Karachi, Sindh

A seminar organized by the Pakistan Association of Research Scholars in Sindh (PARSA) under the banner “All Sindh Seminar 2025: Education System and Contemporary Prerequisites” was successfully held at the Government College of Physical Education, F.B. Area, Karachi. The event featured distinguished educationists, faculty members, and administrators who gathered to discuss academic development, institutional management, and student engagement initiatives.

Prof. Dr. Navid Rab Siddiqui, Director Colleges, led the proceedings as the Chief Guest, accompanied by the Regional Director Colleges and other eminent educationists.

The seminar showcased six research articles presented by scholars from various colleges, focusing on reform, quality enhancement, and the role of teachers in fostering academic excellence.

The event received positive feedback for its informative sessions, interactive discussions, and robust exchange of ideas.

The seminar featured six research articles selected for presentation:

Green Pedagogies from Policy to Practice: A Critical Review of Sindh’s Disaster Risk Reduction (DRR) Curriculum Integration Framework

Presenter: Prof. Atta Hussain Lakho, Associate Professor / Independent Education Consultant

Impacts of the PhD Scholars’ Responsibilities in Different BS Programs at College Level in Karachi

Presenter: Dr. Arshad Mahmood Siddiqui, Assistant Professor of Education, Osmania Government Degree Girls College Nazimabad, Karachi

Economic Growth, Trade Deficit and the Role of FTA: A Case Study of Pakistan with Malaysia

Presenter: Prof. Kishwer Sultana Lodhi, Assistant Professor of Economics, GDGC Buffer zone

An Induction into the Four-Year BS Program: Academic and Financial Challenges to Colleges

Presenter: Dr. Sara, Assistant Professor of Chemistry, DJ Science College, Karachi

Empowering the Next Generation: Advancing Pakistan’s Intermediate Education Through Cost-Effective Smart Learning and Practical Pedagogical Innovation

Presenter: Dr. Erum Hasan, Lecturer Chemistry, Govt. Degree Girls College, Qasba Colony, Karachi

Incorporating Interdisciplinary Methodologies into Our Education System: Resolving Global Changes like Climate Change

Presenter: Prof. Kehkashan Najam, Assistant Professor of Botany, GDGC Buffer zone

Key Points and Deliberations

The speakers emphasized the need to provide robust research facilities for PhD scholars within colleges and highlighted contemporary prerequisites for education.

Contemporary prerequisites identified include 21st-century skills (critical thinking, creativity, and collaboration), integration of technology in learning, student-centered and personalized approaches, and holistic development through practical experience and social-emotional learning.

Dr. Sara: Emphasized the importance of initiating the four-year BS program in all Sindh colleges in line with High Court orders. Her presentation detailed the induction of the BS program, its objectives, structure, and expected academic benefits, while addressing challenges such as curriculum alignment, faculty development, infrastructure needs, and financial constraints.

Prof. Kehkashan Najam highlighted the need for an interdisciplinary approach in the education system, linking academic work to real-world challenges such as climate change and sustainability. Attendees praised the discussion for its balance of science, ethics, and innovation, recognizing interdisciplinary education as a driver of creativity and problem-solving.

Dr. Erum Hasan advocated for implementing virtual labs as a cost-effective, application-based enhancement to the curriculum. She noted plans to commence this year, with extensions to include practical components across Mathematics, Commerce, and Social Sciences, as well as computational skills across subjects, aiming to reduce academic dishonesty and broaden hands-on learning.

Demands and Resolution

The seminar culminated in seven demands proposed by Research Scholars of Colleges Education Department, presented by caretaker PRSA President Dr. Zafar Farooqui. The seven demands were unanimously accepted and passed as a formal resolution by the attending scholars:

Distribute the 20% promotion cut among PhD and MPhil teachers.

Align PhD allowances (10,000) with university-level standards (25,000) and raise MPhil allowances accordingly.

Ensure allowances are not deducted from pensions upon retirement; continue orderly allowances post-retirement.

Ensure appointments in grades 17 and above require MA/MS-level qualifications; those holding higher degrees (MPhil/PhD) should be accommodated accordingly.

Create separate seniority lists for PhD and MPhil teachers, mirroring existing practices for DPs and librarians.

Transfer responsibility for BS programs started in colleges to PhD/MPhil teachers in relevant subjects, with reasonable compensation.

Prioritize promotion for MPhil and PhD teachers across all grades.

Dr. Navid Rab Siddiqui, Director General Colleges Sindh, expressed strong support for organizing more seminars and emphasized the importance of teacher skill enhancement. He acknowledged the significance of the current seminar as a pioneering initiative by a college-level organization of research scholars and pledged consideration of the seven demands in policy deliberations.

Certificates were distributed to the speakers by the DG Colleges Sindh.

A shield was presented to the DG Colleges Sindh by PRSA’s caretaker President, Dr. Zafar Farooqui, in recognition of the collaboration and support.

Read: KU suspends admissions to PhD program due to lack of qualified teachers

__________________

Read: Quiet Intellectuals, Falling Education in Sindh

The post Education System and Contemporary Prerequisites first appeared on Sindh Courier.

Artikova Shohida

Today, the education system of Uzbekistan needs serious reforms to align with global trends, innovations, and competitiveness. Modernizing education, providing quality learning, and implementing new pedagogical methods are essential for developing the competencies of young people and serving as the foundation of the country’s socio-economic progress. In this regard, leveraging foreign experiences can significantly improve the efficiency of Uzbekistan’s education system.

