Comparative Analysis of Educational Policies of China and Pakistan:A Systematic Literature Review

Khawaja Muhammad Ali Butt; Dr.Muhammad Fahim  Khan; Muhammad Anique  Khan

doi:10.21015/vtess.v12i2.1851

Authors

Khawaja Muhammad Ali Butt PhD Scholar, Department of International Relations, Muslim Youth University Islamabad, Pakistan https://orcid.org/0009-0002-5233-2739
Dr.Muhammad Fahim Khan Director ORIC/Assistant Professor Department of International Relations, Muslim Youth University Islamabad, Pakistan
Muhammad Anique Khan M.Phil. Scholar, Department of International Relations, Muslim Youth University Islamabad, Pakistan.

DOI:

https://doi.org/10.21015/vtess.v12i2.1851

Abstract

This paper presents a systematic literature review that offers a comparative analysis of the educational policies of China and Pakistan. The review delves into the historical context, policy formulation, implementation strategies, and outcomes of educational reforms in both countries. To ensure a comprehensive and current analysis, studies published between 2000 and 2023 were included. Data were meticulously extracted from peer-reviewed journal articles, government reports, and policy documents. The selected studies were thoroughly analyzed to identify key themes and patterns, employing a comparative framework to synthesize the data focusing on policy formulation, implementation, and outcomes. This detailed comparative analysis highlights significant differences and similarities between the two nations' educational systems, providing valuable insights into how each country addresses its unique educational challenges and opportunities. By examining these aspects, the review offers a comprehensive understanding of the educational landscapes of China and Pakistan, shedding light on the successes and shortcomings of their respective educational policies. The findings suggest that both countries can learn valuable lessons from each other's experiences, thereby enhancing their educational frameworks. This study contributes to the broader discourse on global educational development, emphasizing the importance of tailored policy responses to meet diverse educational needs.

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