Course: Education in Pakistan (6405) Semester: Autumn,2021
Level:B.Ed (4 Years)
Assignment No.1
Q.1 Highlights the aims of education of Salateen Period. Also explain the core issues of education in subcontinent before existence of Pakistan.
ANS
There was no separate administration of education, and state aid was sporadic and unsteady. Education was supported by charitable endowments and by lavish provision for the students in a madrasa or in a monastery. The Muslim system, however, proved ultimately harmful.
Society is ever changing. We have to cope with this change and also to intelligently carve a desired way to prepare ourselves for future. Education is the oldest and biggest enterprise of man, in terms of manpower engaged or number of human beings involved in its pursuit, with and to ensure harmonious, complete and all round development. It can, therefore, never be unplanned and aimless venture or purposeless activity. To think of ‘whys’ and ‘how’ of education, before we actually go in for it is a pre-requisite. Education without proper and well defined aims, objectives, goals and motives is quite unthinkable.
No educator can dare talk of education without mention of its goals, aim, purpose or objectives. An education without the knowledge of aims, objective and goals of education is like a sailor navigating a ship without the knowledge of destination and the route. So, aims are a must for education and need to be laid down explicitly.
Education is a purposeful and ethical activity and each activity as aspect has some aim before it. So, there is a close relationship between an activity and its aim.
An aim is a conscious purpose which we set before us, while launching upon any activity. Just like that education is also unthinkable without aims. If there are no aims the educational process would not take place because an aim is a pre-determined goal which inspires the activity of education. If the aims all clear, definite and meaningful then the activity will go on till the end goal is achieved.
An aim is a foreseen end that gives direction to an activity or motivates behaviour. Aims are guide-lines in the educational process. Like the sun, aims illumine our life. The ignorance of right aims will spoil the whole educational system.
According to Encyclopaedia of Modern Education, “ Education is purposeful and ethical activity. Hence it is unthinkable without aims.” We cannot proceed in any walk of life without aim. For achieving success in activity of life, clear and well defined aim is essential. An educator without the knowledge of aims can be compared to a sailor who does not know his destination. This means that a system of education which is not clear about its aims or which has undesirable ends is bound to fail. Aims give foresight to the educational planner.
All our methods of teaching, our curriculum and our system of evaluation are shaped and moulded according to our aim of education. It is the ignorance of right aims that has vitiated our educational system, its methods and its products, and has successfully resulted in the physical, intellectual and moral weaknesses of the race. There is a great necessity of aims in education because of the following reasons:
If aim is known we can make efforts to that end. Educational aims keep the teacher and the taught on the right track. They provide a line of action and guidance to the teachers. They give direction and zest to the work of the pupils. Educational aims help us to avoid wastage in time and energy. In the words of John Dewey, “To have an aim is to act with meaning.” Aims help us to act intelligently and to act with a meaning. We know what is to be done and we straight away start doing that.
Educational aims help us to evaluate ourselves. They use to take stock of the results of our effort. The aim is a yard-stick with which we can measure our success and failure. They are necessary to assess the outcome of the educational process.
We as educators carefully evaluate the existing conditions i.e., contents of education, methods of teaching, efficiency of teaching, library equipment, planning of curricular and co-curricular activities in the light of our objective and plan for the future.
Aims of education are always influenced by the philosophy of life of the people of that country, for example Idealistic philosophy lays down different aims like education for self-realisation. Pragmatists have not faith in any fixed aim of education. The philosophy prevailing in the life of the people is reflected in the aims of education of that country.
Aims of Education in Idealism
The purpose of education is to contribute to the development of the mind and self of the learner. The education-imparting institute should emphasize intellectual activities, moral judgments, aesthetic judgments, self-realization, individual freedom, individual responsibility, and self-control in order to achieve this development.
In an idealistic education system emphasis should be placed on developing the mind, personal discipline, and character development. A person should be literate and of good moral character
The aim of education is to brings the child as close to Absolute Truth as possible. All of the aims of the idealist as educator find their ground in the conception of Ultimate Reality and the students’ relation to this Reality.
More specifically, the school can take a leading role in defining and refining our knowledge of Truth an the Absolute. The school has a responsibility to find and to train future leaders. As will be seen, much of the curriculum for the idealist is based on the study of earlier leaders.
In idealism, the aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve society The school, as one of the social institutions concerned with the Absolute must make judgments as to what is right and what is wrong; thus, one of the aim of education would be to develop morality.
