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Misuse of Education by different Regimes in Pakistan

机译：巴基斯坦不同政权对教育的滥用

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Every nation in the world is known by its own socio-economic and cultural identity. This identity is subordinated by specific philosophy of life, which distinguishes nations from one another. They try to preserve and promote their national identity through different means. Education is considered as one of the key agents in bringing socio-economic & cultural change. It is a vehicle of nation building through which nations shared interpretations of history and cultural values are reproduced across generations. Pakistan enjoys a unique position in the world to have been founded not on the basis of territorial, linguistic, ethnic or racial characteristics but on the basis of ideology energized by Quran and Sunnah of the prophet Muhammad (SAW). Right from its birth in 1947, it has been endeavoring to establish a system of education, which could enable it to revitalize its socio-economic and cultural developments within its ideological boundaries. As such, all the educational policies from 1947 till date did dilate preservation & promotion of Pakistan ideology but could not translate it intornnational & moral ethos to make it an integral part of social life of the people of Pakistan. The root cause of this failure as considered by many analysts is the misuse of education by different regimes. Before partition, the British used education for administering & extending their Raj more effectively and after partition both the civil & military rulers of Pakistan used education for their selfish ends. This is why the objectives envisioned by Quaid-e-Azam in his Message to the first ever held National Conference on Education (Nov. 1947) were never achieved. The article intends to critically analyze the factors leading to misuse of education by different regimes in Pakistan and its aftermath in terms of socio-economic, cultural & ideological setbacks to the nation as a whole.
机译：世界上每个国家都以自己的社会经济和文化特征而闻名。这种身份受特定的生活哲学的服从，后者使国家彼此区分。他们试图通过不同方式维护和促进其民族身份。教育被认为是带来社会经济和文化变革的主要媒介之一。它是国家建设的一种工具，通过它民族之间可以共享对历史和文化价值的共同解释。巴基斯坦在世界上享有独特的地位，其建立不是建立在领土，语言，族裔或种族特征的基础上，而是建立在先知穆罕默德（SAW）的古兰经和圣纳所倡导的意识形态基础上。从1947年诞生之日起，它就一直在努力建立一种教育体系，使它能够在其意识形态范围内振兴其社会经济和文化发展。因此，从1947年到现在的所有教育政策都确实扩大了对巴基斯坦意识形态的保存和促进，但无法将其转化为民族和道德风范，无法使其成为巴基斯坦人民社会生活的组成部分。许多分析家认为，这种失败的根本原因是不同政权对教育的滥用。在分裂之前，英国人利用教育来更有效地管理和扩展王位，而在分裂之后，巴基斯坦的文官和军事统治者都利用教育来达到自私的目的。这就是为什么Quaid-e-Azam在致第一次全国教育大会（1947年11月）的致辞中所设想的目标从未实现的原因。本文旨在从对整个国家的社会经济，文化和意识形态方面的挫折角度，批判性地分析导致巴基斯坦不同政权滥用教育的因素及其后果。

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    《Defence journal》 |2009年第2期|52-55|共4页
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    SHAREEF KHATTAK;

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