i IMPACT OF PRIVATE SECTOR SECONDARY SCHOOLS ...

i

IMPACT OF PRIVATE SECTOR SECONDARY SCHOOLS ON QUALITY

AND ACCESS OF EDUCATION IN KHYBER PAKHTUNKHWA

(PAKISTAN)

Submitted By:

ATTA UR RAHMAN

Reg. No. SU/12-02-064001

Supervised By:

DR. NIAZ MUHAMMAD AAJIZ

Dissertation submitted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

In

Education

DEPARTMENT OF EDUCATION

FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION,

SARHAD UNIVERSITY OF SCIENCE AND INFORMATION

TECHNOLOGY PESHAWAR, PAKISTAN

2017

ii



(PAKISTAN)

Submitted By:

ATTA UR RAHMAN

Supervised By:

DR. NIAZ MUHAMMAD AAJIZ





2017

iii

DEDICATED

TO MY ADOREABLE

TEACHERS AND PARENTS

WHOSE HEARTFELT PRAYERS,

DIAMOND LIKE ADVISES AND

VALUABLE SUGGESTIONS HAVE

TRANSFORMRD MY DREAMS

INTO REALITY AND MADE ME

WHAT I AM TODAY

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APPROVAL CERTIFICATE

We approve the research work presented in this dissertation titled “Impact of

Private Secondary Schools on Quality and Access of Education in Khyber

Pakhtunkhwa, Pakistan” conducted by Mr. Atta ur Rahman PhD Scholar

(Education). No part of this thesis has been submitted anywhere else for any other

degree. This thesis is submitted to Department of Education Sarhad University of

Science and Information Technology Peshawar, Pakistan in partial fulfillment of the

requirement for the degree of Doctor of Philosophy in Education.

Scholar Name: Mr. Atta ur Rahman Signature___________

Examination Committee

1. Prof. Dr. Niaz Muhammad Aajiz __________________

Head Department of Education (SUIT) Signature with date

Research Supervisor/Chair

2. Prof .Dr. Pervez Aslam Shami __________________

Department of Education (SUIT) Signature with date

Internal Examiner

3. Prof. Dr. Shafqat Parveen __________________

Director IER, University of Peshawar Signature with date

External Examiner

Prof. Dr. Salim ur Rahman

Vice Chancellor,





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ACKNOWLEDGEMENTS

Because of Almighty Allah the Beneficent, the Merciful, the Creator, the

Sustainer, the Builder, the Omnipotent, the Omnipresent, the One Who was the

main; the One Who would be the last, who provide capacity to finish this

commitment with the stipulated time. Every one of the regards for the best Educator

and the Benefactor of humankind, the Holy Prophet Muhammad (PBUH), who

encouraged getting education from cradle to grave.

I have my heartiest appreciation for my supervisor Dr. Niaz Muhammad Aajiz,

Head of Education Department SUIT, for his moving direction, inspiration,

consolation and valuable feedback not just amid the conduct and culmination of this

research work yet in whole course work of Doctorate. May be I could never have the

capacity to do this exertion without his affection and direction.

The researcher is also grateful to Dr. Muhammad Iqbal, Dr. Pervez A.

Shami, Institute of Education and Research, Dr. Shafqat Parveen Director Institute

of Education and Research, university of Peshawar, Dr. Syed Muhammad Munir

and Dr. Hanifullah for their kind guidance, valuable suggestions, care and

motivation to complete the research.

At the end, I offer my profound gratitude to all the administrators, academic

staff and students of Private secondary schools for the support they had extended to

me during this research work.

May Allah bless all these people. (Aameen)

Atta ur Rahman

vi

ABSTRACT

Education is an influential instrument for financial and political change in

the world. So it is important to provide access and enhance quality of education at

various phases of learning. Secondary level of Education is the most crucial stage of

learning. It is the turning point for the students. The substantial number of taught

labor in Pakistan is accessible at this stage. Procurement of access and perfection of

quality of this stage is key for improvement in higher stage of learning, which is the

soul result of quality of teachers and the support given to them. The main purpose of

the study was to examine the impact of private secondary schools on quality and

access of education in Khyber Pakhtunkhwa (Pakistan). The major objectives of the

study were (1) To identify the role of private education sector. (2) To find out

impact of private sector education in terms of Access and Quality. (3) To suggest

measures for the improvement of private education sector.

All private Secondary Schools, the Principals of these schools, the teachers

and students of these institutions were included as Population of the study. Khyber

Pakhtunkhwa is for the most part partitioned in three distinctive strata which are

North, Central, and South. Ten districts of Khyber Pakhtunkhwa were selected for

the dissertation. The names of the districts were Abbotabad, Peshawar, kohat,

Karak, Dera Ismail khan, Lakki Marwat, Mardan, Swat,Charsaddah and Mansehra.

The sample was selected randomly. A sample of 120 private secondary schools and

the principals of these schools, 600 teachers (five teachers from each sample school)

and 1200 students (ten students from each sample school) was randomly selected.

The proportion of male and female students and teachers was fifty each.

Three questionnaires (for principals, teachers and students) were developed

and disseminated for data collection. Collected data were tabularized, examined and

interpreted. Then statistical tools such as mean, standard deviation, standard error of

mean and estimated population mean were applied. Based on the conclusions some

suggestions were given to provide students with the support systems to help them

succeed at these institutions. Continuous planning, support and development are

needed to develop the worth of education. Use of audio-visual aids is recommended

to make the process of learning effective. Proper physical facilities may be offered

by all private educational institutions for access and quality of education.

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TABLE OF CONTENTS

Page No

Title Page (Outer) i

Title Page (Inner) ii

Dedication iii

Approval Certificate iv

Acknowledgements v

Abstract vi

Table of Contents vii

List of Tables x

1. INTRODUCTION 1

1.1 Background of the Study 1

1.2 Statement of the Problem 4

1.3 Objectives of the study 5

1.4 Significance of the Study 5

1.5 Definitions/Concepts of Key Terms 5

2. REVIEW OF LITERATURE 7

2.1 Perspective 7

2.2 Importance of Education 8

2.3 Education System in Pakistan 9

2.4 Importance of Secondary Education 10

2.5 Role of Secondary Education 11

2.6 Five Year Plans of Secondary Education 13

2.7 Sectors of Education 15

2.7.1 Public Sector Education 15

2.7.2 Private Sector in Education 16

2.8 Why Parents Choose Private Education Sector 18

2.9 Role of Private Sector Secondary Schools 20

2.10 Policy Provisions for Private Sector Education 23

2.10.1 National Education Policy 1970 24


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2.10.5 National Education Policy 1998-2010 26


2.11 Access to Private Sector Secondary Education 28

2.11.1 Bacha Khan Education Foundation 39

2.11.2 Elementary Education Foundation 39

2.11.3 Frontier Education Foundation 40

2.11.4 Rokhana Pakhtunkhwa Talimee Programme 40

2.12 Concept of Quality in Education 43

2.13 The Need for Education Quality 43

2.14 Indicators of Quality 44

2.14.1 Class Size 44

2.14.2 Student Teacher Ratio 44

2.14.3 Number of Qualified Teachers 45

2.14.4 Availability of Educational Facilities 45

2.14.5 Library Size and Its Activities 45

2.14.6 School Laboratory 46

2.14.7 Accessibility of Learning Material 46

2.14.8 Quality of Teacher 47

2.14.9 Quality of Curriculum 47

2.15 Issue of Quality in Private Education 47

2.16 Related Studies 57

3. RESEARCH METHODOLOGY 60

3.1 Population 60

3.2 Sample 60

3.2.1 Sample of Principals 61

3.2.2 Sample of Teachers 61

3.2.3 Sample of Students 61

3.3 Research Instruments 62

3.4 Pilot Testing 62

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3.5 Data Collection 63

3.6 Data Analysis 63

3.7 Delimitations of study 64

4. ANALYSIS AND INTERPRETATION OF DATA 65

4.1 Data Analysis of Questionnaire for Teachers 65

4.2 Data Analysis of Questionnaire for Students 93

4.3 Data Analysis of Questionnaire for Principals 121

4.4 Discussion 155

5. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 162

5.1 Summary 162

5.2 Findings 163

5.3 Conclusions 169

5.4 Recommendations 171

REFERENCES 173

APPENDICES 182

x

Table:1 You are provided in service training. 65

Table:2 Your job is secured. 66

Table:3 Your efficiency is affected with job security. 67

Table:4 Your pay scale is excellent and it encourages you to hard work. 68

Table:5

Table:6

Table:7

Table:8

You are satisfied with the emoluments.

Physical facilities are adequate for your teaching.

Adequate equipment is available in the school laboratory.

Library is available in the school.

69

70

71

72

Table:9 Audio visual aids are available and are appropriate. 73

Table:10 Audio Visual aids are used properly in process of teaching. 74

Table:11 Principal consults teachers in decision-making. 75

Table:12 There is coordination among the teaching staff of the

institution.

76

Table:13 Principal promotes cooperation. 77

Table:14 Objectives are set according to students’ level. 78

Table:15 Teachers guide the students towards achieving the objectives. 79

Table:16 Curriculum of secondary level is helpful in achieving the

objectives.

80

Table:17 Contents of curricula achieve the course objectives. 81

Table:18 Syllabus taught is according to the desires of society. 82

Table:19 Curriculum at secondary level meets the societal needs. 83

Table:20 Lecture method is used in the class. 84

Table:21 Discussion method is used in the class. 85

Table:22 Methods of teaching used in the class achieve course objectives. 86

Table:23 Institution imparts quality education. 87

Table:24 Traditional examination method is used for students’ evaluation. 88

Table:25 Marking system is fair and based on quality work of students. 89

Table:26 Discipline is strictly observed in the school. 90

Table:27 English as medium of instruction is useful. 91

Table:28 Urdu as medium of instruction is useful. 92

Table:29 Your teachers are well qualified. 93

LIST OF TABLES

Table No Page

xi

Table:30 Teachers prepare well before delivering lecture. 94

Table:31 Teachers come to class in time. 95

Table:32 Teachers encourage lively discussion in class. 96

Table:33 Audio Visual aids are used properly in the class. 97

Table:34 Teachers use question answer technique in the classrooms. 98

Table:35 Teachers encourage questions from the students. 99

Table:36 You are given homework and checked regularly. 100

Table:37 You are given proper feedback after checking your

assignments.

101

Table:38 Teachers are sincere and devoted to teaching. 102

Table:39 Your teachers provide democratic environment in the class. 103

Table:40 Teachers behave friendly in the classroom. 104

Table:41 Teachers are role model for students. 105

Table:42 You are satisfied with the evaluation system. 106

Table:43 Well equipped laboratories are available in school. 107

Table:44 Experiments are performed in laboratory regularly. 108

Table:45 Efforts are made to provide quality education in the school. 109

Table:46 Students of your institution are more efficient than other

institutions.

110

Table:47 Syllabus taught is according to the desires of the society. 111

Table:48 Library is available in the school with the sufficient books. 112

Table:49 Advance computer-lab facilities are available in school. 113

Table:50 Teachers encourage co-curricular activities. 114

Table:51 Teachers encourage students to work hard. 115

Table:52 Institution has well established hostel facility for students. 116

Table:53 Merit is strictly observed in the admission policy. 117

Table:54 Discipline is observed strictly in the institution. 118



Table:57 School building is new and attractive. 121

Table:58 Advance equipment is provided in accordance with the need. 122

Table:59 Updated laboratories are provided. 123

Table:60 Sufficient and advance computer facilities are available. 124

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Table:61 Sufficient modern books are accessible in library. 125

Table:62 Transport facilities are provided to students. 126

Table:63 Hostel facility is available. 127

Table:64 Audio Visual aids fulfill modern needs. 128

Table:65 Teaching staff is sufficient. 129

Table:66 Well qualified teachers selected on merit. 130

Table:67 Right person for right job policy is observed. 131

Table:68 Specialist teachers are available for each subject. 132

Table:69 Teachers are professionally skillful. 133

Table:70 Teaching faculty is academically sound. 134

Table:71 Faculty members are involved in decision-making. 135

Table:72 There is coordination among the teachers and the principal. 136

Table:73 Principal's attitude is friendly towards teachers. 137

Table:74 Students’ assessment process is unbiased. 138

Table:75 Aspect of quality is the main focus in all educational activities. 139

Table:76 Merit is observed in the admission policy. 140

Table:77 Evaluation of the institution is periodically done. 141

Table:78 Curriculum is in accordance with the requisites of society. 142

Table:79 Present curricula are at par with International standard. 143

Table:80 Curricula develop critical thinking in students. 144

Table:81 Contents of the curricula help in achieving the course objectives. 145

Table:82 Discipline is observed strictly in the institution. 146



1

Chapter 1

INTRODUCTION

1.1 Background of Study

Education is a organized way of gathering the information, skills and

tendencies of individuals and then transferring them to the next generation by

preparing, or exploring the potentials. Learning is a societal tool by which one directs

ones fate and plans ones expectations. Learned public is capable of working by

making the education more compelling to produce effective citizens which thus

supports to financial advancement of the nation. Henceforth, the role of education is

vital to create learning economy since educated and talented masses assume an

essential part in the advancement/success of the nation. To acquire the goal of taught

and talented generation, gigantic financial investment in education is significant as

Education will help the students in changing their mentality to get maximum rate of

literacy. Private and public development sectors need to satisfy their social and

economical obligations in educational part. In order to develop economically, the

linkage of education with industry is essential. It would open the roads of

improvement and employment by setting up best educational institutions in the

premises of industrial organization. There is need to build up a solid collaboration

between the industries and academic institute as academic industrial linkage is the

establishment stone for advancement and innovative improvement which positively

drives the nation to monetary development. (Pakistan Economic Survey 2013-14)

There is strong bonding between the education and the public. Education is

controlled by the people of the community and it fundamentally mirrors the primary

components of that society. The advancement of a country relies on the educated

society. Without learning, communal and financial advancement can't be envisioned.

The category and quality of learning granted to current youngsters will give upcoming

initiative in different departments that would guide the nation effectively in difficult

situations. The highly developed countries and those guaranteeing to be the Asian

Tiger today, without a doubt, owe every stature of their progress to education. Support

for Primary, Secondary and Higher Education ought to be prime worry of the general

public and the government alike. Secondary education has middle position in scheme

of education, because it is important stage for students and it abridges the basic and

advanced learning. In Pakistan entire set up of this level is 9th and 10th classes, and

2

11th and 12th advanced secondary education. Secondary education (IX, X) is very

significant part of the whole system of education. Quality professionals are expected

to be produced through Higher education in different fields and higher education is

dependent on secondary education. The need is to restructure secondary education

level in so that it is helpful in preparing youngsters for the search of advanced

education and to regulate their practical lives (Government of Pakistan, 1998).

Quaid-e-Azam was greatly consciousness of quality of education. In 1947 he

said that there is no doubt that the future of our state will and must greatly depend

upon the type of education we give to our children, and the way in which we bring

them up as future citizens of Pakistan (National Education Policy, 1998-2010).

Governments made policies for development of education in the country but,

time and again, failed to define and design definite education plans and their

implementation due to lack of resources. As a result, there is overall decline of the

government funded system of schooling of Pakistan. This situation has resulted to

substitute type of education. It was decided by Government of Pakistan that the

burden of the whole educational process should be shared with the autonomous

bodies, and consequently invite private sector to bear the tasks to impart education in

the country. As a result, non government schools of English as medium of instruction

and madrasahs have increased throughout the Pakistan since the start of 90s. Pakistan

has seen a huge flow over the last ten years or so in the quantity of educational

institutes in Non government sector. It has been made comparatively simple for the

Non government sector to set up educational institutes.

National Education Policy, (1979) states that there is a big part played by

private sector in progress of education in country. Private sector puts up with a lot of

expenses on setting up educational institutes of significant societal foundation even in

highly developed countries. The country like Pakistan, where rate of growth of

population is about 3% a year and only fifty percent of the on hand primary group

children have joined the educational institutes, the establishment of schools in the

Non government sector is helpful to shoulder the gigantic load. Construction of

buildings and running all the schools is not possible by the Government alone.

Realizing the fact that Government cannot attain the policy objectives, it is important

to look for participation of the Non government sector in the improvement of

education. The state also desires warranty that the private institutions would keep up

elevated standard of education and make the requisite services available. The Punjab

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Private Education Institutions (Promotion and regulation), Ordinance No. 11 was

passed in 1984 in compatibility of National Education Policy of 1979. The provincial

governments of NWFP and Sindh hold similar Ordinances. These Ordinances

requested the enlistment of every single non public foundation with a Registration

Authority, the formation of an overseeing association for every organization, and

explain the state of affairs for enrollment. Under these conditions, the endorsement of

administration was required for the appropriation of a charging of fee structured by

every private organization. Moreover, the country requests to ensure that the private

foundations would keep up instructive standard and give all important Physical

services which incorporate the school building classrooms, research facilities, library,

gear, furniture, wellbeing, sanitation and play area. It is for the most part considered

that the availability and right utilization of instructive and Physical services build up

generation of the schools. The organization totally operational with Educational

facilities dependably give better result when contrasted with the schools having

deficient Educational facilities. Such establishments don't attract the consideration of

the students, which influences the enrolment proportion which results in the waste of

time and resources. Learning programs wanted to accumulate the necessities of

expansion and change require great course readings, openness of library with

reference books, consumable material, teaching A.V aids, for example, atlas, mock-

ups and varying media. Procurement of appropriate learning material is a vital part in

upgrading the worth of education at post elementary level.

Pakistan Education Statistics (2013-14) documented due to dissemination of

these Ordinances by the provincial authorities, a flow of the public involvement in

establishment of educational institutes had been invigorated. It is anticipated that

roughly 59% Non government educational institutions at secondary level are working

in Pakistan with more or less 2.309 million disciples. The medium of instruction of

most of Non government institutions is 'English' from nursery to advance studies

level. Community basis schools have also been made while the rest of the schools are

owned by individuals.

Government of Pakistan (1998-2010) states that in order to draw attention of

Non government sector to take an interest in the procurement of educational institutes

to the nationals grant-in aid presented before Independence proceeded till 1972

continued to function for those who were requesting education since use on education

is currently going to be measured as a venture instead of utilization. There is a solid

4

feeling among the general population that non public area ought to partake effectively

to enhancement of the assets of the legislature for the advancement of the work force.

Secondary schooling in public and non government sectors extended extensively

during the most recent couple of decades. The quantity of Secondary schools has

expanded. The interest for Secondary Education is expanding quickly because of its

towering velocity of return with extending amount of working group. The lack of

money does not permit development of the institutes and accordingly, endeavors are

going to be made to draw in the non government part by liberal approach to build up

good educational institutes. A diagram of the actualities specified reveals that the

problem is of accessibility of assets. Plentiful finance is pre requisite to build value

organizations, yet there is likewise a requirement to suggest alluring pay rates to the

well trained teachers in all of the departments. If they are not given these motivational

factors of pay then the others would be entirely eager to be contracted on alluring

terms and conditions.

Quality is the important issue in education, business and government and it is

of great value in secondary education of private schools. Provision of quality in

education means access to education. Quality of secondary education influences

higher education which in turns affects research and development of the country. It is

well known fact that society and its constituents define quality and create conditions

under which quality can be achieved. There is no denying of fact that suitable

curricula and the teachers etc are the essential tools to achieve the goal. Better quality

teachers and institutions are supposed to bring about quality in education.

