1

INTRODUCTION

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 CHAPTER NO: 01
INTRODUCTION
In this chapter the researcher introduced the topic “Causes of deteriorating standards of
education in public school of city Rahim Yar Khan” In this chapter the objectives, significance,
limitations and delimitations and methodology of the study is mentioned.
The education is becoming one of the defining enterprises of the 21st century with the
emergence of globalization and increasing global competition. Dr. Pervaz Aslam (2005)
describes that in the fast changing and competitive world, education and technology are the
master keys for respectable survival and progress of Pakistan. Pakistan is determined to respond
positively to emerging needs, opportunities and challenges of globalization.
Education is being considered a key to change and progress. Progress and prosperity of
the country depends on the kind of education that is provided to the people. This study was
designed to explain and highlight the standards of education at secondary level in Rahim Yar
Khan. Educational standards present criteria by which judgments can be made by state and local
school personnel and communities, helping them to decide which curriculum, laws of
administration, health program, staff development activity and assessment program is
appropriate. Educational standards encourage policies that will bring coordination, consistency,
and coherence to the improvement of the process of education.
They allow everyone to move in the same direction, with the assurance that the risks they
take in the name of improving education will be supported by policies and practices throughout
the system. JavaScript (story print) (2004) evaluated that Academic standards describe what
students should know and be able to do in the core academic subjects at each grade level.
Content standards describe basic agreement about the body of education knowledge that all
students should know. Performance standards describe what level of performance is good
enough for students to be described as advanced, proficient, below basic, or by some other
performance level.
Usually educational standard stands for quality of education. Quality has been the goal of
an eternal quest through the corridors of human history. It has been the divining force of all
human endeavors. Concerning standard or quality of education the Marmar Mukhopadhyay
(2005) clears that defining quality of education is a challenge since it deals with the most

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sensitive creation on earth, the human beings. Industrial products are finished goods, but
education has no such finished product, nor even the graduates.
Educational standards of Pakistan have been a burning issue among the educationalists
since independence. Every member of the society has its own views concern the educational
standards in Pakistan. Although every government tried its best to raise the standards of
education but their efforts were mainly limited to preparing only educational policies in papers.
We could not find practical implementation of their recommendations regarding standards of
education in Pakistan. In the more vast sense a standard is anything used to measure, for example
a standard of conduct, a standard of weight or length.
Actually a standard is a thing which has been used as a model to which objects or actions
may be compared. The standard of education is defined in encyclopedia of education (1985) in
the following sense:
“In the education context, then, standards should be regarded as objectives to be achieved
or expectations of desirable attitude or levels of performance”
For more defining the standard of education, we actually have to provide the answers of
some questions, like which types of aims regarding education are considered in the current
educational system? How these aims are set? To what extent these aims are achieved? How
much these aims are related with the society? Which principles are considered while planning
curriculum? Which teaching method can be suitable according to the age and psychological need
of the child? By providing the answers of these questions we can describe the standards of
education easily. The present education system of Pakistan has failed to disclose before the new
generation the founding reasons of Pakistan. Musa khan Jalalzai (2005) stated that the disastrous
results of this negligence are now evident in every walk of life. The responsibility for this
deterioration lies with influential factions and those in power. The most alarming aspect besides
ideological confusion and moral degradation is the falling standard of education. Due to constant
decay Pakistan educational document are now no more acceptable abroad. Muhammad Naeem
(2009) stated that currently, the government claims that Pakistan has a literacy rate of 47%.
However, independent analysts and educational organizations put the actual figure at about 20%
at secondary level. Most of the private schools serve as tuition centers to prepare students for
board exams, rarely providing quality education and opportunities for intellectual growth. It is
noteworthy to mention here that the GDP for education was 2.4 percent in the 1988, while

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despite claiming the sky high efforts by the government in the education zone; it just succeeded
to touch the 2.9 percent of the GDP in the budget of 2007-08. This less attention of the
government also declines the educational standards at secondary level. For analyzing the existing
educational standards, the researchers collected the views of the employees and teachers so that
the main reasons of declining educational standards could come before us.
1.1 STATEMENT OF THE PROBLEM
Following is the statement of the problem on which research was conducted:
“Causes of deteriorating standards of education in public school of city Rahim Yar
Khan”
1.2 OBJECTIVES OF THE STUDY
Following were the specific objectives of the study:
i. To define the actual meaning of educational standards.
ii. To analyze/examine the different factors and their impacts of causes of deteriorating
standards of education in public school of Rahim Yar Khan.
iii. To ascertain the majors causes of deteriorating standards of education and how these
causes will be eliminated effectively.
iv. To analyze the views and opinion of employees and teachers about the main reasons of
deteriorating educational standards public school of Rahim Yar Khan.
v. Understand which leadership style or techniques and strategies are most effective in
addressing and eliminating the causes of deteriorating standards of education in public
school of Rahim Yar Khan.
vi. To give the recommendations to improve the standards and performance of education in
public school of Rahim Yar Khan.

Unfortunately, there appears to be a gap in the research identifying which

leadership styles or techniques and strategies are more effective in dealing with causes of
deteriorating standard of education before the dispute escalates to more extreme behavior
requiring disciplinary action.
1.3 SIGNIFICANCE OF THE STUDY
The study is considered relevant public schools in territory of City Rahim Yar Khan ,
Punjab Pakistan, Since the effect of causes of deteriorating standards of education can hinder

4
the performance of the public schools. It will also help in creating a cordial relationship, which
is necessary for a conducive environment.
The knowledge gained will also be vital the government in making the right policies that
will positively affect the public schools; it is also relevant to B.Ed students in furthering their
studies especially in research work. The study will be helpful for the following purpose:
i. The study will be helpful to know what are the factors of causes through which can
we improve the standards of education in public schools.
ii. The study will give sufficient, reliable and valid results for future researchers who
will intend to work on causes of deteriorating standards of education in public school
of Rahim Yar Khan.
iii. This study will be helpful to understand the positive and negative aspects towards the
standards of education.
iv. This study will be helpful to the management and teachers of public school to know
the basic needs and challenges for enhanced the standards of education.
1.4 DELIMITATION OF THE STUDY
Due to the limited time and resources the study was delimited to:
i. Teachers and employees of different public school at Rahim yar Khan city.

ii. The study was conducted on the employees and teaching staff of public school in city
Rahim Yar Khan.

iii. The study was conducted on the employees of city Rahim Yar Khan.

iv. Five point agreement scales presented by likert.

Finally, this study was conducted under strict time constraints: within a four to
five month period and reseach was carried out only on public schools in Rahim Yar Khan
City, data collection is difficult from the govt. employees and teaching staff of education
department because of their busy routine. Many other areas were remaining untouched
due to limited resources and as a female constraint at some time I face problems
regarding data collection.

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1.5 SCOPE OF THE STUDY
The study covered causes of deteriorating standards of education in public school in the
territory of Rahim Yar Khan, Punjab Pakistan, as a public education sector. Public Education
sector is the largest sector in Pakistan. It has multiple departments offering service to their
students and the effects of causes of deteriorating standards must be managed and kept low.
1.6 RESEARCH DESIGN/METHODOLOGY STUDY
It was important that an appropriate method must be selected for attaining the facts about
the study. This study was based on the present issues that type of research was descriptive
research. So the method or design of descriptive research was selected for this study and data
was collected through the questionnaire. The present study was descriptive in nature. Therefore
descriptive type research methodology was adopted for the current data collection.
1.6.1 POPULATION
The study was conducted on all the employees and teaching staff of public schools of the
city Rahim Yar Khan at city level due to lack of resources and time limit. The study was
dependent on the systematic process of research for collection of information.
1.6.2 SAMPLE
Sample is one that is a representative of the population from which it was selected so 5 to
10 respondents/employees and teaching staff of public schools at city level were considered as a
sample for the study.
1.6.3 SAMPLE SIZE
Since it is a descriptive study, a sample size of 100 thought to be an adequate one.
Accordingly 200 respondents/employees and teaching staff from different public schools of
Rahim Yar Khan were approached to fill in the questionnaire.
1.6.4 SAMPLE TECHNIQUE
Through random sampling researcher collected the data in which all the employees and
teaching staff of public schools were provided an equal and independent chance of being selected
for the sample.
1.6.5 RESEARCH TOOL DEVELOPMENT
This study was conducted through selection of suitable instrument or tool. The research
programmed was depended upon valid reliable research tool. The questionnaire was developed

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or selected by a researcher for getting the correct and accurate information. This survey was
conducted by personally visiting and giving them a questionnaire.
1.6.6 DATA COLLECTION
The researcher collected data through questionnaire. The researcher gave the
questionnaire to the respondents/employees and teaching staff of public schools for taking the
answer of the questions.
1.7 DATA ANALYSIS & STATISTICAL TREATMENT
The study was conducted on the employees and teaching staff of public schools at Rahim
Yar Khan so the data was calculated and analyzed through the percentage, mean, frequency
distribution, graphs and tables. This helped to give the standardized ratio which declared the
study of research.

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 2

LITERATURE REVIEW

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 CHAPTER NO: 02
REVIEW OF THE RELATED LITERATURE
School education provides a pathway to higher education. Students join school, college
and university level education with the learning concepts which they gain at school level. The
concepts, students learn at school level help in understanding advance form of these concepts at
higher education level. If students got sophisticated concepts at this level, ultimately, will work
smartly in higher education. This is possible only through quality education. Presently, Quality
education is need of the time. In Pakistan, school education is suffering due to many reasons.
Teachers’ education, curriculum and basic facilities are the pillars of quality education, and in
Pakistan all these are criticized on many forums. On the other hand, government of Pakistan is
trying to overcome these problems to ensure quality for its mass. For this purpose, government
of Pakistan is taking initiatives and utilizing local and international resources. The aim of this
study was to investigate the causes of deteriorating standards of quality education in Pakistan,
strategies for ensure quality education and steps taken by the government for quality education.
Documents were analyzed for knowing challenges and strategies to meet these challenges.
A particularly evident relationship between state power and the schools is manifested
through the widespread prevalence of education enforced by the state of Pakistan. It is a process
of segregation that serves to maintain inequality (Rehman, 2004). Restricted access, education
quality, syllabus and curriculum constructed as other symptoms of conflict indirectly elicited by
the State. Similar issues prevalent in Rahim Yar Khan today - be it poverty, feudalism, political
violence, discrimination and injustice - represent the nature of education which perpetuate
conflict in the province.
Education works a key role in the development of a nation. Educated persons can play
their role more effectively for the development of a nation. Educated persons not only participate
positively in national development but also individuals benefits from it. It is education which
creates awareness, tolerance and confidence, and guide towards right direction and differentiate
between right and wrong. Education is a panacea for all the ills of a society; and it is the
prerequisite to al round development of the natural aptitudes which the child must ultimately
employ in the service of society when it grows up (Quddus, 1990).

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 School is a place which prepares young children for future. School education provides
base foundation for higher learning and the skills which are needed for practical life. School’s
experiences remain unique in the whole life of a student. College and university education
depend upon learning of school. Students join the fields of practical life with the taste which
develop at school level. School education tells a student how to think? How to manage life and
how to organize the scattered concepts? Students enter school, college or university with all
round capabilities and higher learning polish these capabilities and prepare leadership force for
different fields of life.
There is no second opinion, that only quality education can prepare students to meet the
challenges of global market. In Pakistan, school education is criticized over many forums that it
has no quality and producing students without understanding of basic concepts. When these
students complete their education and come to market with certificates in hands, found no space
for them, because there is a mismatch between the supply skills and jobs demanded in the actual
market. Hussain (2005, p.40) states that there is a serious mismatch between the jobs demanded
by the emerging needs of the economy and the supply of skills and trained manpower in the
country, this mismatch has created waste and misallocation of resources on one hand and
shortages of essential skills to keep the wheels of the economy moving.
Government of Pakistan believes that quality education is the basic right of every child
but facing serious problems about quality in school education. There are many challenges to
quality school education, right from teacher training to curriculum. Government of Pakistan has
taken many steps to resolve these problems and define strategies to meet these challenges.
The reasons for the lack of standard education in Rahim Yar Khan are obvious from
education infrastructure, law and order situation, and the lack of facilities, which, in turn, expose
the lack of interest of the government (Hathaway and Burki, 2005). One clear example of the
status of higher education in Rahim Yar Khan can be judged from the fact that the total number
of universities (including those run privately) in the city.
Teachers‟ quantity in Rahim Yar Khan is insufficient because a large number of the
professional teaching faculty in educational institutions belonged to other big cities of the
country and most of them applied for migration from Rahim Yar Khan to their own home places
because of the conflict, insecurity, worsening law and order condition (HRW, 2010). With this

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situation, education according to HRW has become the victim in Rahim Yar Khan (South
Punjab).
A very important issue arises in mind that needs an illustration that, what is the nature of
education in Rahim Yar Khan? Whether or not the nature of education is generating conflict or
other hidden forces? To answer these questions this research highlights various educational
issues in Rahim Yar Khan. This study identifies the education infrastructure in Rahim Yar Khan.
Finally, the causes of deteriorated education standard in Rahim Yar Khan are examined.

Sadker and Sadker (2000, p.203), quoted Hilda, a highly regarded educator, said
“learning in school differs from learning in life in that it is formally organized. It is the special
function of the school to so arrange the experiences of children and youth that desirable learning
takes place”.
Quality School education provides such skills and knowledge which are necessary for
further education. The World Education Forum, Dakar Framework of Action (2000) Emphasis
on quality of education is included as one of the six goals:
“Improving all aspects of the quality of education, and ensuring their excellence of all so that
recognized and measurable learning outcomes are achieved by all especially in literacy,
numeracy and essential life skills” (Article 7(vi))
Robinson (1993, p.77) defines quality as a product of planning, monitoring, control and
coordination. Gandhe (n.d) consider the quality in education as a combination of

Exceptional high standards

Perfection and consistency

Fitness for purpose

Value for money

Dill (2003, p. 1) states that “academic quality is amorphous, non-measurable, (and) too
ambiguous in meaning as to be not appropriate for public regulation.” Beaton (1999, p. 4) argued
that the “rhetoric of ... quality is often vague ... lucks substance (and) is empty of meaning” and
Pounder (1999) describes that quality is a “notoriously ambiguous term” (p. 156). Quality of

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education is determined at the elementary or basic education level. It prepares the individuals for
subsequent educational levels and equips them with basic life skills (Ahmad, 2009).

