Pakistani Textbooks and Edu Sys: What went wrong with them?

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An absent history
KARACHI: If historians can’t at times makes sense of history, what hope do regular folk have? This was one of the threads discussed at the session titled ‘Skewed history: How history dies in the syllabus’ at the opening day of the KLF on Friday.
Moderated by Baela Raza Jamil, a public policy specialist, the session raised questions regarding the business of crafting history within the framework of Pakistan, and the several disruptions that halted the teaching of history, which was then replaced by Pakistan Studies.
Educationist and author of The Footprints of Partition: Narratives of Four Generations of Pakistanis and Indians, Anam Zakaria introduced the aspect of how personal recollections or memories can also be changed and manipulated according to the state narrative.
“Before we resurrect history and make changes, it is important to understand that the syllabus does not exist in a vacuum; it exists within the larger mainstream discourse of society. And high history, oral history or even micro-perspectives all inform each [other] and get entrenched.
“To understand how we are interpreting history, we need to first find out where are the teachers coming from and what are their different sources as they are not just using textbooks.”
Oral history, she believes, plays a very important role as what you hear from family, and their experiences, shape your perspective on historical events.
Qasim Aslam’s work has also incorporated how historical narratives have been shaped by states, and he is co-founder of The History Project Limited, which is a dual-narrative approach that pitted the Pakistani and Indian versions of the same event in history against one another.
Aslam recalled the origins of the project and how it took the two contradictory versions to the classroom for Pakistani and Indian students to judge. “What we realised in our interactions was that it is the questions that stand the test of time, and the answers become outdated.”
Another problem they observed in the classroom, which he believes is not just restricted to the discipline of history but can be generalised to the entire education system, is how the “assessment system fundamentally drives what is going to happen inside the classroom.”
If a child, he explained, writes something that is not mentioned in his textbook, he is derided by his teachers as well as by society and the system at large.
Abbas Husain, director of the Teachers’ Development Centre, agreed with Aslam and shared his experience of working in close connection with teachers.
Husain believes that the problem is not so much the quality or the lack thereof of the textbooks used in schools. “The issue is of the enormous weightage the teacher gives to the textbook. This is a kind of enslavement to it with the teacher believing that everything written in the textbook ought to be regurgitated by the child, in the notepaper, in the examination answer, within an examination system that fosters this kind of intellectual study.”
Historian Newal Osman, who also teaches university students, shared how teaching freshmen history and questioning their definition of it yielded some interesting responses. “History is essentially a version of the past and that raises the question of whose version is it. This opens up within them the possibility of a multiplicity of narratives.
“History is looking at something which is absent, as it involves studying the past which has definitively gone and we have to construct a version of it using limited sources and traces. So it can never be a complete version of the past and remains fragmented,” she explained.
History must be taught, she explained, in a manner which allows students to look closely into their prejudices, which is clearly lacking from the primary and secondary level in schools in Pakistan.
 

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Why are Pakistani students deplorable at maths and science?
Pakistani schools (especially government schools) are producing unacceptably low levels of learning outcomes in maths and science — a stark reality which represents a significant and deep-rooted challenge to Pakistan’s economic growth.
“We gave telescopes to a school but the head master would not take them for there were no teachers up to the task of visiting the school after sunset for lunar or stellar observation," says Dr Sabieh Anwar, Lahore University of Management Sciences (LUMS), Lahore.

In a report titled 'Powering Pakistan For The 21st Century', Alif Ailaan published the state of education in mathematics and science across Pakistan. Here are the key findings:
1. The average maths score for Class IV students in the National Education Assessment System (NEAS) exams conducted in 2014 was 433 out of 1,000 .

NEAS 2014 mean scores in Maths
2. Science results are in an equally deplorable state: Out of four provinces and four regions, not a single one showed an average science score of over 50 percent.

NEAS 2015 Mean Scores in Science
 

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Here is a percentage breakdown of children who can:
  • recognise numbers from 1-9 and 10-99
  • do two digit subtractions
  • do two digit divisions
  • cannot do any of the three basic numerical operations.

ASER (Rural) Results 2015
Students fared most poorly on questions that involved measurement and geometry.

