Sajid Ahmed, a teacher of Urdu in the UK, wanted to establish a partnership between his school and a school in Pakistan. This would benefit students by exposing them to native speakers and perspectives from another country. He began corresponding with Elegance School in Daska, Pakistan to set up teacher exchanges, student pen pals, and joint curriculum projects around global themes. In February 2013, Sajid visited Elegance School, a coeducational school of 197 students, to observe classrooms, share British culture, and plan future collaboration between the schools.
Connecting Classrooms allows students in the UK and Pakistan to gain awareness of different communities. Pakistan is a South Asian country with over 190 million people and diverse cultures and ethnic groups. Its education system includes primary, middle, secondary, and higher secondary school, but faces challenges like low funding and literacy. Partnering schools provides benefits like understanding other cultures and preparing students for a global economy. The British Council helps facilitate partnerships through programs like Connecting Classrooms.
Queen Anne High School Scottish Learning Festival 2013 presntationPeter Billington
Promoting the link with Game On Scotland as we move towards the Commonwealth Games in Glasgow 2014. What our school and all its associated primaries are planning for both the Commonwealth Games and the Queen's Baton relay.
Economic geography about quality EducationMD. Nur Shihab
This document discusses the quality of education in Bangladesh and how it can be improved. It provides statistics on the number of primary education institutions, teachers, and students in Bangladesh. While enrollment has increased, the quality of education is poor due to issues like lack of early childhood education, poor teaching quality, and corruption. The document proposes solutions like increasing pre-primary schools and implementing education quality projects. It also compares Bangladesh's education structure to other countries and outlines the government's Vision 2030 plan to provide all children with free, quality primary and secondary education.
Face to Faith is a global schools program that connects students aged 11-16 from different cultures and religions around the world using video-conferencing technology. The program prepares students for global citizenship by facilitating interfaith dialogues to discuss issues, beliefs, and build understanding between religious groups. Face to Faith enhances school curriculums and is accredited internationally. It provides teacher training and support to ensure all students can participate regardless of their access to technology.
Assignment for education policies 1947 & 1959Mad Jutt
This document summarizes the agenda and recommendations from The Pakistan Educational Conference held in 1947 in Karachi. The conference was chaired by the Minister for Interior, Information and Broadcasting and Education of Pakistan and included education ministers from various provinces.
The agenda covered issues like setting up an advisory education board, establishing an inter-university board, promoting scientific research, technical education, overseas scholarships, education for scheduled castes, cultural contacts, and adult education.
Key recommendations included collecting data on women's education facilities, providing more schools, colleges and scholarships for girls, making Urdu a compulsory subject, adult literacy programs, vocational training, teaching training institutes, and ensuring an Islamic and democratic basis for education.
Sajid Ahmed, a teacher of Urdu in the UK, wanted to establish a partnership between his school and a school in Pakistan. This would benefit students by exposing them to native speakers and perspectives from another country. He began corresponding with Elegance School in Daska, Pakistan to set up teacher exchanges, student pen pals, and joint curriculum projects around global themes. In February 2013, Sajid visited Elegance School, a coeducational school of 197 students, to observe classrooms, share British culture, and plan future collaboration between the schools.
Connecting Classrooms allows students in the UK and Pakistan to gain awareness of different communities. Pakistan is a South Asian country with over 190 million people and diverse cultures and ethnic groups. Its education system includes primary, middle, secondary, and higher secondary school, but faces challenges like low funding and literacy. Partnering schools provides benefits like understanding other cultures and preparing students for a global economy. The British Council helps facilitate partnerships through programs like Connecting Classrooms.
Queen Anne High School Scottish Learning Festival 2013 presntationPeter Billington
Promoting the link with Game On Scotland as we move towards the Commonwealth Games in Glasgow 2014. What our school and all its associated primaries are planning for both the Commonwealth Games and the Queen's Baton relay.
Economic geography about quality EducationMD. Nur Shihab
This document discusses the quality of education in Bangladesh and how it can be improved. It provides statistics on the number of primary education institutions, teachers, and students in Bangladesh. While enrollment has increased, the quality of education is poor due to issues like lack of early childhood education, poor teaching quality, and corruption. The document proposes solutions like increasing pre-primary schools and implementing education quality projects. It also compares Bangladesh's education structure to other countries and outlines the government's Vision 2030 plan to provide all children with free, quality primary and secondary education.
