CHRISTIAN HIGH SCHOOL GRW: 2024

Current Situation in Pakistan

Poverty reduction has slowed amid recent shocks, as economic growth has remained volatile and slow. Pakistan made significant progress towards reducing poverty between 2001 and 2018 with the expansion of off-farm economic opportunities and increased inflow of remittances. However, rapid poverty reduction has not fully translated into improved socio-economic conditions, as human capital outcomes have remained poor, with high levels of stunting at 38 percent and learning poverty at 78 percent. Critical constraints, including persistent fiscal and current account deficits, protectionist trade policies, unproductive agriculture, a difficult business environment, a heavy state presence in the economy, and a financially unsustainable energy sector, have remained unaddressed, leading to slow and volatile growth. Progress with poverty reduction has recently slowed amid macroeconomic instability, the COVID-19 pandemic, and the catastrophic 2022 floods. The estimated lower-middle income poverty rate is 40.1 percent (US$3.65/day 2017 PPP) for the year 2023-24, virtually the same as the poverty rate in 2018, but with 7 million more Pakistanis living below the poverty line. Pakistan experienced heavy monsoon rains in 2022 leading to catastrophic and unprecedented flooding with enormous human and economic impacts. Roughly 33 million people were impacted, and many permanently displaced. More than 13,000 kilometers of roads were destroyed, 2.2 million houses damaged, around 3.8 million hectares of crops were flooded, and an estimated 1.2 million livestock were killed. Limited access to input and output markets and temporary disruptions to supply chains subsequently drove up food prices and added to existing price pressures resulting from reduced agricultural yields and the global rise of food prices. The Government’s Post-Disaster Needs Assessment estimated that the need for rehabilitation and reconstruction is at US$16.3 billion. Pakistan has made recent progress towards macroeconomic stabilization, but risks remain extremely high and faster growth will require substantial reform. Real GDP growth contracted by 0.2 percent y-o-y in fiscal year FY23, after growing by 6.2 percent in FY22 and 5.8 percent in FY21. Accumulated economic imbalances, including high fiscal deficits and increasing debt, depleted Pakistan’s policy buffers resulting in high vulnerability to the catastrophic floods, high world commodity prices, and tight global financing conditions. Repeated delays in implementing the International Monetary Fund (IMF) Extended Fund Facility (EFF) program and the associated decline in external financing inflows saw foreign reserves fall to critically low levels, amid high inflation and sharp currency depreciation. Following the expiry of the incomplete EFF program, a nine-month Stand-By Arrangement (SBA) was approved by the IMF, with staff level agreement reached on its final review in March 2024. Under the SBA, exchange rate flexibility was restored, import controls were eased with some recovery in foreign exchange reserves and economic growth, and new measures were introduced to contain the FY24 fiscal deficit. Nonetheless, risks remain high. Short-term stability depends on remaining on track with the SBA, continued fiscal restraint, and new external financing inflows. Robust economic recovery over the medium term will require the steadfast implementation of much broader fiscal and economic reforms. Economic activity is expected to remain subdued, with real GDP growth estimated at 1.8 percent in FY24, reflecting continued tight macroeconomic policy, import controls, high inflation, and continued policy uncertainty. Output growth is expected to increase to around 2.5 percent over FY25-26, remaining below potential. Poverty reduction is projected to stall with the poverty rate at around 40 percent in the medium term, owing to weak growth, limited increase in real labor incomes, and persistently high food and energy inflation. Inflation is projected to remain elevated at 26.0 percent in FY24 due to higher domestic energy prices, with little respite for poor and vulnerable households with depleted savings and lower real incomes. With high base effects and lower projected global commodity prices, inflation is expected to moderate over the medium-term. With continued import controls, the CAD is expected to remain low at 0.7 percent of GDP in FY24 and to further narrow to 0.6 percent of GDP in FY25 and FY26. The fiscal deficit is projected to widen to 8.0 percent of GDP due to higher interest payments but gradually decline as fiscal consolidation takes hold and interest payments fall over time. The Government continues to face a challenging macroeconomic environment while maintaining progress towards macroeconomic stabilization and critical structural reforms. Significant downside risks include: i) policy uncertainty, which may undermine a coherent and timely policy response; ii) worsening external conditions, including unforeseen increases in global commodity prices and interest rates; and iii) risks associated with large domestic and external financing needs, especially in the context banking sector liquidity constraints. To manage these risks, it will be critical to adhere to sound overall economic management and buttress market sentiment, including through articulating and effectively implementing a clear strategy for economic recovery; constraining fiscal expenditures to the extent possible and carefully targeting any new expenditures; maintaining a tight monetary stance and flexible exchange rate; and remaining on-track with critical structural reforms, including those in the energy sector.

