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Course: Perspective of Elementary Education (625)

Semester: Autumn, 2019
Level: B. Ed
Assignment No.02

Q. 1: Write down problems confronted to elementary education in Pakistan. What

steps can be taken to solve these problems??

Answer:

Education is the simple process of learning and knowing. It is not restricted to the schools
only. Education starts from the mother’s lap. Parents and family inculcate good manners and
make responsible citizens out of their children. Home is called first school of the children, but
the formal education starts from the school, where they are taught, how to behave and
understand what is going on around them.

Importance of Education

“The foundation of every state is the education of its youth”. Diogenes Laertius

Education is very important for every human being. It makes one able to understand what is
happening around us logically and clearly. Only educated person has the ability to take
practical decisions and make right moves at the right time. Human existence without
education is just like fecund land. Education not only enables individuals to put their potential
to best use and do something productive in the upcoming future, but also plays a main role

in shaping an individual to be a better, responsible citizen and an active member of the

society. An educated person with self-confidence and precise moves knows how to transform
the world. Education provides the ladder for achieving success in life and enables us to utilize
skills and caliber in a constructive way. Therefore, it’s the prime responsibility of an individual
to get educated and live a prosperous life while being a responsible citizen.

Problems in Education of Pakistan

Education is considered as the cheapest defense of a nation. But the down trodden condition
of education in Pakistan bears an ample testimony of the fact that it is unable to defend its
own sector. Though 62 years have been passed and 23 policies and action plans have been

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introduced yet the educational sector is waiting for an arrival of a savior. The government of
Pervaiz Musharraf invested heavily in education sector and that era saw a visible positive

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educational change in Pakistani society. Now a days, the economic situation in Pakistan is
under stress and education is the worse effected sector in Pakistan. The Constitution of
Islamic Republic of Pakistan says,

“The state of Pakistan shall remove illiteracy and provide free and compulsory

secondary education within minimum possible period.”

In Human development Report Pakistan is placed at 136th position for having just
49.9%educated populace. The primary completion rate in Pakistan, given by Date Center of
UNESCO, is 33.8% in females and 47.18% in males, which shows that people in the 6th largest
country of the world are unable to get the basic education.

Problems in Education

Following are the problems in education in Pakistan.

1. Education System is based on

Unequal Lines

The educational system of Pakistan is based on unequal lines. Medium of education is

different in both, public and private sector. This creates a sort of disparity among people,
dividing them into two segments.

2. Regional Disparity

Regional disparity is also a major cause. The schools in Baluchistan (The Largest Province Of

Pakistan By Area) are not that much groomed as that of Punjab (The Largest Province Of
Pakistan By Population). In FATA, the literacy rate is deplorable constituting 29.5% in males
and 3% in females.

3. Ratio of Gender Discrimination

The ratio of gender discrimination isa cause which is projecting the primary school ratio of
boys & girls which is10:4 respectively. For the last few years there has been an increase in the
growth of private schools. That not only harms the quality of education but creates a gap
among haves and has not.

4. Lack of Technical Education

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The lack of technical education is a biggest flaw in the educational policy that has never been
focused before. Therefore, less technical people mean less.

5. Funds

The allocation of funds for education is very low. It is only 1.5 to 2.0 percent of the total GDP.
It should be around 7% of the total GDP.

6. Untrained Teachers

The teachers in government schools are not well trained. People who do not getjob in any
other sector, they try their luck in educational system. They are not professionally trained
teachers so they are unable to train a nation.

7. Poverty

Poverty is also another factor that restricts the parents to send their children to public or
private schools. So, they prefer to send their children to madrassas where education is totally
free.

Recently, minister of education announced a new Education policy for that next 10 years. The
interesting thing is that the previous educational policy from 1998 to 2010 is still not expired.
Although it is projected to give new plans and to make more promises with the nation. It is
said in this policy that all the public schools will be raised up to the level of private schools.
No plan of action have been discussed, yet a notice is issued to private schools to induct
government course in 5th and 8th class and these classes will bound to take board exams.

This disturbed the students of private sector also.

