RETHINKING
MEDIA & TECHNOLOGY

Restructuring Education?
Is Technology the Answer?
PROFESSOR ANITA GHULAM ALI

Professor Anita Ghulam Ali is one of the most renowned educationists of the country. She has remained at the forefront of transforming the role of teacher as agents of social change. She has held critical ministerial and advisory positions in the education department. She is the Managing Director of Sindh Education Foundation (SEF) and the Chairperson of EDucate!

Globalization is a condition which cannot be ignored – big or small, developed or under developed the phenomenon has an impact.

The ways in which the phenomenon and consequent effects challenge the social system (and its ramifications) in the context of Pakistan, is apparent only in a mad rush for the computer. It seems that the ‘Computer’ has become like the ‘time-machine’ and a symbol of Pakistan’s entry into the age of ultra technology.

Nothing could be further from the facts (system). Pakistan is way behind. We could place our ‘Science and Technology’ in the last century. Certainly we have learned to use the resulting developments of applied technology, but that is where the expertise stops. No concerted effort has been made to even experiment or innovate on the basics of transferred technology. We are dependent for simple nuts and bolts on imports, and have failed to develop any infra-structure for sustainable dialogue between industry, centres of scientific research, the educational (system) and manpower planning. What is ironical is that at the top in medicine, engineering, research and other fields Pakistanis have made a name for themselves abroad. To quote examples, Prof. Abdul Salam, and those whose work is a source of pride for the country – Dr. Abdul Qadeer Khan of Atomic Energy fame. Let me hasten to add, that there are thousands of young and seasoned men and women who are a valuable human resource, but which through neglect of their out put and excellence have been ground down into frustration, anger and rebellion. Dangerous forces are unleashed when people with expertise within their grasp and control have not been invited to participate in authentic developmental activity.

The challenges of the new century to eliminate poverty and ensure sustainable development and lasting peace will fall to today’s young people. Educating the young to meet these challenges has become a priority objective for every society. The young generation is entering a world which is changing in all spheres: scientific and technologically, political, economic, social and cultural. The outlines of the knowledge-based society of the future are forming. The status of education is changing – once seen as a factor of unity and integration within societies, capable of over-coming social and economic differences and distinctions – it is increasingly becoming a source of such differences and distinctions between societies in a global economic environment which rewards those who possess more advanced skills, and limits, the opportunities of those who do not possess them.

Perceptions of the scope of education also are changing as societies come to recognize the time to learn is now the whole lifetime not just during the period of childhood and youth. Teachers have crucial roles to play in preparing young people not only to face the future with confidence but to build with purpose and responsibility.

Emerging challenges for teachers and teaching, posed by the introduction into education of information and communication technologies will to a great extent influence and direct the structures that will have to be created to enable them, and the community to cope with issues relating to the introduction of the new technologies into education, particularly in the developing country.

Education has always made use of technology, with new waves of technology absorbing not replacing their predecessors. Thus, there has been a progression from oral transmission, to print to computer assisted instruction and computer assisted learning.

New technologies have raised issues related to (a) impact on culture, (b) impact on communities, (c) authority and control, (d) curriculum design and access, (e) the nature of the school, (f) teacher competence, and (g) equity and social justice. In some countries access to the Internet is being discouraged by the Government because it has the potential to subvert, it is thought, the culture. However, it was noted that while it is possible to reduce access, it is not possible to eliminate it altogether.

There is a difference of opinion as to the role of computers, to which reference has been made above. Are computers aides to teaching or aids to learning? Some believe that the role of the teacher as a source of knowledge should be maintained. Others argued that students should be as independent as possible and should be encouraged to become interested thinkers.

Investment in technology, to maintain a balance, should be seen as just an investment which will have a significant return in the future. Harnessing information and communication technology to meet basic learning needs; to use positively, consciously, and with design, in order to contribute to meeting defined learning needs is what is basic to restructuring of the system.

Educational development policies must allow space for change in deference to available natural resources, geo-political realities and locations, market forces, demands projected by socio-cultural profiles. Society’s perception and attitude towards education as the primary means for social promotion and improvement of social status is closely related, and largely dependent on the extent of people’s acceptance of ideas – generated through education. Cultural – and humanistic values that necessitate the linking of national and socio-religio-norms with the multi, traditional or modern configurations, beliefs and faiths are fast becoming crucial in the changing world order. In this context Pakistan faces a serious challenge. Consequently, it is hoped that respect, for diversity and gender equity amongst other considerations will be part of the changed mind set.

Inroads into areas requiring significant change can be achieved by providing access to new or diverse or plurality (in general) through teaching of languages, design of the curriculum and a variety of programs in the formal and non-formal systems. NGOs can be of immense value in the promotion of the objective through activities in fields in which they are experienced.

Re-defining accountability, structures should be all pervasive. The consequence of negation and ‘promiscuity’ in this regard is public knowledge. ‘Accountability’ (in education) means clarifying, the roles of players in the system, with mechanisms to assess whether these roles and responsibilities are fulfilled. It also means encouraging and providing the means to parents and the concerned members of the community, of participating in educational institutions, at policy level and at debating forums. At the same time parents and community must be aware of the extent of accountability in the event they are convinced to accept ownership and implementation.