Question

Highlight the objectives of English Education system for south Asia. How would you compare these objectives with Muslims' philosophy of education? Also describe the impact of English Education System on Pakistani nation by providing examples.

Answer 1

Answer:

Madaris (plural of madrasa) face a multitude of challenges in preparing students for life in rapidly modernising societies and emerging globalised knowledge economies. The complexity of the role and tasks of madaris, which are caught in the interface of modernity and tradition, the challenges they face, and the strategies they develop to address these challenges, suggest the need for a very cautious approach when attaining a clear picture of madrasa education and making conclusive statements about them. The literature has contributed more to confusion than clarity about the number of madaris, their rationale, purpose, pedagogy, curricula, funding, administration, relations with the state, and global violence. This paper presents an account of current debates of madrasa education and reform focusing on madaris within the diverse Sunni schools of thought and denominations located across South Asia and Southeast Asia. Based on an extensive review and analysis of over 90 articles, an overview of madrasa education and an examination of the issues and challenges facing Islamic schools that struggle to uphold tradition, and those that have begun to embrace modernisation and integration in the global process of change is given. The extent that some Islamic education systems are willing to collaborate with non-Muslims and in the process potentially enrich their circle of interest while engaging with the rest of the world in dialogue offers promising glimpses and a sense of hope for religious-based education in Muslim communities in the 21st century.

Answer 2

The disparity in educational achievement in the district of South Asia is huge.

English education in Asia

• While the Maldives and Sri Lanka have the least hole in instructive achievement, Nepal, Afghanistan and Pakistan have huge holes. A critical justification behind this is low interest in training. Bangladesh contributes 2.2 per cent of its GDP on instruction; India, 3.3 percent; Pakistan, 2.4 and Sri Lanka, 2%. This venture is unevenly appropriated: the most unfortunate 40% of the populace in Bangladesh got 50% of public essential spending in 2010; while the most extravagant 40% got 80% of public spending coordinated to tertiary training. This pattern is valid for Pakistan and India
• In spite of South Asia's obligation to kids' more right than wrong to free and necessary fundamental schooling, a few differences inside every nation make states of imbalance, in and through training. Fast financial development in South Asia for example, didn't prompt critical expansion in per understudy use

Muslims' philosophy of education

• Islam is a religion for all humankind and is important for both otherworldly and ordinary life. Islam doesn't perceive distinctions based on rank, belief, abundance, language , race, district and so on. Islam contains simply financial framework, an even friendly framework, codes of common, criminal, global regulation and a philosophical point of view toward the mission of life. Islam basically represents profound strict life and simultaneously characterizes a decent living for the humankind.
• Schooling system was basically strict in character. It was belittled by the Muslim rulers. The sole point of Muslim instruction became spread of Islam, propagation and safeguarding of Muslim culture. The Muslim rulers and recipients laid out "Maktabs' and 'Madarsas' where the investigation of Holy Quran turned into a conspicuous element. The Islamic regulations, conclusions, customs and principles were subjects of study and all understudies were expected to dominate them.

(spj3)