The importance of technology in education cannot be underestimated. There are compelling reasons for developing nations like Pakistan to introduce technology in their educational systems. Nevertheless the approach and methods used in introducing technology in schools are premised on an economic ideology and based on a techno-centric curriculum that leads to new forms of dependency by keeping individuals from controlling the decisions that significantly shape their lives. / Introduction of technology does not automatically guarantee enhanced learning or effective teaching. Technology in education should be used as a tool to increase communication, create awareness, break down existing hierarchies, develop new styles of creating knowledge, and make schooling and education more inclusive. Mere technical use of computers in education does nothing to empower students. / The techno-centric introduction of technology in Pakistani public schools is likely to produce inequality. A number of practices in Pakistan's educational and social structure will have to change for the potential of technology to be fully achieved. A shift is needed from 'learning about the computers' to 'using computers in learning', from 'acquisition of limited skills' to 'construction of knowledge', from 'teacher-dependency' to 'independent inquiry' and from 'teacher-centered' to 'student-centered' teaching methods. / However, such a change can only take place within a critical framework of education. The critical model based on integrated curriculum treats the computer not as an isolated subject but as a tool that helps learners enhance their critical thinking skills and seek various alternatives to solve problems. / Thus, it is important for educational policy-makers to realize that any effort at introducing technology in the educational realm requires theoretical discussion and a societal dialogue to arrive at a framework for technology's place in socio-educational contexts. Pakistan needs to develop and introduce educational technology to seek solutions for its unique economic, social, cultural and human and social development requirements based on its present level of development and evolution.

No description available.

This thesis interweaves issues of feminist methodology with theories, policies and practices of gender and development, around a central focus on women teachers' lives. It addresses the position of women teachers in relation to theories and practices of gender, education and development. It examines appropriate research methodology for working with, understanding and interpreting the lives of women teachers in Karachi, Pakistan. Drawing on the multiple traditions of feminist narrative inquiry in the field of education, and on the methods and forms emerging in alternative forms of ethnographic practice, the study is a situated one. Lived experiences are foregrounded, and time, place, context made explicit. Interview, discussion group and fieldnote data are collected whilst working with women teachers in Karachi, Pakistan. After an unexpected departure after September 11, 2001, additional questionnaire data are collected from a distance. / The thesis is a study researching women teachers' lives but also a critical reflection on the dominant development practices in which research takes place. As text it constitutes a form of feminist practice in and of itself. It analyzes the lived, and embodied experience of teaching, learning and researching, and rewrites this into the predominantly male-dominated literature and theory of education in development. / In the traditions of feminist inquiry, the study is also oriented towards change for women. Given the stated importance of gender equity, and especially the attention to girls' education of the international development community, the study has important implications for the ways that development planners think about women teachers, and design programs and policies for them. Shifting attention from natural nurturing and caring abilities of women teachers, to subjective issues of relational power dynamics, and to the individual and collective positionings of women's bodies within institutions and organizations, this study places women's lived experience as central to theories of pedagogy, curriculum, educational leadership, and to research in gender, education and development.

This thesis is concerned with providing a perspective on the total heritage - oral, written as well as that observed in a continuing tradition of religious practice - among the Nizari Ismailis of the Sub-continent

No description available.

No description available.

The thesis consists of two parts entitled 'Estimation' and 'Analysis'. The 'Estimation' part is devoted to developing a new set of estimates of saving in Pakistan over the period 1950-77. For this purpose, the economy has been divided into three sectors, namely the private non-corporate sector (including mainly households and unincorporated businesses), the corporate sector and the government sector. Saving in the private noncorporate sector has been estimated from data collected on the sector's acquisition of various types of financial and real assets. Estimates of corporate saving have been built up from corporate profit and loss accounts. Saving in the government sector has been estimated from government budget documents and annual accounts of public sector enterprises. These estimates provide for the first time continuous and consistent information on the sectoral origin and asset-structure of saving in the country. The estimates available thus far were too aggregative in character, having been derived indirectly from the national accounts by subtracting net capital inflow from gross domestic investment. The 'Analysis' part of the thesis is devoted to a detailed analysis of saving behaviour in the country over the period covered by the new set of estimates. Trends in the rates, sectoral composition and asset-structure of saving are studied. Econometric estimation of aggregate and sectoral savings functions with time-series data is the main tool of analysis used in identifying major influences on past saving behaviour. The mechanisms underlying various arguments in the functions are noted and subjected to empirical tests. The regression results are discussed and related to the actual time paths of the relevant variables. Evidence based on crosssection data is examined in the case of some factors which could not be included in the regression analysis either because of lack, of proper data or because of the time-series nature of the exercise. The policy implications of the results of the analysis are studied and, on the basis of the findings, the mix of public financial policies employed in the past is critically assessed.

No description available.

In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from the citizenship realm. / Educational discourse in Pakistan is the premier site where meanings of signs such as woman, man, mother, father, patriot, nationalist, etc., are gendered and fixed. It also provides the techniques of discipline and surveillance for naturalization of meaning and normalization of subjects. Urdu and social studies curricula and textbooks for classes 1-8 and 3-8 respectively constitute subjects and subjectivities and relations among them by means such as inclusion and exclusion from the text, hierarchization of the meanings ascribed to the subjects, normalization of the ascribed meanings (so that subjects stop questioning the meaning fixation), totalization (where all theoretical and explanatory differences are obfuscated), and classification of subjects in terms of binary opposites where one is superior to the other. / As a result of such gendered subjectivity constitution and subject positioning, women in Pakistan have been subjected to the worst kind of social, political, economic and juridical discrimination. However, Pakistani women have refused to be passive victims. They have used their agency to put up a spirited resistance against the unequal citizenship status and rights resulting from the gendered subjectivity constitution and subject positioning. In order to make education more meaningful and empowering for the women of Pakistan it is imperative that both women's groups as well as the educational policy makers understand the working and dynamics of the educational discourse in conjunction with the judicial and economic discourses and those of the state and the media. It is only from within the discourses that a change can be brought about.

Typescript. / Bibliography: leaves 202-206. / xiii, 206 l tables