According to UNESCO (2003):

Most of the people view quality of education as the learning outcomes of students which
is the primary concern of all stakeholders. But to achieve the desired quality the antecedents, that
is the input and process should also have quality in terms of efficiency, effectiveness, excellence,
and social justice. The quality education output can be achieved only if quality is ensured at each
level of the educational process from standard setting, learning environment, teacher training,
teacher-learning process, assessment and monitoring. (p.10)
UNESCO (2010) highlighted that education counts because:

It helps eradicate poverty and hunger

It promotes gender equality and empowers women.

It reduces child mortality.

It helps improve maternal health.

It combats HIV and AIDS, malaria and other life –threatening diseases.

It helps ensure environmental sustainability.

It is essential to a global partnership for development.

Strengthening the quality of education has become a global agenda at all educational
levels and more so at the primary level. The quality of basic education is important not only for
preparing individuals for the subsequent educational levels but to equip them with the requisite
basic life skills. Quality education also ensures increased access and equality and it is mainly due
to these reasons that various international Forums and Declarations have pledged improvements
in quality of education. National commitment towards quality education has become
significantly visible since the late eighties. From then onwards, the government has
experimented a number of initiatives and interventions for improving quality with national and
foreign funding. More than twenty experiences of quality education improvement from the
provinces were reviewed. Empirical evidence of improved quality of students learning in terms

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of their enhanced achievement scores was available only in the case of three projects, i.e.
Primary Teaching Kit, Supplementary Readers, and Primary Education Project- Improved
Learning Environment (PEP-ILE). The impact of other projects was evident in the form of
improved classroom teaching learning strategies and motivated communities for establishing,
managing and improving the schools.
According to Ministerial Meeting of South Asia EFA Forum 21-23 May, 2003, (Ministry
of Education, Government of Pakistan in collaboration with UNESCO Office Islamabad), after a
careful review and analysis it was found that the experiences with one or more of the following
characteristics were the most successful:
1. Interventions reaching directly to the classrooms and students. Examples are the Primary Teaching
Kit, Supplementary Readers, and other learning material.
2. Experiences developed with the community and parents' support. Such strategies proved as
catalyst for the development of the project into a programme owned and managed by the community.
Examples are Community Support Process in Balochistan, Sindh and NWFP and Fellowship School
Programme in Balochistan and Sindh.
3. Scientifically developed learning materials and teacher guides can change the classroom teaching-
learning environment and infuse confidence among teachers. Examples are PEP-ILE and Curriculum
Reform Project.
4. Provision of training facilities near the teachers' homes/posting places under decentralized cascade
training model are very effective for in-service continuous teacher training. PEP-ILE is a good case.
5. Follow-up, monitoring and support has been very effective to intensify teacher training and to
ensure its application in the classrooms. The conclusion is drawn from PEP-ILE and some other
experiences not included in the text of the report.

On the basis of findings it is considered that the following experiences can be replicated cost
effectively with certain modifications:
1. Teaching Kit: Updated Teaching Kit with provisions of replacement and necessary teacher
training at center school level. The preparation cost per
Teaching Kit is Rs. 3000/-.
2. Supplementary Readers: A library of 100 titles with five copies of each can be established at a
cost of Rs. 4000/- only. Additional cost may be required for providing a cupboard for the readers.

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3. Improved Learning Environment (PEP-ILE): A coherent decentralized plan of continuous
teacher training, monitoring and evaluation can be established at the pattern of PEP-ILE in other
provinces.
4. Scientific Preparation of Textbooks and Teacher Guides: Books should be tested before scale
implementation. The programme be linked with teacher training and follow-up in the classrooms.
5. The National Education Assessment System should be developed for the purpose of monitoring
learning achievement and providing feedback on various elements of the educational system and
process.
6. Fellowship School Programme: It has special value for remote areas which do not have a school.
For four years, the government funds a subsidy of Rs. 2,500 per student; and subsequently the school
is handed over to the community.
7. School Community Participation: Programmes and formal structures involving community and
parents such as PTAs, School Councils, Village Education Committees, Women Village Education
Committees, and Parent Education Councils etc. can be established according to the local needs and
context.

2.1 A STUDY ON QUALITY OF PRIMARY EDUCATION: BACKGROUND AND

RATIONALE
At the sub-regional meeting of South Asian Ministers in Kathmandu in Apirl 2001, Quality
Education was unanimously identified as a priority area from the regional perspective. The
ministers and all participants were in agreement that there was an urgency to seek remedies for
bottlenecks faced in these areas to meet the intermediate targets and EFA (Education For All)
goals by 2015. In the context of quality education, the discussions highlighted that in spite of
concerted efforts and resources devoted to quality, the results have been neither satisfactory nor
sustainable. Why is this so? If dropout rate is any indicator of quality, the picture is not a
promising one. The region cannot afford high internal inefficiencies within the education system
and the leakage must be addressed comprehensively. Failing standards reveal poor service
delivery, leading in turn to low levels of interest; and improvement in quality is a key element
that could ensure equity for learners through substantive entitlements in terms of capabilities for
improving human well-being.

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Several international and regional meetings have reiterated the need for Quality EFA. In this
context, the Dakar Framework of Action refers to quality both within the six goals and the
accompanying strategies:
Improving every aspect of the quality of education, and ensuring their excellence so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills (Goal 6: Dakar Framework of Action, 2000).
Strengthening the quality of education has become a concern of paramount importance in
discussions on education. The concern is shared equally by all the stakeholders at all levels of
education including the primary education. The Universal Declaration of Human Rights (1948)
declared primary education as the basic human right of all people. Accordingly, all nations
prioritized universal access to education. The developed, and many developing, nations have
attained universal or near universal access to primary education. Now the focus is on the quality
of students' learning. The concern is valid not only for nations who have attained the quantitative
targets, it is also valid for nations still striving for expansion of educational access. It has been
established that access and quality are not sequential elements. Quality is rather considered, in
the light of growing evidence, a means for achieving the universal access and equity of education
regardless of gender, location, race, religion, and social class (Hoy, et al, 2000). The World Bank
(1997) in one of its reports on elementary education in Pakistan has also laid equal emphasis on
the expansion of access and quality as the quality has been visualized instrumental in improving
access. The report states:
"The best way to improve access is to improve quality which would make coming to school or
staying in school a more attractive option from the perspective of parents as well as children.
Moreover, effort to improve quality will tend to increase the efficiency of the public expenditure
and will encourage parents to contribute to children education."

Quality of education also means setting standards which make a pavement for assessment of
standards, comparability of programs, and accountability for meeting the targets.
2.2 INTERNATIONAL DECLARATIONS ON QUALITY OF BASIC EDUCATION
1. The Jomtien Declaration of EFA, 1990: A landmark document for the promotion of basic
education emphasized that 'the focus of education must, therefore, be on actual learning
outcomes rather than exclusively on enrolment'.

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2. The World Education Forum, Dakar Framework of Action 2000: Emphasis on quality of
education is included as one of the six goals:
"Improving all aspects of the quality of education, and ensuring their excellence of all so that
recognized and measurable learning outcomes are achieved by all especially in literacy,
numeracy and essential life skills" (Article 7(vi))
The Expanded Commentary on the Dakar Framework of Action includes following two articles
on quality:
i) Evidence over the past decade has shown that efforts to expand enrolment must be
accompanied by attempts to enhance educational quality (Article 43).
ii) Government and all other EFA partners must work together to ensure basic education of
quality for all, regardless of gender, health, location, language, or ethnic origin (Article 44).
3. The Recife Declaration of UNESCO E-9 project (Education for All in the nine most populous
developing countries), of January 2000, reaffirms commitment to the enhancement of quality of
basic education through adopting several measures.
4. The Beijing Declaration of the E-9 Project on ICT (Information, Communication and
Technology) and EFA (August 2001) reiterated its commitment to raise the quality of education
through using Information Communication Technology (ICT), and better training of teachers and
administrators.
2.3 QUALITY CONCERNS AND COMMITMENTS BY THE GOVERNMENT OF

PAKISTAN
Pakistan is a signatory of the Universal Declaration of Human Rights (1948) and many other
declarations down to the World Declaration on Education for All (1990), the World Education
Forum: Dakar Framework for Action 2000, the Recife Declaration of E-9 Countries 2000 and the
Beijing Declaration of E-9 Countries on ICT and EFA 2001. But Pakistan, despite policy
statements and target setting in various education policies and five-year plans is still far below
universal primary education access and retention.
The priority is thus, still on the expansion of basic educational opportunity to all. However, with
the emerging international agenda of quality education, Pakistan has also readdressed the
educational target setting by adopting a two-pronged approach based on quantitative expansion
along with quality enhancement, particularly since the 7th Five Year Plan. The National
Education Policy 1998 has included many elements and strategies for improving quality at

16
elementary level. The central message of SAP-II and EFA beyond DAKAR is Quality Education
and that the access is not sustainable without quality (Govt. of Pakistan, 2000). The important
policy statements and strategies are listed below:
The National Education Policy 1992 recognized that the quality aspect of primary education has
been compromised and required urgent examination of the measures needed for its raising. The
policy has mentioned several strategies for the purpose including teachers’ training; updating
“primary kit”; provision of books; etc.
The National Education Policy 1998-2010 had also included among its objectives the
improvement of elementary education. The policy gives a comprehensive list of quality inputs
such as merit-based recruitment of teachers; pre-service and in-service training of teachers;
improving the quality and availability of books; etc.
Education Sector Reforms: Action Plan 2001-2005 based on National Educational Policy 1998-
2010 among its nine sectors includes a cross-cutting thrust area of quality assurance in education
including upgraded teacher training, textbooks and curricula, and assessment system.
The National Plan of Action (NPA) for Education for All also addresses the issue of quality
education. The major quality inputs suggested include reforms in curricula (focusing on basic
learning needs of child, youth, adolescent and adult), textbook development and teachers’
training. An improved system of examination/assessment i.e. National Education Assessment
System (NEAS) will also be introduced. Besides, early childhood education programmes will be
initiated as part of efforts to improve the achievement of pupils at primary education level.
2.4 DEFINING QUALITY
Despite the growing concern about the quality of education, its crystallized definition is
somewhat difficult (Aspin & Chapman, 1994), largely due to a wide array of stakeholders and
consumers along with the complexities of teaching-learning process which need to be unfolded
continuously. Terms like effectiveness, efficiency, equity, equality and quality are often used
interchangeably (Adams, 1993). Most of the people view quality of education as the learning
outcomes of students which is the primary concern of all stakeholders. But to achieve the desired
quality the antecedents, that is the input and process should also have quality in terms of
efficiency, effectiveness, excellence, and social justice. The quality education output can be
achieved only if quality is ensured at each level of the educational process from standard setting,

17
learning environment, teacher training, teacher-learning process, assessment and monitoring. A
sketchy model of quality can be plotted as under:

Adams (1993) included six elements of quality i.e. reputation of the institution, resources and
inputs, process, content, output and outcomes, and value added. Since the concept of quality
control and quality management have come from industrial and management sciences, the
models of quality control are essentially based on the same philosophy. The industrial models
were later on applied and adapted to the educational settings. The educational planners have been
defining the quality out-put and have been searching for educational quality correlates. The
quality out-put is defined in terms of learning achievement in three domains i.e. cognitive,
affective and psychomotoric. Other indicators of quality output are decreasing rates of dropout
and increasing rates of stay-ins, number who complete the program cycle and, gender and social
equality.
The literature on the determinants of quality education output is not only scanty it provides
varied rather divergent findings on many of the inputs. Lockheed and Verspoor (1991) in a study
of developing countries have identified various input and process determinants of educational
output. These include orderly school environment, academic emphasis in the form of clearly
defined learning outcomes and standards, curriculum, particularly the “implemented curriculum”
(textbooks, other learning materials), time for learning, and effective use of school time,
qualified teachers and healthy children. The developed countries show the similar results with a
varying level of quality inputs. For example literature on Educational Reforms in the United
States describes that standards of education can be improved through redefining basic curricula,
and setting performance standards required from students at the completion of the program
(Paliakoff and Schwartizbeck, 2001). Farguson, as cited in Paliakoff and Schwartzbeck (2001),

18
after his examination of student achievement in 900 Texas school districts concluded that the
quality of teachers is the most critical aspect of schooling and that it has a direct impact on
student learning. Similarly the TIMMS study suggests that teaching practices constitute a part of
the difference in student achievement in Mathematics and Science. Moreover, the curricula are
also important in raising the student achievement.
A report "US about Initiative on Education for All, 2002" enlists teacher training, improved
curriculum, management system, parent and community involvement and accountability as the
major required educational reforms. The USAID has thus laid down the same parameters for
funding basic education programmes i.e. accountability, qualified teachers in every classroom,
locally managed schools, and participation of community.
2.5 DEFINITION OF QUALITY IN THE CONTEXT OF EFA
The Dakar Framework of Action 2000 defined quality of education in terms of recognized and
measurable learning outcomes especially in literacy, numeracy and essential life skills. Article 42
of the Expanded Commentary on the Dakar Framework of Action further elaborates that 'a
quality education is one that satisfies basic learning needs, and enriches the lives of learners and
their overall experience of living.
The measures to attain the required quality were suggested as under:
1. Healthy, well nourished and motivated students.
2. Adequate facilities and learning materials.
3. A relevant curriculum.
4. Environment that encourages learning.
5. Clear definition of learning outcomes.
6. Accurate assessment of learning outcomes.
7. Participatory governance and management.
8. Engaging local communities.
The Recife Declaration of the E-9 project (2000) reaffirmed almost all the above declared goals
of education. It has also mentioned the use of modern technology in all aspects of education.
The Beijing Declaration of the E-9 project on ICT and EFA (2001) further expressed its
commitment to:
1. Using ICT for distance basic education.
2. Funding comprehensive training of teachers, administrators and others in the use of ICT.