In any case, the private division is advancing to place assets for Secondary

schooling and a number of genuinely valuable establishments are set up. Various

schools are operational in the non government area. The organization can be helped

by creating Foreign Aid. The normal shareholder outside the country can give some

assistance to extend range of building and so on.

1.2 Statement of the Problem

Private sector is supplementing the efforts of the government to educate the

community by establishing a large number of private schools in the country. In

order to fulfill the needs of the country quality education is required. Syllabus,

instructional and physical facilities, teaching methodology and other factors are of

key importance in this regard. Moreover, there is an immense under estimation of the

role of private secondary schools in providing access and quality of education. The

5

need is to understand the existing facilities for the quality of education so as to

enable the authorities as well as stake holders to equip the institutions adequately.

Therefore, there was a need to conduct a proper research study to find out the

impact of private schools on access and quality of education in Khyber

Pakhtunkhwa (Pakistan).

1.3 Objectives of the study

The main objectives of the study were:-

(i) To identify the role of private education sector.

(ii) To find out impact of private sector education in terms of access and Quality.

(iii) To suggest suitable measures for the improvement of private education

sector.

1.4 Significance of the Study

Secondary education is counted as the initial stage of learning which

provides solid ground for higher studies which in turn results in the development of

the country. The study will be of great significance for the following:

(i) The findings and conclusions of the study will provide data for guidance to

policy makers to understand the importance of private sector education.

(ii) This study will be beneficial for the private sector education to develop

strategies and parameters for promoting quality of education.

(iii) It may be a good addition in literature for those who desire to make further

investigation in the area of access and quality of private secondary schools.

1.5 Definitions/Concepts of key terms

1.5.1 Impact:

Impact means any effect caused by a proposed activity on the environment. It is

“a change in the status (e.g., health, standard of living) of individuals, families, or

communities as a result of a programme, project, or activity” (www.europa.eu.).

According to Oxford Advanced Learner’s Dictionary (2001) impact means “an

effect or influence.”

1.5.2 Quality:

The term quality is the degree of excellence which a product or service

provides. It is difficult to define. Provision of quality encompasses access to

education. It is often used as synonym for excellence. It influences what students

learn, how well they learn and what benefits they draw from their education.

6

Students’ decent learning outcomes and acquiring values and skills that help them

play a positive role in their societies is known as quality (Barrette, 2006).

1.5.3 Access:

Access means a reach, a door way, to education. It has two roles. One is the

availability of educational services for population at various levels and the other is

utilization of existing facilities (Pakistan Education Statistics, 2014-15). Access is a

means for admission into school, staying there and afterward graduation. Access

incorporates admission procedures, being conceded and selecting, staying enlisted

and learning and lastly concluding the academic session effectively while remaining

in educational institute (Majid, 2010).

Khyber Pakhtunkhwa-An Introduction

The Khyber Pakhtunkhwa is a standout amongst the most fanciful spots on

earth. The Khyber Pakhtunkhwa, as it is and was prevalently known, of every one of

Pakistan's Provinces, is ostensibly the most differing ethnically the most fluctuated in

landscape and games a vivacious social spectrum. Today Khyber Pakhtunkhwa has a

populace of 30.52 million. Its largest and capital city is Peshawar. The largest ethnic

group of this area is Pakhtun. It involves noteworthy authoritative parts. One section,

made out of settled extents, comprises of the locale of Abbottabad, Bannu, Battagram,

Charsadda, Dera Ismail Khan, Hangu, Haripur, Kohistan, Kohat, Karak, Lakki

Marwat, Mansehra, Mardan, Nowshera, Swabi, Peshawar and Tank. The second

known as PATA (Provincially Administered Tribal Areas) has a populace of 831,000

and comprises of Malakand Agency and the locale of Upper Dir, Lower Dir, Chitral,

Swat, Buner, Shangla, and the pocket of Kala Dhaka/"Dark Mountains", Kohistan

(already a portion of Swat State) and the State of Amb, now submerged in the Tarbela

Dam store.

7

Chapter 2

REVIEW OF LITERATURE

2.1 Perspective

Education is the determining factor of social as well as monitory

advancement of the country. The significance of its work force is dependent on

quality of education of a country. Spending on schooling is regarded the same as

savings in the shape of human resource improvement. The advanced states use huge

amount for educating the young ones while countries on the rise also use up amount

on the basis of as and when available resources to impart education free of cost or at

negligible cost. Two percent of GNP of Pakistan has been reserved for education in

the country. There is enrolment of 70 percent of all secondary students whereas

approximately 90 percent of all primary enrolment in the developing countries

public schools. Due to financial restrictions a tendency to depend on non public

schools is rapidly increasing. Due to speedily growing population the government

sector single-handedly, particularly in rising states, may not be able to fulfill the

requirement of excellence of education, including Pakistan, with a 2.7 % speed of

enlargement of populace (Government of Pakistan 2010-11).

The government single-handedly can’t discharge with the task of educating

rapidly increasing populace. So, non government sector has to contribute to it. That

is why the private and the government sectors are active to impart schooling for

general masses at the same pace. One of the inheritances of East India Company is

education system running in Pakistan. In 1947, both government and non

government institutions were giving schooling at elementary and post elementary

stage. A small number of government schools made by the government to privileged

people. Because Government institutes were unable to provide education to all the

children longing for schooling, it was well thought-out that the non government

sectors might well contribute by starting private schools. Some persons took

advantage of the situation and change education provision in profitable entity.

Whatever the reasons may be, it is good approach to start new educational institutes

to have a chance for all children who want to take admission. Moreover the public

schools as well as private schools are significantly causative towards educational

improvement and in the end contributing to the financial development of the

country. Now, the non public sector is on track of gaining access to technological,

8

professional and graduation level schooling although its contribution was essentially

restricted to school education. (Iqbal, M..2012)

2.2 Importance of Education

Education provides psychological, ethical, physical and ideological

education to the people due to being a powerful catalyzing agent. It gives the people

consciousness of achieving objectives of their existence. It prepares them to attain

that purposeful mission. Education is tool for material achievement and the spiritual

growth of the people. According to Muslim perspective, education is a means for

mounting the intentions of the people according to the virtues which helps in

building a strong Muslim society (Government of Pakistan, 1998).

Education has an important role in personal skill progression. It enhances

working competence of people and delivers gifted efforts that are equipped for

motivating financial progression. Worth of education in developing human

capabilities does not require explanation. The advanced states connect astounding

need to Education; poor states do the same as well. Constitution of Pakistan

recognizes education as principal rights of an inhabitant and in addition,

commitment of the constitution of the government acknowledges to give access to

Education to each individual (Government of Pakistan, 2000).

Gilani, (2009) states that when people think about schools, they usually have

in mind what go on in classrooms or individual school buildings, usually the ones

they attended. But contemporary schools are a great deal larger and more complex

than classrooms and buildings. In fact, they are large, formal, social, organizations,

similar to other big organizations such as corporations or factories. Schools are a

special kind of organization. These unique characteristics include the particular

historical, cultural, and economical context in which they developed and the type

and number of their goals. Schools are also unique in the variety of ways people can

participate in them, and their multiple lines of power and control. Teachers and

other staff are hired for their professional education skills, and while they do have

job descriptions which encompass most of their required duties, they generally are

rewarded for longevity rather than for merit. In addition, their written job

description may not include many of the duties required for the performance of their

work, like hours of marking papers after school and sponsoring extra-curricular

student activities.

9

Mastan (2003) states education is one of basic activities of all the human

beings which lead them towards a prosperous and healthy civilization. Moreover,

education also takes part in a socio economic development of the nation. Future of

the society is greatly dependent on the excellence of the existing education system.

Education is an instrument of cultural change, to pass on information, education and

expertise and to instill novelty of thoughts and attitude amongst youths. It is the

culture in which education germinates and flourishes. It is the culture also, upon

which education exerts, in turn, a nourishing influence. Dewey says that education is

the development of all those capacities in an individual, which will enable him to

control his environment and fulfill his responsibilities. Education is concerned with

preparing mind of the pupil for the right type of thinking in a society so that the

problems of stratification and disintegration with which society is confronted, could

be solved peacefully. Education is expected to take part in tackling anti-social

behavior. Education thus should be the first priority for development. The positive

education enhances healthy, positive and progressive value, and the negative

education breeds, selfish, emotional, corruption and non-scientific trends.

Quid-e-Azam once said that education should be our first priority. Democracy,

social justice, nationalism, and patriotism are needed for national solidarity and such

noble ideals can only be achieved if education becomes our first main concern in the

country.

Modern industrial civilization has brought about a very highly specialized

and complex order of affairs. To meet the obligations of this modern development,

the modern school and the society has a new and much broader responsibility of

access and quality in education than the schools of the simple society of former

generation.

2.3 Education System In Pakistan

There are different phases of the educational structure at school and

college/university levels in Pakistan i.e. primary, middle, secondary, higher

secondary and college/university education. These levels cover each other thus does

the organization of establishments cover in every classification. For instance the

Principals of the schools and universities are in charge of general organization of the

schools. But the staff of that school/school might be under the directorate of schools

or universities with the end goal of exchanges, advancements and posting etc.

10

Elementary (I-VIII); Secondary (IX-XII); and Higher (XIII-above) are three level

system prescribed to by the government of Pakistan for schooling. These

educational level structures cannot be actualized effectively. Yet as an outcome of

these exercises we have higher schools of XI and XII classes in secondary schools

with extended number of students. Right now, the schooling structure in Pakistan

involves the following levels of education: Primary (I-V), Secondary (VI-X);

college Education (XI-XIV); and Higher Education (XV and ahead). Other than

these standard levels, there are organizations for Medicine, Business and

Commerce, Technical and vocational education, Engineering, teacher education,

law; and Agriculture (National Education Policy, 1979).

Academy of educational planning and management, Islamabad (2011) states

secondary education has two tiers i.e.at high school level (for age group 9-10) and

higher secondary schools (for age group 11-12).

2.4 Importance of secondary education

Secondary education (IX-XII) is a vital sub-division of the whole instructive

framework. From one perspective, it gives work force for the economy and on the

other; it goes about as a feeder for higher education. Higher education, which is

supposed to create quality experts in various fields, depends on the nature of

secondary education. This level of education, in this manner, should be revamped

such that it gets ready young fellows and ladies for the quest for advanced education

and also sets them up to change in accordance with their lives.

Secondary education is a phase where a student enters at the age of pre-

adulthood. This is the most significant phase of life. The basic views and modes of

manners take new shape and problems of adjustment with the new roles in life takes

critical importance. Four years of secondary education, accordingly, give a great

chance to the educationists to imagine and dispatch programs that start the learners

into legitimate types of conduct and dispositions.

Previously, secondary education couldn't pull in consideration as far as

endeavors and speculation. The enduring issue of ignorance and the inheritance of

backwardness in the field of science and innovation have constrained the

legislatures to give more prominent need to these two ranges. It is, hence, most

fitting to address the issues of secondary education genuinely. With expanded

accentuation on nature of primary education and recharged endeavors to look at the

11

high drop rate at primary level, the secondary level of education now should be set

up for relatively heavier flood of applicants to this level.

Contrasted with primary and elementary education, the base of secondary education

is exceptionally restricted. The enlistments on the female side are especially low.

Then again, there are likewise large territories, which are not secured by sufficient

facilities. Extension of schools in a spontaneous way should be discouraged and we

have to continue warily and in a planned manner (Government of Pakistan, 1998).

2.5 The Role of Secondary Education

Education creates self-consciousness of people through an appropriate

procedure who form the country. Education is not merely state funded instruction

rather it is a social foundation, which gives all types of Education to the public of a

state in order to authorize them to have full realization of the objectives of life and

to get them ready to complete the rationale. Education not just imparts ethics into

youthful personalities, additionally invigorates them to fit into the system of social

life. The fundamental point of Education is to create possibilities of people through

the scholarly and good Education. In addition, the way of life of the general

population is transmitted to the coming youth with its assistance. Education assumes

a critical part in the advancement system of any economy. Worldwide

measurements show that informative populaces are emphatically related with high

monetary development rates, improved work efficiency, social thriving and

economical advancement. All the more significantly, balance of educational levels

inside the nation is the way to end local and gender imbalances. It battles neediness

successfully and lessening joblessness, and great practices for ladies' investment in

workplace by directing consumption of female gender towards most advantageous

use. Moreover like several developing populations, Pakistan has not advanced

adequately in education. With a grown-up literacy of just 57%, very nearly one-half

of its grown-up populace can't read or compose. This fundamentally limits the

opportunity of securing aptitudes and particular data for elevated output and

enhanced obtaining levels. The intake of the schools is low and dropout rates are

high. The financial apportioning to training has stayed around 2% of GDP in

previous decade out of which a large amount was spent on recurrent heads

dominatingly remunerations, leaving a little entirety for quality change, for

example, teachers education, educational modules advancement, obtaining

12

schooling related facilities and monitoring and supervision of instruction. Pakistan,

with a people of 177.1 million, has recorded an average yearly monetary growth of

around 5% over the earlier decade. However, in the midst of the past couple of

years, Pakistan has faced challenges to its escalation in growth. Substantial surges in

the late spring of 2010 left 20 million individuals destitute submerged 50,000 sq.

kilometers and executed a huge damage of $10 billion to public and private

infrastructure and also wiped out a normal 2% points from the advancement rate. As

a delayed consequence of each one of these variables, GDP improvement rate

dropped from 6.8% in 2006/07 to 1.2% in 2008/09 while total primary enrolment

rates stagnated at 56%; satisfaction/survival rates stayed at 54.6%, literacy rates

intangibly rose from 55% to 57% (National Institute of Population Studies,2011).

Imran, (2008) expressed that members were broadly consistent about the part

education is playing today and in the forthcoming days. The main object is the well

prepared young man who ought to be a sound self-regarded youngster who has

sympathy toward others and with the information, aptitudes and driving force to

seek learning for the duration of his life. This self regarded individual ought to be

ready to assume distinctive roles as an adult individual, a responsible national, and

an inventive individual from society. The individual should be outfitted with the

data and inclination essential for enthusiasm for life in a quickly changing

investigative and mechanical world. With this end as an objective, the genuine

undertaking of secondary education is to help the students developing self-

acknowledgment and to promote full dormant energies. School organizations ought

to advance the information and aptitudes suitable to the requirements and capacities

of all students. They ought to be extended both rationally and physically to achieve

their own particular models of value. He further expresses that the obtaining of

information, qualities and the development of states of mind are all interrelated.

Classroom programs set up together these perspectives adequately. All subjects of

the educational modules build up the capacity of utilization dialect successfully,

social and enthusiastic solidness and the capacity to reason. Students are to found

out those aptitudes and capacities through the investigation of arithmetic, science,

social studies, different parts of our intellectual, social, and social heritage, and by

watching, listening, reading, composing and talking about them. Growing such

projects which enlarge youthful groups' experiences, and inspire them to expand

their viewpoints of learning and to utilize their regular curiosity is the obligation of

13

teachers. The exercises planned should help the students to extend cooperation and

gain from others and these ought to advance students' learning.

UNICEF, (1998) recorded that creating students who can make judgments

and advance thinking in a quickly changing world is a noteworthy part of schools.

Developing aptitudes of proficiency and numeracy was the most astounding

requirement of the schools before. More consideration has been given to individual

developments which offer emphasis to the social obligations of individuals living

respectively in groups. Resultantly, critical thinking aptitudes, abilities for social

living, relational abilities, and synchronization of physical and mental abilities are

extremely essential. Educational institutions play the part of getting the students

prepared to add to society productively. This requires the change life-abilities and

professional advancement through formal and non-formal methodologies.

Keeping in mind the end goal to encourage the students after essential

Education, services of secondary schooling planned to be enlarged. That is the

reason up gradation of essential and elementary schools would be made and two

point four million supplementary chairs in classes six to 10 th would be made and

foundation of new secondary schools and including new classrooms in the available

schools. Change of the structures of the schools will likewise be completed by

developing supplementary classrooms. Attainability of beginning second move

would be presented in chose secondary schools in urban regions. Amid the

arrangement plan, the interest speed at the secondary level would be expanded from

fifty percent in 1992-93 to fifty five percent for young men and from around twenty

six percent to thirty percent for young ladies. Fifteen percent of the planned

enlistment at secondary level would be encouraged by non public sector. The

available educational program would be amended and enhanced for subjective

change, primarily that of scientific knowledge and arithmetic. The institutes where

scientific subjects are taught would be upgraded after giving of more research

facilities and exceptionally prepared teachers (Government Of Pakistan, 1993).

2.6 Five Year Plans and Secondary Education

Government of Pakistan have always been trying to provide access and

quality education by making different plans. Imran,M (2008) have stated the five

year plans of the government regarding secondary education:-

14

PLAN DECLARATION

1st Plan

(1955-1960)

(a) Upgrading the Secondary schools, (b) to create quality, (c) to start

various courses i.e. trade, farming and specialized subjects.

2nd Plan

(1960-1965)

(a) Mixture of courses (b) Amalgamation of white collar classes in

higher secondary schools, (c) Guiding programs (d) Making of

educating institutes with hostel, (e) Enhance students of age gathering

from twelve to sixteen percent.

3rd Plan

(1965-1970)

(a) Exceptional consideration on science and arithmetic, (b) Center

level education is to be made key amid the proposed arrangement

period (c) Overhauling of elementary schools to secondary schools by

extension and improvement of available schools (d) Expansion of

administrative bodies.

Non Plan

period

(1970-1978)

(a) Building up comprehensive educational programs with a typical

base for all schools to slight the inlet existing between various sorts of

schools, (b) Enlistment proportion of 40:60 is accomplished in

expressions of the human experience and sciences projects(c)

Combining of winning post elementary schools.

5th Plan

(1978-1983)

Essential education, professional and specialized preparing are the

significant markings of the fifth plan.

6th Plan

(1983-1988)

(a) Islamic principles, Islamic and Pakistan study is incorporated into

the syllabus of the schools of the nation. (b) Elementary schools to be

expanded up to ten thousand two hundred and nine, secondary schools

to be expanded to five thousand five hundred, up-degree of one

thousand seventy three elementary schools and opening of two hundred

thirty six new secondary schools.

7th Plan

(1988-1993)

(a) Due emphasis was given on the reorientation of education structure

where each stage was skillfully articulated with the others.(b) Class xi

and xii will be added in more high schools and upgrading such

institutions as higher secondary schools.

8th Plan

(1993-1998)

(a) 368 secondary schools without sufficient infrastructure, which

would be provided during the eight plan (b) Priority will be given to

adding class xi and xii in existing higher secondary schools.

15

Hussein (2003) states that eighth plan will advance in spreading educational

institutes in distant areas of the country. Every region will have a model school for

young men and every division will have such an organization for young ladies.

Private part would be urged to set up the quality education organizations.

Government will set up model schools just in area where such foundations don’t

exist under open or non public sector. Endeavors would be made to overhaul the

nature of every secondary school through procurement of better-qualified teachers

and physical facilities.