1. Main Goals of the Education System and Their Consideration through New Approaches

The education system of Uzbekistan must adapt to meet contemporary social demands and the changing economic landscape. The primary goal of education is not only to provide traditional knowledge but also to develop social and emotional skills. Foreign experiences, particularly those from Finland, Singapore, and Germany, can play a vital role in achieving this goal.

2. Integration of the Education System of Uzbekistan into the Global Education System

To modernize and make the education system globally competitive, it is crucial to learn from international practices. For instance, Finland focuses on fostering creativity and independent thinking, with a strong emphasis on teacher professional development. Singapore’s education system is based on technological and scientific advancement, teaching students high-level technical and creative skills. Meanwhile, Germany places particular attention on practical skills and vocational training, which can be integrated into Uzbekistan’s education system.

3. Improvement of Pedagogical Methods

The modernization of Uzbekistan’s education system requires a change in pedagogical methods. The introduction of innovative and creative approaches will activate the learning process and enhance critical thinking skills. The flipped classroom method, implemented in foreign countries, allows students to study learning materials at home and engage in active problem-solving during class. Problem-based learning (PBL) is another method that helps students develop analytical thinking and problem-solving skills.

4. Implementation of Digital Education Technologies

In modern education, digital technologies, distance learning, and intellectual systems significantly improve the quality of learning. Countries like the USA, Estonia, and South Korea have successfully implemented digital education systems, which could be beneficial for expanding distance education in Uzbekistan and ensuring easy access to educational resources. Artificial intelligence and big data can be used to create personalized learning systems that cater to individual student needs.

5. Human Factor and Development of Social Skills

Education is not only about knowledge transfer. It also focuses on developing students’ social and emotional skills. In countries like Norway and Switzerland, students are taught essential life skills such as decision-making and problem-solving to become active citizens in society. Uzbekistan’s education system should also prioritize the development of these skills to better prepare students for real-world challenges.

6. Vocational Education and the Role of Practical Experience

Foreign experiences, such as Germany’s “Dual Education System,” allow students to acquire both theoretical knowledge and practical skills. Uzbekistan can benefit from strengthening vocational education and establishing closer ties with industries, enabling students to be better prepared for real working conditions. This is particularly important in technical and vocational education.

7. Teacher Training and Professional Development

Teachers play a central role in the success of any education system. In countries like Sweden, teachers are provided with continuous professional development and are trained in innovative pedagogical methods.

Uzbekistan should also invest in teacher training, helping them adapt to new educational technologies and foster a more personalized approach to teaching.

Conclusion

To enhance the competitiveness and quality of Uzbekistan’s education system, it is essential to learn from foreign experiences. The adoption of advanced pedagogical approaches, digital education technologies, and the development of social and emotional skills can significantly improve the overall education system. Implementing these changes will not only enhance the quality of education but also prepare students to succeed on a global scale.

By integrating these reforms, Uzbekistan’s education system will be able to meet contemporary demands, improve teaching practices, and produce competitive graduates capable of contributing to the country’s development.

The modernization of Uzbekistan’s education system through foreign experiences and innovative approaches is crucial for improving education quality and competitiveness. The adoption of global best practices, advanced pedagogical methods, digital technologies, and a focus on social and emotional skills will help the country’s education system advance to the next level. This transformation will significantly contribute to the socio-economic development of the nation by preparing students with the necessary competencies and creativity to succeed in a rapidly evolving world.

___________________

Artikova Shohida was born in 1989. She is a highly qualified specialist in teaching foreign languages to children, Uzbekistan, Margilan.

Read: Uzbekistan to introduce new Education System

The post New Approaches to the Education System of Uzbekistan first appeared on Sindh Courier.

• The time for change is now, and the path forward is clear: we must reimagine education to nurture the creative potential of every child.

By Nisar Banbhan

In a world where technological innovation, social dynamics, and economic realities are evolving at an unprecedented pace, the ability to think creatively has never been more crucial. Yet, despite the obvious necessity for adaptability, critical thinking, and creativity, our education systems remain largely stuck in the past, prioritizing conformity over innovation. Ken Robinson, one of the most vocal advocates for creativity in education, famously stated, “We are educating people out of their creative capacities.” His claim rings especially true in today’s global landscape, where the gap between the skills being taught in schools and those required for the modern workforce continues to widen. While creativity is recognized as a driver of progress in every field—from the arts to sciences—our schools seem to suppress it, focusing instead on standardized testing, rote memorization, and rigid curriculums that leave little room for exploration and imagination. The question that looms large is: How can an education system designed for the industrial age cater to the needs of a digital and information-driven future?

The emphasis on degrees, grades, and rankings has replaced the need for nurturing curious minds that can think critically and creatively.

