Comparing the Elementary Education of Pakistan and Malaysia; Focus on Pedagogy and Assessment: A Document Analysis

Abstract

The purpose of the study was to look into Malaysian and Pakistani pedagogy and assessment methods. The study examines Pakistan's 2009 National Education Policy document, which highlights the need to encourage both instructors and students as one of the larger objectives for teaching and learning at all levels. These have been conceptualized in the literature in terms of a wide range of skills, many of which are related to evaluation. These abilities suggest the capacity and readiness to pose insightful queries about the information being delivered. To better understand how to enhance Pakistan's educational system, the researcher examined the educational systems of Malaysia and Pakistan with a particular emphasis on pedagogy and evaluation methods. This study compares the primary school educational system. This study's main objectives were to obtain an understanding of the Pakistani educational system and the pedagogical and assessment practices of the Malaysian elementary education system. To accomplish these goals, the researcher examined the educational plans and policies of Malaysia and Pakistan and emphasized a few pedagogical and evaluation strategies that have been implemented in both countries between 1992 and 2020. The researcher used a qualitative approach and researched document analysis for this goal. At the conclusion, the researcher offered suggestions for enhancing Pakistan's educational system, which made it easier for the reader to implement or modify those measures and enhance Pakistan's basic education system. Pakistan needs to strengthen its methods of instruction. Instructors must implement assessment strategies in the classroom based on the needs of their students and the subject matter. To cultivate critical thinking, independence, and active learning in students, 21st-century skills dictate that traditional teaching approaches must be modified and replaced with a variety of innovative techniques depending on the needs, learners' levels, and topic matter. Give educators the knowledge they need to embrace and modify innovative pedagogical and evaluation methods so that they may implement them in the classroom and improve students' learning. To evaluate pupils' learning, there may be specific quality standards, precise criteria, and procedures. an exhaustive log of every pupil's action. To guarantee their overall growth, activities should be continued and they should be assessed according to their aptitude, knowledge, abilities, and intelligence.