Unit: 4 Comparative education in developed countries

Education Theories and Practices in Japan:

Education System:

The basic school system in Japan is composed of elementry school, middle school, high school

and university. Education is compulsory only for the nine years of elementry and middle school,

but 98.8% of students go on to high school. Students usually have to take exams in order to enter

high schools have joined together to form single, six-year schools.

Curriculum in Japan:

Currently, Japan’s primary school curriculum is divided into three main categories: compulsory

subjects,moral education and special activites. Compulsory subjects are Japanese language,

Japanese literature, arithmetic, social studies, science, music, arts and handicrafts, programming

and PE.

Educational Practices in Japan:

Respect:

Bowing is nothing less then an art form in Japan, respect pounded in children’s head from the

moment they enter in school. For tourists, a simple inclination of the head will usually suffice.
Table manners:

If you are with a dinner party and recieve drinks wait before raising the glass to your lips. Every

one will be served and someone will take the lead, make the speech, raise this drink, and yell

kampai “cheers”.

You will recieve a small wet cloth at most Japanese resturants. Use this to wash your hands

before eating, then carefully fold it and set a side on the table.Do not use it as a napkin or to

touch any part of your face.

No Tipping:

There is no tipping in any situation in Japan-cabs, resturants and personal care. To tip someone

is actually a little insulting; the services you ask for are cover with given prices, so why pay

more?

Confirmity:

When groups of high school studentsin Japan were asked to identify the danger facing children

today, the majority agreed on the number one threat: indiviualism.

Bthing:

Public bathhouse are alive and well in Japan. If you happen to be invited into a Japanese

household you will be given the honour of using the bath first, usually before dinner. Be extra

carefull so as to not dirty the water in any way, the sansity of the bath is of utmost importance.

School Life:

In Japanese elementry schools, classes ar divided into small teams for many activities. For

example, as part of their education, everyday the students clean the classrooms, halls and yards

of their school in these teams.

There are many school events during the year, such as sports day when students compete in

events like tug-of-war and relay races and arts and culture festival featuring dancing and other

performances by children.

Most middle and high schools require students to wear uniforms. Boys generally wear pants and

jackets with stand-up collars, and girls wear two-piece suit with sailor collar or blazers and

skirts.

What children Learn:

Japanese children enter the first grade of elementry school in the April after their sixth birthday.

There are around 30 to 40 students in a typical elementry school class. The subjects they study

include Japanese, mathematics, science,social studies, music, crafts, physical education and

homeeconomics. More and more elementry schools have started teaching english too.

Students also learn traditional Japanese arts like shodo (calligraphy)and haiko. Haiku is a form of

poetry developed in Japan about 400 years ago.

Levels:

In ancient times Japanese had only language without characters. Until the Sui and Tang Dynasty

of China, with the introduction of chinese characters into Japan Die Japan begin to

systematically use chinese characters to records its own language.

Hiragana which was mainly used by women in ancient times. It consists of 48 characters, used to

write.

Multimedia is used in Japanese class. Teachers used multimedia equipment designed by

themselves to improve the efficiency of teaching.

In Japanese teaching, the use of multimedia teaching to combine the physical and mental

development of students.
Modern classroom teaching should really play and reflect the students main position we must

protect the classroom atmosphere lively and rigorous.

Multimedia teaching is a teaching method not the ultimate goal, the focus is on how to

appropriately use it to optimize and promote teaching.

Exam System:

Students have to take entrance examination for junior school, high school and university, if they

change institution. It is always the case in public schools and universities.

University entrance exams are particularly hard and is often refer to “exam hell” (shiken jigoku).

Students who fails the juken become rounin a term formerly used for masterless samurai. Some

praivate schools do everythig for kindergarten to university. In that case students will only have

to take an entrance examination for interview when they join the school, and are generally

exempt afterwards. This is called the “elevator system” meaning that once someone has entered

the institution they automatically go to the next step until graduating from university.

Education System of US
1.0 Introduction

In this assignment, we have meticulously discussed the education system of US. US is situated

between Canada and Mexico. It consists of 50 states. It is the third most populous country. We

discussed the structure of US Education system, key objectives of their education, teaching

strategies commonly used in US, their examination system and on the programs, they offer for

teacher education in detail.

