The Root; A Philosophical Perspective

 Everything is best when it is attached to its origin or where it has originated. There are a few examples that can help us better understand the concept. The fruits detached from a tree are spoiled or lose their value. The organ of the human body is very precious but when it is separated from the body it loses its wattage. The animal in its group is safe if it is in the band. But when it leaves its group it becomes prey. Like it, if you are accompanied by your family (spiritual or biological) you are active as a ripened fruit in a tree or a healthy organ in a body. If you lose the company of the good people, you will soon be in the position of prey like that animal who left its group or the organ out of a body. Which obviously, will not be longer in use. Be with those who are purified so that you would also be juvenile.

True Love; The parasite of the lover

A true lover always comes with an empty hand and a raptured heart

Laila dies for Majnun and Heer adores Ranja, and vice versa.

The drowning of Shereen and Farhad for each other are mere stories.

The actual experienced reality goes opposite to it.

Neither Laila loves Majun nor Ranja adores Heer,

Neither Farhad brings milk from a mountain nor does Ranja and Heer drown for each other.

The true lover never finds his soulmate.

S/he only gets a few memorable moments which always kill him/her.

Those devastating moments create holes in the lover’s heart like a flute

The voice in that heart becomes the sound of a flute

Every word of that heart becomes voice of the God.

Makes holes and holes, wounds and wounds.

The love lives inside of the lover and kills him/her day and night

The lover knows that s/he has brought up a un curable disease

And finally, the true lover dies of the parasite 

Thus, true love is the parasite of the lover.

Rumi's Silence

 

All day I think about it, then at night I say it.

Where did I come from, and what should I do?

 I have no idea. My soul is from elsewhere,

I'm sure of that, and I intend to end up there.

                                                                                                                                  Rumi

Rumi's prose, as you describe it, beautifully captures a common theme in mystic poetry and philosophy: the sense of a profound connection to a spiritual realm beyond the physical world. Rumi's reflection on his inability to express his inner thoughts during the day, contrasted with his silent revelations at night, illustrates a mystical journey inward, where the soul yearns for its true home—a divine origin or an existence beyond the material world.

In saying that he is "from something else" and "not a creature of this world," Rumi emphasizes his awareness of the spiritual nature of his being. This awareness leads to a form of detachment from worldly affairs, as mystics often view the material world as a temporary state, a stepping stone to a higher, more meaningful reality.

Similarly, Khalil Gibran’s metaphor of the dying as a ship sailing out of sight aligns with this mystical understanding. The ship’s departure from one shore and its simultaneous arrival at another reflect the soul's journey from the physical world to the spiritual realm.

In short, both Rumi and Gibran's works reflect a detachment from the mundane and a deep yearning for a connection to the spiritual. It not something taking refuge from once responsibilities, but it is the cry of the heart that feels away from the body. We all are back toward the home but this does not mean excuse.

Reflection on Views of Science Teachers on Inquiry-Based Teaching Method in Secondary Classes

 

Reflection on Views of Science Teachers on Inquiry-Based Teaching Method in Secondary Classes

Imagine a classroom where asking questions leads to deeper learning, this is what inquiry-based teaching is all about, helping students think and understand better (Kawalkar, Jyotsna & Vijapurkar, 2013). During my recent research with several secondary school science teachers at the University of Education, I explored their views on the inquiry-based teaching method by interviewing them. The science teachers shared their experiences, highlighting the benefits and challenges, their philosophy about the method, and their assessment of implementing this approach in their classrooms.

Initially, I was very happy to hear how inquiry-based teaching was received in secondary education. It was a joyous moment for me when I heard that students were enjoying while participating in the classroom. As the discussion moved forward, I felt so sad for the teachers’ concern about the difficulties they faced, particularly regarding time constraints and varying student engagement levels. Then I came to realize that teaching is a tough profession.

On one side the positive aspects of the teachers' views were clear. They appreciated how inquiry-based teaching fostered critical thinking, creativity, and a deeper understanding of scientific concepts among students. They noticed that students were more engaged and motivated when they were encouraged to ask questions and explore topics on their own. On the downside, teachers expressed frustration with the amount of time needed to prepare and facilitate inquiry-based lessons. They also mentioned that not all students responded equally well to this method, some struggled without the more structured guidance they were used to. Teachers expressed that students feel very comfortable when they start to think but it takes more time to make them think.

