In Pakistan education is particularly for those who can pay millions of rupees in a year and who can have enough money for high quality tuition facility otherwise. Schools prefer those parents’ children who can afford exorbitant fees like extra-curricular fees, sports fees and a sufficient amount in the bank account. Poor talented students of our beloved country have no basic facilities and are obliged to work as a labour.
Well reputable schools of Karachi have increased their fees by 25 percent to 50 percent. Such a rapid increase in fees has put large financial burden on parents as they cannot afford their families to bear the large fee structure and fulfill the demands of school authorities under the new impression of any event celebration.
Think of a family single breadwinner who somehow manages to earn rupees 20 to 45,000, how he will be able to pay high tuition fees? Due to vast illiteracy and poverty prevailing in the country the parents cannot either afford schooling or a good schooling facility.
Schools now a days don’t have the motives as they had several years back that they promote education but, it would be perfectly better to say openly that they are not giving education but ‘selling’ education. Commercialism is the factor that is occupying an eminent position in our education system. Schools do not promote education but rather sell education mostly.
It is to be observed that when after high-fee is charged by the school the question arises that whether they provide an excellent quality education, extracurricular activities and other benefits are they offering.
Government of Pakistan has no proper checks and balances over schools and is somehow, interested in taking bribes rather than maintaining the curriculum and the code-of-conducts of the schools.
There should be at least proper checks and balances to maintain the standard of education in Pakistan. It should be well known that the country thrives after its education standard is improved.
Some particular school seems to be first class within a system that deliver education according to purchasing power. It consists of schools varying in standards of education and resources according to the tuition fee rates.
Such a system helps to encourage an inflexible rigid social grade based on class, fully ruining any appearance of superior ability within which an education system truly delivers, making social mobility possible.
The education in our country is now reduced to a commodity. The government disregard the idea that education is a universal birthright to better the lives of all human beings.
At present our education system enables the privilege and the financial elite to be at the helm of power and influence in the bureaucracy industry, media and education.
On the other hand there are those who are denied of the privilege for their financial inability are forever condemned to menial working class positions.
There has been largely the rise of the wealthy business executive as educator and policymaker. Graduates in finance, marketing and accountancy run administrations of educational institutions, equipped with all the training in arts of moneymaking, profiteering, competing and selling. They are being trained in the good art of selling for profit, they lack the vision to educate for the sake of education.
They are educated for business, and so function as necessary, core elements of the commercialized private schooling system. Teachers in Pakistan’s private schools continue to be heavily overworked and perpetually underpaid.
Most English-medium private schools are discouraging value education and traditional disciplines like oriental languages or religious studies because they have little material worth in a competitive economy.
In our system of education children years of education often fail to develop, enlighten and enrich them with wisdom, compassion.
In the private education system, the business graduate not only takes the largest cheque home, but helps to keep in place the system of education. Most well-known educational institutes in Pakistan have anywhere between 20 to 400 students in one class, moving in unison from one classroom to the other. This model of education is not only common and widespread today, but has been going on for quite a while now for one reason or another. The only thing is that is economical.
Director of government relations with the Association for Supervision and Curriculum Development Don Ernst, believes “Smaller class size enhances learning for a basic common sense reason — it helps teachers in getting to know the kids.”
Reasonably, student performance does not just depend on class strength. Other factors like quality of teaching, the school leadership and size, parent involvement and individual differences affect how students perform their day to day tasks as well.
Overcrowding effect on students, especially younger students, their understanding and their relationship with teachers are all very much significant aspects when it comes to education.
In an overcrowded classroom, the teacher-student ratio causes problems. Teachers have to deal with large number of students therefore affecting the attention they pay to each individual. In a class of 15 students, each child will be given better quality attention by teachers as compared to a class of, say, 50. Each student’s needs are catered to individually.
It is only when a teacher knows well that students individually will know which teaching method to use for which class of student. This can only be done when the class strength is enough for the teacher to know and recognize each student. Teachers are able to give students personalized and individual attention in less crowded classrooms.
As students know their teachers and their teachers know them personally, they are more comfortable and frank to speak to them and let them know if they are facing any problems. This affects student performance because they are able to clarify any sort of confusion they hold regarding a subject.
Furthermore, less crowded classrooms are easier to handle and manage. Lesser students tend to get up to less mischief since they know they are being watched. In large classes, however, the class strength is such that teachers can’t watch over each and every student. Consequently, many students tend to get away with what they do, even if it disrupts the whole class.
Although larger classes seem more economical, but does it justify sacrificing quality education? When students are given their required attention, the quality of education and teaching reflected of due performance.