Written by Dr. Kausar Talat   

SCHOOLING PAKISTAN
Dr. Kausar Talat - Positive Pakistan
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February 15, 2014
If one wanted to change family values, beliefs, culture and traditions, etc. of a village, or a nation in a generation, how would it be accomplished? Foremost, disrupt the way the family lives, the way it educates its children and/or the beliefs that make them strong. The U.S. Government knew that in the 19th century when it forced Native American Indian children into government boarding schools in the name of ‘education equality’ and ‘progress’. Similarly while the emphasis on history and faith elsewhere is called ‘indoctrination of young minds’ such as in madrassas, the teaching about Christian faith or Holocaust at the hands of Nazi Germany is considered as part of history, geography and general education. While lessons from Quran and Hadith or Islamic history is considered extremism, promotion of one sided story specific to one religious group sufferings are considered part of the mandatory education from primary to high schools. In addition, with the advent of Internet and advancement in news technology, news from ‘Fox News’ or CNN are readily accepted around the world as facts, even though the news may be utterly false such as the hype developed in regards to the presence of WMD in Iraq – rationale for attacking a sovereign state to experiment social engineering and to test new weapons and control natural resources. Such is the power of media and manipulation to impact age old traditions and way of living.
Throughout history, the exploitation of minorities by the elite and ruling classes has always depended on coercive apparatus such as churches in the dark ages and currently news media and social institution, think tanks and NGOs providing cover of legitimacy. Landlords and tribal leaders in sub-continents, Kings and Queens in Asia and churches in the west represented such classes exploiting common man. While these practices continue today on national and international level, a new social institution during last 40 years have emerged providing the same function of control, ideological mystification, and social engineering – the self-described Non-Governmental Organizations (NGOs) disguised as helping hand. Today there are hundreds of thousands of NGOs functional under the auspices of charity organizations, policy institutions, think tanks, UNO, national governments, and so on. At least 55,000 are registered in Pakistan only. Specifically in Pakistan eighty-seven percent are involved in the education sector that is subsidized and supported by various foreign governments. Volunteers from around
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the world have descended on Pakistan building schools to save it from its evils as if the whole nation suddenly has fallen into dark ages of illiteracy after 9/11. All concerned about the literacy in the country emphasizing the need to learn English, as if it is the only language that is required to improve literacy. Lord Macaulay, the viceroy of England took a similar step in the year 1835. Overnight with the stroke of a pen prevailing languages of the court– Arabic and Persian were replaced by English and madrassa graduates were declared unqualified for government jobs. This one step by the British viceroy created a chaos in the then Indian Muslim society that continues until now for Muslims of south East Asia. Emphasis on English under the cover of schooling Pakistan can be considered as the second strike against Muslims of sub-continent as if English is the only medium of instruction that a child can understand. Nowhere in the world not one single nation, have an education system administered in a foreign language with the exception of Pakistan. It is only in Pakistan where we find ‘A’ level and ‘O’ level instructions promoted and encouraged by NGOs. In a recent interview to BBC Urdu service, former British ambassador to Pakistan, Mr. Adam Thompson appear to be very concerned regarding the literacy rate of Pakistan. By that, of course he means the English literacy. British government’s concern is so great that it plan to spend more than one billion dollars by the end of 2015 on education in Pakistan. According to Mr. Thompson, three hundred thousand teachers are being trained to teach English in Punjab only. One wonders if teaching English to the Pakistani youth is out of sincere worry or the objective is to transplant new culture and traditions in a country with 90% Muslims speaking Urdu?.. Listen to this eye opener interview of Mr. Thompson:
http://www.bbc.co.uk/urdu/multimedia/2013/12/131227_bhc_interview_rk.shtml)
After listening to this interview one would wonder, why Britain is so much interested in literacy within Pakistan only and why not in Afghanistan or Somalia, or better why not assists Pakistan in the energy sector? Good and important questions. Taking advantage of weak and corrupt government of Pakistan foreign governments, the NGOs and their local followers have embarked on an effort on mass scale to implement an imported education system in Pakistan that has already failed in the exporting countries. In a copycat fashion, secular and liberal element of the Pakistani society has found an opportunity for business in these imported curriculums and teaching methods. In the name of education, literacy and war on terror, many foreign NGO’s under the umbrella of international think tanks have reeled in millions of dollars and Euros as donation from foreign governments for the implementation of specific political agenda in Pakistan.
