Relevant bibliographies by topics / Education – Pakistan ; Language and education – Pakistan

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education – Pakistan ; Language and education – Pakistan'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education – Pakistan ; Language and education – Pakistan"

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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.

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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.
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Sadia Asif, Imran Afzal, and Rahat Bashir. "An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education." sjesr 3, no. 2 (July 11, 2020): 370–82. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(370-382).

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A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy. The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.
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David, Maya Khemlani, Mumtaz Ali, and Gul Muhammad Baloch. "Language shift or maintenance." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 26–45. http://dx.doi.org/10.1075/lplp.41.1.02dav.

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Abstract Pakistan is a multilingual country with six major and over 59 minor languages. However, the languages used by the domains of power, (government, corporate sector, media and education), are English and Urdu. Compared to the other regional languages in Pakistan, the Sindhi language has a more emancipated position in the state-run schools and some other domains. The present study seeks to explore the extent to which the use of Sindhi language has been shifted or maintained, and to survey the patterns of language use in certain domains through Fishman’s domain concept for the determination of language shift within the community concerned. A mixed method data collection including questionnaires and in-depth interviews was conducted to find out whether Sindhis in the Sind province of Pakistan maintain their heritage language in specific domains and to ascertain the impact of Pakistan’s language policy on Sindhi language. The results show that Sindhis in Sindh province fully maintain their language and behold sentimental affiliation with it as part of their cultural identity. The Sindhis have successfully uplifted and maintained their language in education and other vital domains. The Sindhi community enjoys a higher ethno-linguistic vitality than the other ethnic groups in Pakistan.
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Shahid, Choudhry, Eng Tek Ong, Kung Teck Wong, and Asma Perveen. "EXPECTATIONS AND REALITY OF LEARNER AUTONOMY AND COMMUNICATIVE COMPETENCE IN PAKISTANI HIGHER EDUCATION INSTITUTIONS: A REVIEW." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 91–101. http://dx.doi.org/10.35631/ijepc.534007.

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The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.
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Huizinga, Marijke W. M. "Multilanguage Policy and Education in Balochistan (Pakistan)." Language Problems and Language Planning 18, no. 1 (January 1, 1994): 47–57. http://dx.doi.org/10.1075/lplp.18.1.05hui.

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SAMENVATTING De politiek van veeltaligheid en het onderwijs in Balochistan (Pakistan) In dit artikel wordt de situatie van meertaligheid in Balochistan (een provincie in het Westen van Pakistan) beschreven. Er is in 1989 vooral op politieke gronden besloten drie minderheidstalen in te voeren als instructietaal in het lager onderwijs: het Pashto, Baluchi en Brahvi. Deze beslissing heeft geleid tot een crisis vanwege belemmeringen op economisch, politiek, linguïstisch en educatief gebied om dit beleid gestalte te geven. Deze belemmeringen worden geanalyseerd. De auteur heeft in Quetta, de hoofdstad van Balochistan, gegevens verzameld. Het in veel met name westerse landen als ideaal beschouwde beleid locale talen als instructietaal te gebruiken in het lager onderwijs, blijkt in Balochistan vooralsnog niet haalbaar te zijn. RESUMO La politiko de multlingveco kaj la edukado en Baločio Estas priskribata la multlingveco en Baloĉio (provinco en okcidenta Pakistano). Oni tie en 1989 decidis, cefe pro politikaj kaüzoj, enkonduki la tri lingvojn pastua, baloca kaj brahva kiel instrulingvojn en la baza edukado. Pro ekonomiaj, politikaj, lingvaj kaj edukaj malhelpoj en la realigo de tiu politiko, la decido kaüzis krizon. Tiuj malhelpoj estas analizataj. La aütoro kolektis informojn en Kveto, la cefurbo de Baloĉio. La politiko, konsiderata idealo en multaj precipe okcidentaj landoj, laü kiu oni uzu la lokajn lingvojn kiel instrulingvojn en la baza edukado, montrigas en Baločio esti en la nunaj kondiĉoj nerealigebla.
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Pathan, Habibullah, Syed Shah, Shoukat Lohar, Ali Khoso, and Sadia Memon. "Language Policy and Its Consequences on Sindhi Language Teaching in Sindh, Pakistan." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 135. http://dx.doi.org/10.5539/ijel.v8n5p135.

