Education:Education is the most important thing in a man’s grooming. Itis so necessary just like dress, food and like other things in our life.There’s a huge difference between educated and uneducated peoples. Wisdom isnever completed without right education. And the man is incomplete withoutright education. Education is the second name of success. In ancient dayspeople used to travel thousand miles to get right education.

They were keen toseek right education. Then there were some peoples only who speak lots offamous languages and can teach and speak. Other people respect them and follow them.

They taught children women and men. Education is like a man’s dressing .Itshows a men inside out and represents him in front of others.

The Holy Prophetsaid that study and teach lesson even if you need to go to China for this purpose.Education is like food to human sole .Most important aspect is the ratio in oursociety that is very low that hoe many people get right education. If peopleare advised wrong and don’t get right education they are misguided and changetheir path to wrong things. English peoples are on the top to get educated andthey are using best learning methods to get educated. We all know that how mucheducation is important now-a-days.

Now we have to improve educational system inPakistan. We are facing different problems in educational system. There aremany educational systems in Pakistan which are improving well. The institutesincludes private and public institutes. About 31% are private while 69% arepublic institutes. Government should also have to pay attention towardseducational departments. There should be made buildings for schools andcolleges. A it is a major need in small cities where there are un-educatedpeoples and no money to fulfill their needs.

And we know that education systemprovide discipline to various expects of life.And it tell us about national rights duties also. Theeducation is the only way ti achieve our goals. It plays a vital role in theformation and development of ideas in every age.In 2011, the educational department of Punjab issued anotification that all public sector schools of Punjab be converted into Englishmedium schools.

In 2012, some of co-education advantages and disadvantages butco-education trend get lot of popularity in Pakistan especially at school anduniversity levels. In 2013, however, the challenges facing higher education aresimilar and there are advantages in working together. In Pakistan, largesteducational system made by Punjab group of colleges is contributing towardsbetter education level. Types ofschool system: Followingthe essential instruction from ages 5 to 9 is the 3-year Middle School (6th toeighth grades for kids ages 10 to 12), a 2-year auxiliary school (ninth andtenth grades finishing in “registration”) and higher optional or “transitional”—eleventh and twelfth grades). A few records, including official reports,incorporate the post-essential Middle School as a feature of the”auxiliary” stage.

Then again, some incorporate the”Transitional” or “Junior College” as a feature of the”auxiliary” recognizing it as “higher optional.”  In 1991,there were 11,978 auxiliary schools with an enlistment of 2.995 millionunderstudies and 154,802 educators with an understudy instructor proportion of19:l. As a result of the generally low enlistment at the essential instructionlevel and high dropout rates at the Middle School (see the segment onPreprimary and Primary Education), the Seventh and Eighth Five Year Planssignificantly enlarged assignments at the essential and Middle School levels.The legislature likewise tried to decentralize and democratize the plan andusage of the training technique by giving the guardians a more noteworthy voicein running school. It likewise took measures to exchange control of essentialand optional schools to nongovernmental Organizations (NGOs).There is anoteworthy subjective distinction between government-run schools and”open” schools (open in the British use, which implies genuineselective, world class schools).

These charge high expenses moderate just bythe monetarily highest level of the general public, likely close to fivepercent of the families, some of whom like to send their youngsters toconsiderably more selective schools in the Western world, remarkably, GreatBritain. Such “open” schools are generally situated in real urbanareas and in the “slope stations” and pull in kids from the rich andthe capable including the more elevated amounts of administration and themilitary. They for the most part get ready understudies for the Cambridge Examination,keep up superb offices including labs and PCs and exceptionally preparedinstructors.

Because of monetary development of the nation including remoteexchange, work in multinationals and as indicated by a few, larger amounts ofdefilement, the quantity of families which can bear the cost of the highcharges of “people in general” schools has been expanding since the1960s. It is likewise viewed as a characteristic of high status to have one’skids admitted to such schools in view of the likelihood that it might bringabout creating contacts which might be valuable in their future professions.There are, along these lines, gigantic weights on such schools for affirmation.There were likewise “communist” weights. In 1972, after the ascent ofZulfikar Bhutto to control, some of these “open” schools wereconstrained to save one-fifth of their places for understudies on scholasticlegitimacy premise, in this manner helping the less princely to get into suchschools.  The mainpart of the optional schools go under the aegis of the Ministry of Education.They take after a typical educational programs, conferring a generalinstruction in dialects (English and Urdu ), Pakistan Studies, Islamiyat andone of the accompanying gatherings: Science, “General” or Vocational.The Science aggregate incorporates Mathematics, Physics, Chemistry and Biology;the “General” gathering incorporates Mathematics or HouseholdAccounts or Home Economics, General Science and two general instruction coursesout of about 40 alternatives.