Solutions for Educational System

Estimating the value of education, the Government should take solid steps on this issue.
Implementation instead of projecting policies should be focused on. Allocation of funds
should be made easy from provinces to districts and then to educational institutes.
Workshops must be arranged for teachers. Foreign states are using LSS system. This should
be inducted in Pakistani schools to improve the hidden qualities of children. Technical
education must be given to all the classes. The education board of Punjab has projected a
plan to give tech- education to the children of industrial workers. Promotion of the primary
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education is the need of time. Teachers, professors and educationists should be consulted
while devising any plan, syllabus or policy. The state seems to give up her responsibility and
totally relying on private sector. The need of time is to bring education in its original form to
masses. Burdening students with so much books will not work as he will not understand what
the world is going to do next moment. Education is the only cure of the instability in the state
and can bring revolution through evolution, by eradicating the social evils. This is how to
remove illiteracy in Pakistan.

{==============}

Q. 2: Compare National Education Association (NEA) with Provincial institute of

teacher education (PITE) Khyber Pakhtunkhwa and Sindh?

Answer:

The National Education Association (NEA) is America's oldest and largest professional
employee organization committed to the cause of public education (as well as to the well-
being of its members). Founded in 1857 in Philadelphia, and now headquartered in
Washington, D.C., in 2001 the NEA membership includes more than 2.6 million elementary
and secondary school teachers, college faculty, education support professionals, school
administrators, retired educators, and students preparing to become teachers. The NEA has
affiliates in every state as well as in over 13,000 local communities across the United States.

Membership
Anyone who works for a public school district, a college or university, or any other public
institution devoted primarily to education is eligible to join the NEA. The organization also
has special membership categories for retired educators and college students studying to
become teachers. More specific membership information can vary among state and local
affiliates. Members pay dues to be part of the NEA, and in return are provided with a wide
range of services from the organization. The NEA has long been active in trying to improve
the economic status of teachers and education professionals by assisting in the negotiating of
employment contracts with local school boards.

Issues the NEA includes in negotiations are salary schedules, grievance procedures,
instruction methods, transfer policies, discipline, preparation periods, class size, extracurricular

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activities, sick leave, and school safety. The NEA assists local affiliates in negotiations through
consultation by field representatives and through the production of resource materials. In
defining the role of its members, the NEA developed the Code of Ethics for the Educational
Profession. In 1975 NEA members adopted the code, which "indicates the aspiration of all
educators and provides standards by which to judge conduct."

Governance
The NEA is a democratic organization, and the structure and policy of the NEA are outlined in
the organization's constitution and bylaws. NEA members nationwide set association policy
and change the bylaws and the constitution of the organization–most notably through the
annual Representative Assembly (RA), which is held every July. The Representative Assembly is
the primary legislative and policymaking body of the NEA. It derives its powers from, and is
responsible to, the membership. NEA members at the state and local level elect the more
than nine thousand RA delegates, who in turn elect NEA's top officers, debate issues, and set
NEA policy at the Representative Assembly.

Between Representative Assemblies, NEA's top decision-making bodies throughout the year
are the board of directors and the executive committee. The board of directors consists of at
least one director from each association affiliated with the NEA, as well as an additional
director for each twenty thousand active NEA members in each state, six directors for the
retired members of the NEA, and three directors for the student members. The board meets
four times a year, plus one meeting in conjunction with the Representative Assembly.

The executive committee consists of nine members: the three executive officers of president,
vice president, and secretary treasurer, and six members elected at-large by delegates to the
Representative Assembly. The executive committee meets approximately seven times a year.

Staff And Administration

NEA is a volunteer-based organization supported by a network of staff at the local, state, and
national level. At the local and state level, NEA affiliates are active in a wide array of activities,
ranging from conducting professional workshops on discipline and other issues that affect
faculty and school support staff to bargaining contracts for school district employees. At the
national level, more than five hundred employees work for the NEA at its headquarters in

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Washington, D.C. The NEA staffing structure is designed to help realize the NEA's strategic
priorities.

Policies
During the 1998–2000 budget years, it was decided by the membership that the association's
priority work would concentrate on three areas of concern: student achievement, teacher
quality, and school system capacity to support student success. The organization's staff
departments were assembled with these three core priorities in mind.

Student achievement. Increasing student achievement is NEA's first strategic priority.

