State of Social Sciences and Humanities:

Transcription

1 A U N E S C O Proceedings Conference on State of Social Sciences and Humanities: Current Scenario and Emerging Trends Margalla Hotel, Islamabad (December ,2003) Organized by Committee on the Development of Social Sciences and Humanities, Higher Education Commission (HEC) and United Nations Educational, Scientific and Cultural Organization (UNESCO), Islamabad. Hosted by Quaid-i-Azam University, Islamabad in Collaboration with Fatima Jinnah Women University (FJWU), Rawalpindi and Council for Social Sciences, Pakistan (COSS), Islamabad.

2 cd c

3 Proceedings Conference on State of Social Sciences and Humanities: Current Scenario and Emerging Trends Margalla Hotel, Islamabad (December ,2003) Organized by Committee on the Development of Social Sciences and Humanities, Higher Education Commission (HEC) and United Nations Educational, Scientific and Cultural Organization (UNESCO), Islamabad. Hosted by Quaid-i-Azam University, Islamabad in Collaboration with Fatima Jinnah Women University (FJWU), Rawalpindi and Council for Social Sciences, Pakistan (COSS), Islamabad.

4 Printed at: PanGraphics (Pvt) Ltd., Islamabad

5 Ms. Ingeborg Breines Director, Representative, UNESCO, Islamabad Dr. Sohail H. Naqvi Higher Education Commission, Islamabad Prof. Dr. Najma Najam Vice Chancellor, Fatima Jinnah Women University, Rawalpindi Capt (R) U.A.G. Isani Vice Chancellor, Quaid-i-Azam University, Islamabad

6 4 Contents 8 Workshop Officers... 8 Inaugural Program Preface Foreword INAUGURAL SESSION Welcome Address by Dr. U.A.G. Isani Vice Chancellor, Quaid-i-Azam University, Islamabad... Message from Ms. Zobaida Jalal, Federal Minister for Education... Vision of the Conference on State of Social Sciences and Humanities: Current Scenario and Emerging Trends Prof. Dr. Najma Najam, Chairperson, Committee on Development of Social Sciences and Humanities, Vice Chancellor, Fatima Jinnah Women University, Rawalpindi.... Social and Human Sciences: Challenges Ms. Ingeborg Breines, Director UNESCO, Islamabad... Social Sciences in Pakistan Today Dr. Dushka H. Saiyid, Conference Coordinator, Chairperson, Department of History, Quaid-i-Azam University, Islamabad SESSION 1 Current Scenario and Emerging Trends: Psychology, Sociology, Philosophy, Anthropology Divided W e Fall: A Case for Merger in Social Sciences and Humanities Prof. Dr. Najma Najam, Vice Chancellor, Fatima Jinnah Women University, Rawalpindi... Role of a Clinical Psychologist in Pakistan Prof. Dr. Ygsmin Nilofer Farooqi, University of Punjab, Lahore... Current Scenario and Emerging Trends in Sociology Dr. Aijaz Ali Wassan, University of Sindh, Jamshoro... Current Trends in Western Philosophy Dr. Arifa Farid, University of Karachi, Karachi... Philosophy - Current Scenario and Emerging Trends Dr. Absar Ahmad, University of Punjab, Lahore... The Status of Anthropology in Pakistan (Past, Present, and Future) Dr. Hafeez-ur-Rehman Chaudhry, Quaid-i- Azam University, Islamabad

7 ~~ 5 SESSION 2 Current Scenario and Emerging Trends: Economics, Public Administration, Business Administration, Mass Communication/ Journalism The State of Economics: Current Scenario and Emerging Trends Pervez Tahir and Ms. Nina Gera, Planning Commission, Islamabad and Lahore School of Economics, Lahore... Emergence of Third Sector in Pakistan Mrs. Raheela Tajwar, Fatima Jinnah Women University, Rawalpindi... Sensitivity Requirements in Public Administration of Developing Countries with Special Reference to Pakistan Prof. Dr. Sadiq Ali Gill,University of Punjab, Lahore... The State of Social Sciences and Humanities: Current Scenario and Emerging Trends in Business Administration Dr. Bushra Hamid, University of Peshawar, Peshawar... Current Scenario and Emerging Trends in Mass Communication Mrs. Anjum Zia, Lahore College for Women University, Lahore SESSION 3 Current Scenario and Emerging Trends: International Relations, Political Science, History, Strategic Studies, Women Studies, Pakistan Studies, Islamic Studies, Education Women Studies - A Psychological Perspective Prof. Dr. Iftikhar N. Hassan, Fatima Jinnah Women University, Rawalpindi... History - The State of Discipline: An Overview Dr. Sharif-ul-Mujahid Prevailing Trends in the Discipline of History: A Reappraisal of History Teaching at Allama Iqbal Open University Ms. Samina Awan, Allama Iqbal Open University, Islamabad The State of Women s Studies in Pakistan Dr. Farzana Ban, Quaid-i-Azam University, Islamabad SESSION 4 Current Scenario and Emerging Trends: Languages, Fine Arts, Area Studies Research Publications of Pakistan Study Centres, Area Study Centres, and Centres of Excellence in Social Sciences in Pakistan Prof. Dr. Riaz Ahmad, National Institute of Historical and Cultural Research Centre for Excellence, Quaid-i-Azam University, Islamabad

8 6 The State of the Social Sciences and Humanities: Current Scenario and Emerging Trends Prof. Bahadur Khan Rodeni, University of Balochistan, Quetta... Critical Literacy Awareness: A New Approach to Teaching Literary Texts Dr. Shirin Zubair, Bahauddin Zakariya University, Multan... Sustainable Development and the Maintenance of Pakistan s Indigenous Languages Mr. Joan L. G. Baart, National Institute of Pakistan Studies, Islamabad... Linguistics Versus Literature Controversy in the Teaching of English Dr. Mubina Talat, Bahauddin Zakariya University, Multan SESSION 5 The State of Social Sciences in Pakistan Qualitative Development of Social Sciences in Pakistan Dr. Inayatullah, Council of Social Sciences... Quantitative Development of Social Sciences from Dr. Pervez Tahir, Planning Commission, Govt. of Pakistan... The State of Migration and Multiculturalism in Pakistan Dr. Sabiha H. Syed, UNESCO, Islamabad... Recommendation for Further Direction Dr. Zarina Salamat, Council of Social Sciences e SESSION 6 Social Sciences Research: Divorced from Realities and Policy Making Barriers in Research in Social Sciences Dr. Kaniz Yousuf, Former Vice Chancellor, Quaid-i-Azam University, Islamabad... An Evaluative Survey of Ph.D. Studies Completed in Last Ten Years in Universities of Pakistan Both Public and Private Prof. Dr. Iftikhar. N. Hassan, Fatima Jinnah Women University, Rawalpindi... A Review of the Discipline of South Asian Studies in Pakistan Dr. Rizwan Malik, NIHCR, Quaid-i-Azam University, Islamabad.... Social Audit of Governance and Delivery of Public Services Ms. A. Anne Cockcroft, et al. CIET... Pakistan and Norway - Migration, Research Cooperation and Social Transportations Ms. Inger Liz, Norwegian National Commission for UNESCO

9 7 CLOSING SESSION The State of Social Sciences in Pakistan e Address by Pierre T. Sane ADG/Social and Human Sciences UNESCO RECOMMENDATIONS Report on the Session I Psychology, Sociology, Philosophy, Anthropology Dr. Ghazala Irfan, Lahore University of Management Sciences (LUMS), Lahore Report on the Session I1 Current Scenario and Emerging Trends: Economics, Public Administration, Business Administration, Mass Communication /Journalism Dr. Khawaja Alqama, Prof. of International Relations, Bahauddin Zakariya University, Multan 298 Report on the Session I11 Current Scenario and Emerging Trends: International Relations, Political Science, History, Strategic Studies, Women Studies, Pakistan Studies, Islamic Studies, Education Dr. Mansoor Akbar Kundi, Political Science Deptt, University of Balochistan, Quetta Reportinp on the Session IV Current Scenario and Emerging Trends: Languages, Fine Arts, Area Studies Ms. Shabina Latif, Lecturer English, Fatima Jinnah Women University, Rawalpindi Report on the Session VI Social Sciences Research: Divorced from Realities and Policy Making Dr. Ghazala Rehman PRESS REPORTS

10 Workshop Officers Committee on the Development of Social Sciences and Humanities (Higher Education Commission) Chairperson 1. Dr. Najma Najam Vice Chancellor, Fatima Jinnah Women University, Raw alpindi. Members Ms. Ingeborg Breines Director & Representative, UNESCO, Islamabad. Dr. Muhammad Anwar Professor (R) 49-A, Abu Bakar Block, New Garden Town, Lahore Dr. Zulfiqar H. Gillani Rector Foundation University, Islamabad. Dr. Lutfullah Mangi Chairman, Dept. of International Relations, University of Sindh, Jamshoro. Dr. Ijaz Hussain Dean, Faculty of Social Sciences, Quaid-i-Azam University, Islamabad Dr. Dushka H. Saiyid Professor & Chairperson, Department of History, Quaid-i- Azam University, Islamabad. Dr. Ghazala Irfan Professor, Department of Social Sciences, Lahore University of Management Sciences, Lahore Dr. Asad Zaman Director General, International Institute of Islamic Economics, International Islamic University, Islamabad. Dr. A. R. Kamal Director, Pakistan Institute of Development Economics, Islamabad Dr. A.R. Jaffary 608-A, Moulana Shaukat Ali Road, Faisal Town. Lahore. Dr. Manzoor Ahmad Chairman, Executive Board, Usman Institute of Technology, St. 13, Block 7, Gulshan-e-Iqbal, Abul Hasan Isphani Road, Karachi Dr. Muhammad Wasim Chairman, Dept. of International Relations, Quaid-i- Azam University, Islamabad. 16. Dr. Mohsina Naqvi Dept. of Urdu, Allama Iqbal Open University, Islamabad Prof. Dr. Khalida Ghaus Professor & Director, Dept. of International Relations & Director, Women Studies Centre, University of Karachi, Karachi Dr. Iftikhar. N. Hassan Director, Women Research & Resource Centre Fatima Jinnah Women University, Raw alpindi. 17. Secretary Dr. Nuzhat Ahmad Director, Applied & Economics Research Centre, University of Karachi, Karachi. 18. Mr. Abad A. Khan Director General (SAIC), Higher Education Commission, Islamabad.

11 9 Organizing Committee: Dr. Najma Najam Vice Chancellor, Fatima Jinnah Women University, Rawalpindi. Dr. Dushka H. Saiyid Professor & Chairperson Department of History, Quaid-i-Azam University, Islamabad Dr. Riaz Ahmad Director, National Institute of Historical and Cultural Research, Centre of Excellence, Quaid-i-Azam University, Islamabad. Dr. Ghazala Rehman Associate Professor, National Institute of Psychology, Centre of Excellence, Quaid-i-Azam University, Islamabad. Ms. Maryam Rab Deputy Registrar, Fatima Jinnah Women University, Rawalpindi. Ms. Bushra Inayat Raja Deputy Controller of Examinations, Fatima Jinnah Women University, Rawalpindi. Dr. Nisar Ahmad Qureshi Chairman, Department of Urdu, Allama Iqbal Open University, Islamabad. Dr. Mohsina Naqvi Department of Urdu Allarna Iqbal Open University, Islamabad. Dr. Rashid Mateen Deputy Director (Public Relations), Higher Education Commission, Islamabad. Dr. Sohail H. Naqvi Higher Education Commission, Islamabad Ms. Ingeborg Breines Director & Representative, UNESCO, Islamabad. Scientific Committee Dr. I. N. Hassan Director, Women Research & Resource Centre Fatima Jinnah Women University, Rawalpindi. Dr. Samina Amin Qadir Associate Professor, Fatima Jinnah Women University, Raw alpindi. Dr. Asad Zaman Director General, International institute of Islamic Economics, International Islamic University, Islamabad. Dr. Tahir Amin Professor, Dept. of International Relations, Quaid-i- Azam University, Islamabad. COMMITTEES FROM FATIMA JINNAH WOMEN UNIVERSITY STAFF & OFFICERS CONSTITUTED BY THE ORGANIZING COMMITTEE Registration Committee, F JWU: 1. Ms. Lubaba Sadaf 2. Ms. AbeerMansoor 3. Ms. Tasneem Illyas 4. Ms. Nazia Iftikhar 5. Ms. Sadia Ishtiaq 6. Ms. Alia Bakht Noor 7. Ms. Asma Nawaz Reception Committee, FJWU: 1. Ms. Tania Hassan 2. Ms. Iram Gul 3. Ms. MoizaNawaz 4. Ms. Sumera Baseer 5. Ms. Nazish Batool 6. Ms. Farhana Mukhtar Invitation and Follow-up Committee, FJWU: 1. Ms. Munazza Mirza 2. Ms. Abeer Mansoor 3. Ms. Iram Gul

12 Inaugural Program Mondav. 15th December 2003 Venue: 1700 hrs 1705 hrs 1710 hrs 1715 hrs 1725 hrs 1740 hrs 1745 hrs 1755 hrs 19:OOhrs Earth Sciences Auditorium Quaid-i- Azam University, Islamabad. Participants to be seated Arrival of the Chief Guest Recitation from the Holy Quran Welcome Address Dr. U.A.G. Zsani Vice Chancellol; Quaid-i-Azmn University, Islamabad. Vision of the Conference Prof. Dr. Najma Najam, Chairperson, Committee on Development of Social Sciences and Humanities, Vice Chancellol; Fatima Jirirzah Women Universig, Rawalpindi. Social and Human Sciences: Challenges Ms. Zngeborg Breines, Director UNESCO, Is 1 ama bad. Address by Dr. Sohail H. Naqvi Higher Education Commission, Islamabad. Social Sciences in Pakistan Today Dr. Dushka H. Saiyid Coilference Coordinator; Chairperson, Department of History, Quaid-i-Azam University, Islamabad. Dinner Tuesdav. 16th December 2003 Venue: Margalla Hotel 0800 hrs Registration 0855hrs Guests to be seated

13 11 SESSION I: CURRENT SCENARIO AND EMERGING TRENDS: PSYCHOLOGY, SOCIOLOGY, PHILOSOPHY, ANTHROPOLOGY Sessional Chair Dr. Pierre T. Sane Assistant Director General, Social and Human Sciences, UNESCO Sessional Co-chair Dr. I. N. Hassan Chairpe rson, Scientific Conim ittee Rapporteur Dr. Ghazala Irfan Lahore University of Management Sciences, Lahore hrs 0910 hrs 0920 hrs 0930 hrs 0940 hrs 0950 hrs 1000 hrs hrs Divided We Fall: A Case for Multidisciplinary Approach (Pro$ Dr: Najma Najam, Vice Chancellor, Futima Jinnah Women University, Rawalpindi) Role of Clinical Psychologist in Pakistan (Dr: Yasmin N. Farooqi, University of Punjab, Lahore). Current Scenario & Emerging Trends in Sociology (Dr: Aijaz Ali Wassan, University of Sindh, Jamshoro). Current Scenario & Emerging Trends in Philosophy (Dr. Ari$a Farid, University of Karachi, Karachi). Philosophy Current Scenario and Emerging Trends (Dr: Absar Ahmad, University of Punjab, Lahore). The Status of Anthropology in Pakistan (Past, Present, and Future) (Dr: Hafeez-ur-Rehman, Quaid-i-Azam University, Islamabad). DiscussiodRecommendations Concluding Remarks by the Chair Refreshment CURRENT SCENARIO AND EMERGING TRENDS: ECONOMICS, PUBLIC ADMINISTRATION, BUSINESS ADMINISTRATION, MASS COMMUNICATION/ JOURNALISM Sessional Chair Dr. A. R. Kamal, Directol; Pakistan Institute of Development Economics, Islamabad. Sessional Co-chair Prof. Dr. Asad Zaman International Islamic Universig, Islamabad. Rapporteur Khawaja AI Quma Bahauddin Zakariya University, Multan.

14 hrs The State of Economics: Current Scenario and Emerging Trends (Ms. Nina Gera, Lahore School of Economics, Lahore) hrs 1200 hrs Emergence of Third Sector in Pakistan s Socio-economic Scenario (Ms. Raheela Tajwar, Fatima Jinnah Women University, Rawalpindi). Sensitivity Requirements in Public Administration of Developing Countries with Special reference to Pakistan (Pro$ DK Sadiq Ali Gill,University of Punjab, Lahore) hrs The State of Social Sciences and Humanities: Current Scenario and Emerging Trends in Business Administration (DK Bushra Hamid, University of Peshawar; Peshawar) hrs Current Scenario and Emerging Trends in Mass Communication (Anjiim Zia, Lahore College for Women University, Lahore) hrs Discussion and Recommendations Concluding Remarks by the Chair hrs LunchPrayer Break SESSION 111: CURRENT SCENARIO AND EMERGING TRENDS: INTERNATIONAL RELATIONS, POLITICAL SCIENCE, HISTORY, STRA- TEGIC STUDIES, WOMEN STUDIES, PAKISTAN STUDIES, ISLAMIC STUDIES, EDUCATION Sessional Chair Prof. Riaz Ahmad Director, National Institute of Historical and Cultural Research (NIHCR) Sessional Co-chair Prof. Dr. Tahir Amin, International Relations, Quaid-i-Azam University, Islamabad. Rapporteur Dr. Mansoor Akbar Kundi University of Balochistan, Quetta hrs Women Studies - A Psychological Perspective (ProJ: DK Ifiikhal: N. Hassan, Fatima Jinnah Women University, Rawalpindi) hrs 1530 hrs History -The State of Discipline: An Overview (OK Sharif-ul-Mujahid) State of Discipline of History in Distance Education: A Retrogressive Trend (Ms. Saniina Awan, Allama Iqbal Open University, Islamabad) hrs The State of Women Studies in Pakistan (OK Farzana Bari, Quaid-i-Azam University, Islamabad).

15 hrs DiscussiodRecommendations Concluding Remarks by the Chair 1700 hrs Refreshment 2000 hrs Dinner at Fatima Jinnah Women University (FJWU) Campus Talk on Human Rights by Mr. Pierre Sane, ADG, Social and Human Science, UNESCO, Paris. Wednesday. 17th December 2003 Venue: SESSION IV Margalla Hotel CURRENT SCENARIO AND EMERGING TRENDS: LANGUAGES, FINE ARTS, AREA STUDIES Sessional Chair Raja Changez Sultan Director General, Pakistan National Council of Arts. Rapporteur Mrs. Shabina Latif Fatirna Jinnah Women University, Rawalpindi hrs Research Contribution of Pakistan Study Centres, Area Study Centres, and Centres of Excellence in the Fields of Social Sciences (Pro$ DI: Riaz Ahniad, National Institute of Historical and Cultural Research Centre for Excellence, Quaid-i-Azani University, Islamabad) hrs The State of the Social Sciences and Humanities: Current Scenario and Emerging Trends (Pro5 Bahadur Khan Rodeni, University of Balochistan, Quetta) 0930 hrs Critical Literary Awareness: A New Approach to Teaching Literary Texts (Dr: Shirin Zubail; Bahauddin Zakariya University, Multan) hrs Sustainable Development and the Maintenance of Pakistan s Indigenous Languages. (MI: Joan L. G. Baart, National Institute of Pakistan Studies, Islamabad) hrs Linguistics versus Literature Controversy in the Teaching of English (Dr: Mubinn Talat, Bahauddin Zakariya University, Multan) hrs Discussioflecommendations Concluding Remarks by the Chair 1110 hrs Refreshment

16 14 SESSION V THE STATE OF SOCIAL SCIENCES IN PAKISTAN Sessional Chair Ms. Ingeborg Breines Director UNESCO, Islamabad Sessional Co-chair Dr. Inayatullah, COSS Rapporteur Pro$ (R) Ahmad-ud-din Hussain, COS 1140 hrs 1150 hrs 1200 hrs 1210 hrs 1210 hrs hrs A Qualitative Evaluation. (Dl: Inayatullah, Council of Social Sciences) A Quantitative Evaluation (OK Pewez Tahic Planning Commission, Govt. of Pakistan ). Migration and Multiculturalism (DE Sabiha H. Syed) Recommendation for Further Direction (Dr. Zarina Salamat, Council of Social Sciences) DiscussiodRecommendations Concluding Remarks by the Chair Lunch / Prayer Break SESSION VI: SOCIAL SCIENCES RESEARCH: DIVORCED FROM REALITIES AND POLICY MAKING Sessional Chair Dr. Zulfiquar H. Gillani Vice Chancellol; University of Peshawac Peshawal: Rapporteur Dr. Ghazala Rehman (National Institute of Psychology, Quaid-i-Azam University, Islamabad) hrs 1420hrs Barriers in Research in Social Sciences (Dl: Kaniz Yousu. Former Vice Chancello< Quaid-i-Azam University, Islamabad) An Evaluative Survey of Ph.D. Studies Completed in Lust Ten Years in Universities of Pakistan Both Public and Private (Pro$ Dl: Iftikhal: N. Hassan, Fatipria Jinnah Women University, Rawalpindi)

17 hrs State of Discipline of South Asian Studies in Pakistan (DE Rizwan Malik, NIHCR, Quaid-i-Azam University, Islamabad) hrs Human Rights and Social Services Delivery (Ms. Anne Cockcroj?, CIET) hrs Pakistan and Norway - Migration, Research Cooperation and Social Transportation (Ms. Inger Liz, Norwegian National Coinmission for UNESCO) hrs Discussioflecommenda tions Concluding Remarks by the Chair. CONCLUDING SESSION Venue: Margalla Hotel, Islamabad hrs Recitation from the Holy Quran 1635 hrs Conference Recommendations: Future Directions Prof. Dr. Ijaz Hussain (Dean Faculty of Social Sciences, Quaid-i-Azam University, Islamabad) hrs 1650 hrs 1655 hrs 1710 hrs 1720 hrs 1730 hrs Address by Dr. Pierre T. Sane (Assistant Director General, Social and Human Sciences, UNESCO). Addressy by Dr. Najma Najam (Vice Chancellol; Fatima Jinnah Women University, Rawalpindi). Address by Chief Guest Mian Muhammad Soomro Chairman, Senate, Govt. of Pakistan Address by Dr. Sohail H. Naqvi (Higher Education Commission, Islamabad). Vote of Thanks By DE Dushka H. Saiyid Quaid-i-Azam University, Islamabad. Refreshments

18 A view of the Audience at the Inaugural Session of the Conference Capt (R) U.A.G. Isani addressing the audience at the Inaugural Session of the Conference L to R: Dr. Sohail H. Naqvi, Dr. Dushka H. Saiyid, Prof. Dr. Najma Najam, Capt (R) U.A.G. Isani, Ms. Ingeborg Breines, Dr. Ijaz Hussain, Dr. Bushra Mateen

19 Preface The Conference on the State of Social Sciences and Humanities in Pakistan: Current Scenario and Emerging Trends was jointly organized in Islamabad, December 2003 by UNESCO and the Higher Education Commission (HEC), and hosted by Quaid-e-Azam University in cooperation with Fatima Jinnah Women University (FJWU) and the Council for Social Sciences (COSS). The Conference which was long overdue was the first ever broad gathering of social and human scientists in Pakistan. The Conference was made possible through several factors, notably the establishment of the Committee for the Development of Social Sciences by Dr. Ata-ur-Rehman, Chairman, Higher Education Commission; the strengthening by UNESCO of its Social and Human Sciences programme in Pakistan, not least the MOST project: Management of Social Transformation; the research undertaken by COSS on the status of the social sciences in the country and the keen interest of many universities and scientists. Social and human scientists from different disciplines and from all over the country contributed actively to the success of the conference and expressed their appreciation for this opportunity for dialogue and networking. They underlined the importance and need to strengthen the different social and human sciences disciplines themselves, the need for networking between social scientists and not least of the importance to address the challenges of social transformation in a holistic and inter-disciplinary manner. It was highlighted that research findings need to be broadly disseminated; and social scientists must be given the possibility to develop data and engage in analysis of their society in order to provide inputs for policy-makers and politicians to enable them to plan and make relevant decision for the best of the country and its people. The social and human sciences have a key role to play as a laboratory of ideas, in innovative policymaking and as an intellectual and ethical watch, since the concepts, methodologies and analytical tools of these disciplines can help forge the link between thought and action, knowledge and policies. As such, in addition to their own fields of application, they contribute to promoting interdisciplinarity and intersectorality. We would like to acknowledge with deep thanks the competence, cooperation and commitment of Dr. Sohail Naqvi and Mr. Abad (HEC); the organizing team headed by Dr. Dushka Sayyid, and her colleagues at Quaid-e-Azam University; the scientific committee chaired by Dr. Iftikhar Hasan, Fatima Jinnah Women University; Dr. Inayatullah from Council of Social Sciences (COSS), Dr. Ms. Humala Khalid from UNESCO and young energetic women from FJWU. A special thank to Mr. Pierre Sane, Assistant Director-General for Social and Human Sciences, UNESCO, Paris, who with Mr. Chaibong Hahm brought UNESCO's programme directly to the participants in an inspiring manner. The proceedings of the conference represent an overwhelming interest and academic response from social scientists across the country. The conference could not have carried the impact it did without the academic depth and significance of its papers. We are particularly grateful to Dr. Iftikhar N. Hasan who has, very carefully prepared and edited the papers and the report. Tw Prof r. Najma Committee for t!ddevelopment of the Social Sciences Higher Education Commission Islamabad. We hope that the proceedings of the historic conference would be the beginning of the emergence and rebirth of the social sciences and the humanities in Pakistan. Ingeborg Breines UNESCO Representative to Pakistan

20 Foreword Social Sciences and Humanities have suffered in last fifty years at universities of Pakistan as due to paucity of resources, major share was being allocated to science and technology. It took half a century to the authorities to realize that Social Sciences play key role in development of civil society by exposing the young minds to the socio-cultural and political forces having global impact on the life and opportunities of younger generations. As convenor of the Scientific Committee when I contacted fellow academics in all the public and private universities of Pakistan I did not know what to expect. I was up for a pleasant surprise. Many of the colleagues responded enthusiastically and I received about twenty submissions after first call. The scientific committee, which consisted of myself, Dr. Asad Zaman of International Islamic University, Dr. Tahir Amin of Quaid-I-Azam University and Dr. Samina Amin Qadir of Fatima Jinnah Women University discovered that many subjects and universities were missing from the list. So we persisted with our reminders and finally were able to get very encouraging result. More than 40 papers were presented in the six sessions spread over two days, which included some very original and interesting contributions. For almost all the papers a blind review was carried out and later the remarks of the reviewer were communicated to the authors to revise their papers. The papers, which could not be included in the conference, were either too subject centered or deviated radically from the theme of the Conference. All out effort was made to improve the quantity and quality of conference papers. The proceeding of the conference are being presented for the Social Scientists Community. Some subject areas have better representation than others especially languages and communication, the other areas had fewer submission. It is hoped that more frequent conferences wil encourage Social Scientists to meet the challenge and take advantage of the rare opportunity offered by the Higher Education Commission and its dynamic Chairman Prof. Dr. Atta-ur-Rehman who is keen to improve the state of Research and Researchers in Social Sciences and Humanities in Pakistan. In the end I want to thank all the colleagues who submitted their papers for the conference and all the colleagues who attended the conference. It was the spontaneous and overwhelming response of the university academics, which has made this first ever multi-disciplinary conference a landmark in the history of Social Sciences and Humanities. Dated: February, 2004 Islamabad. s;sj- Prof. Dr. Iftikhar. N. Hassan

21 19 Welcome Address Dr. U.A.G. Isani Vice-Chancellor, Quaid-i-Azam University, Islamabad at the Inaugural Session of the Conference on the State of Social Sciences and Humanities: Current Scenario and Emerging Trends (Quaid-i-Azam University Campus, 15 December 2003) I will,first of all like to express my gratitude to the Higher Education Commission through whose efforts this Conference has been made possible and the funding has been arranged. I would also like to express my thanks to Ms. Ingeborg Breines, Director, UNESCO, Islamabad. It is UNESCO that has pro- vided the financial help. We also have the privilege that we have in our midst Dr. Najma Najam, Vice- Chancellor of Fatima Jinnah Women University who is the Chairperson of the Organizing Committee set up by the Higher Education Commission for the improvement of Social Sciences and Humanities in Pakistan. She has been the moving spirit who has triggered off the debate in the Committee and is now trying to bring it in.an open forum so that the social sciences can get their rightful place. The acquisition of knowledge has always remained a cardinal principle of every academic and pro- gressive society but the ethical use of this knowledge and the basis on which we would like to move forward is even more important. It is for this purpose that delegates from all the provinces have come here to contri- bute to the debate for the further development of Social Sciences. I welcome each and every participant of this Conference. In fact you have given your valuable time to come here and participate for improving the Social Sciences. The 21st Century brings with it enormous possibilities yet it poses many challenges particularly for the developing nations. No one can deny the importance of science and technology. In the 21st Century knowledge wil have to be of a very high order. However, globalization with this explosion in knowledge poses a severe challenge to countries such as us. The first of these challenges is the maintenance of our Identity. Traditionally, the national frontiers and boundaries as defined by a homogenous culture enabled a society to develop in a harmonious manner. But globalization with the free flow of information and the attendant movement of population is likely to minimize this function of national frontiers. It is this situation and its challenges that the Higher Education Systems in the developing world will have to meet. Unfortunately, the Sciences cannot enable us to tackle these challenges. It is the social sciences that will tell me of my roots. It is the social science which will also frame for me the values, within whose parameters I must use this newly acquired knowledge. The knowledge has to be used in a moral manner. It has to be used in a humane manner. These will be some of the areas in which social science will have to provide us necessary guidance.

22 20 A lot of emphasis has been rightly placed on the improvement and the achievement of international standards in natural sciences. We cannot progress without this but we have to maintain a balance. I am glad to host the first Conference to take a critical look at where the social sciences in this country stand. What is the direction in which they are emerging and what can be done to ensure that we do not lose the moorings; the groundings that make us what we are. These links set us apart from our neighbours; provide us with the pride and the identity to be able to hold our head high and to say that we are Pakistanis. On this occasion I am privileged to address this august gathering. Before I finish I would like to read out a very brief message of the Federal Education Minister which she has sent with her regrets that she could not attend this Conference because of her pressing engagements. Thank you very much. I welcome you all to this Conference.

23 21 Message from Ms. Zobaida Jalal Federal Minister for Education, Government of Pakistan at the Inaugural Session of the Conference on State of Social Sciences and Humanities: Current Scenario and Emerging Trends (Ouaid-i- Azam University Campus, 15 December 2003) The 21st Century is a century of science and technology and it is the high levels of scientific and technological knowledge that wil provide the wherewithal to a nation to progress. However, the mere possession of strength in knowledge is not sufficient. This knowledge has to be used in a moral and humane manner so as to ensure that the progress of a society is balanced and within acceptable norms. Thus Natural Sciences cannot make the society move forward and develop in a balanced fashion without the help of social sciences. Pakistan has made significant progress in the field of Science and Technology as it has received considerable financial outlays during the last few years. However, Social Sciences have not been so fortunate, a phenomena which is to be found in most of the developing countries and is not unique to Pakistan. With the holding of this conference, it is gratifying to note that a realization has dawned in Pakistan that proper development of the Pakistani society is dependent upon and can find its full potential only if guidance is provided by social sciences and humanities. I would like to congratulate the Quaid-iAzam University, the HEC and UNESCO for taking the initiative to hold the Conference on the State of Social Sciences and Humanities.

24 22 Speech on the Inaugural ceremony of the State of Social Sciences and Humanities Current Scenario and Future Trends Conference, organized by the Social Sciences Committee HEC, UNESCO and hosted by QAU, in collaboration with FJWU and COSS at QAU Earth Sciences Hall December 15th 2003 Vision of the Conference on State of Social Sciences and Humanities: Current Scenario and Future Trends Pro$ Dr: Najma Naja,, Chairperson, Committee on Development of Social Sciences and Humanities, Vice Chancellol; Fatinia Jiniiah Women University, Rawalpindi. Honorable Minister Zobaida Jalal, Federal Minister of Education, Dr. U.A.G. Isani, MsIngeborg Brienes, Dr. Sohail Naqvi respected colleagues, Vice-Chancellors, academicians, and members of the Development of the Social Sciences and Humanities Committee of the HEC, It is indeed a singular honor for us to welcome you all to the first conference of the social and human sciences of Pakistan which brings together academicians in all the diverse disciplines and specialties of the social sciences and humanities to discourse, to analyze and basically to shake us out of the learned helplessness that social scientists have sunk into. This is to be a wake up call to become more visible, more involved in the research and teaching which would be focused on the present day issues facing Pakistan with an aim to providing solutions to the problems facing our society. We are well aware of the fact that Social Sciences and Humanities research and teaching has not developed at par with the advance world. If we go by the first and the basic premise taught to the social sciences classes, Human are social animals, the premise inherently states that if we have to study humans and the diversity of human cultures, human lives, and societies the world is literally wide open for us. With the innumerable problems facing us, it is only the social and the human scientists who can lead us to the resolution and handling of the issues we have seen looming large ready to engulf the nation. Ladies and gentlemen, the scenario was not as bleak in the 60s and 70s, Social Sciences and Humanities research and academic development was given due attention and departments in various specializations emerged at the Public sector Universities. Psychology, Sociology, Public Administration, became part of this growth. However, over time there was a qualitative and quantitative decline in the productivity and the standards of the departments. The reasons are many i.e., brain drain, retirement of senior qualified social scientists as well as reduced opportunities lack of training for younger faculty, incentives to the hard core sciences can be cited as a few. As a consequence research output at both the Universities and other related institutions remained very low especially on national and real life issues which were needed to be investigated. Keeping in view the vision of the Chairman HEX Dr Atta-ur Rehman, that the development of all disciplines /programs/specializations of higher education are to be given due impetus, a Committee for the Development of Social Sciences and Humanities was constituted of eminent social scientists and humanities

25 23 scholars and researchers from all over Pakistan. The first meeting held in May 2003 was addressed by the Chairman HEC Dr.Ata-ur Rehman, and the committee was asked to deliberate upon, identify the problems and issues, and to recommend immediate short term, as well as long term measures to make social sciences and humanities, vibrant and dynamic as well as attuned to the present and future problems to provide solutions. In its deliberations, the committee felt that there was a need to bring scholars, researchers and academicians together to discuss and deliberate on issues facing us today and the need, therefore the direction of our growth and future endeavors in social sciences, humanities research and education. The present conference as part of the decisions for immediate action was to hold a series of conferences to bring the social scientists together and to discourse on various issues facing the social and human issues. The first of which is present conference The State of Social Sciences and Humanities: Current Scenario and Emerging Trends (15-17th December 2003). The vision of the conference is very simple, yet would have far reaching consequences form now onwards of how we move to activate and develop our respective specializations and disciplines. This conference is envisioned (a) To bring together social scientists for discussion and deliberation. (b) To provide a platform for a nation-wide interdisciplinary networking. (c) To create an opportunity for sharing experiences and for identifying future directions/plans. (d) To mobilize our social scientists to enable them to meet the national and international standards in teaching and research. (e) (f) To bring out issues for the discourse and discussion would encourage collaborative research both interdisciplinary and interuniversity levels. Provide an opportunity for facilitation of research ideas. Keeping the above in view, therefore the format of the conference is in the form of panel discussions and research papers vis-&vis various specializations/fields to enable maximum input and discussions. The important issues would be raised and maximum time within and outside the sessions would provide opportunities for discussion and discourse. We do know that the areas are too diverse, and the issues too many and the time too restricted. The conference would probably be the scraping the tip of the iceberg. However, we do hope that this would initiate what we as members of the committee had envisioned and would get our colleagues energized to contribute actively on national and intermaitonal platform. We would continue our endeavors through the following series of conferences: (a) Ethics, Values and Society at LUMS in February-March 2004.

26 24 (b) (c) (d) Social Sciences Endangered and Engendered at Fatima Jinnah Women University May Multiculturalism and Human Security University Karachi and Sindh University September Followed by two more conferences at International Islamic University and Allama Iqbal Open University, December 2004 and February We have begun the long journey with the firststep, and we are very happy that our colleagues responded very enthusiastically-indicating that this was much needed opportunity of all to be here. I welcome you all and I hope that the deliberations are the first step for you in reawakening and looking out for possibilities of mergers and collaboration. Ladies and gentlemen, now more than ever before, are social scientists needed. The problems facing the nation are too multidimensional for any one discipline provide answers to. We need to support each other and need to identify how we can work together to resolve issues facing Pakistan today. Thank you very much.

27 25 Social and Human Sciences: Challenges Ingeborg Breines UNESCO Representative UNESCO, Islamabad Opening Session of the Conference State of Social Sciences and Humanities: Current Scenario and Emerging Trends (Quaid-i-Azam University Campus, 15 December, 2003) Excellencies Honorable Vice Chancellor, Quaid-i-Azam University Honorable Vice Chancellor, Fatima Jinnah Women University CO-organizers, Researchers, Educators, Policy makers, Distinguished Participants and Guests Ladies and Gentlemen It is indeed a great pleasure for me to be with you at the opening of this Conference of Social and Human Scientists at the Quaid-i-Azam University. Please allow me right at the outset to thank everybody involved in the preparation of this Conference for their cooperation, not least the Higher Education Commission, the Council of Social Scientists (COSS) and the two universities: Quaid-i-Azam University and Fatima Jinnah Women University. The social and human science is one of the five major sectors of UNESCO, besides education, culture, the natural sciences and information and communication. I am happy to greet you on this occasion from the Assistant Director-General, Mr. Pierre Sane, who is heading the Social and Human Sciences Sector at UNESCO Headquarters. Mr. Pierre Sane wil be with us as of tomorrow morning, which wil give you a possibility of interacting directly with him. UNESCO, as you would know, was established in 1945 after the Second World War with the ethical and intellectual mission to contribute to peace and security by promoting collaboration amongst Nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion. The preamble of the UNESCO Constitution reads: Since wars begin in the minds of men, it is in the minds of men that defences for peace must be constructed. This gives the organization a major task and immense challenges. It is obvious to us all here, that we, the world community have: 0 failed to meet the needs, the concerns and the interests of the people in an adequate and timely manner; 0 0 failed to bridge the gap between the haves and the have nots which continues to widen both inside and between countries, and failed to learn the tools of dialogue and non-violent conflict resolution.

28 26 Many people react with frustration and withdrawal in front of a complex and unstable world situation marked by a rapid process of globalization and new technology, the impact of which makes us more and more interdependent. What happens in one part of the world, sooner-rather than later, has an effect on other parts. This situation impels us to rethink our use of financial and human resources and to reflect on our priorities for the future. The challenge of the social and human sciences is to provide data, information, knowledge and analysis that would assist and give guidance to policy-makers. UNESCO s mandate of contributing to the development of the social and human sciences and philosophy is unique in the United Nations system. The social and human sciences, philosophy and future-oriented activities have a key role in UNESCO s functions as a laboratory of ideas, in innovatory policy-making and as an intellectual and ethical watch, since the concepts, methodologies and analytical tools of these disciplines can help forge the link between thought and action, knowledge and policies. As such, in addition to their own fields of application, they will contribute to promoting interdisciplinarity and intersectorality. The programme of the UNESCO social and human sciences sector for the coming biennium consists of three parts: Ethics of science and technology; Promotion of human rights, peace and democratic principles; Improvement of policies relating to social transformation and promotion of anticipation and perspective studies. The activities are structured according to two main dimensions: firstly, the ethical and standard-setting dimension, and secondly, that of research, policy-making, action in the field and future-oriented activities. Under each of the three parts of the Programme, there are activities aimed at applying the concepts and methods of the social and human sciences, philosophy and future-oriented activities to major challenges of today, and activities concerning the scientific, vocational and infrastructure issues linked to those disciplines. To that end, the Programme supports international cooperation in partnership with professional NGOs and university networks. More specifically, as for ethics, the current revolution in science and technology has led to concern that unbridled scientific progress is not always ethically acceptable. UNESCO s Programme on the Ethics of Science and Technology reflects this concern and aims to place such progress in a context of ethical reflection rooted in the cultural, Iegal, philosophical and religious heritage of the various human communities. The Ethics of Science and Technology, including the Bioethics Programme and the World Commission on the Ethics of Scientific Knowledge and Technology (COMEST), is one of UNESCO s five priority programmes. With regards to the promotion of human rights, action is concentrated in areas where UNESCO has a special mandate: generating and sharing knowledge, protecting human rights, renewing and reinforcing commitment to human rights education and providing advisory services and technical assistance to Member States. In important related areas, such as women and gendet where emphasis is on promoting equality between the sexes and on the social dimension of women s rights, actions focus on research, networking, advocacy and knowledge sharing of best practices. In the struggle against discrimination, UNESCO tries to identify the obstacles hampering the full

29 exercise of human rights: the impact of nationalism, religious intolerance, discrimination against minorities, and forms of discrimination arising from scientific progress or from illness such as HZV/Aids. UNESCO encourages and advances research on new forms of violence and develops regional plans for human security by improving links with local initiatives to prevent conflicts at their source, through respect for human rights and policies for sustainable development and for alleviating poverty. There is a categorical need to educate humanity in the concepts of justice, liberty and peace, notions indispensable to the dignity of human beings. These terms relate to notions within the field of philosophy, especially moral philosophy. It is by pursuing t6e elucidation of these concepts that the foundations of a spirit of moral solidarity and a culture of peace can be built. Philosophy is helping us develop the intellectual tools to analyze and understand key concepts, to build capacities for independent thought and judgment, to enhance the critical skills to understand and question the world development and its challenges, and to foster reflection on values and principles. The Management of Social Transformation (MOST) is a UNESCO programme that promotes international, comparative and policy-relevant research on contemporary social transformations and issues of global importance. Created in 1994, it aims to: Further understanding of social transformations; Establish sustainable links between social science researchers and decision-makers; Strengthen scientific, professional and institutional capacities, particularly in developing countries; Encourage the design of research-anchored policy. The MOST programme is directed by an Intergovernmental Council and an independent Steering Advisory Committee, and works closely with MOST National Liaison Committees. It is co-coordinated by the MOST Secretariat at UNESCO headquarters in Paris. Pakistan might want to consider revitalizing its MOST Committee. To adapt to rapidly changing world developments, MOST themes and priorities are in constant evolution. The Priority Areas are: Globalization and Governance The aims are to improve understanding of the globalization process and its impact on new governance mechanisms and structures. Projects in this field analyze and support local development policies and regional coping strategies, particularly in marginal regions and least developed countries. Multicultural and Multi-ethnic Societies Social scientists must inform decision-makers on how to overcome ingrained social attitudes and policies which hinder the development of peace. Projects focus on social integration of immigrant minority groups; analysis of political and judicial barriers to citizenship and basic social services; conflict prevention; and increased public understanding. Urban Development and Governance Projects in this field work to empower people with responsibility for the promotion, creation and development of socially sustainable human settlements; enhance social cohesion in cities; produce policy-

30 28 relevant knowledge on urban management, particularly on social, economic and political urban governance; and support innovative initiatives in the field of city professionals education. Poverty Eradication The United Nations Secretary General s call for all UN Agencies to contribute to the Millennium Development Goal of reducing by half extreme poverty by 2015, led UNESCO to develop a strategy for its contribution to this objective. On decision of the UNESCO Executive Board, the MOST programme has prepared a strategy for UNESCO s poverty eradication programme in close co-operation with other UNESCO sectors. UNESCO has established a series of prizes to stimulate excellency in performance within its fields of competence, such as: (a) Pierre de Coubertin - International Fair Play trophies. (b) UNESCO prize for Human Rights Education. (c) UNESCO prize for Peace Education. (d) Felix Houphouet-boigny Peace Prize. (e) UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-violence. Hopefully, we will soon see social scientists in Pakistan receiving some of these awards. Being at the Quaid-i-Azam University, I would like to take this opportunity to congratulate the University and Prof. Pervez Hoodbhoy, with his UNESCO Kalinga Prize award 2003, for the popularization of science. The UNESCO Office, Islamabad has over the last years, been actively involve in supporting, through modest means, the social and human sciences in Palustan. I would, like to mention some activities: support for the establishment and strengthening of Council of Social Scientists (COSS) and for research publications development by COSS; cooperation with the Higher Education Commission in the establishment of the Sub-committee on Social Sciences and the Humanities; co-operation with the Government, notably the Ministry of Education, relevant UN sister agencies, universities and teacher training institutions on developing a National Plan of Action for Human Rights Education and training of trainers and teachers in human rights education; initiating with UNDP the project on Human Rights and Social Service Delivery, which developed into a social audit for all districts of the country, primarily run by the National Reconstruction Bureau (NRB), CIET and some bilateral and multi-lateral donors; cooperation with research institutes like Islamabad Policy Research Institute (IPRI), and with a series of universities on the theme of migration and multi-culturalism, and working with federal and provincial curricula and text-book authorities on the same theme; developing, adopting, translating and testing educational material in peace education, non-violent conflict resolution and gender equality and undertaking training workshops on peace education with universities:

31 0 worlung with the Ministry of Women s Affairs, Rozan and a series of universities on how boys and men can contribute to the quest for gender equality; 0 marlung International Days with international partners and the media, for example, on Tolerance (16-November), Human Rights (1 0-December), Women (&March), Philosophy (20-November), World Science Day (21-November), for awareness-raising and networlung; 0 developing with provincial and district authorities and the National College of the Arts, a project on urban development in the Walled City of Lahore. UNESCO, Islamabad is ready to continue its cooperation with interested parties, including Higher Education Commission s (HEC), Sub-committee on Social Sciences and the Humanities, COSS and not least interested universities. We are convinced of the importance and need to strengthen the different social and human sciences disciplines themselves, of the need for networking between social scientists and not least of the importance to address the challenges of social transformation in a holistic and inter-disciplinary manner. Research findings need to be broadly disseminated; and social scientists must be given the possibility to develop data and engage in analysis of their society in order to provide inputs for policy-makers and politicians to enable them to plan and make relevant decision for the best of the country and its people. Thank you for your attention. 29

32 30 Inaugural Session of the Conference on State of Social Sciences and Humanities Social Sciences in Pakistan Today Speech by DE Dushka H. Saiyid Cor ference Coordinator The Social Sciences are in dire straits today because of the neglect that higher education in general, and social sciences in particular, have endured over the last many decades. Most research in the social sciences was either done in public sector universities like the Quaid-i-Azam University, or research institutes like the Pakistan Institute of Development Economics or the Institute of Strategic Studies. Since the public sector universities in Pakistan have been neglected, starved of funds and the faculty badly paid, it has failed to attract the best brains in Pakistan. Those good academics that had been drawn to the Universities in the 70s as a result of Bhutto s educational reforms, are now leaving the public sector universities for the private universities, as the remuneration there is substantially higher. There is also no quality control of the MPhils or PhDs being produced in these universities. In terms of quality the Quaid-i-Azam University is an exception rather than a rule, as their PhD dissertations are sent to three referees abroad for evaluation. The paucity of research degrees produced in social sciences and humanities since 1947 (445 PhDs and 635 MPhils) is a reflection of the state of the social sciences. Some non-governmental organizations are also carrying out important research in the field of social sciences. However, their agenda is donor driven and does not necessarily reflect the interest and needs of Pakistan. Policy-makers in Palustan have failed to realize the critical importance of libraries for research in the field of social sciences. There is a pressing need not only to computerize libraries, but also to connect them to each other, so that a student sitting in one library can locate the material in any other library in the same city, if not the country. Our libraries should also have connectivity to important archives, databases and libraries abroad, like the Library of Congress. Library science is a growing and a highly advanced field, however, in Pakistan the librarians are either not trained or the training is anachronistic. The educated sections of the Pakistani society, like in the rest of the Indian sub-continent, are bilingual, if not trilingual, because of our familiarity with the English language. While there is much talk of globalization, this asset is being frittered away in Pakistan as the teaching of English language is being neglected. There is a definite deterioration in the quality and standard of English in our educational institutions. English is our link to the rest of the world, is increasingly recognized as an international language, and therefore it is imperative that we maintain a high standard of English in our higher education institutions. There must be a holistic approach to dealing with the crisis in the social sciences, and while libraries and the English language are important for the social sciences, the problem remains the development of a core of high quality social scientists, especially faculty, who will be able to train generations of students to come.

33 L to R: Dr. Pierre T. Sane with Fatima Jinnah Women University Faculty L to R: Dr. Dushka Saiyid, Prof. Dr. I.N. Hassan, Ms. Maryam Rab, Ms. Bushra Inayat Raja Prof. Dr. Najma Najam with Senator Mr. Mushahid Hussain Saiyid Mr. Mushahid Hussain Saiyid with participants of the conference Participants at the dinner hosted by Fatima Jinnah Women University

34 L to R: Mr. Mushahid Hussain Saiyid, Prof. Dr. Najma Najam, Dr. Pierre T. Sane Prof. Dr. Najma Najam presenting university souvenir to Dr. Pierre T. Sane Participants at the dinner hosted by Fatima Jinnah Women University View of the participants at the dinner hosted by Fatima Jinnah Women University

35 L to R: Dr. Mansoor Kundi, Prof. Dr. Tahir Amin, Dr. Riaz Ahmad, Dr. Riffat Hussain, Prof. Dr. Najma Najam, Dr. Dushka H. Saiyid - L to R: Ms. Ingeborg Breines, Prof. Dr. I.N. Hassan, Dr. Pierre T. Sane, Dr. Absar Ahmad, Prof. Dr. Najma Najam

36 View of the participants L to R: Prof. Dr. I.N. Hassan, Dr. Pierre T. Sane, Dr. Arifa Farid, Prof. Dr. Najma Najam

37 Session 1 Current Scenario and Emerging Trends: Psychology, Sociology, Philosophy, Anthropology Papers Presented Sessional Chair Dr. Pierre T Sane Assistant Director General, Social and Nunian Sciences, UNESCO Sessional Co-chair Dr. Z. N. Hassan Chairperson, Scientific Committee Rapporteur Dr. Ghazala Zrfan Lahore University of Management Sciences, Lahore. Divided We Fall: A Case for Multidisciplinary Approach (Pro& Dr: Najma Naja,, Vice Chancellor, Fatinia Jintzalz Women University, Rawalpindi). Role of Clinical Psychologist in Pakistan (Dr: Yasrnin N. Farooqi, University of Punjab, Lahore). Current Scenario and Emerging Trends in Sociology (OK Ayaz Ali Wassan, UniversiQ of Sindh, Jainshoro). Current Scenario and Emerging Trends in Philosophy (Ox Arifa Farid, University of Karachi, Karachi). Philosophy Current Scenario and Emerging Trends (Or: Absar Ahrnnd, University of Punjab, Lahore). The Status of Anthropology in Pakistan (Past, Present, and Future) (DE Hafeez-ur-Rehman, Quaid-i-Azam Utiiversity, Islamabad).

38 36 Ladies and gentlemen, Speech in Session I : State of Social Sciences and Humanities: Current Scenario and Future Trends conference organized by the Committee of Development of Social Sciences and Humanities and UNESCO hosted by the QAU, in collaboration with FJWU and COSS. Divided We Fall: A Case for Merger in Social Sciences and Humanities Pro$ DI: Najrna Najam, Kce-Chancellor, Fatima Jinnah Wornen University, Rawalpindi We all gathered here today to initiate a process of rekindling the social sciences and humanities, which in this era of globalized commercialization, of knowledge driven economies and of information and biotechnology seems have placed further on the back shelf. We have also gathered here to critically analyze and evaluate what is happening today, what are we doing at present what is need for saving the future of social and human sciences. Ladies and gentlemen, In a recent conference of the Association of Commonwealth Universities, Mary Robinson, former President of Ireland and presently UN High Commissioner for human rights stated in her keynote address to over 350 heads of Universities from 54 countries that the single most important task of a university is to teach students skills to be responsible citizens. Research has shown that students are increasingly enrolled in courses such as information technology and Business management, enrolment in humanities subject such as philosophy, religion and history has experienced steep declines. She asks, How will the universities in Europe, the Commonwealth and around the world be able to cultivate humanity in their students which is a fundamental responsibility of the Universities, when the fields of study most dedicated to teaching these themes are losing ground to other disciplines. This illustrates the critical state in which the social sciences and humanities are in the present day universities- serious note of alarm, of a wake up call for us who have to answer the future generations if we fail our responsibilities now. We need to produce wholesome citizens of tomorrow. The cut throat business graduates or computer specialists who come out of our universities without appropriate grounding in social sciences and humanities (Ethics, philosophy, critical thinlung, languages, aethestics) may not be ready for the real world-thus resulting in the Enrons that we are well aware of. This has also been raised by Prof. Dr. Kader Asmal, South African Minsiter of Education, for whom social responsiveness is important. He questions, Can talk about building and consolidating democracy and a vibrant civil society with just market responsive education? We need an education which is full of promise for the renewal of our societies.

39 37 Ladies and gentlemen, It is the social sciences and humanities that render a sensitivity to knowledge which makes it complete, and multidimensional. It has been well stated that, knowledge without wisdom produced Hiroshima. Therefore social sciences would have to be assertively brought back as areas of support and funding (as was done in the 60s and the 70s). How can this be done? The most critical step forward as I strongly believe is a step towards reorganizing the way we exist now in universities, and the way we therefore learn to think and work-is- in isolated units of single departmental compartments. W e have literally taken apart piece by piece the social sciences and humanities (knowledge, teaching and research) instead of putting them together. We move through exclusions instead of inclusions, we work on boundaries which divide ( both literally and otherwise). Who is to be included and to be excluded is given by the labels we put on the walls and on the appointments of our faculty-and this continues into serious discourse. Let me illustrate. A few days ago I was chairing a session on social sciences at a conference where it was seriously questioned whether one or the other discipline formed part of the social sciences or humanities. And also why one would be a social scientist and others not. The lines dividing disciplines were hard and very rigid. Contrast it with how boundaries are merging, and lines blurring around the world. I visited several Universities abroad, where disciplines have been brought together (in Surrey, as division of human and behavior sciences: Sociology, economics, psychology, and in Glasgow sociology, political science, anthropology) under one roof in one building. Or as in some US Universities, a professor with specializatiodresearch contributions which extend to other disciplines would carry a title which encompasses all the disciplines. I know specifically of the University of Pittsburgh where one colleague was Professor of Psychology, Business and Women Studies and another a Professor of Psychology, Psychiatry and Neurology. Contrast this again with Pakistani Universities, where some Universities offer two or three degree programs of the same disciplines from two or three different departments existing within the same University (I can cite examples of my own discipline psychology). I move for a case of inclusions, of synthesis, of mergers, of bringing together of social and human sciences to encourage working together on issues which could bring in multidimensional and multidisciplinary input. This would make research and teaching meaningful in the wider social and human context of the real world. We must remember that issues in the real world are complex and no one researcher, or discipline can completely cover all aspects. Multiculturalism, for example, is a psychological, a sociological, and anthropological, a historical, political, a linguistic as well as a gendered problem for research. As one academic puts it effectively, A University has many communities and many souls, but only one drive which is the love of knowledge. Several years ago, I moved for a merger of two departments of psychology within close vicinity and proximity of each other which were duplicating, psychological tests, journals, human resources, library, and

40 38 services with qualified faculty who was divided by a wall! There was difficulty of operating effectively and one was a much smaller program of about 12 students. Merged together they would have maximized the resources, with a large number of foreign trained faculty coming together under one program. Research, teaching, academic collaboration and specializations offered to students would have been maximized. This would have given them a formidable reputation nationally and internationally. Such mergers around the world have been effective in enhancing the academic portfolios of the institutions, with the delivery of greater academic activity and development ( new programs could emerge), greater international credibility (with greater number of qualified faculty/citations/research grants) and of course greater opportunities for funding for collaborative research. And of course increased efficiency in terms of management. This was to be pooling of resources, collaboration not competition to give us an edge in the world of competition. However, that was an idea whose time had not come when I proposed it! Now is the time when we must proceed to merge to grow and to provide the necessary support for development of the social sciences. As has been said before this is happening the world over why not in Pakistan. I was recently apprised by the Vice-Chancellor of the University of Geneva that Social Sciences and Humanities Research is funded only when it is clearly stated and shown in the proposal that a multidisciplinary team would be involved in the research and various facets of the research problems would be studied from a multidimensional perspective. Intergration was important for getting funding for projects. Ladies and gentlemen, It is time that we, the social and human scientists move towards mergers, mergers of knowledge, mergers of om disciplines, mergers for strength and mergers for growth. In the world of Competition it is the weaker who would fall-and divided we would fail and divided we would fall. Thank you.

41 39 Role of a Clinical Psychologist in Pakistan Prot DI: Yasmin Nilofer Farooqi University of Punjab, Lahore The role of a clinical psychologist jn medicine, education, criminal justice system, administration and particularly in psychiatry is the most intricate and fascinating; yet, the least understood one. Unfortunately, our general public and even some of the professionals think as if testing is all that a clinical psychologist does. One stereotype consists of a narrow-minded scientist in a lab coat, holding a stop-watch and observing the anxious and helpless client struggle with a variety of puzzles, buzzers and blocks. Another common image is a faceless, anonymous psychologist gleaning secrets from projective tests and drawings and then, passing onto the therapist....the real doctor...who would, then, use the results in some magical and therapeutic manner. Finally, there is the notion of the psychologist expert workmg with children with behavioral problems who periodically would confront the anxious parents with confirmation of their children s cognitive limitation on an IQ test. Gradually, after the World War 11, the clinical psychologists started rebelling against these stereotypes and are still fighting political relations battles enabling them to engage in a wider variety of professional activities, such as, psychotherapy, clinical assessment, diagnosis, consultation, preventive measures, research, administration and community work. The reality is that the psychological testing is just a segment of the clinical assessmenddiagnostic process....one which consists of evaluating a referral question; selecting appropriate procedures and tests; administering and scoring psychological tests; interpreting and synthesizing findings; and communicating these effectively to the appropriate persons. Clearly, these procedures require rigorous training, clinical skills and judgment far beyond the technician. There are hundreds of psychometric instruments which focus on personality, intellectual and neurological assessment of children, adolescents, adults and the elderly. Often, psychologists working in the department of psychiatry are asked to prepare written reports of clinical assessment results and give suggestion/ recommendations for case-management and treatment of the patients. Over the years a standard format for these reports has been developed. However, I notice two frequent flaws in the clinical assessmenddiagnostic reports or periodic review of the case progress in Pakistani society. First is the over use of tests which are neither culture-fair nor free from the bias of the Western Cultures. Second is the inadequate interpretation of test results and use of jargons in clinical reports. It is quite possible that the author does not fully understand the results or may be understands them so well that the reader s point of view and the referral question are forgotten. Occasionally, test results are contradictory or inadequate or do not enable the psychologist or the psychiatrist to answer the referral question. Thus, it is extremely important for the clinical psychologist to describe all findings while acknowledging contradictions and offer reasonable alternative explanation or psychological hypothesis. This is highly preferable to the current practice of merely reporting test results and leaving the reader to struggle with weird or incoherent interpretation. We must courageously indicate any reservations that may exist regarding the reliability and validity of foreign tests in Pakistani community.

42 40 Certainly, we the Pakistani clinical psychologists can refine our current format and standards for diagnostic/clinical assessment report writing with the mutual efforts of the clinical psychologists and psychiatrists at an equal level. Some helping professionals even psychologists have a false notion of categorization of psychiatrists and clinical psychologists in terms of ranking. For instance, they place the former on higher pedestal as compared with the latter. The fact of the matter is that the both are of equal importance and should be treated as such in Pakistan, as well. In the USA, where the level of advancement in the field of clinical psychology is the highest in the world, the clinical psychologists enjoy an equally powerful role in the diagnosis/assessment, treatment, and rehabilitation of the mentally ill and community based preventive programs. In my multiple roles in the USA as a Senior Clinical Psychologist for the State of New Jersey; as a Psychology Intern at the St. Clares Riverside Medical Center and Greystone Park Psychiatric Hospital, State of New Jersey; as a psychotherapist at the Community Clinic and Vocational Clinic of the Temple University, Philadelphia, Pennsylvania; as an Expert Witness for the Superior Court of Newark; as a Graduate Assistant, Doctoral Fellow and Research assistant at Temple University; as a Staff Clinical Psychologist at Woodbridge Developmental Center, New Jersey; and as a Consultant Clinical Psychologist for the selection of employees and release of Off-duty weapons to the correction officers, State of New jersey; I have witnessed and fully enjoyed the richness and complexity of the dynamic role of clinical psychologist in medicine, psychiatry, community mental health, job placement, and legal proceedings, such as, child custody battle, divorce, and forensic cases. Professional psychological services of a clinical psychologist include, but are not limited to, the use of theories, principles, procedures, techniques and/or devices of psychological nature. Basically, clinical psychologists are trained to identify, understand, predict and/or modify human behavior for the prosperity and welfare of human beings. It is worth-mentioning here that there are diverse areas of specialization within psychology, such as, child psychology, educational psychology, experimental psychology, industrial and Marketing psychology, counseling psychology etc...perhaps, it is important to point out that an experimental psychologist s training is predominantly in an animal or a human lab in contrast to a clinical psychologist who has to complete a minimum of 2, 200 hours of hospital practice in the inpatient and outpatient settings including children, adolescents, adults and the elderly units under the supervision of licensed clinical psychologists as mandated by the American Psychological Association rather than by the psychiatrists or the naive psychologists. Currently, dozens of our students are holding responsible positions in the Health Department, Inter Services Selection Boards, Education, and Research etc. Unfortunately, most of our clinical psychologists and budding psychiatrists lack proper training, clinical experience and broad-spectrum approach necessary to do justice to the young field of Clinical Psychology in Pakistan. For instance, our present clinical training and teaching is mainly geared toward idolizing Albert Ellis or Wolpe or Skinner or Freud as the God Fathers rather than focusing on the welfare of the clients in the context of their unique psychosocial, religious, political and cultural context. In order to be an effective clinical psychologist, one has to look at why, when, where, what, who and how of the presenting complaints of the clients. Second, there is a serious lack of continuity and well-organized coordination between the psychologists and the psychiatrists who run internship programs. Consequently, the bla bla of our poorly trained practitioners is doing more harm and damage to the naive and frightened clients than render the duly adequate services to them. I strongly recommend a multidimensional systemic approach with intensive and extensive supervision from the licensed

43 41 clinical psychologists along with systematic critical feedback exchange among and between all the helping professionals. Now is the time that we should rid ourselves of the unfair and nonprofessional monopoly of philosophers, palmists and so-called helping professionals who are seriously deficient in psychodiagnostic and psychotherapeutic skills as well as research methodology suitable to the filed of clinical psychology. Unfortunately, there is hardly any concept of accountability of the helping professionals for the possible commission of negligence, malpractice and/or abuse of the innocent clients. There is no licensing system, no code of ethics nor any standards for the so-called practice of clinical psychology in Pakistan. The clinical psychologists have a primary obligation to respect the fundamental rights of individuals to privacy, confidentiality, self-determination and autonomy in the course of their work as teachers, practitioner and researchers. Thus, they can reveal information obtained from clients to others only with the consent of the person and the person s legal representative; except in those circumstances in which not to do so would result in clear harm or danger to the person and others. Contrary to this ethical principle, Farooqi s (1995) research findings indicate violation of this rule by the Pakistani clinical psychologists in their lectures, seminar papers or other public forums. Unfortunately, many of them do not accurately represent their competence, education, training, clinical skills and experience as well. Therefore, I strongly advocate the legal requirement of display of the original degrees, diplomas and/or certificates in our offices/clinics as practitioners. Secondly, we should only claim those qualifications which are approved internationally to enhance the quality of our services. It is imperative that the clinical psychologists should only provide those services and only use those techniques for which they are qualified by education, training and experience. Unfortunately, enough damage has been done to the emotionally distressed Pakistani population by the Jacks of All Trades and Masters of None. Now, the next question is what can be done when conflicts of interests arise between the client and their treating professional s employing institutes or organizations? The practitioners must clarify the nature as well as the direction of their loyalties and responsibilities and keep all parties informed of their commitments. In addition, they are to fully inform their clientdconsumers as to the purpose and nature of an evaluative, therapeutic, educational or training procedure. Why can t we freely acknowledge that clients, students, or participants in research and/or clinical relationship have freedom of choice with regard to their participation? Certainly, we are not to exploit or mislead other people during or even after our professional relationship with our clients. Unfortunately, very few Pakistani therapists keep records of each case and store them in such a way as to insure safety and confidentiality in accordance with the highest professional and legal standards. Remember, information given by our clients/consumers can be revealed only to the professional persons concerned with the case. Even then, written permission shall be granted by the clients before data may be divulged. Unfortunately, the title of clinical psychologist is recklessly used by diverse practitioners outside the boundaries of their competence. Clinical psychology is a new profession in Pakistan which is seriously misrepresented and exploited by the so-called helping professionals, particularly, by the experimental or child or social psychologist in power in our society. It is a sad reality that the masses of our people are nai ve and not well educated. Furthermore, there are no written guidelines for ethical standards; no licensing system; no Board of Examiners; no unified code of ethics; and no Peer Review System to safeguard the

44 42 interest of patients. Consequently, blatant lapses in the moral and professional ethics remain unreported. Often, the so-called clinical psychologists end up minting money and hurting the patients more rather than rendering due service to them. Thus, I strongly recommend that the government should introduce regulation board for licensing psychologists in the private practice. Without a uniform code of ethics and specified standards of professional conduct; the vulnerable groups can be abused or exploited very easily. Therefore, we urgently need to establish and implement the fundamental rules of conduct for all helping professional. Remember, we are not to exploit persons over whom we have supervisory, evaluative or other authority, such as, students, supervisors, employees, research participants and clientdpatients. To deal with the problems of impaired clinical psychologists; one must refrain from undertaking any activity in which one s personal problems or conflicts are likely to lead to inadequate performance or harm to a client, colleague, student or research participant. Since in therapy, personal problems and conflicts may interfere with professional effectiveness; the clinical psychologists must seek competent professional assistance to terminate or limit the scope of their professional and/or scientific activities. Moreover, they are to avoid improper or potentially harmful dual relationships with their clients or students. I often wonder how can one run his/her private clinichospital; simultaneously, teach tens of thousands of students of different colleges and universities; do consultation for private full-time at government teaching hospitalshnstitutes. We can well imagine the quality of services rendered by such multimillionaires but, otherwise, impaired professionals. Perhaps, the time is ripe to put a cap on such multiple activities and unlimited working hours which are surely damaging the quality of our services to the needy. Refresher courses, intensive workshops, and rigorous clinical training programs for our supervisors and teachers at the Master, MPhil and PhD levels are strongly recommended. These programs should focus on improving the diagnosticklinical assessment and psychotherapeutic skills because, diagnosis is meaningless without effective and timely intervention and so are the therapeutic interventions without an adequate multiaxial diagnostic classification. In fact diagnosis, assessment, therapy and research are intricately interlinked in the process of reducing the distress of the mentally ill patients and promoting their personal growth. We should also stop following one school of thought or one orientation as the divine teaching. We as scholars should keep our options open and welcome all systems, particularly the ones that work for our clients in the context of their familial, socio-cultural and religious settings. The time is ripe for multidimensional, multidisciplinary and collaborative work by the psychologists, psychiatrists and social workers with a well-organized and systematic follow-ups and critical review of our genuine efforts to progress. We as professionals, have to evolve ways and means for promoting the mental health of our people rather than waste our energies in futile battle to prove who is the God Father... The psychiatrist or a clinical psychologist. We, also, need to recognize and accept the specialty of our psychologists at least in the following areas: 1. Psychological assessment of a person or a group or a family for diagnosis, treatment planning, institutional placement, legal proceedings, job placement, personality evaluation, and education/ rehabilitation placement.

45 43 2. Psychotherapy to promote the optimal development and growth or to ameliorate personality disturbance or maladjustment of an individual, group or a family. This may include individual psychotherapy, family therapy or network therapy. 3. Consultation to individuals, groups, organizations and courts where actions affecting the optimal development of individual or group are based upon psychological principles, theories, assessment and interventions, such as, rape cases and POWs. 4. Research work in order to translate and adapt the Western psychological testing material and to modify the application of various psychotherapeutic interventions so that these interventions are relevant and suitable to our own socio-cultural and religious setting. I propose that instead of granting research facilities and funds to a single researcher, our government must encourage integration of multidisciplinary research work, data banks and team-work spirit especially in the areas of mental health, social sciences and medicine. Furthermore, research facilities must be made available to all the genuine researchers rather than being under the monopoly of a few influential individuals or the heads of the departments/centers/institutes. Such an approach of allocation of research grants would prove more economic and productive in the long run. In addition, the availability and utilization of research funds must be displayed for the general public as well as to prevent fraud and corruption by the intellectuals. We urgently need implementation of a uniform policy of strict disciplinary action, then and there, in case of violation of code of professional ethics or rules of conduct by students, teachers or the related staff. Finally, why we have to conduct our Mental Health Awareness Weeks or Workshops/Seminars/ conferences in five star hotels? Why can t we extend our services to the suffering population who can not afford our fees or arrange live demonstration of our assessment/diagnostic and psychotherapeutic skills in real life situations, such as, in schools, institutions, colleges, universities, hospitals, health centers and other related places? This may be just one step in the direction of austerity and enhancement of the quality of our clinical services to the needy rather than the affluent class exclusively. Perhaps, we need to feel the pinch by being in the dark, over-crowded and poorly staffed hospital wards or units of our psychiatry departments and institutions in order to be sensitive and emotionally available to our clinical population. This needs innovative teaching and training programs for the trainees and trainers across the country. Remember, no nation can survive or prosper without realizing the significance of merit, critical thinlung, dedication and freedom of inquiry and expression in research, clinical work and publications with a deep rooted sense of professional integrity and responsibility... Let s strive for it. God Bless Pakistan and its people. REFERENCES 1. American Psychological Association (2002) APA Manual of Publication. (5th Ed). Washington, DC: APA. 2. American Psychological Association (1993) Ethical Principles in The Conduct of Research with Human Participants. Washington, DC: APA. 3. American Psychological Association (1992) Ethical Principles of Psychologists ancl Code of Conduct.

46 44 Washington, DC: APA American Psychological Association (1987) Casebook on Ethical Principles of Psvchologists. Washington, DC: APA. Farooqi, Y. N. (1995) Exploitation of Patient-Therapist Relationship in Pakistan. Paper presented at First International Congress on Licensure, Certification and Credentialing of Psychologist, Louisiana, U.S.A: ASPPB. Farooqi, Y. N. (1998) Ethical Dileinmas in Helping Professionals. Paper presented at National Conference on Professional Ethics : NatCOPE organized by Al-Karim Educational Foundation and Pak-AIMS. Lahore, Pakistan.

47 45 Current Scenario and Emerging Trends in Sociology General Analysis of Sociology Aijaz Ali Wassan University of Sindh, Jamshoro A social science that studies human societies, their interactions, and the process that preserve and change them. It does this by examining the dynamics of constituents part of societies such as institutions, communities, populations, and gender, racial or age groups sociology also studies social status or stratification, social movements, and social change, as well as societal disorder in the forum of crime, deviance, and revolution. Social life over whelmingly regulates the behavior of humans, largely because humans lack the instincts that guide most animal behavior humans therefore depend on social institutions and organizations to inform their decisions and actions given the important role organizations play in influencing human action, it is sociology s task to discover how organizations affect the behavior of persons, how they are established how organizations interact with one and other, how they decay and how they disappear. Among the most basic organizational structures are economics, religious, educational, and political institutions such as the family, community, peer groups, clubs, and volunteer associations. Sociology, as a generalizing social sciences is surpassed in its breadth only by anthropology - a discipline the encompassed archaeology, physical anthropology, and linguistics. The broad nature of sociological inquiry causes it to overlap with other social sciences such as economics, political science, psychology, geography, education, and law. Sociology s distinguishing feature is its practice of drawing on a larger societal context for explain social phenomena - sociologists also utilize some aspects of these other fields. Psychology and sociology for instance, share an interest in the sub-field of social psychology, although psychologists traditionally focus on individual and their mechanisms - sociology devotes most of its attention to the collective aspects of human behavior, because sociologists place greater emphasis on the ways external groups influence the behavior of individuals. The field of social anthropology has been historically quite close to sociology until about the first quarter of 20th century, the two subjects were usually combined in one department (especially in Britain), differentiated mainly by anthropology s emphasis on the sociology of preliterate peoples. Recently, however, this distinction has faded, as social anthropologists have turned their interests toward the study of modem culture. Two other social sciences, political science and economics, developed largely from practical interests of nations. Increasingly, both fields have recognized the utility of sociological concepts and methods. A comparable synergy has also developed with respect to law, education, and religion and even in such ontrasting fields as engineering and architecture. All of these fields can benefit from the study of institution and social interaction. Current Scenario and Emerging Trends in Sociology Sociology will continue to grow in the forcible future. Among present trends contributing to this growth are the increase in public appreciation of the subject, the continuing growth of funds for teaching and research, the steady reduction of sectarian opposition to study of social institutions, the refinement of

48 methodologies that permit statistical analysis, and the growth acceptance from scientists in other fields. Although factors such as extreme nationalism and internal conflicts can inhabit growth in sociology, such conditions can impeded development only locally and temporarily. Furthermore, it appears likely that public interest in the development of sociological knowledge will increase as more people come to realize what sociology can contribute human safety and well fare. Advances in science and technology will always be accompanied by unforeseen and unintended consequences - progress can indeed diminish the effect of natural catastrophes such as famine and disease, but progress can also bring about wide range of new problems. These are not the menaces of impersonal nature but dangerous that arise from imperfection in human behavior, particularly in organized human relations. Problems within nations are seen as increasing source of human troubles - There is general rise in the severity of ethnic hostilities and internal conflicts b/w generations, political functions, and other divisions, of populations - Human welfare is also threatened by widespread poverty, crime, vice, political corruption, and break down in the family and in other institutions - contemporary sociology does not yet provide the solutions, but its practitioners believe that the prospects for human betterment depend in large part on the increasing application of social science knowledge to these enduring problems. History of sociology is only about a hundred and fifty years old if we trace it from the time the ideas of August comte (The French mathematicians philosophers who coined the term Sociology ) therefore begins with a discussions of the views of comte on sociology. Comte divided the subject matter of sociology in two branches social statics and social dynamics social statics was concerned with the study of the structure of society. Social dynamics was Concerned with study of the of successive stages through which human societies pass. If the social statics was concerned with the study of social order, the social dynamics was concerned with the study of human society. Introduction of Sociology in Pakistan Sociology in Pakistan made its appearance in 1955 at the Punjab University five years later, the Dept. was established at Karachi University, affiliated with Dept. of Political Science within a year, it assumed an independent status the Dept. of Sociology was established in 1964 at University of Sindh carries out grassroots activities in collecting information and data etc., from population studies centre and other related organizations in the country as to make its functioning proper and effective. In the late of 60s and 70s the teaching of sociology began at the University of Balochistan Quetta the Discipline was introduced at Peshawar University in The Universities of Agriculture Faislabad, Peshawar and Tandojam. Have the Departments of Rural Sociology and other related fields of sociology. Sociology among other social sciences is a required sub for jobs in social welfare, social security, planning and development, hospitals population department, NGOS research organizations rural development etc., according to an inventory of social scientists compiled by the National Talent Pool of Man Power Division Islamabad 1982,5 10 Sociologists were found working in the public sector at federal and provincial levels. Highest number of papers have been produced in sociology of women (120), the next highest in demography (68), and sociology of knowledge 67, fallowed by 66 papers in sociology of development, and 58 in rural sociology.