19
3. Raising the quality of teachers' professional development.
4. Meeting requirements of female teachers and of teachers in disadvantaged and rural areas.
Pakistan policy makers have drawn guidelines for the enhancement of quality of education from
the international knowledge, Declaration on EFA, and indigenous situation analysis. The
National Education Policy, 1992, in the context of primary education, clearly mentions the plan
to adopt special measures for improving the quality of education. These measures include proper
training of teachers, update primary kit' provision of computers, books of general knowledge,
science and mathematics and raising the number of teachers to five per school over a period of
ten years. The National Education Policy 1998-2010 had also emphasized the improvement of
elementary education. The policy gives a comprehensive list of quality inputs i.e. merit based
recruitment of teachers, pre-service and in-service training, provision of career structure and
system of awards and incentives; introducing learner centered instruction, improving the quality
and availability of textbooks and other learning materials, improvement of curriculum, capacity
building of various bodies in management and supervision of education, and reforms in
examinations and assessment system. In the ESR Action Plan 2001-2005 the strategies for
quality improvement and assurance at all levels have been outlined as under:
1. Benchmarking competencies.
2. Continuous improvement of curricula.
3. Staff development, teacher education and training, and professional development of planners,
managers and staff at all levels.
4. Establishment of National Educational Assessment System (NEAS).
5. Strengthening the Teacher Training institutions.
6. Setting Academic Audit through linkage of grants/incentives with quality.
7. Increase of non-salary budget for provision of conducive educational environmental.
8. District based educational planning and implementation under the Devolution Plan.
9. Public-private partnership and community participation.
The correlates of quality education identified by international studies and the above mentioned
strategies and targets can be classified under three categories i.e. the inputs and processes and
output standards to be gauged by assessment of learning outcomes and through academic audit.
2.6 INPUT, PROCESS AND OUTPUT INDICATORS IN QUALITY LEARNING MODEL
Inputs

20
1. Policy administration
 Aims and objectives
 Administrative bodies/administrative authorities
 Delegation of authority and responsibility/decentralization
2. Support Inputs
 Building and physical facilities
 Curriculum and textbooks
 Library instructional materials
 Equipment
3. Teachers
 Academic and professional qualifications
 Terms and conditions and career ladder
 In-service training and professional development
 Accessibility and fee structure, gender, racial and other equity

Processes
1. School climate/psycho-social environment
2. Teachers
 Job assignment of teachers - compatibility with qualifications and workload
 Work environment and relations
3. Teaching-learning process
 Teaching learning strategies
 Examinations and assessment
 Student feedback system
 Character building activities
 Individualized/remedial instruction activities
4. Parent-school/community relationship

Quality Output
1. Participation, retention, and completion rates
2. Academic achievement: knowledge, skills and attitudes measured against set standards linked to
national goals.

21
3. Personality and other traits
 Healthy and well nourished
 Happy and confident
 Curious and creative
4. Student perception of school
5. Community's perception of school

2.7 QUALITY OF EDUCATION IN PAKISTAN

Quality Output: All quality inputs converge to yield quality learning of students. Student
achievement as an indicator of quality output received global recognition when the International
Consultative Forum on EFA listed it as one of the indicators to be used for the year 2000 EFA
Assessment. The commitment was further spelled out in the form of sixth goal of the Dakar
Framework of Action for EFA as under:
"Improving all aspects of the quality of education and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all."
In Pakistan, the system of National or Provincial Assessment has yet not been established.
Standardized data on student learning over years or over repeated measurements is non-existent.
However, the realization of a coherent National Assessment has been emerging since mid
eighties of the last century. Resultantly a number, nearly two dozen, isolated studies on student
learning have been conducted by different agencies and organizations since 1984 and more so
during the last decade. Some of the studies have been conducted at national level, whilst other
focused on provinces and still some other had a very narrow focus and limited sample. The
parameters, methodologies and rigour of the studies also vary. The tests used were generally
curriculum and textbook bound. Some small-scale studies used competencies as the standards for
testing.
A compilation and analysis of various studies has been done and it has been concluded that on
the average students do not achieve competency on more than half the material in the 5th grade
curriculum (Benoliel, 1999 in UNESCO, 2001). BRIDGES (1989) observed that students of
grade 4th and 5th attained scores of 29 and 33 in science and 25 and 26 in mathematics. A study
by Mirza and Hameed (1995) in Punjab shows that students of grade I, II, III, IV and V attained
mean scores of 62%, 70%, 53%, 51% and 46%, respectively. In grade IV and V the lowest

22
scores were observed in mathematics. Baseline survey of Sindh (2000) reported a mean score of
8 in mathematics. Studies further show that students performed better on items measuring rote
learning and poorly on items requiring comprehension, problem solving and life skills. Pervez
(1995) also found over 60% children at the end of grade 5 competent in rote learning whilst only
18 - 27% could write a letter, read with comprehension and demonstrate life skill knowledge.
Quality Inputs: Quality learning cannot be expected without quality inputs. But the context of
public primary education in Pakistan is very difficult. About 71% schools are located in rural
areas. A general picture of inputs in schools can be portrayed as under:
• Provisions in primary schools particularly the rural primary schools are very poor.
• Nearly 1/6th of the primary schools are shelter less.
• The schools with building have insufficient accommodation - 2 rooms and a veranda.
• Students mostly sit on mats/tat.
• Per school average number of teachers is 2.35.
• In mosque schools the average number of teachers is 1.3 per school.
• Textbooks for teachers: Never provided.
• Teaching Kit: Supplied in mid seventies. Never updated or repaired.
Teachers hesitate to use it due to fear of breakage.
• Copy of curriculum: Never provided.
• Resource Materials: Never provided.
• Community support is at the very low, but is being sought through various modes.
Teachers at Primary Level: The importance of teacher as key figure in the education process
has always been recognized. The most recent National Education
Policy 1998-2010 also recognizes that the teacher is considered the most crucial factor in
implementing all educational reforms at the grass-root level.
The World Declaration on Education for All emphasized the role of teacher as under:
"The pre-eminent role of teachers as well as of other educational personnel in providing quality
education needs to be recognized and developed to optimize their contribution ……improve their
working conditions and status notably in respect to the recruitment, initial and in-service
training, remuneration and career development possibilities." (Article 1.6 para 33, p. 58).
The Dakar Framework of Action for EFA, 2000 also states as under:
"Enhance the status, morale and professionalism of teachers" (Article 8-ix)

23
The quality of public primary school is a matter of concern both in terms of number of teachers
provided and their qualifications. The figures show that on the average only 2.35 teachers have
been provided to a school. The mosque schools have an average of 1.3 teachers per school. Th
qualifications of teacher are generally matriculate/HSC+ PTC/CT. In some of the areas even the
condition of matriculate has to be relaxed. The teachers have hardly any opportunity for
systematic in-service training. On-the job training, monitoring and guidance is nearly non-
existent.
A teacher with such a profile has to teach almost three to six grades simultaneously in a difficult
context, an environment of less facilities and support.
National Level Experience: National Teaching Kit for Primary Classes
Quality Input Indicators
• Library and instructional material.
• Equipment.
• Teaching learning strategies.
Quality Output Indicators
• High perception among teachers.
• Better learning of students particularly in science and mathematics.
• Recognition of Kit as a useful input in subsequent education policies.
• Revival of Kit in ADB sponsored community model schools in Baluchistan in recent years.
• Extension of Kit in middle schools.
• Cost effective feasibility of replication.
One of the most significant quality input was the National Teaching Kit for primary classes. The
project was launched in accordance with the Education Policy 1972-80. It remained in use with
varying degree over the years. Its importance has been realized again and revival of the Kit is
visible in Balochistan. The input was planned and provided based on the theory that at ages 5 - 9
learning can be enhanced through concrete experiences. The objective was to improve the quality
of classroom teaching learning process helping students to give practical experience, identify
problems, seek their solutions, acquire understanding of basic principles, develop skills of
observation, experimentation and exploring. It was designed to help students understand the
processes rather than memorizing facts. This unique innovation aimed at the total development
of the personality of the learner through the effective involvement of senses in observation,

24
exploration and understanding of the natural as well as social environment through inquiry and
open ended activities which children can perform at home, at school, or even under a tree with
the help of a self-contained, self-sufficient package of essential items and activities without any
need of proper laboratory facilities.
Sponsoring and Implementation Agencies
The Teaching Kit was prepared by the National Education Equipment Centre, Lahore under the
directions and approval of a National Committee of the Curriculum Wing, Ministry of
Education. It includes 100 items of instructional material covering all primary class subjects
particularly Science, Mathematics, Social Studies and Urdu; tools and instruments to enable
teacher to develop low cost instructional aids using indigenous materials and teacher's manual.
The Kit was provided to 65,000 schools through the National Education Equipment Centre
(NEEC) Lahore in a phased manner from 1975 - 77. The cost of the project was Rs. 80 million
with major funding from UNICEF. While designing the kit, the following points were kept in
mind:
a) Suitability for the ages 5 - 10 years.
b) Provision of concrete experiences at early stage of schooling and gradually move to abstract
experiences.
c) Relevance to the curriculum objectives.
d) Use locally available material.
e) Achieve the maximum instructional values at a minimum cost.
f) Inter disciplinary use of different items.
Impact of Teaching Kit
In Sindh it is claimed that the Teaching Kit items were reported to be useful in teaching of
Science, Mathematics, Social Studies and Language. Most of the teachers reported that the
Teaching Kit items were in accordance with the syllabus. The Teaching Kit items approved to be
interesting to students. Students took active part in using the Kit items. The use of Kit promoted
participatory approach. The teaching learning process became attractive and concrete. It was
very useful for a one-teacher school. Another four studies have been conducted in various
districts of Punjab and NWFP on the use of Teaching Kit (Ch. Saeeda and Parveen Zahida, 1988;
Ali, Zafar and Al-Rehman M. 1993; Akram Muhammad, 1981; Begum Surriya, 1979). The
findings of the studies can be summarized as under:

25
1. All sampled schools had the Teaching Kit. Material of the Teaching Kit was considered
relevant to the subjects and curricula of primary schools.
2. The teaching materials were according to the mental level of the students and helpful in the
teaching-learning process.
3. The use of Teaching Kit developed interest among students.
4. The use of Teaching Kit was common in District Haripur as compared with the three selected
districts of Punjab.
Syed Kamal-ud-Din (1996) conducted a comparative study on the use of Teaching Kit in the
primary and Community Model Schools of Balochistan. Community Model Schools were funded
by the Asian Development Bank and have been reported in the study as advantageous schools.
Approximately 90% of the teachers of Community Model Schools had received training in the
use of Teaching Kit whilst a very low percentage of primary school teachers had received such
training. The Kit was being used in approximately 15% government primary schools whilst 50%
of the
Community Model Schools were using the Kit. As a result the students' performance was much
higher in Community Model Schools as compared with that in Government primary schools
particularly in science and mathematics.
Problems and Difficulties in Use of the Teaching Kit
1. Teachers generally hesitate to use the kit for fear of breakage of the material. There is no
provision of replacement of the items/materials by the Education Department. It was only a one-
time provision.
2. Improvement, addition/deletion has not been made in the Kit with the changing curricula and
textbooks.
3. Teachers and supervisory/monitoring staff have not been given and are not given any training
in the use of Kit materials.
4. Teachers have a feeling that the use of Teaching Kit and participative teaching learning styles
regress the coverage of the syllabus for which the teachers are accountable. Therefore teachers
refrain from its frequent use.
5. The material is provided in a steel trunk (Box). There is no proper place/ arrangement for
keeping the material in easy access and use.
Present Status and Possibility of Scale Revival of the Teaching Kit

26
Continuity Impact of Teaching Kit: The intervention was appreciated by all concerned and
was considered useful in improving the quality of teaching-learning process. The National
Education Policy 1992 included the updating of Primary Teaching Kit. Similarly the National
Education Policy 1998 mentions the provision of improved instructional material. Recently the
provision of Science Teaching Kit to elementary schools shows the acknowledgement of the
effectiveness of such an intervention. The Primary Teaching Kit is still available in many schools
and was in use at least in 15% of the primary schools. Recently the Kit has been provided to
Community Model Schools sponsored under Asian Development Bank in NWFP and
Balochistan.
Present Cost: NEEC informed that preparation cost of 'Kit' is only Rs. 3,000/-. It is one of the
few interventions having a research-based feedback about its usefulness. The present cost is very
low i.e. Rs. 3,000/-. The evidence suggests that it has a good potential of large-scale revival and
renewal of use with the following changes:
1. The items and materials in the Kit should be revisited and additions/deletion be made
according to the changing curricula.
2. As for as possible the equipment should be prepared locally using indigenous materials.
3. Fear of breakage of items must be removed from teachers and students.
4. To encourage the use of Kit the items of the Kit should also be separately available.
Reasonable estimates of maintenance be prepared and replacement of items be provided annually
to the schools.
5. As an alternative the individual items should be made available in the market and regular
funds be provided to schools for purchasing low cost material and replace such items.
6. Teachers, learning coordinators and other supervisory/monitoring staff should be given
training in the use of Kit.
7. Responsibility to prepare and repair Teaching Kit may be given to the provinces to ensure
local and quick replacement.
Primary Education Programme-Improvement of the Learning Environment (PEP-ILE)
NWFP
Quality Input Indicators
• Textbooks and Instructional Material.
• In-service training of teachers.

27
• Monitoring and evaluation of teachers’ performance.