Another aim of education is the maintenance and transmission of the established values of the past. Once we have established that something is good, or true, or beautiful, it is a responsibility of the school to pass it one to succeeding generations.
Aims of Education in Naturalism
The naturalistic hierarchy of educational objectives represents a complete reversal of traditional purposes of the school, chiefly, perfecting of man’s highest powers via study of literature, philosophy, and classics
Education is for the body as well as the mind; and this should not be forgotten. Even if it were possible, there is no point in making a man mentally fit for life and neglecting hisphysical fitness The naturalist, as Herbert Spencer represents them, first regards the pupil from the physical side. For the child is at bottom a little animal, whatever else he may be. He has a body, or, to be more accurate, he is a body one of his first requirements therefore is that he be healthy, a vigorous animal, able to stand the wear and tear of living
Mind and body must both be cared for and the whole being of the student unfolded as a unit. . A child is bad because he is weak, make him strong and he will be good.”
Rousseau’s aim is to show how a natural education, enables Émile to become social, moral, and rational while remaining true to his original nature. For it he is educated to be a man, not a priest, a soldier, or an attorney, he will be able to do what is needed in any situation.
Since the naturalist denies the validity of any aims outside the natural sphere, their concern must be with immediate or proximate aims. Perhaps these aims might be summed in the dictum that schools should develop the “whole child,” that is, the entire natural organism. Whereas traditional education had placed major emphasis upon intellectual function, the naturalist proposes that the child be given opportunity to grow physically, mentally, socially, emotionally, aesthetically, vocationally, under the auspices of the school.
According to Spencer this can be achieved by “that education which prepares for direct and indirect self-preservation; that which prepares for parenthood; that which prepares for citizenship; that which prepares for the miscellaneous refinements of life.” Thus the school’s most important job as an educational agency is to see to it that the child learns how to preserve his own physical health and well-being. Preparation for citizenship and leisure time activities appear at the end of the list and are of lesser importance.
“Complete living” is the general aim. As this is not very explicit term, it may be made more understandable by a parallel attempt at generalization. This impression is borne out by the specific objectives which are now to be discussed.
Q.2 Discuss the sailent features of Nadva Movement and compare it with aims and objectives of Jamia Millia Islamia
ANS
Salient features a) Reformation of curriculum In the Nadwa curriculum exegesis of the Holy Quran and beliefs and Islamic jurisprudence were emphasized. Modern philosophy and English language were also included in the curriculum.
The Nadwa movement aimed at reforming and streamlining the curriculum of the traditional Islamic academies.
When the Jamia Millia Islamia Society was registered in 1939, its Memorandum of Association, summarized the aims and objects of the Jamia as fellows; “To promote and provide for the religious and secular education of Indians, particularly Muslims, in conformity with sound principles of education and in consonance with the needs of national life and to that end, to establish and maintain suitable educational institutions within the Jamia campus and to set up and organize educational extension centers in Delhi from time to time.”
Jamia Millia Islamia (lit. ’National Muslim University’) is a central university located in New Delhi, India.[3] Originally established at Aligarh, United Provinces (present day Uttar Pradesh, India) during the British Raj in 1920, it moved to its current location in Okhla in 1935. It was given the deemed status by University Grants Commission in 1962. On 26 December 1988, it became a central university.
Najma Heptulla was appointed as the 11th Chancellor of Jamia Millia Islamia on 26 May 2017[4] and Najma Akhtar was appointed as the 15th Vice Chancellor of Jamia Millia Islamia in April 2019.[5]
In 2020, Jamia Millia Islamia was ranked 1st among all central universities in the country in rankings released by Ministry of Education of India.[6]
Jamia Millia Islamia has been ranked A++ in the National Assessment and Accreditation Council (NAAC) review, according to a statement from the university on Tuesday. The grading provided by the council is crucial for funds and grants allotted to a varsity by the University Grants Commission (UGC). Jamia Millia Islamia got a cumulative grade point average (CGPA) of 3.61. The CGPA for A++ accreditation is between 3.51 to 4. Jamia Millia Islamia had been ranked A in the first cycle of NAAC review in 2015.
