A comparison between education in pakistan and uk

A COMPARISON BETWEEN EDUCATION IN

PAKISTAN AND UK(ENGLAND)

Muhammad Sheroz

M.A. ELTL

(2013-928)

IER, University of the Punjab

Lahore

PAKISTAN

AREAS INCLUDED : PUNJAB ,SINDH ,NWFP ,BALOCHISTAN

RELIGION : ISLAM

ANTHEM : PAK SARZAMIN (THE SACRED LAND)

MOTTO : UNITY, FAITH ,DISCIPLINE

CAPITAL : ISLAMABAD

TOTAL AREA : 796100 SQ.KM

WATER% : 3.10%

FOREST AREA : 18164 SQ.KM

OFFICIAL LANGUAGES : ENGLISH ,URDU

REGIONAL LANGUAGES :PUNJABI, PUSHTO, SINDHI, SARAIKI, BALOCHI,

BALTI, BRAHUI

ETHNIC GROUP :44.15%PUNJABI, 15.42%PASHTUNS,

14.1%SINDHIS, 10.53%SERAIKIS, 3.5BALOCHI

POPULATION : 18,490,721

DENSITY : 226.6 SQ.KM

CURRENCY : PAKISTANI RUPEE (RS)

GDP ( PPP) : $ 574.068 BILLION , PER CAPITA = $3,144

GDP ( NOMINAL) : $236.518 BILLION , PERCAPITA = $1,295

TIME ZONE : PKT(UTC+5)

DATE FORMATION : DD\MM\YYYY

DERIVE ON THE : RIGHT

INTERNATIONAL CODE : +92

LATITUDE : 37° 06'N

DEMONYM : PAKISTANI

TALLEST MOUNTAINS : K-2

NATIONAL SPORTS : HOCKEY

NATIONAL DRESS : SHALWAR KAMEES

GOVERNMENT : FEDERAL PARLIMENTARY REPUBLIC

LEGISLATURE : MAJLIS E SHOORA

UPPER HOUSE : SENATE

LOWER HOUSE : NATIONAL ASSEMBLY

CONCEPTION OF PAKISTAN : 29-Dec-1930

PAKISTAN DECLARATION : 28-Jan-1933

PAKISTAN RESOLUTION : 23-Mar-1940

INDEPENDENCE : 14-Aug-1947

ISLAMIC REPUBLIC : 23-Mar-1956

BREAK OF EAST AND WEST

PAKISTAN : 16-Dec-1971

CURRENT CONSTITUTION : 14-Aug-1973

LITERACY RATE WORLD

RANKING: 159th / 177

LITERACY RATE : 57%

NATURAL HAZARDS : EARTH QUACK, FLOODING AFTER HEAVY RAINS

ENGLAND

COUNTRIES INCLUDED :NORTHERN IRELAND, SCOTTLAND, ENGLAND,

WALES

RELIGION : CHRISTIANITY

ANTHEM : GOD SAVE THE QUEEN

MOTTO :GOD AND MY RIGHT(IN FRENCH : DIEU ET

MON DROIT)

CAPITAL : LONDON

TOTAL AREA : 243,610 Km.Sq (94660 Sq. mi)

WATER% : 1.34%

FOREST AREA : 28,658 SQ.KM

OFFICIAL LANGUAGES : ENGLISH

REGIONAL LANGUAGES : CORNISH, IREISH, SCOTTISH, GAELIC

ETHNIC GROUP :87.1%WHITE, 7.0%ASIAN, 3.0%BLACK, 2.0 %

MIXICO, 0.9% OTHER

POPULATION : 63.23 MILLION (2012)

DENSITY : 255.6 SQ.KM

CURRENCY : POUND STERLING £

GDP ( PPP) : $2.379 TRILLION , PER CAPITA = $37,299

GDP ( NOMINAL) : $2.490 TRILLION , PERCAPITA = $39,049

TIME ZONE : GMT ( UTC0)