The discussion showed that while inquiry-based teaching has significant potential to enhance learning, it requires substantial preparation and flexibility from teachers. The responses from teachers suggest that this method might need to be implemented in science classes but a teacher should be given the basic facilities so that he or she can deal with the student within the due time. The time constraint issue could be addressed by integrating inquiry-based activities with traditional teaching methods to balance the workload and ensure that all curriculum requirements are met. When it comes to the students' participation, teachers should be taught how to engage students in class.

Every experience is worth a million in the teaching and learning process. This research not only familiarized us with the long process of qualitative research but also aware us with the challenges. First, this research provided the chance to put the theory into practice. Second, I became aware of the systematic process of qualitative research, and third, contextualization, means I have put myself in a real situation that was the best thing for me. On the other hand, approaching the sample, collecting data, and analysis of the data have been difficult for me. Apart from that requesting the sample for data was also tiresome but it was full of learning. I have particularly work in the data analysis section to further polish my skills.

In conclusion, inquiry-based teaching in secondary science classes is highly effective in engaging students and promoting deeper understanding. However, its implementation needs careful planning and adaptation to address the diverse needs of students. Providing additional support and resources for teachers could reduce some of the challenges they face. Inquiry-based teaching method deals with the creation of knowledge with the help of asking questions and probing students about a relevant topic. It is the best method where students actively engage in learning. It not only allows the students to think prudently but also gives them a chance to analyze their understanding.

From the above discussion, I suggest offering training sessions for teachers to develop skills and strategies for effective inquiry-based teaching. It also encourages teachers to collaborate and share best practices to reduce individual preparation time. We need to Identify and provide additional support for students who struggle with the inquiry-based approach. In most rural areas of Pakistan, students are mostly deprived of the basic facilities of learning. We can also combine inquiry-based activities with traditional teaching methods to create a balanced and comprehensive learning experience for the students who live in backward areas.

 

By taking these steps, we can enhance the effectiveness of inquiry-based teaching and ensure that it benefits all students in secondary science classes.

 

References

Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers' questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004-2027. https://doi.org/10.1080/09500693.2011.604684

Perspectives of Policy Borrowers on Policy Borrowing

 

Perspectives of Policy Borrowers on Policy Borrowing

Policy borrowing, the practice of adopting educational policies from other regions or countries, can significantly influence local education systems, offering both opportunities for improvement and challenges in adoption locally. Globalization and a knowledge-based global economy have allowed countries to change their educational setup (Zangmo, 2018). These changes have been seen in the form of teacher training, elementary education, specialized courses, and policy borrowing (Ali, 2012). The transfer of ideas mitigates current issues, it also challenges the core ideologies of the borrowed state. It helps in internalizing the best global practices but it also lets others’ ideas to submerged into other ways of thinking. This paper aims to discuss the general overview of policy borrowing at the national and international levels and will help you to understand the challenges and benefits of policy borrowing.

Global Reactions to EPB

In 1999, Malaysia adopted the National Professional Qualification for Headship (NPQH) from England, a move that has had a positive impact. Over the past 16 years, the NPQH and its successor, the National Professional Qualification for Educational Leadership (NPQEL), have significantly improved the training and effectiveness of school principals in Malaysia (Haris et al., 2016). This successful implementation demonstrates how well-adapted educational policies can enhance leadership and improve educational outcomes.

In Bhutan, educational policy borrowing (EPB) has shown good result also. A study by Zangma (2018) revealed that EPB not only positively impacted Bhutan's education system but also fostered the development and implementation of educational policy learning (EPL). This suggests that borrowing policies when adapted thoughtfully, can lead to substantial improvements and learning opportunities within the education sector.

However, the example of East Asia highlights the potential pitfalls of careless policy borrowing. In this region, adopting foreign policies without adequate consideration of local contexts, cultural values, and existing systems has sometimes led to significant tensions and conflicts. For instance, policies that work well in Western contexts might not be suitable in Eastern societies due to differing educational philosophies, societal structures, and resource availability. This situation can result in resistance from educators, students, and the community, as well as practical challenges in implementation.