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How they do it? Normally first step in a mode of operandi for these educational NGO’s is to develop and encourage a subtle dislike among students for the national language, its literature and history, demeaning religion and culture. Speaking in mixed Urdu - English is considered progress and association with high class society. Another most popular effort among local followers of these NGOs is to label founding fathers secular and promoting Mohammad Bin Qasim as an oppressor disregarding historical facts. In the second step communities are dazzled by students in uniforms communicating in English with a twisted accent. Annual fund raising programs are staged where students dressed in crisp uniforms receiving certificates by a foreign ambassador or some other dignitary. The event is hailed as proof of progress and revolution by NGO’s criteria. Revolution it is! Because by picking up a student, specifically a woman from an environment where there was not much to offer however no one starved either; introduced her to an education emphasizing greed and materialistic competition that she cannot win because of her limited resources. A girl brought up in a traditional culture where she is taught to respect elders and to be a good mother, suddenly has expectations that contradicts her family values, faith and cultural traditions. While she accepts teachings of NGOs rebelling against her own faith and family, she is also ostracized by her friends losing the social support system, an important aspect of the society she lives in but the element missing from the western society. Venturing for good life, she either turn into a tool of the many sweatshops operated by the same NGOs or added into ever increasing frustrated members of the society that cannot fulfill her ambitions and have already failed to recognize the rights of the poor and the disadvantaged. Examples of such frustration are abundant these days in Pakistani society, not surprisingly being blamed upon illiteracy, a vicious cycle creating divisions in normally a traditional society. Still these NGOs goes to length to convince parents especially that of female students, that such education is the only way to 'better life’ for their children.
Is this true? Let us take a critical look at the process. What really happens when a traditional way of learning and understanding of the world is replaced with borrowed language, foreign concepts and ideas? Instead of gaining proficiency in their own language or practicing local traditions and heritage these newly inductees to the “elite class” start to converse in broken English with pride but fail to master their own national language. These newly literate, however are not even able to read the local newspaper but would try to communicate in broken English with a sense of false superiority complex of progress. On the surface, such progress sounds like a good thing as is intended to be a democratizing force, one that supposed to open up economic opportunities for everyone and empowers everyone with knowledge to make informed decisions. The question is? Is this new found empowerment and knowledge (if it is) is
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giving everyone a place in the workforce, or it is systematically removing people from their homes and cultures in the name of receiving education with curriculum defined by NGOs having their own agendas. The same education system that failed in the west – examples are abound; from sex to murders are the daily talk of this education system, is now being considered a panacea for Pakistan. National Geographic’s anthropologist, Davis points out that stories of success in a country like India are bit skewed. The middle class in India is undoubtedly growing, and there is a lot of data on, say, the rise in GDP. However, some of that is due to workers moving from cashless, agrarian economies to become factory workers in crowded urban centers. More women leave their homes to work in sweat shops impacting their children and homes, family, society and culture in general. That tells us a lot about the rise in the average income, but not a lot about citizen’s well-being or the society’s stability (increased crime rate against women is an example. Delhi is considered the ‘Rape Capital of the world). Education normally is considered a means to eradicate poverty and ignorance, but in reality, NGOs schooling becomes the training ground for workers to serve the need of foreign corporations and global agenda. Most NGOs in Pakistan and other third world countries are being operated not to empower the underprivileged communities but to empower the NGO families, their subservient associates and few friends getting rich on donations from abroad.