1.1 Key Objectives of US Education

Following are the key objectives of US education given below;

 To make individuals literate (Segal, 2013).

 To develop in all students the core knowledge and vocational skills requisite for an

independent life (Segal, 2013).

 To help students realize and develop their strengths while improving upon their

weaknesses (Segal, 2013).

 To help students understand our commonality while celebrating individualism (Segal,

2013).

 To develop respect for history and tradition while cultivating a shared desired to
challenge the present social and political conditions (Segal, 2013).

 To develop creativity among students and to use the divergent thinking for the success

of the personal and social life (Segal, 2013).

 To promote a sense of patriotism (Segal, 2013).

 To prepare students for the participation in US democracy (Segal, 2013).

 To make individuals responsible citizens (Segal, 2013).

 To develop the skills required for 21st century i.e. vocational, career and technical

education skills (Segal, 2013).

 To promote global knowledge, cross-cultural communication and competence, and

wide ranging curiosity (Segal, 2013).

 To develop sense of scrutiny among individuals (Segal, 2013).

 To promote and develop critical and creative thinking, deep content knowledge,

analytic and problem solving skills and effective communication in a variety of forms

and contexts (Segal, 2013).

 To make individuals productive participants in civic, social, economic and community

life (Segal, 2013).

 To develop the ability to use a variety of technologies to continue to develop

knowledge, expertise and new perspectives (Segal, 2013).

 To build emotional as well as cognitive intelligence among individuals (Segal, 2013).

 To develop basic academic skills i.e. reading, writing, math, knowledge of science and

history (Jacobsen & Rothstein, 2016).

 To develop physical health i.e. good habits of exercise and nutrition and prevention

from drugs and alcohol. In addition, to develop emotional health i.e. development of

self-confidence, respect for others and the ability to resist peer pressure (Jacobsen &

Rothstein, 2016).

 To develop interest in arts and literature (Cornell law School, 2020).

 To promote professional development of teachers through different teacher education

programs (Cornell law School, 2020).

 To develop qualities of humanity and cooperation (Manjari, 2020).

 To ensure the provision of all types of education to individuals of the state (Manjari,

2020).

Teaching Strategies
Teaching strategies are the strategies the teachers use to make the students learn what teacher

is intended to make the students learn in a positive and handy way. Teaching strategies varies

from teacher to teacher, varies according to classroom demographies, and from subject area to

subject area (School of Education America, 2018). Generally, the teaching strategies or

pedagogies that are being used in US are explained below:

1.2.1 Teaching Strategies K-3

When a child is studying from kindergarten to grade three then we can say that there occurs

the development of the social and emotional skills of a child, hence the mainly focus on the

Social/emotional learning methods. The teacher is intended to instill self-awareness, self

management, social awareness, responsible decision-making, and relationship skills. These

skills are being developed in the students of this age group by applying this method on teaching

the subjects like math, literacy, technology, and social studies (School of Education America,

2018).

1.2.2 Teaching strategies for 4-6 grades

Generally, in US, the teachers advocates the differentiated instruction approach. They use this
approach because it can meet the diverse needs of the students. This approach suggests that

firstly the teachers set expectations using the KUD method which is; know, understand, and do

about what students want and then the teacher needs to design the lesson plans according to the

students learning capacities. Teachers make the groups of low, high and average achievers and

design the lesson plans according to these different groups. In this way, every student learn

according to his or her learning capabilities (School of Education America, 2018).

1.2.3 Teaching strategies for grade 7-9

As we know that the students of this stage are immersed in the development of new emotions,

social situations and intellectual challenges, therefore the most important approach that is used

here is diagnostic approach, which help the students to identify their strengths and weaknesses

and then students and teachers work on weaknesses to improve them (School of Education

America, 2018).

1.2.4 Teaching strategies for grade 10-12

Here the students are made ready to enter their career life so it is very sensitive here to use the

teaching methods properly that will help the students later on in their university or college.

Collaborative work, reading and writing assessments and problem solving are all great

strategies to implement in your teaching in order to have an engaged classroom of teenagers.