Making sure that all students have the skills and knowledge to function successfully in school
so that they may also succeed as adults is critical to the Association's strategic focus on
rebuilding public confidence in public education. This department is dedicated to helping
local affiliates address issues such as high-stakes testing and implementing standards-based
education. It also helps affiliates advocate for and influence instructional policy and practice
at the local level and implement the NEA's annual Read Across America child literacy event,
which is held every March 1 in honor of the birthday of Dr. Seuss (Theodor Geisel).

Teacher quality. The single most important factor in enhancing student achievement is
teacher quality. The NEA stands by the belief that without a qualified teacher in every
classroom, student learning is limited and access to quality education is compromised. NEA's
Teacher Quality Department is designed to help all teachers achieve high standards for
practice. Through this department, the NEA promotes rigorous standards for access to, and
graduation from, teacher preparation programs; advocates that all teacher education
institutions meet the high standards set by the National Council for Accreditation of Teacher
Education (NCATE); and insists on comprehensive teacher induction programs, which include
mentoring support systems for new teachers that enhance professional practice and teacher
retention. The department also seeks to ensure that all personnel hired to teach are fully
licensed; promotes the strategic recruitment and retention of licensed teachers in shortage
areas; advocates standards-driven professional development and teacher evaluation systems
that work to enhance performance; and advances strategies to increase the number of
teachers, particularly minority teachers, who become National Board Certified.

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School system capacity. The NEA is working to enhance school system capacity to assure
that America's schools have the staff, structures, and resources needed to improve student
achievement. Toward this end, work in this department establishes systems that support
quality teaching and high levels of learning. The NEA is also seeking to increase financial
support for public education, stimulate the recruiting and maintaining of quality school staffs,
improve the physical learning environment, ensure safe and orderly schools, promote equity
and excellence among school districts, and help educators, parents, and other interested
citizens develop more effective school management and decision-making processes.

Activities
At the state level, NEA activities are wide-ranging. NEA state affiliates, for instance, regularly
lobby legislators for the resources schools need, campaign for higher professional standards
for the teaching profession, and file legal actions to protect academic freedom.

At the national level, NEA's work ranges from coordinating innovative projects to
restructuring how learning takes place and fighting congressional attempts to privatize public
education. At the international level, NEA is linking educators around the world in an ongoing
dialogue dedicated to making schools as effective as they can be. On an individual level, NEA
members organize themselves into voluntary groups called caucuses.

NEA affiliates around the country celebrate three major events: Read Across America Day;
American Education Week (the week before Thanksgiving); and National Teacher Day (the
Tuesday that falls in the first full week of May, which is Teacher Appreciation Week).

Lobbying and elections. One of the most prominent education lobbying group in the nation,
the NEA is influential in politics–ranging from school board elections to the presidential
election. With 2.6 million members in America's schools, one in one hundred Americans is an
NEA member. This makes NEA a loud voice in America's public-education policy debate.

NEA's lobbying efforts are based on the initiatives passed by the Representative Assembly,
and usually involve school funding issues, student testing requirements, and federal funding
for needy schools. The NEA has a political action committee (PAC) named the Fund for
Children and Public Education, which is used to contribute funds to candidates running for

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office who uphold the principles of the NEA and its affiliates. Members donate to the PAC,
but it is not funded through dues assessments like many other labor union PACs.

Communications. The NEA is often called upon to serve as a voice for teachers and public
education in national media outlets. Usually the organization's president serves in this role,
though oftentimes NEA staff are also asked to be spokespeople for the association.
Additionally, the NEA produces and disseminates several publications. The most widely read
is the NEA Today monthly magazine, which is sent to all NEA members. There are also
publications put out by the NEA for its different constituencies, including retired members,
student members, and members in higher education institutions.

Research. As a way of serving its members, the NEA has a research department that looks
into issues concerning teachers and public education. The most widely used research
document produced by the NEA is the yearly Rankings and Estimates, which ranks state
school statistics such as teacher salaries, per-pupil expenditures, and student enrollment.
Every five years, the NEA research department produces Status of the American Public School
Teacher, which is an intensive look at the attitudes of members about their workloads and
toward the profession and compensation.

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Q 3: Compare system of elementary education of Pakistan and UK.

