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Islamabad

April 17, 2016

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OUP launches Dr Shahid Siddiqui’s book

Islamabad

Oxford University Press here on Saturday launched a first-ever book on education policies in Pakistan written by eminent educationist Professor Dr. Shahid Siddiqui.

The book titled ‘Politics, Projections, and Practices’ presents detailed overview and analysis of the education policies, introduced in the country from 1947 till now, both in term of their contents and characteristics. The launching ceremony was held at Lok Virsa which was attended by a large number of students, teachers, researchers and book’s lovers.

Those who commented on the book and eulogised the author’s skilful and scholarly writing included eminent educationist A. H. Nayyar and Haroona Jatoi, besides Ameena Saiyid, managing director of Oxford University Press Pakistan.

Dr. Siddiqui who is currently vice chancellor of Allama Iqbal Open University in his book gave his in-depth analysis of the educational policies with his own academic input and recommendation as the how the policies could be best one, meeting the needs of the people and the future challenges. 

Explaining the various features of the book, Dr. Shahid Siddiqui said, it is an attempt to study the education policies in Pakistan in a critical and holistic manner. The book discusses in detail the rationale of education policy and the process of its planning.  It offers socio-political context for education policies to understand their processes of planning and implementation.

The book with 14 chapters selects major themes in education policies, e.g., vision and goals; universal primary education, literacy, female education, language issues, higher education, technical and vocational education, special education, religious and madrassa education, curricula and textbook, and teachers and teacher education tracking each theme through policies from 1947 till 2009, when the last education policy was offered.

Speakers while commenting on the book said, this is a most thorough and comprehensive account of educational policies as they have historically emerged in Pakistan.

It places these policies within the social, religious and economic context of Pakistan, and does so both critically and constructively. In pointing out the difficulties encountered, it also draws lessons, and therefore points to future direction of policy in the light of the well-researched evidence.

This book reflects a profound knowledge of the educational system, and must be a key reference for everyone engaged in educational policy in Pakistan.  Also, given the global interest in educational systems and comparative education, the book should appear on the reading lists worldwide.

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