Islamiat is the subject in which students do best

Science teachers regard certain topics as harder to teach

What are the reasons for such low levels of math and science learning? The report says:
  1. A political economy in which the odds are stacked against maths and science education
  2. Government structures and systems, at both the policy level and the administrative level, that privilege inputs and those delivering them, and therefore prevent a greater focus on children and on learning outcomes, especially in maths and science.
  3. The standard of education in governments being so low that they are the least preferred option
  4. A national stock of teachers that, although improving in recent years, has been historically so bad that it has produced an intergenerational problem of low quality teaching in today’s classrooms, perpetuating low quality teaching endured by teachers when they were students
  5. The challenge of low quality content being taught in maths and science, and how the assessments and examinations systems are reinforcing poor learning outcomes; in addition to the quality of content, how material is taught is also a significant challenge. Pedagogical improvement is another area that needs attention
Pictures, statistics and graphs courtesy of Alif Ailaan.
 

Neo

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Take a good look inside your own country before pointing fingers at others:

Thu, Jan 19 2017. 05 35 AM IST
One in two Indian students can’t read books meant for three classes below: ASER
ASER 2016 survey shows proportion of Class V children who can read a Class II level text fell to 47.8% in 2016 from 48.1% in 2014
http://www.livemint.com/Education/W...tudents-cant-read-books-meant-for-two-cl.html

30% of Class 8 students can't read Class 2 Tamil

http://timesofindia.indiatimes.com/...t-read-class-2-tamil/articleshow/56677537.cms


Many of India's Children Can't Add, Can't Read, Reveals Report

http://www.ndtv.com/india-news/many-of-indias-children-cant-add-cant-read-reveals-report-726828

And the list is long.

Jai hind!
 

bose

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==================================================
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Jai hind!
I liked it !! that day is not far !!
 

Indx TechStyle

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Take a good look inside your own country before pointing fingers at others:

Thu, Jan 19 2017. 05 35 AM IST
One in two Indian students can’t read books meant for three classes below: ASER
ASER 2016 survey shows proportion of Class V children who can read a Class II level text fell to 47.8% in 2016 from 48.1% in 2014
http://www.livemint.com/Education/W...tudents-cant-read-books-meant-for-two-cl.html

30% of Class 8 students can't read Class 2 Tamil

http://timesofindia.indiatimes.com/...t-read-class-2-tamil/articleshow/56677537.cms


Many of India's Children Can't Add, Can't Read, Reveals Report

http://www.ndtv.com/india-news/many-of-indias-children-cant-add-cant-read-reveals-report-726828

And the list is long.

Jai hind!
How about having indices for your country as well? Why not overall numbers?
Literacy Rate
India: 74.4%
Pak: 63%

Education Index
India: 0.473
Pak: 0.302

Intellectual Properties/Patents:
India: 351.2 per million population
Pak: 4.52 per million population
(Mind the Gap)

For Pakistanis giving excuses that they don't have any active patent system;

Intellectual Properties hold in USA (USPTO):
26.68 per million population
0.084 per million population


From Annual Education Spending to R&D budget list is very very long.
India isn't a heaven but it's less miserable than a country whose Education Index lags behind that of Afghanistan!:biggrin2:
 

dhananjay1

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Kuran basically accepts Jewish-Christian cosmology and accordingly world is just few thousand years old. It never says allah created the world billions of years ago. The guy is clearly a munafiq trying to corrupt tender minds of children of the land of pure. :lol:
 

Neo

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How about having indices for your country as well? Why not overall numbers?
Literacy Rate
India: 74.4%
Pak: 63%

Education Index
India: 0.473
Pak: 0.302

Intellectual Properties/Patents:
India: 351.2 per million population
Pak: 4.52 per million population
(Mind the Gap)

For Pakistanis giving excuses that they don't have any active patent system;

Intellectual Properties hold in USA (USPTO):
26.68 per million population
0.084 per million population


From Annual Education Spending to R&D budget list is very very long.
India isn't a heaven but it's less miserable than a country whose Education Index lags behind that of Afghanistan!:biggrin2:
D*ck measuring, is that your answer to everything? How difficult is it to see your demons and to acknowledge that in reality India is not much better than the rest of the region. For the very reason you were mocking Pakistani students, you have 6-8 times more in your own country, even in the more developed states like Tamil Nadu. Live with it!