2.7 Sectors of Education

Throughout the world education is generally provided by two sectors:

(i) Public sector; and

(ii) Private Sector

2.7.1 Public Sector Education

Public Sector comprises of educational institutes whose everyday

expenditure as well as remuneration of the staff is drawn from Government

resources. Government is answerable to impart education to a large number of

students through public sector. In public sector, education is provided free of cost or

with minute charges. In order to develop economical conditions of the country the

countries spend billions since they require some specific number of specialists in

each area or of economy. They need of doctors, engineers, government servants,

educators, over seers; qualified specialized work force and this can be feasible

through education. The education that is being provided in the public sector is

controlled by the Governments. It is critical that just required number of specialists

in each part should be created keeping in mind the end goal to maintain a strategic

distance from surplus and afterward the unemployed would be increased as supply

will turn out to be more than the demand. The demand and supply problem asks the

administration to assume its part in the instructive arrangement of public sector.

Instruction sector can't be left absolutely free without check because it is very

sensitive matter for the government and if the country is based upon any ideology

this becomes more sensitive. Any preferred or desired amendment may be

inculcated in the brains in the course of schooling.

Education has an interaction with society in two ways as it is necessarily a

social activity. Firstly, it gets support and monetary help from the general public to

16

proceed with its projects and besides, it endeavors to change and enhance society

through reforms. Government of Pakistan is desirous to deal with the education

structure by giving education through Government funded schools. Some point of

view for Government funded schools are that these help to advocate democratic part

of schooling. A large part of the general population can have entry to Government

funded educational institutes. Public sector educational establishments are the

institutes for which governments are held responsible. Procurement of assets is

carried by the Government and it has control over these organizations. Syllabus is

recommended by the Government. A few specialists are of the sentiment that the

term public is subsidiary from the way that a large portion of the exceptionally old

schools, which were made in the fourteenth, fifteenth and sixteenth hundreds of

years were really established to give free education to poor people. Others squabble

that these schools are substitute for the private tutorship of the high society. Another

understanding is that a few schools were gone to by a specific number of expense

paying students who belong to the general people. Lastly, a few authors contend that

state funded schools are purported on the grounds that they are to instruct the

students of the entire nation.

Aly, (2007) states that the private sector is the source of injustices,

inequalities and disparities in education and public sector education is helping in

minimizing them. Curriculum suggested by the government can safeguard our

ideological foundations as our society is based on these ideas. It is the responsibility

of the government to help in continuation of religious truths and values of the

society.

2.7.2 Private Sector in Education

Those educational institutes which are not fully financially supported by the

state in all respects are generally considered as private. Private sector has constantly

assumed a massive part in providing Educational facilities to unlimited students.

Before examining the level and type of non government education in schooling, it is

essential to define the meaning of private education providers. The word " private "

education providers takes in the entire scope of non-State suppliers of education

administrations, including revenue driven individual schools, revenue driven school

chains, religious and group based associations, NGOs, and charitable institutes

engaged in financing education services. It is generally accepted that revenue driven

17

establishments contain the greatest offer of private schooling provision; the reverse

is valid in numerous creating nations with non-benefit common society associations

representing the greatest offer for education. These incorporate private sector

institutes which are working not on commercial basis, intended to reach poor group

of people and in addition those with separated target group (e.g. linguistic groups,

ethnic gatherings).

At an institutional level, UNICEF, (2010) distinguishes private educational

institute that it is likely to be controlled and overseen by a non government

association. This definition depends on administration criteria the other definitions

additionally utilize financing criteria that separate private schooling in light of

sources of fund; the schools which are getting more than half of their financial

spending from the state are named "government-dependent" and the rest of the

schools are called as “independent”.

Ijaz et.al (2012) stated that private sector education is assuming its part in

spreading education like numerous different nations. Most likely, this has turned

into an immense benefit making business as education is being taken as an item by

the private area. However, the part of the private schooling can't be overestimated or

exaggerated rather it is supplementation of efforts of the government. The obligation

of granting education to every resident of the nation at reasonable charges must be

accomplished there is neither escape for them nor any option.

Arthur, H. R. (2009) states that the private schools are getting solid hold both

in the advanced and developing nations. In USA different private schools are

managed and keep running by different educational and scientific organizations. As

indicated by a report "People, enterprises and establishments in the United States

donated more than two hundred ninety five billion dollars to charities in 2006. This

amount is distributed among all non profit institutes including schools and libraries.

As indicated by National Clearinghouse for Educational Facilities, "The problem

that numerous non government schools are cheerful to look i.e. development of a

town or city by bestowing education. At the point when the size (i.e. number) of the

students is expanding and the coming up disciples are enlarge enough for

enlistment, a school may accept that it is fulfilling its central goal and instructive

objectives.

Lubienski. C. (2006) reported that as indicated by NAEP (National

18

Assessment of Educational Progress) USA (January 2006), a statement that

chartered educated students got less marks than students in government funded

educational institutes was furiously challenged. Different researches were

discharged to exhibit that private educational institutes produce more prominent

increases in student education. In Singapore, students pay twenty percent of the

repetitive expenses of state funded college learning through charges; however at the

secondary level the government affords more than ninety percent of the expenses of

the establishments in the self-governing educational institute system to encourage

the general population.

Patrinos .H.A.(2009) states that Netherlands provides free education for the

compulsory years of educating. The government spends seven thousand forty five

US dollars in 2005 per student at the fundamental, secondary and post- secondary

non-tertiary instruction level in the Netherlands. This is just about the OECD

standard, which is seven thousand sixty five, and about the same as Germany, seven

thousand thirty nine and Australia, seven thousand one hundred forty two, yet in a

general sense not as much as Denmark, the United States and Norway which is nine

thousand each. Education spending GDP is four point eight percent, which is

underneath the OECD ordinary of five percent. Along these lines, achievements are

elevated, while the costs are comparatively low. School choice in the Netherlands

shows itself in the availability of a large number of private educational institutes for

people and their children. This rivalry may provoke, different things like schools

being more feasible in overseeing faculty, schooling of students, advancing school

effectiveness, overseeing spending plans, and including community participation.

2.8 Why Parents Chose Private Education Sector

The disappointment of guardian about public sector education can't be an

overnight problem. After sound calculation, it is, without a doubt clear that the

primary misery is the access and quality i.e. quality of the school, syllabus to be

taught, and educational strategies. In any case, staffed with better instructed and

prepared teachers getting higher compensations and appreciating more prominent

employment wellbeing and better administration game plan (Imran, 2008),

improved correspondences, superior bodily administrations, bigger regions to be

used (Iqbal, 2005) the government schools should have served the country superior

to what these institutes were putting forth today. The absence of faith on schools of

the government may be influenced by the individuals who take fiscal advantages in

19

emerging private schooling. The question is whether government funded institutes

with their unique teaching offspring of all the people at an extremely economical

expense will survive or whether it will end up being the last alternative for burdened

and poor youngsters because a more noteworthy sector of populace feels absence of

eagerness to send their kids to these institutions.

Rehman, et.al.(2010) expressed that every one of the folks originating from

strong socio-budgetary foundation basically don't care to send their kids to state

funded schools in a status cognizant society like our own. The issue comes up when

beginning from lower or poorer family background, people are not choosing for the

all inclusive community division schools. He further expresses that an extraordinary

greater part of folks appears to be malcontented with the general population

educating; this disappointment of folks has risen as a critical apprehension for

public schools. Instructive environment, instructor student proportion, folks'

education, and little size of the classes of private schools are major attractive

motives that help folks in picking private educational institute for their kids.

Bari, (2011) expressed that even in government accreditations, for example,

the National Education Policy 2009, that the government can't give education to all

kids through government funded schools, especially as for quality, and consequently

sees the private division as a complementary in education, and the role of private

sector will demolish the efforts to teach the adolescent at low cost through state

funded schools.

Khawaja et al., (2007) states that yet the uneducated and poor folks from

country territories are more anxious with teachers' dedication rather than the

ornamented structures of the establishment.

Ross, B. (2009) remarks about the guardian's decision of private schools are

that quite a bit of folks' inclination for private schooling relies upon the genuine

quality of private schooling. Folks trust that non-public educational institutes are of

preferred quality over official educational institutes. The interest for non-public

schools originates from a recognition that government schools are not giving

satisfactory schooling to youngsters, as showed by little results, missing or

insufficient educators, and "status" symbols of non-public schools, for example,

regalia or only having the capacity to tell one's associates that "my kid goes to non-

public school."Parents’ preference for the School choice is affected by curriculum

and language of education as well. People opt non-public schools for kids because

20

these schools use English as means of education. Although the country has its

official languages but English has an advantage. English is one of the two authority

dialects for state business (alongside Hindi). It is the dialect utilized as a part of

daily papers in the country and unlike local language English has a political

advantage also. English does, be that as it may, have solid class essences and

Western affiliations. English was an indication of solidarity (overcoming religious

and geographic obstructions) and advancement as well.

Deani, A. (2007) reported that in Ontario, (an area of Canada), the general

population inclined toward the private schools because of preferable facilities over

that of government funded schools. Private school participation in Ontario has

developed over late decades from 1.9 percent of the student populace in 1960 to 5.6

percent in 2006. Explanations behind choosing Private schools were disillusionment

with the government funded institutes, commitment of the teachers, attentiveness

toward ethics/values, religion, family and character advancement, individualized

consideration, and a persuading, strong, supporting instructive environment that

ingrained certainty and autonomy in the students.

2.9 Role of Private Sector Secondary Schools

The objectives for Millennium Development Goals for 2015 were set in

2000. In the center, EFA Monitoring Report (2008) highlighted twenty five nations

who did not accomplish the wanted objectives. Pakistan was one of those countries.

On the bases of the information of the academic year finishing in 2008, Pakistan

was positioned as 119 in a catalogue of 128, simply above nations like Yemen,

Eretria, Ethiopia, and Niger nations over the globe were positioned (EFA

Development Index and EDI Global Monitoring Report, 2011).The projections tell

that more than 5 million youngsters would be out of school toward the end of the

year 2015. Governments have taken the responsibility of schooling the adolescent

for the last a few centuries. In every one of the nations of the world, the government

set up an educational system keeps running from the general public ventures. These

government funded Schools, turned into the primary means for giving education,

one of the essential human right to every last native of the nation.

Kardar, (2011) observed that the weight must be on the government and in

the long run on general society area schools if the condition of education is bad in a

nation. The education indicators in the nation are the most persuading evidence

regarding the disappointment of people about failure of the public delivery system

21

to do what it was theoretical to do till 2015.

Bari, (2011) states that schooling of Pakistan has remained unsuccessful to

equip the youngsters with those skills required for changing the country into a

developed society and economy. The government supported public schools and

colleges teaching the tremendous lion's offer of children. Notwithstanding, their

execution appeared to some degree pitiable in relation to the private division. Since

education is a provincial undertaking after the eighteenth Constitutional

Modification, it is however to be seen whether the provinces have the limit and key

resources for administering education satisfactorily. He went ahead to remark that

this harmed government funded education to adverse. Numerous teachers, once

snuggled up as full time servants, promoted to the upper scale in the system

regardless of having little interest and involvement in educating". "The across the

board wonder of non-functional, even non-existent "apparition" schools and teachers

existed just on paper however eat a major spending plan is a notice of the level of

corruption in this sector. Provincial education divisions have lacking assets and

work force to screen successfully and clasp down on unchecked corruption and

control at the domestic level"

Qadri (2011) investigated that "Pakistan is missing the mark concerning its

sacred commitment to give education. As passion for instruction stays high, the poor

families will simply propel their off springs to an instructive structure that is

essential relative to their life standard and budgetary obtainments. The fault of the

government schools to impart education is adding class dropout rates, working

children, inattention and offense. State funded school students are forcedly confined

to think about an obsolete syllabus and they can't contend in a competitive

occupation market contiguous the focused results of high society whereas private

schools students are taught in English, followed by alternate educational modules

and have a solid expense structure that is overpriced for generally families. The

participation of politicians in the education sector created a great deal of problems

as well.

Alderman, H., Orazem, P. F., and Paterno, E. M.(2001) additionally stressed

that non-public schools remain no more urban or world class wonders, yet rather

poor family units likewise utilize these facilities to an expansive degree, because of

their improved areas, less expenses, instructors' nearness and enhanced excellence

22

adapting, particularly in arithmetic and dialect. Despite the fact that private schools

began as urban marvel, but now they have mushroomed in rustic extents also.

Iqbal (2012) expressed that state funded school would do well to huge and

roomy structures when contrasted with the non-public schools. Maybe it was

because of the high cost of area and development of building of state funded schools

appreciates these facilities in the interest of the financial backing assignment by the

legislature of the Punjab. Similarly staff of government schools is profoundly

qualified, prepared and doing their work on regular basis while this part is

inadequate in non-public schools. Each and every physical office in government

schools are given by the organization itself, while in private division proprietors of

the school independently can't provide these workplaces. It is astounding that

private division in spite of the fact that falling behind in the region of facilities and

staffing yet indicated better execution when contrasted with the administration

school. The fundamental separating element is good educational checking structure

in local schools. Private schools are moderately costly that is why larger part of the

general population race to the state funded institutes and it is the reason for large

number of students which influences the instructors' execution. Regardless of

expansive classes at secondary level in government funded schools, they

demonstrated great results when contrasted with the private area. It might be

because of the better facilities in state funded schools as assets, labs and prepared

instructing staff. The teachers in government funded schools are exceptionally

qualified, experienced and have individuals situated/equitable administration style.

Then again a large portion of the teachers in private area are not as much of

competency, untaught and inexperienced. They have a tendency to be legitimate

having all basic leadership authority within them. But, despite these facts the

research of Pritchett and Viarengo (2008) gives us the opposite picture. Their

research examined the distinction between the success of private and state funded

schools in various nations. They hold perspective that the distinction in efficiency of

two types of schools varied in degree from nation to nation. In nations with well

running public institutes, for example, in the USA, the distinction was not exactly in

nations with running public institutes, for example, India and Pakistan. However as

yet, as indicated by the research, no confirmation is accessible to demonstrate that

private schools ' efficiency was not as much as that of the state funded schools.

23

Aslam (2005) researches the contrast between the learning heights of female

and young men, and whether the male are preferred to female in going to private

schools or not. As per investigation, the private schools in Pakistan, with no

uncertainty, bestowed better quality education when contrasted with the public

schools, with the fact that female were not given preference when contrasted with

the young men, as the male were in fact favored over female.

Postiglione, G. (2007) noticed that private schools in Indonesia have given

instructive distinct options for poor people and those residing in distant territories

and these schools are main alternatives for the apprentices. He additionally puts

forward that private organizations give educational opportunities to those

individuals who might somehow or other have been denied access to schooling and

non-public schools serve a much more extensive gathering of individuals than

simply the rich class and that non-public schools have developed to take care of the

demand of poor households.

Goyal and Pandey (2009) investigated contrasts of both private and

government funded educational institutes in the two Indian conditions of Uttar

Pradesh and Madhya Pradesh. The non public school students improved on tests of

proficiency and numeracy. These differences stayed consequent to organizing for

student and school characteristics in Uttar Pradesh, while, inquisitively, private

unrecognized schools outmaneuvered the Private saw schools.

2.10 Policy provisions for Private Sector Education

Pakistan turned into a state on August fourteenth, 1947. The main education

conference was held between November 27th and December first, 1947. The reason

for this meeting was to create education plan and to make education available for

the nationals of recently autonomous state. To make and to enhance access to

education, the gathering conceded to:

(i) Make admission criteria for students based on aptitude

(ii) Beginning of mass proficiency/literacy programs and

(iii) Free and obligatory education for the time of five years (GOP, 1947).

The primary education conference was fruitful in starting mass literacy

programs however couldn't create wanted results. Moreover, education activities

were restricted to significant urban areas and the remote areas were let alone for the

24

procedure. The reasons were the inaccessibility of well prepared experts, feeble

infrastructure and money related challenges.

After self-rule in 1947, the efforts had been made to give a particular course

for schooling in the country (National Education Policy, 1998-2010).Both public

and non-public schools were made following one another in competition with each

other for providing better Education facilities. But, the monetary resources

apportioned for instruction were inadequate to address problems of different levels

of training. It was seen with great concern that community should accept the

responsibility of financing.

2.10.1 National Education Policy 1970

The education strategy accentuated on decentralization of educational

establishments to enhance access of education to the students and permitted more

noteworthy communal investment. Following are essential postulates of the policy:

(i) National research partnerships and national residencies plans to be funded

by the state.

(ii) Establishment of two national foundations of advanced dialects.

(iii) Higher pay scales for employees connected with their capabilities and

exploration

(iv) System for leave of employees be devised (Government of Pakistan, 1970).

2.10.2 National Education Policy 1972-80

Government of Pakistan in 1972 chose to Nationalize private educational

institutes in the area of Punjab and Sindh, except English medium schools and new

non-government funded schools were disallowed to be opened. The Education

Policy 1972-80 of the Government of Pakistan states:

(i) from 1st September 1972, all privately directed Institutions ought to be

nationalized. The privately administered educational institutes will be

nationalized step by step in a period of two years beginning from l

October 1972.

(ii) No compensation ought to be payable to any person because of his being

stripped of any privately regulated school or school of any property

associated there to. No person who claims or manages a privately regulated

school or school ought to close such establishment or in any capacity offer

or for the most part trade any property, associated there to.

25

(iii) From 1st October 1972, the sizes of remuneration and the serving conditions

of teachers in all privately administered schools and colleges would be

made, at any rate, equal in standard with the Government Schools and

College.

(iv) Federal government may, by notice in the official record, shun from the

operation of all or any of the part of this regulation for any privately

administered school or the school in association with which it is satisfied

that it is continuously running on a really caring, humanitarian and non-

business premise.

(v) Educational organizations, by and large known as state funded schools are at

present completely or significantly financed by Government but open to

poor people and clever students. Each state supported school would be

controlled by the Government and changed over into schools for the

talented. These schools in future will give an enhanced plan of educational

studies thoroughly free to capable children of all places from all through

the country irrespective of their social and financial status.

As an outcome of these measures, 19,432 privately directed teaching institutes were

nationalized. This includes 18926 schools, 155 universities, 346 Madrasah and 5

Technical Institutes, regularizing in the meantime, the administrations of more than

25000 educating and non-teaching staff of these institutions. After the choice of

nationalization of private schools and regularizing the instructing and non- teaching

staff the Government confronted money related, authoritative and administration

problems for long-term. Indeed, even to date the problems of status, pension and

advancement and so on for instructional and non-teaching staff of these nationalized

foundations are unsettled in specific cases.


Amid 1980s private schools were thrived everywhere throughout the urban

zones of the state. In the seventh Five years Plan establishments were set up for

empowering the private area's investment. So far as curricula are concerned, it must

mirror the social, the analytical and technological needs of our general public. With

a specific end goal to meet the difficulties postured by the information technology,

the curriculum must keep pace with ever-new discoveries. The method of teaching

must trust the basic structure of subject so as to enable the student to carry on the

26

study of the subject on his own. "Seek the knowledge from the cradle to the grave"

is a profound saying of the Holy Prophet (PBUH) most relevant to over times. The

nature of quality of education is connected largely to the qualification and training

of educators, programs of education, instructive materials, schooling philosophy,

educational and physical facilities. It is clearly realized that the certified impact of

these components on quality of teaching can be decided through a considerable and

true examination system. The measurement of performance of the students and the

instructor relies on their examination results, so to speak. In this way it is important

to change examinations in a manner that they quantify the accomplishment of the

entire scope of educational objectives. There is a need to prepare teachers in test

development and advancement.

