Present Day Problems, Chapter Removed by Right wing Paltoo Parties of Punjabi Establishment.

Why Right wing Parties supported by Pakistani establishment like PTI + Jamaat Islami wants to promote, Jihalat and Backwardness just like thier militant wing Taliban wants to do on Pashtuns only in Pakistan is that a Policy of Pakistani eatablishment that forms favour with PTI and Jamaat Ialami who's founders were recently hanged a few days ago in Bangladesh for Inhuman and Unislamic Practices of Mass graves and rapes of thousand of women in East Pakistan in 1971 .

Imran Khan Aka Captian Taliban Khan 

Siraj Ul Haq also known as Subedar Sahib head of Jamaat Islami 

PESHAWAR: The Elementary and Secondary Education Department is set to remove a whole chapter from a school textbook highlighting the contemporary issues, their causes and veiled hints towards the invisible elements responsible for creating such issues that have made the lives of people miserable in the region, according to sources.

The chapter titled “Da Maujoda Dor Masalay” (problems of the present age) in the Pashto book for
grade-10 will be removed on the demand of Jamaat-i-Islami, they said. The chapter was included in the textbook by the previous ANP-led government to inform the students about the various issues engulfing the society for the last many years, said the sources in the education department.

In the third paragraph on page 65 of the chapter it is stated that due to political instability millions of
Afghans were compelled to migrate to Pakistan who brought with them many problems from Afghanistan that still existed in our society.

The text on page 66 conveys that “It is crystal clear that human beings have always used their
power and inflicted brutalities on others in the process to impose their religious, political, national
and economic supremacy on others. 

In history whenever any group in any area on the earth started ruling by adopting such practices has left examples of brutalities and inhuman practices that has bowed down the head of human beings in shame”.

Without naming any area or country, it is stated that the power game still continues which has
caused huge losses to the society, particularly to the poor people. It further says that rich countries
have been using all resources in the region for imposing their agenda and increasing influence in
the third world countries.

The students read in the chapter that the people of the third world countries getting financial support
to fulfil their daily needs of life are being exploited intentionally or unintentionally, consciously or
unconsciously at the hands of the rich countries for their agenda.

“Such acts are apparently good and pious, full of benefits in this world and the life after death, but
actually the planner behind such acts wanted to spread violence,” it is added. “As such, the society which couldn’t educate their children due to lack of resources is used at the hands of others for achieving their goals, causing unrest and terrorism in the country,” it states.

In the same chapter, the students are told that due to lack of education, some religious sects have been promoting their causes in the society through use of huge amount of money.

It has also been mentioned that in the race of leaving others behind, the religious extremism often causes differences, which is one of the big reasons for unrest in the society.

The writer has also listed the uncontrollable increase in population as one of the problems, stating that having more children and lacking resources most of the people couldn’t provide education
to their children. Resultantly, such children become child labourers or beggars.

The unchecked population growth results in rising joblessness, which leads to suicides, mental and psychological diseases and drug addiction in the society.

Everything mentioned in the chapter is based on the present day realities, said a senior teacher of a government school. “It will educate the students about the contemporary issues,” he said, adding such issues were discussed in the textbooks for the first time.

“Such issues should be also discussed in the English and Urdu textbooks to educate the students at larger scale,” another senior teacher told Dawn.

When contacted, a senior official in the education department told Dawn that the material given in the
chapter was based on reality, but it could create bad impression of the state among the students.

“Actually, different schools of thought are discussed between the lines which could increase hatred in the society,” said an activist of Jamaat-i-Islami, who was one of the members of the team which held meetings with the officials of the education department in this connection.

He said that distribution of resources was the real problem, not increase in population. “Linking problems with the population growth is the propaganda of the West,” he said.

Published in Dawn, October 26th, 2014

Reversal of Educational Reforms in Khyber Pakhtunkhwa by PTI and Jamaat Islami

Written by Professor Khadim Hussain

ANP vs PTI Agenda

Petro- Dollar Jihad ( Via Riyals and Dollars ) when it is State Policy of Pakistan to Introduce Jihad in School Syllabus but twisting facts and True Islam as a Policy to Make Mercenary Jihads for Petro- Dollar Jihad ( Via Riyals and Dollars ) and Policy to Enslave Muslims States Like Afghanistan and Iran , then they use their Mullah Military Alliance with Right Wing Parities Creation of Punjabi Establishment as their tools such as PTI and Jamaat Islami and PML as well. The Policies made by Weakening  left wing and Lone Crusader Parties like ANP ( 120 Year Old Parties who Fought British and then continues its Fight Against Opression and Fight for Human Rights ) for Education is Reversed . 

It is interesting to note that the ‘working groups’ formed by the provincial government of Khyber Pakhtunkhwa for ‘reforms’ have almost made their recommendations public to some extent with the exception of education, especially curricula and textbooks. It seems recommendations of working group on curricula and textbooks have been shrouded in a weird kind of mystery. Hence, one can base analysis only on the sporadic hints that appear in media on and off.