49 47 These fields in which sociologist mostly have mostly written suggest that sociological research in Pakistan is both sponsored and individual, while the Pakistan Sociologists continue to make use of the funds available for research in demography, women in development and, rural development, they at the same time continue to extend their activities or writing in the field at the individual level because they have developed interest in the field concern. In addition, their concern to adopt sociology to the socio-cultural context and political environment of Pakistan, and make it relevant to the socio economic development of the country has led them to write in the areas of sociology of development and sociology of knowledge. Suggestions 1. Training for Young Scholars / Teachers Special training should be given to Young University Teachers of Sociology on teaching methodology. 2. There must be a role of sociologist in socio economic policies of country to get valuable suggestions from them in this regard. 3. Emphasis should be given on co-ordination with NGOs and CBOs to Sociology Departments. 4. There must be allocation of separate funds to sociology departments for field work or field trips. 5. The salary structure of sociologist must be increased, benefits must be provided for social research. 6. There should be same allowance of PhD scholars for natural and social sciences. Conclusion The Current Scenario and Emerging Trends in Sociology: as discussed above may prepare the sociologist towards initiating their efforts for the development of their school of thought which will be in addition to discipline of sociology in Pakistan. Since Pakistani Society offers a wide scope of research, indigenous people should be encouraged to work on their social scientific issues. It is not that we lack skilled and un-intelligent people our scholars have proved that our people are brilliant and sharp. The problem is that these people belong to a society not pamper them, but rather try to hamper their efforts and abilities let us work towards positive end. 1. Sociology Britannica Concise Encyclopedia BIBLIOGRAPHY Book: Social Science information problems and prospects. The state of social sciences in Palustan editor SH Hashmi. Book: Good carter and scales, Dougals Method of research: educational, psychological, sociological. (New York: Appleton Century Crofts Inc.). University of Sindh Catalogue Gatner, Elliot,Research and Report Writing. (New York: Barnes and Noble Inc, 1999).

50 48 Current Trends in Western Philosophy Section I Pro$ Dv. Arva Fnrid Department of Philosophy, University of Karachi Philosophy in the late 20th and early 21st centuries is both very limited and very wide in scope depending upon which philosophical paradigm one chooses. It is limited because the postmodern intellectual s critical spirit has called in question almost all concepts, ideas, values, precepts, notions, systems, perspectives, etc. of men of antiquity, and of the pre-modern and the modem man. From the most traditional to the most recent ideas of science or philosophy stand vulnerable before the new Occam s razor of our postmodem intellectuals. Post structuralism and deconstructionism are the most popular intellectual currents of not only France that is their place of birth, but of the whole Western World. The postmodem thrust stretches beyond the West to the East, to the Orient, to the Third World. Rationality s claim to salvaging humanity is rejected by the postmodem Western man. Rationality s monopoly in defining human nature is again baseless according to him. This claim is therefore vehemently opposed. Man is as much a physical, a feeling an emotional being as he is a rational being. His experiences are diverse. This diversity therefore needs to be respected. Man s freedom implies his absolute fundamental right to conduct his life the way he wishes without any constrains. Michel Foucault and Jacques Derrida as the champions of poststructulism and deconstructionism rejected all claims to truth and meaningfulness. The postmodern man is beset with meaninglessness, nonconformism, obscurantism, valuelessness, lawlessness, emptiness etc. He is traveling, as it were, in a vast vacuum with nothing substantial to fill in, and with no destination. The philosophical ventures of Derrida and Foucault have limited the scope of philosophy. As there is no fixed meaning anywhere, no meaningful discourse is possible. Complete silence or meaningless babble is the fate of the modem intellectual. In his Archeology of Knowledge Michel Foucault has dug deep the roots of knowledge rejecting the subject object distinction, which is the precondition of knowledge, and ultimately rejecting all claims to knowledge. All philosophical ideas or ideals, all knowledge, scientific or otherwise, are repressive according to Foucault. All institutions created by man, such as religion, state, family, clinic, asylum, school and educational institutions, church, language, etc. are repressive means of control. A power game is being played at all levels. Freedom of the individual that is the only goal worth pursuing (perhaps) is far from access as the power dynamic evades it everywhere. Even language and communication is controlled by this power dynamics. There are restrains and prohibitions on the use of language. The madman s use of words or symbols is considered as meaningless babble without investigating what he is saying. The difference between folly and rational is created to exercise power on mad man s speech and to render it as meaningless. Jacques Derrida invented a deconstruction technique, through which he claimed to be able to deconstruct all sentences rendering them as meaningless. He rejected all binary opposites, such as white and black, light and darkness, good and evil, and truth and falsehood. He rejected traditional claim of primacy of one of

51 these opposites over the other, as for example, of truth over falsehood, light over darkness, or white over black. He rejected primacy of speech over written word. Meaning according to him is neither in the word, nor in the sentence. It is constantly deferred or is in a state of deference. The Enlightenment s logo-centericism and its metaphysics of presence have no structural basis. Rationality s claims to truth are hollow. Derrida took philosophy to a point of no return. Foucault had done the same through a different dynamic which was explained above. They both dumped philosophy. They, thus, limited the scope of philosophy at most to their own discourse of or about nonsense. They declared the demise of Philosophy. But perhaps the scope of philosophy is not so limited. The discourse about rationality and its project, freedom of the individual, is still very alive at Frankfurt School Critical Theorists. Modernity s ideals or its project failed both at the individual and the collective level according to this school. Instrumental rationality duped the modem man. W e have to look elsewhere for salvaging humanity. Perhaps critical reason can save human freedom (Marcuse and Erich Fromm). Perhaps man has to find salvation through his aesthetic experiences (Adorno and Marcuse). Or perhaps man needs to cultivate his being nature rather than the having nature (which he has adopted on account of centuries of misdirected culture) to rediscover his freedom. Twice he escaped from freedom, according to Fromm. First through adopting rationality he escaped medieval culture s authoritarian rule which enslaved him. But then manipulative rationality itself became authoritarian and enslaved man. He became a slave of technology, a slave of having nature which he acquired on account of consumer culture to which he is exposed through the capitalist media onslaught. He escaped from the opportunity to realize or actualize his freedom.. The western man can develop a sane society only by reflecting critically on the causes of his failure, and by developing a humanistic culture based on his being nature which is expressed through exercising love, care and kindness for his fellow human beings. At present he is functioning with defective mental potential as a social being. But, Habermas and his affiliates do not fully subscribe to the critical theorists claim of failure of rationality. Habermas thinks that re-structuring of institutions is possible despite instrumental rationality s failure in liberating man. His defense of rationality accommodates and respects critical theory s point of you. Yet it goes beyond it to claim that emancipatory reason can help build new institutions that can liberate the postmodern man. Community can develop a rational will through consensus and create new institutions. The emancipatory reason can help the democratic process to continue. Oppressed classes often are not aware of their oppression. A false consciousness about their interest being protected by the oppressor often keeps them enslaved. Such false consciousness can be removed through communicative action. An ideal speech situation can be created that will help in removing false consciousness and developing collective will.a rational democratic order can be developed to insure freedom both at the individual and the collective level. Habermas draws on Kant s rational will as provider of some norms, values or moral law. But he is not an absolutist in the Kantian sense. Some quasi- transcendental values are embedded in language which become the foundation for dialogue between members of the community. Dialogue or communicative action can take place because of these foundational quasi-transcendental values such as freedom, justice etc. But other values drawn in the interest of the community through such communicative action will remain relative. As long as they serve the interest of the community they need to be respected and protected. But once they loose their relevance for the community they will be replaced by other values. Another dimension of philosophical debates in the West centers round liberalism. Hayek, and, Karl 49

52 50 Popper were champions of liberalism. Democracy, according to both of them is the political instrument of freedom; capitalism is its economic tool. Hayek laid down the basic principles of a competitive society of free enterprise. Some checks and balances in the form of welfare programs are also incorporated to ensure elimination of poverty from the state. His Road to Serjidonz provides an elaborate understanding of his liberalism. Karl Popper, an Austrian philosopher, is the most ardent supporter of liberalistic views. His ceremonious book The On Society and Its Enemies rejects all Utopian ideologies. An open society is a society without constraints. He calls Plato an enemy of open society. So were Hegel and Karl Marx in his opinion. They presented sketches of closed societies. They were guilty of what he calls historicism. In his Poverty of Historicism he defines historicism as consisting in reading history as having some predetermined goal, and seeking some meaning in historical events. Karl Marx thought that history has some pre-determined project, which it delivers at the destined time. The dialectical movement of history, according to Marx reached its pinnacle in communism, which was salvaging humanity. Karl popper considers historicism a faulty notion. History has no meaning, and no predetermined goal in his opinion. Historical events take place abruptly. Man can engineer historical events, but he cannot predict long-term history. Plato s Utopia, a perfect Republic, denies all scope of change. Popper argues that no state or republic can be perfect. Human institutions are fallible. They can be improved from time to time. Human reason itself is fallible. It can be continuously checked and corrected. Though Popper is a champion of liberal democracy, but, he at the same time, emphasizes the need to learn from socialist states also. Democracy must accommodate, tolerate and respect dissenting opinion. Popper thus accommodates in his capitalist democracy paradigm welfare state notions also. He is a negative utilitarian. Elimination of sufferings in the form of poverty, disease and illiteracy must be the prime concern of any democratic government. But elimination of these social evils is not the ultimate goal of human endeavors in a society. The ultimate goal is maximization of freedom. New institutions can be created in every democratic state through social engineering. But, a society needs piecemeal engineering. Utopian perspectives damage the growth of a society. They create closed societies. Popper sought a rational unity of mankind in which every one will have value and at par. This Kantrian idealism of Popper does not necessarily guarantee prosperity. Economic equality also is an ideal and so is freedom. Being aware of these limitations, Popper adopts a democratic socialist stand point. Yet he was aware that within socialist economy there can be greater differences of income, and not equality always. Liberty is no guarantee of prosperity. Liberty, Freedom, prosperity might not always be found together. Popper rejects monopolization of knowledge by scientists. A public intellectual can always perform the task of social engineering without consulting social or technological scientists. Scientists and philosophers tend to use jargon to monopolize knowledge. They, thus, hamper the process of social engineering. Popper died after the cold war. He was one of the most influential figures of capitalist liberalism. In the vogue of Popper s open society paradigm, George Soro, an American philanthropist and a controversial tycoon has established an Institute of Open Society. This institute serves to block any closed society paradigm such as that of George Bush. He has started a movement known as America Coming Together (ATC) to defeat George Bush s imperialistic designs. (See DAWN, Karachi September 15, 2003.)

53 51 Freedom and Democracy debate was taken further along by John Rawls, who added a third element to this debate, namely, justice. John Rawls revived the social contract theory. Justice is the a priori condition of social existence. The principles of justice are to be chosen under the veil of ignorance by the members participating in the social contract as free individuals. Thus freedom and equality (equal opportunity to participate while choosing principles of justice) are the precondition of social contract. Rawls does not accommodate communitarian ideas in his democracy paradigm. It is the interest of the individual that matters in any democracy. John Rawls is the most revered spokesman of liberal democracy emphasizing individual freedom. He died recently. He has been the most influential philosopher of liberalism of the late twentieth century. The postmodern West has seen a great change on account of revolution in information technology. This has given rise to completely new trends in philosophy. An overwhelming current in philosophy according to Lyotard is denial of what he calls the grand narratives. Small narratives, instead, have occupied central place in philosophical discourse. Feminism, basic human rights, environmentalism, child abuse, women abuse, medical ethics, freedom, liberation, violence, terrorism, suicide, etc. are some of the most popular current discourses. Philosophy is no more system- building. It does not offer a world-view any more. No holistic vision of reality is promised by philosophy. The postmodem philosophical debates are limited in scope and have limited agenda. It is because the Western audience are no more open to grand narratives. Lyotard thinks that the American capitalists agenda or the globalization agenda are also grand narratives. Lyotard himself seems to be against such grand narratives. The postmodem intellectual climate is not conducive to narrative knowledge. Scientific knowledge, and more so, computer science knowledge have replaced narrative knowledge comprising of art, literature, and philosophy. Knowledge has been fragmented in this age. It has further been commercialized. Knowledge is not valued for itself. It is a commodity, like any other commodity, and is on sale. It is bought to serve temporary purpose. There is a boom of software technology. Technological knowledge is the end-all and be-all of knowledge. The discourse on basic human rights is the most dominant current of contemporary philosophy. Freedom is the basic human right whether one is a modernist or a postmodernist, as far as the West is concerned. The Western man values freedom above all precepts and concepts. According to the representatives of modernity only democracy can guarantee freedom. Only democracy can provide you an order that can safeguard individual freedom. Democratic order according to them is an embodiment of rational order. Many postmodernists doubt it. Democracy is an institution created by reason. But man is not only a rational being. He has feelings, emotions, and other kind of experiences. Reason left to itself is brutal as it is soul-less. Modernity has replaced religious authority of medieval times by brutish rational authority. Any rational system is by default oppressive because it ignores man s emotional, the feeling and the aesthetic sides. Democracy gives ascendancy to public will over private will. It therefore generates the worst kind of oppression. The postmodern Western man wants complete freedom. He wants Freedom from every kind of institutions which are by default oppressive in his opinion. Freedom from supremacy of reason. Freedom from every kind of order. Freedom from all so called values, norms, ideals. The post modem Western man wants to live on aesthetic plane. He wants to appreciate everything or anything. Leave me alone is the cry of the postmodem man. Let me create my own world, and live my own life in the world created by me. In this new world everything goes Live and let live is the motto of the new man.

54 A new definition of philosophy has been offered by Gilles Deluze, a postmodemist, in his article what is Philosophy? To save philosophy from completely vanquishing. This new approach to philosophy can prevent what he terms as death of Metaphysics or Overcoming of Philosophy. Philosophy has been erroneously considered as a given representation or a piece of knowledge which would be explained by the faculties capable of forming it (abstraction, or generalization) or using it. Deluze angues that concept is not given, nor is it formed. It is created. It posits itself. It is self positing. Concepts need to be fabricated. Concepts are philosophical reality as was properly understood by Schilling and Hegel. But unfortunately the post kantians circled around a universal encyclopedia of concepts. Deluze would rather have a Pedagogy of Concepts that should analyze the conditions of creation as factors of moments that remain singular Deluze (pp ). Deluze sees philosophers as the conceptors ; the creators of concepts. Philosophy has may rivals; sociology, linguistics, psychoanalysis, logical analysis etc. The most recent rivals are computer science, marketing, advertising. They try to replace philosophy. But philosopher can survive only as conceptor. Concepts are like meteorites rather than merchandize. Philosophy which was originally defined as love of Wisdom or a friend of wisdom, can still uphold its task by creating concepts and defeat the simulators, the sophists of today, the marketing men, the merchandize producers. Another dimension in which philosophy is progressing as usual is analytical philosophy. Some postanalytic philosophers are still involved in debates about language, mind, and related issues; kripke on private language argument. Hilary Putnam on Foundationalism, etc. Bernstein on Absolutism versus Relativism, Chomsky on Linguistics. Some new philosophical disciplines have evolved such as Hermeneutics which claims now to have provided a new philosophical paradigm. Hans Gadamar is the most renowned hermeneutic Philosopher today. Habermas and others have concerns about hermeneutical claims of Gadamar: Critical hermeneutics of Habermas challenges Gadamar s all pervasive hermeneutical claims. Section I1 Current Scenario and Emerging Trends in Philosophy in Pakistan I have indicated in the Section I of the Paper the current trends in Western philosophy. The curricula in philosophy at various public sector universities in Pakistan include both Western philosophy and Islamic philosophy. In Karachi University Western philosophy forms the major part of B.A. Honours and M.A. curricula. The B.A. Pass curriculum is also comprised of Western Philosophy, such as Logic, History of Western Philosophy, Metaphysics and Ethics. Karachi University s B.A.Honours and M.A./PhD programs offer most advance courses in Western thought as well as Islamic philosophy. Postmodemism, Hermeneutics, Contemporary Philosophy of Religion, Contemporary Philosophy of Science, Contemporary Philosophy of Mind, Advance Logic, Current Trends in Analytic Philosophy, Contemporary French Philosophy etc. form the major part of its curricula. In other words current trends in Western philosophy indicated in Section I of the Paper are taught to philosophy students. Our faculty in philosophy is also engaged in research on various current trends in Western philosophy. As for Islamic philosophy, again courses are offered to students of

55 53 M.A./PhD program in both classical Islamic philosophy and contemporary/current Islamic philosophy. PhD students in philosophy and philosophy faculty is again engaged in research on these current trends such as Islamic hermeneutics, traditionalism, Islamic modernism etc. In the Punjab University, Sindh University, Peshawar University, Balochistan University the same situation prevails. So philosophy in Pakistan s public sector universities is taught from quiet a broad perspective. The philosophy curricula in these universities are quiet upto date. (See philosophy curricula of various Pakistani universities published by their departments). It is very heartening to hole that some basic philosophy courses such, as Logic, History of Ideas, Philosophical Issues and Ideas are being offered by some private universities in Karachi, Lahore and other major cities in Pakistan. IBA, CBM, SZABIST, KEETS, JINNAH, COMITS etc. at Karachi and LUMS in Lahore are giving courses in philosophy to their BS, M.A./PhD students. Logic forms the basis of computer Science. Logic therefore has become one of the compulsory subjects. Philosophy teachers are hired on high salary by many of these Institutes. Philosophy is taking off very well at many private sector universities. Despite this the subject is being neglected by our higher education policy-makers such as Higher Education Commission. In this technological age, social sciences on the whole are being marginalized. Not that philosophy and social sciences are irrelevant to this age but on account of the commercialization of knowledge philosophy and social sciences are being seen as of no immediate benefit. The IMF, the World Bank have already put pressure on our education policy-makers to curtail funds for these social sciences subjects and rechannel the same funds for the advancement of technological sciences. With the result there was pressure on social sciences faculties of various public sector universities in Pakistan to merge their various social sciences and liberal artdlanguages departments in order to decrease the budget of these departments. The same budget is advanced to technological sciences. The Higher Education Commission has recently advertised its Virtual university program. Philosophy is not included in its social sciences faculties program. Similarly infederal Urdu University recent advertisement, philosophy is not included in its social sciences faculty program. This is a matter of grave concern from the perspective of proper development of our educational policy. The mother of all sciences Philosophy is conveniently ignored. The fact is that the key concepts of all physical and social sciences come under the domain of philosophy. There cannot be any growth in specialized sciences including technological sciences without a proper understanding of these key concepts. One important discipline of Philosophy is Logic. Logic is the tool of valid reasoning. It forms the basis of computer knowledge and computer programing. Almost all reputed business management and computer sciences schools in Pakistan offer courses in logic and philosophy which are often the prerequisite subjects for higher education. One wonders how our nation is going to develop any clear vision about its future without teaching philosophy at higher education level. The contemporary debates at international level today are mostly about freedom, liberation, violence, peace aggression, human rights, democracy, capitalism, Marxism, socialism, medical ethics, business ethics etc. Without engaging in these debates at the philosophical level how can our youth develop adequate understanding of these urgent current issues? We as Muslims today need to develop a proper Islamic perspective regarding peace, justice, freedom, human rights and related issues. The onslaught of Western concepts is detrimental to our society. There is a

56 54 grave misunderstanding in the West about Islam and its sociavpolitica1 system. Our academician must take the responsibility of dispelling doubts and ambiguities about our religion of peace. Universities are the proper forum from where such undertakings are initiated. By ignoring philosophy as a subject at Virtual University of Karachi or at Federal Urdu University our educational planners are committing a grave error. Philosophy may not be able to provide abundant food to body, but philosophy certainly provides proper food to soul and makes our lives wholesome. In this postmodern era of utter confusion, contradiction, and misunderstanding, philosophy is the most important and the most relevant subject to be taught to our students at the graduate level. One expects Higher Education Commission not to sidetrack or marginalize philosophy, the mother of all sciences. It should be included in Humanities subjects of Virtual University, Federal Urdu University.

57 55 Philosophy-Current Scenario and Emerging Trends Dr: Absar Ahmad Professor of Philosophy, University of Punjab, Lahore Abstract Philosophy seem to be in a singular mess and crisis. A ririmber of influential Western philosophers see nofiiture for the discipline, or at most a minimal one. The Western academia have turnedphilosophy into a narrow and speciaked subject of little relevance or interest io anyone outside the small circle of professional philosophers. As such the discipline is terribly truncated in ternis of content and shows complacency and lack of concern for social amelioration. The alienation of the native from his own culture and religious tradition is aproblem that hangs over much of the cultural and educational activity in the Third World. It has been argued that Pakistani academia shouldparticipate in the task of liberating their society from inhuman and enslaving presuppositions and reconstrue the discipline of philosophy within a broad religio-humanistic framework. In this context salient features of Islamic eclecticism and philosophical bases of morality and ethics have been explored. In an age in which thinkersfind themselves in intellectual morass, Islamic sapiential thought offers them a genuine alternative. Philosophy seems to be in a singular mess and crisis, one clear evidence being the number of influential philosophers who see no future for the discipline, or at most a minimal one. Heidegger announced the end of metaphysics (once thought to be the core of philosophy!) to which Richard Rorty adds the end of epistemology. Hilary Putnam says, the tradition is in shambles, and Kai Nielson concurs: There is no defending the tradition. Systematic analytic philosophy and its continental cousins along with their historical ancestors must be given up. Epitaph-writing, Alasdair MacIntyre reports, has been added to the list of accepted philosophical activities along with conversation and play. Thus, in my view, contemporary Anglo-American philosophy is at a dead end. Its academic practitioners have all but abandoned the attempt to understand the world, let alone change it. They have turned philosophy into a narrow and specialised academic subject of little relevance or interest to anyone outside the small circle of professional philosophers. The result has been that serious philosophical work beyond the conventional sphere has been minimal. In pronouncing this judgement I am not at all being high-handed or presumptuous, rather it is informed by my personal experience of studies at British universities. Moreover, I have an authority, Bacon, on my side when he said- For where philosophy is severed from its roots in experience, whence it first sprouted and grew, it becomes a dead thing. 13 The great mass of human beings undoubtedly have a real need.for a philosophy-that is, for a consistent world view and a body of guiding principles and clearly defined aims. This mass is effectively deprived by contemporary academic philosophers of any ideological material which might prove relevant to their existences. Complacency Present day academic philosophy is created and transmitted in an atmosphere of scholarly detachment. It appears to be entirely remote from the struggles and needs of the world. Academic philosophers, both in

58 56 their thought and in their lives, it would appear, have almost entirely withdrawn from any relationship with the concrete social reality around them. They frequently boast of their coolness, their detachment, their ethical neutrality etc.4 In short, they seem to have abdicated from any socially valuable role, and their work consequently appears to be entirely trivial and irrelevant. It is characteristic of this type of philosophers that they come to think they can dismiss a complex theoretical system such as atheistic point of view in a few deft moves or with a few clever points, and to distrust whatever is not put in the professional patois of claims, unpacking, entailment, and which does not have the sleek professionalism and glibness that now passes for rigour and brilliance. But clearly the claim of ethical neutrality and dispassionateness on their part is a farce. The social and political function of present day analytical and linguistic philosophy is diabolically conservative and reactionary in the main. In fact these philosophers exhibit total complacency towards any idea of changing and revolutionizing the established order. I made acquaintance with many a radical students in Western universities who regarded the whole academic set up as a fraud, perpetuated to prop up the statics quo. Philosophical thinking, historically speaking, is closely related with religious beliefs, with science, and with art. It has often culminated in the attempt to do intellectually what religion has done practically and emotionally: to establish human life in some satisfying and meaningful relation to the universe in which man finds himself, and to get some wisdom in the conduct of human affairs. There has been a general agreement on the type of problems with which wisdom and hence philosophy is centrally concerned. They are those perennial ones which raise the question of the meaning of human life, and the significance of the world in which human life has its setting, in so far as that character has a bearing on human destiny. And what is that destiny itself? What activities and pursuits should be followed? What kind of life is most worthwhile individually and collectively? To the best of my knowledge, linguistic and analytical philosophers of the West do not address themselves to any of these questions. But surely we in the developing countries cannot afford the teaching of a philosophy which, though replete with technical jargon, is empty, formal and sterile. We should stand for less academics and more self-understanding and concrete social change. Third World We must not neglect, as is now fashionable with the Westem thinkers, the cultural problems of the Third World. Anthropology left the Third World with a theory of acculturation, but Marx was far closer to reality when he wrote of the Indian subcontinent: England has broken down the entire framework of Indian society, without any symptom of reconstruction yet appearing. This loss of his old world, with no gain of a new one, imparts a particular kind of melancholy to the present misery of the Hindoo (and, I add, the Muslim also) and separates Hindustan, ruled by Britain, from all its ancient traditions, and from the whole of its past hist~ry. ~ The alienation of the native from his own culture is a problem that hangs over much of the cultural activity in the Third World. Western experts are not reluctant to fill the debate with the most ludicrous philosophical rubbish-like the idea of converting the entire Third World to secular scienticism in order to foster economic growth. Philosophy in the heroic sense provides the key to the reconstitution of national culture, the necessity for which Sir Sayyed Ahmad Khan and Allama Iqbal clearly saw very clearly.

59 Yet philosophy is often regarded as an unnecessary luxury in the Third World. The bourgeois economists, who otherwise accuse Marx of reducing human life entirely to economic relations, happily reduce the people of the Third World to horrzo economicus, pure and simple. Philosophy, they assert, should be abandoned for more useful economic pursuits. I shall narrate a very interesting episode here which I came to know from private communication with a Nigerian friend. Professor Ernest Gellner of London School of Economics was asked by a Nigerian University on the advisability of setting up a philosophy department and he replied that a developing country does not need one. But such an answer attains its plausibility entirely through the mystification of words. Replace philosophy with a synonym like clear and ordered thinking or critical understanding and we get: (a) (b) A developing country does not need clear and ordered thinking. A developing country does not need critical understanding. Certainly Gellner would have a case if he meant that a developing country does not need philosophy as presently carried on in English speaking world, but then who does? Such a philosophy is an attempt to combine the appearance of being in earnest and taking trouble about the subject with an actual neglect of the subject altogether. In Consciencism, one of the best books on general philosophy from Africa, we read: Whereas the great philosophers, the titans, have always been passionately interested in social reality and the welfare of man, many of their twentieth century descendants in the West serenely settle down to a compilation of dictionary of sentences as opposed to a dictionary of words; engulfed in their intellectual hermitage, they excuse themselves from philosophical comment on social progress or social oppression, on peace or war.... While they thus pursue the exact sense of the word, all authority, political or moral, passes ever more firmly into the hands of the politicians. 6 It would be entirely mistaken to view the argument presented here as merely ideological or dogmatic. Philosophy in the true sense is an intrinsic part of man s self-fulfilment, and the case argued for here is that the Third World develop its philosophical resources in order to help its societies flower creatively and intellectually, to become instances of humanity fully becoming itself. In contrast to the issues that are usually associated with the Third World in Western discussions, such as population explosion, birth control, more or less aid, infiltration of dangerous ideas etc., two themes should occupy the major part of intellectual activity in this region: 1. How to counter imperialist aggression emanating from the West but often mediated by local agents. This expression is not to be taken in a limited political or economic sense only, rather in a very broad sense of cultural, moral and educational aggression and oppression. 2. The ends and means of developing wholesome and independent society where each man is free to fulfil himself-to be himself in the true Quranic sense. All this, it might be thought, is not of much concern to the West. If the Third World wants to develop its own philosophy let it do so, but we are concerned with our own problems. Not only is this wrong because the problems which beset and obsess Western intellectuals closely affect members of the Third World, but also wrong because the search for a vision of the whole man, proclaimed by eminent sages 57

60 58 of the past, is a matter concerning all men. Surely we do not intend to replace a Western chauvinism by a Third World chauvinism. Take for instance the question of growing interest in the social responsibility of science and ideological orientation of the scientific paradigms which a society adopts. It is clear that what is needed here is that the conceptual structure of science be constituted and a humanism be established within its very centre, for it is inadequate merely to humanize science; there must be the creation of science as a Izumanism. In the Third World where science departments are not heavily encrusted by a tradition and where sciences are often just being established, such a vision has great and urgent relevance. A Third World philosopher should participate in the tasks of (i) liberating the study of Third World societies, cultures and economies from inhuman and enslaving philosophical presuppositions and reconstrue it within a broad religio-humanistic framework, (ii) creating science as a humanism, as a technology at one with the whole spirit of Man and development of an anthropology of the spirit that would destroy the tearing apart of man from himself, that has epitomized both the West and its blind imitators in the Third World, and restore to man his essential unity, having as its purpose the increased awareness of what makes man fully human and the exploration of the nature of man s fulfilment. Islamic Eclecticism The idea of Islamic eclecticism is firmly based on one of the sayings of the Holy Prophet (peace and blessings of Allah be upon him) according to which wisdom and gems of knowledge are a Muslim s lost property, and he is advised to acquire them from whichever quarter they are available. A Muslim mind is rightly characterized as an open one, ready to accept truth from any source or region it may emanate. Obviously many philosophies and thought-systems, even Marxism and psychoanalysis, contain an amalgam of truth and untruth, and it is the duty of a Muslim thinker to sift the genuinely true elements from falsehood and incorporate it into the Islamic thought. It is in this sense that Iqbal speaks of the principle of movement in the structure of Islam. In the following lines I shall further delineate the characteristics of Islamic eclecticism. Islamic eclecticism will explicitly aim to avoid the academicism of the exiting Western philosophical schools: an academicism which trivializes philosophy and manifests itself in an uncritical attitude to social ideologies and metaphysical worldviews. It will make a point of taking a synoptic and integrated approach to knowledge-an approach which cuts across academic departmental divisions. It wil draw on alternative philosophical traditions as a way of overcoming the inadequacies of prevalent analytical philosophy. This is not to say that any of the other dominant traditions offers a ready-made alternative, which could be adopted wholesale. To be fair, it would be wrong to neglect altogether the analytical tradition. It would of course be absurd to dismiss all the work that has been done within it as futile and irrelevant. Even where one is critical of analytical and linguistic philosophy, it is important to assess it and reckon with it, not just to turn one s back on it. Most clearly, analytical philosophers tend to stop the inquiry just where a practical man in the world begins to ask questions. There has been virtually no attempt among analytical philosophers to press further, to ask critical questions about the origin and development of social institutions and practices which shape what we are. This failure has especially left its mark on social and political philosophy which have been virtually non-existent, and on ethics which has tended to become an arid, scholastic jungle. Philosophy in the framework of Islamic eclecticism cannot be squared with an anti-activist or spectator view of it which aims merely at an enlargement of the understanding. Indeed it here becomes an

61 59 essentially practical subject: it seeks to get people to do things. It cannot remain uncommitted to social action. The attack on spectatorism which we find in Existentialism and in the pragmatists is very relevant to current philosophical scene. Moreover, Anglo-American academic philosophy is presently built around the assumption that its true centre is epistemology. This assumption is apparent particularly in the structure and content of university courses. Now the approach to various areas of philosophy via the problem of knowledge is one possible way of organizing one s conception of philosophy. But the outcome has been the abstraction of man as Knower from the rest of human life, and in particular from human practice. This has been a distinguishing feature of the empiricist tradition and epistemology is still dominated by that tradition; the so-called problems of knowledge are the problems of the isolated individual knower confined to the world of his own sense-perceptions. Conversely it is essential to see the activity of knowing as arising out of, and part of, man s general attempt to organize and cope with his world, in order to vindicate the status of human knowledge as a meaningful totality rather than a series of discrete sense-impressions. During my stay in England I met a large number of students who became fed up with the Oxford mixture served up to them as philosophy. The endless and usually pointless analysis, the clever, showy logic-chopping, the crossword-puzzle attitude of the professionals bored them stiff; they had expected something far better from philosophy, something with a real-life purpose, not just an esoteric game. Perhaps it is in the bizarre meanderings of the so-called moral philosophers that they realized that the boredom of the subject masks something more important-its pretended a-morality and a-politicality. Surely philosophy should be a moral activity, not merely a discussion of piano practice (Stevenson) or red motor cars (Hare). They saw that the boring triviality of linguistic philosophy is inextricably bound up with the general isolation of the academic, the ivory-tower atmosphere of the universities. What they want to do is to change things, not to be mere Slitist intellectuals. What Russell did in public had nothing to do with his limited theory of knowledge, though everything to do with his philosophy of life. And that is the point; for we Muslims the faith-philosophy of Islam is the one system of thought that requires the marriage of theory and practice, the one metaphysics available to us which is a complete philosophy of life and plan of action. We should not expect any deep understanding of social, moral and economic oppression from a straight philosopher. Only religiously committed thinkers can take seriously intheir lives and in their thinking the need for, and possibility of, a radical and liberating transformation of human life on earth. In the Islamic context, philosophy has not only a conceptual-spiritual being, but also a social-material existence. Islam has never allowed the speculative and active lives to become totally divorced from each other: thought and reflection have always been wedded to action. On the one hand, according to a prophetic tradition, an hour of thoughtful reflection is better than sixty years of acts of worship. But knowledge without action has been described as a tree without fruit. Contemplative thought (tufakkur) and reflection in Islamic spirituality is essentially a knowledge that relates the knower to higher modes of being. Only in this manner we hope to remove the root-cause of a strong dissatisfaction with the present state of philosophy. Fortunately, a great deal of work has recently been done by Muslim thinkers in detecting the subtler mechanisms of wide-spread false consciousness perpetrated by na ive Western philosophies. An enormous amount remains to be done along the same lines. Earlier on I mentioned the total failure of linguistic and analytical philosophy in the area of ethics. Since I take ethics as the core discipline within philosophical studies, I shall further dilate upon it in the rest of this paper.

62 60 Moral Philosophy It is now widely acknowledged that traditions are embodied in languages and conceptual schemes that cannot be neatly translated into another, that traditions carve up the world of experiences in somewhat different ways. Not to speak of inter-traditional perspectives, philosophers are sometimes at cross purposes even at intra-cultural level. For example, in his influential book, After Virtue (198 l), Alasdair MacIntyre has argued that the language of contemporary ethical debate is in hopeless disorder. Lacking the firm guidance of shared agreements about moral standards, lacking even a common moral language, we argue past one another, MacIntyre claimed, hurling at our opponents uprooted fragments of once vital ethical traditions. We do not realize that our arguments and the terms we use to make them, are rootless, lacking connection to traditional beliefs and stories that alone give the moral terms a of life of meaning. To my mind, the conception of morality which one finds discussed in contemporary Anglo-American treatises is the most superficial and the most inexistential one. Concepts and ideas are discussed and analysed at the most exteriorised level of ordinary moral life and the same cavalier approach is reflected in the majority of studies dealing with the Islamic moral philosophy. As is borne out by nalve and superficial examples of hockey game and chess playing, modem Western moral philosophy, I regret to say, concerns itself with infra-morality of the social order and totally rejects the foundational morality of the inner conscience as well as the supra-morality of mystical order and creative love. Islam indeed, on the contrary, firmly stands for their mixture and interpenetration. Based on the twin sources of the Holy Quran and the Prophet s Sunnah, Islam presents a doctrinally articulated philosophy of moral virtue and the good life (al hayat a1 rayyiba). Islamic ethics is deeply rooted and firmly anchored in the ethos of Islam as conceived in the Quran and elaborated in the Sunnah of the Prophet. It is not just a simple system of moral philosophy; we understand nothing of its true significance if we take it for philosophical theory in the ordinary sense. In the Islamic perspective moral philosophy is not just an ethics, but a super-ethics and the aim is not merely to chart out the guiding principles of an upright human life, but in a single leap to reach the supreme end and supreme happiness, the ihsan state of perfect virtue. It is both a practical guidance for life and an itinerary of spiritual direction. The authentic Islamic moral philosophy does not remain pure moral philosophy and must enter into communication with a world of human data and aspirations more existential than that of empty and sterile philosophy isolated within itself. Moreover it lays full emphasis on the spiritual means of contact between God and man, between Higher Reality and normal day-to-day existence. In Islam faith has thus a different form of rationale and different modus operandi. Moral behavior and ethical virtue is assigned the pivotal role in the epistemology or noetic structure of Islam. Many verses of the Holy Quran, particularly of Meccan Surahs emphatically state that a morally wicked person cannot attain true knowledge. Good deeds and virtuous life have been declared the veridical signs of true and genuine religious belief and faith. An oft-quoted saying of the Holy Prophet (SAWS) totally negates imart, i.e., true Islamic belief and faith, in a man who tells lies, does not keep promises, commits embezzlement, and becomes quarrelsome while in rage. These points clearly show that Islamic ethics can be appreciated in an intellectual context and atmosphere quite different from the one prevalent in contemporary Western academic world. West s intellectual and cultural imperialism in the recent past have clearly overtaken many Muslim scholars and intellectuals and it is time that they develop a critical attitude towards it. They should have a greater and clearer perception of the truth that in the Islamic tradition ethical behavior both cures the human soul and opens it up for metaphysical knowledge: gnosis or ma rifa.

63 61 As is generally known by the academia, the question of distinction between, and relative importance of, the individual and the society has been a thorny issue in ethics and social philosophy. In the European thought of the recent past Soren Kierkegaard has usually been taken as the champion of the singular. Quite in conformity with the Quranic teachings, he asserts in the Concluding Unscient8c Postscript (p. 280): The only reality that exists for an existing individual is his own ethical reality. Again there is good reason to insist on the importance of the notion of the individual before God for Kierkegaard as he says, Only when the self as the definite individual is conscious of existing before God, only then is it infinite self (7 he Sickness Unto Death, p. 211). Yet by virtue of the very fact that his introverted thought was wholly centred in his own subjectivity and his own unique and quite eccentric singularity, he entirely missed the importance of the so-called concrete ~niversal.~ On the other hand, even though Islam emphasizes the category of the individual, this is not to say that it denies the world of social ethics and the value of the general law; it tells us that the law is good and that what is asked of man is to interiorize it through conscience and thus to make his singularity coincide with the general. Obligation-in-conscience, according to Islam, is an absolutely primary and absolutely irreducible datum of moral experience, yet it is often missed completely by modem philosophical reflection. The authentic absolute value of acts in Islam, consists in purity of heart (to use Kierkegaard s words) and sincerity of purpose which can be none other than salvation and eternal bliss in the Hereafter. What we are made to understand is that the fact of being face to face with God-the belief in accountability-is the heart of all moral life and every authentically moral decision, that the more the moral life and moral experience deepens and becomes genuine, the more they are interiorised and spiritualized, and by the same token liberated from servile conformity to the socially customary. In its societal and collective dimension, the ethical basis of Islam can be extended beyond law and turned into a dynamic problemsolving methodology; indeed it can be turned into a pragmatic concern. The supplementary sources of the Islamic Shariah as istihsan, that is prohibiting or permitting a thing because it serves a useful purpose; istislah or public interest, and urfor custom and practice of a society need to be explored in greater detail in order to resolve further the tensions of internalised ethics and externalised law and to give the Muslim state and polity a more egalitarian stance. Some Muslim philosophers evince clear symptoms of inferiority complex with regard to their faith and moral norms and consequently adopt a rather apologetic approach in defending them. They quite wrongly think that Islamic morality is a strictly rigid and closed morality. Here I only wish that they realize as to how radically different is the use of open and closed in the treatments of Bergson and Karl Popper and that they need not be swayed by the Popperian sense of these terms. At this juncture I shall briefly pause to elaborate my submission. The fundamental theme of Henry Bergson s The Two Sources of Morality and Religion8 is the distinction and opposition between that which in moral life proceeds from pressure and that which proceeds from aspiration. Pressure comes from social formations and from the law of fear to which the individual is subject with regard to the rules of life imposed by the group and intended to assure its preservation, and which seeks only to turn to the routine and ferocious automatism of matter. Aspiration comes from the call of superior souls who commune with the e lan of the spirit and who penetrate into the infinitely open world of liberty and love, which transcends psychological and social mechanisms. To this law of pressure and this law of aspiration are linked two quite distinct forms of morality; closed morality, which, to put it briefly, is that of social conformism and open morality, which is that of saintliness. Without necessarily affirming Bergson s extravagant claims like there can be no question of founding morality on

64 62 the cult of rea~on ~ we owe him a special debt of gratitude as one can get a lot of inspiration from him. Islamic morality, being an open morality in the Bergsonian sense, is not one of constraint or coercion but one of aspiration and attraction towards a transcendent goal. It is thoroughly permeated by the highest aspirations and ideals: love (and not just fear) of God and the highest social objective of establishing a world-wide order of social and economic justice and equity--ad and qist-in the terminology of the Quran. In short, individual piety and rectitude on the one hand, and social laws and dynamism on the other, are rolled into one harmonious whole in the Islamic ethical perspective. And there is no need to feel embarrassed about state laws and punishments either, as the reassurance comes from the West from no less an academic philosopher than Alasdair MacIntyre. In his latest book, Whose Justice? Which Rationality? o he announces that he is now an Augustinian Christian. For him, a good tradition is more than a coherent movement of thought; it must display self-awareness in its confrontation with challenges both from adherents and opponents. But Catholic norms, as MacIntyre s account unfolds, also derive their status from the political authority of the Church, which imposes agreement concerning basic principles, subduing the disobedient human will. Men need control and restraint, he writes, if any measure of justice or peace is to be attained and preserved. And he also clearly approves of the inculcation of such agreements through a system of education controlled by religious authority. Neitzche just over a hundred years ago had announced the death of God. But ironically the closing years of 20 century witnessed the publication of hundreds of scholarly works on religion including a curious title Rush Hours of the Gods. It is a book which describes in an otherwise extremely secular Japan the mushroom growth-well over 1200-of semi-religious and quasi-mystical cults. I shall very humbly suggest that we the academic in Pakistani universities should grow up and come out of the Faustian delusion. Faust, as is well-known, was the hero of several medieval legends, an old philosopher who sells his soul to the devil in exchange for knowledge and power. In an age in which thinkers generally find themselves in intellectual morass, Islamic sapiential thought offers them a genuine alternative-a venue of hope, sanity, justice and universal bliss. Even if science is to have existential and practical resonance, it must become part of a holistic conceptual network through which a person organizes both his knowledge and action and in fact his entire being. In conclusion, I wish to express my hope that the present paper will play at least some role in awakening interest and directing the attention of Muslim philosophers to re-understand the metaphysical basis of philosophy and their ethical theory in its pristine purity and reconstruct it in modem terminology. For this they have to reject the dominant Western episteme. Moreover, being at a vast distance away from the times of the Holy Prophet (SAAW) they have to do, to use Foucault s term, a lot of archaeological work in order to unravel and dig out sapiential and moral ideas that were silenced from accumulated and limiting patterns of knowledge or from constrictions placed by modem culture and society. In short, philosophy in the social matrix of Pakistan needs a reorientation through which it could rediscover itself by rediscovering its realist and cosmic character and the primary truths on which it rests in the human person. END NOTES 1. Hilary Putnam, After Empiricism in John Rajchman and Come1 West (eds.) Post-Analytic Philosophy (New York, Columbia University Press, 1985), p. 28.

65 Scientism, Pragmatism, and the Fate of Philosophy, Znquiry, 29, p Similarly Richard Rorty, in What may be the Most Important Recent Philosophical Work, Philosophy and the Mirror of Nature (Princeton University Press, 1979), asks philosophers to renounce their claim to being authorities on epistemology. Instead they should turn to the hermeneutic task of facilitating conversation between different worlds of discourse. Cf. Church, R. W., Bacon, London, 1909, p See, for example, Richard Taylor s Metuphysics, Prentice-Hall Foundation of Philosophy, pp. 2-3 passim. Marx, Karl, Collected Works, On Colonialism and Modernization, Volume 2, pp Nakrumah, Kwame, Consciencism, London, 1968, pp For a detailed discussion of the ethical thought of Kierkegaard see my book Kant and Kierkeguard: A Conzparative Study, Caravan Press, Lahore, Translated by R. Ashley Audra and Cloudesely Brereton, Garden City, Doubleday, The Two Sources of Morality and Religion, op cit., p A MacIntyre, Whose Justice? Which Rationality? University of Notredame Press, lbid, p This has been elaborated in several of my published research papers, e.g. University Education: Its Restructuring and Improvement.

66 64 The Status of Anthropology in Pakistan (Past, Present, and Future) Dr: Hafeez-ur-Rehrnan Chautlhry Chairman Department of Anthropology, Quaid-i-Azam University, Islamabad. Introduction The Department of Social Anthropology at Quaid-i-Azam University, Islamabad has the distinction of being the first and, as of now, the only separate and independent Department in the country. It was established in 1974 under a program of collaboration with the Universities of Pennsylvania (USA) and Heidelberg (Germany). The growing interest of foreign scholars and foreign Universities in carrying Anthropological studies in Pakistan helped to initiate the linkages program articulated by the Ministry of Education under Sixth Five Year Plan of the Government of Pakistan. The Department was established under the supervision of Professor Emeritus Dr. Ahmad Hassan Dani. In August 1976 Prof. Dr. M.A. Rauf was appointed as the firstchairman of the Department. The orientation of the department began to take its shape under Dr. Rauf as a founding Pakistani chair. Initially the department offered M.Sc morning program only, but in 1980 MPhil program was started. Courses were developed and approved by the Board of Studies of the Department and Faculty of Social Sciences. Later on Academic Council and Syndicate of the University approved the MPhil program as a result of which a few students were enrolled in it. But later on MPhil program was suspended which could not be restored for almost 22 years. Most recently in the year 2002, the department extended its academic programs to M.Sc evening, M. Phil and PhD. At present there are 28 MPhil and 17 PhD students. The department has also initiated biannual admissions for the graduate program in Anthropology from October In-line with the university policy to generate independent resources; the department is running a self-finance program parallel to the regular program, with equal number of student in both categories. Recently, the department is also improving its physical infrastructure as it has submitted proposals for developing its computer lab, ethnographic lab, and other equipment necessary for anthropological research. A student research and placement program is also on its way in papers. A large number of government and non-government organizations are being contacted for research collaborations at National and International levels. So far the University of Peshawar has started the discipline of Anthropology in Combination with

67 65 Sociology and Social work in in which only M.Sc program is offered. Fatima Jinnah Women University at Rawalpindi does not have a separate Anthropology Department but offers a course in Medical Anthropology in its broader program of Behavioral sciences. Arid Agriculture University Rawalpindi started Anthropology in 1999 and offered courses in 3,002. Background of the Department In 1973 a course in introductory Anthropology was introduced for the students of history in the postgraduate courses under the Faculty of Social Science with the main purpose of acquainting the students of history with the theories of anthropology, particularly the meaning of culture, the relationship of culture and society, social structure, the role of the individual in the society and the ideas of progress, integration, diffusion, acculturation, migration and social units like family, tribe, race and nation.' The same year Karl Jetmar, the head of the department of anthropology at the South Asia Institute of Heidelberg University and Prof. Ahmad Hasan Dani partners in research in Northern Areas collaborated to raise the Department of Anthropology.2 A contract was signed with South Asian Institute of the University of Heidelberg for two years by which Dr. Georg Pfeffer, was appointed to initiate the teachings of Anthropology at Quaid-i-Azam University in A large number of American and German anthropologists have been on the visiting faculty of the department during the first decade. As a part of full bright Program, Foreign Anthropologist continued to contribute in the department. These include Dr. George Rich, Dr. Douglas Marry, Dr. James W Green, Dr. B.E Griseman, Dr. Micheal Mahar, and Dr. Cough, Dr. Doris, Christen Cottom. These western anthropologists not only contributed to developing and teaching new courses in anthropology, but also strengthened student's careers into academic anthropology. In the year , the Ford Foundation, provided financial support of Rs million to the Department for the student and Faculty research. In addition a vehicle for fieldwork was also donated. Asia Foundation donated books to the department library. Dr. Joseph Berland who taught at the department in , set up a fund for the development of anthropology in Pakistan. The studies and research in the department had been restricted to social and cultural Anthropology. However realizing the changing trends in social sciences world over, and keeping in view the scope of new developments in the country and ever emerging new issues, emphasis has been shifted to problem oriented research studies so that the graduates of the department could effectively contribute in the development of the country by identifying the issues of masses and the changes in the society. The focus of the department is now more on current issues such as social change and development, effects of globalization, research methodology, socio-cultural impediments in the development, family planning, social problems, formal and informal child labour, women and child rights, mother and child health, education, gender issues, women and development etc. The students of the department are given more options to choose such topics and are provided extensive theoretical background in research methodology, ethnology of Pakistan and understanding of diversity in the country and new emerging social phenomenon. The added qualification of qualitative researches and training makes this unique subject a cut above other social sciences. During field research the students are required to provide research proposals to frame

68 66 out their topic of interest and the way they plan to use their research know how in the field. Thus, providing them an opportunity to work on their written skills as well. Once in the field they spend four months of time to collect data. They establish rapport with the cross section of the society members, thus better understanding of the society develops in them and eventually enables them to return back to the department with reliable and authentic data from the field. Due to these qualities, Anthropology is gaining recognition nationally as center for training and production of field oriented social scientists. The graduates have begun to project approaches, which can serve as workable alternatives to routine white-collar jobs, and bureaucratic approaches to development. It is thus, a growing Department with emphasis on research, training and highly advanced educational perspectives in the teaching. The training imparted in the department, enables the students to contribute effectively towards the planning and implementation of development programs, and provided them an objective understanding of social problems, problems of national and local administration relating to social and cultural dimensions. Three semesters of course work and one semester compulsory fieldwork is the distinctive feature of the program, which sets it special from other Social Sciences. During Anthropological fieldwork the students have to live in their respective research sites that are generally rural areas of Pakistan. On the basis of their extensive fieldwork students are required to write their Masters thesis. The Department has competent faculty in which 6-teachers are PhD, 3 have done their masters from abroad and one teacher is on her way to complete PhD. Career Opportunities Questions are often raised concerning the appropriateness of Anthropology as a field of study in Pakistan s educational system, the benefit of Anthropological knowledge to society, and, on a more mundane level, the career opportunities in Pakistan for Anthropology graduates. Responding to these concerns, the Anthropology Department has designed its program to combine extensive field research on applied topics with intensive course work on problems of development in Third World countries. At the Master s level, the instructional program includes Four months of fieldwork on sites that often are located far from the city. Since nearly 7 1 percent of Pakistan s population resides in villages; the field assignments emphasize topics related to rural development. By focusing its program in this way, the department fosters involvement of students in research that is essential to understand Pakistani rural setup. It is well established now that after completion of Anthropology degree, the students have been able to develop adequate competence to carry out independent researches or participate in Nation building activities. Programs of Tribal Development, Rural Development, Population Planning, Forestry Development, Rural Health Schemes, Community Development, Sales and Marketing are just to name the few programs in which Anthropology students are actively involved at present. Amongst the graduates of the department of Anthropology, a majority of them have found employment primarily in government and non-government development organizations such as, Planning Commission of Palustan, Allama Iqbal Open University, Atomic Energy Commission, UNFPA, CIDA, Save the Children US, etc. All these jobs are reported to be related to the discipline of Anthropology. Since 1990s, the local and international non-government organizations in Pakistan have become the largest recipients of the graduates of the department.

69 Field Research by the Students For the students of Anthropology, the preferred area of research is rural society, especially small communities and tribal groups that are in a process of social change. According to Salahuddin A. Khan, a former professor at the department, that as obligatory part of the coursework, a village is selected (it must be a village, not a city) and mostly ethnographic study is carried out. However, the areas, What is evident in these studies is that they are based on synchronic data and the population studied is treated as if they were alone, isolated from the rest of the larger society. Treating village as a functional whole constituted by different caste, baradari, the peasant society is epistemological equivalent to colonial ethnographic construction of independent village communities. The baradari based social organization, factionalism, land tenure system, belief systems, marriage systems and patterns, rituals, and ceremonies, kinship, conflicts and conflict resolution, gift exchange are the key topics for the study of M.Sc thesis. Changing gender relations and its implications for rural and urban society, honour and shame ideology, sexual violence, reproductive health, are the issues that have drawn attention from female student anthropologists in Pakistan. A large number of graduates thesis have explored the rich cultural heritage of the Northern Areas, and have extensively studied and explored the diverse cultural and anthropological patterns of Pakistani society all over the country. The present focus of anthropological research on village studies needs to be broadened to include new areas of research, including the relationship between nationalism and religion, impact of profound economic transitions on culture at the local and national level. Anthropological Work Done in Pakistan Since Anthropology is a new discipline in the country, researches are limited. However, a lot of foreign as well as the local scholars have done substantial Anthropological research work in Pakistan. The foreign anthropologists in Pakistan have an enormous influence on the main trends in anthropological and so.ciologica1 researchers in the country. The work of Fredrick Barth in political anthropology among Swat Pathans of NWFP. Akbar. S Ahmad had done extensive Anthropological research on Pukhtune society and tribal areas. His first thesis on Millennium and Charisma among Pathans, is a valuable study on the Pathan tribes. His other books include Pukhtune Econoniy and Society, Religion and Politics, Tribal Area etc. These researches have explored the connections between religion and politics and broadly in the field of history and anthropology. Zekiye Eglar s ethnography of Punjabi a village had considerable influence over the anthropological studies of rural ~ociety.~ Her description of village society in terms of core values and rituals functioning within a coherent whole set a paradigm for a large number of village studies by generations of anthropologists in Pakistan. Hamza Alavi contributed to Pahstani anthropology through his studies of baradari in a rural society in Punjab, which he considered the basic institutions of the kinship systems of Muslims of West Punjab. Saghir Ahmad developed his class-based analysis of rural society and added to the list of ethnographies of Punjab in his Class and Power in Punjabi His studies of social stratification in rural society in terms of class analysis opened up the way for host of studies, which later explored the connections between kinship and politics in rural society. Joseph C. Berland, studied Cultural Amplifiers and Psychological Differentiation among Khanabadosh in Pakistan, in which he studies two groups of nomadic artisans and entertainers, namely Qalanders or entertainers, and Kanjars or artisans, and contrasts them with two sedentary samples of village and urban dwellers of psychological differentiation.

70 68 In the first decade, the department of anthropology initiated large-scale rural development projects, under the sixth five-year plan, government of Pakistan. The Department completed the field studies on topics of major significance for the Development of the country, i.e. Socio-Economic Impact of Rural Electrification, Supply of Potable Water in Rural Communities; Social Forestry, Impact of Urbanization and International Migration, and Male Migration, Father Absenteship and Changing Role of Women in Rural Development. The Government of Pakistan and International Development Agencies such as Planning Commission of Pakistan, UNICEF, and the World Bank supported the studies. The participation of students in these studies has provided them opportunities of making contact with institutions involved in the development programs in Pakistan, and these institutions have subsequently hired many of them. The Faculty of the Department is actively involved in teaching and research activities. Dr. Hafeez-ur- Rehman has done Pioneer Anthropological Work on Saints and their Shrines in Pakistan. The extensive study of Saints and Shrines highlighted the role of these Institutions in the life of the Associated Communities and the links between state and the traditional organization of shrines. He has also done extensive research work in the field of Applied Anthropology as a result of which, NIWCIDA Islamabad has published his 8 Research Monographs, which were widely used by the researchers. Dr.Naveed-i-Rahat s work on Male Outmigration and Matri-Weighted Households (A case study of a Punjabi Village in Pakistan) and Dr. Azam s Justice In Practice (Legal Ethnography of Pakistani Punjabi Village) provided valuable Anthropological data about Pakistani Society. Dr. Azam s contribution highlighted the insight about the role played by the state-run official institutions and the village-level traditional institutions in the resolutions of conflicts. Dr. Huma Haque and Dr. Anwar Iqbal are actively involved in the field of Applied Anthropology and have done extensive field studies in collaboration with National and International Organizations. They have done research work in the field of Health, Education, Development, Rural Urban Migration, KAP Studies, Rural Appraisal and Impact evaluations of Development Programs. In the year 2003, the Higher Education Commission, Islamabad, awarded two research projects to the Department. Anthropology in Historical Perspective Anthropology as a scientific discipline began about the middle of nineteenth century and developed the theory of unilinear evolution to generalize the characteristics of individual cultures. Focusing on culture as its subject matter of study, cultural evolutionism conceived culture, wherever and whenever it was found, as developing progressively through time and as following the same sequence of development among all the people of the earth. Anthropology, as an academic discipline began its career in the western universities in the early decades of twentieth century. However, different kinds of historical narratives, like traveler s tales, missionaries accounts, and colonial archives formed the empirical basis of nineteenth century anthropology. Anthropology traces its roots to ancient Greek historical and philosophical writings about human nature and the organization of human society. Anthropology generally regards Herodotus, a Greek historian who lived in the 400s bc, as the first thinker to write widely on concepts that later became central to anthropology. Herodotus described the cultures of various peoples of the Persian Empire, which the Greeks conquered during the first half of the 400s bc. The Arab historian Ibn Khaldun, who lived in the 14th century AD, was another early writer of ideas

71 69 relevant to anthropology. Khaldun examined the environmental, sociological, psychological, and economic factors that affected the development and the rise and fall of civilizations. Both Herodotus and Khaldun produced remarkably objective, analytic, ethnographic descriptions of the diverse cultures in the Mediterranean world, but they also often used second hand information. During the Middle Ages (5th to 15th centuries ad) biblical scholars dominated European thinking on questions of human origins and cultural development. They treated these questions as issues of religious belief and promoted the idea that human existence and all of human diversity was the creations of God. Beginning in the 15th century, European explorers looking for wealth in new lands provided vivid descriptions of the exotic cultures they encountered on their journeys in Asia, Africa, and what are now the Americas. The European Age of Enlightenment of the 17th and 18th centuries marked the rise of scientific and rational philosophical thought. Enlightenment thinkers, such as Scottish-born David Hume, John Locke of England, and Jean-Jacques Rousseau of France, wrote a number of humanistic works on the nature of humankind. They based their work on philosophical reason rather than religious authority and raised important anthropological questions. With the rise of imperialism (political and economic control over foreign lands) in the 18th and 19th centuries. Europeans came into increasing contact with other peoples around the world, prompting new interest in the study of culture. Imperialist nations of Western Europe-such as Belgium, the Netherlands, Portugal, Spain, France, and England-xtended their political and economic control to regions in the Pacific, the Americas, Asia, and Africa. In 1860 and 1890 the work done by the prominent anthropologists indicate that the greater part of their work was based on the study of primitive tribal societies. For examples, L. H. Morgan in his Ancient Society (1877) worked out a very elaborate schema of social and cultural development from an original state of savagery, through a condition he called barbarism to civilization. E. B. Tyler who has so often been called the father of anthropology also studied primitive tribal societies; his major work first published in 1871 was titled Primitive Culture. Sir Henry Maine and J. J. Bachofen also studied primitive people to know about development of political and legal institutions. These scholars delivered that the fundamental features of social institution would be more apparent in smaller or primitive societies than modem metropolitan communities. In the first decade of this century information about tribal or non-literate people began to be collected with ever increasing details. A few examples, as have been given by Lienhardt (1969) are: Edward Westermarck went to Morocco (1900), Rivers to Todas of South India ( ) and to Malanesia ( ),Radcliffe-Bron to the Andaman islands (1906), C. G. and B. Z. Seligman to Sudan (1909), R. Thurnwald to Melanesia ( ), G. Lindblom to the Akamba of East Africa (1910), and Malinowski, probably the most famous of European field anthropologist of the time, lived with the Trobriand islanders during war. All these went out to make intensive professional studies and produced accounts of their research which are still recommended anthropological reading. In the early 20th century, the quasi-anthropological formulations of the stages of the unilinear cultural evolutions were increasingly challenged and superseded by the emergence of the historicist and diffusionist

72 70 theories. Franz Boaz ( ), American anthropologist advocated a historical particularistic approach to the study of non-western societies. In the wake of strong critiques of the diffusionist school on the empirical inadequacy of evolutionary schemes, the emphasis on classifying societies according to their stages of social development dropped out of the anthropology in the first quarter of twentieth century. From 1930s on, the writing of ethnography was increasingly informed by the functionalism developed in England under Bronsliaw Malinowski and Redcliffe Brown.8 Functionalism was couched in the language of objective investigation, and the role of investigator was eliminated in the production of knowledge. The rise of French post-structuralism in 1960s broke the impasse of increasingly rigid scholastic typological debates and give rise to the interpretative anthr~pology.~ The development of anthropology as cultural critique has led to the intersections of history, anthropology and cultural studies in the western academy. Newly Emerging Trends in Anthropology In 1980s a series of new ideas, collectively called postmodernism, also raised questions about some of Anthropology s fundamental methods and objectives. As a result, some Anthropologists have moved into a new area of research sometimes known as cultural studies. Others have continued to use more traditional Anthropological research methods to solve problems associated with cross-cultural conflicts. This type of work is knmnas Applied-ANh-opology. In early 1990s Anthropology had become a very diverse field with numerous areas of specialization. For example, the American Anthropological Association, one of the discipline s most important professional organizations in the United States, includes sections focused on such specific topics as agriculture, consciousness, education, the environment, feminism, film and photography, museums, nutrition, politics and law, psychology, urban issues etc. Other groups focus on geographic areas, including Africa, Europe, Latin American, the Middle East, and North American. New research agendas have emerged, and several new trends in world culture have dramatically changed Anthropology. In addition, the world faces increasing problems of poverty, violence, and environmental degradation. In response to these trends, many Anthropologists have shifted their attention to studying urban culture and the workings of global culture. Much new research examines the dynamics of global commerce and the International exchange of ideas, beliefs, and cultural practices. Specialization within Anthropology has become so important that many academic departments have begun questioning the need to teach about the original sub fields. Independent, self-sufficient cultures-the focus of traditional Anthropology-have virtually disappeared. Keeping in view the current emerging scenario and globalization processes Anthropologist can contribute in all areas of anthropological inquiry and social science, especially in environmental conservation and sustainability, agriculture and development, migration and resettlement, health research and policy, education, urban planning and community development, technology and its social impact, ethnicity, gender, and class, business and work, society and the law, ethnic conflict and human rights, and cultural heritage and historic preservation. I am sure, like other countries, the discipline of anthropology in Pakistan can provide better opportunities to discuss the past, present and future role of social scientists in research, teaching and application.

73 71 Recommendations There is a need for the promotion of indigenous social science in Pakistan, particularly the discipline of Anthropology. It would involve re-examination of the structure of Anthropology and an attempt to evolve suitable strategies for its promotion in a cultural context characteristic of Pakistan. In the developed countries the services of Anthropologists are considered very important before implementing any development programs. Anthropological empirical data, methbds and approaches (ethnology, ethnography, American structural functionalism, British functionalism) have played this role very well in order to provide information required by the Western governments. Local experts of Anthropology should be directed to produce creative theories designed for understanding the existing problems and realities and not be derived from exogenous models projected by alien Anthropologist. The native anthropologist should do the work. It should be a step towards self-reliance. The principal aims should be redefinition of key national issues providing insider s view of the society and its problems-with native categories of thought. We cannot ignore the increasing trend of globalization both in terms of specialization and quality; therefore, this trend must be kept in mind while developing the theories and models. In the field Anthropology there is still the scarcity of the trained personnel in Pakistan as there are very limited numbers of PhD s available in the country. Academic institution in Pakistan should be strengthened for the training of the young Pakistanis within the country, as it wil help them to lessen the inclination to leave the country for service abroad. For comprehensive understanding of the social problems in Pakistan it is essential that institutional framework should be properly built and a coordinated effort should be made to raise the level of research. Pakistani Anthropologists could undertake such task as no serious attempt has been made to collect the over all ethnographic data about the society and its social problems. Universities should be involved more and more in tackling the problems of the country as centers of higher research, where teacher s along-with Government experts could share their own experience. Interdisciplinary approach at University level may also be encouraged keeping in view the current emerging scenario and globalization. The present focus of anthropological research on village studies needs to be broadened to include new areas of research such as urban problems, relationship between nationalism and religion, problems of advance and complex societies and impact of transitions on culture at the National and Local level. The Anthropologists in Pakistan are providing valuable services in field of development, research and counseling in Government and non-government Organizations. They must be encouraged and involved in Development and applied researches, as they have the capacity to create a better understanding of the society. Students of the Anthropology Department have completed more than 390 M.Sc thesis, based on the primary field data. Appropriate arrangements may be made to widely disseminate this primary data at the National level.

74 72 The subject of Anthropology may be introduced at college and under-graduate level in all the provinces of Pakistan so that the new comers in Anthropology at M.Sc level should have prior Anthropological background. REFERENCES Ahmad Hasan Dani, Pakistan (1985) in Yogesh Atal (eds) Sociology and Social Anthropology in Asia and Pacific. UNESCO, p Dani, A.H, (1985) op cit, p Salahuddin A. Khan, ( 1996) Anthropology as Science: the Problem of Indigenisation in Pakistan, Sang-e-Meel Publications. Frederick Barth, Political Leadership in Swat Pathans, London, 19XX. Zekiye Eghar, (1960) A Punjabi Village in Pakistan. New York. Saghir Ahmad, (1977) Class and Power in the Prinjabi Village. Lahore. Bernard Cohn, An Anthropologist Among Historians and Other Essays. Edmond Leach, (1982) Social Anthroplogy. George Marcus and Michael M. J. Fischer, (1986) Anthropology as Cultural Critique An Experimental Moment in the Human Sciences, USA.

75 L to R: Prof. Dr. Asad Zaman, Dr. A.R. Kamal, Ms. Nina Gera View of the participants

76 75 Session 2 Current Scenario and Emerging Trends: Economics, Public Administration, Business Administration, Mass CommunicatiodJournalism Papers Presented Sessional Chair Dr. A. R. Kamal Directol; Pakistan Institute of Development Economics, Islamabad. Sessional Co-chair Prof. Dr. Asad Zaman International Islamic University, Islanzabad. Rapporteur Khawaja A1 Quma Bahauddin Zakariya University, Midtan. 0 The State of Economics: Current Scenario and Emerging Trends (Ms. Nina Gera, Lahore School of Economics, Lahore). 0 Emergence of Third Sector in Pakistan's Socio-economic Scenario (Ms. Raheela Tajwal; Fatima Jinnah Women University, Rawalpincli). 0 Sensitivity Requirements in Public Administration of Developing Countries with Special Reference to Pakistan (Proj Dr: Sadiq Ali Gill, University of Punjab, Lahore). 0 The State of Social Sciences and Humanities: Current Scenario and Emerging Trends in Business Administration (DK Bushra Hamid, University of Peshawal; Peshawar). 0 Current Scenario and Emerging Trends in Mass Communication (Anjum Zin, Lahore College for Women University, Lahore).

77 76 The State of Economics: Current Scenario and Emerging Trends Pervez Tahir arid Nina Gem* Abstract The paper sets out to examine the current statu$ of economics in Pakistan, both in ternis of education and research, as well as to provide a prognosis officture trends. The situation of the dismal science is indeed dismal. The question as to what is amiss and where we are going wrong will be e-xaniined. At the outset, a historical overview is presented of the teaching and quality of research. The hiatus that exists between the subject as it is taught and its applicability to real life sitziations in Pakistan is examined, as is the abysmal quality of teaching owing to such factors as lack of material incentives, outdated curricula and methods in the absence of refresher courses and workshops as well as the products that the system is churning out. What is the caliber of students who enroll in economics courses in thefirst instance? What are the teaching conditions that exist in the country? Is the subject as taught here being invaded by business studies concepts thereby sidelining the intrinsic worth and importance of pure economic theory? The intent is also to investigate the growth of private sector institutions, their faculty and whether this recent development is infact an improvement in quality or quantitative expansion due to lack thereof of pziblic sector institutions. Econoniics research, a field sadly suffering from benign neglect with the occasional exception willbe explored not only for its quality and quantity, but the manner in which its agenda has been set by the external donors. Statistical data is provided whereverpossible. In the end, the paper offers some suggestions for improvement. Introduction Economics, according to an old and a convenient definition, is what economists do. The state of economics at a particular time cannot, therefore, be any different from the quality of the prevailing supply of economists. Again, the current state of economics can be divorced from an historical perspective only at the cost of a deeper understanding of continuity and change. Higher education, be it in the social sciences or any other discipline, has always been of utmost importance on the socio-economic agenda, but it has acquired a new significance today. In the emerging knowledge economy, nations that fail at nurturing a decent learning environment will fall behind, by more than the gap inherited from the days of the commodity economy. In Pakistan, the situation is critical and some even consider it to be on the brink of or in a state of collapse. The problems are innumerable. Undoubtedly, declining standards in higher education in general as well as evident competition economics faces from other disciplines such as business studies and computer science have negatively impacted on the quality of teaching and research in economics. Economists have another peculiar problem. They are unable to clearly decide whether their discipline isa science, a social science, or simply a branch of mathematics. It *Dr. Pervez Tahir is Chief Economist, Government of Pakistan, Planning Commission, Islamabad. Ms. Nina Gera is Assistant Professor at the Lahore School of Economics, Lahore. The responsibility for the views expressed here rests in the persons of the authors These views do not necessarily reflect the positions of their respective institutions.

78 77 makes it difficult to decide whether the decline of economics is part of the pathetic state of social science in Pakistan, especially as the common observation suggests the relative decline in science to be less than in social science. However, the Higher Education Commission, which took some time to recognize the plight of social science, has decided the issue for economists by including the subject in the agenda of this conference, which is the state of the social sciences. This paper attempts to analyse some of the reasons for this overall decline, albeit conceding that exceptions, though few and far between, do exist. Past analyses of the state of economics in Pakistan, attributable mainly to outsiders such as Robinson (1967) and Lewis (1973, have not been very complimentary. Lewis observed that the the state of Palustani economics is really quite disgraceful. Naseem, Qureshi and Siddiqui (1998) found this observation to be perhaps more valid today. What is the situation five years on? The point is not to castigate anyone or any policy as such for the prevailing malaise but to learn from mistakes and hold the past up as a mirror to the present with this end in view. Is there any way to extricate ourselves from this deplorable state of affairs? What can and needs to be undertaken to remedy the situation? Put simplistically, a country needs three breeds of economists, namely, academics in universities, professionals in the applied economic research institutes and those in government assisting in policy formulation. This paper will focus on the first two categories, and only obliquely touch upon the input of economists to policy-making and the development process. Early Economists At independence, Pakistan inherited but a sprinkling of trained economists. Initially most of the professionals worked in public sector organisations, including colleges and universities. The educational system was miniscule consisting of a handful of institutions, enrolments and faculty. The curricula were essentially geared towards assisting the ex-colonial administration. Only two institutions existed for applied economic research, the Punjab Board of Economic Inquiry and the Agricultural College in Lyallpur. In 1950 academics established the Pakistan Economic Association that published its journal, Pakistan Economic Journal and held meetings till (Haque and Khan, 1998). Soon after independence, the government launched a program for the development of professional economists to work mainly in the public sector. The State Bank of Pakistan started a program whereby economists were employed by the Bank and in certain instances sent abroad for PhDs in economics. Then in the 1950s, two developments took place that laid the foundations for the growth of the economics profession. First there was the expansion of teaching institutions and government departments that called upon the services of trained economists. In tandem with this there was an inflow of foreign economic assistance with the explicit intention of providing local and foreign education and training. The arrival of the Harvard Advisory Group (HAG) in the mid-1950s led to the birth of the first major cohort of economists. Sadly, at this point in time it was rare for economists to join the academic institutions because of the low economic and social status of universities and dearth of infrastructure for meaningful research. There was no noteworthy economist engaged in serious research. According to Haque and Khan (1998), the HAG vision had its drawbacks, but this is a contentious and debatable issue. First, and one tends to agree, it developed an economics profession that was alien to the country s needs and peculiarities. Universities and colleges suffered from dire neglect while resources were channelised into building non-academic, bureaucratic

79 78 institutions. The most important example was the Planning Commission. The HAG approach relegated theoretical and pioneering research to the back burner as well. From the outset, training of economists was on the lines of policy-oriented development economists. Theoretical and academic economics was considered irrelevant and a luxury that the country could simply not indulge in. According to an announcement that dons its publications, The PIDE, set up in 1957, was mandated to carrying out theoretical and empirical research, but it has largely concentrated on research on applied and empirical work. It was able to maintain the quality of its staff mainly due to foreign funding and the informal practice of discouraging Bengali economists from joining the Planning Commission. Some also joined Dhaka University, whose Department of Economics was reputed to be the best in the country at that time. The end result, however, was the widespread growth of dilettante economists with only a smattering of knowledge of theoretical economics. With no tradition of work in theory, not a single Pakistani economist can be named as a theoretician of repute. Post-1971 In the 1970s, even the focus on policy and empirical work began to lose quality and substance. The Bengali economists at the helm of affairs of the PIDE succeeded in convincing President Yahya that the PIDE, along with it valuable library, be shifted to Dhaka. The inequities of the sixties brought the role of the Planning Commission in the domain of the public debate. The regime of Mr. Bhutto rolled it back into the role of an ordinary administrative division of the government. Many of its professjonals left and joined international organizations. Instead of being a reservoir of professional expertise, it is [Planning Commission] an abode of those members of the administrative services who look like economists, but in fact are none (Tahir, 1974). In 1973, the Pakistan Economic Association held its first annual conference after the emergence of Bangladesh in Islamabad. It was also the last. Its journal, thepakistan Economic Journal also re-emerged, with one of the present authors as the Managing Editor, but did not go beyond the first issue. The annual meeting held an inconclusive session on the state of economics teaching in Pakistan. The Martial Law in 1977 brought in its train yet more negative consequences for the economics profession. The first lot of Pakistani academic economists arrived on the scene, publishing overseas and holding envious positions in universities and international organizations. The majority of them, however, opted to stay abroad. Prior to this, PIDE was re-established in Islamabad in mid 1972 and close on its heels came the creation of the Applied Economics Research Centre (AERC) as a centre of excellence in the University of Karachi. The outflow of quality economists to foreign climes had obviously had an extremely adverse effect on the state of economics in the country. In spite of this, some new research centres came up in the 1980s. The Centre for Applied Economics Studies was established at the University of Peshawar, Economic Research Centre in the University of Sindh, Punjab Economic Research Institute in the Punjab Planning and Development Board-actually a new name for the erstwhile Board of Economic Inquiry, Institute of Development Studies at the Agricultural University in Peshawar and the Islamic Economics Research Centre at the International Islamic University in Islamabad. Most of these institutes have all along faced financial constraints with the result that very little that can be considered noteworthy has been produced by them. As the Pakistan Economic Association continued to be dormant, the creation in 1983 of the Pakistan Society of Development Economists (PSDE) by PIDE was welcomed by professionals as a regular forum

80 for discussion. It has received a fair share of flak by way of criticisms, for its pursuit of officially sponsored themes, for domination of non-technical participants, and for its discussins not always happening in a proper theoretical perspective. In the absence of any other forum, however, the existence of the PSDE does satisfy the intellectual curiosity of many. The PIDE s own research program has its merits covering a wide variety of issues and themes. Papers published in the Pakistan Development Review, other than the issue devoted to the PSDE, are refereed. Funding Todate, there has been inadequate funding for economic research. The only funding that has been available has been that of donors, and for what they consider imperative for their working. This sort of funding has little if anything to do with the priorities of local economists. The donor agenda in Pakistan has reflected their shifting development perspectives, not to ignore the fact that it has been unreliable depending on the priorities and whims and fancies of the donors as situations arise. The Planning Commission stopped its research program a few years ago. A worrisome development - the growth and attraction to consultancies - started the 1980s. As Palustan s dependence on foreign aid and debt increased, so did the demand for local consultants. This has been a seductive avenue for professional economists both within and without academic and research institutes. In place of devoting time and energy to academic activities, economists have been lured by the lucrative consultancy industry, thereby playing havoc with academia and research in the country. Economics-development Nexus The economics profession to date is plagued with what Haque and Khan (1998) aptly describe as the visible, development economist. These are a breed that seek political roles and have done little to contribute to the economics profession in the country. The term theoretical academician has virtually become a term of insult. What role if any have the economists of the country played in its economic development? As Naseem (1998) points out, the neglect of economics education and research in universities has in fact been a major hindrance to the contribution of economists in any meaningful sense to the development of the society. And despite the growing importance of the subject the world over, it continues to be a discipline that is ill defined and a subject that many are wont to superficially dabble in. Generally, the ideas that prevail are more akin to simplistic notions of lay people rather than the more sophisticated concepts of trained economists. One way to extricate ourselves from this morass would be for the economists themselves to actively gear their efforts towards developing the science and to ensure a respectable level of discourse and debate in the subject both at the academic and research level. Pakistani economists, and social scientists in general, apply theoretical constructs and arguments to the existing conditions, with virtually no debate, questioning or comment on the theories themselves. Sadly government economists and bureaucrats enjoy more prestige and status than academic or research economists and this has impacted negatively on the development of the profession and its contribution to the development process. Added to this is the highly bureaucratized work culture that prevails in academic research institutions, even those in the private sector that simply leads to the curtailment of initiative and participation of the research staff. The Current Scenario The development and expansion of any science essentially depends on two factors, i.e. its teaching in educational institutions and the on-going research. It is apparent that the quality of teaching and research has 79

81 80 decayed over the years and there is much that is sorely lacking in terms of quality. Perhaps the quality is better in private sector universities. While some of the research and teaching institutions are relatively well endowed with human as well as other resources and have even made a slight dent reputation-wise internationally, this is the exception rather than the rule. There has been a relative decline in the demand for the subject as a result of the diminished importance of the public sector and planning as a tool for development in recent years. While those areas of economics such as finance and project evaluation and anything business-related have enjoyed a growing demand mainly by the private sector or donor-related organizations, mainstream economic theory and analysis has been placed on the backbumer (Naseem, Qureshi and Siddiqui, 1998). The end result is that business studies and information technology are ousting economics as a discipline in popularity in most institutions, especially in an era of rising expectations. MBAs and other qualifications in business studies have been on the ascendant particularly after the economic liberalization programs in the early 1990s. The subject of economics itself has suffered an invasion of business concepts and teaching methods, with the unfortunate development that pure economic theory, that has its own intrinsic value, has been sidelined. Economic research is being given diminished importance after having a fair amount of growth in the 1960s through the assistance of foreign donors. Now the trend is to fund the pure sciences far more than the social sciences, with the latter experiencing a paucity of resources. This is the biggest threat that not just economics but the social sciences as a whole are facing. Given the severely limited resources resulting from the structural adjustment programs and the State's fiscal constraints, this tendency takes on serious dimensions. If resources are limited, changes have to be made within existing resources. This involves improving managerial efficiency and monitoring systems, reorienting energies and efforts towards priority areas and establishing effective systems of governance and financial management. Annex Table 1 depicts the number of universities with economics departments. However, there is a rider here in that most of these departments, especially in the private sector, have combined their economics departments with those of business studies. The quality of faculty in both public and private sector universities also leaves much to be desired. Table 2 in the Annex shows the number of faculty in public sector universities with MPhils and PhDs. The maximum number of faculty with PhDs is 8 at the International Islamic University. Otherwise, the number ranges from 1 to 3 at best. In the private sector (Annex Table 3), the number of PhDs in the Economics Department is 8 at the Lahore University of Management Sciences (LUMS), while at the Lahore School of Economics, the number is only 3.' Some universities surprisingly do not have any faculty with PhDs whatsoever in their economics departments, for instance, Hamdard University and Fatima Jinnah University for Women. To compljcate things further is the phenomena of the brain drain whereby highly qualified faculty either depart for greener pastures abroad or abandon the public sector for the more lucrative private sector. Although the latter do not provide the security of service and other facilities that the public sector does, the tempting pay packages are reason enough to attract them. In the public sector the current starting salary is about Rs. 12,000-15,000 while the private sector starting salary is in the environs of Rs. 40,000 to 60,000 per month. Those that stay put in the public sector often indulge in moonlighting, taking up assignments outside the sphere of their teaching. Yet another problem is the increase in student-teacher ratios in many universities. This allows faculty little time for research activities owing to the heavy teaching loads.

