On 20 July 2024, Punjab Chief Minister Maryam Nawaz Sharif honoured Matric Exam Toppers of 2024 at a ceremony, awarding them trophies, certificates, and cash prizes: Rs 300,000 for first place, Rs 200,000 for second, and Rs 100,000 for third. Sharif reiterated her support for higher education while Punjab Education Minister Rana Sikandar Hayat commended both students and educators, emphasizing the government's dedication to academic integrity and the prevention of dishonesty. “By dismantling the cheating cartels, we have established a fair and equal opportunity for all, empowering talented students from humble backgrounds to excel,” he said.
In a related development, Pakistan announced a significant 204% increase in its education budget for the upcoming fiscal year during the June 2024 budget session, elevating the allocation from Rs 8.50 billion to Rs 25.75 billion. The recent recognition of student achievements and the substantial increase in educational funding suggest broader trends and priorities within the education sector. This context is particularly significant for me when comparing recent educational investments in Pakistan with those in the United States. In the US, public K-12 education spending totals $794.7 billion, which accounts for 3.57% of taxpayer income. As of 8 September 2023, the federal government allocates $85.3 billion, translating to $1,730 per student, while state governments contribute $367.1 billion, or $7,430 per student.
This substantial disparity has prompted a comparison and analysis of the education systems in both countries and has led me to explore the factors driving the strong inclination of Pakistani students to pursue their education in the United States.
To gain insight, I turned to my friend Ali, studying in Pakistan, who attributed this preference to the perceived higher quality of education in the U.S. I also spoke with several other acquaintances, and while their responses varied slightly—citing factors such as greater educational opportunities and more effective teaching methods—the overarching consensus was that the US education system was considered superior. Motivated by these findings and my own experiences, I investigated to evaluate these perceptions, drawing on my educational background in both Pakistan and the USA.
Pakistan's educational system lacked this level of sophistication. While it was possible to seek help from peers, there was no formal encouragement or structure for sharing contact information outside of class
On 5 January 2021, amid the global upheaval of the COVID-19 pandemic, my life took a significant turn. While studying at Beaconhouse School System, my routine was abruptly disrupted when my mother was accepted into a master’s program in the USA, necessitating an immediate relocation. This sudden transition was daunting. Boarding the plane, I experienced a complex mix of excitement and apprehension. Arriving in the USA, I faced an unfamiliar environment—the streets, the language, and the heightened sense of pandemic-related uncertainty. With schools closed, I was confined to a quiet room, engaged in online courses, and struggled to adapt to this new virtual format. The days merged into one another, marked by the persistent glow of my laptop and the intermittent presence of teachers and classmates. Despite challenges, I developed resilience and adaptability, establishing new connections and routines. This experience, influenced by a global crisis, enhanced my understanding of the educational differences between the USA and Pakistan.
The first significant difference I observed was how the education system in the USA effectively supported my integration into a new society. The American education system not only emphasizes academic improvement but also fosters interaction among students. For instance, in my first online course, the instructor provided his email address for assistance and encouraged us to connect with other students as well. He even proposed that classmates share their school emails to facilitate mutual support and collaboration, thereby creating an environment conducive to building new friendships. Additionally, each week, the teacher assigned a topic for us to write about and required us to comment on at least two other students' posts. This practice not only promoted academic discussion but also enhanced social interaction among students. Through these activities, I quickly became acquainted with the rules and regulations of a foreign society and discovered shared interests with my peers. The emphasis on group work and team assignments fostered quick friendships and even led to the exchange of personal contact information. In contrast, Pakistan's educational system lacked this level of sophistication. While it was possible to seek help from peers, there was no formal encouragement or structure for sharing contact information outside of class. This difference highlighted how the American system’s open and expressive communication approach facilitated my integration, compared to the more reserved nature of my previous educational experience.