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This paper examines the language teaching policy in Pakistan and its consequences on Sindhi language in Sindh province. The paper argues that such language policy has attempted to marginalize other local and indigenous languages of the country in general and Sindhi language in particular. Politics is actively engaged in determining the status of languages in the country. English and Urdu being the languages of the dominant social group, that is, the ruling elite in the country enjoy status of official and national languages respectively whereas languages of the marginalized group are excluded from the domain of education, literacy and power. The paper, thus, draws attention of the language policy makers to linguistic human rights and argues that all the languages should be treated equally. Education being inborn right of human being should be acquired in one’s own mother tongue; this is the only solution to cope with present and future challenges in Pakistani educational system.
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Haidar, Sham. "The role of English in developing countries." English Today 35, no. 3 (November 20, 2018): 42–48. http://dx.doi.org/10.1017/s0266078418000469.

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Research exploring the role of English in Pakistani education system usually focuses on the use of English as the medium of instruction. However, in this paper I argue that English language should also be discussed in the context of its indispensibility in social mobility and survival in Pakistan. In fact, English plays a number of crucial roles in some developing countries, of which Pakistan is one (Mansoor, 2003; Rahman, 2002). In Pakistan, English is one of the official languages and a prerequisite for professional jobs (Rahman, 2005). Because of its use in the domains of power, English can be seen as a source of self-improvement and as a means of career success (Mansoor, 2003; Rahman, 2002). Thus, the knowledge of English is a key indicator of social class and people consider it superior to other languages (Shamim, 2008). However, the use of English in education is one of the main sources of failure for many ordinary people (Bruthiaux, 2002). English is used as a control mechanism to play a gate-keeping role in access to higher education and key social positions (Coleman, 2010; Rahman, 2002). The imposition of English in education and its perceived prestige create additional problems for low socioeconomic status (SES) students who often have limited access to English.
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Canagarajah, Suresh, and Hina Ashraf. "Multilingualism and Education in South Asia: Resolving Policy/Practice Dilemmas." Annual Review of Applied Linguistics 33 (March 2013): 258–85. http://dx.doi.org/10.1017/s0267190513000068.

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This article focuses on the multilingual educational policies in India and Pakistan in the light of challenges in implementation and everyday communicative practices. The challenges these countries face in the context of the contrasting forces of globalization and nationalism are common to those of the other communities in this region. Both India and Pakistan have adopted versions of a tripartite language formula, in which the dominant national language—Urdu in Pakistan, and Hindi in India—along with a regional language and English are to be taught in primary and secondary schools. Such a policy is aimed at accommodating diverse imperatives, such as providing access to schooling to everyone regardless of their mother tongues, developing national identity through competence in a common language, and tapping into transnational economic resources through English. However, this well-intentioned policy has generated other tensions. There are inadequate resources for teaching all three languages in all regions and social levels. Certain dominant languages enjoy more currency and upset the multilingual balance. Furthermore, as people integrate English into their repertoires in recognition of the better-paid employment opportunities and communication media associated with globalization, language practices are becoming more hybrid. To resolve such tensions between policy and practice, some scholars propose a plurilingual model indigenous to the region. Rather than compartmentalizing languages and demanding equal competencies in each of them, such a model would allow for functional competencies in complementary languages for different purposes and social domains, without neglecting mother-tongue maintenance.
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Kamran, Shanzay, and Sabiha Mansoor. "Globalization and Language Use on Social Media in Pakistan." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 79. http://dx.doi.org/10.26417/ejls.v8i1.p79-84.