Another method that is known as Socratic Seminar Method allows the students to express

their feelings opinions, and suggestions on different academic and social matters. This will

develop the public speaking skills and confidence within them (School of Education America,

2018).

1.2.5 General Strategies used all over the US

The above strategies are specific to different levels of education. Generally, the strategies that

are used in US schools are as follows (Roy, 2016).

 Lecture method

 Demonstration method

 Experiment

 Case-study

 Team project

 Collaborative group works

 Massive use of technology

 Assignment/project work
 Practical work

 Field trips

1.3 Examination system of US

1.3.1 Evaluation

1. Students are marked on each essay, exam and course taken in each subject studied

throughout their 13 years of education (grades K to 12) and the Grade Point Average

(GPA) is calculated during high school. All grades are internal and are related to the

general standard achieved at a particular school. Marks depend on a range of criteria,

including a student’s performance in tests given at intervals during the year,

participation in class discussions, completion of homework assignments, and

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independent projects. Students receive a report card at least twice a year (in some school

districts it may be up to six times), which shows their grades in each subject they are

studying. Commercially prepared tests are also given in many areas at all levels to

assess students’ and schools’ achievements, and locally developed end-of-year

examinations are given in many schools. Some states, e.g. New York, have statewide
exams prepared by the state department of education (Just landed , 2020).

2. Distributed Accountability Exams (DAEs), given periodically throughout the school 12

months rather than as soon as near the end, with gadgets designed to be no longer solely

legitimate and reliable however also educative. These would be administered after a

unit of curriculum that is expressly designed to put together students for the exam.

(Resnick, 2010).

3. A formative assessment system that is designed from the ground up around how

teachers will make use of evaluation in the classroom. Because all of the assessment

data, each summative and formative, feeds a comprehensive studying profile of each

student, the technology of adaptive mass personalization can be applied to decrease the

testing burden and target evaluation to every child’s modern-day area on applicable

learning trajectories (Resnick, 2010).

4. A technological know-how platform that makes it convenient for faculties and

instructors to control the assessment procedure and that places at teachers’ fingertips

the insights and actions that should comply with from assessment data. The platform

facilitates scoring many object types instantly and, when human scoring is required,

streamlines the workflow to provide feedback as unexpectedly as possible (Resnick,

2010).

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1.3.2 Assessment

Assessment is an ongoing process aimed at understanding and improving student learning. It

involves making our expectations explicit and public; setting appropriate criteria and high

standards for learning quality; systematically gathering, analyzing, and interpreting evidence

to determine how well performance matches those expectations and standards; and using the

resulting information to document, explain, and improve performance (Hollowell, 2020).

1.3.2.1 Types of assessments

There are several types of assessment fear of them are these

 Visual arts

In the visual arts, assessment students demonstrate their knowledge of eight both in writing and

by making artworks in various media (Arts Achieve, 2015).

 Observation

Observational assessments involves obtaining evaluative information through direct

observation (Swerling, 2013).

 Essays

An essay is an assessment question that requires an answer in a sentence paragraph for short

composition. There is normally a variety of responses (Roy, 2016).

 Interviews

The assessment interview is very similar to a regular job interview but focuses more directly

on students’ responsibility (Roy, 2016).

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 Performance task

Performance task is any learning activity or assessment that ask students to perform to

demonstrate their knowledge understanding and proficiency (Roy, 2016).

 Attitude test

Attitude testing is done to measure peoples attitude the purpose is to quantify peoples beliefs

and behaviors to inform decisions (Roy, 2016).

 Standardized test

Standardized testing allows comparison to be made among schools in regards to student

achievement in shows accountability for teachers and has the ability to inform instruction for

educators (Roy, 2016).

1.3.2.2 Methods of assessment

 Observing and recording student achievement

 Making progress

 Pen pencil and paper testing

 Portfolio

 Exhibition and demonstrations

 Rubrics

 Self and peer evaluation

 Teacher created test

 Aptitude tests (Roy, 2016)

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1.4 Curriculum

1.4.1 Curriculum for kindergarten

In kindergarten, students learn and begin to develop numerous fundamental skills that can have

a lasting impact on them well into their adult ears. The subjects of kindergarten includes Math,

Science, and Language

It includes academic skills such as reading writing and counting (Levin, 2020).