As societies move deeper into the 21st century, education has become a growing concern. The problem, however, is not the lack of access to education but the kind of education being provided. Around the world, children are being prepared to pass exams rather than to solve real-world problems. The emphasis on degrees, grades, and rankings has replaced the need for nurturing curious minds that can think critically and creatively. In many countries, including ours, the education system continues to follow a rigid model that values conformity. Students are taught that success is defined by how well they can memorize facts and replicate answers rather than by how innovative or original their thoughts are. Creativity, which should be the bedrock of a thriving education system, is sidelined as schools focus on producing individuals who fit neatly into existing societal molds. By deprioritizing creativity, we risk producing generations of students who are ill-equipped to deal with the challenges of the modern world. Ken Robinson emphasizes that children are born with an innate sense of creativity, but it is systematically crushed as they progress through school. This issue is even more pronounced in developing countries, where the pressure to conform is magnified by socio-economic factors and a lack of infrastructure to support creative education. Creativity is not just a whimsical concept reserved for artists and musicians; it is an essential skill that has applications across all fields of human endeavor. From designing buildings and engineering solutions to solving complex scientific problems, creativity is at the heart of human progress. Psychologists like Carl Rogers and Robert Franklin have long studied creativity, defining it as a process of self-expression and original thought. Carl Rogers, in particular, spoke about creativity as a means of achieving self-actualization—where individuals transcend the limitations of their environment and engage with their unique potential. His theories are especially relevant in today’s context, where individuals are required to think on their feet, innovate, and collaborate in order to thrive in a rapidly changing world. A powerful anecdote that underscores the value of creativity is that of Julian Barbara Lynn, a child whose early experiences in conventional schooling stifled her potential. Barbara, diagnosed with learning difficulties, was perceived as a failure in the traditional system. However, when placed in an environment that nurtured her creative instincts, she thrived, eventually becoming a celebrated dancer and choreographer. Her story demonstrates that, with the right educational approach, every child can unlock their full potential.

The digital age, characterized by automation, artificial intelligence, and rapid technological advancements, requires a very different skill set

The origins of the modern education system can be traced back to the Industrial Revolution, a time when the primary goal of education was to produce factory workers—individuals who could follow instructions, adhere to strict schedules, and perform repetitive tasks efficiently. The system was designed to serve the needs of the industrial economy, where creativity and individuality were less valuable than conformity and obedience. Today, the same system persists, despite the fact that the world has fundamentally changed. The digital age, characterized by automation, artificial intelligence, and rapid technological advancements, requires a very different skill set. Yet, many schools continue to operate under the outdated model, producing graduates who struggle to adapt to the demands of the modern workforce. This crisis was poignantly captured by Charles Dickens in his novel Hard Times, where he describes an education system that prioritizes “facts” over imagination. In the story, the character Thomas Gradgrind represents the archetypal educator who values rigid, fact-based learning over creative thinking. Gradgrind’s methods are designed to suppress any form of curiosity or creative expression in his students, ultimately leading to their unhappiness and failure to thrive in a changing world. The novel, written in 1854, serves as a stark reminder of how little has changed in the centuries since.

Writing exercises that promote self-expression and imagination are also powerful tools for fostering creativity

If we are to reform the education system to meet the needs of the modern world, creativity must be placed at the forefront of the learning process. Ken Robinson and Robert L. Fielding have proposed several ways to foster creativity in education, all of which emphasize the importance of breaking away from traditional methods. One of the most effective ways to encourage creativity in students is through the use of Socratic discussions—dialogues that challenge students to think deeply, question assumptions, and explore multiple perspectives. By encouraging open-ended questioning, teachers can help students develop critical thinking skills and explore new ideas without fear of being wrong. Writing exercises that promote self-expression and imagination are also powerful tools for fostering creativity. Rather than focusing solely on technical writing skills, schools should encourage students to explore creative writing, poetry, and storytelling as ways to develop their unique voice and perspective. These exercises not only enhance creativity but also help students build empathy and emotional intelligence, both of which are essential for success in the modern world. Divergent thinking—where students are encouraged to generate multiple solutions to a problem—is another key element in fostering creativity. Unlike convergent thinking, which focuses on finding a single correct answer, divergent thinking promotes exploration, experimentation, and innovation. It allows students to approach problems from different angles and encourages the kind of out-of-the-box thinking that leads to breakthroughs in science, technology, and the arts.

Technology presents unprecedented opportunities to foster creativity and innovation in the classroom

The Role of Technology in Promoting Creativity: As the world becomes increasingly digital, technology has emerged as both a challenge and an opportunity for the education system. On one hand, the rapid pace of technological change has created an environment where traditional methods of teaching and learning are no longer sufficient. On the other hand, technology presents unprecedented opportunities to foster creativity and innovation in the classroom. Tools such as artificial intelligence, virtual reality, and online collaborative platforms have the potential to revolutionize the way students learn. AI, for instance, can personalize education by adapting learning experiences to the unique needs and preferences of each student, offering them opportunities to explore subjects in ways that suit their individual learning styles. This customization allows for a more creative and flexible approach to education, where students are encouraged to engage with material at their own pace and according to their own interests. Virtual reality (VR) takes learning beyond the traditional classroom, offering immersive experiences that can transport students to any place or time, sparking their imagination. A student studying ancient civilizations could, for example, virtually explore the pyramids of Egypt or the streets of ancient Rome, gaining a deeper, more creative understanding of history. In a similar vein, online platforms enable collaboration among students from different parts of the world, allowing them to work together on projects, share ideas, and develop creative solutions to problems. These tools emphasize the importance of teamwork, creativity, and critical thinking—skills that are crucial in the modern, globalized economy. However, technology must be integrated thoughtfully into the classroom. Simply providing students with access to digital tools is not enough; teachers must be trained to use these tools in ways that promote creative thinking and problem-solving. It is also important to remember that while technology can enhance creativity, it should not replace the human element of education. As Steve Jobs famously said, “Technology is nothing. What’s important is that you have faith in people, that they’re good and smart, and if you give them tools, they’ll do wonderful things.”