And about d*ck measuring, even there's no glory for you:

Condoms 'too big' for Indian men
By Damian Grammaticus
BBC News, Delhi




There is a "lack of awareness" over condom sizes
A survey of more than 1,000 men in India has concluded that condoms made according to international sizes are too large for a majority of Indian men.

The study found that more than half of the men measured had penises that were shorter than international standards for condoms.

It has led to a call for condoms of mixed sizes to be made more widely available in India.

The two-year study was carried out by the Indian Council of Medical Research.

Over 1,200 volunteers from the length and breadth of the country had their penises measured precisely, down to the last millimetre.

The scientists even checked their sample was representative of India as a whole in terms of class, religion and urban and rural dwellers.


It's not size, it's what you do with it that matters
Sunil Mehra

The conclusion of all this scientific endeavour is that about 60% of Indian men have penises which are between three and five centimetres shorter than international standards used in condom manufacture. :pound:


http://news.bbc.co.uk/1/hi/6161691.stm



 

Mikesingh

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It isnt a Pakistani physics textbook, it's an Islamiat textbook talking about Physics. I've studied in Pakistan for two years; despite it lacking good facilities - it had great teachers and quality material for learning. If only I had my old textbooks so I could send you pictures of what we actually used to study.
Really? You gotta be kidding right? Here's what education is all about in Pak weitten by a Pakistani himself.....

Lies taught through Pakistani textbooks

http://www.slideshare.net/farhanSyed112/lie-taught-through-pakistan-textbooks

Examples;

The emphasis of curriculum is not to mention much about Pakistan's cultural heritage. Instead it attempts to pretend that Pakistan's cultural association is with the Arab world.
In fact, even the muslim history is taught from a Sunni point of view.

The most blatant lies in Pakistani history textbooks are about the events that are still in our living memory. Among the many examples, the three given below are about the wars of 1965 and 1971, and the partition carnage of 1947. The following excerpt regarding the 1965 war is taken from fifth grade reading material published by the NWFP Textbook Board, Peshawar in 2002 — “The Pakistan Army conquered several areas of India, and when India was at the verge of being defeated she ran to the United Nations to beg for a cease-fire. Magnanimously, thereafter, Pakistan returned all the conquered territories to India.” (LOL)

A Textbook of Pakistan Studies by M D Zafar.  “Pakistan came to be established for the first time when the Arabs led by Muhammad bin Qasim occupied Sindh and Multan. Pakistan under the Arabs comprised the Lower Indus Valley. “During the 11th century the Ghaznavid Empire comprised what is now Pakistan and Afghanistan. During the 12th century the Ghaznavids lost Afghanistan and their rule came to be confined to Pakistan”. (Lol)

“By the 13th century Pakistan had spread to include the whole of Northern India and Bengal. Under the Khiljis Pakistan moved further South to include a greater part of Central India and the Deccan”.  “During the 16th century, ‘Hindustan’ disappeared and was completely absorbed in ‘Pakistan”. (More Lol!!!)

Hilarious!! No wonder Porkistan is too far gone for redemption!
 

Bornubus

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D*ck measuring, is that your answer to everything? How difficult is it to see your demons and to acknowledge that in reality India is not much better than the rest of the region. For the very reason you were mocking Pakistani students, you have 6-8 times more in your own country, even in the more developed states like Tamil Nadu. Live with it!

And about d*ck measuring, even there's no glory for you:

Condoms 'too big' for Indian men
By Damian Grammaticus
BBC News, Delhi




There is a "lack of awareness" over condom sizes
A survey of more than 1,000 men in India has concluded that condoms made according to international sizes are too large for a majority of Indian men.

The study found that more than half of the men measured had penises that were shorter than international standards for condoms.

It has led to a call for condoms of mixed sizes to be made more widely available in India.

The two-year study was carried out by the Indian Council of Medical Research.

Over 1,200 volunteers from the length and breadth of the country had their penises measured precisely, down to the last millimetre.

The scientists even checked their sample was representative of India as a whole in terms of class, religion and urban and rural dwellers.


It's not size, it's what you do with it that matters
Sunil Mehra

The conclusion of all this scientific endeavour is that about 60% of Indian men have penises which are between three and five centimetres shorter than international standards used in condom manufacture. :pound:


http://news.bbc.co.uk/1/hi/6161691.stm


Chutiya this automatically proved that Porki Circumcised penis is bigger ?