Successful policy borrowing involves not just adopting a policy but also making it fit the local context, considering the cultural, social, and economic conditions of the borrowing country. Without such careful consideration, even well-known policies can fail to achieve their desired outcomes and may even create new problems.

Pakistani Context of EPB

It is very hard to pinpoint where the policy borrowing takes place (Ali, 2012). But we can identify how much aid has been given or has been taken by a country. In the case of Pakistan, different aid agencies have been helping it for the last three decades. The Special Talent Exchange Program (STEP) actively worked in Pakistan towards advancing persons with disabilities with the help of the United Nations Economic and Social Council. It promotes disability movements in Pakistan to influence laws, policies, and practices at local, national, regional, and international levels. Asian Development Bank plays a key role in maintaining Pakistan's socio-economic balance. In 2023 Asian Development Bank (ADB) totaled $658.8 million to help Pakistan achieve its goal of more inclusive and sustainable growth and development (ADB, 2023). But it could not be said specifically how much it is linked with policy borrowing. Moreover, Word Bank also helps Pakistan. It allocates US$ 301.60m to Pakistan for finance and growth development in 2017 (Word Bank, 2017).

Benefits and Challenges of Borrowing EPB

Most of the time a single state is unable to cope with the demand to meet the standard requirement and thus has to move for aid to another state. It is a matter of fact that these projects bring change but they also alter the ideological functions of a state. In common sense when we think about why a state needs to borrow a policy the answer comes that because it has failed to formulate its own or it has found someone’s very good and tried to replicate it. Currently, there are approximately 97 education development projects funded by external agencies across various regions of Pakistan, with a significant number of these projects (13) focused on improving governance (Mujahid-Mukhtar, 2011 cited in Ali, 2012). This dependency causes a state to be hollow and compels it to compromise with the basic tenets. Wei (2017) When countries or organizations adopt general rules and ideas from others to create their own policies, it serves two purposes. First, it simplifies the development of new policies by using already established concepts. Second, it helps them gain international recognition by using commonly accepted language and standards. On the contrary, Ali (2012) suggests public-private partnerships, governments collaborate with private companies to achieve common goals. By using policy borrowing in public-private partnerships, they can develop more effective policies and gain international recognition by aligning with widely accepted practices and standards.

Sajid Ali (2017) explains that several factors influence a country's borrowing and implementation of policies. These include the role of various media outlets, the involvement of stakeholders like NGOs and international organizations, and limited resources. Due to these resource constraints, the national government often struggles to prioritize educational needs. Additionally, in the global South, the media has been very active in spreading terms like 'radicalism' and 'fundamentalism' without strong evidence or scholarly support. When these labels are adopted in official policy documents, they gain legitimacy and can create tension.

Contextual differences between the lender and borrower can create significant conflicts during policy implementation. Rules that work well in one region, such as the East, may not be suitable or effective in another, like the West. In the context of Pakistan, for instance, the country's educational policies are deeply rooted in its Islamic democratic values, as reflected in its foundational documents. Borrowing policies from other regions that do not align with these core principles can challenge and potentially undermine Pakistan's fundamental values and social fabric. This highlights the importance of considering local context and values when adopting foreign policies. The West has played in a leading role in this process, it is beautifully quoted by Tan (2016) with a local Chinese proverb ‘The West wind has overpowered the East wind’ when China borrowed educational policy from the West. The situation has also been seen in Pakistan.

A self-sufficient country does not need to rely on policy borrowing from other nations. However, resource constraints often force a country to seek external policies. Limited resources compel a country to extend its reach in the process of policy borrowing. For instance, if the United Nations wants to initiate the Special Talent Exchange Program (STEP) in Pakistan, the country must also utilize its resources to ensure the program's success. This includes financial investments, human resources, and capital. Additionally, Pakistan might have to accept certain conditions imposed by the lending entity, even if they are not fully aligned with its preferences. This dependence on external resources and conditions can challenge the country's autonomy and strain its internal capacities.

