Submitted By: Hafiz Ali Raza Submitted To: Sir Rehan

Education
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another
Education is the process by which people learn:    Instruction refers to the facilitating of learning, by a tutor or teacher. Teaching refers to the actions of an instructor to impart learning to the student. Learning refers to those who are taught, with a view toward preparing them with specific knowledge, skills, or abilities that can be applied upon completion

System
A system is a set of elements and relationships which are different from relationships of the set or its elements to other elements or sets Most systems share common characteristics, including:
 

Systems have structure, defined by components and their composition; Systems have behavior, which involves inputs, processing and outputs of material, energy, information, or data; Systems have interconnectivity: the various parts of a system have functional as well as structural relationships between each other. Systems may have some functions or groups of functions

Educational System Mean.! A system is a group with at least one affect relation which has information

Preschool education
y y Primary education Secondary education

1. Primary education
Primary education is the first stage of compulsory education. It is preceded by pre-school or nursery education and is followed by secondary. In North America, this stage of education is usually known as elementary education and is generally followed by middle. In most countries, it is compulsory for children to receive primary education, though in many jurisdictions it is permissible for parents to provide it. The transition to secondary school or high school is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some educational systems have separate middle schools with the transition to the final stage of education taking place at around the age of fourteen. The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate. Typically, primary education is provided in schools, where the child will stay in steadily advancing classes until they complete it and move on to high school/secondary school. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject area often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system. Traditionally, various forms of corporal punishment have been an integral part of early education. Recently this practice has come under attack, and in many cases been outlawed, especially in Western countries.

Australia
 Kindergarten/Pre-School (ACT, NSW): 4-5 year olds  Preparatory/Reception/Kindergarten (VIC, QLD, SA, NSW and ACT): 5-6 year olds  Year 1: 6-7 year olds  Year 2: 7-8 year olds  Year 3: 8-9 year olds  Year 4: 9-10 year olds  Year 5: 10-11 year olds  Year 6: 11-12 year olds  Year 7: 12-13 year olds (WA, SA, QLD)

Brazil
Year 1: 6 year olds (former pre-school) Year 2: 7 year olds Year 3: 8 year olds Year 4: 9 year olds Year 5: 10 year olds Year 6: 11 year olds Year 7: 12 year olds Year 8: 13 year olds Year 9: 14 year olds

        

Denmark
In Denmark, 9 years of primary school (Folkeskole) are compulsory. Kindergarten (optional): 5 7 years Primary (Kindergarten) (Ages 4 5) students in the Prairie Provinces are not required by statute to attend kindergarten.
     

Grade 1 (Ages 5 7) Grade 2 (Ages 6 8) Grade 3 (Ages 7 9) Grade 4 (Ages 8 10) Grade 5 (Ages 9 11) Grade 6 (Ages 10 12)

France
 Nursery: Petite Section (3 years old)  Reception:Moyenne Section (4 years old)  Year 1:Grande Section (5 years old)  Year 2:CP (cours prparatoire)(6 years old)  Year 3:CE1 (cours lmentaire 1)(7 years old)  Year 4:CE2 (cours lmentaire 2)(8 years old)  Year 5:CM1 (cours moyen 1)(9 years old)  Year 6:CM2 (cours moyen 2)(10 years old)

Germany
 Kindergarten: 3 5 years  Grade 1: 6 7 years  Grade 2: 7 8 years  Grade 3: 8 9 years  Grade 4: 9 10 years

2. Secondary education
Secondary education is the stage of education following primary school. Secondary education is generally the final stage of compulsory education.

Australia
School is compulsory in Australia between the ages of five/six-fifteen/sixteen or seventeen, depending on the state, with, in recent years, over three-quarters of people staying on until their thirteenth year in school. Government schools educate about two-thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia. Government schools are free although most schools charge what are known as "voluntary" contributions, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, it is required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectation

Brazil
In Brazil, high school is officially called Ensino Mdio (formerly Segundo Grau) and is also informally known as colegial. It is the last phase to basic education. Brazilian high school lasts 3 years, attempting to deepen what students have learned in the Ensino Fundamental. Brazilian high school students are referenced by their year 1st, 2nd and 3rd years. Unlike other countries, Brazilian students don't have a final test to conclude studies. Their approval depends only on their final grade on each subject. Each university elaborates its own test to select new students this test, the vestibular, generally happens once a year. Enem, a non-mandatory national exam, evaluates high school students in Brazil and is used to rank both private and public schools.

Denmark
In Denmark it is mandatory to receive education answering to the basic school syllabus until the 10th year of school education. Since 2009 has it been compulsory also to attend preschool. Furthermore can pupils choose a 11th year of school. After the basic school the majority of pupils between ages 15 19 usually choose to go through the 3-year "Gymnasium", which is University-preparatory. If not attending Gymnasium, the most common alternative is attending vocational training. There are over 100 different vocational courses in Denmark.

Finland
The Finnish education system is a comparatively egalitarian Nordic system. This means for example no tuition fees for full-time students and free meals are served to pupils. There are private schools but they are made unattractive by legislation

Germany
The German school system is free and compulsory through age 18. After the Grundschule (elementary school lasting 4 6 years), teachers recommend each pupil for one of three different types of secondary education. Parents have the final say about which school their child will attend.