DATE FORMATION : DD-MM-YYYY

DERIVE ON THE : LEFT

INTERNATIONAL CODE : +44

LATITUDE : 60° 51'N

DEMONYM : BRITISH

TALLEST MOUNTAINS : BEN NEVIS

NATIONAL SPORTS : FOOT BALL, CRICKET, RUGBY

GOVERNMENT : PALLIMENTARY DEMOCARACY

LEGISLATURE : PARLIAMENT

UPPER HOUSE : HOUSE OF LORD

LOWER HOUSE : HOUSE OF COMMON

ACTS OF UNION 1707 : 01-MAY-1707

ACTS OF UNION 1800 : 01 JAN-1801

ANGLO-IRISH TREATY : 06 DEC, 1922

NATIONA DAY : 01-May-1707

LITERACY RATE WORLD RANKING : 6th

LITERACY RATE : 99%

NATURAL HAZARDS : WINTER WIND STROMS, FLOODS

PAKISTAN AND U.K. EDUCATION

STATUS

PARTICULARS

PAKISTANI

EDUCATION

STATUS

BRITISH

EDUCATION

STATUS

Adjusted savings: education

expenditure > % of GNI 1.63 % of GNI 5.33 % of GNI

Average years of schooling of adults 3.9 9.4

Children out of school, primary 6,781,940 1,069

Duration of compulsory education 5 years 12 years

Duration of education > Primary level 5 6

Duration of education > Secondary level 7 7

Education enrolment by level >

Primary level 14,044,719 4,488,162

Education enrolment by level > Tertiary

level 401,056 2,287,833

Education expenditure of government >

As percentage of total government 6.40% 12.10%

Education spending (% of GDP) 1.80% 5.30%

Education spending (% of total

government expenditure) 7.80% 11.50%

Female enrolment share > Primary

level 35.90% 48.80%

Female enrolment share > Secondary

level 39.50% 52.70%

Geographical aptitude results 69.666 66.685

Private school enrolment > Secondary

level 22.4 102.9

Primary school girls out of school 55% 4%

Public spending on education, total > %

of GDP 2.00% 5.50%

Public spending on education, total > %

of government expenditure 9% 11.93%

Pupil-teacher ratio, primary 37.5 18.09

Scientific and technical journal articles 368 48,288

AIMS AND OBJECTIVES OF EDUCATION IN

PAKISTAN

To promote the pleasures and values associated with intellectual curiosity, creativity and learning.

To develop the highest possible standard of competence in written and spoken English.

To create, maintain and strengthen knowledge and understanding of the anglophone culture, past and present.

To ensure compatibility of the education provided with potential integration of the students into Anglophone educational systems.

To facilitate the students’ social and moral development, and mutual understanding and tolerance, within a multicultural framework.


PAKISTAN

To generate, manage and employ financial revenues sufficient to ensure the optimal development of educational resources.

To devise and put into application an instructional curriculum based on currently accepted good educational practice in English-speaking schools.

To strengthen students’ capacity to use spoken English.

To establish a framework for assessing, monitoring. recording and reporting on students’ attainment.

To organize and encourage extra-curricular activities for section students.

To provide necessary information, advice and assistance to section lice students relating to courses of higher education.To ensure the necessary levels of comprehension of and collaboration with the French educational system when possible.


UK

acquire necessary knowledge, skills and attitudes for the development of the self and the nation.

promote love for and loyalty to the nation.

promoter harmonious co-existence among the peoples of Kenya.

develop mentally, socially, morally, physically and spiritually.

enhance understanding and respect for own and other people's cultures and their place in contemporary society.

enhance understanding and appreciation of interrelationships among nations.

promote positive environmental and health practices.


UK

build a firm foundation for further education and training.

develop ability for enquiry, critical thinking and rational

judgment.

develop into a responsible and socially well adjusted

person.

promote acceptance and respect for all persons.

enhance enjoyment in learning.

identify individual talents and develop them.

build a foundation for technological and industrial

development.

develop into a self-disciplined individual who

appreciates work and manages time properly.


UK

We can say…aim of education is to be SMART.

Specific: detail about particular aspects of

expectations.

Meaningful: in language that is understandable to

teachers & students.

