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             \author[1]{Dr. Sufiana. K.  Malik}

             \affil[1]{  Education Department, National University of Modern Languages Islamabad.}

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\date{\small \em Received: 5 February 2012 Accepted: 3 March 2012 Published: 15 March 2012}

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\begin{abstract}
        


The topic of the present study was ?Chinese and Pakistani Teachers? Perspectives about Quality Oriented -Education of China? The present study aimed to appraise the quality-oriented education models of China and to find out the possibility of their implementation at primary level in Pakistan to improve the quality of education. It was a descriptive study and data for the study was gathered through administration of a questionnaire. The data for the study was collected from Chinese and Pakistani primary school teachers. Findings depicted that there were no significant differences in the opinions of the Chinese and Pakistani primary school teachers. In the opinions of the teachers of both countries independent model of quality oriented education is the best for primary level education. Teachers of both countries favoured independent model of quality oriented education and were not in favour of creative model, they did not give importance to feelings of student in learning processes and did not identity their problem in learning environment. It was recommended that as the Primary School Teachers of China and Pakistan are in favour of independent model of quality oriented education. The primary education system of both counties may follow this model for primary level. Teachers of China and Pakistan may be trained to teach in real context providing students chances of discuss, creating interest in teaching learning process, using playful activities for learners.

\end{abstract}


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\let\tabcellsep& 	 	 		 \par
Quality refers to a person, in politics, ideology, style, morality and knowledge, skills, etc. After a long exercise, achieved a certain level of learning. It can play various acts of human long-term, continuing influence and even decisive role. (Cai Ling2003). b) Quality -oriented education Through the long term development and evolution of school building, it has come into being as a complete site of more canonical pattern and modelbuilding. By the way it also gestates the birth of rapid development of China's primary and secondary school buildings and campus design to become the main construction of artificial space environment for the primary school students' growth. By entering into the 21st century, "Quality education" sounded the clarion calls for architects continue to review their designing around the educational environment and the quality of teaching space. During recent years, all aspects of the architecture and teaching space design have been being changed continuously. (Retrieved on  {\ref December 11, 2011.)} [http://mt.china-papers.com/3/?p=71099]\par
According to Bernard, (1999) quality-oriented education is human development and social development of the actual needs of all students. Focusing on development of human intellectual potential, the formation of human personality is a sound fundamental feature of the quality oriented education.\par
Comprehensive development of education is to promote the intellectual and physical freedom to the full, take the initiative to develop is to promote all aspects of human talent and interest in the development of expertise in the harmony and unity.\par
Quality -oriented education is also focused on the education for promote into the comprehensive development and improvement of the overall quality. Quality-oriented education is individual development and social development to improve the quality, the pursuit of long-term interests and objectives of education. It is for every student and different for each student and quality -oriented education, called for respect for every student. Quality -oriented education is based on the improvement of overall quality of students, fitting teaching to students' social development needs of the educational content. \hyperref[b10]{(Penny Ur. 2008)} Quality -oriented education includes the quality of internal and external. Intrinsic quality of the main people of the world, the environment, perception and meaning of life, including the person's world view, outlook on life, values, morality, and so on.\par
Quality -oriented education is a topic with distinctive characteristics of the times and important theoretical value. (Kai yuan2003) We should base ourselves on the overall target of constructing a harmonious socialism society, overcome the original way of thinking and ponder the quality-oriented education issues from a higher view of positioning.\par
Quality -oriented education is based on to raise overall students' performance, and it is a comprehensive measure of the quality of students in various forms. \hyperref[b20]{(Zhang xiaoqi, 1996)}. In Quality-oriented education all students achieve full potential and access to raise the overall personality development in order to lay a solid foundation to continue to develop in the future. Quality-oriented education comprehensively improves the basic quality as the fundamental purpose to respect for human subjectivity and initiative. The wisdom focuses on the development potential and the formation of human personality as the fundamental characteristics of education.\par
"Quality-oriented education", the goal is to improve the quality of education. (According to Marx, and many great philosophers say, modern and future of people's "full development"2007) c) Quality-oriented education models of China\par
The so-called Quality-Oriented Education (QOE) is fundamental to the development of the quality of students. The basic factors of QOE are: social needs education goals and pattern requirements. To improve the effectiveness of primary education, it is better to promote growth of mental health and personality improvement. Curiosity inspires students to explore and think. There are eight teaching models of quality oriented education that can be followed for imparting quality education. 