Teachers should foster a classroom environment that values risk-taking, experimentation, and failure as part of the learning process

Teachers as Facilitators of Creativity: A transformative education system relies on more than just technology; it also requires teachers who are equipped to inspire and nurture creativity in their students. Educators are the cornerstone of any educational reform, and their role must evolve from being dispensers of knowledge to facilitators of creative thinking. For teachers to effectively promote creativity, they must first be empowered with the right training and resources. This means providing professional development opportunities that focus on innovative teaching strategies, such as project-based learning, inquiry-based learning, and the use of cross-disciplinary approaches. These methods encourage students to explore subjects holistically and make connections between different areas of knowledge, leading to more creative and meaningful learning experiences. Moreover, teachers should foster a classroom environment that values risk-taking, experimentation, and failure as part of the learning process. Creativity thrives in spaces where students feel safe to explore new ideas without the fear of making mistakes. Teachers can create this kind of environment by emphasizing the process of learning over the outcome and by celebrating the diversity of thought among their students. It is also crucial for teachers to model creative thinking themselves. By engaging in creative activities and demonstrating a passion for learning, teachers can inspire their students to do the same. As Carl Rogers suggested, the teacher’s role is to act as a “midwife” to the creative process, helping students bring their ideas to life and encouraging them to take ownership of their learning.

In Finland, the emphasis is not on high-stakes testing or rigid curriculums

The global education landscape offers valuable lessons on how to successfully integrate creativity into the classroom. Finland, often hailed as having one of the best education systems in the world, serves as a model for how education can prioritize creativity and innovation without sacrificing academic rigor. In Finland, the emphasis is not on high-stakes testing or rigid curriculums. Instead, the education system fosters creativity through a combination of flexible teaching methods, cross-disciplinary projects, and a deep respect for the individuality of each student. Finnish schools allow students significant autonomy in choosing their learning paths, and teachers are given the freedom to design lessons that encourage exploration and creative thinking. This approach has led to impressive results, with Finnish students consistently outperforming their peers in global assessments of problem-solving and critical thinking. What sets Finland apart is its commitment to viewing students as active participants in their own learning, rather than passive recipients of information. The system encourages collaboration, creativity, and independent thought—qualities that are essential for success in the modern world.

Read: Fostering creativity in education: lessons from Finland and Singapore

The challenges facing the education system today are vast, but they are not insurmountable. If we are to prepare students for the complexities of the modern world, creativity must be placed at the heart of our education system. This requires a radical shift in how we approach teaching and learning, moving away from traditional methods that prioritize conformity and standardized testing and toward a model that values critical thinking, exploration, and innovation. Ken Robinson, Carl Rogers, Robert Franklin, and countless others have long advocated for an education system that nurtures the creative potential of every child. Their work underscores the need for a holistic approach to education—one that recognizes the importance of self-expression, curiosity, and the ability to think outside the box. As we move forward, it is essential that policymakers, educators, and communities work together to create an environment where creativity can thrive. This means rethinking curriculums, investing in teacher training, and embracing the potential of technology to enhance creative learning. Most importantly, it means recognizing that every child has the capacity for creativity and that it is our responsibility to help them unlock that potential. In the words of Steve Jobs, “Innovation distinguishes between a leader and a follower.” If we want to cultivate the next generation of leaders—individuals who will drive progress, solve the world’s most pressing problems, and push the boundaries of what is possible—we must start by fostering creativity in the classroom.

Read – Reviving Individuality: Nurturing Free Thought in Modern Education

The call to foster creativity in education is not just a matter of individual success but a societal imperative. The world is changing, and the ability to innovate, adapt, and think creatively will determine not only the success of individuals but also the progress of nations. By embracing creativity in education, we are not only equipping students with the tools they need to succeed in the modern world but also laying the foundation for a more innovative, inclusive, and prosperous future. The time for change is now, and the path forward is clear: we must reimagine education to nurture the creative potential of every child.

Read: Art as a Catalyst for Intellectual Growth in Children

__________________

Nisar Banbhan is a seasoned professional with nearly 24 years of diverse experience, including 3 years in journalism, 21 years in a public sector organization, and a longstanding career in writing and freelancing. He specializes in content creation, scriptwriting, screenwriting, lyricism, poetry, short stories, and the crafting of articles and columns in both Sindhi and Urdu.

The post Fostering Creativity in the Education System: A Revolution Waiting to Happen first appeared on Sindh Courier.

By Ranit Chowdhury

“Your ability to navigate the world of soft skills is what transforms potential into reality.”

Soft skills refer to the personal qualities and social abilities that define an individual’s capacity for productive communication with others. Technical skills can help us to get a job but the grip of soft skills ultimately leads us to climb the ladder of success. Due to increasing competition in the job market, the knowledge of soft skills has become mandatory.

Even if having good knowledge of a subject matter is not enough, the command of soft skills is of utmost value. Due to technical advancement and recession in the modern workplace many people are losing their jobs. If a person has good insight of soft skills it may help them from termination also to succeed in startup too.

Moreover today’s lifestyle is very complex, we all go through personal and professional turmoil, our grasp in soft skills will teach us how to deal with these issues so that it won’t hamper our professional and personal life too.

Our education system mainly focuses on hard skills as a result there is a gap in soft skills. Soft skills cannot be spoon fed, they need to be developed by rigorous training from time to time which needs to be started from school level only, so that when a candidate faces the real world don’t get jumbled up.

 Some of the important soft skills

1. Professionalism
2. Problem Solving
3. Abilities
4. Flexibility
5. Teamwork
6. Communication skills.

During an interview we get very less time to express our potential , within a few seconds we need to show our hard and soft skills so that the company gets the confidence to hire us and later our knowledge of soft skills only help us to stick to the job and march forward.