It is not that I am against educating the poor. The right of education for every citizen is enshrined in the constitution of Pakistan. Neither, do I deny the benefits of education, nor when a girl from rural Pakistan wants to go to school, she deserves all the support. But the idea that building schools with foreign curriculum and tutoring in a language other than the national language to eliminate poverty from Pakistan, for example, is really wishful thinking that has not proven in any part of the world. What NGOs and their established schools do not tell is that the education system and methodology they are promoting in Pakistan has already failed in their home country. This is true from Detroit, USA to Gilgit, Baltistan of Pakistan. A child taken out of his/her natural environment, regardless of location, and placed into fabricated system of schools not compatible with the local economy, culture and traditions is actually being forced to transform him/herself into strange character of which she has no clue. Now this child is transitioned from a close knit family into isolation and from non-cash agricultural into a hierarchical and artificial system of success and failure. In fact, there are few better ways to condemn a child to a life of poverty than to confine her in an environment unknown to her, an un-compatible school with foreign curriculum teaching in a language, not her own. A World Bank policy research working paper indicates that, contrary to popular belief, money spent on education often increases inequality not only in the village but in cities and nations. It is because those educated in charity schools are not in a position to leverage
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their limited education to utilize already insufficient educational resources in Pakistan’s corrupt and hierarchical society. Therefore, often disappointment leads to frustration, raised expectations, inevitable failure, unemployment and sense of inequality. Such frustrations and failures provide fertile ground to crimes and violence at home and in society increasing social problems that we witness today.
NGOs solution! - Education? It is quite natural for Pakistanis to have a fervent desire to improve the current negativity and to introduce hope among the young. Analytically one must identify the root causes of present conditions in Pakistan before talking solutions. Those considering modern day media such as CNN and BBC or FOX news as the real or only credible source of information would consider Islam, the mullah and madrassas as the culprits of all evil in Pakistan. Traditions and beliefs held so dearly are considered as a sign of backwardness. What is the fix? Education of course! Change the mindset; introduce new values and culture as a sign of progress. How all this is being accomplished? Establishing schools in poor areas and facilitating educational NGOs is considered as the highest national and communal action these days by many Pakistanis living abroad. Educating poor masses is a noble cause but without any due process or thinking of the consequences, sacrificing the rich heritage, traditions and ideology could be a catalytic mixture for the destruction of the deeply held values and beliefs for which Pakistan’s independence was acquired. The education that NGOs want to spread fall way short of rendering the vision of Mohammad Iqbal and in other cases quite opposite to the principles of Quid-e-Azam Mohammad Ali Jinnah – the founder of Pakistan. The curriculum currently taught at these NGOs schools does even not comply with the present constitution of Pakistan. Astonishingly and sadly, even the national education curriculum mandated by the ministry of education is technically considered non-compliant to the constitution resulting in horrible results. For example in 2013 eleven thousand participants– male and female took the Civil Service of Pakistan exam. Out of eleven thousand, only 238 candidates were able to pass the written test. Written test normally is based upon general knowledge, history of Pakistan and sub-continent, Geography and Islam. So much for this modern education!
Private schooling in Pakistan has become a lucrative business, both for fame and money, for ‘local madams’ who have nothing to do at home, for the NGOs – “No Good Organization” to extend foreign agenda and for individual fame such as Greg Mortenson – author of “three cups of tea” now known as three cups of fiction. Recent revelation about much publicized book of Greg Mortenson’s ‘Three Cups of Tea’ is based on fictionalized accounts of his experiences in Pakistan and Afghanistan, that his charity’s funds were misspent, and its books were cooked, and that there was little or no follow up or support for many of his schools once they were built – if they were built at all. Like Greg Mortenson some Pakistanis also
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romanticize and portray modern education as a panacea for Pakistan, all sincere but without considering the ramifications of such education. Residual effects of such education are from division in the society to neglecting heritage, disrespect of faith and national history to disregard the two nation theory - the rationale for the existence of Pakistan. Such education is sponsored and patronized by NGOs as a silver bullet that in one shot can end poverty, extremism, and the oppression of women in Pakistan. However NGO’s and foreign government espouse their own agenda also. For example an NGO - International Crisis Group (in 2005) recommended to the government of Pakistan to de-certify madrassas, annul equivalency of their diplomas and ‘ban zakat’ as a solution to extremism and terrorism in Pakistan. This one recommendation from ‘No Good Organization’ should be an eye opener for those corroborating with NGO’s projects of “Schooling Pakistan”.