\section[{i. The model of Independent Education}]{i. The model of Independent Education}\par
The independent model of QOE is based on the constructive theory of teaching and learning. Under the guidance of the constructivist theory of "self learning and practice", the teaching model can be summarized as: a student-centered. In the teaching process, the organizers can be the teachers, mentors, helpers, and the role of facilitator, the use of scenarios, collaboration, conversation and other elements of the learning environment of students .They give full play the initiative, pioneering spirit enthusiasm and ultimately to enable students to effectively achieve the knowledge of the significance of the current construction purposes.(Qu Zonghu 1998) "Self learning and training" make students more active. In the training schools where they should not use brain only, but also attempt to the body's exercise, use creative thinking to identify problems, explore issues, to use the best way to creatively solve problems. 
\section[{ii. The model of Guidance Education}]{ii. The model of Guidance Education}\par
The type of guidance teaching is that teachers according to teaching objectives and base on student's knowledge or age characteristics of reality to use a variety of vivid. This model means to lead students to positive thinking so that they take the initiative to obtain knowledge and develop intelligence in a positive way of teaching. (Wu han 1998)\par
Guidance in teaching style typically are: 1. The requirements of teachers should in pre-made or questions, students use their brains, a variety of actions envisaged in the thinking and practice and find the best solution. 2. Teachers to design teaching content into a range of issues, and a purpose to introduce students to a mastery of technology, understand the truth of the Learning Centre where students are to explore ideas or creating the possibility on students' strong initiative. 3. Students in the learning of the subject with question.\par
You can go to their own assumptions, to try to verify and draw their own conclusions. In accordance with their own ideas to practice, students determine their own learning and progress. Together with the interaction among the students learning to teach each other, mutual evaluation, free them from the teachers. 4. Teachers to provide a technical approach based on phenomenon allowing the students to explore this new approach.\par
iii. The model of Group education This teaching model is under the guidance of teachers, a flexible form of organization of teaching activities where the students are to find their own partners to form a similar free and small mixed groups of learning, self-set learning objectives, give full play to the autonomy of small groups, promote students' initiative to conduct collaborative learning, complete learning tasks and consciously experience the fun of exercise. \hyperref[b15]{(Wu han, 1998)} The basic features of small group 1. Interactions are equal, in-depth and comprehensive. 2. Unity of purpose, integrated intensity. 3. Group members' face to face interaction.\par
The process of physical education teachers in the main task is to help students know them, understand the objective, students' learning is active and lively, easy to form in harmonious, harmonious relations between teachers and students, give full play to the students and teachers, the main leading role. 
\section[{iv. The model of tiered educational}]{iv. The model of tiered educational}\par
The model is individualized in the teaching of students according to different principles of individual difference psychological and physiological characteristics of the implementation of appropriate teaching content and teaching methods .So different students interested in hobbies. Strengths are given full play and it stimulates their learning initiative to enable students to active and happily study physical knowledge, technology, skills, develop physical fitness habits. (zhang yan, 2005) v. The model of Situational Education Situational teaching model comprises the teaching content is incorporated into the story to complete the task of teaching to reach the intended target. (Wang \hyperref[b22]{Huanbo, 2007)} Specific methods are: teachers compiled the content of classroom teaching .Such as simple stories or visualizing, setting the video object, setting a certain scenario etc. Teachers and students play different the role of the story. Attention and interest of students about the development of teachers to exercise a variety of teaching content, the students play a role in the process to do the movements with the gradual development of the story into the role. 
\section[{vi. The model of Open Education}]{vi. The model of Open Education}\par
Open teaching model is defined as physical education under the guidance of the dynamic structure to open. The students rely on their own power to acquire new knowledge and a creative learning. \hyperref[b3]{(Huang Lishen, 2008)} Such as teaching of rope skip pins teaching. It called the students free to compose, the results of students jumps much higher than the design of several teachers. The advantage of open teaching model is "unified and flexible control chaos" which will help develop students' creativity, imagination and self-control ability. 