 Behavioral social and cognitive skills.

 Sitting and paying attention focusing on a task and working with others.

 Nailing down the letters, sounds and words.

 Identifying shapes

1.4.2 Curriculum for Grade 6th to 8th

The curriculum of middle school is designed to provide key developmental skills needed for

adolescent students. It featured relatable stories that reflects the positive behavioral

interventions and supports. In addition, social and emotional learning frameworks to the

experience. Additionally, students learn about content connections that are relevant to the

lesson themes, anchored in in core behaviors that will prepare students in grades 6 to 8 for the

transition to high School. Core subjects and electives as well such as different sciences are the

subjects to be taught. Middle school lessons place emphasis on students as they develop and

address social and behavioral changes. It is ideal for providing support to mentors classrooms
and groups.

More specifically, the grade 6 curriculum is designed for students to learn how to accept new

responsibility of transitioning from elementary to middle school. The grade 7 curriculum

students will begin preparing themselves for the duty of greater Independence and the grade 8

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curriculum is designed for students to delve into lessons that will promote accountability and

goal setting as they prepare for their transition to high School (Next level students, 2020).

1.4.3 Curriculum for High School

The curriculum of high School grade 9 to 12 is curriculum that provides social and emotional

learning instruction centered around 28 topics including the following, which not only develop

students but also establishes preventative interventions by teaching the subjects like Core

subjects and electives as well such as different sciences natural and social

 Positive thinking,

 responsibility,

 goal-setting, patients,

 self-management,
 appreciation,

 Compassion,

 decision making

 citizenship,

 relationship skills, generosity,

 self-confidence,

 self-awareness

 In addition, social awareness.

Grade 9 to 12 curriculum is designed for students as they prepare for college or a career. In this

series, students will have a specific focus on college and career readiness that is connected to

the theme of the lesson so that they are always focus on their goals beyond high School. This

lesson will connect students with their purpose as they become young adults and begin planning

for their future jobs and studies. The module will include activities that require students to

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make strategic decisions about their goals. The grade 9 curriculum will connect middle school

learning with an increased sense of self-actualization and independence (Next level students,
2020).

1.5 Teacher Education in US

US focus in making their teachers more professional and skilled because they desire to enroll

as much students as possible in their schools. For this to happen, they have established different

programs for teacher education.

1.5.1 Multiple Certification programs in Education

Starting from the certification programs, there are multiple certification programs that are fast,

flexible and adorable. This program is completely online for which a candidate do not need to

quit their job. To become a teacher the candidate needs to be certified in a specific subject

matter, which he/she intended to teach. To get the certification students have to pass out

different practice exams, subject-area exam and professional teaching knowledge. American

Board offers these programs for Certification of Teacher Excellence (American Board,

2020).

1.5.2 Initial Teacher Preparation (ITP) Programs

The most common route to become a teacher is still through the high school (College or

University) which are highly accredited. In undergraduate programs, there are several Initial

Teacher Preparation (ITP) Programs. These programs includes:

a. Undergraduate programs

 Bachelors of Science and Education (BSE), 4 years program, certification to teach

grades 4-8

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 Bachelors of Science in Physics (BS PHYSICS), 4 years program, certification to teach

grades 6-12

b. Graduate programs

 Masters of Art in Teaching (MAT), Certification to teach grades 4-8 and grades 6-12

for middle level and secondary level respectively, equivalent to Undergraduate

programs

These are the teacher education programs in US, striving to produce as effective teachers as

they can (American Board, 2020).

1. Introduction

Education in Singapore is managed by the Ministry of Education (MOE), which controls the

development and administration of state schools receiving taxpayers' funding, but also has an
advisory and supervisory role in respect of private schools. The main language of instruction

in Singapore is English, which was officially designated the first language within the local

education system in 1987 (Education in Singapore, 2020).

Singapore is today one of the fastest developed nation in terms of economic growth. One of

the key factors for the success is its strong and well-reputed education system. As per recent

study Singapore is ranked fourth in terms of World’s Best Education System.

