An Comparative Discussion Essay Example

Bangladesh has outperformed India in various social indicators. Officially known as the People's Republic of Bangladesh, it is an independent country located in South Asia. It shares boundaries with India on all sides except for a small border with Myanmar in the far southeast. Additionally, it is bordered by the Bay of Bengal to the south. The capital city Dhaka serves as the center for cultural, political, and religious affairs.

Following a nine-month conflict with Pakistan, Bangladesh achieved independence on 16 December 1971. At present, the nation operates as a parliamentary democracy and is governed by an elected parliament known as the Jatiyo Sangshad. Based on the 2011 census data, Bangladesh's approximate population stands at 142.3 million people.

The current statistics indicate that Bangladesh's GDP growth rate is around 6%, with a per capita income of $641. The poverty rate in the country stands at approximately 31%. Bengali is spoken by the majority of Bangladeshis, serving as their primary language and the officially recognized language. English, however, acts as a second language for the middle and upper classes and holds importance in higher education and the legal system. Bangladesh has experienced a rise in its literacy rate to 56%.

UNICEF reports that in 2008, the literacy rate in Bangladesh was about 57%, with a noticeable gender disparity. Specifically, men had a literacy rate of 62% and women had a rate of 51%. Islam is the predominant religion in Bangladesh, followed by approximately 89.6% of the population. However, Hinduism also has a significant number of adherents, making up around 9.3% of the population. Within the Muslim community, Sunni beliefs are widely practiced.

Many people in Bangladesh practice Sufism, which was

historically introduced to the region by Sufi saints. Pakistan, officially known as the Islamic Republic of Pakistan, is a sovereign country located in South Asia. It has a coastline of 1,046 kilometers (650 miles) along the Arabian Sea and the Gulf of Oman to its south. It shares borders with India to the east, Afghanistan and Iran to the west, and China to the far northeast. Furthermore, Oman is situated nearby in maritime vicinity and has a marine border with Pakistan.

Pakistan is situated at a strategic junction, connecting South Asia, Central Asia, and the Middle East. It gained independence from the British Empire in 1947 following an independence movement led by Mohammad Ali Jinnah. The objective was to partition British India and establish a distinct nation for the Muslim majority regions in eastern and western India. At first, Pakistan was a dominion but later transformed into an Islamic republic after adopting its constitution in 1956. The military conflict in East Pakistan in 1971 resulted in the formation of Bangladesh.

Pakistan is a federal parliamentary republic with four provinces and four federal territories. It has a population of over 170 million people, making it the world's sixth most populous country and second largest Muslim population after Indonesia. However, Pakistan faces several challenges including terrorism, poverty, illiteracy, and corruption. The country follows a democratic parliamentary federal system that acknowledges Islam as its state religion. The original Constitution was implemented in 1956 but was subsequently suspended in 1958 by General Ayub Khan.

Zia-ul-Haq suspended the Constitution of 1973 in 1977, but it was reinstated in 1985. This document is crucial for Pakistan and serves as the basis for the current

government. Pakistan consists of four provinces: Punjab, Sindh, Khyber Pakhtunkhwa (formerly known as the North-West Frontier Province), and Balochistan. It also includes a capital territory and federally administered tribal areas that encompass the Frontier Regions. The economy of Pakistan is semi-industrialized, with an estimated foreign debt of around US$40 billion in 2005. However, with assistance from the International Monetary Fund and substantial debt relief from the United States, this debt has decreased in recent years.

Pakistan has a GDP of $475.4 billion and a per capita income of $2,942. The poverty rate in the country ranges from 23% to 28%. Islam is the main religion in Pakistan, with approximately 2,800,000 followers each for Hinduism and Christianity.

In Pakistan, the dominant religion is Islam, practiced by about 96.28% of the population. Sikhism also has a presence in the country, with approximately 20,000 followers accounting for 0.001% of the population.

Pakistan also includes other religious minorities such as Parsis, Buddhists, Jews, Baha'is, and Animists (specifically the Kalasha community in Chitral).

Society in Pakistan follows a hierarchical structure and places great importance on upholding traditional Islamic principles. These principles have a significant impact on both personal and political aspects of people's lives.

The extended family is the basic family unit, but socio-economic constraints have led to a growing trend towards the nuclear family. In Bangladesh, there has been a lack of implementation of any Education Policy for the past four decades since independence. Despite efforts by different governments, political instability has rendered their attempts futile. However, with the victory of the ninth Parliamentary election, the government announced its vision for 2021 and enacted the country's first education policy in 2010. A

significant aspect of this Education Policy is its emphasis on religion, science, and technical education.

