Education Full

2010-02-06T20:13:00.000-08:00

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Education in Singapore

2010-01-24T21:17:00.000-08:00

Children attend secondary school for the first 4 levels, followed by either junior college for 2 year courses or centralised institutes for 3-year courses.
Based on results of the Primary School Leaving Examination (PSLE), Singapore's students undergo secondary education in either the Special(Abolished in 2008), Express, Normal streams or the Integrated Programme which was implemented in 2004. Both the Special and Express are 4-year courses leading up to a Singapore-Cambridge General Certificate of Education (GCE) 'Ordinary' - 'O' level examination. The difference between Special and Express is that the former takes higher Mother Tongue, which can be used as a first language in exams instead of the subject "mother tongue" that Express students take. However if some Express students can cope with higher Mother Tongue, they are allowed to used it as a first language in exams too.
The Normal stream is a four-year course leading up to a Singapore-Cambridge GCE "Normal" - "N" level examination, with the possibility of a 5th year followed by a Singapore-Cambridge GCE "Ordinary" - "O" level examination. It is split into "Normal (Academic)" and "Normal (Technical)" where in the latter students take subjects that are technical in nature, such as Design and Technology.
After the second year of a secondary school course, students are typically streamed into a wide range of course combinations, making the total number of subject they have to sit for in "O" level six to ten subjects. This includes science (Physics, Biology and Chemistry), humanities (Elective Geography/History, Pure Geography/History, Social Studies, Literature, etc.) and additional mathematics subject at a higher level, or "combined" subject modules.
Some schools have done away with the O level examination, and pupils only sit for the A level examination or the International Baccalaureate at the end of their sixth year (known as Year 6 or Junior College 2).
Co-curricular activities have become compulsory at the Secondary level, where all pupils must participate in at least one core CCA, and participation is graded together with other things like Leadership throughout the four years of Secondary education, in a scoring system. Competitions are organised so that students can have an objective towards to work, and in the case of musical groups, showcase talents.

Education in Pakistan

2010-01-24T21:16:00.000-08:00

Secondary school in Pakistan begins from grade 9 and lasts for four years. Upon completion of grade 10, students are expected to take a standardised test administered by a regional 'Board of Intermediate and Secondary Education'. Upon successful completion of this examination, they are awarded a 'Secondary School Certificate' or SSC. This used to be called matriculation certificate or matric for short. Students then enter a college and complete grades 11 and 12. Upon completion of grade 12, they again take a standardised test which is also administered by the regional boards. Upon successful completion of this test, students are awarded the 'Higher Secondary School Certificate' or HSSC. This used to be called the F.Sc./F.A. or 'intermediate'. There are many streams students can choose for their 11 and 12 grades, such as pre-medical, pre-engineering, humanities, social sciences, business, and theology. Some technical streams have recently been introduced for grades 11 and 12. It is important to note that the two subjects 'Pakistan Studies' and 'Islamic Studies' or Islamiyat are compulsory and taught at every level. also has something to do with A levels and O levels However, currently there has been an increasing trend in children from affluent families obtaining O/A Level qualifiactions based on the British system. These qualifications are coming to be more respected socially and in terms of job employment.

Education in New Zealand

2010-01-24T21:07:00.000-08:00

In New Zealand students attend secondary school from the ages from about 13 to 18. Formerly known as Forms 3 to 7, these grades are now known as Years 9 to 13. Schooling is compulsory until the student's 15th (with permission) or 16th birthday. In some areas of the country, secondary school is colloquially known as "college". NCEA is the Government-supported school qualification. New Zealand also has intermediate schools, but these cover the last two years of primary education (years 7 and 8) and are not secondary schools. New Zealand also sends aliens off to receive education in some other country.

