Select a country
that you are interested in partnering with and compare their school system with your own:
England India Jamaica Malawi Northern Ireland Pakistan Sri Lanka South Africa Wales Scotland
England
Teachers in England describing their
schools:
Private and public
schools
Free education to 18/compulsory education
5–16/prosecution of parents if their children do not attend school
Centralised prescribed test-driven curriculum
Inclusion
encouraged
Average teacher to learner ratio – 1:30
Learners taught in age groupings/may be grouped by
ability
Automatic promotion between years
Teachers working long hours/low morale/teaching a low status
occupation
Teachers have responsibilities other than teaching
e.g. pastoral care
Schools usually operate as purpose build
buildings/some Victorian buildings remaining but also very modern building
Learners attend 5 days per week (in private schools it may be 6)
Some learners wear uniform but many do not
Parental involvement encouraged
Free meals
available
Lots of educational visits
Teachers and others taking responsibility for children have to be vetted by
police
Teachers relatively well-paid
In secondary schools there can be problems with learner’s motivation/behaviour getting
worse/discipline standards very variable
Primary schools range
from 30–700/secondary schools range from 300–3,000
In secondary
schools students move to teachers’ classes/different teachers for different
subjects
Rising standards
Professional development encouraged and supported
Often
share school buildings with the wider community
Good
facilities/full of computers/well resourced/good recreational facilities/resources (labs, computers
etc) vary considerably
Schools are regularly
inspected.
A personal view by Jessica
Shepherd (edited) The Guardian , Tuesday 15 May 2007
How will education since 1997 be remembered in England? Tests, tests, tests and targets,
targets, targets.
Citizenship classes have become part of the national curriculum for
11 to 16 year olds. There is a new generation of teaching assistants. The literacy hour was
introduced to every primary school in 1998. Since 1999, every primary has also been expected to
provide a daily maths lesson to all pupils.
There has also been an improvement in
teachers’ salaries. However, no one ever feels they have enough.
India
Teachers in India describing their schools
to teachers in partner countries
Private,
public and government aided schools
Constitution provides for
free, universalised compulsory education up to 14 years – not implemented very strictly
Test-orientated curriculum – less at primary, more at secondary
level
Special schools for special needs
Average teacher to student ratio – 1:50; in some government schools
1:100
Teachers working long hours/low morale less
respected/salary does not compare well with other professions
Teachers have responsibilities other than teaching e.g. co-curricular exam organiser, maintain
records
Infrastructure varies due to resources, e.g. some schools
have no playgrounds; others have swimming pools and horse riding stables
No dearth of qualified teachers
Compulsory
uniforms
Parental involvement encouraged
Too much academic stress
Information and
Communication Technology (ICT) is a very important aspect of the teaching-learning process
Regular inspections - Incentives awarded to high performers
Automatic promotion up to class 5 (primary school classes are from
Class 1 – 5, ages 6 – 11 years)
Professional development
encouraged
Pupil motivation good in primary schools
Emphasis on early childhood development
Large number of extra-curricular sections
Comparatively
well-disciplined students
Lacks creativity in teaching and
learning
Very knowledge based and not skill-based
Progress
India has
halved the number of its people below the poverty line in the last twenty years. However, around
350 million people still remain below the international US$1/day poverty line.
The Challenges
In India, 20% of children aged
between 6 to 14, the majority of whom are girls, are still not in school. To tackle this problem,
the Government of India amended its constitution in 2003 to make elementary education a
‘fundamental right’.
Progress and challenges extracted from
DFID: Leading the British Government's
fight against poverty
Jamaica
Teachers in Jamaica describing their
schools to teachers in partner countries
High
teacher to pupil ratio 1:45
Primary curriculum is
child-centred
Emphasis on literacy and numeracy
Significant achievement with limited resources
Strong emphasis on early childhood education
Tertiary
education is very expensive
Teachers work and study at the same
time
UK schools are in a worse state than in Jamaica
Progress
Between
1989 and 2003, Jamaica’s poverty headcount ratio declined from 30.5 percent to 19.1 percent. Many
of the social indicators for Jamaica compare well with those for countries with higher incomes. For
instance:
Life expectancy increased from 73.2
years in 1990 to 75.7 years in 2002;
Enrolment in primary and
junior secondary education is near universal; and
Access to
improved water and sanitation facilities increased from 92 and 75 percent respectively in 1990 to
93 and 80 percent respectively in 2002.
The country has
made remarkable progress in the areas of financial sector reform and reform of the social sectors
including safety nets, HIV/AIDS prevention and control, and education. For example, enrolment of
children aged 3–5 from the poorest quintile rose from 80 percent in 1998 to 90 percent in 2000.
Challenges
The
Government is now working to improve the quality of education.