Salee Bachpan me Penis par Surgical strike karwane wali Chutiya Gadhi Qom :pound:
 
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Indx TechStyle

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you have 6-8 times more in your own country,
Factually incorrect, be it social indicators to other statistics, Indians are far more innovative people than Pakistanis, be it at their home overseas.
In fact, Indians are okay at their place in per capita terms, its Pakistan which is brutally incompetent.

Blame international organizations publishing these stats not me.
even in the more developed states like Tamil Nadu.
Who told you Tamil Nadu is more developed? Ya, it may be ahead of Pakistan for sure but again states like UP & Bihar have higher literacy rate than Pakistani national average!:p
HDI of Chhattisgarh & Orissa possibly least developed states in India today is in order of 0.55. Pakistan lags at 0.538.
Good Luck Pakistan catching up with poorest States in India who are actually growing faster.
Now, let me tell you a secret;
Indian Stats are based on data collected from every Indian, it's way easier in India to get B.P.L. (below poverty line) Card for free stuff from government. Which people you actually call poor are supplied everything by government, even directly at their homes at such places!:lol:
Pakistan? It count it's people. Dependent on foreign organizations which do surveys (for only a section of population).
Even then, 22% of your documented people don't have enough food to eat (you call them above poverty line), call India poor,
:crazy::crazy:
45.5% urbans of them live in slums, you call them above poverty line & call India Poor,
You don't know about even lifestyle of your 70 million people, no shame in calling India (with complete data) a poor country based on your surveys.
Your life span is shorter than them, you are nowhere near in holding intellectual properties, you aren't strategically autonomous, still I can't understand why do these guys troll?:confused1:
For surveys for "estimated stats"?

And about d*ck measuring, even there's no glory for you:

Condoms 'too big' for Indian men
You know there is a difference between Winners & Whinners. You are the latter.
Seriously,
What if I tell you belong to same race as that of Indians so same genes and same penal size?

What if I tell you aren't in news because you don't even use them? A country with failed family planning program will troll India whose fertility rate is even lower than that of developed countries?

What if I tell you that your Chinese & East Asian friends have even smaller penal size than Indians?


Yes, they do have even smaller but Indians never fell to this low that troll Chinese for penal size!:rolleyes:
It's genes issue. Otherwise, no one wants to be poor Africa just because they "top" the world in "d!ck measuring"?
 

bose

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D*ck measuring, is that your answer to everything? How difficult is it to see your demons and to acknowledge that in reality India is not much better than the rest of the region. For the very reason you were mocking Pakistani students, you have 6-8 times more in your own country, even in the more developed states like Tamil Nadu. Live with it!

And about d*ck measuring, even there's no glory for you:

Condoms 'too big' for Indian men
By Damian Grammaticus
BBC News, Delhi




There is a "lack of awareness" over condom sizes
A survey of more than 1,000 men in India has concluded that condoms made according to international sizes are too large for a majority of Indian men.

The study found that more than half of the men measured had penises that were shorter than international standards for condoms.

It has led to a call for condoms of mixed sizes to be made more widely available in India.

The two-year study was carried out by the Indian Council of Medical Research.

Over 1,200 volunteers from the length and breadth of the country had their penises measured precisely, down to the last millimetre.

The scientists even checked their sample was representative of India as a whole in terms of class, religion and urban and rural dwellers.


It's not size, it's what you do with it that matters
Sunil Mehra

The conclusion of all this scientific endeavour is that about 60% of Indian men have penises which are between three and five centimetres shorter than international standards used in condom manufacture. :pound:


http://news.bbc.co.uk/1/hi/6161691.stm


Please offer yours D*** for scientific study, you will be surprised to see the result... your are smaller than all others ... reason you know very well.

BTW ... was this study taken into account the size during the act ?
 

mayfair

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Bakis are truly obsessed with dick sizes and measurements, their ghairat is inextricably linked to it..and they have the audacity to mock us as linga worshippers..

I wonder who's the real linga bhakt here..
 

vinuzap

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and chutiya nanja jihadi will measure the dick size of 125 cr indians in different diversity because britishers told him but population of india suggest other way around even kamsutra and yoga for better sex life they learn are indian contribution

on to topic text book of pakistan create nanha jihadi's like this with there hatred for kafirs

http://www.dawn.com/news/672000

ISLAMABAD: Text books in Pakistani schools foster prejudice and intolerance of Hindus and other religious minorities, while most teachers view non-Muslims as ''enemies of Islam,'' according to a study by a US government commission released on Wednesday.