This Policy highlights the importance of individuals' sensitivity and aims to provide education that prepares them for employment in the real world. The country's progress depends on acquiring knowledge in modern science and technology. There are two significant aspects to consider regarding this policy: 1) It is not associated with any specific political party but represents the aspirations and expectations of the entire nation; 2) This policy is flexible, allowing for changes and amendments to rectify any mistakes. The National Education Policy embodies the desires of the nation, reflecting the spirit of the Liberation war and independence, aligning with the goals and values outlined in the Constitution. Its objective is to ensure equal rights and opportunities for education, eliminating all disparities. Ensuring access to education for all children is a crucial matter.

In order to eradicate poverty, illiteracy, corruption, communalism, and backwardness in Bangladesh and promote the development of a prosperous nation, it is crucial for the future generation to acquire high-quality, modern, and updated knowledge in science and technology. To achieve this goal, it is essential to apply information technology-based knowledge across various disciplines such as language, mathematics, history, science, and technical education. The establishment of a society that values learning and ensures real education and scientific knowledge for the next generation is imperative. This will help cultivate efficient and skilled individuals who exhibit respect towards others and are driven by patriotism.

The comprehensive education policy consists of 28 chapters which outline the goals and objectives of education as well as different sectors and types of education. It also delineates the responsibilities

of teachers and administrators. The policy places particular emphasis on female education with specified strategies aimed at ensuring its fulfillment.

In the 16th chapter of the policy, the aims and objectives of female education are outlined as being crucial for the development of society and country. However, numerous social, economic, and cultural factors prevent many women in our nation from accessing education. Despite constituting half of the population, women are often limited to responsibilities related to family welfare, childcare, and household tasks. As a result, they are usually assigned passive roles in national progress.

Women's education is essential for their overall development, empowerment, and participation in social progress. Its main goals include:

• To raise awareness and enhance women's confidence so they can advocate for equal rights.
• To motivate women at all levels to acquire the necessary skills for active involvement in governing the country.
• To ensure women's engagement in poverty alleviation and socio-economic development initiatives.
• To empower women to contribute to the country's socio-economic development through self-employment or various positions.
• To empower women to challenge their subordinate position, demand equal rights, and resist dowry and violence.

Strategies: A specific budget allocation will be solely dedicated to women's education.

A dedicated fund will be established to provide financial support for women's education at all levels. The focus will be on promoting private initiatives and funding, while also implementing strategies to decrease the dropout rate among female students and facilitate their reintegration into mainstream educational systems. In cases where reintegration is not possible, vocational programs will be offered.

Various educational opportunities will be provided for women in different fields, including part-time, vocational, non-formal, and technical

areas. Additionally, efforts will be made to increase the enrollment of girls in formal education and motivate them to pursue higher education. The goal is to create favorable conditions for women's education by supporting various educational institutions.

Efforts will be made to raise awareness among all individuals, regardless of gender. The primary level education program will actively support a positive and progressive perspective on women, addressing the issue of equal rights. This has the potential to bring about a change in social behavior and mindset for all students.

The primary and secondary level course contents will involve an increased focus on biographies of notable women and writings by women. Additionally, the curriculum for the final two years of secondary education will encompass gender studies and reproductive health topics. Moreover, it is imperative that all students, regardless of their gender, are afforded equal opportunities to select their courses during secondary level education, with equal significance placed on all subjects.

Methods will be put in place to guarantee the protection of girls during their journey to school, such as offering transportation services and establishing secure hostels if necessary. Furthermore, specific courses like home economics will not be encouraged for enrollment.

Girls will be encouraged to pursue science and professional subjects, including engineering, medical studies, law, and business studies. Furthermore, the country has four polytechnics that are exclusively dedicated to women.

Additional polytechnics for women will be established, if necessary, to increase the inclusion of girls in technical or vocational education. Encouragement and sufficient opportunities will be given to enroll women in technical schools at the upazila level.

Financial assistance will be given to economically disadvantaged and academically talented women for higher education and

research. Steps will be taken to help women secure interest-free or low-interest bank loans specifically for educational needs. Ensuring the involvement of women in policy-making and decision-making processes at all levels of education, from primary to secondary and tertiary, is extremely important. Additionally, it is vital to effectively enforce regulations related to sexual harassment and oppression in educational institutions.