\section[{vii. The model of Creative Education}]{vii. The model of Creative Education}\par
Creative learning model is based on understanding the structure of psychological theory, the model focuses on the development of the ability of students. The model is the creation of situations, to establish hypotheses and make verification. It is arranged by the teacher or learning environment an appropriate atmosphere for students to identify problems and then propose solutions to the problem of students. \hyperref[b2]{(Gao Yi, 2008)} This pleasant feeling can not only attend in mobilizing the potential factors involved in current activities and make such a good condition to the future of the study. The development of creative thinking is the core of discovery learning, students practice the spirit of innovation and discovery learning activity is the key. 
\section[{viii. The model of pleasant Education}]{viii. The model of pleasant Education}\par
This education model is related to study traditional music in ancient China based on the innate human emotion. Especially the pleasure of a sense of psychological mechanisms, happiness is a simple primitive emotion but it forms the basis of the emotions. Enjoyable educational experience according to their own, determines the four basic elements. It included namely, love, beauty, interest and creativity. In other words, pleasure is a tool for development of education in the pursuit of pleasure purposes and happy with the development of a dialectical unity. Therefore, in primary education must guide students to learn happily, happy activities and happy life. (Yang Hong-lin, 2009). 
\section[{d) Features of quality-oriented education of China}]{d) Features of quality-oriented education of China}\par
Under the guidance of teachers, the students study their doubts and their own explorations. The implementation of this teaching model is intended to fully mobilize the study subject, the enthusiasm of the students and guide them to take the initiative to learn, analyze problems and develop their problem-solving skills to learn to seek knowledge. 
\section[{e) Chinese Teachers Only Focus on Exam-oriented Education in China}]{e) Chinese Teachers Only Focus on Exam-oriented Education in China}\par
Liu Zhao Hui and Hu zhong-ping (2005) observe that as a matter of fact, the word "examorientation" is just a neutral expression which is not necessarily negative or positive. The later is naturally a value-based judgment rather than a reality-based judgment, because there is a specific value instead of the reality of exam-orientation in the education. According to the value-based judgment, exam-oriented education is specifically a negative concept. It is the same to the concept of quality-oriented education. The way of understanding the concept of quality-oriented education and that of exam-oriented education and how the annotation of opposition is made is the key to the judgment between the two types of education.\par
Tsinghua University Professor Qin Hui (2003) explains that quality -oriented education is the purpose of examination-oriented education. China's college entrance examination-oriented education to bring the pressure is not bad but a quality -oriented education for scarce resources will lead to competitive pressures.\par
It is obvious that Qin Hui's (2003) view is indeed correct. China's biggest problem is not education lack of innovation in education, but rather the very lack of nurturing students' scientific literacy. Students mistakenly think that the scientific basis of scientific knowledge on is just rigid. Quality-oriented education is a topic with distinctive characteristics of the times and important theoretical values. Continuously improve the quality-oriented educational theory and move toward the combination of theory and practice in choosing research method, tap the successful pattern of quality-oriented education and summarize and enrich the qualityoriented educational theory.\par
(Retrieved from www.cnki.com.cn on December 12, 2011.) Qualityoriented Education is an education which aims at enhancing the National Quality. Therefore, Qualityoriented Education is not only related to the students' growth and success, but also related to the nation's future and hope.\par
Wangchaiyi (1999) describes "Education has problems ", it means that quality-oriented education and examination-oriented education is education of the opposition and the media hype of the invention can be false problem. Exam-oriented education is a meaning of chaos, the concept is not correct, the criticism directed at the selection of the least bad way to test to be precise: China's primary education is all for scores of education. It first needs more information and more laboratory equipment; the state will need to increase investment in primary and secondary education. China's primary education at least has nine-year compulsory education (zhangyuan2005).\par
Teachers are forced to test scores of students teaching and learning, doing exercises, speaking exercises and examinations so that the students test scores high, but it certainly is not as good (Zhangyuan2005).\par
In the past primary education did not take into account the students' self-learning ability, initiative, enthusiasm and did not consider for enhance the students' knowledge and true understanding of the quantitative evaluation system.\par
A variety of incredible contrary to the aims of education wound management and even murderous things have happened. Liu from Shanghai, a teacher told us that the sum of the words: "What is the school does not teach students? Schools do best is to make students lose interest in learning." (Chenrun1999) 
\section[{f) Lack of Implementation of Innovative Practices in Teaching in Traditional System}]{f) Lack of Implementation of Innovative Practices in Teaching in Traditional System}\par
The problem of Chinese primary education is: China's primary schools teach the basic knowledge that is not enough. Likewise science education is almost empty. Objectively speaking, China's education system has begun to realize the need for students to do scientific research and enable students to understand how scientists do scientific research. In traditional primary education, Chinese students do not even know how to think independently. 