Trends in International Mathematics and Science Study (TIMSS). In the most recent TIMSS

2011, Singaporean students were ranked in the first two positions for both the subjects and

grades (Names of students are Martin, Mullis, Foy & Stanco, 2012; Mullis, Martin, Foy &

Arora, 2012) (Education Syaytem in Singapore, 2016).

2. Key Objectives of Singapore Education System

 Give students the chance to develop the skills, character and values that will enable

them to continue to do well and to take Singapore toward the future (Torena, 2014).

 To provide an education system that is more flexible and diverse with greater choice to

meet their varied interest and ways of learning and being able to choose what and how

they learn will encourage them to take greater ownership of their learning (Torena,

2014).
 To develop intellectual depth and higher level thinking.

 To nurture productive creativity.

 To develop attitudes for self-directed lifelong learning.

 To enhance aspirations for individual excellence and fulfilment.

 To develop moral values and qualities for responsible leadership (CTIE, 2017).

3. Structure of Education System of Singapore

The complete control and management of Singapore’s education is in the hands of Ministry of

Education (MOE). With continuous endeavor from MOE, today Singapore can be considered

to have a strong and well- reputed education system. As per recent study Singapore is ranked

fourth in terms of World’s Best Education System.

3.1.Levels of Education

There are three levels of education:

 Primary Level (1-6 grade), (7-13 age)

 Secondary level (7-10grade), (14-17 age)

 Higher level (University level)

3.1.1. Primary Level

The primary education is a compulsory education and usually starts at the age of 7. It is the

first step towards formal education and spans for 6 years, designed to give them a strong

educational foundation. The primary education is broadly divided into two stages:

 Foundation stage - Primary 1 to 4, Total 4 years.

 Orientation stage - Primary 5 and 6, Total 2 Years.

After completion of 6 years of primary education, students have to appear for a Primary School

Leaving Exam (PSLE) before moving to secondary level. This includes developing language

and numeracy skills, building character and nurturing sounds and good habits. Students also

take subjects like Art, Music, Character and Citizenship Education & Social Studies.

3.1.2. Secondary Education System

The secondary education is usually completed in 4-5 years. It is similar to attending Seventh

Grade through Tenth Grade in the American education system.

The entire secondary education is categorized into four streams: Special, Express, Normal

(Academic), or Normal (Technical). Special and Express are four-year courses at end of which
students will appear for Singapore-Cambridge GCE Ordinary(O)Level examination. GEC

(General Certificate of curriculum).

3.1.3. Higher Education System

Higher Education in Singapore is managed and administered by the Ministry of Education

(MOE). After completion of 12 years of school education or equivalent students proceed to

pursue college programme. Junior colleges and centralized institutes act as a preparatory school

for higher education and offer two-year or three-year programs, resulting in the GCE “A” Level

examination. Polytechnics, on the other hand, have the intention of educating middle-level

professionals in technical and economic fields with the program ending with an advanced

diploma (Structure of education in singapore, n.d.).

4. Educational Curriculum of Singapore

Every child in Singapore has the opportunity to undergo at least ten years of basic education.

This comprises 6 years of compulsory primary education and 4 years of secondary education.

Students have to sit for major national examinations at the end of their primary and secondary
education. The Desired Outcomes of Education (DOE) articulates the importance of

holistically nurturing students to become well-rounded persons morally, intellectually,

physically and socially through a set of eight core skills and values (Basto, Education

Framework in Singapore, 2014).

4.1.Primary School Curriculum

The four years, from primary 1 to 4, provide a foundation in English, mother tongue, such as

Hindi, Punjabi and Bengali, Mathematics and Science. Science is taught from Primary 3

onwards. English, Mother Tongue or Higher Mother Tongue Language, Mathematics, one

Knowledge Application Skills

Information Skills Communication Skills

Thinking Skills & creativity

Character Development

Self-Managment Skills

Social & cooperative skills

Literacy & Numeracy

Eight Core
Skills &

Values

Science and one Humanities Elective being compulsory. Several new subjects such as

Computing and Theatre Studies and Drama are being introduced in tandem with the Ministry

of Education's revised curriculum (Basto, Education Framework in Singapore, 2014).