Every nation has its unique ideologies and doctrines, making it challenging to accept foreign policies that may seem like alien interventions. Pakistan, as an Islamic democratic republic, places a strong emphasis on safeguarding women, often viewing them as fragile and restricting them to specific boundaries. In this context, if a borrowed policy demands co-education, it can create significant tensions. Such a policy might clash with deeply ingrained cultural and religious values, leading to resistance and conflict within the society. This example highlights the importance of considering local beliefs and practices when implementing policies from other regions, as failure to do so can result in substantial societal friction. I, myself have faced challenges while interacting with such sort of issues. This is mostly found in religious schools where particular emphasis is given to formals in the name of so-called safeguarding.

Implementing borrowed policies in a country with diverse educational institutions, such as Pakistan, is highly challenging. The country has a range of schools, including government-run schools, private schools serving low, middle, and high-income families, and religious schools known as Madrassas. Each type of institution operates under different frameworks, resources, and expectations. Introducing a new policy uniformly across all these varied institutions can lead to serious problems. Government schools may lack the resources to effectively implement new policies, while private schools may have differing capacities and priorities. Madrassas, which often follow a distinct religious curriculum, may resist changes that conflict with their traditional teachings. This diversity in the educational landscape makes it difficult to ensure consistent and effective implementation of borrowed policies, potentially leading to significant disparities and resistance within the education system.

Conclusion 

Globalization and the influence of both government and non-government organizations have significantly shaped the formulation of a country's rules, regulations, and policies. This external influence often pressures countries to adapt their ideologies and established rules to align with global standards. In the context of Pakistan, this trend is particularly evident, with policy decisions heavily influenced by the global market, media, and various stakeholders such as NGOs and international organizations. Pakistan has adopted several policies from Western countries, especially the United States, including the Special Talent Exchange Program. By engaging in policy borrowing, especially in public-private partnerships, Pakistan can develop more effective policies and gain international recognition by aligning with globally accepted practices and standards. The contextual differences between the lender and borrower countries can create significant challenges during the implementation of these borrowed policies. Policies that are successful in one region, like those in the West, may not be suitable or effective in another region, such as the East, due to cultural, economic, and social differences. Therefore it is important to understand the notion while borrowing the educational policy. 

Recommendations

Policy borrowing is a complex process that requires careful consideration. Each country aims to establish guiding principles for governance, and certain factors must be taken into account during this process. Firstly, it is essential to ensure the inclusive participation of both government and non-government organizations. This collaboration helps address unforeseen circumstances effectively and necessitates a strong understanding between these entities.

 

Secondly, public-private partnerships play a crucial role in successful policy borrowing. Maintaining a positive relationship between public authorities and private sector representatives is key to smooth implementation. Thirdly, borrowed policies can sometimes challenge the existing ideologies of the borrowing country. Therefore, the borrowing country needs to have the flexibility to modify or exclude aspects of the policy that do not fit their context. Budget considerations are also critical, as having sufficient financial resources allows for necessary adjustments to deal with the policy to local needs.

 

 

References

 

403 forbidden. (n.d.). https://republicpolicy.com/addressing-pakistans-education-gap-strategies-to-combat-out-of-school-children/

ADB approves $659 million in financing to support Pakistan’s sustainable development. (2023, December 6). https://www.adb.org/news/adb-approves-659-million-financing-support-pakistan-s-sustainable-development

Ali, S. (2012). Education policy borrowing in Pakistan: Public-private partnerships. In G. Donn & Y. A. Manthri (Eds.), Education in the broader Middle East: Borrowing a baroque arsenal (pp. 23-40). Oxford: Symposium Books.

Cantley, I. (2019). PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education. Educational Philosophy and Theory, 51(12), 1200-1215. https://doi.org/10.1080/00131857.2018.1523005

Harris, A., Jones, M., & Adams, D. (2016). Qualified to lead? A comparative, contextual, and cultural view of educational policy borrowing. Educational Research, 58(2), 166-178. https://doi.org/10.1080/00131881.2016.1165412

https://documents1.worldbank.org/curated/en/319371578327758166/text/Pakistan-Finance-for-Growth-Development-Policy-Credit-Project.txt

Sajid Ali (2017) The sphere of authority: governing education policy in Pakistan amidst global pressures, Globalisation, Societies and Education, 15:2, 217-237, DOI: 10.1080/14767724.2015.1127575

Tan, Charlene. (2016). Educational Policy Borrowing in China: Looking West or Looking East?. 10.4324/9781315813790.