\section[{g) China's Educational reforms and the quality oriented education}]{g) China's Educational reforms and the quality oriented education}\par
Since the 1990s, the concept of quality-oriented education to encourage a student's creative spirit and ability rather than the centuries-old tradition in China of "teaching for examination and learning for examination"has gradually found its place in Chinese education [www.china.org.cn retrieved on  {\ref December 11, 2011]}. Firstly, here is described the history of quality education in China. The emergence of the quality of education in China dated in the mid of 1980s, it has more than 20 years, during which approximately it can be divided into four stages of development. Here it has briefly been summarized as follows: h) Germination Stage of Gestation  {\ref (about 1985 -1990)} This is the development of quality education in the first phase, marked by May 27, 1985 issued by the Central Committee "On education reform decisions." The first part of the title clearly states: "The fundamental purpose of education reform is to improve the quality of the nation, more talent, a good talent." Subsequently, several scholars have written that one of the few articles to explain the national quality content, to improve the quality of national significance and its relationship with the personnel training. In the "Decision", inspired by when he was the deputy director of the State Education Commission in 1987, Liu Bin, in an important meeting in April during the speech, clearly put forward the concept of quality education: "Basic education can not simply accomplishing studies education and civic education should be a socialist, socialism is the quality of civic education." After two years, a number of scholars have published articles discussing the issue of quality education, and proposed to develop the political, moral and cultural qualities, psychological quality, aesthetic qualities, skills and physical qualities such as quality education goals and objectives. All of these, for the formal introduction of quality education have laid a solid foundation. (Mao Yufei 1998). "Quality-oriented Education" and the "examination-oriented education" are diametrically opposed to the two educational philosophies. The so-called "examination-oriented education" refers to "the objective existence of our educational practice, the deviation from the educated groups and the actual needs of social development. The differences in the five are as follows:\par
"Examination-oriented education" focuses on the scores and selection in order to obtain a high score to obtain further education to qualify for the head, is short-sighted profit-oriented. And quality-oriented education is educated individual development and social development aimed at improving the quality, the pursuit of education long-term interests and objectives. m) Implementation of quality-oriented education is to meet the technological challenges of the 21st century needs.\par
Contemporary scientific and technological development is characterized by new breakthroughs and highly integrated. Science and technology into productive forces greatly shorten the cycle, knowledge and information dissemination beyond time and space. In order to better meet the 21st century science and technology and knowledge-based economy challenges, each one must have life-long learning to constantly change and improve and develop oneself.\par
Implementation of quality oriented education is to overcome the "examination-oriented education". Long-term primary and secondary education in China as the "examination-oriented education" tendency for the troubled one-sided pursuit of their studies, contrary to the "Education Law" and "the principle of compulsory education law affecting the overall national education policy implementation is not conducive to the younger generation comprehensive development.\par
In today's growing self-awareness era, a teacher should inspire students to noble morality with superb teaching skills to guide students to conduct rigorous education students to a broad range of knowledge, new knowledge structure to attract students.\par
Classroom teaching is the main front of school education. Quality-oriented education is the main channel. Classroom teaching focus on to innovative education for the soul, the development of students as their own, to help students achieve a solid grasp of basic knowledge and skills conducive to student learning capabilities, helping to train students to create awareness, creative thinking and creative ability. 
\section[{n) Objectives of Quality-Oriented Education}]{n) Objectives of Quality-Oriented Education}\par
The true meaning of education can be summarized as "a mention, four rounds": 
\section[{"Mention"}]{"Mention"}\par
The so-called "mention" is education to enhance the status of persons. System in the cosmos and human beings are respectable. Thousands of years, the vast majority of people is a society of slaves, who are oppressed and exploited among the people and simply do not have experience and interpersonal. 