2.10.4 National Education Policy 1992-2002

According to National Education Policy 1992-2002:

(i) New motivational incentives would be given to private area to support

educational improvement in all levels.

(ii) A plan of loans and grants would be would be made in order to give

budgetary backing to private division.

(iii) Communities at the town level would be incorporated in the development,

management and supervision of secondary education through public finance.

(iv) The rights and advantages of privately organized running educational

institutes would be guaranteed through legislator steps.

2.10.5 National Educational Policy 1998-2010

As per the National Education Policy (1998-2010) the following steps would

be taken to give as impetus to open new non-public schools.

(i) Regulatory authorities ought to be made at the provincial and national levels

to control activities and execution of privately controlled institutes and

schools of education with the assistance of the formulated tenets and

regulations.

(ii) A logical tax discount would be allowed on the costs caused on the

establishing educational institutes by the private sector.

(iii) Grants might be given through Educational Foundations to build up

educational organizations by the private sector in the poor remote rural as

27

well urban areas. Educational organizations to be built up in the private area

might be given:

a. Land in residing plans on concessional costs.

b. discount on income tax, similar to industry.

c. Schools might be setup with partnership of public and private.

d. Flexible advance loan facilities might be given to private Educational

institutions by budgetary establishments.

e. Schools running on non-profit premise should be exempted from all taxes.

f. The fee structure would be made in consultation with the government.


National Education Policy 2009 highlights the following points:-

(i) The resources of education available in the private part should be mapped

and data made accessible to all. The possessions for this situation would

incorporate more than basically private schools which are part of the general

education statistics.

(ii) Clear and transparent techniques should be started in the education area to

permit use of private inputs. Structures might be advanced through

participation of all partners, government, the private division and the local

public.

(iii) Provincial Governments ought to support private education at the school

level as an additional choice open to the people who can deal with the

expense of such schooling. In the meantime, Governments might find a way

to persuade public schools to draw advantage from the assets accessible in

the private sector.

(iv) A connected curricular framework might be applicable to all the educational

organizations in both the government and the private. Governments should

find a way to bring people in public and private areas in concordance

through normal guidelines, quality and administrative measures.

(v) If a non-public institute survives with extra enrolment space, the youngsters

should be obliged in it through public financing and the government funded

new school might either be established in separate region or for various

28

levels. Private schools should be given authorization on a need cum quality

premise.

(vi) The students of Madrassah might be carried at equal standard with the

students of formal secondary schools through the presentation of formal

subjects.

(vii) Federal and Provincial Governments would create regulations for setting up

and running private sector establishments that incorporate straightforward

responsibility systems. Where such administrative bodies have already been

working, those might be reinvigorated.

2.11 Access to Private Sector Secondary Education

In the light of the recommendations of the educational policies several

practical measures were taken by the Government of Pakistan for the establishment

of private schools in the country. The statistics regarding the number of private

schools and their enrolment is given below:

Source: Pakistan Education Statistics 2010-2011

It indicates that 28% of educational institutions are in private sector to impart

education to the public along with public sector which is 72%. This demonstrates

that private sector is shouldering responsibilities with the public sector. According

to Pakistan Education Statistics 2013-2014, the total number of private educational

institutions are 31%. We can see that there is 3% increase in private educational

institutions in the country to supplement the efforts of the country to impart

29

education to the general mass. The increase in the percentage of private educational

institutes is requirement of the society as a whole.


Government institutes are serving 26.63 million students to complete their

schooling while 13.96 million remaining students are getting education in private

sector. It shows that private funded schools are providing educational facilities to

34% of students which signs significantly higher per-school admission in the private

sector in relation to enrollment in state funded schools. During previous decade, we

have seen extended attention and faith in the private sector, with the result that the

share of private sector is on the rise.

Percentage of enrollment of students in private educational institutions

Year Enrollment Percentage

2010-11 13.96 m 34%

2013-14 15.83 m 37%

Source: Pakistan Education Statistics 2010-2011 and 2013-2014

The table demonstrates that the enrollment ratio is comparatively more in the

year 2013-14 than the enrollment in 2010-2011.There is 1.87 million i.e. 3%

increase in the admissions of children in private educational institutions of the

country from 2010 to 2014.

30


Here we find that 57.88% of teachers are giving their services to government

sector educational establishments whereas 42.12% are utilized by the private

educational institutions. Teachers of both the sectors are contributing in education

of the country. However, an incredible increase has been observed in number of

teachers of private sector.

Percentage of teachers in private educational institutions

Year %age of teachers Increase in %age

2010-2011 42.12% 6.88%

2013-2014 49%


Table demonstrates that the number of teachers of private educational

institutions during in the year 2010-11 is 42.12% and in the year 2013-2014 the

number of teachers is 49%.It indicates that the percentage of teachers of private

educational institutions increases up to 6.88% during the years 2010-14.

31


The aggregate intake at secondary stage is 2.569 million, of which 1.775

million (71%) is out in the public sector, while, 0.735 million (29%) is in private

area. The total number of students in private sector educational institutes at all levels

is also increasing day by day along with the secondary level due to the quality of

education these schools impart.

Percentage of enrolments of students in private secondary schools

Year %age of students Increase in %age

2010-2011 29%

30%

2013-2014 59%


The table demonstrates that 29% students joined private secondary schools

in 2010-11 and the ratio of students went up to 59% during the year 2013-14. It

indicates that the bulk of students have joined private educational institutions at

secondary level. It also indicates that private sector educational institutes are

providing a big access to the students for their education.

32


Secondary schooling in Pakistan includes 9th and 10th grades. The

education plan of the country holds 25,209 secondary schools, which is 9% of

aggregate schools for the government and private division alike. Out of these

10,555 schools are in the government sector and 14,654 are administered

privately. The ratio demonstrates that 58% schools are in private sector and 42%

are in public sector. However, the number of private secondary schools is on

increase.

Percentage of private secondary schools

Year %age of institutes Increase in %age

2010-2011 58%

1% 2013-2014 59%


The table highlights that percentage of private secondary schools during the

year 2010-11 was 58 % and it reached up to 59% during the year 2013-14. It clearly

finalizes that the number of private educational institutions is on increase during

these years to fulfill the educational requirements of the society.

33


The aggregate teachers at secondary stage are 395,709, out of which 188,353

(48%) are in the government and 207,356 (52%) are in non government sector. This

unmistakably calls attention that government sector education has less number of

teachers as compared to privately managed schools. This should be explored further,

through research in order to decide the causes behind this inadequacy. The

percentage of teachers of private secondary schools is increasing as well to satiate

the thirst of education of students.

Percentage of teachers of private secondary schools

Year %age of Teachers Increase in %age

2010-2011 52% 4%

2013-2014 56%


The table demonstrates that the percentage of secondary teachers of private

secondary schools was 52% during the year 2010-11 and it extends up to 56%

during 2013-14.The percentage of teachers has increased by 4% in the last three

years due to the enhancement in enrolments in schools.

34

Number of private secondary schools in Khyber Pakhtunkhwa

District No. of Schools Enrolment

Boys Girls

Abbottabad 143 20255 16264

Bannu 40 13549 1729

Battagram 10 2255 287

Bunner 36 12299 2944

Charsadda 106 30428 11424

Chitral 63 6320 4858

D.i.khan 75 14789 5567

Dir bala 20 6266 1509

Dir payan 60 18453 3792

Hangu 65 19530 2697

Haripur 92 14193 10570

Karak 57 11718 3600

Kohat 81 18357 7923

Kohistan 4 900 10

Lakki 32 9539 1550

Malakand 34 10003 4573

Mansehra 81 12651 8238

Mardan 121 37402 12934

Nowshera 95 22709 12600

Peshawar 344 101784 46729

Shangla 18 5244 981

Swabi 94 27536 10565

Swat 116 34582 8782

Tank 17 5271 676

Tor Ghar 1 164 21

Total 1805 456197 180823

Source: Annual statistical report on non government schools Khyber Pakhtunkhwa

(2013).

There are 6743 non government schools in Khyber Pakhtunkhwa, out of which 449

are boys schools, 283 are girls and 6011 are co-education schools. There is huge

35

increase in number of private educational institutes in Khyber Pakhtunkhwa as the

establishment of private educational institutes has been encouraged throughout the

country. The total numbers of students are 637020 in private secondary schools.

Number of male students in the private secondary schools is 456197 and the number

of female students in private secondary schools is 180823 and this goes on increasing

with the passage of time due to the easy access and provision of quality education in

these schools.

Source: EMIS Khyber Pakhtunkhwa, 2013

It indicates that the share of private institutes is seventeen percent; Deeni

Madaris is 12 percent while that of government institutes is 71 percent. There is

1981 primary, 2316 middle, 1805 high and 641 higher secondary schools/inter

colleges and most of them have middle and primary sections as well in Khyber

Pakhtunkhwa province. The graph shows that the ratio of middle schools is the

highest whereas number of high schools comes next to it. This indicates that the

intake ratio of these schools will directly be going to high school that is why the

number of these schools comes next to middle schools.

36


This demonstrates that total intake in private education institutes is 1510646,

in which 1042260 boys and 468386 girl students are included. Current intake in

private education institutes is 27%, in Deeni Madaris it is 4% while government

institute it is 69%. Total number of students in Primary Schools are 161707 (96137

male+ 65570 female), Middle Schools are 394926 (274809 male+ 120117 female),

High Schools are 637020 (456197 male+180823 female) and in Higher Secondary

Schools are 316993 (215117 male+101876 female).

Percentage of enrolment of students at secondary level

Gender No. of students %age

Boys 456197 72%

Girls 180823 28%

Total 637020 100%


The table demonstrates that 72% boys have been enrolled in the private

secondary schools where as 28% girls have been getting the advantage of making

them literate through private secondary schools.

37


The graph indicates that number of teachers in private education institute is

85325, out of which 40859 are male and 44466 are female. The percentage of

teachers in private education institutes is 39%; in Deeni Madaris they are 7% and in

government education institutes the percentage is 54%.

No of teachers working at private secondary schools

Gender No. of Teachers %age

Male 17644 52%

Female 16220 48%

Total 33864 100%


The table demonstrates that 52% male teachers are working in the private

secondary schools where as 48% female teachers imparting education in private

secondary schools.

Tootley, J. (2007), professor of education policy in university of Newcastle

states (UK)states in the current scenario private schools and educational

organizations are thriving. He proposes that we need to help probably the most

deprived people in the public. He reassured more profoundly that private division

inclusion is to be the most ideal route forward. A few improvements are in progress

in India, all of which include the private schooling division addressing the

38

necessities of the poor in unmistakable ways. However, India is not interesting in

this case. Similar marvels of progress are going on everywhere throughout the

developing states.

Government of Pakistan, (1992) portrays statement of policy that more

motivations would be given to private area to participate in educational

improvement at all stages. A moderate streamlined approach would be embraced to

empower the private area, particularly, the humanitarian associations to attempt the

assignment of educational improvement with great ease. The real push of private

interest would be coordinated towards the remote areas of the country. A plan of

loans and grants would be conceived to give budgetary backing to private division

associations. Education industry would be totally moved to the private area and

substantial motivating forces would be accommodated the same. A plan for dynamic

investments of advanced schooling establishments would be presented. The rights

and benefits of private associations operational for instructive organizations would

be secured through enactment of approved legislation.

Ministry of Education report on the state of education in 2003-2004 claims

that the consequence of the steps taken is the preparation and mobilization of

inactive private sector. It states that less or more than 30000 private educational

institutions at all levels are working in the state with around three million students.

Community based schools have been set up in the country and the others are

possessed by people. The number of students in private elementary schools is

currently 42 percent of aggregate enrolment (2004). At the middle school level, the

private sector had a contribution of 37 percent of aggregate admission during 2004.

At the secondary and higher secondary level around the same time, the private area

contribution was 30 percent and 64 percent. Intake in private schools has been on

the expansion for young ladies and in addition for young men in the country and in

urban territories and among all pay groups. The report accepts that the main focus is

urban areas of middle and upper income people. Fee structure in non-public schools

shift extensively, yet a critical number of schools in poor and remote regions charge

under Rs.100 a month with numerous offering fee waivers/grants to kids from poor

families.

Elementary and Secondary Education Department of Government of Khyber

Pakhtunkhwa developed Education Sector Plan2010/11 to 2015 /16 in which a

major role was given to private sector to impart education in the province. The

39

private division has been assuming significant part in the procurement of quality

education in Khyber Pakhtunkhwa for a long time. Well known educational

institutes have become prominent and give a quite required quality education that is

mostly absent from the state funded educational system. The private sector is a

quickly developing element particularly in urban and rural areas and records around

24% of the institutes in Khyber Pakhtunkhwa; a contribution which requires to be

increased significantly if the government is addressing the problem effectively.

2.11.1 Bacha Khan Education Foundation (BKF)

Bacha Khan Education Foundation is a Khyber Pakhtunkhwa-based

education establishment strengthened by foreign benefactors. Numerous patrons

have shown concern to put resources into education in Khyber Pakhtunkhwa. Bacha

Khan Education Foundation (BKF) is such an establishment and gives a rich

situation and quality education in their school. The BKF has asked for the E&SE

Department to hand over non-useful schools to the foundation in order to restore and

use them for educating the community. In the Khyber Pakhtunkhwa two

associations, the Elementary Education Foundation (EEF) and Frontier Education

Foundation (FEF) are responsible for advancing private division endeavors in

primary and advanced education, separately. (Education sector plan, 2012).

2.11.2 Elementary Education Foundation

Education sector plan (2012) stated that elementary education Foundation

(EEF) was set up by the government of Khyber Pakhtunkhwa in 2002 under an

ordinance for the backing of non public schooling in the territory. Its

accomplishments are the accompanying:-

(i) Set up 199 schools of community with total 6544 students as stated in EEF

record of 2006.

(ii) Three Model schools i.e. Mufti Mehmood public school in DIK, Swabi

model school in swabi and Bunir and the fourth one i.e. BKMS, Pabbi is

being worked on.

(iii) Establishment of 67850 learning centers under Batch 1 to 13 and 1.35

million. Students have passed out from these centers.

(iv) To strengthen non public to launch new program with initial expense of

Rs.500 million in for 2011-12.

(v) Action Plan for the other community schools in the province is being started.

40

2.11.3 Frontier Education Foundation

Frontier education Foundation was set up as a communal body by the

government of Khyber Pakhtunkhwa under section 4 of FEF Act III of 1992.The

FEF is supervised by Board of Directors headed by the chief minister Khyber

Pakhtunkhwa with Minister Education, Finance and Secretary of P&DD as

representatives. The BOD and is given power to make decisions on all problems

relating to the problems of FEF.

The objectives of the FEF are to:

(i) Support non public education so it can give quality education like

government schools in the area;

(ii) Initiate steps for advancement, change and financing of education in private

region;

(iii) Provide advance loans to individuals or NGOs for improvement of

structures, purchase of equipment, furniture and teaching learning material,

including books and stationery for establishment of instructional

foundations;

(iv) Grant awards to students of government and non government educational

institutes on the basis of need and merit;

(v) Develop schooling in all sectors with accompaniment on female education,

technological learning in remote areas;

(vi) Conduct studies as well as surveys of educational programmes;

(vii) Facilitate teaching learning related courses and workshops;

(viii) Promoting projects in educationally deficit areas;

(ix) Acquire, distribute and make instructional materials;

(x) Implementation of schemes for preparation of instructors and the staff;

(xi) Implementation of schemes for improving the quality of educational

institutes and instruction.

2.11.4 Rokhana Pakhtunkhwa Talimee Programme

Education sector plan (2012) stated that it is a latest activity of Khyber

Pakhtunkhwa Government to fortify the Private sector. A Project with a grant of

Rs.500 million has been initiated in all the districts of the province. Under this

system, four non public schools in every area would be supported with regulatory

and money related backing. Right now, from 982 union councils of Khyber

Pakhtunkhwa 153 union councils are without Boys High Schools and in 477 union

41

councils no Government Girls Schools exists. In such union councils enhanced

tuition fee (up to 40%) would be paid to encourage the underprivileged group and

the Private sector.

Government of Khyber Pakhtunkhwa characterized the education plan which

was set in June 2008. For executing the plan homework has been done for

approximation of its expenses. Education levels in NWFP presents a major test to

government as they are the most minimal in Pakistan. The literacy rate change

significantly all through the region as the territory has sixty four percent men and

thirty percent ladies education. In spite of the obstacles which are confronted by the

educational set up, factual information demonstrates that this rate is logically

improving. The significance of public and private based schools differs at large in

the region. The dropout rate of school children is high and around sixty percent of

children complete basic education. It mirrors partly the problems and difficulties in

keeping up quality schooling, restricted training of teachers, absence of teacher in

workplaces and material facilities. The troubles of basic, secondary and higher

schools resemble with those of primary school. GER for of 10 to 14 years of

children is low at 35% (23% for female) and privately managed schools give

education to more than 20% of children. For advanced schools (children with ages

15-16) the GER is under 5%, with only 30000 students, but various adolescents

move particularly to universities at development of fifteen years (Comprehensive

development strategy 2009-2016).

Non public schools are an essential way of educating children, yet these are

costly and there is lack of coordination with state financed schools. These schools

are constrained for the most part to urban and semi-urban areas and there are

couples of private schools in undeveloped regions. The government has started a

few structures to enhance coordination, including permitting non public schools to

utilize government school buildings and permitting the private division to print text

books material. The Frontier Education Foundation and Elementary Education

Foundation were set up in a general sense to propel guideline in the private division,

regardless of the way that these foundations have widened their activities. With a

particular objective to complete these upgraded tasks the Education Sector Plan the

Government composed both the short and long midterm stages. Keeping in mind the

end goal to make up community assurance priority is given to the short term

projects. Initially Mid Term plan is to develop enrolment in the public and private

42

schools. The government would give sponsorship to NGOs schools, recognize the

extents within areas for schools where private based schools are demanded to stand

out, to minimize repetition with individuals and to begin innovative programme of

studies for domains without schools (e.g. adjustable schools). Second midterm map

of action is to update schooling quality through NWFP institutional framework for

Teacher Development (IFTD). This includes new instructing educational module of

moving from information based to ability based learning; enhance institutes for

training of teachers and coordination of training; setting up instructor support

programs with Local Circle Facilities for group training; setting up Kachi classes in

all government schools; sponsorship for school heads; improving classroom

appraisal and making educator training accessible to instructors in private based

schools (Comprehensive development strategy 2009-2016).

Government of Pakistan, (1998) depicts that amid the eighth five year plan,

the private area was urged to build up schools at all levels. Subsequently, in urban

regions, around 25% students at school level were attending non government

institutes. At the tertiary level, twelve educational institutes were there in the non

government sector. No system could be created to find out the money related issues

in private sector for procurement of educational facilities at various levels. Iqra

extra charge couldn't be sorted out. Target of rate of literacy was set to be raised

from 35% in 1992-93 to 48% could just reached up to 45%. In spite of the way that

undertaking of the non government sector has enlarged, yet the accurate addition is

unknown.

Education still needs modernize to be at par with progress at the world level.

The Ninth Year Plan proposes still more paramount commitment of the non

government sector in spreading education. National Education Policy 1998-2010

states such foundations including Deeni Madaris (Religious associations) be

controlled under some regulation has become necessary. To enhance cooperation of

private area, it is important that a structure might be developed to give equal status

to their declaration/degrees with those of government sector instructive institutes.