Education in Netherlands

2010-01-23T21:27:00.001-08:00

In The Netherlands, high school is called middelbare school (literally: "medium school") and
starts right after the 6th grade of primary school (group 8). The pupils who attend high
school are around the age of 12. Because education in the Netherlands is compulsory between
the ages of 5 and 16 (and partially compulsory between the ages of 16 and 18), all pupils
must attend high school.
The high schools are part of the voortgezet onderwijs (literally: "continued education").
The voortgezet onderwijs consist of 3 main streams: VMBO, which has 4 grades; HAVO, which
has 5 grades; and VWO, which has 6 grades. Recommendation for a particular stream is done by
means of a test (CITO) and the advice of the grade 6 teacher. The final choice for a stream
remains with the pupil and his/her parents. It is possible to switch between streams and a
pupil can also do HAVO after he/she has completed VMBO. The same is true for a pupil who
wants to follow VWO education after having completed HAVO.

Education in Malaysia

2010-01-23T21:26:00.000-08:00

Secondary education, like primary education is now compulsory in Malaysia. Primary schools
run from Year 1 to Year 6 (also known as Standard 1 to 6, for children aged 6+ to 12+), at
the end of which they sit for the UPSR (Ujian Pencapaian Sekolah Rendah or Primary School
Assessment Examination). Secondary schools run for seven years, known as Forms 1, 2, 3, 4,
5, Lower 6 and Upper 6. Not all schools offer all forms. Many secondary schools stop at Form
5. Forms 1 to 3 are known as the lower secondary level and at the end of Form 3, pupils sit
for the PMR (Penilaian Menengah Rendah or Lower Secondary Assessment) examination. This
replaced the SRP (Sijil Rendah Pelajaran) or LCE (Lower Certificate of Education) where a
pass was required for promotion to Form 4. At the end of Form 5, pupils sit for the SPM
(Sijil Pelajaran Malaysia or MCE Malaysia Certificate of Education), equivalent to the
O-Level examination. (The label is based on the old British examination known as the 'School
Certificate' examination.) At the end of Upper 6, pupils sit for the STPM (Sijil Tinggi
Pelajaran Malaysia, formerly HSC Higher School Certificate). (The label is based on the old
British examination, the 'Higher School Certificate', and this name is still used in
Australia.) Automatic promotion up to Form 5 has been in place since 1996.

Education in India

2010-01-23T21:25:00.000-08:00

In India, high school is a grade of education from Standards IX to XII. Standards XI and XII
are also called Higher Secondary School, Senior Secondary School or Junior College. Usually,
students from ages 14 to 18 study in this section. These schools may be affiliated to
national boards like CBSE ICSE or various state boards. Education is compulsory until age
14. Most Schools are stand alone units except a few like the Delhi Public School Society
which has 125 schools across the country. Most schools are day schools in major cities
however, there are some popular residential schools such as the St. George's College, Doon
school, Scindia school, Mayo college girls' school etc.

Education in Germany

2010-01-23T21:23:00.000-08:00

The German school system is free and mandatory to age 18. After the Grundschule (Elementary
School, 4-6 years), students are suggested to four different secondary education schools, on
which they have the final say about; a fourth type is accompanying an apprenticeship
students have to decide on if they haven't reached the age of 18 (usually when having
decided for Hauptschule or Realschule, previously):
Hauptschule - designed for students going into a trade (e.g., carpentry, masonry, etc.) and
is finished at the 9th or 10th class. Realschule - designed for students going into a profession and is finished at the 10th
class. Berufsschule - designed for accompanying an apprenticeship after Haupt- or Realschule;
mandatory to age 18. Gymnasium - designed for students going to university/college and finishes at the 12th (G8)
or 13th (G9) class. Gesamtschule (comprehensive school, could be compared to american Highschools)

Education in Denmark

2010-01-23T21:21:00.000-08:00

In Denmark it is mandatory to be in school until the 9th year of school education, but a
majority of pupils between ages 16 to 18 or 19 usually go through the "Gymnasium", which is
University-preparatory. The starting age for compulsory school education is 6 or 7 years
old, with an optional pre-school year which nearly every child attends.