\section[{"Four founds"}]{"Four founds"}\par
First, find the human values. People are valuable. The so-called human values are that all people should have the status, role and dignity. Education must help people get their rightful place and enjoy their due dignity to play their due role. The second is to explore human potential. Any life to have some or even good potential, it is the possibility of human physical and mental development. Explore their potential, to the possibility into reality. Third, the human personality development, everyone must have their own personality. o) Curriculum of Quality-Oriented Education In primary School the main courses are in Chinese language, mathematics, English, science, society, sports, music, art and other courses. The largest share in primary school curriculum is of Chinese Language. In China, the primary Chinese language is broken down into reading, grammar, writing and speaking etc.\par
Primary education in China is generally six years. Primary School courses include language, mathematics, English, science, society, sports, music, art and other courses. The largest share in primary school curriculum is of Chinese Language. In China, the primary Chinese language is broken down into reading, grammar, writing and speaking etc. Mathematics is a language is also very important course. Chinese primary schools always focus on mathematics education. English language is the most important addition to others courses. They are to learn foreign languages because it is the most important concept. In English language learning, more teachers are focusing on reading, grammar and pronunciation teaching.\par
Natural science classes typically include scientific knowledge, environmental education, science technology and physics knowledge. Social studies cover a very wide range of subject, generally include in historical, political, economic, resource conservation knowledge and so on.\par
Social class is often with the knowledge of imparting to students. Such as arrangements for the students or data collection .Some teachers will use audio, video and other modern electronic teaching equipment.\par
Although the primary school curriculum in recent years in China has been expanded and strengthened, but overall the whole primary school language, mathematics for various reasons other subjects often failed to attract enough attention sometimes subject to reduce and sometimes even canceled. 
\section[{p) Primary Education in Pakistan}]{p) Primary Education in Pakistan}\par
Pakistan's primary four categories: private schools run by the individual investor; established by the government-funded public schools; rose by the township rural schools; A small number of British, American-run schools.\par
In these schools, run by the self-funded private schools teaching facilities and teachers are the best. All teach not only in English schools but also the communication between teachers and students is also in English. Teachers in these schools have many of the background of educated abroad, even in the preschool staff also served as the Senate who has studied abroad or have foreign qualifications recognized diploma. Established by the government-funded public schools are not all the conditions. English is just taught as a course. These schools are mostly for middle-class families, below the ordinary working-class. Raised by the township rural primary school conditions are even worse, the medium of instruction the mainly in local languages.\par
In Pakistan's primary education there is no uniform curriculum, each school is self-contained. In different schools, what the students learn is entirely different. In Pakistan the University's entrance examination papers are in English, for the non-English teaching graduate students in order to go to college is almost impossible.\par
In formal education system, there are a number of stages which are illustrated in the diagram in Annexure-I as described briefly below: Primary Schooling: This stage consists of five classes' I-V and enrolls children of age5-9 years. Since independence, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 percent and for rural it was 50 percent. The lowest participation rate observed for rural female was in Sindh Province and that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female  {\ref (Khan, Sughra, 2004)}.\par
Examinations are usually held annually, which is the main criterion to promote the students to higher classes or to retain them in the same class. However, recently a system of automatic promotion up-to grade-III has been introduced in some schools. The Board of Intermediate and Secondary Education (BISE) conducts the examinations of Secondary and Higher Secondary. The degree level examinations are conducted by the respective universities  {\ref (Khan Sughra, 2004)}.\par
Eastmond, Jefferson. N (1977) observes that in Pakistan, a national commitment is needed to solve the problems of primary education. In all districts, school mapping and current pupil participation studies should be conducted followed by a planning exercise to provide guidelines and a sequence for completion of specific school projects\par
To improve the quality of basic education since 1974, the Government of Pakistan conducted a total of 15 time's larger education reform achieved a lot. Over the years, international organizations, with the help of Pakistan in the country established a number of teacher education institutions from 1996 to 2006 and during the 10 years, teacher education institutions increased by more than 200. These institutions train a large number of teachers, to a certain extent, ease the teacher shortage problem, but the problem of primary education still have not been fundamentally resolved. National Education Census 2005 showed that 26 percent of teachers in Pakistan have not received formal teacher education; only 37\% of teachers were trained as primary school teachers' qualification.\par
Pakistan Government has set up a number of teacher education institutions, such as government primary School, Provincial Institute of Education, University faculties of education, university education, teacher professional development agencies, the Authority syllabus, course outline and the Board of Education. Training Department staff and so on, but the Government does not clarify the division of teacher education institutions, teachers, education authorities lack the coordination, management and guidance. Due to lack of communication and inter-agency cooperation failed to learn from each other. In addition, Pakistan's lack of teacher education program evaluation system, teachers receive no training in evaluation and feedback, teachers' professional knowledge and teaching ability. 