Answer:

The differences in education systems and structures of countries have led to different
economic growth rates and even impacted in the social-cultural structure. To maintain the
pillars of growth in a particular country, there is need to benchmark the education systems
among different countries (Lindley, J., 2009). This will in turn yield more efforts and human
resource equipped with sufficient manpower to revolutionize the economy f a country. For
instance, the Pakistan and U.K education sectors have recorded improvements and adopted
various policies and structures. In the two countries, there are various differences evident in
their education systems based on the six dimensions that will be discussed herein. These
differences varies from educational structures, assessments, curriculum formulation, teacher
training and other dimensions.

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Background information

To understand the importance of recent developments and innovations in different countries,

it is important to have an international comparison between these systems of education. In
Pakistan, there is a sufficient autonomy for provincial administration within its federal
territories. The United Kingdom on the other hand is composed of four distinct countries
which are Wales, England, Ireland and Scotland. In addition, the UK has its central
government in the England parliament but the rest of the three countries have developed
powers (Saeed, M., 2007). The four countries comprising the UK have some similarities and
differences. This is the major reason why some other studies focus on these similarities and
differences but there are few researches on the Pakistan’s four provinces. Some of the
researches are based on educational systems and others on administrative issues. However,
there are no much research activities for triangularly comparing the following elements of
these two countries;

 Inter-country comparison between the four countries of the UK,

 Comparison between Pakistan’s provinces, and

 Pakistan and UK’s comparison or rather international comparison.

The above three elements forms the study objective of this thesis paper and will be addressed
as they relate to the education systems in various levels. The core objective is to address the
similarities and differences in the educational systems in Pakistan and UK. The discussion is
also delimited into various dimensions of education systems that are six in number. A detailed
comparison at the country level and provincial level is necessary to help understand the
international comparison among the two countries. Therefore, to address the above
mentioned dimensions, the following are the research questions that the paper will focus on;

1. How do the education system in the four countries of UK compare against each other?

2. How do education systems in Pakistan’s four provinces compare and contrast?

3. What is the comparison between the education systems of these countries?

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Together with the above questions, the education systems will be addressed based on
specific dimensions.

Educational objectives in the two countries

Pakistan

 To promote the values that are associated with the intellectual pleasures in creativity,
curiosity and learning.

 To enhance the standards of spoken and written English for its citizens.

 To develop and strengthen the Anglophone culture understanding and maintaining it

by relating the past and the present (Lall, M., 2008).

 To ensure the students are able to be integrated into the Anglophonic systems of
education

 To facilitate moral and social development among the students and citizens in general.
It is also aimed at enhancing a mutual understanding and cohesiveness among the
multicultural frameworks.

 To generate financial resources and manage them effectively so as to expand the

educational systems.

 To develop a standard and acceptable instructional curriculum and implement it in the

education systems as one of the good practices in the English-speaking institutions.

 To enhance the ability of students to have a good command in spoken English

 To develop an assessing framework as well as other frameworks for monitoring the

performance of students

 To provide advice to students and other assistance that they may need in regard to
higher education and career paths.

 To encourage and facilitate extra-curricular activities in all levels of education

United Kingdom

 To promote self-development and development of the country through acquisition of

skills and knowledge (Lippi-Green, R., 1997).

 To promote loyalty and love to the country

 To promote the right attitude for peaceful coexistence among the citizens
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 To ensure the students develop in mental, physical, social and moral aspects

 To promote understanding for other cultures and help students identify their position
in the contemporary society (Kuklick, H., 1991).

 To promote international cooperation through understanding the interrelationships

among different countries and appreciate them.

 To promote a conducive environment for economic growth and health practices.

Educational Stakeholders and their Roles (Pakistan versus U.K)

Education in Pakistan is function under both the federal and provincial sectors. However,
policies and other regulatory frameworks are developed by the Ministry of Education that is
based at Islamabad. The Ministry of Education also develops the educational policies at a
national level while involving all the stakeholders in implementation. Provincial level
stakeholders are also involved in the formulation of these policies. Most at times, provinces
have been involved in the formulation and implementation of their own polices according to
various situations that they meet. For instance, the available resources can be used effectively
to develop provincial plans that are in line with the federal or national plans and execute them.
It is the role of the Executive District Officer to deal with the educational affairs at various
schools since the adoption of the 2002 devolution plan (Kazmi, S. W., 2005). The Executive
District Officers have had issues like supervision, policy implementation, recruitment,
monitoring of schools and transfer of teachers. The EDO is based at the district government
level is also supported by the District Education officers or just DEOs. There is also a deputy

DEO who support the DEO at the district government level.