What is Christian persecution?

s you read about Christian persecution, you might wonder what it looks like. It can take many forms: A woman in India watches as her sister is dragged off by Hindu nationalists. She doesn’t know if her sister is alive or dead … A man in a North Korean prison camp is shaken awake after being beaten unconscious; the beatings begin again … A woman in Nigeria runs for her life. She has escaped from Boko Haram, who kidnapped her. She is pregnant, and when she returns home, her community will reject her and her baby … A group of children are laughing and talking as they come down to their church’s sanctuary after eating together. Instantly, many of them are killed by a bomb blast. It’s Easter Sunday in Sri Lanka … About Christian Persecution Today The people described above don’t live in the same region or even on the same continent. But they share an important characteristic: They are all Christians, and they suffer because of their faith. What each of these examples have in common are threats, discrimination and violence. Often, this violence begins at the top, with controlling authoritarian regimes. Other times, it is a result of a region’s dominant culture attempting to control the population. Regardless of the cause, followers of Christ around the globe are pursuing worship at great risk to themselves and their families. These violent events did not end for good during the third and fourth centuries. Hostility against those of the Christian faith has been ongoing for centuries. In fact, Christianity is the most persecuted religion today. Globally, our brothers and sisters in Christ need help to continue their walk with Him safely. Your support can help provide security for believers who worship under the daily threat of horrific violence. Learn more about the realities of Christian persecution by reading the stories of real believers all over the world. Defining Christian persecution? While Christian persecution takes many forms, it is defined as any hostility experienced as a result of identification with Jesus Christ. From Sudan to Afghanistan, from Nigeria to North Korea, from Colombia to India, followers of Christianity are targeted for their faith. In what ways are Christians being persecuted? They are attacked. They are discriminated against at work and at school. They risk sexual violence, torture, arrest, and much more. But the pain and the tragedy are not the whole story. James 1:2-4 says, “Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds because you know that the testing of your faith produces perseverance.” That joy is what we see when we hear about Christian persecution and work with believers all over the world who suffer because they serve Jesus. God cares for His people, and He will never leave or forsake them. There are many reasons behind the persecution of Christianity today.. Sometimes, religion may be tied to ethnic or cultural identity. In other places, governments that thrive on power view Jesus as competition and those who follow Him as threats to their control. Still, other areas put such a high value on their majority religion. In such instances, any other faith is seen as something to be rooted out and violently oppressed. Here are some of the main reasons Christians are targeted for following Jesus: 1. Authoritarian governments who view Christianity as a threat to power In some countries, Christian persecution takes place under authoritarian governments. In places like North Korea or Eritrea, authoritarian governments seek to control all religious thought and expression. Their actions are part of a comprehensive plan to tightly oversee all aspects of political and everyday life. These governments regard some religious groups as enemies of the state because they hold religious beliefs that may challenge loyalty to the rulers. 2. Suspicion of anything outside the majority cultural faith In some places, there is great hostility toward nontraditional and minority religious groups. They are viewed as foreign or non-native to the culture. For example, in Niger, more than 98% of the population is Muslim. Thus, hostility comes more from society than from the government. In India, Hindu nationalists claim that to be Indian is to be Hindu. As a result, non-Hindus—religious minorities like Christians and Muslims—are targeted for abuse. In these places, to be a Christian is to claim an identity other than the one claimed by the dominant culture, and that is often powerfully opposed. 3. Extremist groups who want to destroy Christians In some areas of the world, there are radicalized extremist groups. Such groups wage war against anyone who doesn’t adhere to their specific interpretation of religion. For instance, in places like the Middle East and Nigeria, Islamic extremist groups terrorize communities and churches. They have been observed killing those they consider to be “infidels” (often in coordinated bombings), raping and kidnapping women, and burning down homes and churches. Their victims can be fellow adherents of a religion, such as Boko Haram attacks on Muslims in Nigeria. Regardless, they always target Christians out of hatred for other faiths. 4. Official and cultural domination of a single religion Around the world, there are many places that have official laws instilled to tightly control or even discourage Christians from openly practicing their faith. These laws are in the name of service to a dominant religion. In places like the Maldives or Saudi Arabia, Islam is such a dominant religion that trying to worship Jesus openly can be unheard of—especially outside of the prescribed (and restrictive) settings. In places like Pakistan, the laws are guided by Islamic law. In such cases, if a Christian is accused of “blasphemy,” they can be sentenced to death. Christians in Iran are only allowed to worship in churches that don’t speak the language of everyday Iranians. And in places like Malaysia, there are restrictive rules about conversion from Islam for certain ethnic groups. 5. Religious freedom is a disrespected human right Freedom of religion, like all freedoms of thought and expression, is inherent. Our beliefs help define who we are. They serve as a foundation for what we contribute to our societies. However, today, many people live under governments that abuse or restrict freedom of religion. Christians in such areas face persecution, suffer deeply, and are denied basic freedoms. For instance, in Eritrea, there are violations of the freedom of expression, assembly, and religious belief and movement. This is in addition to extrajudicial killings, enforced disappearances, extended detention, torture, and indefinite national service. The lack of basic human rights leads many Eritreans to flee the country. Freedom from persecution is a Human Right In 1948, the United Nations General Assembly adopted the Universal Declaration of Human Rights. This declaration came as a result of the treatment of the Jews in Nazi Germany. The document states that every person is entitled to basic human rights. This reaffirmed the dignity and worth of all human beings regardless of a person’s race, color, sex, language, religion, political or other opinions, national or social origin, property, birth, or other status. In 1966, the United Nations developed the International Covenant of Civil and Political Rights (ICCPR) in addition to the Universal Declaration of Human Rights. Article 18 of the ICCPR focuses on four elements of religious freedom: Everyone shall have the right to freedom of thought, conscience, and religion. This right shall include freedom to have or to adopt a religion or belief of his choice, and freedom, either individually or in community with others, and in public or private, to manifest his religion or belief in worship, observance, practice, and teaching. No one shall be subject to coercion, which would impair his freedom to have or to adopt a religion or belief of his choice. Freedom to manifest one’s religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health, or morals or the fundamental rights and freedoms of others. The States Parties to the present Covenant undertake to have respect for the liberty of parents and when applicable, legal guardians to ensure the religious and moral education of their children in conformity with their own convictions. When countries restrict religious freedom—including the free expression of Christianity and free worship of Jesus—they are rejecting this vital human right, which is built into the conscience of every human being and has been validated time and time again throughout history.

