Comparing Education Reforms Efforts in Japan and Pakistan: Implications for the Future of Teaching

Authors

  • Waqas A. Khan Fellow, Japan Society for the Promotion of Science, PhD Student, Hiroshima University Japan
  • Dr. Misbah Malik Assistant Professor, Institute of Education and Research, University of the Punjab Lahore Pakistan
  • Dr. Ghulam Fatima Associate Professor, Institute of Special Education, University of the Punjab, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.47205/plhr.2023(7-III)60

Keywords:

Career Aspiration, Contextual Considerations, Opportunities, Potential Future, Teaching Career

Abstract

This study aims to provide insights into the current state and potential future, as well as to identify similarities and differences in the opportunities available to teachers in both countries. The research was quantitative and a survey questionnaire was used to collect the required data. The total participants were 452, in them 306 respondents were from Pakistan and 146were from Japan. The instrument was developed by the researcher group of the Africa-Asia University Dialogue for Educational Development (A-A Dialogue). The data were coded, analyzed, and interpreted by frequency distribution, percentage distribution, and cross tabulation. The comparison of attitudes towards teaching careers in Pakistan and Japan highlights notable differences in perceptions of the status, value, and career aspirations within the profession. The Chi-square test indicated a strong association between variables and Pearson's R-value and Spearman correlation were both show positive relationship between the variables. These findings emphasize the need for cultural and contextual considerations to improve quality and promote leadership development.

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Published

2023-09-30

Details

    Abstract Views: 182
    PDF Downloads: 531

How to Cite

Khan, W. A., Malik, M., & Fatima, G. (2023). Comparing Education Reforms Efforts in Japan and Pakistan: Implications for the Future of Teaching. Pakistan Languages and Humanities Review, 7(3), 692–701. https://doi.org/10.47205/plhr.2023(7-III)60

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