\section[{II.}]{II.} 
\section[{Lack of Teaching Model}]{Lack of Teaching Model}\par
Teaching usually follows the following steps: reading -to explain -to ask questions. Teachers often read aloud the text and then ask questions from the student .These questions are usually asked of them to recall just read the article. Read is little question of teaching changes. In addition to oral questions, teachers may also write down the questions and answers on the blackboard for students to copy in the textbook. Teacher should ask the question from the groups of the students so that they can freely discuss issues. Teacher should keep moving in the classroom to determine that the students' group discussions do not deviate from the topic. Five minutes later the group should be asked to begin to state their answers. This way of teaching will certain by extent help to teachers to a great make up for the shortcomings of the main teaching methods. 
\section[{a) Statement of the Problem}]{a) Statement of the Problem}\par
The purpose of the present study was to explore Chinese and Pakistani teachers' perspectives about the quality-oriented education models of China for implementation of these models at primary level in Pakistan for improving the quality of primary education. b) Objectives of the study Followings were the objectives of the study: 1. To explore perspectives of Chinese's primary school teachers about the characteristics of quality-2. To investigate perspectives of Pakistani's primary school teachers about the characteristics of qualityoriented education models of China; 3. To compare perspectives of Pakistani's primary school teachers' about characteristics of qualityoriented education models of China; c) Research Hypotheses 1. There is difference in the opinions of Chinese primary school teachers about models of Quality oriented education of China. 2. There is difference in the opinions of Pakistani primary school teachers about models of Quality oriented education of China.  
\section[{ii. Sample}]{ii. Sample}\par
The data for the study was collected through convenient sampling technique. Sample for the study was following:\par
Pakistani Primary school teachers= 20 Chinese Primary school teachers= 20 For this research, data for the study were gathered through administration of a questionnaire. 
\section[{iii. Design of the Study}]{iii. Design of the Study}\par
It was a descriptive study and data for the study were gathered through administration of a questionnaire. As the study focus was to find out the perspectives of Chinese and Pakistani teacher about QOEM of China. 
\section[{iv. Development of Instrument}]{iv. Development of Instrument}\par
The researcher developed a questionnaire under the guidance of the supervisor. The questionnaire was based on the characteristics of the four models of quality oriented education of China. These were: Independent Model, the item No: 1-9. Guidance model, the item No: 10-15. Group Model, the item No: 16-22. Guidance Model, the item No: 23-27. 
\section[{v. Validation and Reliability of Instrument}]{v. Validation and Reliability of Instrument}\par
The questionnaire was given to experts of National University of Modern Languages (Education Department) Islamabad and they were requested to check the validity of the instrument. The experts check the questionnaire and returned it with their suggestions. The suggested amendments were made in the questionnaire. A pilot study was conducted on 15 primary school teachers from Pakistani primary school, who were not included in the sample before administering it on the sample. At this stage some items were found difficult for respondents, therefore these items were deleted from the questionnaire. The reliability of the questionnaire was checked through using Statistical Package for Social Sciences (SPSS). The Cronbach Alpha value of the questionnaire was .794 which shows that this questionnaire was quite valid to measure views of primary school teachers' about four quality oriented models of China. 
\section[{III.}]{III.} 
\section[{Data Collection}]{Data Collection}\par
The data for the study were collected from one Pakistani primary school and one Chinese primary school. The researcher visited China for collection of data during the month of October 2011. After getting permission from authorities of the school, the researcher contacted personally the primary of the selected schools teachers, informed them about the objectives of the study and delivered them the questionnaires. The researcher assured simple teacher about the confidentiality of the information provided by the teachers and requested the teachers to give response honestly without leaving any statement. All the teachers returned the questionnaire so the return rate was 100\%.  