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This article examines the written comments of Pakistani students on the official Facebook sites of the public and private sector universities in order to study their English language skills and social networking systems of students and its implications for language policy in education. The study focused on the quantitative and statistical analysis and investigated the differences of Facebook users from the public and private sector in the light of educational background, regional variation, and gender. Results of the study displayed the dominant use of English and a significant difference between public and private sector students in their preference to use English. Results also showed that there is considerable differences in men and women representation on Social Networking Sites (Facebook) in some provinces of Pakistan. Findings of the study raise the issue of language discrimination between students of public and private sector universities, in terms of access and equity of the current language policy in Pakistan to meet language demands of globalization.
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Khan, Tania Ali. "Morphological Integration of Urdu Loan Words in Pakistani English." English Language Teaching 13, no. 5 (April 21, 2020): 49. http://dx.doi.org/10.5539/elt.v13n5p49.

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Pakistani English is a variety of English language concerning Sentence structure, Morphology, Phonology, Spelling, and Vocabulary. The one semantic element, which makes the investigation of Pakistani English additionally fascinating is the Vocabulary. Pakistani English uses many loan words from Urdu language and other local dialects, which have become an integral part of Pakistani English, and the speakers don't feel odd while using these words. Numerous studies are conducted on Pakistani English Vocabulary, yet a couple manage to deal with morphology. Therefore, the purpose of this study is to explore the morphological integration of Urdu loan words in Pakistani English. Another purpose of the study is to investigate the main reasons of this morphological integration process. The Qualitative research method is used in this study. Researcher prepares a sample list of 50 loan words for the analysis. These words are randomly chosen from the newspaper “The Dawn” since it is the most dispersed English language newspaper in Pakistan. Some words are selected from the Books and Novellas of Pakistani English fiction authors, and concise Oxford English Dictionary, 11th edition. The results show that, when the Urdu language loan words are morphologically integrated in Pakistan English, they do not change their grammatical category. Moreover, four distinguished morphological process are identified in integration of these loan words. The results also reveal that deficit hypothesis is the main reason of this lexical borrowin.
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Dissertations / Theses on the topic "Education – Pakistan ; Language and education – Pakistan"

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Tamim, Tayyaba. "Capability development : a sociological study of languages in education in Pakistan." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609049.

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Aftab, Asma. "English language textbooks evaluation in Pakistan." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3454/.

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This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.
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Amir, Alia. "Chronicles of the English Language in Pakistan : A discourse analysis of milestones in the language policy of Pakistan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65526.

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In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three phases: the mid-eighteenth century, the 1970s and the present decade. I will be tracing the similarities and differences in the language policies of these eras, and identifying any patterns which transcend these eras. I shall deal with each phase separately with a brief introduction and the rationale for their selection. The Colonial period which I have marked as an important phase is before 1857; the First War of Independence (also called the War of Mutiny). This is a period of the British East India Company Rule, and indirect involvement of the British Crown. My thesis revolves around the principle that language policy of an alien origin has played an important role in South Asian history which segregated between the colonized and the colonizer, which later turned to the segregation of the masses on the basis of Anglicised and non-Anglicised. I will also be looking at this segregation, in the LPP documents of the present decade as well. The language policy of the 1970s will be analyzed for the patterns in contrast with the present decade. The 1970s in Pakistan are a period of extraordinary chaos, beginning with a language-based separatist movement in East Pakistan gaining independence in 1971, the execution of a deposed elected prime minister and a nationalist language policy. Here, I would like to shed light on the reason of my label “nationalist” for this policy , as this was the only policy which determined, and made some concrete steps towards the establishment of Urdu as a medium of instruction, and Zia’s reinforcement of Urdu as a symbol of nationalism and Islam. But ironically this could not be implemented, in its true spirit either. This policy will not be dealt in detail, but the effect of its annulations on the present decade, if any. This decade will also be analyzed for patterns linked to the past colonial trajectories and the continuity of policies in favour of the English language as a medium of instruction. I will also be investigating the link between the present decade in relation to the interplay between colonial and Post- colonial influences. I would also like to bring forth the research carried on Pakistan’s language policy. The research carried on colonial India is vast, with researchers like Robert Philipson, and his influential book Linguistic Imperialism (1992). Pennycook (2001) also sheds light on the introduction of English language in colonial context and its implications. My contribution in this field is the comparison between the colonial and post-colonial policies with, Discourse Analysis. The selection of the policies of 2008 is also an advancement in this paper, which has helped in looking at the current policies in Pakistan.
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Hassan, Syed Sabih Ul. "Recent education changes at higher education level in Pakistan : English language teachers' perceptions and practices." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7662/.

