Enhancing Integration of Research with Teaching in the Education System in Pakistan.


By Sajjad Amin Khan Bangash:

We often hear that our education system is visibly suffered from a static tendency and the biggest reason for this stagnancy is stated to be the repetitive teaching of the same syllabus by the teachers all year round. For instance, knowledge transferred through lectures or teaching from the prescribed syllabus books and then keep high expectations from the students to memorize those materials and eventually bring prosperous results in the examination. Thus; getting higher marks in the examinations has become the primary objective of our examination standard. The students from such patterns not only become inconsistent but also get bored as well while all of the materials once memorized by the students immediately wash away from the their minds. The education imparted through such pattern strappingly remains unfruitful and the students’ abilities of ‘expression of opinion and lack of confidence tend to diminish.


The prevailing education system has largely kept the teachers limited to a dormant level of knowledge endorsement thus giving birth to ‘stagnancy in our education system, resulting in which our teachers and students have not been able to exert and prop up their natural talent, creativity, analytic skills, critical thinking, research and observatory aptitudes and skills.

Such properties and skills can only be produced when we start to promote the culture of research and creativity in our educational institutions. In fact, unable to instigate and propagate the ‘zeal of research’ in our educational institutions, the dreams to bring educational revolution is far cry from. In the simplest terms, ‘the educational research’ means that unless we bring restructual reformation for the betterment of our education system under the pattern of well-planned, systematic and analytical knowledge based on which all of our educational intricacies and problems should be solved and handled accordingly. Such standards could be as:

a) What are the educational backgrounds and standards of the teachers?

b) Why the required mental capabilities and intelligence of the student haven’t been enhanced?

c) What are the difficulties faced by the students during their learning process?

d) Why our prevailing education system and modes of teaching have not been that effective in building up the effective human capitals for the future?

e) Why our education system failed to bring about prospective and prosperous output?

Noteworthy solutions for such grave problems need a sound and revolutionary reformation in our education system which is only possible with the ‘induction of research process’ in whole of our education system from tertiary to secondary and advanced levels. For this purpose, the dual participation of the teachers in research activities must be ensured mandatory. However; on government level, the provision of adequate facilities and required necessary measures must be promoted and encouraged.


Collectively, it can be said that ‘in the betterment of education system, a profound research culture should be developed’ since; an effective teacher brings miracles in the knowledge spread. In fact, research, keeps a teacher more motivated, active, robust and updated with modern trends and knowledge horizon. This will systematically replicate dual impacts on the students and enhance their mental aptitude and acumen. Research produces leadership, and without such resounding leadership, the reformation within educational system cannot be made possible.


For this, several recommendations are important to be considered as:

(a) The introduction and application of research and action based courses in the colleges

(b) A formation of education research board on a national level which should be supervised by education experts. In this board, a dual representation should be given to research based institutions so that a vibrant inter-connectivity among them should be coordinated and laced while, the other institutions should effectively scrutinize all of the exercised research so that on the foreground of such research output, and effective policy and planning for the betterment of education must be formulated.

(c) All of the heads of educational institutions must identify the core educational problems in their staff meetings and a translucent environment should be provided for the discussions and debates on the solutions of such problems thereafter. Every opinion after an effective analysis be given equal importance and based on acquired output, a vibrant reformation in educational process should be brought forward and apply it on continual basis.

(d) Similarly, in the solution of educational problems, the teachers must be efficient enough to put forward their own experiences and also equip themselves from the experiences and research from the education experts as well and apply those skills and observations in their education systems.

(e) Teachers must be provided with educational publications so that they can update themselves with the modern educational trends, technological advancements, creativity, observatory and analytical applications so that they can get out of mental stagnancy. In addition, every teacher must prepare at least one research paper or essay and must present during their staff meeting and if possible, publish it accordingly. Such activities will largely enhance educational acumen of the teachers.


In a conclusion, for the promotion of better educational research culture, on the government level stern measures must be taken so that by adopting and applying the research culture, we can bring drastic improvements in our education process and systems.


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