Quality Output Indicators

• Improved learning achievements of students.
• Better quality classroom teaching.
• Increased self-esteem of teachers and head teachers.
• Increased enrolment, especially of girls.
PEP-ILE is a quality improvement component of PEP funded by the German and Dutch
governments and implemented by the GTZ with counterpart funding from the Govt. of NWFP
(with IDA inputs). It became operational in November 1996 and extended to all the 24 districts
of the province in a phased manner, by 2000. PEP-ILE has worked through the Teacher Training
and Material Development Cell (TTMDC) of the Directorate of Primary Education.
Textbooks and other Teaching-Learning Materials
Textbooks, workbooks and teacher guides have been prepared for Urdu, Pushto and Mathematics
for grades 1 - 5 and science for grades 4 - 5. The material have been designed for an activity
based, child-centered teaching and learning approach.
Teacher In-service Training
In-service Teacher Training Programme was prepared to enable teachers to create a conducive
environment for the child and carry out child oriented and activity based teaching. The training
course spreads over 16 - 18 days divided into three parts, one 8- 10 days course at the beginning
of the years and two 3 - 4 days workshops through the rest of the year.
A variety of training and teaching techniques were offered in the training i.e., group work,
questioning, learning games, observations, dealing with objects, telling stories, introducing
topics properly, and assessing pupil achievement. The training was completed in four years by
selecting 5 - 6 districts each year. Each teacher who received the training has been provided a
free set of students book, teacher guide and work book.
The important features of the training were:
i) The Train and Visit Model: A District Based Approach. A three level training cascade was
prepared and training was imparted. The first level was TTMDC where the materials were
prepared; second level was at the district level where Learning Coordinators (LCs) and

28
Assistant District Education Officers (ADEOs) were trained who then at the third level, trained
the teachers at Local Training and Resource Centers (LTRCs). The PEP-ILE kept a close contact
with the LCs and district staff and provided them training in supervision skills. There were
monthly review meetings at the district level.
ii) Monitoring and Evaluation: An extensive system of monitoring teacher attendance in the
training, performance in training and behaviour in classroom was done through supervision
sheets and lesson observation sheets. Training was taken to the classrooms of teachers.
iii) Province wide cluster structure: To keep the travel costs and necessities low and to keep
the teacher in his/her environment, Local Training and Resource Centers (LTRC) were
established in easily accessible Government primary schools. 771 LTRCs were established.
A cluster/LTRC serves 25 - 35 schools. Three to four LTRCs form a circle to be looked after by
an Assistant District Officer (ADO). Government of NWFP has notified 150 such circles.
Monthly review meetings of ADOs are still encouraged and quarterly meeting of EDO and their
staff is organized with PEP-ILE. The structure supported the implementation of decentralized
education system.
Impact of Training and Materials
• Books for grade 1 - 5 have been prepared and provided.
• 107968 teachers have been trained.
• Systematic impact study: To study the impact of new books and teacher training on student
learning, studies were conducted at three grade levels i.e. Kachi, Pakki and Grade 2 in three
sample districts (Nowshehra, Bannu and Chitral) in 1999, 2000 and 2001. Classroom teaching
behaviour of teachers was also studied. A general improvement of students' achievement was
found in Urdu, and Mathematics for the grades Kachi, Pakki and Grade 2 for both gender. The
pedagogical quality of lessons and teacher performance had significantly improved after training
in the three selected districts. (Provincial Institute of Teacher Education NWFP, 2002; Voss-
Lengnik, 20000; Shah, 2002; PEP-ILE)
Curriculum Reforms Project under PEP-II Project
Quality Input Indicators
• Revise the curriculum and textbooks.
• Textbooks and teacher guides
Quality Output Indicators

29
• Integrated curriculum grades I-III to reduce the bag load and revised curriculum for class IV-V.
• Revised textbooks.
• Teacher guides
PEP-II was a heavily funded project in the primary education. It included significant civil work,
provision of vehicles to the supervisory staff, girls scholarships, other material inputs, and
teacher training. One of the most important component was the
Curriculum Reforms Project primarily funded by UNICEF. Under this project the Integrated
Curriculum was developed for classes I - III and curriculum of grades IV -V was also revised.
For textbooks and teachers manual writing the applications of writers/teachers were invited
through advertisement and were selected on merit.
Textbooks were written by teams comprising experts, subject specialists, teachers and other
educationists. Books were written in accordance with the revised curricula. Detailed teachers
manual were prepared separately for each book. The manual included he curriculum outline, the
syllabus, teaching strategies for each lesson followed by classroom assessment questions and
exercises. It was for the first time that before scale implementation, all the books were
experimented in four selected districts of Punjab. The same textbooks are still in use in the public
schools of Punjab.
The integrated curriculum has resulted in the reduced 'school bag load' of children. A study
conducted by CRDC, Punjab (1999) shows that most of the teachers and parents have welcomed
the reduced book number. The teachers can now take time to complete the syllabi and focus on
the character building of students. The teachers were however, not well familiar with the concept
of integrated curriculum. They consider that instead of five subjects now they have to teach only
three subjects i.e. Urdu (in Punjab), Mathematics and Science. They have not conceptualized that
in fact the Urdu book also includes the contents of Social Studies and Islamiat and should be
taught adopting different teaching methods in accordance with the spirit of integrated
curriculum. It has been observed that teachers’ manuals which were prepared in the experimental
phase were neither produced at large scale nor were provided to the teachers due to which
desired quality implementation of the curriculum has not been achieved.
Replication and Improvement

30
Further improvement in the textbooks is needed. The teachers' guides which include the
curriculum outlines and syllabus may be produced at large scale and be provided to the teachers.
The guide books and manuals can meet the need of on-job training of teachers.
Teacher and supervisory staff should be given training in adopting and using teaching methods
suitable to integrated curriculum needs.
2.8 CHALLENGES TO QUALITY EDUCATION IN PAKISTAN

The single most important factor that impacts the future of the country and its young population
is access to quality education. Education is the level, and its quality and access to it are the main
attributes to be applied for Pakistan to achieve great financial and social development (Xhaferri
& Iqbal, 2010). National Education policy (2009, p. 42) stated that defining quality is elusive but
some parameters will need to be drawn. There is an impending need to debate and agree on what
constitute quality at each stage of education and the system overall.
Government of Pakistan gave much importance to education from its inception.
Government of Pakistan organized an educational conference in Karachi soon after its inception
in 1947 and pointed out that a national system of education should be based on the strong
foundation of free and compulsory primary education. Commission on National Education
(1959, p.10) , documented that educational system of a country should meet the individual and
collective needs and aspirations of the people of that country. National Education Policy (1992)
The World Bank (1997) in its reports on elementary education in Pakistan states:
The best way to improve access is to improve quality which would make coming to school or
staying in school a more attractive option from the perspective of parents as well as children.
Moreover, effort to improve quality will tend to increase the efficiency of the public expenditure
and will encourage parents to contribute to children education."
Teachers
Teachers are the most important element in the whole educational system of a country.
Without quality teachers, quality education is only a dream. Quality education can be achieved
through quality teachers. The
“World Declaration on Education for All “describes the role of teacher as:
The pre-eminent role of teachers as well as of other educational personnel in providing
quality education needs to be recognized and developed to optimize their contribution

31
……improve their working conditions and status notably in respect to the recruitment, initial and
in-service training, remuneration and career developmentpossibilities." (Article 1.6 para 33, p.
58).
National Education Commission (1959) documented that no education system is better
than its teachers. Memon (2007) is of the view that Teachers are perhaps the most critical
component of any system of education. It is also said that teachers join their job without required
skills and pedagogies. Even after joining teaching as a profession, teachers do not show interest
in their jobs and think that once they become a teacher, now they are teachers forever.
Association for Teacher Education in Europe (2006) describes in its policy paper entitled “the
quality of teachers” that the quality of teachers affects both the quality of schools and the
learning of pupils.
Curriculum
Curriculum of teacher training and curriculum of school education are criticized within
Pakistan. It is common perception that curriculum of teacher training is old and does not fulfill
the requirements of the technological era. Teachers learn this curriculum only for degree, not for
knowledge. School curriculum does not prepare the students for the market. Students rote
selected topics and appear in the examination. When these students come in market place with
degrees, face many problems and found unable to fulfill the requirements of work place. Baloch
(2003, p.192) describe the condition of present school curriculum as: It is obvious that all the
educational objectives are concerned with the development of the individual and with the quality
of his behavior in various life situations. The school curriculum must center, therefore, on the
individual in his social environment. Our present curriculum is centered on textbooks and
subjects. Our whole educational practice primarily aims at teaching the texts and developing the
subjects.
National Education Policy (2009, p. 35) tells that quality is the most central strategic
education policy priority and painted that Ministry of Education has adopted following vision:
Our education system must provide quality education to our children and youth to enable them to
realize their individual potential and contribute to development of society and nation, creating a
sense of Pakistani nationhood, the concept of tolerance, social justice, democracy, their regional
and local culture and history based on the basic ideology enunciated in the constitution of the
Islamic Republic of Pakistan. (p.17)

32
Basic facilities
Basic facilities like school building, electricity, laboratories drinking water are necessities for
education. Without these facilities education is very difficult. For quality education, these
facilities are compulsory. Inadequate facilities are one of the challenges in the way of quality
education.

2.9 STEPS TAKEN FOR QUALITY BY THE GOVERNMENT OF PAKISTAN

Education Sector Reforms (2002) describes the following strategies for quality improvement at
all levels:
1. Benchmarking competencies.
2. Continuous improvement of curricula.
3. Staff development, teacher education and training, and professional development of planners,
managers and staff at all levels.
4. Establishment of National Educational Assessment System (NEAS).
5. Strengthening the Teacher Training institutions.
6. Setting Academic Audit through linkage of grants/incentives with quality.
7. Increase of non-salary budget for provision of conducive educational environmental.
8. District based educational planning and implementation under the Devolution Plan.
9. Public-private partnership and community participation.

Pakistan Economic Survey (2008, p.177) documented that government has undertaken a
number of reforms to widen access to education and raise its quality in the country. This
document highlighted the following steps of government taken for imparting quality education to
its mass:

Establishing National Education Assessment System

Government of Pakistan launched National Education Assessment System (NEAS) to improve
and assess the quality of education at elementary level.

33
Formulation of a National Textbook and Learning Materials Policy
National Textbook and Learning Materials Policy (2007) has been prepared to prop up the
quality of education at all levels through better quality textbooks at affordable prices and other
learning materials for promoting Pakistan as a knowledge based society.

National Commission for Human Development (NCHD)

NCHD is a public-private partnership aims to improve quality of education through budgetary
measures, and eliminate gender disparity at primary and secondary level by 2015.

Strengthening of Teacher Training

The government has taken several substantial initiatives for teacher’s education and professional
development.

Technical and Vocational Education

Realizing the role of skilled and technically educated manpower for the economy, the
government has established the National Technical and Vocational Education Commission
(NAVTEC) in November 2006. National Educational Policy (1998-2010, p. 39) tells that the
quality of schooling is linked with the qualification of teachers, curriculum, educational
materials, teaching methodologies, equipment and physical facilities. This policy further narrated
that the quality of education is directly related to the quality of instruction in the classroom… the
quality of textbooks in teacher training education is poor. National Educational Policy (1992,p.
23) highlights that the quality of public instruction has deteriorated rapidly. This is particularly
so in sciences, mathematics and languages and define a strategy to ensure quality through
curriculum and medium of instruction, textbooks, teachers, physical facilities and evaluation.

Curriculum and Medium of Instruction

A new cycle of curriculum development will be initiated and a major effort will be directed

towards improving the delivery of the curriculum.

34
 The curricula shall encourage enquiry, creativity and progressive thinking through projected-

oriented education.

The professional base of institutions involved in curriculum development shall be enlarged.

All vocational curricula shall be related to employment market.

The linkage among curriculum development, textbooks writing, teacher training and

examination will be reinforced.

Science curricula will be revised and made compatible with the demands of new knowledge.

A special mathematics course shall be introduced for students studying social sciences. The

teaching of language will be improved in order to enhance communication skills.

Overcrowding and overlapping of concepts in the curricula shall be removed.

Textbooks

Textbooks shall be revised and updated to incorporate new knowledge.

Curriculum development and book development shall be coordinated.

Incentives shall be provided to teachers for producing new and attractive learning materials,

making use of audio, video and print media.

For each course, multiple textbooks may be approved and the institutions may be allowed to

select any one of these texts.

Use of library materials will be encouraged by teachers, through various types of academic

assignments.

Teachers

A separate unit for organizing teacher training shall be set up by each provincial education

department and at the federal level.

35
 Mobile trainings units may be set up for on-the-job training of teachers.

Teacher training institutions will be equipped and strengthened, and their faculty will be

provided training to update their knowledge and skill.

A regular in-service training programme will be launched for teachers at all levels.

Deficiency of science, mathematics and languages teachers shall be removed.

Teacher training curricula will be updated and the need for increasing the duration of teacher

training will be assessed.

Physical Facilities

Science laboratories shall be provided in all middle schools.

Science kits will be developed with emphasis on new and modern experiments and shall be

provided to all middle schools.

Arrangements will be made for computer education at all levels through phased program

starting with secondary schools.

Evaluation
A system of continuous internal evaluation culminating in the annual examination will be used to
evaluate the performance of students.
Education is a factor of considerable importance in economic growth and does not need
any further elucidation. Globally, it has been observed that countries attach the highest priority to
education due to its complementarily with other sectors e.g., - Higher levels of education lead to
higher returns to the health agriculture and industrial sector. The investment in education sector
is vital for human resource development and quality of manpower. It is a universal accepted fact
that the education is considered most powerful instrument to gear up socio-economic
development and welfare of a society. This sector is highly associated with important variables
in other sector. Such as health, family planning, house hold and family structures and labor force.
The development in these sectors depends on how many man and women are literate and their

36
level of education attainment. The education brings about changes in the attitude and behavior of
the people towards modernization and quality of life, Particularly in the educated women. Govt.
of Pakistan accepts education as fundamental right for its citizen as well as its commitment to
provide access to education to every citizen. This challenge demands efficient use of available
resources. These resources may come from the Govt., private sector, civil society groups and
development partners. Education has been a provincial subject in the constitution of Pakistan but
its record has not been impressive. In the past five decades, the education sector could not be
given proper attention, which is evident from the lower literacy rates. The women are still
illiterate. Their school enrolment is poor, even after enrolment they leave the school and increase
the drop out rate. No doubt some progress has been made. The major reason for slow
improvement in education sector is low level of public expenditure on education, which was
around 2.3 percent of GNP during 1990s. This is significantly short of the minimum of four
percent for GNP recommended by the UNESCO for developing countries.