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Higher Education Institutes (HEIs) of any country could be a source of providing professionals to the country in many fields. By doing so, HEIs could play a pivotal role in the economic growth of the country. In Pakistan, it seems that, in the wake of this realization, steps have been taken to reform Higher Education. Drawing on the Triple I model of educational change covering Initiation, Implementation and Institutionalization (Fullan, 2007) this study focuses on the planning and implementation of reforms in the Education system of Pakistan at higher education level that have been introduced by the Higher Education Commission (HEC) since its inception in 2002. Kennedy’s model of hierarchical subsystems affecting innovation and Chin and Benne’s (1985) description of strategies for implementing change also provided guidelines for analyzing the changes in education in the country to highlight the role that the authorities expect the language teacher to play in the process of implementing these changes. A qualitative method is followed in this study to gather data from English language teachers at three universities of the Khyber Pakhtunkhwa province of Pakistan. A questionnaire was developed to look into the perceptions of English language teachers regarding the impact of these reforms. This was followed up by interviews. Responses from 28 teachers were received through questionnaire out of which 9 teachers were interviewed for detailed analysis of their perceptions. Thematic Content analysis was used to analyze and interpret the data. Some of the most significant changes that the respondents reported knowledge of included the introduction of Semester System, extending the Bachelors degree to four years from two years, promotion of research culture, and increased teachers’ autonomy in classroom practices. Implications of these reforms for English teachers’ professional development were also explored. The data indicate that the teachers generally have a positive attitude towards the changes. However, the data also show concerns that teachers have about the practical effectiveness of these changes in improving English language teaching and learning in Pakistani Universities. Some of the areas of concern are worries regarding resources, the assessment system, the number of qualified teachers, and instability in the educational policy. They are concerned about the training facilities and quality of the professional training available to them. Moreover, they report that training opportunities for their professional development are not available to all the teachers equally. Despite the HEC claims of providing regular training opportunities, the majority of the teachers did not receive any formal training in the last three years, while some teachers were able to access these opportunities multiple times. Through the recent reforms HEC has empowered the teachers in conducting the learning/teacher processes but this extra power has reduced their accountability and they can exercise these powers without any check on them. This empowerment is limited to the classroom and there appears to be no or minimal involvement in decision making at the top level of policy making. Such lack of involvement in the policy decisions seems to be generating a lack of sense of ownership among the teachers (Fullan 2003a:6). Although Quality Enhancement Cells have been developed in the universities to assure the desired quality of education, they might need a more active role to contribute in achieving the level of enhancement in education expected from them. Based on the perceptions of the respondents of this study and the review of the relevant literature, it is argued that it is unlikely for the reforms to be institutionalized if teachers are not given the right kind of awareness at the initiation stage and are not prepared at the implementation stage to cope with the challenge of a complex process. The teachers participating in this study, in general, have positive and enthusiastic attitudes towards most of the changes, in spite of some reservations. It could also be interesting to see if the power centers of the Pakistani Higher Education appreciate this enthusiasm and channel it for a strong Higher Education system in the country.
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Shah, Tariq. "An exploration of attitudes towards the English curriculum in educational establishments in urban and rural Pakistan." Connect to e-thesis, 2008. http://theses.gla.ac.uk/269/.

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Thesis (M.Phil (R)) -- University of Glasgow, 2008.
M.Phil(R) submitted to the Department of Curriculum Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.

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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.
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Hussain, Shah Farwa. "An investigation into lecturers' beliefs and implementation of the English language curriculum change at higher education level in Pakistan." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/24247.

