becoming endless. Yet another conference was held on Wednesday. Here it was decided to set up a committee to take a ‘final’ decision on the medium issue.
Not having conducted any research/ surveys on the matter, the government has no firm ground to stand on. It would help if the education ministry would look up its own archives and dig out Javed Hasan Aly’s massive White Paper on Education (2006). It is the only thoroughly deliberated official policy document on education that I have read in Pakistan. It is a pity that the education minister at the time (an ex-army general) rejected it because Aly had proposed that the mother tongue be used as the medium of instruction.
IN her poem Children Learn What They Live, Dorothy Nolte writes that if children live with hostility they learn to fight and if they live with acceptance they learn to love. What parents, teachers and all in a position of power need to know is that they must protect children from exposure to violence and trauma if they are to be peace-loving and tolerant.
Are we doing that? Not really. Look at what television shows its viewers, or worse still what is circulated on WhatsApp or posted on social media, and you will understand why we are becoming so belligerent. Even the much-touted Single National Curriculum prefers silence on this issue and the words ‘peace’, ‘love’, ‘rawadari’ or ‘amn’ figure nowhere in the eight files posted on the federal education ministry’s website.
IN tandem with Islamabad, the Sindh government has announced that the students who were scheduled to sit for their Grades IX to XII Board examinations this summer will be promoted to the next class without being tested.
In the absence of an alternative, this can be deemed to have been a sensible step. Moreover, the fact is that the exams we have been holding for the last several decades are no less than an ‘immaculate deception’. They are rife with corruption, and candidates resort to unfair means while massive sums change hands to manipulate results.
As a consequence, the real learning outcome of the students is appalling. Education in Pakistan is exam-oriented and these exams are a farce, leaving no incentive for the students to study. For them, it is a paper chase for the certificate/degree.
Now is also the time for the government to come clean on its failure to educate the children of this country as it is required to do under Article 25-A of the Constitution. The pandemic lockdown and the disruption it has caused are a blessing in disguise. The government should now rise to the occasion to bring about radical changes in our education system.
THE world would have been denied the richness and scholarship of some of Franz Kafka’s literary work — especially The Metamorphosis — had his friend and executor, Max Brod, not decided to ignore Kafka’s instruction in his will to destroy the unpublished manuscripts he left behind. Kafka died young in 1924.
Other writers have generally been pragmatic by not leaving a will. There are quite a number of them though we hardly note it. Albert Camus’ A Happy Death as well as Agatha Christie’s Sleeping Murder saw the light of day when the authors were no more.
HERE is something to take your mind off the novel coronavirus
pandemic that has overwhelmed the globe. I would like to take you to
another world — the world of education. It is too early to speculate
about the post-virus age. We can, however, use the opportunity provided
by the lockdown to ponder issues pertaining to education. The fact is
that they have never received much thought.
THE medium of instruction in school is once again being hotly
debated, not that the issue had ever been resolved. But now that the
pro-mother language lobby has gained more leverage over the years, its
voice is being heard. That is why passions generated by the language
issue cannot be slapped down.
What provoked the controversy this time? It was a report prepared by a
subcommittee of the National Curriculum Council on the medium of
instruction that caused the ruckus. Later, a member of the NCC described
the report as a piece of ‘misreporting’. The so-called wrong report had
prescribed English as the medium for quite a few subjects from primary
to Grade XII. The regional languages had been omitted totally. It was
the latter omission that had led to the deafening furore on social media
— and quite understandably so. Mercifully, a clarification was later
issued by the government explaining that the question of the languages
to be used as the medium had been left to the provincial governments to