82 81 The economics that is generally taught is neo-classical economics, and a political economy perspective is not a common sight. Economic history and history of economic thought in general and their Pakistani perspectives find no place in teaching, research and conferences. There is a serious lack of relevance of the economics that is taught in a poor country such as Pakistan. A vast gap exists between what is taught and how it is applicable in real life situations. It is important that students be aware of and fully understand concepts (including quantitative) rather than simply memorizing them. Learning by rote startlingly continues even at more advanced levels of learning. Inability to grasp concepts limits the evolution of ideas, the know how and new kinds of research generated by them. Although students may have knowledge of the concepts in textbooks, they are at a total loss when it comes to application. The instructors do not keep abreast of the latest developments and advances in the field with the result that most of what is taught is outdated. One solution is to make the attendance of refresher courses and workshops mandatory for the teaching faculty. The quality of students who enroll in economics courses varies across the board. At LUMS. it is usually the bright student opting for economics and willing to pay the cost of instruction in the subject. The result is that they are able to relatively easily find a slot in the job market at graduation. On the other hand at Punjab University, the quality of student enrolling in the discipline has declined since the best, as is the case at other institutions, are now seeking admission in business studies and computer sciences in preference to economics. Several students find that the subject is becoming too technical and mathematical for their liking (Naseem, Qureshi and Siddiqui, 1998). A couple of decades ago the quality at the graduate and Masters level from a Pakistani university was regarded as being of a respectable standard, but that is no longer the case unfortunately and things are on the down~lide.~ Research Institutions There are numerous government departments that collect and disseminate economic and social science data, information and statistics. There are the Population and Agricultural Census Organizations, Federal Bureau of Statistics, the Provincial Bureaus of Statistics, Planning Commission, Ministry of Finance, State Bank of Pakistan etc. Apart from these government departments, there are University economics departments and centres that do significant (or otherwise) research. Zaidi (2003) makes the valid point that it is not so much the department or institution that undertakes research but it is done more or less in an individual capacity by those who happen to be working there. The main autonomous research institutions funded by government and non-government sources include: the Applied Economics Research Centre at Karachi University, the Institute for Educational Development at the Aga Khan University and the Social Policy and Development Centre, an institute funded by the Canadian International Development Agency (CIDA). In Lahore it is the once noteworthy Punjab Economic Research Institute. In Islamabad there are Pakistan Institute of Development Economics, the Sustainable Development Policy Institute (SDPI) and the Mahbub ul Haq Human Development Centre (HDC). The SDPI has been regularly holding its annual Sustainable Development Conference. The HDC holds an annual lecture in honour of Mahbub ul Haq, besides producing its main feature, Human Development in South Asia. These institutions have not been able to deliver any substantial or superior quality research in general, with the odd exception. Firstly, they have not been able to attract and sustain the newly foreign trained

83 82 economists because their work environments were nowhere near favorable - feudal management structures, poor research infrastructure in terms of books, journals and computing facilities and paltry material incentives. The institutions invariably lack a core group of competent economists. Further, there are no joint study and research programs between the affiliated universities and the research institutions. If at all, there is unhealthy competition between the two for scarce resources and skills. (Haque and Khan, 1998). The latest development is the entry of research institutes into the field of taught programs, the most important example being the PhD program at the PIDE. Conclusions and Suggestions It appears that aside from a host of other problems that the economics profession in Pakistan is facing, the current trend of market oriented demand originating from the private sector is the main reason for the subject of economics being in the precarious state that prevails today. Not only is human resource development becoming more and more business related and oriented, even English language teaching is gaining prominence solely in the interests of the international utility of the language for business activities. Nobody from the private sector and industry as such is interested in pure economics research on topics such as poverty, unemployment, income distribution, land reform, social exclusion and regional justice. And since not a very enlightened private sector rules the roost in today s world, the doom and gloom surrounding economics whether researched or taught is a foregone conclusion. Unless of course corporations in Pakistan were to launch programs with a human face as is done sometimes in the US and Europe. There is no other option but for the government to support research along these lines in a significant way and every effort should be made not to allow research and teaching in economics to become insignificant. Change is never easy. This is particularly so with educational reform. Focusing on who goes to the universities, what takes place within the universities and what sort of products are churned out by the universities. efforts should be made in order that: 0 The very best students should be assured the very best education in the country on the basis of merit and regardless of financial constraints; 0 The universities themselves should maintain minimum defined standards of faculty quality and fiscal solvency; 0 Institutions of higher education should ensure that students and research of high and reliable quality is produced. At a more pragmatic level, incentives for teachers and researchers could be improved. The self-financing scheme for needy students could also be enhanced, especially in the private sector universities where students have to cough up exorbitant fees. This would, needless to say, be in the interest of a more egalitarian education system. Curricula need to be updated perhaps by visiting the websites of various leading universities the world over. Libraries need to be better stocked with up-to-date reading material and the government again has a role to play by possibly introducing a scheme whereby the procurement of books and journals is suitably funded. Despite all the ills plaguing the education system in Pakistan, particularly that of economics, it can hardly be denied that there are elements within the system that operate fairly satisfactorily. The idea ought

84 83 to be to identify the strengths that exist and then build upon them. For example, the fact that graduates from the Pakistani system do well and at times excel in institutions of higher learning abroad implies that the system does produce students of high quality. Given proper care, the system can be nourished. Not to forget, the system has to restore respect for theory, thought and history - areas that excite intellectual discourse. END NOTES 1. LUMS has a BSc Honours and MSc economics degree program. There are currently around 80 students enrolled in the Bachelors program while there are 20 students in the Masters. 2. As someone once aptly put it We are producing a nation of parrots. 3. In a simple multiple choice test given recently for a contract job in the Planning Commission offering a lump sum of Rs per month, only 13 out of the 93 candidates scored the minimum grade of 50 percent. All candidates were recent Masters from the universities in Islamabad. REFERENCES 1. The Boston Group, (2000) Higher Education in Pakistan: Towards a Reform Agenda, A Contribution to the Task Force on Improvement of Higher Education in Pakistan, Draft, Boston. 2. Handbook: Universities of Pakistan, (2001) Higher Education Commission, Islamabad. 3. Haque, Nadeem U1 and Mahmood Hasan Khan, (1998) The Economics Profession in Pakistan: A Historical Analysis. The Pakistan Development Review 37:4 Part 11, Winter. 4. Lewis, J.P. (1975) Economics in Pakistan and the Ford Foundation. Mimeographed Pakistan Institute of Development Economics, Islamabad, November. 5. Naseem, S.M. (1998) Economists and Pakistan s Economic Development: Is there a Connection? The Pakistaii Development Review 37: 4 Part 11, Winter Naseem, S. M. S. K. Qureshi and Rehana Siddiqui, (1998) Conditions of Teaching and Research in Economics: Some Preliminary Findings. The Pakistan Development Review 37:4 Part I1 Winter. Robinson, E. A. G. (1967) The Problems of Teaching Economics in Pakistan. Pakistan Institute of Development Economics, Islamabad, May. Tahir, Pervez. Pakistan: An Economic Spectrum, Arslan Publications, Lahore, Zaidi, S. Akbar, (2002) Dismal State of Social Sciences in Pakistan. Economic and Political Weekly, August 3 1.

85 84 ANNEX Table 1: Public and Private Sector Universities with Economics Departments Public Sector Universities Allama Iqbal Open University, Islamabad Bahauddin Zikriya University, Multan Fatima Jinnah Women University, Rawalpindi Gomal University, Dera Ismail Khan International Islamic University, Islamabad Is 1 ami a University, B ahaw alp ur Quaid-i-Azam University, Islamabad Shah Abdul Latif University, Khairpur University of Azad Jammu & Kashmir, Muzaffarabad University of Balochistan, Quetta University of Karachi, Karachi University of Peshawar, Peshawar University of Punjab, Lahore University of Sindh, Jamshoro Private Sector Universities 15. Lahore University of Management Sciences, Lahore 16. Lahore School of Economics, Lahore 17. Iqra University, Karachi 18. Greenwich University, Karachi 19. Hamdard University, Karachi 20. ISRA, Hyderabad 21. Jinnah University for Women, Karachi 22. Institute of Business Management, Karachi SZABIST, Karachi 24. Mohammad Ali Jinnah University Source: Handbook, Universities of Pakistan 2001, Higher Education Commission, Islamabad

86 85 Table 2: Economics Department-Faculty Number with Qualifications Public Sector Universities University Faculty with Level of Qualification Allama Iqbal Open University Bahauddin Zikariya University Fatima Jinnah Women University Gomal University International Islamic University Islamia University Quiaid-i- Azam University Shah Abdul Latif University University of Azad Jammu & Kashmir University of Balochistan University of Karachi University of Peshawar University of Punjab University of Sindh MPhil - 1 (Local) (Local) (Local) 1 (Foreign) 2 (Local) 2 (Local) 1 (Local) 1 (Local) PhD 2 (Foreign) 7 (Foreign) 1 3 (Foreign) 8 (ForeignLocal) 2 (Foreign) 7 (Foreign) 1 3 (Foreign) 1 (Foreign) - 4(L)+3(F)=7 3 (Foreign) - Total Source: Handbook: Universities of Pakistan 2001, Higher Education Commission, Islamabad. Table 3: Economics Departments - Private Sector - Faculty Number with Qualifications University LUh4S Lahore School of Economics Iqra University Greenwich University Hamdard University ISRA University Fatima Jinnah Women University IBM S ZAB IST Mohammad Ali Jinnah University PhDs Nil 2 Nil Source: Handbook, Universities of Pahstan, 2001, Higher Education Commission, Islamabad

87 ~~ ~ 86 Table 4: Estimates of Number of Students Enrolled in Economics University Students Enrolled Allama Iqbal Open University Bahauddin Zikariya University Fatima Jinnah Women University Gomal University International Islamic University Islamia University Quiaid-i- Azam University Shah Abdul Latif University University of Azad Jammu & Kashmir University of Balochistan University of Karachi University of Peshawar University of Punjab (Includes Masters in Business Economics) University of Sindh (Excludes Reserved and Self finance seats) 65 NA NA Total 1013 Source: Handbook: Universities of Pakistan 2001, Higher Education Commission, Islamabad.

88 87 Emergence of Third Sector in Pakistan Abstract Mrs Raheela Tajwnr Futirna Jimah Women University, Ruwulpindi. The Pakistan is in a state of socioecononiic turmoil as it greets the new century. It is a country in strife and divided by issues that seriously undermine the credibility of institutions e.g. the government and market as well as those who are main actors to lead these institutions. In recent years there is a tremendous surge for other social institutions that operate outside niarket and government. These institutions are invariablv known as non profit, non-governmental organizations, I civil society, ideel sector, voluntary sector or the third sector. This paper is discussing the civil society s role as third sector in Pakistan s socioeconomic scenario? Why is there a need for third sector? What is current situation of CSOs institulioiialization and how can they play niore effective role along with the market and state? The paper is divided into two parts. Part I shall discuss the definitional aspect of the research paper and the Part I1 shall be discussing civil society institutions in Pakistan. Introduction State and Market are two traditional actors, which play a central role in human development. In spite of the tremendous advancement in technological fields most of the people in world are living in abject state of poverty. After the World War I1 there is unprecedented development in various fields. Since then, many countries have achieved truly dramatic improvement in overall indicators of human welfare: 0 Life expectancy in the developing countries has risen more than twenty years (from 41 to 62 years) The percentage of the population with access to clean water has doubled (from 35 percent to 70 percent) Adult literacy has risen from less than half the population to about two third. Food production and consumption have increased at a rate about 20 percent faster than population growth. It appears marvelous but if one look closely to development at micro levels, most of the people still live in a state of abject poverty. People born and lead their life without any purpose. If you ask a child living in slums, down trodden areas and shantytown in developing countries: what is your dream? He will look at you with great surprise, and question marks will be clearly visible in his eyes. It will appear to you that either you have asked very irrational question to poor child or you will be forced to think after meeting those perplexed eyes, is this right place to ask such a question? The children of these shantytowns and villages even in this age of modem civilization do not have enough to eat, not enough to cloth, to cover their naked bodies. Most of them are suffering from malnutrition, disease, and die before reaching at the age of five. He is not allowed to dream. It has no meaning for him or for his parents. He does not have any hope for any food for the other day.

89 Underdevelopment is shoclung: the squalor, disease, unnecessary deaths, and hopelessness of it all! No man understands if underdevelopment remains for him statistic reflecting low income, poor housing, premature mortality or underemployment. The most empathetic observer can speak objectively about underdevelopment only after undergoing, personally or vicariously, the shock of underdevelopment. This unique culture shock comes to one as he initiated to the emotions, which prevail in the culture of poverty. The reverse shock is felt by those living in destitution when a new self understanding reveals to that life is neither human nor inevitable-the prevalent emotion of underdevelopment is a sense of personal and societal impotence in the face of disease and death, of confusion and ignorance as one gropes to understand change, of servility towards men whose decisions govern the events, of hopelessness before hunger and natural catastrophe. Chronic poverty is a cruel kind of hell, and one cannot understand how cruel hell is merely by gazing upon poverty as object. During the early stage of economic development theorist believed that while rise in economic growth would ultimately have a trickle down effect to the down trodden class of the society. But in reality this could not happen and gap between have and have not widened. Most part of the glob this daring reality deepened. Economic growth, increased international trade and investment, technological advance-all are very important. But they are means, not ends. Whether they contribute to human development in the 21st century will depend on whether they expand people s choices, whether they help create an environment for people to develop their full potential and lead productive, creative lives. Fundamental to enlarging human choices is building human capabilities: the range of things that people can do or be. 2 How this can be achieved? It can be achieved to rebuild civil society and its various organizations to play the role of animator along with the existing institution i.e. State and Market. Before going further there is strong need to define civil society and civil society organizations. Plato and Aristotle are recognised as the first political philosophers who touched the subject of civil society for the first time. They preached the concept of good society and good political environment in which human being could reach at the height of perfection through practising civic responsibilities. Aristotle discussed about the kind of political order in the polis was about state in which the civic virtues should have been prime and central importance. The concept gained its true importance in 18th century somewhere in 1750s it became the central object of social and political scientists. The two-enlightenment thinker Immanuel Kant and Adam Ferguson had given the idea of civil society in their writings. The term Civil comes from the Latin word Civis meaning citizens. The term civil was mainly used in the context of civilised society, where peaceful transfer of political power could be possible and society was controlled by rule of law. John Lock was the political philosopher who for the time talked about the society and state separately. It was George Hegel who precisely summarised the idea of civil society. He understood the concept of civil society as a historically produced space of ethical life, which is a combination of economy of a state, social classes, and private sector institution responsible for welfare. Later on Theorists from de Tocqueville and John Stuart Mil to Durkheim, Simmel, and Kornhauser have long emphasized the importance of civic society and voluntary associations as vital to the lifeblood of

90 89 democracy. There is nothing particularly novel about claims for the virtuous of civic associations and their capacity to perform many functions where states and the market fail. Pluralist theories popular in the 1960s emphasized the role of interest groups in aggregating and articulating public demands, providing multiple alternative channels of political participation linking citizens and the ~tate. ~ The debate of civil society disappeared for almost 100 years; Market and State were fundamental cores of discussion in the later half of 19th century and during the first half of 20th century. It was the writings of Antonio Gramsci who revived the idea of civil society. Civil society is an arena, separate from state and market in which a wide range of different organizations and ideologies contests social hegemony. His influential Letters from Prison (1947) and other writings has influenced sociology, political theory, and revived the idea civil society in postmodern era. Robert Putnam further elaborated the idea that civil society consists of voluntary organizations and is based on horizontal solidarity of the groups that crosscut vertical ties of kinship and patronage. These voluntary associations are capable of generating social capital i.e. trust, norms and networks. By the virtue of social capital, civil society is capable of consolidating democracy. The current debate for civil society as third sector has taken place in the after math of the cold war. The authoritarian regimes in Eastern Europe, Latin American countries, and autocratic military-bureaucratic regimes in most of developing countries in Africa and Asia on the one hand and decline of civic virtues and rise of individualism in Western hemisphere of Europe and North America again revived the role of civil society and its institutions during the last two decades. For this research paper I shall adopt following definition of civil society for civil society organizations/ non-governmental organization. This definition fulfils the fundamental purpose of this research paper An intermediate realm situated between state and household, populated by organized groups or associations, which are separate from the state, enjoy some autonomy in relations with the state, and are formed voluntarily by members of society to protect or extend their interests, values or id en ti tie^."^ Part I1 The State of Civil Society and its Apparatus in Pakistan State of Civil Society in Pakistan Civil society as a concept is not new to Pakistan. It has long deep and ingrained historical roots that go back to Indus Valley civilizations. The art of articulating together for common purpose as old as the human civilization itself; and voluntarism for some social cause or for self-help is not new to this part of the world. The archaeological findings in Mohenjodaro and Hurrapa people of that time had civic sense of living together. Aryans introduced new civic order in 1500 BC. The treatise of Vedas and Upanishidas shows that at the early stage of settlement of the Aryan culture, various groups were based their identities on social, religious and military ideals. This evolution of new culture gave birth to new ideology in Hindu religion called Vedanta preached good values. For

91 90 several centuries class driven social orders governed subcontinent till the Buddhism became the panacea or all social ills. The next stage where social order had shown a significant change was Muslim rule in India. The Muslim invaders introduce a new culture. It was only the spirit of societal voluntarism which made possible for two distinct civilizations lived together for centuries. During the mid 19th century British colonized India and introduced new administrative set up according to their own needs and requirement. Industrial revolution, American Revolution and French revolution introduced the new ideas of nationalism and concept of sovereign nation state based on new philosophies in political and economic fields. These new changes brought changes all over the globe. Movement started in colonies for their independence and first half of the 20th century is marred with social changes in Indian subcontinent. The credit for Muslims reformation goes to Sir Syed Ahmad Khan who through his political and educational ideas laid very foundation of community identity. He formed different societies aimed at achieving higher standards of excellence for Muslims in scientific and Modem Knowledge. He laid foundation of scientific society in 1864 and Aligarh Muslim College in 1877, which later on provided the nurturing grounds of independence movement from colonial powers. The western notion of the civil society was very much there at eve independence of Palustan in It would be true that leaders in colonial India, who were educated in imperial colleges and taught all western political theories of the great enlightenment thinkers, based their philosophy on western notions. These leaders started to approach different segment of society like workers, peasants, and press for mobilisation and to resist colonial oppressive policies. When these groups were unified for the broader cause, it transformed into nationalist struggle for political sovereignty. Muhammad Ali Jinnah, Jawahir La1 Nehroo can be sighted among those leaders. The power structure in newly fragile state of Pakistan was cantered round the distinct classed i.e., bureaucratic, military, and feudal 2lite. These groups ruled the country throughout last 5 decades. The ruling dite at the dawn of independence consisted of an alliance between the landlords and nascent industrial bourgeoisie backed by the military-bureaucratic oligarchy. The nature of the ruling &lite conditioned the form of the economic growth process. However, the latter in turn influenced the form in which State power was exercised. Economic growth was kind of affluence to the few at the expense of many. The gradual erosion of social infrastructure, endemic poverty and growing inequalities between regions undermined civil society and accelerated the trend towards militarizati~n. ~ Although there was rise of the merchant class during the 60s but it also joined hand with the troikas of powerful &lite structure in Pakistan. There is another powerful force, which affected the social fabrics of Pakistan, that is force of religion. One can assume that civil military bureaucratic klites and Islam remained two fundamental factors in power politics of Pakistan. The civil bureaucracy that has learnt the art of surviving in all sorts of governments found it safe and secure, since Islamization has not substantially altered the socio-political realities in Pakistan. The brief socio economic fabric of Palustan showed that there was a strong need for the civil society organization to fill the vacuum, which was needed for human development in Pakistan. Pakistan s civil society is characterized by hybrid forms, multiple inheritances and the unresolved struggle between the

92 91 practices and values of pre-capitalist society and new modes of social life, between authoritarian legacies and democratic aspirations. Its cultural manifestations appear as a hotchpotch of incoherent voices, conflicting worldviews and opposite interests. While some social forms such as council of elders, neighborhood associations and shrines continue from previous phases of society, many new groups have been created organically, to borrow a Gramscian term, through the development of capitalism. Such are the dynamics of an evolving civil society, caught between the throes of a dying social order and the birth pangs of a new one. 6 Before going the to discuss the present growth of civil society organizations lets discuss about the legal regime available for growth of CSOs as there is no official name for NGOs is available in Palustan. (Herein after CSOs shall replace the word NGOs). Legal Regime of CSOs/NGOs in Pakistan There are various legislations at national and provincial levels under which civil society organization can be registered. At National Level The Societies Registration Act The Charitable Endowment Act The West Pakistan Control of Orphanages Act, The Voluntary Social Welfare Agencies (Registration and Control) Ordinance, The Co-operative Societies Act The Companies Ordinance, The Trust Act, At Provincial Level: The Punjab Children Act, The Punjab Supervision and Control Homes Act, The Sindh Darul Atful (Supervision and Control), Act The NWFP Darul Atful (Supervision and Control) Act, The Balochistan Darul Atfal (Supervision and Control) Act, In recent decades there is mushroom growth of NGOs forced the central government to bring them in new set of legislation at national level. Present Scenario of CSOs/NGOs in Pakistan In last decade, there is considerable debate in the development of civil society in Pakistan has generated new approaches about ways to strengthen socio-economic development process for the disadvantaged sections of the society. Pakistani society is both homogenous and heterogeneous in character. It has similarities at national

93 92 level but having divergent culture at community level. Civil society has been seen as important contributor to constructive social change. At the time of independence there were only seven registered CSOs in Pakistan. Now there are approximately registered NGOs and unregistered are more than Government of Pakistan National Council of Social Welfare conducted a survey about the registered NGOs up to 30th June 1997, which present the following situation. Growth of NGOs 1947 to 2002 NGO Year 7 Before it was during the military regime of Zia-ul-Haq when Pakistan was under the economic sanction of USA; direct foreign funding was started in Palustan. it was not only Pakistan, which suffered from this new phenomenon of CSOs/NGOs but change, was eminent in almost all over the South Asia and least developed countries round the globe. Province I Capital / Northern Area PAKISTAN ~~ Punjab No. of Sindh No. of NWFP No. of Baloch No. of IBD. No. of Northern No. of AJK No. of NGO NGO NGO NGO NGO Area NGO NGO Bahawalpur 431 Hyderabad 486 Bannu 83 Kalat 66 D.G Khan 355 Karachi 2024 D.I. Khan 38 Makran 63 Faisalabad 500 Larkana 565 Hazara 311 Nasirabad 35 Gujranwala 1034 Mirpur Khas 886 Kohat 59 Quetta 446 Lahore 1076 Sukker 128 Malakand 213 Sihi 51 Multan 356 Mardan 169 Zoab 56 Rawalpindi 860 Peshawar 392 Sargodha 425 -

94 93 Classification of CSOsLNGOs Broadly speaking the classification of NGOs operating in Pakistan is: 0 Operational NGOs The operational NGOs divided into three main groups: (i) (ii) (iii) Community-based organizations (CBOs) - which serve a specific population in a narrow geographic area at local level such as Mohallah, tehsil and district level; National organizations - which operate at national level; International organizations - which are typically headquartered in developed countries and carry out operations in more than one developing country. The operational areas are working in the field of agriculture, business, credit and micro credit systems, education, development, health, disaster management and relief operations, energy, food production, governance, infrastructure development etc. 0 Advocacy NGOS The advocacy areas for these NGOs are issues related to human rights, environment, consumer protection, women, and child abuse. Level of Operation The NGOs are usually operated at grass root level. In Pakistan most of these NGOs are operating at village Mohallah, and city level. Very few of them are operating at national level. As per survey conducted by planning division most of the NGOs (43.5%) operate at the level of Mohallah followed by those operating at the village level (27.4%) of the total NGOs, 16.0% were functioning at city level and only 4.2% were district level organization. The lowest number was of then national level NGOs, percentage being 1.3. The NGOs whose level of operation was tehsil and upward were 13.1% Most of the NGOs in Punjab and NWFP and Azad Jammu and Kashmir were having village as their level of operation, percentages being 35.0%, 57.6% and 59.8 respectively. The Mohallah level NGOs were mostly found in Balochistan, Punjab and Sindh with percentage ranging from 35,7 to 57.4, highest in Sindh. Mostly the city level NGOs were in Islamabad, NWFP and Azad Jammu and Kashmir. Very few NGOs were operating at tehsil level the district level social service organizations were concentrated in Islamabad, percentage being 31.8%. Mostly the divisional level NGOs in Sindh (6.3%) provincial level in Balochistan (17.2%) and National level in Islamabad (16.3%). As a matter of fact NGOs claim to operate at a particular level as provided in their constitution, but actually their sphere of operation is seldom according to one contained in the constitution. They fail either to establish their branches in other places or reached their clientele from all over the area. It is rightly remarked by Ishtiaq Ahmed entitled Wooing West at National Expense in the May 17,1996 issue of The Nation, a Pakistani daily:

95 94 Official estimates put the number of registered NGOs in the country close to 11,000. Most of them have sprung up since the 1980s in the name of social welfare, human, women and children s rights. The number of unregistered NGOs is unknown. But even most of the registered NGOs are said to be mere paper bodies. The reason apparently is that over 8,000 of them are registered under the Societies Act, which has proved to be an ineffective law. Critical Evaluation of NGOs Performance in Pakistan Pakistani society is usually divided into three large clusters of population. People with resources, power and opportunity; People without material or physical resources such as Iand, finances but possess skills and ideas; People without any resources neither physical nor slulls; If this division is kept in mind then following picture of participation in all spheres of life will emerge. Participation of Different Groups of People high resources Active participation in every sphere of life i.e. political, economic, social and international Participation is passive in every sphere of life No participation, participation in negative and sick activities e.g., crimes In developing countries generally population is mostly comprised of the third category that is people without any resources and access. Meaning participation is very limited in its scope and practice. Generally, four different ways of participation can be observed in most development projects claiming to be participatory in nature. 0 Participation in Implementation: People are actively encouraged and mobilized to take part in the actualization of projects. They are given certain responsibilities and set certain tasks or required to contribute specified resources. 0 Participation in Evaluation: Upon completion of a project, people are invited to critique its success or failure.

96 95 0 Participation in Decision-making: People initiate, discuss, conceptualize and plan activities they will do as a community. Some of these may be related to more common development areas such as building schools or applying for land tenure. Others may be more political, such as removing corrupt officials, supporting parliamentary candidates, or resisting pressures from the elite. Yet others may be cultural or religious in nature. Organizing a traditional feast, prayers for an end to drought, and a big party, just to have a good time.* NGOs are extremely diverse; heterogeneous in character and organization with diversified goals and motivation. At the community level only few of them are really playi6g their effective role. Gone are the days when communities contributed even small amounts to demonstration their commitment and participation in a cause. In 1954, the poor people of Lyari had raised a sum of Rs.5000 to repair a girl s school by collected small donations by going door to door. Now small NGOs wait for fund from big brother NGOs to solve their problems through external funds, which makes donor development. This has been dwindling of the number of voluntary workers who were ready to spend time resource for a cause. This breed of worker is now becoming e~tinct.~ Most of the NGOs are dormant in character, confused in their area of operation and not playing their fundamental role in identifying the problem at grass root level. There are only few NGOs, which are working for any cause at national level in true sense. The example of these organizations are, the Aga Khan Foundation, Edhi Welfare Trust, Ansar Burni Trust, SOS village, Family Planning association of Pakistan APWA. Aurat foundation etc. There is another strong criticism from various quarters on the operation of International NGOs. They are considered as perceived threat to national security. Recently government of Pakistan stopped functioning of 75 NGOs in Peshawar being involved in illegal operation. They were involved in Afghan Jihad Groups. Foreign funded NGOs are also considered as fragmenting the social network of family in Pakistan. They raised such issues, which are totally not in the cultural pattern and inline with the Islamic ideology. After the 9/11 incidents and cross border terrorism charges from India Pakistani government had frozen accounts of various religious NGOs and charitable organization in Pakistan. The concept of NGOs is implanted and not indigenous in characters. Most of the NGOs who are working in remote areas in the name of development are exploiting rural labor force. Although there can be much criticism with regarding the role and character of the NGOs, but it is a real fact that during the last decade these organizations have played a positive role in many areas of development. There is need to organize this sector and build a partnership with central government and public sector development agencies. Proposed Enabling Environment for NGOs Effective Participation There is strong need to bring all civil organizations under one legal regime at national and local level. It is already discussed while collecting the data the researcher always feels various problems. No single peace of legislation is available at national level. Although government has taken various steps in this regard and in enabling environment prepared a registration law for NGOs at national level. The draft is already prepared and is with the cabinet. To control the sphere and genuineness of international NGOs involved in field of development are not now required to obtain clearance from relevant embassies. Before signing the MOU for involving any foreign funding Ministry of Economic Affairs Division requires NGOs to obtain clearance from all the concerned ministries and security agencies.

97 96 There is a new approach and methodology, which can enable the NGOs more effective in their area of operation. As already discussed NGOs and voluntary groups are already working in various sphere but there the need is strong need to broaden their role from humanitarian to development animators. These development animators use development strategies that aimed at achieving self-sustained growth on self-help basis. There is a strong need to mobilize people at grass root level in order to know their priorities and needs so timing is very important. NGOs can do this job very easily. There can be two type of mobilization a. Direct mobilization; b. Indirect mobilization; Direct method can reduce the cost of project and indirect method can involve various community organizations, student organizations, village elder people local religious communities etc. donors agency field staff can play a crucial role in this process. It can realize the true realities at available at ground level. By using civil society organization, a new approach is proposed. This approach is more elaborated in nature and it is an effort to provide broader framework of participation. By involving these groups in participatory process will stabilize democratic norms and, civil society institutions. Bottom-top and Top-down Participatory and Governance Approach NGOs Development Operation The first stage in this approach is identification of a stnkeholder. If a project is aiming at reforming agriculture: it can involve local peasant and village community directly. What they want to grow, what kind of technology shall be suited etc. mobilization depends upon the type of project. This identification is necessary because it will make participatory approach more scientific in its application. After the identification of real people in certain project then mobilisation process will be easier. After identification of real target then, it shall be easy to choose voluntary group that will be more effective in deliberation of mobilisation activity on initial and later stage. The following figure is showing the mobilising activity at grass-root level involves resource mobilisation. Step 1: Bottom-top and Top-down Participatory and Governance Approach of Development national level Local leadership, local self- government and Local law enforcement and administrative machinery i NGOs at national level -- - Student NGOs organized Professional CDAs /community organizations A A sponsored _- for social cause -- associations - Religioudcharitab le groups

98 ~ ~ ~ ~ - ~ ~ ~~~~ ~ ~~~~ 97 Second step involves resource mobilization. What kind of local and indigenous capital is available? Finances must be shared. The local research institution should consult all technical details. The local research institution should consult all technical details. In every developing country there are research institutions and they can be really helpful in this process. After the concrete project details and its viability it should be brought in consultation with local government and other political authorities at local level. Big project can be initiated at both levels. International NGOs can play a vital role in this process. Initially there may be a difficulty but in order to promote good policy atmosphere, these NGOs can be very helpful. As resources are scarce therefore the international NGOs, which are sponsored by Donor Agencies, can play a vital role. The following figure is showing resource and skillmobilization activity in participatory approach. Step 2: Resource Mobilization (local skills or human resources, capital resources technical expertise in a particular project along with technical advisors from NGOs) International NGOs Local government, administrative machinery, local politicians, law enforcement agencies A International NGOs A NGOs as in step 1 I A T Research institutions, like agricultzal university, profession colleges imparting technical skills and other available research organizations A A groups and NGOs as in step 1 J v People at large alter organized participatory activities, including student, social organizations and religious organization forms a consensus in their priorities, project identification, come up with solid proposal. It needs now technical feasibility and cost. In this interactive process central governmental role at macro level is much important. Central governmental is basic authority to provide op.portunity to flourish these local agencies in development process. The basic principle for involvement at grass root level is that people can realize their own importance. This will also enhance government credibility as well. At the same time when donors and recipient social groups are interacting together, a policy dialogue between donor s government and recipient government is necessary. Participatory approach is not aimed at denying the role of central government in development process. Government Involvement in Interactive Process of Participation: U Central Representatives A / government, or political executive Central administration, like ministry of financhcentral law enforcement agencies, central political leadership Local administration, local political leadership, representatives of community at large with solid proposals of a particular project

99 98 Conclusion This approach is designed to include more and more people in action, along with central government authorities. Without the help of government authorities it is absolutely not possible to carry out any project. Common people do not have direct access to power structure therefore if selection of the project would be done with their consultation it would enhance the central government credibility. This interaction will have two fold benefits; on the first it wil make vulnerable nets of society to feel strong and important. Second it makes the government procedure more transparent and democratic. This approach is flexible in nature. Cultural, social, and political environment is different in developing countries. It can be amended according to internal and external needs of a particular country. However general principles and objectives should be the same that is to achieve self-reliant growth via involvement of people at grass root level. Overall conceptual diagram, for new approach is given as follow. Conceptual Diagram of Interactive, Bottom-top, Top-down Participatory Approach: International NGOs and central political elites International NGOs NGOs and field staff Y organizations \/ / NGOs, CDAs, NPOs, other voluntary grass root organizations, such as religions groups, charitable organizations, farmers association and other village level community ' People at large including from every sector of socie$e.g., peasants, labor class, factory workers, lower level government servants who are really deprived of from development regime.

100 99 END NOTES See, Denis Goulet, The Cruel Choice: A New Concept in the Theory of Development. New York: Atheneum, 1971, p. 23. Human Development Reports See the discussion in Jeffrey Berry, The Interest Group Society. Boston: Little Brown; Jack L. Walker Mobilizing Interest Groups in America: Ann Arbor: University of Michigan Press. See Gordon White, Civil Society, Democratization and Development (I): Clearing the Analytical Ground, Democratization (Autumn, 1994) pp see Ponna Wignaraja and Akmal Hussien The Challenges in South Asia Oxford University Press Karachi, p see See Civil Society in Pakistan by Aga Khan Foundation. See Uph0ff.N. Fitting projects to people. In Cernea, M.M., editor. Putting People First: Sociological Variables in Rural Development. Oxford University Press, Oxford, UK. 1985, p See, Musa Khan Jalalzai The NGOs Conspiracy in Pakistan Ujala Printers Lahore, 1998, p. 36

101 100 Sensitivity Requirements in Public Administration of Developing Countries with Special Reference to Pakistan Proj Dr: Sadiq Ali Gill University of Punjab, Lahore It is difficult to forecast what eventually would be the pattern of public administration of the countries of the world at the end of this century, because the Public Administration of a country depends on the political, social, economic, cultural, as well as the physical and technological environment in which it operates. An attempt to discuss what would happen of Public administration in the next few years or so, encounters two difficulties: (a) (b) The rapidly changing and increasingly tumultuous environment, characterized by its complexity and uncertainty. The divergencies of Public administration in different national surrounding, with the danger of oversimplification in developing universals. Considering the diversity of public administrative systems and situations and the rapid, dynamic and often unpredictable environmental changes, one can only identify a few important trends in it, which are expected to have an impact in the next century. Size and Complexity Public administration in the future wil grow size and in importance. Government activities will expand because certain important undertakings and issues can be only handled by government or with its support. In the developed countries these may include outer space exploration, deep-sea exploration and nuclear energy. In the developing countries, the government shall continue to enhance its leading role in the area of economic and social development, with varying degrees of economic and social development, based on different degrees of individual participation, depending on the political and economic system and the prevailing situation in the country. In low income countries, capital for economic development and funds for social development are to a considerable extent dependent on the government, which either provides the financial resources directly or encourages the flow of funds from external or internal sources, through various facilitative measures. Development of technology, through research and development or transfer from other countries, again involve the government. In the developing countries, especially Pakistan the government shall have to increase its role of entrepreneurship through the creation of Public corporations as a tool for economic development. Even in areas of economic and social development which are not the direct concern of the government, an increasing need shall be felt for new regulation and control.

102 101 As the government alone has an overall view of the economic and social development of a country and the responsibility for development planning, the public administration of the future shall be geared to the requirements of the expanding functions of the government. Hence the percentage of the gross national product allocated to the public section shall continue to increase. Complexity of Government Activities The Government activities shall become more specialized requiring highly technical personnel to handle them. They shall be influenced by an extraordinary degree of inter-dependency among individuals and groups involving more than one discipline and cutting across traditional functions, requiring interdisciplinary and multifunctional approaches, needing different levels of government including central, regional and district administration cutting across traditional geographical or political boundries. Hence the public administration in the future must be able to respond to the complexity of the future governmental activities. Increasing Need for Planning Co-ordination and Control Planning is important and essential for total analysis of all aspects and effects, and to avoid the unanticipated repercussions of semi-development measures. Government alone are in a position to have an overall view of the economic and social development of the country for comprehensive planning and for using it as a tool for developing public policies, with an emphasis on economic planning. The need of the coming years shall be the broadening of the concept of planning to include non-economic dimension, essential for making its results relevant to national, social and human development. Viewed in this conext, development will have to be interdisciplinary in nature and extremely broad based in term of responsibility vis-a-vis development administrations. To make planning a realistic and meaningful tool of policy, greater attention shall be given to its implementation into programs and action. This wil require a better blend between planning, policy-making and budgeting. Also greater emphasis shall have to be laid on its administration. Co-ordination is an outcome of the complex and interdependent nature of public administration, which has to deal with diverse problems involving different levels of government, and cutting across existing political boundaries of a country. Problem of economic development and social welfare are inter-related and interwoven and require a good deal of co-ordination to ensure unity of action, consistency in decision for various units, avoidance of contradictions, conflicts and unnecessary complications of effort. Co-ordination thus facilitates the management in achieving its specific objectives. Better co-ordination can be effected through better communication and exchange of information or through Central Planning and Control. Co-ordination is specifically important in the administration of socioeconomic development. Included is the concept of planning is control, which is essential for ensuring that: (a) (b) (c) Steps necessary for plan implementation are in fact carried out; The expected results are achieved; The adjustments required to meet the rapidly changing environments are made in plan targets, strategies, operations and information is available for evaluation of results.

103 ~~ ~ ~ ~ 102 Change in policies, organizational arrangements, and procedures are also needed to influence the activities of individual organizations to ensure consistency in actions for achieving pre-planned goals. Politics and Administration Public administration shall have to be increasingly sensitive to the political environment. As public administration operates within a political context, administrative and political tasks can be treated as two distinct and distinguishable activities. National objectives and priorities are set by the political machinery, whereas it is the responsibility of public administration to execute these in accordance with the political directive. The public administrator has to be politically neutral and give continuity to government as a link between the outgoing and an incoming governments. According to the new tendency, administration shall become increasingly involved in politics for the purposes of policy-malung and this trend shall continue. This is due to the increasing complexity and technical character of the functions of government, leading to the following characteristic of the administration s functioning : Taking Political decisions on complicated and technical issues, the political leaders shall really heavily on the knowledge and advice of civil servants. - The analysis by civil servants of complex and intricate problems for policy decision shall deeply influence political decisions. complex government set-up, policies have to be often revised during their execution. Experience the past show that the operational decisions taken during implementation have significant policy implications. As polices can be interpreted in various ways, the administrations responsible for their implementation may have to use their discretion for its interpretation. The Non-Political Aspects The increasing importance of management s role and the national and quantitative (economic-based) approach in the public Administration of the future shall have to possess a managerial orientation. The public administration shall have to bring benefit of modem technology to bear on the management of public affairs and to develop new managerial concepts and systems. They shall have to familiarize themselves with the potential and the limitations of management technology, and apply it to management by increasing the use of their administrative tasks. The developing countries including Pakistan shall have to adopt, develop and improve their appropriate management technology in order to accelerate their economic and social development. The below average administrative capability of the developing countries create a disequilibriam in development planning. The increase in the administrative functions continuously outpace required administrative and management capability, which should not lead to decrease in the planned goals vis-a-vis the existing management capability as part of the development plan, but an increase in management capability should be achieved by adopting the use of scientific methods, modem management technology and techniques.

104 Use of rationality and quantitative management technology in public administration is difficult. Rationality in problem-solving is only possible if there is rationality in system and procedures and the objectives are clear, quantifiable and economic-oriented. This is especially true of public enterprises, where the name of rational management techniques leading toward quality of performance wil become increasingly desirable. The Behavioral Sciences, Management Sciences and Human Welfare The basic task of management is to gather supeort for its organizational objectives and to provide an environment which releases creative human energies and potential in pursuit of these goals. For this, increasing attention shall be required in the coming years by public administration towards behavioral sciences for the solution of problems concerning human resource development. Under this trait the motivational horizons of administration and management shall go beyond the horizons of economics, politics, sociology and psychology. Techniques based on the above and leading to participation (informal organization and democratic leadership) shall be used to achieve better individual satisfaction from work by blending the individual interest with organizational goals for creating mutual satisfaction of organizations and the individuals. For releasing the creative forces and potential of personnel, better communications and resolution of conflicts, shall be required to achieve quality performance through improvement of institutional attitudes. It shall therefore be essential to motivate individuals as individuals, as well as members of an organization. The growth of behavioral sciences is the outcome of experience of developed countries, the relevance and the socio-cultural environments in which it evolved condition its validity. Hence before the use of new technology by the developing countries it is essential that it is adapted to the environmental or ecological conditions of the developing countries, because national management technology and behavioral science technology may be based on different assumptions and may not always be compatible. The goal of the rational and quantitative management technology is the maximization of production or to minimize cost whereas that of behavioral science technology is to release and channelise ones creative and motivational capacities and to strengthen inter-personal relations. But both have the common objective of improving administrative effectiveness. Thus the public administrator of tomorrow will have to integrate in an institutional system that which is technical and that which is human. Progress in management technology (both technical and human) many a times give rise to a type of administration that is more oriented to efficiency and effectiveness rather than to human values and human well-being. Some countries are already facing a challenge of preventing the domination of man by machines. Hence behavioral science technology might have an impact even greater than computer technology and other rational technologies on ultimate performance. Therefore increase in the Demand for the Government to Focus on Human well-being as Focal Point of Public Administration may be the final need and requirement. This trend may highlight the need to develop formal channels of public participation in decisionmaking, in other words it is expected that the future will become a decade of involvement and participation.

105 104 Change Change shall be the high mark of public administration in the future. The magnitude and tempo of changes in the next decade will be broad-based and often turbulent. In fact change may be the only constant fact of life in the future. Among the factors responsible for political, economic and social change, may be mentioned; spectacular advances in science and technology, the knowledge explosion, the increasing efforts to conquer space and distance, utilizing resources hitherto unused, unexploited or unknown, industrial growth, growing nationalism and the rising expectations of people for their betterment in all spheres of life. The administrative implications of change shall be many. The administrative machinery will have to be flexible to react quickly and effectively to changing environment to be able to deal with changing situations. In other words, public administration shall act as a change agent rather then a maintainer. Increasing Role of Administrative Reform and Management Improvement Due to changing environment and the need to improve the administrative machinery for better performance, administrative reform and management improvement shall be a common feature in the future. Greater emphasis shall be placed on the macro approach because of the complexity and interdependent nature of the problems likely to be faced by public administration but, much will depend on the country environment at a given time. Hence in the future, administrative reform and management improvement at all levels will become more important, as those involved in these comprehensive reforms will have to lay greater emphasis on performance and development of individual organizations and people worlung therein. Management will have to take a total picture of an organization into consideration and shall base their actions on common principles and framework, so as to avoid inconsistencies, contradictions, conflicts and other possible serious effects. Personnel Training and Management As the ultimate effectiveness of any Public administration system depends on the quality of its employees, especially in the senior grade. The basic tasks for the public administration of any country shall be: To evolve a personnel system which wil attract, retain, reward and motivate competent, dedicated, and responsible employees; To develop them through training and career development. This shall be important because of the growth in size and complexity of Public administration: Public administration wil be increasingly diversified due to new forms of emerging management and its functions which require new types of skills; and more scientific and technical personnel will have to be inducted into services. As a result, the structure and composition of services will become more complex. New methods and criteria for the career planning and development will have to be devised to meet the demands of an increased variety of categories of staff employed and this shall place new responsibilities on the personnel manager ho shall have to organize themselves, so as to be able to accommodate new dimensions of personnel policy.

106 105 To achieve this objective a universal and broad-based view of personnel problem shall be required which shall enable all employees to maximize their contribution. These points are not an end to the important and emerging trends in public administration of the coming decade. There are other trends also, but perhaps not so important in my subjective judgment. In short, Public administration of Pakistan in the next decade shall have to be recreated, renewed and revitalized, so as to meet the challenges and the tasks, of the future, which are to accelerate development and better enable developing countries to make effective use of their scant resources.

107 106 Current Scenario and Emerging Trends in Business Administration DI: Bushra Harnid University of Peshawal; Peshawar Abstract The humanities and social sciences have not been given hiyh priority in many studies or initiatives,as have science and technology. However, the contribution ofhumanities and social sciences to the knowledge economy is arguably as hiyh or higher than science and technology, though its support costs within HE (Higher Edncation) are often much lower: The goals of an educational policy is not only be ScientiJic~echnological but also civil/sorial/ general education, for building strong institutionsas well as leadership. Therefore there is a need,for change inthe attitude towards sorial sciences and humanities. Secondly, an academic debate needs to be initiated, as there are several subjects, which can contribute more but are on decline, e.g. Economics, Business and Financial Management. Introduction Humanities and social sciences are concerned with the full range of human activity. The former encompass our capacities for thought and purposeful action, empathy and moral judgement, memory and artistic creativity. While social sciences are concerned with the patterns that result from these capacities, the institutions and rules that govern social life, the complex modes of behavior and the meanings that can be found in them (Chartrand: 1980). These bodies of knowledge are both practical and challenging. Both make a vital contribution to the knowledge economy. At a fundamental level they provide a sense of identity and a capacity to understand other societies. At a more immediate level they inform such issues as ecology, globalisation and commercialisation, ethics, government and technological change. Disciplines such as anthropology and sociology contribute to both research and teaching in the biological and environmental sciences. The humanities are opening up new industries in the arts, culture, tourism, heritage, design and environment (British Academy, 2001). The core disciplines of the humanities and social sciences continue to attract large numbers of students. They have developed many new specialist courses, created valuable partnerships with the public and private sector, and they maintain a high level of research activity. However, they seldom figure in the national policies for higher education, and their significance is overlooked in the most recent plans for augmenting research capacity. Both the natural sciences and the humanities/social sciences are of importance to the nation and its future, and can assist each other. The targeting of research funding into priority areas currently exclude the humanities and social sciences from consideration, thus reducing the competitive funds available to those disciplines and therefore restricting such opportunities for research income growth. The humanities and social sciences can take their place alongside the natural sciences either as a partner to research in those disciplines, as research of national importance in their own right, or as part of national priority research themes (Harvey, 2001).

108 107 Institutional theory explains the dismal state of social sciences generally and Business Administration specifically. Any theory that can explain a situation can also be used to develop alternative for reforms and change. Institutionalism can be used as a method for research in collective choice processes. Institutions are defined as frameworks within which human beings interact. Institutions are a set of rules, compliance procedures and moral and ethical behavioral norms designed to constrain the behavior of individuals (North, 198 1: pp ). Furthermore, institutions reduce uncertainty by providing a structure to every day life (Ortner, 1989: p. 75). However, institutions have also negative effects, because they reflect and reinforce power relations and therefore can be exploited by &lites to serve their interest. In the modem societies the structure of institutions is based on knowledge and information. In such societies a leading ideology is science. Scientists are the &lite of the ideology. They interpret new events and risk situations within the framework of science, and therefore make risk acceptable or otherwise (Wegerich :2001). The debate on institutional change has shown that not all institutions are equal. And, that hierarchical structure exists. It can be distinguished between three types of institutions: operational, collective choice and constitutional choice (Ostrom,1984: p. 77). The hierarchy is based on the transaction costs of change. The main reason for change has been identified as the lifting of the veil of ignorance ; more and new information is altering relative prices and therefore induces change. Change can be induced from the supply and the demand side (North, 1990: p. 83) The various institutional analyses verified that institutions are not static and that they are able to adapt to new situations. According to findings, institutions and their ability to change is determined by the power of influential stakeholders, which enable or reject changes, hence they function as gatekeepers. Their position enables them to ignore or reinterpret new events, which might threaten them or the structures of the institutions. The reinterpretation of the new events empowers the stakeholders and the whole institutions to deal with the new challenge without endangering the position of the stakeholders and without changing the institution (Wegerich, 2001). The findings of various institutional analyses have significance for policy-making and management institutions. Power structures have to be understood and accommodated in the policies of development. Bottom-up movements are bound to fail if they ignore the power structures within society. The management of common pool resources can be managed on the local side only if the main stakeholders are incorporated in the making and implementing of the policy. Ideally, these structures have to be mediated so that old stakeholders do not have the chance to take advantage of the new institution to reinforce their power position. Mediation could come from the grass-roots but also form top-down initiatives from the government. A strong state is needed to enable these discursive processes. The top of the hierarchy has to reach out to the local level. The local level communities have to be empowered to be critical and question established power structures and to be able find new alternatives to the current practice (Das Gupta, 2001). Keeping the preceding discussion into consideration the objectives of this paper are to: (i) (ii) (iii) Review and present literature on state of social sciences and humanities in international perspective. Discuss the current and emerging trends in the education of business administration. Present the current state of education of business administration in Pakistan.

109 108 (iv) Analyze and present the case of Institute of Management Studies, as an institution for business education in Pakistan. (v) Arrive at conclusions and offer institutional need assessment as the point of departure towards the change process. Humanities and Social Sciences: An International Scenario The literature review of the International state of social sciences indicates that whilst graduate studies in the humanities and social sciences appear to be relatively healthy, it conceals some important underlying problems. There are several subjects where there has been a decline in both the output of PhD students and the numbers recently recruited to PhD study (particularly Economics, Financial and Business Management). There is also a growing concern generally about both the number and the quality of postgraduate research students in these subjects (British Academy, 2001). According to several studies, there is evidence of a shortfall in the number of PhD students, needed either to replenish the academic profession or to provide a sufficient supply of highly trained researchers to meet the needs of other areas of economy and society. The areas of particular concern are Education, where the number of retirements is due to rise rapidly in the next few years as a result of the age profile of staff in these subjects (Zbid). Debt (both accumulated from undergraduate study and prospective postgraduate study) is identified as a major deterrent to potential PhD students. It also has a major impact on the recruitment of PhD students because a high proportion of postgraduates are self-funded as a result of the number of studentship awards being insufficient. There are indications that a self-selection of students is occurring at the PhD recruitment. It is feared that this will cause further decline in the quality of doctoral students and hinder efforts to increase social inclusiveness (Zbid). These studies also identify that recruitment of new academic staff in the future is of greater concern than the retention of existing staff. The academic profession is perceived as being no longer attractive to potential PhD students. The difficulties in obtaining a career-track academic post after completion of PhDs, together with low starting salaries and low rates of progression in comparison with those obtained in professions outside academia, are deterrents to potential high-flying PhD students (Zbid). Analyses have identified many areas of the humanities and social sciences that give grounds for concerns. There is good reason to fear that expertise in these areas will soon be lost, with serious implications for teaching at undergraduate and postgraduate levels as well as for research (Zbid). There are also concerns that the demonstrable difficulties faced by specific subjects areas are an early indicator of the problems that will affect all subjects within humanities and social sciences unless urgent action is taken. Current Trends in Business Administration The phenomenon of globalization, which transformed world trade, communications and economic relations in the later part of the 20th Century, is having a similarly profound effect on education at the start of the 21st. Student options for higher (tertiary) education, in particular, are no longer constrained by national boundaries (David Arnold, 2001). Innovative forms of transnational education - Internet-based distance learning, branch campuses, educational franchising - have greatly expanded opportunities for

110 109 students to study and learn outside their country of origin. In addition, there is now increasing global competition for the best and brightest students, as more and more countries recognize the economic potential of higher education as a service export sector. For the first time in history, large segments of the world s student population truly have access to a global marketplace of higher education (David Arnold, 2001). The trend of decline in the number and quality of postgraduate students in business administration has led to marketing of (managementhusiness) education (Sapna Popli:2002). Now it has been well established as a global phenomenon. In recent years, Australia, the UK and France have all launched aggressive student outreachlrecruitment efforts in Asia. Stung by declining enrollments from East and Southeast Asian countries affected by the Asian currency crisis of the late 1990s, American universities have also intensified their marketing efforts to students in South Asia (David Arnold, 2001). However the current trend of industry-university collaborations in the fields of business management and computer sciences, are yielding higher level of gains. The growing presence of multi-national corporations together with emerging high tech industry, holds considerable promise for university partnerships in areas such as curriculum development, equipment donations, faculty training and student scholarships. The rationale of perceiving higher education as a worthwhile investment, for both practical and philanthropic reasons has led global companies such as General Electric and Lucent Technologies to support international education initiatives, such as scholarship programs for highly talented students (Zbid). Educational linkages and collaboration is developing stronger partnerships between host universities and universities in other countries. Thailand for example has developed an internet-based match-making service for Thai and US universities interested in developing linkage projects. Project JUNO (Joint Universities Network Online) enables Thai universities to explore potential opportunities for student or faculty exchanges, develop joint courses, and undertake collaborative research with interested US counterparts (Ibid). The need for innovation and leadership in business studies and research has created global demand for these traits. Innovation can take a variety of forms, ranging from the use of Internet technology to develop joint on-line courses with foreign universities to institutional innovations like the recent initiatives to establish an overseas branch campus for women students in the Gulf region. Successful innovation does not take place without leadership, however. Wherever one finds excellence and innovation taking place in higher education today, it is directly connected to the efforts of a dynamic, energetic and committed leader or group of leaders. With the expansion of the university sector, growing concerns about quality and also of consumerism of higher education, there has been a significant growth of, and sophistication in, process designed to collect views from students (Sapna Popli, 2002). Accreditation is considered to be one of the most important evaluation indexes. The three essential things to accreditation are that: (1) it is the evaluation tool used to ensure a high level of quality in higher education, (2) is the process that gives public recognition to institutions that meet certain standards, and (3) is the school s mark of legitimacy (Discover Abroad.Com). In almost every country in the world, save for the United States, schools are accredited by the nation s Ministry of Education. In the USA, nongovernmental agencies are charged with the responsibility of

111 110 accrediting college and universities, as well as their individual academic and professional programs. The US Department of Education periodically reviews and evaluates the nongovernmental accrediting agencies themselves to determine if they adhere to established standards and practices. The government through the Research Assessment Exercise (RAE) and the Teaching Quality Assessment (TQA) on the other hand, regularly assesses British universities. While RAE assesses the quality of research, TQA assesses the quality of teaching (Maheshwari, 2003). Besides, Business schools in England are also assessed by private bodies like the Association of MBA schools (AMBA). In India, the National Assessment and Accreditation Council (NAAC) has done the assessment and accreditation since National Board of Accreditation (NBA), another organization, has been constituted by the AI1 India Council for Technical Education (AICTE) to: Periodically conduct evaluation of technical institutions or programs on the basis of guidelines, norms and standards specified by it and to make recommendations to it, AICTE or to the Council, regarding recognition or de-recognition of the institution or the program (Sapna Popli, 2002). In Singapore, accreditation of the foreign degrees by the corresponding agencies in the USA, UK and Europe is the pre-requisite for taking up Public Service Commission exam. Also, it is taken as the yardstick for the private sector. As university accreditation has continued over the years, currently, institutions of higher studies are focusing upon subject-specific accreditation. Since 199 1, American Assembly of Collegiate Schools of Business (AACSB) members adopted new mission-based accreditation standards and procedures that require global and demographic diversity education in both undergraduate and graduate business degree programs. Citing new challenges stemming from strong and growing global economic forces and increasing demographic diversity among employees and customers, the new guidelines require schools to provide academic coverage of several key perspectives. The guidelines require that schools develop and implement assessment programs to determine how effectively the requirement is being met. Certainly, implicit in the AACSB requirement is that students will not only be exposed to information about issues and cultures, but wil internalize that information in such a way that a behavioral change is effected-in other words, students wil become better able to function effectively when confronted with diversity (Engelland and LaFief). With enactment of these requirements, the question of outcome assessment of demographic diversity and global issue coverage is becoming an important issue for business schools. Because proprietary measure development is such an expensive undertaking, many administrators are beginning to assess previously developed measures for possible use. Coverage of these issues has become increasingly addressed in the curricula at many business schools over the recent past. Current introductory textbooks in business, management, and marketing almost universally contain chapters, which addresses global and demographic diversity issues. The subject is especially important in marketing where students need to attain an understanding of cultural differences and their effects as input to environmental scanning, market segmentation. product differentiation, positioning, promotional mix deployment, and a host of other marketing concepts. In addition, as industry seeks to expand its involvement in world trade, increasing employment opportunities are forecast for prospects that are academically prepared. It is both appropriate and important for business schools to prepare students effectively for their participation in an increasingly global society. State of Business Administration in Pakistan Management education has seen a remarkable growth in Pakistan in the recent years as reflected in the

112 111 steep rise in the number of institutes offering postgraduate programs in management education. In Pakistan the University system of education has been replaced by an upcoming and mushrooming in the number of private management schools. Business Administration along with Information Technology and Management related fields are considered to be offering far more lucrative opportunities as compared to other social sciences in Pakistan (Zaidi, SA, 2002: p. 5). Given this perception and the growth of private higher education has led to opening up of many private institutions that have not come under the purview of any official body and that violate basic ethical, if not legal, standards in attracting their paying customers. Indeed, many private institutions are now exhibiting freewheeling, unregulated, and brazen market tactics, where corruption, smuggling, counterfeiting, and trademark infringement are the rule. In the last 10 years, a hodgepodge of private institutions has arisen that bill themselves as full-fledged, accredited, branch American universities, or as affiliated with American universities and awarding degrees from their American affiliate. The majority of these claims are fraudulent, underlining their foreign-trained faculty as a guarantee of quality (Coffman, 1977). Parents and students in Pakistani are ill equipped to evaluate such claims because there is no system of accreditation as such and generally assume that American universities are worthy of their trust. The American degree they receive is assumed to guarantee international recognition and access to higher-level studies anywhere in the world. Some local institutions are working in conjunction with accredited American universities that have opted to sell their names and their degrees for fairly lucrative returns. Other institutions are simply groups of investors who have obtained business licenses in Utah, Iowa, Hawaii, etc., under the name of University of..., and who then open up their schools in Pakistan as off-shore operations. Still others are merely bogus schools in rented facilities that claim affiliation with nonexistent, but Americansounding, universities. Faced with court challenges as to the legality of their operations, some have simply informed the court that as American universities, they are not obliged to abide with Pakistani regulations (Zaidi, SHA). On the other hand in public sector universities, the discipline of business administration exhibits the following trends and scenario: (i) (ii) (iii) (iv) (v) There is no concept of professional accreditation of Business Schools in Pakistan, like American Assembly of Collegiate Schools of Business (AACSB). Even the Task force on Higher education for Pakistan has not recommended it in its recommendations. Many authors, for that matter even the universities in Pakistan do not differentiate between the specialized disciplines of Public Administration and Business Administration. They use it interchangeably. Hence applying the concept of fruits instead of differentiating between apples, pears and oranges. There is no indigenous research carried out for the enhancement of knowledge in the discipline. Most of the Universities do not have a PhD program in Business Administration. There is no professional journal published by any of the Business school in Pakistan (including big names like LUMS and IBA).

113 112 (vi) (vii) There are hardly any books written by the Pakistani authors that are part of the business studies curriculum. In some universities, part of the recommended text is not even nationally recognized. (viii) There are no professional associations/organizations active in Pakistan. A Case of Institute of Management Studies, University of Peshawar To reflect the assertions made in the preceding section, the case of Institute of Management Studies (IMS), University of Peshawar (UoP) is presented. IMS was established in 1995 bifurcating the Business Administration program of Quaid-i-Azam College of Commerce and Business Administration and merging it with the department of Public Administration of UoP. The objective at that time was to pool up the scattered resources and establish a higher seat of learning in management studies, while offering degrees in Business Administration and Public Administration. However, in 2001, the IMS was again divided into two parts one as Institute of Management Studies, which is a component of UoP and the other as Institute of Management Sciences, which is an academic affiliate of the UoP. Leaving aside the controversial division of IMS, the current situation at Institute of Management is presented here: Table Institute of Management Studies (IMS) at a Glance S.No. Particulars Bus. Adm. Public Adm. Total No. of Programs No. of Students No. of Permanent Faculty No. of Visiting Faculty No. of PhD Professors Associate Professors Assistant Professors Lecturers Research Journal International Publications of the Faculty National Publications of the Faculty PhD Programs PhD Produced Foreign Qualified Faculty New Subjects Introduced in last 5 years 7 6 are self financed No self finance Yes

114 113 The above Table reveals that the majority of the programs offered at IMS are in the discipline of business administration that enroll majority of the students and is the only source of revenue. However, the distribution of permanent faculty in the subject is highly disproportional to the number of students it enrolls and the programs it offers. However, the administrative status, grades and positions are much higher in case of faculty of public administration as compared to business administration. Despite that it is one of the major requirements for the prestigious posts they are enjoying, none of the five professors and associate professors, have contributed even a single research paper in any journal of national repute, leave alone of international status. The institute has not recruited any faculty according to the number of new courses offered in business administration. The matching faculty under-represents the business administration program, which is one of the reasons for poor research and student output. Besides, there are some other interesting findings to mention. (a) There is just one programin Public Administration and seven programs in Business Administration. (b) More than 80 percent students are enrolled in Business Administration Programs. (c) None of the three Directors appointed so far have any foreign exposure in Business Administration or for that matter any formal education in the discipline. (d) The only PhD in Business Administration coordinates the Public Administration program. (e) Research and Development program is coordinated by a non-permanent faculty member having no PhD or established research experience. (f) Coordinators of various MBA programs have no PhD or Foreign Qualification or any established research. Furthermore, the findings reveal that institutional mechanisms, rules and regulations are applied and abused to serve the vested interests and not the merit. This is true not only in the case of admissions, exams and results but also the promotions. One of the interesting findings for example is, that for the post of a Full Professor and Associate Professor, the required qualification is PhD in any related subject. Whereas, for the post of a Lecturer the required qualification is MBA. Specialization in Finance/Accounting and MBA/MPA. Specialization in Marketinflanagement. Here it is to be noted that for specialization in Accounting, M.Com is the relevant degree, which is excluded from the required qualification. Also, Public Sector Marketing is a specialized discipline different from Business Sector Marketing. The institutional irregularities, deficient monitoring, incompetent faculty and poor leadership are attributed to be the major reasons for a declining trend in Business Administration education and research at IMS. Institutional Need Assessment: A First Step Towards Change Process Given the concepts of institutional theory, current state of social sciences and emerging trends in business education and research, Institutionalism is recommended as a method to reform the academic discipline of business administration in Pakistan. In order to bring desired behavioral change towards the discipline, institutional need assessment is a pre-requisite.

115 114 Access to a well-planned and relevant system of education goes a long way toward fruitful development of an individual. The task force on higher education in its report has come out with various proposed changes to the existing setup of education in Pakistan. The proposed changes, additions and oversights in the report are troublesome for all interested in the betterment of the people of Pakistan. There is a clear lacking of a well-designed reform agenda. Most of the reforms are based on imported ideas and mechanisms alien to Pakistani scene. Issues such as increased access of higher education and its affordability have been conveniently overlooked. Excellence in higher learning cannot and should not be determined by ones who can pay for it. Support for the universities and respect for their autonomous methodologies to advance human endeavor should be the guiding principles and not some arbitrary determination that only globalization-oriented approach be pursued (Bhagat and Tripathi, 2003). On the basis of research and experience in many other settings, it has been established that: (1) the more explicitly a given state defines the purposes it seeks to achieve in supporting its higher education system, (2) the more clearly it conveys those expectations to institutions through the rules of the game, and (3) the more care and discernment it gives to the work of assessing how well its purposes are achieved, the more likely that state is to achieve optimal performance on the measures of preparation, affordability, participation, completion, and benefits. The vision statement of Transformation of our institutions of higher education into world class seats of learning, equipped to foster high quality education, scholarship and research, to produce enlightened citizens with strong moral and ethical values that build a tolerant and pluralistic society rooted in the culture of Pakistan, seems to be over ambitious. Such statements appear quite appealing to the general public but implementing such tasks is a tremendous job for all those concerned. The process of transformation (reform) should be incrementally phased. Which requires: (1) Strong commitment on the part of government and authorities concerned. (2) This commitment should be coupled with sufficient funds as well. Here it is suggested that funds for higher education should be raised to 4 percent of GNP (an average of South Asia). (3) Strict monitoring of the process during the implementation phase. (4) Continuous feed back from the relevant stakeholders. (5) Accountability at each level of administration. Furthermore it is recommended that system of accreditation should be introduced with the assistance of outside agencies and NGOs because HEC has so far failed to introduce it so far. Moreover, as we already have the Ministry of Science and Technology that can look after the affairs of natural sciences, the HEC should be assigned to upgrade and improve social sciences and humanities, as they need more attention. Besides, special endowments for the research in social sciences and humanities should be setup. Finally, special care should be taken of developing and grooming indigenous institutions, as imported ideas and institutions do not work in the long run in an alien setting.

116 115 BIBLIOGRAPHY Arnold, David. (200 1). Globalization of Higher Education: What it Means for India. Prepared for Roundtable on Internationalization of Higher Education in India. Association of Indian Universities Mysore, Karnataka. February 26-28, ASPA. (1997). Collaborative Evaluations by Regional and Specialized Accrediting Agencies. Guidelines and Procedures. Endorsed by ASPA: September 8, Bhagat Mohan and Rohit Tripathi. (2003). Meaningfill Education Reform in India: An Appeal by Indians. Young India, Inc. British Academy (2001). Review of Graduate Studies in the Humanities and Social Sciences. Main Report. britac.ac.uwnews/reports/gsr/main.html Academy 01 British. Chartrand, Harry Hillman. (1980) Social Sciences and Humanities Research Impact Indicators. FUTURES. Ottawa, Coffman, James. (1997). Private Higher Education in Pakistan: The Need for Order. International Higher Education. Fall, Das Gupta Monica. (2001). State-Community Synergies in Development: Laying the Basis for Collective Action. World Bank, Development Research Group. DiscoverAbroad.com AccreditingAgencies.htm Engelland Brian T. and William C. LaFief., (1995) Global and Demographic Diversity Perspectives in Business Education: Outcome Assessment Using the CETSCA LE. 95swa251.htm Ghumman,Khawar. (2002) Govt ready to amend model varsity ordinance. 21 October DA WN-The Internet Edition. dawn.com/2002/10/2l/nat8.htm Habib, Masooma (1998). Education in Pakistan: All Demand and Little Supply. Palustan Economic and Social Development Conference on Saturday March 07, at MIT Sloan School of Management. web.mit.edu/ bilallwww/education/articles.html. Harvey Nick et al. (2002). Review of Higher Education. Submission by The Deans of Arts of the Group of Eight Universities. June. Koen, Charlton (2003). Moving Toward Uncertainty: Higher Education Restructuring in South Africa. International Higher Education. Summer. Maheshwari, Shruti.,(2003), Choose the Right Foreign Varsity. Hindlistan Times. Delhi Edition. New Delhi, April 15, 2003 North, Douglas C. (1990). Institutions, Institutional Change and Economic Performance. Cambridge University Press. Cambridge, Ortner Sherry B. (1989). High Religion: A Cultural and Political History of Sherpa Budhisin. Princeton: Princeton University Press.

117 116 Sapna, Popli. (2002). Transforming Paper presented at the 7th Quality in Higher Education International Seminar, RMIT, Melbourne, October. Simon, Schwartzman. (1994). Social Sciences in Brazil: The Challenges of Mass Higher Education. Paper prepared for the general seminar of The Latin American Centre, St. Antony s College, Oxford, Feb Technology and its Impact on International Business Education: A Perspective. Centers for International Business Education and Research. Retrieved 25 July 2003 from the World Wide Web: cibenueb.mgmt.purdue. edd The Importance of Accreditation. World Student. Watts, Donald W. (1997). A Submission to the Review of Higher Education Financing and Policy. University of Notre Dame. Australia. Wegerich, Kai. (2001). Institutional Change: A Theoretical Approach. Occasional Paper No. 30. SOAS. University of London. Zaidi, S. Akbar. (2002) Dismal State of Social Sciences in Pakistan. Zaidi, Syed Haider Abbas Will it Pay to Privatize? Higher Education Pakistan. www2.unesco.org/wef/ f~conf/000000e2.htm

118 ~ 117 Current Scenario and Emerging Trends in Mass Communication Mrs. Anjrim Zia Lahore College for Women University, Lahore. Abstract This paper briefly covers the introduction and state of Mass Communication in Pakistan. It also discusses the current situation of this popular subject and rates it as one of the four most preferred subjects among social sciences. This study based on the notion that trends in Mass Communication are closely related to the politics and communication technology as it not only affects the media products and their use but also changes the structure of media organization and employment patterns. The landscape of Mass Communication is changing rapidly ever since the innovations brought a convergence of Mass Media, Telecommunication, Informatics and optical electronics, leading to a wide variety of communication tools like cellular telephones, satellite communication, cable television and Internet. Such scenario has greatly affected the state of Mass Communication. The changes in Communication structure, technology and policy raise important new areas of research. The paper also includes some reconimendations to meet the challenges in Mass Communication studies. Discipline of Mass Communication in Pakistan: Introduction The world is now going through the third communication revolution caused by the convergence of communication technologies i.e. satellites, computers and digitization. The first two communication revolutions were generated by the evolution of writing and the invention of printing. The second revolution created the need of media education in the world. Tuggle (1999) defines media literacy as the ability to communicate competently in all media forms, as well as to understand, interpret, analyze and evaluate media messages. (p. 69). Mass Communication as an academic discipline begins its career in the United States as education of print media. Soon after, European and other countries felt the need for media education and various institutions established departments of journalism. Radio was invented around 1920 and television around 1940 which enhanced the importance of media education. Along with the institutions, on-job training continued for a long time and is still continuing in many cases and almost in all countries. In the Sub-continent (Pakistan, India, and Bangladesh) print journalism made its advent in For more than a century and a half the need of training journalists, outside the newspaper offices, was not felt. According to Miskeen Ali Hijazi a tiny department of journalism was established in 1941 in University of the Punjab, Lahore (Pakistan). The first training program was a six-month postgraduate certificate course * Anjum Zia, Chairman, Department of Mass Communication, Lahore College for Women University, Lahore

119 118 aiming at training reporters, sub-editors and article writers for newspapers. After two years this certificates course was raised to one-year postgraduate diploma course. This diploma course continued till During those days, radio was in its early stage and even the concept of television did not exist in the Sub-continent. In fact print journalism was the only effective medium. Thus the training program for journalists was confined to print journalism, mainly English and Urdu newspapers. Mehdi Hassan has pointed out that in 1960, when the cold war between United States and the Soviet Union was in full swing, the department was upgraded into a Masters course with the help of Asia Foundation and other American Institutions. It was the pioneer of Master s degree program in journalism and the only institution of its kind in South and South East Asia. Thus, the department used to have students from Philippine and Thailand, under the SEATO scholarship program besides receiving four students every year from (former) East Pakistan on East-West exchange basis. The number of students getting admission in Master of Journalism seldom exceeded 15 and courses on radio journalism, newspaper management, national and international affairs were also included in the syllabus. The Karachi University started Master s in Journalism and established its department in The Sindh University Jamshoro, Baluchistan University, Quetta, Peshawar University, Peshawar, Gomal University D. I. Khan, Islamia University Bhawalpur, Bahauddin Zakarya University, Multan, followed in due course of time. Beacon House National University has also initiated a program of Mass Communication this year (2003). Television made its debut in Pakistan in The expansion of print media, development of radio and introduction of television in Pakistan increased the importance of mass media in the country. Consequently, the importance of media education was also increased. So the syllabus was updated and the subject of television was added to it. With the addition of radio and television courses the departments of journalism were renamed as departments of Mass Communication in Besides this, Pakistan Television Corporation and Pakistan Broadcasting Corporation are running their own academies for training new entrants to these media centres. Teaching of journalism at graduate level was ignored and is still not offered except in three boys colleges and four girls colleges in Lahore. Almost all universities had introduced journalism, both as elective and as optional subjects at graduate level and it is one of the most popular subjects offered by those candidates who appear in B.A. examination as private candidates. The apathy of education departments towards introduction of the subject at graduate level is strange as the subject is also very popular among CSS candidates, besides those who appear in B.A., as private candidates. If it is introduced as a regular elective and optional subject at college level in B.A., job opportunities for a large number of degree holders can be created. Mass Communication is becoming more popular among the female students in Punjab. The number of female students in Punjab University has increased recently. Also, three girl s colleges, Lahore College for Women University, Kinnaird College and Fatimah Jinnah College for Women, Chuna Mandi are offering Masters in Mass Communication in Lahore. In line with university policy to generate independent resources, the Mass Communication Department of Punjab University is running a self-finance evening program parallel to the regular program with

120 119 equal number of students. It has also launched one year Diploma in Development Support Communication in 1994 and Master s in Development Journalism in 1999 as evening program. Punjab University is pioneer in launching MPhil program in 1996 and has started a program of regular enrolment of PhD candidates for class work instead of the century-old method of registering candidates through respective boards of studies in Karachi, Multan, Bhawalpur and Gomal Universities are also offering program of PhD. The syllabi and course of reading are designed by the boards of studies of the universities. Every board of studies includes three to four senior practitioners from outside the universities. The board of studies of mass communication comprises senior practitioners from the media industry (print and electronic medium) other than the experts and teachers of communication. These members prepare the syllabi keeping in view the objective conditions in the country and the needs of the media organizations. Almost all the departments in the country offer the following courses: Reporting, Sub-Editing, Feature Column and Editorial writing, Media History, Language, Mass Communication Theories, National and International affairs, Basic Concepts and Social Sciences, Broadcast Journalism, Public Relationship, Advertisement, and Research/Optional Courses. Among many hundred graduates of the Department of Mass Communication, since its inception, a large number have found employment primarily in vernacular press and government departments like DPR and PID besides government owned Pakistan Broadcasting Corporation (PBC), PTV, and Directorate of Public Relations. However, very few graduates have persuaded careers in teaching, research and advertising. Current Scenario and Emerging Trends in Mass Communication Mass Communication is a multi-disciplinary field with an approach to stretch the creative and inquisitive mind. According to Mehdi Ha~san,~ This popular and professional subject is rated as one of the four most preferred subjects among social sciences. According to the Punjab University figures of candidates who apply for admission to Master s degree courses, Mass Communication is at number three. Business Administration and Administrative Sciences are above Mass Communication followed by Economics at number four. Trends in Mass Communication are closely related to the politics and communication technology as it not only affects the media products and their use but also changes the structure of media organization and employment patterns. Shrivastava (1998) mentioned that during the course of the twentieth century, mankind has travelled from the Gutenberg Galaxy to Global Village ushered in by information technology. In the first half of this century, we had radio and then television and the second half took us to the space age as the first international communication satellite systems, Intelsat and Intersputnik were in place (p. 1). The landscape of Mass Communication is changing rapidly ever since the innovations brought a convergence of Mass Media, Telecommunication, Informatics and optical electronics, leading to a wide variety of communication tools like cellular telephones, satellite television and Internet. Current Scenario of Mass Media: Due to communication technology one can see many changes in media tools. Kazi4 states that the large radio sets were replaced by handy transistors, records were displaced by tapes and then by cassettes, and

121 120 cinema is brought into every home by the VCR. In time, black and white TV sets gave way to colour sets. CDs made their appearance. However it is the satellite dish and cable TV which brought the world into our very own homes, that bowled us over completely, and for the first time gave Pakistanis a taste of what is now known as global culture. Its explosion intensified the growing issue of trans-border communication, or free flow of information. Today a more sophisticated medium PC or personal computer has created a revolution, rather a technological revolution. Media organizations and media products are changing rapidly due to this technology. Busby (1988) has pointed out that in the newspaper and magazine industries, a reporter writes copy on a video terminal at hisher desk. A computer software program is used to check spellings. The reporter then pushes a button and sends the copy to another department where it is electronically edited. The copy is then placed on the page electronically-no more cutting, no more pasting, and no more layout tables. After the pages are electronically assembled, the entire publication is sent by a satellite to various presses, where the publication is put into a hard copy for distribution (p. 379). Herbert (2000) declares that Software such as Page maker and Quark X Press are being used by journalists and editors (p.7). Advertising agencies use computers to produce eye-catching visual images for magazines and brochures. Busby (1988) has mentioned that the marriage between art and computer has had its greatest influence on television commercials and film animation. Advertising agencies were among the first to be attracted and use computer generated imaginary (CGI). Commercials using computer graphics are now frequently seen on television (p. 380). Now, it is perhaps the turn of internet as the most modern and sophisticated means of telecommunication technology to bring the people of different races, cultures, habited and even age groups together to a single network enabling them to share, inter change and of course, exchange various views, voices and videos from one part of the world to another. Zafar (2003) argues that this information technology is bringing about dramatic changes in the way we live, and work. It is a rich reference library, a treasury of newspapers and magazines, a shopping guide, a games arcade, a mail box, a telephone, a fax, a music player a movie player, in short the ultimate machine for all your needs (p. 20). The technology revolutions of radio in the early 1920s and television in 1950s transformed the news industry as dramatically as the computer and internet are doing today. High technology has opened up new application areas and created new services like online data base (some times called electronic publishing) and desktop or in-house electronic publishing systems, which require a personal computer, page make-up software and a laser printer to create charts, graphics and headlines. More and more companies are turning in order to cut the cost and other limitations. Last decade witnessed a great change in the media policy of the government. The authorities in Pakistan stayed stuck up in the old system. The state ownership was ended in the press by selling out government-controlled National Press Trust s newspapers to private parties or closing some of them down but private enterprise in the vital fields of radio and television was kept out. Thus, for almost five decades, the official media in Pakistan monopolized in the country s Electronic Media Scene. But with the passage of time, keeping the electronic media a state monopoly was becoming irrelevant, rather counterproductive. An entirely new policy for electronic media development was assuming a compelling urgency. Induction of private sector had become inevitable as much to create a multiplicity of native choices for the public.