Face to Faith is a global schools program that connects students aged 11-16 from different cultures and religions around the world using video-conferencing technology. The program prepares students for global citizenship by facilitating interfaith dialogues to discuss issues, beliefs, and build understanding between religious groups. Face to Faith enhances school curriculums and is accredited internationally. It provides teacher training and support to ensure all students can participate regardless of their access to technology.
Assignment for education policies 1947 & 1959Mad Jutt
This document summarizes the agenda and recommendations from The Pakistan Educational Conference held in 1947 in Karachi. The conference was chaired by the Minister for Interior, Information and Broadcasting and Education of Pakistan and included education ministers from various provinces.
The agenda covered issues like setting up an advisory education board, establishing an inter-university board, promoting scientific research, technical education, overseas scholarships, education for scheduled castes, cultural contacts, and adult education.
Key recommendations included collecting data on women's education facilities, providing more schools, colleges and scholarships for girls, making Urdu a compulsory subject, adult literacy programs, vocational training, teaching training institutes, and ensuring an Islamic and democratic basis for education.
The document summarizes the proceedings of Pakistan's first educational conference in 1947 after independence. The conference discussed topics such as compulsory primary education, literacy issues, technical/vocational training, and establishing educational boards. It proposed committees on adult education and literacy that aimed to make the entire population literate within 25 years through a combination of adult education programs and compulsory primary schooling. However, the conference failed to develop a comprehensive national education plan and had several weaknesses such as not prioritizing primary education, neglecting rural/female education, and having unrealistic timelines.
The document discusses the education sector in Pakistan. It defines education and outlines Pakistan's education system, which includes primary, middle, high, secondary, higher secondary, and university levels. It also discusses the government bodies that manage education and the private and public sectors. The document notes literacy rates in Pakistan and ongoing education projects. It covers causes of poor education, advantages and disadvantages of education, and proposes solutions such as making technical education compulsory.
The document outlines an education plan with the aims of providing opportunities for all children to attend school and promoting girls' education. It details goals such as making schools more engaging through cultural activities, computer education, and career counseling. Projects are suggested to involve students in social and technological problems while connecting to their school curriculum.
The document summarizes the findings and recommendations of the Secondary Education Commission from 1952-1953 in India, also known as the Mudaliar Commission. The Commission aimed to develop a balanced personality in students and foster qualities like leadership, discipline, and national integration. It identified challenges like access, quality, equity, and gender issues. The Commission recommended a 7-year secondary education system with regional language as the medium of instruction. It also suggested modernizing textbooks, introducing vocational courses, restructuring exams, and establishing a Board of Secondary Education. While it laid the foundation for vocational education and guidance counseling in schools, it was criticized for neglecting women's education and imposing an unrealistic three language formula.
The document discusses the National Council of Associations of Chinese Language Schools (NCACLS), which aims to connect and inspire the Chinese heritage school community. It provides an overview of NCACLS, including that it was established in 1994 and currently has 15 regional member associations. It also notes that Chinese language school membership has declined by over 30% in recent years. The document outlines NCACLS's goals of advocating for Chinese language education, enhancing teacher training programs, and leveraging resources to support member schools. However, it acknowledges challenges like a lack of leadership continuity, professional staff, and stable funding.
JAAI is an organization representing alumni from Jesuit institutions across Western India. It covers the provinces of Mumbai, Goa, Gujarat, and Pune. The document provides details about alumni activities and events in each region. In Mumbai province, The Old Campionites Association maintains a website directory and annual magazine. St. Stanislaus Ex-students Association holds annual reunions and supports local schools. Xavier Institute of Communication celebrates anniversaries with former faculty and launches alumni directories. However, few details are provided about alumni activities in Goa, Gujarat, and Pune provinces.
The Population Caring Organization (PCO) is a humanitarian NGO founded in 2003 dedicated to improving the well-being of West Africans, especially Liberians and Ghanaians. PCO works to empower Liberian refugees in Buduburam through programs like peace and reconciliation forums, vocational training, and primary education for refugee children. Key programs include a peace cell project, tribal leader reconciliation forums, a refugee school, and vocational skills training for refugee mothers. PCO has provided services to over 2,000 community members and hosted over 200 international volunteers since 2003.
The Sakamoto School welcomes parents to its Back to School Night on September 17, 2013. The event will introduce parents to school personnel, announce upcoming parent group meetings and events, and provide information on the school's academic performance and adoption of Common Core State Standards. Teachers will also give presentations to explain classroom expectations and curriculum changes. The school emphasizes campus safety, positive behavior reinforcement, and consistent communication between home and school to support student success.