Only cursorily mentioning of the issues of access and governance, which may be pivotal for achieving Millennium Development Goals, what seems evident from the press reports since working group for reforms in education was formed in July 2013 is that Pakistan Tehreek-e-Insaf ( PTI), Jamati Islami (JI) and Qawmi Watan Party ( QWP) coalition in Khyber Pakhtunkhwa has focused only on the following areas of quality of education:

1-      Medium of instruction

There seems to be an intriguing lack of understanding to differentiate between language education and medium of instruction. Two views seem to be prevailing in the government circles. The JI view, which might in all probability, prevails to achieve uniformity of education through imposing Urdu language as medium of instruction. The next step in their plan might be to nullify the Languages Act passed by the previous Provincial Assembly mainly represented by Awami National Party (ANP) and Pakistan People’s Party (PPP). The Act had introduced indigenous languages like Pashto, Hindko, Seraiki, Torwali and Khwar as compulsory subjects in public schools in Khyber Pakhtunkhwa. The JI might also keep pushing for nullifying the Act on Languages Authority and might convert it into something like National Languages Authority with a focus on Urdu, Persian and Arabic.

The PTI dominant view in this regard seems to introduce English as medium of instruction so that graduates are able to be absorbed by the job market. Besides lack of capacity of majority of teachers to teach in English, this view utterly confuses English Language Education and medium of instruction. The working group has so far not touched English Language Teaching reforms, if press reports are to be believed.

2-      Curricular Narrative

The JI might push for doing away with the indigenous icons in Social Sciences replacing them with pan Islamist icons. Not only this, they seem to have an inclination to include those pan Islamist icons who might be remembered for their achievements in wars and imposition of their brand of religion on indigenous communities. The JI may also push for including verses from the Quran and Traditions of the Holy Prophet that relate to Qital with a specific perspective. For example, the JI ideologues in the working group might go for Sura Anfal and Sura Toba for 13 and 14 years old learners. Both of these Suras had been revealed for specific circumstances and cannot be used in a generalized manner according to scores of interpreters of the Quran. This seems to be in sync with the Salafi jihadist narrative that has brought about a shift in religious authority with respect to ‘Jihad’. On the one hand the Salafi Jihadists have equated ‘Jihad’ with ‘Qital’ and on the other hand they have authorized privatization of that ‘Qital’.

The JI and some in PTI might, in all probability, lobby to segregate curricula leading to religious, sectarian, gender and ethnic marginalization in terms of the discourse of representation. The JI might also manipulate to have more quantity of Salafi religious contents in Islamic Studies. Pan Islamist narrative of history might be incorporated into the textbooks with the argument to fulfill the demands of ‘Islamic Education’ enshrined in the constitution of Pakistan. The social sciences and Islamic Studies textbooks might be re-written with the intent to purge them of indigenous narratives, indigenous history, modern civilization and critical thinking. Liberal arts will most probably be curbed in all levels of education.

3-      Academic environment

What seems ahead is that through mainstream media and through religious educational networks, pressure would be exerted on educational institutions of all categories to ensure gender segregation. This discourse seems to be manipulated in media in the shape of a popular demand for ‘pure’ and ‘sacred’ education. The walls of public schools and their class rooms might again be decorated and painted with the verses of Iqbal that teach Muslims to conquer the world, especially India, Israel and America. The overall environment will again be closed a little more leaving no space for any kind of rational debate. Questioning in the class-room and entertainment outside the class-room might be strangulated in the garb of a particular interpretation of Islam. The first victims of this educational paradigm might be women and ethno-lingual and ethno-religious minorities in Khyber Pakhtunkhwa.

Rahman Baba, Khushal Khan Khattak, Ghani Khan and Bacha Khan might again be banished from the academic world on the one hand and the indigenous discourse of non-violence and pluralism might be undermined on the other hand. The emphasis would remain on recruiting those as teachers who more or less think the way the JI ideologues think.

4-      Higher Education

It seems all the centers of excellence, educational boards and administrative positions would be manned by those who pay allegiance to the discourse of segregation, jihadization (Qital), and centralization. For this to happen, they would probably burry the constitutional obligation of a Provincial Educational Council on the one hand and push for Amendment to the Universities Act on the other hand.

Research proposal on Free Masons, Indian Evil Designs on Pakistan, the 3^rd World war, features of Islamic Society, Islamic Banking, and wars by the Muslim generals would be encouraged in the faculties of Social Sciences and Humanities.

Shouldn’t the working group on education make their recommendations public, especially those that pertain to curriculum and textbooks?

The writer is a political analyst based in Peshawar. Email: khadimhussain565@gmail.comTwitter/@khadimhussain4

source: http://pashtunwomenvp.com/index.php/2013-01-28-03-21-27/current-issue/307-pakhtunkhwa