Education in the United States In the United States, education is provided in public and private schools and by individuals through homeschooling. 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. The bulk of the $1.3 trillion in funding comes from state and local governments, with federal funding accounting for about $260 billion in 2021[9] compared to around $200 billion in past years. member in 2015 (with nonteaching staffing increasing by 709%), while teacher salaries declined by 2% in inflation-adjusted terms from 1992 to 2015.[25][26] From 1976 to 2018, enrollment at post-secondary institutions increased by 78% and full-time faculty employed increased by 92%, while full-time administrators employed increased by 164% and other non-faculty staffing increased by 452%, and non-instructional spending increased by 48% from 2010 to 2018 while instructional spending increased by 17%.[27] Enrollment in post-secondary institutions in the United States declined from 18.1 million in 2010 to 15.4 million in 2021,[28] while enrollment in public kindergartens, primary schools, and secondary schools declined by 4% from 2012 to 2022 and enrollment in private schools or charter schools for the same age levels increased by 2% each.[29] In 2014, the Economist Intelligence Unit rated U.S. education as 14th best in the world. The Programme for International Student Assessment coordinated by the OECD currently ranks the overall knowledge and skills of American 15-year-olds as 19th in the world in reading literacy, mathematics, and science with the average American student scoring 495, compared with the OECD Average of 488.[30][31] In 2017, 46.4% of Americans aged 25 to 64 attained some form of post-secondary education.[5] 48% of Americans aged 25 to 34 attained some form of tertiary education, about 4% above the OECD average of 44%.[32][33][34] 35% of Americans aged 25 and over have achieved a bachelor's degree or higher.[35]

Education System in India Primary Education Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to VIII)) education is compulsory and free in India. Primary education begins at age 6 with Middle/Upper Primary school education ending at age 14. Schooling is offered at state-run and private schools, however, private schools often have poorer facilities and infrastructure than government schools. The regional language is the medium of instruction for most primary schools and English as a second language generally begins by grade 3. Secondary Education Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is broken into two, two year cycles, generally referred to as General/Lower Secondary School, or ‘Standard X’, and Upper/Senior Secondary School, or ‘Standard XII’. Education continues to be free at government schools, although private education is more common at the secondary level. Public examinations are held at the end of both cycles and grant access to grade 11 and university level study respectively. General curriculum for lower secondary school in India consists of three languages (including the regional language, an elective, and English language), Mathematics, Science and Technology, Social Sciences, Work/Pre-Vocational Education, Art, and Physical Education. Secondary schools are affiliated with Central or State boards which administer the Secondary School Certificate at the end of grade 10. Based upon performance in the first two years of secondary school, and upon the SSC results, students may enter Senior/Upper Secondary School. Upper Secondary School offers the students a chance to select a ‘stream’ or concentration of study, offering science, commerce, and arts/humanities. Education is administered both in schools or two-year junior colleges which are often affiliated with degree granting universities or colleges. Curriculum for the Higher Secondary Certificate Examination is determined by the boards of secondary education of which there are 31. Although the HSCE is the most common Standard XII examination, the All India Senior School Certificate (CBSE), Indian School Certificate, Certificate of Vocational Education (CISCE), Senior Secondary Certification (NIOS), Intermediate Certificate and the Pre-University Certificate are also offered

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South Korean Education

South Korean Education Yongnam Technology High School students, faculty members. (UNC-CFC-USFK/flick) Our bus wound its way uphill along a narrow, crowded street toward Shinn II Boys High School, and one could only imagine the excitement and disruption we were about to bring to its staff and students. Hanging over the school's entrance was a banner welcoming our group of 19 Americans and more than 40 other educators from Australia, Canada, and New Zealand. We could see dozens of faces peering at us through the windows of the four-story building. Our visit to this school was one of several we would make during the Summer 1996 Korean Studies Program sponsored by the Korea Society, an organization dedicated to academic and cultural exchanges to promote greater understanding of Korea and its people. Our visits and talks with teachers, students, and school officials allowed for some preliminary impressions and observations about education in Korea. Since that visit, much has changed throughout Korea. Economic and political upheavals have shifted both personal and institutional outlooks. As with other societal constructs, Korean schools have been part of this process. The Education System The Korean public education structure is divided into three parts: six years of primary school, followed by three years of middle school and then three years of high school. In 1996 only about five percent of Korea's high schools were coeducational. The proportion of coeducational schools has increased by almost ten percent. However, classes in many coeducational high schools are still divided along gender lines. The curriculum is standardized so now both boys and girls study technology and domestic science. The primary curriculum consists of nine principal subjects: moral education, Korean language, social studies, mathematics, science, physical education, music, fine arts, and practical arts. English-language instruction now begins in the third grade, so that children can start learning English in a relaxed atmosphere through conversational exchange, rather than through rote learning of grammatical rules as is still the practice in many middle and high schools. The major objectives, as stated in a 1996 background report by the Ministry of Education, are "to improve basic abilities, skills and attitudes; to develop language ability and civic morality needed to live in society; to increase the spirit of cooperation; to foster basic arithmetic skills and scientific observation skills; and to promote the understanding of healthy life and the harmonious development of body and mind.” The seventh annual curriculum, which began implementation in March 2000, kept these basic goals but updated many elements to reflect changes in Korean society. Upon completion of primary school, students advance to middle school, which comprises grades seven through nine. The curriculum consists of 12 basic or required subjects, electives, and extracurricular activities. While elementary school instructors teach all subjects, middle school teachers, like their colleagues in the United States, are content specialists. High schools are divided into academic and vocational schools. In 1995, some 62 percent of students were enrolled in academic high schools and 38 percent in vocational high schools. A small number attended specialized high schools concentrating in science, the arts, foreign languages, and other specialized fields. This is still the case. The aims of education at the high school level are stated as "to foster each student's personality and ability needed to preserve and strengthen the backbone of the nation; to develop students' knowledge and skills to prepare them for jobs needed in society; to promote each student's autonomy, emotional development, and critical thinking abilities to be brought to bear in and out of school; and to improve physical strength and foster a sound mind." The School Calendar and School Days The school calendar has two semesters, the first extending from March through July and the second from September through February. There are summer and winter breaks, but 10 optional half days at the beginning and end of each break¾which are attended by practically all students¾reduce each of these biennial vacations to the remaining 10 days. A typical day finds high schoolers studying before school begins at about 8:00 A.M. Classes run for 50 minutes each, with a morning break and a 50-minute lunch period. The afternoon session resumes at about 1:00 P.M., and classes continue until about 4:00 or 4:30, followed by the cleaning of the classroom. Students may then take a short dinner break at home, or they may eat at school. Teachers typically move from room to room, while students stay in one place. Students return to the school library to study or attend private schools or tutoring sessions until between 10:00 P.M. and midnight. They return home where they may have a snack, listen to music, or watch television before going to bed. Elementary and middle school students have similar but somewhat less rigorous days with shorter hours and more recreational activities. Attendance requirements call for a minimum of 220 days at all three levels. The curriculum is prescribed by law, as are the criteria for the development of textbooks and instructional materials. There have been periodic curriculum revisions, most recently in March 2000, and the trend is definitely toward decentralization in determining, diversifying, and implementing the curriculum. The well-educated person—according to the curriculum and perhaps shedding further light on what is valued in Korean society—is healthy, independent, creative, and moral. Visiting a High School The high schools that we saw were large and rather barren in appearance. Invariably, a large grassless area in front of the school serves as the playing field as well as accommodates schoolwide assemblies and other meetings. Inside, classrooms line the straight, sparsely furnished halls and are typically filled with 50 or 60 uniformed students and an instructor. Most instruction we observed consisted of teacher lectures, with only rare interruptions for questions. If students had questions, they might speak to the teacher after class. There is considerable interest in computers. At the end of 1999 there was about 1 computer per every 23.8 primary and secondary school student and 1 per every 1.4 primary and secondary school teachers. The Ministry of Education planned to raise the ratio to 1 computer per 17.4 students and 1 per every teacher by the end of 2000. The computer laboratory we visited was equipped with about 50 terminals meant to serve 3,000 students, but at the time only teachers were in the room. As we noted, discipline problems were infrequent, and great respect for teachers was evident. Students bowed, as is the custom, when passing teachers in the halls and appeared hesitant to enter faculty offices. We learned that discipline cases are generally referred to the student's homeroom teacher, who then talks with the student and his or her family. In addition to administering discipline, which may but infrequently includes corporal punishment, homeroom teachers offer counseling, help students with college applications, and maintain contact with parents. We were told in 1996 that in years past when teachers informed parents of discipline problems, parents responded by sending the teacher either a small amount of rice as an apology for having caused the teacher worry and trouble or a switch for the teacher to discipline the child. Since 1999, teachers no longer have the legal authority to administer corporal punishment. This change has created some confusion as to the extent of teachers' authority. Despite these differences, Korean teachers still have more responsibility for counseling students and controlling their behavior than do teachers in the United States. Korean culture grants teachers the same authority as parents and attributes them even greater responsibility for children's moral and academic development. One Teacher's Day One teacher we met was a Korean American from Maryland who teaches conversational English. As he explained, students are rarely assigned written work either in class or as homework. His regular workload consists of five classes that meet four times each week, with an additional twenty classes that meet once a week. With a typical class size of 50 or more students, this teacher would have 1,000 papers to review weekly. He, of course, could not evaluate them and handle all his other responsibilities. This teacher's workday extends from 7:30 A.M. to about 5:00 P.M., with an additional half day on Saturday. Although a relatively long day by American standards, it leaves him with considerable free time and few responsibilities other than teaching. While he reported that teachers’ salaries are relatively high by Korean standards of living, we learned that teachers throughout the country have expressed dissatisfaction with their pay. This teacher confessed that he did not know if his students actually were learning English. There are no failing grades, but there are remedial classes, and students may attend supplemental education centers if they or their parents feel there is a need. Most schools give trial achievement tests twice a year to prepare students for college entrance examinations. In addition, multiple Internet websites offer the same services, helping students to gauge their own progress. Regarding instructional methods, this teacher has tried small groups and other nontraditional approaches to teaching but felt his students did not respond well, being unfamiliar with such methods and uncertain about how they were expected to perform. He therefore returned to lecturing, which he attempts to enliven with frequent questions. His many students seem amazingly cooperative, good-natured, and enthusiastic. A lively question-and-answer session directed by the teacher about students' images of the United States took place during our visit. As one might expect, they were most aware of international sports and celebrity figures, such as Michael Jordan and Michael Jackson. However, when asked what came to mind when they thought of the United States, many answered "freedom" or "the Statue of Liberty." But they also asked about drugs, and if it was true that police patrol American high schools. Visiting an Elementary School We also visited an elementary school of 700 students. Located in Ch'unchon, a city of 200,000, northeast of Seoul, the school had the familiar large, bare playground and meeting space, along with typical class sizes of approximately 50 students. In contrast to the high schools we visited, this school’s halls were decorated with bulletin board displays, banners, photographs, trophy cases, historical exhibits, and examples of student work. Similarly, the classrooms in this worn but well-kept building were covered with displays of children’s work. The school is famous for its speed skaters, and many alumni who have gained prominence in sports have given their trophies to the school to encourage today’s students. The music teacher has more than 50 violins to be used by students in a challenging classical music program. One room stocked with stringed and percussion instruments is devoted to traditional Korean music. Students begin studying science in the second grade, and the school’s science laboratory has several student workstations. A large computer lab is available for classes, and new computers with Pentium processors had just arrived to replace the machines currently in use. The school library, according to the principal, needs more books, given the size of the student body. He suggested, however, that this school was fairly representative of Korean elementary schools, except for its well-equipped television studio, which students use to produce school programs. School tradition and achievement is very important to Korea's principals. One high school has a large stone marker engraved with its motto, "Diligence and Wisdom," and statues adorn the school grounds. One depicts a standing young student looking intently into the eyes of a seated female teacher. The other is of Admiral Sun-shin Yi, the heroic sixteenth-century warrior who designed and built a fleet of iron-plated "turtle boats" that were instrumental in the defeat of a Japanese invasion. In the principal's office, one wall has photographs and statements noting the qualifications of the staff. The entrance to the school is lined with pictures of past principals and a large inscription, "Teachers create the future." Elementary schools put more emphasis on art, music, and physical education than secondary schools do. In addition, at this level more time—roughly the same amount that a Korean high school student spends preparing for college entrance tests—is devoted to extracurricular activities. Social Studies and the Curriculum Social studies education begins in the first and second grades with a course combined with science and titled "Intelligent Life." During their 34 weeks of schooling, first-grade students receive 120 hours, and second-grade students 136 hours, of this instruction. Third- and fourth-grade students receive 102 hours of social studies instruction and fifth- and sixth-graders are given 136 hours per year. At the middle school level, seventh-grade students have 102 hours, and eighth- and ninth-graders receive 136 hours of social studies instruction. In high school, first-year students take a program of required courses. By their second year, students can select from among three tracks: humanities and social studies, a natural science track, and a vocational track. However, this is likely to change. The social studies track includes courses in Korean history, politics, economics, society, and culture as well as world history, world geography, and social studies. Korea has a national curriculum developed and monitored by the Ministry of Education. It is revised every five to ten years; implementation of the seventh national curriculum began in 2000. This curriculum seeks to develop democratic citizens who have strong moral and civic convictions. Humanity Education There have been proposals to change the nature of the educational process—from focusing on preparation for college and entrance into schools that will ensure economic success and intellectual development, over the cultivation of attitudes and abilities needed to become responsible citizens. Toward this end a practice-based approach to humanity education has been implemented, with the goals of instilling values of etiquette, public order, and democratic citizenship through experiential activities. Elements of this curriculum are introduced throughout the school program. From kindergarten through third grade, the focus is on etiquette, the observing of social rules, and the development of a sense of community. Fourth through ninth grade emphasizes democratic citizenship, including rules, processes, and reasonable decision-making. At the high school level, attention is given to global citizenship, including understanding other cultures and peace education. A 1995 government report on Korean education, titled “Korea’s Vision for the Twenty-First Century,” stated that the curriculum must encourage students “to be global citizens, which includes openness to diversity, broad perspectives, an understanding of the various traditions and cultures of other countries, and sensitivity to environmental issues and conflicts among regions and races. Accordingly, there should be greater emphasis on tolerant and open-minded attitudes toward diversity and differences.” The seventh curriculum builds on this document and fosters the development of character education as well as community service. Looking Toward the Future Along with their strong belief in the family and cultural traditions, Koreans value education and are willing to make significant personal sacrifices to ensure that their children are afforded the best available learning opportunities. No nation has a higher degree of enthusiasm for education than Korea, and nowhere are children more pressured to study. Evidence of major educational accomplishments, such as degrees from prestigious colleges and universities, strongly influence a person’s suitability for employment, marriage, and everyday interpersonal relations. In 1996 Moo-Sub Kang, director general of the Korean Educational Development Institute, noted that education administration was gradually moving from the national Ministry of Education to individual schools. In 1998 a Presidential Commission for a New Education Community was established to encourage further reform. More recent educational policy encourages a modest degree of curriculum decentralization. Local boards of education, similar to those in the United States but covering larger geographic areas, now have the requisite degree of autonomy to interpret the national curriculum in terms of local needs. For example, some schools now offer more computer, art, music, and writing courses, eliminating the need for their extracurricular study. Principals now can work with social studies teachers in developing aspects of the curriculum that reflect local needs, such as character education and community service programs. However, the issue that continues to receive the most attention is the need to reform the school system. Many Koreans believe that the mass education of the industrial era is not appropriate to an era of high technology and globalization. In practical terms, large lecture classes of 50 or 60 students with an emphasis on rote learning will not produce creative or morally sensitive graduates. In response to a changing society, the Korean government established a new vision for education. Unveiled by the Presidential Commission on Educational Reform in May 1995, this vision projected open, lifelong education that would provide individuals with equal and easy access to education at any time and place. Further, the Commission felt that education suitable for the twenty-first century would be achieved through technology. The long-range goal was to raise the quality of education to a world-standard level of excellence. Critics point out that in the ensuing five years most classroom practices have remained unchanged. In addition, policy is still set through a four-tiered hierarchical model that is heavily weighted against parental and teacher input, despite locally elected boards of education. Some Tentative Conclusions Education has contributed to the growth of Korea's democratic government. It has produced hardworking, skilled employees who have brought about an economic miracle within a single generation. It has reaffirmed traditional values while maintaining its commitment to modernization, citizenship, and global involvement. The ambitious and comprehensive reform plans developed in 1995 by the Ministry of Education still appear to enjoy widespread public and professional support. A broad spectrum of the society recognizes the need for lifelong learning as a precept for social and economic improvement.