It is interesting to note that recent research (2012) - “Degeneration of madrassa and Leadership Crisis in South Asia” conducted at University of Phoenix rejected any notion of madrassas being the cause of terrorism as considered by many NGOs. Whereas Brooking institution’s study of education in Pakistan by Rebecca Winthrop and Corinne Graff reports that “the education system produces many unemployable youths with few skills for economic survival. In a recent survey of Pakistani youth; half the student say that they believe they are lacking skills necessary to compete in today’s labor market. Inability to provide for family, unmet expectation, insecurity and injustice are the biggest threats created by these NGOs schools which brings us to the root cause of terrorists and terrorism. If we want to look for links between education and terrorism, we should look hard at this cycle of raised expectations, inevitable failure, disappointment, unemployment, poverty, and disparity that fuels crime and violence at home and conflicts abroad. Instead of renewing and reforming our traditional education systems; for the sake of political convenience or under the pressure of foreign governments or for dollars, our politician and educators have accepted that madrassas in Pakistan are the primary source of terror recruits. Whereas academic work referenced elsewhere in this paper and most recent research by Savitha and Panday concludes that madrassas are being used as escape goat, and that vast majority of madrassas are simply religious schools, like Catholics or Hebrew schools in USA.
Pragmatic Solution: In order to present any possible solution, one must critically review our own actions as Muslims Pakistanis. As mentioned above, most elements and aspects of our national curriculum failed to fulfill standards mentioned in the constitution of Pakistan. Most of the teaching institutions in Pakistan today can also be technically considered anti-state as they are not in compliance with the constitution of Pakistan – promoting the teachings of Quran and Sunnah. We as Muslims know that the
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Qur’an repeatedly stresses the need to acquire knowledge, insisting that the knowledgeable are truly Allah fearing. The very first Qur’anic revelation before any rules cited or law to be quoted, Quran stresses the importance of knowledge and the written word:
“Read: in the name of thy Lord who create,
Create man from a clot.
Read: And thy Lord is the Most Bounteous,
Who teach by the pen?
Teach man that which he knew not.”
(Qur’an – Surah al-Alaq: Chapter 96)
True knowledge is the essential prerequisite for the perfection of one’s worship, and madrassas, once served as the center of knowledge and source of authority, still can. Teaching, leading and caring are intertwined activities, with a wider remit in madrassa pedagogy. Madrassa objectives were broad, creating “good individuals” and “good citizens” (Al-Attas, 1979, p. v) who took the responsibility of administering the state, a requirement of the modern day education as well. From an Islamic perspective, leading has strong connotations of leading toward knowledge and righteousness. Through words and acts, good citizens guide the community within the guidelines of the Quran and Sunnah (Prophet’s sayings). The connection of holistic education with leadership in the Islamic system serves as the foundation of each institution that is necessary for a functional and just society. The demise of madrassas that occurred during early British rule in India stunted the growth and progress of not only madrassas but other Muslim institutions as well. Acemoglu and Robinson (2012) noted, “Nations fail today because their extractive institutions do not create the incentives needed for people to create and innovate. Extractive political institution, strengthen themselves by cementing the power of those who benefit from the extraction” (p. 312). The British were the beneficiary of the extractive politics before leaving India, while political leaders and elites of today’s Pakistan are benefitting through extractive policies. Changes in the education implemented by British during 1835 continue to present day education system of Pakistan. For all practical purpose these reforms turned out to be the removal of effecting law-making authority, ulemas and scholars through substitution of written secular legal codes for the common law of sharia. Of course, during this time ulemas and scholars also failed miserably to assert Gods authority as prescribed by Quran. According to Feldman (2008), three distinct rational reasons explain why and how scholars can control the effective functioning of an Islamic state. Feldman (2008, p.40) explained:
First confident and honest elite that control and administer the law according to well-understood and well-settled rules tends to produce predictability and stability across time with respect to the affairs that matter most to most people-the distribution of property.
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Second, by controlling the law, the scholars can limit the ability of the executive to expropriate the property of private citizens. This in turn cause the executive to rely on lawful taxation to raise revenues, which itself force the rulers to be responsive to their subject concerns. Third and finally, the scholars control over the law had the effect of casting an aura of legitimacy over the system of the government that obtained—which simultaneously strengthened the force of any government enactment that could be seen as consistent with the overall system.