This strategy accentuates that motivating forces be given to these institutes so they

get themselves enrolled with education divisions and can give quality education to

the public.

43

2.12 The Concept of Quality in Education

Numerous scientists, instructors and politicians have attempted to illustrate

this term and various distinctive definitions can be found in the writing. Quality of

instruction is usually characterized and judged by student learning accomplishments

as far as customary educational programs and norms are concerned. What is

instructed and realized and how well it fits the present and future needs of the

specific students being referred to, given their specific conditions and prospects is

related by quality. It likewise alludes to noteworthy changes in the system of

education itself, in the standard of its sources; its targets, educational programs and

instructive innovations; and its financial, social and political condition. Quality is at

the hub of schooling. It impacts what students are taught, how well they become

skilled at and what profit they receive from their learning. The inquiry to guarantee

that students accomplish good learning results and get qualities and aptitudes that

assist them to assume a positive part in their social orders is on the planning strategy

of every country. Furthermore, quality of education is made up of components of

input, process and output in the system of education that gives benefits that totally

fulfill both external and internal desires. Accordingly, quality of education is a

multi-dimensional idea and can't be effortlessly gotten to by just a single indicator.

In other words, individuals and the countries may utilize distinctive indicators to

evaluate quality of education and individualized systems to achieve quality of

education. For evaluating school instruction quality, diverse parameters or

indicators might be produced to judge the teaching learning of an institution in

different aspects of input, process and output (Barrette, 2006).

2.13 The Need for Education Quality

Nihalun, (2011) states the educational quality is reflected by the improvement

and development of any economy. The business can produce cash and work, if

individuals are prepared and able to take up the occupations of responsibility and

produce the entrepreneurial aptitudes to give the country financial success. The nation

can just develop if the schools are made to give the imaginative power to the students

to develop in an empowered way. He additionally clarifies that the learning ought to

make a developing atmosphere of creating activities which are identified with

accomplishment and confidence. The environment ought to be encouraging and the

staff ought to be motivated to bring the consistent change. The student exercises are

essential since they are the concealed voices and covered dialect of the students

44

mirroring their character and identity. The effectiveness of skills speaks about

building positive environment and has the understanding to get in touch with the

teachers. The capacity to make relationship is o great importance. The teaching needs

to fabricate the administration aptitudes to take the decision and keep up the capacity

to step up. Education should improve the communicative skills to build up relations in

developing the systems in the general public for associating with others. The

proficiency to do to a great degree well and draw out the best in human identity is

vital to give the expression of self-creation. The confidence can be upgraded by the

building the abilities, aptitudes and capabilities of the individual (Nebeyu, 2000).

2.14 Indicators of Quality

Every country formulates the indicators of quality according to its well

defined social as well as economic needs. However, following are the major

indicators for enhancing quality of education:

2.14.1 Class Size

There has always been a debate among educators, psychologists and

philosophers over the size of the class. The issue is whether it is quality determinant

or not. Theoretically a class size is a size which allows sufficient interaction

between teacher and students during the class activities. He argues that too large

class is a hindrance in class activities resulting in low quality education. According

to a view, this negative effect of bulging class can be reduced by using innovative

techniques. Without using these techniques would result in compromising on quality

(Naser Ousman, 2009).

2.14.2 Student Teacher Ratio

Student-teacher proportion is one of the normal indicators of effectiveness

and quality. This marker is valuable for setting standard all through the country and

guaranteeing a specific level of equity around the country despite, the hard reactions

on the usual teacher based approach in instruction. The process of teaching learning

in many schools has persevered to be instructor dominated. Most classes are

portrayed by a circumstance where students are made to listen to their educators and

taking notes. Learning by doing, critical thinking, helpful learning and cooperative

approaches are restricted. Subsequently, there is a generally shared worry that the

nature of learning in schools is low (Berihun, Tesera &Desta, 2006).

45

2.14.3 Number of Qualified Teachers

The essential explanation behind the low quality of education was the

preparation and also the general state of mind towards teachers. For all intents and

purposes any one could have been utilized as an educator both at the lower and

higher evaluations for there was no checking system to assess the candidate's ability

and readiness of teachers. With a specific end goal to amend this troublesome

circumstance, profiles that educators at each level must fit has been resolved, the

teachers at any teaching level ought to have the important training which is

subsequently the strong foundation of instructor.

2.14.4 Availability of Educational Facilities

Joshua (2012) states that in developed countries, guardians visit schools to

take a view at accessibility and state of facilities before settling their choice to get

kids admitted in a school. Indeed, even in developing nations, the Ministry of

Education trusts that school facilities have affect on the access and quality. The

school facilities are tools to draw in students when all is said and done and young

ladies specifically. The facilities assume an imperative part in fascination students to

school. The school with the given facilities additionally guarantees that students

learn in a standard environment. The basic standard facilities each school ought to

have:-

(i) Separate latrine facilities for young boys and young girls.

(ii) Adequate water supply point for washing and drinking.

(iii) Counseling services for individual education related issues.

(iv) Adequate library and laboratory facility suitable to the level of education and

adequate Playground.

He further adds that the nature of the school structures and furniture will decide to

what extent such will last while agreeable classrooms and sufficient arrangement of

instructional resources encourage educators' teaching performance and students

learning results.

2.14.5. Library Size and Its Activities

Getahun Workeneh (2002) states that libraries assume linking role amongst

subjects learnt by the students and all the more particularly in helping students apply

science and arithmetic ideas to alternate disciplines. Science educational program

can be advanced in library media centers, electronic data bases that contain the most

46

recent logical data, guest speakers and shows of student made projects. As the

World Bank discussion report from 18 investigations' made on the impact of library

size and its exercises on students' accomplishment, 15 of them have demonstrated

positive effect. The above recommendation demonstrates that, library has critical

place in deciding students' accomplishment. Students who are working with

satisfactory and facilitated library give good results, while students doing in

opposite offices give opposite outcomes.

2.14.6 School Laboratory

Street (2008) states that regardless of whether school laboratory influence

student academic results or not, yet its importance can’t be neglected. Agreeing

Bruce (1986), World Bank discussion paper showed that the school laboratory has

affected positively on student academic accomplishment. Of the few indicators,

number of students in research facility classes and time spent in lab classrooms were

identified with accomplishment. However the ensuing Latin American Survey

utilized these things and found no noteworthy association with student execution.

Additionally school laboratory has demonstrated constructive outcome on student

academic accomplishment.

2.14.7 Accessibility of Instructional Material

The nature of learning materials accessible inside an educational institute has

positive association with the coaching and learning tasks which results in the

achievement of set objectives (Ayini, 2012).

School material resources for example, class size, instructional materials

(course books and study materials), school structures (library and research facility)

are considered as impacting components in deciding students' academic

accomplishment. Instructional materials, for example, course books and reference

books are believed to be fundamental contributors to affect students' scholastic

accomplishment in the school. The accessibility of reading material and reference

books in schools' book shops and libraries does not ensure the quality of school,

unless they are circulated to learners amid a given scholarly year (Earthman, 2002).

Instructional materials and related material sources of knowledge that are

connected to educating are connected reliably to higher accomplishment of the

student. The accessibility of course readings and other instructional materials has a

reliably beneficial outcome on student accomplishment in developing nations. The

47

accessibility of learning materials has gotten expanding consideration in the last

decades as a result of growing proof that it is essential and a plausible assurance of

classroom accomplishment (Semaw, 2009).

2.14.8 Quality of Teacher

The most vital factor influencing the teaching learning process is the

competency and quality of the individual instructor in the classroom. Hervey

(referred to in Girma Motti, 2010) expressed that, there is clear proof that an

instructor's competency and effectiveness are the most compelling determinants of

student's accomplishment. How educators are prepared for instructing is a basic

indicator of education quality. Quality of the teacher depends on perceptible and

stable indicators as well as on the nature of training they get. It likewise relies upon

the conduct and the relationship the teacher keeps up with the students. The

important indicators of the competent teacher are: qualifications, teaching training,

experience, aptitude and teaching practices, a comprehension of technology and the

capacity to work cooperatively with different educators, individuals and guardians

(Lue, 2005).

2.14.9 Quality of Curriculum

Glathorn and Jailall (2000) express that curriculum of instruction quality

refers to the expected and taught educational modules of schools, national objectives

for education and result statements that translate those objectives into measureable

goals. Curriculum ought to stress deep of vital regions of learning, contextualized

issues of study and critical thinking that insist on abilities improvement and in

addition information obtaining. UNICEF, (2000) clarifies interests of community

may likewise affect and add to the quality of instructive contents. In all nations, in

any case, contents of quality ought to integrate significant areas. These incorporate

proficiency, numeracy, life skills and peace instruction and additionally science and

social studies.

2.15 Problems Of Quality In Private Education

UNESCO, (1998) reports that quality is inseparable from social relevance.

The quality of schooling relies on:

• Quality of teachers: The staff has social and financial status, a will to lessen

imbalances, a worry to oversee staff according to merit and give them in service

training they require so to play their part in evolving civilization.

48

• Quality of educational program, which demands unique consideration of

elaboration about goals of education given in connection to the necessities of the of

work and the requirements civil people; modification of instructing techniques for

making apprentices more dynamic and for building up an ambitious soul; a

development of, and more prominent adaptability/preparing facilities for complete

utilization of the potential outcomes managed by information technology while

considering the qualities of the setting.

• Quality of the students who make up the raw material of schooling, which

demands unique regard for their problems of admission according to the criteria

identified on merit; proactive strategies for advantage of the distressed.

• Quality of the physical facilities and outer atmosphere, not to obtain the

structure associated by means of utilization and improvement of information

technology, devoid of whom organizing schooling services and the likelihood of a

"virtual college" couldn't be imagined.

• Quality of the administration of the organization as a planned and rational

manner, interrelating with its surroundings, being unthinkable for educational

institutes to survive as solitary enclaves.

Government of Pakistan (1959) states quality of schooling relies on

excellence and endeavors of educators. Schooling is the procedure of country

development and same should successfully be possible by drawing in nation's able

people for educating the nation. Sufficient pre-administration preparing and

ceaseless expert improvement is important for the reason alongside the good

compensation bundle.

To upgrade the quality in education educator can assume indispensable part

yet to improve the nature of teacher inspiration assumes much more prominent part

to enhance the execution of teachers as expressed by Voluntary Service Overseas

(VSO), with which teachers' inspiration, execution and excellence of schooling are

unequivocally connected. Educators' performance in imparting education to the

students is unequivocally affected by inspiration. Low level of inspiration may be a

strong component in the decrease of instructive quality. The VSO report included

that the strategy creators at national and universal levels are not consistently worried

to enhance teachers' inspiration. To get craved aftereffects of other instructive

interventions they ought to address the variables that decrease teachers' inspiration

(VSO, 2002).

49

Niazi, (2006) showed that private teachers are low paid workers and cost of

education is much higher than the government funded institutes. It has been watched

that larger part of the private schools are built up in houses or in homes. Youngsters

have not chances for games and physical activities. Physically youngsters look

depleted and languid. Nothing has been completed for communal and corporal

advancement of the young ones. In addition, it has been seen that larger part of

establishments in private division accentuated on humanities subjects as opposed to

experimental and specialized subjects.

Poor participation in educational institute may be a difficult problem; it may

be an indication of drop out of school. There are some real problems for less

participation for instance disease, other left school because of poor interest. Schools

can start to diminish students' nonappearance and afterward dropping out. Normal

participation in school is gainful for all partners i.e., apprentices, educators (teachers

and executives), folks. It is helpful in life decisions, creates aptitudes and manners

fundamental for success in life, creation of dependable, composed and disciplined

people. The students of less institutional participation have frequently more

opportunities to wind up or a causing of wrongdoing and introverted conduct. It is

additionally expressed that apprentices of standard participation are extra

dependable, prone to accomplish increasingly and join in solid exercises

(Government of South Australia, 2003).

This is expressed by National Education Commission (1959) that for

accomplishing the goals of secondary schooling procurement of facilities is vital.

The facilities included classroom structure, scientific research centers, libraries,

practicum, play ground, backyard plots. Research centers with complete hardware

and chemical compounds and collection of books.

Travis, T. (2010) referred to Cash (1993) found that the school facilities can

enhance students' execution upwards of 11 percentiles focuses. The report expressed

that illumination, warmth and airing has huge impact on education, wellbeing and

assurance of apprentices and employees. Numerous researches have inferred that

size of class; research facilities and school security are the indispensables for

students' education.

The American Federation of Teachers (AFT 2006) because of act "no

youngster deserted" reported that deprived institutional surroundings unfavorably

influence the wellbeing, affordance and execution of scholars. Consequences of

50

AFT research likewise demonstrated that poor warming/cooling structure, wrong

lighting, lacking ventilation, harmed dividers and roof, clamor and congestion has

additionally critical effects on students learning. It declared relationship of

surroundings and number of students who qualified the Virginia standard of

education assessment. So the, physical condition may be viewed as an indicator

of student's prosperity.

O'Sullivan (2006) has additionally reported comparable sort of results in

Pennsylvania secondary schools. He has depicted a noteworthy impact of warmth on

students’ education and accomplishments.

Morgan, (2000) determined the impact of physical conditions and said that

the conditions of the facilities have more effect on the performance of the students

than consolidated impact of school participation, conduct, financial position and

domestic foundation.

Buckly, J. 2004 has looked at the impact of value learning situation against

pay of educators' maintenance and inferred that teachers are sixty six percent more

affected by educational atmosphere than compensation.

More noteworthy accentuation ought to be given to change of access to

educator assets in order to engage teachers to decidedly impacting teaching learning

environment of the students. In order to achieve a good quality of education the

problems like lack of resources for teaching, size of the class , long separation from

schools and numerous changes in school and so on should be addressed in the initial

stage (Chinapa et al. 2000).

Nair, (2009) censured the general population who hold the point of view of

costing a lot for students' comfort in school is wasting of amount and it is pointless

spoiling. He cited that students can very well be taught in comfortable atmosphere.

This incorporates different furniture, sufficient sunlight, outside air, and all around

planned illumination and audios. Facilities that are made with deference for students

are, regarded by scholars.

Swedish ministry of education, (2004) believed safety as major component

for change in the school environment alongside learning. For the advancement of

learning osmosis peaceful air and respect of others are requirements. The Ministry

additionally focused on including folks in instructive advancement for quality

change. The Ministry likewise decreased its part of administration and enabled

neighborhood and school organization for quality change in education.

51

Filardo, M and Vincent J (2010) referred to Stevenson 2001 say that there is

a critical connection of schools and assessment results. They expressed that seventy

five percent of chiefs were of the perspective that school facilities impact instructor

conduct, enrollment and maintenance, student conduct, and parent and group states

of mind and backing.

Colby (2000) alluding to Fuller (1999) pinpointed critical inquiry of access

and expressed that regardless of the possibility that schools do have sufficient

facilities, folks might be hesitant to send youngsters particularly young ladies to go

to if these are accessible far from homes. Folks every now and again think the

region and condition of education circumstances when evaluating school quality and

this affects support of the school.

Home Work is characterized as significant undertaking/action/work for the

students to be finished amid non educational hours. In instructive situations,

homework plays multiple roles. Homework provides a scholarly instruction, creates

study propensities, assists to facilitate the measure of curricular stuff and

strengthens teaching work. It assists the students in getting to be autonomous and

dependable. This could serve as extension between home and the school.

Marks (2006) expressed that there is a reasonable opportunity that the educational

institutes or classes allocate homework to students for height of success. He cited

case of Germany where secondary education is very stratified answer of the inquiry

raised by Marks. They utilized exploratory examination technique and essentially

vast and scattered example for discovering connection between homework and

education results. They accounted that homework is profoundly related with

knowledge results. Students with excellent homework have essentially elevated test

accomplishments. They assist included that homework builds the standards for

dependability. The research of relationship between homework and the students’

accomplishments has essentially reinforced the stance of homework. Moreover, it

was expressed that homework satisfies the students, folks and desires of general

population.

Canadian council on learning (2009) alluded to somewhere the extent of

eighteen researches and expressed that homework with an enhanced academic

performance bring about an expansion in scholastic accomplishment of the students.

The researchers further expressed that the assignments depended on dynamic

adapting as opposed to redundancy of class.

52

Osher, (2010) cited Byrne (1999) Kendziorw and Osher, (2009) schools

confronting numerous difficulties identified with problematic and reserved students.

These students waste their own time as well as exasperate general learning

environment, divert time of organization alongside debilitating teachers' vitality,

which can be utilized generally for positive improvements as a part of schools.

Conoley and Goldstein (2004) if the school neglects to tackle problems it

will contrarily influence the results of students, school and group.

Khuluse, (2009) stated that by successful control students feel safe at school.

accomplishing targets of educating and learning, class control and taking care of

students conduct is essential.

Birkett, (2004) clarified that compelling control makes the educational

atmosphere helpful and this is possible through obviously characterized principles

and desires from students and educators.

Morgan, P. also, Hansen, V. (2007) expressed that Government of Singapore

presented a strategy which states that extracurricular exercises helped to improve

societal association, sound diversion, control, fearlessness and initiative. At larger

amounts, investment into exercises is helpful in enhancing students. The exercises

carried out by students that aren’t in the domain of the common educational

modules of instructive foundation. These practices exist at all stages of learning,

from basic, secondary/secondary school, school and college. By and large these

exercises are discretionary, social and altruistic. Ordinarily students compose and

coordinate these exercises in personnel administration yet there are few exercises

which students find out. One must be fit rationally only when he is fit physically. A

few institutes imagine that amusements are only consumption of time however this

is not suitable. A few students has ability of diversions, it is their entitlement to get

opportunities of playing at schools. The best way to upgrade their ability is to give

them a chance to play amid school life. Amusements are significance in Educational

institutions for physical improvement as well as these can help in building up some

different parts of human identity. These help students to learn cooperating,

collaboration and critical thinking. Recreations give chance to social connection,

enthusiastic advancement, pleasure and difficulties which encourage a long lasting

interest. Recreations keep little kids occupied and huge youngsters upbeat and all

kids dynamic.

53

A research by the United States Training division revealed that students who

take part in extracurricular activities are thrice additionally inclined to have a better

assessment point when appeared differently in relation to students who don't take an

enthusiasm for co-curricular activities. Stephen and Schaben portrayed that games

have some sort of impact on scholastic execution of the students. They concluded

that the students who took interest in more games had a larger amount of

endowment than the students who had gone after standout year (Stephens and

Schaben, 2002)

Shin presumed that it there is a positive connection between scholarly

execution of students and the exercises they take outside the classroom environment

(Shin, 2004).

Broh (2002) in the audit of writing says that various researches have been

directed testing the association between scholastic execution and supplementary

exercises. Investment in supplementary exercises is connected with enhanced

evaluation, expanded school participation, higher instructive goals and lessened

non-attendance.

Various studies uncovered that student taking an interest in extracurricular

exercises, performed better in their scholastics when contrasted with the students

who did not take part in extracurricular exercises. These activities have been

profitable source in building and fortifying educational achievement paying little

heed to reasons that the activities are not particularly related to academic subjects

(Marsh and Kleitman, 2002).

