SNATCHING THE BEST TEXTBOOKS: HOW CORRUPT SYSTEM RECLAIMED TEXTBOOK GOVERNANCE IN PUNJAB—A REAL THREAT TO PAKISTAN (1877–2025)

Abstract

This research study investigates textbook governance in the region including Pakistan, with a focus on Punjab. It explores that though researchbased studies since 1947 proposed introduction of Single Textbook System (STS) regulated under Government organization in Pakistan as substitute of Multiple Textbooks System (MTS) developed under the supervision of private publishers. This proposal was not given practical shape due to resentment of interest groups. However, West Pakistan Textbook Board was established under ordinance 1962 (Punjab Textbook Board -PTB as amended in 1971) as the result of survey conducted under the headship of General Nasir Ali Khan in the same year. PTB gradually and smoothly replaced MTS susceptible to corruption with STS. PTB got manuscripts developed on open competition and on commissioning authors in case of urgency or/ and where open competition was not responded. The manuscripts received through open competition were got assessed and rated chapter-wise. The chapters found best among the contesting manuscripts were combined to form the textbook that was published after editing, multi-tyred review and approval. However, interest groups kept efforts continued for revival of MTS and succeeded when Curriculum Wing of Federal Ministry of Education without mandatory approval of the Federal Cabinet notified and disseminated draft of “the National Textbook and Learning Materials Policy and Plan of Action, 2007 (NT & LMP)”. NT & LMP was adopted only by PTB, whereas; other provinces maintained previous practices. The official record of the Punjab Curriculum & Textbook Board (PCTB) reveals further institutional decay: several duly notified curricula lapsed without ever being implemented, while, in contrast, approval for an excessive number of multiple textbooks were granted under the guise of NT & LMP facilitated the revival of MTS and resulted in the displacement of highquality textbooks ensured under STS. Despite repeated legislative interventions, none proved effective because the dominant influence remained with deeply rooted impediments. Consequently, these practices intensified systemic impediments to educational development and compounded challenges to Pakistan’s national progress.