COLLEGE OF AGRICULTURE, DERA GHAZI KHAN SUB-CAMPUS UNIVERSITY OF AGRICULTURE, FAISALABAD

Section: Social Sciences and Rural Development (Synopsis of M.Sc. Rural Sociology) Title: A Comparative Study of Quality of Education in Public and Private Secondary Schools of Punjab Tehsil DG Khan Name of the student: Registration No: Kaleem Ullah 2009-ag-1491

Abstract
The quality education is an indispensable and inevitable agent for change as education is a process of civilization and development. The issue of deterioration of quality in education in Pakistan, especially decline in quality of secondary education was the slogan of the day. The major purpose of the research was to compare the quality of education in public and private schools of Punjab. All the secondary schools, their heads, secondary school teachers and students of 10th class of public and private sector of the Punjab constituted population of the study. Our all 120 respondents will take for this research and results will be submitted in the form of M. Sc. Thesis the sampling technique will convenient.

COLLEGE OF AGRICULTURE, DERA GHAZI KHAN SUB-CAMPUS UNIVERSITY OF AGRICULTURE, FAISALABAD

Section: Social Sciences and Rural Development (Synopsis of M.Sc. Rural Sociology) i) Title: A Comparative Study of Quality of Education in Public and Private Secondary Schools of Punjab Tehsil DG Khan (a) Date of Admission: (b) Date of Initiation (Research): (c) Probable Duration (Research): ii) Personnel: (a) Name of student: (b) Registration No: iii) Supervisory Committee i.Mr. Muhammad Ali Tarar ii.Miss Sumaira Bano iii.Mr. Hafiz Gulfam Ahmad Umar iv) Need for the Project:
Measurement of the quality of education in Ghana has focused principally on resource inputs and outcomes (i.e. PTR, PCTBR and BECE results). Research has shown that in many parts of the world, an enormous gap prevails between the numbers graduating from schools and those among them who can master a minimum set of cognitive skills (UNESCO 2004, p. 23). There is a general perception in Ghana that educational standards are low in public schools in both urban and rural areas compared to private schools. This is because compared to public schools, private schools have generally, been performing well at the BECE. Many parents therefore continue to patronise private schools as means of getting quality education for their wards. In 2007/08 private school enrolment stood at 17.4% at the primary level and 17.1% at the JSS level (UNESCO, 2004).

25-09-2009 22-10-2011 1st December

Kaleem Ullah 2009-ag-1491

(Chairman) (Member) (Member)

The standard of education or quality of education is very low in Pakistan. As a scholar of Ph.D. Education, I thought that it was imperative to research upon quality of education in Pakistan, especially to compare the quality of both the sectors public and private secondary schools. Keeping in view the slogan of the day that quality was deteriorating and lowering in our schools, it was need of the day to compare the quality of education of public and privately managed schools to the factual position. Without improving quality of education, we cannot keep pace with the modern era. The concept of quality in every field is a complex concept. It is complex in nature, elements, components, and every respect. Quality is the most honorable but the slipperiest term in the field of education. Sometimes it is used in evaluative sense, for example as scale of goodness. Sometimes it is implied to seek some distinguishing characteristics. The quality in education refers to the standard of management, educational facilities, curriculum, methods of teaching, students, exanimation system, teaching staff etc(IMRAN, 2008).

Pakistan has suffered immensely as a result of this fragmented educational system coupled with issues of access, quality and governance. Pakistans primary and secondary enrolment ratios in 1991 were 46 and 21 percent of the relevant age groups only one-half the average for all low income countries. Only about half of those who enrolled in school stayed on until the fourth grade in comparison with an average of about two thirds for all low income countries Within the South Asia region, Pakistan lags well behind its neighbors in enrolment; net primary enrolment rates are 50% in Pakistan, 75% in Bangladesh, 77% in India and 100% in Sri Lanka. By all criteria, Pakistans educational system was at the bottom of the international ladder(HUSAIN, 2005).
Specifically, we use data from the census of private schools conducted in 2000 by the Federal Bureau to provide a description of the private education sector in Pakistan. However, this data in itself does not allow us to address some important concerns regarding the spread of private schools. For instance, in comparing the number of schools in rural Sindh to rural Punjab, we might like to know for instance, whether the penetration of the private sector, measured by the population weighted number of schools, is comparable in the two regions. Till recently, such an analysis had not been possible due to the lack of a population census. However, by combining data from the census of private schools and the population census, it is now possible to explore these issues in some detail, and this is the primary focus of our study (Andrabi, et al. 2012).