Education in Australia

2010-01-23T21:13:00.000-08:00

School is compulsory in Australia between the ages of five/six-fifteen/sixteen or seventeen,
depending on the state, with, in recent years, over three-quarters of people staying on
until their thirteenth year in school. Government schools educate about two-thirds of
Australian students, with the other third in independent schools, a proportion which is
rising in many parts of Australia. Government schools are free although most schools charge
what are known as "voluntary" contributions, while independent schools, both religious and
secular, charge fees. Regardless of whether a school is government or independent, it is
required to adhere to the same curriculum frameworks. Most school students, be they in
government or independent school, usually wear uniforms, although there are varying
expectations.

Secondary education

2010-01-23T20:44:00.000-08:00

Secondary education is the stage of education following primary school. Secondary education
is generally the final stage of compulsory education. However, secondary education in some
countries includes a period of compulsory and a period of non-compulsory education. The next
stage of education is usually college or university. Secondary education is characterized by
transition from the typically compulsory, comprehensive primary education for minors to the
optional, selective tertiary, "post-secondary", or "higher" education (e.g., university,
vocational school) for adults. Depending on the system, schools for this period or a part of
it may be called secondary schools, high schools, gymnasia, lyceums, middle schools,
colleges, vocational schools and preparatory schools, and the exact meaning of any of these
varies between the systems.

Majority of foreign graduates flunk UHS exams

2010-01-23T20:43:00.000-08:00

LAHORE: Hardly 10 per cent of the Pakistani students who have done their MBBS and BDS from 19 foreign countries have got through the exam conducted by the National Examination Board to test their ability before awarding them licence to practice in the country.
The NEB was constituted by the Pakistan Medical and Dental Council to make the graduates from other countries prove their mettle, but now it has been handed over to the University of Health Sciences, Lahore. The UHS vice-chancellor is the chairman of the board (NEB).
Accordingly, theoretical examination was held in Islamabad on Jan 17. The registration examination is conducted twice a year and it is mandatory for every foreign doctor or dentist to pass this examination before being allowed to practice in Pakistan.
UHS Vice-Chancellor Prof Husain Mubashar announced the NEB result on Friday at a press conference. “A total of 526 Pakistanis who have done their medical graduation from 19 different countries appeared in the examination. Only 52 got through with 9.88 percentage. However, none of the 11 dental graduates could pass the exam,” he said.
He said the NEB conducts examination to determine the professional competence of a candidate for registration and equivalence of his/her foreign medical and dental qualifications. He said the successful candidates would also appear in the clinical test of the NEB.
Among those who graduated from China, twenty-two of the 157 candidates have passed the exam. From Kyrgyz Republic; eight of the 120 students have passed, from Kazakhstan; 14 of the 83 have passed, from Iran; three of the five have passed. A candidate each from Ukraine, Russia and Bangladesh has got through. Sixty-two medical graduates from Afghanistan appeared and none of them could pass the exam.
“Some 22 Pakistani graduates from Allama Iqbal Medical College, Lahore and Services Institute of Medical Sciences have been asked to attempt the same question paper. Of them, 21 passed the exam,” Prof Mubbashar said.
Pertinent to mention is the fact that the candidates have unlimited chances to appear in the examination (conducted twice a year) to get a licence.
Jinnah Hospital’s Professor of Dermatology and Dermatologic Surgery Azim Jahangir Khan said there was a need to create awareness among the parents not to send their children to such countries. “The parents must check with the PMDC before sending their children to the countries where the standard of medical education is poor,” he said.
Prof Khalida Waheed said the PMDC had handed over the task to the UHS because of its high security, validity and transparent examination system.