RDF began as a family initiative in 1996 to provide education to underserved rural communities. It launched the Kalleda School in a village in Andhra Pradesh with a population of around 3000 and low literacy rate of 47.41%. The school now enrolls over 600 students from kindergarten to 10th grade, providing uniforms, midday meals and aiming to remove social barriers through education. Its vision is to promote education as a vehicle for rural development and empower underprivileged children through holistic education.
outline is
education-the basic need
importance of education
islam & education
education system in pakistan
literacy rate in pakistan
problems of education system in pakistan
suggested solution for education system
conclusion
Education system of Pakistan by Wajid Ali KharalWajid Ali Kharal
The document discusses the education system of Pakistan. It provides definitions of education and outlines the different levels of education in Pakistan, including primary, middle, secondary, higher secondary, undergraduate, and graduate. It identifies several problems with Pakistan's education system, such as unequal funding between provinces, gender discrimination preventing girls' education, lack of technical education, insufficient funding, and poverty preventing school attendance. Literacy rates are provided for each province, with an overall national literacy rate of 58%. Solutions proposed include free education up to matriculation, providing free textbooks, improving teacher status and recruitment, enhancing the learning environment, expanding technical/vocational education, improving teacher training, and identifying barriers to school attendance.
Gunjan Singh has over 10 years of experience as an English teacher and head of the English department at Uttam School for Girls in Ghaziabad, India. She oversees the English curriculum, examinations, school events and competitions. She has received several awards and certificates for her work organizing events, supporting international education, and completing online learning courses. Singh holds a B.Ed, MA in English, and BA(Hons) in English.
The document discusses education in Pakistan. It provides details on:
1) The education system in Pakistan including primary, middle, high, intermediate, and university levels. Private school enrollment has increased from 26% to 38% from 2003 to 2014.
2) Differences between public and private schools in terms of quality of teaching, facilities, and student performance. Private schools generally have better facilities and student outcomes.
3) Issues with the education system including unequal access and quality, different mediums of instruction, and low budgets. Solutions proposed include increasing education spending and establishing more schools.
4) Statistics on literacy rates, school enrollment numbers, budgets, and teacher salaries. The highest proportion of private schools is in
Comparison Between Private and Govt. Schools Management in PakistanShoaib Raees
Private schools like The City School offer a higher quality education with well-equipped facilities and strong administration, but they are inaccessible to many due to high costs. Government schools provide free primary and secondary education for all but suffer from issues like poor teacher quality and inadequate funding. Reforms are needed to improve learning standards and make education more equitable and accessible to all in Pakistan.
The Secondary Education Commission, also known as the Mudaliar Commission, was established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar. The commission's aims included developing democratic citizenship, vocational skills, and patriotism in students. It recommended organizing the curriculum into middle and higher secondary stages with core and specialized subjects. Other recommendations included improving teacher status, emphasizing activity-based learning, reducing exams, establishing technical schools, and providing equal education to boys and girls through co-education. The commission aimed to reform secondary education in India.
The Hunter Commission of 1882 was appointed by Lord Rippon to examine the state of education in British India and make recommendations. It was chaired by William Wilson Hunter and had 20 members including Indian educationists. The commission's objectives were to review previous policies, assess elementary education, and evaluate missionary schools. Key recommendations included using local languages as the medium of instruction, establishing model schools, diversifying curriculums, training teachers, and emphasizing education for disadvantaged groups like Muslims and Harijans. The Hunter Commission is considered a landmark in Indian education as it comprehensively assessed the system and laid the foundations for modern primary education.
First educational conference 1947 PresentationMohsinAslam18
The document summarizes the proceedings and recommendations of Pakistan's first National Education Conference held in 1947 after independence. The conference aimed to address the lack of education in the newly formed state, where 85% of the population was illiterate. Key recommendations included establishing vocational and technical education, compulsory primary education, emphasizing science and technology, and aligning the education system with Islamic values. However, the conference failed to develop a comprehensive education plan and neglected areas like female education and realistic adult literacy targets.
This document discusses the Malcom Adisheshiah Committee formed in 1977 by the Government of India to review the curriculum of class 12. The committee was chaired by Dr. Malcom Adisheshiah and had 26 members who were tasked with submitting their report within 3 months. Key recommendations of the committee included introducing vocational education at the higher secondary stage to make students more employable and provide technological knowledge. It also recommended dividing the learning components into general education and vocational education.