Integration involves both the classroom environment and broader societal involvement. Beyond classroom integration, my school provided extensive opportunities for social engagement through extracurricular activities and clubs. The variety of clubs—ranging from arts and volunteer work to casual social spaces—offered multiple ways to connect with others. I joined the International Club, which proved to be an incredibly enriching experience. Through this club, I interacted with individuals from diverse backgrounds, including France, the Philippines, and Canada. Hearing their stories and learning about their journeys to the US was comforting and reassuring. Their experiences provided me with valuable insights and boosted my confidence in navigating my new environment. The clubs also organized volunteer work and outdoor activities, such as visits to Sea World and community service projects. Engaging in these activities not only helped me feel more connected to my new community but also brought me joy from contributing to others’ well-being. In Pakistan, such integration is rare. Schools often lack extensive community-focused extracurricular activities and clubs that foster diverse social interactions, limiting opportunities for broad community engagement and personal growth.
The second difference that I observed was the greater flexibility in the US education system, allowing students to change their major with relative ease compared to the more rigid structure often found in Pakistan. In the US, switching majors is relatively straightforward and common, allowing students to explore different fields without major bureaucratic hurdles. In contrast, Pakistani degrees are typically rigidly tied to the initial major, making it difficult to change once a course of study is chosen. Classroom environments also differ notably. While Pakistani classrooms are equipped with multimedia tools, US classrooms are generally "smart," featuring advanced technology that enhances learning. In the US, students often have access to recorded lectures and a wealth of online resources, which is less common in Pakistan where resources may be limited. The teaching style is another point of contrast. US teachers tend to be more approachable and engage with students in a supportive manner. In Pakistan, the teaching license policy was only recently approved in 2023, highlighting a relatively recent shift towards professionalizing teaching. This difference contributes to a more interactive and practical approach in the US, where educators aim to make learning more accessible and relevant to real-life scenarios. This approach is reflected in US students' greater enthusiasm for learning and exploration.
A third significant difference between the education systems in the USA and Pakistan lies in the robust counseling and career development services available in the US. In the US, counseling is a core component of the educational experience, helping students navigate societal integration, build connections, and foster personal growth. During my high school years in the US, I benefited from a dedicated counselor who provided comprehensive support, a service that is less prevalent in Pakistan. My counselor in the US was instrumental in guiding my course selection based on my career goals, addressing academic challenges, and facilitating social integration. They also supplied a detailed transfer guide with information on transferring to various colleges, including UC schools. This support was further enhanced by strong institutional networks, which streamlined the transition and admissions processes. Additionally, US educational institutions offer work-study programs and career experience opportunities, allowing students to gain practical experience in their chosen fields. This structured and supportive approach to career planning and academic guidance greatly simplifies the complexities of career exploration, course selection, and gaining hands-on experience. In contrast, such a comprehensive counseling system is not a common feature in Pakistani education.
Despite these differences, the Pakistani education system exhibits remarkable strengths, particularly in terms of financial accessibility. While Pakistan offers more favourable financial conditions for students compared to the US, the situation in the US presents significant challenges. In the US, many students grapple with substantial loan debt, with some burdened by repayments for a considerable portion of their lives. Schools often emphasize the dangers of over-borrowing through numerous videos and interviews on reckless lending and debt management. In contrast, Pakistani students benefit from more financial assistance and, notably, do not have to repay their educational expenses after graduation. The cost of education in Pakistan is significantly lower than in the US, where a single semester—just four months—can cost between $35,000 and $40,000, not including additional expenses like housing and food.
In conclusion, while the high cost of tuition in the US can lead to significant stress and depression among students, its educational quality and techniques remain superior. To enhance education in Pakistan, we need to focus on several key areas: updating teaching methods, improving teacher training, providing effective student counselling to foster a positive learning environment, and increasing funding for education. I urge the Pakistani government to allocate resources towards these improvements, as education is crucial for national progress. By addressing these areas, Pakistan has the potential to become a leading destination for education worldwide.