The findings indicate how deeply ingrained hard-line Islam is in Pakistan and help explain why militancy is often supported, tolerated or excused in the country.

''Teaching discrimination increases the likelihood that violent religious extremism in Pakistan will continue to grow, weakening religious freedom, national and regional stability, and global security,'' said Leonard Leo, the chairman of the US Commission on International Religious Freedom.

Pakistan was created in 1947 as a homeland for the Muslims of South Asia and was initially envisaged as a moderate state where minorities would have full rights.

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But three wars with mostly Hindu India; support for militants fighting Soviet-rule in Afghanistan in the 1980s; and the appeasement of hard-line clerics by weak governments seeking legitimacy have led to a steady radicalisation of society.

Religious minorities and those brave enough to speak out against intolerance have often been killed, seemingly with impunity, by militant sympathizers.

The commission warned that any significant efforts to combat religious discrimination, especially in education, would ''likely face strong opposition'' from hardliners.

The study reviewed more than 100 textbooks from grades 1-10 from Pakistan's four provinces.

Researchers in February this year visited 37 public schools, interviewing 277 students and teachers, and 19 madrases, where they interviewed 226 students and teachers.

The Islamisation of textbooks began under the US-backed rule of army dictator Gen. Zia-ul-Haq, who courted Islamists to support his rule.

In 2006, the government announced plans to reform the curriculum to address the problematic content, but that has not been done, the study said.

Pakistan's Islamist and right-wing polity would likely oppose any efforts to change the curriculum, and the government has shown no desire to challenge them on the issue.

The report found systematic negative portrayals of minorities, especially Hindus and to a lesser extent to Christians.

Hindus make up more than one per cent of Pakistan's 180 million people, while Christians represent around two per cent. Some estimates put the numbers higher.

There are also even smaller populations of Sikhs and Buddhists.

''Religious minorities are often portrayed as inferior or second-class citizens who have been granted limited rights and privileges by generous Pakistani Muslims, for which they should be grateful,'' the report said.

''Hindus are repeatedly described as extremists and eternal enemies of Islam whose culture and society is based on injustice and cruelty, while Islam delivers a message of peace and brotherhood, concepts portrayed as alien to the Hindu.''

The books don't contain many specific references to Christians, but those that ''that do exist seem generally negative, painting an incomplete picture of the largest religious minority in Pakistan,'' the report said.

Attempts to reach Pakistan's education minister were not successful.

The textbooks make very little reference to the role played by Hindus, Sikhs and Christians in the cultural, military and civic life of Pakistan, meaning ''a young minority student will thus not find many examples of educated religious minorities in their own textbooks,'' the report said.

''In most cases historic revisionism seems designed to exonerate or glorify Islamic civilisation, or to denigrate the civilisations of religious minorities,'' the report said.

''Basic changes to the texts would be needed to present a history free of false or unsubstantiated claims which convey religious bias.''

The researchers also found that the books foster a sense that Pakistan's Islamic identity is under constant threat.

''The anti-Islamic forces are always trying to finish the Islamic domination of the world,'' read one passage from social studies text being taught to Grade 4 students in Punjab province, the country's most populated.

''This can cause danger for the very existence of Islam. Today, the defense of Pakistan and Islam is very much in need.''

The report states that Islamic teachings and references were commonplace in compulsory text books, not just religious ones, meaning Pakistan's Christians, Hindus and other minorities were being taught Islamic content.

It said this appeared to violate Pakistan's constitution, which states that students should not have to receive instruction in a religion other than their own.

The attitudes of the teachers no doubt reflect the general intolerance in Pakistan.

The 2011 Pew Research Center study found the country is the third most intolerant in the world, but because of the influence they have, they are especially worrisome.

Their views were frequently nuanced and sometimes contradictory.
 

vinuzap

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B for Bandook, T for Tank, Pakistan's text books of hate

New Delhi, June 30: Former foreign minister of Pakistan Hina Rabbani Khar recently said that, "we have taught our children that our national identity is to hate others and it is especially true of our close neighbours. She was making a very obvious reference to India. The former minister is right in every aspect and Pakistan does have one policy and that is "Hate India with all your heart." The tutoring to hate India starts at a very early age. In fact a lot of text books in Madrasas at Pakistan have text books which not only tells lies about the history of the country, but also preach in-depth on how to hate India. Let us take a look at what these text books are saying.

