ABSTRACT
This is a comparative education analysis between two countries i.e. India and Pakistan. It is a
qualitative study that analyses the results based on the literature review. The educational
regulations and systems in India and Singaporean schools, as well as the culture of putting
pressure on children to achieve well academically, will be compared in great detail. Both of these countries’ capitals were chosen because they are widely regarded as having superior educational systems to Pakistan’s own. With the data collected, Pakistan may learn from other nations’ experiences and adopt some of their reforms. Borrowing from and comparing other educational systems and policies might benefit from this study as well.
Keywords: Comparative education analysis, Singapore, India, educational comparison.
Introduction
There are seven parts to this study. While Ayesha would be responsible for the introduction, comparison, and findings, Uswah would handle the conclusion, proposals for Pakistan, and recommendations.
Singapore and India are the two chosen nations. In addition to being a city, Singapore is also a country. The state capitals of both nations, Mumbai in Maharashtra and Singapore as the country’s own capital, have been chosen for this comparative study. The educational regulations and systems in India and Singaporean schools, as well as the culture of putting pressure on children to achieve well academically, will be compared in great detail.
Both of these countries’ capitals were chosen because they are widely regarded as having superior educational systems to Pakistan’s own. With the data collected, Pakistan may learn from other nations’ experiences and adopt some of their reforms. Borrowing from and comparing other educational systems and policies might benefit from this study as well.
Bray and Thomas’ comparative analysis methodology involves looking at a three-dimensional cube and selecting a level from each dimension. Both Singapore and India have capital cities that are used in geographical categorization. Secondary school pupils (those aged 13 to 17) would be of primary interest from the perspective of the second dimension (the non-locational group). We will be centering our attention on instructional strategies from the third dimension, which includes societal and educational factors.
Research Questions
Following are the research questions that would be covered in the chapter discussion.
- To what extent does parental pressure in Mumbai and Singapore affect children’s emotional well-being?
- What are the long-term implications of the education systems in Mumbai and Singapore on students’ ability to succeed in the workforce?
- Thirdly, how do the teaching styles of Singapore and Mumbai influence the academic success of secondary school students?
Purpose of Research
The primary goal of this study is to learn more about the pressures placed on students in India and Singapore and how those pressures influence students’ mental health and the quality of their education. Culture, socioeconomic status, and language will all be examined side by side to provide light on the similarities and contrasts between the two places. To begin, we will examine how the prevalent culture of parental pressure is influencing students’ academic success. We will determine if these problems cause students to develop mental illness by analyzing interview data and articles written by students. Second, the educational policies and systems of Mumbai and Singapore will be compared to see how they influence students’ prospective professional lives. Research will be conducted to determine how rigorous application of different policies, such as economic policies, have led towards good influence on students’ future career aspects in Singapore, which is noted for its constant improvement in educational achievements. Finally, we will conduct a comprehensive analysis of teaching practice to see how different approaches affect secondary school pupils in Singapore and Mumbai. Data will be collected on the effects of classroom setting and instructional strategy on student achievement.
Comparison
There are a few things to keep in mind to make sure the comparison you make is useful and accurate. For the purpose of this research, we will be comparing two cities: Singapore in the Republic of Singapore and Mumbai in India. Since “apples can’t be compared to oranges,” we need some common ground to draw meaningful conclusions. The purpose of this research is to draw comparisons between the educational systems of two nations, and to do so, similarities will be examined. Singapore is a country, city, and its own capital; Mumbai is the capital of the Indian state of Maharashtra, so choosing these two cities as a basis for comparison allows us to draw parallels between them. Another similarity between Singapore and Mumbai is the cultural emphasis placed on academic success. Students in the two major cities of Singapore and India, although having access to excellent educational resources and systems, are under continual pressure to do well on standardized tests. Students in both cities are feeling the effects of increased stress and less leisure time. Extreme levels of anxiety over academic success are experienced by both kids and their parents.
Distance, language, and, most significantly, approaches to education are just a few of the ways in which Singapore and Mumbai vary from one another. Comparatively, Singapore has a population of 5.7 million to Mumbai’s 12.48 million. Additionally, the official languages of the two countries are distinct from one another. Singaporeans speak English, Tamil, Malay, and Mandarin Chinese, while Mumbai residents speak Marathi, English, Hindi, and Gujarati. Furthermore, the level of imagination taught in Singaporean classrooms is far higher than in Mumbai’s. In Singapore, education is about more than just teaching children facts; it’s also about encouraging them to express themselves creatively, which helps them develop the type of critical thinking and problem-solving abilities that will serve them well in any field. Singapore has included modelling as a teaching strategy into its curriculum, making it one of the world’s most innovative educational systems. The education system in India-Mumbai, on the other hand, adheres strictly to the textbook-and-curriculum-based approaches of the past. Therefore, Indian education focuses mostly on theoretical study rather than actual application (Vaidiyanthan, 2020).
Culture
Culture is a wide concept that can include anything at all. This research aims to examine the norms and practices of schools where pupils feel institutionalized pressure to succeed academically. Culture may have a significant role in shaping educational comparisons among nations, as different cultures have different influences on the availability of education. Mumbai and Singapore, two of the world’s most densely populated cities; have a same educational system characterized by intense pressure on pupils to excel.
Singapore
Singapore’s school system has a stellar reputation for producing some of the world’s brightest young minds. The stakes are high for a successful student in Singapore, as only the brightest pupils are admitted to the finest universities. Today, parents take great pleasure in their children’s test scores and sometimes feel like a failure as a parent if their child does poorly. Students are under a great deal of stress due to parental expectations that they will excel academically. The educational system places pupils into either a “express” or “normal” track right away. This fosters a mindset of prejudice from a young age. This causes a great deal of stress and unhappiness among the student body. While kids in Singapore may perform well in STEM classes, a previous research indicated that they also face challenges including bullying and anxiety. Students worry about their performance on tests and their marks because of the pervasive expectation that they should do so (Davie, 2017). A well-known worldwide news station recently interviewed two teenagers, ages 12 and 17, to demonstrate the stress and pressure that adolescents face from their friends, family, and peers in today’s highly competitive academic environment. Students’ anxiety, sadness, and even failure might result from the stress that this culture of competitiveness imposes on them, no matter how hard they study.
Mumbai
Students from all across India go to Mumbai, the country’s most populous city, since it is a hub for educational possibilities. When it comes to high levels of rivalry and mounting tension among students, India draws cultural inspiration from Singapore. When kids in Mumbai have to take an exam or test, they often feel anxious about meeting their parents’ and instructors’ high expectations. According to research published in the Hindustan Times–Mumbai, students in Mumbai frequently experience mental illness due in large part to academic pressure (Sahoo, 2020). Parents put a lot of pressure on their children from a young age because they refuse to accept anything less than perfect performance. Students in Mumbai often take their own lives due to the immense pressure they feel to succeed in school. The stress and pressure of school has been linked to an increase in suicide attempts, according to research performed in Mumbai (Sahoo, 2020). Young children are coached until they are exhausted; this causes them to lose sleep and eventually develop sadness. While education is essential, it should never be seen as a race, especially when someone’s life is on the line.