\section[{b) Findings and Discussion}]{b) Findings and Discussion}\par
The findings of the study revealed that primary teachers of China and Pakistan were in favor of independent model of quality oriented education of China at primary level. It shows that teachers of both countries (China and Pakistan) are in favour of providing children chances of self learning and they want to teach student in real life context .It is a fact that when we learn in real context then thing becomes clear and we can understand the text and concept very well and at the same time it can promote thinking of students as well. Self learning provides students opportunities to learn with responsibility. Independent model of quality oriented education also provide opportunities for discussion. In this way we can develop communications skills of our children and can provide them opportunities to express their feelings and thoughts. In this way they are able to develop new knowledge. The independent model provides opportunities for teachers to perform his/her duties as facilitator. Through applying various types of activities teachers can create enthusiasm and motivation for learning. In this way active involvement of students in teaching learning process creates interest in learning. Independent model of quality oriented education has a unique quality that it provides training opportunities for students in how to take initiative. It means that teachers of China and Pakistan are in favour of providing such learning environment.\par
We can observe from findings of the study that teachers of China and Pakistan are not in favour of creative model of quality oriented education of China. Its reason may be that due to pressure of curriculum and hard routine work, teachers do not have time to take care of the feelings, emotions, thoughts and understanding students' problem. As independent model of quality oriented education is as important for Pakistan teachers as it is for Chinese. Therefore, it is obvious that if we implement independent model of quality oriented education of China in Pakistan at primary level of education, then of course it is possible to improve the quality of education at primary level which is now in current situation in pitiable form.\par
IV. 
\section[{Recommendations}]{Recommendations}\par
On the basis of the findings and conclusions of the present study, the following recommendations were made in order to improve the quality of primary education in Pakistan: 1. It is recommended that the independent model of quality oriented-education of China may be adopted for the effective learning at primary level in China as well as in Pakistan. 
\section[{As the Primary school teachers of China and}]{As the Primary school teachers of China and}\par
Pakistan are in favour of independent model of quality oriented education. The primary education system of both counties may follow this model for primary level. 3. Teachers of China and Pakistan may be trained to teach in real context providing students chances of discuss, creating interest in teaching learning process, using playful activities for learners. 4. The primary school teacher of China and Pakistan may be trained in how creative opportunities for students for constructions new, how to develop enthusiasm in students for learning and how to take initiate in their learning and how to involve students in teaching learning process. 5. Teachers may provide opportunities for students in their teaching for students' creative thinking and identifying solving their problems. 6. In teacher training curriculum, the characteristics of on independent model of quality oriented education can be incorporated and teachers may be trained in use of this model in their teaching. \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Introductiona)}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.85\textwidth}}
oriented education models of China;\end{longtable} \par
 
\caption{\label{tab_0}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.41983805668016194\textwidth}P{0.43016194331983804\textwidth}}
Interpretation :\tabcellsep teachers (58.40) on independent model of QOE. There\\
The table No. 3 explains that there are no\tabcellsep is seen revert position on group model of quality\\
significant teacher differences of in the opinions of\tabcellsep oriented education where Chinese teachers have higher\\
Pakistani and Chinese teachers about quality oriented\tabcellsep mean score (49.50) than Pakistani teachers (48.35).\\
education models of China. The table shows that all\tabcellsep However, all respondents have lower mean score on\\
respondents have higher mean score on independent\tabcellsep creative model of quality education. Total mean score is\\
model of quality education. However Pakistani teachers\tabcellsep higher on independent model of quality oriented\\