Objectives: 1. To see the difference in the syllabus.

2. Difference of dues between Govt. and private institution. 3. To see the difference in terms of facilities available for students and staff.

v) Review of Literature:
Peterson Llaudet (2006) concludes that the National Center for Education Statistics needs to hold commissioned studies to a higher standard. It is well known in the scholarly community that one cannot infer school sector effects from observations made at a single point in time. When reviewing a commissioned study, NCES should have questioned the model construction undertaken by ETS. A government agency with a long and distinguished history in the collection and analysis of important educational data has fallen short. Next time, it needs to do better. It can begin by never again using NAEP data to estimate school sector effects. Bertola, et, Al. discuss how a schooling systems structure may imply that private school enrolment leads to worse subsequent performance in further education or in the labour market, and we seek evidence of such phenomena in Italian data. If students differ not only in terms of their families ability to pay but also in terms of their own ability to take advantage of educational opportunities (talent for short), theory predicts that private schools attract a worse pool of students when publicly funded schools are better suited to foster progress by more talented students. We analyze empirically three surveys of Italian secondary school graduates, interviewed 3 year after graduation. In these data, the impact of observable talent proxies on educational and labour market outcomes is indeed more positive for students who (endogenously) choose to attend public schools than for those who choose to pay for private education. JEL Classification. Oduro (2008) concluded that Common to the educational policy initiative goals in both Ghana and Tanzania is the challenge of achieving quality in basic education. The effects of increased enrolments resulting from Education For All (EFA) goals makes it necessary for governments in both countries to continue pursuing strategies for enhancing quality at the basic educational level. Ensuring quality in basic education is critical because the quality of foundations laid at the basic educational level influences the quality of pupils learning at the secondary and tertiary education levels. In achieving quality, there is the need for the countries to define clearly quality indicators that will meet their developmental needs and at the same time fit into global indicators. Quality indicators should move beyond inputs governments provide in terms of infrastructure, teachers and materials. Greater attention should be given to what happens in the classroom, with specific reference to teaching and learning time utilization. There is the need for policy makers to be guided by the fact that providing expanding access through the construction of classrooms and increasing enrolment as well as decentralizing decisions per se does not guarantee quality in education.

Tooley et al. (2005) reported that a census and survey of schools in selected poor areas of

Lagos State explored the nature and extent of private education, and compared inputs to public and private schooling. Of all schools (71%) were found to be private, with more unregistered private than government and registered private schools. It was estimated that 33% of school children were enrolled in private unregistered schools and 75% in private schools in general. Teaching activity was found to be considerably higher in private than government schools, and teacher absenteeism was lowest in private schools. Most school inputs showed either comparable levels of provision in government and private schools, or superiority in private schools. Asadullah (2008) concluded that this paper has looked at wage differences between private and public school graduates in Bangladesh and Pakistan within the context of the ongoing debate over the relative effectiveness of private schools in South Asia. Our decomposition analysis reveals that for private school graduates in Bangladesh, the earning premium is driven mostly by characteristics endowment of waged workers. Market return to these characteristics is rather negative and account for a smaller portion of the observed wage gap, which is suggestive of ineffectiveness of private schools vis--vis public schools. In contrast, decomposition of the mean wage gap for the Pakistani data shows that a substantial proportion of the private school premium remains even after netting out the contribution of differential attributes of the individual and is positive: graduates of private secondary schools earn more than similarly endowed public school graduates in the labour market in Pakistan. The reported evidence of wage premium by school type is nonetheless suggestive as potential for non-random selection into private schools remains, the solution to which is outside the purview of our descriptive analysis. However, to the extent to which school-specific selection bias is similar in Bangladesh and Pakistan, our result points towards greater effectiveness of private schools in the latter. Chapman, D. and D. Adams, (2002) Given the stated national priorities to improve education quality and the massive programs for upgrading curriculum and teacher quality, Why does quality not improve? there are persisting obstacles to improving education quality. However, there is evidence that the quality of education has been improving in DMCs, but unevenly across and within countries. Indeed, many of the education challenges of the next decade have been created by the remarkable successes across Asia during the last two decades. During this period, regional primary education gross enrollment rates grew to over 90 percent, and by the 1990s several countries had primary education net enrollment rates above 90 percent.