Students of design awarded degree in fine arts

2010-01-23T20:39:00.000-08:00

DADU, The University of Sindh awarded the degree of bachelors of fine arts to three students of the design department in its recent convocation.
Ms Sabeen Naeem, Ms Samreen Khilji and Ms Huma Gul told Dawn that they had been visiting the university offices for correction of nomenclature of their degrees, but to no avail.
Sabeen said that she got admission to the Institute of Art and Design, University of Sindh, in 2005, in the four year degree programme of communication design. But at the end of her studies, the university had awarded her the degree in fine arts, she said.
Ms Samreen Khilji of the department of communication design said that National College of Arts Lahore, Indus Valley School of Arts and Architecture Karachi, University of Karachi and some 40 other degree-awarding intuitions recognised by HEC were awarding the degrees of bachelor of design to their students.
She said: “This is our time to go in the market and find a job, but we are trying to resolve the problem.” She said that they had met the vice-chancellor who agreed with their point of view and issued directives to the authorities concerned, but the issue remained unresolved.
She said that at the institute, four different departments had been merged.
Ms Huma Gul, a graduate of textile design, alleged that students of design were advised to get the degree of fine arts which would not be accepted in the design market.
She said that bachelors of design degree was an approved nomenclature of the University of Sindh and it had awarded the degree with this nomenclature to student of Federal College of Arts and Design, Jamshoro, in 2006-07.
DIRECTOR: When contacted, institute’s director Dr Mohammad Ali Bhatti said that this was a mistake of the examination branch and the matter would be resolved in two days.

HEC offers PhD scholarships for FATA journalists

2010-01-23T20:35:00.000-08:00

Islamabad, The Higher Education Commission (HEC) has invited applications for 10 PhD scholarships in Journalism for FATA journalists under the Project ’Provision of Higher Education Opportunities for Students of Balochistan and FATA’.
HEC has been endeavoring to provide special opportunities to the talented students from less privileged regions of Pakistan, including Federally Administered Tribal Areas.
These scholarships have been offered keeping in view the contemporary advancements in the field of media and journalism, and to strengthen the skills of FATA journalists. Scholarship details and application form are available. Last date for submission of application form is January 30, 2010.

Teacher education policy

2010-01-23T20:32:00.000-08:00

The process by which teachers are educated is the subject of political discussion in many
countries, reflecting both the value attached by societies and cultures to the preparation
of young people for life, and the fact that education systems consume significant financial
resources (of which teacher salaries is often the largest single element).
However, the degree of political control over Teacher Education varies. Where TE is entirely
in the hands of universities, the state may have no direct control whatever over what or how
new teachers are taught. In other systems, TE may be the subject of detailed prescription
(e.g. the state may specify the skills that all teachers must possess, or it may specify the
content of TE courses).
In many states, the process of acquiring the relevant knowledge and skills to be a teacher
(qualification) is separate from the process of acquiring the official permission to teach
in public schools (registration, or licensing).
Policy cooperation in the European Union has led to a broad description of the kinds of
attributes that teachers in EU Member States should possess: the [Common European Principle
for Teacher Competences and Qualifications

Quality assurance

2010-01-23T20:29:00.000-08:00

The quality of the work undertaken by a teacher has significant effects upon his or her
pupils or students. Further, those who pay teachers' salaries, whether through taxes or
through school fees, wish to be assured that they are receiving value for money. Ways to
measure the quality of work of individual teachers, of schools, or of education systems as a
whole, are therefore often sought.
In most countries, teacher salary is not related to the perceived quality of his or her
work. Some, however, have systems to identify the 'best-performing' teachers, and increase
their remuneration accordingly. Elsewhere, assessments of teacher performance may be
undertaken with a view to identifying teachers' needs for additional training or
development, or, in extreme cases, to identify those teachers that should be required to
leave the profession. In some countries, teachers are required to re-apply periodically for
their license to teach, and in so doing, to prove that they still have the requisite skills.
Feedback on the performance of teachers is integral to many state and private education
procedures, but takes many different forms. The 'no fault' approach is believed by some to
be satisfactory, as weaknesses are carefully identified, assessed and then addressed through
the provision of in service training.

Continuous professional development

2010-01-23T20:28:00.000-08:00

Because the world that teachers are preparing young people to enter is changing so rapidly,
and because the teaching skills required are evolving likewise, no initial course of teacher
education can be sufficient to prepare a teacher for a career of 30 or 40 years. Continuous
Professional Development is the process by which teachers (like other professionals) reflect
upon their competences, maintain them up to date, and develop them further.