Chapman and Adams (2002, p. 5) explained quality education in terms of inputs,

processes, outputs and outcomes. The inputs have to deal with the number of teachers, in-service
and pre-service training and textbooks. The processes are related to the duration of the
instructional period whereas, the active learning and outputs include measurement of
performances, i.e., obtained marks in school subjects and the rate of grading. The last
component, which is outcome, concerns the ability of individuals to use the knowledge and skills
acquired to secure employment, which has the potential of poverty reduction.
Gbenu (2012, p. 7-11) documented that quality education always remained a base for
development in the world. Nations, throughout the world, have agreed upon the fact that quality
education is the only remedy to all of their problems. In many developed countries, technical,
vocational and scientific knowledge have been the major forms of education, which have
transformed their economies. It has been observed that the main reason of differences between
the economies of developed and developing countries lies in the quantity and quality of
education offered to their masses. The quality of education imparted in the developed countries
enables the recipients to create jobs instead of relying upon others for the provision of
employment opportunities. According to National Education Policy (2009, p. 17) of Pakistan:

37
Our education system must provide quality education to our children and youth to enable them to
realize their individual potential and contribute to development of society and nation, creating a
sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional
and local culture and history based on the basic ideology enunciated in the Constitution of the
Islamic Republic of Pakistan.

UNESCO (2000, p. 14-18) has considered quality of education as the most important
determining factor of „Education for All‟. It proclaimed in „The Dakar Framework for Action‟
that access to quality education was the right of every child. It pledges to ensure that by 2015 all
the children living in difficult circumstances and those hailing from ethnic minorities have access
to free and compulsory education of good quality. Moreover, the sixth Dakar goal includes
commitments to reforming all aspects of education quality so that every child can avail the
opportunity of better learning experiences especially in literacy, basic knowledge of mathematics
and essential life skills.
Concerning education quality parameters, Garvin (2014, p. 1-5) suggests eight
dimensions which include performance, features, reliability, conformance durability,
serviceability, aesthetics and perceived quality. Performance refers to the characteristics and
measurable attributes of a product. In education, it applies to teachers‟ and students‟
performance in various academic and co-curricular activities. Features are additional
characteristics of a product. They can be translated as visible positive changes expected to occur
in the behaviour of learners. Reliability indicates that the product (learners) will not fail to
deliver good to people in society, whereas conformance gives indication of fulfilling the
specified criteria for maintaining quality in education. Durability and serviceability manifest the
productivity of skilled graduates supplied to the market in terms of their valuable service and
contribution to national economy. Aesthetics reflects public response and appreciation of the
performance and achievements of the skilled human capital. Lastly, perceived quality is the
image and reputation associated with an educational organization to produce excellent academic
results based on students‟ gains.

2.10 FACTORS CONTRIBUTING TO EDUCATION QUALITY

38
 Several parameters contribute to education quality. However, few of these factors, if
adopted properly in educational institutions, result in sustained development of education
quality. According to Abaalkhail and Irani (2012, p. 94-97), the principal factors, which act as
pillars of the quality-based education system include strong and visionary leadership,
professionally trained educators, well-planned and updated curriculum, alignment of national
objectives with textbooks, research based teaching, knowledge management, quality pedagogy,
academic achievement and adequate change management system.
Similarly, Sallis (2002, p. 1-2) viewed that the best institutions – public or private – must
understand the secret of imparting quality education to youth. The secret lies in a number of
factors, which include, among others, high moral values, competent teaching faculty, excellent
academic results, parents and community support, availability of needed resources, use of
information technology, leadership skills of heads and a balanced curriculum. In a similar vein,
Imran (2008, p. 44-45) stated that the quality of education depends upon a number of factors, of
which mention can be made of high quality staff, relevant and flexible curricula, students‟
academic accomplishment, infrastructural facilities, required financial resources and teaching
methodologies. Chohan (2010, p. 3-5) documented that quality education consisted of some
essential factors, which educational organizations should take into consideration to make their
functions meaningful. These factors include mission and vision of school leadership, effective
management, promotion of quality culture in school, implementation of process-based approach,
establishing performance measures and setting up quality control unit.

2.11 REASONS FOR DELIVERING QUALITY EDUCATION

Quality education is an important issue discussed and researched nationally and

internationally. Whether developed or developing, countries desire to maintain and sustain
quality in their educational system. Ncube (2004, p. 45-52) stated various reasons for delivering
quality education at the secondary level, which included state‟s legal responsibility, economic
and social development, reward for invested money, interlinking quality with quantitative
expansion, technological advancement, political direction of leaders, market needs and intense
pressure of globalization. According to the Dakar Framework for Action (2000, p. 14-18) it is
required to achieve “Education for All” by 2015. It requires all nations not only to utilize their

39
resources for quantitative expansion but also try their best to improve all aspects related to
quality education and ensure excellence in order to achieve measurable outcomes of learning. In
fact, the spirit of Dakar Declaration makes it mandatory for all nations of the world to introduce
quality concepts in their respective education systems. Quality can be created in an atmosphere
where parents, teachers, community leaders, planners and educationists work together to provide
students with future academic needs and fulfil societal demands.
Mishra (2007, p. 13-15) viewed that quality in education means that the educational
process ensures the achievement of national goals and thereby fulfils the needs of society and
brings about national development. He pointed out various concerns and reasons, which include
competition among institutions, urge to maintain standards, accountability, motivation and fame.
All these elements are driving force for maintaining quality in educational institutions. Due to
healthy competition, accountability of funds and constant motivation, an institution can make
efforts to improve educational quality. However, the study has ignored mentioning evaluation
and examination as a valid reason to improve quality of work in schools.

2.12 INDICATORS OF EDUCATION QUALITY

Indicators are variables used to measure the change and help in knowing whether the
objectives have been achieved or not. The definition and concepts of quality in education make it
clear that there are several indicators, which ensure that quality has been maintained by an
educational organization. Natarajan (1993, p. 11) (as cited in Ncube 2004, p. 57) listed nine
indicators of quality education, which include literacy ratio, enrolment of students in different
age groups, dropout and retention rates, increasing the reservoir of world knowledge, emergence
of distinguished personalities, social relevance of education, production of skilled manpower,
prestige of teaching profession and examination systems to check the caliber of students.
Similarly, Gujjar (2011, p. 1-7) suggested various quality indicators for school education,
which include experienced teaching staff with required professional skills, instructional
pedagogy, use of information technology, class size, academic environment, examinations and
assessment as well as students‟ feedback. These school quality indicators show that how well
students are learning. However, these indicators cover only two areas of school, which include
characteristics of teaching faculty and quality of teaching-learning process. The two significant

40
areas of indicators i.e. infrastructural facility and spending of financial resources have not been
taken into consideration. Despite these shortcomings, it can be agreed that the above-mentioned
indicators contribute to student learning.
In a similar vein, Vos (1996, p. 3-5) proposed four types of indicators, which are: input
indicators, access indicators, output indicators and outcome indicators. The input indicators
contain number of teachers, building, teaching material, cost and level of expenditure on
education. The access indicators comprise variables of the supplied services such as the
geographical distance of school from home, family background of students, and direct personal
expenditure on education by parents. The output indicators include enrolment ratio by gender
and region, retention and completion rates, achievements and result scores. They measure as to
what extent the national objectives are achieved. However, the outcome indicators contain
productivity by an individual, income of graduates and better employment opportunities.

2.13 CAUSES OF DETERIORATION OF QUALITY AND STANDARDS IN

EDUCATION

A report of the National Education Assessment System (NEAS) of Pakistan (2008, p. 1-

12) stated that there is a significant deterioration in educational quality, confirming perceptions
of the people of Pakistan. For raising the standard of education, there is a dire need to bring
innovations in teaching practices, curriculum contents, evaluation system, infrastructure and
learning atmosphere in the institutions. The quality of teaching, guidance and counselling as well
as leadership skills are the most important factors in shaping the destiny of education and youth.
Unfortunately, the education system of Pakistan is lacking in many of these factors. According to
Ahmad et al. (2013a, p. 85-93) the system of education in Pakistan is ranked as the lowest in
terms of quality in South Asian countries. There are various causes, which lead to deterioration
of quality education at the secondary level. These include insufficient financial support, political
interference in appointments and transfers, lack of social recognition, non-availability of
accommodations, meager professional development opportunities, estranged relations among
staff, lack of parental participation in school affairs, unrealistic working conditions, lack of
physical and learning resources, weak supervision, and curriculum issues.

41
 Rashid and Mukhtar (2012, p. 332-339) found that the main reasons for declining
standard of education include low allocation of funds for education, wide disparity of system
among different regions, medium of instruction, non-availability of committed and potential
candidates for teaching, inadequate pre- service and in-service training, dry curriculum, gap
between teachers and curriculum design, corruption, lack of accountability, teachers‟
absenteeism, obsolete teaching methods, rapid mushroom growth of private schools, and poor
examination system. The authors recommended that there is a dire need to focus upon teachers‟
professional development, revising curricula, developing quality textbooks revolutionizing
examination system, improving students‟ learning and making classroom environment
conducive to education.
Suleman et al. (2012, p. 324-328) viewed that there are various causes which affect the
quality of education negatively and lower the standard of education at the secondary level. These
causes include lack of physical facilities, unattractive salary packages, over-crowded classrooms,
poor financial status of teachers, inadequate teaching material, lack of required training and
refresher courses, autocratic environment of schools, non-availability of standard laboratories
and well-equipped libraries. The study also found that shortage of teaching staff, excess of
workload, teachers‟ part time engagements, posting in remote areas and different administrative
duties assigned to the teachers to collect data or to facilitate the administrative heads and
provocative and aggressive attitude of the students also deteriorate the quality of education at the
secondary level.
Ahmad et al. (2013b, p. 324-329) stated that Pakistan lagged far behind the developed
nations of the world in science and technology due to its weak education system. It could neither
equip the youth with skills required to face the challenges of life nor enrich their minds with new
ideas leading to creativity in different fields. Ahmed et al. (2013b) cited a number of factors
contributing to education quality issues, which include lack of financial resources, financial
corruption, structural and management problems, poor policy implementation, lack of
supervision and assessment, outdated examination system and mal-practices, political instability,
ineffective communication between staff and administration, teachers‟ absenteeism, lack of
professional development, acute shortage of learning resources, absence of sound mechanism of
accountability, lack of co-ordination between schools and administrative officers, curriculum
issues, political interference leading to nepotism and culture of multi-medium of instruction.

42
 In a similar vein, Saeed et al. (2013, p. 172-173) documented that education had never
remained a priority of governments of Pakistan. In terms of quality, the education system of
Pakistan ranks one of the lowest in comparison to countries internationally. There are numerous
causes contributing to deterioration of quality in teaching-learning process at the secondary level.
These causes include inadequate financial support, politically selected incompetent staff,
involvement of political actors in school affairs, lack of social recognition for teachers, frequent
transfers, teachers‟ incompetency to cope with challenges in the field, shortage of staff and work
load, teachers‟ involvement in promoting personal businesses, lack of friendly relations between
staff and administration, lack of proper supervision, absence of co-ordination and co-operation,
curriculum issues, non-availability of quality textbooks and lack of motivation among teachers
towards teaching profession.
Jabeen and Malik (2003, p. 89-91) stated a number of causes for deteriorating standard of
education, which include non-availability of trained and qualified teaching staff, insufficient
financial resources, obsolete teaching methodology, lack of teachers‟ training and orientation
workshops, shortage of qualified teaching staff in rural areas, irrelevance of curriculum to real
life situation, multi-medium of instruction, which create class differentiations, politically
motivated appointments, lack of proper physical infrastructure and cultural taboos. Saleem et al.
(2012, p. 242-249) stated that the literacy rate of Pakistan and the development in the social
sector was one of the lowest in the world. Almost one-third of the population lives below the
poverty line because the education sector of Pakistan has failed to curb illiteracy and promote
quality education. The authors refer to various causes responsible for poor quality of education,
which include misuse of public funds, sharp division in the educational system, poverty, un-
bridged gap between teachers and curriculum design, lack of professional development, absence
of safe and orderly environment, material constraints like well-constructed and well-furnished
buildings, uncontrollable class size, lack of vision and goals on the part of leadership.
Similarly, Parveen et al. (2012, p. 81-84) found that the causes which plague education
system of Pakistan and consequently deteriorate education quality at the secondary level include
lack of resources, population explosion, scarcity of qualified human resource,
inconsistency in the policies of various regimes, political intervention, instability, inefficient
educational management system, wastage of resources, poor implementation of educational
activities and programmes, inadequate admission standard and poor quality of teachers.

43
Moreover, the authors also show that unmotivated teachers, overcrowded classrooms,
impoverished infrastructure facilities, communication gap among teachers, parents and
community and ill-equipped laboratories have also impacted upon quality of education.
The analysis above shows that political interference has severely affected education
quality. The monitoring and evaluation mechanism is in disarray and timely solution for the
problems is required. The contents of curriculum taught in the schools do not match the market
demands. The budgetary allocations for this sector are also insufficient. Moreover, the teacher
training institutes do not equip our professionals with adequate training and professional skills to
make them at par with the standard at international level. Dual medium of instruction further
divides the society in the different classes and categories.