The provincial government is responsible for other roles in the educational sector like teacher
training, formulation of policies and allocating a budget to a district government. The
secretary is usually the head of the Education Department at the provincial level. However, in
other cases, there are two heads or secretaries, a special secretary for Higher Education and
special secretary for Schools. There are other staff who help the secretaries at the provincial
level including the deputy secretary.

On the other hand, UK’s education system responsibilities are left for the individual countries
rather than provinces and districts (Heyneman, S. P., 1995). In these individual countries, the

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education stakeholders have established institutions to handle various roles within the
Education Department. Though there is a difference with Pakistan on the way the roles and
responsibilities are split, the functionality of the basic units still remains the same. An example,
there are some fundamental institutions established in UK that has similar roles as the
provinces in the Pakistan. These institutions include;

 Department of education in North Ireland

 Department for Education and Skills or DfES in England,

 Welsh Office in Wales, and

 SEED or Scottish Executive Education Department in Scotland.

Each of the above institutions has its own subclass of institutions for specific roles like the
development and training, administration and even policy management (Blanden, J., & Machin,
S., 2004). An example of those subclasses include the General Teaching Council (GTC) in
Scotland and England’s Training and Development Agency (TDA). These institutions help each
country’s national sectors for education and are therefore responsible for development and
implementation of policies and other educational plan.

Structure of the education systems

Education system in Pakistan is a three tier meaning that they have an elementary level (for
grades 1-8), secondary level (for grades 9-12) and a higher education level (after grade 12).
The elementary level education is further divided into two sublevels; grades 1-5 which is
called primary and grades 6-8 which are called middle elementary. Education in Pakistan is
not made compulsory for the children even at the primary elementary level and this has
contributed to low literacy within the country. This is evident through the statistics and
research that have been conducted for the education level in Pakistan. For instance, 5.5
million children between the age of 5 and 9 can be seen out of school (Memon, G. R., 2007).
Primary and/or Elementary education

A major difference in the structure of education between Pakistan and U.K is that the children
in Pakistan are enrolled in elementary schools or even primary at the age of 5 while this is not
the case in U.K. In particular, England enrollment of 5 year old children in elementary schools
is not statutory as well as in Scotland. Matheson (2000) states that unlike in England, Scotland
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rarely has a fast and hard cut-off dates for those children at the age of five or the “rising-five”
as they are often called. Pakistan on the other hand has rural schools having children joining
elementary schools at six years old or more. Primary education in some parts of UK is split
into Key Stage 1 which is for the children between 5 to 6 years and key stage 2 which is for
the children between the ages of 7 and 11. Wales and England in particular have split the
elementary education in two key stages. Primary education in Scotland takes seven years and
Matheson (2007) even supports that there is no middle schools for Scots and the primary
takes seven years. In comparison to Scotland, England has six years of primary with an
additional middle school in the educational structure.

Secondary education

In Pakistan, secondary education spans from grade 9 to grade 11 and therefore takes four
years of the education period (Khalid, S. M., & Khan, M. F., 2006). Mostly, these system is
catered for in higher secondary education centers and government secondary schools. Most
of these higher secondary and government secondary have middle classes. Secondary schools
in the United Kingdom cater for children’s education who are between the age of 12-17 or at
times others with the age of 18 and they are allowed to proceed to A-Levels.

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Q 4. Discuss the strengths and weaknesses in elementary education of Turkey and

Malaysia?

Answer:

TURKEY’S EDUCATION SYSTEM IN BRIEF

Regulatory Structure: Elementary and Secondary Education

Turkey has seven regions, 81 provinces, and a highly centralized system of government.
Accordingly, most education policies are steered by the national government in Ankara. The
national Ministry of National Education sets policies and oversees the administration of all
stages and types of pre-tertiary education. The head of the ministry appoints Directorates of
National Education to work at the provincial level. These directorates work under the direction
of provincial governors. Schools and other local actors have little autonomy.

