UNIT # 5

GLOBAL ISSUES IN
COMPARATIVE PERSPECTIVE
Quality Education
What do we mean by quality education?

 Quality =effectiveness or efficiency .

 The quality of the educational process
experienced by students.
 When we deal with quality education we
mean:
 A standard education must be given to all.
 The content or syllabus must be same for
all.
 Improve with the passage of time.
 Brief definition of quality education

 Quality depend upon characteristics of:

 Learners (healthy, motivated students)
 Processes (competent teachers using active
méthodologies ),
 Content (relevant curricula)
 Systems (good governance and educationist).
 UNESCO’s conceptualization of quality
education
 The quality of education is the first importance of UNESCO.
 A Ministerial Round Table CONFERENCE on Quality of Education,
held in Paris in 2003.
 UNESCO promotes access to good- quality education as a human
right.
 The UN Education, Scientific and Cultural Organization
(UNESCO) said in 2010 that 30 percent of Pakistan’s population
lives in a state of “extreme educational poverty” - receiving less
than two years of education.
(Pigozzi,2004).
 Quality Education Goals

 Academic excellence
 Improve academic standards
 Applied learning
 Lifelong academic skills
Purpose of the Quality Education

 To control the educational needs of

students.
 To improve the quality of education
 Make education assessable to
everyone
To create a system of quality education
in schools, we need
 Satisfactory resources and
budget
 Educational practices based on
 Research and discussions
Quality education based on:

Learner characteristics
Inputs
Outputs
Context
Factors at which quality of education depends:

 Language factor
 Religious factor
 The geographical factor
 Economic factor
 Historical factor
 Political factor
 Social factor
Examples of Quality Indicators:

Instructional leadership

Teacher quality

Parent and community involvement

Effective Instructional programs

Arranged learning environment

Dimensions of quality education
 Quality Learners
 Quality Learning Environments
 Quality Content
 Quality Processes
 Quality Outcomes
1.Quality learner
 Good health and nutrition
 Early childhood psychosocial development
experiences.
 Regular attendance for learning.
 Family support for learning.
2. Quality Learning Environments
Physical elements
 Quality of school facilities
 Interaction between school infrastructure and other
quality dimensions
Class size
Psychosocial elements
 Peaceful, safe environments
 Teachers’ behaviors that affect
safety.
 Effective school discipline
policies.
 Non-violence.
3. Quality Content
 Student-centered, non-discriminatory, standards-
based curriculum structures.
 Uniqueness of local and national content.
 Literacy.
 Life skills
 Challenges in reaching large numbers of children
with quality content
4.Quality Process:
 Educational quality centered
on:
 System inputs
 Infrastructure
 Teacher -student ratios
 curricular content
 Teachers training
 5.Quality Outcomes:
 Quality learner outcomes are intentional, expected
effects of the educational system.
 These are the result after providing quality inputs.
 Outcomes related to community participation, learner
confidence and life- long learning.
 Health outcomes
 Life skills and outcomes.
 Achievement in literacy and skill.
 Using formative assessment to improve achievement
outcomes
 Quality education in Pakistan
 In Pakistan’s policies , policy makers put great
emphasize on quality education
 The main focus of these policies on:
“education for all’
 The Society for Access to Quality Education (SAQE)
was establish in Pakistan under ordinance 1961 in
August 2010.
Poor quality of education in Pakistan:
 Over seven million primary-aged children do not attend
school, according to a 2011 report by the Pakistan
Education Task Force (PETF).
 According to the 2011 Annual State of Education Report
(ASER) compiled by the South Asian Forum for
Education Development, 45 percent of grade 5 students in
public schools can only read a grade 2-level story in Urdu.
The number is only slightly better in private schools - 57
percent.
 Reason of poor quality education
 In Pakistan there are many private school they have
their own curriculum which is totally different from
govt.schools
 They mostly use oxford curriculum in private
school
 Parents prefer private schools for their children.
 In govt. schools teachers are no doubt experienced
but they are not willing to teach.
 Issues and hurdles in access of quality
education:
 Lack of resources
 No check and balance
 Ghost schools
 Less budget
 Untrained teachers
 Poverty
 Child labour
 Extremely low level of public investment
 Poor quality of administration, monitoring, supervision and teaching
 Insufficient financial input,
 How can we improve Quality of
Education: Suggestions
 The quality of education includes the physical
facilities as well as the
 faculty, curriculum
 The actual dynamics of teaching and learning.
 The target of quality education can only be achieved
by bringing some revolutionary changes to ensure
better planning
 More funding,
 Enhanced physical facilities,
 Ongoing monitoring,
 Meaningful research,
 Good faculty,
 Faculty training,
 Relevant
 New Syllabus,
 Effective classroom dynamics
 Better educational governance.
 Involvement of all kind of human resource and planned quality
Education for All
 Education For All (EFA)
o Education for All is a global movement led
by UNESCO (United Nation Educational, Scientific and
Cultural Organization), aiming to meet the learning
needs of all children, youth and adults by 2015.
o EFA was adopted by The Dakar Framework in April
2000 at the World Education Forum in Senegal, Africa,
with the goal in mind that all children would receive
primary education by 2015.
o Not all children receive the education they need or
want, therefore this goal was put in place to help those
children.
o UNESCO has been assigned to lead the movement and coordinate the
international efforts to reach Education for All.
o Governments, development agencies, civil society, non-government
organizations and the media are but some of the partners working
toward reaching these goals.
o The EFA goals also contribute to the global search of the eight
Millennium Development Goals (MDGs), especially MDG 2 on
universal primary education and MDG 3 on gender equality in
education, by 2015.
o The Fast Track Initiative (now called Global Partnership for
Education) was set up to implement the EFA movement, aiming at
"accelerating progress towards quality universal primary education".
o UNESCO carries works with others around the world to
reach a mutual understanding for everyone to work well
composed .
o UNESCO coordinates international cooperation which
allows access to education, grow and live in a diverse
community, learn from advancements in technology, and
freedom of expression.
o This cooperation allows UNESCO to work with others to
create opportunities for children and other citizens around
the world.
o Goals are created to provide all children with an elementary
education, which is important to some families.
o Educational programs are also created from side to side the
cooperation.
o Azoulay was elected as the Director-General on November 15,
2017 for a four-year term.
o Azoulay has importance in place and one of the highest ones is
education. Working with others will allow education programs to
spread globally.
o Azoulay is working hard to make sure all these goals and
cooperation are kept in line to help better the present and future for
children and other citizens.
o She believes that these issues faced by countries cannot be met by
one country alone, therefore working with different countries will
make it more possible to solve these issues and meet goals.
  World Education Forum (Dakar, Senegal, 2000)
o In 2000, ten years later, the international community met again at the
World Education Forum in Dark ,Senegal an event which sketched 1100
participants.
o The forum took stock of the fact that many countries were far from
having reached the goals established at the World Conference on
Education for All in 1990.
o The participants agreed on the Dakar Framework for Action which re-
affirmed their commitment to achieving Education for All by the year
2015, and identified six key measurable education goals which aim to
meet the learning needs of all children, youth and adults by 2015.
o In addition, the forum reaffirmed UNESCO's role as the lead
organization with the overall responsibility of coordinating other
agencies and organizations in the attempts to achieve these goals.
The six goals established in The Dakar Framework for Action,
Education for All: Meeting Our Collective Commitments are:
•Goal 1: Increase early childhood care and education
•Goal 2: Provide free and compulsory primary education for all
•Goal 3: Promote learning and life skills for young people and
adults
•Goal 4: Increase adult literacy by 50 percent
•Goal 5: Achieve gender equality by 2005, gender equality by
2015
•Goal 6: Improve the quality of education
o One of the six EFA goals is to provide access to free and
compulsory primary education of good quality
to all children, irrespective of race and gender. ... 55
percent of all out-of-school children are girls, and
Pakistan has the second largest gender inequality for
enrolment in the South Asian region.
o Pakistan's Commitment to Education-For-All Pakistan
committed to achieving goals of Dakar Framework of
Action and took the lead in emerging National Plan of
Action for EFA during 2002, monitored by preparation of
Provincial and District EFA Plans.
 EFA Goals in Pakistan

