Multiplicity of Educational Systems in Pakistan

With the colossal differences in the above educational systems, one should think the kind of students it breeds. For instance, the Public Education System caters to common masses hence produces clerks who serve the Public office and bureaucracy. On the other hand, Cambridge Education System reaches to rich established people hence produces elites who either become entrepreneurs or travel to develop countries for higher education and ultimately settled there. Students who opt for Private Education systems aspire for the excellence. Despite the indefinite struggle, they do not succeed entirely hence keep switching their roles to prove themselves.

Despite the fact that the process of education cultivates manners, behaviour, bearing and mind; and prepares for complete living, the multiplicity of educational systems inculcates ranks and levels among students that not only cause harm to students holistically but also damage the nation at large. However, according to Isani and Virk (2005), “higher education is recognized as a Capital Investment”.

They further say,

“Higher education is viewed as a source of great potential for socio-economic and cultural development of the country and it is our conviction that through quality higher education the nation can be transformed into a developed nation with in the lifetime of a single generation”

Keeping the whole debate in mind, the question arises about the implications on students’ lives in particular and on the country in general. In this regard, few suggestions are as follows that could be implemented gradually:

• It is indeed very important to bring reforms in education, which eliminates differences and class system and inculcates self-understanding and analysis, it invites discussion and debates that help student become confident, it allows students present their point of view and enable them to view the world with their perspective
• To bring synergy among all three parallel systems is possible with the agreement of educationists and ministry of education as we have many good things to replicate. For this reason, conscious deliberations are required to study all three systems thoroughly and then team would suggest the practicality to replicate most or some of it.
• It is imperative that teachers and educators would make an effort to revamp the curriculum, by devising the common benchmarks for each grade. In this way, the colossal difference among students from different systems would minimize. Nevertheless the uniformity is not required but it help bridge that enormous gap exist among three systems of education.
• Another implication of curriculum revamping would lead to practical activities, research activities and presentation of ideas etc and relating it with students where s/he extracts the information and interprets as s/he understand and develop the confidence to question idea, text etc, as nothing is sacred hence students will find themselves as life long learners
• Revisiting our examination system will be critical and with summative exams, it is suggested to follow formative assessment that will enable teachers to develop individual relation with each student and help him/her develop smoothly. Providing constructive feedback can also make learners concentrate in their work efficiently and would improve further.
• Training of teachers, faculty and caregivers is essential as well, because they are catalyst to bring any transformation, as it is said “Teachers are Leaders” therefore teachers training regarding instructional pedagogy and awareness about student’s psychology is important for them
• School administrator are responsible to create enabling environment for learning once the condusive learning environment is provided , they initiate new ideas, to make it happen it is indeed required to arrange for the proper infra structure that ensures positive and effective learning

Above-mentioned steps are a few indications of required change.

Reference:

Isani U.A.G. and Virk Mohammad L. (2005) Higher Education in Pakistan: A historical and futuristic perspective. Roohani Art Press Islambad

Bibliography:

George Paul S., McEWIN C. Kenneth and Jenkins John M. (2000) The Exemplary High School. Harcourt College Publishers

Jenkins John M. (1996) Transforming High Schools: A Constructive Agenda. Technomic Publishing Co. Inc.

Taneja V R. (1990) Educational Thought and Practice. Sterling Publishers Private Ltd.