Jamia Millia Islamia was established in Aligarh on 29 October 1920 by Mohammad Ali Jauhar, Hakim Ajmal Khan, Mukhtar Ahmed Ansari, Abdul Majeed Khwaja, and Zakir Hussain under the presidency of Mahmud Hasan Deobandi.[3] It was established mainly in response to the demand of some students of the Aligarh Muslim University for a new National Muslim University which would be free from government influence as they felt that the administration of Aligarh Muslim University was of pro-British stance.[3][7][8]
It was conceived as a national institution that would offer progressive education and an emphasis on Indian nationalism to students from all communities, particularly Muslims. Zakir Hussain described “the movement of Jamia Millia Islamia as a struggle for education and cultural renaissance that aims to prepare a blueprint for Indian Muslims which may focus on Islam but simultaneously evolve a national culture for common Indian. It will lay the foundation of the thinking that true religious education will promote patriotism and national integration among Indian Muslims, who will be proud to take part in the future progress of India, which will play its part in the comity of nations for peace and development. The objective of establishment of Jamia Millia Islamia will be to lay down the common curriculum for Indian Muslims taking into account the future challenges and will prepare the children to be masters of future”[3] The emergence of Jamia was supported by Mahatma Gandhi[9][10][11][12] and Rabindranath Tagore who felt that Jamia Millia Islamia could shape lives of hundreds and thousands of students on the basis of a shared culture and worldview.[citation needed]
In 1925, Jamia Millia Islamia moved from Aligarh to Karol Bagh, New Delhi.[13] On 1 March 1935, the foundation stone for a school building was laid at Okhla, then a nondescript village in the southern outskirts of Delhi. In 1936, all institutions of Jamia Millia Islamia except Jamia Press, the Maktaba, and the library moved to the new campus.[13]
The University Grants Commission gave Jamia Millia Islamia the deemed status in 1962. Jamia Millia Islamia became a central university by an act of the Indian Parliament on 26 December 1988.[14]
In 2006, the King of Saudi Arabia, King Abdullah of Saudi Arabia paid a visit to the university and donated US$2.90 million for the construction of a library, now known as Dr. Zakir Husain Library (Central Library).[citation needed][dubious – discuss]
In 2019, the university emerged as a centre of the Citizenship Amendment Act protests after the act was passed by the Parliament. On 13 December 2019, Delhi Police tried to forcefully dismiss the protest of students and threw tear gas inside the campus on students to control their agitation. On 15 December 2019, police entered the campus on the pretext of trying to catch the mob that destroyed public peace outside the university campus. Many students sustained injuries because of the police brutality and it sparked protests in several other universities.
Q.3 Explain the major policy actions of the National Education policy 2009 regarding teacher education in pakistan.
ANS
The National Education Policy (NEP) 2009 (“the Policy”) comes in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first document, the White Paper was finalised in March 2007. The White Paper became the basis for development of the Policy document. The lag in finalisation of the draft owes to lot of factors including the process of consultations adopted as well as significant political changes in the country. 2. Two main reasons that prompted the Ministry of Education (MoE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 – 2010)1 were, firstly, the Policy was not producing the desired educational results and the performance remained deficient in several key aspects including access, quality and equity of educational opportunities and secondly, the international challenges like Millennium Development Goals (MDGs) , Dakar Framework of Action Education for All (EFA) Goals and the challenges triggered by globalisation and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all. 3. The document is organized into nine chapters. Chapter 1 describes overarching challenges, identifies two fundamental causes that lie behind the deficiencies in performance (the commitment gap and the implementation gap), and outlines the way forward. Chapters 2 and 3 articulate the ways of filling the Commitment Gap (system values, priorities and resources) and Implementation Gap (Ensuring good governance) respectively. Chapters 4 puts forward the provisions of Islamic Education and transformation of the society on Islamic and human values. Chapters 5 to 8 outline reforms and policy actions to be taken at the sub-sector level. Chapter 9 broadly suggests a Framework for Implementation of the Action Plan of this Policy document. Annex- I lays out the current state of education sector. Available indicators have been assessed against data in comparable countries. 4. Many of the areas discussed in this document were present in the previous policy documents prepared in the country from time to time and apparently many of the problems persist. A new policy document on its own will not rectify the situation but all the segments of the society will have to contribute in this endeavour. However, the document does recognise two deficits of previous documents i.e. governance reform and an implementation roadmap which if redressed, can alter results for the present Policy. 5. On governance, the policy discusses the issue of inter-tier responsibilities wherein the respective roles and functions of the federal-provincial-district governments continue to be not clear. Confusion has been compounded, especially, at the provincial-district levels after the ‘Devolution Plan’ mainly because the latter was not supported by a clear articulation of strategies. The other issue identified for governance reforms is the fragmentation of ministries, institutions etc. for management of various sub-sectors of education and, at times, within each sub-sector. Problems of management and planning have also been discussed and recommendations prepared. 