Darling, Caldwell, and Smith, (2005) led study relating to the impact of

supplementary exercises on different parts of improvement, which includes

scholastic execution also. This review contained twenty distinctive supplementary

exercises. Societal variables and different impacts were considered while computing

the outcomes. Their outcomes demonstrated that the students who took part in

supplementary exercises of school had elevated scholastic desires, enhanced

scholarly mentalities and upper evaluations than the individuals who were not

joining in supplementary exercises by any means. A few specialists have

concentrated on the relationship between extracurricular exercises and scholarly

execution in young people especially. One research found that young people who

partook in additional-curricular exercises reported superior evaluations, more

uplifting states of mind toward school, and higher scholastic goals.

54

Pansiri, (2008) expressed that synchronization with educators and other

school employees has huge impact on students' knowledge and excellence of

learning in schools. The head of school goes for enhancing teachers' nature of

classroom work and consequently upgrading students' accomplishment, conduct and

state of mind towards school and individual life.

Glickman et.al (2001) expressed that principal as a leader of education may

assume basic part for school change. He develops a compelling coordination

between teachers and headmaster. The Headmaster can guarantee instructors'

inclusion in ceaseless rotation of talk, execution, arranging and auditing of direction

for development of student's accomplishment. However the school chairmen

perform various assignments amid their typical routine like keeping up a successful

learning atmosphere, executing wide systems, implementing set of accepted rules,

organizing school exercises and keeping up connection with group. However, to

upgrade the excellence of schooling at school there is an expansive guide lined

capability of checking advancement where a chairman can assume more positive

part.

Ministry of Education Alberta (2009) contended that principal be able to

assemble faith and constructive operational bonds among teachers, employees and

folks and other people who have a trust that the chief can advance learning for

students, teachers and other staff, encourages a society of exclusive requirements for

his subordinates, advances significant expert improvement for teachers and other

staff, encourages important parental association and guarantees about their kid's

learning and advancement.

Memon, (2007) watched that the educational quality given by most of non-

public schools is questionable as a result of an exceptional absence of suitably

arranged and qualified educators and any kind of reinforce structure for these

instructors. Beside incomprehensible educational institutions like Beacon house,

City, Lahore Grammar Schools, which make up small ratio of the current non-state

funded schools, the others schools have selected educators who have attained

qualification up to Intermediate.

Hussain, (2000) likewise watched that a few individuals have distinctive

perspectives about the private sector education. These individuals see that private

area serves the high society, encourages class system and is making class contrasts.

55

Andrabi. T , (2002) clarified that private schools in Pakistan are really of

two types: there are private brilliant schools that are available just to the 'tip top',

and additionally ease schools utilized by a more extensive sector of the populace

(low-salary groups). The excellence of schooling in these institutes fails to impress

anyone. At the end of the day, private schools which are fulfilling the requirements

of bigger area of the populace, are additionally not giving quality education.

Violate, A.(2012) expressed that the contention remains that private division

alone can't take into account by far most and it surely won't take part in regions

where it is less beneficial. The government sector institutes have much greater

openness and exertion than the non government schools. Moreover, an extended part

of private schooling is the problem of quality.

The paper Save the Children, (2002) draw attention to the point that the non

public sector education heightens the budgetary dissimilarity between the people

who direct their children to private and state financed schools. Plus, state has

opportunity to fill in the gap by working as the regulatory and watching

organization, to ensure the consistency of point, standards and nature of instructing

in the institutes. Private sector is making the services of organizations more unequal

than comprehensive. Chains of importance are being built up in both created and

creating nations, with stratification in the creating nations in record of earnings,

while in the created nations it is as indicated by quality. Another worry because of

the expanded private part for schooling procurement, the amount of private

institutes is expanding, yet it doesn't imply that the nature of is institutionalized or is

progressing.

Nobleman, (2000) contended that there are numerous things identified with

obligations completed by non-teaching staff. For example the chairmen and faculty

supporting staff over whom the teaching staff does not have immediate control, the

teaching staff ought to likewise deal with non- teaching problems all together so that

the students accomplish their studies. The students are not intrigued by college

hierarchical progressive systems, and acknowledge all college staff to cooperate.

In his post doctoral study titled as "the commitment of the Private sector to

Higher Education in Pakistan with particular reference to efficiency and equity"

Niazi, (2006) contended that the government demonstrated that it doesn't hold assets

for enhancing advanced education system all alone. It has, consequently, swung to

the private and NGOs sector as accomplices in this exertion by making a policy that

56

would permit these two on-screen characters in the formation of new institutions. A

few commentators of the private schooling in Pakistan hold the view that this part is

absolutely commercially planned. The advantages of education are both public and

non public, and the commitments of these areas are approached to compensate for

schooling in all nations. Private graduates incorporate their profit and the status in

view of their scholarly capabilities and general society advantages are measured

with taxes deposited from their aggregate wage. The procuring might be measured

as these are tangible while the status can't be measured, as this is immaterial

advantage. There is an extensive range in the shares that diverse nations consign to

general society and private areas.

Demand (2005) contends that education is viewed as an extremely costly

undertaking and requires a watchful investigation of its money related prerequisites

with a specific end goal to guarantee its supportability. Since educational cost and

charges paid by students are the center money related premise of private

establishments, inability to fulfill admission objectives or heavy costs can threaten

monetary spending plans, and undermine the continued existence of the

organization. Accordingly, this could bring about significant matter of value and

admittance to private establishments. Hence, , private foundations could be involved

in bringing about group and communal division if not legitimately checked.

Ruch, (2001) states that non government schools are in charge of their own

subsidizing, alongside and inside administration, the relationship and due

persistence to students, folks, and government. Examples of different nations of

built up private foundations have demonstrated that in most of the cases,

organizations are financed by educational cost installments of students. For instance,

in the United States of America, ninety five percent universities' incomes is

produced from educational cost and expenses rather than 42.2% for private not-for-

benefit and 18.4% for open not-for-benefits higher scholarly organizations.

Isani and Virk, (2003) incorporated that we manage problems of quantity;

the time has come to go up against the next problem of quality .The globalization

process formulates this unpreventable necessity to genuine advancement of nation.

Private instructive foundation can continue to exist just on the likely that they oblige

the interest of the business sector, both as far as kind of subjects and quality. If they

cease to oblige these interests, they won't have the capacity to exist for long.

57

It appears that not every private school has the important material or

prepared teachers for the students. Unless the administration advances a productive

plan of powerful checking and regulation of all schools, the norms will keep on

falling. Changes of the education part have been on the cards for a very long time

now and can be overlooked until the turmoil in legislative problems settles down. In

the interim, it won't be a terrible thought for local authorities for examining and

embrace the systems of the modest group of private organizations giving moderate

education to the offspring of the low-salary classes. This may sound oversimplified,

however given the size of problems in education, it is best to begin gradually and

advance sensibly towards a more thorough solution.

2.16 Related Studies

Farida and Madeeha, (2000) in their investigation of government and non

government institutes, as for managers' part created, that principals of state funded

institutes showed better performance in their planning for the entire 12 months and

scholastic exercises while the principals of private schools indicate worries about

supplementary activities.

Mustaqeem, (2008) found about dominant part of folks and teachers of

various capabilities, diverse age groups, distinctive sexes and diverse schools

response that that the morale of private teachers is higher than the teachers of

government schools due to the available facilities for teaching.

Iqbal, (2005) originated that teachers in English medium schools utilize

different methods for teaching, English medium schools give additional educational

aids to educating, substantial little class size, mastermind more co-curricular

exercises, craftsmanship and science presentation when contrasted with Urdu

medium schools which are for the most part public schools.

Liaqat, (2009) found that type of education is superior in non-public schools

when set against state funded schools and the educators of non-public schools plan

lessons before instructing.

Jaweria, (2008) found in her relative study that teachers of either sex of

public and non public schools have diverse capability however the school society

amid the general population and non-public schools does not change.

Hafeez, (2008) found in his study that female teachers are dominant part

when contrasted with male teachers since female teachers are given a nice looking

58

pay and an ideal situation in schools.

Das, et.al (2006) use a test and find that a broad degree of difference exists

between schools instead of differences between the students from different social

and economical establishments; e.g. the gap in the scores for the English language

test amidst government and educational cost based schools was seen to be twelve

times the gap between adolescents from rich and poor families. By coordinating a

village level examination, they moreover watch that incredible quality and dreadful

quality schools exist in every town and the degree of difference is an eventual

outcome of the quality of schools, not differentiations across the villages.

Rangaraju,B. (2012) offered debates to support private teaching for needy

individuals. Government schools are missing the mark of destitute individuals;

educational cost based schools dependably defeat public educational institutes and

they are essentially large in number than government considers that; they oblige

needy individuals and they are a great deal more viable and of lower cost than the

government schools. The 'missing part' in government schools is quality. Quality is

attributed to more imperative obligation of teachers in non-government funded

schools, lower instructor absence, more instructor time-on-undertaking, lower

teacher student ratio and more essential capability of the private division.

Aslam M. (2009) also focuses on government funded and private schools in

Pakistan and finds that young fellows will most likely be chosen in non-state funded

schools than young women within the family unit. She furthermore finds that non-

state funded schools maintain good quality and intense in allowing quantitative and

etymological capacities.

An ordered thought by Bedi et al (2000) using data from Indonesia affirmed

that students who were admitted in private based schools at the post elementary

school level brought about superior pay rates as compared to those who have been

schooled in state financed institutes. It speaks about pay differences between

students from open and non-public schools. In this vein of examination, the push has

been in the support of private school graduates as these are getting higher

remunerations than their state-taught companions. In any case, a couple examines

have distinguished no sensible purpose of enthusiasm for private instructing.

Cullen, Jacob and Levitt (2006) studied the impact of school selection on

educational satisfaction and conclude that there is no systematic gain found in

59

academic measures of measuring execution. However, students are seen to

advantage in different non-standard measures.

A more negative perspective of non-government funded school planning is

given by Brunello and Rocco (2008) in their argument about standard in community

and educational cost based schools utilizing information of Italy and United States.

They proved that particular balance is conceivable by demonstrating pre set

instructive norms and the longings from private and public schools. Dispersing with

the notion that educational cost based educational institutes are providing quality of

education. They consider the possibility that non-state funded schools might be

charging lofty expenses for different other services. They display that particular

balance is conceivable, one with improved excellence given by private schools as in

USA against state financed schools as in the Italy. This contextual awareness about

effectiveness of private schools is important in our study and we investigate the

issues of quality in depth.

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Chapter 3

RESEARCH METHODOLOGY

The purpose of the study was to examine the impact of private secondary

schools on quality and access of education in Khyber Pakhtunkhwa (Pakistan). For

carrying out the study was descriptive type research method was proper choice.

According to L.R.Gay (2000) collection of data is involved in descriptive research

for testing hypothesis or to answer questions regarding the recent status of the

subject of study. Typical descriptive studies are concerned with the assessment of

demographic information opinions, attitudes,conditions and procedures. The data

are collected through questionnaires, interviews, survey, observation and socio

metric techniques.

For this purpose, the literature on private sector secondary education in

Pakistan was reviewed. The primary data were collected from the individuals

directly engaged in the private secondary schools of Khyber Pakhtunkhwa. In order

to conduct the study following procedure was adopted:

3.1 Population

All the Principals (1099), teachers (17644 male and 16220 female) and

students (456197 boys and 180823 girls) of private secondary schools of Khyber

Pakhtunkhwa constituted the population of the study (EMIS Khyber Pakhtunkhwa,

2013).

3.2 Sample

Sampling is the process of selecting units (e.g. people, organizations) from

a population of interest so that by studying the sample we may fairly generalize

our results back to the population from which they were chosen”

(https://www.socialresearchmethods.net).

Khyber Pakhtunkhwa is for the most part scattered in three different strata

i.e. North, Centre, and South. Total one hundred and twenty (twelve private

secondary schools from each sample district) with equal number of Principals of

these schools were randomly selected. 600 teachers (five teachers from each

sample school) and 1200 students (ten students from each sample school) were

randomly selected in which proportion of male female students was fifty each.

The description of sample was as followed:

61

3.2.1 Sample of Principals

All the principals of one hundred and twenty private institutions of the

selected districts were incorporated in the study.

3.2.2 Sample of Teachers

Six hundred teachers (five teachers from each sample school) were randomly

selected in which proportion of male female teachers was thirty each. The

description of sample of the teachers was as follows:

Total number of teachers=600

District Male Female Total

Abbottabad 30 30 60

Charsaddah 30 30 60

D.I.Khan 30 30 60

Kohat 30 30 60

Karak 30 30 60

Lakki Marwat 30 30 60

Mansehra 30 30 60

Mardan 30 30 60

Peshawar 30 30 60

Swat 30 30 60

Total 300 300 600

3.2.3 Sample of Students

One thousand two hundred students (ten students from each sample school)

were randomly selected in which proportion of male female students was sixty each.

The detailed sample of the students was as follows:

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Total number of Students=1200

District Male Female Total

Abbottabad 60 60 120

Charsaddah 60 60 120

D.I.Khan 60 60 120

Kohat 60 60 120

Karak 60 60 120

Lakki Marwat 60 60 120

Mansehra 60 60 120

Mardan 60 60 120

Peshawar 60 60 120

Swat 60 60 120

Total 600 600 1200

3.3 Research Instruments

There are three kinds of respondents namely Principals, Teachers and the

Students. After going through relevant literature, the researcher designed three

questionnaires one each for the respondents. Every questionnaire consisted of

twenty eight items. The questionnaires included items fundamentally about the

different parts of quality and access of education. The principle reason behind

selecting this strategy for gathering information from the respondents was that they

were all sufficiently informed to comprehend questions in the printed form.

3.4 Pilot Testing

Ten private secondary schools were selected from the district of Peshawar

for pilot testing. The researcher visited himself and regulated the relevant

questionnaires among 10 heads, 50 teachers and 200 students. They were asked to

give their proposals unconditionally for the change of the questionnaires. They

63

were additionally asked for to change the questions to make the questions

straightforward and justifiable. Accordingly, the questionnaires were reexamined

and prepared by consolidating their recommendations and proposition. After that

the last form of questionnaire was prepared.

3.5 Data Collection

Data was gathered through administering the questionnaires in the desired

sample districts. For this reason the researcher personally visited all the sample

institutes and collected the data. The data collection process was completed within a

period of eight months. It was made possible with the cooperation of the heads of

private secondary schools and the teachers.

3.6 Data Analysis

The data gathered from questionnaires was summarized in tables, question

by question and analyzed through five point Likert scale. In order to offer an

overall picture on response to each question, the responses were coded:

Strongly agree +2

Agree +1

Undecided 0

Disagree -1

Strongly disagree -2

The mean of the responses is shown. This offers a picture of the `center of

gravity' of the response patterns. Of course, this procedure takes original numbers

and assumes they have ratio properties. Nonetheless, as a quick way to show the

general trend for each question, the procedure has much to commend it. Some

estimate of the accuracy of this mean is offered by presenting the 95% confidence

limits on the values obtained (p).The statistics were calculated using the formulae

shown:

64

∑ X

Mean(X) = ---------------

N

∑ X² - (∑ X)²

Standard Deviation= N

N-1

SD

Standard Error of X =

N-1

Population Extent = Mean ± 1.96 X SEx

Garrett, (2000)

3.7 Delimitations of Study

Due to limited time and resources, the study was conducted in the ten

districts of Khyber Pakhtunkhwa namely Abbotabad, Peshawar, kohat, Karak, Dera

Ismail khan, lakki Marwat, Mardan, Swat,Charsaddah and Mansehra. The study

was delimited to the 10th grade students of private secondary schools of the

selected districts of Khyber Pakhtunkhwa and its results were generalized to the

entire province.

65

Chapter 4

ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the analysis and interpretation of the descriptive data.

The study was aimed to find the impact of private secondary schools on quality and

access of education in Khyber Pakhtunkhwa province. In this part, the information

gathered through exploration instruments is organized, dissected and translated

according to the objectives of the study.

4.1 Data Analysis of Questionnaire for Teachers

Table: 1 you are provided in service training.

µ

SA 156

0.78 to 0.96

A 300

UD 31

DA 38

SDA 40

X 0.87

SD 1.40

SE x 0.05

Table 1 demonstrates that the mean calculated of the teachers’ responses for

the item was 0.87. The extent of mean score is from 0.78 to 0.96 when summed up

to the populace which indicates positive opinion of teachers about the provision of

in service education.

66

Table: 2 your job is secured.

µ

SA 50

-0.26 to -0.44

A 140

UD 47

DA 216

SDA 112

X -0.35

SD 1.33

SE x 0.05

The table 2 demonstrates that the mean calculation of the teachers’ responses

for the item was -0.35. The extent of mean score is from -0.26 to -0.44 when

summed up to the populace which indicates negative opinion of teachers about

their job security.

67

Table: 3 your efficiency is positively affected with job security.

µ

SA 134

1.49 to 1.75

A 404

UD 11

DA 08

SDA 08

X 1.62

SD 1.78

SE x 0.07

The table 3 demonstrates that the mean calculation of the teachers’

responses for the item was 1.62. The extent of mean score is from 1.49 to 1.75

when summed up to the populace which indicates that the point of view of teachers

about affect of job security is positive on the teachers’ efficiency which results in

improving quality of education.

68

Table: 4 your pay scale is excellent and it encourages you to work hard.

µ

SA 22

-0.55 to -0.73

A 114

UD 55

DA 226

SDA 148

X -0.64

SD 1.36

SE x 0.05



summed up to the populace which indicates negative opinion of teachers about the

pay scales as it encourages the teachers to work hard for improving quality and

access to education.

69

Table: 5 you are satisfied with the emoluments.

µ

SA 46

-0.04 to 0.14

A 218

UD 52

DA 160

SDA 90

X -0.04

SD 1.27

SE x 0.05


responses for the item was -0.04. The extent of mean score is from -0.04 to 0.14

when summed up to the populace which indicates teachers’ divided opinion that

about the satisfaction of teachers with their emoluments.

70

Table: 6 Physical facilities are sufficient for your teaching.

µ

SA 42

-0.01 to 0.13

A 204

UD 42

DA 228

SDA 49

X -0.06

SD 1.18

SE x 0.04

The table 6 demonstrates mean score of teachers for the statement is -0.06.

The extent of mean score is from -0.01 to 0.13 when summed up to the populace

which indicates teachers divided opinion the adequacy of physical facilities in

school resulting in good quality of education. The inadequacy of physical

facilities minimizes access to education.

71

Table: 7 Adequate equipment is available at school laboratory.

µ

SA 34

-0.02 to -0.16

A 194

UD 65

DA 226

SDA 46

X -0.09

SD 1.14

SE x 0.04



summed up to the populace which indicates negative opinion of teachers about the

availability of equipment in the laboratory.

72

Table: 8 Library is available at school.

µ

SA 156

0.38 to 0.56

A 120

UD 17

DA 140

SDA 12

X 0.47

SD 1.28

SE x 0.05

The table 8 demonstrates that the mean rating s core of teachers for the above

statement was 0.47. The extent of mean score is from 0.38 to 0.56 when summed

up to the populace which indicates teachers’ positive opinion about the availability

of libraries in schools which demonstrates improved quality and access of

education.

73

Table: 9 Audio Visual aids are available and are appropriate.

µ

SA 40

-0.40 to -0.58

A 132

UD 27

DA 238

SDA 128

X -0.49

SD 1.35

SE x 0.05


responses for the item was -0.49. The extent of mean score is from -0.40 to -0.58

when summed up to the populace which indicates teachers’ negative opinion

about the availability and appropriateness of latest A.V aids.