Countries Have Best Education System

The world education rankings from the OECD are out. The UK is slipping down in maths, reading and science, and has been overtaken by Poland and Norway, this major study of 65 countries reveals today. Around 470,000 15-year-olds across the world sat a numeracy, literacy and science test last year, the results of which inform the latest Pisa study by the Paris-based Organisation for Economic Cooperation and Development (OECD). The Programme for International Student Assessment (Pisa) is highly respected across the globe, and enables politicians and policy-makers to assess how different country's education systems compare. It shows the UK's reputation as one of the world's best for education is at risk, and has tumbled several places since 2006. The UK is ranked 25th for reading, 28th for maths and 16th for science. In 2006, when 57 countries were included in the study, it was placed 17th, 24th and 14th respectively. Poland has stretched ahead of the UK in maths, while Norway is now ranked higher in reading and maths. Andreas Shleicher, head of the Pisa programme, said the picture for the UK was "stagnant at best". "Many other countries have seen quite significant improvement," he added.

PakistanEducation System
The educational system of Pakistan is among the least-developed in the world. The system was based on the British colonial educational system, which lasted until 1947. In that year, Pakistan gained independence as a result of the partition of the Indian subcontinent into the states of India and Pakistan. The colonial system was elitist; it was meant to educate a small portion of the population to run the government. Despite changes since independence, the Pakistani educational system has retained its colonial elitist character, a factor preventing the eradication of illiteracy.

Structure
The educational system in Pakistan is divided into five major levels. The preuniversity education consists of four levels: the primary level (grades one to five), the middle level (grades six to eight), the high level (grades nine and ten, culminating in matriculation), and the intermediate level (grades eleven and twelve, leading to a diploma in arts or science). There is also a university level, which leads to undergraduate and graduate degrees. The Pakistani educational system is highly centralized. The Ministry of Education is in charge of coordinating all institutions involved inacademic and technical education, up to the intermediate level. For education programs above that level, there is a governmentdesignated university in each of four Pakistani provinces of Sind, Punjab, Baluchistan, and

the North West Frontier. These universities are responsible for coordinating instruction and examinations of all post-secondary institutions in their respective province. Apart from the Ministry of Education, other ministries may oversee certain degree programs of relevance to their activities. Private and nonprofit schools and universities have begun to appear in Pakistan. These include the Lahore University of Management Sciences and the Aga Khan Medical University in Karachi. As privately funded universities, they provide an opportunity for higher education for a small percentage of people who do not have a chance to pursue their studies at publicly funded universities, which have limited annual admissions

Five ways to improve the structure of Pakistan's education system

Universal primary education in Pakistan is contingent on several factors, such as the existence of cost-effective schools, better curricula, and an awareness among parents, especially in rural areas, of the importance of education. However, the single most important factor in getting children to complete primary school is improving the structure of Pakistan's school system. Currently, there exist many obstacles on the road to a smoothly functioning system. These include political interference, corruption, over-centralization, a lack of school autonomy, underdeveloped managerial capacity and poor information systems. However, there are five institutional reforms that can help improve Pakistan's educational structure so that it can achieve the goal of universal primary education. The first reform is the decentralization of decision-making, which improves education administration. Presently, Pakistan educational system is highly centralized even though it is widely understood that basic education is better provided in a system that is administered at the district and village level. A highly centralized system does not respond as effectively to local needs. The bureaucracy interferes with the flow of resources and information. It also means higher level administrators have less time to devote to important issues like program design, implementation, and monitoring.

This decentralization means governments must develop partnerships with communities, NGOs, and the private sector to delegate responsibility effectively in order to achieve universal primary education. A second step necessary for improving the system is greater autonomy for the schools. Currently, school principals have a limited decision-making capacity. In addition, schools do not have control over issues like curriculum, teacher appointment, discipline, and evaluation. There are virtually no opportunities for local staff development programs or resource mobilization. By giving schools more independence, principals would have the authority to appoint personnel and determine crucial issues that affect the day-to-day affairs of schools. Principals, not upper-level bureaucrats, are in a better position to make these decisions since they deal with the daily realities of school life. A third important reform is providing better support to, supervision of, and coordination of the school system at the district and provincial level. By making the district the key level for planning and management, state-level and central education bodies can focus more on policy-making, resource management and regulation. One way to do this is by promoting good principals and teachers at the school level to enhance the institutional capacity of district level organizations. The lack of sufficient manpower is the most serious problem at the district and sub-district level. A fourth necessary reform is to encourage decision-making be based on educational, not political, considerations. At present, politicians hand out teaching jobs as patronage appointments. Federal and provincial funds provided for education sometimes remain unused, especially in rural areas, since feudal landowners are opposed to educating "their" people. The final necessary reform is to expand the information and research base of education in Pakistan. Effective management and administration of the education system depends on the quality of the information system. Without reliable information, decisionmakers cannot improve education policy and programs at the national, district and school levels. One way of collecting reliable information about the state of education is to conduct standardized testing that measures student performance against national curriculum goals. These can be used to compare learning achievement across schools, districts and regions over time. There is also a need for better research. Pakistan currently has one institution that conducts research on educational issues, the Academy of Educational Planning and Management, which conducts research on basic education. However, its abilities are hampered by inadequate funds, no institutionalized basis for collecting, processing and analyzing data, no technical support staff and little influence in policy making.