2.14 INTRODUCTION IMPROVING QUALITY OF EDUCATION

The multi-dimensional growth of a nation is dependent on the presence of qualified and

dynamic human resources. The greater the proportion of qualified human resources, the greater
the contribution of this population in making a country develop holistically. It is the presence of
quality education that propels individuals and, in turn, nations to attain economic goals, and
maintain sustainable growth with equity by providing the fruits of development for all. The
provision of quality education then is a foundation for a vibrant democracy in which an informed
citizenry can exercise its franchise to support an equitable growth of the nation. It supports
growth in productivity, enhancing incomes and employment opportunities, raising efficiency
thereby improving the quality of life.
Unfortunately, many Third World and developing countries are still unable to provide
satisfactory educational opportunities to all the people in a qualitative manner. A number of
developing countries have a dismal record on the delivery of basic services like education, health
and sanitation, despite the fact that governments, as well as many donor agencies, have
channeled significant resources into these services (World Development Report, 2004). The
experience of many developing countries, including Pakistan, has shown us that millions of

44
children have not been able to master a basic level of literacy or even grasped an adequate
knowledge of numbers even after four to five years of schooling.
With millions of children out of school and education spending far below minimum
benchmarks, a new UN report released recently says Pakistan is 50+ years behind in its primary
and 60+ years behind in its secondary education targets. Pakistan, though, is not alone in missing
its education targets with much of the world set to overshoot its deadline by more than half a
century, the United Nations Global Education Monitoring Report 2016 said. It added that the 40
per cent of the world’s students are being taught in a language that is not their mother tongue.
World leaders agreed that by 2030 all girls and boys should be able to complete free quality
primary and secondary education, but chronic under-funding is holding back progress, the report
said. According to the report, Pakistan is struggling with its large out-of-school population
including 5.6 million children out of primary schools – the most absolute number of children out
of school anywhere in the world, though Liberia tops the ranking for the worst access to primary
schools with 62 per cent proportion of children missing out on primary school. A further 5.5
million children are out of secondary schools (48 per cent of lower secondary school age
children). Pakistan also has a staggering 10.4 million adolescents out of upper secondary school.
There is also a wide gulf between school completion rate and education attainment between the
rich and poor; urban and rural based and between boys and girls. Poor rural males have literacy
rate of 64 per cent, but their female counterparts pale in comparison with 14 per cent.
The ASER 2014 survey, on which parts of the UN report are based, found that in rural
Pakistan, the proportion of students in grade 6 who could read a grade 2 level story in local
languages including Urdu, Sindhi or Pashto was 65 per cent while among all children aged 10
(the theoretical grade 6 age) the share was much lower at 31 per cent. Many 10-year-olds had
never been to school, had already left (often because of not benefiting from the experience) or
were in a lower grade and had not yet developed reading skills. While 89 per cent of grade 10
students could read very simple text, only 64 per cent of sampled 14-year-olds could do so, a
difference of 25 percentage points.
ICT, which has quickly become essential for daily life and work in most countries, is still
to catch on in Pakistan, partly due to lower literacy levels. A survey of 32 mostly middle income
countries found that, on average in 2014 44 per cent of households used the internet at least
occasionally (or had a smartphone) but in Pakistan it stood at eight per cent. One factor for this

45
has been fewer resources allocated to education, with Pakistan committing only 11.3 per cent of
total government expenditure to the sector as opposed to the recommended minimum benchmark
of 15 per cent. Conflict was another aspect affecting education in the country. Between 2009 and
2012, the report said 1,000 or more education-related attacks took place in Pakistan. The report
also pointed towards issues with curriculum, which have at times in Pakistan sparked violent
conflict.
It noted that in 2000, textbooks introduced in the Federally Administered Tribal Areas
was marginal towards a particular sect which bred contempt and ultimately a full blown conflict
with violent confrontations between the two major sects in 2004-05 with subsequent curfews
shutting down schools there for almost a year.
The time has come to examine the reasons behind the weak performance of students in
order to improve the standard of education in rural areas. An acute shortage of staff; the lack of
fulfilment of the Right to Education norms; the involvement of teachers in non-teaching work; a
lack of good management and the employment of less efficient teachers were all factors that
have created obstacles in the path of quality education. Additionally, the remuneration paid to
teacher was very low, even below the wages daily laborers were getting in some states, thus
effectively demoralizing teachers, resulting in their low performance.
To increase the quality of education at a child’s foundation stage, the curriculum
framework, testing and teaching methods need to be improved. Towards this end, the use of
innovative methods and adopting new models of education could be explored and tested by
researchers according to the needs of the students in rural areas. Experimentation is the need of
the hour with new methods for knowledge delivery. On the other, the quality of education should
be maintained in the teaching–learning process. A successful, qualitatively sound education
policy is urgently required to become the bedrock of national development in different spheres of
political, economic, technical, scientific, social life. It is supply-side factors, such as the
provision of infrastructure, implementation of a new policy and suitable environment which
would automatically improve the quality of education at the grassroots levels. However,
quantitative spending on education, training for teachers and providing infrastructure, though
necessary, would not be fruitful unless the benefits accrued were properly assessed. Without the
stress on quality, just addition of quantity may produce peculiar human beings.

46
 Improving quality of education is just as important as broadening access to it for Pakistan
to reap full demographic dividend of its young population. Inquiry-based learning is an important
pillar of the efforts undertaken by Pakistan Science Foundation (PSF) and The Citizens
Foundation (TCF) to improve quality of education.

Inquiry-based learning is a method developed during the discovery learning movement of

the 1960s. It came in response to a perceived failure of more traditional rote learning. Inquiry-
based learning is a form of active learning, where progress is assessed by how well students
develop experimental, analytical and critical thinking skills rather than how many facts they have
memorized.
Pakistan Science Foundation (PSF) has initiated “La Main a La Pate” – an Inquiry-Based
Learning program in Pakistan with the support of the French government. First launched in
France in 1996, the program is aimed at renovating and revitalizing the teaching of science in
primary schools. In Pakistan, the PSF has organized three workshops to train teachers since the
Pakistan launch of “La Main a La Pate” in 2010. The most recent workshop was in December
2011 that was conducted by two French trainers, Michel Ouliac and Patrick Marcel. It was
attended by 30 teachers from Islamabad, Kot Addu, Rawalpindi and Karachi, according to a
report in The Express Tribune newspaper.
A similar inquiry-based teaching effort has been undertaken by The Citizens Foundation
(TCF), a non-profit organization running 730 schools serving over 100,000 students in different
parts of Pakistan. It is described in a recent book "Back to Pakistan: A Fifty-Year Journey" by
Leslie Noyes Mass. Mass was in US Peace Corp who served as a young volunteer back in 1960s
in Pakistan. The well-written book is about her return to Pakistan and her impressions of the
country 50 years later. In 2009, Mass found a very different Pakistan: more education for
children, a much larger population, and a place not nearly as friendly to the United States as it
was when she first went there in 1960s.

47
 Here's how Mass describes inquiry-based methods used at a summer science camp for
TCF children at primary and secondary levels:
"Inquiry is a form of active learning where progress is assessed by how well students develop
experimental and analytical skills rather than by how much knowledge they possess. In a
science curriculum, this means that students are presented with a problem and the teacher
guides them to solve it without making the solution explicit. This requires students to work
together, to think critically, and to search for solutions based on the evidence rather than the
predefined "correct" answer."
Then she goes on to describe the details of the experiments used to teach primary and secondary
students.
Both PSF and TCF deserve kudos for promoting inquiry-based methods to encourage
more active learning and critical thinking at an early age. These skills are essential to prepare
Pakistani youngsters to be capable of facing the challenges of living in a highly competitive
world in which the wealth of nations is defined in terms of human capital.

3
48
 RESEARCH
METHODOLOGY

CHAPTER NO: 03
RESEARCH METHODOLOGY
In this chapter the appropriate method must be selected for attaining the facts about the study of
causes of deteriorating standards of education in public school of city Rahim Yar Khan. So the
method of descriptive research was selected for this study and data was collected through the
questionnaire.

3.1 DESIGN OF STUDY

It was important that an appropriate method must be selected for attaining the current facts about
the study. This research was based on the present issues that type of research called descriptive
research. So the method of descriptive research was selected for this study and data was collected
through the questionnaire. The present study was descriptive in nature. Therefore descriptive
type of research methodology was adopted for current data collection.

49
3.2 POPULATION
The study was conducted on the employees and teaching staff of public schools at Rahim Yar
Khan.

3.3 SAMPLE
Sample is one that is a representative of the population from which it was selected so 5 to 10
respondents/employees and teaching staff from public schools at city level were considered as a
sample for the study.

3.4 SAMPLE SIZE

Sample was one that represents the population from which it was selected so 100 employees and
teaching staff of different public school at Rahim Yar Khan (city level) was considering as a
sample size for the study.

3.5 SAMPLE TECHNIQUE

Through random sampling the researcher collected the data in which all the employees of
different public schools were provided an independent chance of being selected for the sample.

3.6 DATA COLLECTION

The researcher collected the data through the questionnaire. The researcher gave the
questionnaire to the employees and teaching staff of public schools for taking the answer of the
questions.

3.6.1 RESEARCH TOOL DEVELOPMENT

This study was conducted through a selection of suitable instrument or tool. The questionnaire
was developed or selected by a researcher for getting the correct and accurate information. The
questionnaire was used to collect data. It was prepared after reviewing the related literature and
having discussions with the supervisor. The questionnaire was consisted of 20 statements. The

50
five point likert scale was used in questionnaire to have the responses of the employees and
teaching staff of public school. The questionnaire was distributed by personally visiting them.

3.6.2 PILOT STUDY/ VALIDATION OF TOOL

After development of the research tool 10 questionnaires were given to the employees and
teaching staff of public schools for checking the validation of the research tool that there is no
any ambiguity in questions or questions were related to topic etc and if there is any error or
ambiguity then researcher were changed their questionnaire at initial stage to collect correct or
accurate data and was improved in the light of the suggestion given by experts.

3.6.3 ADMINISTRATION OF THE RESEARCH TOOL

After validation of the research tool and to initiate the research study, the researcher approach to
the administration and employees and teaching staff of different public schools at city level and
distributed the questionnaire personally for collecting the data.

3.7 DATA ANALYSIS

The study was conducted on the employees and teaching staff of public schools in the city of
Rahim Yar Khan so the data was calculated and analyzed through the percentage, mean,
frequency distribution, graphs and tables. So that it helped to give the standardized ratio which
declared the study of research.

3.7.1 TABULATION OF DATA

The data obtained through questionnaire were tabulated and presented in the form of table and
also plotted the data in the graphs e.g. in the pie chart to reach certain conclusions.

3.7.2 STATISTICAL ANALYSIS

The researcher recorded the results on the master sheet or in the SPSS software and then
tabulated. For positive statements, scoring key was:

51
 SA (Strongly Agreed) =5
A (Agreed) = 4
U (Undecided) = 3
D (Disagreed) = 2
SD (Strongly Disagreed) = 1

For the negative statements, the order of weight age was reversed. After awarding marks to each
opinion, total was computed. To reach certain conclusions, percentage, mean score, frequency
distribution, graphs and tables was computed by using modern software like MS Excel and
SPSS.

3.7.3 NORMS FOR ACCEPTANCE AND REJECTION

The norm for acceptance or rejection of statement on the part employees and teaching staff was
3.00. Mean score more than 3.00 indicated the agreement while the value of mean score less than
3.00 showed the disagreement.

3.7.4 FORMULAS TO CALCULATE THE PERCENTAGE AND MEAN SCORE

Percentages are calculated by using the following equation:

Amount × 100 = Percentage

Total

Mean scores are calculated for each statement, the following formula was used:

1. For Positive Statement:

SA×5 + A×4 + U×3 + D×2 + SD×1
Total No. of Employees

52
2. For Negative statement:
SA×1 + A×2 + U×3 + D×4 + SD×5
Total No. of Employees

4
53
 ANALYSIS
&
INTERPRETATION

CHAPTER NO: 04
ANALYSIS & INTERPRETATION OF THE DATA

This chapter deals with analysis and interpretation of the data collected for the study. The data
were analyzed in the followings ways:
 Item Analysis
 Analysis of Mean Scores of the Total Sample

4.1 ITEM ANALYSIS: TABLES & GRAPHS (PIE CHARTS)

There were 20 statements in the scale that were administered to 100 employees and teaching
staff of public schools in city Rahim Yar Khan. Statements were analyzed on the basis of

54
percentage and mean score. The analytical data were recorded in the form of following tables
given on next pages. In addition to tabular form the data were presented in the form of pie charts
to understand the clear results of data collected.

STATEMENT NO: 01

The use of unfair means and mal-practices in examination has resulted in overall
deterioration of quality of education

TABLE NO: 4.1-1

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 41 41.0 56.0
U 9 9.0 65.0
D 23 23.0 88.0 3.24
SD 12 12.0 100.0
Total 100 100.0

55
 GRAPH NO: 4.1-1

12% 15%

23% SA
A
U
41%
9% D
SD

Table & Graph No: 4.1-1 shows that 56% of the respondents were agreed to statement and 35%
of the respondents were not agreed. Only 9% of the respondents were undecided. Mean score
was 3.24 so level of acceptance was high.

STATEMENT NO: 02

Bad inspection system, in-adequate supervision and monitoring of schools by district level
officers are a big reason for poor quality.

TABLE NO: 4.1-2

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 42 42.0 57.0
U 18 18.0 75.0
D 17 17.0 92.0 3.39
SD 8 8.0 100.0
Total 100 100.0

GRAPH NO: 4.1-2

56
 8% 15%
17%
SA
A

18% U
42%
D
SD

Table & Graph No: 4.1-2 shows that 57% of the respondents were agree with statements while
25% of the respondents do not agree. And 18% were undecided. Mean score was 3.39 so level of
acceptance was high.

STATEMENT NO: 03

The existing system of examination at secondary level is questionable and does not
evaluate actual knowledge of students.

TABLE NO: 4.1-3

Mean
Cumulative
Score
Options Frequency Percent Percent
SA 19 19.0 19.0
A 54 54.0 73.0
U 12 12.0 85.0
D 10 10.0 95.0 3.72
SD 5 5.0 100.0
Total 100 100.0

GRAPH NO: 4.1-3

57
 10%

12%

Cumulative Mean
Score
Options Frequency Percent Percent
SA 20 20.0 20.0
A 49 49.0 69.0
U 14 14.0 83.0
D 15 15.0 98.0 3.70
SD 2 2.0 100.0
Table & Total 100 100.0 Graph No:
4.1-3 shows that 73% of the respondents were agreed to statement while 15% of the respondents
do not agree. And 12% were undecided. Mean score was 3.72 so level of acceptance was high.

STATEMENT NO: 04

The present curriculum captivates student’s interest and prepares them for better career
and develops student’s creative thinking and analytical skills and revised on a regular basis.