4.2.Secondary School Curriculum

The secondary school curriculum is differentiated according to the abilities and interest of the

students. Students undergo one of four courses designed to match their learning abilities and

interests (Basto, Education Framework in Singapore, 2014).

4.3.Singapore National Curriculum

Singapore’s national curriculum aims to development each child to his full potential, to

discover his talents and to develop in him a passion for life-long learning. The Students go

through a broad range of experiences to develop the skills and values that they will need for

life. Broad-based curriculum imparts literacy, numeracy, sciences, humanities, aesthetics,

physical education, civics and moral education and National Education (Singapore: Learning
Systems, 2019).

5. Teaching Methodologies & Strategies

There are four pre-school Teaching Methods in Singapore:

 Literacy approach

 Habits of mind & Reggio Emilia approach

 Montessori approach

 Play approach

5.1.Literacy Approach

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Literary-focused preschools use interactive activities like storytelling, role-playing and word

games to help children develop a love for linguistics and transform them into articulate readers,

confident speakers and developing writers before they enter Primary 1.

5.2.Habits of Mind & Reggio Emilia Approach

Habits of Mind is a world-renowned framework based on 16 habits that focus on developing

skillful thinking. The various habits cover everything from “Thinking Flexibly” and

“Understanding with Empathy” to teach children how to respond effectively and intelligently
when faced with challenging situations in and out of the classroom. Teachers take a backseat

and let children spearhead their own projects. This type of learning helps kids explore their

curiosity on a deeper level and inculcate a love for learning in them.

5.3.Play Approach

An entire school day of play is every child’s dream come true. And when are actual cognitive

benefits that come with all-day play as a toddler, sending your child to a play-focused preschool

like Alphabet Playhouse will make this dream an everyday reality. Its curriculum is full of

specially-designed activities like dance, cooking, and water games to keep learning experiences

new and fresh for children (GAN, 2019).

5.4.Teaching Strategies

 Classroom management

 Teaching and learning resources e.g. internet

 Audio and visual aids

 Projector

 Technology

 Perform activity in classroom related to subject / topic

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(Basto, Basic Educational Curriculum in Singapore (Technology 2), 2014).

6. National Examination System in Singapore

The government requires the students in each level to do the examinations before study further

in higher level

 Primary School Language Examination (PSLE)

 Cambridge General Certificate of Curriculum Ordinary (GCE “O” Level Examination)

 At university level, Cambridge General Certificate of Curriculum Advance (GCE “A”

Level Examination).

 Exams are Designed in alignment with objectives of national curriculum.

 Singapore Examinations and Assessment Board (SEAB) further in the higher level

(Tangtrakun, 2013)

.Examination Format in Singapore

 Multiple-choice

 Questions Structure

 Questions Open-ended

 Questions Source-based

 Questions Unseen text

 Questions Coursework

 Oral and listening (Assessment in Singapore, 2013).

7. Assessment System in Singapore

To evaluate, if students have learned what has been taught, students are tested through

formative and summative assessments.

7.1.Types of Assessment in Singapore

 Quantitative classroom assessments

 Integrating classroom assessment

7.1.1. Quantitative Classroom Assessment

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In Singapore, they use quantitative classroom assessments, like paper quizzes and exams. In

order to assess what their students have learned and report the result of the assessment as a

grade or qualification.

7.1.2. Integrating Classroom Assessment

In Singapore, the teachers integrate the assessment into the speech and activities in the

classroom. For example, the teacher can see how students solve a problem and have them

explain the strategies used to solve it (Singapore: Classroom Assessment, 2019).

8. Evaluation System in Singapore

In Singapore the classroom assessment is an integral part of the interactive teaching and

learning process. It is an ongoing process through which teachers collect information about

their student’s learning to inform and support teaching. The important resource of assessment

is feedback, which should be timely and in-depth (Singapore: Classroom Assessment, 2019).

Education system of Pakistan, japan, Singapore,Uk and united state:

 The education system in uk:

The education system in the UK is divided into four main parts, primary education,

secondary education, further education and higher education. Children in the UK have to legally

attend primary and secondary education which runs from about 5 years old until the student is 16

years old.