The content and contextual analysis of the Bangladesh education policy reveals that education serves as an illuminating force, eliminating ignorance. It includes intellectual and ethical guidance, shaping individuals into well-rounded contributors to society. Education empowers individuals to make informed decisions and cultivates a sense of consciousness about personal responsibilities.

Education for females, or the education of girls, is essential for the advancement of our nation since they constitute half of our population. Without adequate growth and empowerment of women, progress in our country becomes unachievable. Consequently, education plays a pivotal role in enhancing the situation and prospects for girls.

Every ruling regime aims to implement a successful education policy, but several proposed policies have not been put into action for various reasons. Bangladesh introduced its first national education policy in 2010, which is a significant milestone for the country, particularly in advancing female education.

Here is the content and contextual analysis of education policy in Bangladesh. The social structure of the country is based on its cultural values, which reflect both old and new elements. Despite being a Muslim country, the strict amplification of religious values is relatively less influential in shaping the social structure, allowing for free access to female education.

With regards to the form of government, Bangladesh had a period of military rule for approximately 15 years after

gaining independence. However, in 1991, it transitioned back to a democratic form of government.

Democracy pledges to fulfill the people's demand, urging every elected government to prioritize female education. Terrorism has experienced limited growth in this context. Even in tribal areas, schools are actively promoting girls' education. Strict religious groups have been unsuccessful in exerting pressure on the government or any institution to impede the progress of female education.

Historically, women's education in this subcontinent region has experienced significant development. The first school for women in British India, Bethun College, was established. In the 18th century, Begum Rokeya played a crucial role in promoting female education in Bengal. In terms of economic status, Bangladesh is considered one of the world's most developing countries.

In recent times, the conditions in Bangladesh have been improving. The poverty rate in 2010 was approximately 31%, with a per capita income of around $614. The dependency on foreign aid has also decreased to about 2%. When it comes to budget allocation, education is considered a top priority sector. There has been significant investment in female education, resulting in remarkable advancements in this area. Furthermore, the political culture in Bangladesh strongly supports the empowerment of women.

The political culture surrounding women's involvement has evolved over time. Pritilota Wddar, a prominent leader in British India, played a significant role in this development. Currently, both major political parties are led by women, which has also positively impacted female education. NGOs have played a crucial role in post-independence reconstruction efforts, but now they are primarily focused on empowering women and promoting female education. These organizations work in remote areas to raise awareness about the importance of education for

girls.

The emergence of various formal and informal educational institutions has led to the government being urged to develop policies on female education. The Education Policy 2009 in Pakistan states that it is the government's duty to offer free primary education. Initially, Pakistan only had one university, the University of the Punjab, established in Lahore in 1882. Presently, there are over 132 universities in Pakistan, with 73 being public and 59 being private.

Education in Pakistan is categorized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees. In 2008, after years of military rule, the newly elected government began its journey. In 2009, as a promise to the general population, it implemented its education policy known as The National Education Policy (NEP) 2009. This policy is part of a series of education policies that have been in place since the country's inception in 1947.

The review process for the National Education Policy 1998-2010 began in 2005, resulting in the finalization of the White Paper in March 2007. This paper served as the foundation for the Policy document. The delay in completing the draft was influenced by multiple factors, including the consultation process and major political changes in the country. The Ministry of Education (MoE) initiated the review in 2005, well before the existing policy framework (1998-2010) had reached its time horizon, due to two main reasons.

The policy framework has not been effective in guiding educational outcomes. The education sector has struggled in

terms of access rates, quality, and equity. Additionally, new international challenges, such as the Millennium Development and Dakar Education for All goals, have become more prominent. These challenges are a result of globalization and the desire to become a knowledge society. Furthermore, domestic pressures like devolution of powers, economic development, and demographic changes have created the need for a renewed focus on providing quality education for everyone.

The Policy is founded on an extensive consultation process that was started in 2005, following the roadmap endorsed by the Inter-provincial Education Ministers’ (IPEM) Conference. The assessment was carried out in collaboration with all stakeholders, especially the Provincial, Area and District governments. Numerous comprehensive research studies were commissioned to contribute to this process. To facilitate targeted discussions, the National Education Policy Review (NEPR) team prepared 23 green papers on various subjects and widely distributed them to encourage discussion and receive feedback.