Progress
and challenges extracted from The World Bank
Malawi
Teachers in Malawi describing their schools
to teachers in partner countries
There are
different categories of schools: missionary, government and private
School buildings: many have poor or insufficient structures, lack of furniture, some
learners learn under trees or in the open ground
Pupil to
teacher ratio: 1:60 teacher to pupil ratio but this can actually be 1:100 in some
cases
Enrolment high with few teachers
Crowded classes
Learning and teaching materials:
few or no textbooks, lack of libraries and labs
Curriculum is
exam orientated
Lack of qualified teachers
Currently temporary teachers are being recruited but they are not properly
trained
Learners obey teachers
Lack of recreational facilities
Educational standards
falling due to declining teacher motivation and lack of resources
It is not a must that students should go to school however the government encourages
education
Children in Malawi are eager to learn but are hindered
by poverty, i.e. going to school on empty stomachs
Progress and challenges
Free Primary Education
(FPE) was launched from 1994. Enrolments jumped by 68 per cent in the first year. The FPE outcomes
so far include increased access, especially for the poorest, and to a lesser extent, increased
provision of textbooks, classrooms, and teachers.
Progress and
challenges extracted from The World Bank
Northern Ireland
Teachers in Northern Ireland
describing their schools to teachers in partner countries
Various types of maintained, controlled, Irish-medium, grammar, secondary schools
Predominantly segregated but this is changing e.g. gender,
religion, ability (secondary and grammar)
Share common
curriculum
Primary curriculum very child-centred and test driven
(national tests for 11 year olds)
Secondary teachers under
pressure to achieve good examination results especially in public exams
Selective system post 11 years
‘Rights’
culture
Disciplined
Community-based
Learner’s motivation – good in primary,
poor in secondary
Low teacher to pupil ratio – 1:25 in primaries
and 1:30 in post primary
Well qualified professional
staff
Well resourced/rich in technology
High standards due to excellent standard of teaching/highly valued in UK
terms
Declining numbers of children
Emphasis on early childhood development/starting school very young e.g. 4 years/structured
nursery curriculum
Teacher conditions – not well respected –
does not compare well with other professions
Most learners wear
uniform/uniform grants available from government
Classroom
assistants assigned to special needs learners - free school meals for needy
learners
Large number of extra curricular activities e.g. sport,
drama, music, homework clubs
Residential visits and trips for
learners – outdoor activities
The school
system in Northern Ireland is highly fragmented, divided by religious difference and academic
selection. There are secondary grammar, Catholic, maintained, Protestant, controlled and integrated
schools where children of all faiths are taught together. Many primaries are very small. All are
overseen by the province’s five regional educational and library boards.
Pressure is
building to simplify this structure now that the peace process has delivered a more stable
environment. Suspicion that religious segregation helped to fuel the Troubles has led to radical
reform. The Bain Report (Northern
Ireland: Bain Report ) advocates the amalgamation of smaller schools and rewarding
institutions that break down religious barriers by sharing teachers and facilities. As many as a
third of state schools – around 450 – could face closure or merger.
The future of
selection is likely to be one of the most contentious issues.
The Guardian , 15 May 2007, Owen Bowcott (edited)
Pakistan
Teachers in Pakistan describing their schools to
teachers in partner countries
Most schools
promote rote learning
Poor children are not educated because
education is not free
Great variety of schools – government
schools teach obsolete concepts and methods of teaching are not effective
Private schools are expensive but students are given a good education
Lack of conceptual learning
Most village schools have no buildings and very few teachers – they sit on mats
Some private schools are now affordable for the middle classes
Most of the elite schools are better than some British schools
with teacher to student ratios of 1:20 or at most 1:25
Education indices in Pakistan are extremely poor compared with countries of
similar per capita income. The Primary Net Enrolment Rate is only just over 50%, with very high
drop out rates and low transition to secondary education. Only half of those over 10 years old are
literate – lower for females, and in rural areas.
Information extracted
from DFID: Pakistan
Factsheet
Sri Lanka
Teachers in Sri Lanka describing their schools to
teachers in partner countries
Government,
independent and international schools
Syllabus: national,
London and Cambridge
Free education in national schools up to UG
levels
National syllabus needed for entry to university
Test driven curriculum, heavy workload
Education is mostly inside the classroom
Extra
curricular activities: music – local and Western music and dance, sport – cricket most popular and
football
Parents and past pupils highly involved
Average teacher to pupil ratios: government 1:40, independent 1:25,
international 1:20
Teachers work from 8 am to 2
pm
Uniform is compulsory
Regular school inspections
Teachers are respected but poorly paid
Ministry of Education promotes the professional development of
English language teachers
Progress
Primary school completion rates are
at 100%, and Sri Lanka's literacy rates are on par with the more developed countries of the
world.
Challenges
In Sri
Lanka, social exclusion, driven by ethnicity, language, religion, and conflict, has been deeply
ingrained for decades, resulting in reduced opportunities and extreme tensions among different
groups. More than 64,000 lives were lost, and an estimated 800,000 people were displaced in the
conflict between the Liberation Tigers of Tamil Eelam (LTTE), and the Government of Sri Lanka.