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Regulatory Structure: Public Higher Education

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In 1981, the then-ruling military government ushered in a comprehensive higher education
law. Since then, planning and coordination of public higher education institutions has fallen
under the purview of the Council of Higher Education ( Yükseköğretim Kurulu or YÖK). The
council is responsible for planning, coordination, and governance of the higher education
system. It sets university budgets, institutional enrollment and admission caps, and core
curriculum guidelines. It also appoints faculty heads. YÖK is technically designed to be an
independent institution reporting to a non-partisan and non-governmental national board of
trustees; critics contend, however, that the council is not independent and has been utilized
by governments to shape education policies that reflect partisan political agendas. YÖK’s full
reach was on display following the failed 2016 coup, when it asked 1,577 university deans
(reportedly every dean in the country) to resign “for the sake of democracy.”

As of 2014, Turkey had 104 public universities, with a total estimated enrollment of 5.5 million
students. Per YÖK, about 61 percent were enrolled in face-to-face courses, the rest were
pursuing degrees via distance education.

Regulatory Structure: Private or Foundation (Awqaf) Universities

After being banned in the early 1970s, private universities were again permitted in Turkey’s
neo-liberal economic era of the 1980s. Since then, private institutions have been allowed to
operate, on a non-profit basis and under governmental supervision. The curricula of these so-
called “foundation (Awqaf) universities” must be approved by the YÖK. The first foundation
university, Bilkent University, opened in 1984 and has provided a successful Turkish model for
private higher education. As of 2014, Turkey had 72 foundation universities, which enrolled a
total of 351,000 students, representing 6.4 percent of all university students in Turkey.[4]

Foundation universities can be either research institutions or pure teaching institutions. The
governance of these universities differs from that of public institutions in that they operate
under less stringent government restrictions. Whereas the deans of public universities are
directly appointed by the government, the deans of foundation universities are chosen by
boards of trustees. (The appointment of rectors does require the consent of the YÖK.)

Foundation universities charge very high tuition fees (up to USD $20,000 per year). Compared
to public institutions, which are mostly government-funded and charge just a few hundred
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U.S. dollars in annual fees, they also pay higher salaries to their faculty. Some 40 percent of
their students are said to currently receive scholarships. Proponents of private education
argue that foundation universities provide better education than public universities and
should be considered a role model for other countries in the Middle East. Classes are often
taught in English, and the teaching style tends to be less hierarchical, allowing for more open
interactions between students and professors. Critics, on the other hand, maintain that these
institutions, deepen social divisions by creating an elitist from of education only accessible to
wealthy segments of the society.

Whether you’re starting a business, getting a work visa, or just adjusting to life as a new
expat in Malaysia, it’s important to understand the Asian country’s education system.This is
especially true when you’re making decisions around schooling for yourself and your family.

Whether you’re moving to Kuala Lumpur, George Town of Penang, or any of Malaysia’s other
cities, you’ll find yourself faced with an education system that looks similar to those in place
in the U.S., UK and around Europe.

Education as a whole is overseen by Malaysia’s federal government, specifically the Ministry

of Education, or Kementerian Pendidikan. However, it then falls to the individual states and
territories to coordinate the details of the school system in their locality.

The total system is broken down into preschool, primary education, secondary education and
post-secondary education. As is the case in most places, education is free up to the level of
post-secondary. It’s possible to find great private schools or homeschooled children, but
many English-speaking families choose to enroll their children in public schools, as classes are
taught either in English or a combination of English and Malay.

Overall, expats are likely to find the Malaysian education system a pretty easy one to
integrate into. But what are the advantages? How does it work?

Read on to learn more about the intricacies of the Malaysian school system.

What are the pros and cons?

For expat families, there are a number of pros that come with integrating into the Malaysian
education system. The dual-language programs are obviously a huge draw, but schools in
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Malaysia are also well equipped and often have rather modern facilities. The country is also
known for top-notch teachers and high exam scores.

That being said, there are some cons that should be considered if you’re thinking about
entering your child into public school. For one, because the system is so exam-oriented
versus analysis-based, students can sometimes lack critical thinking and leadership skills.
Other criticisms lie in the teachers themselves who, though excellent, are often faulted for
touting memorization over inspiration or passion.

The biggest con lies in the same category as one of the pros: the level of English proficiency.
While Malaysian schools mostly teach bilingually or in English, depending on your exact
region you may find all classes are taught in Malay, or that the teacher’s English proficiency is
rather low. Not only can this stunt student learning, it can make it extra hard for expat
children to adjust to the public school system.

What’s the schooling structure in Malaysia?

School structure in Malaysia tracks almost identically to structures in the U.S., UK and much of
Europe. School technically begins at age four, with pre-school, however this isn't considered
to be a real “grade level” and isn't required of Malaysian school children. After that, children
move through the following structure:

Level Equivalent Student Age Malaysian Form

Kindergarten 5-6

Elementary/ Primary 7-12

Middle School / Lower Secondary 13-15 Forms 1-3

High School / Upper Secondary 16-17 Forms 4-5

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Level Equivalent Student Age Malaysian Form

Post Secondary 17-18

University 18+

How does it compare with other countries?

According to the US News & World Report’s 2017 rankings for “Best Countries for
Education,” Malaysia stands at #43 in the world, sandwiched between the Ukraine and
Mexico. While this ranking stands way above some of the country’s neighbors, like Indonesia
and Vietnam, it’s also relatively low-ranked among Asian nations. Japan, for instance, ranks at
#10, while Singapore is #20, South Korea is #22 and China is #25.

As a result, many expat families choose to enroll their children in highly ranked international
schools, which not only offers a more elite education, but typically grants easier access to
universities outside of Malaysia upon graduation. There’s also been a recent surge in
Malaysian families sending their children to international schools, both for the college
opportunities and the increased exposure to foreign language, especially
English.{==============}

Q 5. What are the issues of accreditation for new teacher education programs? Why
do these issues emerge? What is the role of National Accreditation Council for
Teacher Education?.

Answer:

Although the teacher education degree has rarely been held in high regard, there continues
to be a steady and puzzling erosion of the value of academic degrees in teacher education
and in the status of the colleges and schools that grant them (see Conant, 1963; Koerner, 1963;
Judge, Lemosse, Paine, & Sedlak, 1994). It is puzzling because, since A Nation at Risk (National
Commission on Excellence in Education, 1983), there have been sustained and concerted
efforts to reform American teacher education (namely, the Holmes Group, the Project 30
Alliance, the Renaissance Group, the National Center for Educational Renewal, and
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the Teacher Education Initiative). These efforts were in addition to the ongoing work of the
established teacher education organizations to improve teacher education programs (e.g.,
Association of Teacher Educators [ATE], Association of Colleges for Teacher Education [AACTE],
and their state affiliates). Despite this prolonged effort, the members of the National
Commission on Teaching & America’s Future (NCTAF) many of whom also participated in the
various teacher education reform movements, concluded in 1996 that the country was still
not serious about standards for its teachers and that the nation’s teacher education programs
needed to be reinvented.

There are numerous examples of the lack of public and professional trust in the teacher
education degree. Twenty-six states have added basic skills tests to the license requirements,
a domain that ordinarily would be a presumed prerequisite to the college degree. Twenty-
seven states retest the graduate’s subject matter knowledge. The recent federal higher
education reauthorization does not permit funds to go to an education school by itself,
preferring instead that the education school partner with the more responsible public schools
or arts and science colleges. So that the public can have assurances not provided by the
education degree, Section 211 of Title II of the Higher Education Act requires that only
education schools (not business, law, medical, physical therapy, or nursing schools) report the
pass rate of its graduates on state licensing examinations. Less than half of the nation’s
education schools are accredited, a fact that has no appreciable consequence for a school’s
standing or the prospects for its graduates. The National Board for Professional Teaching
Standards (NBPTS) elected not to require a degree in teacher education for its certification
examinations. Alternative routes to the state’s teaching license, increasingly popular with
policy makers, invariably bypass the teacher education degree. Finally, the requirements for
teaching licenses, even those based on graduation from a teacher education program, are
easily waived, and the licenses are typically not required for private school teaching
assignments. Aside from the occasional graduate’s grateful testimony, it is rare to find
tangible evidence that anyone, inside or outside the profession, has confidence in the
education school degree or that it can be trusted to accomplish what the academic degree
accomplishes in other fields.

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{==============}

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