Wei, W. (2017). Education policy borrowing: Professional standards for school leaders in China. Chinese Education & Society, 50(3), 181-202. https://doi.org/10.1080/10611932.2017.1331012

Zangmo, Z. (n.d.). Educational policy borrowing in the Bhutanese education system. https://doi.org/10.5204/thesis.eprints.122873

 

What Students Should Know in the future

 

What Students Should Know in the future 

Preparing for the future has been the core focus of education. Adapting to the changing world, integrating modern devices in schools, coping with climate change, and providing students a chance to think out of the box are changing demands of future-ready curricula. Future-ready curricula are designed to equip students with the essential skills and knowledge required to adapt to evolving rapid change (Schwab, 2016). Awareness about climate change (Nadeem and Nawaz, 2022), integration of technology in education (Vennatta at all, 2014), and major space for critical thinking (Ro.j, 2023) in the curriculum can improve their quality of life. A curriculum is required that helps a child to use the advanced gauge as using another part of the word, cope with climate changes, and think out of the box. Our current curriculum has failed to integrate certain needs in education which resulted in 26 million students out of school, a supportless school system during the disaster, and a hollow mindset. One of the prime aims of a future-ready curriculum is to help the students cooperate and compete with the changing world and ensure their best survival in contemporary times. The aim of this is to emphasize the importance of curricula in preparing students for future success by providing them with the necessary knowledge, skills, and competencies.

The current curriculum failed to meet the criteria of a 21st-century curriculum. The curriculum could not provide what the students and the teacher needed. During covid-19 we could not offer such an environment for students so that they could carry their activities indoors. We failed to give gadgets and internet to the teachers. Our higher education failed to run the courses smoothly during the COVID-19 pandemic. Our schools were unprepared for floods in 2022 and earthquakes in 2018 which dilapidated the situation even more. Unfortunately, our educational institution teaches blind acquisition of knowledge, we have failed to teach the students to think independently and free from the pressure of society. The future of our new generation will be based on critical thinking, and research, and integrated with fast technology. To cater to these needs we need to formulate such curriculum that helps the students in their best survival. Now, the main question arises how much we have been able to prepare our students for the future?

Managing Natural Disaster

Rapid climate change has attracted all the decision-makers in education unequivocally. They need to pay close attention to deal with the devastating impact of climate change on our lives. According to Dawn News, the Khyber Pakhtunkhwa Elementary and Secondary Education Department has reduced school hours in the province’s summer zone due to a heat wave (1). The future-ready curriculum should provide a comprehensive understanding of the science behind its global impact on human lives. It should engage students in sustainable development practices. Enroll students in projects i.e. recycling initiatives, science fairs, and capstone projects. Unfortunately, there has been a lack of practicality in the curriculum. Books are only taught just for the grades and positions not to bring societal change.

Leveraging Technology

The future of students will be encompassed with electronic gadgets. A few years back I was just known to the word of ‘internet” but now I cannot bread without it. Therefore, the curriculum for the students should involve play-based learning with simple robotics and coding. Fostering an initial understanding of technology is very important. Students need to discuss the societal implications of Artificial intelligence. The curriculum should prepare high school students for careers in AI-related fields.  Students need to interact with new digital devices in the class. But the absurdity of our educational system is that the only computer is usually raped in plastic to make it free from dust. We must prepare our students for the future when electronic devices are completely integrated into education.

Students have become sharper with the introduction of Artificial Intelligence in their studies. Each day a new gadget is being introduced in the market and the same market demands such an individual who can upgrade the gadget to the limitless. One live example of this idea is ChatGPT. 2.0, which was best in 2022 and was only limited to writing. Then ChatGPT 3.5 was introduced which was more advanced and involved reading and writing. Now students use ChatGPT 4.0, which helps in reading and writing, picture framing, designing, and chart explanation. This development does not stop here, it grows day by day. Having such facilities in our education is not alarming, but it is disconcerting if we are not prepared for it. Therefore, a curriculum is demanded that fulfills the needs of the next generation.

