Multiplicity of Educational Systems in Pakistan: A Critical Review

Multiplicity of Educational Systems in Pakistan:  A Critical Review

http://www.starteaching.com/RozinaJumani.htm It is said that ‘one mind is better but two are best’ because it provides an opportunity for sharing and interaction among people of different socio-economic and educational backgrounds, diversifying learning would enable them to view from different aspects; hence this diversity brings a richness of ideas and thoughts which is indeed crucial in refining the final thought. This notion could be dangerous if the same analogy would be replicate in other context, where a pluralistic approach is not advisable hence seen as a threatening phenomenon to others. An Educational and developmental issue that I have identified for my assignment is ‘multiplicity of educational systems in Pakistan ’ in relation with the higher education system of the country. In this paper, I would discuss the ‘multiple education systems’ and its impact on students’ lives in particular and on the country in general. Being an Educational Counselor, I have had several opportunities to interact with students’ from ages 15-20 from various regions of Pakistan , in order to discuss with them their career preferences and further to guide them on how to prepare their portfolios. Hence, the issues of multiplicity of educational systems stem out from there that further invoke in me for additional deliberations. According to Isani and Virk (2005), ‘the nation is divided because we are running three parallel systems of education’. However, these three systems are: ¨         Public Education System:  State provides a system where education is offered in students’ mother tongue, besides Urdu as a national language, and English as a foreign language taught. In public schools, the teaching of the English Language begins in Grade 6. Minimum school fees are very low as not all people can afford them;  hence only those with little money send their children to public schools. ¨         Private Education System: Few entrepreneurs who wish to bring reforms in the education sector have opened their own schools and colleges. These entrepreneurs consist of educationists, political affluent leaders, reformists, activist, and conscience members of civil society and others. These private schools are English Medium schools, where students pay a high amount as a school fee that could range between Rs. 150/=- 4,000/=. It is therefore evident that some private schools are identical to public schools and offer average education whereas there are others who charge heavy fees to maintain the standard and frequently invite parents and other monitoring bodies to evaluate their performances. ¨         Cambridge Education System: Cambridge Education System existed in South Asia before independence; hence with the advent of the new state, i.e. Pakistan , because at that time state did not have an alternate to it, Cambridge education system continued its proceedings in Pakistan .  At present, there is a huge network of schools registered with it.      With the colossal differences in the above educational systems, one should think about the many kinds of students it breeds. For instance, the Public Education System caters to common masses which produces clerks who serve the Public office and bureaucracy. On the other hand, the Cambridge Education System reaches to rich, established people and thus produces elites who either become entrepreneurs or travel to developed countries for higher education and ultimately do settle there. Students who opt for Private Education systems aspire for the excellence. Despite the indefinite struggle, they do not succeed entirely but keep switching their roles to prove themselves. Despite the fact that the process of education cultivates manners, behavior, 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 within 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 to 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 the 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 helps 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 so the 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 relationships 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 administrators are responsible to create enabling environment for learning once the conducive 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. HarcourtCollege 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.