Today’s Gen Z is tech savvy, their communication style is concise, informal mainly in text format. Due to the increasing number of concrete walls today’s Gen Z are basically confined at home only, as a result somewhere it also causes hindrance in their communication skills.

Technical skills can help us to get a job but the grip of soft skills ultimately leads us to climb the ladder of success

The Covid pandemic has brought the whole world into virtual platforms which are still followed by many countries. Now it becomes quite difficult to present ourselves or to convince someone virtually. In this situation the knowledge of soft skills plays an important role.

It is also important to state that soft skills have existed for years in various forms.

The Book of proverbs in the Old Testament of the Holy Bible (10th to the 4th century BC) enlightens us on the concept of importance of soft skills. Our holy books always uplift us with wisdom. The wise sayings of our holy books can be juxtaposed in the modern era of what we refer to as soft skills.

Here are the few examples:

Proverb 29.20 Do you see a man who speaks in haste? There is more hope for a fool than for Him.

(This proverb reflects the idea that one must speak with precision and clarity so that others can comprehend it well.)

Proverb 18.3 He who answers before listening-that is his folly and his shame.

(This refers to listening skills, one needs to listen with full attention otherwise the conversation become vague)

Proverb 24.10 if you falter at times of trouble, how small is your strength.

(This gives us a mirror of how important leadership qualities are, especially in the time of crisis).

In addition to the Holy Bible, The Ancient Egyptians wrote:

Be skilled in speech so that you will succeed. The tongue of a man is his sword and effective.

Speech is stronger than all fighting.

Employers are beginning to understand the crucial relevance of soft skills. As a result the job opportunities as soft skill trainers is also increasing.

“In the end it’s not just about what you know, but how you connect and interact with others that defines your success.”

__________________

Ranit Chowdhury is an Indian native. By profession, he is an Assistant Manager Training and Development, working in Assam downtown University, Guwahati, Assam. He is empowered with almost 10 years’ experience in the field of soft skills training. In his spare time he loves to read books and write articles.

Shared by: Angela Kosta Academic, journalist, writer, poet, essayist, literary critic, editor, translator

The post The Age of Soft Skills first appeared on Sindh Courier.

SHOUKAT LOHAR

Education is the cornerstone of society, and at the heart of this noble pursuit lies the figure of the teacher. Teachers play a pivotal role in shaping young minds, imparting knowledge, and instilling values. Their influence extends far beyond the classroom, as they hold the power to inspire, nurture, and guide the future generations. In this essay let’s delve into the multifaceted role of teachers, exploring their impact on students, their dedication to lifelong learning, and the challenges they face in their profession.

Facilitating Learning

Teachers serve as facilitators of learning, creating engaging environments that promote critical thinking, creativity, and problem-solving skills. They design lesson plans, deliver lectures, and employ various teaching strategies to accommodate diverse learning styles. By fostering a love for learning, teachers empower students to explore new ideas, expand their knowledge, and develop a thirst for lifelong learning.

Mentoring and Role Models

Teachers are not just providers of knowledge; they are also mentors and role models for their students. They serve as guides, offering advice, support, and encouragement. A teacher’s impact goes beyond the academic realm, as they help shape students’ character, values, and aspirations. By leading by example, teachers inspire their students to become responsible citizens, compassionate individuals, and lifelong learners.

Individualized Support

Teachers recognize that each student is unique, with different strengths, weaknesses, and learning needs. They strive to provide individualized support, identifying students’ areas of improvement and tailoring their instruction accordingly. Whether through one-on-one interactions, personalized feedback, or differentiated instruction, teachers ensure that no student is left behind. They create inclusive classrooms where every student feels valued and empowered to reach their full potential.

Building Relationships

One of the most significant aspects of teaching is the ability to build meaningful relationships with students. By fostering a positive and supportive classroom environment, teachers create spaces where students feel safe to express themselves, share their ideas, and collaborate with their peers. These relationships built on trust and respect lay the foundation for effective teaching and learning, enabling teachers to connect with students on a deeper level and understand their individual needs.

Lifelong Learners

Teachers are lifelong learners themselves. They constantly update their knowledge, skills, and pedagogical approaches to stay current with the latest research and educational trends. Continuous professional development helps teachers enhance their teaching methods, adapt to changing student needs, and implement innovative approaches in the classroom. By embracing lifelong learning, teachers set an example for their students, emphasizing the importance of growth, curiosity, and self-improvement.

Challenges Faced by Teachers

While the role of a teacher is rewarding, it is not without its challenges. Teachers often face large class sizes, limited resources, and time constraints. They must navigate diverse student populations, including students with special needs and language barriers. Additionally, teachers face external pressures, such as standardized testing and curriculum demands. Despite these challenges, teachers remain resilient, dedicated, and passionate about their profession.

Conclusion

The teacher serves as a beacon of knowledge, inspiration, and guidance. They play a crucial role in shaping the minds and futures of their students. Through their commitment to fostering learning, building relationships, and being lifelong learners themselves, teachers leave an indelible mark on the lives of their students. Let us appreciate and support the invaluable contributions of teachers, for they are the architects of a brighter tomorrow. It’s humbly suggested that the teachers must realize their responsibilities and work sincerely for improving the quality of education for building better future of children, youths and the nation. The teachers’ role is pivotal in revival of education system which has been destroyed over the decades.