TABLE NO: 4.1-4

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 GRAPH NO: 4.1-4

15%

Mean
14%
Cumulative
Score
Options Frequency Percent Percent
SA 12 12.0 12.0
A 55 55.0 67.0
U 20 20.0 87.0
D 11 11.0 98.0 3.64
SD 2 2.0 100.0
Total 100 100.0

Table & Graph No: 4.1-4 shows that 69% of the respondents were agreed to statement while
17% of the respondents do not agree and 14% were undecided. Mean score was 3.70 so level of
acceptance was high.

STATEMENT NO: 05

Principal monitors the classes regularly to check the performance of students and
teachers.

TABLE NO: 4.1-5

GRAPH NO: 4.1-5

59
 2%
11% 12%

20% SA
A
U
55% D
SD

Table & Graph No: 4.1-5 shows that 67% of the respondents were agreed to statement while
13% of the respondents were not agreed and 20% were undecided. Mean score was 3.64 so level
of acceptance was high.

STATEMENT NO: 06

Your school has mal administration and do not looks after all the important matters of
school which is the main cause of deteriorating educational standards in public schools.

TABLE NO: 4.1-6

Cumulative Mean
Score
Options Frequency Percent Percent
SA 15 15.0 15.0
A 54 54.0 69.0
U 20 20.0 89.0
D 10 10.0 99.0 3.72
SD 1 1.0 100.0
Total 100 100.0

GRAPH NO: 4.1-6

60
 1%
10% 15%

20% SA
A
U
D
54%
SD

Table & Graph No: 4.1-6 shows that 69% of the respondents were agree to the statement while
only 11% of the respondents do not agree and 20% were undecided. Mean score was 3.72 so
level of acceptance was high.

STATEMENT NO: 07

You are using the diagnostic evolutional method to know the problems of students.

TABLE NO: 4.1-7

Cumulative Mean
Options Frequency Percent Percent Score
SA 11 11.0 11.0
A 31 31.0 42.0
U 18 18.0 60.0
D 29 29.0 89.0 3.02
SD 11 11.0 100.0
Total 100 100.0

GRAPH NO: 4.1-7

61
 11% 11%

SA
29% 31% A
U
D
18% SD

Table & Graph No: 4.1-7 shows that 42% of the respondents were agree to the statement while
40% of the respondents were not agree and 18% were undecided. Mean score was 3.02 so level
of acceptance was high.

STATEMENT NO: 08

Government does not provide sufficient funds to your school to meet student’s
requirements.

TABLE NO: 4.1-8

Mean
Cumulative
Score
Options Frequency Percent Percent
SA 15 15.0 15.0
A 37 37.0 52.0
U 18 18.0 70.0
D 22 22.0 92.0 3.29
SD 8 8.0 100.0
Total 100 100.0

GRAPH NO: 4.1-8

62
 8% 15%

22%
SA
A

37% U
18% D
SD

Table & Graph No: 4.1-8 shows that 52% of the respondents were agreed while 30% of the
respondents were not agreed and 18% were undecided. Mean score was 3.29 so level of
acceptance was high.

STATEMENT NO: 09

The quality of education has deteriorated due to unsatisfactory teaching learning process
and outmoded teaching methods are used by teachers.

TABLE NO: 4.1-9

Cumulative Mean
Options Frequency Percent Percent Score
SA 10 10.0 10.0
A 30 30.0 40.0
U 21 21.0 61.0
D 32 32.0 93.0 3.04
SD 7 7.0 100.0
Total 100 100.0

GRAPH NO: 4.1-9

63
 7% 10%

32% SA
30%
A
U
D
21% SD

Table & Graph No: 4.1-9 shows that 40% of the respondents were agreed while 39% of the
respondents do not agreed. And 21% were undecided. Mean score was 3.04 so level of
acceptance was high.

STATEMENT NO: 10

The unavailability of scholarships to the needy and intelligent students destroys quality of
education.
TABLE NO: 4.1-10

Cumulative Mean
Score
Options Frequency Percent Percent
SA 38 38.0 38.0
A 49 49.0 87.0
U 7 7.0 94.0
D 3 3.0 97.0 4.16
SD 3 3.0 100.0
Total 100 100.0

GRAPH NO: 4.1-10

64
 3% 3%
7%
38%
SA
A
U
49% D
SD

Table & Graph No: 4.1-10 shows that 87% of the respondents were agreed while only 6% of the
respondents were not agreed. And only 7% of the employees were undecided. Mean score was
4.16 so level of acceptance was high.

STATEMENT NO: 11

.Excess of workload and different administrative duties assigned to the teachers to collect
data or to facilitate the administrative heads.

TABLE NO: 4.1-11

Cumulative Mean
Score
Options Frequency Percent Percent
SA 30 30.0 30.0
A 51 51.0 81.0
U 7 7.0 88.0 3.99
D 12 12.0 100.0
Total 100 100.0

GRAPH NO: 4.1-11

65
 0%
12%
7% 30%
SA
A
U
D
51%
SD

Table & Graph No: 4.1-11 shows that 81% of the respondents were agreed while 12% of the
respondents do not agreed and only 7% of the employees were undecided. Mean score was 3.99
so level of acceptance was high.

STATEMENT NO: 12

Your school teachers complete and revised the prescribed syllabus within given time of
an academic year.

TABLE NO: 4.1-12

Cumulative Mean
Options Frequency Percent Percent Score
SA 11 11.0 11.0
A 45 45.0 56.0
U 19 19.0 75.0
D 18 18.0 93.0 3.35
SD 7 7.0 100.0
Total 100 100.0

66
 GRAPH NO: 4.1-12

7% 11%
18%
SA
A

19% 45% U
D
SD

Table & Graph No: 4.1-12 shows that 56% of the respondents were agreed while 25% of the
respondents were not agreed and 19% of the employees were undecided. Mean score was 3.35 so
level of acceptance was high.

STATEMENT NO: 13

Your school teachers plan their lessons according to the prescribed syllabus and follow
scheme of study.

TABLE NO: 4.1-13

Cumulative Mean
Score
Options Frequency Percent Percent
SA 17 17.0 17.0
A 48 48.0 65.0
U 19 19.0 84.0
D 13 13.0 97.0 3.63
SD 3 3.0 100.0
Total 100 100.0

GRAPH NO: 4.1-13

67
 3%

13% 17%

SA
19%
A
U

48% D
SD

Table & Graph No: 4.1-13 shows that 65% of the respondents were agree that while 16% of the
respondents were not agreed and 19% were undecided. Mean score was 3.63 so level of
acceptance was high.

STATEMENT NO: 14

Your school teachers are highly qualified and mastery over the subjects they teach.

TABLE NO: 4.1-14

Cumulative Mean
Options Frequency Percent Percent Score
SA 20 20.0 20.0
A 54 54.0 74.0
U 9 9.0 83.0
D 15 15.0 98.0 3.75
SD 2 2.0 100.0
Total 100 100.0

GRAPH NO: 4.1-14

68
 2%

15% 20%

9% SA
A
U
D
54%
SD

Table & Graph No: 4.1-14 shows that 74% of the respondents were agreed while 17% of the
respondents were not agreed and only 9% were undecided. Mean score was 3.75 so level of
acceptance was high.

STATEMENT NO: 15

Lack of computer lab, internet facility, science laboratories with sufficient chemicals and
equipment and library with sufficient books deteriorate the standard of education.

TABLE NO: 4.1-15

Mean
Cumulative
Score
Options Frequency Percent Percent
SA 20 20.0 20.0
A 48 48.0 68.0
U 23 23.0 91.0
D 6 6.0 97.0 3.76
SD 3 3.0 100.0
Total 100 100.0

GRAPH NO: 4.1-15

69
 3%
6% 20%

23% SA
A
U
D
48%
SD

Table & Graph No: 4.1-15 shows that 68% of the respondents were agree to the statement while
only 9% of the respondents were not agree and 23% were undecided. Mean score was 3.76 so
level of acceptance was high.

STATEMENT NO: 16

Lack of adequate physical facilities like hall, auditorium, playground, toilets, clean
drinking water, electricity and non-availability of quality textbooks etc deteriorate
standards of education.

TABLE NO: 4.1-16

Cumulative Mean
Score
Options Frequency Percent Percent
SA 13 13.0 13.0
A 46 46.0 59.0
U 21 21.0 80.0
D 17 17.0 97.0 3.49
SD 3 3.0 100.0
Total 100 100.0

70
 GRAPH NO: 4.1-16

3%
13%
17%

SA
A
21%
U
46%
D
SD

Table & Graph No: 4.1-16 shows that 59% of the respondents were agreed while 20% of the
employees were not agreed and 21% were undecided. Mean score was 3.49 so level of
acceptance was high.

STATEMENT NO: 17

Lack of spacious classrooms to accommodate students and sufficient furniture available

for students and teachers deteriorate the standards of education.

TABLE NO: 4.1-17

Cumulative Mean
Score
Options Frequency Percent Percent
SA 23 23.0 23.0
A 46 46.0 69.0
U 15 15.0 84.0
D 14 14.0 98.0 3.74
SD 2 2.0 100.0
Total 100 100.0

GRAPH NO: 4.1-17

71
 2%

14% 23%

SA
15%
A
U
D
46%
SD

Table & Graph No: 4.1-17 shows that 69% of the respondents were agreed while 16% of the
employees were not agreed and 15% were undecided. Mean score was 3.74 so level of
acceptance was high.

STATEMENT NO: 18

Lack of required motivation, training, orientation, workshops and refresher courses for
teachers deteriorate the quality of education.

TABLE NO: 4.1-18

Cumulative Mean
Options Frequency Percent Percent Score
SA 18 18.0 18.0
A 43 43.0 61.0
U 24 24.0 85.0
D 14 14.0 99.0 3.63
SD 1 1.0 100.0
Total 100 100.0

GRAPH NO: 4.1-18

72
 1%
14% 18%

SA
24% A
U
43% D
SD

Table & Graph No: 4.1-18 shows that 61% of the respondents were agreed to the statement while
15% of the respondents were not agreed and 24% were undecided. Mean score was 3.63 so level
of acceptance was high.

STATEMENT NO: 19

Lack of financial resources, financial corruption, structural and management problems,

poor policy implementation deteriorate the quality of education.

TABLE NO: 4.1-19

Cumulative Mean
Options Frequency Percent Percent Score
SA 52 52.0 52.0
A 40 40.0 92.0
U 5 5.0 97.0 4.41
D 3 3.0 100.0
Total 100 100.0

GRAPH NO: 4.1-19

73
 3% 0%
5%

SA
52% A
40%
U
D
SD

Table & Graph No: 4.1-19 shows that 92% of the respondents were agree to the statement while
only 3% respondents were not agree and 5% were undecided. Mean score was 4.41 so level of
acceptance was high.

STATEMENT NO: 20

Culture of multi-medium of instruction deteriorates the quality of education.

TABLE NO: 4.1-20

Cumulative Mean
Options Frequency Percent Percent Score
SA 41 41.0 41.0
A 39 39.0 80.0
U 10 10.0 90.0
D 9 9.0 99.0 4.10
SD 1 1.0 100.0
Total 100 100.0

GRAPH NO: 4.1-20

74
 1%
9%
10%
41%
SA
A
U
39% D
SD

Table & Graph No: 4.1-20 shows that 80% of the respondents were agreed while 10% of the
respondents were not agreed and also 10% of the employees were undecided. Mean score was
4.10 so level of acceptance was high.

4.2 ANALYSIS OF MEAN SCORE OF THE SAMPLE

To determine the level of acceptance the mean score was calculated for each statement and
recorded in the following form.

TABLE NO: 4.2 DESCRIPTIVE STATISTICS

STATEMENT N SUM MEAN

1. The use of unfair means and mal-practices in 100 324 3.24

examination.

2. Bad inspection system, in-adequate supervision and

monitoring of schools. 100 339 3.39

75
3. The existing system of examination is questionable & does
not evaluate actual knowledge of students. 100 372 3.72

4. The present curriculum captivates student’s interest

and develops student’s creative thinking and analytical
100 370 3.70
skills and revised on a regular basis.

5. Principal monitors the classes regularly to check the

performance of students and teachers. 100 364 3.64

6. Your school has mal administration and do not looks after

all the important matters of school. 100 372 3.72

7. You are using the diagnostic evolutional method to know

the problems of students.
100 302 3.02

8. Government does not provide sufficient funds to your

school to meet student’s requirements. 100 329 3.29

9. Unsatisfactory teaching learning process and outmoded

teaching methods are used by teachers. 100 304 3.04

10. The unavailability of scholarships to the needy and

intelligent students. 100 416 4.16

11. Excess of workload and different administrative duties

assigned to the teachers to collect data or to facilitate the 100 399 3.99
administrative heads.

12. Your school teachers complete and revised the

prescribed syllabus within given time of an academic
100 335 3.35
year.

13. Your school teachers plan their lessons according to

the prescribed syllabus and follow scheme of study. 100 363 3.63

14. Your school teachers are highly qualified and mastery over
the subjects they teach. 100 375 3.75

15. Lack of computer lab, internet facility, science laboratories

with sufficient chemicals and equipment and library with
100 376 3.76
sufficient books.

76
 16. Lack of adequate physical facilities like hall, auditorium,
playground, toilets, clean drinking water, electricity and
100 349 3.49
non-availability of quality textbooks etc.

17. Lack of spacious classrooms and sufficient furniture to

accommodate students. 100 374 3.74

18. Lack of required motivation, training, orientation,

workshops and refresher courses for teachers. 100 363 3.63

19. Lack of financial resources, financial corruption, structural

and management problems, poor policy implementation. 100 441 4.41

20. Culture of multi-medium of instruction.

100 410 4.10

Table No: 4.2 shows that all the 20 statements of questionnaire, the level of acceptance were
high i.e. mean score was more than 3.00. So, it indicated the agreement. There is no any
statement which has low level of acceptance i.e. mean score less than 3.00. Hence, the level of
acceptance of analysis of mean score of total sample was high.