The Vocational gathering gives decisions from arundown of business, horticultural, mechanical or home financial matterscourses. There are likewise “non-examination” courses, for example,Physical Exercise of 15-20 minutes every day and Training in Civil Defense,First Aid and Nursing for at least 72 hours amid grades 9 and 10.  TheSecondary School Certificate Examination (SSCE) taken toward the finish of thetenth grade is managed by the administration’s Board of Intermediate andSecondary Education. Admission to the “middle of the road”universities and Vocational schools depends on score got at the SSCE. Thereviewing framework is by “divisions” one to three. Keeping in mindthe end goal to be set in the First Division, an understudy must score at least60 percent of the aggregate of 1000 “denotes;” those acquiring 45 to59 percent are set in the Second Division ; and those getting in the vicinityof 264 and 499 out of 1000 are set in the Third Division, while underneath 264are proclaimed fizzled.

For those acquainted with U.S. evaluating, thesestandards would seem low.

Those in the First Division would contrast positivelyand An understudies in American schools. Use ofnative vs international language:Pakistan’s sense of duty regarding utilizing Urdu as themedium of direction in its state schools and its desire to extend access toEnglish dialect instructing are making hindrances to successful training,restricting financial portability and undermining social attachment.  These are the stark notices made in a give an account of thepresent province of Pakistan’s schools distributed a month ago by the BritishCouncil and wrangled by scholastics and arrangement creators in a progressionof open gatherings the nation over.  The report, Teaching and learning in Pakistan: the part ofdialect in instruction, sets out recommendations that, if actualized, wouldlook to raise the status of the nation’s primary local dialects, bring downobstructions to more generously compensated government occupations and help toreinforce ties between dialect bunches when political precariousness isstressing national solidarity.  The report’s creator, British scholarly Hywel Coleman, whois a privileged research individual at the University of Leeds, contends thatmove must be made earnestly.  Pakistan is a financially isolated society with 60% of itspopulace living on under $2 a day and more than a fourth of national salary inthe hands of the best 10%. However a dialect approach for schools, acquiredfrom the British domain, is undermining the adequacy of state instruction andbarring a considerable lot of the poorest from abilities and preparing thatcould enable them to break out of neediness.  The report’s key proposition is to give instructing tounderstudies in the dialect they are most comfortable with and, out of theblue, mirror Pakistan’s multilingual personality in classrooms.

There are morethan 70 dialects talked in Pakistan, yet Urdu, the national dialect and themedium of direction in the dominant part of state schools, is talked by only 7%of the populace.  Youngsters learning in Urdu as a moment dialect confrontreal deterrents, especially in their initial years, Coleman says, which can gofrom slower advance in perusing and writing to absence of help from guardianswho additionally battle with Urdu. One systemfor all:Co-educationmeans educating both genders boys and girls together in an institute or in aclass. Co education remained controversial issue in Pakistan. In country likePakistan there are two schools of thoughts for co education.

One is who are inthe favour of co education and want to introduce in all school and colleges.They say that this system is very useful. They give many arguments in supportof their views. Their main argument is that in a poor and backward country likePakistan it is impossible to maintain separate institutions. Therefore,co-education should be adopted and the existing colleges and schools should beopened to girls. The supporters of co-education also say that in a progressivesociety, men and women should come closer. Co-education would provide anopportunity to the young men and women to understand each other. This would bevery helpful to them in their future life.

It would also be good for theprogress of the country. Another argument is that co-education would raise thestandard of education, because it will promote competition among boys andgirls. In our society where men and women must converge and interact whileworking, it is aberrant to make schools which are not co-educational.Co-educational schools are a stepping stone for all the students who aspire tocontribute to their society in future. To be able to achieve this it isimportant for them to be confident around the opposite sex.

Co-educationalschools prepare students to succeed in post-secondary education where it isinevitable to not interact with the opposite sex. Studies have shown thathaving separate schools for girls and boys doesn’t improve their academicskills therefore the advantages of having co-educational schools surpass theidea of having separate schools for boys and girls. Quality andquantity: Gender biasin education system:If we discuss issues like female education in Pakistan hasbeen a major problem in past and also now in some areas. People not wanted tosend their daughters to school and colleges and it is one of main problems in Pakistan.There are many institutes which are working great jobs toward educationalsystem in Pakistan. First of all, chattered universities. There are about threechattered universities in Pakistan: Muhammad Ali Jinnah in Karachi, Capital Universityof science and technology in Islamabad and the University of Central Punjab in Lahore.Overall educational system is improving day by day due to many efforts.

Education is the only power that we should keep in race of life. Theeducational system need proper attention. The students should also have to beconfident and pay attention towards their studies. It is the responsibility ofall of us to work and struggled hard and work together to maintain higher levelof our country.Other factors:


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