__________________

Shoukat Lohar is Assistant professor in English at Mehran University of Engineering and Technology Jamshoro. He can be reached at Shoukat.ali@faculty.muet.edu.pk

The post The Teacher: Shaping Minds, Inspiring Futures first appeared on Sindh Courier.

SHOUKAT LOHAR

The youth of Pakistan in general and the province of Sindh in particular, face a multitude of challenges that have left them confused and disillusioned about their future prospects. With a deteriorating education system and limited opportunities for growth, many young people have resorted to negative coping mechanisms such as drug addiction and criminality. The absence of proper guidance and support, coupled with the corrupt nature of competitive examinations, further exacerbates the dilemma faced by the youth. It is high time for the government and society to address these issues and pave the way for a brighter future.

Education System – A tool for Job acquisition

The education system in Pakistan has primarily focused on rote learning and memorization, treating education as a means to secure employment rather than fostering critical thinking and creativity. The lack of practical skills development and career guidance has resulted in a bleak future for many young individuals. The class-based system of education further perpetuates social inequality, denying equal opportunities to all segments of society.

Mentoring and Support – Absence of Guidance

The absence of mentoring and support systems adds to the dilemma faced by the youth. Without proper guidance, young individuals find it difficult to navigate the complexities of their chosen career paths. This lack of mentorship results in a sense of aimlessness and confusion, leading some to resort to negative coping mechanisms.

Drug Addiction and Criminality – Escaping the Fractured System

With limited opportunities and a sense of hopelessness, many young people turn to drug addiction and criminal activities as an escape from their dire circumstances. This not only harms their own well-being but also contributes to the overall deterioration of society. Urgent measures are required to address the root causes of these issues and provide support systems for those affected.

Competitive Examinations – The Gateway to Corruption

Competitive examinations, such as the Central Superior Services (CSS) and Provincial Civil Services (PCS), have long been plagued by corruption. The lack of transparency and merit-based selection processes discourages talented individuals and perpetuates a system of favoritism. This undermines the aspirations and efforts of the youth and contributes to their disillusionment.

Neglected Female Youth – A Silent Crisis

The female youth in Pakistan faces unique challenges, as they are often neglected and their issues are overlooked. Gender biases and societal restrictions limit their access to education, employment, and participation in decision-making processes. Ignoring the needs and potential of female youth not only hampers their progress but also hinders the overall development of the country.

The Way Forward

Government Intervention: The government needs to acknowledge the concerns of the youth and prioritize their well-being by implementing effective policies and initiatives. Investments in education, vocational training, and mentorship programs are essential to empower the youth and equip them with the skills needed for the job market.

Awareness and Dialogue: The media should play an active role in highlighting the challenges faced by the youth and fostering a dialogue on youth issues. Special programs dedicated to addressing their concerns can help raise awareness and encourage the development of innovative solutions.

Creating Supportive Spaces: Libraries, community centers, and recreational spaces should be established to provide safe environments for the youth to learn, engage in productive activities, and foster social connections. These spaces can also serve as platforms for mentorship and guidance.

Entrepreneurship and Skill Development: Encouraging entrepreneurship and providing opportunities for skill development can empower the youth to create their own opportunities and contribute to economic growth. The establishment of small businesses and educational institutions that cater to the needs of the youth can create a conducive environment for growth.

Conclusion

The youth face numerous challenges that hinder their growth and well-being. To address this dilemma, the government, society, and media must recognize the urgency of the situation and take concrete steps to provide education, guidance, and support to the youth. By investing in their development, creating supportive spaces, and fostering entrepreneurship, Pakistan can unlock the immense potential of its young population and pave the way for a brighter future.

_________________

Shoukat Lohar is Assistant professor in English at Mehran University of Engineering and Technology Jamshoro. He can be reached at Shoukat.ali@faculty.muet.edu.pk

The post Youth of Pakistan: Dilemma, Disillusion, and the Way Forward first appeared on Sindh Courier.

SHOUKAT LOHAR

Education plays a vital role in shaping individuals and society as a whole. Traditional teaching methods have long been the norm, focusing on rote memorization and passive learning. However, in recent years, a new approach called Critical Pedagogy has gained recognition for its transformative potential in education. Let’s explore the concept of Critical Pedagogy, its differences from traditional teaching methods, the contributions of Henry Giroux, and recommendations for incorporating it into our existing teaching methodologies.

Critical Pedagogy can be defined as an educational approach that challenges the existing power structures and encourages students to become critical thinkers, active participants, and agents of social change. It aims to go beyond the transmission of knowledge to foster a deep understanding of social issues, inequality, and injustice. By empowering students to question, analyze, and challenge the status quo, Critical Pedagogy aims to create a more democratic and equitable society.

One of the key differences between traditional teaching methods and Critical Pedagogy lies in their underlying philosophies. Traditional teaching often follows a banking model, where knowledge is deposited into students’ minds, and their role is to passively receive and regurgitate information. This approach lacks student engagement, critical thinking, and the development of independent thought. In contrast, Critical Pedagogy emphasizes dialogue, interaction, and critical reflection. Students are encouraged to actively participate in the learning process, question assumptions, and develop their own perspectives.

When comparing our existing teaching methodologies with Critical Pedagogy, it becomes clear that our current system often falls short in several areas

Henry Giroux, a prominent scholar in the field of Critical Pedagogy, has made significant contributions to reshaping teaching practices. Giroux argues that education should not only focus on academic content but also address issues of power, politics, and social justice. He emphasizes the need to cultivate students’ critical consciousness to understand and challenge the oppressive forces that exist in society. Giroux advocates for educators to create a democratic and inclusive classroom environment that promotes dialogue, respect, and the recognition of diverse perspectives.