74

Table: 10 Audio Visual aids are used properly in process of teaching.

µ

SA 38

-0.61 to -0.83

A 90

UD 43

DA 214

SDA 180

X -0.72

SD 1.44

SE x 0.06


responses for the item was -0.72. The extent of mean score is from -0.61 to

-0.83 when summed up to the populace which indicates negative opinion of

teachers about the proper utilization of audio visual aids in the process of

teaching.

75

Table: 11 Principal consults teachers in decision-making.

µ

SA 106

0.44 to 0.62

A 260

UD 78

DA 51

SDA 70

X 0.53

SD 1.28

SE x 0.05


responses for the item was 0.53. The extent of mean score is from 0.44 to 0.62 when

summed up to the populace which indicates teachers’ positive opinion about the

consulting of teachers in decision making by the principal for access and

improvement of quality of education.

76

Table: 12 There is co-ordination among teaching staff of the institution.

µ

SA 172

0.76 to 0.98

A 278

UD 21

DA 58

SDA 36

X 0.87

SD 1.43

SE x 0.06


responses for the item were 0.87. The extent of mean score is from 0.76 to 0.98

when summed up to the populace which indicates strong positive opinion of

teachers about the coordination among the teaching staff of the institution which

results in good quality education.

77

Table: 13 Principal promotes cooperation.

µ

SA 154

0.80 to 1.02

A 264

UD 39

DA 50

SDA 58

X 0.91

SD 1.62

SE x 0.06



when summed up to the populace which indicates teachers’ strongly positive

about promoting cooperation on the part of principal for quality education.

78

Table: 14 Objectives are set according to students’ level.

µ

SA 134

1.49 to 1.75

A 404

UD 11

DA 08

SDA 08

X 1.62

SD 1.78

SE x 0.07



summed up to the populace which indicates teachers’ greatly positive opinion about

the setting of objectives according to the level of students for improving quality of

education.

79

Table: 15 Teachers guide the students towards achieving the objectives.

µ

SA 180

0.93 to 1.11

A 290

UD 45

DA 30

SDA 20

X 1.02

SD 1.40

SE x 0.05



summed up to the populace which indicates teachers’ positive opinion about guiding

the students to have an access of education for achieving the objectives.

80

Table: 16 Curriculum of secondary level is helpful in achieving the

objectives.

µ

SA 54

0.40 to 0.54

A 300

UD 87

DA 108

SDA 16

X 0.47

SD 1.10

SE x 0.04



summed up to the populace which indicates teachers’ strong positive opinion about

the curriculum of secondary level that is helpful in achieving the objectives.

81

Table: 17 Contents of curricula achieve the course objectives.

µ

SA 168

1.01 to 1.19

A 326

UD 33

DA 36

SDA 02

X 1.10

SD 1.35

SE x 0.05



summed up to the populace which indicates strongly positive opinion of teachers

about the contents of curricula to achieve the course objectives which results in

good quality education.

82

Table: 18 Syllabus taught is according to the desires of society.

µ

SA 48

0.23 to 0.37

A 270

UD 75

DA 148

SDA 24

X 0.30

SD 1.11

SE x 0.04


responses for the item were 0.30 when summed up to populace; the extent of mean

calculation is from 0.23 to 0.37 which indicates positive opinion of teachers about

the syllabus being taught is according to the needs of society.

83

Table: 19 Curriculum at secondary level meets the societal needs.

µ

SA 44

0.25 to 0.39

A 278

UD 82

DA 138

SDA 23

X 0.32

SD 1.10

SE x 0.04

The table 19 demonstrates that the mean calculation of the teachers’ responses for

the item is 0.32. The extent of mean ranges 0.25 to 0.39 when summed up to the

populace which indicates positive opinion of teachers about curriculum at secondary

level. This demonstrates that the curriculum improves quality of education in private

schools.

84

Table: 20 Lecture methods is used in the class.

µ

SA 118

0.43 to 0.61

A 246

UD 43

DA 130

SDA 28

X 0.52

SD 1.30

SE x 0.05



summed up to the populace which indicates teachers’ positive opinion about the use

of lecture method in the classrooms for an easy access to quality education.

85

Table: 21 Discussion methods is used in the class.

µ

SA 148

0.99 to 1.77

A 355

UD 24

DA 36

SDA 02

X 1.08

SD 1.32

SE x 0.05



when summed up to the populace which indicates teachers’ opinion to be positive

about the use of discussion method in the classrooms for improved quality

education.

86

Table: 22 Methods of teaching used in the class achieve course objectives.

µ

SA 296

0.68 to 0.86

A 128

UD 39

DA 88

SDA 14

X 0.77

SD 1.29

SE x 0.05



when summed up to the populace which indicates strongly positive opinion of

teachers about the use of teaching methods that is helpful in achieving the

objectives

87

Table: 23 Institution imparts quality education.

µ

SA 196

0.96 to 1.18

A 291

UD 12

DA 58

SDA 08

X 1.07

SD 1.43

SE x 0.06



summed up to the populace which indicates teachers’ positive opinion about

imparting of quality education by private secondary schools.

88

Table: 24 Traditional examination system is used for student evaluation.

µ

SA 104

0.70 to 0.88

A 330

UD 55

DA 62

SDA 14

X 0.79

SD 1.23

SE x 0.05



summed up to the populace which indicates positive opinion of teachers about the

use of traditional examination for the evaluation of students.

89

Table: 25 Marking system is fair and based on quality work of students.

µ

SA 232

0.23 to 0.41

A 88

UD 53

DA 158

SDA 34

X 0.32

SD 1.24

SE x 0.05



summed up to the populace which indicates slightly positive opinion of teachers

about the fairness of marking system for improvement in quality education.

90

Table: 26 Discipline is strictly observed in the schools.

µ

SA 130

0.42 to 0.60

A 236

UD 51

DA 92

SDA 56

X 0.51

SD 1.37

SEx 0.05

The table 26 demonstrates that, the calculated mean gain of the teachers for

the item came 0.51; when summed up to populace the extent of mean scoring is

from 0.42 to 0.62 which indicates teachers positive opinion about the observation of

fair discipline in the school to have an access to education.

91

Table: 27 English as medium of education is useful.

µ

SA 136

0.64 to 0.82

A 264

UD 55

DA 98

SDA 12

X 0.73

SD 1.30

SE x 0.05




use of English as mode of teaching for the quality of education.

92

Table: 28 Urdu as medium of education is useful.

µ

SA 218

0.32 to 0.50

A 116

UD 49

DA 148

SDA 34

X 0.41

SD 1.30

SE x 0.05




usefulness of Urdu as medium of education to make students understand easily.

93

4.2 Data Analysis of Questionnaire for Students

Table: 29 Your teachers are well qualified.

µ

SA 516

0. 87 to 1.01

A 364

UD 128

DA 52

SDA 65

X 0.94

SD 1.42

SE x 0.04

The table 29 demonstrates that the mean calculation of the students for this

item is 0.94. The extent of mean score is from 0.87 to 1.01 when summed up to the

populace which indicates students' strong opinion about the teachers being well

qualified.

94

Table: 30 Teachers prepare well before teaching the lesson.

µ

SA 452

1.17 to 1.31

A 576

UD 40

DA 40

SDA 17

X 1.24

SD 1.48

SE x 0.04

The table 30 demonstrates that the mean calculation of the students’


summed up to the populace which indicates positive opinion of students about

preparation of teachers before teaching the lesson.

95

Table: 31 Teachers come to class in time.

µ

SA 432

0.24 to 0.34

A 204

UD 112

DA 244

SDA 133

X 0.29

SD 1.34

SE x 0.03



when summed up to the populace which indicates positive opinion of students

about the punctuality of teachers.

96

Table: 32 Teachers encourage lively discussion in class.

µ

SA 416

0.73 to 0.87

A 376

UD 96

DA 172

SDA 65

X 0.80

SD 1.48

SE x 0.04




about the encouragement of lively discussions in the classes.

97

Table: 33 Audio Visual aids are used properly in the class.

µ

SA 65

-0.38 to -0.52

A 240

UD 260

DA 220

SDA 340

X -0.45

SD 1.36

SE x 0.04



when summed up to the populace which indicates students negative opinion about

the use of Audio Visual aids in class.

98

Table: 34 Teachers use question answer technique in the classrooms.

µ

SA 476

0.77 to 0.91

A 360

UD 100

DA 136

SDA 53

X 0.84

SD 1.41

SE x 0.04




about the making use of questions in the classrooms.

99

Table: 35 Teachers encourage questions from the students.

µ

SA 258

0.61 to 0.71

A 248

UD 144

DA 136

SDA 69

X 0.66

SD 1.31

SE x 0.03



summed up to the populace which indicates positive opinion of students about the

encouragement of the students to ask questions in the class.

100

Table: 36 you are assigned homework and are checked regularly.

µ

SA 368

0.04 to 0.14

A 160

UD 176

DA 260

SDA 161

X 0.09

SD 1.30

SE x 0.03




students about the assigning and checking home work of students regularly

101

Table: 37 You are given proper feedback after checking your assignments.

µ

SA 517

0.76 to 0.86

A 305

UD 140

DA 121

SDA 42

X 0.81

SD 1.34

SE x 0.03




about the proper feedback after checking the assignments.

102

Table: 38 Teachers are sincere and devoted to teaching.

µ

SA 476

0. 68 to 0.78

A 300

UD 156

DA 136

SDA 57

X 0.73

SD 1.34

SE x 0.03

The table 38 demonstrates that the mean calculation of the students’ responses for

the item was 0.73. When summed up to the populace the mean score is from 0.68

to 0.78 which indicates positive opinion of students about the sincerity and

devotion of teachers to teaching.

103

Table: 39 Your teachers provide democratic environment in class.

µ

SA 464

0.76 to 0.86

A 320

UD 196

DA 104

SDA 41

X 0.81

SD 1.33

SE x 0.03




about the provision of democratic environment in the class.

104

Table: 40 Teachers behave friendly in the classroom.

µ

SA 264

0.56 to 0.66

A 448

UD 204

DA 132

SDA 77

X 0.61

SD 1.3 1

SE x 0.03



when summed up to the populace which indicates students’ positive opinion

regarding friendly attitude of teachers during teaching.

105

Table: 41 Teachers are role model for students.

µ

SA 176

-0.09 to -0.23

A 280

UD 100

DA 324

SDA 245

X -0.16

SD 1.42

SE x 0.04



when summed up to the populace which indicates negative opinion of students

about the teachers being role model for the students.

106

Table: 42 You are satisfied with the evaluation system.

µ

SA 448

0.45 to 0.55

A 240

UD 152

DA 208

SDA 77

X 0.50

SD 1.30

SE x 0.03



when summed up to the populace which indicates students’ positive opinion about

the satisfactory evaluation systems of schools.

107

Table: 43 well equipped laboratories are available in school.

µ

SA 240

0.28 to -0.42

A 108

UD 188

DA 324

SDA 265

X -0.35

SD 1.35

SE x 0.04




regarding availability of fully prepared laboratories in the institution.

108

Table: 44 Experiments are performed in laboratory regularly.

µ

SA 280

-0.20 to -0.34

A 140

UD 124

DA 292

SDA 289

X -0.27

SD 1.42

SE x 0.04


responses for the item was -0.27. The extent of mean score is from-0.20 to -0.34


about the regularly performing experiments.

109

Table: 45 Efforts are made to provide quality education in the school.

µ

SA 464

0.20 to 0.30

A 97

UD 284

DA 188

SDA 92

X 0.25

SD 1.11

SE x 0.03



summed up to the populace which indicates positive opinion of students about the

efforts to provide quality education in school.

110

Table: 46 Students of your institution are more efficient than any other

institution.

µ

SA 204

0.24 to 0.34

A 396

UD 196

DA 184

SDA 145

X 0.29

SD 1.32

SE x 0.03




about the comparison of efficiency of students with other institutions.

111

Table: 47 Syllabus taught is according to the desires of the society.

µ

SA 280

0.34 to 0.48

A 334

UD 200

DA 190

SDA 121

X 0.41

SD 1.37

SE x 0.04

The table 47 demonstrates that the mean calculation of the students’ responses for

the item was 0.41. The extent of mean score is from 0.34 to 0.48 when summed up

to the populace which indicates positive opinion of students about the syllabus

being taught is in accordance with the desires of society.

112

Table: 48 Library is available in the school with the sufficient books.

µ

SA 176

0.01 to 0.15

A 432

UD 84

DA 172

SDA 261

X 0.08

SD 1.44

SE x 0.04




about the availability the library and books.

113

Table: 49 Advance computer-lab facilities are available in school.

µ

SA 201

-0.08 to -0.22

A 272

UD 144

DA 172

SDA 336

X -0.15

SD 1.51

SE x 0.04

The table 49 demonstrates mean calculation of students’ responses for the

statement was -0.15. The extent of mean score is from -0.08 to -0.22 when

summed up to the populace which indicates negative opinion of students about the

availability of advance computer facilities.

114

Table: 50 Teachers encourage co-curricular activities.

µ

SA 164

0.20 to 0.30

A 436

UD 196

DA 180

SDA 149

X 0.25

SD 1.28

SE x 0.03



when summed up to the populace which indicates slightly positive opinion of the

students about the encouragement of co-curricular activities by their teachers

115

Table: 51 Teachers encourage students to work hard.

µ

SA 488

1.02 to 1.I6

A 468

UD 28

DA 88

SDA 53

X 1.09

SD 1.53

SE x 0.04




students about the encouragement of students by the teachers to work hard.

116

Table: 52 Institution has well established hostel facility for students.

µ

SA 164

-0.88 to - 1.02

A 64

UD 100

DA 224

SDA 573

X -0.95

SD 1.61

SE x 0.04



when summed up to the populace students’ strong negative opinion about the

provision of well established hostel facilities for students.

117

Table: 53 Merit is strictly observed in the admission policy.

µ

SA 416

0.67 to 0.81

A 376

UD 112

DA 108

SDA 113

X 0.74

SD 1.48

SE x 0.04




about the strict observation of merit during admission in the institution.

118

Table: 54 Discipline is observed strictly in the institution.

µ

SA 392

0.02 to 0.16

A 204

UD 88

DA 192

SDA 249

X 0.09

SD 1.47

SE x 0.04




about the observation of discipline in the institution.

119

Table: 55 English as medium of instruction is useful.

µ

SA 316

0.85 to 0.99

A 604

UD 72

DA 68

SDA 65

X 0.92

SD 1.39

SE x 0.04



summed up to the populace which indicates positive opinion of students regarding

using English as medium of instruction.

120

Table: 56 Urdu as a medium of instruction is useful.

µ

SA 220

0.23 to 0.37

A 432

UD 120

DA 172

SDA 181

X 0.30

SD 1.40

SE x 0.04



summed up to the populace which indicates positive opinion of students regarding

use of Urdu as medium of instruction.

121

4.3 Data Analysis of Questionnaire for principals

Table: 57 School building is new and attractive.

µ

SA 15

-0.22 to 0.24

A 29

UD 08

DA 45

SDA 08

X -0.01

SD 1.26

SE x 0.12

The table 57 demonstrates that the mean calculation of the principals’


when summed up to the populace which indicates principals’ divided opinion

about the newness of the school building.

122

Table: 58 Advance equipment is provided in accordance with the needs.

µ

SA 18

-0.21 to 0.29

A 34

UD -

DA 41

SDA 12

X 0.04

SD 1.36

SE x 0.13


responses for the item was 0.04. The extent of mean score is from -0.21 to 0.29

when summed up to the populace which indicates divided opinion of principals

about the provision of adequate equipments according to the need.

123

Table: 59 Updated laboratories are provided

µ

SA 22

0.00 to -0.50

A 15

UD 08

DA 41

SDA 19

X 0.25

SD 1.38

SE x 0.13


responses for the item was -0.25. The extent of mean score is from 0.00 to -0.50

when summed up to the populace which indicates negative opinion of principals

about the provision of updated laboratories.

124

Table: 60 Sufficient and advance computer facilities are available.

µ

SA 41

-0.20 to 0.26

A 11

UD 08

DA 31

SDA 14

X 0.03

SD 1.28

SE x 0.12


responses for the item was 0.03. The extent of mean score is from -0.20 to 0.26 when

summed up to the populace which indicates principals’ positive opinion about the

provision of sufficient and advance computer facilities.

125

Table: 61 sufficient modern books are accessible in library.

µ

SA 30

-0.22 to 0.23

A 16

UD 08

DA 45

SDA 06

X 0.09

SD 1.28

SE x 0.12


responses for the item was 0.09. The extent of mean score is from -0.22 to 0.23

when summed up to the populace which indicates principals divided about the

provision of sufficient modern books in the library.

126

Table: 62 Transport facilities are provided to students.

µ

SA 12

-0.54 to -1.12

A 10

UD 06

DA 32

SDA 45

X -0.83

SD 1.60

SE x 0.15



when summed up to the populace which indicates principals’ negative opinion

about the provision of transport facility to the students.

127

Table: 63 Hostel facilities are available.

µ

SA 05

-0.88 to -1.54

A 14

UD -

DA 20

SDA 66

X -1.21

SD 1.74

SE x 0.17



when summed up to the populace which indicates principals’ strong negative

opinion about the provision of hostel facility for students.

128

Table: 64 Audio Visual aids fulfill modern needs.

µ

SA 14

-0.66 to -1.32

A 10

UD 06

DA 12

SDA 63

X -0.99

SD 1.74

SE x 0.17



when summed up to the populace which indicates principals’ negative opinion

about the provision of A.V aids according to modern needs.

129

Table: 65 Teaching staff is sufficient.

µ

SA 12

0.07 to 0.49

A 44

UD 20

DA 20

SDA 09

X 0.28

SD 1.17

SE x 0.11




principals of the availability of sufficient teaching staff.

130

Table: 66 Well qualified teachers are selected on merit.

µ

SA 39

0.86 to 1.36

A 46

UD 13

DA 07

SDA -

X 1.11

SD 1.41

SE x 0.13



when summed up to the populace which indicates principals’ positive opinion

about the selection of well qualified teachers on merit.

131

Table: 67 Right person for right job policy is observed

µ

SA 31

0.79 to 1.25

A 52

UD 16

DA 06

SDA -

X 1.02

SD 1.31

SE x 0.12



when summed up to the populace which indicates principals’ positive opinion about

the observation of right person for the right job policy in the institute.

132

Table: 68 Specialist teachers are available for each subject.

µ

SA 34

0.88 to 1.34

A 49

UD 22

DA -

SDA -

X 1.11

SD 1.32

SE x 0.12



when summed up to the populace which indicates that principals are positive about

the availability of specialist teachers for every subject.

133

Table: 69 Teachers are professionally skillful.

µ

SA 37

0.98 to 1.48

A 56

UD 12

DA -

SDA -

X 1.23

SD 1.39

SE x 0.13




about the availability of professionally skillful teachers.

134

Table: 70 Teaching faculty is academically sound.

µ

SA 35

0.96 to 1.46

A 58

UD 12

DA -

SDA -

X 1.21

SD 1.37

SE x 0.13



summed up to the populace which indicates principals’ strong positive opinion

about the sound academic backgrounds of teachers.

135

Table: 71 Faculty members are involved in decision making.