The process involved visiting 31 representative districts, attending one national and seven provincial/area education conferences, participating in ten focused group discussions on specific issues, and consulting with educationists from all over Pakistan. After receiving feedback, the results were compiled into a "White Paper2" and circulated for comments. The final policy document incorporates additional input from all stakeholders, including Provincial and Area Governments. The findings and recommendations reflect the perspectives of the majority of stakeholders across the country. The document is divided into eleven chapters.

Chapter 1 provides an overview of the current state of Pakistan’s education sector, while also comparing available indicators with data from comparable countries. Chapter 2 discusses the overarching challenges and the responses to these challenges. Chapter 3 identifies two fundamental causes for the deficiencies

in performance and outlines a system-wide and subsector level approach to address them. Chapters 4 and 5 focus on improving performance at the sector-wide or system level, while Chapters 6 to 9 outline specific reforms and policy actions at the sub-sector level. Chapter 10 examines the financing of education, and Chapter 11 proposes a framework for implementing the action plan presented in this policy document.

6. Although many areas discussed in this document have been addressed in previous policy documents in the country, it seems that many problems persist. Merely introducing a new policy document will not solve the situation. However, this document acknowledges two shortcomings of previous documents that, if addressed, can bring about changes in the current one: the need for governance reform and an implementation roadmap.
7. Regarding governance, the policy delves into the matter of inter-tier responsibilities, wherein the specific roles and functions of the federal-provincial-district governments remain unclear.

Confusion has been compounded, particularly at the provincial-district levels, following the 'Devolution Plan' due to a lack of clear strategies. Additionally, governance reforms have been hindered by the fragmentation of ministries and institutions responsible for managing different sub-sectors of education. The Policy document addresses these issues by discussing problems of management and planning, as well as providing recommendations. Furthermore, the document includes a chapter dedicated to describing the implementation framework.

The framework acknowledges the importance of the federating units in implementing education. The Federal Ministry of Education will act as a coordinator and facilitator to ensure consistency in achieving educational goals across sectors and regions. The national policy has been transitioned to a truly 'national' focus, rather than solely federal. To achieve this, it is

recommended that the highest body overseeing education progress in the country be the Inter-provincial Education Ministers' Conference, which includes representation from all federating units.

The Federal-Provincial collaborative effort is crucial for success in this regard. It is also suggested to turn the document into a dynamic one, open to change whenever necessary. All proposed changes can be approved by the IPEM, regardless of which federating unit proposes them. The objective of the Policy is to establish a national strategy for guiding education development in Pakistan.

Many policy actions outlined have already been initiated in reforms during the process, particularly in curriculum development, textbook/learning materials policy, provision of missing facilities, and various initiatives implemented by provincial and area governments. The Policy incorporates these ongoing reforms and integrates them into its recommendations. The education policy of Pakistan acknowledges the importance of education for development. However, the country's educational policy is frequently changing. The constitution of Pakistan guarantees women's full participation in all aspects of life, as they make up more than 50% of the total population. However, the literacy rate for females is only 36%, compared to 64% for males. The ratio of primary schools for girls and boys is 4 to 10, respectively. Each government strives to implement different practices with the goal of improving the quality of education.

Although there are ongoing disparities in education accessibility across different societal groups, education policies in Pakistan have been unsuccessful in establishing a uniform curriculum for all students, especially girls. Numerous factors contribute to this situation. The following provides a description of the content and contextual aspects of Pakistan's education policy concerning girls.

Poverty is a major hindrance for Pakistani women in

obtaining an education. Their low income results in a lack of access to educational opportunities. Due to their limited resources, parents often prioritize their daughters' participation in informal education, such as learning sewing or cooking skills, or entering the labor market. While the education of females plays a crucial role in creating wealth and economic development, parents are often constrained by economic limitations and tend to invest more in their sons' education. This is because sons are expected to bear the economic responsibilities of the family in the future (The future of girls' education in Pakistan).

In short, poverty creates an difficult situation for parents regarding their children. When a family has many children and limited income, they prioritize educating the boys while the girls are relegated to household chores and denied the opportunity for a better future through education. Additionally, the gap between rural and urban areas is even more pronounced. In 1981, only 7 percent of women in rural areas were literate compared to 35 percent in urban areas.