The document provides information about non-formal and community education in the United Kingdom. It outlines various target groups for NFE/CE including adults, detached youth, and community members. It then describes several institutional arrangements for NFE/CE including adult learning centers, vocational training centers, and the use of online/IT-based education. Finally, it discusses some example programs like Entry to Employment for young job seekers and New Deal for Young People.
The Mudaliar Commission of 1952-53 made recommendations to reform secondary education in India. It found that secondary education was the weakest link and needed urgent reform. The commission recommended developing students' national outlook, technical/vocational skills, and personality. It proposed a new organizational structure with 5 years of basic education, 3 years of lower secondary, 3 years of higher secondary, and pre-university courses. The commission also recommended improvements to curriculum, teaching methods, evaluation systems, and school administration.
Connecting Classrooms allows students in the UK and Pakistan to gain awareness of different communities. Pakistan is a South Asian country with over 190 million people and diverse cultures and ethnic groups. Its education system includes primary, middle, secondary, and higher secondary school, but faces challenges like low funding and literacy. Partnering schools provides benefits like understanding other cultures and preparing students for a global economy. The British Council helps facilitate partnerships through programs like Connecting Classrooms.
Pakistan has a diverse educational landscape with both public and private institutions. While English is emphasized, literacy rates remain a challenge, especially in rural areas. The private sector serves more students despite having fewer schools than the public sector. Challenges facing Pakistan's educational system include poor infrastructure in many public schools, low attendance rates, and a lack of technical/vocational training. However, opportunities exist to open more schools, improve college programs, establish media/technical universities, provide English language training, and collaborate on programs with foreign institutions given high demand for overseas qualifications and experience.
The document summarizes the proceedings of Pakistan's first educational conference in 1947 after independence. The conference discussed topics such as compulsory primary education, literacy issues, technical/vocational training, and establishing educational boards. It proposed committees on adult education and literacy that aimed to make the entire population literate within 25 years through a combination of adult education programs and compulsory primary schooling. However, the conference failed to develop a comprehensive national education plan and had several weaknesses such as not prioritizing primary education, neglecting rural/female education, and having unrealistic timelines.
The document discusses the education sector in Pakistan. It defines education and outlines Pakistan's education system, which includes primary, middle, high, secondary, higher secondary, and university levels. It also discusses the government bodies that manage education and the private and public sectors. The document notes literacy rates in Pakistan and ongoing education projects. It covers causes of poor education, advantages and disadvantages of education, and proposes solutions such as making technical education compulsory.
The document outlines an education plan with the aims of providing opportunities for all children to attend school and promoting girls' education. It details goals such as making schools more engaging through cultural activities, computer education, and career counseling. Projects are suggested to involve students in social and technological problems while connecting to their school curriculum.
The document summarizes the findings and recommendations of the Secondary Education Commission from 1952-1953 in India, also known as the Mudaliar Commission. The Commission aimed to develop a balanced personality in students and foster qualities like leadership, discipline, and national integration. It identified challenges like access, quality, equity, and gender issues. The Commission recommended a 7-year secondary education system with regional language as the medium of instruction. It also suggested modernizing textbooks, introducing vocational courses, restructuring exams, and establishing a Board of Secondary Education. While it laid the foundation for vocational education and guidance counseling in schools, it was criticized for neglecting women's education and imposing an unrealistic three language formula.
The document discusses the National Council of Associations of Chinese Language Schools (NCACLS), which aims to connect and inspire the Chinese heritage school community. It provides an overview of NCACLS, including that it was established in 1994 and currently has 15 regional member associations. It also notes that Chinese language school membership has declined by over 30% in recent years. The document outlines NCACLS's goals of advocating for Chinese language education, enhancing teacher training programs, and leveraging resources to support member schools. However, it acknowledges challenges like a lack of leadership continuity, professional staff, and stable funding.
JAAI is an organization representing alumni from Jesuit institutions across Western India. It covers the provinces of Mumbai, Goa, Gujarat, and Pune. The document provides details about alumni activities and events in each region. In Mumbai province, The Old Campionites Association maintains a website directory and annual magazine. St. Stanislaus Ex-students Association holds annual reunions and supports local schools. Xavier Institute of Communication celebrates anniversaries with former faculty and launches alumni directories. However, few details are provided about alumni activities in Goa, Gujarat, and Pune provinces.