The text books of hate: First and foremost one must begin with the alphabet class. A few madrasas which are set up to preach violence begin an alphabet class with B for bandook, K for knife, R for rocket, T for tank, and S for sword. Alright now enough with the alphabet class let us move on to a text book on history in a madrasa run for a group of children called as the White Falcons. This is a madrasa which is run by the Lashkar-e-Tayiba. The first chapter deals with Muhammad Ali Jinnah. The muslims were being enslaved by the Hindu Indian National Congress. This party encouraged the slavery of Muslims. It was Jinnah who saved the Muslims from the Hindus. Now let us check out some more history and this one is hilarious. " India was part of Pakistan before 1947. The text book also does its bit to belittle the Indian army which dealt several body blows on the Pakistan army. In the 1971 war, the courageous Pakistan army humiliated the Indian army and defeated them both on the Eastern and Western fronts. As the master at the Madrasa reads this out, the ten year old listens on keenly only to end up believing that this is the gospel truth. There is also a mention in the history text book about the 1965 war as well. The chapter begins with, " in 1965 Pakistan army conquered several areas in India. India was staring at defeat. New Delhi had no option but to approach the United Nations and seek a cease fire." If one looks at these text books it becomes clear that from the age of 10, the children are taught how to hate India. Chapters on how superstitious Hindu saints were reformed by the Muslims also is part of these books. While this is the foundation on which the 10 year old begins his education, later on it moves on to a a very popular book by al-Qaeda ideologue Anwar al Awlaki. The book on 44 ways of performing jihad is also part of the syllabus of several Madrasas in Pakistan.

Read more at: http://www.oneindia.com/india/b-bandook-t-tank-pakistan-s-text-books-hate-2141184.html
 

vinuzap

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https://en.wikipedia.org/wiki/Pakistani_textbooks_controversy

The Pakistani textbooks controversy relates to the reported inaccuracy of some Pakistani textbooks and the existence of historical revisionism in them. The content of Pakistan's official textbooks has often been criticized by several sources including many within Pakistan for sometimes promoting religious intolerance and Indophobia, leading to calls for curriculum reform.

n a 1995 paper published in the International Journal of Middle East Studies, historian Ayesha Jalal stated that "Pakistan's history textbooks amongst the best available sources for assessing the nexus between power and bigotry in creative imaginings of a national past." She points out authors whose "expansive pan-Islamic imaginings" detect the beginnings of Pakistan in the birth of Islam on the Arabian peninsula. A Text Book of Pakistan Studies claims that Pakistan "came to be established for the first time when the Arabs under Mohammad bin Qasim occupied Sindh and Multan'; by the thirteenth century 'Pakistan had spread to include the whole of Northern India and Bengal' and then under the Khiljis, Pakistan moved further south-ward to include a greater part of Central India and the Deccan'. [...] The spirit of Pakistan asserted itself', and under Aurangzeb the 'Pakistan spirit gathered in strength'; his death 'weakened the Pakistan spirit'." Jalal points out that even an acclaimed scholar like Jameel Jalibi questions the validity of a national history that seeks to "claim Pakistan's pre-Islamic past" in an attempt to compete with India's historic antiquity. K. Ali's two volume history designed for BA students traces the pre-history of the 'Indo-Pakistan' subcontinent to the Paleolithic Age and consistently refers to the post-1947 frontiers of Pakistan while discussing the Dravidians and the Aryans.[4]

Anti-Indian sentiments, coupled with anti-Hindu prejudices have existed in Pakistan since its formation, alternated with military dictatorship, and India being a secular state with a civilian government.[5] According to Tufts University professor Seyyed Vali Reza Nasr, Indophobia in Pakistan increased with the ascendancy of the militant Islamist Jamaat-e-Islami under Sayyid Abul Ala Maududi.[5] Indophobia, together with Anti-Hinduism and racist ideologies, such as the Martial Race theory, were the driving factors behind the re-writing of school textbooks in Pakistan (in both "secular" schools and Islamic madrassahs) in order to promote a biased and revisionist historiography of the Indian subcontinent that promulgated Indophobic and anti-Hindu prejudices. These narratives are combined with Islamist propaganda in the extensive revising of Pakistan's history. By propagating concepts such as jihad, the inferiority of non-Muslims, India’s perceived ingrained enmity with Pakistan, etc., the textbook board publications used by all government schools promote an obscurantist mindset.[6]