Education expansion and an extended period of economic growth (and recent economic decline), and evolving patterns of education decentralization have brought issues of education quality and relevance to the forefront and complicated the search for solutions. Coulson (2009) reported that however, since the funding and regulatory structures of public and private schools vary widely, this breakdown of the research is insufficiently detailed to be of real use to policymakers. If we want to ascertain the merits of real market reform in education, we must compare genuinely market like private school systems (which are minimally regulated and are funded, at least in part, directly by parents) with state school monopolies protected from significant market competition (such as the typical U.S. public school system). When we assess the evidence using these more specific criteria, the results are starker: there are statistically significant findings of market like education systems outperforming government monopoly schooling, and only four findings of the reverse, for a ratio of nearly 15 to 1 in favor of free education markets. There are only 13 statistically insignificant findings among market versus monopoly comparisons, and every finding comparing the efficiency of market and monopoly schooling is both statistically significant and favors markets. vi) Materials done and Methods: Universe: Te universe of my study urban union councils Dera Ghazi Khan. Sample: The sample of my study will be 120 respondents. Technique: The technique that will be used convenient sampling techniques.

vii) Literature Cited: Andrabi, T., J. Das, A. I Khwaja 2012. The Rise of Private Schooling in Pakistan: Catering to the Urban Elite or Educating the Rural Poor. tandrabi@pomona.edu, jdas1@worldbank.org, asim_ijaz_khwaja@harvard.edu.. 2-36. Asadullah, M.N. 2008. Returns to Private and Public Education in Bangladesh and Pakistan: A Comparative Analysis. Working Paper Number 167. Bertola, G., D. Checchi, V. Oppedisano. 2007. Private School Quality in Italy. IZA Discussion Paper No. 3222. 2-25. Chapman, D. and D. Adams. 2002. The Quality of Education: Dimensions and Strategies. Asian Development Bank Comparative Education Research Centre The University of Hong Kong. (5): 1-72. COULSON, A. J. 2009. Comparing Public, Private, and Market Schools: The International Evidence. Journal of School Choice., (3):3154. IMRAN,M. 2008. A COMPARATIVE STUDY OF QUALITY OF EDUCATION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS OF PUNJAB. University Institute of Education and Research Pir Mehr Ali Shah Arid Agriculture University, Rawalpindi. 1-60. HUSAIN, I. 2005. EDUCATION, EMPLOYMENT AND ECONOMIC DEVELOPMENT IN PAKISTAN. Conference on Education held at Woodrow Wilson Center, Washington D.C. 1-17. Oduro, G. K.T. 2008. Educational Leadership and Quality Education in Disadvantaged Communities in Ghana and Tanzania. Director, Institute for Educational Planning & Administration, Cape Coast University, Ghana. 1-21. Peterson, P. E. and E Llaudet. 2006. On the Public-Private School Achievement Debate.

Department of Government, FAS Kennedy School of Government Harvard. University.1-50. Tooley, J., P. Dixon, O. Olaniyan. 2005. Private and public schooling in low-income areas of Lagos State, Nigeria: A census and comparative survey. Int. J. Educatio. Rese., (43 ):125146. UNESCO (2004). Education for All: The quality imperative-summary. Oxford: UNESCO

Publishing and Oxford University Press.

Signatures: Student: Kaleem Ullah khan __________________

Supervisory Committee: Mr. Muhammad Ali Tarar Miss Sumaira Bano Mr. Gulfam Ahmad Umar Forwarded: __________________ Head of Section, Social Sciences and Rural Development, College of Agriculture, Dera Ghazi Khan Faculty Scrutiny committee: _____________________ a) Dr. Shafqat Nawaz _____________________ c) Mr. Muhammad Shahid Nisar Forwarded: _____________________ Principal, College of Agriculture, Dera Ghazi Khan Sub-Campus, University of Agriculture, Faisalabad _______________________ b) Dr. Muhammad Mudassar Maqbool ______________________ d) Dr. Fida Hussain (Chairman) (Member) (Member) __________________ __________________ __________________