Appropriate: 'fit for purpose' - suit learners and

satisfy standards.

Realistic: given time constraints, resources etc.

Testable: some measure of progress/achievement

of them can be made.

DIFFERENCES BETWEEN EDUCATIN

SYSTEMS IN PAKISTAN AND UK

In Pakistan, education is a federal as well as provincial function.

In Pakistan, the education system is three-tier: elementary (grade 1-8), secondary (grade 9-12), and tertiary or higher education, after 12 years’ schooling.

Secondary education in Pakistan lasts for four years (grade 9-12). It is catered in government secondary and higher secondary schools; most of these schools have middle classes as well

In the UK, education is the responsibility of each country.

Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE).

In the UK, secondary schools generally cater education of age group 12-16 or sometimes 12-17 or 18 wherein students join A-Levels.

Pakistan ENGLAND



Elementary education is split up into primary (grade 1-5) and elementary/middle (grade 6-8) and is catered in primary and elementary schools.

In Pakistan, school curricula for grades 1-12 is the responsibility of the Ministry of Education, Curriculum Wing, Islamabad.

In Pakistan, assessment and examinations from grades 1 to 12 is the function of the provincial and/or districts governments.

In some countries of the UK, primary level is further split up into two stages like in England and Wales, the six years primary is split up into Key Stage 1 (year 5-6) and Key Stage 2 (year 7-11).

In the UK, curriculum formulation process varies across the four countries.

In the UK, national curriculum tests are statutory in England; there are no such statutory tests in Scotland, rather these are at the discretion of teachers at the age group of 7 and 11.



In Pakistan, the supervision

and management of school

education is mainly the

responsibility of district

governments.

In Pakistan, INSET is the

function of provincial EECs (or

DSD in Punjab) and the GCETs

running under their

administrative control. INSET is

not a compulsory component,

but the provincial and district

governments make their efforts

to provide in-service training to

every teacher at least after

every 3-5 years

In the UK, the system of

school inspection is more

structured, especially in

England and Wales.

On the other hand, in

England, INSET is statutory

for five days in an academic

year; in other three countries,

though INSET is not statutory

but teachers are encouraged

to attend in-service courses

and seminars organized by

the schools and local

education authorities (LEAs).



There is no compulsory

education in the entire

Pakistan.

In Pakistan teachers’ mentoring

is almost lacking in both public

and private sectors, with fewer

exceptions.

Pakistani educational

institutions lack in trained

teachers, and handful teaching

and physical resources.

In the UK at least lower

secondary education is

compulsory.

Teachers’ mentoring is more or

less structured in the entire UK.

UK educational institutions rich

in trained teachers, and

handful teaching and physical

resources.

SIMILARITIES BETWEEN EDUCATION

SYSTEMS OF PAKISTAN AND UK

Higher education in Pakistan starts after the completion of grade 12. It is carried out in universities, colleges and other such institutions. In the UK, like Pakistan students on the completion of secondary education enroll in universities or other general or professional colleges.

In both Pakistan and the UK, the duration of PhD is at least three years; and mostly routed through M.Phil. in the relevant discipline.

In both Pakistan and the UK, the duration of PhD is at least three years; and mostly routed through M.Phil.

One of a common feature between Pakistan and the UK especially England and Wales, that the comparative gap of performance of boys and girls is increasing.

Both Pakistan and the UK employ formative and summative assessment at all levels of education, but relatively with more structured form in the UK.

With the recent changes in regard to duration of first degree and fixing minimum standards for curriculum of various higher education programmes, the gaps between Pakistan and the UK education systems are expected to be minimized.

CONCLUSION:

The study reveals inter-provincial little differences

and marked similarities in Pakistan, but in the case

of the UK, differences across the four territories are

relatively more prominent than similarities.

In Pakistan, with regard to educational and training

responsibility, educational structure and school

curricula, there seems to be similarity as policy and

plan rests with the function of the federal

government and hence each provincial government

has to follow the national policies, plans and

curricula for grade 1-12 developed or revised from

time to time. In the UK, differences are more

prominent across the four countries..