Islamic governance - Some 600 years ago, philosopher and social theorist Ibn Khaldun (1332–1406), also a madrassa graduate, ascertained a similar concept. Ibn Khaldun stated: “that the Prophet forbade injustice wisely aiming at five things as necessary: the preservation of (1) the religion, (2) the soul, (3) the intellect, (4) progeny, (5) property” (p. 170), which are the elements of Islamic education and madrassa pedagogy. The implementation of a shari’ah based education, which is the backbone for the evolution of other institutions of justice, taxation, and administration, is subject to the knowledge, innovation, and integrity of ulema and scholars of the time that is the missing link today. Seven hundred years ago, scholars, judges, and ulema started to divert their efforts to palace politics and king making instead of focusing on and interpreting the Qur’an and Hadith according to the time. This trend continued and strengthened with infighting among ulema, resulting in the gradual degeneration of madrassas, the institution that is supposed to educate the thinkers, educators, intellectuals and leaders of the future. To revive this esteemed institution, scholars must mend their ways and the government of Pakistan must make every effort to bring the institution in line with the mainstream education system. The challenge is difficult, but the rewards are enormous with a stronger and more tolerant nation.
Suggestions: Most schools in Pakistan and South Asia are beyond the reach of common citizens. Existing systems of education promote conflicting values, ethics, and ideas in Pakistan creating class based society. (T. Rahman, 2004, p - 314). In this quandary, the options are limited: quality education in English-medium schools! Or no education at all! Madrassas can fill the void by providing an opportunity for reading, writing, and teaching religion in national, native and tribal languages, thus serving the majority of young people. Madrassas can also facilitate employment as teachers and administrators, preventing youth from falling into the hands of criminals or leaving them at the mercy of radical preachers. Government of Pakistan has a unique opportunity of using the present institutional infrastructure of madrassas to provide a holistic modern education to the poorest children subject to the reforms of Madrassa teachers. Instead of repeating past actions of British colonialists madrassas in Pakistan should be integrated gradually into the
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national education system to create an acceptable situation for all concerned. This integration can take place in several different ways by those involved;
Recommendations to the Government of Pakistan – The government of Pakistan must consider implementing following changes:
• Eliminate variations within the education system by defining a national standard curriculum in the national language but accommodating and allowing adjustments by each province.
• Overhaul current curriculum to include people’s aspirations as well as national and historical heritage.
• Encourage reforms within ulema establishing training curriculum for present madrassa teachers.
• Encourage reforms in the present curriculum with gradual integration of madrassas in national education system.
• Implement philosophy as part of the national curriculum specifically Iqbal philosophy and poetry to harmonize national unity and diversity must be mandatory.
• Recognize and integrate degrees and certificates obtained in madrassas with the universities and colleges following national standard curriculum.
To rein-in NGOs efforts and effects, following steps are strongly recommended for provincial and central governments;
 Recognize the fact that NGO run schools cause division in the society.
 Each foreign NGO must be registered with the foreign office as foreign agent. A monitor/administrator must be appointed by the ministry of education to facilitate these NGOs and paid by these NGOs.
 Every NGO – local or foreign must submit a disclosure in regards to its sponsors whether it may be a foreign government, think tank, religious institution or any other organization.
 Each NGO local or foreign must include Iqbal’s philosophy and Jinnah’s principles in its curriculum along with Urdu and provincial languages. English shall always be considered as second language similar to French, Italian or any other language.
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 All NGOs local or foreign must recognize and celebrate Pakistan day (March 23), Independence Day (Aug. 14) and Iqbal Day (Nov. 09) with appropriate programs with respect to each day.
Imagine using the current infrastructure of madrassas deep in Pakistan operating with reformed teachers and standard curriculum has the ability of saving hundreds of millions of dollars in infrastructure, administering to the remotest part of Pakistan with holistic education compatible with the culture and traditions of Pakistan. Leaders trained and educated under system of equality, aware of their history and accountability to Allah would be more effective in resolving national, regional and international issues keeping this world safe from war monger.
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