Education in Pakistan

Primary Education In Pakistan, the education system adopted from colonial authorities has been described as one of the most underdeveloped in the world. Barely 60% of children complete grades 1 to 5 at primary school, despite three years of play group, nursery and kindergarten pre-school to prepare them. Middle Education Middle school follows with grades 6 to 8. Single-sex education is still preferred in rural areas. Subjects include Urdu, English, arts, Islamic studies, maths, science, social studies, and computer science where equipment is available. Secondary Education Senior school covers grades 9 to 12 with annual examinations. On completion of grade 10, pupils may qualify for a secondary school certificate. If they wish to, they may proceed further to grade 12, following which they sit a final examination for their higher secondary school certificate. During this time, they opt for one of several streams that include pre-medical, pre-engineering, humanities / social sciences and commerce. Vocational Education Vocational education is controlled by the Pakistani Technical Education and Vocational Training Authority. This body strives to re-engineer the process in line with national priorities, while raising tutoring and examination standards too. Tertiary Education Around 8% of Pakistanis have tertiary qualifications although the government would like to increase this to 20% by 2020. Entry is via a Pakistan Educationhigher secondary school certificate that provides access to bachelor degrees in disciplines such as architecture, engineering, dentistry, medicine, pharmacy and nursing. A pass requires just 2 years of study, and an honors degree 4. For the initial period the curriculum is a mixture of compulsory subjects and specializations. After that, students specialize completely. Thereafter, they may continue with more advanced study as they wish. Some institutions like Lahore Pakistan University are ancient. Others are modern.

Colour Day in CHS

Summer splash

About school

Essay on My School

Education is an essential part of our lives. We are nothing without knowledge, and education is what separates us from others. The main step to acquiring education is enrolling oneself in a school. School serves as the first learning place for most of the people. Similarly, it is the first spark in receiving an education. In this essay on my school, I will tell you why I love my school and what my school has taught me. We have all been to school and we have loved each and every moment we have spent over

there as those were the building blocks of our lives. A school is a place where students are taught the fundamentals of life, as well as how to grow and survive in life. It instils in us values and principles that serve as the foundation for a child’s development. My school is my second home where I spend most of my time. Above all, it gives me a platform to do better in life and also builds

my personality. I feel blessed to study in one of the most prestigious and esteemed schools in the city. In addition, my school has a lot of assets which makes me feel fortunate to be a part of it. Let us look at the essay on my school written below.