The Population Caring Organization (PCO) is a humanitarian NGO founded in 2003 dedicated to improving the well-being of West Africans, especially Liberians and Ghanaians. PCO works to empower Liberian refugees in Buduburam through programs like peace and reconciliation forums, vocational training, and primary education for refugee children. Key programs include a peace cell project, tribal leader reconciliation forums, a refugee school, and vocational skills training for refugee mothers. PCO has provided services to over 2,000 community members and hosted over 200 international volunteers since 2003.
The Sakamoto School welcomes parents to its Back to School Night on September 17, 2013. The event will introduce parents to school personnel, announce upcoming parent group meetings and events, and provide information on the school's academic performance and adoption of Common Core State Standards. Teachers will also give presentations to explain classroom expectations and curriculum changes. The school emphasizes campus safety, positive behavior reinforcement, and consistent communication between home and school to support student success.
RDF began as a family initiative in 1996 to provide education to underserved rural communities. It launched the Kalleda School in a village in Andhra Pradesh with a population of around 3000 and low literacy rate of 47.41%. The school now enrolls over 600 students from kindergarten to 10th grade, providing uniforms, midday meals and aiming to remove social barriers through education. Its vision is to promote education as a vehicle for rural development and empower underprivileged children through holistic education.
outline is
education-the basic need
importance of education
islam & education
education system in pakistan
literacy rate in pakistan
problems of education system in pakistan
suggested solution for education system
conclusion
Education system of Pakistan by Wajid Ali KharalWajid Ali Kharal
The document discusses the education system of Pakistan. It provides definitions of education and outlines the different levels of education in Pakistan, including primary, middle, secondary, higher secondary, undergraduate, and graduate. It identifies several problems with Pakistan's education system, such as unequal funding between provinces, gender discrimination preventing girls' education, lack of technical education, insufficient funding, and poverty preventing school attendance. Literacy rates are provided for each province, with an overall national literacy rate of 58%. Solutions proposed include free education up to matriculation, providing free textbooks, improving teacher status and recruitment, enhancing the learning environment, expanding technical/vocational education, improving teacher training, and identifying barriers to school attendance.
Gunjan Singh has over 10 years of experience as an English teacher and head of the English department at Uttam School for Girls in Ghaziabad, India. She oversees the English curriculum, examinations, school events and competitions. She has received several awards and certificates for her work organizing events, supporting international education, and completing online learning courses. Singh holds a B.Ed, MA in English, and BA(Hons) in English.
The document discusses education in Pakistan. It provides details on:
1) The education system in Pakistan including primary, middle, high, intermediate, and university levels. Private school enrollment has increased from 26% to 38% from 2003 to 2014.
2) Differences between public and private schools in terms of quality of teaching, facilities, and student performance. Private schools generally have better facilities and student outcomes.
3) Issues with the education system including unequal access and quality, different mediums of instruction, and low budgets. Solutions proposed include increasing education spending and establishing more schools.
4) Statistics on literacy rates, school enrollment numbers, budgets, and teacher salaries. The highest proportion of private schools is in
Comparison Between Private and Govt. Schools Management in PakistanShoaib Raees
Private schools like The City School offer a higher quality education with well-equipped facilities and strong administration, but they are inaccessible to many due to high costs. Government schools provide free primary and secondary education for all but suffer from issues like poor teacher quality and inadequate funding. Reforms are needed to improve learning standards and make education more equitable and accessible to all in Pakistan.
The Secondary Education Commission, also known as the Mudaliar Commission, was established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar. The commission's aims included developing democratic citizenship, vocational skills, and patriotism in students. It recommended organizing the curriculum into middle and higher secondary stages with core and specialized subjects. Other recommendations included improving teacher status, emphasizing activity-based learning, reducing exams, establishing technical schools, and providing equal education to boys and girls through co-education. The commission aimed to reform secondary education in India.
The Hunter Commission of 1882 was appointed by Lord Rippon to examine the state of education in British India and make recommendations. It was chaired by William Wilson Hunter and had 20 members including Indian educationists. The commission's objectives were to review previous policies, assess elementary education, and evaluate missionary schools. Key recommendations included using local languages as the medium of instruction, establishing model schools, diversifying curriculums, training teachers, and emphasizing education for disadvantaged groups like Muslims and Harijans. The Hunter Commission is considered a landmark in Indian education as it comprehensively assessed the system and laid the foundations for modern primary education.