122 121 The government in 1996, allowed private Radio and Television outlets, namely FM-100 and Shaheen Pay TV, which may for expansion of the Electronic Media and subsequently assume the shape of an Industry. In practical terms, it meant competition and resultantly, the creation of a broad spectrum environment for access to information. Education and entertainment. The Palustan Telecommunication Authority in , for the first time allowed Cable Television in the country, requiring the Cable Operators to take out paid licenses in order to carry on their business of raising subscribers. Cable TV mushroomed throughout the country, while rapid technological advancement in the field offered other options to the subscriber. Over the last three years PTA and PEMRA have granted 900 licenses to cable operators throughout the country. PEMRA has issued 7 licenses to private TV channels and almost 60 FM radio channels which wil start functioning in recent future. Emerging Trends in Mass Communication: The third communication revolution has reached our doorsteps and the new era of satellite and cable TV has begun. The new channels of radio and TV, besides opening the gates to a new world of entertainment for the viewers, have also created immense job opportunities. The first place towards which media look for recruitment of new talent, are the mass communication departments of the universities. This has greatly increased the responsibilities of the departments because the employers are always eager to hunt for the youngsters who are sufficiently trained in technical and other fields. To meet this challenge, institutions of media education have to improve their courses of studies massively and immediately to fulfil the present day requirements. Advancing technology and a changing social scene alter the course of media studies. Mass communication department is now called a software institution, not a hardware institution, because our focus is on content and core values and to create honest and able journalists. In today s environment of fast paced electronic media, where sensation often replaces substance, we have to fight more for the values of a responsible, fair-minded press. At the same time institutions of media education should try to prepare their students for more variety in jobs. Writers have to be prepared to assume all journalistic roles, from the analyst to the columnist, from the feature writer to the editorial writer, from correspondent to beat reporter. The focus and the anchor of curriculum should be to teach the responsibilities of a free press in a democratic society. Print media will exist for a long time despite the Prophets of Doom. Our curriculum of mass communication should focus more on desktop publishing, and the use of the visual media with print in more integrated way than in the past. Data access reporting and manipulation of computerized data base networks is another new focus. It is well known that on-line journalism is becoming a necessity. Institutes should put more emphasis on on-line Journalism. The journalistic content available on internet is in fact print journalism. Thus the education of print media has assumed more significance. It is wrong to presume that without adequate education and skill in print media, one can succeed in on-line journalism. Hijazi has mentioned that on-line journalism requires more knowledge and more skill than print journalism.

123 122 With the rapid development of information and communications technology, it has become essential rather critical to teach basic computer skills to the students. In order to present information in different kinds of ways, the students of media studies are required to learn the uses of new technology. The students have to LA-,.-- ui;lulllg -.. ldtilingual, which in this context means speaking the television language, computer language and every other technological language that is invented, or wil be. In education and research the benefits of new communication technology are clear. The introduction of internet services into colleges and universities allows students and teachers alike to explore a veritable universe of information at their fingertips. It is therefore required that mass communication departments should link up to the internet. There is an amazing amount of material freely available on-line. They have to make an ambitious effort aimed at demonstrating how people and information resources on the internet can be used as a class room tool for research and a medium for interactive collaborative learning. Television is more powerful than ever, particularly with the mergers in the industry and the wiring of the world. Many in education seek to use television as an adjunct to their curriculum. This occurs chiefly in two ways-video tapes in the class room or assigned viewing. The American media literacy has added an important course for students of media studies to read television that is to understand the differences among news reports, commercials, documentaries, plays and other programs. To combat the new challenges such courses should also be designed and taught in our country. The field of television is a practical one and cannot be learned only by studying books and attending lectures. Media literacy courses involve actual production and broadcast. Now students are required to shoot for TV and do their stories in television forms. It should be mandatory for the students to learn and manage all stages of production including the creative side, the camera work, the editing (linear and nonlinear) and the transmission under the guidance of their teachers who should be experienced professionals. Only then they would be able to produce television reports, game shows, documentaries, talk shows, advertisement, and different types of demonstrations, short plays or skits, or one man shows, even soap operas. Therefore every department of mass communication should have a properly equipped TV laboratory. Ideally, a proper studio with a control room and established transmitting facilities are required. These facilities can train the students in producing programs and telecasting them for viewers at least within the university campus or in the immediate vicinity outside the university. Another important field of consideration for mass communication departments is the digital editing, in TV and radio. It can be learnt quickly and with little effort. Its speed makes it particularly helpful for news covering. And allied to storage and retrieval systems it offers very neat ways for playing in actuality clips. The journalists are squeezing out the news readers (proof readers). Every journalist collects, writes, edits, links, and plays the actuality himself. Although Mass communication has merged various forms of communication i.e. advertising, public relations, etc., new technology (computer graphics and animations) has emerged new trends and techniques in the field. Thus Mass Communication education needs to cope with the new requirements. The business side of Mass Communication is changing the fields due to the issuance of licenses of TV/Radio channels to newspaper s owners, and the acquisition of smaller publications by media giants, has created a need to train students in fair, unbiased reporting and community services as well as in technology.

124 Today the advance equipments are changing the field of photography. To take photographs a few years ago required great technical knowledge and skill, including the ability to develop the prints. Smith (1995) explains that today, with a small digital camera mounted on an unattended tripod, a video journalist can be his or her own reporter, cameraman, lighting engineer, director, secretary, and tea maker. Little technical background is required (p. 222). Thus the department of media study requires latest equipment to train the future journalists accordingly. Similarly, teaching methodology goes a long way for success of a program in Mass Communication interactive method, audiohideo aid, participatory and learn-to-do approach are very effective. Thus, teachers are required to complement their curriculum with documentaries or taped lectures, and the specialists provide instructions-cum-video tape. A related and ultimately more powerful and effective use of video technology is known as multimedia including voice, data, image, text and video. This creates the need to teach and train the students and make them multimedia experts. A new trend in Mass Communication is that the department should teach the students, how to make and give presentations, hold seminars, arrange conferences, workshops and to learn the use of computer and advanced communication technologies. Likewise to prepare students for the challenges of world which has become a global village due to high technology it is believed that all forms of information will become essentially identical; a course of critical issues in Mass Communication is essential which can emphasize on ethics and historical themes but can also deal with the changing economic and technological environment. So there s a context for understanding the world that the student is going into. It is concluded that adequate educational and training facilities are required to supply experts for the media and production organizations, as well as managers, technicians and maintenance personnel. At the same time, Mass Communication education system should prepare young people for communication activities. Introduction to the forms and uses of means of communication (how to read newspapers, evaluate radio and television programs, use elementary audio visual techniques and apparatus) should permit the young to understand reality better and enrich there knowledge of current affairs and problems. Research in Mass Communication: At Master s level research thesis is not compulsory. In lieu of research thesis students study two optional courses. In the beginning a few students conducted research but the number has increased gradually. The preferred area of research at Master s and M. Phil level is Print medium and only a few students opted for electronic media. Most of the graduates have used method of content analysis and compared the coverage given by Urdu and English newspapers to various issues. Some of them have worked on effect approach and used survey method. Mass Communication departments of all the Universities in the country carry out research but the dilemma is that no system exists to share finding among themselves; for the growth of research and elimination of repetition. The apathy is that studies conducted by the departments have negligible utility as no effort is invested to publish the reports. Consequently the findings are not used by the government departments or any media industry (newspapers, radio, TV, advertising agencies etc.). The reports are only there to increase the burden of the shelves in the library. There is a need to change the research culture to make better use of the research process. 123

125 124 A decade ago the traditional Mass Media had an inward flow in countries where it initially grew, functioning strictly in line with the values, norms, traditions and basic requirements of the local populace. But the invention of new technologies like satellite communication, Cable Television and Internet has helped it cross the national boundaries and address the world wide audience. These boosting inventions have, in fact, made the world a global image by transforming the media into an international entity. This fortifies the necessity to bring a change in research areas. Levy (1994) states, The paradigmatic debate (or dialogue ) that dominated communication scholarship in the 1970s and the early 1980s has been replaced by new and different intellectual nudgings, by the injection into communication scholarship of recently emergent perspectives such as feminism, and postmodernism. At the same time, the structure of media systems around the world has been dramatically remoulded, either by politics or technology. As a result, new economic and regulatory arrangements are emerging. These changes in communication structures, technologies, and policy represent important new areas for research. In such scenario new trends are emerging in Mass Communication research including: Role of computer, internet, satellite, Cable TV, wireless Cable, Telecommunication etc. Social and professional impact of new technology. Emerging trends in media contents. Impact of new technology on advertising etc Problems being faced by the Mass Communication Departments: 0 Inefficient and Politics ridden educational systems. 0 Lack of Training and practical facilities (News room, audio and visual labs, computer lab, photography lab etc.). 0 Faculty members may themselves be unfamiliar with technology as a teaching tool, and are unable to teach those skills to the incoming students. 0 Courses do not meet the market or industry s demand. 0 There is no collaboratiodcoordination among the departments of Mass Communication of different Universities in Pakistan. 0 The departments do not have funds for research. 0 Only a few colleges offer Journalism as an elective subject at B.A. Recommendations: 0 Despite the efforts to embrace the third communication revolution, media education in Pakistan still text based and therefore with little appeal. There is a dire need to use the participatory and. learn-to-do approach. In fact, a much bigger investment in equipping the institutions of media studies is necessary so that they can produce such media practitioners who can face toady s chal-

126 125 lenges. Mass Communication education should be introduced in all colleges at B.A. Level. It is essential for Mass Communication Departments to design courses on computer and advanced communication technologies. The courses of our academic program should allow students to look at the field of communication from many different viewpoints - sociological, philosophical, psychological, and historical etc. Courses regarding Online Journalism and digital editing are unavoidable these days. Similarly, courses on Nationalhtemational affairs, international communication, business communication, research skills, and communication theories are unavoidable. The emerging trends due to new technology is changing the courses of Mass Communication but the need of Communication skills and command over languages (Urdu and English) cannot be marginalised. Thus the courses on language and communication skills are still a necessity. It is strongly recommended that a sound internship program should be initiated with media industries (PTV or private channels, radio, newspapers, magazines, advertising agencies etc.) to enable the students to learn the job skills. Training facilities for Mass Communication teachers should be provided at various training institute in the country i.e. Broadcasting Staff Training college, PTV Staff Training Academy, Staff Training College. Mass Communication teachers should be included in training cum-study programs abroad sponsored by the Ministry of Information or offered to the Ministry of Information by various International Agencies. Mass Communication teachers should be included for participation in delegations sent abroad for attending seminars, conferences, symposia and workshops sponsored by the Ministry of information and other related agencies. Higher Education Commission should organize: (1) Teachers refresher courses. (2) Special Grants for library development and to finance communication research in various Universities in Pakistan. (3) Training of Trainers workshops for junior teachers and professionals. The senior teachers and professionals should be invited as resource persons. (4) Funds for Lab equipment required for courses should be granted on regular basis and these should be market oriented.

127 126 REFERENCES Busby, L. J. (1988). Outlook: The information age. Mass Communication in a New age: A Media Survey. (pp ). United States, Scott, Foresman and Company. Herbert, J. (2000). A questioning profession. Journalism in the Digital Age. (pp. 5-22). Great Britain: MPG Books Ltd Bodmin Cornwall. Levy, M. R. and Gurevitch, M. (1994). Defining media studies: Rejlection on the Future of the Field. New York: Oxford Press. Shrivastava, K. M. (1998). Towards the 21st Century. Media Towards 21st Century. (pp. 1-15). New Dehli: Sterling Publishers (Pvt.) Ltd. Smith, E. (1995). Changing Trends in Broadcast Journalism. Media Asia: an Asian Mass Communication Quarterly, 22, Tuggle, C., and Sneed, D., and Wulfemeyeh, K. (1999). Teaching Media Studies as High School Social Science. Journalism & Mass Communication Quarterly, 76, Washington, DC. Zafar, I. (2003). See article Evolution of Internet. The News. Weekly Magazine. Saturday, May 17. END NOTES Foriner Chairman, Department of Mass Communication, University of the Punjab, Lahore. Dr. Mehdi Hassan, Former Professor, Department of Mass Communication, University of the Punjab, Lahore. Dr. Mehdi Hassan, Former Professor, Department of Mass Communication, University of the Punjab, Lahore. Shahida Kazi, Head, Department of Mass Communication, University of Karachi. Miskeen Ali Hijazi, former Chairman, Department of Mass Communication, University of the Punjab, Lahore.

128 View of the participants View of the participants

129 129 Session 3 Current Scenario and Emerging Trends: International Relations, Political Science, History, Strategic Studies, Women Studies, Pakistan Studies, Islamic Studies, Education Papers Presented Sessional Chair Prof. Dr. Riaz Ahmad, Directol; National Institute of Historial and Cultural Research (NIHCR). Sessional Co-chair Prof. Dr. Tahir Amin International Relations, Quaid-i-Azam University, Islamabad. Rapporteur Dr. Mansoor Akbar Kundi University of Balochistan, Quetta. 0 Women Studies A Psychological Perspective (Pro8 Dl: Ifiikhal: N. Hassnn, Fatima Jinnah Women University, Rawalpindi). 0 History-The State of Discipline: An Overview (Dl: Sharif-ul-Mujahid). 0 State of Discipline of History in Distance Education: A Retrogressive Trend (Ms. Sarnina Awan, Allama Iqbal Open University, Islamabad). 0 The State of Women Studies in Pakistan (DE Farzana Bari, Quaid-i-Azam University, Islamabad). Paper Awaited (Dl: Riffat Hussain, Quaid-i-Azam University, Islamabad).

130 130 Women Studies - A Psychological Perspective Pro5 DE Iftikhnr N. Hnssnn Fntimn Jinnah Women University, Rnwnlpiridi The Women Studies as a new discipline has emerged on the University campuses around the world as an exciting branch of scholarship. The movement to study under-development of women in most parts of the world was spearheaded by feminists who claimed that most of the subjects being taught on the university campuses were lopsided because these disciplines had not only ignored women s contribution in the past but were also found guilty of not including women as subjects for research. Even the disciplines like medicine while doing research on drug development, studies only the male samples and presented the same drug to women, who definitely deserved separate study due to their special biological needs. This critical stance of women has been instrumental in developing new insights and positive modifications in many existing disciplines as well as developing new scholarships on women in almost every field of study. What is worth noting is that the movement has started not only to collect what has been contributed by women in different disciplines in the past but has initiated impact studies of historical events upon women themselves. In the context of third world, for instance, the causes of women s backwardness are not poverty or illiteracy alone but the total effect of innumerable factors and events including occupation by foreign powers experienced by the women which have effected each member of family selectively and resulted in making certain members more privileged than the others. - The introduction and growth of Women s Studies courses in the United States is part of the curriculum reform movement set into motion by revolt of the students on the university campuses, in the 1960s. Frustrated and confused about the war in Vietnam which took a heavy toll of young American lives and the failure of the universities to help the students understand the realities of the war which appeared quite purposeless, the youth struck at every thing which appeared conventional and irrelevant to the real life situation at that time. This very strong reaction of the students brought about some very positive changes in the thinking of the university academia and many areas of concern, like relevance of scholarship to the realities of student life, study of the minorities and women were accepted as a legitimate subject to be made part of the university curriculum. The American women up to that point were not very aware of their secondary status in the society and were quite satisfied with their role as mother and homemaker. However, the prolonged war of Vietnam among other things forced many women to be enrolled in the universities and pursue higher degrees because most of the young men were involved in the war. As many more women got educated and were trying to find employment in the job market which made them become aware of the lower status assigned to them by the all American male dominated business who were reluctant to hire women or black American candidates inspite of their high qualifications. Shocked and angry at this unexpected treatment, American women for the first time saw themselves as the society had casted them since centuries. The unrest on the campuses of the minority groups launched the civil rights movement and succeeded in getting such legislation

131 131 as, Affirmative Action and Equal Opportunity Employment policies adopted. Once aware, the type of discrimination to which they were subjected at different times in the history and the causes of the discrimination, the individual groups of women activists on different campuses got united and a full fledged women s movement to obtain equal rights for women came into existence. The members who were on the forefront of this movement called themselves as feminists and are considered the more militant arm of the women activists groups. They believe in achieving equality for women on every front. The main agenda of American feminists consists of three areas. The political agenda to remedy the historic injustice done to women in relegating them to a secondary position. An economic agenda to free women from a position of dependency, the underlying principle being that the status corresponds to the economic status. (At least in a capitalist society). Finally, a social agenda in which an attack on social institutions like universities and other learned bodies was made for ignoring women in their disciplines. The feminists claim that most of the scholarship being taught in the universities is biased and needs to be rewritten from a woman s perspective. The serious culprits have been the biological sciences, history and literature which are accused of not only ignoring the contribution of women in the field but also neglected to study women as a subject. To the feminists this is a serious social and moral issue, which has resulted in lowering the women s status in the human societies. Thus a struggle to fight on all the three fronts were launched in the sixties and still continues on. The scholarly arm of the new wave of women activists made its debut along with the black studies on the American universities campuses. From a very modest beginning of few individuals who singly offered courses in separate departments, (e.g. Dr. Florence Howe s course at Gouchere College, Identity and Expression or Dr. Ann Scotts course in English at Sunny, Buffalo, Teaching Writing to Women. ) its momentum can be judged from its account recorded by Modern Language Association s Commission on Status of Women. The Commission s first Guide to current female courses, published in December 1970, lists number of such courses being 110, in the second Guide published in the Fall of 1971, this number rose to over 600 courses. The same commission published its first list of the universities and colleges offering degrees in Women s Studies in 1976 as being 40, the list of such institutions in 1986 had risen to 500. Both the qumtity and quality of women s studies courses has undergone major expansion and the small beginning which quite often was more to please the public than genuine academic pursuit, has developed into a level where there is a real scope and room for academic excellence. The gender related courses have widened the horizon of many disciplines which to date had behaved as if women never existed. The credit goes to very dedicated and active women intellectuals who have been putting in long hours of work and have succeeded in making a place for Women s Studies as a discipline worth paying attention to more than anything else, it is a fresh look at the existing bodies of knowledge which is very stimulating and has given birth to new insights in the existing established theories of many prestigious disciplines and opened new areas of research and field investigation. Purpose of Women s Studies Courses The courses of Women s Studies are seen by many women as the key to unlocking negative attitudes towards women by performing two important functions: (1) Providing new knowledge about women, their history and accomplishments. In order to collect this information, the academia must investigate old beliefs, examine changes in traditional roles

132 132 and new developments in the society as they effect women, through unbiased inquiry which has been denied to them in the past. (2) Help women evaluate their role in the society. The woman enrolled in Women s Studies courses are often prompted to think about how she fits into the social structure and what society wants her to be and to think about what she wants herself to become. In so far as a liberal arts education aims to develop the full capacities of an individual, the Women s Studies like other minority studies, can be viewed as a crucial and essential part of liberal learning in helping the women examine themselves as women. Definition of Women Studies Sheila Tobias, Associate Professor at Wesleyan University, has defined Women s Studies as The intellectual examination of the absence of women from history, the fresh look in a non-freudian way at the social psychology of women, the study of women in literature and the images of women in Arts, Economics and legal history of the family and the speculation about societies where sex differences are minimized. Women s Studies has been further defined by many as a way of helping women students understand themselves as women. American Models of Women s Studies Program The feminine and gender studies courses are offered through various arrangements in each educational institution depending upon the prevailing situation in each institution. Some of the common models are: Informal Course Offerings Various departments participate in reviewing their respective subject areas find a natural space to add either a few units or a full course in their discipline e.g. Women Writers of Twentieth Century, it can be a full course or part of a course depending upon the amount of content available on the topic. In this type of a model number of courses are offered as elective courses and students can choose them as part of their academic credits. No major or minor is determined nor is there a formal department of Women Studies. Women Studies Department: An Interdepartmental and Multidisciplinary Approach The second model is where there is a formal department of Women Studies headed by a full time or part time faculty member. The arrangement to offer most of the courses is inter-departmental. In addition there are some core courses like Introduction to Women Studies or Introduction to Feminist Theories etc. and the students who take a required number of courses including some specified courses get a minor or major at the undergraduate or graduate level. Most of the big universities like U.C. Berkely follow this model. Each semester the program is developed with mutual consultation and the faculty time is loaned to the Women s Studies department from the participating departments. Most of the faculty works in two departments, their home department and Women s Studies. Women Studies Departments In some colleges and universities there are full fledged departments of Women s Studies i.e. the appointments are made in the department and they continue to stay in the same departments. However, due

133 133 to regency of Women Studies graduates such specialization discourages highly qualified faculty to enter the departments of Women Studies due to the nature of university s rules of promotion etc. In the institutions with full time faculty, many courses get taught by other departments as well in addition to the department itself. The program generally offers all the courses offered by model one and two as well as graduate degrees. The number of universities and colleges offering degrees in Women s Studies according to 1988 figures is over five hundred in the United States. Additional Services Women Research Centres In addition to offering courses in feminist and gender studies, research and publications is an important function of this new discipline. Almost all the major universities have established separate research centers or departments who do research on women s issues and publish, textbooks, monograms, newsletters etc. relating to women s issues. Women s Service Centers Another very important type of organization which has sprung up in most of the universities is Women s Service Centers or Women Centers who provide support-services to women students and women in the community. These services range from issues relating to drug addiction, ethnic students, legalization of abortion to financial aids and encouraging older women to join the university through re-entry programs. They also hold lectures, workshops and other social events to improve and enhance the awareness of women in the community and on campus. The Demand of Women s Studies Program for Pakistan The forces responsible for the need to pay attention to the women situation and introduce it as a subject of study and research are not the same as the ones in the United States, that is emanating from the university campuses. On the contrary most of the pressure to restore the rights of women is a result of rising awareness among women belonging to different walks of life, who got encouraged by the activities of the Decade of Women, celebrated in the seventies around the world. Another contributing factor in this Willto help Women, is the need of the Third World countries to have their women participate in the efforts to get industrialized which is not possible without bringing them up to a certain level of development. Finally increasing participation in politics and policy-making bodies is also quite instrumental in making women an important partner in development plans of the country. Some Special Features of Pakistani Situation Unlike America Pakistan has a long history of thousands of years and women have experienced several influences of religions, politics, philosophy and economic orders, most of which were not kindly inclined towards women. Pakistan got its freedom only about fifty five years ago but it is part of Indian civilization which dates back to thousands of years before Christ.The legends of the riches and the glory of the Indian sub-continent have been attracting a steady stream of invaders and colonialists who have made profound effect on the lives of women e.g. majority of the girls did not get education during the British rule due to closure of native schools and reluctance on the part of parents to send their daughters to newly opened mission school due to fear of exploitation by the invaders.

134 134 Pakistan, like many other developing countries, represents a strange mixture of the very modem mixed with very traditional. The biggest disparity is between the urban and rural population. The urban centers have all the modem amenities of life along with very educated and articulate citizens and not far from such cities are the village dwellers, still living in the stone ages. The rural women represent the most forgotten sector of the society. However, they comprise 50 percent of the 70 percent rural population, which is the mainstay of the country economically speaking. Any program of women s development can not be complete without having some built in provision to alleviate the rural area s underdevelopment but also remedial measure in action oriented research and teaching has to form part of the curriculum of Women s Studies. The concept of equality as defined by western feminists does not exist in the developing world. Due to cultural and religious beliefs the role of women and men is considered complementary to each other and although there is no value of superior or inferior attached with these roles in the eyes of the religion, in actual practice men do enjoy authority over women as they control all the money with some exceptions. The women of Pakistan are becoming increasingly aware of their secondary status and this awareness has become sharpened in the last twenty years due to resurgence of religious fundamentalists who wanted to impose certain restrictions on women which women quite successfully resisted, yet there is a lot to be done especially in the educated circles of women who are capable of providing leadership to their less educated sisters. Proposed Curriculum of Women s Studies For Pakistan While proposing a curriculum for Women s Studies for Pakistan, the writer is fully aware of the limitations of such proposal where most of the assumptions are based on educated guesses. It is also realized that the curriculum development is an ongoing process in which the educationists must continually review its programs in the light of the students needs and the realities of the life situations of the students and the community. Keeping these considerations in view, a curriculum is being proposed to make a beginning. Care has been taken to propose only such courses in the start for which both the teachers and the teaching materials will be easily available. Later on, more specialized courses can be introduced by different departments keeping in view the interest of the women sector. The Education Model for Women s Studies In the absence of any faculty qualified in women s studies, Pakistani universities will have to follow an interdepartmental and multi-disciplinary model for teaching women s related courses. The faculty, however, will have to be committed to the cause of women and understand the philosophy of women s studies program, which is not a welfare program but is a development-oriented program. In the American model all these courses have been taught at least in the initial stages by the activists women faculty who took it upon themselves to train the younger women. The academic program of Pakistan wil have two target groups, the undergraduate students who wil be given an option to elect some of the courses and the graduate program which aims at offering an M.A. degree in the discipline of Women s Studies. It is anticipated that the students qualifying in women studies will have a good future in taking up jobs in such nation building agencies which deal with women and development activities.

135 Objectives of the Program The following objectives of the program of Women s Studies for Pakistan are being anticipated for the students who will participate in a Women s Studies Program: (1) These courses wil sharpen the awareness of the students about the women s situation in Pakistan and the possible causes, which have been responsible for discrimination against women. (2) The focus on women will help the discipline like psychology, sociology, History, Languages, and Medicine, etc. to realize that by ignoring women as a subject of study their knowledge is lopsided and the study of women wil make their discipline richer and more complete like the scholars in the Western world are finding out. (3) The students will acquire the right perspective towards each member of the family and society. When one member is discriminated against, it effects the entire group. (4) The women s development should open new possibilities of research and scholarship for a broad spectrum of disciplines and create new jobs for women. (5) It will restore confidence and self-esteem among women students who will be able to understand themselves and the society in which they are living more accurately. The Composition of the Department As has been pointed out earlier there are no subject specialists available at the present time in Pakistan which can start manning the departments or start teaching the subject, but there are certain individuals who are more dedicated to the women s cause and are more knowledgeable about how to develop such courses. Therefore these women activists among the university faculty should be appointed as chairperson of the Women s Studies departments and they should elicit the support from other departments and faculty on the university campuses to teach some of these courses in collaboration with each other e.g. women writers of Pakistan can be taught by the department of Urdu or Women s Role in Pakistan Movement by the department of Political Science etc. The reading list and photocopy material specially assembled for these courses can serve the purpose of textbooks along with recommended readings. The courses planned for undergraduates will be more applied in nature requiring a lot of field work, observation and case study techniques to help them become aware of the women situation as it exists today and the part they are expected to play after getting out of college. The curriculum contents for the graduate students should be based on local research studies and the writings of the local scholars, sociologists and artists etc., as well as the recording of the biographical data of women both in poetry and prose. It is to be reminded that, as has been pointed out in the beginning, the women are conspicuously absent from most of the so called scholarly writings, therefore it will take some time to search, identify and publish women s work for the benefit of other women. Both the groups should be taught using more innovative techniques like seminar method, team teaching and problem oriented discussion and library research techniques not only to improve students own awareness level but also to enable them to use these methods with their students in women s development projects. Faculty There is no discipline called women s studies in Pakistan but we do have many women who are active in women s development issues. Their background and qualifications are quite diversified which can serve

136 136 as an asset in development of new courses of feminine and gender related studies. It is anticipated that an interdepartmental approach with some full time staff can prove quite successful in Pakistan and other neighboring countries. Textbooks A study carried out in the late seventies regarding popular writers of Pakistan came out with rather shocking findings and that was, more than 80 percent writers and readers of fiction, short stories, novels and film and T.V. drama stories were women. The number of women in school textbook writing including mathematics is quite respectable. However, there are fewer women writers amongst college and university textbook level because higher education is proportionately less common amongst women than men especially in the field of science, engineering and law. Women do well in the areas of medicine, liberal arts and humanities i.e. that is their presence is 25 percent in medicine to about 20 percent in other subjects. It is anticipated that the initial course offering will have to rely heavily on reading packages put together for particular courses along with the list of recommended books. Research The research is an essential part of pedagogy. It provides the link between technical knowledge and its relevance in solving the problems existing in real life situations. However, research can not take place in a vacuum especially the research in a new discipline, which is strewn with big question marks ready to be tackled and explored. It will be necessary therefore that a major infrastructure linking the university with the community may be created in the form of Women Resource Centers attached with the universities, the filed staff may be hired specifically to work with the women in rural and remote areas to give feedback to the women s studies faculty as well as provide necessary links to facilitate women students and faculty to carry out field studies as part of personal and academic research which informs and helps the students of women s studies in women s development issues as well as prepares them for possible careers of women s development.

137 137 History-The State of the Discipline: An Overview Dr: Sharif-al-Mujahid Of late there has been a spate of articles/studies on various aspects of the History discipline: teaching, textbooks, teachers, research, and Pakistani historiography, to name the more salient ones. They have been penned by some well known historians and social scientists - in particular by K. K. Aziz, Naeem Qureshi, Mubarak Ali,and S. Akbar Zaidi. Zaidi deals with History as part of the Social Sciences and confines himself, chiefly, to a statistical analysis of books published by four major Pakistani publishers, and of teachers in terms of their qualifications at nine universities. Aziz and Qureshi are in part theory-oriented while Ah, alongwith them, goes in for a hard look at the ground reality, discussing at some length the entire gamut of the discipline. In his various writings and in the Tarikh, a quarterly he edits, Mubarak Ali has attempted to sustain and strengthen the somewhat nebulous trend towards a popularizations of history and the writing of popular history. This trend, which seeks to write for a broad public and targets larger audiences beyond the narrow, ivory-cloistered academic establishment, was initiated by G. M. Trevelyan and A. J. P. Taylor between the wars, and has received commendation from Eric Hobsbawm, perhaps one of the best known historians living today, according to the Guardian. To Hobsbawm, he sort of ideal reader may be a construct of the educated but non-specialist reader who wants to find out about the past - is curious about the past and wishes to understand how and why the world has come to be what it is today. And where it s going. Hence, Mubarak Ali s contribution in this direction should be duly recognized, and the trend needs to be crystallized. Aziz, Qureshi and Ali, whether briefly or at some length, have found it indispensable to discuss the utility and relevance of history. This especially in view of a host of questions raised from time to time - questions such as whether history is relevant to our present day problems, whether it creates any, if not raises the level of, political or social consciousness, whether studying history has any utility, paying and ensuring any sort of dividend in a market oriented economy. The answer to these and other questions, vexatious as they are and seemingly pertinent as they seem, may be answered in the words of Hobsbawm. To him, history is a part of human life. It s a critique of two basic principles on which the modern society appears to run : (i) the highly developed problem-solving approach of modem technology which considers the past completely irrelevant; and (ii) the by-it-now approach of the market-oriented consumer society. More important: the present as it stands, has been fashioned by history and the present will in turn fashion or determine the future. Thus, history becomes critical to both the present and the future. In consequence history tends to provide a growing sense of continuity, and identity with your heritage, causing and sustaining national consciousness among the people as a whole. This, in a sense, explains the dramatic resurgence inthe popularity and popularization of history beyond the academia today. Indeed, more people are reading history today, visiting monuments, attempting to found

138 138 historical museums, create heritage sites and get UNESCO s recognition for such sites, and watching TV programmes with historical contents and context than ever before. Nations which have had scant or little worthwhile history of their own are forced to invent history, if only to show how important they were and are, how and what they had supposedly contributed to the onward march of human civilization. In recent times Croatia presents an extreme case where its founder, Franjo Tudjman, who was himself a professional historian, had invented a host of phoney traditions, in order to provide historical and intellectual ballast to the new state. And all this because if you ignore history you become a victim of the collective amnesia syndrome, which in turn saps the springs of emotion constituting your national will to sustain and strengthen your national identity and maintain your entity in the comity of nations. And that s precisely the relevance of history for any people, or nation, worth the name. Despite the continuing relevance of history to an altogether new state like Pakistan which was not even a mere geographical expression, to barrow Matternich s description of Italy during the 1840s, till 1933 and had had no mundane existence till August 1947, and despite its appeal and considerable popularity at the academic level, the discipline has been in doldrums, especially, since the early 1970s. And this for a host of reasons some of which have been alluded to by Aziz, Qureshi and Ali.Briefly stated, they are (though not in the order in which they are listed here): (i) defective syllabi and courses of reading; (ii) lack of qualified teachers to teach a wide range of courses covering ancient, medieval and modern history, survey courses on other important countrieshegions of the world, economic, social and cultural history; (iii) paucity of, and/or inaccessibility to, original sources and the teachers apathy to consult whatever is available; (iv) non-availability of all the material published in Palustan even in the National Library, despite a depository law; (v) most of the research bodies being far from being proactive in their performance level and putting out journals (featuring non-refreed articles), not with a view to extending the frontiers of (historical) knowledge but merely to keep the shop open and themselves in business; (vi) absence of history, conferences and seminars which would help create a research environment; (vii) absence of a communitykommittee of established historians who would monitor, and offer their evaluation on, newly published works, and whose considered opinion would discourage the counterfeit historical works from publication and circulation; and (viii) facilities (in terms of short or extended orientation courses) for upgrading the teachers expertise, areas of specialization, teaching techniques and research methodologies, critical abilities, familiarity with research paradigans, theoretical underpinnings, and philosophy of history and the principles of historicism, and their research aptitude, orientation, and commitment. The last item in the list has an organic relationship with the taxonomy of Pakistani historiography, and the way it has developed and the route it has taken to arrive at its present format and state. The Pakistani historians failure to dart out in the direction of New History, assimilate modem trends in historiography, and opt for innovation and experimentation is, of course, a good deal to be blamed, but this represents only one side of the coin. The obverse side is no less important since it explains he root cause of this most magnificent failure. This side in a substantial and significant sense, represents what Marx calls the tradition of all the dead generations weighing like a nightmare on the brain of the living. This tradition has obviously made the historians hostage to the legacy of the past. Since without exorcizing this legacy, we cannot possibly strike out in the New History direction, this

139 139 legacy needs to be explicated and its strands identified. The most important among them are: (i) the medieval Muslim historiography, (ii) the dominant British colonial historiography in the modem period, and (iii) the Indian historiography as it developed under the impact of British historiography and was cultivated alike by both Hindu and Muslim academia, journalists, pamphleteers and others. Most Sultanate ( ) historians and chroniclers were pre-occupied by the religious significance of events, considering them as the outworking of God s purpose in history. Indo-Muslim historians, says Hardy, saw the past in individual terms... Even when God is held responsible for what happens in history, He is seen as working through individuals, not through classes, social forces, or the sprit of the age. Further, the historian is a scribe rather than a researcher, his work one of transmission rather than creation. Muslim historians view history as from a rearward railway observation car. They do not see where they are going nor do they presume to know, but looking back they see their journey as running on straight lines in one direction towards the present. During the Mughal era which was an age of official histories, the historians began to show a developing interest in persons and wrote numerous studies of an administrative, military, and biographical character (e.g., thea ini Akbnri), their works, however, reflecting a distinctly humanist flavour. Even so, in sum, the Mughal chroniclers like their Portuguese counterparts who chronicled the voyages and adventures in the Orient of Vasco da Gama and other Portuguese adventurers, looked at history as an aspect of theology, and not an end result solely of human activities. During the British period Mountstuart Elphinstone rather than James Mil became the model. Beyond upholding the superiority of British rule in India alongwith Elphinstone, Mil went in for a philosophical and doctrinaire approach, asserting the importance of utilitarianism in government and power of government and law to change people, while Elphinstone s monumental work simply sought to delineate the political story and nature of Indian society before and after the British conquest. Written for a limited circle of British readers, self centred in character, concentrating on British activities in India and elsewhere in Asia, most British historians made little attempt to correlate the history of Britain with the process of events in India under the British, or with other extra British history, or to place the Indo-British relationship within a broad concept of historical development. In other words the thrust was on the nuclear significance of British political and administrative activities in India. Following Elphinstone, most Indian historians sought to describe the past, merely chronicling what had happened rather than evaluate the conduct and character of the principal actors in the past. This legacy meant a blinding blackout of all dimensions of history except the political, and of equating history with mere political chronology without taking due note of the social milieu, the cultural context, and the economic conditions, which, in a large measure, generate and spawn political events and developments. A sub-strand of the British colonial legacy is the linear trend towards producing a continuous national history, which calls for a unified subject matter, consecutive narrative, familiar hand marks, well-marked periods and a sequence of causes and effects. The emergence of history in Britain was a direct consequence of a rising concept of nationality,.. a concern with national origins and, later, with national institutions and law, and this British experience has perceptibly and routinely left a deep impact on Muslim, and, later, Pakistani historiography till the present day. Add to it the Historical Association s guideline (1909) that

140 140 teachers of history should interpret the national character, the national ideals and educate their pupils in the ethos of their own race, and we can easily identify the major inspiration behind the history syllabi, historical writings and historiography in Pakistan since its inception. The third strand of modem Indian historiography beginning from about 1860s, except for a few notable works (e.g., Shafaat Ahmad Khan s and Yusuf Ali s on the Muslim side) was bifurcated, almost from the start. The Hindi-Urdu tussle since 1867, the Congress-Aligarh divide since 1887, the publication and popularity of Anand Math ( ), the proliferation of Gau-rakshini Sabhas since the 188Os, the rise of Bal Gangadhar Tilak, his Shivaji festivals and his penchant for imposing a Hindu-Pad Padshahi over the entire subcontinent - these developments caused the Hindu-Muslim divide, with each one being in search of a distinct identity. This divide could not but have an impact on the histories of medieval India being attempted by a Jadunath Sarkar here and an Istiaq Husain Qureshi there. The Hindu historians had, however, a definite edge over their Muslim counterparts. Being in a preponderant majority and assured of power in a system of representative government (initiated by the Act of 1892), the Hindus could conveniently claim an Indian origin, but could the Muslims do? Therefore, their grooving historical consciousness came to hinge upon a consciousness of Islamic rather than Indian history. Indeed, the growing historical consciousness of the Muslims of India [during the British imperial rule] has been a growing consciousness of the Islamic past, notes Wilfred Cantwell Smith. The same impulse led modem Muslim historiography to romanticize the medieval, Muslim period in Indian history, in a desperate attempt to present an Islamic apologetic, justifying the ways of medieval Muslims in the modem world, and, in the process, commenting on the future of Muslims in South Asia as the authors see it, to quote Hardy. Thus, in The Administration of the Sultanate of Delhi (1942), Qureshi regards the sultanate.. as an integral expression of medieval Muslim civilization in general and emphasizes its Islamic much more than its Indian character. Sarkar s Lllfe ofaurangzeb is cast in the same mould, but on the opposite side. No wonder, it drew forth a spirited rejoinder, a sort of an apologia, from Zia-ud-din Faruki (Aurangzeb and His Times, 1935). These three strands, then, constitute the legacy which has determined the format and taxonomy of Pakistani historiography from day one. Space and time constraints preclude pinpointing specifically the particular components in these strands that continue to dominate and impinge upon the thinking and writings of Palustani historians, but a juxtaposition of the trends listed above with the dominant tendencies in Pakistani historiography will make it all too obvious. The question that obviously arises from the discussion above is: how to exorcize and lay unto eternal rest this dominant, enervating legacy from the past? Apart from addressing the problems alluded to above, by creating the requisite research environment, getting teachers committed to research and students research oriented by initiating them to historiography through a systematic, graded process of study, seminars, short or extended specialized orientation courses, workshops, etc., from the B. A. level onwards. The history teachers beginning with that level must be required to familiaze themselves progressively with macro works (such those by Wells, Gibbon, Khaldun, Toynbee and Spengler) and consult the on-going debate on the epistemology, theory and principles of History, especially, in History and Theory and Philosophy and History. Of utmost importance in the need to introduce to both the teachers and (post-graduate) students the theorists, paradigm builders and giants such as Collingwood, Can, Butterfield, Burchhardth, Trevor-Roper, Gustavson,

141 Isiah Berlin, Samuel Beer, C. H. Williams, Mare Bloch, Momiglimo, Rosenthal, Peter Geyl, Carlyle, Croce, J. S. Bury, Sydney Hook and Muhsin Mahdhi. Unless the New History vision, trends and techniques get methodically introduced into our syllabi, course requirements, teaching techniques, and research perspectives, imperatives and agenda, the prospect for History as a discipline and Pakistani historiography is bound to be bleak. And those, who cavalierly consider history and historiography as mere tools to rouse patriotic sentiments and pander to national vanity and pretences, besides justifying and/or validating past performance (including mistakes and misleads), may well ponder over one of our veteran historian s grim but timely warning. Almost twenty-nine years ago, on 25 April 1975, Shaikh Abdul Rashid told the All Pakistani History Conference at the University of Sindh. A nation gets its history written as it deserves or desires. It would be a sad day for our people if our history in this grand Operation Rewrite is made to minister to our vanity and pride by falsifying or misinterpreting our past, by suppressing the truth and suggesting falsehoods. If history is to teach by example it must present squarely and truthfully the story of our success as also our failure, our vices as well as our virtues, life stories of our heroes as well as our rebels. 141

142 142 Prevailing Trends in the Discipline of History: A Reappraisal of History Teaching at Allama Iqbal Open University Samina Awan Allama lqbal Open UniversiQ, Islamabad The object of this study is to explore the state of the discipline of history both at a theoretical level and through an ewpirical study. At the theoretical level, I will consider (a) the definition of history (b) its place in the world of learning in the context of its inclusion among the social sciences or the humanities. The empirical case study will explore the experience of history teaching at the Allama Iqbal Open University. Theoretical Discussion Eric Hobsbawm, one of the best American historian living today says, There is a dramatic resurgence in the popularity of history: more people are reading history, visiting monuments, watching TV programs than ever before. permanent present -the creation of a new generation who might know a great deal about the past but have little sense of continuity or identity with it. The discussion of the relation of history to the various other fields of study is endless. History is sometimes placed within the humanities whereas it is based basically on facts rather than on imagination and feeling. On the other hand, there is a growing stress on placing it among the social sciences. J. B. Bury believes that history is a science, no less and no more.2 This ongoing debate on where this disciplined should be classed is yet to settle. The fact remains that history is particularly distinguishable from the exact or natural sciences mainly because of its difference from a strict scientific approach. It attempts to explain, in all its living detail, by particular description rather than by general analysis and laws. It focuses on time, even though it embraces all aspects of human past. The subject matter of history, wrote Sir Lewis Namier, is human affairs, men in action, things which have happened and how they happened; concrete events fixed in time and space, and their grounding in the thought, and feelings of man - nothing is universal and generali~ed. ~ And it integrates the work of the other fields of social science also. And there seems to be a definite logic in this because history is a study of the facts of man s social existence, an essential or common denominator of the social sciences; thus not much different from them in concept, method, and material. Some particular facts, insignificant in themselves, are of historical interest because they are representative of a large number of similar facts that help to make up an historical way of life. Thus the remains of Indus Valley civilization in South Asia are an important monument of socio-cultural history because its buildings and artefacts are examples of the mode of life in ancient South Asia. If these places were not very carefully preserved in its typical shape, they would be mere curiosities, and the historian would look elsewhere for meaningful material to build our present.

143 143 In many cases we find that a particular human activity can be historical in one epoch and common in another. At one time it may be a unique event that determined the shape of society, while a little later the same activity remains an ordinary part of everyday life. It means that there are two basic requirements for considering an event or development as historical. First, it must be particular, whether individual or general. Secondly, it must carry a definite social significance in terms of its particular effect on society s development or progress. This definiteness or specificity of an event is taken into account by the social scientists to draw general conclusions. And the historian, concerned mainly with the specific context of times, places, and events, gives concrete shape to the social scientists interpretations because of his non-acceptance of oversimplifications. Many important events when reduced to specifics, they become somewhat less formidable than generally understood to be. Explained in terms of specific reasons, times and places instead of subscribing to abstracts brings out the importance or significance of a historian. The social scientists normally ignore it. The word history comes from a Greek word meaning to inquire. That is in fact the real job of a historian to inquire and present the past in the light of the available evidence. And this inquiry is based on three questions: what happened? Why did it happen and how did it happen? In R. G. Collingwood s views there are four characteristics of history and they are; it is scientific, it is humanistic, it is rational and that it is self-re~elatory.~ Another important aspect of the kind of inquiry done by historian is about human affairs and its basic concern with time, cause and effect relationship of events. A historian views all human activity in the setting of particular times and sequences of events from one time to the next. Therefore it is much more than the social scientists with the issue of change, or continuity or in human development. It is, therefore, the time perspective that makes historian emphasize the uniqueness of particular events. One event can never be the same as another, and every development in human affairs cannot be the result of same cause. Every fact should be seen in its specific time and situation to be understood correctly. As whatever exists today has roots in the past and since everything we know is also in the past, all knowledge is historical. Therefore, history in its broadest sense includes the subject matter of the entire human knowledge. The work done in any field of knowledge, humanities, social and natural sciences belongs to history and is raw material for a historian. History encompasses not only the roots but the developments for human experiences, generally divided into scientific, socioeconomic, cultural and political life. History records or explains the human thought in the above fields with the specific aim to explain how concepts, based on the efforts and experiments of our earlier generation s developed. Another important feature/aspect of a historians work is that no aspect of human life can be seen, judged or evaluated in total isolation from its surrounding; therefore, a historian gives much importance to interrelationship. It is not the work of historian to explain any event based only on one-factor, even if that any one single factor appears to be of single-most importance at a particular time. Historian has to take into account many inter-related things in a comprehensive way to determine the authenticity and effectiveness of that particular event to human development. It will not be wrong to believe that history studies the humans in their entirety. It is quite unlike other disciplines that divide human affairs into political, economic, social, religious or scientific. It is because of

144 144 its particular as well as general approach of the historian that places history among both the humanities and the social sciences. Historical scholarship has important ties with the social sciences disciplines, especially with their methods and research insights. To assert that history is botha science and an art is one thing, but it is another to already determine to what extent history is a science and to what extent it is an art. The fact is that the boundaries are not clearly defined; therefore an accurate placement of history is rather impossible the objectives of history and the social sciences are basjcally the same and this identity of aims is one important common factor. Explaining this point, E.H. Can stated; Scientists, social scientists, and historian, are all engaged in different branches of the same study. The study of man and his environment, of the effects of man on his environment and of his environment on man. The object of study is the same, the increase in man s understanding of and mastery over his environment. 6 A synoptic view of the above discussion suggests that history is a record of human experiences and to manage our present and determine future we need to turn to our past experiences; the lessons ofhistoly are a well-known phrase. But we must also remember history does not repeat itself exactly. Another important feature of history is its approach and that is sense of time. It teaches us to evaluate and judge events and human thought in relation to the time dimension. Empirical Study The on-going debate on the absence of true history or the distortion of history as a discipline in our textbooks, which call limiting or confining history-teaching to suit the needs of certain circles and groups in the society is an important aspect of the issue under discussion. That is part of the reason why a majority of our students consider history to be dull. Very few books are analytical and objective in approach. Mostly it is stereotypical. This approach loses the value of history which stresses that history teaches us what man has done and thus what man is. Discipline of history has become primitive and outdated in most of the teaching institutions. This censored form of history is generally considered as non-skilled, irrelevant and boring choice for students. Generally speaking, most of our historians and history teachers have little awareness of how to write or teach history, especially in regard to putting historical facts in meaningful use. History is presented as a mass of facts to be memorized in a deadly boring manner. This is perhaps because they fail to make sense of history. Perhaps it is because of the absence of any theoretical framework in most of our history writings. History in fact is not a dry chronicle and empty echo of the past, it must, as Bencdetto Croce put it vibrate in the soul of the historian, and consequently be related to contemporary life and conditions.8 Coming to a particular institution of national and international recognition and importance in modern world, Allama Iqbal Open University, Islamabad, the object of our case study has a distinction of teaching history at Intermediate level for over two decades. The courses offered to the students of this level are exemplary course on people, society, movements, policies and politics of Muslims of sub-continent. But the level of the course sets the limitation of content and scope of history teaching. It is an objective and well researched course. Its enrolment over the period has remained significantly high. The Masters program in history, though started quite late in 1997, about hundred students have been graduated by now. This is nonthesis program with a non-credit small component of face to face education. The courses in history at our university are more often survey courses which can hardly do justice to the subject. For example:

145 145 Muslims in South Asia Muslims in South Asia History of Pakistan Movement. Rise and Growth of Muslim Nationalism Modern Muslim World. The above courses are stereotypical survey courses designed to concentrate and focus on any one particular aspect of Muslim presence in the sub-continent. They hardly touch on many important issues and historical socio-cultural developments of the period covered. We do not include Ancient History of the subcontinent the glaring example of which is the absence of Indus Valley Civilization from our courses. In addition we also do not pay any heed to teaching Subaltern studies (history of common man), and regional studies with special emphasis on socio-economic conditions of the people. Another typical course which teaches the students Muslim nationalism is out of context. Muslims did not exist and work in vacuum. There were very strong non-muslim forces trying at every level of Muslim existence to annihilate their civilization. To understand and appreciate the greatness of Muslim leadership we must teach non-muslim movements, leaders and thought also. The teaching of the development of Indian religious and social thought is an anathema. Bhakti movement and other syncretist movements, which have greatly enriched our culture, are totally missing from our courses. Sikh religion and Hindu, Buddhist and Jain religions also need to be offered. In this course Indian National Congress is not taught. South Asian leaders are an outcast. How is it possible to understand and fully appreciate all the dynamics and dimensions of Pakistan movement and its leadership without putting them into the proper context? Muslim nationalists like Rashid Ahmad Gangohi, Husayn Ahmad Madani, Abul Kalam Azad, Ch. Afzal Haq, Inayatullah Mashraqi, Abdul Ghaffar Khan and many other subaltern leaders who fail to find an appropriate and proper place in Muslim nationalist circles, are also not taught. Jami yyat Ulama-i-Hind at British-Indian level, Khaksar and Majlis Ahrar-i-Islam and the Communists at the Punjab level, Surkhposh in NWFP and the role of Shi a Mujtahids is also not included in the courses. How can a student have a complete story of Pakistan movement without understanding the point of view of the above Muslim leaders and movements? Also how can the achievements of our freedom fighters be fully comprehended without understanding the points of view of the above mentioned Muslim leaders? Another important aspect to be kept in mind while teaching history is that students are fed up of reading and listening to out-dated interpretations and versions of history which justify all acts of ruling classes and project them as heroes while ignoring the common people. They are interested to know more facts and different points of view to understand real history. History, in this part of the world, needs freedom from ideological grip and hold to rediscover and unfold its healthy, progressive, and forward looking narratives. Conclusion MPhil and PhD in history are yet to start. Thanks to the keen interest and serious and concerted efforts of our present Vice Chancellor that the department is about to launch the above higher degrees in the discipline. Research Associates have already been appointed to guide PhD theses at the department. Thanks also to the Higher Education Commission for sponsoring our programs. The reason why history courses

146 146 were designed like this and are still continuing is that the department does not have competent teachers to teach courses what I have outlined above. The discipline of history has been much neglected since its inception. The department needs to offer courses in South Asian Studies. Again the problem is of competent scholars who, having PhD in the discipline of South Asia, assist the department in designing courses and manage research. Our main problem is regarding additions of a few more competent teachers to our faculty. In the light of above presentation analysing the state of discipline at the AIOU, I am confident that in the near future the department will be making much progress under the close supervision, innovative thinking and enlightened minds of our Dean of Social Sciences and the Vice Chancellor. There is not much we can request the HEC to do for us other than what this institution is already doing for our University s development. END NOTES Eric Hobsbawm. One the best American historian living today. His long, eventful life has mirrored the great events of the twentieth century. The rise of imperialism, fascism and communism are as much components of his life as subjects of his books, and has tumed Hobsbawm into a lifelong communist. J.B. Bury, History as a Science. Fritz Stem (ed). The Varieties ofhistory. Cleveland: World Publishing, 1963, p Sir Lew s Namier History. Fritz Stem (ed). Varieties ofhistory. p For details on various aspects of Indus Valley Civilization see A.L.Basham. A Cultural History of India. Oxford: Clarendon Press, R. G. Collingwood. The Mea ofhistory. London Oxford UP, 1993, p. 18. Elf Carr, What is History? New York, Oxford, K.Knoping, 1972, p. 11. R. G. Collingwood, p. 10. Bendetto Croce. Theory and History oftlistoriogmaphy. London: G. G. Harrap, 1921, pp

147 147 The State of Women s Studies in Pakistan Farzann Bari Quaid-i-Azanz Universiv, Islamabad Introduction Gender disparities in Pakistan are among the worst in the world. Pakistan ranks 120Lh in the Genderrelated Development Index (GDI) in the Human Development Report of the United Nation Development Program (UNDP, 2002). There are strong gender disparities in all spheres of life in Pakistan. Female literacy in Pakistan is only 29 percent as compared to a literacy rate of 55 percent for men. Pakistan is one of the few countries where male and female ratio is reversed. There are 108 men to every 100 women. Female infant mortality rate is higher (85 per 1,000 live births) than that of male children (82 per 1,000). Due to early marriages, repeated pregnancy without spacing, poor nutritional status and lack of professional medical care during pregnancy and childbirth, maternal mortality rate remains high, 1 woman in every 38 dies from pregnancy related causes. Forty percent of adult women suffer from anemia. Female labor force participation rate is officially reported only 13.6 percent as compared to 69.1 percent for males due to concentration of women in the informal sector of the economy which is undocumented and characterized by higher level of labor exploitation. According to the Pakistan Integrated Household Survey (PIHS), more than three fourths of the economically active women in urban areas are employed in the informal sector. There are massive gender disparities in the public sector employment including civil service. Women are concentrated in the lower spectrum of job hierarchy. There is not a single woman who serves in the highest level of judiciary, Supreme Court. Only two women hold the position of High Court judges, one each in the province of Punjab and NWFP. Among the subordinate judiciary there are only.76 women judges as compared to 1,188 male judges. Legal status of women has been reduced through various discriminatory laws such as the Law of Evidence, Hudood Ordinance and the Law of Qisas and Diyat. Violence against women remains an every day experience of all women across the class, region and rural-urban divide. The incidents of honor killing, acid throwing and stove burning is on increase in Pakistan. The incidence of poverty among women in Pakistan is higher compared with men, characterized by low endowment of land and productive assets, unemployment, discrimination in the labor market and limited access to economic options and even food. Despite women s participation in political processes and political parties, their representation in the last national assembly had been less than 3 percent (7 out of 217), 0.4 percent (1 out of 483) in provincial assemblies, and nearly 13 percent in local government prior to the reservation of seats for women in the national and provincial assemblies and in the Iocal government. The present military regime of Parvez Musharaffe has reserved 33 percent of seat for women in all three tiers of local government and 17 percent in the national and provincial assemblies. Presently, this has brought nearly 36,105 women in the local government and 188 women in the national and provincial assemblies on reserved seats.

148 148 The continuing gross gender inequalities in socio-cultural, economic and political spheres of the society calls for a deeper conceptual understanding of gender and the processes of gender construction. The need for relevant knowledge production for better understanding and to redress gender inequalities creates the basis for the emergence of women s studies in Pakistan. Emergence of Women s Studies in Pakistan The social awareness on gender issues is rising in Pakistan. Women s groups and women s rights organizations have played a key role in creating awareness on gender inequalities since the birth of Pakistan in However, the case for women s rights has been fought essentially by them on the ground of a liberal-democratic framework that does not challenge the very nature of the state and the social structures that itself are built and thrives on gender hierarchies. Women s movement in Pakistan has been endeavoring to negotiate more space for women within the existing socio-economic order of the society. The main advocacy thrust of the women s movement has been on women s equal access to resources without challenging the power relationships within both the sexes and the different sections of the society. The shift from social welfare approach towards women s rights to gender debate in Pakistan can be traced back in the 1970s especially after the World Conference on Women in However, it sharpened during 1980s with the introduction of discriminatory legislation against women by the Martial Law regime of General Zia-ul-Haq. The establishment of Women Action Forum by women activists to oppose this discriminatory legislation against women and to resist and protest the reactionary onslaught on women in the name of Islamization unleashed debate on gender inequalities. Women s rights groups and organizations raise the issues of women s subordination and oppression. While the analysis of gender debate was informed to a large extent by feminism, the strategies for change and the struggle for women s rights remained within the liberal democratic framework. The domination of women s movement by the women from the dite and upper middle class and later the NGO-ization of women s movement during 1980s has been the main factors responsible for the fragmentation of gender analysis. The academic institutions especially universities have been failed to produce serious research due to lack of financial resources available to the social sciences to conduct research. Moreover, a large number of social scientists that were working in the academic institutions in the public sector left colleges and universities due to intellectual repression and lack of academic freedom within these institutions especially during the Martial Law rule of Zia-ul-Haq. Therefore, the bulk of research on gender issues in the country has been produced largely by the NGO sector, commissioned by the multilateral and bilateral development agencies. The scholarship on Gender produced by the NGO sector for development agencies lack rigor in analysis. It often documents gender inequalities without exploring the underlying causes because of donor s requirement for policy recommendations that can be implemented within existing socio-economic system. There is an orientation towards gender because of women s rights groups, NGOs and International development agencies who are interested to correct gender imbalance and integrate them in existing development processes, however, women s studies perspectives have hardly been developed in Pakistan. The need for women s studies scholarship that facilitates theoretical understanding of women s oppression and subordination is neither felt nor articulated by the women s rights groups because of intellectual immaturity of the women s movement. That is why women s movement never demanded women s studies unlike in

149 149 many countries in the world where women s studies emerged out of women s movement (s) and has intrinsic relationship with it. Furthermore, the intellectual immaturity is also shown from the fact that women s groups never expressed any concerns over the marginalization and lack of financial, technical and institutional support to centers of women s studies from the government and universities. There are no pressure groups among women s movement who could fight the resistance and neglect, women studies have been facing in the world of academy in Pakistan. Institutionalization of Women s Studies The effort and decision to institutionalize women s studies was top-down in Pakistan. Women s Development Division (now the Ministry for Women s Development, Social Welfare and Special Education) decided in 1989 to establish five Center of Excellence for women s studies in five universities (Punjab, Karachi, Quetta, Peshawar and Islamabad) as a five year development project. The main objectives of these centers are to (a) to introduce and promote the discipline of women s studies in Pakistan (b) to develop some introductory or foundation courses in the women s studies for the university students (c) to promote both academic and action oriented research on women in development (d) to critically examine concepts theories, models and methodologies that have been responsible in scientific investigation and scientific development (e) to identify, replicate and translate the relevant material from the other languages in the national language (f) to redefine curricula at the university level, college Ievel and high school level with a view to incorporate knowledge on women and the contribution of the women scholars. In the public sector, in addition to five universities, Allma Iqbal Open University also initiated a program in 1989 for introducing M.Sc degree course in women s studies with the financial assistance from the MoWD. The university has prepared some instruction material and presently offering a master program in women s studies. Fatima Jinnah Women s University was established in Rawalpindi in A compulsory course on women s studies has been introduced and taught in all departments of the university. Recently the university was (2001) by the MoWD to establish women s studies as a regular department of the university. The development funding and recurring cost for five years has been promised by the MoWD. However, the process to establish women s studies department at Fatima Jinnah has not started so far due to delay in release of fund from the MoWD. A course in Women s Development in the Master degree program and a course in Gender Studies in the M.phi1 program of the department of Anthropology has been introduced at Quaid-i-Azam University. Bahauddin Zakaria University, Multan has also introduced a course in Gender and Society at the M.phi1 level in The Grammar School of Lahore has been perhaps one of the first institute that incorporated women s studies as an extra course at IX, X and XIclass levels in In the private sector, a large number of NGOs ar e involved in imparting gender sensitization training that gives orientation in basic concepts of gender, however, these efforts are able to contribute in a limited

150 150 manner to the development of women s studies. The Institute of Women s Studies, Lahore was established by a Lahore based NGO, Applied Social Research (ASR) in... The institute is offering six month certificate program in women s studies. The faculty and students of the institute come from various part of the region to teach and learn women s studies in Pakistan. The institute is heavily dependent on grant from donor agencies to run the program. Despite the high quality of the teaching, the institute has made no progress to sustain itself in the absence of external funding, thus the future of the institute is uncertain. The Status of Women s Studies Despite some efforts in the public and private sector as mentioned above to establish women s studies as a learning discipline, women s studies are in its embryonic stage in Pakistan. With the exception of Grammar School of Lahore, women s studies have not been taught as a learning discipline at graduate or undergraduate level. At the post-graduate level, the center for women s studies offers a Master degree program at Karachi University. The Center for Women s Studies at Quaid-i-Azam University Islamabad offers six weeks certificate orientation program in women s studies. With the exception of the Center at Karachi University, all other four centers in other universities were not able to take off due to numbers of administrative and academic reasons. Firstly, in the absence of body of indigenous feminist scholarship at the time of the conception of the project for the establishment of women s studies center as Centers of Excellence was an over-ambitious project. No appointment of fulltime directors could be made due to non-availability of people who could be interested in the post. The main reason for this was that these centers had a project status and no one who had reached at the stage where he/ she could qualify for the post wanted to leave their secure job to join these centers whose future was uncertain. Secondly, those who were genuinely interested could not qualify for the director position as it was in grad 20. As a result all five universities appointed part-time directors who were already engaged in other departments and who did not necessarily had the understanding or commitment with women s studies. Therefore, the over ambitious nature of the project moreover, these Centers of Excellence did not have any legal cover. No efforts were made to give them a legal cover of Center of Excellence Act. After the project period expired in 1994, the issue of the administrative status of these center remains unresolved up-to-date. Academically some efforts are made by women s studies centers to integrate women s studies perspectives in traditional disciplines at the university level, however, it did not yield desired results due to noncooperative attitudes of chairpersons of these departments who are often men with none or littleunderstanding of women s studies. There are only few departments of social sciences in various public sector universities that have introduced a course in gender studies. These include the department of Anthropology, and International Relations at Quaid-i-Azam University and the Bhauddin Zikaria University in Multan. This is not an exhaustive documentation of the status of women s studies teaching in all departments of various universities in Pakistan. In the absence of networlung between the women s studies centers and other institutions that are involved in the promotion of women s studies in the public and private sector, it is hard to collect data and be precise in documentation. The networlung among the five centers is week. Due to physical distance, there is no opportunity or forum for academic staff of these centers to meet and exchange their resources or experiences with each

151 151 other. There was an attempt to set up Pakistan women s studies association in 1987 which was not materialized for numbers of reasons. Later in 1992, the director of WSC at Karachi University took the initiative to establish the Association of Women s Studies; however, it remained on papers and never became functional. Empirical knowledge and research is critical to develop women s studies perspectives within the cultural context of Pakistan. The centers of women s studies have not been able to undertake such research projects due to lack of funding available to them. A journal of women s studies Aalm-e-Niswan is being published from the WSC, Karachi. Another journal of WS was published by the Center at Quaid-i-Azam University. However, after the publication of first edition, the Center was not able to bring out the second edition of the journal due to non-availability of funds for the activity. Similarly the publication of the regu- IarIy published quarterly newsletter has been stopped by the Center at the QAU since 2000 due to nonavailability of fund. The body of research produced within the perspective of women s studies is extremely limited in Pakistan, which creates serious difficulties to establish women s studies as learning discipline. Teaching and research in women s studies need to go hand-in-hand, however, as mentioned earlier that four centers out of five are not able to start teaching at the post-graduate level, therefore, there is hardly any impact of women s studies on other disciplines in the universities. The Centers at QAU and Punjab university has prepared the lists of thesis produced on gender issues at the Master, MPhil and PhD levels in the social science departments of their universities. However, the most of the research work on gender issues is produced within its own disciplinary perspectives rather in women s studies perspectives. Similarly a body of research produced in the NGO sector is also within development perspective and hardly provides deep theoretically understanding of gendered processes in the society. Patriarchal Resistance to Women s Studies There is no academic discipline that has undergone so much pain and resistance to establish itself in the mainstream academy than women s studies in Pakistan. The resistance of varying degree and nature to the establishment of women s studies has come from various quarters. Bureaucratic Resistance The establishment of women s studies centers was the initiative of the Ministry for Women s Development instead of the Ministry for Education which became the main reason for the difficulties women s studies centers faced within academia because of the marginalized status of the MoWD itself within the government structure. Although the mandate of the MoWD is to mainstream gender across sectors, however, it lacks power or clout to implement it mandate. Therefore, the centers suffered from the lack of institutional support due to weak patronage of the MoWD. The decision to turn these centers into regular departments of the universities was taken thrice in 1994 during the government of Benezir Bhutto, in 1998 during Nawaz Shareef regime and then in 2001 by the Parviz Musharraf government. The process of the implementation of the decision in three regimes is mired with bureaucratic resistance at the ministerial and university levels.

152 152 It is my personal experience that the officials who were responsible dealing with the case of women s studies centers at the Ministry of Women s Development, the Ministry of Education, and the Ministry of Finance were personally lack the understanding of women s studies. They considered women s studies centers as a special project for women, which in their views was not so important combined with usual inefficiency of the bureaucracy. So delaying methods were used to take decision regarding the administrative status of the centers and also to release fund. Resistance from the Academy There are various forms of resistance that women have studied faced within the academy. There is an active resistance from those academics who see women s studies as a threatening discipline which challenges established traditional knowledge. They actively oppose the establishment of the WSC at the universities. There are those members of faculty who consider women s studies as western clichc and argue that it has no relevance to women in Pakistan. They actively oppose the promotion of women s studies in the universities and its mainstreaming in traditional academic disciplines. There are other members of faculty who lack understanding about women s studies. They often raise basic questions such as what are women s studies? Is women s studies an academic discipline? Why women s studies why not men s studies etc. They do not oppose but do not extend any support to WSCs either. There is hardly any women studies community in universities who could provide moral and academic support to wscs. Apathy of the NGO Sector There is a tense and competitive relationship between women s studies and the NGO sector. In the last two decade research on women (mainly from development perspective) and on development is essentially produced in the NGO sector. Some of the research based NGOs oppose the establishment of these centers which should serve as the academic wing of the government sector and produce knowledge through research on gender issues and inform policy and planning in the government sector. Due to lack of visionary leadership in the NGO sector, they fear that fully developed WSC can put them out of job. Conclusion Gender discourse in Pakistan has been fairly popularized. It has also been and by the state because of strong national and international advocacy on gender issues. A,great deal of gender tokenism can be witnessed in the country. In most of policy discussions, women s rights activists and the government ministries and departments in their consultative meetings invite gender experts. Gender experts contribute to raise gender issues and integrate gender perspective; therefore, the most of the policy documents produced by the government reflect gender sensitivities. However, there is a wide gap in public policy and planning. No dent is made in the redistribution of resources. Women continue to have limited access to opportunities due to lack of human resource investment in them by the family, the society and the state. The successive governments in Pakistan paid only a lip service to women s cause because there was no real pressure from women s movement, which is dominated by middle class women with narrow popular base.

153 153 Women s movements lack intellectual capacity to build a case for women s equality at policy level and political capacity to mobilize general public on the issue. Women s studies can become an academic and political arm of the women s movement. 2 Women s studies programs are crucial to develop feminist thought. It create space for women to challenge male bias in the scholarship, analytical concepts, theories and methodologies of traditional academic disciplines, which have so long neglected women as an active agent in history and in the socio-economic development of the society. Women s Studies provides alternative space to build theories based on women s lived experiences and their experiential realities, develop their own perspectives and devise strategies for change. The establishment of women s studies and its scholarship can contribute to strengthen social movements of oppressed people. At the institutional level, there is a disconnect between research, policy and action in the arena of gender planning and programming. The institutionalization of women s studies is critical for producing knowledge and giving necessary strength to women s movement to fight for the agenda of gender equality in Pakistan. END NOTE 1. Law of Evidence: Two Eye Witness of Women is Considered Half of a Man.

154 View of the participants L to R: Prof Dr. I.N. Hassan, Dr. Yasmin Farooqi, Raja Changez Sultan

155 157 Session 4 Current Scenario and Emerging Trends: Languages, Fine Arts, Area Studies Papers Presented Sessional Chair Raja Changez Sultan Director General, Pakistan National Council of Arts. Rapporteur Mrs. Shabina Lutif. Fatima Jinnah Women University, Rawalpindi. Research Contributions of Pakistan Study Centres, Area Study Centres and Centres of Excellence in the Fields of Social Sciences (Pro$ Dr: Riaz Ahmad, National Institute of Historical and Cultirral Research Centre for Excellence, Quaid-i-Azain University, Islaniabucl). The State of the Social Sciences and Humanities: Current Scenario and Emerging Trends (Proj Bahacliir Khan Rodeni, UniversiQ of Balochistan, Quetta). Critical Literary Awareness: A New Approach to Teaching Literary Texts (Dr: Shirin Zubniu, Bahauddin Zakariyn University, Multnn). Sustainable Development and the Maintenance of Pakistan s Indigenous Languages (Mr: Joan L. G. Baart, National Institute of Pakistan Studies, Islamabad). Linguistics versus Literature Controversy in the Teaching of English (Dr: Miibina Talat, Bnhauddin Zakariya Universily, Multan).