According to the historian Professor Mubarak Ali, textbook "reform" in Pakistan began with the introduction of Pakistan Studies and Islamic studies by Zulfiqar Ali Bhutto in 1971 into the national curriculum as a compulsory subject. Former military dictator Muhammad Zia-ul-Haq, under a general drive towards Islamization, started the process of historical revisionism in earnest and exploited this initiative. 'The Pakistani establishment taught their children right from the beginning that this state was built on the basis of religion – that's why they don't have tolerance for other religions and want to wipe-out all of them.'[7]

According to Pakistani physicist, Pervez Hoodbhoy, the Islamist revisionism of Pakistan's schools began in 1976 when an act of parliament required all government and private schools (except those teaching the British O-levels from Grade 9) to follow a curriculum that includes learning outcomes for the federally approved Grade 5 social studies class such as: 'Acknowledge and identify forces that may be working against Pakistan,' 'Make speeches on Jihad,' 'Collect pictures of policemen, soldiers, and national guards,' and 'India's evil designs against Pakistan.'.[8] Likewise, Yvette Rosser criticizes Pakistani textbooks for propagating jingoist and irredentist beliefs about Pakistan's history and culture, and being negationist in its depiction of political Islam and the treatment of minorities in Pakistan, such as Hindus and Christians. Irredentism is manifested through claims of "eternal Pakistan" (despite the country being created from British India only in 1947), narrow and sectarian interpretation of Islam, downplaying the tolerant aspects of the religion and focusing on Islamic Fundamentalist interpretations (such as all banking being un-Islamic), and making accusations of dual loyalty on minority Hindus and Christians in Pakistan.[9]

According to Pakistani professor Tariq Rahman, Pakistani textbooks cannot mention Hindus without calling them cunning, scheming, deceptive or something equally insulting. The textbooks ignore the pre-Islamic history of Pakistan except to put the Hindu predecessors in negative light.[10]

Another Pakistani historian Khursheed Kamal Aziz similarly has criticized Pakistani history textbooks. He stated that textbooks were full of historical errors and suggested that mandatory study amounted to teaching "prescribed myths". After examining 66 textbooks used at various levels of study Aziz argued that the textbooks supported military rule in Pakistan, promoted hatred for Hindus, glorified wars and distorted the pre 1947 history of Pakistan.[1]

A study by Iftikhar Ahmad of Long Island University published in Current Issues in Comparative Education in 2004 drew five conclusions from content analysis of the social studies textbooks in Pakistan.[11]

  1. First, the selection of material and their thematic sequence in the textbooks present Islam not simply as a belief system but a political ideology and a grand unifying worldview that must be accepted by all citizens.
  2. Second, to sanctify Islamic ideology as an article of faith, the textbooks distort historical facts about the nation's cultural and political heritage.
  3. Third, the textbooks offer a biased treatment of non-Muslim citizens in Pakistan.
  4. Fourth, the main objective of the social studies textbooks on Pakistan studies, civics, and global studies, is to indoctrinate children for a romanticized Islamic state as conceptualized by Islamic theocrats.
  5. Fifth, although the vocabulary in the textbooks underscores Islamic virtues, such as piety, obedience, and submission, little is mentioned about critical thinking, civic participation, or democratic values of freedom of speech, equality, and respect for cultural diversity.
A study by Nayyar & Salim of the Sustainable Development Policy Institute concluded in 2003 that there is an increasing trend where children are taught Pakistan Studies as a replacement for the teaching of history and geography as full fledged disciplines. Previously, children were taught the very early pre-Islamic history of South Asia and its contribution to rich cultural diversity of modern-day Pakistan. This long historical perspective of Pakistan is absent these Pakistan Studies textbooks. Instead, children are now taught that the history of Pakistan starts from the day the first Muslim set foot in India. The study reported that the textbooks also had a lot of gender-biased stereotypes and other perspectives that "encourage prejudice, bigotry and discrimination towards fellow Pakistanis and other nations, especially against religious minorities, as well as the omission of concepts ... that could encourage critical self awareness among students”.[3]

