Pakistan/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

**Assuming English is at a Novice Mid to Novice High Level

Pakistan Education System

School Year: March/April to August/September | Compulsory Education: 1st-10th | Graduation: 1st – 12th

Pakistan/U.S. Grading Scale

Pakistan Transition Supports

Pakistan Education Practice:

Out of the formal system, the public sector runs numerous schools and training centers, most being vocationally oriented. Among those institutions can be found vocational schools, technical training centers, and agriculture and vocational training centers. An apprenticeship system is also framed by the state of Pakistan. In addition, informal education is important in Pakistan and recoups mostly school- leavers and low-skilled individuals who are trained under the supervision of a senior craftsman. In Pakistan, gender discrimination in education occurs among the poorest households but is non-existent among rich households. Only 18 percent of Pakistani women have received 10 years or more of schooling. Among other criticisms the Pakistani education system faces is the gender disparity in enrollment levels (Marks 2020k).

U.S. Educator Implications:

U.S. Educator Implications:
Students from Pakistan come from a variety of schools. It is important not to assume that all students are on an academic track or that all students are on a vocational track. Intentional and thoughtful questioning may help educators fully understand a student’s education history. Girls may be particularly at risk due to gender beliefs and/or access to quality education. Patience and trust building will be of the essence.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Rote memorization is highly valued and is the main educational strategy in Pakistan; therefore, students may need guidance and modeling when asked to think critically or curate creative works.
• Students from Pakistan are not well versed in citing references in academic work; therefore it may be beneficial to educate students early on in their transition to avoid misunderstandings later.
• “Pakistani culture requires students to have very formal behavior with teachers. There are no jokes, no slacking off, and no non-curricular discussions. Teachers are addressed as Sir or Madam, and students show respect by standing up when the teacher walks in or stopping walking when the teacher passes by (Marks 2020k).” Introducing students to acceptable classroom behavior and developingcomfort may assist in students understanding U.S. classroom norms.
• Most students do not socialize with the opposite gender. Again, clear communication regarding rationale may be necessary. Until students feel comfortable, consider placing them with same-gender students as they transition.
• Girls may cover their hair with a hijab or scarf. Changing in a locker room may be uncomfortable, and Pakistani girls may choose to wear full-cover clothing in gym class. Discussing different cultural practices may help all individuals be more supportive of their classmate. Students should be allowed to use a private restroom within the locker room to change. It would be best to communicate U.S. locker room etiquette (Marks 2020k).