TCA Lectures Highlight the difference in the teacher education curriculum of United Kingdom and Pakistan. BEd

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Ans: In Pakistan, education is a federal as well as provincial function. There is a Ministry of Education at Islamabad, which formulates the policies and plans at national level. It involves the provinces in the formulation of national education policies and plans. The provinces develop their own plans and execute according to their situations and available resources in the light of national education policies. Since the introduction of devolution plan in education sector in 2002, most affairs of the school education are dealt with the Executive District Officers (Education). For example, policy implementation, and supervision and monitoring of schools, recruitment and transfers of teachers are the main functions of the district governments. EDO (Education) is supported by district education officers (DEOs) and deputy district education officers (Dy. DEOs) and other staff. The other key roles and responsibilities like policy formulation, teacher training, and budget allocation to district governments to a large extent are still with the provincial governments. At provincial levels, the administrative head of the Education Department is ‘Secretary’ or in certain cases there are two secretaries: one for schools, designated as ‘Special Secretary (Schools) and the other ‘Special Secretary (Higher Education)’. They are supported by a number of additional and deputy secretaries and other staff. In the UK, on the other hand, education is the responsibility of each country. In each country, there is a separate institution which deals with all the affairs of education, though the role and functions differ more or less. For example, in England, there is a Department for Education and Skills (DfES); in Wales, Welsh Office; in Scotland, Scottish Executive Education Department (SEED); and in Northern Ireland, the Department of Education. There are some other bodies in each state like Training and Development.

Agency (TDA) in England; there is no such agency in Scotland, rather General Teaching Council (GTC) undertakes all such functions. Each country is responsible for framing its own policies and plans.

Curriculum:

Nature, Formulation and Responsible Authority In Pakistan, school curricula for grades 1-12 is the responsibility of the Ministry of Education, Curriculum Wing, Islamabad. In each province there is a Curriculum Bureau or Curriculum Research and Development Centre (CRDC) which provides academic support to the Ministry of Education, Islamabad. Curriculum formulation is a lengthy process, as the ministry has to take expert opinions from all regions of the country. The curriculum draft is finalized by the National Curriculum Review Committee, Islamabad. Thus uniform curriculum of each subject is followed all over the country; although textbooks in different subjects may vary across the provincial text book boards (PTB). The higher education curriculum in Pakistan is the function of the respective departments of the universities or colleges. The title of courses and broader framework are usually discussed in the faculty, and then each teacher plans in his/her own way to impart instructions in the classrooms.

United Kingdom’s System of Education

In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the government’s education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few schools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels)

Primary and Secondary Schools

Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16.

Examinations

At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities.

Educational Standards

Her Majesty’s inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports.