Bulletin of Education & Research December 2007, Vol. 29, No. 2, pp. 43-57
Education System of Pakistan and the UK: Comparisons in Context to Inter-provincial and Inter-countries Reflections
This paper addresses the comparisons of the education system of Pakistan and the UK from six dimensions i.e. education and training authority, educational structure, curriculum formulation, assessment and evaluation, supervision and management, and teacher education and training. The results revealed that against all these six dimensions, similarities and differences exist within four provinces of Pakistan, but these are relatively more prominent while comparing the four countries in the UK: England, Wales, Scotland and
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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.
Educational Structure: Institutions, Students’