156 158 Research Publications of Pakistan Study Centres, Area Study Centres, and Centres of Excellence in Social Sciences in Pakistan Pro$ Dr: Riaz Ahinad Quaid-i-Azam University, Islaniabad For the development of various disciplines of Social Sciences and Humanities, the Government of Pakistan established a number of Pakistan Study Centres, Area Study Centres and Centres of Excellence in Social Sciences during 1970s under the control of Ministry of Education; Islamabad. The purpose was to enhance the importance of Social Sciences in various fields. As a result of this a number of departments of various universities were converted into Centres or Institutions by which more funds were allocated to them in order to enhance the research potential in this field. This research was to be carried out by the teachers/ researchers of the Centres in addition to their teaching assignments. Most of these Centres/Institutions were also involved in teaching of various disciplines at the graduate level leading to the research degree of MPhil/ PhD Though hundreds of students in the relevant fields have been produced at the Master s level but the research potential in terms of MPhil/Ph.D is not so much encouraging as it should have been. Keeping in view the purpose of establishment of the Centres by comparing their performance with the respective departments of various universities which are badly in the shape of decline and decay, these Centres and Institutes still happen to be a ray of hope for further advancement of Social Sciences in Pakistan. This fact has been proved keeping in view their research publications in various fields of Social Sciences and Humanities. In this paper a review of workshooks and journals produced by these Institutions has been presented, leaving the doctoral or MPhil dissertations which wil be discussed at some other occasion. There are six Area Study Centres in Pakistan. The Area Study Centre at the Quaid-i-Azam University is devoted to research on Africa, North and South America. This Centre was established in 1978 at the Quaid-i-Azam University by the Government of Pakistan, Ministry of Education. It has so far produced two PhDs and eighty MPhils, but in terms of solid research work it has published seven books as listed in Annexure-1. It is also publishing a bi-annual journal titled Pakistan Journal of Aiizerican Studies which has produced 38 issues covering various aspects of Pak-American and Pak-Canada relations. The Area Study Centre at the University of Punjab is devoted to research on South Asia. This Centre was established in Apart from various research aids and reports, it has published thirty books as shown in Annexure-11. It is also publishing its biannual journal titled South Asian Studies which has so far produced 80 issues. This Centre has not so far launched its Ph.D/MPhil or MA/MSc program. The Area Study Centre at the University of Sindh, Jamshoro (Hyderabad) is devoted to research on Far East and South East Asia. This Centre was established in Though this Centre has poorly functioned for a long time producing only one book as mentioned in Annexure-111, it has to its credit of producing four PhDs and six MPhils. It is also publishing an annual journal entitled Asia Pacific which has brought out 40 issues covering Pakistan s relations with Far-Eastem Countries. The Area Study Centre for Europe is located at University of Karachi. This Centre was established in Til recently this Centre has no program for Ph.D, MPhil or MA/MSc but its

157 159 research program is fascinating as it has produced as many as thirty-one books on various aspects of Europe or Pakistan-Europe Relationship. List of the books is given at Annexure-IV. The Centre is also publishing bi-annual journal entitled Journal of Eiiropehn Studies. Twenty-one issues of this journal have been published in which Pakistan s relations with Europe have been discussed. The Area Study Centre at the Balochistan University is devoted to research on the Middle Eastern countries. This Centre was established in 1976 and has teaching program for MPhil but no program for PhD or MMSc. It has poorly functioned so far with only two books/volumes. Its journal titled Middle East Journal was also started in 1991 and its issues upto 1998 have come. The publications of this Centre have been shown at Annexure-V. The Area Study Centre for Russia, China and Central Asia, was established in 1976 at the University of Peshawar. It is running its MPhil and PhD Program. It is also publishing a bi-annual Central Asia Journal since So far it has produced 51 Issues. It has also produced twenty-five research workshooks as given in the list attached as Annexure-VI. There axe six Pakistan Study Centres in Pakistan. At the University of Sindh, Jamshoro, the Pakistan Study Centre was established in This Centre has its MPhiVPh.D and M M S c program. This Centre has produced 220 students at the Master s level, 2 MPhils and 4 PhDs. This Centre has also published twenty-three books in English and Sindhi languages as shown in Annexure-VII. It is also publishing a journal titled Grassroots which has so far brought its 46 issues. Pakistan Study Centre at the University of Peshawar was established in This Centre has teaching program of Master s level and has produced 326 students but it is lacking in its Ph.DMPhi1 program. However, it has so far published twelve books as mentioned at Annexure-VIII. It is also publishing its bi-annual journal entitled Pakistan which has produced 66 issues. Pakistan Study Centre, University of Karachi was established in It has so far published fourteen books as shown in Annexure-IX. Its teaching program is of considerable importance and it has so far produced 372 students of Master s level, six MPhils and five PhDs. It is also publishing its bi-annual journal titled Pakistan Perspectives. So far it has published twelve issues of this journal. Pakistan Study Centre, University of Balochistan. Quetta has also played well in terms of teaching program as it has so far produced 148 students at Master s level, three MPhils and three PhDs. However, its research program is very poor as it has published only two books so far as shown in Annexure-X. The Centre is publishing a biannual journal entitled Pakistan Studies which has produced 20 issues. Pakistan Study Centre at the University of Punjab was established in This Centre has so far produced 148 students at Master s level, 3 MPhils and 3 PhDs. In the field of research, this Centre has published twenty-five books including eight issues of bi-annual journal entitled Pukistaii Vision as given in Annexure-XI. Special steps need to be taken for the improvement of research potential of this Centre. The National Institute of Pakistan Studies was established at the Quaid-i-Azam University, Islamabad in The Institute is successfully running its teaching program at all levels. Amongst all the Pakistan Study Centres of Pakistan, its performance is excelling in many respects as it has produced 700 M.Sc students, 7 MPhils and 8 PhDs. It has produced 37 books on various aspects of Pakistan s history, culture, literature, geography and political culture. However, it has not so far produced its journal. Originally the journal entitled Scrutiny produced in its early period was later transferred to the Faculty of Social Sciences, Quaid-i-Azam University. In its fold there is Quaid-i- Azam Chair which is separately funded by the Ministry of Education. It started functioning in Within such a short period it has produced ten books and organized various Seminars and Conferences. There are two Centres of Excellence in Social Sciences. There is a National Institute of Psychology at the Quaid-i-Azam University which is known as Centre of Excellence, National Institute of Psychology.

158 160 The other Centre of Excellence at the Quaid-i-Azam University is National Institute of Historical and Cultural Research. Both these Centres were established in 1973: National Institute of Psychology is running both the teaching as well as research program successfully. It has so far produced ninety-six MSc students, eighty-eight MPhils and twelve PhDs. It has so far published twenty-five books as given in Annexure-XII. It is also publishing its bi-annual journal titled Pakistan Journal of Psychological Research, which has so far produced thirty issues. Others is National Institute of Historical and Cultural Research which is primarily devoted to research. It has so far produced more than 113 books/volumes as listed in Annexure-XIII. It has no teaching program for PhD, MPhil or MSc as per its chatter but its research program excels all the other InstitutesKentres of Pakistan. The books by NIHCR relate to various aspects of history and culture of Pakistan including Quaid-i-Azam, Sir Syed Ahmad Khan, Allama Mohammad Iqbal and other personalities of Pakistan Movement, Medieval History of Muslim Rule in South Asia, Freedom Struggle and the History and Culture of Pakistan. Books on various political parties have also been published. Thus this Institute has contributed a lot in the field of Social Sciences and Humanities. It regularly bring out two bi-annual journals Pakistan Journal of History and Culture (English) and Majallh Tarikh-o-Saqafnt Pakistan (Urdu), one in English and the other in Urdu. The English journal has produced 47 issues including special issues on Quaid-i-Azam Mohammad Ali Jinnah and Madar-i-Millat Mohtarma Fatima Jinnah. Twenty-five issues of Urdu journal have been brought out including special issues on Quaid-i-Azam and Madar-i-Millat. In terms of research potential, it may be observed, some of the Centres are weak. This weakness is because the faculty in the respective Centres is not strong. Some of the Centres are strong but their output can be enhanced if more funds are allocated for their development. Overall, the faculty needs its enhancement if their teachers/scholars are sent abroad regularly for further research for short periods. But there is a strong need felt that younger faculty members should be sent to European countries for advanced studies leading to doctoral program. It is, therefore, recommended that the Higher Education Commission (HEC) should cater for their needs of the teachers/scholars for further development of these Centres and Institutes.

159 161 ANNEX- i AREA STUDY CENTRE FOR AFRICA, NORTH AND SOUTH AMERICA, QUAID-I-AZAM UNIVERSITY ISLAMABAD S.No. Name of Author and Title of Book 1. M.R. Azmi, Pakistan-Canada Relations (1983). 2. Rais Ahmad Khan (ed.), Pakistan-United States Relations (1983). 3. Bashir Ahmad Tahir and Shabbir Ahmed Khalid, Pakistan-US Relations: A Chronology, (1988). 4. Iftikhar H. Malik, US-South Asian Relations : A Historical Perspective (1988). 5. Africa in Our Times: A Pakistani Perspective on the Sub-Saharan Africa (1989). 6. Asaf Hussain, The United States and Israel: Politics of a Special Relationship (1991). 7. Muzaffar Ali Qureshi (ed.), Fi& Years of Pakistan-Canada ReZati0ns:Partnership for 21s Century (1998). Name of Journal Pakistan Journal of American Studies.

160 162 ANNEX- 11 AREA STUDY CENTRE FOR SOUTH ASIAN STUDIES UNIVERSITY OF THE PUNJAB LAHORE S.No. Name of Author and Title of Book Sarfaraz Hussain Mirza, Hindu-Muslim Conjlict in South Asia ( ). Sarfaraz Hussain Mirza, East Pakistan Crisis, A Chronology of Iinportant Events ( ). Dr. (Mrs.) Shaheen Khan, South Asia s Economic Development. M. Jahangir Tamimi, Bhurat Main Sikh Qaumi Tehrik, (Urdu). Muhammad Sarwar, Tamil Sinhalese Conjict in Sri Lanka. Sarfaraz Hussain Mirza and Ahmad Ejaz, India: A Profile Rafique Ahmad, Pakistan-India Ralations: Prospects for a Durable Peace. Sarfaraz Hussain Mirza, Not the Whole Truth: (Role of Foreign Press in the East Pakistan Crisis), March-December Sarfaraz Hussain Mirza, Sayed Farooq Hasnat, Sohail Mahmood, The Sikh Question: From Constitutional Demands to Armed Conflict. Rafique Ahmad, M. Jahangir Tamimi, The Assam Massacre. Muhammad Sarwar, The Assam Agitation, (Urdu). Tahira Anjum, Bharati Secularism our Aqliyatain, (Urdu) (Indian Secularism and Minorities). Iflikhar Ahmad, Pakistan General Elections Mehdi Hassan, Mushraqi Pakistan ki Alnihdagi Our Zarai Iblagh ka Kirdar (Urdu). Qazi Javaid, SAARC: Masail Our Irtiqa (Urdu) (Evolution and Problems, Vol. I). Qazi Javaid, SAARC: Masail Our Irtiqa (Urdu) (Evolution and Problems, Vol. 1). Musarrat Javed Cheema, Panchayat System in Nepal. Muhammad Sarwar, Indian General Elections Munir-ud-Din Chughtai, Political Dimensions of South Asian Cooperation.

161 Muhammad Sarwar, Indian General Elections Rana Ayaz Mahmood, Pak-Nepal Relations. Hamid Kizilbash, Changes in United States Foreign Policy and Pakistan 3 Options. R. Amjad, Industrial Concentration and Econoinic Power in Pakistan. Tassaduq Hussain, Pakistan People S Party ka Irtiqa (Urdu). Hamid Kizilbash, Khawar Mumtaz, Pakistan Foreign Policy and Legislature. Ikram Ali Mali, Piinjab Muslim Press and Muslim World Muneer Ahmed, Aspects of Pakistan s Polities and Administration. Izzat Majeed, The Insurrection in Sri Lanka. Imran Ali, Punjab Politics in the Decade before Partition. Sami Mustafa, Pakistan: A Study in Under Development.

162 164 ANA'EX- IZI AREA STUDY CENTRE, FAR EAST AND SOUTH EAST ASIA UNIVERSITY OF SINDH JAMSHORO S. No. Name of Author and Title of Book 1. Ms. Firdous Nilofer, Western ZnJluence on the Status of Women ofjapan (1994). Name of Journal Asia Paci,fic.

163 165 ANNEX-IV S.No. Name of Author and Title of Book AREA STUDY CENTRE FOR EUROPE UNIVERSITY OF KARACHI A. A. Kadeer (Editor) and Dr. Naveed Ahmad Tahir (Associate Editor), Europe and the Third World (1985). A. A. Kadeer and Dr.Naveed Ahmad Tahir (Editors), Pakistan Europe Ties in Contemporaly Setting (1988). Naveed A. Tahir (Editor), Challenges to Pakistan on the Threshold of the 21st Century (1998).. Naveed A. Tahir (Editor), Euro: The Single European Currency: Its Implications for Europe and the World (1999). Naveed A. Tahir, Pakistan and Post-Ideological Europe: Prospects for Cooperation in the 21st Century (2000). Naveed A. Tahir, European Union-Asia Relations in the 21st Century: Problems, Prospects and Strategies (2001). Naveed A. Tahir, Post Cold War Eiiropean Order and South Asia (1996). Naveed A. Tahir, The Politics of Ethnicity and Nationalism in Europe and South Asia (1997). Naveed A. Tahir, The Politics and the Economics of the Market Economy in Post Cold War Europe: Lessons for South Asia (1998). Naveed A. Tahir, Problems of Good Governance in South Asian Countries: Learning from European Political Models (1999). Naveed A. Tahir, Security in Europe and South Asia; Challenges and Options for the 21st Century (2000). Moonis Ahmar, Superpower Rivalry.in the Indian Ocean since the Withdrawal of Great Britain (1986). Moonis Ahmar, The Soviet Role in South Asia (1989). Yusuf Abbas Hashmi, Western Ethical Norms and Quranic Responses (1994). Affan Seljuq, European Fine Arts and the Muslim World (1996). Colin Paul Mitchell, Thomas Roe and the Hughal Empire (2000). Mahnaz Fatima, Imperatives of Globalization and Implications for Pakistan (2001).

164 Naveed Ahmad Tahir, Integrationist and Cooperative Patterns in Europe and Asia (2002). Naveed Ahmad Tahir, Finland: A Study in Neutrality (1987). Naveed Ahmad Tahir, Austria in World Affairs (1989). Rubab Hasan, Turkey and the Super Powers (1989). Moonis Ahmar, Italo - Pakistan Relations (1989). Mohammad Shamsuddin, European Press: Tradition and Transition (1990). Naveed Ahmad Tahir, Sweden in Conternporary World Politics (1990). Affan Seljuq, Mualirn Rule in Spain (1991). Naveed Ahmad Tahir, The Expansion of the European Union: Problems and Prospects (1995). Rubab Hasan, A Comprehensive Chronology of Revolutionary Events in Eastern Europe an Former Soviet Union (1998). Naveed Ahmad Tahir, Dido-Rssian Relations since the Collapse of the Soviet Union (1999). Shamim Zia, Europe: An Index to Periodical Literature Shamim Zia, An Index to Periodical Literature Aziz Ahmad and Tasneem Sultana, An Index to Aussen Politick Name of Journal Bi-annual journal entitled Journal of European Studies.

165 167 ANNEX-V AREA STUDY CENTRE FOR MIDDLE EAST UNIVERSITY OF BALOCHISTAN QUETTA S. No. Name of Author and Title of Book Pakistan-Middle East Ties Vol. I. Pakistan-Middle East Ties Vol. 11. Name of Journal Middle East.

166 168 S.No. Title of Book , Muslim Celebrities of Central Asia. Afghanistan Today. AREA STUDY CENTRE (RUSSIA, CHINA AND CENTRAL ASIA) UNIVERSITY OF PESHAWAR Geo-Political Imperatives of Pakistan. The Ruling Dynasties of Central Asia. A History of Science, Technology and Culture in Central Asia, Vol. 1 A Profile of Central Asia. Emerging Central Asia and Pakistan. Central Asia in Regional Politics. ANNEX- VI Socio-Economic and Political Factors Related to the Impelled Afghan Migration to Pakistan. Some Major Pukhtoon Tribes Along the Pak-Afghan Bordel: Maulana Ubaid Allah Sindhi s Mission to Afghanistan and Soviet Russia. Durand Line: Its Geo-Strategic Importance. Bare Foot in Coars Clothes. International Seminar, 8th, 9th November Constitution of Afghanistan. History of People Democratic (PDPA) and Watan Party of Afghanistan. Zakheera-e-Khwarzm Shahi (Urdu). Devani-e-Davi (Pashto). Khamkhan-e-Yasrab (Persian). Mujahideen Movement in Malakand and Mohmand Agencies ( ). Muslim Freedom Fighter of India Based in Central Asia. International Seminar March, 1996 (On Central Asia). International Seminar 7-9 October 1997 (Emerging Central Asia). Afghan Treaties ( ). Special Issue on the Durand Line Border Agreement Name of Journal Central Asia Journal.

167 PAKISTAN STUDY CENTRE UNIVERSITY OF SINDH JAMSHORO S.No. Name of Author and Title of Book 1. N. A. Baloch, Education Based on Islamic Values (Englishl2000). 2. N. A. Baloch, Sindhi Boli Ain Adab Jee Tarikh (4th Editiodl999). 3. R. A. Shah, Education and Teacher Education in Pakistan (3rd Editiodl999) ANNEX- VIZ Safdar Mehmood Sindhi, translate by Abdul Karim Katti, Pakistan Kiyoon Toota (Urdu) R. A. Shah, Education and Teacher Education in Pakistan (1st Edition 1995, Second Edition 1998). Chand Bibi Sultana, The Impact of Western Education System in Sindh (1998). Abdul Aziz Umrani, Islam: The Universal Religion (1994). P. Habibullah and Sher A. Khan A, Ventilation Pollution-Hazards of Depletion of Ozone Layer by CFCs Refrigerants (1993). La1 Bakhsh Jiskani, Pakistan-Ji-Smajiat (Sindhi) (1993). Wahid Bakhsh Shaikh, Education Based on the Teachings of Holy Quran (1993). Engr. Abdul Rasool Memon, Anatomy of Kalabagh Dam (1992). N. A.BaloCh, Sindhi Boli Ain Adab Jee Tarikh, 3rd Edition, (1990). Ghulam Muhammad Lakho, Tafseer Ayat-aZ-Qursi (Sindhi). Muhammad Qasim Soomro, Muslim Politics in Sindh ( ). Habibullah Siddiqui, AZZnma Z.Z. Kazi (Life History). Abdul Jabbar Junejo, Salees Sindhi Mehtab Akhtar Rashdi, Indo-Pak Relations. M. Yakub Mughal, Stzidies on Sindh (Edited/Compiled). Ghulam Muhammad Lakho,. Tarikh-e-Sindh Saman-Ji-Saltanat (Sindhi). Ghulam Hussain Pathan, Tahqeeq-Jo-Fun (Sindhi). Gur B akhshani, Roohn- Rehan (Sindhi). N. A. Baloch, Studies in Sindh History. R. A. Shah, Education and Teacher Education in Pakistan (1st Edition). Name of Journal Grassroots.

168 170 ANNEX- VIIZ PAKISTAN STUDY CENTRE UNIVERSITY OF PESHAWAR PESHAWAR S.No. Title of Book Personal Liberty and Preventive Detention. Firaq Nama-e-Kliushal Khan Khattak. The Basmachi Movement in Soviet Central Asia. Dastaar Nanza. Akhlaq Nama of Khushal Khan Khaftak. Galley Wedey Afghaiiistan and the Frontier: Tariklzi Jmbash-i-Islami- Wa-Milli-Mi~slmanan Asia-Miana-Dar ~Liqnbil-i-Coinniuiiis~~i-i-Russ, (Dari). The Evolution arid Growtlz of Commmisin in Afghanistan ( ): An Appraisal. Taaruf (Urdu). A text book of Social Studies Class 5th, N.W.F.P. Text Book Board Peshawar. Government and Politics in NWFP ( ). Name of Journal Pakistan (32 Volumes).

169 17 1 ANNEX-IX S.No. Name of Author and Title of Book PAKISTAN STUDY CENTRE UNIVERSITY OF KARACHI KARACHI Syed Husain Muhammad Jafri and Ahmad Saleem Pakistani Muaashra Our Adab (Urdu) (1987). Mehboob A PoPatia, Pakistan Relations with the Soviet Union ( ). Syed Husain Muhamtnad Jafri, Iqbal: Fikr-i-lslami kee Tashkeel-i-Jadeed (Urdu) (1988). Syed Husain Muhammad Jafri, Pakistariiat (1) (Urdu) (1989). Syed Husain Muhammad Jafri, Pakistaiiint (2) (Urdu) (1996). Syed Jaffar Ahmed, Federalism in Pakistnri (1990). Mehirunnisa Ali, Pak-Afghan Discord ( )(1990). Mohammad Reza Kazimi, Liaqucit Ali Khan ancl the Freedom Movernent ( 1997). shahzad Manzar, Pakistaii Mein Ur-clziAfsarie key Pachas Snal (Urdu) (1997). Syeda Burjais Bano, Faiz Ahvrzacl Friiz ki Urdu Sdiqfat (Urdu) (2000). Uzma Farrukh, Karachi kay Ad&i Rasail (Aik Tajziati Mutalla) (Urdu) 2000). Habibur Rehman Mehr-un Nisa Aziz, Pigjessor Afaq Sicldiqui Aztr Sividhi AdaO (Urdu) (2000). Mehr-un-Nisa Aziz, Jrinieeliicldin Aali kee Tehriroii Meiiz Pakistariiat (Urdu) (2000). Ahmad Saleem, Hczsrcrt kee Siyasat (Urdu) (2000). Name of Journal Pakistciri Perspectives.

170 172 PAKISTAN STUDY CENTRE UNIVERSITY OF BALOCHISTAN QUETTA S. No. Name of Author and Title of Book Qazi Noor Mohammad Ganjabvi, Taufatul Naseer (1988). Bahadur Khan Rodeni, Socio-economic Development of Pakistan (1997). Name of Journal Pakistan Studies.

171 173 A NNEX-XI PAKISTAN STUDY CENTRE UNIVERSITY OF THE PUNJAB LAHORE S.No Name of Author and Title of Book Rafique Ahmad, lqbal Kay Muashi Ijkar Aur Aaj Ka Pakistan (Urdu). Sarfaraz Hussain Mirza, Pakistan-India Kashmir Dispute (A Chronology of Important Events ). Bedar Malik, Hasool-e- Pakistan Ki Jeddo Juhad Yaran-i-Maktab, Vo 1.I1(Urdu). Khalid Mahmood Rabbani, Quaid-i-Azam Kay Aakhri Pachas Din Aur Un Kay Zati Mualij (Urdu), (Quaid-i-Azam s Last Fifty Days and His personal Physicians). Ahmad Ej az, Qa ra rdad-e - Pakistan (Urdu), (The Pakistan Res ol u tion). Sarfaraz Hussain Mirza, Muslim Students and Pakistan Movement: Selected Documents, , V0l.I. Sarfaraz Hussain Mirza, Muslim Students and Pakistan Movement: Selected Documents, , Vol. 11. Sarfaraz Hussain Mirza, Muslim Students and Pakistan Movement: Selected Documents, Vol. III. Rizwan Malik, The Politics of One Unit, Fathe Nasib Chaudhary, Roshni Ka Safar (Urdu). Bedar Malik, Faisla Kicn Ma arka (Urdu) Decisive Battle of General Elections of Begum Salma Tasadduq Hussain, Azadi Ka Safar (Urdu) (Journey to Independence). Ahmad Saeed, Tehrik-i-Pakistan: Mu ashi Aur Ma Ashrati Tanazur Main (Urdu), (Social and Economic Background of Pakistan). Sarfaraz Hussain Mirza, Isharia Nawa-i- Waqr: (Urdu), (index of the Nawa-i-Waqt). Sarfaraz Hussain Mirza, Tehrik-i-Pakistan Nawa-i- Waqt Kay ldarion Ki Roshni Main, Vol. 11 (Urdu) (Pakistan Movement in the Light of Nawa-i-Waqt s Editorials). Bedar Malik, Yaran-I-Maktab (Urdu) (The College Fellows, Islamia College, Lahore). Fateh Nasib Chaudhary, Quaid-i-Azam Kn Tassnwar-e-Mamlaknt-e-Pakistan (Urdu). Sarfaraz Hussain Mirza, Tassawar-e-Pakistan Say Qarardad-e-Pakistan Tak (Urdu) (from the Concept of Pakistan to the Passing of Pakistan Resolution). Sarfaraz Hussain Mirza, East Pakistan Crisis: A Chronology of Important Events,

172 Sarfaraz Hussain Mirza, Istah-Kami Pakistan Aur Roznaina Nuwa-i- Waqt (Urdu). 21. Justice (Retd.) Gul Muhammad Khan, Quest of Islamization in Pakistan. 22. Nabeela Afzaf, Women ai2d Parliament in Pakistan Rafique Ahmad, Pakistan S High Level Manpower Current Status and Future Needs, Occasional Paper Vol. 1, No. 1, Syed Karim Haider, Pakistan General Elections Sarfraz Hussain Mirza, Tehrik-e-Pakistan and Politics of Subcontinent and Nawa-i- Waqt. Name the Journal Pakistan Vision.

173 175 A NNEX-XII NATIONAL INSTITUTE OF PAKISTAN STUDIES QUAID-I-AZAM UNIVERSITY, ISLAMABAD S.No Name of Author and Title of Book Saeedud Din Ahmad Dar, Selected Documents on Pakistan s Relations with Afghanistan (1986). Bashir Ahmad Tahir, A Chronology of Pakistan srelatioris with Afghanistan (1989). A.H.Dani, Perspectives of Pakistan (1989). Fateh Muhammad Malik, Iqbal Aiir Afghanistan (Urdu) (1989). Zqbal Azir Afghanistan (Pushto) Translated by Waqar Ali Shah, NP. Tariq Rahman, Pakistani English (1990). Sibtain Tahira, Kashmir and the Uiiited Natiorz (1990). E i Xaz, BiireLiiicrciiic Elites mid Political Deveiopment in Pcikistan iw7-58 (i990). Mujahida Naureen, Eriergy Resources of Pakistcrri (1994). Naureen Talha, Ecorzoriiic Dimensions oj Pakistan Movement ( 1998). Wahid Buzdar, Qcrdeein Balochi Shnnri Ka Einqeerli Daiza (Urdu) (1998). Calvin K. Rensch, Languages of Kohistaiz Vol. I (1992). Peter Bade Strom, Laiigzinges of Northerti Areas Vol I1 (1992). Calvin R. Rensch, Hiridko and Gzjri Vol 111 (1992). Daniel G. Hallberg, Pzishto, Vaileci, Ornziir-i Vol. IV (1992). Kendall D. Decker, Larzgziages of Chitral Vol. V (1992). Joan L.G.Baart, The Sorinds mid Toiles ofkalmm Koliistaiz Vol.I(1997). Carla F. Rodloff, Folktales in the Slziria (1998). Stephen R. Willson, A Look at Huiiza Culture Vol. I11 (1999). Carla F. Rodloff, Aspects of the Sound System of Gilgiti Shiria Vol. 4 (1999). Joan L. Baart, A Sketch of Krrlmn Kohistaiii Granirncrr Vo1.5 (1999). Stephen R. Wilson, Basic B~irushaski Vocabulcuy Vol. 6 (1999). Ronald L. Trail, Kalaska Dictiorznry with English and Urclu Vol. 7 (1999). Daniel G. Hallberg, Iridrts Kohistaii Vol. 8 (1999). Joan L. Baart, Bibliography of Languages of Northern Pahistaii (2001). An Outline of CiiltriralResearch, N.P. (2002).

174 176 CHAIR ON QUAID-I-AZAM AND FREEDOM MOVEMENT (NIPS) Syed M. H. Shah, Federalism in Pakistan (1994). Riaz Ahmad, Quaid-i-Azam Mohammad Ali Jinnah: 2nd Phase of His Freedom Struggle (1995). Syed M. H. Shah, Religion and Politics in Pakistan (1996). Riaz Ahmad, The Works of Quaid-i-Azam Mohammad Ali Jinnah , Vol. 1 (1996). Riaz Ahmad, The Works of Quaid-i-Azam Mohammad Ali Jinnah, , Vol I1 (1997). Ijaz Hussain, Kashmir Dispute: An International Law Perspective (1998). Riaz Ahmad, The Works of Quaid-i-Azain MohammadAli Jinnah, Vol. I11 (1998). Riaz Ahmad, Pakistani Scholars on Quaid-i-Azam Mohammad Ali Jinnah (1999). Riaz Ahmad, The Works of Quaid-i-Azam MohammedAli Jinnah, Vol. IV (1999). Riaz Ahmad, The Works of Quaid-i-Azam Mohammad Ali Jinnah Vol. V (2002).

175 177 A NNEX-XIII CENTRE OF EXCELLENCE IN PSYCHOLOGY QUAID-I-AZAM UNIVERSITY ISLAMABAD S.No. Title of Book Guidance and Counseling (Urdu). Psychological Problems of Children (Urdu). Rearing and Caring of Children (Urdu). Vocational Guidance (Urdu). The Pakistani Child: Educational and Psychological Research. Guidance and Counseling Programme in Islamabad Schools. Educational and Psychological Tests (Urdu). Theories of Piaget (Urdu). Proceedings of the Eighth International Conference of Pakistan Psychological Association (Clinical Psychology Vol. IV). Proceedings of the Sixth International Conference of Pakistan Psychological Association. Proceedings of the Seminar on Social and Psychological Aspects of Work Environment. Community Attitudes and Practices Regarding the Disabled Children: Report of a Pilot Project. Student Unrest at University Campuses. Socio-Psychological Aspects of Crime in Pakistan. Study Habits and Attitudes of Students. Personality Dynamics of Pakistani Children. Video Games in Pakistan: A Psychological Perspective. Muslim Contributions to Psychotherapy and Other Essays. Evaluation of Field-Based Teachers Training Programme in the Northern Areas of Pakistan. Analysis of Mass Media Appealing to Women. A Study of Female Crime in Rural and Urban Areas of Pakistan. Cognitive Development in Primary School Children of Pakistan. A comparative Psychological Profile of Professional and Non-Professional Criminals in Pakistan. The Role of Play in the Development of Pre-School Children. Concrete Operational Thought as a Construct and its Relevance to School Education in Pakistan. Name of Journal Pakistan Journal of Psychological Research.

176 178 ANNEX-XIV NATIONAL INSTITUTE OF HISTORICAL AND CULTURAL RESEARCH CENTRE OF EXCELLENCE, QUAID-I-AZAM UNIVERSITY ISLAMABAD S.No. Name of Author and Title of Book K.K. Aziz, The British in India (1976). M.Rafique Afzal, The Case for Pakistan, 1st Edition (1979). M. Rafique Afzal, The Case for Pakistan, 2nd Edition (1988). Ahmad Saeed, The Eastern Time on Quaid-i-Azam (1983). Agha Hussain Hamadani, The Frontier Policy of Delhi Sultans (1986). Agha Hussain Hamadani, The Life and Works of Sayyed Ali Hamadani, 1st Edition (1984). Muhammad Ashraf Chaudhry, The Muslim Ummah and Iqbal(l994). Sikandar Hayat, Aspects of the Pakistan Movement (1998). K.K. Aziz, Complete Works of Rehmat Ali, Vol.I(l978). Muhammad Anwar, Doctoral Dissertations on Pakistan (1976). NIHCR, Quaid-i-Azam University, Documentation of Current History of Pakistan (1980). Dushka H. Saiyed, Exporting Communism to India: Why Moscow Failed (1995). N.A. Baloch, Fateh Namah-e-Sindh (English & Persian). Muhammad Laiq Ali Zardari, History of Sind, British Period Vol.1, (1996). A.H. Dani, History of the Northern Areas of Pakistan (1989). Mina Shafiq Hussain, History of Kashmir: A Study in Documents (1992). Bilal N. Simser, Homage to Mustafa Kamal Ata Turk (1981). Saeed-ud-Din Ahmad Dar,Ideology of Pakistan, (2000). Azra Sultana, Index of Civil and Military Gazette Lahore (1987). Muhammad Aslam Syed, Islam and Democracy in Pakistan (1995). Waheeduz Zaman and M. Saleem Akhtal; Islam in South Asia (1993). NIHCR, Islamabad: The Picturesque Capital of Pakistan an Archaeological and Historical Perspective (1982).

177 Mujeeb Ahmad, Jammiyyat Ulama-i Pakistan (1993). Mirza Shafiq Hussain, Kashmir: An Annotated Bibliography (198 1). Shafi-un-Nisa, A Bibliographical Index on Pakistan (1979). Pervez Iqbal Cheema, A Select Bibliography of Periodical Literature on India and Pakistan , Vol.I(I976). Pervez Iqbal Cheema, A Select Bibliography of Periodical Literature on India and Pakistan , Vol.II(1979). Pervez Iqbal Cheema, A Select Bibliography of Periodical Literature , Vol. 111 (1984) Annals of the Central National Muhammadan Association ( ) (1992). Knowledge for What? By the International Islamic University. Muhammad Yusuf Abbasi, London Muslim League ( ): An Historical Study (1988). Noor-ul-Haq, Making of Pakistan: The Military Perspectives (1 993). K.K. Aziz, Modern Muslim India in British Periodical Literature, Vol. I (1998). Muhammad Hajjan Shaikh, Maulana Ubaid Ullah Sindhi: A Revolutionary Scholar (1986). Ahmad Nabi Khan, Miiltan: History and Architecture (1983). Ikram Ali Malik, Muslim League Session 1940 and the Lahore Resolution (1990). Muhammad Yusuf Abbasi, Muslim Politics and Leadership in South Asia (1981). Muhammad Aslam Syed, Muslim Response to the West: Muslim Historiography in India (1988). K.K. Aziz, Muslims Under Congress Rule ( ), Vol.1 (1978). K.K. Aziz, Muslims Under Congress Rule, ( ) V01.11 (1979). Miss La1 Baha, N. W.FP. Administration Under the British Rule (1978). Abdus Salam Khurshid, Newsletter in the Orient (1988). Zarina Salamat, Pakistan : An Historical Review (1992). Pakistan: A Comprehensive Bibliography of Books and Government Publications, by the Institute s Scholars (1981). Shaukat Ali, Pakistan: A Religio-Political Study (1997). K.F.Yusuf, Muhammad Saleem Akhtar, S.Razi Wasti, Pakistan Resolution Revisited (1990). Muhammad Yusuf Abbasi, Pakistani Culture: A Profile (1992). K.K.Aziz, Party Politics in Pakistan , (1976).

178 M. Rafique Azal, Political Parties in Pakistan, , Vol. I (1976). M.Rafique Azal, Political Parties in Pakistan, , Vol. I1 (1987). M.Rafique Azal, Political Parties in Pakistan, , Vol. 111 (1998). M.Rafique Azal, Political Parties in Pakistan, , Vol. I (Revised Edition 1988). M.Rafique Azal, Political Parties in Pakistan, , Vol. I1 (Second Edition 1998). Hafiz Malik, Political Profile of Sir Sayyed Ahmad Khan (1982). (Miss). K.F.Yusuf, Politics and Policies of Quaid-i-Azam (1994). Muhammad Waseem, Politics and the State in Pakistan, Vol. 1 (1994). S.M. Zaman, Quaid-i-Azam and Education (1995). Waheed-uz-Zaman, Quaid-i-Azam Muhammad Ali Jinnah: Myth and Reality (Second Edition 1985). Riaz Ahmad, Quaid-i-Azam Muhammad Ali Jinnah: The Formative Years, (1st Edition 1986, Second Edition 1988). Hamida Khuhro, Documents on Separation of Sind from the Bombay Presidency, Vol. I (1st Edition 1982). Hamida Khuhro, Documents on Separation of Sind from Bombay Presidency, Vol.II(1st Edition 1997). A.D. Muztar, Shah Wali Ullah: A Saint Scholar of Muslim India (1979). Iftikhar Haider Malik, Sikandar Hayat Khan ( ): A Political Biography (1985). Muhammad Qasim Soomro, Sindh An Annotated Bibliography (198 1). M. Saleem Akhtar, Sindh Under the Mughals (1990). Hafeez Malik, Sir Sayyed s Educational Philosophy (1989). S. Sharif-ud-Din Pirzada, Some Aspects of Quaid-i-Azam s Life (1978). Rizwan Ahmad, Teachings of Quaid-i-Azam, Compiled (1st Edition 1968, Reprint 1989). Ahmad Hassan Dani, Thatta: Islamic Architecture (1982). N.A. Baloch, The Advent of Islam in Indonesia (1980). Sarfaraz Hussain Mirza, The Punjab Muslim Students Federation (1991). Afia Dil,Two Traditions of Bengali Language (1993). Ahmad Nabi Khan, Uchchh: History and Architecture (1st. Edition 1980, Second Edition 2001).

179 ~ N.A. Baloch, World of Islam Today, (1981). M.Rafique Afzal, Political Parties in Pakistan, Vol. I (Reprint 2002). Ahmad Nabi Khan, Uhcch: History and Architecture (Revised and Enlarged Edition 2001). Waheed-uz-Zaman, Quaid-i-Azam Muhammad Ali Jinnah: Myth and Reality (Second Edition 1985). Agha Hussain Hamadani, The Life and Works of Sayyid Ali Hamadani (Second Edition 2002). Riaz Ahmad, Quaid-i-Azam Muhammad Ali Jinnah: The Formative Years (Second Edition 1988). M. Rafique Afzal, Political Parties in Pakistan (Third Edition 2000). Waheed-uz-Zaman Quaid-i-Azam Muhammad Ali Jinnah: Myth and Reality (Third Edition 2001). N.A. Baloch, The World of lslarn Today (1980). Riaz Ahmad, Madar-i-Millat Mohtarma Fntima Jinnah: A Chronology ( ) (2003)~ Riaz Ahmad, Mndar-i-Millat Mohtarma Fntima Jinnah: Unpublished Speeches, Messages, Statements and Interviews ( )(2003). BOOKS IN URDU Muhammad Saeed, Aahang-e-Bazgnsht (1989) Agha Hussain Hamadani, All India Muslim Educational Conference, Part-I (1986). Agha Hussain Hamadani, All India Muslim Educational Conference, Part-I1 (1986). Mirza Shafiq Hussain, Azad Kashmir: Aik Siyasi Jaiza (1990). Syed Waqar Ali Shah, Azadi Ki Talash (1989). H. B. Khan, Barre Snghir Pak-o-Hind Ki Siasat Meiit Ulaina Ka Kirdar (1985). Agha Hussain Hamadani, Fatima Jinnah: Hayat-o-Khidmat, (1st Edition 1978, Second Edition 1989). Ahmad S aeed, Guftar- i- Qua id- i-azam ( 1976). Ahmad Saeed, Hayat-e-Quaid-i-Azam: Chand Nney Pnhloo (1978). Ubaid Ullah Qudsi, Islam Key Inqalabi Ilini Tehrik (1981). Parveen Rozina, Jamiatul Ulama-e-Hind - Dastawezaat, Markazi Ijlas Hai Aam , Part-I (1980). Parveen Rozina, Jnrniatul Ulamn-e-Hind - Dastawezaat, Mnrkazi Ijlas Hni Aam , Part-11, (1981).

180 Mahmood-ur-Rahman, Jange Azadi Key Urdu Shu ara (1986). 99. Mirza Shafiq Hussain, Kashmiri Muslamano Ki Siyasi Jiddo Juhad, , Muntakhib Dastawezaat (1985) A.D. Muztar, Khaaksaar Tehrik Aur Azadi-i-Hind (1985) Shafi-un-Nisa, Kitabiyati Ishariya Pakistan (1 979) Ghulam Mustafa Khan, Maulana Ubaidullah Sindhi ki Sarguzasht-i-Kabul(l980). Rasheed Akhtar Nadvi, Pakistan Ka Qademi Rasmul Khat Aur Zaban (1995). Agha Hussain Hamadani, Fatirna Jinnah: Hayat-o-Khidmat (Revised Edition). Syed Waqar Ali Shah, Pir Sahib of Manki Sharif Syed ul Amin a1 Hasanat Aur Inki Siasi Jaddohehd (1990). Manzoor-ul-Haq Siddique, Quaid-i-Azam Aur Rawalpindi (1983). Zulqurnain Haider Zaidi, Quaid-i-Azam Kay Rufaqa Sey Mulaqatein (1990). Pirzada Mohammad Hussain, Safarnama Zbni-Batuta, (Ajaib ul Asfar Urdu translation) (1983). Sarfaraz Hussain Mirza, Tehrik-i-Pakistan Aur Majlis-e-Kabir-e-Pakistan Qalmi Jihad (1998). Ibrahim Kafs Oghlu, et.al., translated by Munawar Ali Khan, Turk Islami Riaston Kee Mukhtasar Tarikh (Maswai Sultanat-i- Usmania) (2002). Azra Waqar Waris Shah: Ahd Aur Shai ri (1981). Agha Hussain Hamadani, Fatima Jinnah: Hayat-o-Khidmat (Reprinted 2003). Riaz Ahmad, Madar-i-Millat - Qaumi Akhbarat ki Nazar Main (2003). Name of Journals I- Pakistan Journal of History and Culture (English) 1. Vol. 1, No. 1, Jan-June Vol. 1, No. 2, July-Dec Vol. 11, No. 1, Jan-June Vol. 11, No. 2, July-Dec Vol. 111, No. 1, Jan-June Vol. 111, No. 2, July-Dec Vol. IV, No. 1, Jan-June Vol. IV, No. 2, July-Dec.1983.

181 VoI. V, No. 1, Jan-June Vol. V, No. 2, July-Dec Vol. VI, No. 1, Jan-June Vol. VI, No. 2, July-Dec Vol. VII, No. 1, Jan-June Vol. VII, No. 2, July-Dec Vol. VIII, No. 1, Jan-June Vol. VIII, No. 2, July-Dec Vol. IX, No. 1, Jan-June Vol. IX, No. 2, July-Dec Vol. X, No. 1, Jan-June Vol. X, No.2, July-Dec Vol. XI, No. 1, Jan-June Vol.XI, No.2, July-Dec Vol. XII, No. 1 & 2, Jan-June/July-Dec Vol. XBI, No. 1, Jan-June Vol. XIII,No. 2, July-Dec: Vol. XIV, No. 1, Jan-June Vol. XIV, No. 2, July-Dec (Special Issue on Quaid-i-Azam). Vol. XV, No. 1, Jan-June Vol. XV, No. 2, July-Dec Vol. XVI, No. 1, Jan-June Vol. XVI, No. 2, July-Dec Vol. XVI, No. 2A, December 1995 (Special Issue on Shaheed-i-Millat). Vol. XVII, No. 1, Jan-June Vol. XVII, No. 2, July-Dec Vol. XVIII, No. 1, Jan-June Vol. XVIII, No. 2, July-Dec.1997.

182 Vol. XIX, No. 1, Jan-June Vol. XIX, No. 2, July-Dec Vol. XX, No. 1, Jan-June Vol. XX, No. 2, July-Dec VoI. XXI, No. 1, Jan-June Vol. XXI, No. 2, July-Dec Vol. XXII, No.1, Jan-June Vol. XXII, No.2, July - Dec.2001 (Quaid-i-Azam Number). Vol. XXIII, No. 1, Jan-June Vol.XXIII, No. 2, July - Dec Vol. XXIV, No. 1, Jan - June 2003.(Madar-i-Millat Number). 11-Majallah Tarikh wa Saqafat-i-Pakistan (Urdu) Vol. 1, No. 1, June Vol. 1, No. 2, July-Sept Vol. 2, No. 1, April-Sept Vol. 2, No. 2, Oct.1991-March Vol.3, No. 1, April-Sept Vol. 3,No. 2, Oct March Vol. 4, No. 1, April-Sept Vol. 4 & 5, Nos. 1 & 2 (Combined), Oct April Vol.5, No. 2, October 1994-March Vol.6, No. 1, April-Oct Vol. 6, No.2, October 1995-Mar Vol. 7, No. 1, April-Sept Vol. 7, No. 2, Oct. 1996, March Vol. 8, No. 1, April-Sept Vol. 8, No. 2 & Vol. 9 No. 1 (Combined) October 1997-Sept

183 Vol. 9, No.2, Oct. 1998, March Vol. 10, No. 1, April-Sept Vol. 10, No.2, Oct March Vol. 11, No.1, April-Sept Vol. 11, No.2, Oct.2000, March Vol. 12, No.1, April-Sept Vol. 12, No.2, October 2001-March Vol. 13, No. 1, April-Sept Vol. 13, No. 2, Oct March Vol. 14, No. 1, April - Sept (Madar-i-Millat Number).

184 186 The State of the Social Sciences and Humanities: Current Scenario and Emerging Trends This paper on the state of social sciences and humanities comprises three parts. A. Current Scenario of Social Sciences and Humanities. B. The Emerging Trends. C. The Development of Human Resources. A. Current Scenario of Social Sciences and Humanities Prot Bahadur Khan Rodeni Pakistan Study Centre, University of Balochistan, Quetta If we look at existing state of social sciences and humanities being taught in the colleges and universities of Pakistan. The contents and the syllabi followed by the teachers, teaching social sciences are very much substandard. The syllabi and the contents are very old and sare not compatible with modem states of social sciences and humanities on world level. In Pakistan state of the social sciences is its poor quality. The books being followed and recommended to the students as text books are also not up to the standard. They are published by the ordinary publishers and are full of mistakes and errors. The books at the post graduate level consist of short notes and incomplete information on the subject. The state of the social sciences at university level is laclung in material and depth of knowledge about the subject, the books in English have very poor material, written briefly in the form of summary. The students can not make out the concept of the subject. The students are always looking for explanation and clarification by the respective teachers. Therefore, the books available at the departments of the social sciences are of low quality and inferior. Even in the libraries of universities and colleges as far as Balochistan is concerned, the books are in sufficient, the reference books are not available in the libraries, so the students can not make use of the books to prepare themselves for the subject. The text books of available can not be issued to the students as required by them to prepare themselves for the lectures. In addition to, the libraries both in the university and colleges are not well equipped in books and the reading materials. If the students want to make a copy of the material they need for their studies, they can not do so because of non-availability of machines. The libraries have not proper cataloging system and it is very difficult for students to find out a book. This may not be the case with all libraries in Pakistan. Of course there may be some exception. But generally speaking most of the libraries are lacking in providing facilities to the students so they can substantiate their studies and get knowledge from the libraries. As we all know, that in today s world besides libraries, there are other modern techniques available to make best use of them in order to get information and enhance their capability and knowledge such facilities like internet must be available to the students with in the libraries of educational institutions like universities and colleges free of cost. But such facilities are not available with in the educational institutions like universities and colleges. Of course internet is available in the private market which is beyond the reach of

185 187 poor students. The state of social sciences department in the university is in a precarious condition. The departments do not have departmental libraries, what to speak of computer, zerox machines and internet facility in the department of social sciences. These departments are very poor in material and other facilities, to help the students. The Department of social sciences do not get sufficient funds for such facilities at the universities and colleges. The social sciences departments face an other problem, which is non-availability of the qualified and competent staff to guide the students properly. Most of the teaching staff use short notes which are very old for their lectures they do not have any proper plan of lecturing nor they are prepared to go to class without these notes and short summaries. So the input provided to the students are not up to the mark. What one can expect from such input, and what wil be the quality of out put. Students are often heard complaining that their teachers come to the classes un-prepared and the lecture is not informative and poor in knowledge, besides it is boring. One can not believe the students for such complaints, most of them are not attentive and do not pay attention to what the teacher teaches. The students may be wrong in there assessment. Any how all the students may not be in-correct in their assessment because in each class there may be few students, who may be paying full attention. Therefore keeping in view the lecture prepared from short notes based on old information and knowledge one can say that the students complaints may have some sense and may not be un-true. The teaching method followed in college and universities in Pakistan is based on traditional way of lecturing. The teachers come to deliver the lecture which is not interesting, more over, the duration of the lecture lasts only for 45 minutes. This way of teaching is existing from the old days and it is still continues to be the norm in all the academic institutions. At higher level of education like universities, the teaching method should be changed from lecturing to seminar system. The teachers at higher level should serve as guide to the students, while involving the students in the seminars system. The students should prepare the seminar and conduct in the class room in the presence of the teachers who will guide them. The social sciences face another problem that is the problem of syllabi of course higher education commission has been reviewing the courses and contents of both science subjects and subjects of social sciences from time to time in order to up date the courses to bring it at par with other universities within country and out side the country. But despite the reviewing of the course by the HEC, the universities and the academic councils approve these recommendations. The academic council of the universities consisting of heads of Departments and professors of the colleges, they take long time to approve these recommendations. The Higher Education Commission has been trying its level best to introduce uniform syllabus within the country. The task of this conference, as I understand is to change the old system and replace it by modern one. The Department should get all the facilities of the teaching methods. The training of the teaching of the staff should get priority and teacher should be sent for higher education within the country and abroad. Ample opportunities should be provided by the ministry of education and HEC, our entire education system has to be replaced and modernized on the scientific basis so as to raise the standard of education. The existing education system is not capable of producing the required quality men-power. Such type of education system will not prove beneficial to the country and it would be devoid of producing competent and technical people. Although the state of social sciences presents a gloomy picture. But one should be hopeful that difficulties would be over-come and our education system will be modernized if we are devoted to the cause of education. However, inspite of such difficulties and problems that our academics face, we should not be pessimist about it. These are problems, which need to be addressed to with sincerity and commitment on the part of

186 188 all, the academicians, administrators, and managers of education. Nothing is impossible if the Wil is strong. There is no dearth of eminent scholars in Pakistan in the field of educations, who will be devoting themselves for the cause of education and its modernization. B. The Emerging Trends The world has changed in all spheres in general and in the field of technology and educational in particular. We have entered the twenty-first century which is the age of science and technology. Without getting education and mastering science and technology, no nation can survive. The advancement in science and technology has created a world of competition. Only those nations who are advanced in science and technology can compete with the advanced nations of the world. Therefore, the demand of the day is that we should bring about radical changes in our educational systems and arm our youth with science and technology, so as to compete with the world. For this purpose the existing education system should be re-structured and re-organized right from the primary level to higher education at university level. It does no necessary mean that the demand of the 21st century only be science and technology but the other fields of education that is social science and humanities has become equally important along science and technology. So the advancement in the social sciences and Humanities is the need of our generation and our youth must be equally equipped with social sciences and humanities. So the modern trend is to modernize social sciences and it should be at par excellence with the science and technology. The social sciences and humanities must be taken care of by the Ministry of education and HEC properly. The state of social science and humanities should be developed and modernized, because it is the real knowledge of social sciences and humanities along with science and technology that enhances human knowledge and consciousness of nature. This can be achieved if we make earnest efforts to develop the social sciences and humanities side by side with science and information technology. So our all out efforts should be made to modernize social sciences. It needs the attention of the authorities and those who are at the helm affairs. Another trend as emerged that the private sector has been given priority than the public sector. Both the sectors need proper attention as without public sector majority of the children would be deprived of getting education because the private sector academic institutions are very expensive and beyond the access of the poor. C. Human Resources Development ECO Development of a country depends on the development of Human resources and a trained and competent efficient manpower so that the natural resources of a country can be exploited and developed. Pakistan fortunately, is not only rich in the natural resources but also it is rich in human resources, known as human capital, play a very crucial role in the process of economic development of Pakistan, provided the human capital is capable, trained and efficient to do the job. Pakistan therefore, needs to invest in human capital so that it becomes efficient and capable to play its role. Pakistan has a population over 140 million people, out of this population enough labour force can be made available to assist in the economic development of the country. So the first and foremost problem facing Pakistan today is how to get advantage of surplus labour to be helpful in the task of economic development. This can only be done if Pakistan has a well-educated and competent menpower. In order to achieve this we have to improve the quality of our menpower by investing education. Our education institutions as already stated need re-structuring or reorganizing. The quality of education has to be enhanced and developed. Unless the quality of education is increased one cannot develop and exploit our natural resources. It is therefore, imperative for Pakistan to arrange for quality education at all levels by putting in capital in the education sector.

187 189 What Qpe of Education We Need? In order to utilize the men-power to the fullest possible way, we need education based on science and technology. Therefore, we have to develop our institutions from the root level to the higher level an equip them in such a way that level of education qualitatively improves and talents of our men-power developed. Recently the government of Pakistan has taken steps towards this end, which is encouraging. Another aspect of our education is the development of social sciences and humanities which also plays a significance role in raising the consciousness of our youth and the sense of awareness is instilled in them, regarding the economic development of the country. So the development of social sciences and humanities is of equal importance for the development of society and economy. W e all know that Pakistan has a traditional society and in some part of the country, the social structure is tribal in nature. The tribal society some times resists all sort of changes, be it education or any other development. The tribal society and particularly leaders of the tribes can be persuaded through education. So the education in such areas paves the way for economic development by raising their level of consciousness. We therefore, say that emphasis should be placed on science and technology not at the expense of social sciences and humanities. The effort on the part of the Government has to be to given due importance to these social sciences and humanities. Because the development of science and technology and social science and humanities are the need of Pakistani society. If we look at the history of development of the advanced world, we would find that in the process of their economic development it was education on the whole that played its part in the transformation of the society and revolutionizing education and economic development. The developing countries including Pakistan can learn a lesson from the development of advanced countries, particularly in the field of education. Today the literacy rate of these countries is over 99 percent while our literacy rate is almost half of it. How with this literacy rate we can achieve economic development. So we have to raise our literacy rate, the quality of education, the standard of education. Due to higher literacy rate developed countries have advanced. We can quote the examples of Japan, which has giant economy, although the natural resources of Japan only account for 2 percent. How did Japan succeed in achieving high level of economic development with meager natural resources? Obviously, the economic development was achieved through trained competent menpower and high-level technology. This clearly indicates a typical Japanese case of economic development was only possible through quality of education. Similar case can be quoted about the development of other South Asian Countries, Europe and America. Keeping in view the scenario in Pakistan where 43 percent of its area is typically backward and poor in terms of infrastructures and education. The other parts of Pakistan are a little bit ahead of Balochistan. Therefore, we can say without any fear of contradiction that the transformation of Pakistani society lies in high quality of education and literacy. Conclusion and Suggestions It can conclusively be said that the Pakistan s panacea lies only in the science and technology and quality education in social sciences and humanities. So not only the Government but all the eminent scholars and other elements of the society have to come forward to the assistance of the Government to establish well developed education system in Pakistan. Without this, we would lag behind from other developing nations in economic development and education.

188 190 Therefore, the following factors and suggestions are worth consideration: The syllabi of social science and humanities once again may be reviewed by HEC, the Ministry of Education Government of Pakistan with a view to bring it at par with international level both at graduate and post-graduate level. In addition to, a well-developed base of education with emphasis on science, english and social sciences be established at the root level i.e. primary level. The medium of instructions right from graduation touniversity level should be english medium. Because English is not the language of one country but it has become the world language. The books on science and technology are available only in English, so english has become the language of technology. Therefore without knowing English language we can not benefit from science and technology. The traditional way of teaching in Pakistan is in the form of lecturing should totally be abolished and re-placed by the Seminar system, involving the students in the seminars with the guidance of the teachers, at post-graduate level. The students should be assigned the topics and be given time to prepare these topics and deliver seminars in the class room, of course the teacher s presence in the class is a must. If any student fails to conduct the seminar and absents himselfherself from the conducting seminars should be marked negatively at the time of examination, he/she should get negative marks. The libraries should be well equipped in all respects i.e. that is books, reference books, Xerox machines and micro films etc. Attendance of the students must be compulsory with 75 percent attendance before the examination. If the students fail to get the 75 percent attendance their forms should not be accepted by the examination section and they should not be allowed to appear in examinations. Field trips and study tours of the students at all the education institutions should be arranged by the institutions. Seminars, conferences and workshops twice a year should be conducted in the institutions. Generous allocation of funds by the government may be granted to the academic institutions. Teachers exchange programs for certain period may be arranged by the public universities, particularly for those areas which are far off. The students of these areas have not seen even cities of their own province. The tours should be arranged at all Pakistan level by the university. It wil not only add to the knowledge of students about national integration which is essential for national integration of Pakistan. Teachers academy should be established at federal level as well as at the Provincial capitals of the four provinces to impart academic training to the teachers of higher education on the patterns of NIPA. High salaries of academic staff already under consideration may be implemented and all other facilities granted to the teachers.

189 191 Critical Literacy Awareness: A N ew Approach to Teaching Literary Texts Dr: Shirin Zubair Bahauddin Zakaria University, Multan This paper reports on the successes and pitfalls of using the concept of critical literacy awareness as a pedagogical tool coupled with some innovative classroom activities with a feminist stance that I carried out in my MA English classes in the Department of English at Bahauddin Zakariya University, Multan, during the academic session After a brief discussion of gendered classroom politics, I highlight the issue of resistance I faced from students, and finally report on the effectiveness of feminist pedagogy and the change that it brought in women s perception of their own identities after they had attended these classes over a period of two years time. Introduction The students enrolled on this course are aged between years and have had fourteen years of school and college education. The course is primarily a traditional English literature course where canonical texts such as Shakespeare or Marlowe s plays, Bacon s essays, Hardy s and Jane Austen s novels, Chaucer, Spenses and Pope s poetry form the core courses (see Appendix for details of courses). The traditional approach to teaching has been that of analyses of texts in terms of plot construction, character, theme and genre analysis. The courses are designed by the Board of Studies in English, and go through a cycle of committees and Advanced Board of Studies and the Syndicate before any change in the syllabi can be approved or implemented. Hence, the teachers have no say in the selection of teaching materials or course-books. Their hands are tied and they must teach traditional classics, however, what they can do, with certain reservations, is teach the same texts in an unconventional manner. Although ELT experts in the country have voiced their concern over teaching these imperialistic texts, this has not resulted in any significant change in the syllabi. However, the same sexist, racist and imperialistic texts can be turned around and exploited fruitfully. The students in my class were largely young women: in the year 2000, 42 out of total number of 63 enrolled students were women. This was significantly correlated to the number of women teachers in the dept. who constituted a two-third majority of the faculty of the English dept. at this point in time. Thus women had a stronghold in the department by sheer numbers and this in itself is an empowering phenomenon. The context is important - this peculiar teaching and learning environment where most women teachers are educated in the West with a strong feminist stance in their perception of their own identities can be effectively used to enhance Critical Literacy Awareness of the students regarding feminist and gender issues. Therefore, I mustered up the courage to incorporate feminist pedagogy in my teaching repertoire. The point of taking a critical approach to women s literacy is to use reading and writing as a means for enabling women to consider their aspirations as valid and their knowledge and views of life as genuine contributions

190 192 to human understanding, since merely enabling women to read and write without reference to their social and political inequality and its origins contributes materially to maintaining their oppression ( Bee 1993). The Theoretical Framework The focus of Critical Language Awareness is to bring Critical Discourse Analysis into the classroom as a pedagogical tool. Fairclough (1992) argues: People cannot be effective citizens in a democratic society if their education cuts them off from critical consciousness of key elements within their physical or social environment. If we are committed to education establishing resources for citizenship, critical awareness of the language practices of one s speech community is an entitlement (p. 6). I have drawn on the work of Gee (1990, 1992), who argues that to appreciate language in its social context, we need to focus not on language, but rather on Discourse which he writes with a capital D (1992 p. 32): meanings reside in social practices and discourses rather than in formal properties of language. He defines discourse as a Socio-culturally distinctive and integrated way of thinking, acting, interacting, talking and valuing connected with a particular social identity or role, with its own unique history... (p. 33). Discourse, thus, is taken as a pattern of using language and the notion of discourse is incorporated in the notion of literacy practices. Literacy practices invoke other practices and larger social patterns, as they are rich in individual and social meanings: the larger institutional practices may be subverted or questioned. Focusing about the relationship of the center and periphery discourses of English in the postcolonial era, Canagarajah (1999) has observed: The heterogeneous and conflictual nature of discourses provides the possibility that one may enjoy a range of subject positions according to the different discourses available, and that subjectivity is always fluid and negotiable. This provides subjects with the possibility of forming new identities and gaining a critical consciousness by resisting dominant discourses. Hasan (1998: 53) uses the term reflection literacy which involves reflection, enquiry, and analysis. I am also indebted to Catherine Wallace (1992) who argues for adopting a teaching methodology for interpreting texts which addresses ideological assumptions as well as propositional meaning. Fairclough (1989:2) observes that ideologies are common-sense assumptions, which help to legitimize existing social relations and differences in power. Fairclough (1989) goes on to argue that dominant classes exercise power by projecting their practices as universal and common sense. These everyday practices permeate all the institutions that make up the fabric of society, not only those that are overtly political ( e.g. governmental or legal). Thus the political must be seen as involving all relationships within a society ( Pennycook 1989: 590). Auerbach (1995) argues that although dynamics of power and domination may be invisible, they permeate the fabric of classroom life. Resistance and Power I had to face resistance from various quarters and in varying degrees, when I embarked upon this CLA project. Firstly, resistance came from those women students who had adequate linguistic skills in English as well as the confidence to challenge my teaching methodology. Raised on the staple diet of accepting pregiven

191 193 meanings from books and teachers, students could not see any value in thinking and reflecting and thus creating and sharing their understandings of the text. They believed that text had only one meaning and that meaning is the author s meaning, and here I was deconstructing the texts, co-constructing the meanings along with them in the class; telling them that texts do not have inherent meanings but meanings are created by the readers through their transaction with texts; hence asking them to create new meanings, their own meanings. Initially they felt inhibited due to a host of other reasons: (a) the deference traditionally shown to the teacher and the textbook-traditionally textbooks and teachers are considered authority. (b) their shyness to speak English in the class stemmed from their fear of ridicule by their peers. (c) some were not fluent in English. Secondly, resistance came from some young men who felt disempowered by the sheer dominance of women both teachers and peers in numbers as well as by the discussion of feminist issues. The resistance shown by young men and women created emotions in the classroom thus leading to intense debates and discussions regarding women s role and women s space within patriarchy. The creation of emotional literacy went hand in hand with raising their critical literacy awareness. The students initially might have been embarrassed to express their emotions in the class for a host of reasons: (a) in Pakistani society sexes are segregated at puberty and do not mix, however in the university classroom they sit in a mixed-sex class for the first time, although men and women sit in separate rows. (b) in the initial phase, strong resistance was shown by women when asked to sit and work in mixedsex groups. (c) young men from rural backgrounds were not comfortable being taught by women most of whom are considered very modem and anglicized; the introduction of taboo subjects also added to their embarrassment and shyness. However, introduction of issues such as feminism, gender and sexuality compelled them to come forward and articulate their feelings because of their deep involvement in these. So, the initial resistance was transformed into something worthwhile; interesting discussions about women s and men s roles in society generated fresh ideas where students not only reflected on these issues but also brought their own individualistic perspectives drawn from their own experiences and observations, and shared them with other students and the teacher thus sharing knowledge and creating new knowledge at the same time. Shamim (1996) while reporting on learner resistance to innovation in classroom methodology at the university of Karachi, observes that we perhaps assume that acculturation will take place naturally, that learners will be ready to and willing to adapt to new ways of learning and new patterns of classroom behaviour even if these are incongruent with their existing views. My contention in adapting feminist pedagogy was

192 194 that this resistance can be used to generate strong emotions and can be turned into something useful in the classroom. Finders work (1996, 1997) on the underlife and the hidden literacies of junior high school girls literacy practices has shown how people tend to resist an official view of who they must be and what they must do. Neilsen (1998) has observed that engagements with texts in everyday life help readers to shape their identities, and reshape them in an ongoing process, and that adolescents engage in more fluid, intentional and often more passionate identity play in their encounters with texts. The following examples from the data show student s resistance and reactions to feminist pedagogy and their critical literacy awareness. She s too modern... with short hai E.. she s a tomboy... parerits fear such teachers especially her feminist views would be threatening for the parents... the parents think these teachers incite our girls to rebel, you see difference of opiiiion is rebellion for them...y ou see my parents woii t allow me to wear jeans... it s a symbol of western cultlire... after two years at the universily now when I disagree on anything my parents say you ve become rebellious..in our society neither teachers nor parents allow you to differ: Azra, 22, female, comments about the influence of feminist teaching and its social repercussions (reproduced from interview notes). Aren t you teaching them to rebel against the traditions? Won t it promote more cor$ict rather than hannony? Amar, 21, male, shows resistance to feminist pedagogy ( reproduced from group discussion in the class) I felt awkward sitting with and talking to the boys when Ifirst came to the stil1,feel awkward sitting with them or sitting next to them because it s not allowed in our religion. Wajeda, 21, female, comments about the gender divisions and power-dynamics of the classroom and the university ( reproduced from interview notes) 0 Some girls do not like the way you dress...they say she wears tightly-fitted clothes... such clothes do not befit a teacher s image... a teacher should be simple and decently dressed. Farhana, 22, female, in an informal conversation Talk Around Tabooed Subjects In Pakistani society, love and sex are taboo subjects and are not talked about, however, while teaching Shakespeare it is inevitable to discuss these since the themes of women s sexuality, love and romance abound in Shakespeare s plays. Although, these subjects are not discussed or talked about in the larger society, within the parameters of the academic discourse, the classroom can be used as a site for exploring the issue of female sexuality since these themes form the core and crux of Renaissance drama. Besides, in some ways, the notions of women s roles and sexuality portrayed in Shakespeare are closer to our students social experiences and more relatable than they would appear to the contemporary western women. By the

193 195 term sexuality I do not only mean sexual orientation but also desire: women s sexuality is strictly controlled in Pakistani society whereas men are relatively free to assert theirs. Similarly Shakespeare denounces female sexuality. Rockhill s research ( 1993) in USA on Hispanic immigrant women s literacy and sexuality illustrates that traditionally women were and still are sexualized as objects rather than speaking subjects (having a voice) in the discourses of the western culture. She linked sexuality in her feminist work with the patriarchal male-female power relations. Although Shakespearean plays can be read and interpreted in various ways depending upon the experiences and literacy background of the readers, I exploited these plays to raise issues of female sexuality, feminism and gender in my classroom. For example, while teaching Hamlet I asked questions about the character of Ophelia. Is she a good and obedient daughter? The girls in the class were readily able to identify themselves with Ophelia because in Pakistani society, daughters are supposed to be obedient to their fathers and parents arrange marriages. Some students argued she is a good daughter while some others thought she was not as she betrayed her father s trust by having a clandestine affair with Hamlet. The roles of Gertrude and Ophelia in Hamlet also gave an interesting insight into the position of women in that society where these women have only a few lines to speak in the whole play and are dominated and controlled by men either husbands, fathers, brothers or sons. The choices that are available to these women are few and there are strong denunciations of female sexuality. They are shown as totally dependent on men and have no say in decision-making. On the contrary, women in King Lear are presented as powerful and ambitious. Are they evil women or staunch feminists? Then there are texts like Marlowe s Dr Faitstiis where there are hardly any women characters and if there are, they are there to enact Faustus sexual fantasies: women are treated as mindless, sex objects. Similarly, Marlovian and Shakespearean texts can also be used to raise issues of class, race and colonialism. I briefly explained to the class that Renaissance was a patriarchal societywomen did not have electoral or property rights and very little or no say in decision-making, as the dominant voice of the discourses of the times is that of men [ Belsey 1984). Moreover, I tried to emphasise that the texts can be read and interpreted in various ways and as long as they adopt a critical stance of their own with supporting arguments, they can choose to read them the way they like, they may disagree with the author, and/or with the teacher. Thus the classroom created a site for debating these issues of female sexuality and gender. I used it as a platform to introduce these issues and to relate them to the student s own social worlds, and to sensitise them about multiple sometimes contradictory meanings which may make texts ambivalent. I constantly historicised issues of gender and women s sexuality while teaching these plays, and relate these to their own personal and familial lives by asking questions such as: How much say they have in decision-making in their own homes? How are they as women different from their mothers? How their identities are being constructed through language use and the ideologies embedded within the discourses? Another way of linking the texts to their experiences and lives was to ask them to relate the contents of these texts to the popular media which they watched and/or read. For e.g. Are there any popular Pakistani movies, songs, soaps that depict similar themes?

194 196 How are women and men presented in popular fiction, movies and teleplays? Would they like to see women and men enacting different roles rather than the traditional ones? Talk Around Texts When applied to practical pedagogy, CDA can mean reflection on texts and our own readings of texts i.e. reading the word and reading the world (Freire 1987) - a kind of social analysis as well as close analysis of specific textual features. In the sections that follow, I will illustrate my CDA teaching techniques using a sample text Of Marriage and Single Life by Francis Bacon that is part of the prose module ( See Appendix). I introduced it first by eliciting student s own opinions about married and single life e.g. When would they like to get married? or Would anyone like to remain single all their lives? What in their opinion were the pains and gains of each situation? Would they want to have children of their own? This led the students into the discussion where they strongly voiced their opinions about the pros and cons of choosing to remain single or opting for married life. Here, they formed two groups, not gendered, they debated among themselves while I acted as a mediator. Then I asked them to read the text and see what Bacon has to say about married life. I ask them to read it through again in groups and see whether they agree or disagree with Bacon s ideas as expressed in this essay. As Catherine Wallace has observed that it is good to choose a provocative text to generate discussion-this text provided ample scope for arguments and discussion. I gave them the following exercise as a while-reading activity: Look at the following expressions and try to find their equivalents for the opposite gender e.g. unmarried and single men mistress The discussion thus centred around the sexist biases reflected in the language itself with examples of words like mistresses and spinsters which have negative and sexual connotations but their equivalents for men master and bachelor do not carry these connotations. Sensitizing the students to the sexist biases discursively constructed in the discourses and asking them to compare and contrast them with similar expressions and ways of talking about men and women in their own indigenous languages can make them critically aware of these issues. To challenge the ideological assumptions regarding women s role within marriage and patriarchy, I argued that the whole text had been written with a male chauvinistic perspective. As it was written in the sixteenth century English Renaissance and it speaks volumes about women s subjugated roles in that patriarchal society and women s status within the institution of marriage. I specifically pointed out passages from the text which exemplify these notions e.g. Wives are young men s mistresses; companions for middle age; and old men s nurses.

195 197 This led to a discussion of the changing roles of men and women in the contemporary West in general and in the Pakistani society in particular. I reproduce the following two examples from classroom discussions. Example 1 Languages used : Urdu and English M= male student A and F= female students T = teacher M: this whole talk about women s rights which the Western media promotes in the Third World is just a propaganda..look at the way women are portrayed in the West I mean US and UK... as showpieces. A: T: M: A: M: A: this is what is being implanted in our minds through the media...we are being trained from the very beginning to please men either a father or a brother or a husband or a son...i mean what I want to do for myself I can t father won t like it, son would think what my mom is upto...why? This is the training. I m talking about the training we re given from the very beginning...look at the media advertisements.. from every side family life, social set-up..this is the training. Okay...this is interesting..has studying in the university changed any of these notions at all? (unclear) a woman is a teacher...she can make or break a nation. You think teaching is a feminine quality...i don t think so...look feminine and masculine are just words these are the qualities which can be found in any individual..many..many..(unclear). (interrupting A) one who spends more time with children. (interrupting M) what do you think if a father changes diapers he is being feminine, do you think if a woman drives a tractor on her lands she is being masculine I don t think so...these are just the words...not the inherent qualities as you say that teaching profession or nursing profession..(unclear interruptions from other students). Example 2 A=female student M and S=male students A: I know my father won t allow me to take up employment after marriage...if I ve kids..okay? M y priorities do not count. If I prefer not to have children after marriage I m not allowed to take this decision. M: You ll be stopping a natural process if you do so. S: I ll tell you something from my own observation in this regard. My cousins (women) are very welleducated and one of them has joined Pak Air Force and her husband is also a pilot. After the 11th September incident a situation arose in our country for which the whole airbase had to be evacuated, and they were transferred to some other airbase and they were not allowed to have any servant to take care of the baby..because by then she d given birth to a baby...both husband and wife had to go to

196 198 their jobs and there was no one..no one left at home to look after the baby. So, I think that it should be decided before marriage whether women are going to take up jobs or not...whether it will effect their marital life or not. In both the above examples, competing discourses regarding women s and men s roles emerged where young men and women are debating, challenging, redefining the societal norms and expectations, renegotiation of gender-specific norms of behaviour is underway in the entire discourse, and the role of the teacher is that of a moderator. Students become in Goffman s ( 1981) terms authors of the opinions and judgements expressed as opposed to mereanimators of them as when required to activate prescribed roles and syllabuses. After the classroom discussion students were asked to think in what other ways the text could have been written. As a follow-up writing activity the students were asked to write on the same topic with their own perspective, or from a feminist perspective if they like. At the end of this course I interviewed women about these new concepts and their own changing identities during their two-year stay at the university. Here are some excerpts: I am beginning toform my own identity at universi ty... l m known as Azra not as somebody s daughter..at college all my decisions were fereshadowed by m y mother People object very strongly to these subjects (love andsex)...our parents do not know what we read... but we do need to introduce these subjects for educational purposes... this is important to break the archetypal images that we have internalized since childhood I didn t talk to the boys initially because they looked different... they dressed ocldly and had mature looks for their age... now 1 know them better andcan chat andjoke with them... we need to communicate with the entire world...y our ideas are more important than the medium of language... basically reading and media channels provide new ideas mid food for thought... there are very few people in the world who have original ideas... such people are creative thinkers... they are few and far betweeri but what they conceive is par excellence. I m very differentfro my mother.. there s a stark difference...she s an introvert and I m an extrovert... I m moved by Hardy s Eustacia and Eliot s Maggie... their struggle against the norms of socie ty... Eiistacia is caught up in a conventional, narrow-minded society not ready for change... she is depicted as a modem woman. Excerpts from women s journals at the end of the course: Woman is still being treated as a sex symbol. She is still important not cause she is brilliant in her jield, not cause she has good brains but cause she is a wonian, the fair sex. Man of our society still cannot accept any female in an upper rank than him. It is highly oflensive for him to see one. Woman is still being killed in the name of honor I wonder that all these class-fellows of mine like Amir who are see sitting outside most of the time and do not even attend classes..do they get to hear these kind of comments-i don t think so. So it is that we are girls or females walking around confidently that invokes such reactions. I ve noticed that most of my fentale class-mates also don t like to hang around afer classes, or they mostly don t walk around

197 199 the versity....so are we three basically deviating jrom the traditioiial concept that fernales are supposed to be confined to their respective premises atid?tot hang around like guys or that they are not supposed to enjoy parties with their male class-mates. Why can t we be treated as equals or simply class-mates without any consideration of sex dtfferences. I think it is going to take a long time to change these traditional conceps. Conclusion Coffey and Delamont s (2000) study of the discourses of teacher education in the UK has shown that gender occupies only a marginal place in the initial training of teachers, that discourses of teacher education are pervasive in formulating traditional teacher ideologies. My research has implications for reform in key areas such as educational policy, curriculum planning and teacher training. We do not need to clone ourselves but to be able to enable our students to think and reflect on their social worlds through a reading of the texts; reading and writing should lead to reflection and creative thinking; promoting a classroom culture of questioning, and contesting the existing power dynamics in our everyday discourses. By giving agency and voice to the students in the classrooms, I struggled hard to make them aware of the fact that they could be the agents of social change in their respective worlds. I must admit that I was able to experiment with this new teaching methodology of Critical Discourse Analysis with a feminist approach because I am a senior tcacher in the Dept. and the class as well as the faculty predominantly consisted of women, which further tilted the power balance in my favour. Some of my women colleagues have had to face blasphemy charge if they were too radical in their teaching style or talked about tabooed subjects. I have been fortunate in that although these young men and women initially showcd resislance, they gradually adapted themselves to thesc new ways of deconstructing the texts. REFERENCES Auerbach, E. R. (1 995) The Politics of the ESL, Classroom: Issues of Power in Pedagogical Choices. In J. W. Tollefeon (ed.) Politer atid ltieqzidity iri Laiigztage Echicntiovi. Cambridge: CUP. Bee, B. ( 1993) Critical Literacy and the Politics of Gender. In Lankshear, C. and McLaren, P. (eds.) Critical Literncv: Politics, Prci.vi.r md the Postvioclern. Albany: State University of New York Press. Belsey, C. ( 198s) The Subjert of Tragedy: Ideiili[v mid Dgerence in Kenaissance Drmna. London: Metheun. Canagarajah, A. S. (1999) Resisting Litigiiistic 1inper.inlisni it1 Eriglish Teachirig. Oxford: OIJP. Coffey. A. and Delamont, S. ( 2000) Feniiriism mid ihe Classroom Tencher: Research, Praxis mid Peclrrgogv. L,ondon: Routledge. Fairclough, N. ( 1989) Lcirzgiiage mid PoLi7er: London: Longman. Finders, Margai-ct. J. (1996) Just Girls: Literacy and Allegiance in Junior High School. Writteii Coriiniunicrrfiori 13 (1 ), Finders. Margaret. J. (1997) Jiisf Girls: Hidden Literncies nnrl Lifk it1.jziiiiior High. New York: Teachers College Press.

198 Freire, P. and Macedo, D. (1987) Literacy: Reading the Word and the World. South Hadley, Mass.: Bergin-Garvey. 10. Gee, J. (1990) Social Linguistics and Literacies: Ideologies in Discourses. London, New York, Philadelphia: The Palmer Press Gee, J. (1992) Sociocultural Approaches to Literacy (Literacies).Annual Review of Applied Linguistics. 12, Goffman, E. (198 1) Forms of Talk. Philadelphia: University of Pennsylvania Press. Hasan, R. (1998) The Disempowerment Game: Bourdieu and Language in Literacy. Unpublished paper. 14. Neilsen, Lorri (1998) Playing for Real: Performative Texts and Adolescent Identities. In D. Alvermann (ed.) Reconceptualizing the Literacies in Adolescents Lives. London: Lawrence Erlbaum Associates. 15. Rockhill, K. (1993) Dis-Connecting Literacy and Sexuality. In Lankshear, C. and McLaren, P. (eds.) Critical Literacy: Politics, Praxis and the Postmodem. Albany: State University of New York Press Shamim, F. (1996) Learner Resistance to Innovation in Classroom Methodology. In H. Coleman (ed.) Society and the Language Classroom. Cambridge: CUP. Pennycook, A. (1989) The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly 23(4): Wallace, C. (1992) Critical Literacy Awareness in the EFL, Classroom. N. Fairclough (ed.) Critical Language Awareness. LondodNew York: Longman. 20. Wallace, C. (1999) Critical Literacy as Classroom Interaction. In Teresa O Brien (ed.) Language and Literacies. Papers from BAAL. Clevedon. 21. Multilingual Matters.

