The document compares the educational systems of Pakistan and Malaysia. It provides background information on each country and outlines their objectives, curriculum, teaching methodologies, administration/finances, language policies, teacher education, and educational structures. Key factors that influence education are also discussed, including geography, economy, race, society, and religion. Overall, the document comprehensively examines and contrasts several aspects of the primary, secondary, and higher education systems between Pakistan and Malaysia.

1. COMPARATIVE EDUCATION
SUBMITTED TO: MAM ABIDA KHALID
SUBMITTED BY: SHUMAILA TARIQ (1092)

2. COMPARISON OF EDUCATIONAL SYSTEM
OF PAKISTAN AND MALAYSIA

3. Introduction of Pakistan:
◦ Pakistan, officially the Islamic Republic of Pakistan, is a sovereign country in South Asia. With a
population exceeding 199 million people, it is the sixth most populous country.
◦ Capital: Islamabad
◦ Founded: August 14, 1947
◦ Population: 182.1 million (2013) World Bank
◦ Currency: Pakistani rupee
◦ Prime minister: Nawaz Sharif
◦ Official languages: Urdu, English

4. Introduction of MalaysiaIntroduction of Malaysia
Demonym
Noun: Malaysian(s)
Adjective: Malaysian
Capital City
Kuala Lumpur (+8 GMT)
Currency
Malaysian ringgit (MYR)
Languages
Bahasa Malaysia (official), English, Chinese (Cantonese, Mandarin, Hokkien, Hakka,
Hainan, Foochow), Tamil, Telugu, Malayalam, Panjabi, Thai
Ethnic Groups
Malay 50.4%, Chinese 23.7%, indigenous 11%, Indian 7.1%, others 7.8% (2004 est.)
Calling Code
60
Voltage
240
Religions
Muslim (official) 61.3%, Buddhist 19.8%, Christian 9.2%, Hindu 6.3%, Confucianism,
Taoism, other traditional Chinese religions 1.3%, other 0.4%, none 0.8%, unspecified
1%

5. Objectives
Pakistan
◦ To create a sense of unity and nationhood
and promote the desire to create welfare
State for the people of Pakistan.
◦ To promote national cohesion by
respecting each other’s faith and religion
and cultural and ethnic diversity.
Malaysia
◦ provide pupils with the essential
intellectual, affective and psychomotor
skills in a holistic and integrated manner
◦ to produce individuals who are
intellectually, physically, emotionally and
spiritually balanced and functionally
literate.

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◦ To provide and ensure equal educational
opportunities to all the citizens of Pakistan
◦ To develop a self-reliant individual, capable
of analytical and original thinking
◦ To aim at nurturing the total personality of
the individual, dynamic, creative
◦ inculcate and nurture national
consciousness through fostering common
ideas, values, aspirations and loyalties
◦ produce manpower with the requisite skills
for economic and national development;
◦ Inculcate in pupils desired moral values and
to promote personality and aesthetic
development

7. Curriculum
Pakistan
◦ The process of curriculum
◦ development follows a cyclic order:
◦ (i) identification of societal needs and
framing of aims and objectives
accordingly;
◦ (ii) selection of contents;
◦ (iii) Translation of contents into textbooks;
and evaluation
Malaysia
◦ The curricular revisions have resulted in a
content- and outcome-based school
curriculum.
◦ the use of activity-based and student-
centered pedagogical approaches is
encouraged to reinforce and facilitate the
development of critical and creative
thinking skills.

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The key features of the National Curriculum
2006/07 are as follows
◦ standards and competencies driven learning
objectives correspond to students’ learning
outcomes progressive approaches for
primary, middle, secondary and tertiary stages
of learning: life skills are integrated across
subjects vertical and horizontal
◦ Connections are ensured focus on promoting
creative writing and analytical thinking for
learners rather than rote learning.
◦ These constraints may include teachers'
qualifications, motivation, attitudes, skills,
content, and clarity in communication; they
might also include pupils' attitudes and
motivation to learn; other obstacles can be
school-related such as class size,
management, facilities, and the school
complex.
◦ The language of instruction, and insufficient
learning materials and teaching aids can also
present impediments to curriculum
implementation.

9. Teaching Methodologies
Pakistan
In Pakistan majority of the teachers use only
lecture method to teach even science subjects.
Method which commonly used by the teachers
such as
direct instructions
lecturing
inquiry based learning
cooperative
learning and
group discussion
Malaysia

10. Administration and financial set up
Pakistan Malaysia
◦ The trend maintained in education
financing amounts to about 5% of the
GNP and 15-18% of the total annual
government’s expenditure. There are
indications aimed at encouraging greater
participation of the private and corporate
sectors in education financing thus
reducing the burden on the government.
◦ Increasing public expenditure on education
and skills generation from 2.7% of GDP to
5% by 2010 and 7% by 2015.
◦ Gradually increase vocational and technical
education numbers to 25-30% of all
secondary enrolment by 2015 and 50 per
cent by 2030.
◦ Enhance the scale and quality of education
in general and the scale and quality of
scientific/technical education in Pakistan in
particular.