o One of the six EFA goals is to provide access to free and

compulsory primary education of good quality to all
children, irrespective of race and gender.
o Pakistan is already lagging behind in its goal to achieve
universal primary enrolment and a 100 per cent survival
rate.
o The current net enrolment rate is 69 percent — up from
57 percent in 2002. At a survival rate of 67 percent,
children across the country are dropping out of school
due to various social and financial factors and 6.7 million
children are still out of school.
Recruitment of Teachers
 Definition
 Teacher recruitment is the process of providing an satisfactory
number of quality applicants.
 Teacher selection is the process of choosing only high-quality
employees from among the collected applicants.
 High-quality teachers combine instructional policies with clearly
focused goals and high expectations for both behavior and
learning in order to promote student achievement (Cotton,
2000). he interview is an opportunity to integrate all the different
sources of information about a candidate (Casteter, 1996).
 If interviewers are aware of teacher quality indicators, they will
have a toolkit of items that are likely to be indicative of teacher
effectiveness.
 Along with other job-relevant information collected in the selection
process—for example, writing samples, portfolios, or observations of
demonstration lessons—such indicators allow us to be better informed
about what to look for in an applicant and, consequently, more skilled at
making research-informed hiring decisions.
 In the early 1990s there were 87 elementary teacher-training institutions
offering a one-year program leading to the Primary Teaching Certificate
(PTC) for teachers in grades one to five or the Certificate of Teaching
(CT) for teachers in grades six to eight.
 While the PTC course needs 10 years of education for admission to it, the
CT course requires 12 years and an FA/FSC certificate.
 The Allama Iqbal Open University also offers distance education courses
for its PTC and CT programs.
 There are three types of programs for training of teachers
in Pakistan.
 The first is the one-year primary school teacher-training
program in basic subjects and methods of teaching,
including child psychology.
 The secondary school teachers are required to join one of
the many teachers' training colleges or a university
department of education either for a one-year program
leading to the Bachelor of Education diploma or a three-
year program leading to a Bachelor of Education degree..
 The admission to either program requires a bachelor's or
master's degree in any discipline from any university.
 The higher-level work leading to degrees in education at the master's or
the doctorate level is done in the departments of education in the
universities, which produce specialists as well as academic administrators.
There are also several in-service training programs for "untrained"
teachers or for upgrading the curriculum.
 Teachers sent to such programs are nominated by the school principals and
approved by the district officer and generally receive full salary during the
in-service training
 Sindh
 Currently, there are 150,243 public sector teachers in Sindh as per government data. As
part of the reforms programme outlined in the Sindh Education Sector Plan 2014-18, the
provincial government has committed to make the teacher recruitment process merit-
based.
 While simple to explain, the recruitment process in the southern province is time
consuming. According to the new recruitment policy enforced in 2012, teachers are now
hired through a test held by the National Testing Service (NTS) after posts are advertised
by the education department.
 NTS was hired through good request in November 2012 to conduct tests of candidates for
teaching posts at the school level. As per the set criteria, 60% or more marks are required
to pass the test. In order to promote more women teachers, female candidates with 60% or
more marks awarded an additional 20 marks. After the NTS test is held , the results are
made public through the display of a merit list.
 The eligibility of efficacious candidates and their identifications is
then verified by a District Recruitment (DRC), headed by the District
Coordination Officer (DCO) and includes the district education
officer, district officers and educationists.
 After verification, a report is submitted to the Reform Support Unit
(RSU) which forwards it the donor, the World Bank, for selection.
After the donor endorses the results, the teachers are notified of their
recruitment.
 Although seemingly transparent, this mode of recruitment faces
delays because of the involvement of many stakeholders. According
to media sources, there is still a backlog of about 16, 000 letters for
teaching posts advertised in 2012.
 The issue of ghost teachers is also quite prevalent in Sindh where
over 40, 000 such cases were identified in 2014. The government is
aware of these issues, and with the reform programme focusing on
ensuring transparency and merit based selection, perhaps these
problems will also be pressed out in coming days.
 Punjab
 Punjab currently has a teaching workforce of 323, 225 teachers serving in 53,448
public sector schools. Punjab Education Sector Reform Programme (PESRP) was
implemented in the province between 2014 and 2007 with support from the World
Bank.
 Although PESRP delivered systematic improvements in teacher recruitment and
placement, there was visible changes in this regard. Under PESRP-II, with the
support of UKaid, many steps have been taken to ensure transparency in the
recruitment process.
 The government of Punjab adopted a merit-based policy for hiring in 2013 when it
approved the Recruitment Policy for 29,822 educators. In general, the district
governments are responsible for the whole recruitment process.
 Similar to what other provinces are practicing, a salient feature of the Recruitment
Policy 2013 was the entry test conducted by NTS which merits a 10% weightage
in the overall grading of the candidate.
 Similarly, 85% weightage is for the academic qualification and 5% for the
interview. After the results of NTS are out, candidates securing 45% marks or
more are notified and the vacant posts are advertised across the districts.
 The notified candidates are then called in for an interview which primarily
consists of document verification. After the 5% interview marks are assigned, a
second and final merit list is displayed after which the postings are made.
 Despite the efforts to make the recruitment process transparent, there have
been reports in newspapers from various candidates who, despite having
qualified on merit, were not considered because of issues like obtaining No
Objection Certificates (NOCs) from the highest competent authority and
clerical misconducts.
 All-in-all, the recruitment process in Punjab has been majorly merit-based
recently and is expected to be more transparent in future appointments.
 Khyber-Pakhtunkhwa