Rubina Saigol, a US educated expert, said "I have been arguing for the longest time that, in fact, our state system is the biggest Madrassah, we keep blaming madrassahs for everything and, of course, they are doing a lot of things I would disagree with. But the state ideologies of hate and a violent, negative nationalism are getting out there where madrassahs cannot hope to reach."[12]

Referring to NCERT's extensive review of textbooks in India in 2004, Verghese considered the erosion of plural and democratic values in textbooks in India, and the distortion of history in Pakistan to imply the need for coordination between Bangladeshi, Indian, and Pakistani historians to produce a composite history of the Subcontinent as a common South Asian reader.[13]

However, international scholars also warn that any attempt for educational reforms under international pressure or market demands should not overlook the specific expectations of the people at local levels.[14]

Reform efforts[edit]
In 2011 Fazalur Rahim Marwat, the chairman of Textbook board of Khyber Pakhtunkhwa stated that reform of textbooks was being undertaken in the state. Marwat stated that previously, school books played a key role in spreading hatred against non-Muslims, particularly against Hindus and distorted the history. Such material had now been removed from the textbooks used in the state.[15] Professor Marwat had previously blamed General Zia for “sowing seeds of discord in society on religious and ethnic lines by stuffing school curricula with material that promoted hatred now manifested in the shape of extremism, intolerance, militancy, sectarianism, dogmatism and fanaticism.” In addition he stated "After the Indo-Pakistani War of 1965 countless lessons and chapters were introduced that spread hatred among the students and portrayed India as the biggest enemy of the Muslims. That stuff should be done away with."[16]

Sindh province has also made efforts to reform curricula.[17]
 

bose

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The ideology of Pakistan is hate rate for mankind especially for Hindus ... and glorifying the savages that came with the religion of peace ... Pakistan is now paying in blood and GOD WILLING will continue to do so in future... Institutionalized hate rate for Hindus will comeback to bite itself...
 

OnePunchMan

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D*ck measuring, is that your answer to everything? How difficult is it to see your demons and to acknowledge that in reality India is not much better than the rest of the region. For the very reason you were mocking Pakistani students, you have 6-8 times more in your own country, even in the more developed states like Tamil Nadu. Live with it!

And about d*ck measuring, even there's no glory for you:

Condoms 'too big' for Indian men
By Damian Grammaticus
BBC News, Delhi




There is a "lack of awareness" over condom sizes
A survey of more than 1,000 men in India has concluded that condoms made according to international sizes are too large for a majority of Indian men.

The study found that more than half of the men measured had penises that were shorter than international standards for condoms.

It has led to a call for condoms of mixed sizes to be made more widely available in India.

The two-year study was carried out by the Indian Council of Medical Research.

Over 1,200 volunteers from the length and breadth of the country had their penises measured precisely, down to the last millimetre.

The scientists even checked their sample was representative of India as a whole in terms of class, religion and urban and rural dwellers.


It's not size, it's what you do with it that matters
Sunil Mehra

The conclusion of all this scientific endeavour is that about 60% of Indian men have penises which are between three and five centimetres shorter than international standards used in condom manufacture. :pound:


http://news.bbc.co.uk/1/hi/6161691.stm


you pretty much know the level of the entire nation and person when he compares education to dick lol

education standard =/= dick in pakistan explains your national IQ and level of intellect

:hehe::hehe::hehe::hehe:

my firm spends more on stationaries than the entire federal education budget of paksitan ENOUGH SAID
:fyeah:
 

Kshatriya87

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you pretty much know the level of the entire nation and person when he compares education to dick lol

education standard =/= dick in pakistan explains your national IQ and level of intellect

:hehe::hehe::hehe::hehe:

my firm spends more on stationaries than the entire federal education budget of paksitan ENOUGH SAID
:fyeah:
He knows Indian dick sizes because Indians have been banging pakis for way too long now. :pound::pound::pound:
 

Screambowl

Ghanta Senior Member?
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Chutiya this automatically proved that Porki Circumcised penis is bigger ?


Salee Bachpan me Penis par Surgical strike karwane wali Chutiya Gadhi Qom :pound:
Girls like non chopped penis because chopped penis has no sexy effect on the g spot as there is no fore skin to touch it ticklingly.. hehe its funny bit of a fact.
 

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