 Literacy rate:

The United Kingdom has a well-structured education system and boasts a 99% literacy rate

among both men and women. The education system is divided into four distinct sections or

stages. These are primary, secondary, further and higher education.

 Primary education:

The state-funded education system is divided into Key Stages based upon age: Early Years

Foundation Stage (ages 3–4 by August 31st); primary education (ages 5 to 10 by August 31st),

subdivided into Key Stage 1 (KS1) Infants (ages 5 to 6 by August 31st) and Key Stage 2 (KS2)

Juniors (ages 7 to 10 by August 31st)

 Secondary education:

secondary education (ages 11 to 15 by August 31st), subdivided into Key Stage 3 (KS3; ages 11

to 13 by August 31st) and Key Stage 4 (KS4; ages 14 to 15 by August 31st); Key Stage 5 is post-

16 education (ages 16 to 17 by August 31st); and tertiary education (for ages 18+).

 Higher education:
Based on the actual education regulations in the UK education system, the Higher Education

comprises these levels of courses: Postgraduate courses that lead to a Doctorate, a Master's

degree (Taught or Research), Postgraduate diplomas, postgraduate certificates of education

(PGCE) and professional degrees.

 The education system in united states:

Education in the United States is provided in public, private, and home schools. State

governments set overall educational standards, often mandate standardized tests for K–12 public

school systems and supervise, usually through a board of regents, state colleges, and universities

 Literacy rate:

According to worldatlas.com, the U.S. has a literacy rate of 86 percent and is number 125 on a

list of 197 countries. Although the website describes the education systems of nations which

have reached near-100-percent literacy, it does not define literacy or provide sources for its

ranking.

 Primary education:

Elementary school (K-6), junior high school (7-9), senior high school (9-12); Or • Elementary

school (K-8), high school (9-12). Elementary school (K-6), and junior and high school combined

(7-12). U.S. children enter formal schooling around age 5

 Secondary education:
Secondary education in the United States is the last seven years of statutory formal education

grade 6 (age 11–12) through grade 12 (age 17–18)

 Higher education:

Higher education in the United States is an optional stage of formal learning following secondary

education. Higher education is also referred as post-secondary education, third-stage, third-level,

or tertiary education. It covers stages 5 to 8 on the International ISCED 2011 scale. It is

delivered at 4,360 Title IV degree-granting institutions, known as colleges or universities.[1]

These may be public or private universities, liberal arts colleges, community colleges, or for-

profit colleges. US higher education is loosely regulated by several third-party organizations

 The Education System in Pakistan:

The education system in Pakistan is generally divided into six levels: preschool (for the

age from 3 to 5 years), primary (grades one through five), middle (grades six through

eight), high (grades nine and ten, leading to the Secondary School Certificate or

SSC), intermediate (grades eleven and twelve, leading to a Higher Secondary School

Certificate or HSSC), and university programs leading to undergraduate and graduate degrees.

 Literacy rate:

Literacy rate ranges from 96% in Islamabad to 28%in kohl district. In Pakistanis in the age

group 55-64 had a literacy rate of almost 30%, those aged between 45-54 had a literacy rate of

nearly 40%, those between 25-34 had a literacy rate of 50%, and those aged 15-24 had a literacy
rate of more than 60%. These data indicate that, with every passing generation, the literacy rate

in Pakistan is rising by around 10%.

 Primary schooling:

Only 68% of Pakistani children finish primary school education. The standard national

system of education is mainly inspired from the English educational system. Pre-

school education is designed for 3–5 years old and usually consists of three stages: Play

Group, Nursery and Kindergarten (also called ‘KG’ or ‘Prep’). After pre-school education,

students go through junior school from grades 1 to 5. This is followed by middle school from

grades 6 to 8. The curriculum is usually subject to the institution.

 Arts

 Computer Studies and ICT

 General Science (including Physics, Chemistry and Biology)

 Urdu and English

 Mathematics

 Islamic Studies

 Social Studies 

 Secondary education:

Secondary education in Pakistan begins from grade 9 and 10 and lasts for four years.