When comparing our existing teaching methodologies with Critical Pedagogy, it becomes clear that our current system often falls short in several areas. Standardized testing, rigid curricula, and a focus on memorization hinder students’ creativity, critical thinking, and problem-solving skills. Moreover, marginalized students often face systemic barriers that prevent them from receiving an equitable education. Critical Pedagogy offers an alternative by centering the experiences and voices of all learners, challenging oppressive structures, and promoting social justice.

To incorporate Critical Pedagogy into our existing teaching methodologies, several suggestions and recommendations can be considered:

1. Foster Critical Thinking: Encourage students to question assumptions, think independently, and analyze different perspectives. This can be achieved through open-ended discussions, debates, and problem-solving activities.
2. Promote Dialogue and Collaboration: Create a classroom environment that encourages respectful dialogue, active listening, and collaboration among students. This helps build empathy, understanding, and appreciation for diverse viewpoints.
3. Incorporate Real-World Issues: Connect classroom learning to real-world issues, encouraging students to critically examine social, political, and economic problems. This can be achieved through case studies, community engagement projects, and interdisciplinary approaches.
4. Embrace Student Voice and Agency: Provide opportunities for students to share their experiences, ideas, and solutions. Empower them to take ownership of their learning process and become active agents of change.
5. Address Social Inequality: Integrate discussions of social justice, equity, and inclusivity into the curriculum. Expose students to diverse perspectives and challenges regarding learning and teaching.

_______________

Shoukat Lohar is Assistant professor in English at Mehran University of Engineering and Technology Jamshoro. He can be reached at Shoukat.ali@faculty.muet.edu.pk

The post Critical Pedagogy: Democratization of Teaching Practice first appeared on Sindh Courier.

Ashfaque Ali Zardari

Currently, Finland is on the top in terms of educational ranking, while the superpower America is at the 20th place. This year, Finland will be the only country in the world where there is no such thing as a subject in schools. Any school in the country has a maximum of 195 children with one teacher for 19 children.

The longest recess in the world is also in Finland, as the children spend 75 minutes of their school time in recess. It follows 57 minute recess in New York schools. A school gives children such a long break instead of teaching that they would be out of school the next day. Interestingly, these schools only have 20 hours of teaching in a whole week while teachers spend 2 hours a day on improving their skills.

There are no schools in the entire country for children before the age of seven and no formal examination of any kind before the age of fifteen. A math teacher was asked what do you teach children and he smiled and said “I teach children to be happy and make others happy, because that way they can solve every question easily.”

Take the example of Japan, children are taught only one subject till the third grade and that is ‘ethics’ and ‘manners’. Hazrat Ali said, “He who does not have literature does not have religion.” I don’t know how the people of Japan know about Hazrat Ali and why we still don’t know about him. However, the implementation responsibility is currently held by the Japanese.

One of our friends went to Japan and upon reaching the airport, he introduced himself as a teacher and then he thought that he might be the Prime Minister of Japan. The late writer Ashfaq Ahmed once had to go to court in Italy and he also introduced himself that I am a teacher. He writes that all the people present in the court, including the judge, stood up from their seats. This is the secret of the progress and rise and fall of nations.

Social studies is not “taught” in Japan because it is not something to be taught. They are teaching their generation very well how to socialize. In Japanese schools, children and teachers organize themselves for cleaning, from the time they come to school at 8 in the morning until 10 o’clock, the whole school is engaged in cleaning, including children and teachers.

On the other hand, you should look at our education system which consists only of copying and printing. Our children have become ‘publishers’. You see the spectacle of what is written in the book, the teacher copying the same on the board, the children reprinting the same on the copy, the teacher giving the same copied and printed material in the exam, marking the important questions themselves and so on. They prepare the paper themselves and check it themselves and give marks by themselves.

The decision of the child to pass or fail is also made by themselves and the parents keep clapping their hands on this result and sing praises of the children’s intelligence and ability; whose children fail, they keep regretting this result. And they continue to taunt their child with “leprous brain” and “dull mind.” For 13 and 14 years, we make the children stand in a line and do the assembly, and as soon as they leave school, they break the line and do their work.

Students spend all their time in school “learning” science and you won’t see any “scientists” in the whole country because science is unfortunately a matter of “learning” and experimenting. And we call it “Ratta” too. You will be surprised that the first matriculation exam was held in 1858 and the British government decided that the people of the subcontinent are half of our intelligence so we have “passing marks” of 65. So 32 decimals should be for those in the subcontinent. Two years later, in 1860, the passing marks were changed to 33 for the convenience of teachers, and we are also busy finding the intelligence of our children with the same 33 marks.

________________

The post Pakistan and its failed education system first appeared on Sindh Courier.

Education has been considered as the backbone of society. Education is one of the gifts of God which makes humans different from animals and other creature. It creates behavior, tolerance, honesty and makes person more humble and kind; leads every step towards enlightenment and expand knowledge.

Our education system has several faults that need to be rectified like a mechanic finds problem in vehicles and then he sets, or a gardener who plucks weeds for the proper development of plant or garden. However in Pakistan the paradigm is vice versa.