Developing Critical thinking

No one can ignore the importance of critical thinking as an integral part of human development. The creation of new ideas, innovations in science, and remedies in health all are the creations of the human intellect. In this regard or fostering critical thinking in students, the curriculum should be research-oriented in schools as well as in colleges along with higher education. Socratic seminar needs to be arranged so that students find out new ways to secure human existence on the earth. Research projects help in identifying key social and moral issues and make an individual candid toward their role in society. I remember one of the quotes of Socrates who says that he had taught people nothing but compelled them to think. If we can integrate such a plan to make the students think and learn by themselves, we can say that we have done a valuable thing.

On one hand, we are making our students competent learners but on the other hand, we also snatch their reasoning and critical thinking ability. We are trying to make our learning easy but at the same time, we kill a student’s love for arts. The curriculum needs to make a student think out of the box, teach empathy, love for nature, and above all love for humanity. Human intellect is the best creation of God and this creation needs to be protected and safeguarded. This could be done with Socratic seminars, research projects, and internships. Students should be given a chance to explore nature, meet people of other beliefs and creeds, and should be taught to create an opportunity not only for themselves but for those who live around them.

In light of the above-discussed literature and the help of ChatGPT, a curriculum framework for future ready-curriculum has been made.

Table 1 Components of a Future Ready Curriculum

                 Component                                                           Percentage

        Climate Change Awareness                                               20%

        Technology Integration                                                     25%

        Critical Thinking                                                               20%

        Research and Innovation                                                  15%

        Empathy and Social Skills                                                10%

        Practical Skills Development                                            10%

Table 2 Consequences of Current Curriculum Failures

        Consequence                                                                  Magnitude

Students Out of School                                                           26 million

Inadequate Disaster Preparedness                                          High

Lack of Technological Integration                                          Severe

Deficiency in Critical Thinking                                              High     

Unprepared for Remote Learning                                           Critical 

 

Table 3 Integration of AI in education over time

 Year                                                   AI Integration Level

2010                                                                 Low       

 2015                                                               Moderate

2020                                                                High

2024                                                                Very High

2030                                                                Ubiquitous          

The prime aim of the future-ready curriculum is to create a sound soul in a sound body. The problem we are facing now will not be faced by the students in the future. The next generation should have the best option to have the best career. Future-ready curriculum focuses on the main fields that need to be addressed which will influence the next generation more than now. Living in the generative AI age demands a vibrant and vigilant user which run along with the trends of the age, who would have the skills and competencies to deal with different challenges and issues like climate change. This could be done by formulating policies and curricula that address the needs and the upcoming challenges. By doing so we can create a safe, prosperous, and healthy student. The student has more opportunities, more liberty, and above all a good living condition.

References

1.       https://www.dawn.com/news/1835661

The fourth Industrial Revolution: What it means and how to respond. (2016, January 14). World Economic Forum. https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

Nadeem, O., & Nawaz, M. (2022). Climate change and sustainable development perceptions of university students in Lahore, Pakistan. International Research in Geographical and Environmental Education, 32(3), 181–196. https://doi.org/10.1080/10382046.2022.2154973

Vannatta, R. A., & O’Bannon, B. (2002). Beginning to Put the Pieces Together: A Technology Infusion Model for Teacher Education. Journal of Computing in Teacher Education, 18(4), 112–123. https://doi.org/10.1080/10402454.2002.10784447

Ro, J. (2023). Critical thinking in the national curriculum and teacher education in South Korea: a missing link. Teachers and Teaching, 29(6), 553–570. https://doi.org/10.1080/13540602.2023.2172393

Integration of Artificial Intelligence in Education And What Students need to know

 

Integration of Artificial Intelligence in Education

And What Students need to know

Education about integrating Technology in education has been the need of the hour. The Internet enables students to access vast amounts of data stored on computers worldwide, eliminating the need to visit the high-volume books in the library. This can easily be understood by the example that on the first day of the examination, you find that students are attempting to write on iPad instead of pen and paper, the examination hall has nothing to monitor the students but a few digital devices that invigilate the whole exam and you observe that every child in busy with the digital device on his hand. At this junction, you will encounter a lot of questions. You will have thought about how they use the devices.