Introduction
Everyone is aware of the value of education. In the modern world, it is essential to a country’s existence. Education shapes countries and shapes their future. Because of this, we need to utilize our education policies wisely, since they will determine our future. Islam also taught us the value of education and its significance in life. “To know Allah” is the true purpose of education in Islam, yet I believe that we have genuinely lost our way as a nation. Our children are not taught about this in our madrassas or Islamic Education Centres. We merely get ready to give them “Money” at school.
Problem Statement
There are several Islamic scholars who, with the aid of the Holy Quran, possess knowledge in a wide range of fields, including physics, chemistry, biology, astronomy, and many more. I believe the existing educational system is confining them rather than broadening our children’s horizons. Our kids are incredibly gifted; all they need is the proper guidance and environment to become the next Quaid-e-Azam, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni, Abnalhasam, Einstein, Newton, or Thomas Edison. Our current educational system is no longer functional. We must figure out how to reduce the distance between the madrassa and the school. It is “the ultimate goal of education for young people to teach themselves throughout their lives,” according to Robert Maynard Hutchins. We need to provide our kids with a means of self-education. “Education is a better protection for freedom than the military,” declared Edward Everett. Regretfully, Pakistan allocates more funds to our weaponry than to education that fulfills our educational mission!
Read: The significance of samples in research. Discuss various sampling techniques
Objectives
Our instruction goes beyond only getting students ready for the “Financial Machine.” What is the reason for putting our children in a prestigious, large school when we are adding more books to their already heavy workload? Is it purely social? However, at our madrassas, we are preparing for those who struggle greatly to fit into contemporary society. There are moments when they appear to be extraterrestrial. A student at a madrassa cannot compete, not even in our nation where the planet is so far away. Even talking to a schoolboy is quite tough for her. While it is true that contemporary education is required for everyone to compete in this world, it is equally evident that Muslims must get an Islamic education.
Methodology
Let’s talk about our policymakers now; it appears that they are not working hard enough. The government reviews the education policy each year, but the outcomes remain the same. A new survey indicates that Pakistan’s rate of illiteracy is on the rise. Someone establishing “Parha Likha Punjab,” “Nai Roshni School,” etc. What is Pakistan supposed to teach? Well, in my opinion, no. For the past 60 years, these “People” have been manipulating our country purely out of greed and desire. As we correctly educate our children, should we also be thinking about their education? What shall we do if not? Work must be done immediately, or it will be too late in Pakistan!
Preliminary Literature Review
The principal conclusions and suggestions of the study are Pakistan has the second greatest number of unenrolled students in the world—millions—despite the country’s law requiring all children between the ages of five and sixteen to get a free, obligatory education. The public education system continues to offer inadequate education to meet the needs of the constantly expanding labor market, and the curriculum is faulty, encouraging xenophobia and prejudice towards other religions. In addition to contributing to religious fanaticism and sectarian bloodshed, poorly run madrasas and religious institutions replaced the defunct community education system.
After decades of neglect, the state has to act quickly to increase funding for low-income education programs, make sure that foreign help in this area increases rather than decreases the state’s financial commitment, and make wise changes to curricula, bureaucracy, instructors, and methodologies.
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