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This thesis describes an exploratory study designed to investigate the beliefs and perceptions of eight English language lecturers about, and their classroom practices in implementing the curriculum change that was enacted in 2010 at the undergraduate level in the public sector colleges in Pakistan. Research indicates that curriculum change is a highly complex and a multifaceted process (Carl, 2009), and its success depends on a number of features. In this respect, it is acknowledged that teachers and their multiple roles contribute significantly to the success or failure of any educational reform or change. Therefore, this exploration focussed on investigating teachers’ implementation of the curriculum change through an analysis of their beliefs about teaching and learning, their perceptions about the curriculum change, and the issues involved in implementation. My approach is interpretive, and thus qualitative research methodology was employed to obtain an in-depth understanding of the phenomenon under investigation. Semi structured interviews and classroom observations were used as data collection instruments. The analysis of the data revealed that, in spite of the lecturers’ generally positive attitude towards the concept of change and their belief in the importance of English for both individual and national progress, there was a limited uptake of the new communicative curriculum. The study indicated that teachers’ beliefs combined with a number of external factors including the student level, educational culture, examination washback, lack of resources and support, and absence of teacher training could be an explanation for contradictions between the intended and the implemented curriculum change. The study concluded that the needs of the teachers must be acknowledged, and measures should be taken to create compatibility between the teachers’ beliefs, contextual factors and the reform policies. Although the study does not provide any explicit solutions to the problem of change and reform implementation, the insights revealed significant implications, clarified some critical issues, and offered some recommendations which might prove beneficial not only for curriculum planning and implementation in the future, but could also be useful in guiding those involved in the present curriculum change. Important areas were also suggested for further research in the field.
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Ahmed, Irfan. "Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43289/.

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The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.
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Shaffi-Mir, Surriya. "An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, Pakistan." Thesis, Institute of Education (University of London), 1991. http://eprints.ioe.ac.uk/18596/.

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This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
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Skov, Bjarne. "Mitt hjemland Panjab : verdier i urdulærebøker fra 1.-5. klasse i grunnskolen i Pakistan og rammebetingelser i det pakistanske skoleverket : hva er relevansen for Osloskolen? /." Oslo : Institutt for kulturstudier og orientalske språk, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/IKOS/2007/59612/Master-AAS-urdu-BjarneSkov.pdf.

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Books on the topic "Education – Pakistan ; Language and education – Pakistan"

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Language planning in higher education: A case study of Pakistan. Karachi: Oxford University Press, 2005.

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Abedi, Razi. Educational chaos: Observations on the deteriorating state of education in Pakistan. Lahore: Rhotas Books, 1991.

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Brumfit, Ann. Language improvement programme of the Aga Khan Education Service, Pakistan: Evaluation report. [s.l.]: [s..], 1993.

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Malik, Farida Javed. The teaching of English in Pakistan: A study in teacher education. Lahore: Vanguard, 1996.

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Force, Pakistan Education Task. Education emergency Pakistan. [Lahore]: The Pakistan Education Task Force, 2011.

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Education Reform in Pakistan. Brussels: International Crisis Group, 2014.

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Sabir, Hussain Kh, Academy of Educational Planning and Management (Pakistan), and National Book Foundation (Pakistan), eds. Elementary education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2006.

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Mallick, Senaul H. Education market survey: Pakistan. [s.l.]: Education Counselling Service, 1995.

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Pakistan, World Food Programme, ed. Pakistan education atlas, 2010. Islamabad: National Education Management Information System (NEMIS), Academy of Educational Planning and Management (AEPAM), Govt. of Pakistan, 2010.

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Sabir, Hussain Kh, and Academy of Educational Planning and Management (Pakistan), eds. Basic education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2005.

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Book chapters on the topic "Education – Pakistan ; Language and education – Pakistan"

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Rahman, Tariq. "Mother tongue education policy in Pakistan." In The Routledge International Handbook of Language Education Policy in Asia, 364–80. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315666235-26.