6. On implementation, the Policy document includes a chapter that describes the implementation framework. The framework recognises the centrality of the federating units in implementation of education. The role of the Federal Ministry of Education will be that of a coordinator and facilitator so as to ensure sectoral and geographic uniformity in achievement of educational goals nationally. A shift has been made by making the National Education Policy a truly ‘national’ document and not a federal recipe. For this, it has been recommended that InterProvincial Education Ministers’ Conference (IPEMC) with representation of all the federating units, will be the highest body to oversee progress of education in the country. In this respect the Federal-Provincial collaborative effort remains the key to success. 7. It has also been proposed to make the document a “living document” that will remain for an indefinite period and be subjected to improvements whenever any such requirement is felt. IPEM will consider and approve all such improvements which can be proposed by any of the federating units. 8. The purpose of the Policy is to chart out a national strategy for guiding education development in Pakistan. Many of the policy actions outlined have already been initiated in reforms during the process, most notably in the domains of curriculum development, textbook/learning materials policy, provision of missing facilities. A number of initiatives are already being implemented by the provincial and area governments. The Policy takes account of these ongoing reforms and integrates them into its recommendations. The Policy is also embedded within the Islamic ethos as enshrined in the Constitution of the Islamic Republic of Pakistan. 9. The success of the Policy will depend on the national commitment to the sector. Already there has been a marked improvement in the area as all provinces and areas as well as the federal government have raised the priority of education. This will now have to be matched with availability of resources and capacity enhancement for absorption of these resources to improve education outcomes for the children of Pakistan. It is a long journey that has already begun. It is hoped that the policy document will help give a clearer direction to the efforts and help in institutionalising the effort within a national paradigm.
Q.4 Write brief but comprehensive note on the following:
- Teacher training in 7th Five Year Plan
- Primary and Secondary Education in Five Year plan
ANS
Teacher training in 7th Five Year Plan
The Five year plans are Government documents which are published by the planning commission in Pakistan (except the First one). These documents provide the planning for the next five year period in all the sector of economy. Each plan contains the evaluation of the previous plan, objectives, allocation of funds and the schedule of the release. Education is one of the important sectors. As the study attempts to compare the objectives stated in various Five year plans to identify and summarize the similarities and differences among them therefore, all the Five year plans and the related government documents were studied for the purpose. Findings show that; most of the plans have similarity in their objectives but also there are plans which show differences in objectives. Also the time for the selection of objectives is not related to the need of the time.
The study conclude that education census should be held every year on priority basis, before stating the planning process the present resources and future need should be studied very carefully to avoid the repetition as well fulfill the need of the society.
The Five year plans are the series of nationwide economic plans and targets. These plans are measured by the Ministry of Finance (MoF), and considered and developed by the Economic Coordination Committee (ECC) since 1955 in Pakistan. These plans are framed after the inspiration of the plans of Soviet Union.
In Pakistan, the Five year plan comprises of four parts of economic planning which are as follows; Economic Framework, Social Infrastructure, Physical Infrastructure and Production Programmes. The Social Infrastructure comprises of; Education and Training, Manpower Training and Labour, Health, Family planning and Social welfare. In Pakistan the planning for the development of all the sectors of the economy is approved by the Planning Commission which is responsible for the publishing. All these Five year plans contain Education and Training as an important sector (except 6th one where name Education and Training was replaced by the name Manpower and in 10th Plan Investing in People) of the economy and is planned as other sectors. According to Sir W. Beveridge; a plan has three parts: (a) a schedule of resources, (b) a schedule of needs and (c) execution of the plan with the help of the state.
Since 1955-60 Eleven Five year plans and one Medium Term Development Framework (MTDF 2005-10) and many perspective plans has been framed. Their duration are; The First Five year plan 1955-60 in which education sector was planned under the light of the1947 conference recommendation, The Second Five year plan 1960-65 and the Third Five year plan 1965-70 contain education planning framed under the guidance of the Commission on Education 1959. The Fourth Five year plan, 1970-75 though was not implemented fully but the education sector included was framed under the guidance of Education Policy 1969. The Fifth Five year plan 1978-83, the Sixth Five year Plan 1983-88 and the Seventh Five year Plan 1988-93 were taken the guidance for education planning from Education Policy of 1979. The Eighth Five year Plan 1993-98, contains the education planning under the programme given in New Education Policy 1992.