First educational conference 1947 PresentationMohsinAslam18
The document summarizes the proceedings and recommendations of Pakistan's first National Education Conference held in 1947 after independence. The conference aimed to address the lack of education in the newly formed state, where 85% of the population was illiterate. Key recommendations included establishing vocational and technical education, compulsory primary education, emphasizing science and technology, and aligning the education system with Islamic values. However, the conference failed to develop a comprehensive education plan and neglected areas like female education and realistic adult literacy targets.
This document discusses the Malcom Adisheshiah Committee formed in 1977 by the Government of India to review the curriculum of class 12. The committee was chaired by Dr. Malcom Adisheshiah and had 26 members who were tasked with submitting their report within 3 months. Key recommendations of the committee included introducing vocational education at the higher secondary stage to make students more employable and provide technological knowledge. It also recommended dividing the learning components into general education and vocational education.
The document provides information about non-formal and community education in the United Kingdom. It outlines various target groups for NFE/CE including adults, detached youth, and community members. It then describes several institutional arrangements for NFE/CE including adult learning centers, vocational training centers, and the use of online/IT-based education. Finally, it discusses some example programs like Entry to Employment for young job seekers and New Deal for Young People.
The Mudaliar Commission of 1952-53 made recommendations to reform secondary education in India. It found that secondary education was the weakest link and needed urgent reform. The commission recommended developing students' national outlook, technical/vocational skills, and personality. It proposed a new organizational structure with 5 years of basic education, 3 years of lower secondary, 3 years of higher secondary, and pre-university courses. The commission also recommended improvements to curriculum, teaching methods, evaluation systems, and school administration.
Connecting Classrooms allows students in the UK and Pakistan to gain awareness of different communities. Pakistan is a South Asian country with over 190 million people and diverse cultures and ethnic groups. Its education system includes primary, middle, secondary, and higher secondary school, but faces challenges like low funding and literacy. Partnering schools provides benefits like understanding other cultures and preparing students for a global economy. The British Council helps facilitate partnerships through programs like Connecting Classrooms.
Pakistan has a diverse educational landscape with both public and private institutions. While English is emphasized, literacy rates remain a challenge, especially in rural areas. The private sector serves more students despite having fewer schools than the public sector. Challenges facing Pakistan's educational system include poor infrastructure in many public schools, low attendance rates, and a lack of technical/vocational training. However, opportunities exist to open more schools, improve college programs, establish media/technical universities, provide English language training, and collaborate on programs with foreign institutions given high demand for overseas qualifications and experience.
First Educational Conference of Pakistan (1947).pptxDrHafizKosar
Pakistan achieved independence from over a century of British colonial rule on August 14, 1947. The progress in education was largely limited to what emerged as India. The regions comprising Pakistan were relatively backward in all respects, including in education. At independence, 85% of the population was illiterate. In the more background regions of Pakistan, e.g., Baluchistan, the literacy rate was even lower; the rate for rural women there was virtually zero.
After independence, it was time for Pakistan and the government of Pakistan to focus on the education of the region. And our great leader, Quaid-e-Azam Literary, focused on it.
So, he called upon a conference regarding education, which is known as the “first educational conference of Pakistan
countries that offer the best quality of education.pptxNilakshi Sharma
The document discusses factors that contribute to a good quality education system and identifies several countries with highly regarded systems. It outlines key factors like access, quality, infrastructure, government and cultural support. It then provides examples of countries with strong education systems, like Finland, Japan, South Korea, Singapore and Canada, noting aspects of each system like their focus on skills, discipline, individualized learning and inclusivity. The conclusion emphasizes that these countries prioritize education to achieve development and share a commitment to providing students the best opportunities.
countries that offer the best quality of education.pptxNilakshi Sharma
The document discusses factors that contribute to a good quality education system and identifies several countries with highly regarded systems. It outlines key factors like access, quality, infrastructure, government and cultural support. It then provides examples of countries with strong education outcomes, including Finland, Japan, South Korea, Singapore and Canada, noting aspects of each system like their focus on skills, discipline, individualized learning and inclusivity.
Education System of India group -5-1.pptxMrAnjarsaikh
The document provides an overview of the education system in Bihar, India. It discusses the history of education in Bihar from ancient to modern times. It also describes the types of education systems used in Bihar, the advantages and drawbacks, comparison to foreign systems, government schemes, literacy rates over time, and ways to improve the education system. The future of education in Bihar is seen as focusing on technical and professional training.
