Harmony and Peace Education in Pakistan: Focus on Pctb Textbooks of History and Pakistan Studies

Textbooks produce specific minds so are believed the best way to promote peace and harmony in a society. Policymakers draw ideological lines for specific goals and educate the coming generations through the contents of the textbooks. Whatever agenda a nation has, peace and social harmony cannot be compromised so syllabi mean to promote nationalism along with integration. Although history and social studies textbooks address coexistence and tolerance but even then many writers share their reservations about some points. K K Aziz (1993) in Pakistan castigated the governments and the textbook authors on ‘distortion’ of the historical events and deleting important segments of history from the syllabi. Mariam Chughtai shared her reservation regarding the textbooks being published in Pakistan. Romila Thapar in India raised objections against the BJP government’s effort of ‘religionising the syllabi’ and tried her best to introduce non-communal approach based on social harmony in the textbooks while writing history books but her effort remained a mere desire because the ‘religiously’ extremist political party occupying the main corridor of the national government and having no compatibility with her ideas refused to accept the undisputed historical facts. Dr. Mubarak Ali opined while writing on the textbooks that ‘defective textbooks create a defective mindset. Ideology limits people from acquiring new knowledge in order to understand the fast changing world’ (Dawn, April 16, 2016). ‘National History’ reflects national point of view to produce a generation who represents some specific land, culture, religion, political ideology, art and social ethics. Children are taught to grow with their own culture, religion and social norms. This study finds that syllabus of the subjects of History and Pakistan Studies produced by the Punjab Curriculum and Textbook Board (PCTB) aims at educating the ‘national interpretation of history along with respect for other religious groups’ to the posterity therefore no gaps seem in the textbooks of History and Pakistan Studies. Criticism arises mostly on the old textbooks while the PCTB had revised the textbooks massively and all the historical periods including Indus Valley Civilization, ancient India, Sikh rule, etc. Are being taught at the school and college level. The ‘history textbook’ is not a ‘history’ rather it offers interpretation of the historical events. This article further pinpoints some issues such as communal interpretations in the British India, space in the textbooks, administrative, social, political and religious narrations, and the undeniable position on nationalism and patriotism which cannot be overlooked. The textbooks are playing their role in promoting social harmony and this policy has resulted in a coexistence, tolerance and peace in the society.

Mediating Effect of Job Satisfaction in Relationship Between Employees? Empowerment and Organizational Commitment

This study examines the level and influence of psychological empowerment on job satisfaction and organizational commitment in context to educational sector of district Sialkot (Pakistan) Primary data has been collected from 293 academicians of degree colleges. The findings obtained basedon this study indicates that in general ,academicians of degree colleges shows high level of empowerment, job satisfaction and organizational commitment. By using regression analysis it is found that there is a positive relationship between meaning, competencies, self-determination and impact on job satisfaction and organizational commitment. But the meaning and impact cognitions are most important that contributed to organizational commitment. Additionally, in this study job satisfaction was taken as a mediator in the relationship between psychological empowerment and all three dimensions of organizational commitment. Results of mediation analysis indicate that job satisfaction mediates in the relationship of psychological empowerment and affective commitment, continuance commitment, normative commitment and overall organizational commitment. This study concludes that different scope of empowerment should be considered to empower employees. At least, heads of educational institutes need to keep in mind the four dimensions of empowerment discussed in this study. It will enable them to design and implement a successful empowerment plan. This study also suggested a numbers of strategies to improve academician?s organizational commitment and job satisfaction and practical implication of the study that could help in the implementation of empowerment in HEIs.