Reducing these social and economic disparities will be critical to rebuilding trust and moving
towards peace. At the same time, new economic benefits, equitably distributed throughout the
country, will be essential for maintaining the level of social and political stability needed for
lasting peace.
Progress and challenges extracted from
The World Bank
South Africa
Teachers in South Africa describing their
schools to teachers in partner countries
Great difference between public and private
schools
Private schools
well-resourced with learning materials and qualified teachers
higher than average teacher to pupil ratio
school fees very
expensive
parental involvement very high
large choice of subject areas
highly
disciplined
include global dimension
Public schools
poorly
resourced
transformation is challenging
curriculum moving towards outcomes-based education
parental involvement is through school governing bodies
limited global and regional African perspective
distinction
between rural/urban based schools
fewer extra-mural
activities
Progress
South Africa is well on course to meet all the
Millennium Development Goals ahead of the 2015
deadline.
The very poor are steadily improving their lives through increased social
assistance grants. The number of people benefiting has increased from 2.6 million to 7.9 million
since 1994. 10 million more people have access to clean water. Primary school enrolment has also
increased steadily.
Challenges
However, South Africa recognises the challenge to ensure Millennium Development Goals are
also achieved in other African countries, and especially in Southern Africa, where progress is
falling behind. Because of its relative wealth and expertise, South Africa plays a critical role in
Africa’s development. Along with other African presidents, President Mbeki has been an important
player in the creation of the African Union and NEPAD (The New Partnership for African
Development ). These initiatives have the aim of ensuring that MDGs are achieved on the
African continent.
Progress and challenges extracted from
DFID: Africa
Profile
Wales
Summary of education system in Wales
Pupils to learn Welsh from the age of five and can be
taught through the medium of Welsh
No league tables – Primary
league tables were never introduced and secondary ones were scrapped
Parents entitled to information about schools' exam results from their schools or local
education authority
No national tests for seven-year-olds –
those for 11 and 14-year-olds under review
A foundation stage
for three to seven-year-olds is being planned
Primary children
are being taught a foreign language from the age of seven in nearly 100 schools
Welsh baccalaureate piloted in 18 schools – including mandatory core of maths and
English
Extracted from
National Literacy
Trust
From 2010, children in Wales will have to enter the
education system at three. This is partly prompted by anxiety among teachers that growing numbers
of children are starting school unable to speak audibly, be understood or listen. Wales scrapped
national testing for 7 year olds in 2002. Tests for 11 year olds and 14 year olds are now optional.
Primary league tables have never been published in Wales (as they are in England); in 2002 they
were scrapped for secondary schools too.
By this September, secondary schools and
their feeder primaries must have drawn up transition plans to deal better with pupils’ moves from
primary to secondary school. All pupils must study Welsh although they don’t have to take exams.
The most distinctive feature of secondary reform is the Welsh baccalaureate, a broader post-16
qualification that the typical package taken by students in England.
Extract from The Guardian , Tuesday May 15th, 2007, Peter
Kingston (edited)
Scotland
Teachers in Scotland describing their schools to
teachers in partner countries
There are a very
wide range of types of schools – mainly state and privately funded
Maximum class size in primary schools is 33; average class sizes in secondary: practical
classes = 20, 1st and 2nd year Mathematics and English classes = 20, all other 1st and 2nd classes
= 33, 3rd to 6th year classes = 30
Working towards the idea of
‘life-long’ learning (Scottish Government Publications:
Lifelong Learning Strategy for Scotland )
Some parents
very demanding
Pressure from National Testing/accountability/
target driven
Rigorously reviewed and inspected, including
self-evaluation and external evaluation by HM Inspectorate of
Education
Motivating some children to learn is a problem
– we have so many resources so why don’t all our pupils want to learn?
Full of opportunities for pupils to develop across the four capacities in
A Curriculum for Excellence,
Scotland
Some independent, motivated
learners
Staff development opportunities
Leadership exercised at all levels
Demands on
teachers can be very stressful at times
Welcoming friendly
ethos
Forward thinking, challenging
The price of housing is usually higher in the catchment areas for the ‘best’ schools
Primary schools very visual places – lots of displays of pupils’ work and other
materials
There is an overload of new initiatives coming from the
government
The historic 2001 pay and
conditions deal gave teachers in Scotland a 23.5% pay rise over three years, and a 35-hour working
week. In January, 2007, however, Her Majesty’s Inspectorate of Education said the deal had so far
failed to deliver significant improvements on pupil attainment.
The Curriculum for
Excellence covers the three-to 18 age group and is an overhaul of the existing curriculum
structure. Principles include the broadening of subjects to include more drama and sports and more
skills-for-work options.
The
Guardian , Tuesday May 15th, 2007, Kirsty Scott (Edited)
