KNOWLEDGE VERSUS GRADES (Part 3)

A Comparative Analysis of Pakistani and Foreign Education Systems by Raveeha Naseem

Case Studies and Examples

Finland: The Finish system of education reveres its health and equality of students and their all-round development. A significant feature is having a class without any standardized testing until the final years of high school. This helps in relieving the pressure. The teachers hold autonomy in making their own curriculum and teaching methodologies according to the needs of the learners. Rather than comparing students’ abilities by administering tests., knowledge and understanding of materials are considered prime.

United States: The US employs a holistic mode of education. Great attention is placed on the academic achievement as well as the extracurricular activities. Schools engage students in sports, club, art, and community activities. The college admission criteria includes these activities, along with grade point averages and test scores. By doing so, the system emphasizes the need for the development of student as a whole person. This is done not only by assessing academic proficiency, but also through engagement in community activities, diverse skills and talents.

Major Crisis and Opportunities for Pakistan

In order to incorporate the significance of both knowledge and skills in the field of education, there are many hurdles in the way of remolding Pakistan’s education system. First, it is supposed to be a systemic change. A mere shift in orientation from grades to knowledge acquisition would require tremendous changes in curriculum design, education, and assessment procedures. Teachers and assessors will have to be oriented with changed practices to support balanced and meaningful experiences in learning.

Another challenge is the cultural shift. It is a cultural change in terms of changing the perception of people toward class performance, which is currently a mere shortcut to success. The mindset of stakeholders—parents, teachers, and policymakers—needs to change. Having skills like critical thinking and creativity are equally important, along with scoring well. Resource-related constraint is another significant factor. In Pakistan. most of the schools lack infrastructure and other resources for executing effective teaching strategies and learning activities diverse in nature.

Despite these odds, there are ample opportunities for improvement. Government policy interventions can bring a shift in knowledge-based education. For example, scrapping high-stakes standardized exams and encouraging continuous assessment instead can reduce excessive stress among students and foster a better understanding of subjects. The second big need is the improvement in training programs for teachers. Better-trained teachers can adopt more effective modes of teaching, whose salutary effects will filter down to their students’ learning outcomes. Another critical change that must be made is parental understanding. If parents are made aware of how important a balanced education really is, then they can do their part in making sure students have less pressure to attain high marks without even knowing what the material is about. Informed parents support children in developing their whole personality and foster a healthier approach toward learning.

By acting on the challenges and embracing these opportunities, Pakistan can create an education system that values not only academic achievement but the holistic development of students, thereby preparing them for the complexities that come with modern life.

Conclusion

The differences between the Pakistani and Foreign education systems highlight a significant contrast of grades versus knowledge. While Pakistan’s education system remains predominantly focused on grades, many global systems have successfully integrated both academic achievement and holistic development into their mainstream practices. In order to achieve a positive transformation in its education system, Pakistan must undergo both systemic and cultural revolution. Systemic reforms should address curriculum modifications, enhanced teacher training, and diverse assessment methods; cultural shifts must promote a broader understanding of education that values student development over academic performance. By embracing these changes, Pakistan can cultivate a generation equipped to navigate and excel in the complex demands of the modern world, fostering growth in social, academic, vocational, and personal dimensions.

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