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12. Language of instruction
Pakistan
◦ Pakistan comprises of four different
linguistic patterns. We should adopt a
medium for elementary education based
on the language of that particular
province.
◦ Adoption of a language other than
mother tongue distorts the very personal,
individualistic traits in the children for a
child starts speaking a language by
composing the words simultaneously in
the mother tongue and then another one.
Malaysia
◦ `Bahasa Melayu is the primary language of
instruction in Malaysian public schools. In
2003, the government introduced a policy
of using English as the language of
instruction for science and mathematics.
◦ English is taught as a second language In
Chinese and Tamil national-type primary
schools, Bahasa Melayu is taught as a
second language and English is taught as
a third language.

13. Teacher education
Pakistan
◦ Teacher education has traditionally been
considered a provincial subject. Each
province has a distinct centralized
organizational structure to prepare
teachers for primary, middle and
secondary school levels. The existing 270
teacher education institutions in the
country are under the administrative and
curricular control of the provincial
Departments of Education.
Malaysia
◦ The Philosophy of Teacher Education,
formulated in 1982, has determined the
◦ direction of teacher education. The
philosophy emphasizes the desire to
educate and produce teachers who are
noble and caring, knowledgeable and
skillful, creative and innovative, resilient
and competent, scientific in outlook

14. Educational Structure
Pakistan Malaysia

15. Factors:
Geographical factor
Pakistan
◦ The geography of Pakistan is a profound
blend of landscapes varying from plains to
deserts, forests, hills, and plateaus ranging
from the coastal areas of the Arabian Sea
in the south to the mountains of the
Karakoram range in the north.
Malaysia
◦ The geography of Malaysia deals with the
tropical climate of Malaysia, a country
located in Southeast Asia. There are two
distinct parts to this country being
Peninsular Malaysia to the west and East
Malaysia to the east.

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◦ The Northern Areas has five of the world's
seventeen highest peaks along with highest
range of mountains the Karakoram and
Himalayas.
◦ East Malaysia comprises most of the
northern part of Borneo and shares borders
with Brunei and Indonesia. Located near
the equator.

17. Economical factor
Pakistan
◦ Pakistan’s economic freedom score is 55.6,
making its economy the 121st freest in the
2015 Index. Its score has increased by 0.4
point since last year, reflecting improvements
in investment freedom and freedom from
corruption that are largely counterbalanced
by deteriorations in labor freedom and
business freedom. Pakistan is ranked 25th
out of 42 countries in the Asia–Pacific region,
and its overall score is below the world and
regional averages.
Malaysia
◦ Malaysia’s economic freedom score is 70.8,
making its economy the 31st freest in the
2015 Index. Its score has increased by 1.2
points since last year, with improvements in
freedom from corruption, business freedom,
and trade freedom outweighing declines in
labor freedom and the management of
government spending. Malaysia is ranked
8th out of 42 countries in the Asia–Pacific
region, and its overall score is above the
world and regional averages.

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19. Racial factor
Pakistan
◦ Data tabulated from the World Values
Survey, compiled by two Swedish
economists, implied that Pakistanis was
among the more racially tolerant
countries. The surveyors asked
respondents in more than 80 different
countries to identify the sorts of people
they would not wish to have as neighbors.
Malaysia
◦ It is time for Malaysians to reaffirm the non-
discriminatory basis of the federal
constitution and to uphold human rights
principles which are strictly anti-racist.
◦ Malaysian constitution clearly spells out the
principle of equality of all Malaysians while
allows no discrimination against any citizens
on the grounds of religion, race, descent or
place of birth.

20. Social factor
Pakistan
◦ Pakistan is a developing state which is
going through various problems and
issues.
◦ Few problems are terrorism, injustice,
smuggling and drug abuse are also
getting more and more common in the
country which is causing harm to the
youth of the country as well as to the law
and order situation of the state
Malaysia
◦ Lifelong learning (LLL) enables Malaysians
to meet the changing skill needs of a
high-income economy and maximizes the
potential of individuals who are currently
outside the workforce through reskilling
and upskilling opportunities.

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◦ So to get rid of this problem the
government had to take strong and strict
actions in preventing such activities to
prevail in the premises of the country and
not only federal government but the
provincial government should also play its
vital role
◦ Malaysia needs to move from a world
where education is seen as something that
happens only during one’s youth, to a
world where Malaysians of all ages
constantly seek out learning opportunities
to enrich themselves.

22. Religious factor
Pakistan
◦ Freedom of religion in Pakistan is
guaranteed by the Constitution of Pakistan
for individuals of various religions and
religious sects.
◦ It is estimated that 95% of Pakistanis are
Muslims (75% Sunni, 22.8% Shia and 2.2%
The Pakistani government does not restrict
religious publishing per se.
Malaysia
◦ Religious tolerance in Malaysia is
acknowledged by many and disputed
by few. One of the many factors
contributed to Malaysian economic
development.
◦ Islam religion in Malaysia with the
proportion of 61.3 per cent. As a multi-
racial nation, other religions embraced
were Buddhism (19.8%), Christianity (9.2%)
and Hinduism (6.3%).

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