Induction of beginning teachers

2010-01-23T20:16:00.000-08:00

Teaching involves a complex set of tasks. Many teachers experience their first years in the
profession as stressful. The proportion of teachers who either do not enter the profession
after completing initial training, or who leave the profession after their first teaching
post, is high a distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc), and inducting a new teacher into the teaching
profession (providing the support necessary to help the beginning teacher develop a
professional identity, and to develop the basic competences that were acquired in college.)
A number of countries and states have put in place comprehensive systems of support to help
beginning teachers during their first years in the profession. Elements of such a programme
can include mentoring: the allocation to each beginning teacher of an experienced teacher,
specifically trained as a mentor; the mentor may provide emotional and professional support
and guidance; in many US states, induction is limited to the provision of a mentor, but
research suggests that, in itself, it is not enough. a peer network: for mutual support but also for peer learning. input from educational experts (e.g. to help the beginning teacher relate what she learned
in college with classroom reality) support for the process of self-reflection that all techers engage in (e.g. through the
keeping of a journal).
Some research suggests that such programmes can: increase the retention of beginning
teachers in the profession; improve teaching performance; promote the teachers' personal and
professional well-being
The most notable speakers on new teacher induction include Todd Whitaker, Robert Marzano,
and Annette Breaux

Organization

2010-01-23T20:09:00.000-08:00

Initial teacher education may be organized according to two basic models.
In the 'consecutive' model, a teacher first obtains a qualification (often a first
university degree), and then studies for a further period to gain an additional
qualification in teaching; (in some systems this takes the form of a post-graduate degree,
possibly even a [[Master's degreeMasters]]).
The alternative is where a student simultaneously studies both in an academic subject and
the ways of teaching that subject, leading to a qualification as a teacher of that subject.
Other pathways are also available. In some countries, it is possible for a person to receive
training as a teacher under the responsibility of an accredited experienced practitioner in
a school.
Teacher Education in many countries takes place in institutions of [[Higher Education]]. In
the United States, approximately one-third of new teachers being hired are coming through
alternative routes to teacher certification according to testimony given by Emily
Feistritzer, the President of National Center for Alternative Certification and the National
Center for Education Information, to a congressional subcommittee on May 17, 2007. However,
many alternative pathways are affiliated with schools of education, where candidates still
enroll in university-based coursework. A supplemental component of university-based
coursework is community-based teacher education, where teacher candidates immerse themselves
in communites that will allow them to apply teaching theory to practice. Community-based
teacher education also challenges teacher candidate's assumptions about the issues of
gender, race, and multicultural diversity.

Teacher education

2010-01-23T20:03:00.000-08:00

Teacher education refers to the policies and procedures designed to equip prospective
teachers with the knowledge, attitudes, behaviors and skills they require to perform their
tasks effectively in the classroom, school and wider community.
Teacher education is often divided into:
initial teacher training / education (a pre-service course before entering the classroom as
a fully responsible teacher); induction (the process of providing training and support during the first few years of
teaching or the first year in a particular school); teacher development or continuing professional development (CPD) (an in-service process for
practicing teachers). The process of mentoring is also relevant.
There is a longstanding and ongoing debate about the most appropriate term to describe these
activities. The term 'teacher training' (which may give the impression that the activity
involves training staff to undertake relatively routine tasks) seems to be losing ground to
'teacher education' (with its connotation of preparing staff for a professional role as a
reflective practitioner)

Importance of education in economic development

2010-01-22T20:11:00.000-08:00

Education, a strong correlation with economic development
Islamabad, Oct 12: Education is considered to have a strong correlation with social and economic development. In contemporary times when the focus is on the 'knowledge economy' the role of education becomes all the more important in the development of human capital.

After all, a society of literate and skilled citizens has more chances of development at the economic and social levels.

Education can reduce poverty and social injustice by providing the underprivileged resources and opportunities for upward social mobility and social inclusion. Yet, until the National Education Policy (NEP) 2009 was unveiled, the budgetary allocation for education in Pakistan was on the decline.