199 20 1 APPENDIX OF MARRIAGE AND SINGLE LIFE He that hath wife and children hath given hostages to fortune; for they are impediments to great enterprises, either of virtue or mischief. Certainly, the best works, and of greatest merit for the public, have proceeded from the unmarried or childless men, which both in affection and means have married and endowed the public. Yet it were great reason that those that have children should have greatest care of future times; unto which they know they must transmit their dearest pledges. Some there are, who though they lead a single life, yet their thoughts do end with themselves, and account future times impertinences. Nay, there are some other that account wife and children but as bills of charges. Nay more, there are some foolish rich covetous men that take a pride in having no children, because they may be thought so much the richer. For perhaps they have heard some talk, Such an one is a great rich man, and another except to it, yea, but he hath a great charge of children; as if it were an abatement to his riches. But the most ordinary cause of a single life is liberty; especially in certain self-pleasing and humorous minds, which are so sensible of every restraint, as they will go near to think their girdles and garters to be bonds and shackles. Unmarried men are best friends, best masters, best servants; but not always best subjects; for they are light to run away; and almost all fugitives are of that condition. A single life doth well with churchmen; for charity will hardly water the ground where it must first fill a pool. It is indifferent for judges and magistrates; for they be facile and corrupt, you shall have a servant five times worse than a wife. For soldiers, I find the generals commonly in their hortatives put men in mind of their wives and children, and I think the despising of marriage amongst the Turks maketh the vulgar soldier more base. Certainly wife and children are a kind of discipline of humanity; and single men, though they be many times more charitable, because their means are less exhaust, yet, on the other side, they are more cruel and hard-hearted (good to make severe inquisitors), because their tenderness is not so oft called upon. Grave natures, led by custom, and therefore constant, are commonly loving husbands; as was said of Ulysses, Vetrilam siram pi-atzilit imrnortalitnti. Chaste women are often proud and forward, as presuming upon the merit of their chastity. It is one of the best bonds both of chastity and obedience in the wife, if she think her husband wise; which she wil never do if she find him jealous. Wives are young men s mistresses; companions for middle age; and old men s nurses. So as a man may have a quarrel to marry when he will.but yet he was reputed one of the wise men, that made answer to the question, when a man should marry? A young inan not yet, an elder man not at all. It is often seen that bad husbands have very good wives; whether it be that it raiseth the price of their husband s kindness when it comes; or that the wives take a pride in their patience. But this never fails, if the bad husbands were of their own choosing, against their friend s consent; for then they will be sure to make good their own folly.

200 202 Sustainable Development and the Maintenance of Pakistan s Indigenous Languages Mr: Joan L.G. Buart National Iristitute of Pakistan Studies, Islamabad. Abstract This contribution engages in some explorations of the state of the indigenous languages of Pakistan, aiid of the social and econoinic niechanisnis that pose a threat to the country s rich linguistic heritage. All around the world, indigenous cultures and languages are disappearing at cin alarning rate. Pakistan itself is the home of some severity different languages, many of which can be further diliided into various distinct dialects. In Pakistan, too, the fi4tul-e viability of ninny of these unique language varieties is seriously endanget-ed. In the paper; I present case studies of situations where a cowinninity S ancestr-a1 language is giving wav to CL more dominant language, and also of situations where native language is being rnaintniried in tlie face of pressure from a inore powerful language. One purpose of these studies is to uncover factors that uridei-lie tlie pheiiomenn of lnnguage loss and language maintenance in Pakistan. As we consider these issues, we see that they are closely connected with the subject of sustainable development. Languages need cointnuiiities of people ~vho speak them arid pass them on to the next generation, Cornnitmities can only e-xist where there is a viable lib ing eiiliroiinient aiid a means of subsisteiice. The loss of languages around tlie world is connected to the socio-economic difficitlties faced by local conimunities, and these difficulties in turn are connected to the way modern societies go about economic development. One of the conclusions of the paper is that good, sustainable development is concerned Jvith empowerment of local coininunities, and that efforts towai-ds this purpose sliould build on the local cultures arid languages and the knowledge encoded in them, rather- thcin replace tlieni. Introduction In Pakistan and around the world, public awareness of the need to protect our environment and to conserve the world s animal and plant diversity is growing, as is public awareness of the importance of sustainable development in general-the importance of meeting our needs in a way that leaves a healthy and viable world for future generations. People are often less aware of the fact that all around the world, unique indigenous cultures and languages are disappearing at an alarming rate, and that this is a further symptomin addition to environmental damage, depletion of natural resources, and loss of biodiversity-of the fact that things are not going as well for humanity as they could. In this paper I engage in some explorations of the state of the indigenous languages of Pakistan, and of the mechanisms that pose a threat to the country s rich linguistic heritage. As we consider these issues, we wil see that they are closely connected with the subject of sustainable development. In the paper, the term indigenous is used for languages that are spoken as mother tongues by communities whose home areas are fully or partially within the current borders of Pakistan and Pakistaniadministered areas. This may include communities that have migrated from other areas at some point in the

201 203 past, but who now have their permanent home in Pakistan. As a first case study, let us turn our attention to Punjabi, the country s largest indigenous language. Punjabi In order to establish the current size of the Punjabi-speaking population, one has to decide first on the definition of Punjabi, and this in turn depends on the definition of language. This is not a trivial matter. For instance, the Ethriologue (Grimes 2000), which is a catalogue of the world s languages, lists not one but three languages that are called Punjabi : Western Pzinjabi (mostly in Pakistan), Enstern Pzinjabi (mostly in India), and Mirpzrr Purzjcrbi (or Mirpuri, in Azad Kashmir). On the other hand, if we use the criterion of mutual intelligibility (looking at how easily speakers of different varieties can understand one another), we can probably group a whole chain of language varieties together and give it a convenient label, such as Greater Pzmnjnbi. Restricting ourselves to Pakistan, this would probably include Nindko of Peshawar, Kohat, Attock, Hazara, and Azad Kashmir, Pahnri of the Murree hills, Mirpuri in Azad Kashmir, Potohari spoken in the plains around Rawalpindi, the different Punjabi varieties spoken in central Punjab, and the forms of Siraiki to the South and West of that. Going on the figures given in the Eth~zologzie, this Gretiter-PziizjaDi-speaking population in Pakistan might easily consist of ,000 people, perhaps even quite a few more, as some of the figures in the Ethizologue are quite old. In global terms this is a very large-sized language, easily ranking in the top 20 of the world s largest languages. Even if we count Hindko and Siraiki as separate languages, Puizjcihi would still be a major language in global terms, and by far the largest language of Pakistan Judging from the information that I have seen, Punjabi in Pakistan is at the same time very much a language under pressure (Mansoor 1993; see also chapter 12 of Rahman 2002). From shccr numbers one would think that the language must be healthy and strong, but when one loohs at the sociolinguistics of I unjabi, there is reason for concern. The language is not generally used as a medium of inslruction or taught as a subject in the schools, and people do not generally read and write in it. It is not used for orficial purposes. Negative attitudes about the language abound. Many of the more educated speakers of Punjabi also use Urdu and English alongside it, and for them the sphere of life where Punjabi is used as the primary language is shrinking more and more. In all of this, perhaps the most worrying observation is that there are many families (especially in the more educated, urban strata of society) where the parents are not transmitting the language to their children; instead, they have switched to Urdu (and sometimes English) as the language of the home. So, while Punjabi in Pakistan continues to thrive especially in informal domains (as a languagc of intimacy. in male culture and jokes, in the theatre, etc.), it appears to be subject to serious attrition at the same time. The extent of this attrition, and the rate at which it is happening, have not been formally investigated to my knowledge. One would like to know, for instance, how many families (as a percentage of the total Punjabi population) have shifted from Punjabi to Urdu as the language of the home. And also, when we look at different age groups, what percentage of the members of each age group are still speaking Punjabi as their mother tongue? These and related questions constitute an important priority for future rcsearch. Kohistani While there is reason for concern about Punjabi, I should also point out that it is possible to be too pessimistic about the fate of a language. This is illustrated by my second example. In 1921, George Grierson,

202 204 the editor of the Linguistic Suwey of India, wrote the following words about the tribal languages spoken in the hill-country south of the Hindukush (the Kohistani languages of the NWFP): These languages are being gradually superseded by Pashto, and are dying out in the face of their more powerful neighbor. Those of the Swat and Indus Kohistans are disappearing before our eyes. (Grierson 1921: 124). The advance of Pashto into these territories was also observed by John Biddulph in his book Tribes of the Hindoo Koosh ( ). The interesting thing here is that more than 80 years later, one would expect there to be little left of the languages Grierson was writing about. However, nowadays languages like Gawri, Torwnli andindus Kohistnni are still very much around, their populations have grown, their children are still learning the native languages, and in general the languages are still being valued by the speakers. We should remain concerned about the ultimate fate of these unique languages, but they have certainly shown more resilience and vitality than earlier scholars held possible. The Causes of Language Loss So, when looking at the sociolinguistic picture of Pakistan, we are faced with the following question: Why do some people give up speaking and transmitting their inherited language, even if this is one of the major languages of the world and their group is the most powerful group in the country, while others hold on to their language, even if they are surrounded by more dominant groups and languages? In order to tackle this question, let us begin with a closer look at the situation of the Kohistani languages. First of all, it seems to me that the process that Biddulph and Grierson were observing in their days was different from the processes that are currently affecting Punjabi. Biddulph and Grierson were watching how the Pathans were actually expanding their geographical area by migrating into those valleys and villages, setting up businesses there as well as homes. They were the socially, economically and politically dominant group, and over time they gradually took over these villages as more and more of them settled there. So the spread of Pashto here was related to a migration of Pashto speakers. However, it is also possible for a dominant language to spread without an actual migration of its speakers. Typically this second kind of language spread is related to the large power inequalities that emerge between groups of people as a result of modernization. When modernization arrives, the traditional means of subsistence of an indigenous community often become unsustainable. In order to make a living, they have to look to the larger society and economy that have engulfed them and they have to learn the languages that are associated with the powerful groups in that larger society. It is these languages that may open the doors of advancement for them. As a result, the old languages lose much of their utility and come to be associated with backwardness (they come to be seen by their own speakers as ghettoising, as Tariq Rahman would say), while the dominant languages are associated with progress. In such cases, then, the dominant languages spread not because their speakers settle in new areas, but because members of the indigenous communities give up their inherited languages and shift to the dominant languages. (For extensive studies of correspondences between language use and the distribution of power in Pakistani society, see Tariq Rahman s work, particularly 1996 and 2002). It is this second type of onslaught that is putting pressure on Punjabi (with Urdu and English in the role of dominant languages), and while the Kohistani languages have survived the first type of onslaught, we still have to see if they can survive this newer type of onslaught. The modernization process in the Kohistan

203 areas took off in the 1960s, the construction of roads being a major factor. Before the 1960s, changes happened only slowly. Since the 1960s, the pace of change has accelerated drastically. Let us look more closely at one example. The predominant language of the upper parts of Dir Kohistan is called Gawri (for a description see Baart Gawri and Kalain Kohistani are different names for the same language.). In this area, there are two villages (Patrak and Birikot) where in recent decades an almost complete shift took place from Gawri to Pashto (Zaman 2002a). People over 30 or 40 years can still speak Gawri, but the younger generations cannot. There are some five other Gawri-speaking villages in this area, and there the people vigorously maintain their indigenous language. So why is Gawri maintained in most of the villages, but not in these particular two? Marriage patterns are an important factor here. The people in the two villages that have switched languages prefer to take their wives from the lower, Pashto-speaking areas of the valley. The people from the other villages prefer to many within the group. According to my information, the villages that prefer Pashtospeaking wives do so because they feel that those women are more developed, more educated, exercise better cleanliness and take better care of the children and the household. So they feel that such marriages lead to an increased quality of life in their communities and to better opportunities for their children. The change probably started with one or a few pioneers taking Pashto-speaking wives. Then over time, people around them noticed the benefits and started to do the same, and then before you knew it everybody was following their example. In these mixed families, the children are raised in Pashto, the language of their mothers, and do not learn proper Gawri, the language of their fathers. The fathers allow this to happen because they associate Gawri with backwardness and Pashto with progress. Maybe the most intriguing question here is not why the two villages mentioned above shifted from Gawri to Pashto, but why, in the face of the apparent advantages of Pashto, the other five villages are maintaining their indigenous language. I have one speculation to offer here. Yes, there are advantages to shifting to a more powerful language, but there are also costs to giving up one s own language (see also Nettle and Romaine 2000:87). Human beings are usually concerned with maintaining a good standing in their community. In many situations, the community is of vital importance to one s survival. For instance, if you have lost your good standing in the community, you may not be able to find a wife or a husband, or to find spouses for your children; you may not have the advantage of exchanging labour with others (you help them with their harvest, they help you with your harvest), and they may not come and help you in times of emergency. If your reputation is very bad, you may be thrown out of the area altogether. In other words, belorzging in one s community is of vital importance. Language is a marker of identity for the community. Therefore, if you want to belong to them, it is important that you speak that language just like the other members of the community. For somebody in a close-knit community to give up passing on the indigenous language to his children, is to take a risk. If the other households in the community do not follow his example, his children wil be outcasts when they grow up. Therefore this risk is an incentive for continued transmission of the inherited language to the next generation. It counterbalances to some extent the perceived benefits of shifting to a more powerful language. I end this section with an unambiguous example of community-wide language shift. Recently, Mr. Khawaja Rehman, a resident of Azad Kashmir, brought to my notice the existence of an interesting language spoken by the Qureshi tribe of Kundal Shahi, a village in the Neelam valley in Azad Kashmir. This language

204 206 is distinct from any other language in the area and has until now not been recorded in the linguistic literature. Preliminary investigations suggest that the language is genetically most-closely related to Shina, while it is heavily influenced by Kashmiri and Hindko, and also contains elements from some Kohistani languages that are located more towards the West (Rehman and Baart 2003). In May 2003, Mr. Rehman interviewed eleven male members of the Qureshi tribe in Kundal Shahi. The ages of the interviewees ranged from 25 to 75 years old. All were born, raised, and are currently residing in Kundal Shahi. The interviewees were asked about the first language of their father, the first language of their mother, the language that their parents used with them, the language that currently feels easiest to them, the language that they use with the women in their house, and the language that they use with the children in their house. The responses to these questions are presented in the table below, where the abbreviation KS stands for the Kundal Shahi language. Use of KS and Hindko as reported by 11 male members of the Qureshi tribe Age Father s first Mother s first Raised in Easiest Language used Language used language language which language language with women with children 25 KS KS Hindko Hindko Hindko Hindko 31 KS 39 KS 39 KS 42 KS 50 KS 53 KS 55 KS 62 KS 62 KS 75 KS KS KS Hindko Hindko KS KS KS KS Hindko KS Hindko Hindko Hindko both KS KS KS KS both KS Hindko Hindko Hindko Hindko KS KS both KS both KS Hindko Hindko Hindko Hindko KS KS KS KS Hindko KS Hindko Hindko Hindko Hindko Hindko Hindko Hindko KS Hindko All respondents report that their father s first language is KS. Eight respondents also have a KSspeaking mother, whereas three have a Hindko-speaking mother (Hindko is the predominant language in the Neelam valley). Two of the respondents that were born in mixed families were raised in both languages: their fathers would use KS with them and their mothers Hindko. The youngest of the respondents born in mixed families was raised in Hindko only. As a matter of fact, all respondents under forty years of age report that they have been raised in Hindko only. They also report, not surprisingly, that Hindko is the easiest language for them. Almost all respondents report that they use Hindko with the children in their house. The reason they give is that children do not understand the KS language well enough. Among the respondents, only one man reports that KS is still being used as the first language with the children of his household. What the table illustrates, then, and what is confirmed by numerous informal conversations with members of the community, is a change in the Qureshi community of Kundal Shahi that started around forty years ago both

205 and that spread very rapidly across almost the entire community, namely that parents started to exclusively use Hindko with their children at the expense of KS. This happened in families where the mother is a Hindko speaker, but also in families where both parents are KS speakers. As a result, there are hardly any children nowadays that still speak the language. It is not difficult to understand why the community is shifting to Hindko. The community itself is small (perhaps 1,500 to 2,000 people) and they are surrounded on all sides by the much larger Hindko language, which is also the language of wider communication for the area. The more intriguing question is why the shift started only forty years ago and not much earlier. The community has been living in the area for some 300 years, where they have always been a small linguistic minority. Most of this time they must have been functioning in a state of stable multilingualism, using KS among themselves and languages such as Kashmiri and Hindko with outsiders. What happened around forty years ago that suddenly prompted most of them to stop passing on their native language to their children? For the time being, this remains a topic for further inquiry. Development and the Maintenance of Languages The spread of a few dominant languages and the disappearance of many indigenous languages is a worldwide phenomenon. According to the Eth?zoZogue, there are close to 7,000 languages currently spoken in the world. Optimists estimate that in this century. 50 percent of the world s languages will become extinct. Other, more pessimistic estimates say that 75 to 90 percent will die during this century (for discussion of these figures, see Crystal 2000). The Etlinologzie lists around 70 languages for Pakistan. A few of these are already on the verge of extinction. Others are very much subject to the modernization-related language attrition processes that I have been describing. In Pakistan, too, it is a real possibility that the number of living languages wil be significantly reduced during this century. There are many good reasons as to why we should care about this state of affairs. One reason is that language death is inevitably accompanied by culture death, and the death of a culture means the loss of a unique system of knowledge and a unique way of looking at the world. (The converse, by the way, is not necessarily true. It is possible for a culture to die while the language continues to be used, albeit with significant changes, see Headland 2003.) A country s linguistic and cultural diversity can be seen as an obstacle, but it can certainly also be seen as an asset. However, there is more to it. As has been pointed out by Daniel Nettle and Suzanne Romaine in their book on language extinction, loss of linguistic diversity should be taken very seriously because it is itself an indication of a larger problem. W e begin to see this when we recognize that a language is not a selfsustaining entity. It can only exist where there is a community to speak and transmit it. A community of people can exist only where there is a viable environment for them to live in, and a means of making a living. Where communities cannot thrive, their languages are in danger. (Nettle and Romaine 2000:5). Large-scale loss of languages, say Nettle and Romaine, is a symptom of economic stress experienccd by local and indigenous communities around the globe. This stress often results from major changes to the natural environments in which these communities live. To the extent that it is important to preserve these environments, the disappearance of local and indigenous communities-traditionally the caretakers of these 207

206 208 environments-constitutes bad news for humanity as a whole. If we want sustainable economic development for humanity as a whole (and we do want sustainable development, because with our current economic activities we are eating up the resources of the earth, which is something that cannot go on forever), we wil need to reverse the trend by empowering local communities, protecting their rights and giving them control over their environments at the local level to the greatest extent possible. This includes a positive validation of their systems of indigenous knowledge and their languages. As Nettle and Romaine say, There is now widespread agreement that the problem of sustainable development is more likely to be solved if indigenous systems of knowledge and languages are valued and brought into play (2000: 166; for extensive documentation of this claim see Posey 1999). Thus, if we deal with the problem of language loss we will be forced to deal with the other side of the coin, which is the precarious socio-economic state of many local communities. And if we deal with the latter problem in an appropriate way, we will see advances in both sustainable development and preservation of linguistic and cultural diversity. This is not to say that inthe tension between tradition and modernization, tradition should be chosen at the expense of modernization. Nettle and Romaine actually argue that empowerment of local communities willoften lead to win-win situations, where the communities are able to benefit from modernization while at the same time retaining important elements of their traditions. As far as language is concerned, this means that the communities will maintain a healthy type of multilingualism, in which the mother tongue continues to be used while at the same time the people can speak one or more regional, national and international languages. A colleague of mine who works in Cameroon, Africa, sent me an interesting comment. A leader of the Bafut people, an indigenous community of Cameroon, said: The best situation is to get what is beneficial from the outside but also keep what you have. People who throw out their culture are being foolish-they are getting rid of what makes them who they are, in order to have what they wil never have. [...I When we just take what is from outside assuming that it must be better, it leaves us worse off. [..] New knowledge should reinforce and build upon traditional knowledge, not replace it. New knowledge does not always have to conflict with traditional knowledge. For the situation in Cameroon, m y colleague observes that the most hopeful situations are those where the people have found a way to successfully steer their way between tradition and modernization (Barbara Trudell, personal communication). Conclusion In this paper, I have touched upon a vast subject: the loss of linguistic diversity, the deplorability of this loss, and the connections between language loss and the need for sustainable development. W e have seen that good development is concerned with empowerment of local communities, and efforts towards this purpose should build on the local cultures and languages and the knowledge encoded in them, rather than replace them. A more thorough public discussion of this subject as it applies to the situation in Pakistan is called for.

207 209 In the same vein I would call for local and regional socio-economic development projects-whether government-sponsored or sponsored by NGO s-to give increased attention to the native languages and dialects of the local communities that participate in these projects. To what extent is project staff aware of the languages and dialects of the area? To what extent does project staff value these languages? Are the local languages and the knowledge embedded in them put to use in the project? Does the project invest resources in the development of these languages? Does the project advocate the cause of these languages with the government at the various levels? These are some of the questions that need to be asked. Finally, I would call for the provision of formal linguistic training in Pahstan. Over the years, there have been linguistic studies of languages of Pakistan, but to this date there remain many languages for which no dictionaries, grammars, text collections, etc., are in existence. Documentation of these languages and of the oral traditions embedded in them is an urgent need and one that can best be addressed by national scholars and/or interested native speakers of the respective languages. In many language communities, there are individuals that are interested in documenting their own mother tongues, but due to a lack of training and lack of facilities these attempts are often not as fruitful as they could be. At the moment, Pakistan does not have a university department or institute of higher education dedicated to linguistics, where students could gain the linguistic know-how required for analyzing languages, putting them into writing, and documenting them in the form of dictionaries and grammars (see Rahman 1997 for an account of the state of linguistics in Pakistan; an update of this account is underway). I see the creation of such a department as an urgent need.

208 210 APPENDIX LANGUAGES SPOKEN AS MOTHER TONGUES IN PAKISTAN This table was compiled by the author on the basis of the current edition of the Ethnologue (Grimes 2000), supplemented with information from a few other sources. Signed languages and languages spoken by non-permanent residents have not been included. The total number of languages in the list is 67. This list should be regarded as tentative only. To arrive at something more definite, a great deal more language survey work would be required. The population figures, too, are often just rough guesses. In some cases they are still based on the 1981 Census results. Where the Ethnologue gives a population range, I quote the upper limit of the range in this table. Language and Location Aer, in Jikrio Goth, and around Deh 333, Hyderabad, and Jamesabad, Sindh province Badeshi, in Chail valley, Swat, NWFP (possibly shifting to Pashto) Bagri, in all of Sindh and Punjab, and in Quetta Balochi (Eastern), in northeastern Balochistan, northwestern Sindh, southwestern Punjab Balochi (Southern), in southern Balochistan and southern Sindh Balochi (Western), northwestern Balochistan Balti, in Baltistan, Northern Areas Bateri, in Batera village, Kohistan district, NWFP Bhaya, in Sindh province in Kapri Goth, and near Khipro, Jamesabad, Mir ke Goth, Mirpur Khas, Phuladia Brahui, in Balochistan and Sindh Burushaski, in Hunza, Nagar, and Yasin valleys, Northern Areas Chilisso, in Koli, Palas, and Jalkot areas in Kohistan district, NWFP (possibly shi$ing to Kohistani Shina) Dameli, in Darnel valley, Chitral district, NWFP Dehwari, in Kalat and Mastung, Balochistan Dhatki, in Tharparkar and Sanghar districts, lawer Sindh Domaaki, in Mominabad and a few other villages, Hunza valley, Gilgit district, Northern Areas (possibly shifting to Burushaski) Gawar-Bati, in Arandu, Chitral district, NWFP Population 200 Grimes Zaman 2002b 200,000 Grimes ,800,000 Grimes ,765,000 Grimes ,116,000 Grimes ,000 Grimes ,000 Grimes Grimes ,000,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes Grimes ,500 Grimes 2000

209 21 1 Gawri, in upper Swat Kohistan and Dir Kohistan, NWFP Ghera, in Hyderabad, Sindh Goaria, in all towns of Sindh except Karachi Gowro, in Mahrin village, Kohistan district, NWFP (possibly shifting to Kohistani Shina) Gujarati, in lower Punjab and Sindh Gujari, throughout northern Pakistan Gurgula, in Karachi and other cities throughout Sindh Hindko (Northern), in Hazara division, NWFP, and in Azad Kashmir Hindko (Southern), in Attock district, Punjab province, and in Kohat and Peshawar districts, NWFP Indus Kohistani, in Kohistan district, NWFP Jadgali, in southeast Balochistan and southwest Sindh Jandavra. in southern Sindh Kabutra, in Sindh, concentrated around Umarkot, Kunri, and Nara Dhoro Kachi Koli, in lower Sindh, concentrated especially in an area around Kulkoti, in Kalkot village, Dir Kohistan, NWFP Kalasha, in southern Chitral district, NWFP Kamviri, in southern Chitral district, NWFP Kushmiri, in various locations in Azad Kashmir Kati, in Chitral district, NWFP Khetrani, in northeast Balochistan Khowal; in Chitral district, NWFP, and in Ghizr, Yasin and Ishkoman valleys in Northern Areas; also in Ushu village in Swat Kohistan, NWFP Kundal Shahi, in Kundal Shahi village, Neelam valley, Azad Kashmir (shifting to Hindko) Lasi, in Las Bela district in southeast Balochistan Loarki, throughout Sindh province Marwari, in Sindh and southern Punjab 60,000 Baart ,000 Grimes ,000 Grimes Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,875,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,000 Zaman 2002a 5,700 Grimes ,000 Grimes ,000 Grimes ,100 Grimes 2000 a few thousand Grimes 222,800 Grimes Rehman & Baart ,000 Grimes ,000 Grimes ,000 Grimes 2000

210 212 Memoni, in Karachi Odki, in Sindh and southern Punjab Ormuri, in Kaniguram village, South Waziristan, NWFP Pahari-Potohari, on Potohar plateau, Punjab; also in Azad Kashmir and in the Murree hills (Tabassum 1996, M.D. Michael Lothers, P.c., 2002) Pululu, in lower Chitral district, NWFP Parkari, centered in Tharparkar district, especially the town of Nagar Parkar, southeastern Sindh Pashto (Central or Muhsudi), in Waziristan, Bannu, and Karak, NWFP Pashto (Eastern), in NWFP Pushto (Southern), in Balochistan Punjabi (Western), in Punjab province Sansi, in main towns of northern Sindh, and in Karachi Shina, in Gilgit and Baltistan areas, Northern Areas Shina (Kohistani), in Kohistan district, NWFP Sindhi, in Sindh province Sindhi Bhil, in Mohrano and Badin-Matli-Thatta areas of Sindh Siraiki, in southern Punjab and northern Sindh provinces Sochi, throughout Sindh Tonuali, in Swat Kohistan, NWFP Urdu Ushojo, in Chail valley, Swat district, NWFP Vaghri, in many cities of Sindh Wadiyura Koli, in lower Sindh in the area between Mirpur Khas and Matli Wukhi, in northeastern Chitral district, NWFP; also in the Northern Areas Wuneci, in northeastern Balochistan province Yidgha, in Lutkuh valley, Chitral district, NWFP (possibly shijling to Khowar) unknown Grimes ,000 Grimes ,000 Baart ,800,000 8,600 Grimes ,000 Grimes 2000 not available Grimes ,585,000 Grimes ,500,000 Grimes ,000,000 Grimes ,000 Grimes ,000 Grimes ,000 Grimes ,992,000 Grimes ,000 Grimes ,000,000 Grimes ,000 Grimes ,000 Lunsford ,719,000 Grimes ,OOO Zaman 2002b 10,000 Grimes ,000-Grimes ,100 Grimes ,000 Grimes ,000 Grimes 2000

211 REFERENCES Baart, Joan L.G. (1999) A Sketch of Kalam Kohistani Grammar. Islamabad: National Institute of Pakistan Studies and Summer Institute of Linguistics. Biddulph, John. (1880) Tribes of the Hindoo Koosh. Reprinted Lahore: Ali Kamran Publishers. Crystal, David. (2000) Language Death. Cambridge: Cambridge University Press. Grierson, George. (1921) Linguistic Survey of India; Volume X. The Eranian Family. Calcutta. Grimes, Barbara E (ed.). (2000) Ethnologue: Languages of the World. 14th Edition. Dallas, TX: SIL International. Headland, Thomas N. (2003) Thirty Endangered Languages in the Philippines. Work Papers of the Summer Institute of Linguistics, University of North Dakota Session, vol. 47. [Online: Lunsford, Wayne A. (2001) An Overview of Linguistic Structures in Torwali, a Language of Northem Pakistan. M.A. thesis. Arlington: The University of Texas at Arlington. Mansoor, Sabiha. (1 993) Punjabi, Urdu, Epiglish in Pakistan. Lahore: Vanguard. Nettle, Daniel and Suzanne Romaine Vanishing Voices; the Extinction of the World s Lat7- guages. Oxford: Oxford University Press. Posey, D.A. ed. (1999) Cultural arid Spiritual Valzies of Biodiversity. United Nations Environment Programme. London: Intermediate Technology Publications. Rahman, Tariq. (1996) Language ai7d Politics in Pakistan. Karachi: Oxford University Press Rahman, Tariq. (1997) Linguistics in Pakistan. Pakistan JozcrnaZ of History and Czcltzire 1811: Rahman, Tariq. (2002) Language, Ideology a~id Power: Langiiage-learning among the Muslims of Pakistan and North India. Karachi: Oxford University Press. 13. Rehman, Khawaja A. and Joan L.G. Baart. (2003) The Language of the Kundal Shahi Qureshis in Azad Kashmir. Manuscript in preparation. 14. Tabassum, M. Nazir. ( 1996) A Phonological Analysis of Potoharihlirpuri Language. The Sarosh, Golden Jubilee Nutnber Vol. 11: Mirpur, Azad Kashmir: Government College Mirpur (A.K.). 15. Zaman, Muhammad. (2002a) Report on a Dialect Survey Mission to Dir Kohistan. [Online: Zaman, Muhammad. (2002b) Report on a Larigiiage Sriwey Trip to the Bishigrani Valley. [Online:

212 Introduction Linguistics Versus Literature Controversy in the Teaching of English Mubina Talaat Bahauddin Zakariya University, Multan The problems in the education of English in Pakistan are rooted deep in the political and socio-cultural history of the country. However, a new dimension to this problem has been added recently by a controversy started by an introduction of linguistics, at university departments of English departments since 1980s. Linguistics is a new discipline, regarded to be a science in Western universities. Its importance is only recently beginning to be realized in Pakistan - but only in the area of English studies where it is feared to displace English literature. If we allow this to happen, we shall make yet a gross mistake and suffer the consequences. The main aim of this paper is to look at the potential threat that linguistics has posed to literature and the consequences it wil entail for us. The secondary aim of this paper is to explain that linguistics is a subject that can be used to improve the study of English literature as well as language. It is an independent subject not to be identified with English language alone. For this purpose, a brief introduction to this controversy between English and linguistics is given in Section 1.1. It aims at explaining that the conflict is based on narrow notions of about the functions of linguistics as also because of widespread dissatisfaction with the study of English literature at all levels in this country. It then proposes to give due recognition to linguistics while still preserving literature through important restructuring of the syllabus and teaching methodology. Hence the importance of linguistics is explained in Section 1.2 while in Section 1.3 the problems in the study of English literature are briefly identified. In Section 1.4 the need is explained to re-structure literary studies in the light of changing sociopolitical realities on the international scene as also because insights of linguistics have created a revolution in literature too. The paper ends with a final comment in Section 1.5 on why linguistics and English must go together even in a department of linguistics for a long time to come. 1.1 Linguistics and English: Why Controversy Linguistics was introduced through a four months diploma programme first held in 1983 by the UGC with the help? of the British Council, mainly for university and college teachers. The diploma programme ran for more than ten years and ended in as the British Council decided to pull out its support for it. Since then, a controversy has beset the departments of English literature across the country linguistics and English literature. Those convinced of the virtue of linguistics would like to banish English literature out of the country for good. This effort has been resisted only those who have not studied linguistics at all and remain ignorant of its vices and virtues. These are the people who have learnt to regard literature as a

213 moral force, suspect linguistics and perceive it as an enemy to literature. The Punjab university famous for it English department and promotion of literature resisted welcoming linguistics for along time. The Azad Kashmir University, on the other hand, set up a department of English which did not have English literature at all. The Bahauddin Zakariya University, chose to tread carefully between these extreme. But has managed to introduce, a parallel self-financed M.A programme (2002) and also MPhil (2000) in linguistics. Much before this when the UGC refused to grant permission to displace literary components of traditional M.A, linguistic components were added to it. Resistance to linguistics is strongest in the Punjab University, Lahore, choosing not to introduce linguistics at all in the masters degree programme. But it has revised it syllabus of literature to include postcolonial literature and modernize it in every way possible. But the teaching methodology arid system of examination is old and conservative. Studies in linguistics at the Punjab university are confined to courses in TEFL. At other places too, ELT diplomas have been introduced but the traditional M.A programmes remain largely un-revised and are taught in traditional ways. In order to understand the root of controversy, it is important to understand why those of us who studied linguistics are suddenly turned against literature? How justified we are to in wanting to replace literature with linguistics? It is important to mention at the very beginning of the argument that there need not have been any antagonism between literature and linguistics any more than can be between chemistry and physics, or between history and international relations. These two subjects are totally different from each other in their content, aims, objective and methods of study. Linguistics is a scientific study of language. It is a new discipline and emerged only in the twentieth century. Its study is largely confined to Western universities and colleges. It is however a subject that has had a radical effect on our notions of language and literature all over the world. Still departments of English literature,operate independently of the Departments of Linguistics everywhere in the world. Some departments may decide to have their own linguists in the departments of sociology, psychology, anthropology, education. The departments of English studies certainly have much use for linguistics in both areas of language and literature. Linguistics has helped developed new concept of literary criticism and how literature should be read anti interpreted. The conflict in English literature and linguistics has ensued in Pakistan simply on account of a chance that linguistics has been introduced through the teachers of English who usually (not always) took courses in ELT - ostensibly to bring about a change (improvement perhaps) in the teaching of English. Among the majority of Pakistani teachers teaching of English came to mean teaching of language only. Linguistics was expected to bring about a revolution not only in the teaching of English language but it also in English literature. But many of us were simply so enchanted by the linguistic discoveries, and also what the study of a second language entails, that our interest in linguistics per se has blinded us to its application in the areas of language, literature and sociology psychology and anthropology. It makes many of us forget that linguistics is a scientific discipline, independent of English. It has its own concerns, methods and discoveries. It can be used for English or any other language. Its insights can be used for any discipline from psychology to physiology (hearing or speech problems of children). It is a study to be pursued in its own right first. Hence, it should be our government s concern to establish departments of linguistics in all 215

214 216 universities, and prepare linguists to benefit all subjects which can benefit from it. For it can be used for mother tongue education. When applied to English as foreign or second language, it must include not only teaching of spoken English and communicative skills but also the study of modem English literature - wherever required, by using modem methods developed in linguistics. One must acknowledge the fact, however, that two important weaknesses in the study of English literature have greatly contributed to English language teachers en bloc conversion to the side of linguistics. The traditional of study of literature is so chaotic and haphazard that after two years of study it leaves many people confused or gives only very vague sense of elevation without creating an ability to use this knowledge profitably in life. Secondly, traditional study of literature has always relied on written English to the exclusion of speech. This has proved to be dangerous even for those who have been able to use literature profitably as teachers or bureaucrats. The knowledge of linguistics, emphasizes the activity based approach to language. This has not only created a new thrill and excitement in teachers of English but also made many people aware of the vacuum in their knowledge - what they had missed all along and couldn t pinpoint. To be engaged in activities of interactive kind is more exciting, more fulfilling and more purposeful than the traditional ways of silent reading or monologues of lecturing. Literature is beginning to sound remote distant and not immediately relevant. The academicians themselves are under the spell of this thrill or trance - of having discovered linguistics simply because it has released a creative energy, and has made us contribute to the body of knowledge in way not open to us before. We tend to forget the fact that linguistics can be, and should be used to re-organise the study of literature, even at the level of universities and colleges, in the same way as it is being used to improve the learning and teaching spoken English at the level of school. It must follow the study of language. It requires a mental and emotional maturity to be appreciated and understood. But one also matures through imaginative adventures of the lund that literature offers. English literature is a special subject at Masters level like music, painting, dance and so on. It has a specific purpose and many functions to perform in our life. Its syllabus, content and teaching methodology should be revised - not replaced by linguistics. It must be admitted, however, that re-orientation of literary studies at different levels of school, colleges and universities requires (if taken seriously) really bolder steps than organizing the teaching of spoken English at schools, -or indeed setting up an independent department of linguistics. This is because literature requires a maturity of outlook that we need to foster and inculcate as part of the teaching scheme in English. It requires going beyond the language and looking at the schemes of discourses, writers contexts and readers own experience of reading. If we have not been able to benefit from linguistics in organizing the study of English literature, it is perhaps because linguists that Pakistan has are too few to be visible - let alone be heard by their colleagues or power that be. Alternatively, they are perhaps too excited by their own discovery of linguistics to think calmly but what needs to be done about the study of linguistics in the different areas including English literature. Since it is argued here that linguistics has the potential to restructure both language and literature, and

215 217 many controversies have arisen partly from narrowly conceived notions of linguistics, it is necessary to dilate upon the significance of linguistics in Section The Importance of Linguistics In Palustan, teachers of English got a chance to be trained in linguistic studies first. It is unfortunate that linguistics is confined to teachers of English alone. Linguistics should have been recognized as an independent discipline in its own right. It is not a subject to be equated or associated with English alone. Lack of this recognition among the higher authorities has led individual teachers and academicians of English language and literature to make their individual decisions about the teaching of English alone. The entire expertise of linguistics is spent on English. This expertise has not been used to improve the education of Urdu or other mother tongue education programs in Sindh or elsewhere. Another major confusion is that linguistics is equated with language. This is a misperceived notion of this subject. Linguistics is a subject that explains the facts of language in a scientific way. But this knowledge does not in itself help any one to acquire and use a language more proficiently than one can, without it. In order to benefit from it, its applications must be worked out, for each particular area of knowledge. Its function is to enhance the awareness of language in general. The increased awareness about the form and functions of language may lead one to make a variety of innovative uses of this knowledge in the field of education, anthropology, literature, sociology and psychology. For example, the knowledge of linguistics, at the turn of the 20th century brought a revolution in the field of literature - both in theory and practice. It altered the very notion of how literature should be read, as also how it should be written. Consequently, there is a whole range of application of linguistic knowledge to literature - for both the reader and the writer. Literature is regarded to be a special type of discourse which draws upon a variety of extraordinary contexts. Hence when the insights of linguistic theory are applied to literature, the consequences in terms of reading/writing strategies, underlying assumptions and approach to the material of study are not the same as when they are applied to the learning of a language for actual use in real life situations. No wonder, one is a specific form of written language and the other is a spoken form. On top of it all, it must be understood that Linguistics is only accidently related to English in that linguistics has drawn upon English as model for analysis and synthesis. It is possible, however, on the one to draw upon the theories, models and methods of analyses of English, in order to describe other languages such as Urdu, Brahvi, Shina, Brushaski etc. On the other hand, it may also become necessary at some stage to discard these models and develop new ones - as has already happened in the case of English. English grammar was traditionally written by drawing upon the models of old Latin grammar. The linguists gradually realized that English language cannot be properly described by using the framework of Latin grammar - it must develop its own categories of analysis. Hence, linguistics offers, in addition to a renaissance and reformation in the teaching of English language and literature, infinite possibilities of discovery, invention and application of various rules and principles in any language. It would be a pity if we do not use this knowledge to develop the local languages of our own

216 218 country. We have not extended the application of linguistic knowledge even to the development of Urdu, the national language of Pakistan. Our country has many languages which await recognition for development. This is a multilingual country which needs linguistics - may be for socio-cultural development through its languages - since many are merely spoken, and not written at all. So far we have made only one use of linguistics - in the area of English language teaching. And that too sometimes at the expense of English literature. This is rather a sorry thing to happen though why it has happened is understandable. The feeling has grown stronger over the past twenty years that English literature is needed by a small minority and language is needed by a majority. This appears true, but is debatable (see Section: 1.3). But it should suffice here to say that literatures not only represent but also produce social consciousness or national consciousness. And in the post-independence era, English literature could (should) have been used to produce a consciousness of international culture and conceive our role in it. But this required a level of social and political awareness not available to us in the recent past. It should be remembered that even if linguistics is merely required to do a job in the area of English language teaching, then that that job cannot be complete without streamlining the study of English literature at the same time when it is trying to redress the balance by teaching English to majority. Now there are some problems in the study of English literature which are specific to it. They are rooted deep not only in the way literature has been traditionally studied and taught, but also in the socio-cultural and political history of this country which suppressed freedom of thought and did not encourage originality in ideas and expression. In order to elaborate the problems of the study of English literature at the level of the university, and what linguistics is required to do in this specific area at the level of university, we look at this problem in detail in the following Section English Literature: What is Wrong with it? The teaching of English, should have been streamlined in the post-independence era by identifying the role of English, as was done with Urdu. When it was decided that Urdu would be used to produce national cohesion, its syllabi at all levels represented poets like Allama Iqbal and the speeches of the Quaid. But if the role of English was identified vaguely - as a language of international communication, its teaching was never streamlined in accordance with its role. Instead, a status quo was maintained in the syllabus, teaching methodology and examination system. In fact it was allowed to deteriorate, except at places where it served military bureaucracy (Rehman, 1999,2002). In the British educational system the syllabus and teaching of English aimed at representing the cultural development of British nation. The freedom and equality negotiated in the British English literature did not touch the life of those colonized by the British. We failed to understand that British English literature had only a representational value for us. We were not represented in it. We stood outside them - as their cultural other. We did not notice the fact that it ended up suppressing our consciousness by inflicting of humiliation and shame. It was essential to change the syllabus in order to achieve internationalism that we have so trumpeted about in the use of English. Or if the British based syllabi could not be changed, the teaching methodology should have been aimed at the projecting a critical awareness of history in which the British struggle for equality within their

217 219 culture could be contrasted with their role as slave masters outside that culture. Our failure is that we did not do that. It has to be admitted, however, that there has always been a dissatisfaction with this exclusive teaching of (whatever) English literature at colleges and universities. But nobody has been able to pinpoint the cause beyond the fact that it is not materially profitable. Hence Karachi university added a language component. Others have wanted to combine it with other subjects such as economics and educational psychology (Rezi Abdi:lec.) to make it more useful. In Multan, since 1975, the liberal and progressive thinkers (outside the university) have wanted to replace British literature altogether by international Englishes. The arrival of linguistics in 1980s has come as a welcome relief from all anxieties about the inadequacy of literature. There is now a greater emphasis on language teaching at English medium schools. The universities are playing a vital role in training students in ELT and linguistics at the department of English. The Bahauddin Zakariya University has added various linguistic components including literary stylistic to traditional M.A, and has started a parallel M.A in Applied linguistics including literary components. It has decided to allow research in literature only when students have been taught linguistics in the first two semesters of MPhil. Linguistics has made it possible to streamline English studies by balancing literature against language. But whenever literature is de-emphasised in favour of language or linguistics, it tends to make such studies superficial and empty of thought content. It makes language study almost aimless and trivial. After a careful analysis of this situation, one is led to the conclusion that interaction with ideas is at the heart of all education - linguistics or literature, art or technology, science or sociology. Ideas are conceived, or can be generated, everywhere in science or in the arts. Sometimes an idea in the arts leads to a scientific development. Sometimes a technical, scientific idea leads to development of new form of arts and social sciences. Technologies in science and arts are interdependent. And there are cultures which are hospitable to the growth and development of new ideas and then there are other cultures which are not. Unfortunately, our cultures aim at preserving old traditions - and are not hospitable to new ideas. We have the magnanimity to marvel at the achievements of others but not to move in a new direction ourselves. Therefore, we feel that we can use the technology of other nations through other languages but dispense with their culture. Literature is a cultural institution that deals with the consequence of any moral or material changes occurring within a culture. We cannot use the technology of English speaking nations/countries and be indifferent to their, culture and cultural institutions like literature. Nor refuse to deal with the difference. The result will be 11/ 9 or worse. In order to use their technology, we must understand the moral and material implications involved. We believe that technology is neutral. But years of experience should make us see that it is not. In our attempts to embrace technical advancements of the West, while at the same time preserve our culture we swing from one extreme to another. First we refuse or resist scientific development. Then we decide to go for technical, scientific advancement and neglect arts, humanities and social sciences - only to discover that we are in some kind of new mess like what happened on 11/9. This is an event which should awaken us to this naked reality.

218 220 Political and social oppression does not allow freedom of expression in this country -not without the fear of consequences. The classical English literature survive among us as fantasy or dream to escape from the conditions we are scared to fight. It is simply a question of failing to fight the oppressor within. But this silence has robbed us of the function of conceiving ideas, since we cannot express them, even to ourselves in the secrecy of thoughts. We have reached a stage where we are refusing to deal with ideas of others or our own. English literature has grown out of a culture in which people believe in living out their ideas. We live off the others. Or worse, we insist on not grasping them at all! The study of English literature is made futile, trivial and restricting by the same set of circumstances that contaminate the whole education system of Pakistan. The specific trouble with the study of English literature in Pakistan, however, has been that even after independence, we chose to be its passive readers and receive it as a MONOLOGUE of the West. It has never been read for an opinion, or a view (that it really was) to contest or challenge it with arguments of our own. We have received it like a sermon, in silence, while much of it was lost, or did not make much sense or appeared irrelevant. We did not register our response to Kipling and Forster even in our own local literature. Of English we may have been avid readers but never the writers; we chose to be its silent audience but never the speakers. Since we did not read to write back, we did not give it the attention that a cultural DIALOGUE of necessity requires. Silence destroyed our response. This major trouble with English literature is that we did not read it right. We were bad readers. The very fact that we chose to be a mere reader is in itself condemnatory. This is why we have taken no interest in changing the syllabus for a very long time. Nor indeed were we interested in updating the method of study, the examination system, the system of evaluation and application. Political circumstances are as directly responsible for fostering this attitude as the socio-cultural mores that require unreserved reverence to tradition and promote status quo. It is unfortunate to notice that if the empire is beginning to write back since 198Os, then it is not on the soil of Pakistan. Africa writes back and much of Asia too! From Pakistan, individuals have to flee, take refuge in other countries and write - not necessarily to represent the people of Pakistan. The times have changed, however. And the body of post-colonial literature continues to grow slowly. The reading of English Literature must be totally revolutionized in Pakistan. It has to change radically in aim and objectives in order to meet the challenge of time and justify its presence in the teeth of linguistics which might throttle it at least at some places. In the following section we propose the solutions that are needed to put literary studies back on the track. 1.4 How to Improve Literary Studies In order to put literature back on the track, we need to make changes in: Syllabus, Method of teaching, System of evaluation Application in real life. In order to select syllabus, one must decide the level and aim of teaching literature at that level. In a multilingual situation, it is important to decide when shall English Literature be introduced for the first tine.

219 22 1 My suggestion is that it should be introduced at the college level in B.A, after the students have had some education in their local and national literatures in a presumably trilingual education system. For literature may be used to create: 1. a social consciousness; (Regional literature) 2. national consciousness; and (Urdu literature) 3. an international consciousness (English literature). Post-colonial English literature must find a fair amount of representation at both B.A and M.A levels. It must be modem and contemporary. Among the relevant British and colonial writers Kipling and E. M. Forster should be included to initiate a cultural dialogue. Kipling is possible to read and enjoy even at a junior level and then gradually analysed critically at higher levels. The syllabus must address issues that are related to the youth of Pakistan. The most important thing to change is teaching (reading) methodology. It requires the most liberal changes possible. It must allow the student to register own response to characters, actors and situations and ideas. The examination method must radically change for this to happen. This is possible only in semester system. It must include linguistic and literary stylistics as essential part of reading and analysis of English literature. However linguistic techniques must be complemented by other readings from historical, social, political psychological analyses developed in the literary discipline. The Department of English literature at the university must emphasise teaching and evaluation of different theories of art and criticism. Practical criticism must be encouraged -not only of English literature but also of other literatures such as Urdu and Punjabi to test the validity of these critical/art theories. Creative writing must be made a part of the curriculum of literature. We must make our students not only able to express their imaginative and creative impulses but also to criticise, and argue and analyse, and understand the technology used or needed in arts. The students must be able to appreciate literature in accordance with the given theories of art. They must be taught to understand the importance of theoretical framework. And learn to criticise the framework of analysis too -by their own inventions. Department of English must of necessity include and encourage comparative study of some kind, at different artistic levels, with Urdu and other literatures. Such critiques could also be written bilingually. Department of English must take upon itself to keep abreast of the modem developments in the areas of art and criticism. Finally, the study of literature requires a maturity of understanding, if not always vision, which cannot come from narrowly designed courses to promote ideologies. Hence in order to re-habilitate the study of English literature it should be a conscious aim of the teacher to make the students emotionally, mentally and intellectually mature. Hence in order to enable the reader to see and evaluate a work of art in larger contexts,

220 222 it should be possible for students to take one or two courses in politics, sociology, psychology and history and linguistics and combine it with literature major. Having dealt with English literature, it is important to make one final comment on the relation between English and linguistics in the following section. 1.5 Problems in the Recognition of Linguistics It has been suggested here in Section 1.2 that linguistics is an independent subject and separate departments of linguistics should be set up at Pakistani universities. It should be made clear however, that the study of linguistics will not be possible without English. A high level of proficiency in English will be absolutely necessary requirement to study linguistics. Anyone coming to study descriptive linguistics must be fully conversant with English in order to be able to study and analyse the structure of English language first. Now the applications of such models to Urdu or other Pakistani languages is a second stage of linguistic studies. This will require a philosophical understanding of the categories of linguistics and their specific forms of realization in the other languages. The first implication of this is that linguistics and English remain one, inseparable for a long time. The translation of books on linguistics and models of analyses into Urdu will be difficult. This is so because the models of analyses and all linguistic notions are in English or take English as the point of reference. So the models of description without the language described are not translatable. But what seems likely is that when Urdu and other languages are analysed, this analysis and description may also take place in English. The second implication of this situation is that in linguistics, all other languages will possibly be described in relation to English which will create many fallacies. But this is a risk that we must take. It cannot be altogether averted. Only, we have to be alert, and wary of such fallacies. It may then be possible, or necessary in some cases to develop our own new models of descriptions in relation to our own languages. But that is for all of us who have studied linguistics in English. The final word of caution is that scientific research and development is not an isolated phenomenon from social and cultural development in general. We cannot have one without the other. We have only choice. To stick to old traditions and not move in any direction at all! Or live creatively and pay the price. If we aim at developing a culture that conceives welcomes and respects ideas we shall not make divisions between technical and non-technical subjects but between how subjects are allowed to flourish in the light of what is new imaginative and useful for human beings. REFERENCES 1. Abdi, R. (1978) Address to Students at the Department of English, Multan. 2. Rehman, T. (1999) Language Education and Culture, Karachi: Oxford University Press. 3. Rebamn, T. (2002) Language Ideology and Power, Karachi: Oxford University Press.

221 L to R: Prof. Dr. I.N. Hassan, Ms. Ingeborg Breines, Prof (R) Ahmad-ud-din Hussain, Dr. Pierre T. Sane, Dr. Inayatullah View of the participants

222 225 Session 5 The State of Social Sciences in Pakistan Sessional Chair Ms. Ingeborg Breines Director UNESCO. Islamabad. Sessional Co-chair Dr, Inayatullah, COSS Rapporteur Prof (R) Ahmncl-lid-clin Hiissniri, COSS. Papers Presented 0 A Qualitative Evaluation (Dr. Iiiayatullnh, Council of Social Sciences). 0 A Quantitative Evaluation (Or: Pervez Tahir; Plniining Commission, Govt. of Pakistan). 0 Migration and Multiculturalism (Dr: Sabihn H. Syed). 0 Recommendation for Further Direction (Dl: Znrinn Salnmat, Council of Social Sciences).

223 226 Qualitative Development of Social Sciences in Pakistan Dr: Inayatullah Council of Social Sciences Be it an individual, group, institution or a system of knowledge, self-awareness and critical selfevaluation is necessary condition for their development. Both self-awareness and self-evaluation help understand and overcome the limitations that prevent the realisation of one s potentialities as well as enable one to set one s goals clearly. Their absence leads to decay and decline. In Pakistan while in some sectors such as development planning, self-evaluation is often conducted though irregularly it is absent in many other fields. This seems to be particularly true for the field of education and for evaluation of social sciences. During the first four decades of the life of the country no such evaluation was done for the social sciences as a whole. The process started duriqg mid 80s. In 1988 the Faculty of Social Science of Quaid-i-Azam University made the first attempt to evaluate the status of social sciences by organising a conference on the subject in The Conference was preceded by preparation of a score of papers written in an explicit theoretical framework and using well-defined criteria. Edited by S.H. Hashmi they were later published under the title The State of Social Sciences in Pakistan in During the same time Prof. K. K. Aziz produced several works evaluating the subject of history specifically and social sciences generally. During 1998 five well-known economists S. M. Naseem, Sarfraz Qureshi, Rehana Siddiqui, Nadeem U1 Haque and Mahmood Hasan Khan produced three papers evaluating the discipline of economics published in the Pakistan Development Review a journal published by Pakistan Institute of Development Economics. In year 2000 social scientist S. Akbar Zaidi produced a monograph evaluating the state of social sciences. He discussed some issues raised in Hashmi edited book as well as added new ones.2 Two new evaluations are being conducted at present; one by Higher Education Commission-supported Committee of Development of Social Sciences and Humanities and the other by Council of Social Sciences. The Committee held the second social science conference on December in 2003 with the theme of Development of Social Sciences and Humanities: Current Scenario and Emerging Trends. About papers describing state of different social sciences were presented in the conference. The Council of Social Sciences, Pakistan (COSS) an autonomous and non-profit organisation of social scientists registered in June 2000, has published a number of evaluative studies and is continuing this work f~rther.~ Four studies are currently under preparation (December 2003) and will be published in the first quarter of They are described below. 1. The Social Sciences in Pakistan, : Identification of their Trends, Problems and Future. For this study COSS has commissioned twenty-two papers; 18 discipline specific and four general papers on different aspects of social sciences, which has been prepared within a common framework. (Later this study wil be referred as Study). 2. The State of Professional Associations of different Social Science disciplines (to be later referred as

224 227 Professional Association Study). Given the vital role that the professional associations play in development of social sciences, COSS launched a study on six professional associations related to different social science discipline^.^ The writers of the papers were provided a common theoretical framework. 3. Compilation of data about the number of social sciences departments, the number of teachers in each department and their qualifications from 1963 to The information used in this study has been taken from five handbooks Handbook of the Universities of Pabstan (1963, 1968, 1976, 1987 and 2001) published by University Grants Commission (now Higher Education Commission). 4. Publication of handbook of PhD and MPhil theses since the emergence of Pakistan. COSS has collected data on all PhD and MPhil theses written since the emergence of the country up to 2002 and plans to publish a handbook on the subject. This data will be published in near future with an interpretative ~hapter.~ As other three studies are not yet at a stage that their final conclusions could be described here only the summary findings of The Social Sciences in Pakistan, : Identification of their Trends, Problems and Future are given below. To become scientific and for moving away from just description of facts and events a social science discipline must develop a theory or theories and test them with data. Pakistani social sciences with some exception have yet to define this as appropriate goal for them. The primary reason for this seems to be an explicit and implicit consensus in the academia and policy-makers in Pakistan that social sciences here need not be concerned much with theory building and testing. Instead they should concentrate on promoting applied research which is immediately related to public policy and concrete problems of society. However, if social sciences disciplines do not become mature disciplines they cannot contribute much in evolving solution to concrete problems. The overview in Hashmi edited book in 1988 found that there was a lack of development of theories and their testing in social sciences in Pakistan. Consequently Pakistani social scientists did not make any significant contribution to the cumulative growth of social scientific knowledge at national and international level.6 It appears that these findings remain unchanged even after more than a decade as another study corroborates them. Creativity is another criterion for assessing the development of social sciences. The overview in Hashmi edited book found that the level of creativity in social sciences in Pakistan was low. Most of the papers of Study also reveal that no significant improvement in the level of creativity in our social sciences has occurred during last 17 years. Lack of creativity also shows up in writing of textbooks. The overview in Hashmi edited book and some other paperss reveal that such textbooks were not developed and that text books produced in the Anglo Saxon universities were indiscriminately used in teaching of social ~cience.~ The papers for Study also show that situation has not changed much. A quantitative measure of development of a social science discipline is the number of books and

225 228 professional papers that its practitioners have produced overtime. Use of this measure, however, is a difficult one as books and papers are often of different quality and their significance for determining the development level of the discipline vary. Regardless, both earlier evaluative studies and Study show that annual production of books and professional papers in different disciplines meeting international standards is rather meager. Indeed one occasionally comes across some good books but they are often written by Pakistani scholars abroad or out of the academia. The number of papers by Pakistani social scientists published in international journals is also meager. As discussed in earlier evaluative studies the papers published in local journals, which are small in number and appear sporadically is also very small. The local journals often publish material without peer review. Malpractices in publishing papers in journals seem to be rampant. From the above description it is obvious that social sciences academia in Pakistan does not assign high priority to research. There are several reasons for this. A crucial one is the student teacher ratio and high load of teaching which discourages teachers to undertake research resulting in their inability to improve their stock of knowledge. Lack of research also affects the quality and contents of teaching. Only integration between research and teaching can truly make teaching inspiring and meaningful to the students. Lack of Interdisciplinary Orientation The overview of Hashmi edited book showed that interdisciplinary orientation had not developed in social sciences in Pakistan by that time. It observed that the social sciences in Pakistan '...suffered from high degree of segmentation. Each discipline developed in isolation, both in teaching and research. The inter-disciplinary and mult-idisciplinary concerns in which all discipiines develop some common theoretical, conceptual and methodological frameworks were more or less absent.' lo Writing in K. K. Aziz corroborated these observations." Later studies particularly the one by Zaidi does not show that any significant movement has occurred towards bringing social science disciplines close to each other. Some papers in Study, which dealt with this issue further, confirm the lack of emergence of interdisciplinary orientation in our social sciences. Even the four disciplines in social sciences - Area studies, Pakistan studies, women studies and strategic studies - which are structurally interdisciplinary have not become truly interdisciplinary as different subjects are taught separately and not many teachers are adequately informed of basic knowledge of other disciplines. Conclusions Social sciences in Pakistan had to go a long way to become scientific, creative, and interdisciplinary and make effective contributions to the development of Pakistani society. Many changes in the state and society have to occur before their decline can be reversed and they are set on the path of dynamic development. For such a change to occur the state functionaries need to appreciate the value of social sciences, increase the financial allocations to educational sector including social sciences, build a vibrant educational infrastructure, provide adequate symbolic and material rewards to social scientists to pre-empt internal and external brain drain. In addition while allocating adequate funds to universities state should reduce its direct control over universities. Most important of all, both state and society need to create and foster culture of science that nurtures critical and questioning minds.

226 229 END NOTES The book originally published in 1989 by the editor Dr. S.A. Hashmi has been reprinted by the Council of Social Sciences, Pakistan (COSS) in COSS has placed it on its website The Dismal State of the Social Sciences in Pakistan which COSS published in 2002 and has also placed it on its website coss.sdnpk.org. The monograph has been translated in Urdu and wil be published by COSS in near future. Council of Social Sciences has reprinted The State of Social Sciences in Pakistan (2001) originally published by Quaid-i-Azam university in 1989 and reprinted ten articles in the form of book Social Sciences in Pakistan in the 1990s (2003), It has also published two monographs, The Dismal State of the Social Sciences (2002), by Akbar S. Zaidi and Becoming a Modem Nation: Educational Discourse in the Early years of Ayub Khan ( ) by Rubina Saigol(2003). The disciplines are: Philosophy, sociology, psychology, history, political science and economics. Data on theses written up to 1992 has been taken fromuniversity Grants Commission (UGC) published handbook, National Bibliography of Research Theses, Islamabad, University Grants Commission, Data for remaining period was directly collected from all the social sciences departments of public sector universities. Inayatullah in Hashmi. S. Akbar Zaidi The Dismal State of the Social Sciences (2002). Besides Inayatullah in Hashmi also see Ansari in that book (1989: 7-8). This is not to say that western textbooks should not be used. Their use broadens the mind of students and acquaints them with most recent research in their discipline. However, they need be examined for their relevance to Pakistani conditions. Ibid. See K. K. Aziz, University Historian in his book Pakistani Historian: Pride and Prejudice in Wrting ofhistoly. Vanguard Books, Lahore, 1993.

227 230 Quantitative Development of Social Sciences from : Preliminary Findings of A Council of Social Science Study Dr: Pewez Tahir Planning Commission Govt. of Pakistan, Islarriabad The development of social sciences in Pakistan was measured in a 1989 study using both qualitative and quantitative criteria.' Using more or less the same criteria the Council of Social Sciences (COSS) is currently engaged in another study. This paper presents some tentative findings based on quantitative data derived from this study. To ensure qualitative development there must firstbe an adequate infrastructure and institutional capability. This can be partly measured by the number of departments and institutes that have developed and the number of teachers in them. Quantitative Development Since independence, there has been a significant quantitative growth of social sciences and social scientists in the country. According to the data collected by COSS the number of social science departments, institutes and centres rose significantly from 39 to 149. If their growth is related to the type of political regimes in Pakistan it appears that its growth was generally high during civilian than military rule particularly that of Zia-ul-Haq. As a whole the rate of departmental growth during the entire period was about three per annum. Given the academic situation of Palustan it may be regarded satisfactory. A look at the composition of the departments indicates the relative importance of various disciplines, and informs about the content of institutional growth. History, the most important discipline in 1963 lost out to economics, while political science became less significant than sociology. Philosophy maintained its position of least importance. History has witnessed steady decline. Economics left history behind in 1976, peaked in 1987 but has been on the downhill since then. Political Science, philosophy and sociology were equally important in Since then, political science has seen consistent decline, while sociology shows some signs of revival, though the level remains lower than in Indeed all of these five disciplines are a smaller percentage of the total in 2001 than in What it means is that some new disciplines have emerged to claim not only their share, but have also become more important than these traditional disciplines. Only economics retained its second position of From its first position in 1963, history moved to the fourth position in 2001, thus giving way to education. Political science, placed third in 1963, had moved way down, as had sociology and philosophy, their places taken by publichusiness administration and mass communication. In fact by 2001, the scene was dominated by disciplines with greater perceived job pros-

228 23 1 pects: education, economics, public/business administration, mass communication, library science, home economics, social work and geography share 55 percent of the departments. All these departments had existed in 1963 and, therefore, the higher growth is not the result of a lower or non-existent base. In fact, the other 12 departments include five disciplines that did not exist in the base year, 1963, viz. anthropology, area study centres, defence and strategic studies, development studies and Pakistan studies. The remaining seven departments, together with anthropology, can be described as the core social science departments while the other four are multidisciplinary in nature. The core disciplines contained three percent of the total departments compared to 55 percent in From nil in 1963, the multidisciplinary departments claimed a share of 12 percent in In sum, while the overall quantitative institutional growth was satisfactory, the relative quantitative strength of the core social science departments declined. The second criterion of quantitative development is related to the supply of practitioners. There was an increase of teachers in the social science departments from 210 in 1963 to 1168 in 2001, a more than 5-fold increase. The teacheddepartment ratio rose significantly from five to eight, implying that the teachers growth was higher than the departmental growth. However, it is instructive to look at the distribution of teachers over the three categories of departments identified earlier. It indicates that the employment oriented departments increased their share of teachers from 55 percent in 1963 to 59 percent in 1987 and maintained it in Core departments witnessed a continued decline in their share. In 2001, increase in the share ol multidisciplinary departments was at the cost of core departments. There is a presumption that foreign qualifications, particularly PhDs, suggest better quality of the teachers. The eight employment-oriented disciplines. out of a total of 29 disciplines falling under the rubric of social sciences, also claim the greatest proportion of foreign qualifications and, within these, an even greater proportion of foreign MPhilsMasters. Other disciplines have a greater proportion of foreign as well as local PhDs. A more meaningful picture emerges when the ratio of foreign PhDs and MPhildMasters is compared over time and across the three categories of disciplines. It will be noticed that the core social sciences started out with the highest teacherddepartments ratio in respect of foreign Phns, all loreign qualifications, local PhDs and all PhDs. Employment oriented disciplines had an edge only in regard to foreign MPhils, Masters/ departments ratio. By 2001 the position changed radically. The core social sciences now had an edge only in local PhDs. This reversal was contributed mainly but not entirely by the accelerated expansion of the employment oriented disciplines. Another major development was [he emergence of multidisciplinary departments that competed with core social sciences departments. In 2001, these new departments had a higher density of foreign PhDs, all foreign qualifications and all PhDs than the core social sciences departments. In fact, the density of all PhDs in these departments (39 percent) was higher than both employment oriented departments (38 percent) and core social science departments (20 percent). Structural integration through inter-disciplinary studies as noted above is an important evaluation criterion for social sciences. In this regard, the emergence of multidisciplinary departments provided opportunities for holistic social science. A reasonably adequate number of teachers, a good many of whom hold PhDs, is only a partial indicator of quality. In addition to being capable, the quality criterion requires them to be actually involved in research. Hence the fourth precondition translates into the existence of journals maintaining appropriate

229 232 standards and published with predictable regularity. Publication of research in international journals of repute is a generally acceptable measure of quality. For peer pressure and critical debate, the role of independently working professional associations and learned bodies, holding regular annual conferences and frequent symposia and seminars and workshops is considered to be crucial. Inayatullah2 in the eighties and Zaidi in the nineties analysed the content and quality of journals and research papers. According to the former, T(t)he output of high quality professional papers publishable in international journals was very small. The social science journals issued in the country usually published material that often did not come up to the recognised standard of international journal^.'^ A detailed list of journals and their content analysis by Zaidi gives further evidence of what prevailed during,1980s. He notes that there were 22 social sciences journals most of them multidisciplinary. They are issued irregularly. The papers published in them are of low quality Except for a few, most of them are not internationally recognised and the papers in them are rarely quoted in international journals and books published by prestigious publishing houses. Often they are used to promote the careers of the authors without the intention to communicate and start an intellectual debate and fermentation. Zaidi goes on to deliver a serious indictment: Journals are less an avenue to deliberate upon academic issues related to enhancing knowledge related to a particular discipline, but have become sources for academics and scholars located at the host institution (of the Journal) to further their careers. This we observe in the case of the PSDE and The Pakistan Development Review, but is not uncommon elsewhere. Two examples emphasise this trend adequately. The Journal of Research: Humanities, from the Bahauddin Zakariya University in Multan, produced one volume each in 1999 and 2000, comprising of a single issue both times, each with about 140 pages in all. Of the twenty papers in these two issuesholumes, 17 were from the humanities and other social sciences departments of the same university. Karachi University, one of the two largest universities in Pakistan...produced its Journal of Social Sciences and Humanities. What is important to note is that it took five years for it to do so and the inaugural issue is the single 150 pages joint Volume 1 and ! Moreover, of the twenty contributions (many of them joint papers) as many as nineteen are from Karachi University itself. These are just two of numerous examples which abound in Pakistan which confirm the view that what is produced in the name of social science in Pakistan, is rather ~uspect. ~ Developments since the analyses by Inayatullah and Zaidi do not suggest that the judgement about the publication of Pakistani social scientists in international journals and quality of publication in local journals has in any way changed. END NOTES 1. S. H. Hashmi, (ed.), (2001) The State of Social Sciences in Pakistan. Quaid-i-Azam University, Islamabad, Reprinted by Council of Social Sciences, Pakistan. 2. Inayatullah, Social Sciences in Pakistan: An Evaluation. In S. H. Hashmi (ed.) The State of Social Sciences in Pakistan, Quaid-i-Azam University, Islamabad, pp Ibid. 4. Zaidi, Ibid,

230 23 3 The State of Migration and Multiculturalism in Pakistan: The Need for Policy and Strategy Sabiha H. Syed UNESCO, Islamabad. PREFACE We hereby present a strategy paper on Migration and Multiculturalism in Pakistan, that we hope will be considered useful for researchers, educators and policy-makers. The paper is developed by Dr. Sabiha Syed in the context of a project in Pakistan on Migration and Multiculturalism as part of the overall UNESCO inter-governmental program on Management of Social Transformation (MOST). Dr. Sabiha Syed was crucial in developing the project through an interactive process involving many universities and research institutions. This paper was presented as a draft to the National Seminar on The State of Migration and Multiculturalism in Pakistan organized jointly by Islamabad Policy Research Institute (IPRI) and UNESCO, Islamabad in June 2003 and was further enriched through that process. UNESCO Islamabad looks forward to continue constructive dialogue with the relevant ministries, UN partners, related universities and related institutions such as IPRI on this theme. W e would appreciate receiving your comments to this strategy paper. Ingeborg Breines Representative Verso of Title The ideas and opinions expressed in this document is not necessarily those of UNESCO. ISBN: 0 UNESCO, Islamabad, 2003.

231 Background Migration and its attendant multiculturalism have historically been a challenge in the management of social transformations. The mechanisms of migration and multiculturalism are often inter-connected but not well understood; both areas of study are of interest to scholars and researchers. In social science disciplines, however, the inter-connectedness of the two is a neglected area of research. Therefore, the relevant policy responses to critical aspects of this phenomenon require a significant improvement in the knowledge that is present in the domain of social science. This would enhance its utilization in policy and strategy development. Human populations are becoming internationalized through education, the information technology revolution, mass media links and immigration. Workplaces around the world have now become multicultural environments. Human beings are also moving around the world faster, along with their diverse sets of values and social norms. Societies with marked international migration have promoted new mindsets, life styles and behavior patterns. The prospects are that migration will increase and people wil continue to live in multicultural environments. The existence of contemporary multicultural identities needs to be acknowledged and included in mainstream policy-making. Various studies indicate that recent socio-cultural and economic transformations have encouraged international migration and its consequent multiculturalism. Overall the political will of the nations has not been consistent with the reality of the motivations and compulsions of international migration and multiculturalism. There is now an increasing need for global cooperation to better understand and manage international migration and its correlates. So far, unfortunately, this topic has not been sufficiently discussed in international policy debates. The process of globalization as it relates to the human factor in migration can be studied through either a top-down or a bottom-up approach. If globalization occurs at grass-roots level it can help remove barriers of poverty and promote equality through basic socio-economic changes. On the other hand, globalization from above can bring forth drastic, often negative, changes for local communities through powerful processes that are beyond their control, thus leading to the people being excluded and marginalized. A major contemporary trend is the emergence of new levels of decision-making in the developed world. The dominant role of the nation state is being reduced and eroded not only by globalization, but also by the establishment of regional bodies such as EU, NAFTA, and others in the west and ASEAN, among others, in the Asian Region. Local identities often have longstanding cultural, ethnic and historical roots. The growing emphasis on these identities has led to pressure for decentralization. These identities, through local and provincial actions, have consequences for national politics too. The state still remains the most important level of power but political action is increasingly oriented towards multiple levels. A study analyzing the nature and scope of social transformations and social change in the past five decades concludes that global changes move in fits and starts, in cycles if not phases with crises and impending crises, in short term adaptive efforts on part of actors to deal with these situational challenges. Recent movements that have a socio-cultural orientation are observed to be based on gender, ethnic, regional and other specific groups. However the communication revolution, with its concomitant consequences including mass media, travel, the economic

232 23 5 impact of globalization, the sustainability of the natural environment, the intellectual and cultural movements for promotion of democracy and human rights, have had a significant impact on the lives of individuals locally, regionally, nationally and globally (Castles, 2000, Smesler, 1998). The role that civil society organizations have taken upon themselves is highly commendable. These groups are giving a voice to local communities and are working for the empowerment of disadvantaged groups. They have sent a strong message for poverty alleviation, environmental protection, rural development, empowerment of immigrants and upholding the principles of basic human rights, especially those of women and children. People all over the world are seeking ways of counteracting the harmful effects of globalization while maximizing its positive aspects. They are learning to use information technologies, which are an integral part of globalization, as a tool of influence. Local communities are making themselves heard through civil society organizations in many places, in many ways. These include citizens initiatives against growth of poverty, environmental degradation and other issues related to global inter-connectedness and human rights. These organizations include women s groups, labor organizations, immigrant associations and various others. The unique thing about many of these civil society organizations is that they are developing a global consciousness while acting locally. Migration Migration is defined as geographic relocation that involves a change of usual residence between defined political and statistical areas, or between residential areas of different types. In general usage the term has been restricted to relatively permanent changes. The two broad classifications are international migration and internal migration. Migration is a form of social change and can also be examined as a process of social transformation. In general it can be said that every transition from one social situation to another requires a degree of adjustment on the part of individuals, groups, communities and even nations. Overall. migration entails fundamental socio-cultural, economic and psychological changes. The motivations of migrants are multi-dimensional. Every act of migration can be said to involve an origin and a destination. Quite a few typologies and theories about migration have been developed around the predominant characteristics of the areas of origins and destination. Destination countries are generally concerned with keeping unwanted migrants out while opening their doors to only those migrants who are considered of economjc benefit. Migrants rights are also a vital issue in destination countries where the migrant selection process may not be in line with the aspiration of either the government or the migrant. In the developed countries, the issue of citizenship is extremely important for the refugees who have litlle hope of return, because it provides some basic legal status. Social and cultural citizenship provide access to social services and other welfare and public resources. The complexity of this problem is apparent from the lack of representation of migrants at any level which leads to exclusion from most development activities including housing, health, education, politics and the general cultural environment. The immigrants are characterized by exclusion although they are socially and economically contributing residents. The social and political exclusion of

233 23 6 resident foreigners and ethnic minorities create circumstances that jeopardize basic democratic norms. Furthermore, as the pressure increases on the receiving communities, societies and nations, there is the everpresent danger of punitive, restrictive and unilateral measures that could result in the insecurity and exploitation of millions of humans (Zig Lyton Henry, 1990). There has been a rise in anti-immigration movements globally. These are often racial in nature, and immigrants become highly visible targets. In other cases ethnic minority groups are marginalized and discriminated against. The identities of such groups are regarded as a challenge to national identity. Even democratic systems often neglect these victims in favor of perceived national interests. The effects of international migration are felt most at the local level, both in the communities of origin as well as in the communities of destination. The departure of members of working age disrupts agricultural and other production patterns. It also affects familial and lun relations; the family structures often undergo changes in the communities of origin. On the other hand, in the destination communities there could be a conflict between the cultures of the migrants and state policies. Communities at the local level are generally more aware of the social costs of the education, health and welfare of the migrants, and this could, and often does, lead to tensions. Therefore the social repercussions of international migration need to be treated as an important area of research for policy formulation on both ends. Numerous accounts relate the life stories of migrants who go as workers to improve their quality of life. In the course of this process, despite their hard work and extreme conditions, their suffering increases. In order to address these and similar emerging problems international organizations are providing cooperation and assistance. Several initiatives have been taken to address migrant workers and refugees needs. The International Migration and Cultural Policies sections at UNESCO are working in concert with LO, UNHCR, IOM and other partners to develop an international network against human trafficking by contributing through research and policy recommendations. They focus on the need to develop better policies to cope with the impact of international migration and to improve the integration of the migrants, so that migrant populations are considered as social entities rather than just economic entities (UNESCO 2003). Other efforts include a recent publication jointly produced by LO and IOM in consultation with UNHCR, which elaborates some of the concepts, issues and problems related to international migration. Examination of the set of principles outlined in this publication would help mitigate the problems faced by migrants and refugees. On 1 July 2003, the International Convention for the Protection of the Rights of All Migrant Workers and Members of Their Families entered into force, after the threshold of 20 ratifying states was reached in March None of the SAARC members have so far has ratified this convention. It has taken thirteen years of international mobilization to reach this stage and hopefully more and more countries wil ratify this convention so that the human rights of migrants are safeguarded. Multiculturalism Most nations are multicultural in some way or the other, generally due to global immigration streams. Developed nations like U.S.A, Canada and Australia proudly label themselves multicultural, due to the large number of immigrants they receive. However, at present the issue of migration, especially international migration, has brought forward pressing issues in these countries. In simple terms, the concept of multiculturalism stresses mutual respect for all groups and acknowledges the multiplicity of heritages that contribute to a natiodstate s development. A cultural identity is generally

234 seen as including all aspects of the way of life associated with a group of people, including, among others, language, beliefs, values, norms, customs and technology. A situation of cultural pluralism is observed when a group is neither acculturated nor integrated, and the differences between this group and other groups are brought out. In this regard a few other relevant concepts regarding multiculturalism need to be better understood by policy makers and society at large. Ethno genesis is the process of formation of new minority groups from a variety of traditions. It is visible in many societies, and could create ethnocentrism, under which people judge other groups, societies or cultures by standards of one s own (Barth, 1994). History has proved that religion, race, ethnicity etc. cannot be disguised within a state s engineering process. If these factors are a threat to national integration the perception of the cultural superiority of certain groups over others increases. A subjugation, domination type of relationship could encourage people to take extreme positions. This would lead to those at the center, who believe in harmony and tolerance, becoming weaker as the extremes get stronger (Bouma, 1999). A lack of awareness about, the positive impact of the multicultural aspects of ethnic, linguistic and cultural diversity leads to the problems of discrimination, prejudice and intolerance towards other identities. Thus, the everyday problems faced by diverse groups that are labeled as multi-ethnic and multicultural require continuous enquiry on the part of decision-makers, academics, researchers and civil society in general. How different linguistic groups are affected by education, health and other social services is a neglected aspect of social development research. The relevance of these groups to national policies needs to be realized to avoid exclusion and discrimination. Half-hearted, reactive and short-term solutions to issues like language have multiplied these concerns. This might lead to hatred among the people, who resort to prejudice and violence in an attempt to reach a solution. The phenomenon of multiculturalism and cultural diversity is global as well as local in nature and scope. Countries around the global village are testing and applying various approaches in formulating polices in order to address the realities of multiculturalism and its correlates. Issues such as discrimination and inequality among citizens, whether political, economic or sociocultural, require a sensitive attitude and understanding on the part of all concerned. Over a period of time most societies have evolved some mechanisms of dealing with and living in pluralistic and multicultural environments. However international migration flows with its composition of diverse groups of migrants require a dynamic approach that deals with multiculturalism as a basic principle of co-existence and harmony in human society. Regional Perspectives In a review of migration, issues and trends in the Asia-Pacific region, a study observed that there were no accurate systems for monitoring population movements to gauge migration flows. Another study however estimated that by the mid 1990s there were about 3 million Asians employed outside their own countries within this region, and another 3 million employed in other continents. Besides these workers and professionals there are millions of refugees, family members, asylum seekers and illegal immigrants who are originally from the Asia Pacific region. A migration industry has been growing globally with local agents in most Asian countries. The shortage of labor in wealthy nations attracts poor workers from near and far, legally and illegally. Many governments, especially from labor exporting countries like Pakistan and the Philippines, among others, have provided state support to organized labor movement. However the most effective players are in the private sectors. These groupshndividuals are motivated by mainly commercial considerations. 237

235 23 8 Some have links with organized crime and indulge in trafficlung of humans. These agents and their accomplices are vastly experienced in arranging local, regional and even global transfer of workers, which are extremely difficult for governments to control and regulate. This process often results in the exploitation of these workers. Women and children have increasingly become products for sale in the sex industry (Castles, 1991, Martin et al., 1996, Achacoso 1999, Ghosh (ed), 2000). One tool to combat such illegal movements of human beings is the Asia Pacific Migration Research Network (APMRN). It is a very effective mechanism that brings together policy makers, scholars and researchers from 17 countries of the region. Although this network was established in 1995, Pakistan has yet to join (UNESCO, 2002). Another such body, this time from Europe, is UNESCO s multi-disciplinary, comparative research project multicultural policies and modes of citizenship in European cities. It was initiated in 1996 under the UNESCO Intergovernmental Program: Management of Social Transformation (MOST). It aimed to study the issues of local participation of immigrants and ethnic minority groups in 17 European cities. It analyzed ways in which certain groups either gained access to, or faced obstacles in relation to decision-making processes and public resources. The project has assisted decision-makers in these countries in understanding the theoretical basis of questions such as why policy oriented research on the participation of immigrants and ethnic minority groups is important, and why the city is particularly important level for understanding and analysis. The project also undertook to describe a variety of local frameworks and institutions for immigrants and ethnic minority groups participation and consultation using examples from these European countries. This work is important because it describes the strategies and mechanisms needed for participatory citizenship. It also helps in developing objectives, designs and methodologies for the analysis and dissemination of information (Vertovec, 1998). Gender Perspectives In the Philippines a significant trend in the past two decades has been the feminization of migration. In some migration streams women now outnumber men. This migration of females is mostly related to jobs regarded as typically female. A study observed that women are recruited as domestic workers, restaurant and hotel staff, assembly line workers, entertainers (thus often concealing their entry into prostitution), and labor in the garment and electronic industries. These jobs are often low status jobs with bad working conditions and lowly pay (Lim and Oishi 1996). Even though Pakistan s immigration is predominantly male, it might be worth studying this aspect for future management of migration. Pakistan Context In more than five decades of its independence Pakistan has experienced both internal and international migration. Within the country, rural, urban and intra-provincial movements have brought about an amalgamation of various ethno-linguistic and cultural groups that previously lived in quite distinct areas. Both internal and international migration have gradually increased in scale and complexity. The global trend of increasing temporary and circular migration is evident in Pakistan too, along with some degree of feminization of internal migration. At the national level the government is faced with various migrationrelated issues, such as seeking overseas employment for its labor force, dealing with the issues of Pakistani Diaspora, addressing the problems of refugees, asylum seekers and illegal migrants, and combating the human trafficlng industry.