The education system of Pakistan is decentralized and faces several challenges. Literacy rates are low at 57% overall with rural rates lower than urban. Education expenditures are only 2.3% of GDP. The system provides for pre-primary, primary, secondary and tertiary education. However, it is plagued by low quality, lack of resources, gender discrimination and disparities across socioeconomic classes. Recent policies aim to address these issues and provide all citizens equal access to education.
The document discusses Pakistan's education system. It provides definitions of education and outlines the importance of education in Islam. It then describes Pakistan's education system, which is overseen by the Ministry of Education and delivered through primary, middle, secondary, higher secondary, and university programs. The constitution mandates free and compulsory secondary education. However, Pakistan has a low literacy rate due to issues like low education funding, poverty, untrained teachers, corruption, and lack of technical education. Improving the education system requires increased funding, addressing poverty and regional disparities, improving teacher training, reducing corruption, and expanding technical education opportunities.
The document discusses Pakistan's education system. It provides definitions of education and outlines the importance of education in Islam. It then describes Pakistan's education system, which is overseen by the Ministry of Education and delivered through primary, middle, secondary, higher secondary and university programs. The constitution mandates free and compulsory secondary education. However, Pakistan has a low literacy rate due to issues like low education funding, poverty, untrained teachers, corruption and management problems. Improving the education system requires addressing these issues, improving teacher training, increasing education funding, ensuring access to schools, and promoting technical/vocational education.
The document provides an overview of Pakistan's education system. It defines education and discusses why it is important. It then outlines the key components of Pakistan's education system, including the different levels from primary to university. It also presents data on literacy rates in Pakistan, which vary from 87% to 20% depending on age, and between provinces. The document concludes by noting improvements in university rankings, with 5-6 Pakistani universities now ranking among the top 600 globally.
This document discusses strategies to increase the number of Aboriginal and Torres Strait Islander teachers in Australian schools. It outlines a national initiative called MATSITI that aims to improve leadership, teaching quality, and workforce development. MATSITI seeks to increase recruitment of Indigenous teachers through stronger targeting of school leavers and university graduates, as well as improving retention by providing better mentoring programs. The document also discusses overcoming barriers such as academic success, financial pressures, isolation, and racism.
The document summarizes India's draft National Education Policy from 2019. The key points are:
1) The policy aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all, with a focus on access, equity, quality, affordability, and accountability.
2) It proposes reforms to school and higher education, including strengthening early childhood education, ensuring foundational literacy, integrating vocational education, increasing public funding for education, and consolidating higher education institutions.
3) The draft policy faces challenges in its implementation due to issues around funding, coordination with states, addressing disparities in learning levels, and ensuring quality especially in rural government schools.
This document provides an overview of education in India. It discusses:
- India has a long history of education dating back thousands of years, though the current system was introduced by the British in the 20th century.
- Universal primary education has been a challenge, as poor children often drop out due to economic hardships. Literacy rates have improved but are still only around 65%.
- The government has implemented various programs to boost education, such as reservations for disadvantaged groups, rural school initiatives, and the District Primary Education Programme to decentralize management and improve quality and equity.
- The national education policy aims to achieve universal enrollment and retention in primary schools, as well as improving minimum learning standards.
Educational Reform in Pakistan-Revise.pptxTahirRashid31
Educational reforms in Pakistan have focused on improving access, quality, and equity in education through various constitutional and policy reforms since 1947. Key reforms included making education free and compulsory up to secondary level in the constitution, devolving education responsibilities to provinces, and introducing new national education policies focused on issues like Islamization, literacy, gender equity, and vocational training. However, reforms have faced challenges in being fully implemented due to economic limitations, poor infrastructure, large class sizes, and weak administration. Ongoing reforms aim to achieve universal primary education and increase the education budget.
• Lesson 1: Global Education and the Global Teacher
• Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
• Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
• Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
• Lesson 5: Bringing the World Into the Classroom Through Educational Technology
The education system in Pakistan is divided into five levels: primary, middle, secondary, higher secondary, and university. It is overseen by the Federal Ministry of Education and provincial governments. The Constitution obligates free, compulsory education for ages 5-16. However, literacy rates remain low due to issues like low education budgets, outdated teaching methods, overcrowded classrooms, and poverty. Improving the system will require increasing education funding, expanding rural schools, training teachers, and ensuring equal access to quality education across socioeconomic classes.
New educationpolicy(nep 2020)_presentation (1)SONALIDAS76
The National Education Policy 2020 proposes major reforms in the education sector in India. Some key highlights include increasing gross enrollment ratio in higher education to 50% by 2035, introducing a new curriculum structure with 5+3+3+4 design, setting up a National Research Foundation to foster a strong research culture, and achieving universalization of education from early childhood to secondary level by 2030 to ensure every child has access to quality education. The policy was formulated after extensive consultations with various education experts and stakeholders.