After end of each of the school years, students are required to pass a national examination
administered by a regional Board of Intermediate and Secondary Education (or BISE). Upon

completion of grade 9, students are expected to take a standardised test in each of the first parts

of their academic subjects. They again give these tests of the second parts of the same courses at

the end of grade 10. Upon successful completion of these examinations, they are awarded

a Secondary School Certificate (or SSC). This is locally termed a ‘matriculation certificate’ or

‘matric’ for short. The curriculum usually includes a combination of eight courses including

electives (such as Biology, Chemistry, Computer and Physics) as well as compulsory subjects

(such as Mathematics, English, Urdu, Islamic studies and Pakistan Studies).

 Higher Secondary School:

Higher Secondary School Certificate (or HSSC). This level of education is also called the

FSc/FA/ICS or ‘intermediate’. There are many streams students can choose for their 11 and 12

grades, such as pre-medical, pre-engineering, humanities (or social sciences), computer science

and commerce. Each stream consists of three electives and as well as three compulsory subjects

of English, Urdu, Islamiyat (grade 11 only) and Pakistan Studies (grade 12 only).

 The Education System in Japan:

The basic school system in Japan is composed of elementary school (lasting six

years), middle school (three years), high school (three years), and university (four

years). Education is compulsory only for the nine years of elementary and middle school, but

98.8% of students go on to high school.

 Japan has zero illiteracy.

 Some schools are require students to attend school on Saturdays.

 Japan’s high school dropout rate is 2%.

 There are an average of 29 students per class, it used between 40-50.

 School begins in april and ends in march. The cherry blossoms boom in april and they

represent a fresh start.

 Primary Education (Elementary Education):

Elementary education in Japan begins at the age of 6. Education in elementary school

consisting grades one to six. Elementary teachers are usually responsible for all subjects, and

classes remain in a single room for maximum activities. All the teachers and professors are very

well prepared.

There are both private and public schools for elementary level of education. Almost 100%

students from pre-primary schools go for elementary education.

 Curriculum:

 Japanese

 Social Studies

 Mathematics

 Science, Music

 Arts.

 Homemaking.
 Physical education.

 Lower-Secondary Education (Junior High School):

Lower-Secondary Education covers grades seven, eight, and nine children from the ages of

roughly twelve to fifteen with special focus on academic studies.

At the lower secondary school, a teacher is assigned to teach one specific subject. Subjects

covered in secondary level of education are mathematics, science, social studies, art and crafts,

English, health, fine arts, physical education, music and other foreign languages too Classes are

large, with thirty-eight students per class on average. No breaks in between classes. Lower

Secondary level of education is not compulsory in Japan, but almost 96% of students from

primary level do go for secondary level. The public schools for secondary education are more, as

compared to private schools in Japan. Also, the private schools are more expensive than public

schools.

 Upper-Secondary Education (Senior High School):

Student age in 15-18 and even though upper-secondary education is not compulsory in

Japan, but almost 94-96% of students passed from junior high school go for senior high school

education. It is again three years of education. More than 50% schools providing senior high

school level of education are of private funding.

The curriculum includes basic subjects like Mathematics, Science, English and Japanese. In the

later years of high school education some vocational and technical courses are also included in

the curriculum. Courses like business, fish farming, information processing, accounting and

computers are quite popular among students.

 The Education System in Singapore:

In Singapore, compulsory education includes six years of primary school, four years of

secondary school, and one to three years of post-secondary school.

 Primary school:

From the age 6 it’s compulsory to attend primary school in Singapore. Primary school lasts

for sixth grades, split into a four year foundation period, and two years of ‘orientation’ to prepare

children for secondary education. The main aim of the primary years is to grasp English

language, the local mother tongue, and maths. Students can select subjects which play to their

strengths beyond these core areas.

 Secondary School:

The compulsory stage of secondary education lasts for four or five years. At the end of this

period, all students take an exam, and can then choose to continue to pre-university education if

they score well. Pre-university education consists of a two or three year course which is

specifically tailored to students who wish to attend university. Places are awarded on merit and

are fiercely competitive in the best institutions.