EDUCATION IN LOCAL LANGUAGES IN KHYBER PAKHTUNKHWA (KPK) PAKISTAN CASE STUDY ON POLITICAL WILL AND ITS IMPLEMETATION. By Dr.Inayatullah Faizi

1. M AP OF K HYBER P AKHTUNKHWA

2. L ANGUAGES TAUGHT IN KPK SCHOOLS AS COMPULSORY SUBJECTS IN SCHOOL Languages taught as compulsory subjects: English Urdu Pashto Languages taught as optional subjects Arabic Persian

3. MLE AND L OCAL L ANGUAGES Local languages were marginalized and there was a sense of deprivation in the speech communities of local languages for a long time. There was popular demand from academic and literary, cultural circles of Khyber Pakhtunkhwa for inclusion of local languages in school curriculum as compulsory subjects. Forum for Language Initiatives (FLI), played vital role in producing a cadre of language activists and introducing language based activities among the cultural and literary circles.

Young writers from the speech communities of local languages were trained in language documentation and MLE models for the promotion of local languages by Forum for Language Initiatives (FLI). The interaction among speakers of different local languages resulted in seminars, workshops and conferences under one banner and one roof. Political activists and leadership of democratic parties were involved in the seminars and conferences to bring harmony in views and approaches on language issues. 3. MLE and Local Languages

NAMEFAMILYSUBFAMILY 1. PashtoIndo EuropeanIndo Iranian 2. Ormuri-do--do- 3. Hindko-do- Indo Aryan 4. Gojri-do--do- 5. Gowri-do--do- 6. Torwali-do--do- 7. Badeshi-do--do- 8. Kohistani-do--do- 9. Seraiki-do -do- 10. Khowar-do- -do- 4. LANGUAGES OF KHYBER PAKHTUNKHWA

NAMEFAMILYSUBFAMILY 11.Kalasha Indo EuropeanIndo Aryan 12 Palula-do- -do- 13. Yedgha-do- Indo Iranian 14. Madaklashti-do- -do- 15. Wakhi-do--do- 16. Saquli-do--do- 17. Kirghiz-do-Turko Mongol 18. Kamwiri-do-Indo Aryan 19.Domeli-do--do- 20. Ursuni -do--do- 21. Bashgali -do--do- 4. LANGUAGES OF KHYBER PAKHTUNKHWA

In the elections of February 18,2008,nationlist and progressive political parties were voted to power, and in March 2008 a coalition Government of Awami National Party (ANP) and Pakistan People’s Party (PPP) came into power in the province. Along with Pashto the main language of the province, it was strategically decided to introduce at least four other languages as compulsory subjects in the same pattern. After going through base line data on regional languages and mother tongues of the province, Hindko, Seraiki, Khowar and Kohistani were selected on the basis of population. 5. P OLITICAL W ILL

The matter was formally tabled before the Provincial Assembly for legislation in April 2011 and the Provincial Assembly passed “Khyber Pakhtunkhwa Supervision of Curricula, Textbooks and Maintenance of standards of Education Bill 2011 on 26 th April The bill was assented to by the Governor Khyber Pakhtunkhwa on 3 rd May 2011 and it was published in the official Gazette on 9 th May 2011 as an act of the legislature of Khyber Pakhtunkhwa. 5. Political Will

As a follow up action to the Bill, the provincial government declared the Directorate of Curriculum and Teacher Education (DCTE) Abbottabad, as competent authority for the implementation of the act enacted by the provincial legislative body, on 30 th July In pursuance of the Provincial Legislature Act No. VII 2011 on Khyber Pakhtunkhwa, an autonomous body was constituted for promotion of the regional languages of the province under an act on 2 nd January 2012, and it was signed by provincial Governor on January 13, The act gives blue print of the proposed authority with the following composition: Chairperson Ex-officio Members Private Members Executive Director/Secretary Implementation of Act

Terms of reference for the authority, under Para 6, provides that the authority will: a. Consider ways and means for promotion of regional languages. b. Publish dictionaries, encyclopeadia, reference books, scientific literature and periodicals. c. Arrange translation of technical terms of science, humanities and commerce. d. Announce prizes, awards, seminars, lectures etc. e. Recommend curriculum and syllabus for teaching regional languages spoken in the province. 7. Terms of reference of the authority

The act in Para 10 provides for a fund to be established by the provincial government to run the authority. The authority will receive annual grants from the government and it will also generate resources through its activities including publication and dissemination of audio/video documents. In order to materialize the plan for introducing local languages as compulsory subject up to higher secondary level(1-12), the provincial government notified a comprehensive and well thought action plan on 30 th January The strategy has the following five components: 1. Implementation strategy 2. Time frame for implementation 3. Time frame for preparation of textbooks 4. Allocation of marks at secondary level 5. Allocation of marks at higher secondary level. 7. Terms of reference of the authority

Following are salient features of the implementation strategy: 1. Curriculum from class 1 and onward will comprise English, Urdu, one regional language and mathematics. 2. Pashto, Hindko, Seraiki, Khowar and Kohistani languages will be introduced as compulsory languages for specific regions of relevancy. 3. Time frame for implementation provides that the scheme will be launched in and will be completed in At the initial stage regional languages will be introduced at elementary level, and at the completion stage they will be introduced at higher secondary level. 8. Implementation Strategy

The following table indicates regional languages and regions of relevancy for school curriculum : LanguageRegion Pashto Peshawar,Charsada,Mardan, Nowshera, Karak, Lakki, Marwat, Dir Upper, Dir Lower, Malakand, Swat, Buner, Shangla, Torghar, Batagram, Swabi, Hangu, Bannu and Tank Hindko Peshawar, Abbottabad, Haripur, Mansehra and Kohat. SeraikiD.I Khan KhowarChitral KohistaniKohistan. 9. Regional Languages and their relevancy to school curriculum

The provincial government has also revised its scheme of studies to accommodate and adjust regional languages in the scheme. Marks at secondary level examination have been increased from 1050 to 1200, which allows 150 marks for mother tongue. Similarly marks at higher secondary level examination have been increased from 1100 to 1300, because mother tongue paper will carry 200 marks. The progress of work during the past two years has been very encouraging. The scripts and primers of four regional languages have been finalized. Work on Kohistani is in progressive stage. Primers have been published in four languages: Primer in Kohistani will be published by December Curricula were developed in four languages with details of competencies, standards, benchmarks and student Learning Outcomes (SLOs). 10. Implementation Progress