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
Similar to British Council Pakistan Connecting Classrooms Powerpoint (20)
This webinar discusses partnering schools in Iraq through the British Council's Connecting Classrooms program. It provides an overview of Iraq and its education system, outlines the benefits of partnerships for pupils and teachers, and explains how the British Council can help schools apply for funding and support to partner with schools in Iraq. Attendees are encouraged to register on the British Council Schools Online site to explore potential partnerships and apply for a grant before the January 2014 deadline.
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2. Facts about Pakistan
• A South Asian country with more than 180 million population
• Islamabad is the capital while Karachi, Lahore, Faisalabad, Sialkot and
Peshawar, Quetta, Gujranwala are the other famous cities
• Pakistan is a federal parliamentary republic consisting of four provinces and four
federal territories.
• The society and culture of Pakistan comprises numerous diverse cultures and
ethnic groups: the Punjabis,Kashmiris, Sindhis in east, Muhajirs, Makrani in the
south: Baloch and Pashtun in the west; and the ancient Dardic, Wakhi,
and Burusho communities in the north.
• Pakistani cuisine is a blend of cooking traditions from different regions of the
Indian subcontinent.
• Field Hockey is the national sports but Cricket is national passion, beside this,
Squash, Golf, Football, Kabbadi, Wrestling, Lawn Tennis, Boxing, Polo and
Athletics are also famous in Pakistan.
3.
4. Education System in Pakistan
• The constitution of Pakistan requires the state to provide free primary
and secondary education.
• Literacy Rate 58% (69% Male & 45% Female)
• Education is divided into five main levels: Primary, Middle, Secondary,
Higher Secondary and University programmes leading to graduate
and postgraduate degrees.
• Some schools offer UK School exams through British Council
• Pakistan is the 9th largest English speaking country in the world and
the 3rd largest in Asia
5. Challenges in Pakistan’s Education System
• 2.2% of GNP spent on Education
• Shortage of resources including human
resource
• Poverty & Illiteracy
• Multiple medium of instruction
• Lack of teaching techniques
• Poor quality of teaching
• Cheating in Examination system
• Overcrowded classrooms
• Regional and Gender disparities
• Terrorism & Extremism
6. Why partner with Pakistan?
• To overcome misperceptions and bring better mutual understanding
of the culture and society of Pakistan and the UK.
• Despite challenges, Pakistani students have great potential to benefit
from quality education and understand cultural, economic, religious,
political and scientific interdependencies.
• We can share our good teaching practices especially in Maths,
Science and social studies
• Reciprocal visits between the partner schools develop cultural
understanding
• To build motivation amongst own communities and pupils
• To explore new ways of enhancing education for global citizenship.
• To bring a global dimension to our curriculum
7. Feedback by UK teachers about Pakistan
• 3 teachers from Durham visited their partner schools in Abbottabad, Pakistan (09-15
April 2012), Cassie Mary Flint from Teesdale Academy, Durham says
– I would very much like to record the fact that this project and specifically my visit to
Pakistan and to the five schools in the Abbottabad cluster has been one of the
most inspiring for me in my whole teaching career (which spans over 30 years!)
– I think Pakistan is a wonderful and truly enterprising country- facing such massive
issues especially in terms of education and the promotion of literacy.
• 5 teachers including LA official from Derbyshire visited their partner schools in Haripur,
Pakistan 15-19 October 2012; Caroline Hoyel from Springwell Community College,
Derbyshire says
– The hospitality from the people of Pakistan was unforgettable and their generosity
and support was heart warming.
– Already lots of positive things have been taken from this experience and
implemented within the UK schools.
8.
9.
10. Get in touch
• British Council offers variety of opportunities to schools
across the world to create partnerships;
• www.britishcouncil.org/schoolsonline
• www.britishcouncil.org/isa
• www.britishcouncil.org/connectingclassrooms
• The next deadline for applying for a Connecting Classrooms
grant funded partnership with Pakistan is Monday 11th
February, 2013.
• More info, please contact schools@britishcouncil.org
Editor's Notes
The British Council and the UK Government Department for International Development have joined forces to bring you a new Connecting Classrooms programme for schools. It combines the best of the original Connecting Classrooms programme with the best of the Global School Partnerships initiative.