LEARNING TO LIVE TOGETHER:

THE ROLE OF EDUCATION

by

Education Minister Mr Javed Ashraf Qazi, Lt. Gen. (Retd.) Pakistan
and
Minister of Education and Research Ms Kristin Clemet, Norway

In connection with the Independence Day of Pakistan 14 August the Education Minister of Pakistan, Mr Javed Ashraf Qazi, visited Norway and had talks with his Norwegian colleague, Ms Kristin Clemet. They discussed a number of issues, with special emphasis on children of Pakistani origin in the Norwegian school system, the role of education in social development and fighting terrorism. (20.09.05)

As politicians we have ideas and we want them implemented. Being ministers of education our mission is to provide education, that is to give people knowledge and skills in order for them to succeed professionally and in society at large.

Pakistan and Norway have become interconnected through migration, and migration makes us face a great number of challenges. In order to gain new knowledge or simply improve living conditions, people often need to move or at least be open-minded to-wards information and change. Knowledge is in its nature international.

We both agreed on the need to examine the structures of Norwegian and Pakistani education in order to facilitate appropriate recognition of degrees and credentials, and the movement of students and professionals between the two countries. Accordingly, a delegation of then Norwegian Agency for Quality Assurance in Education (NOKUT) will visit Pakistan later this year to study the education system in Pakistan and to pre-pare recommendations for evaluating Pakistani credentials and degrees.

The Pakistani Community in Norway

In our meetings we agreed on the importance of integration and respect for one an-other’s values within a framework of cultural diversity. This implies changes and challenges for both parties, both parties have to adapt to new circumstances. Having two cultures is a challenge but also a great gift, the goal being to make use of the best of both worlds. In this respect the school system plays a very important role.

Pakistanis are today the largest (non-Western) ethnical immigration group in Norway, with about 27 000 persons. There are about 10 000 children of Pakistani origin in the Norwegian school system, mostly in the Oslo region. It is also estimated that approximately 650 Pakistani children with Norwegian citizenship are living in Pakistan for more or less extended periods.

Staying out of school – loosing options

A stay in Pakistan can have several positive effects for the children. They get to know their extended family better, and they learn more about their parents' background, culture and language. It may be a problem, however, if these children are not enrolled in basic education while living in Pakistan for longer periods (even years), and/or are loosing contact with the Norwegian society. If these youngsters return to Norway later in life, without knowing the Norwegian language, Norwegian culture and traditions, integration is much more difficult. They will be clearly disadvantaged in the education system as well as in the job market.

This is a situation that worries us. The Norwegian government has taken several initiatives to secure the interests of children who remain abroad for shorter or longer periods. Guidance can be found in a brochure for parents who move abroad with children. It is extremely important that Pakistani children born in Norway and planning to spend their adult life in Norway, attend school regularly even when in Pakistan, and stay in touch with Norwegian society. In our meetings we both agreed on this policy, and we would like to encourage children of Pakistani origin in Norway to complete their basic education within the Norwegian school system, or when appropriate, within the Pakistani educational system. To go for a vacation in Pakistan is just fine; staying out of education is not.

Knowing the language of instruction essential for learning

We share the opinion that education is the key to success, and that knowing the language of instruction is the key to successful education. Surveys from Norway show that students of Pakistani origin in higher education are high achievers, maybe even out-classing their Norwegian peers. This can perhaps be explained by their strong motivation, not taking free quality education for granted. Unfortunately, the situation in primary and secondary education is quite different; pupils of Pakistani origin scores below average and have a fairly high drop-out rate. There are reasons to believe the results from primary and secondary school partly can be explained by linguistic problems. Only when the language obstacle is overcome, as we see in higher education, pupils and students of Pakistani origin in Norway can fully benefit from the education system in their country of choice.

An essential aspect in our common endeavor making education for all a reality is to en-sure that everybody is met with respect and given opportunities on an equal basis. In Norway this means for example enabling children from language minorities to learn in Norwegian in school. If they are not in sufficient command of the Norwegian language, they have a statutory right to special tuition in Norwegian until they can follow ordinary classes. An obligatory language test at the age of four followed by language training if necessary could be a measure to safeguard that all children start at school at equal footing. We fully agree on this point.

Education can make a change

We clearly see education as a keystone in social and democratic development. In our view education is the best weapon against terrorism. Only when the general population, men and women alike, have reached a certain level of education can real democracy be implemented.

Education is not only about acquiring knowledge; it is about attitudes such as respect and tolerance. We want to give parents opportunities to choose between different kinds of schools, be it public or private – secular or religious, but the main issue is that all schools teach respect and tolerance. It is a task of outmost importance for national education authorities to make sure curricula meet quality standards, especially in areas such as history, civics and religion. Curriculum reform is high on the agenda in Pakistan as well as in Norway.

As important as to have knowledge it is to be able independently and critically to handle information. We need informed citizens, who can make their own judgments based on information derived from different sources. Knowledge is also the cradle of new ideas and innovation – the key to change.

We believe the importance of knowledge and attitudes in education cannot be overestimated. However, there is also an element our schools should promote, and that is hope. Quality education for all is probably the best instrument any country could have in order to promote democracy, social mobility and progress at all levels, as well as self realization and spiritual fulfilment. Extremists’ acts are undertaken by people without hope for the future; they have no dream to be fulfilled in this world. The dream must be kept alive, and should remain a useful vision and guiding principle for the development of education.