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Rassool, Naz, and Sabiha Mansoor. "Chapter 7. Contemporary Issues in Language, Education and Development in Pakistan." In Global Issues in Language, Education and Development, 218–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599538-010.

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Sarfraz, Shazre. "Ethical issues in researching peer observation of language lecturers in a university in Pakistan." In Research Ethics in Second Language Education, 83–98. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-6.

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Rashid, Abbas, Irfan Muzaffar, Fatima Dar, and Salaeya Butt. "The Issue of English as a Medium of Instruction in Primary Schools in Pakistan." In Human Rights in Language and STEM Education, 179–204. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-405-3_11.

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Hussain, Irshad. "Pakistan." In Issues in Upper Secondary Science Education, 175–87. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_11.

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Kardar, Shahid. "Private sector in education." In Pakistan at Seventy, 249–58. Abingdon, Oxon; New York, NY : Routledge, 2019. | Series: Europa emerging economies: Routledge, 2019. http://dx.doi.org/10.4324/9780429426810-21.

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Naseem, M. Ayaz. "Pakistan." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 447–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_35.

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Rust, Val D., and Lucas Arribas Layton. "Islamic Education in Pakistan." In International Handbooks of Religion and Education, 731–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_26.

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Rust, Val D., and Lucas Arribas Layton. "Islamic Education in Pakistan." In Springer International Handbooks of Education, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_26-1.

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Halai, Anjum, and Naureen Durrani. "School Education System in Pakistan." In Handbook of Education Systems in South Asia, 1–30. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_17-1.

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Conference papers on the topic "Education – Pakistan ; Language and education – Pakistan"

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Hussain, Sarmad. "Invited speeches: The language factor in ICT education: A case from rural Pakistan." In 2009 International Conference on Emerging Technologies (ICET). IEEE, 2009. http://dx.doi.org/10.1109/icet.2009.5353218.

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Mukhammad, Khalid Innaiat Ali, and Irina Mikhailovna Timofeeva. "Reliance on invariant grammatical content when teaching the Russian language to foreign students." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-33230.

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Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.
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Shah Yousafzai, Mukammil. "Childhood education in Pakistan." In the International Conference on Future of Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icfte.2019.03.195.

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Ahmad, Irshad, and Mukammil shah. "Pakistan Higher Education System (Policies & Reforms)." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.852.

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Sajjad, Rida, and Muazzam Ali Khattak. "AN ENHANCED DISTANCE EDUCATION MODEL FOR PAKISTAN." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0060.

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Sinclair-Jones, Catherine. "DIGITAL CITIZENSHIP IN PAKISTAN - OPPORTUNITIES AND CHALLENGES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1516.

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Hollows, Sophie, Maryam Rab, and Charles Schulze. "UNDERSTANDING FEMALE PARTICIPATION IN STEM SUBJECTS IN PAKISTAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2006.

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Hollows, Sophie, Charles Edward Schulze, and Maryam Rab. "UNDERSTANDING FEMALE PARTICIPATION IN STEM SUBJECTS IN PAKISTAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0691.

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Iqbal, Assad, Qaim Ali, and Daniel Saeed Pirzada. "Productivity Measurement Issues in Education Sector of Pakistan." In 2012 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2012. http://dx.doi.org/10.1109/ghtc.2012.86.

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Sinclair-Jones, Catherine. "RETHINKING THE CULTURE OF RESEARCH IN PAKISTAN." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0627.

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Reports on the topic "Education – Pakistan ; Language and education – Pakistan"

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Barrera-Osorio, Felipe, David Blakeslee, Matthew Hoover, Leigh Linden, Dhushyanth Raju, and Stephen Ryan. Delivering Education to the Underserved Through a Public-Private Partnership Program in Pakistan. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23870.

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Baloch, Imdad, and Abeba Taddese. EdTech in Pakistan: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0035.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Afridi, Momina. Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan. Oxfam, August 2018. http://dx.doi.org/10.21201/2018.3002.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Jaffery, Zafreen. Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.409.

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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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