The people just get educated for job, money and fame, which are the major causes of low standard thinking and failure. The parents teach their sons/daughters to become doctors, engineers, government officers and lawyers etc. The parents fix the destination and boundaries before birth of children. These pre-decided decisions compel and make students as imitators. They just think for their lives and wealth but at limited scale. They do not cross the boundaries of pre-decided areas, so these selfish and corrupt acts lead them to become the servants.

The real leaders are those who think beyond the boundaries of pre-decided areas; they think for whole not for single. They lead and carry all people simultaneously.

Pakistan’s education system is making people “educated Illiterate.” it means having eyes but not watching through eyes, and acting like the blinds; they try to put themselves in comfort and luxurious areas. They have been studying for how to earn money and enjoy. Such types of people spoil whole society.

Owing to lack of proper education system, Pakistanis are much away from the motive of education; they don’t know the worth of education and that’s why ‘servants’ have been born for long times. Leaders born where the aim of education must be free from restrictions, enforcements. Students must be free from their birth. These are the causes of failure of education in Pakistan.

Ashfaque Ali Zardari

Nawabshah Sindh

The post Reasons of the failure of educational system in Pakistan first appeared on Sindh Courier.

Muneer Ahmed Mirjat

Higher Education is phenomenal for developing society and country in terms of technical and financial terms. Quality graduates are the intended outcomes of the whole higher education academic and research cycle. Pakistan is investing less than 2 percent of its GDP in this sector. Countries have invested decades in finances and capacity building to achieve a leading position in innovation and entrepreneurship. Communication infrastructure in the shape of road networks is vital for various movements of goods and for carrying out business activities efficiently. The network of HEIs equipped with laboratories and libraries is essential for producing quality graduates to meet the local and international demand for Quality Human resources.

Pakistan is investing less than 2 percent of its GDP in this sector. Countries have invested decades in finances and capacity building to achieve a leading position in innovation and entrepreneurship.

The University education starts at mostly the 13th year of education, which is level 5 qualification in the National Qualification Framework. Entry to any University is only possible if one qualifies for the entry test and other institutional requirements. The entry tests were introduced to measure students’ potential to carry out relevant academic activities in years to come. It all started in 1998 when the government decided to conduct admission tests for professional programs. It is observed that the people who deserve to be in universities were mostly out of the system due to favoritism and manipulation in the results of Board Examinations. Although, it all started with an aim to provide fair opportunity to all groups in society to have fair competition for limited public sector seats in various domains. It was expected that reforms in the Board System would be introduced by introducing Information Communication Technology based systems and qualified human resources for conducting examinations professionally. Surprisingly, we have Examination Boards at the division level in all provinces in Pakistan, but all have different schedules and standards for conducting the examination. Standardization in terms of Syllabus and instruments is the need of the hour. Alignment of College’s and School academic content with that is another major challenge.

All our efforts and energies are spent on conducting examinations transparently and fairly; why don’t we keep such monitoring when the academic year is in progress?

In the whole secondary and post-secondary education cycle, students are the victims of various checks and balances introduced at School, College, Board, or university. When the student is at school, there is no need for an identification slip or card with a photo to appear in the exam. As soon as students reach class 8 or 9, the Board conducts an exam. Their humiliation starts when they are given an admission slip for the center, issued for identification, as final exams are conducted at a different school. On examination day, student harassment starts from the gate to the classroom. First, they are asked to provide valid proof that they are genuine students and invigilator stars like they are accused. Eyes, nose, and ears, along with eyebrows, are matched. Even for slight difference, they are asked to promptly reply to questions like sharing their date of birth, father’s name, etc. After successful identification, they are searched for mobile, smartwatches, and other gadgets by a person who continuously shouts and warns that the paper will be canceled if they do not comply with the instructions. After successfully entering the examination center, they will search for the examination room in the list displayed inside the premises. Students are compelled to find their number in A4 size printed papers. Locating a room without proper labels will be another task as a part of the examination. The invigilator at the room’s gate will again check the slip, CNIC or other identification documents and then allow sitting in the examination. Most of the time, entry into the examination center is made almost two hours before the actual time of the paper; therefore, those who are there well before the time must wait with all anxieties and apprehensions about the outcome of the examination. As soon as the paper starts, the students will desire silence in the examination room to focus on analytical and critical problems. Still, unfortunately, the invigilator will start taking attendance with the number of instructions for avoiding cheating, etc. The instructions and announcements for the remaining time will continue during two or three-hour paper without realizing that it distracts students from focusing on the questions. A wall clock in the room can reduce the series of announcements.

As soon as half an hour passes, the examination supervisor will visit and disturb them by randomly checking who is who. The monitoring team takes similar actions and may visit the examination center at any time, and the whole center is monitored for anything which is not allowed in the examination. It is easy to reserve a seat on a flight or bus with this choice. It is easy to get cash from one’s bank account through thumb impressions at various ATMs, and one can get any SIM with biometrics within seconds. If our institutions adopt the same biometric identification system, then much of the student harassment during exams can be reduced.

Further, all our efforts and energies are spent on conducting examinations transparently and fairly; why don’t we keep such monitoring when the academic year is in progress? Have we checked teachers are on time, labs are equipped, libraries are filled with books and benches etc.? Technology provides an opportunity to get out of the traditional way of conducting examinations in a stressed environment. Multinational companies are conducting tests in the entire world professionally and respectfully, which gives them a good reputation. In contrast, we are latterly torturing our youth to become sadist officers, academicians, engineers, and doctors of the future.

__________________

Muneer Ahmed Mirjat is Director, Higher Education Commission, H-8 Islamabad

The post Testing times for Education first appeared on Sindh Courier.