The system showed no concern for the cultural and ideological context of Muslim society and tried to superimpose secular education whenever possible.
The basic problem now facing the educational planner does not merely relate to the quantitative expansion of education, although this, too, is an important dimension in view of the widespread illiteracy (ranging between 40 and 80 per cent of the population) and lack of proper educational facilities for the school age population (about 50 per cent lack any schooling at all) and the dearth of skilled man- power required for industrial development.
The major problem emerges, rather, from the crisis in education produced by the alienation of the people from the ethos of the new education.