The Ninth Five year Plan 1998-2003 (not fully formulated) but included the education planning taken from the education Policy 1992 to 2010. Medium Term Development Framework (MTDF) 2005-10 (not fully implemented). The Tenth Five year Plan 2010-15 include the total sector and sub sectors of national life. It evaluates the performance of the earlier years, discovers shortfalls and makes suggestions for the future. It also sets up objective, both material and financial, and efforts to relate resource allocation to material development but unfortunately this could not completed its implementation period and new Five year plan was framed in 2013-18
The Five year plan comprises of four parts of economic planning which are as follows; Economic Framework, Social Infrastructure, Physical Infrastructure and
Significance of the Study
The study is imperative as in the past no such work is done with special reference to the objectives in various plans. It examines and compares the objectives framed for the education sector under various Five year plans in Pakistan. Objectives or the targets are the basis for development, “as is the target so is the implementation as well achievement”. The study will help and provide insight to the government, policy makers and planners, educationists and economists related to the education and envisage the importance of educational planning. This study will also help the stake holders to overcome the shortcoming and planning mistakes.
Objectives of the Study
1. To examine and compare the objectives stated in various Five year plans for the development of education sector in Pakistan.
2. To find out the similarities and differences among the objectives of various plans.
Methodology of the Study
For the comparative analysis various Five year Plans of Pakistan published by the
Government of Pakistan along with other related documents were studied to find out whether there is any similarities in between the objectives of various plans in the sector of Education and Training.
Review Of The Literature
The First Five year Plan 1955-60
A3/4 At all levels of education Primary, secondary, college and university quality will be improved.
A3/4 Rapidly expanding education and training in the technical, Vocational and professional fields to provide essential qualified personnel for all sectors of the development Programme.
A3/4 Opening new schools so far as resources permit, especially in areas which are relatively backward.
A3/4 Enable schools to hold much number of pupils to the end of their courses than is the case at present.
A3/4 Over one million (10lakh) additional children will be attending primary and secondary schools and 1,600 engineers and engineering technicians will be trained out each year by the end of the plan period.
The Second Five year Plan 1960-65
A3/4 To raise the proportion of the children in the 6-11 age group in primary school.
A3/4 In secondary and higher education, emphasis is on improvement of proficiency and inculcation of qualities of leadership.
A3/4 To broaden and improve the maximum feasible programme of proposed for training of teachers; and research activities, which have been limited in scope.
A3/4 To enable women of the country to participate in the national life, a large number of facilities for their education of will be provided.
The Third Five year Plan 1965-70
A3/4 To widen the base of primary Education and increase the facilities for technical and vocational education.
A3/4 To reduce the current dropout rate at primary level.
A3/4 To introduce diversified courses and greater facilities for students in industrial arts, agricultural, commercial and home-economics at secondary level
A3/4 To improve the academic standard and quality of instruction at college and universities.
A3/4 To provide increase facilities for training in scientific, vocational and technical subjects in teacher education programme,
The Fourth Five year Plan 1970-75
A3/4 To produce a literate inhabitants and an educated voters;
A3/4 To make the educational system more functional in its contribution to productivity and economic growth.
A3/4 To remove the existing disparity in education services between the rural and urban Population.
A3/4 To develop national consciousness through a more equitable distribution of educational opportunities.
A3/4 To make best use of the available resources, including physical facilities.
The Fifth Five year Plan 1978-83
A3/4 The fifth plan marks a basic rearranging of national precedence in favour of primary education and vocational and technical training.
A3/4 In secondary and higher education there will be a shift of emphasis from quantitative expansion to Qualitative improvement.
The Sixth Five year Plan 1983-88
A3/4 To institute universal education by ensuring all boys and girls of the relevant age group get evolved in class I by the terminal year.
A3/4 To increase participation rate in primary schools from 48% in 1982 to 75% in 1987-88.
A3/4 To improve the quality of Education.
A3/4 To improve teacher training facilities, Priority will be given to the development of training programmes of all categories.
A3/4 The level of universal education would also be progressively increased from V to classes VIII.
The Seventh Five year Plan 1988-93
A3/4 To broaden the resource base for education.
A3/4 Universalize access to primary education.
A3/4 Substantially improve technical and vocational training facilities.
A3/4 Improve the quality of education at all levels and in particular of university education.
The Eighth Five year Plan 1993-98
A3/4 All the boys and girls of age 5-9 years will have Universalizing entrance to primary education for.