Among men, the rates were 27 percent, while amongst women, the rates were 57 percent. Pakistan's low female literacy rates are perplexing, as they are comparable to those of some of the world's poorest nations. The social structure in Pakistan is influenced by religious values, as it is a democratic Muslim country where religious practices strongly impact female education. In many regions, girls are prohibited from receiving an education.

One of the most deplorable aspects in some places, particularly northern tribal areas, is the strict prohibition of girls' education on religious grounds. This misinterpretation of Islam, the dominant religion in Pakistan (96% of the population), is a

gross error since Islam encourages both men and women to pursue education. The situation is especially critical in NWFP and Baluchistan, where the female literacy rate is as low as 3% to 8%. The policy context depends greatly on the form of government.

Pakistan has a history of military rule that prevented it from addressing the demands of girls. Despite clear provisions in the constitution for female education, these provisions were suspended by various military rulers. The first Constitution of Pakistan was adopted in 1956 but suspended in 1958 by General Ayub Khan. The Constitution of 1973 was also suspended in 1977 by Zia-ul-Haq but reinstated in 1985.

Terrorism in tribal areas: Pakistan is currently one of the most affected countries by terrorism. In these tribal areas, international terrorist groups such as the Taliban are present and actively oppose female education, leading to the destruction of numerous schools for girls. As a result, many parents in these areas fear for the safety of their daughters and are reluctant to send them to school. Historical culture: In Pakistan, female education has never thrived and this can be traced back to its history. After 1857, when Sir Syed advocated for the educational upliftment of Muslims, the education of women was neglected.

During that period, books such as "Bahishti Zaiwar" and "Miratul Uroos" emerged with the intention of defining and restricting the roles of women. These books aimed to undermine women's awareness and confine them solely to their familial responsibilities. In terms of economic status, Pakistan stands as a prominent developing country in South Asia. The poverty rate in Pakistan is estimated to range between 23% and 28%.

However, the investment in

female education is comparatively lower, accounting for only about 2% of the GDP. This can be attributed to Pakistan's significant foreign debt, which restricts its ability to invest in female education, thus not fully reflecting it in their national policy. Moreover, Pakistan faces administrative challenges as it is a federation consisting of four provinces; Punjab, Sindh, Khyber Pakhtunkhwa (formerly the North-West Frontier Province (NWFP)), and Balochistan.

However, the majority of facilities are still located in urban areas, highlighting a significant disparity between rural and urban regions. In 1981, the literacy rate for women in rural areas was only 7%, whereas it was 35% for women in urban areas. The rates for men were 27% in rural areas and 57% in urban areas.

One of the contributing factors to women illiteracy is the system failure in education provided by the government. In Pakistan, the government has implemented policies on textbooks that favor men over women, as stated in "A critical analysis of school enrollment and literacy rates of girls and women in Pakistan." The emphasis in these textbooks is on the male figure and the skills needed for success in society. Additionally, government policies have led to a greater number of girls being deprived of an education. As mentioned in the same analysis, "the government has done not much to help girls go to school. The textbooks picture a boy or man as a powerful, strong, and dominant figure, while portraying a girl or woman as submissive, timid, and confined to domestic duties."

Unfortunately, due to the humiliated pressure placed on them, girls lose interest in education and often drop out of school. This is a damaging outcome, as

both men and women have equal abilities and contributions to make in building civilization. Therefore, society should treat both genders equally.

Currently, women have a significant role in society. Bangladesh and Pakistan, two prominent countries in South Asia, emerged in 1947 when India was divided. Pakistan's East and West wings were established, with a total population of 70 million. East Pakistan, which mainly consisted of the area previously known as East Bengal, became geographically isolated from West Pakistan by 1,000 miles of Indian territory. This separation was further reinforced by linguistic, cultural, and political disparities. As a result, East Pakistan successfully fought for independence and became the independent nation of Bangladesh in late 1971.

Although the two countries have distinct characteristics, they share numerous similarities. In 1999, their populations, mainly consisting of Muslims, were both between 130-150 million and increasing by approximately four million annually. These populations have multiplied four times since 1947. Throughout over two thousand years, both nations have actively engaged in the history, languages, and cultures of northern India. Moreover, their economies heavily rely on agriculture and are ranked among the poorest quartile globally. Furthermore, their recent political backgrounds have been marked by instability and prominent military figures.

Pakistan has a Gross National Product (GNP) per capita of approximately US $460 in recent years, which is twice as much as Bangladesh's GNP per capita. Additionally, a smaller portion of Pakistan's population lives below the poverty line.