have higher mean score (59.10) more than Chinese\tabcellsep education of China.\end{longtable} \par
 
\caption{\label{tab_1}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.08147668393782383\textwidth}P{0.34022020725388596\textwidth}P{0.00660621761658031\textwidth}P{0.016515544041450777\textwidth}P{0.34572538860103624\textwidth}P{0.016515544041450777\textwidth}P{0.04294041450777202\textwidth}}
\tabcellsep Model\tabcellsep \tabcellsep \tabcellsep N\tabcellsep \tabcellsep Mean\\
\tabcellsep Independent\tabcellsep \tabcellsep \tabcellsep 20\tabcellsep \tabcellsep 59.10\\
\tabcellsep Guidance\tabcellsep \tabcellsep \tabcellsep 20\tabcellsep \tabcellsep 26.45\\
\tabcellsep Group\tabcellsep \tabcellsep \tabcellsep 20\tabcellsep \tabcellsep 48.35\\
\tabcellsep Creative\tabcellsep \tabcellsep \tabcellsep 20\tabcellsep \tabcellsep 13.35\\
\tabcellsep Interpretation :\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{Pakistani respondents have higher mean score (59.10)}\\
2 44\tabcellsep \multicolumn{3}{l}{The table No. 2 explains that the Pakistan teachers in the opinions about quality-oriented}\tabcellsep \multicolumn{3}{l}{on independent model of quality education of China and the lowest mean score (13.35) on creative model of}\\
Global Journal of Human Social Science Volume XII Issue VIII Version I\tabcellsep \multicolumn{3}{l}{Teacher Pakistani Chinese Total education models of China. The table shows that ind N Mean 20 59.10 20 58.40 40 58.75 Gender ind N Mean}\tabcellsep \multicolumn{3}{l}{gud Mean 26.45 27.05 26.75 gud Mean quality education of China. gp Mean Mean 48.35 13.50 crt 49.50 13.40 48.93 13.40 gp crt Mean Mean}\\
\tabcellsep Male\tabcellsep 11\tabcellsep 58.18\tabcellsep 26.55\tabcellsep 49.09\tabcellsep 13.00\\
\tabcellsep Female\tabcellsep 29\tabcellsep 58.97\tabcellsep 26.83\tabcellsep 48.86\tabcellsep 13.55\\
\tabcellsep Total\tabcellsep 40\tabcellsep 58.75\tabcellsep 26.75\tabcellsep 48.93\tabcellsep 13.40\\
\tabcellsep Interpretation :\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_2}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.85\textwidth}}
Model of Quality Education.\end{longtable} \par
 
\caption{\label{tab_3}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.39399999999999996\textwidth}P{0.456\textwidth}}
Interpretation :\tabcellsep respondents (58.56) and the next higher score of\\
The table No. 6 depicts that contract job\tabcellsep respondent is group model of quality oriented education\\
respondents have higher mean score (60.25) on\tabcellsep of China. The table no. 6 explains that all respondents\\
independent model of quality-oriented education of\tabcellsep have lower means score on creative model of quality\\
China than permanent job. We can observe that\tabcellsep education of China.\end{longtable} \par
 
\caption{\label{tab_4}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{P{0.6313786008230453\textwidth}P{0.21862139917695472\textwidth}}
Interpretation :\tabcellsep =61.00, M.A respondents = 57.95) and the next higher\\
The table No. 7 explain that academic\tabcellsep score of respondent is group model of quality oriented\\
qualification respondents have higher mean score on\tabcellsep education of China.\\
independent model of quality-oriented education of\tabcellsep \\
China. However, respondent have lower mean score on\tabcellsep \\
creative model of quality oriented education of China.\tabcellsep \\
We can observe that F.A respondents have rather higher\tabcellsep \\
mean score than M.A respondents (F.A respondents\tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{P{0.85\textwidth}}
Interpretation :\end{longtable} \par
 
\caption{\label{tab_6}Table 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.24437499999999998\textwidth}P{0.0425\textwidth}P{0.138125\textwidth}P{0.1434375\textwidth}P{0.138125\textwidth}P{0.1434375\textwidth}}
Professional qualification\tabcellsep \tabcellsep ind\tabcellsep gud\tabcellsep gp\tabcellsep crt\\
\tabcellsep N\tabcellsep Mean\tabcellsep Mean\tabcellsep Mean\tabcellsep Mean\\
M. Ed\tabcellsep 5\tabcellsep 59.80\tabcellsep 27.80\tabcellsep 50.20\tabcellsep 14.00\\
B. Ed\tabcellsep 11\tabcellsep 59.18\tabcellsep 26.36\tabcellsep 48.00\tabcellsep 13.55\\
Other\tabcellsep 24\tabcellsep 58.33\tabcellsep 26.71\tabcellsep 49.08\tabcellsep 13.21\\
Total\tabcellsep 40\tabcellsep 8.75\tabcellsep 26.75\tabcellsep 48.93\tabcellsep 13.40\end{longtable} \par
 
\caption{\label{tab_7}}\end{figure}
 			\footnote{© 2012 Global Journals Inc. (US)} 			\footnote{© 2012 Global Journals Inc. (US) © 2012 Global Journals Inc. (US) Global Journal of Human Social Science Volume XII Issue VIII Version I 2} 			\footnote{© 2012 Global Journals Inc. (US) © 2012 Global Journals Inc. (US)} 		 		\backmatter  			 \par
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