A3/4 For all children of the relevant age group, Enactment and enforcement of legislation for compulsory primary schooling wherever the primary school facilities become available at a reachable distance
A3/4 To furnish the adolescence with demand-oriented skills by quantitative expansion and qualitative improvement of technical and vocational education.
A3/4 To Remove gender, and rural-urban inequity.
A3/4 Qualitative improvements of physical infrastructures, curricula (by making courses demand-oriented), textbooks, teacher training programmes and examination system at all levels of education.
A3/4 Broadening of the resource base for financing of education through increase allocations and encouraging private sector’s participation.
The Ninth Five year Plan 1998-2003 (Report of the Working Group)
A3/4 To bring Pakistan’s education system in line of the rest of the world four tiers of the education will be introduced; which consists of Elementary, Secondary, College and Advance.
A3/4 Education for all, Universalisation of the elementary education, provision of opportunities for early childhood education, Eradication of illiteracy, Introduction of essential skills in VI-VIII, Improvement of Quality of instructions.
A3/4 Replacement of present Higher Secondary or Intermediate education with Secondary education. Secondary education will be upgraded to include classes XI and XII.
A3/4 Curriculum should be selected carefully ad should focus on language, basic and social science and at least on vocational course with wide variety of skills.
A3/4 Reorganization of the examination system in such a manner that they measure the achievement of whole range of educational objectives.
A3/4 Efforts should be made to raise the participation rate of both male and female students.
A3/4 Disparities in certain allowance for teachers of rural and urban areas should be removed. In future appointments criteria will be enhanced in qualification. Inservice training will be provided for updating the knowledge of the teachers.
Medium Term Development Framework 2005-10
A3/4 To establish Technical Education and Vocational Training Authorities at the national and provincial levels, and large number of new estates.
A3/4 “Skills and Technology” will be introduced as a compulsory subject in classes 8-10 of the schools.
A3/4 Enhancing skills and technology at all levels from the school to university.
The Tenth Five year Plan 2010-1
A3/4 To enhance primary school enrollment and increase the enrollment up to 70% at Secondary school level along with improvement in the quality of education.
Primary and Secondary Education in Five Year plan
Due to constitutional provision of imparting free and compulsory education to all the children within the age group 6 to 14, during second five year plan period, the number of elementary schools and the enrolment therein increased considerably. So necessity arose for the expansion of secondary education.
In order for any organization to know where it is going, a written plan of action is critical. This plan, known here as the Five Year Improvement Plan, is a map that charts the direction of Sample Christian School for the next five years. While the school seeks long term stability and growth long beyond the five year range, the following provides a blueprint for the immediate future. The future for Sample Christian School is bright with promise; only the Lord knows what is in store for us, but we are excited that we will likely be in new facilities during the next five years at a new location. Within this time span, some important decisions will be made that will affect the future of the ministry for many years to come. This is an exciting time in the history of Sample Christan School. Sample Christain School is a school that seeks to please the Lord in every facet of its operation from the academic integrity of the classroom to the benefit package of its employees. Our organization, in order to please Christ, must do all to the glory of God. It is our goal as administration and faculty to one day hear the Lord say the words “well done” concerning this ministry. All suggested improvements are with this end in mind, recognizing the admonition in scripture that “unless the Lord build the house they labor in vain that build it.