77
 5

FINDINGS, CONCULSIONS
AND
RECOMMENDATIONS

CHAPTER NO: 05
In this chapter the summary of the findings was drawn from the questionnaire which was
analyzed in chapter four that would be presented. Thereafter, conclusions and recommendation
will be as to knowing the causes of deteriorating standards of education in public schools of city
Rahim Yar Khan.

78
5.1 FINDINGS
On the basis of data analysis the following results were drawn from it.
1. 56% of the respondents were agreed to statement that the use of unfair means and mal-
practices in examination has resulted in overall deterioration of quality of education and
35% of the respondents were not agreed. Only 9% of the respondents were undecided.
Mean score was 3.24 so level of acceptance was high.

2. 57% of the respondents were agreed with statements that bad inspection system, in-adequate
supervision and monitoring of schools by district level officers are a big reason for poor quality
while 25% of the respondents do not agree. And 18% were undecided. Mean score was
3.39 so level of acceptance was high.

3. 73% of the respondents were agreed to the statement that the existing system of examination
at secondary level is questionable and does not evaluate actual knowledge of students while only
15% of the respondents do not agree and 12% were undecided. Mean score was 3.72 so
level of acceptance was high.

4. 69% of the respondents were agreed to the statement that the present curriculum
captivates student’s interest and prepares them for better career and develops student’s
creative thinking and analytical skills while 17% of the respondents were not agree and
14% were undecided. Mean score was 3.70 so level of acceptance was high.

5. 67% of the respondents were agreed to the statement that Principal monitors the classes
regularly to check the performance of students and teachers and looks after all the
important matters regarding your academic achievements and discuss with your parents
while 13% of the respondents were not agreed and 20% were undecided. Mean score was
3.64 so level of acceptance was high.

6. 69% of the respondents were agreed to the statement that your school administration do not
looks after all the important matters of school because mal administration in public schools is the
main cause of deteriorating educational standards while only 11% of the respondents were

79
 not agreed. And only 20% of the employees were undecided. Mean score was 3.72 so
level of acceptance was high.

7. 42% of the respondents were agreed to the statement that you are using the diagnostic
evolutional method to know the problems of students while 40% of the respondents do
not agreed and only 18% of the employees were undecided. Mean score was 3.02 so level
of acceptance was high.

8. 52% of the respondents were agreed to the statement that Government does not provide
sufficient funds to your school to meet student’s requirements while 30% of the respondents
were not agreed and 18% of the employees were undecided. Mean score was 3.29 so
level of acceptance was high.

9. 40% of the respondents were agreed to the statement that the quality of education has
deteriorated due to unsatisfactory teaching learning process and outmoded teaching methods are
used by teachers while 39% of the respondents were not agreed and only 21% were
undecided. Mean score was 3.04 so level of acceptance was high.

10. 87% of the respondents were agreed to the statement that the unavailability of
scholarships to the needy and intelligent students destroys quality of education while only
6% of the respondents were not agreed and 7% were undecided. Mean score was 4.16 so
level of acceptance was high.

11. 81% of the respondents were agreed to the statement that excess of workload, teacher’s part
time engagements, posting in remote areas and different administrative duties assigned to the
teachers to collect data or to facilitate the administrative heads deteriorate the quality of education
while 12% of the employees were not agreed and 7% were undecided. Mean score was
3.99 so level of acceptance was high.

12. 56% of the respondents were agreed to the statement that your school teachers complete
and revised the prescribed syllabus within given time of an academic year and use

80
 teaching aids to make the lesson effective while 25% of the employees were not agreed
and 19% were undecided. Mean score was 3.35 so level of acceptance was high.

13. 65% of the respondents were agreed to the statement that your school teachers plan their
lessons according to the prescribed syllabus and follow scheme of study while 16% of the
respondents were not agreed and 19% were undecided. Mean score was 3.63 so level of
acceptance was high.

14. 74% of the respondents were agreed to the statement that lack of computer lab and internet
facility, science laboratories with sufficient chemicals and equipment and library with sufficient
books deteriorate the standard of education while only 17% respondents were not agree and
9% were undecided. Mean score was 4.41 so level of acceptance was high.

15. 68% of the respondents were agreed to the statement that your school teachers are highly
qualified and mastery over the subjects they teach while 9% of the respondents were not
agreed and also 23% of the employees were undecided. Mean score was 3.76 so level of
acceptance was high.

16. 59% of the respondents were agreed to the statement that lack of adequate physical facilities
like hall, auditorium, playground, toilets and clean drinking water and electricity etc and non-
availability of quality textbooks deteriorate standards of education while 20% of the
respondents do not agreed and only 21% were undecided. Mean score was 3.49 so level
of acceptance was high.

17. 69% of the respondents were agreed to the statement that lack of spacious classrooms to
accommodate students and sufficient furniture available for students and teachers deteriorate the
standards of education while 16% of the respondents were not agreed and 15% of the
employees were undecided. Mean score was 3.74 so level of acceptance was high.

18. 61% of the respondents were agreed to the statement that lack of required motivation,
training, orientation, workshops and refresher courses for teachers deteriorate the quality of

81
 education while 15% of the respondents were not agreed and only 24% were undecided.
Mean score was 3.63 so level of acceptance was high.

19. 92% of the respondents were agreed to the statement that lack of financial resources,
financial corruption, structural and management problems, poor policy implementation
deteriorate the quality of education while only 3% of the respondents were not agreed and
5% of the employees were undecided. Mean score was 4.41 so level of acceptance was
high.

20. 80% of the respondents were agreed to the statement that culture of multi-medium of
instruction deteriorates the quality of education while only 10% of the respondents were
not agreed and 10% were undecided. Mean score was 4.10 so level of acceptance was
high.

5.2 CONCLUSIONS
After analyzing the results it can be easily concluded that ineffective administration, non
flexible curriculum and outdated teaching methods used by teachers are the main reasons of
declining educational standards at secondary level. We may say that to some extent the imperfect
evaluation system and bad inspection involved in this deterioration. Improper health facilities,
political interference, lacking of co-curricular activities, non availability of scholarships are also
some of the factors which destroy standards of education. The results have shown that despite the
availability of properly trained and committed teachers the teaching-learning processes suffered
at the secondary level in the Rahim Yar Khan. In most cases, teachers did not pay individual
attention to every student due to large class sizes; above all, most respondents were of the view
that teachers did not prepare or use lesson plans for ensuring implementation of the scheme of
studies. The findings have shown that teachers did not apply appropriate teaching methodologies
for their lessons. Students were not satisfied with the checking of their monthly tests and
marking of their answer books by their teachers. However, the respondents viewed that teachers
observed punctuality and had command over their subjects. A majority of the schools lacked
physical facilities and modern techniques of teaching were not incorporated in classrooms.

82
However, large number of high schools had library and laboratory facilities but students were not
encouraged to use them. Incentives in the form of scholarships and rewards were not available in
schools for the needy students and teachers. It was acknowledged that indiscipline adversely
affected quality of education. The respondents emphasized following merit in all matters of
school affairs and emphasized more opportunities for student involvement in co-curricular
activities. The respondents shared that mal-administration in the schools, lack of HR department and
lack of teachers‟ supervision and monitoring were the major causes of deterioration in education
quality. However, the respondents expected School Council and parents to play its due role in
promoting education quality. In conclusion, it appears evident that while a majority of the
respondents were of the view that material resources and physical infrastructure related factors
were not fully available to them, they strongly agreed that quality of education deteriorated due
to teaching, school environment and culture related factors.

5.3 RECOMMENDATIONS
In the technological era, development depends on education. Quality education is the
only source for survival in the globalization. If a country does not provide adequate access to
quality education, its survival in the 21st century will be very difficult. Quality is not a concrete
that can be presented to someone. Quality education depends upon teachers, learning materials
and basic facilities. Quality cannot be attained if one of these elements is missing.

A number of suggestions are offered and recommendations made for improving the
standards of education in the public schools of city Rahim Yar Khan. School Heads should
control teachers‟ absenteeism, handle disciplinary issues and utilize instructional time to
promote learning outcomes of students. They should further ensure that teachers prepare lesson
plans, follow scheme of studies and use teaching strategies according to the needs of students.
Classroom lectures should be supported by student-centred activities such as presentations, group
discussions, simulations and role-playing. Teachers need to ensure that they use audio-visual aids
more frequently for teaching effectiveness. They should also prepare lesson plans on a daily
basis to ensure full implementation of the scheme of studies. The appointing authorities should
ensure to appoint adequately trained, qualified and committed teachers based on their aptitude
and intelligence tests so that meritorious teachers could promote quality education.

83
 Overcrowded classrooms put students at risk of lower achievement rate and lead them to
disruptive behavior. In order to overcome these problems and maintain close contact between
teacher and the taught, the number of students in a class should not exceed 30 students. School
heads and secondary school teachers must be made accountable for poor performance and
unsatisfactory Board results. Quality infrastructural and physical facilities have great impact on
student learning. Therefore, the missing facilities like science laboratories, computer labs,
furniture, halls, auditoriums, toilets, clean drinking water, electricity and instructional aids
should be made available in schools by increasing budgetary allocations and mobilizing
community to support public sector education.

Talent Hunt program should be launched to provide scholarship to the needy and
intelligent students. This would facilitate the deprived but deserving students to continue
education. Incentives and rewards (such as medals, certificates of excellence, monetary benefits)
should be given to hard working teachers to motivate them towards work and retain their interest
in the teaching profession. Discipline should be maintained in secondary schools for providing
students conducive environment for learning. Teaching staff transfers, appointments and other
administrative decisions in schools should be made on merit for eliminating the element of
favoritism and nepotism. Co-curricular activities like debates, quiz, art and craft, science
exhibition, essay writing, music, in-door and out-door games should be planned and participation
of every student be ensured for overall development of their personalities. The role of the Parent-
Teacher Councils should be improved to ensure monitoring of the work and behaviour of
teachers and students and use all measures for improvement of quality of education. Un-
warranted political interference in recruitment, transfers and administrative affairs of schools
should be stopped so that an environment of professionalism prevails in educational
organizations. Special professional development programmes and refresher courses should be
arranged for Secondary School Teachers because, without transforming them, the quality of
education cannot be improved.

Education should be recognized as a priority, political interference in running the

education department should be banned and head teachers should be more empowered to run

84
their schools effectively. Budget allocation for education especially must get more funds,
government to be pressurized. Raising public expenditure on education at least 4% of GDP, as
recommended by UNESCO with particular emphasis on improving the quality of Education. All
schools-private schools, public schools, madrassas should all be made to follow the same
curriculum. The curriculum to equip all students with knowledge, skills and competencies to
help them grow into useful members of the society.
An effective system of supervision and monitoring should be ensured through
monitoring/supervisory cell, composed of highly qualified and experienced professionals to
increase the capacity of system. School administration should be improved by recruiting
dynamic School Heads. Moreover, professional development courses should be introduced to
improve managerial skills of School Heads. Constant efforts are required to make curriculum
useful, effective and relevant to societal needs. The curriculum must be revised on a regular basis
to address ideological, social and economic needs of the country. The examination system at the
secondary school level must be made reliable so that it evaluates the actual knowledge of
students. In order to stop mal-practices and un-fair means in examination, there should be
complete ban on pocket books, guides and cheating material of all sorts. Questions given in
papers should be thought provoking and based from the entire course. In order to discourage
memorization and selective study, there should be ban on preparation of model papers and guess
papers.

85
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 APPENDICES

QUESTIONNAIRE
Respected Participant,

This questionnaire is deliberate to identify the “Causes of deteriorating standards of

education in public school of city Rahim Yar Khan”. The information provided by you will assist in
my research thesis. Because of that you are the right one who can provide me precise information about
my research. So, I am requesting you to make your respond truly and frankly.
I ensure that your provided information must be used only for academic purpose and kept in
confidential.
Thank you very much for your time and cooperation with me, so that I would be able to complete
my academic research.

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Requestors,

Sehar Saeed
Sumaila Bilal
Minhaj ul Islam
B.Ed (2016-2018)
Islamia University of Bahawalpur

Part A: Personal Information

Name:_________________________________

School Name:___________________________

Designation:____________________________

Time employed in school:__________________

Gender:________________________________

Age:___________________________________

Marital Status:___________________________

Qualifications:___________________________

Part B: Questions
Instruction
Please indicate the extent to which you agree or disagree with the given statements. Reade
carefully and place a mark of tick () in the relevant box of your answer for each statement.
1. S.D = Strongly Disagreed
2. D = Disagreed
3. N = Neutral
4. A = Agreed
5. S.A = Strongly Agreed

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Sr. Causes of Deteriorating Standards of Education in Public Schools SA A U D SD

1. The use of unfair means and mal-practices in examination.

2. Bad inspection system, in-adequate supervision and monitoring of schools.

3. The existing system of examination is questionable & does not evaluate

actual knowledge of students.
4. The present curriculum captivates student’s interest and develops student’s
creative thinking and analytical skills and revised on a regular basis.
5. Principal monitors the classes regularly to check the performance of
students and teachers.
6. Your school has mal administration and do not looks after all the important
matters of school.
7. You are using the diagnostic evolutional method to know the problems of
students.
8. Government does not provide sufficient funds to your school to meet
student’s requirements.
9. Unsatisfactory teaching learning process and outmoded teaching methods
are used by teachers.
10. The unavailability of scholarships to the needy and intelligent students.

11. Excess of workload and different administrative duties assigned to the teachers to
collect data or to facilitate the administrative heads.
12. Your school teachers complete and revised the prescribed syllabus within
given time of an academic year.
13. Your school teachers plan their lessons according to the prescribed syllabus
and follow scheme of study.
14. Lack of computer lab, internet facility, science laboratories with sufficient
chemicals and equipment and library with sufficient books.
15. Your school teachers are highly qualified and mastery over the subjects they
teach.
16. Lack of adequate physical facilities like hall, auditorium, playground,
toilets, clean drinking water, electricity and non-availability of quality
textbooks etc.
17. Lack of spacious classrooms and sufficient furniture to accommodate
students.
18. Lack of required motivation, training, orientation, workshops and refresher
courses for teachers.
19. Lack of financial resources, financial corruption, structural and management
problems, poor policy implementation.
20. Culture of multi-medium of instruction.

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