CULTURE AND

EDUCATION
PRESENTED BY: SAKINA FATIMA
 TOPIC:
 COMPARISON
BETWEEN CHINA
(DESTINATION
COUNTRY) AND
PAKISTAN (HOME
COUNTRY) ON THE
BASIS OF ANY THREE
CULTURAL ASPECTS.
 ASPECT#1: DIGITAL CULTURE
PAKISTAN
 In developing countries like Pakistan a number of
families don’t have modern digital technology (Laptop,
Mobile, Television and Internet) to provide their
children for online education.
 Even then Online education in Pakistan is developing
at a fast pace. Statistically, in January 2020, 76,38
million internet users were in Pakistan, an increase of
11 million last year, a 35 percent increase in Internet
access in Pakistan (Pakistan's Digital Report, 2020).
 Tele-schools went on air to compensate for academic
loss in Covid-19.
 Rural areas/ Public schools have less ICT resources
as compared to Urban areas/Private schools.
CHINA
 In compulsory education, China has built a resource pool
with nearly 15,000 class hours of video education resources
provided for free to 160 million students in all rural primary,
middle, and high schools.
 In vocational education, information resource networks are
offered to facilitate resource collection and sharing. In
addition, 400 national quality courses of higher vocational
education are updated.
 In higher education, the majority of universities have built
teaching resource pools with 1,800 libraries sharing the
service and more than 3,800 national public video courses
offered free of charge for the whole society.
 Different types of schools in different areas also offer public
video courses online. Distance education is applied in the
training of rural migrant workers, cadres, and employers in
some enterprises
 ASPECT#2: CLASSROOM
ENVIRONMENT
PAKISTAN
 In a landmark development for children’s safety
in Pakistan, a new law banning corporal
punishment came into force across the country’s
capital.
 The ‘Islamabad Capital Territory (ICT)
Prohibition of Corporal Punishment Bill’ bans all
forms of corporal punishment in formal and
informal educational institutions, seminaries,
childcare institutions and juvenile rehabilitation
centers.
 Although there have been some cases reported
regarding severe corporal punishments in
religious as well as public schools in Pakistan.
CHINA
 Being hit on the palm of the hand with a
ruler. This may soon be a thing of the past
as China has recently banned school
teachers from meting out any punishment
that could cause physical or mental trauma.

They use exclusions of some sort as well as
making students write as forms of
punishment.
 China focuses more on disciplinary
measures that involve doing chores, the
deduction of exam scores, physical exercise
and humiliation.
 ASPECT#3: GOVERNMENT
INVOLVEMENT
PAKISTAN CHINA
 The curriculum of education in Pakistan does not meet  The Ministry of Education which is
the demands of the current times. It is an old and headquartered in Beijing is the state department
traditional without taking into consideration the reality responsible for the education system in China.
that education is the holistic development of an
In their mission to “modernize China through
individual.
education”, they certify teachers, standardize
 There has been problem of corruption, lack of funds textbooks and curriculum, and enforce national
and gross inconsistency in successive planning on the education standards.
part of various political regimes in Pakistan.
 Moreover, in the overall policy formulation teachers
have been ignored. They are regarded as unimportant
element which has led to alienation between the
teachers and the system of education
 CITATIONS:

 Huang, R. and Kinshuk. (2013-2014) ICT in Education in Global Context. [Online]

Albuquerque, USA: Price Editors. Available from:
https://www.researchgate.net/profile/Vassilios-Makrakis/publication/
300398153_ICTs_as_Transformative_Enabling_Tools_in_Education_for_Sustainable_Development/links/
573ec6aa08ae9f741b31d9c8/ICTs-as-Transformative-Enabling-Tools-in-Education-for-Sustainable-
Development.pdf#page=76
 Rehman, A. (2021) Challenges to Online education in Pakistan during Covid-19 & the way forward. Social
Science learning Education Journal, [Online] 6, pp.503-512. Available from:
http://sslej.in/index.php/sslej/article/view/3481/3081
 (2022) A BAN ON CORPORAL PUNISHMENTS COMES INTO FORCE IN PAKISTAN. End Violence Against
Children, [Online]. Available from:
https://www.end-violence.org/articles/ban-corporal-punishment-comes-force-pakistans-capital#:~:text=In%20a%
20landmark%20development%20for,force%20across%20the%20country's%20capital
.
 https://www.dragonsocial.net/blog/education-china/
 https://files.eric.ed.gov/fulltext/EJ1091681.pdf