The year 2010 marked the 35th anniversary of Sample Christain Church. The ministry was founded on October 19, 1975. In the early days of the ministry, the church met in Sample High School, which is adjacent to the church property today. The first organizational and charter service was held on December 12, 1975. In 1978, the church bought six and one-half acres next to the high school from — and — for $98,000. The property and buildings are worth $13,000,000 today. God has blessed throughout the years and the church has grown considerably. Although Sample Christain School was founded in 1985, the first four years of the school were not on a solid foundation. That changed in June of 1989, when Pastor — accepted the call of Sample Christain Church. Recognizing the need for change, Pastor reduced the size of the school to only include kindergarten students. The master plan was that the school would gradually add a grade per year until the elementary school was filled out. The plan was that the school would eventually go through grade six; students would then transfer to Christian schools in the area for junior high and high school. In the next three years, the school expanded at one grade per year. In 1995, the school added fourth and fifth grades. Although the ministry had staff housing, this aspect was upgraded: a new 4,000 square feet home was constructed on church property for female teachers. The house accommodates up to five teachers with five bedrooms and three baths upstairs. The first floor is a common living area with kitchen, living and dining room, half-bath, and den. The garage is used as a workshop area for the construction of the church projects. The downstairs was converted into a Servant’s Suite that sleeps up to seven with a living room, dining room, stocked kitchen, bedroom, washer/dryer and bathroom. Although there were only a few students for sixth grade, Sample Christain expanded to sixth grade in 1996, using a combination 5th/6th grade class. In 1998, Sample Christain began the year with 160 students, including a small junior high composed of a few seventh and eighth graders. In January of that same year a beautiful new addition to the church/school complex was completed. This addition included a new gym, seven classrooms, a computer room, a school office, a kitchen, and shower rooms. It was a sizable addition to the church complex. With a growing school, a decision was made to hire a full time administrator. Mr. — and his wife — were called to the church in July 1999 with the goal of filling out the school to grade 12. When school opened in the fall of 1999, grades expanded from K3 through 10th grade and enrollment reached 175. Miss — became the elementary supervisor. — moved from elementary supervision to become the first secondary supervisor. With Mrs. — as the daycare / kindergarten supervisor, the school now had three supervisors to help in administration. That same year, the school began to compete in state competition on all levels. Much to the surprise of all, the school won the percentage trophy at the Northern Regional State Competition and sent a high school student to the AACS nationals for biology academic testing. The school instituted several new traditions: TurnAround Day, Spirit Days, and Teacher Appreciation Day. The Teacher of the Year was inaugurated and Miss — received honors as the teacher of the year. A new science lab and new playground equipment were installed in the school facilities in the summer of 2000. In fall of 2000, grades 11 and 12 were added to complete the school. In state competition that school year, students won numerous regional and state awards. The high school choir, under the direction of — and — , won first place in the state and competed in the national AACS competition. The Teacher of the Year for 2001 was Miss —. Four new seniors joined the school that year; these students were the first graduating class of Sample Christain School. The first graduation ceremony was on May 26, 2001. Pastor — was the commencement speaker and four students graduated. In fact, all graduates (as of 2004) have attended Christian colleges. A good percentage of these alumni are preparing for full time ministry. At the end of the 2001-2002 school year,
Q.5 Briefly describe the significance and implications of Quaid’s Message in all Pakistan National conference. 1947
ANS
Quaid-e-Azam (Quaid) was very clear from the
start about the education system of Pakistan as he
studied himself in reputed institutions of that time.
Quaid lead the nation in each and every field. On
creation of Pakistan, Quaid says, “Pakistan is your
proud specially those who are involved in study and
in the trial period. You the youth are the leader and
you have to guide the nation in near future, for that
you have to equip yourself with education, training
and discipline which will help you to perform the job
and task efficiently. You have to be aware about your
responsibilities and you have to do it [1]”.
Quaid gave stress on education. On another
occasion, he said that you have to give full
concentration on education and knowledge. It is your
key responsibility. You have to be aware about the
political situation of the era. You must have to know
the international events and environment. Education
is very important for our country [2].
In connection to the previous Quaid-e-Azam
guide and he advised the students in Dacca on 21st
March 1948 by saying, “I look that you will be the
builder of Pakistan: never be exploited and neither be
misled. Your key occupation has to be fair with the
nation. Fair with yourself and be fair with the state.
You have to study with devotion and play full
attention towards it [3].
Quaid not only gave stress on education but also
told them about their future responsibilities while
replying to the student’s speech and giving guidance
on 12th April, 1948 at Islamia College Peshawar. He
said you must have to distinguish in love for your
province and love and duty for your country. Being a
citizen of the country, our duty becomes broader as
compare to provincialism. We must think first about
the state for common goods as compared to
provincial or individual interest. State as first as
compare to our province, our town and our district,
these come next after the state. This is the start of
building a country, nation which has to play a very
key and important role especially in Islamic world
and also in the rest [4].