236 239 Migration data are generally collected through censuses in Pakistan, the last census being held in The definition of a migrant has remained the same throughout this census taking. A person is considered a migrant who was born in a place/district other than the current residence at the time of the census. An overview of the migration status of lifetime migrants as a percentage of the population is shown in Table I. It indicates that a total of 10.8 million lifetime migrants are enumerated as living outside their place of birth. Provincial and district level data, if studied through qualitative research methods, can provide valuable insight into the ethno-cultural diversity in the population. Although reliable statistical data are available from censuses and surveys, the diverse identities in the population are not reflected in these censuses. The census data would perhaps more reflect a monoculture of Islamic belief as observed in Table 11. However, divisions based on identities other than religion, such as race, ethnicity, geographic region, languages, traditions, etcetera, are visible in terms of identities and solidarity to groups. In the case of Internal Migration, migration flows are a direct result of environmental degradation of some areas. Deforestation, desertification, declining soil fertility, droughts and floods all force people to move. Thus, the classic economic and political refugees are joined by environmental refugees. This is illustrated in the analyses by Mann and Adeeb, which indicates that environmental and physical conditions are the primary reasons for internal migration in the Faisalabad and Bahawalpur regions. Since migration in the country largely occurs internally in the form of rural to urban movement of people, leading to rapid urbanization, various problems spring up, most vitally those of slums and squatter settlements, and of pressing unemployment as well as impoverishment of the rural environment. This situation leads to a mounting number of youth wanting to migrate to foreign lands (Mann, 2003, Adeeb, 2003). A better view of the homeland situation is called for, with a need for the objective documentation of information on internally displaced persons and refugees. It involves serious questions of human security and human rights. Policy-relevant analysis of all the categories of migrants, including refugees, is a prerequisite for understanding the causes and consequences of internal and international migrations. This can also be useful in dealing with the results of tensions caused by development related displacement, including sectarian, factional, and ethnic conflicts that often turn violent. Overall a national migration policy should not only include the various types of migration, but also examine the human factor in a holistic manner (Diamond, and Plattner (eds), 1994). There have hardly been any studies on the aspirations of youth toward migration to other lands. The focus on remittances and other economic aspects often overlooks people s attitude and socio-cultural behavior. For instance, a study of Pakistani communities settled abroad could provide valuable insight into their adaptation process and other related issues. This would help potential migrants be better equipped to cope with new situations. Adeeb in his paper while discussing the aspirations and attitudes of migrants from Bahawalpur to UK has elaborated upon some of these variables. In his analysis of two studies of migrants from Bahawalpur to UK Adeeb observes that the immigrants gain in the material aspects of life but loose out emotionally. They often live as second-class citizens and face violence and discrimination on racial grounds. He elaborates that the socialization of children in these communities is ambiguous and states, they hang between two cultures... They don t know which is to be adopted at school, in the street, and which is to be followed at home. Such double socialization can lead to failure in school, insecurity at home, and apermanent loss of identity (Adeeb, 2003).

237 240 However, no studies have been carried out on (a) the decision-making process of the migrants who go to places about which they know little, or (b) their attempts to adapt to the requirements of the destination country. Research on socio-psychological factors related to migration can provide valuable insights about the motivations of migrants as well as on their willingness to cope with the situation at their destinations. Labor migration and manpower export have been encouraged by the Government since Both the government and the private sector play an important role in identifying markets for Pakistani workers. As the boom in demand for labor in the Middle East nears its tail end, these stakeholders are seeking new markets. As the demand for skilled labor increases, these organizations are looking for workers with more skills. The data in tables I11 and IV indicate the patterns of labor migration from Pakistan in the past three decades. It is evident that the private sector has played a predominant role in manpower export. Since the 1980s the government has had a policy of facilitating the private sector in identifying markets, organizing work permits, etcetera. Table 111 also indicates that some migrants used direct channels or their own means to seek employment abroad. It is interesting to note that the categories of Pakistani labor migration are constituted mostly of persons with little skills, in low paying jobs. The trend is likely to move towards a demand for better skilled workers in countries facing labor shortages, implying emigration of highly skilled workers from poor countries to richer nations. From a national perspective the emigration of highly skilled workers could cause problems for development. The issue of brain drain of skilled migrants requires serious analysis because such emigration could have a harmful impact through loss of revenue to the economy and the drain of valuable human capital. Return migration is an accompanying aspect of large-scale labor migration abroad. For instance, the case of high demand for construction workers may not be repeated soon. Therefore the large-scale return of contract workers requires appropriate policy modifications. Recently there are signs of educated, skilled businesspersons returning to Pakistan who could invest in the economy in innovative ways. Diaspora studies in the Philippines and India can provide useful lessons for planners and researchers (Achacoso, 1999, Ghosh (ed), 2000). Table-I: Total Population and Lifetime Migrants in Pakistan ( ) Number of Percent of Lifetime Census Total Population Lifetime Migrants Migrants in the Year ( 000) ( 000) Total Population ,576 19,382 21,109 23,542 28,282 33,780 42,880 65,309 84, , ,786 7,755 8,777 10,129 9,959 10, Source: Pakistan Census Organization. Population Censuses of India and Pakistan for all years except The estimate of lifetime migrants is based on 1973 HED survey.

238 Table 11: Percentage of Population by Religion, Pakistan, Rurawrban Areas In Pakistan, 1998 Religion All Areas Rural Urban Muslim Christian Hindu (Jati) Qadiani (Ahmadi) Scheduled Castes Others Soiii-ce: Pakistan Census Organization 1998 census report Table - 111: Number of Pakistanis who Proceeded Abroad for Employment During the Period from Years Private Sector Public Sector Direct Total Total: I I I Source: R. A. Mughal (2003) Manpower Export from Pakistan, Trends, Strategy and Goals. Paper presented at the National Seminar on the State of Migration and Multi-culturalism in Pakistan June

239 242 Table-IV Overseas Employment by Category S.No. Category No. of Persons Engineer Doctor Nurse Teacher Accountant Manager Welder Secretary/ Stenographer Storekeeper Agriculturist ClerWTypist Foremad Supervisor Mason Carpenter Electrician Cook Plumber Waiter43 ar. Steel Fixer Painter Laborers Technician Mec hanic Cable Jointer Driver Operator Tailor Surveyor Fitter Denter ComputerProgramr Designer Goldsmith Pharmacist Rigger Salesman Draftsman Blacksmith Photographer Artist Others Total Source: R A. Mughal (2003) Manpower Export from Pakistan, Trends, Strategy and Goals. Paperpresented at the National Seminar on the State of Migration and Multl-culturalism in Pakistan June, 2003.

240 243 Multiculturalism As regards multiculturalism, Pakistani society can be said to be more multi-ethnic than multicultural. However, multiculturalism can be observed as a consequence of the centuries of its recorded history. From the Indus Valley Civilization, via the Ghandhara period to the arrival of the Muslim culture, the people represent a mosaic of several ancient as well as modem cultures. The country also demonstrates a marked ethnic and linguistic diversity. However, the practical meanings of a multicultural Pakistan are unclear to the intelligentsia and population alike. The role,of state policies, academia and civil society in defining multiculturalism with a view to providing a pragmatic and participatory solution has been seriously neglected. A cursory look at the environment for and receptiveness of research on multiculturalism indicates that no serious effort has been made to better understand the multi-ethnic/multicultural nature of Pakistan society. Recent analyses by Munawar, Mann, Abdul Hye and Adeeb provide relevant examples of the persistent multi-ethnic and multicultural tensions in society. They demonstrate that it is pertinent to investigate the issues and concerns of the various identities that form the mosaic of Pakistani population (Dossa, 2003, Munawar, 2003, Mann, 2003, Adeeb, 2003, Abdul Hye, 2003). One could assume that after independence there was perhaps an obsession with the national leaders to promote the idea of national integration while ignoring the socio-cultural aspect of diversity in the population. -Political experiments were undertaken to achieve the goal of national integration and crucial decisions were made to mould the nation into a unitary state. These have resulted in the centralization of power, with suppression of regional and subnational identities. This centralistic character was reflected throughout the development strategies for some decades, with provincial governments acting as mere extensions of central government. Therefore, the socio-cultural norms and values of diverse local and regional identities were suppressed in national interest. Such a situation, if allowed to continue, will retard social and economic development at regional and local level while encouraging unequal power relationship between diverse groups. The smaller and weaker ones would of course be at a disadvantage with regard to their potential social and cultural rights. Languages are directly linked to this phenomenon. Identification, acknowledgement and promotion of all regional and ethnic languages can be made rewarding and interesting for students and public alike, through educational and media programs. Learning a regional language could have long-term benefits for the youth. In a highly visible trend, many countries have bi-, tri- and even quadric-lingual youth. Adeeb and Munawar in their analyses have observed that identification through linguistic groups is also common in Pakistan. The census records mother tongues and languages (see Table V). It is interesting to note that the national language is the mother tongue of only 7.57 percent of the total population. The significance of regional languages is manifest in areas of southern Punjab. For example, the district census report of Bahawalpur indicates that Saraiki is the predominant language affiliation of the people (see Table V). The same situation is observable at district level in Balochistan, NWFP and Sindh. Thus, learning more about language and its role is essential for building networks of multi-dimensional identities. Policy and Strategy Context Generally government policies and action towards such waves of migration have not been research based. The pressure to respond to the push and pull factors has somehow not lent emphasis to a research based strategic approach. However some sporadic studies with limited objectives pertaining to issues of

241 244 manpower export have been undertaken. These mainly deal with illegal migrants, welfare services for overseas Pakistanis and combating the problem of human trafficking. A comprehensive research program under the auspices of the relevant government, private sector and social institutions is vitally needed to provide insight into the problems which would lead to a better solution of these issues. It needs to involve decision-makers at all levels of society, including the elected representatives. Contributions from several disciplines of the social sciences can be a significant step towards formulating and refining normative-ideological models for a multicultural and multi-ethnic society in the country. A variety of sub-national and local frameworks and research institutions can prepare objectives and designmethods for better understanding and dealing with current and emerging challenges. A central point that is becoming evident in the policy development process is that there is a lack of the interaction that is needed among policy-makers and researchers to address this highly complex and vital area of study and analysis. A comparative review of policy and strategy context of two countries, one generally a migrant receiving one, Australia, and the other Philippines, a mostly migrant exporting one, may be helpful in examining the evolution of the process in Palustan. In the Australian context, the public policy on migration has gone through a number of stages from assimilation of migrants till the end of the 60s followed by integration. Thereafter, since the 70s, the government has adopted a multicultural approach. The migration policy research linkages in the country can be seen in Figure I. Figure 1: Australian Migration Research and Policy Links Prime Minister Of Multicultural Public Debate Source Tim Turpin, Robyn Iredale and Charles Howksley, M~gratlon Reaearch and Policy Landscape UNESCO MOST Workmg Paper No 9,2002

242 A critique in this arrangement is that there is bifurcation in the migration policy, which on one hand emphasizes the articulation and implementation of a national government and migration strategy, and on the other considers the provision of services and management of social issues in a separate context from the broader migration strategy. This division of responsibilities leads to conflicting migration policy concerns, depending on the concerned agency and its overall mandate and consequently research interests that do not have the same focus. As a result, the process tends to re-enforce the status quo rather than opening new possibilities, options and questions that could help sort out long-term policy issues. In comparison, in the Philippines, which is exporting a significant amount of labor, the linkages work differently (see Figure 11). Specific interest groups influence the research agenda and the impact of research on policy. The framework suggests that the results of academic research are involved more in the postpolicy process for example implementation, program development, and policy evaluation, rather than in policy formulation. It shows that the policy is more broadly spread across various relevant agencies. The role of NGOs in the dissemination of research findings and their influence on policy is critical in transforming the results of academic research into migration policy. NGOs also have some bearing upon legislatures and government departments. Figure 11: The Philippines Migration Policy and Resarch Links 245 Source, Tim Turpin, Robyn Iredale and Charles Howksley, Migration Rearch and Policy Landscape UNESCO MOST Working Paper No. 9, In the context of Pakistan (see Figure III), the linkages that exist between migration research and policy are weak. It is important that these links be strengthened through effective participation and decisionmaking by all stakeholders and at all levels. An analysis of the three models in Figure I, 11, and 111 indicates that the various stakeholders and actors are linked through both direct and indirect mechanisms. The establishment of networks is essential for the exchange of information, discussion and debate that would influence public opinion and help build consensus among policy-makers. An important lesson learnt from these models is the need for collaboration among

243 246 Figure 111: Pakistan Migration Resarch and Policy Links c International International Migration & Multiculturalism Source: From the Recommendations of the National Seminar on the State of Migration and Multiculturalism Islamabad June, 16-18, policy-makers and researchers and academics to undertake independent research and submit their findings to the relevant government agencies. Some NGOs and international organizations may hire researchers to conduct research on specified topics, but in the case of non-commissioned research there are no systematic links between the policy-makers and researchers. The academics have no idea whether their research will be utilized or wil have any influence on migration polices. Generally there is a lack of seminars, workshops and other interactive forums for the discussion of these research findings. These could allow such information to reach a broader audience and consequently influence policy. A win-win strategy for a nation is to facilitate the work of civil society groups and promote their linkage to the work of national and international organizations. The question arises of how to develop appropriate policies and strategies to address the issues of migration and the multi-ethnic and/or multi-cultural nature of the population. First and foremost, this requires the formulation of both long-term and immediate sets of polices and strategies. Next comes the need to understand the basic issues in a systematic manner. Generally, researchers on migration and multiculturalism are seen to be seeking immediate solutions. It is also argued that they are biased towards certain theoretical and methodological approaches, and hence may ignore various multi-disciplinary and inter-disciplinary perspectives that often provide valuable tools for strategic planning and policy formulation. Addressing the specified goals and avoiding a bias while undertaking research is extremely important. The main aim should of course, be objectivity, policy relevance and the utilization of scientific methodologies. Due to increasing interest on the part of government and potential migrants the need for research is

244 247 World Migration Situation World Population: Non-Migrants and Migrants (stock figures) Total.. DoDdatlon In 2050' = 9,000 mlillon 2050, 8, Total populatlon in ,057 mllllon (2.2%) ,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9, World Population (in millions) IO Note: *Figures of 2050 are extrapolation. Sources. United Nations Population Division (l999), Total Migration Stock, Rev 4 United Nations Population Division (2002). International Migration 2002 (Wallchart); IOM (200), World Migration Report 2002, IOM-MPRF calculations. evident. However, upstream policy research has not been commissioned to the extent that is necessary to provide policy makers with a solid base to formulate policies for labor migration and protection of migrants' rights. This obviously requires collaboration and cooperation between the government, the private sector and social scientists to undertake research and policy analysis on migration. Generally in Pakistan one observes four major orientations regarding migration policies: (i) (ii) Support for rural development to discourage rural-to-urban migration. Labor migration or manpower export. (a) To reduce unemployment. (b) To increase foreign exchange and the inflow of remittances. (iii) Control and limit illegal migratiorr into the country. (iv) Combat human trafficking.

245 24 8 The Role of Education An important role that educationists can play is to develop appropriate teaching and learning material on migration and multiculturalism for inclusion in the curricula. This will help promote a positive understanding of cultural diversity and lead to positive attitudes and behavior in teachers and children. Thus, the learning and teaching of multiculturalism could be a highly productive experience. The development of relevant education material on several themes that could be taught and thus identified in terms of multiculturalism, including (i) the appreciation of multi-cultural identities, especially race and culture, (ii) the increased impact of diverse cultures on mainstream society, (iii) the need for tolerance of alternative and emerging life styles, and (iv) the teaching of values. Based on previous experience it is known that it is best to teach issues of cultural diversity, including multiculturalism, in childhood. Children are born without prejudice; they acquire it from the family, school and general ehvironment in which they grow up. It is important for children to feel that they are fine the way that they are, and that it is not a handicap to be of a different race (Hulmes 98, Dohoue 98). Strategies to Help Implement Policies In general terms, the strategic objectives of a policy on migration and multiculturalism would include: Developing policies and programs aimed at managing both internal and international migration. Establishing a national network of information sharing on the issues of migration and multiculturalism for social scientists, researchers and other stakeholders and concerned persons. Creating fora of discussion for schoolteachers and students of multi-cultural studies, which would include NGOs and other civil society and academic community organizations, in order to share perspectives, debate issues and, find innovative solutions. Identifying ways and means of involving partners e. g. from among private sector opinion leaders, public representatives, for an exchange of views for consensus building in relation to policy measures and strategic actions. Promoting a better understanding and creating positive images of issues of multiculturalism, multi-ethnicity and diversity amongst decision-makers at various levels and in vital sectors like education, culture, mass media, private sector and civil society. Identifying cross-culture and inter-sectoral activities for strategic planning and policy development. (7). Encouraging dialogue and consensus building at the local level on policy issues such as appreciating the diversity of cultures, and the promotion of human rights. (8) Appropriately using the resources of existing networks to promote and undertake studies on ethnic and linguistic diversity. (9) Enhancing interdisciplinary studies and activities at local and regional levels in academic institutions. (10) Continuous monitoring and evaluation of the policies and strategies and dissemination of this information to all concerned.

246 ~ ~ ~ ~ 249 (1 1) Promoting discussion and debate on a regular, systematic basis among all concerned persons in order to refine current strategies, and ensure their success. (12) Spreading information efficiently among all the relevant components of society and among the academia so that research is reinforced and discussion is encouraged. The existence of multiple types of migration-related pressures in society presents a major policy dilemma. Analytical work on migration and multiculturalism needs tobe undertaken by researchers and institutions to present relevant information for policy and planning. At the first National Seminar on the State of Migration and Multiculturalism, (Islamabad May 2003), it was strongly argued by social scientists and experts that some of the basic policy needs in terms of priority are: evaluation of current policies, rnulti- and inter-disciplinary research, networking, continuous improvement of the knowledge base for action and monitoring of the implementation. The National Seminar also recommended that urgent attention should be given to strategy and program focus as follows: Migration Assessment of existing government policies, laws, instructions and regulations on migration. Examination of the implementation process (by which agencies and through what mechanisms?). Developing strategies for research through identification of the vital role of universities and research institutes. Conducting a nationwide survey on significant aspects of migration such as (i) diasporas (iii) refugees, asylum seekers and victims of trafficking. labor migration (ii) Undertaking comparative regional studies on migration. Developing a migration database and profiles of migrants. Organizing training workshops for local government officials, legislators, police/law enforcing agencies, immigration officials, etcetera. Establishing migration research centres in all regions. Seeking partners for cooperation and collaboration (UNESCO, IOM, ILO and other international organizations) and linking them with national networks/organizations. Multiculturalism 0 Systematic review and revision of curricula in the relevant subjects so that it appropriately reflects migration and multiculturalism at various levels of education. a a Identification of policy initiatives for the acknowledgement of multiculturalism as a positive phenomenon in the society. Encouraging the learning of different languages.

247 250 Promoting cultural exchange programs, exhibitions, dramas, essays, speeches, etcetera, under the auspices of the relevant ministry. The media should be encouraged to strengthen and promote a culture of peace instead of the culture of hatred often present in multi-ethnic societies. Establishment of networks among social scientists in order to co-ordinate research and share its results. Identification of key stakeholders including institutions, organizations, agencies and media to help in better understanding of the multicultural and multi-nature of society so as to encourage harmony, sustainability, tolerance and peace. Promotion of sensitizatiodawareness of multiculturalism through. Educational institutions. Media, cultural programs, discussions and innovative cultural activities such as street theatre, folk art, etcetera. Socio-cultural activities for the celebration of diversity. Conclusion In the conclusion let me present two migration-related points of view for reflection, to add to the fifteen pertinent questions raised by Dossa in her paper on the future of multiculturalism in Pakistan (Dossa, 2003). Skeldon presents one in his analysis of the Asian region: Any attempts to control migration in the Asia region are now almost certainly destined to fail, if by control we mean limit Any restrictions on the entry of labor, legal or illegal, is not likely to be in their interests and trafficking is very much a business. While some sort of management of population flows is indeed desirable, the top priority must be to ensure that migrants are accorded the rights and protection laid down in international conventions and declarations (Skeldon, 2000). The other is postulated by Castles and is ideally applicable to this situation. He states: The principle that each person should belong politically and culturally to just one nation-state is becoming unworkable. W e need a new model of global citizenship which will break the nexus between belonging and territoriality; people need rights as human beings, not as nationals. This model must be multicultural, in the sense that it should recognize ethnic diversity and multiple identities. Best multiculturalism also means protecting local diversity against this flattening effect of global cultural industries (Castles, 2000). Such developments can take place only with a new mindset amongst both the people and the nations. However it is now known that because of globalization the current status quo in dealing with international migration and its concomitant multiculturalism is not sustainable without effective policies and strategies based on justice and human rights.

248 25 1 REFERENCES Tim Turpin, Robyn Iredale, Charles Hawksely (2002) Links between Researchers, NGO and Policymakers APMRN UNESCO MOST Research Paper No. 9. Neil J. Smeleser (1998) Social Transformations and Social Change. International Social Science Journal No Stephen Castles (1998) New Migration in the Asia-Pacific Region. A Force for Social and Political Change. International Social Science Jounial No. 156 Stephen Castles (2000) International Migration at the Beginning of Twenty First Century: Global Trends and Issues. International Social Science Journal No Stephen Castles (1998), Globalization and Migration: Some Pressing Contradictions. Znternational Social Science Journal No Ronald Skeldon (2000), Trafficking: A Perspective from Asia: Excerpted from International Migration Vol. 38(3) Special Issue. Layton-Henry, Z., (1990a) Citizenship or Denizenship for Migrant Workers? In Z. Layton-Henry (ed), Political Rights of Migrant Workers in Western Europe, London: Sage, pp Layton-Henry, Z. (1990b) The Challenge of Political Rights. In Z. Layton-Henry (ed) Political Rights of Migrant Workers in Western Europe. London: Sage, pp Lim and Oishi (1996), International Labor Migration of Asian Women. Asian and Pacific Migration Joiirnal5( 1). UNESCO, SHS. (2003) UNESCO Strategy in International Migration? E de Varennes (2003) Strangers in Foreign Lands-Diversity, Vulnerability and the Rights of Migrants. APMRN, MOST, UNESCO working paper No. 10. International APMRN Conference Fiji Government of Pakistan, (1999) 1998 Census, National and District Reports Pakistan Census Organization 14. ILO, IOM, UNHCR (2001) International Migration Racism, Discrimination and Xenophobia Shama Dossa (2003) Discourse of Multiculturalism: Raising Questions for National Policymaking and Implementation in Pakistan UNESCO/IPRI National Seminar Paper June. Ashfaq Ahmad Maan (2003), Multiculturalism and Migration in Faisalabad Regions. UNESCO/IPRI National Seminar Paper June Faiqa Abdul Hye (2003), Migration in Balochistan: Multicultural Perspectives. UNESCO/IPRI National Seminar Paper June. M. A. Adeeb (2003) An Overview of Migration Patterns in Bahawalpur District. UNESCO/IPRI National Seminar Paper June.

249 Riffat Munawar (2003), Management of Ethnic and Cultural Diversity in Punjab, A Case Study of Lahore. UNESCO/IPRI National Seminar Paper June. 20. Achacoso, Luningning ( 1999) The Effects and Consequences of the Philippine Overseas Employment Program: A Question of Economic Survival M.A. Thesis submitted Universiy of Leeds School of International Development and European Studies, Leeds, England Ghosh, Bimal (ed.) (2000) Managing Migration: Time for a New International Regime? Oxford University Press, London. Bouma Gary (ed) (1999) Managing Religious Diversity: From Threat to Promise, Australian Association for the Study of Religions. Sydney, New South Wales Donohoue Clyne Irene (1998) Cultural Diversity and the Curriculum: the Muslim Experience in Australia. European Journal of Intercultural Studies. 9 (3), pp Hulmes Edward (1989) Education and Cultural Diversity, London: Longman. R. A. Mughal(2003) Manpower Export from Pakistan, Trends, Strategy and Goals. Paper presented at the National Seminar on the State of Migration and Multi-culturalism in Pakistan June. Diamond and M.F. Plattner (eds) (1994) Nationalism. Ethnic Conflict and Democracy. Baltimore and London: The Johns Hopluns University Press.

250

251 L to R: Prof. Dr. Ghazala Rehman, Prof. Dr. I.N. Hassan, Prof. Bahadur Khan Rodeni, Prof. Dr. Zulfiqar H. Gillani L to R:'Prof. Dr. Najma Najam, Dr. Dushka H. Saiyid, Dr. Yasmin Farooqi

252 255 Session 6 Social Sciences Research: Divorced from Realities and Policy -making Papers Presented Sessional Chair Dr. Zuljiquar H. Gillani Vice Chancellol; University of Peshawal; Peshawal: Rapporteur Dr. Ghazala Rehman Member Organizing Committee National Institute of Psychology, Quaid-i-Azam University, Islamabad. 0 Barriers in Research in Social Sciences (Dr: Kan iz Yo usid Former Vice Chancel lol; Qua id- i-azam University, Islamabad). 0 An Evaluative Survey of PhD Studies Completed in Last Ten Years in Universities of Pakistan Both Public and Private (Pro$ DK Ijlikhar: N. Hassan, Fatima Jiiinah Women Universio, Rawalpindi). 0 State of Discipline of South Asian Studies in Pakistan (Dr: Rizwan Malik, NIHCR, Quaid-i-Azam Universio, Islamabad). 0 Human Rights and Social Services Delivery (Ms. Anne Cockcrojl, CIET). 0 Pakistan and Norway-Migration, Research Cooperation and Social Transportation (Ms. Inger Liz, Norwegian National Coniniission for UNESCO).

253 256 Barriers on Research in Social Sciences Dr. Kaniz Youszlf Former Vice Chancello< Quaid-i-Azam University, Islamabad Birth of Pakistan as a new state in Asia necessitated the creation of new knowledge, a new philosophy, a new history, a new geography, a new economics and sociology having a new approach relevant to our socio-economic environments. We were almost a hundred years behind India both in quantity and quality of education. We were a new state with a lot more politico-economic implications of partition but we did not pay any attention to our backwardness in knowledge. W e tried to solve the problems on adhoc basis and as a result we developed a mode of thinking which provided short term remedies rather than long term solutions of various problems. Adhocism helped us to some extent, however it carried us for away from managing the state efficiently. Education provides basic intellectual input for day-to-day administration and future development. Nations which attended to the need of education for the promotion of the society invested more effort as well as more financial resources in education. They knew that the art of ruling themselves is achieved through education otherwise they will be ruled by someone else. Those who comprehended this principle are today among the highly advanced nations of the world. The best examples, I can quote are China and Korea. Even Japan, after going through the shocks of atomic holocaust, revived within a short period of time and today it is one of the eight most technologically advanced nations of the world. The most important question is, why did we lag behind? In order to understand this phenomenon, we have to understand the relationship between education and society. The structure of our society is the product of our earlier history of Muslim imperialism and British colonialism. Imperial nature of Muslim states was initiated right after the death of the Holy Prophet and lasted up to the fall of Baghdad, may be up to the disintegration of the Ottoman Empire. Since we did not study our history critically we did not see the impact of Muslim imperialism on the society. I will give you an example; it may be shocking but a shock is the only remedy to pull people out of their intellectual lethargy. We all know that the Holy Prophet (PBUH) was not yet buried when a struggle for power cropped up among the Muslims as to who will be the next Caliph. People of Madina gathered under the flag of Saad bin Ibada and were planning to vote him as their Caliph. The news reached the Mohajireen. Abu Baker Siddiq, Umar Farooq and Abu Abida bin Jirrah came to attend that meeting where the election of the new Caliph was being discussed. It is not important that the Mohajireeit were successful; the basic point is that in the governments that followed the death of the Holy Prophet (PBUH), not a single position was given to the Madinites. Banu Omayya became the rulers of the lands of Islam. It is again not important that Abu Bakar s election was right or wrong. He did rule the Muslim society in accordance with the principles laid down by the Holy Prophet (PBUH). The crucial factor was that the Muslim society ignored the reality that tribalism had been successful as against the concept of a Muslim Brotherhood, or the Ummah, and it did not take long for Moawiyah Ibn Sufian to establish the kingship of his tribe/family which lasted for almost 90 years.

254 257 The Abbasids followed till the fall of Baghdad in During these six centuries a lot of work on philosophy, religion, medicine, Islamic law i.e., Fiqh, (all the six Fiqhs were compiled during Abbasid rule) was created. An Islamic society came to be organized during the period but it could not wipe away the autocracy of the Caliphs, the Sultans or the Amirs. Educational development did take place but the students were not allowed to cultivate the quality of inquisitiveness. Consequently no promotion of new ideas appeared in the society nor were fresh concepts of knowledge developed or accepted. Society became stagnant. Two things which should have been evaluated were not even thought about. One of these was Shoora becoming a parliament. Instead of life long kings, or killing them when some ambitions general wanted to get rid of them, a tenure for the ruler could have been postulated. Similar story can be related about Spain, North African kingdoms particularly the Fatmids of Egypt, then Ottomans of Turkey or the Mughals of India, and the Safavids of Persia. Muslim scholars remained preoccupied with two predicaments; one, establishment of Shariya, and two, qualities of a good ruler on which they had not control, as the Muslim states have been autocratic empires always. The Ulema did set up Madrassas financed by the Kings or at times by some of the philanthropists but this education did not equip the society for innovation and creative thinking. Muslim societies therefore became inept. There was no room for a renaissance, reformation, or a revolution. Consequently we came to be ruled by foreign powers. But somehow Muslims have never been able to analyse the causes of their defeat and decline. The only lesson they formulated was that since we ignored Islam in our lives therefore we had to face Halaku Khan and other conquerors. This misconception still pervades on in our minds. The second stage of our intellectual development took place during the colonial rule of the Europeans. In the sub-continent it was the British who prevailed. In the beginning we resisted Western education, then ultimately gave in. The impact of Western civilization was immense. W e had to accept their system of government, justice, administration as well as education. There was an inherent desire to acquire Western knowledge and yet adhere to Islamic values. Higher education, therefore, required a great deal of intellectual input based on new methodology of approaching knowledge with an uninhabited mind, and awareness of the quality of critical appreciation and inquisitiveness on all issues concerning the enhancement of knowledge and research for creative studies. These conditions are met only in a good university. On a large university campus, where intensive and creative study is being carried out in a large number of disciplines and a large number of accomplished teachers and serious students live and study in a social environment of reverence and informality, intellectual interaction is uninhabited and frequent. It is this intellectual interaction which is the focal point of university education. Sir Syed Ahmed Khan thought of such a university to create a synthesis of modern knowledge and Islam. But religions scholars had no aptitude for such a revolutionary change. Their sole function during monarchies had been to use Islam on the political front and find a place among the ruling &lite. As soon as a religious scholar got the status of Sheikhul Islam, he became a crony of the King. There were a few who stood by their principles but the number was as small as men like Sir Syed Ahmed Khan. So a synthesis of modernization and Islam remained a dream. One feels sorry for Sir Syed whose friends started criticizing him and a man like Shibli left him and joined Frangi Mahal at Azamgarh to serve the cause of Islam. The result was that neither modernization nor lslam reached their goals. Very few people remember that courses of study of Madrassa Deoband were revised by the British. Courses of medicine, law and even Ilmul Kalam were taken out. What remained was Quran, Hadis, and Arabic language and grammar. That is

255 25 8 what the existing Madrassas teach with sprinkling of some branches of modem knowledge. The unrecognized fact is that nobody among the Ulema protested against these changes yet when the question of giving Aligarh College the status of a University arose, it was thoroughly investigated that teaching of pan Islamism will not be introduced in any form. This is a point to ponder. The British Government was not apprehensive about religious madrassas, may it be Deoband or Nadva, but it was the prospect of unity among the Muslim nations that was to be repressed. The rulers well understood that, under colonial rule, a liberal Western education, which allows inquisitiveness and debate on issue concerning life, would not promote new ideas of freedom, sovereignty and self-government among Muslim students, otherwise they might start having thoughts of independence. Once that happened, the ideal of unity among Muslim nations will be a natural corollary. The second century of colonial rule, therefore had set its objective to educate Muslims in western style government without promoting independent scholarship, research and creation of new ideas relevant to the progress of Muslim civil society. As a result we are trapped in a parliamentary style of government but it is not in our political psyche to get the leader of a political party changed. If we cannot have life long kings, let us have life long party leaders. This cultural ethos did not move any member of the Shoora to demand that the advice of Shoora should be listened to. If somebody had that courage, the Shoora would have become a sovereign parliament. Similarly we adopted the Western pattern of education in structure only but a spirit of liberalism, debate and research were ignored. Our institutions in the region which became Pakistan were schools and colleges. The only institution of higher education was the Punjab University, which was set up as an examining body and not as a teaching institution. A very logical device was initiated to transform students from Urdu medium schools to English medium of instruction. Two years of intermediate classes were added at college level to enable students to study enhanced knowledge of science, technology, medicine, etc. in English and then go in for university education. In Pakistan university education starts from B.A. B.Sc classes which remained in the college while M.A. and M.Sc teaching was confined to the universities. This sub-division of higher education kept the level of education at a low level in the college while M.A. education could not soar any higher because of lower standard of education at B.A. level. Hence no research work was introduced at either of the levels. After independence we became conscious of our standard of education and started introducing reforms. These reforms mostly comprised changes in the syllabi and getting text books written by hired educationists by the Text Book Boards. When this phenomena started we mixed up two aspects of knowledge. Over the past three centuries in the West, i.e. after the industrial revolution, there had been a tremendous expansion of knowledge both in science and technology as well as in social sciences. This should have been reflected in the sub-continent too but was not done in either the two branches of knowledge. (Since this is a conference of social sciences) I will concentrate on social sciences only. All studies in all the branches of knowledge have evolved around two aspects; one is called topical studies and the other is called area studies. Topical studies are acquisition of knowledge in one particular branch of knowledge, e.g. economics, geography, history, sociology, philosophy and so on. Area study is application of topical knowledge in an area, which may be a district, a province, a state or even a region. What we have to understand is that in this era of nation states there is not an inch of land which does not belong to a state, hence each state has to be defined with reference to time and space. Reference to time is called history and reference to space is called geography. All other social sciences are based on these two

256 259 topical studies: history and geography. They are as important for social sciences as mathematics is for the physical sciences. Area study is a follow up of topical studies. Unless the students are well trained in at least two topical studies, area studies cannot be conducted satisfactorily. Our division of topical subjects is that in B.A. students take up two major subjects, English is compulsory and the other one is optional. Basic subjects are two which are divided into two papers. However, the subjects are studied with the help of the text books and teachers notes. There is no self-study. Students seldom go to the libraries. There are no projects assigned to them to write about, which necessitate research. When these students join M.A. classes, each topical study branches off into 10 or 15 different fields and, in some cases, even more. Each student has to take up at least 4 courses in each semester. Sometimes one research paper in place of two regular courses is an alternate option. Generally students take courses and avoid research projects. Therefore, even at the level of Master s, self study and research are limited. I don t know the reasons for this attitude. Apparently it is that research means a lot of hard work on the part of both the teacher and the taught. Perhaps both want to avoid it as far as possible. Consequently research at M.A. level remains very limited. As stated before topical (subject) studies lead to area studies. Herein crops another problem. At M.A. level and beyond various branches of knowledge overlap. For example, political-geography is most probably taught in geography, political science, and international relations and may be in defence and strategic studies. Same is the case with economics, sociology and cultural studies. Candidates coming from any of these branches of knowledge should be competent for research in area studies of a region of their choice. However, I have seen this freedom has been refused in Pakistan. Lately, as it appears from the newspapers, students for MPhil and PhD wil be admitted for the attainment of such research degrees if they have passed M.A. in the same subject. This is the highest hurdle in the promotion of research work. There are no limits to the extension of knowledge in a particular field. During the past few decades the spread has been enormous. As a result, on the periphery various topical studies merge into one another. Let me give an example. Supposing a student want to study the existing struggle in Afghanistan. It is one of the hot spots of international politics. A student who has passed his M.A. in political science, international relations, geography or may be economics or and defence and strategic studies should be eligible for advanced research in one of the many aspects of politico-strategic life of the Afghans. Afghanistan is a land-locked country. A student wants to study the trade relations between Pakistan and Afghanistan. He or she may come from any branch of the above stated social science, although has not read economic atb.a. or M.A. level. If a candidate is intelligent, hard working and possesses a flare of research, should be eligible for advanced degree and should be guided to take a course in economics from the Department of Economics. But this is not allowed. Let us see the situation in the field of area studies. It is a purely research-oriented sphere of academics. Young people come with a background of two or three subjects of topical nature. All universities provide some essential courses with reference to the particular area of study. So the candidates take related courses and move over to MPhil or PhD research work. Masters in an area study or in a topical study makes candidates equally competent to be registered for a PhD Degree. The only restriction is that the candidates should have in depth as well as extensive knowledge of the relevant topical studies. If knowledge in topical studies is vague and weak, a student will never succeed in any kind of higher research in an area study. Let me give you my own example. When I went to the States for PhD degree course I had a master s degree in geography. I decided to take up 4 courses in each semester. At the end of one semester my adviser called him and said:

257 260 you need not go in for more courses. Your approved topic of research (Political and Economic Cooperation of Pak-Iran and Afghanistan) requires some theoretical knowledge of political science and a comprehensive knowledge of History. You must know what was happening in Europe when Halaku Khan destroyed Baghdad and what was happening in the Muslim world when the West was moving forward with new enthusiasm of Renaissance and the Industrial Revolution. So I took two courses, one from the History Department and the other from Political Science. After successful completion I was allowed to prepare for my comprehensive test. What I want to emphasise is that a horizontal mobility is a must to enhance research. That is what university education is all about. As stated before a university is meant to provide intensive, creative education in a large number of disciplines with the help of a large number of accomplished teachers and serious students who study in a social environment of reverence, informality and intellectual interaction among students as well as between students and the teachers. Horizontal mobility provides this chance. Area studies were introduced by me when I initiated Pakistan Studies in 1973 as Vice-Chancellor of the Quaid-i-Azam University. My basic conception was that Pakistan Resolution was passed in 1940 and Pakistan was achieved in Seven years was too short a period for the people of this region to develop into a nation from their provincial regional, tribal and sectarian cultural morass. W e needed in depth studies to comprehend our cultural sub-divisions and particularly the political culture developed during the colonial period. I would still like someone to go into the causes of Muslim majority provinces joining late in the Pakistan Movement with particular reference to the India Act of Should it be a subject for the History Department or for Pakistan Studies? After the inclusion of Pakistan Studies in many of Pakistan s universities, all of them were allotted some kind of area studies as well. For example Central Asian Studies went to the Peshawar University, U.S. and African Studies to Quaid-i-Azam University and so on. I don t know what is the extent of such studies in the various universities. What I feel concerned about is that the Punjab University was allocated Indian Studies. It is a very important region for us. May be I am ignorant of this Department s research work but, what is apparent is that no progress is visible in this sphere. Pakistan is facing a variety of problems in almost all spheres of national life. Pakistani universities should attend to at least some major issues of Pakistan and its neighbors like India, Afghanistan, Iran, Iraq, and Palestine, and initiate some courses of area studies of these states. Pakistani studies should be given extra attention for research. We have yet to consolidate ourselves into a Pakistani nation. We have gone in the opposite direction. Instead of consolidating research at M.A. and PhD levels, we have carried Pakistan Studies to school and college levels. The courses of study are a mixture of history and political science or civics. Students do not understand the sequence of events. Since it is a compulsory subject at the school level, everyone studies it but very few can really comprehend it. Once I outlined a project to find out the popularity of Pakistan Studies in schools. A large majority of students expressed their inability to understand the 14 points outlined by Quaid-i-Azam. They asked under what circumstances these points were promulgated and why later on they were set aside. The courses of Pakistan Studies at school and even college level are a collection of bits and pieces of history which do justice neither to the subject of history nor help the students to fully understand the sequence of events which forms the basis of their identity. History is like a river flowing on the terrain of time. It has to be studied in its continuity. Let me say that all topical studies cannot be comprehended but in continuity. My contention is that at school and college level topical studies should be taught comprehensively, so that when student take up area studies they are capable of applying their knowledge in their field of research.

258 26 1 In a nation state elsewhere in the modem world, study of geography provides space relationship of a particular state as well as its neighbours. Vicinal location is of critical importance. There are two subjects that are being ignored by university scholars: philosophy and geography. New fields of study, like anthropology, environmental studies and administrative sciences have become popular. These new fields provide new jobs for the younger generation. This trend is useful and acceptable. But it must be understood that geography provides the basis for all social sciences. However, a very sad aspect of the whole program of the Social Sciences Conference sponsored by the Higher Education Commission is that geography has not been enlisted in any session. Don t we want to know the location of Pakistan and its neighbors and the implications of vicinal location? What makes Pakistan a front line state? Don t we want to evaluate the resources of Pakistan, its mountains, rivers, canals, and the Arabian Coast? If we had some understanding of geography we would have avoided the disaster of oil tanker from Greece and saved our beaches from pollution. If geography had not been ignored we would have understood the consequences of heavy monsoons of this year. If Holland can reclaim land from the Zuider Zee why can t we protect and manage the Indus delta area around Thatta and Badin? How can environmental studies be fruitful without studying geographical environments of the state of Pakistan? I can count many more aspects of geography to emphasize my point of view but it has somehow not found feasible to give geography its proper place and it has been set aside for more than three decades. However, the academic loss has to be compensated at some time. I don t mean that the neglect of decades can be made up immediately. That is impossible. But what is possible is that those universities which have a department of geography should bring geography up to the twenty-first century status. Pakistani scholars should know that maps of the Middle East, Central Asia, Afghanistan and Pakistan are being re-drawn. American geographers have prepared a map of Asia in the Twenty First Century. If full fledged geography cannot be started, it is important that some courses can be introduced in the departments of Political Science, International Relations, and Defence and Strategic Studies and in Area Study Centres. We must initiate social and cultural geography courses in Pakistan Studies. I repeat that value of geography is the same in Social Sciences as Mathematics in Physical Sciences. The first step that should be taken to enlist geography in Social Sciences, and relevant papers started in departments where a competent teacher is available. Syllabi and courses of studies need to be modernized to bring university education up to the mark. I may also point out that while educating students in research methods, the teachers should emphasise analytical study of some books which are presenting new concepts, for example, The Clash of Civilisations, The Fragmentation of Afghanistan, Culture Matters and so on. Twenty-five years ago a similar book was published The Crash of Seventy Nine. The picture painted was nearly seventy percent true when the Shah of Iran was ousted from his country. America did not allow his friend to be treated in the States. These books are not published without careful studies. These are meant to intellectualise the policy of the Great Powers. Another aspect I want to bring to the notice of the concerned authorities is that we have a tradition of swinging one way or the other with new notions. Once it was engineering and medicine. Then we focused on business administration and its technologies. The latest trend is towards information technology and computer sciences. The 21st century is bound to be a century of economic competition and survival amidst increasing poverty in the Third World. Hence new branches of knowledge attract more of our attention. Advancement of science and technology in the West has enslaved the poor nations. We should also seek new knowledge in

259 262 science and technology. May be in the near future a larger number of students will seek admissions in various fields of technology, because therein lie opportunities of earning a respectable means of livelihood. The state has also sponsored many programs for the enhancement of science and technology. Various institutions have been set up like the Atomic Energy Commission, with more than one branches, Suparco, and Niab etc. The nation has produced scientists like Dr. Abdus Salam and Dr Saleemuzaman Siddiqi. Dr. Qadeer Khan has become a hero in his knowledge of atomic energy. A large number of scientists are working in government sponsored institutions. They have not reached the level of competence of advance countries but the present attention towards science and technology is certainly encouraging. However, the universities have to attend to social sciences as well. Without state sponsorship social sciences will not flourish. The state and the scholars have to understand that while the physical sciences produce Abdul Salams and Qadeer Khans the social sciences produce Iqbals and Jinnahs. Pakistani nation has not been able to produce another Iqbal or another Jinnah because we have no reverence for the social sciences.

260 263 An Evaluative Survey of PhD Studies Completed in Last Ten Years in Universities of Pakistan Both Public and Private Introduction Prof Dr: Ifiikhar. N. Hassan Fatima Jinnah Women University, Rawalpindi. The role of social sciences research has been quite subdued in Pakistan as compared to research in basic sciences and agriculture. Due to lack of research funds within the universities, researchers are forced to look for resources outside their institutions. Many donor agencies and NGOs do give funds for research but they also give directions to the researchers. For instance, most of the donor funds in the 1980s were for income generating skills, while in the 1990s the attention was on violence against women. Currently many studies are sponsored for research on poverty alleviation or devolution of power. This may or may not be relevant to understanding the ills of society. The current study will analyse research studies done at PhD level in the last ten years, and consider their impact on policy formulation of the government. The study wil also look into the dissemination mechanism of research studies and whether or not the studies actually reach the end users. The time frame of this analysis is restricted to social sciences research studies with a gender perspective from the year 1992 to 2002, and their impact on government policies. The second issue relates to use of research for policy formulation. Generally the economic data is collected and utilized by the policy-makers mostly the bureaucrats but there is no traditions of study of impact of these policies on civil society from public point of view, much less on gearing the research to local problems and formulating policy in the light of research findings. Research Scenario The government machinery works in isolation from the general public and academic institutions. Occasionally some academics are commissioned to carry out a specific study especially at the time of preparing the annual budget. This approach does not help in capacity building of the research institutions nor a partnership environment in which academic institutions provide continuos feed back to the policy makers and develop expertise in some aspect of governance. Government machinery continues to follow the policy of dictating rather than consulting and making informed decision. No wonder there is no relationship between the written objectives of the policies and plans and actions on the ground. In fact policy related statements and objectives of the development projects are there only to satisfy the foreign agencies. If there were closer links between the policy-making bodies and the institutions of higher learning it would not only raise the consciousness level of the bureaucracy to

261 264 the needs of people but wil make teaching learning process more exciting and meaningful for students and teachers. The Universities of Pakistan on the other hand are no less clandestine and have no contact with social stakeholders which are going to employ their graduates nor is there any relationship between teaching and research being carried out at the universities and local needs, national priorities and international interventions which needs to be studied and researched, The research is an academic requirement for promotion in the university cader and as such it is individuals personal effort to do research and publish. Institutional research in the social sector is almost non existent. The MPhil and PhD thesis do not deal with critical social or cultural issues, instead the topic chosen are on convenient subjects to save time and effort. In order to identify the universities, which carry out research studies it was decided to collect information about PhD level research only as it reflects the quality of PhD students and supervisors ability to create new knowledge. M. A. level thesis being more of a learning process were not included. A personal letter was sent to the Vice-Chancellors of all Chartered Universities of Pakistan with the request to assist in providing the information about names of researchers, topic of research and the year in which PhD degree was awarded. This request was followed by pursuing the appropriate authorities like registrars and controllers of each university. Out of 86 public and private sector universities only 64 or 74 percent responded. The universities, which sent a reply, included all the major universities of Pakistan. However, the number of universities, which have been awarding PhDs in Social Sciences and Humanities is only 13 or 28 percent. The rest responded as having produced no PhD studies in last ten years. It has to be noted however that about 35 percent of the universities have been established since less than five years. Table 2: Total No. of PhDs in Social Sciences and Humanities in 13 Universities of Pakistan Period S. No. Departments Total Agriculture sociology Arabic Archeology Area Study Center Europe Brahvi Business Administration Clinical Psychology / Psychology Commerce Economics I Applied Eco. I Agri. Eco. Education / Sp. Education I DNFE Education I Teacher Education I Agri. Edu / Education and Research English Fine Arts General History1 Islamic History Home Economics

262 ~ 265 S. No. Departments Total International Relations Islamic Culture Islamic Studies Iqbaliat Law Mass Communication Library Information Sciences Persian Philosophy Political Science Pakistan Study Center Public Administration Punjabi Sindhi Science Education Social Work Sociology Statistics Sufism Urdu Humanities Social Sciences Grand Total 537 The total number of PhD degrees obtained in last ten years in Social Sciences and Humanities is only 537. A further break up of these figures shows that about one third of the degrees that is 346 PhDs are in Humanities majority being in languages and only less than half that is 19 1 or 36 percent are in all the social sciences put together. The reason for higher number of PhDs in Arabic and Islamic Studies are a result of greater opportunities of employment at the universities and colleges as compared to social sciences. Whereas a doing PhD in Urdu is easier due to pressure of writing thesis in English. South Asia is such a volatile area as for as political, social, moral and ethnic conflicts are concerned. Similarly gender issues have become so acute that it is hurting the development of the countries. There are number of conflicts with serious impact on civil society which need to be studied e.g. conflicts between Pakistan and India, LOC in Kashmir or fall out of Afghan war to name a few. Yet few books which have been written on Afghanistan or Kashmir in Pakistan are by retired army personnel and not social scientists. Poverty and illiteracy are serious problems in all countries of South Asia but the social scientists have not come out with social analysis of and social and economic costs which civil society of South Asia is paying nor are their any indigenous solution worked out to mitigate poverty.

263 266 A very positive step was taken by the government of Gen. Pervez Musharraf in 1999 when he appointed Prof. Dr. Atta-ur-Rehman a renowned researcher as Minister for Science and Technology. Prof. Dr. Atta-ur- Rehman has got the budget of science and technology increased many times and has given real boost to Information Technology at all levels. Currently he has taken over as Chairman Higher Education Commission in Jamali s Government and not only the science departments but also all social sciences and research is experiencing a revival with generous financial grants to carry out research and other capacity building activities. These steps are likely to bring about a revival of knowledge in Pakistan. Conclusion It is safe to conclude that on the whole there is no culture of research in Pakistan. This is stated on the basis of absence of demand for research by any public or private sector. The research has to deal with real problems and issues in order to become capable of generating new knowledge. When research is devoid of any touch with living realities of a society it become an exercise in futility. If one looks at the major universities of Pakistan, which have out standing faculty, there are no links with local communities, businesses or even minisbies dealing with education or health or manpower. Agriculture Universities, which are doing reasonably good work, are not in touch with the problems of farmers or the macro problems relating to agriculture situation in the country. It is true they continue developing new varieties of seed to feed the hungry but they are never consulted in land conservation issues facing the country. The only institute which comes closer to a research oriented consultative body is PIDE yet it is nai ve to think that one institute can serve all areas of national development especially because it is deprived of interaction with youth of the country. Commissioning of research to individuals and foreign consultant periodically is not only expensive but is only an ad hoc arrangement. Additionally these sporadic efforts are not very helpful in monitoring the out come of certain policies leave alone making amendments if things don t proceed the way these were conceived. The most harmful effect of such ad hoc research policies is that the country is deprived of the talented civil society s opinion expressed through academia which is closer to the younger generations than bureaucrats living in the closed offices. Further it discourages the universities to do research. The products for which there is no demand always deteriorate in quality. Gender issues are not considered urgent by the planners, political leaders or academia. There are many positive steps taken by the government on different occasions like opening girls schools increasing the quota in government jobs or increasing the number of seats in union councils but all these steps are arbitrary and ad hoc and lack insight which one acquires through research. Similarly the study of cultural and ethnic traditions along with the impact of education on life improvement or otherwise of the girls and women needs to be studied. The political stability and development go hand in hand. However, development does not mean balanced growth unless planning is streamlined in the light of needs of every sector of society. The process of development can not succeed unless it has a deep understanding of local culture and traditions and the solutions of the problems are evolved through consultation with masses rather than prescribed by the rulers or worst by foreign power brokers.

264 267 Finally it is strongly recommended that the tendency of power brokers to isolate civil society from decision-making process by ignoring social institutions and universities which are very important social institution should be stopped. The selective universities should be assigned the task of concentrating on different sectors of national development and their role in national policy formulation and implementation be enhanced. The selected department should enroll PhD scholars according to the new initiative of Higher Education Commission. What is meant by this statement is that each university has selective program which are better than other. If each university is assisted in further strengthening these areas and become a training ground for PhD scholars at national level then goals of HEC to increase the quality and quantity of university teachers can be met besides education and research will become more meaningful by helping to analyze social and economic issues facing the nation and monitoring the implementation policies. REFERENCES Alam, J. (2003) Research Data Base on Gender: Federal Ministry of Women Development, Social Welfare and Special Education. Ambreen, Gender Studies carried out at Palustan Institute of Development Economics. Chaudhry F. (2003) Gender Disparity in South Asia, Human Developinent Report, Islamabad. Gender Situation Analysis in Tlzarparkar (2002) Raasta Development. Oxfam: Netherlands. Hzrnzan Development in South Asia (2000) Human Development Centre, Karachi: Oxford University Press. International Labour Conference 9lst Session (2003) Geneva: ILO. Ninetli Five-Year Plan, Govt. of Pakistan 1998 to National Plan of Action for Women. (1998) Ministry of Women Development, Social Welfare and Special Education. Pakistan Human Condition Report (2002) Centre for Research on Poverty Reduction and Income Distribution. Islamabad. 10. Shabab, M. H. (1995) Documentation of Educational Research in Pakistan Academy of Educational Planning and Management Ministry of Education, Islamabad Zahidi, A.A. (2003) State of Social Sciences in Pakistan. Journal of Social Sciences, Pakistan. Zia, S. Ahmad. S, & Mirza, N. (2002) Legal Literacy in Pakistan. Aurat Publication and Information Service Foundation.

265 268 A Review of the Discipline of South Asian Studies in Pakistan DI: Rizwan Malik Senior Research Fellow, National Institute of Historical and Cultural Research, Islamabad The invitation to share my views in regard to review the discipline of South Asian studies has provided me with an opportunity to offer a student of South Asian studies corrective to what is being done in the name of the discipline in Pakistan. Billions of South Asians are the inheritors of a long history of interaction between the Muslim and the non-muslim world-views. A history which too many on both sides of the borders have found it in their interests no matter how many efforts are made to either overlook or even actively conceal. The futures of both peace and progress depend on understanding and cooperation among the people of the region. What better way to enhance understanding between the non-muslims and the Muslims than to demonstrate how much they have shared and continue to share. Thus the South Asian societies share a common history that dates back centuries. The scene on which we now interact in the twenty-first century has been twice reset in 1947 and The partition of subcontinent into independent India and Pakistan is the most important factor in this process. It is worth reflecting for a moment on the extraordinary changes that have taken place in South Asia and in our intellectual climate over the past three decades. In the pre-1970s South Asian understanding of life was different from after the birth of Bangladesh. We have to rethink as to why this traumatic event took place. Was it only because of foreign intervention or a result of our political instability and lack of national integration? We should analyze it in national as well as in the larger South Asian context. The causes in fact are of great depth. What happened in 1971 was the result of our own weaknesses, which were exploited by the enemies. We have to take concrete steps to perpetuate peace and stability in the region. And that can mainly be done through providing new perspectives on the regional issues. Instead of blaming others for our follies we should restructure our internal policies, overcome our instabilities and as one solid nation should come forward and play an important role in developing South Asia into an attractive region not only for South Asians themselves but also for the entire world. Coming to the correction of OUT perspectives I have discussed below a few major points. Since new political, economic, social and cultural relations are being shaped and reshaped. On the one hand, this provides the potential to profit fully and largely form the regions resources in all the above fields. On the other hand, our misperceptions, misinterpretations, mistrust, social and religious hatreds and lack of respect for and appreciation of difference in outlooks/worldviews have estranged societies of the region. We have drifted apart instead of growing together. Deep fault lines have emerged between the Muslims and the non-muslims in the region. Indeed, it has created the greatest danger to world peace.

266 269 All the regional countries are facing a unique historical situation, and we have to make very important decisions on the content and format of our future coexistence. The complicity of the situation, and the resulting challenges, have been realized by all the regional nations. We have yet to evolve a very broad and comprehensive policy response to the perceived persisting challenge. The need is to develop a sense of partnership among the regional countries, which should be properly utilised to turn the South Asian region into an area of dialogue, exchange and cooperation guaranteeing peace, stability and prosperity. The mutually agreed requirements are a strengthening of democracy, respect for human rights, tolerance for religious, social and cultural differences, end of religious extremism and terrorist activities, i.e., lullings in the name of God, sustainable and balanced economic and social development, poverty alleviation and promotion of greater understanding between different cultures. As a policy instrument, the partnership concept should combine three equally important and closely interrelated dimensions; the political and security aspect, the economic and financial aspect and the cultural, social and human dimension. Furthermore, the need for inter-regional cooperation among the countries in the region is emphasized, and support for peace process in the region is a fundamental element. Finally, cooperation on and between all levels of our societies, institutional, as well as non-institutional, should be strongly encouraged. The absence of above is the reason for distorted economic and social development, political instability in certain countries, high levels of unemployment depriving larger part of our younger generation of any prospect of the future. This introduction brings us to understand the state of South Asian Studies as a discipline in Pakistan. Major features of South Asian studies in Pakistan is that much is published by South Asians themselves but in most of the cases with misleading titles and wrongly interpreted events. For a large number of scholars in Pakistan South Asia means only India and Pakistan. Secondly, the major emphasis is on the partition of India and while writing on the partition they concentrate on Muslim nationalism alone. Our Universities do not encourage research on even nationalist Muslims. If at all they allow, they tend to distort their point of view. They misinterpret their views. I would like to recall one example. One Research Centre published Jami yyat U1ama -i Hind Documents and the then Director of the institution edited even the original documents. Perhaps these kinds of scholars are not confident in the truth of the Quaid-i-Azam s greatness and correctness of his movement for Pakistan. These apologetics should know that if we discuss all the pro- and anti-pakistan views the greatness of our Quaid wil be further enhanced. W e should tell our nation the difficulties of the Quaid. If we are, well-grounded in our nationalism and we are sure that the birth of Pakistan was not an accident of history; it was a deliberate choice of millions of Muslims to have a separate country of their own. The Quaid was not the only one to demand partition India. We must realize that Hindus did not drive us out of India. Hindus were good or bad with us has nothing to do with the struggle for independence. It was not the religious difference that brought Pakistan into being. It were political, economic, social and a host of other valid reasons that separated us from the rest of Indians. Then why should we be misinterpreting, misrepresenting and distorting the facts of history. The Quaid was not worlung in a vacuum. H e had to fight against much established Hindu and Muslim forces. Also he struggled in the face of strong retrogressive traditional arguments in favour of United India. It was his greatness that broke into pieces the concept of nuitahaddah qawrniyat of nationalist Muslim theologians. Our historiography is still concerned with the debate: who was responsible for the partition of India, Hindus or Muslims? They are worried about the permanence of Pakistan as an independent country. Our text books, television programs

267 270 and newspaper editorials are all obsessed with this concern. We should be confident that Pakistan is a reality and nobody on earth can ever undo our existence as an independent country. I believe that we should concentrate on the entire region not only on India. We do not know much about other countries of the region. The need is to extensively write on and teach about all the regional societies. The times have changed and the requirements of South Asians have undergone serious changes. We do not realize that the time has come when we should revolutionize our thoughts. TraditionalIy held views should not be brought in to manage our present and determine our future. It is a fact of history. Despite traumatic and disturbing memories of the past the regional nations can forget about the atrocious past and march towards as friendly neighbours in the region. To achieve the above goals, we need to do extensive research on the issues of national and regional importance. With this in review in 1973 the only in Pakistan Centre for South Asian Studies was established to work on South Asian politics, economy, cultural and social issues and development. It was an excellent and a very commendable step towards understanding the region. But it was of no avail. For a little while a very competent scholar Mr. Qizalbash was allowed to head the Centre and that is the only period when some concrete work was done in the Centre which could be accepted to have any relevance with the aims of this institution. Since then, nothing was done on South Asia except 10-page each profiles of South Asian countries. The rest was on Pakistan movement and even that was on quite unimportant and insignificant topics. It is under the present Director s management that the Centre is making considerable progress. For the first time MPhil and PhD in South Asian Studies are introduced. The centre has started to publish books on South Asian issues. Still the Centre needs a lot to become Centre for South Asian Studies in the real sense. The faculty at the Centre is the weakest. The Director is managing courses by borrowing teachers from other faculties. I would say that even that is not bad. Throughout the world South Asian Studies is a multidisciplinary program is managed by involving the services of political scientists, economists, linguists, sociologists and many others. I know it from my own experience. I did my Masters and Doctorate in South Asian Studies from the University of Toronto Canada. And also had the opportunity of visiting other South Asian Studies Centres or Institutes in North America and Europe. It is quite normal practice. But what is much required at the Centre in Lahore is that at least there should be few experts on South Asia to coordinate with visiting scholars. It should have at least one expert each on the South Asian countries. The fact is that at the Director is the only one who is doing everything single-handedly. Hopefully by the time he retires he will leave behind many who wil contribute in the same spirit to the development of the discipline. It is the only institution that is offering courses on South Asia and higher degrees in the discipline. Medieval Period Perceptions As regards the barriers that are, in my view, the real impediments to producing pieces of good and authentic research in the field of South Asian Studies, are that scholars from the Humanities or Social Sciences, generally base their interpretations and analyses on the arguments and interpretations based on their perceptions of medieval history of India, pre-1947 and 1971 developments in South Asia. This is the major period of history that has been misrepresented and abused is the medieval period. It is interpreted in two opposite ways. Muslims glorify it and Hindus and British administrator-historians

268 27 1 present it to be a tyrannical time for non-muslims. If this period is analysed and portrayed in its true colours by both sides the region can move in the direction of communal harmony. Hindu s heroes are denounced by Muslims and Muslim heroes are presented as traitors and villains. An attempt should be made to leave this medieval disliking to the medieval period. It should not be allowed to affect the present. Our historiography leaves the assumption that South Asia was always the house of religiously hostile nations. This understanding of our past does not highlight the syncretist movements. Much of Indian historiography is determined to prove that conversion to Islam took place at the point of the sword. The fact is that spread of Islam was never an aim of Muslim kings. It spread through the love and affection of our Sufis for non-muslims. It were the same Sufis like Baba Fareed whose poetry is included in the Grant Sahib and Miyan Mir who laid the foundation stone of Harmandar in the Golden Temple. In fact medieval Muslim rulers cannot be equated to the Muslim period despite their being Muslim. The administrative and social structure was kept as it were before Muslim rule. Top functionaries of the state were both Muslims and Hindus. Muslim historians unnecessary and irrelevant stress on Aurangzeb s passion for Islamisation of Indian society has given rise to the myth that he was the most fanatic anti-hindu of all the Muslim lungs. We should realize that he did not have any such thmg in mind. Being a religious-minded Muslim himself he simply tried to correct certain irreligious practices at the Court and merely within the Muslim society. And imposition ofjaziyah does not mean that he was anti-hindu. The fact is that the number of Hindus serving the Muslim king rose from 24 percent during Shah Jahan s reign to 33 percent during Aurangzeb s rule. He is on record to have donatedjagirs to many temples. Religious Hatred The second feature, in a way another dimension of an extension of the first point is religious hatred in South Asia. This point should not be misunderstood or misconstrued. My aim is to simples encourage ourselves to respect, tolerate and to a considerable extent accommodate anybody and everybody irrespective of his or her religious, ethnic and social affiliations. This preaching of Hindu hatred for Muslims has perpetuated religious hatred between Muslims and non-muslims in the region. And that is presented as the main reason for the partition of India. Even if the Hindus were good we had to have Pakistan. And even if we have friendly relations with India now no harm can be done to our national interests. If we are well-grounded in our culture and nationalism harmony and friendship between two nations wil become an asset. Before I go into analysing why we have failed to produce positive writings in South Asian Studies, I share with you the Quaid s views on the issue. The Quaid in his first address to the Constituent Assembly of Pakistan on August 11, 1947,2 on the occasion of being elected its president, indicated briefly the character of the Pakistan state as he envisaged it. Jinnah stated: You are free; you are free to go to your temples, you are free to go to your mosques, or to any other place of worship in this State of Pakistan... You may belong to any religion or caste or creed-that has nothing to do with the business of the State... We are starting in the days when there is no discrimination, no distinction between one community and another, no discrimination between one caste or creed and another, we are starting with this fundamental principle that we are all citizens and equal citizens of one State.3 And referring to Britain as an example of such a state where religion and politics are kept separate, he observed that:

269 272 The people of England in course of time had to face the realities of the situation and had to discharge the responsibilities and burdens placed upon them by the government... Today, you might say with justice that Roman Catholics and Protestants do not exist; what exists now is that every man is a citizen, an equal citizen of Great Britain... all members of the nation. I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State... I shall always be guided by the principles of justice and fairplay without any, as is put in the political language, prejudice or ill will;in other words, partiality or favoritism. My guiding principle will be justice and complete impartiality, and I am sure that with your support and cooperation, I can look forward to Pakistan becoming one of the greatest Nations of the The address reflects Jinnah s liberal political philosophy, which he had imbibed early in his life; and despite the twists and turns in his political career he remained a committed believer in communal harmony. More than five decades have passed and perhaps we still are not in a mood to do what the father of our nation told us while he was laying the foundations of our country. It is long overdue that we think beyond pre Jinnah tried to bury the past of communal disharmony in the above speech. But instead of living by the Quaid s words we tend to misinterpret his words and paint his thoughts in different colors according to the governments in power. W e keep on alternating his dress between Sherwani and three-piece suit. That is the part of the reason why we are in trouble defining the character of our state. This is one of the main reasons why resolution of major issues with regional nation-states is still a big problem. Also we do not make sense to the world at large. We must make a serious effort to decide what the character of the state of Pakistan is? More than 50 years have passed and we do not have one single objective study of the Quaid s thoughts. His papers are still in the process of being compiled. We had to rely on either Hector Bolitho or more recently on Stanley Wolpert to tell us about Quaid. Muslim League could not attract any historian to write a history of the All India Muslim League. The attempts at fusion of religion and politics and the present-day terrorism in the name of God are closely interrelated. There is a need to rethink our religious attitudes and temperaments. The emergence of religious revivalism demands a reassessment of religious ideas. Indeed, it is a prime concern, for better or worse, of Muslim as well as non-muslim governments throughout the world. In all fairness to the cause of humanity, I point out that the politics of religion has brought and could bring much harm to our faith and society and also to the civilized world at large. Correction of religious attitudes requires a multi-pronged and multi-layered treatment. Religious tolerance taught by Su$ Tarn iq can be much effective to bring religious communities closer. Religious extremism, the basis of terrorism in the name of God, requires thorough and carping scrutiny of our religious understandings. There should be studies on the transmitters of religious ideas, the traditionalists, who are not an attractive or, for some, even an inappropriate area of research. T was lambasted by my Professors in North America, for my interest in Ulema. They were surprised on my paying attention to these retrogressive forces? You should work on the progressive forces in your society like Sir Syed Ahmad Khan, I was advised. My simple and plain answer was that My purpose is, in the absence of any objective study on the Ulema s place in the South Asian society, especially in politics, to understand who they are and what they stand for? Why did they oppose the creation of Pakistan? It is quite unfortunate that

270 273 when it comes to teaching struggle for Pakistan we tend to either ignore or write on them in a pejorative and negative sense. But we forget one important thing that history can never be written or taught in isolation. It can never be out of the larger context of the time and place. Every event has to be judged and evaluated in its proper context. If properly written and taught the subject of nationalist Muslims role will further enhance the height of the towering personality of the Quaid. We talk about upholding, advocating, supporting, promoting progressive trends but when it comes to practically doing it we are somehow overtaken by fear of the unknown. Communalist Historiography The communalist historians project South Asia comprising a number of communities or nations whose identities are determined by their religious beliefs. Even their politics is determined by their religious beliefs. The interaction between these communities is religion-based political activities of these nations are dictated by their religious. They follow John Stuart Mill scommunal view of the division of history into Ancient Hindu period, Medieval Muslim period and modem British period. We do not call British period as Christian period. South Asian history is written mainly to justify communalism. Much of our history is twisted to suit our traditional views based on historical misrepresentation. There is hardly anything that can be called historical analysis, which in my view is and should be an ongoing process. Certain views held by our leaders as a matter of political exigencies have become everlasting conclusions regarding our role in South Asia. This classification of the periods of Indian history along civilisational lines or equating religion with the ruler or a dynasty has limited our understanding of the societies concerned. John Mill scategorizations of our history are accepted by us as the only way of looking at our past and determine our present.s We should give enough and required value to the lives of those South Asian leaders who have lived in the past by appreciating their role in shaping their future and our present. When we deal with the Muslim nationalist and reformative movements we should also work on such movements in entire South Asian context. This can only be done if we go well behind the apparent by removing the veils set up by language, history and politics. Elite Historiography So far, our historiography has been restricted, and probably wrongly so, to the study of the?lite. This shift, however, will be the most important development in the orientation of sociological thought. Despite a serious effort by a few historians who have recently initiated a new trend in South Asian historiography described by themselves as subalterns, our historiography is basically focused on various sections of South Asian?lite. Civil societies in the region also need to be worked on. Besides, social history with clear perceptions and concerned with the life pattern of the common people also needs to be written and taught. Lives of the people and their social relationships, necessary to understand the problems of the people are not studied. There is no concept of social history. Suggestions My suggestion to our historians or social scientists in general is to please think positively and progressively and contribute to the social and economic progress of South Asia. We should not interpret the

271 274 past under the influence of the present. We should not write history by mentally living in the past. We should manage the present by not merely reading into the past, or manage our present through imposing our past images. The problems faced by South Asians are same. W e need to realize that through positive attitudes South Asian scholars should sit together, organise seminars and conferences to find solutions to our persisting and recurring problems. It is a poverty ridden region. It is quite backward in education. We have tremendous social problems. Muslims belong to a very progressive dynamic and enlightened religious tradition should have a positive interaction with non-muslim thought and world-views and develop a close interaction the local traditions starting from the glorious Indus Valley civilization, try to make the region most attractive region in the world to live in. The situation of mutually reciprocated hatred should be done away with. It has kept the peoples of South Asia away for so long. Twenty-first century should be the century of harmony and understanding. We should write on social and economic issues. There is also a need to write social history of the region. We should write on the low-caste poor peasants, traders, small landlords instead of only concentrating on the Muslim and Hindu &lite. Before I conclude, I would like to make certain requests to the Higher Education Commission in regard to improving the status of South Asian Studies in Pakistan. If possible, HEC should make sure that South Asian Studies becomes part of history departments in every Pakistani University. And that the teachers or researchers interested in getting involved with the discipline should at least be MPhil and PhD in South Asian Studies. If such scholars are not available then special funds should be allocated to encourage and facilitate those interacted in obtaining these degrees from the Centre for South Asian Studies in Lahore. To make this possible and effective I request the concerned authorities to improve the academic section of the Centre for South Asian Studies. A concerted effort should be made to make sure that those with PhD in South Asian Studies be appointed there as teachers and researchers. To start with the Centre can follow the HEC approved and sponsored practice of Allama Iqbal Open University of appointing PhDs working anywhere in Pakistan as Research Associates to supervise AIOU PhD students. The Centre can also invite scholars in South Asian Studies to help them in developing courses for MPhil and PhD students and also to supervise their researches. The teaching and research wings of the Centre presently incapable of effectively handling teaching and research on South Asian topics be activated by appointing on permanent or involve on temporary basis, through deputation or as visiting faculty members, to teach, prepare list of topics for research and also manage research. HEC can also invite scholars from outside Pakistan to join the Centre. The present Director, a cooperative and open-minded scholar with the assistance and cooperation of scholars in South Asian Studies can make the Centre reshape our national attitudes, and sensibilities contribute to the progress and development of the region assisting the government of Pakistan in making policies. If timely decisions are not made then I may be allowed to say that the future of South Asian Studies in Pakistan is very dismal and bleak. And the purpose of creating the Centre for South Asian Studies will be lost. END NOTES 1. There are many Fai-anzirz issued by Aurangzeb himself still available to prove that the temples of Mahakaleshwar (Ujjain), Balaji Temple (Chitrakut), Umanand Temple (Guwahati) and Jam Temples of Shatrunjrya and many many others were granted jagirs for the maintenance of these Temples. 2. The Constituent Assembly began sitting on August 10, 1947, in anticipation of the formal assumption

272 27 5 of power on A ugust 15. The acceptance of the British proposals of June 3, 1947 by both the All India Muslim League and the Indian National Congress had led to the setting up of two assemblies representing the Dominions of India and Pakistan. The transfer of power was affected through a legal process, constitutionally defined by the British Government, and assumed by the successor states of the British Raj in India within the norms of constitutional tradition that Britain had slowly put in place since the passage of the Indian Councils Act, Thus the process, by which the independence of India and the creation of Pakistan were brought about, ignoring the communal violence whose causes were internal to the subcontinent, was one that the participants in the negotiations for the transfer of power reflected upon with some sense of well-meaning satisfaction. The Constituent Assembly of Pakistan Debates, (Karachi, 1947), Vol.1, No.2. See also Speeches of Quaid-i-AzaimMohnmmad Ali Jinnah as Govenior-General of Pakistan. Karachi: Sindh Observer Press, 1948, pp Ibid, pp James Mill,Histoly of British India V01.2, (London, p. ISIS), John Stuart Mill s History of India took a communal view of India by dividing its history into Ancient India, Medieval Muslim India and modem British period. Cleverly, the modern period is not called the Christian period in tune with the logic of earlier characterizations.