The lack of political commitment of the state has resulted in multiple educational systems which are inherently discriminatory and biased in nature. A large number of students are unable to attend schools. According to the Education For All Global Monitoring Report (2007), almost 6.5 million children in Pakistan do not go to school. Countries like India, Ethiopia, Mozambique, Ghana, Niger, Kenya and Mali are placed in relatively better positions. The only country that has a worse situation than Pakistan's is Nigeria, with more than eight million children out of school.

A large number of students who make it to schools, however, drop out by class five. According to NEP, about 72 per cent make it to grade five which means a dropout rate of 28 per cent. This significant figure further brings down the chunk of the population that makes it to school.

Such a large number of students outside school means that they are deprived of the opportunity to learn and acquire skills for playing a meaningful role in society. Social exclusion is a great loss at the individual and societal levels. Most of these out-of-school children experience poverty and unemployment and some get involved in criminal activities as well. Constitutionally, the provision of basic education to citizens is the state's responsibility. Is the state carrying out its responsibility? The state needs to analyse the reasons be hind the number of out-of-school children. They come from poor families and cannot afford the luxury of education despite their desire for it.

The real issue of educational apartheid comes to the surface only after joining a school. Enrolling in a school does not ensure the provision of quality education. There is one question which is central to quality: what kind of school is it? The answer to this question may include the state of the building, faculty, management, curriculum, textbooks, examination system and medium of instruction as well as the socio-economic background of the children.

The reference to socio-economic background is crucial as schools - like social classes - are stratified in terms of social status. So social exclusion is not only at the access level but also at the quality level. The widening difference between private and public schools is responsible for the gaping chasm between resources and opportunities given to the poor and the rich. Children from elite schools have enhanced chances of employment and social integration whereas children from public schools, no matter how bright they are, are disadvantaged in terms of getting exposure to quality education.

The famous slogan 'education for all' needs to be revisited. Is it sufficient to enrol every child in school? The continuance of disparity and exclusion goes on depending on the quality of the school. Thus the slogan needs to focus on 'quality education for all'. It is the quality aspect which is missing in disadvantaged schools. Instead of taking some constructive measures to improve the conditions the state is taking the easy route of offering private schools as an alternative.

Government officials publicly give statements that public schools have failed and the only alternative left is private schools. I do not intend to underplay the significant role private schools can play in the uplift of the educational system in Pakistan. My only contention is that they are there to complement the system and should not be presented as an alternative to public education.

Education has failed miserably to reduce poverty gaps, social injustice and oppression. The education policy suggests that "the educational system of Pakistan is accused of strengthening the existing inequitable social structure as very few people from public-sector educational institutions could move up the ladder of social mobility".

What action plan has been given in the new education policy to ensure that this won't happen in the future? Simply referring to a problem does not mean that it has been taken care of. The education policy should have given a clear and concrete blueprint to combat social exclusion, inequality and social injustice. The existing discriminatory educational systems are not only perpetuating the socio-economic gaps between the haves and have-nots, they are also responsible for further widening these gaps.

The writer is director of the Centre for Humanities and Social Sciences at the Lahore School of Economics and author of Rethinking Education in Pakistan.

Education History

2010-01-22T20:09:00.000-08:00

Our current education system dates back to the Industrial Revolution. At the time, our country needed to prepare its agricultural workers for factory jobs. So we built a school system that catered to the mass production mentality. This education system was efficient and measurable, and it churned out students who were ready to face the demands of our nation’s new economy.

In today’s age of instant information, the Industrial Revolution is a distant memory. So why is it that we still educate our students as if preparing them for a life of machine and assembly line work? Teaching by rote and following rigid academic agendas doesn’t cut it anymore. To say our scholastic curriculum is outmoded is putting it nicely.

Today’s children need to learn the skills that will help them in today’s job market and today’s society. They need to learn how to make decisions on their own, work well with others, and sift through vast amounts of information. And it’s time our schools rise to the occasion and fill this need.