Regarding education and the applicability of the
Islamic principles, Quaid addressed Karachi bar
council on 25thJanuary, 1948. He said that the
principles of Islam are applicable to every part of life
as these were 1400 years earlier. Islam guides us the
democracy. Islam told us about justice, equity and
fair play. He emphasized that future constitution of
the country (Pakistan) should be made on these
principles. He further told that the prophet was a
great teacher. He was a man of justice and law. The
prophet gives guidance very clearly about the law
and justice. The prophet was a great sovereign and
statesman who ruled
Quaid’s dream of a peaceful Sub-Continent and Indo-Pak joint defence
Akbar Ahmed, in his paper Why Jinnah matters(`Maleeha Lodhi (ed.), Pakistan Beyond the Crisis State, Chapter 2, pages 21-34) says, ‘Just before his own death, Jinnah proposed a joint defence pact with India as the Cold War started to shape the world and the two power blocs began to form. Jinnah was still thinking as a South Asian nationalist. Since he had won the rights and security of his community through the creation of Pakistan, he thought the problem of national defence was over….Had Jinnah’s vision prevailed_ and found an echo in India it would have seen a very different South Asia. There would have been two stable nations India and Pakistan, both supplementing and supporting each other. Indeed Jinnah’s idea of a joint defence system against the outside world would have ensured that there would have been no crippling defence expenditures. There would have been no reason to join one or other camp of the Cold War. There would have been open borders, free trade and regular visiting between the two countries’.
The Quaid keenly desired that the subcontinent and all of South Asia should remain aloof from the rivalry. Therefore, he proposed a joint defence pact with India. Had India accepted his idea, the two countries would not have been at daggers drawn after independence.
Before his final flight (Aug 7, 1947) from Delhi to Pakistan, he sent a message to the Indian government, “the past must be buried and let us start as two independent sovereign states of Hindustan and Pakistan, I wish Hindustan prosperity and peace.” Vallabhbhai Patel replied from Delhi “the poison has been removed from the body of India. As for the Muslims, they have their roots, their sacred places and their centres here. I do not know what they can possibly do in Pakistan. It will not be long before they return to us.”
Nehru’s followers continued their anti-Pakistan tirade in the post-Partition period. Fanatic Hindus in Indian National Congress thought that Pakistan would, at best, be a still-born baby. But, Pakistan was able to survive all hurdles. It proved its viability despite severe politico-economic jolts. A few words about the Quaid’s vision are in order.
The Quaid’s vision
A democracy, not a theocracy
Doubtless, the Quaid visualised Pakistan to be a democracy, not a theocracy. In a broadcast addressed to the people of the USA (February 1948), he said, ‘In any case Pakistan is not going to be a theocratic State to be ruled by priests [mullahs] with a divine mission. We have many non-Muslims, Hindus, Christians, and Parsees– but they are all Pakistanis. They will enjoy the same rights and privileges as any other citizen and will play their rightful part in the affairs of Pakistan’
Plain Mr. Jinnah, not Maulana Jinnah
When an over-ebullient admirer addressed him as `Maulana Jinnah’, he snubbed him. Jinnah retorted, ‘I am not a Maulana, just plain Mr. Jinnah’. About minorities, the Quaid often reminded Muslim zealots ‘Our own history and our and our Prophet (PBUH) have given the clearest proof that non-Muslims have been treated not only justly and fairly but generously.
Protector General of minorities
He added, ‘I am going to constitute myself the Protector-general of the Hindu minority in Pakistan’. Till his last breath, the Quaid remained an ardent supporter of rights of minorities as equal citizens of Pakistan. Our official dignitaries shun rituals and customs of minorities. But, the Quaid participated in Christmas celebrations in December 1947 as a guest of the Christian community. He declared: ‘I am going to constitute myself the Protector General of Hindu minority in Pakistan’.
One member of his post-Partition cabinet was a Hindu. A Jewish scholar, Mohammad Asad, who embraced Islam, held important positions in the post-Partition period in Pakistan.
The following extracts from the Quaid’s speeches and statements as Governor General of Pakistan epitomise his vision: “You are free; you are free to go to your temples, you are free to go to your mosques, or to any other place of worship in this state of Pakistan…you may belong to any religion, caste or creed that has nothing to do with the business of the State…We are starting in the days when there is no discrimination, no distinction between one community and another, no discrimination between one caste or creed or another. We are starting with this fundamental principle that we are all citizens and equal citizens of the one State”.
The Quaid visualised that `in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State”. A. K. Brohi, in his The Fundamental Law of Pakistan, argues that Pakistan is an Islamic state, but not a theocracy. Jinnah’s address to the Constituent Assembly on August 11, 1947, also, epitomises his vision.
He hoped India and Pakistan would live in peace after Partition. In his Will and Testament
He bequeathed a part of his fortune to educational institutions in Aligarh, Bombay and Delhi. He never changed his will as he hoped to visit India again.
Lord Ismay, Chief of Staff to the Viceroy, recorded an interview with the Quaid. Excerpt: ‘Mr. Jinnah said with the greatest earnestness that once Partition has been decided upon, everyone would know exactly all troubles would cease, and they would live happily ever after where they were’.