 There are currently 118,756 teachers working in 27,892 public schools in

Khyber Pakhtunkhwa. Since early 2014, the provincial government has
also started recruiting teachers bassed on test conducted by the NTS after
rules were amended in 2012.
 However, along with clearing the NTS test, the candidate must also
possess a professional teaching degree. Like Punjab, these teachers are
hired on a contractual basis and then regularised after a period of around
three years in service.
 Similar to the practice undertaken in Sindh, union council-based
recruitment has been initiated in K-P for primary teachers as well in order
to address the issue of shortages in rural areas.
 In order to improve the standard of education in public schools, the
government is also considering an option to conduct NTS examinations for
the current teachers employed by the education department.
 If they fail to achieve 50% or more marks, the teachers will be allowed to
seek an honourable handshake policy. Media reports in the past have
identified many teachers, including women, who had been recruited to
perform their duties away from home.
 However, the government now allows candidates to specify five nearby
schools of their choice in the entry form. Overall, the teacher recruitment
process in the province has now improved after the recent reforms
Admission Procedure at
Higher Education Level
 Introduction
 Admission systems are part of a key pipeline to better
education, better work opportunities and better lives .
They provide the transition between secondary schooling
and higher education, and for some people, a transition
later in their lives from work or family life back into
higher education. They also lay the foundation for
graduate achievement. The admission system is a process
of matching, direction and selection which enables
students to graduate with the new skills required for the
networked knowledge society. These advanced skills and
competences will enable graduates to benefit from future
changes in the job market and will help them to become
active citizens in their society.
 Definition

 “It is the process through which students enter the in

higher education at universities and colleges system vary
widely from country to country and sometimes institution
to institutions.”
Rules for Admission at higher level

 Admission shall be based upon on merit .And merit , in

turn , will be strong-minded by the Admission committee ,
as per laid down admission criteria.
 If any Candidate fails to appear before the admission
committee for interview or for admission test on the fixed
date and time , He\She may be considered for admission
with late fee payment
Rules for admission at higher level
 Candidates shall apply to the university within Ten Days of
declaration of the examination for the relevant programme , or by
the date as announced by the university
 If any of the participants given by a candidate in his\her admission
for application are found incorrect or wrong , or if any material
facts are suppressed by him\her , He\ She shall be refused for
admission. If wrong statement or suppression of facts is detected
after a candidate has been granted admission . His\her admission
shall be canceled and his \her name removed from University roll ,
NO REFUND dues paid, Shall be Admissible
Procedure of admission

o Entry requirements
o English language requirements
o Documenting your eligibility for studies
o Entry Test
o Scholarship
o Fee Structure
Refences
Beech, J. (2006). The theme of educational transfer in comparative education:
A view over time. Research in Comparative and International Education, 1(1),
2–13.
Isani, U. A. G., & Virk, M. L. (2006). Higher education in Pakistan.
Islamabad: National Book Foundation. Kubow, P. K., & Fossum, P. R. (2007).
Comparative education: Exploring issues in international context. Boston:
Pearson Merrill. Cohen, P. (2004).
The idea of Pakistan. Washington, D.C: Brookings Institute. Cowen, R.
(2000). Comparing futures or comparing pasts? Comparative Education,
36(3), 333–342. Lawal, B. O. (2004).
Comparative education. Osogbo: Swift Publishers Nigeria Ltd. Mallinson, V.
(1975). An introduction to comparative education (4th ed.).
London: Heinemann. Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009).
Preschool in three cultures revisited: Japan, China, and the United States.
Chicago: University of Chicago Press
Adamson, B. (n.d.). Comparative education research: Who,
what, and why? Retrieved from:
Commonwealth of Learning. (2000). Comparative education:
Themes and trends in comparative education in SADC
countries.
UNESCO Education for All Global Monitoring Report.
Iqbal, M., & Khan, S. M. (2011). Comparative analysis of
teacher education programs at Pakistan and UK. European
Journal of Social Sciences, 21(2).
 Links
https://en.unesco.org/gem-report/
www.bangor.ac.uk/cell/downloads/bob_adamson_0311.ppt
http://connection.ebscohost.com/c/articles/67466984/
https://education.stateuniversity.com/pages/1149/Pakistan-TEA
CHING-PROFESSION.html
http://www.col.org/stamp/Module18.pdf