The education system of Pakistan has failed to perform effectively for many years. Rote memorization has been at the heart of the issue which dominates the public schooling system. Besides, the present system of examinations is designed in such a way that only tests memory rather than the understanding of the subject. The main cause of this symbolic state of examinations is a single prescribed textbook for each subject.
Words and phrases such as learning outcomes, comprehension, application and analytical ability are being mentioned widely in the backdrop of the Single National Curriculum (SNC). However, in reality, only the single assigned textbooks are used to set questions in the final examinations. The model textbooks which were designed under the SNC have a list of questions at the end of each chapter which are only for the reproduction of text for the answer. As a result of such construction, students are instructed to memorize certain portions of text books, and it is particularly urged on them to learn the questions at the end of the chapter.
Decades ago, there was no concept of a single prescribed textbook for a subject. At that time, authors were invited to design textbooks as per the prescribed curriculum and boards of education approved books after checking their validity in accordance with curricular guidelines. Consequently, a number of approved books for each subject were available in the market. Schools were free to choose textbooks for their students. Therefore, examination, at that time, was not based on a particular text but focused on competencies. The marketplace determined the fate of the textbooks. Those which helped the students achieve the best result were the ones to survive.
This method of formulating textbooks by individual authors was changed after the Sharif Commission Report of 1959. The Report suggested the formation of a specialized body for production of textbooks, because formation of textbooks was a laborious task and could not be left to individual authors. Moreover, the establishment of textbook boards for each province was proposed by the commission. The report further stated that only the textbooks written by the provincial boards would be applicable to their respective provinces. In this backdrop, an East Pakistan Textbook Board and a West Pakistan Textbook Board were set up.
The Pakistani youth has been bearing the brunt of the flawed education policy based on rote memorization. Poor performance of students of public and low-cost private schools in basic skills of language and arithmetic are unequivocal. Fossilization of these deficiencies could impact their professional careers.
As a result of the establishment of the provincial textbook boards, the quality of education and competition suffered a lot. This exclusive control of the boards over the production of textbooks produced substandard books with poor pedagogy and cheap printing. Moreover, this move narrowed down the scope of learning. In short, quality of education was severely affected due to such a monopolistic act.
It also confined examinations to the material in the textbook, resulting in the development of a culture of rote memorization and a surging in the number of tuition centres and get-through guidebooks.
Today, the situation is also abysmal. Handpicked authors of textbooks are paid handsomely. These authors introduce a new edition every year with slight changes only for financial gain at the expense of parents.
Efforts to end the system of single textbooks and to reintroduce the practice of multiple books of the past were made in 2007 under the National Textbooks and Learning Materials Policy. To abolish the monopoly of provincial textbooks boards, authors and publishers would have been invited in open competition with several approved textbooks for each subject and grade. However, the attempt was not allowed to materialize due to parochial interests of a few, preventing it from happening.
Now, the destructive policy of a single textbook has been imposed on schools by the existing government under SNC. These textbooks which are substandard and low quality in nature are prepared by the MOFE. The provincial textbook boards are instructed to print them. This means teachers and students follow one book per subject per class. The development of cognitive skills which is much touted under the SNC is reversed. The Pakistani youth has been bearing the brunt of the flawed education policy based on rote memorization. Poor performance of students of public and low-cost private schools in basic skills of language and arithmetic are unequivocal. Fossilization of these deficiencies could impact their professional careers.
The first measure is to abolish the single textbook policy. Curriculum- defined learning outcomes are to be given priority while setting exam questions.
