Education for All <3

1. A COMPARISON BETWEEN EDUCATION IN
PAKISTAN AND UK(ENGLAND)
Muhammad Sheroz
M.A. ELTL
(2013-928)
IER, University of the Punjab
Lahore

2. 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)

3. GDP ( PPP) : $ 574.068 BILLION , PER CAPITA = $3,144
GDP ( NOMINAL) : $236.518 BILLION , PERCAPITA = $1,295
TIME ZONE : PKT(UTC+5)
DATE FORMATION : DDMMYYYY
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

4. 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

6. 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 £

7. 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

8. 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

10. 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

11. 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%

12. 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

13. 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.

14. AIMS AND OBJECTIVES OF EDUCATION IN
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.

15. AIMS AND OBJECTIVES OF EDUCATION IN
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.

16. AIMS AND OBJECTIVES OF EDUCATION IN
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.

17. AIMS AND OBJECTIVES OF EDUCATION IN
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.

18. 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

19. DIFFERENCES BETWEEN EDUCATIN
SYSTEMS IN PAKISTAN AND UK
 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.

20. DIFFERENCES BETWEEN EDUCATIN
SYSTEMS IN PAKISTAN AND UK
 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).

21. DIFFERENCES BETWEEN EDUCATIN
SYSTEMS IN PAKISTAN AND UK
 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.

22. 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.

23. 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..