273 276 Social Audit of Governance and Delivery of Public Services (Baseline Survey 2002 National Report) A. Cockcroj?, N. Anderson, K.Onier, N Ansari, A. Khan and U. U. Chaudhry The CIET Social Audit: Reaching out to Give Citizens a Say in Service Improvement The concept of the social audit is simple: collect information about public services from people supposed to be served, and from service providers, and use this as a basis for involving the public and service providers in making changes to improve the services. In Pakistan the social audit will monitor the effects of devolution on public service delivery and on the engagement of citizens in local governance. It is also a channel for ordinary citizens to participate in planning of local services, and for their concerns and experiences to reach provincial and federal policy-makers. The baseline covered a representative sample of 57,000 households in all the 97 districts in Pakistan in Trained field teams with a majority of women members interviewed householders as well as key informants in the communities, in union councils and in schools and health facilities serving the sites. The household questionnaire was translated into a number of local languages. It covered opinions of a range of public services and more detail about use and experience of health, education, police and judiciary services. Quality control was ensured by careful training and supervision, as well as stringent monitoring in the field. Household vulnerability was defined by three factors: house construction, room occupancy, and occupation of the main breadwinner. Some 14 percent of the households were classed as very vulnerable on this basis. The experience of these poorest households was compared with that of their less vulnerable neighbors. The social audit provides a gender beneficiary assessment, comparing the perceptions and experiences of public services of women and men. After data entry, cleaning and preliminary analysis, key findings were returned to focus groups of men and women in the participating communities. These groups gave their views about the findings and suggested solutions to particular problems. The findings of the baseline survey are the first step in a feedback process for policy-makers. Annual surveys are planned for the next five years to monitor the effects of devolution on public perceptions, experience of services and engagement in local governance. Technology transfer during this time wil institutionalize the social audit methodology in Pakistan.

274 277 The Most Vulnerable Across the country in , very vulnerable households had less access to a range of government services, and were less satisfied with those services they did contact. A key challenge for devolved government is to ensure that the new processes and structures at local level are fully accessible to the most disadvantaged, and that public services become more accessible to them and more responsive to their needs. Households were defined as very vulnerable if the main breadwinner was unemployed or worlung in unslulled labor, and the house had poor roof construction (katchi, rough shelter, wooden planks), and there were more than 4 people to each room. At the onset of devolution, 14 percent of the households covered in the survey were classed as very vulnerable according to this definition. Basic environmental services were out of reach of the very poor even if they lived in urban sites with these services available in the area. The very poor tended to use government health services, rather than private providers, but people who used government services paid almost as much as those who used private services (for a case of fever). Government health services were less accessible to the most vulnerable, even though they probably needed them most. Children in very vulnerable households were less likely to be enrolled in school. Very poor people were wary of turning to the police for protection. They were also less likely to have made contact with the police, and were less satisfied with the police contacts they did have. The poorest women were particularly badly served by public services. The gender gap in primary school enrolment and in political and community participation was widest among the poorest households. It was encouraging that people from very vulnerable households were as willing to participate as members of citizen community boards as those who were better off. The challenge is to create an environment where this willingness is translated into actual participation. Gender Beneficiary Assessment The baseline social audit allows a gender disaggregated beneficiary assessment. It collected information about the perceptions, use and experience of public services of men and women and analysed the findings to examine gender differences. It also collected, in separate focus groups of men and women, their priorities for public services and how to improve present services to meet their needs. At the beginning of devolution in , women lagged behind men in basic education, community and political participation. They also had less contact with police, the courts and local government. The gender difference was more marked among the very-poor. Girls had less access to basic education at the time of the 2002 social audit: 73 percent of 5-9 year old boys were enrolled in school, but only 60 percent of girls. The gender gap was highest in Sindh and NWFP. The reasons for children not going to school differed between boys and girls. And the factors related to parents satisfaction with the school were different for boys and girls.

275 27 8 Contacts with the police were nearly all made by men. Across the country, women felt less safe with the police than men did, and were less likely than men to seek help from the police for a problem of personal safety or a threat to property. Women s contacts with the courts were a rarity. And women were less able than men to say whether the courts were there to help them or not. Within households, women were often excluded from discussions and decisions that concern them. They were sometimes unaware that members of the household had contacted the police, the courts or local councillors. The gender gap affected political participation. More men than women voted in the 2001 local elections. Women in very vulnerable households were even less likely to vote, particularly in NWFP and Balochistan. Women reported fewer household contacts with union councillors, were less involved with voluntary groups and were less willing to participate in citizen community boards. Focus groups of women confirmed they would have to get permission from their families to take part in citizen community boards, and this may not be forthcoming. Water, Sewage and Garbage Services Most of the public were dissatisfied with basic public services like water, sewage and garbage disposal in Many people did not have these services at all, especially if they were very poor. Water Six out of every 10 households across the country said they had no access to government water supply, and only 2 out of every 10 were satisfied with this service. Nationally 8 out of every 10 households reported water supply government or private, mostly ground water orpiped inside the homestead. This was highest in Punjab and lowest in Balochistan, and more likely in urban settings. Four out of every 10 households paid for their water supply, with a mean amount of Rs. 362 per month. Sewage and Garbage Disposal Nationally, just 1 out of every 10 households were satisfied with the sewagehanitation service in their area; over half of all households said they had no government sewage service at all. Perception of this service was negative in all provinces, and worst in Balochistan. Sewage system problems were quite often mentioned as a priority in focus groups. Interestingly, focus groups in urban sites mentioned sewage as a priority problem to be raised with the union and district government more often than groups in rural areas, perhaps because they have a system that needs improvement, whereas in rural communities there is no system and none expected. Nationally, 7 out of every 10 households had no government garbage disposal service. Two out of every 10 households expressed dissatisfaction with an existing service and very few people were satisfied

276 279 with this service. The picture was the same across all provinces. Very vulnerable households were less likely to be in sites with government water supply, sewage and garbage systems. Even in communities with government systems in place, very vulnerable households had less access to these services and expressed less satisfaction than their better off neighbors. Electricity and Gas Supply; Roads and Public Transport Electricity and Gas Supply Six out of every 10 households in 2002 were satisfied with the electricity supply, the highest level of satisfaction for any government public service at. the beginning of devolution in Pakistan. People in urban areas were much better served with electricity than those living in rural sites. There was less access to electricity in Balochistan. Only 2 out of every 10 households were satisfied with the gas supply, and 8 out of every 10 said they had no supply. Gas supply was practically confined to urban areas, where 6 out of every 10 households reported they had gas. Very poor urban households often had no gas supply. Since gas supply is usually to a whole area, this evidence implies that the poorest areas in towns and cities were not given priority for the provision of gas. More female than male focus groups prioritised gas supply as a problem to take to the union or district government. Women probably felt the lack of a gas supply for cooking more than men did. Roads and Public Transport Nationally, 3 out of every 10 households were satisfied with roads in their area, 5 out of every 10 were not satisfied and the rest said they had no roads at all. The perception was worst in Balochistan, where only 2 out of every 10 households were satisfied with roads. Especially in Balochistan, sites with a high proportion of very vulnerable households were particularly poorly served by roads. The lack of adequate roads also contributes to the poverty of communities, for example by limiting their access to markets. On the other hand, 6 out of every 10 households were satisfied with the public transport in their area. Satisfaction was lower in Balochistan. Health Services Perceptions and Use of Government Services Only a quarter of households in were satisfied with the government health services in their area and a third complained they had no service at all. Very vulnerable households and those in rural areas were less satisfied and reported less access. Less than one third of households went to government health facilities for medical attention, while nearly half used private qualified practitioners and one fifth relied on unqualified practitioners. Households were more likely to use government facilities if there was one within 5km.

277 280 In areas with more private services available, such as urban sites in Sindh, the less vulnerable households were more likely to use private services compared with very vulnerable households, who did not have that choice. Urban dwellers in general were less likely to use government services. And there was less use of government health services in Sindh and Punjab than in Balochistan and NWFP. Experience of Government Health Services Nearly all government service users paid for visits, which cost them almost as much as private services (cases of fever were compared). The average cost, among those who paid anything, was Rs Six out of every 10 of those who had visited government health services in the previous three months were satisfied with the service, compared with 8 out of every 10 of those who used private qualified practitioners or unqualified practitioners. People were less satisfied with their visits to government services in Balochistan and NWFP; their higher use of these services seems to be because there are few alternatives in these areas. Only 1 out of every 10 households who usually used government services knew how to complain if they were not satisfied. If the health facility had a complaints procedure in place (assessed in reviews of the facilities) people were more likely to know how to complain. Focus group participants suggested improving services by monitoring staff attendance and behavior, and by checking medicine supplies to facilities. Education Services Perceptions about Government Services Slightly over one half of the households in were satisfied with government education services, and over one third was not satisfied. Very vulnerable households were less likely to be satisfied. Few reported that they had no service available, but having schools near the community made a difference. Households within 1.5 km. of a government school were much more likely to say schools were available and to be satisfied with the education service. School Enrolment Nationally, 73 percent of boys and 60 percent of girls aged 5-9 years were enrolled in school. The gender gap was highest in Sindh and NWFP at 18 percent, and lowest in Punjab at 7 percent. Girls were more likely to go to school if they lived within 1.5 km. of a government girls school, in both urban and rural locations. Children from very vulnerable households were less likely to be enrolled in school. This was true for both girls and boys, anywhere in the country. The most common reason given by parents for children not going to school was the cost involved, especially in very poor households. For girls, parents also mentioned no need and lack of girls schools or female teachers.

278 28 1 Two-thirds of the children aged 5-9 years: in school attended government schools, nearly a third attended private services, and a few attended non-formal education or religious schools. Children from the most vulnerable households were more likely to be in government schools. Satisfaction with the School Almost all parents were satisfied with private and religious schools, while 7 out of every 10 parents of children in government schools were satisfied. If the government school had an active PTA, parents of boys were more likely to be satisfied. For girls, provision of free text books made more difference to parental satisfaction. Police Services Public Perceptions about the Police Less than one quarter of households in said they would contact the police for a problem of personal safety or a threat to property, while more than a third said that only Allah could help me. If there was a police station nearby, people were more likely to say they would use thgpolice. Only 3 out of every 10households said the police made them feel safe. Women and people from the poorest households were less likely to say they would use the police and less likely to say the police made them feel safe. Experience of Police Services Only 1 out of every 10 households reported contacts with the police over the last five years. Use of police (or levies) was particularly low in Balochistan. Very vulnerable households were less likely to report any police contacts. And contacts with the police were more common in urban settings. Women respondents reported fewer household police contacts; women are often not aware about such matters in the household. Nearly all household members who had contact with the police were male. Nearly half the reported contacts with the police were initiated by the police. Police-initiated contacts were more common in the most vulnerable households. A first investigation report (FIR) was registered in half the reported contacts with the police. Registration of an FIR was more likely in rural areas and if the contact was initiated by the household. Only 3 out of every 10 people who had contact with the police were satisfied with the service they received. The most common complaints were about payments and bad attitude. Community focus groups favored punishing corruption, and improving salaries, incentives, recruitment and training. Many felt that citizen monitoring of the police would be difficult, but agreed that it should be done through official groups, such as citizen community boards.

279 282 The Courts Public Perceptions about the Courts Nationally, half of the households in thought the courts were there to help them, but only a third of households in Balochistan thought this. Those who thought the courts were there to help most commonly said it was because this was their duty. Those who did not think the courts were there to help held this view mainly because they thought people needed money to buy their way through the system. Many people, especially women and those from the most vulnerable households, were unable to say whether the courts were there to help or not. Experience of Courts Services Only 1 out of every 10 households reported a contact with the courts in the last five years. Contacts were even less frequent in Sindh and Balochistan. Male respondents were more likely to report a contact from the household than were female respondents. Women may not have been aware of court contacts from their households. Nine out of every 10 contacts with the courts were made by males, anywhere in the country. Very vulnerable households, were less likely to contact the courts. One half of the household respondents who had contact with the courts said they were satisfied. Very vulnerable households were less likely to be satisfied. The main reason people were satisfied with a court contact was that they got justice. The main complaints of those who were dissatisfied were about payments and the length of the process. Few households had heard of the alternative reconciliation committees at union council level. Awareness of these committees was higher among urban households but lower among very vulnerable households. Local Government Voting in 2001 Elections In at the beginning of the devolution process, many people were willing to engage in local political and community participation. On the downside, there was also evidence of a gender gap in this participation, which was even greater among the very poor. Nationally, 9 out of every 10 households reported that least one man voted in the 2001 local elections, while 7 out of every 10 reported at least one woman voting. The gender gap was more marked in NWFP, which had the highest proportion of male voting but the lowest proportion of female voting. The most vulnerable households were less likely to have at least one woman voting. Views and Contacts with Union Councillors A third of households thought the new union councils would be better than the previous system and a third thought they would not be better.

280 283 Two out of every 10 male household respondents reported a household contact with a union councillor, but only 1 out of every 10 female household respondents reported such contact. This suggests women were not always aware of contacts made by household members. Very vulnerable households were slightly less likely to report a contact with a union councillor; the difference was more marked in rural areas. Half the households who reported a contact with a union councillor were satisfied with the contact. Very vulnerable households were less likely to be satisfied, especially in urban areas. Citizen Community Boards In 2002, very few household respondents had heard of citizen community boards (CCBs). Once they heard a brief explanation, one half of the men were willing to join a CCB, but only 3 in every 10 women were willing to do so. Respondents from very vulnerable households were as likely to be willing to join a CCB as those from less vulnerable households. This willingness to participate in CCBs needs to be translated into practice.

281 284 Pakistan and Norway - Migration, Research Co-operation and Social Transformations Ms. Inger Liz, Norwegian National Commission for UNESCO This paper outlines some tentative (and so far very sketchy) ideas about cooperation between Norway and Pakistan in the field of social science research under the umbrella of the UNESCO program Management of Social Transformations (MOST). A program based on co-operation between the UNESCO National Commissions of Palustan and Norway is envisaged. The program should take advantage of the links developed between Pakistan and Norway as a result of Pakistani immigration to Norway during the last years. This immigration has contributed substantially to changing Norway, and particularly Oslo, into a multi cultural society. At the same time this migration has established cultural, economic and institutional links between Pakistan and Norway which are important as bridges between the two cultures, and which may serve as facilitating mechanisms for Norwegian assistance to strengthening social science research in Pakistan. A program as suggested in the following should have the following main objectives: 0 Strengthen social science research in Pakistan through a program for -research collaboration between Norwegian and Pakistani research institutions/researchers. The involvement of the Pakistani community in Norway will help to facilitate the program and improve the dialogue between the researchers. 0 Improve the conditions for a democratic development in Pakistan. Research based knowledge about society is in itself supportive to democracy. This effect should be strengthened by selecting research themes that are relevant to and supporting a democratic development. The active involvement of Norwegians with a Pakistani background in the activities will strengthen the democratic learning component of the program. 0 Improve our knowledge about the effects of Pakistani immigration to Norway-its contribution to the transformation of Norway (in particular Oslo) into a, multi-cultural society. This research can take advantage of Norwegian immigration research in general. 0 Improve our knowledge about the effects of Pakistani emigration to Norway on Pakistan (in particular the xxxx region from which most of the Palustani immigration to Norway is originating. 0 Establish links between researchers and policy-makers both in Norway and Pakistan and develop active programs for practical utilisation of the research both in Pakistan and in Norway.

282 285 Links to MOST The proposed activities wil fall safely within the priority areas of UNESCO s social science program Management of Social Transformations (MOST). The program is presented as follows on the MOST web page: MOST is a.unesco program that promotes international, comparative and policy relevant research on contemporary social transformations and issues of global importance. Created in 1994, it aims to: 0 further understanding of social transformations; 0 establish sustainable-links between social science researchers and decision-makers; 0 strengthen scientific, professional and institutional capacities, particularly in developing countries; 0 encourage the design of research-anchored policy. Suggested Program Activities The program should have three main components: (1) A research program based in Pakistan and involving research cooperation between research institutions/ researchers from Pakistan and Norway. The program should have two major and interconnected objectives: (a) Capacity building for the development of social science research in Pakistan. (b) Conduct policy relevant social science research in Pakistan. Ideas for sub-activities/projects (preliminary and tentative) include: (i) (ii) (iii) Urban issues related to migration, urban poverty and urban violence. Illiteracy and ways and means to combat illiteracy (linking to Education for All). Religious fundamentalism its roots and effects (how fundamentalism is linked to poverty and illiteracy). (iv) Governance with a particular emphasis on local government and the development of local democracy. (v) Corruption and measures to combat corruption in society. (vi) A study of the effects/importance of Pakistani emigration to Norway in Pakistan (cultural influence, economic effects - e.g. economic transfers, basis for local entrepreneurship). To be conducted in xxxxx province. (c) A program activity to facilitate transfer of research based knowledge from researchers to policymaking authorities and more generally to improve the communication and mutual understanding between policy-makers and social science researchers.

283 286 A research project in Norway aiming at improving our knowledge about the cultural, economic and other effects of the Pakistani immigration to Norway on the Norwegian society, particularly on the development of Norwegian major cities as multi culturavmulti ethnic societies. Oslo may be taken as case. The project is envisaged to be composed of two main components: (a) A research component consisting of sub-activities. To be developed dependent of funding. (b) A dissemination and policy-linking component. In line with the objectives of the MOST program, linking the research to policy-making and practical action shall be given priority and an arena for knowledge transfer and exchange should be develped as part of the project. The establishment of an arena linking the two main components of the program. The program aims to improve cross cultural understanding and knowledge. It should therefore be aimed at establishing an arena to link the Pakistani and the Norwegian strands of the program. It is suggested that in order to facilitate this two annual conferences be included in the program, one in Pakistan with Norwegian participation and one in Norway with Pakistani participation. More detailed ideas and plans to be developed. Modalities and Facilitating Mechanisms The program should include the following modalities and facilitating mechanisms: It should be established as a MOST project and seek approval by the MOST Clearing House. The program must be based on active involvement of the National Commissions for UNESCO (through their MOST Liaison Committees) both in Norway and in Pakistan and build on an agreement for national co-operation through the respective National Commissions. The operational responsibility for the program must rest an institutional co-operation between Norwegian and Pakistani research institutions. This institutional collaboration should be seen as the main facilitating arrangement for the capacity building component of the program (in Pakistan). It is envisaged that the research activities and institutiodcapacity building components of the program in Pakistan be funded as part of Norwegian development assistance to Pakistan. The Norwegian component of the program must be funded from other sources. The program should aim at establishing at least one UNESCO chair in Pakistan as part of the program. The Pakistani community in Norway should be actively involved in the program. One should aim at involving Norwegian scholars with Pakistani ethnic background as researchers in the program on the Norwegian side. One should also consider offering scholarships (master and/or PhD) to Norwegian students with Pakistani ethnic background. Participation of Pakistani researchers (or research students) to be actively involved in the Norwegian parts of the program could also be a possibility. This should be seen as an element in the capacity building component of the program.

284 L to R: Prof. Dr. Najma Najam, Dr. Pierre T. Sane, Mr. Mian Muhammad Soomro, Capt. (R) U.A.G. Isani, Dr. Sohail H. Naqvi, Dr. Ijaz Hussain L to R: Dr. Dushka H. Saiyid, Prof. Dr. Najma Najam, Dr. Pierre T. Sane, Mr. Mian Muhammad Soomro, Capt. (R) U.A.G. Isani, Dr. Sohail H. Naqvi

285 Mr. Mian Muhammad Soomro with Ms. Ingeborg Breines and Dr. Pierre T. Sane L to R: Ms. Ingeborg Breines, Prof. Dr. Najma Najam, Dr. Pierre T. Sane, Mr. Mian Muhammad Soomro, Capt. (R) UAG Isani L to R: Prof. Dr. Najma Najam, Dr. Pierre T. Sane, Mr. Mian Muhammad Soomro, Capt. (R) UAG Isani, Dr. Sohail H. Naqvi, Dr. Ijaz Hussain

286 289 Speech at the Closing of State of Social Sciences and Humanities: Current Scenario and Emerging Trends Islamabad, 17 December 2003 Dr. Pierre T. Sane ADG/Social and Human Sciences UNESCO, Hqs Ladies and Gentlemen, I am absolutely delighted to have been associated and to have participated in this Conference, first of its kind. Let us hope that in tedtwenty years this Conference will be considered as the historic turning point for social and human sciences in Pakistan. UNESCO is deemed to be the intellectual arm of the UN system. As such it has always been cognizant of the crucial role of the social and human sciences in carrying-out its mandate. Towards this end, UNESCO endeavors to provide crucial support to social and human sciences researchers and institutions in individual member countries. The Social and Human Sciences Sector which I head is devoted to this goal. The Social and human sciences that we support are to further the ethical management and social transformation, which aim at exploring and exposing prejudices, interests and assumptions of the decisionmakers, the priorities of the governments as reflected in resource allocation, identifying the agents of change and analyzing their agendas, helping understand the contradiction inherent in any society and pinpointing at ways to transcend them. As such, the work of social science can be politically sensitive, embarrassing to the powers that be. The life of many of the social and human scientists can therefore be very lonely indeed as they struggle to obtain moral and financial support. Thus the creation of strong national and cross-national networks of researchers is a crucial component in helping the social and human scientists carry on their important work. Such networks are crucial in terms of intellectual exchange as well, functioning as the conduit for the most up to date theories, methodologies, trends and analyses of best practices in the relevant disciplines. They can also provide a comparative perspective which is essential for the social and human sciences. In many cases, national associations and organizations do not have the financial and human resources, nor the infrastructure, to create and sustain such networks. This is where UNESCO can help, at least act as a catalyst. Today, in an increasingly globalized and globalizing world, the role of the social and human sciences is to address the key issues confronting nations and communities across the globe. Policy-makers, and social advocates need the aid of social and human science research that is relevant, trans-disciplinary, methodologically sound, and capable of offering clear and effective policy alternatives. This was the context

287 290 in which UNESCO s program MOST (Management of Social Transformations) was conceived in the early 1990s. For the past two years, the 8 year old program went through a thorough evaluation and in its second phase it will place added emphasis on linking research and policy on the one hand and research and advocacy on the other more closely. The choice of the term Social transformation is deliberate. Social transformation studies, as opposed to the traditional developmental studies, are a new approach to social and human sciences, inspired from the study of Karl Polany, titled the great transformation. This new approach is free of the unilinear conception of history with development cum westernization as the ideal towards which all societies must develop. It looks at social, economic and political issues as they are, always in transfornation. It looks at them from the perspective of human rights, equality, democratic participation, tolerance, solidarity, and peace, i.e., the perspective of UNESCO. Moreover, social transformation studies are particularly well suited for analyzing and interpreting transnational trends and issues as most issues in the globalizing world have become truly transnational in character. Thus they are able to provide us with a better Understanding of the effects and implications of globalization on the international, national, and local levels, so as to provide better policy recommendations and guidelines to policy-makers and social advocates as well. In such a manner, the wofk of the SHS sector of UNESCO has concentrated on the articulation of a new theoretical framework, new ways of understanding contemporary and emerging socio-political issues. However, it is not only about research and theory, but also action. The research is aimed to lead directly to agendas and questions to be addressed by policy-makers on all levels. SHS is structuring its own networks to reflect this new direction by linking social and human sciences researchers with policy-makers and civil society, to create a synergy effect that will be beneficial for all. The priority themes at the moment cover international migration and multi-culturalism; urban development and management, democracy and culture, struggle against poverty and violence, ethics of sciince and technology, human security and human rights. Besides providing research and intellectual guidance for sound policy-making and informed advocacy, the Social and Human Sciences have another, perhaps a bit more intangible, but nevertheless just as important a role to play. In many countries, the social and political discourses are increasingly being hijacked by several forces; in some, it is by the state, in others it is by big corporations and in some others it is by fundamentalist and/or nationalist rhetoric. The lack of independent financing of social and human science has in many places led to the bureaucratization or privatization and bias of universities and research institutes to the detriment of intellectual innovation, sound policy-making, and rigorous, informed debate. At the same time in many countries we see the rise of virulent forms of market fundamentalism, religious intolerance and cultural uniformation. They tend to limit genuine political participation and informed debate and by and large constitute another threat to social and human sciences. By regarding all forms of modem secular learning, including the social and human sciences as nalve or subversive by market fundamentalists or westernization by religions or nationalist extremists, these discourses cast a pall over the development of social and human sciences. Conversely, the only way to combat mismanagement of social transformations at the hands of the state, on the one hand, and the stifling of dissent and social innovation at the hands of xenophobic and feudal discourses, or of the manufacturers of consent, is to foster the development and dissemination of genuine social and human sciences. It is only when a nation and its people can freely engage in an analysis of their society in terms of rational and objective criteria and data, such as can be provided by sound social and

288 human scientific research, can they arrive at policies that will improve their circumstances. It is only when the discourses of the social and human sciences are employed and understood by the state, civil society and the research community that policy debates can become truly democratic and policy decisions accrue to the benefit of the people as a whole. A Pakistani social scientist has eloquently summarized the mission and role of the social and human sciences in Pakistan in the following manner: given the constraints imposed by the state structure and the cultural outlook of a significant part of the society, on freedom to express and dissent, creativity in scientific work cannot be achieved without a concerted and united struggle. Such a struggle can bear fruit if Pakistani social scientists, in spite of ideological divisions, can realize unity and can achieve professional excellence. I should add that Dr. Salamat s assessment of the state of the social sciences and recommendations are excellent starting points to seriously launch a major initiative aimed at developing social and human sciences in Pakistan. UNESCO is at your disposal to help you in achieving this lofty and important goal. The mission of UNESCO and its SHS sector in particular is to: advance knowledge, standards and intellectual cooperation in order to facilitate social transformations where the values of justice, freedom and human dignity can be fully realized. Let us join hands in our march towards this common goal. Thank you.

289 RECOMMENDATIONS

290 General Recommendations of The State of Social Sciences and Humanities Conference A two day conference spread over eight session on The State of Social Sciences and Humanities was held from December 2003 in which more than 200 academics participated and about forty papers were presented. The first and the foremost point, which emerged from the deliberations, was the need on the part of policy makers to change their attitude towards social sciences and humanities. It was felt by the participants that the social sciences had been ignored since the inception of Pakistan as the emphasis had been put almost exclusively on natural sciences with the result that both the society and the social sciences are in disarray. It was also expressed by social scientists that the policy makers do not seem to have a clear understanding of the role social sciences can play in the accumulation of data for planning and implementation of development policies and in identifying strategies which are geared to local needs. It is social scientists who can bring national cohesion and integration within the framework of state ideology; provide moral and ethical foundations of society; contribute to the growth of global knowledge; promote critique of existing power structure and state policy and offer alternatives to them. By debunking the claim of state having superior moral authority and unmasking its true character as an arena of conflicting interests social sciences have provided a moral and structural basis for participation of citizens in political process and legitimated opposition to absolute power. This in turn has provided cultural and structural foundations for developing and sustaining a true democratic system both at local and international levels and placed human development conceived as maximum realisation of human potentialities at the centre of development agenda. It was emphasized by the social scientists that the functioning of social and natural sciences goes hand in hand with each other. One cannot develop without the help of the other. Their relationship was illustrated by one speaker as progress in natural science without ethics results in Hiroshima. The following emerged as important recommendations, which were presented and approved by the social scientists in the concluding session. Need for capacity building by investing in on line journals, books and information technology including funds for research was underlined. It was felt that half of the problem of social sciences research is taken care of through the development of good libraries; 0 Need for enhancement of remuneration of teachers which of course applies to scientists of both natural and social sciences is important to enable the teachers to work whole heartedly. The tenure track system with modifications and refinements was emphasized. 0 Need to increase the retirement age of university teachers from sixty to sixtyfive years. Incidentally India follows this practice. Of course the extension in retirement age would cover at once natural and social

291 sciences. The extension is justified because we retire a teacher at a time when he or she is at the peak of his or her career. Need for the promotion of Ph.D. Studies in social sciences and humanities both at home and abroad. The recent effort by the Higher Education of awards of scholarships in the social sciences field was appreciated. It was at the same time stressed that more avenues for funding purposes should be explored. 0 It was strongly recommended that procedures of permission to participate in research conferences and short courses abroad be simplified and NOC should be issued by Vice Chancellor or I and in certain cases by Chairman HEC. Currently there is unnecessary long procedure of acquiring NOC from the Chancellors for academics in BPS 20 and above like bureaucrats. 0 Need to strengthen Social Sciences and Humanities Research Council (SSHRC) and Council of Social Sciences (COSS). The first has been created by Higher Education Commission and the latter is an NGO. Unfortunately social sciences in Pakistan never attracted funding from outside because we never gave sufficient attention to them. As we have now two functional bodies we should be able to get funds from international agencies. 0 The social scientists were very pleased with the interdisciplinary interaction created in the first evermultidisciplinary conference and strongly recommended that such conferences should become a permanent feature of the activities of the committee of The Development of Social Sciences and Humanities under agies of Higher Education Commission. Last but not the least involving teaching departments of universities in national policies and other developmental research should be encouraged to replace the current practice of adhoc policy making. Summarized by Dr. Ijaz Hussain Dean, Faculty of Social Sciences Quaid-i-Azam University, Edited by Prof. Dr. Iftikhar. N. Hassan Director, WRRC, Fatima Jinnah Women University

292 295 Total Papers Presented : 6 Report on the Session I Psychology, Sociology, Philosophy, Anthropology Rapporteur: DE Ghazala Irfaii Lahore University of Management Sciences (LUMS), Lahore Dr. Najma Najam quoted and supported the thesis that the most significant task of a university is to produce responsible citizens who can renew and transform the societies. She was skeptical about market responsive education, which seems to be the prevalent malady around the globe. She moved for a case of inclusions, synthesis and mergers, which could bring in multidimensional and multidisciplinary inputs. This would herald wisdom, for knowledge without wisdom led to Hiroshima. Dr. Yasmin Farooqi spoke about the role of a clinical psychologist in Pakistan highlighting the services provided by a psychologist as diagnostic, therapeutic, teaching, research and investigation, supervisory and administrative, organizational and collaborative consultative and legal. Dr. Yasmin questioned the stereotypical images of clinical psychologists. She also put in a strong case for indigenous tests rather than borrowing or over using foreign / alien tests. She questioned also the use of jargons in clinical reports she bemoaned that we lack training, clinical experience or the broad spectrum approach necessary. Clinical psychologists she asserted should focus on the welfare of clients rather than idolizing the God Father among the psychologists. The five w s and the how of the complaints is the correct context of the clinical psychologist. She recommended the dimensional systemic approach. Aijaz Ali Wassan outlining the distinguishing feature of sociology called for synergy between sociology and other social sciences such as political science, economics, law, education and religion. He distinguished between the two traditional branches of sociology: social status and social dynamics, one being a study of the structure, the other that of successive stages of human societies. Giving a brief history of the departments at the national level he focused on research. Interestingly the highest number of papers produced in sociology are in sociology of women. Six suggestions were delineated at the end of his paper. Dr. Arifa Farid, Professor at University of Karachi divided her paper into: (a) Current trends in Western Philosophy. (b) Current trends in Pakistan.

293 296 She pleaded for including philosophy in humanities subjects of virtual university and Federal Urdu University although she was heartened to note that private institutions like IBA and LUMS were offering courses in Philosophy especially logic. This tool of valid reasoning formed the basis of computer knowledge yet philosophy and the social sciences were generally marginalized in Pakistan. Social Sciences we thought were time and space specific. Our notion of Social Sciences is now muddled philosophy is primarily conceptual in nature. Dr. Absar Ahmad explained the salient features of Islamic eclecticism and the philosophical basis of morality and ethics. The genuine alternative of Islamic sapiential thought was his recommendatory plea to the crisis in Philosophy. To queries that Philosophy s rational nature be explored Dr. Absar commented that the enlightenment project had failed so he recommended the Islamic eclectic approach to knowledge. The matrix of Islam provided the panacea to the crisis in philosophy so one must avoid academicism. Dr. Hafeez-ur-Rehman The status of Anthropology in Pakistan was presented by Dr Hafeez-ur-Rehman Chaudhry, the chair of the first and the ongoing separate and independent department in the country. The studies and research had been restricted to social and cultural anthropology in the past although there had been a shift to problem oriented research studies in the present. Thus more and more emphasis was being given to current issues and their analysis. Other than quantitative papers tend to be historical and not enough emphasis on merging trends is being given. The focus is on narration or who said what rather than on what we are going to do and where do we go from here. The audience demanded that we be open to concrete measures. The chair observed that its obvious that social scientists do not meet enough, more networking is indicated. He also stressed upon the need for multi-disciplinarity to understand and change society. He reminded the social scientists that universities are the producers of knowledge and that it is incumbent upon them to look for ways to transfer society. One way is to focus on issues. He identified five themes that UNESCO research he claimed qualitative research methodology and training. At the end he gave a list of recommendations. 1. International migration. 2. Urban development and management. 3. Regional integration. 4. Human security. 5. Poverty alleviation. He also encouraged academics to share tools and information with advocacy groups for knowledge is not for knowledge s sake or for teaching sake but for actions sake. Also he called for academics to engage

294 297 with the public and not just dialogue among themselves. This critical thinking could be reduced and replaced by scholarly and rigorous work on human problems like poverty, human rights and cultural diversity. He reiterated that exchange among thinkers should not be confined to centre that there is not one centre (west) but we need dialogues among cultures/civilizations. So Asians need to talk to Asians and regions need to talk to regions.

295 298 Report on the Session II Current Scenario and Emerging Trends: Economics, Public Administration, Business Administration, Mass Communication/ Journalism R nppo rt e ii r: Dr. Khawaja Alqnrnn Pr-ot oj International Relations, Bnhnucldin Znkarivu University, Multnn. This session was chaired by Dr. A. R. Kamal and Dr. Asad Zaman as Sessional chair. The first paper was presented by Nina Gem in the absence of Dr. Pervez Tahir. It was a grand narrative with very little stress on the theoretical aspect of the state of the economy. However, Nina did mention in her paper in a very clear cut language about the ill equipped libraries which has seriously hampered the growth of research culture. The second paper was presented by Raheela Tajwar. It was a good paper. In her presentation she focused on the emergence of third sector in Pakistan s new socio-economic scenario. She was of the opinion that the emergence of the third sector will have healthy impact on our country. Dr. Sadiq Ali Gill spaper was a grand narrative about the role of government in influencing public administration. Anjum Zia s paper was also a narration of the growth of Mass Communication department in Pakistan. She talked about the absence of research facilities in her department. She was of the opinion that due to the non-availability of material, student sand teachers find themselves helpless in developing a research culture in their department. Dr. Bushra s presentation was also a narration of the state public administration in Pakistan. She was of the opinion that public administration departments in Pakistan continue to remain under the shadow of Business Administration. This was followed by a question answer session. Dr. Karamat Ali of Bahauddin Zakariya University objected to the use of the term Third Sector by Raheela Tajwar. Raheela Tajwar gave a satisfactory answer to Dr. Karamat objection. Dr. Abu Zar Wajdi, Dean, Faculty of Arts, Karachi University, did agree with Bushra Hamid s proposition during the question answer session. He categorically denied the problem of duplication and overlapping of courses between the two departments. Dean of Allama Iqbal Open University, in his observational remarks stated that there was nothing new

296 299 in Dr. Gill spaper. Professor Sharif-ul-Mujahid seriously objected to some of the data presented by Anjum Zia. Dr. Kamal in his presidential address regretted the absence of research, culture in Pakistan s public sector universities. He bluntly blamed the government for this. He was of the opinion that with development of interest in the private sector in education there is a dire need to re-examine the government policy on education. Public sector university teachers deserve a much better pay scale than what they receive now. 1. A good social scientist needs excellent academic skills, also area competence coupled with a sound epistemological practice. But an excellent scientist needs in addition to that values, values and values. Or in the words of Emst Haas: 2. First of all, the ability to delay gratification. You don t get rewarded immediately for what you do. It requires the ability to achieve a certain amount of emotional independence from what other people think of you. Or, in other words. in contemporary jargon, enough self-esteem so that you don t care too much what other people thinks of you. It requires unusual powers of concentration; else you don t get the work done. And it involves a sense of commitment to the life of the mind. If you haven t got that, you are going to be unhappy in the professional. And the social sciences become for you. the scientist without values the dismal science per se! The ideal type, according to Max Weber, would be a social scientist with a very significant area competcnce and a multidisciplinary postgraduate education. Any area expertise gains in value and stature when its heuristic analysis is sub.ject to a multidisciplinary approach encompassing social, political, economic. cultural and religious facets. In any way it is like Islam, il may concentrate on the particular and but never ignores the general unified concept. I( is always part of a multidisciplinary interpretation, because only so can it claim to constitute real area experlise. Isolated bits and pieces of an area within a single academic discipline may be useful, but they never amount to an area paradigm that is worth its name and should be the goal, the ideal momentary (short) resting point of all area research in the social sciences. 3. It is helpful, nearly a must that a social scientist must how theory. First, it helps to avoid duplication of work and provides a more or less secure framework for further research. But more important, transparent theory is always the seminal starting point for going beyond its apparent boundaries and to question even with verve their so far unchallenged validity. Without scientific contradiction of socalled paradigmatic assumptions there is very little significant progress in any field of science. But first one has to know what is there, what makes up the theoretical foundation of an academic field in question and then one can progress in either improving or invalidating-cum-creating new theoretical assumptions. 4. Even without a sound theoretical foundation a scientist can produce excellent new findings, but in the end he will be confronted with theory. His findings become then an integrated part of theory in his field of knowledge. And only in understanding the theoretical implications of his findings can he get the full synthetic value, the just harvest of his of his labor. Existing theory thus transforms excellent new scientific findings into improved or even changed paradigmatic axioms of research and learning. 5. Be brave and they the eclectic research approach. But be even more courageous and attempt to put

297 300 your findings into a holistic framework. Only in using holistic assumptions as a basis of friction, as a benchmark, can you test your eclecticism and can polish its research findings to a degree that they can withstand without any qualitative degradation the rigours of universally accepted academic testing and validation. Let me state this categorically: All social scientists use implicit some theories of the following kind and very often, if not always, area expertise. 1. General Theory among which w e find: Western Power Paradigm (Morgenthau), Marxism, Dependency Theory or World Society (Burton). 2. Middle Range Theories [Sociology (Habennas Communication Theory), Economic Theory (Hayek), Cultural Theory (Huntington)] 3. Short Range Theories with area expertise such as (Economic growth in the Near East, etc.) A social scientist must understand WESTERN theory. Use it ideally as a seminal starting point for creating his own heuristic-analytical research tools and then proceed to formulate his own theoretical assumptions. In International Relations the following theories are used in the major universities: (i) (ii) (iii) (iv) (v) (vi) (vii) Power Theory (Morgenthau). Cultural Theories. Economic Theory (Waltz). International Law Theory (Grotius). Political Theory. General System Theory (Easton). Dependency Theory (mostly in Latin America). Sullivan s book is an excellent piece of scholarship. But now we se a revival of: Ralph Pettman: State and Class: A Sociology of International Affairs International Relations and Political Science on their own are not able to furnish solutions for problem-settlement. They need the theories of the other social sciences. Therefore, teamwork among social scientists of different disciplines including economics, religion, culture, psychology, etc.) is a must. We need to work in TEAMS. This results in edited books on area problems spanning the whole (holistic) spectrum of (humanities and) the social sciences. The summary of those books should be written within a holistic perspective. Other theory books of still great actuality: (i) World Society by John Burton.

298 (ii) On War by Carl von Clausewitz. (iii) Theory of International Politics by K. Waltz. (iv) The Nerves of Government by Karl W. Deutsch. (v) International Politics and Foreign Policy by James N. Rosenau.. Talking about history, you are right in assuming that it serves as a laboratory... and in more than one- way. First,it allows us to test our theoretical assumptions in various time settings and under different socio-economic, cultural and political circumstances. This can only advance IR and Political Science theory. Second, we can always contribute to the controversy surrounding the question of universality of history or historicism. Are historical findings of a more or less universal nature? Or are historical findings situational-relational? (HISTORICISM) Please let me get very practical, in outlining to you an example of how I see a M.A. degree in International Relations being structured on the U.S. 32 credit system, which comprises 8 courses with four academic credits each. (1) Courses on theory, methodology on Ethid3 courses equaling 12 credits. 0 Introduction to International Relations Theory/4 credits. Qualitative and Quantitative Methodology/4 credits. 0 Ethical Considerations: Values versus Neutrality in Research and Teaching14 credits (2) Courses on specialist fields of competence (examples)/3 courses equaling 12 credits. International Political Economy/4 credits. International Law and Community/4 credits. Strategic Thinking and Armed Conflictl4 credits. (3) Course on area competence and 1 course on a current international problem (examples)/2 courses equaling 8 credits. 301 South Asian International and Domestic Politics from 1947 to the present (area studies)/4 credits Trade between the North and the South: Confrontation or splitting the difference? (Current problem)/4 credits. +A comprehensive examination at the end of the study.

299 Report on the Session III Current Scenario and Emerging Trends: International Relations, Political Science, History, Strategic Studies, Women Studies, Pakistan Studies, Islamic Studies, Education Rapporteur: Dr. Mansoor Akbar Kiindi Political Science Dept. University of Balochistan, Quetta. A total of five papers were presented in the session. They were by Prof. Dr. Iftikhar N. Hassan; Shariful-Mujahid; Samina Awan; Farzana Bari; and Dr. Riffat Hussain. Prof. Dr. Riaz Ahmad presided the chair and Dr. Tahir Amin was the co-chair. Dr. Hassan s paper Women Studies: A Psychological Perspective was well presented. It reflected the author s experience and familiarity with the topic. To her, Women Studies (WS) is a new discipline taking roots in Palustan. The science still needing a recognition as a full-fledged discipline grew out of the movement where women interests in society were involved. The speaker agreed that the discipline resulted out of the grievances and violations the world witnessed in large both in developed and developing countries, particularly in developing countries. The Third World is affected by the violations of women s rights in particular. The discipline grew as an academic discipline in USA as the result of a motion by revolt of the students on university campuses in 1960s. Many factors may have been accountable for the fact but the real was Vietnam War and the Black movement. Shocked and angry at the unexpected treatment, American women for the first time saw themselves as the society had cast them since centuries. The unrest on the campuses of the minority groups launched the civil rights movement and succeeded in getting such legislation as Affirmative Action as well as Equal Opportunity Employment Policies. The paper highlights purpose of women s studies courses as well as the definition of women studies with American models of women s studies program. Sharif-al-Mujahid s paper focused on the history as the state of the disciplien: an overview. Prof. Mujahid goes into histography by citing a number of Pakistani and foreign historians. Scanning through length of history the speaker agrees that there is a lack of material in all universities in Pakistan. There has been a lack of teachers qualified in methodology. The writer claims that understanding and application of methodology is essential to the proper understanding of history. Samina Awan s paper was a case study of Prevailing Trends in the Discipline of History: A Reappriaisal of History Teaching at Allama Iqbal Open University. To her the object of this study is to explore the state of the disciplien of history both at a theoretical level and through an empirical study. Like Mujahid,

300 303 Samina seems fascinated by Eric Hobsbawm, one of the best American historican living today. She in large relates the teaching of history in Allama Iqbal University. Tracing the origin of the world History which comes from a Greek word meaning to inquire the speaker says that it is a sober duty of historians is to inquire and present the past in the light of the available evidence. She believes that not many persons are taught in courses. She claims that the writing of history is not totally free from ideological influence or dominance which it should be. Farzana Bari s was presented in bombastic way. She requested the chair for observance of one minute silence for the sad demise of Hamza Alvi; it was made. Farzana herself an activist for the promotion of females rights and participation spoke on The State of Women Stridies in Pakistan which to her was the required discipline with the problem of emergence. Her paper begins with the Pakistan s ranking bejng 120 (out of 191 UN membership based on UNDP report 2002) for gender disparities in all spheres of life in Pakistan. The drift for the promotion of women status began in 1970s after the World Conference on Women in It was however in 1990s that steps were taken for the institutionalization of Women s status in Pakistan. She spoke in short the patriarchal resistance to WS as well as bureaucratic resistance. Finally Dr. Riffat Hussain presented his paper which was in fact a half-baked cake effort. The paper was neither circulated nor presented to rapporteur. Having arrived, as he mentioned, from London for the purpose he focused on the importance of Security Studies (SS) in Loday s academic and non-academic world. He agreed that little incentive is shown to the promotion of studies in Pakistan and in broad it is always confused with issues of defense and military undergoings. He defined three levels of SS domain which is nation-state, regional, and global. The 9/11 incident was a global level repercussions. The lectures/presentation session was followed by questions/answers session which was active and louder with vigor. A total of 18 questions were asked by the paper presenters. For example. Dr. Karamat from B.Z.University. Multan asked Dr. Riffat that how you define security studies while the term is broadly dimensioned and has so many facets. Similarly, Dr. Dushka referred to Farzana Bari s presentation that educated females who can bring a change in society particularly in favour of women status and studies should rather serve in academia and not NGOs. Her point was valid on the ground that talented and educated females join NGOS only for the sake of handsome salaries. The questions/sessions took around 65 minutes. MS Shireen Zubair of BZU and Kaneez Yousif made lengthy comments on the issues relating to Women Studies. Kaneez Yousif commented that women despite a number in parliaments in Pakistan pay lip service to the cause of their rights. Shireen Zubair showed her grievances that women rights are not let pursued by male dominated society. In the end Dr. Riaz and Dr. Tahir Amin gave their concluding speeches which were appealing to the audience and were pertinent to the papers and questions/answers. They both focused on the importance of studies with a realistic approach to be adapted by those who pursue and plan it. Dr. Tahir Amin said that a person from a discipline should be more loyal to his discipline and enter globalization with Pakistani identity.

301 304 Report on the Session IV Current Scenario and Emerging Trends: Languages, Fine Arts, Area Studies Rapporteur: Ms. Shabina Latif Lecture< English Fatima Jinnah Women University Sessional Chair No sufficient funding or emphasis given to Social Sciences no balance in education in Pakistan. Humanities and Arts need to be given a large role to play. Paper 1: Prof. Dr. Riaz Ahmad Conclusion 0 Research potential at MPhil and PhD level not ver encouraging. 0 Research Centres represent a ray of hope. 0 6 arts Centres in Pakistan focusing on different parts of the world. Also several Pakistan study Centres. 0 2 Centres of social sciences Centres of excellence in Quaid-i-Azam University. Some of these Centres very weak in substance due to 0 faculty e.g. Balochistan only 1 or 2 scholars. 0 insufficient funding. 0 Recommendations: HEC should cate for advancement of faculty and enhance the funding of these Centres. Paper 2: Prof. Bahadur Khan Rodeni Degradation of Social Sciences in Pakistan with specific reference to Balochistan. Government gives priority to it at the social sciences. HEC has taken notice of this. Science and technology has created a world of competition. Demand of the day: concentrate on this aspect to compete with the rest of the world. However, department of social sciences is also the need of the day. Government eminent scholars need to deal on this issue.

302 305 Recommendations Syllabi + curriculum need to be radically changed in order to bring it in line to with international level. Focus on science and humanities. Medium of instructions should be English from primary level onwards. Our education system only focuses on lectures (only traditional form of teaching taken place) replacement of lectures by the seminar system. Libraries in Pakistan are ill-equipped updated in terms of journals and magazines. Students attendance compulsory with 75 percent attendance. Seminars, tours and conferences student participation a must. Teachers exchange programs at higher education level. Teachers academy for faculty development, indepth training of teachers. Paper 3: Dr. Shirin Zubair This paper reported on the pros and cons of using the concept of critical literacy awareness as a pedagogical tool coupled with some innovational classroom activities with a feminist stance Brief discussion on gender classroom politics. Resistance faced by the researchers (from the students). Effectiveness of feminist pedagogy and change it has brought. Traditionally teaching of English in Pakistan has been though literature. Analysis of text, plots etc. Theoretical framework used in this research applying critical language to study of text. Traditionally teaching of English has been though the eyes of the colonialists / imperialists. But text can also be taught from the feminist perception. Instead of empowering people it disempowered their in researches class the students of M.A. English tend to be mainly women. This is an emerging trend. Researcher used this new phenomena in the teaching of text. Focused on how to challenge the ideological assumption that exists in the text. This enables women to look at their social and political inequality. Researcher tried to relate the texts to the social roles of the female students: Meaning exist in discourses. Classroom activity look at one of Bacon s work and view have masculinity + femininity is presentical. Do they find similarity in their own languages? Paper 4: Mr. Joan Baart 2500 years ago the first linguist worked in this part of the world. Linguistics is not given much importance in Pakistan. Interest in linguistics based on personal interest and not based on institutions. Diminishing linguistic diversity: is happening side by side with biological diversity.

303 languages being spoken across world. In this century it seems that 50 percent languages wil become extinct. Pakistan has approximately 70 languages Punjabi the most spoken language in Pakistan. Some parents not teaching their children Punjabi but focusing on Urdu or English. Same happening with smaller languages such as KS overtaken by Hindko. Conclusion 1. Issue very important describe more discussion in Pakistan: connection between maintaining indigenous languages + sustainable development Development sector should pay more attention to indigenous languages. Training of formal linguistics in Pakistan e.g. needs to be a centre of linguistics. Paper 5: Dr. Mubina Talat Paper a proposal: What should be done in teaching of English in Pakistan. Linguistics a relatively new field in Pakistan. Only teachers were trained in linguistics. A11 Pakistani linguistics are in teaching of English. Linguistics not taught as a subject'in Pakistan literature given much emphasis. Some universities compromised between literature and linguistics combined both disciplines in the M.A. courses. Proposal HEC should take note Set up Centres of linguistics in every university. Dept. of English should draw on insights of linguistics. 3. Change in syllabi Try new teaching methodologies where were not passive readers. Need to relate it to life. For literature beside whether we want dept. of literature if we want to keep it then whey? Should British culture be replaced by American? Need to look further into this. Discussion / Recommendations Dr. Nasim Akhtar AJK University. We are learning about ourselves by the eyes of the Westerners. In Pakistan no forum for linguistics together. Need to train our faculty. Many not willing to accept linguistics neeg to change 1 is psyche. Highlighted on incarceration in Dr. Riaz's report. NUML:How many of the MA students have become scholars?

304 307 Punjabi not taught in schools. Punjabi will decline not possible to introduce linguistics in every university. Samina Awan: Allama Iqbal Open University, Islamabad. Why should not we have S. Asian indigenous language writers in the teaching of literature in English? Response: Speakers has mentioned / pointed out this is her research paper. Q. for Dr. Joan Baart: Why do we need to preserve our indigenous languages. Response: Sustainability dept. means human resource department. Q. How do we deal with incursion of indigenous languages? Response: Wrong to think bilingual will lead to extinction of some languages. Empower local communities to survive. Dr. Samina Amin Qadir: She know nothing about Urdu language Leaching in relation to linguistics. Linguistics Vs literature wrong- linguistics a discipline it self. Asif Rizvi: Bahawalpur University. Context of syllabi very poor HEC try to build up to date syllabi. If syllabi very poor what can be done? Dr. Ghazala Rehman: Quaid-i-Azam University, Islamabad Query over Dr. Riaz s Statistics Need to stress on quality. theoretical models need to be more sensitive over contemporary issues. Response: by Dr. Riaz: agree need to emphasize quality of research. Difficult to gather data.... Need to be corrected of 700 M.A. students of NIP, how many have gone for research? 77 gone for MPhi1 and 8 PhD. Problem such as finding material this support is not coming for students. Improving library facilities. Every thing in Pakistan centralized need to decentralize. Allocate funds to universities. Dr. Najma Najam: Vice-Chancellor, Fatima Women University, Rawalpindi. Need not compartmentalize disciplines - they are all inter linked need to work on improving social sciences as a whole. Need to re-energize social sciences. Sessional Chair Creativity, Journalism, Arts as human expression not mentioned by any one in the seminar. What is the impact of all this research on society? There should have been analysis on this issue. Lot more needs to be done for humanities. Not enough visionaries ( i.e. poets, artists, photos) produced here. e.g. meaning of literature something that touches the human spirit? Need to think divergently.

305 308 Report on the Session VI Social Sciences Research: Divorced from Realities and Policy -Making Dr: Ghazala Rehman Sessional Chair: Sessional CO- Chair: Prof. Dr. Zulfiqar H. Gillani Vice-Chancellor, Peshawar University Prof. Rodeni Paper 1: Dr. Kaniz Yousuf Nations which attended to the need of education for the promotion of society, they invested more efforts as well as a promotion of society, they invested more efforts as well as on more financial resources in education, said Dr. Kaniz Yousuf. All studies in all the branches of knowledge have evolved around topical and areas studies. Self study is not encouraged, attitude of consulting libraries is lagging, similarly, research validation is also limited, Horizontal mobility is must to enhance research that is what university education is for. Pakistani studies should be given extra attention for research. Geography needs to be given proper place in teaching, since it has been set aside far more than three decades. Paper 2: Dr. Iftikhar N. Hassan Lack of research funds, donor guided research has limited the scope and application of research. There is lesser emphasis upon evaluating the application of research findings, said Prof. Dr. Iftikhar N. Hassan, Director, WRRC, FJWU. There are 13 universities providing PhD program. Data of the universities shown alarming figures, 537 PhD s are produced since in social sciences. Culture of research needs to be emphasized. Research in isolated from living realities and policy making. Isolation of civil society from decision-making processes should be discouraged. Selective universities should be assigned the task of concentrating on different sectors of national development and the role in national policy formulation and implementation be enhanced. Selected departments should enroll PhD scholars. This will meet the HEC s goal of increasing the quality and quantity of university teachers. Paper 3: Dr. Rizwan Malik 1. There is a need to revolutionize our thoughts of discipline of South Asian studies in Pakistan. 2. Concentrating of studies should be on the entire region not only India. 3. There is a need to do extensive research on the issues of national and regional importance, contribute to the progress of South Asia. 4. Our goals should be policy oriented studies.

306 There is need to know the problems of people of this region. Status of South Asian Studies be enhanced, funds are to be allocated, it should be the part of department of History at ever university. Paper 4: Dr. Anne Cockcroft Social Audit of governance and delivery of public services: baseline survey 2002 National Report. Five year program focussed to collect information about public services from people supposed to be served, and from service providers in making changes to improve the services. The focus of social audit is to monitor the effect on public service delivery and on the engagement of citizens in local governance. There is need of wide dissemination and discussion of the findings with policy-makers, in order to make effective implementation. Remarks of the Sessional Chair Prof. Dr. Zulfiqar H. Gillani and comments of the participants 0 Objectively in presentation needs to be enhanced by refereeing to future, commented Dr. Inayatulah on Dr. Rizwan s presentation. 0 Dr. Yasmin Farooqi emphasized upon future direction in response to Dr. Kaniz Yousuf s paper. Remarks by the Chair We need to qualitatively analyze the curricula, if we want to improve the quality of research. There is need to change the unexamined, opinion base curriculum. Motivation of doing PhD is not scholarship. Faculty is extremely weak. Cognitive structure, attitude are reflected in their research. Problem of lack of open mindedness, and lack of sharing, replication of work. Research in also non-conformity with pre-conceived notion. Higher Education need to be strengthen and need for capacity building for the faculty.

307 PRESS REPORTS

308 313 DAILY JANG, MON. 15 DEC THE NEWS Monday Dec. 15,2003 INAUGURAL SESSION of three-day conference on The State of the Social Sciences: Current Scenario and Emerging Trends, organized by the Higher Education Commission and UNESCO in collaboration with the Fatima Jinnah Women University and Council of Social Sciences and hosted by Quaid-i- Azain University, in the auditorium of the Department of Earth Sciences, Quaid-i-Azam University, Islamabad, 5 p.m. THE NEWS Tuesday Dec. 16,2003 Conference on The State of the Social Sciences: Current Scenario and Emerging Trends, organized by the Higher Education Commis- sion and Unesco in collaboration with the Fatima Jinnah Women University and COSS and hosted by Quaid-i-Azam University, at Margalla Hotel, Islamabad, 9 a.m. THE NATION Mon 15 Dec ISLAMABAD - The three-day long conference on The State of Social Sciences and Humanities: Current Scenario and Emerging Trends starts here at the Earth Sciences Auditorium, Quaid-i- Azam University today (Monday). Federal Minister for Education Zobaida Jalal will be the chief guest on the occasion. Other prominent guests to attend in the conference are UNESCO Assistant Director General for Social and Human Sciences (who will attend on the 16th and 17th) Pierre Sane. The UNESCO Paki- stan Representative/Director Ingeborg Breines and some Pakistani specialists. This is the first ever conference in its nature being held in Pakistan and isjointly being organized by Higher Education Commission (HEC), UNESCO, COSS, Fatima Jinnah Women University and Quaid-i-Azam University. The opening session of the conference wil be held at QAU while the proceedings will be held at local Hotel December on 16 and 17. Senior scientists, civil servants and international guests will also attend the Conference. The purpose of the Conference is to assess the current state of social and human sciences in Pakistan especially in teaching and research. Historic explanations for today s role of social and human sciences will be discussed, with a critical look at their relatively limited and narrow role and function in society, especially as compared to natural sciences and technology. The conference will also prepare valuable recommendations for future considerations, policy developments and ways of strengthening the sector in general and networking among scientists. THE NATION Mon 15th Dec CONFERENCE: HEC and Unesco in collaboration with FJWU and COSS is holding a conference on The State of the Social Sciences: Current Scenario and Emerging Trends at Margalla Hotel at 9.00 a.m.

309 3 14 THE NEWS Sunday 14th Dec, 2003 HIGHER EDUCATION COMMISSION Sector H-9, Islamabad. First ever Social Saenti rence on The State of THE NATION Sunday 14th Dec, 2003 SESSION: Higher Education Commission and UNESCO in collaboration with Fatima Jinnah University and COSS are holding a 3-day session on The State of Social Sciences: Current Scenario and Emerging Trends at Department of Earth; Sciences. Quaid-i-Azam University at 5.00 p.m. THE NATION Sunday 14th Dec, 2003 HIGHER EDUCATION COMMISSION Sector H-9, Islamabad. THE NEWS Mon 15th Dec Islamabad: The inaugural session of the three-day conference on The State of Social Sciences and Humanities: Current Scenario and Emerging Trends wil be held at Earth Sciences Auditorium, Quaid-i- Azam University, at 5 p.m. The next two sessions of the conference will be held at Margalla Hotel at 8 a.m.

310 315 DMIJ' NAWA-I-WAQ T SmAY DECEWER 14,2003 Higher Education Commission Tel: Fax: htfpllwww, hec,gov.pwcdssh/schedule,htm

311 3 16 THE NEWS Only social sciences tell us of our roots, says QAU VC Challenges to social sciences should be handled holistically: Zobaida Rasheed Khalid ISLAMABAD: Ingeborg Breines, Director, UNESCO, has said that there is a pressing need to educate the humanity in the concepts of justice, liberty, peace, equality and dignity of human beings. She said that only by pursuing the elucidation of these concepts we could found a spirit of moral solidarity. Ms. Breines was addressing the inaugural session of 3-day conference on The State of Social Sciences and Emerging Trends organized by Higher Educating Commission and UNESCO, hosted by Quaid-i- Azam University in collaboration with Fatima Jinnah Women University and Council of Social Sciences, at Earth Sciences Auditorium here on Monday. Federal Education Minister Zobaida Jalal was scheduled to be the chief guest but she could not make it and Vice-Chancellor of QAU, Captain (R) U.A.G. Isani presided the session. M Breines said social and human science is one of the five major sectors of UNESCO besides education, culture, natural sciences and information and communication. She said her organization tries to contribute to peace by promoting collaboration amongst nations through universal respect for justice, rule of law and human rights and fundamental freedoms without any discrimination of race, gender, language or religion. She said that UNESCO Constitution says that since wars begin in the minds of men, it is in the minds of men that defences for peace must be constructed. Director UNESCO Islamabad lngeborg Breines addressing the Conference State of Social Sciences and Humanities: Current Scenarior and Emerging Trends in Islamabad Dr. Najma Najam, Dr. U.A.G. Isani and Dr. Duskha H Sayed also seen in picture. - Naveed Akrani

312 3 17 She regretted that the gap between the haves and have-nots is widening. She said we are far from learning the tools of dialogue and non-violent conflict resolution. She said the unbridled scientific of Scientific Knowledge and Technology is one of its priority programs. She said the UN body wants to improve policies relating to social transformation. She said that challenges to social sciences should be handled holistically. She congratulated Dr. Pervaiz Hoodbhoy, a professor in physics, QAU, for winning the UNESCO-Kalinga Prize 2003 for popularising science and in a lighter vein, she said he also popularised QAU by getting this award. U.A.G. Isani in his address of welcome said the HEC Committee on the Development of Social Sciences and Humanities can help the neglected field get its due share. He said that in the 21st century, knowledge ought to be of very high order. He said globalization with the information explosion poses serious challenges. He said we first want maintenance of our identity and only Social Sciences can tell us where are our roots. He hoped that this first conference of its nature in Pakistan would critically review the direction of Social Sciences and the emerging trends so that we can stand out in the neighbourhood with our heads high knowing that we are Pakistani. The VC also read a message from the Education Minister in which she said that knowledge has to be used in humane and noble way. Dr. Najma Najam, VC of FJWU, talked about the vision of the conference. She said that many more conferences would be held in the coming months including one on Social Sciences: Endangered and Engendered. Her reference to gender predominance of girls in the audience evoked thunderous applause from the students mostly from her university who had come in buses from Rawalpindi. She said when military took over the government. She referred to the brain drain, retirement of senior faculty, lack of opportunities for the young faculty members to improve their qualification and lack of incentives as the reasons. Hence, research in the universities and other institutions was dismally low, she said. She said that keeping in view all this, the HEC committee was formed to make Social Sciences and Humanities vibrant and dynamic so that solutions to problems the country is facing could be found. She appreciated HEC for extending: support and input. She mentioned its Chairperson Dr. Atta-ur-Rahman and Member (HRD) Dr. Sohail Naqvi in particular. Dr. Dushka Sayed from QAU who is also coordinator of the conference, said Social Sciences in Pakistan are in dire state since long and would continue to be so as people prefer bureaucracy and private sector to Social Sciences. She said in the West, the academicians are the highest paid but here we are not. She said for policymakers in Pakistan the faculty is not invaluable for them. She said we are fast losing qualified people to private sector universities, which only teach and mark the students and have no research programs. She said that we in public sector do our best but are not being paid. Basing her experience of election campaign for the teachers association at QATJ, She said that young faculty is opting for CSS or planning to go to private sector. She said that they are in a transition and we would soon lose them too. She said that Tenure Track System that provided for some monetary benefits had been withdrawn and we do not know what shape it would assume.

313 ~~ ~~~~ 318 ~ THE NEWS Social Sciences Needs State Patronage Social and natural sciences need each other for advancement Our correspondent ISIAMABDAD: Conference on Social Sciences and Humanities has recommended that there was a need for policy-makers including Higher Education Commission to change their attitude to- wards social sciences as the field needs state patronage. The recommendations were spelled out by Dr. Ijaz Hussain, dean, faculty of social sciences, Quaid-i-Azam University, at the concluding session of the 2-day moot organized by QAU with the collaboration of Fhtima Jinnah Women University, Council of Social Sciences, Higher Education Commission and UNESCO. Dr. Pierre T Sane, Assistant Director-General and Incharge of Social Sciences, UNESCO, was the chief guest while Senate Chairperson Mian Mohammad Soomro was the chief guest. Dr Ijaz regretted that in the meeting of ASA, the Vice-Chan- cellor and senior faculty members of QAU with Gen Musharraf, who is also Chancellor of the uni- versity, which lasted for three hours, only natural sciences were mentioned. He said that social and natural sciences need each other s help for their advancement. Another recommendation, he said, was on the need of capacity build- ing by investing heavily in librar- ies. If American Centre library could be air conditioned, why not ours, he asked. About remunera- tion, he said the conference rec- ommended that teachers should be provided incentives for research. Dr. Ijaz Hussain said I certainly support Tenure Track Sys- tem though there is a need of dia- logue on it. He called TTS as a step towards right direction. He said the third recommendation stressed the need to strengthen the Council of Social Sciences as there is dearth of research orga- nizations in the field. Dr. Pierre Sane, who also had been Secretary-General of Amnesty International in the 1990s, said the conference is a turning point in the history of so- cial sciences in Pakistan. He said that such endeavours provide cru- cial support. He said social and human sciences further promote human society in identifying agents of change and help in un- derstanding contradictions in any society. He said the work of so- cial scientists could be embarrass- ing for the powers-that-be. Hence, the social scientists have to struggle for financial sup- port and need networking for intellectual discourse. He said that UNESCO can help in this regard. He said that in the increasingly globalised world, task of social scientists is to address the key is- sues confronting the government and the people. He said that in this context, UNESCO has launched Management of Social Transfor- mation (MOST) program. He said that transformation deliberately replaced the traditional expres- sion of development studies as a new approach to social and human sciences. He said that research in gen- der and other issues is put to policy-makers and civil society to create a better effect on develop- ment, human rights, peace and security. He said that bureaucra- tization and privati-sation of higher research and teaching in- stitutes is detrimental to research. He said that market fundamental- ism and religious intolerance were other threats. He stressed the

314 319 need of modern, secular and ob- jective research. Dr. Sohail Naqvi from HEC said it was good to see the cata- lytic role of his commission succeeding in collecting social sci- entists from all over the country in the capital. He said that social sciences bring and help in under- standing who we are, where we live and how to live as better hu- man beings. He said that funds are available and HEC has now started disbursing them without any discrimination. It is across the board and the onus now lies with the universities. He said that from the next month, a digital library would be established at HEC with. 11,000 journals available to all universities. Mian Muhammad Soomro said that there is a definite need of providing support to universi- ties in social sciences sector. He said in an era of terrorism and social crises, the role of social sciences is indispensable and im- portant in addressing the areas of poverty, discrimination, human rights, justice, freedom and hu- man dignity. Dr Inayatullah from COSS said social scientists in Pakistan do not engage in self- evaluation nor correct their direction. He said that they are at pre-scientific stage and often just describe events but do not go deeper in causal analy- sis. Let them develop inter-disciplinary orientation in true sense, he said. Dr. Iftikhar Hassan from FJWU said research isolated from policy-malung is a dismal affair. If state consulted academia for policy formulation, there will be encouragement for more research. This will enhance development and national policy-making, she said. She asked HEC to help in increasing the number of PhDs in the country. Dr Zulfiquar H. Gillani, VC of University of Peshawar, said that we have to step back as rela- tions between social sciences and policy are very weak. W e can have endless conferences, he said, but unless we strengthen our re- search capacity and quality of re- search, we cannot expect policy makers to consult us. He said the students after 1970s do PhD to get PhD allowance or getting ahead in the career without looking into quality or for scholarly and aca- demic reasons. Dr. Gillani said that we have pre-conceived notions and opin- ions and conduct research in so- cial sciences which is not objec- tive as we intend to prove in what we already believe. He said there is no serious research of social dy- namics and we have only rough understandings based on anec- dotes, and experiences. Dr. Sabiha Syed said that after independence, there was an obsession to promoteaational integration while ignoring socio- cultural aspect of diversity in the population. Political experiments were undertaken, she said, to achieve the goal of national inte- gration and crucial decisions were taken to mould the nalion into a unitary state. This, she said, re- sulted in centralisation of power with suppression of regional and sub-national identities. Dr. Rizwan Malik from Punjab University said that we should consider the whole region while referring to South Asia and not merely Pakistan and India. Dr. Kaniz Yousuf said that horizontal mobility should we allowed if you want to really pro- mote research. She also discussed area study centres and stressed the need of geography in the country understanding of which is needed in all social sciences disciplines.

315 320 THE NEWS Conference on Social Sciences and Humanities Lack of experienced faculties, funds blamed for dismal state Rasheed Khalid ISLAMABAD: Academicians, researchers and intellectuals of social sciences disciplines on the second day of conference on The State of Social Sciences and Humanities: Current Scenario and Emerging Trends on Tuesday were of the view that the condition of the field is declining and lack of experienced faculty, paucity of research funds and shortage of scholarships for training abroad were causes of the dismal state of affairs of the field in Pakistan. The three-day conference was organized by Quaid-i-Azam University in collaboration with Fatima Jinnah Women University, Higher Education Commission and UNESCO. Three sessions were held on Tuesday and issue of women studies made the discussion vibrant and lively with Dr. Farzana Bari, Director, Women Studies Centre, QAU, forcefully presenting the case. She said the discipline of women studies that emerged as part of women rights movement has yet to emerge on the scene in Pakistan. She said that many activists were back to academies and fought for their rights. She said that the discipline is politically oriented and emancipatory in nature. She said there was a lot of development in the US, Europe and other countries where it went beyond but in Pakistan it has yet to emerge from the women s movement. Dr. Farzana distinguished between feminist and women s rights movement. She said that gender discussion found some space in certain places including in the government circles but we did not go beyond rhetoric. She said that five Women Studies Centres were established in but their status remained adhoc in nature. The centres were not allowed to run any academic program or conduct research and hence were not helpful. Even salaries were not paid for years, she regretted. She observed that universities did not come up with research to advise policy-makers. She said that if disciplines like Area Studies and Strategic Studies can be run in the country, why not Women Studies. Dr. Iftikhar Hasan from FJWU, giving an example of chauvinism said that an old woman, who treated a minister in Europe during medieval period through her totka, was called witch by physicians who could not cure the minister and the poor old woman was burnt alive. In her paper, she said that unlike the West, the forces calling for paying attention to the situation of women and its introduction as a subject of study and research emanated here as a result of rising awareness among women belonging to different walks of life in which UN efforts also played a role. She also discussed syllabus, textbooks, faculty and research for a proposed Department of Women Studies in Pakistan. Dr. Kaniz Yousuf, former Vice-Chancellor of QAU, said that there had not been legislation to undo the discriminatory acts depriving women of their rights. She regretted that no one talked of numerous women languishing in prisons where they gave birth to babies and reared them behind the bars. She said we also missed the point that women contributed in social development but studies did not explore the facts. She also referred to children born out of wedlock and face problems of adopting and adapting but we find no studies about them. A new generation is coming from hospitals and jails and Sociology Departments should look into these problems, she said. Dr. Najma Najam, Vice- Chancellor of FJWU, in her paper said that according to former Ireland President and UN High Commissioner for Human Rights a Mary Robinson, the single most important task of a university is to teach students skills that make

316 321 them responsible citizens. She also quoted South African Education Minister Dr. Kader Asmal that we cannot talk of building and consolidating democracy and a vibrant civil society with just market responsive education. She said that social sciences and humanities render sensitivity to knowledge, which makes it complete and multidimensional. She said that knowledge without wisdom produces Hiroshimas. She said that social sciences would have to be assertively brought back as areas of support and funding, as was the case in the 1960s and 1970s. Dr. Najma said that some Palilstani universities offer two or three programs in the same discipline. She called for bringing together social and human sciences to encourage worlung together on issues, which could bring in multidimensional and multidisciplinary input. Dr. Rifaat Hussain from QAU presented the situation of security studies in Pakistan and referred to lack of trained faculty in the country. He referred to discontinuation of Central Overseas Scholarships in 1980 through which universities could send two faculty members for PhD every year, as one of the causes for this. He said that there were few job opportunities and until recently few funds were available for research, a point also raised by other speakers regarding other disciplines including journalism. Professor Rifaat said that concept of security remains rel- evant especially after 9/11. He said that nexus between defence, development and democracy and impact of globalization further increased the importance of security and strategic studies. Prof. Sharif-ul-Mujahd presented an overview of the discipline of history and contribution of Pakistani writers like KK Aziz, Naeem Qureshi, Mubarak Ali and Akbar Zaidi. He also discussed paucity of books and Iack of research facilities in various institutions including National Library. He said that history should not be a tool to rouse patriotic sentiments and pander to national vanity and pretences besides justifying past performance. Dr. Mahmood Pervaiz from QAU said that books of fiction writers were included in the history text of schools. He exhorted academicians to see what had been done to history in the past in the country. Dr. Absar Ahmad from the University of Punjab said that Muslim philosophers should reunderstand the metaphysical basis of philosophy and their ethical theory in its pristine purity and reconstruct in, modern terminology. Dr. Tahir Amin from QAU quoted Johan Galtung who had opined that knowledge imparted to scholars from the East, when they come to the West for higher studies, is western imperialism. He said that we should decide if we would emulate the western paradigm on build our own categories or synthesise the two cat- egories relevant to us. He also asked the participants to ponder over what should be relationship of knowledge with policy-malung in a scenario when government departments do not like to get any input from the seats of higher learning and research Pakistan. Dr. Bushra Hamid from the Peshawar University said that while the Ministry of Science and Technology is looking after natural sciences, HEC should focus on upgrading social sciences and humanities, as they need more attention. She said that special care should be taken of developing and grooming indigenous institutions as imported ideas and institutions do not work in the long run in an alien sitting. Anjum Zia from the Lahore College for Women University discussed mass communication and highlighted improvements and need or greater liaison with the media. Pervaiz Tahir and Nina Gera in their paper referred to the relative decline in the demand for economics as a result of diminished importance of the public sector and planning as a tool for development in recent years. They said that business studies and information technology are ousting economics as a discipline in popularity in most of the institutions. Professor Yasmin Nilofar Farooqi, Aijaz Ali Wassan, Dr. Sadiq Ali Gil and Raheela Tijwar also presented their papers.

317