µ

SA 67

1.27 to 1.89

A 32

UD 06

DA -

SDA -

X 1.58

SD 1.69

SE x 0.16




about the involvement of faculty members in decision making process.

136

Table: 72 There is coordination among the teachers and the principal.

µ

SA 43

1.02 to 1.56

A 50

UD 12

DA -

SDA -

X 1.29

SD 1.45

SE x 0.14



summed up to the populace which indicates principals’ strong positive opinion

about the coordination among the teaching staff and the principal about all

educational activities.

137

Table: 73 Principal's attitude is friendly towards teachers.

µ

SA 40

0.91 to 1.45

A 50

UD 09

DA 06

SDA -

X 1.18

SD 1.43

SE x 0.14




about the friendly attitude of principals towards teachers.

138

Table: 74 Students’ assessment process is unbiased.

µ

SA 38

1.00 to 1.50

A 56

UD 11

DA -

SDA -

X 1.25

SD 1.40

SE x 0.13




about the unbiased assessments of the students.

139

Table: 75 Quality is the main focus in all educational activities

µ

SA 18

0.01 to 0.47

A 40

UD 07

DA 30

SDA 10

X 0.24

SD 1.32

SE x 0.12



summed up to the populace which indicates positive opinion of principals about the

quality being the main focus of all educational activities.

140

Table: 76 Merit is observed in the admission policy.

µ

SA 36

0.90 to 1.40

A 55

UD 08

DA 06

SDA -

X 1.15

SD 1.39

SE x 0.13




about the observation of merit in admission policies.

141

Table: 77 Evaluation of the institution is periodically done.

µ

SA 40

0.99 to 1.49

A 51

UD 14

DA -

SDA -

X 1.24

SD 1.41

SE x 0.13




about the periodical evaluation of institutions.

142

Table: 78 Curriculum is in accordance with the requisites of society.

µ

SA 33

0.47 to 1.01

A 42

UD 08

DA 14

SDA 08

X 0.74

SD 1.45

SE x 0. I4



when summed up to the populace which indicates positive opinion of principals

about the curriculum taught at the school is in accordance with the requisites of

society.

143

Table: 79 Present curricula are at par with International standard.

µ

SA 10

-0.01 to 0.49

A 20

UD 20

DA 44

SDA 11

X -0.24

SD 1.42

SE x 0.13




about present curricula at secondary level to be at par with International standard.

144

Table: 80 Curricula develop critical thinking in students.

µ

SA 10

-0.13 to -0.55

A 16

UD 20

DA 46

SDA 13

X -0.34

SD 1.21

SE x 0.11



when summed up to the populace which indicates principals negative opinion

about the curricula to be helpful in developing critical thinking.

145

Table: 81 Contents of the curricula help in achieving the course objectives.

µ

SA 29

0.56 to 1.06

A 52

UD 06

DA 12

SDA 06

X 0.81

SD 1.39

SE x 0.13



when summed up to the populace which indicates principals’ strong positive

opinion about the contents of the curricula being helpful in achieving the course

objectives.

146

Table: 82 Discipline is observed strictly in the institution.

µ

SA 58

1.06 to 1.60

A 41

UD 06

DA -

SDA -

X 1.33

SD 1.45

SE x 0.14



when summed up to the populace which indicates principals positive opinion

about the about the observation of discipline in the institution.

147

Table: 83 English as medium of education is useful.

µ

SA 36

-0.20 to 0.26

A 10

UD 14

DA 30

SDA 15

X 0.03

SD 1.26

SE x 1.12




about the usefulness of English as medium of education.

148

Table: 84 Urdu as medium of education is useful.

µ

SA 19

-0.10 to 0.36

A 32

UD 07

DA 38

SDA 09

X 0.13

SD 1.32

SE x 0.12


responses for the item was 0.I3. The extent of mean score is from -0.10 to 0.36


about the usefulness of Urdu as medium of education.

149

Accumulative Analysis

The accumulative analysis of the responses of the Teachers, Students and the

Principals of private secondary schools is as under:

Teachers %

SA A UD DA SD

1 You are provided in service education. 27.6 53.09 5.48 6.72 7.07

2 Your job is secured. 8.84 24.77 8.31 38.23 19.82

3 Your efficiency is positively affected with job security. 23.71 71.50 1.94 1.41 1.41

4 Your pay scale is excellent and it encourages you to work

hard. 3.89 20.17 9.73 40 26.19

5 You are satisfied with the emoluments. 8.10 38.58 9.20 28.31 15.92

6 Physical facilities are sufficient for your teaching. 7.43 36.10 7.43 40.35 8.67

7 Adequate equipment is available in the school laboratory 6 34.33 11.50 40 8.10

8 Library is available at school. 27.60 21.23 3 24.77 2.12

9 Audio visual aids are available and are appropriate. 7.07 23.36 4.77 42.1 22.65

10 Audio Visual aids are used properly in process of

teaching. 6.72 15.92 7.61 37.87 31.85

11 Principal consults teachers in decision-making. 18.76 46.10 13.80 9.02 12.38

12 There is co-ordination among the teaching staff of the

institution. 30.44 49.2 3.71 10.28 6.37

13 Principal promotes cooperation. 27.25 46.72 6.9 8.84 10.26

14 Objectives are set according to students’ level. 23.71 71.50 1.94 1.41 1.41

15 Teachers guide the students towards achieving the

objectives. 31.85 51.32 7.96 5.30 3.53

16 Curriculum of secondary level is helpful in achieving the

objectives. 9.55 53.09 15.39 31.85 2.83

17 Contents of curricula achieve the course objectives. 29.73 57.69 5.84 6.37 .35

18 Syllabus taught is according to the desires of society. 8.49 47.78 13.29 26.19 4.24

19 Curriculum at secondary level meets the societal needs. 7.78 49.2 14.51 24.42 4.07

20 Lecture method is used in the class. 20.88 43.53 7.61 23 4.95

21 Discussion method is used in the class. 26.19 62.83 4.24 6.37 .35

22 Methods of teaching used in the class achieve course

objectives. 52.38 22.65 6.90 15.57 2.47

23 Institution imparts quality education. 34.69 51.5 2.12 10.26 1.41

24 Traditional examination method is used for student

evaluation. 18.4 58.4 9.73 10.97 2.47

25 Marking system is fair and based on quality work of

students. 41.06 15.57 9.3 27.96 6.01

26 Discipline is observed strictly in the schools. 23 41.76 9 16.28 9.91

27 English as medium of education is useful. 24 46.72 9.73 17.34 2.12

28 Urdu as medium of education is useful. 30.58 20.53 8.67 26.19 6.01

150

In taking a look at the views of the teachers, it must be noticed that few of

them will have had any opportunity to serve in other system of education. They

were instructed under the same structure where they now educate. It likewise must

be noticed that the majority of them well justifiably consider themselves to be

doing their best for the students and they are satisfied by their own particular

endeavors which they are doing for the students.

On the contrary, the teachers feel disappointment about pay packages and

the dearth of facilities in the institutes where they are teaching. The teachers

showed specific disappointment about correct utilization of varying media

facilities. This may mirror an absence of assets or an absence of training or both.

By difference, they appear to be content with management by which the institutes

are controlled by the heads and their staff in the school.

Although the teachers guarantee that they are teaching with set pattern of

objectives, they convey significant restlessness about educational modules and

with syllabi because they hold a predisposition that the educational programs

address societal problems. In any case, the teachers think they are making a

comprehensively decent teaching in spite of the fact that there is some hesitation

about the general access and quality of education provision. Perceiving the

examinations as the principle piece of assessment; with the impressive concern

they are of the perspective that the examination system is reasonable.

On the subject of the language as a medium for instruction, they have

given divided points of view for utilization of Urdu or English for instructing.

However, use of English as a medium of education is more favored as compared

to Urdu.

151

Students

%

SA A UD DA SD

1 Your teachers are well qualified.

45.86 32.35 11.37 4.62 5.77

2 Teachers prepare well before delivering lecture. 40.17 51.2 3.55 3.55 1.51

3 Teachers come to class in time. 38.4 18.13 9.95 21.68 11.82

4 Teachers encourage lively discussion in class. 36.97 33.42 8.53 15.28 5.77

5 Audio Visual aids are used properly in the class. 5.77 21.33 2.31 19.55 30.22

6 Teachers use question answer technique in the

classrooms. 42.31 32 8.88 12.08 4.71

7 Teachers encourage questions from the students. 22.93 22.04 12.8 12 6.1

8 You are given homework and is checked regularly. 32.71 14.22 15.64 23.11 14.31

9 You are given proper feedback after checking your

assignments. 45.95 27.11 12.44 10.75 3.73

10 Teachers are sincere and devoted to teaching. 42.31 26.66 13.86 12.08 5.06

11 Your teachers provide democratic environment in

the class. 41.24 28.44 17.42 9.24 3.64

12 Teachers behave friendly in the classroom. 23.46 39.82 18.13 11.73 6.84

13 Teachers are role model for students 15.64 24.88 8.88 28.8 21.77

14 You are satisfied with the evaluation system. 39.82 21.33 13.51 18.48 6.84

15 Well equipped laboratories are available in school. 21.33 9.6 16.71 28.8 23.55

16 Experiments are performed in laboratory regularly. 24.88 12.44 11.02 25.95 25.68

17 Efforts are made to provide quality education in the

school. 41.24 8.62 25.24 16.71 8.17

18 Students of your institution are more efficient than

other institution. 18.13 35.2 17.42 16.35 12.88

19 Syllabus taught is according to the desires of the

society. 24.88 26.88 17.77 16.88 10.75

20 Library is available in the school with the sufficient

books. 15.64 38.4 7.46 15.28 23.2

21 Advance computer-lab facilities are available in

school. 17.86 24.17 12.8 15.28 29.86

22 Teachers encourage co-curricular activities. 14.57 38.75 17.42 16 13.24

23 Teachers encourage students for hard work. 43.37 41.6 2.48 7.82 4.71

24 Institution has well established hostel facility for

students. 14.57 5.68 8.88 19,91 50.93

25 Merit is strictly observed in the admission policy. 36.97 33.42 9.95 9.6 10.04

26 Discipline is observed strictly in the institution. 34.84 18.13 7.82 17.06 22.13

27 English as medium of education is useful. 28.08 53.68 6.4 6.04 5.77


152

In taking a look at the views of the students, it must be noticed that every

one of them is a vital part of this educational structure. Their views must be seen

carefully as their views would be seen by their teachers or will influence their

school involvement. Consequently, they are firmly of the perspective that teachers

work very hard however they are not all cheerful about the utilization of

homework.

Their general perspectives about teachers and their schools are genuinely

great. This will reflect general reliability, absence of experience or different

norms or systems, and the inclination that they are using best efforts to be

successful.

The students are not certain of utilization of science laboratories and they

obviously desire additional time for conducting tests. It mirrors absence of assets

and in addition an absence of confidence with teachers in utilizing the assets.

Similarly, the utilization of PC is likewise a problem area.

Restlessness of the students is seen regarding educational modules to fulfill

future requirements. Perceiving that tests shape the fundamental piece of

assessment, they demonstrated worries about the system.

On the subject of the language as a medium for teaching, they demonstrate

a comparative backing for English as do the teachers. This surely gaurentees that

using English as medium of instruction is more imperative to contend with in

world. That is the reason 82% are still emphatically steady of English when

contrasted with Urdu as medium of direction.

153

Principals %

SA A UD DA SD

1 School building is new and attractive. 12.5 24.16 6.66 37.50 6.66

2 Advance equipment is provided in accordance with

the needs. 17.14 28.33 0 34.16 11.42

3 Updated laboratories are provided. 18.33 14.28 7.61 34.16 18.09

4 Sufficient and advance computer facilities are

available. 34.16 10.47 7.61 29.52 13.33

5 Sufficient modern books are accessible in library. 28 15.23 6.66 42.85 5.75

6 Transport facilities are provided to students. 11.48 9.52 5.71 30.47 42.85

7 Hostel facility is available. 4.76 13.33 0 19.04 62.85

8 Audio Visual aids fulfill modern needs. 13.33 9.52 5.71 11.48 60

9 Teaching staff is sufficient. 11.48 41.9 19.4 19.4 8.57

10 Well qualified teachers selected on merit. 37.14 43.8 12.38 6.66 0

11 Right person for right job policy is observed. 29.52 49.52 13.22 5.71 0

12 Specialist teachers are available for each subject. 32.38 46.66 20.95 0 0

13 Teachers are professionally skillful. 35.23 53.33 11.48 0 0

14 Teaching faculty is academically sound. 33.33 55.23 11.48 0 0

15 Faculty members are involved in decision-making. 63.8 30.47 5.71 0 0

16 There is coordination among the teachers and the

principal. 40.95 47.61 11.48 0 0

17 Principal's attitude is friendly towards teachers. 30.09 47.61 8.57 5.71 0

18 Students’ assessment process is unbiased. 36.19 53.33 10.47 0 0

19 Quality is the main focus in all educational activities. 17.14 38.09 6.66 28.57 9.52

20 Merit is observed in the admission policy. 34.28 52.38 7.61 5.71 0

21 Evaluation of the institution is periodically done. 30.09 48.57 13.33 0 0

22 Curriculum is in accordance with the requisites of

society. 31.42 40 7.61 13.33 7.61

23 Present curricula are at par with International

standard. 9.52 19.04 19.04 41.9 10.47

24 Curricula develop critical thinking in students. 9.52 15.23 19.04 43.8 12.38

25 Contents of the curricula help in achieving the course

objectives. 27.61 49.52 5.71 11.42 5.71

26 Discipline is observed strictly in the institution. 55.23 39.04 5.71 0 0

27 English as medium of education is useful. 34.28 9.52 13.33 28.57 14.28


154

In taking a look at the responses of the principals, it must be noticed that not

many of them will have had any involvement in any other instructive structure.

They were instructed under the same structure where they are now executing as a

head. It additionally be noticed that the majority of them well justifiably consider

themselves to be doing their best to manage the education of the students.

On the contrary, they are clearly disappointed with the accessibility of

facilities including building, library, lab and transport facilities. They express

specific disappointment with the accessibility of audio visual facilities. Even then,

they are contented with the performance of their teachers. The general perspective

of the heads about the access and quality of schooling at post elementary stage is

genuinely great.

The principals are worried regarding educational modules required for the

students for development. Perceiving that evaluations frame the fundamental piece

of assessment, their suppositions demonstrate that the examinations are

intermittently done.

On the topic of the language as a medium for instruction, they demonstrate a

comparative backing for English and additionally Urdu in any case, but, they are

much solid for the utilization of Urdu. This surely mirrors the way that utilizing

English is all the more demanding and requires direction for teachers to educate the

language. Then again, Urdu is our national dialect and better mode of getting

information at Secondary level.

155

4.4 Discussion

Secondary education is an essential building block of the entire educational

structure. It gives middle stage work power to the financial system. Moreover, it

serves as a supplier for advanced education. The advanced education, which is

required to deliver brilliant experts in various fields of communal, monetary and

diplomatic existence of the nation, relies on the admission and excellence of

secondary education.

Non public secondary schooling is the anchoring stage of education. The

idea of access and quality have been extended in order to give secondary schooling

which is significant and creative in its targets, substance, resources and procedures.

No project of secondary education is likely to succeed if we are not providing

students with the emotionally supportive networks to help them succeed and

legitimately prepared and capable teachers to our students by fortifying and

modernizing teacher training on modern lines to prepare them for the needs of

secondary education.

The majority of the advanced nations today are worried about the unsuitable

quality of their secondary schooling which results in a high rate of disappointments,

failures and school leaving students. Likewise extending enrolment in secondary

education additionally demands expanded budgetary allotments with respect to

government for procurement of quality education in government secondary schools

contrary to private schools. The low productivity of the system, less-equipped

secondary and higher secondary schools, poorly motivated students and lack of

accountability on the part of those who are responsible for management add to

seriousness to the problems. The situation is grim in Pakistan in the context of

secondary education and it needs to be improved.

UNICEF, (1998) indicated that the nature of learning environment fluctuates

inside education structures, with marked varieties in class size, instructor

competency, accessibility of educating and A.V aids. Gap between urban and

country areas are noticeable in numerous nations, with lack of prepared teachers and

insufficient nature of facilities being persistent in rural zones.

Iqbal (2012) viewed that essential infrastructure and competent educators

are indispensable to enhance the nature of secondary schooling. It is of no sure that

after provision of all facilities, education will enhance unless these assets are

properly managed. Change of educational program, course books and teachers is,

156

without any doubt, vital inputs to the bundle of quality development, yet the

methodology of teaching involves a much more critical role to prepare these inputs

to give the required results. Unless the traditional administration and structure

undergoes a radical alteration to go with the requirements of the quick rising

secondary learning there is by all accounts little expectation of raising the admission

and quality of secondary education. State funded schools have better facilities,

extensive structures, exceedingly qualified staff and individuals arranged

administration styles when contrasted with private schools because of the most

extreme spending plan assignments. Non government sector is to give infrastructure

and facilities to the students like the government funded schools. The study results

showed that the access and quality of physical facilities be improved only if there is

a change at the planning as well as management level (Table 6, 57).

Government of Pakistan, (2007) supported the results and documented that

quality must be vital to any plan of reformation to be made in secondary education

later on. It was ignored for long and it is time that it now gets unique consideration.

In any case, clearly, it would require special look on essential problems like policy

and management of secondary education mainly in the third world countries.

Throughout the history of development, books and libraries have played a

very vital role and they continue to respond to the challenges of the present time in

more effective manners. Knowledge continues to grow in every field at an almost

explosive rate and is carried to the users through the libraries at an economical cost

and therefore importance of the library should be highlighted.

The study showed that sufficient books in the library were not available

(Table 61). The reasons behind it can be shortage of finance, studying practices of

instructors and students and heavy costs of books. The Education Policy 1972 stated

that libraries were rightly considered as a big advantage for schools, for providing

the apprentices and intellectuals a preferred atmosphere for conducting study and

development, but the library facilities in maximum private educational institutions

are extremely deficient. In schools hardly any supplementary reading material is

available to the student. In the college and other institutions of higher education

libraries were poor both in number and quality and much of material is out dated

(Government. of Pakistan, I 972).

157

Currently, the matter of excellence in schooling is of great concern in

multiple schools systems and countries. The study showed (Table46, 75) that non

public institutions provide quality education. Rocco (2008) bolstered that quality is

the most important problem in schooling, commerce and administration today.

Students were going from schools to universities unprepared to meet the

requirements of the people and the society. This problem has a progressively

adverse influence in the general public. Students who were unequipped to end up

capable, profitable residents turn into a weight on the general public.

Imran (2008) contemplated that excellence of education at all stages in

Pakistan was broadly recognized as insufficient. Past reports, particularly the World

Bank report on junior Secondary schooling have inspected many deficiencies in

point of interest. The discoveries, abridged and at different occasions explained in

the sector, were non specific. The exception was the public examination system,

which is of great value in secondary and intermediate schooling as the examinations

not only does the work with complete exclusiveness at these phases, but because, as

intensely faulty exam structure is not the only crisis facing in these phases of

education, no further investments proposed to uplift the excellence of training

changes in teacher prerequisites, syllabus, instructive resources, teaching methods or

physical services were possible to consequence in long-term development till the

wrecked exam structure is fixed.

Memon,(2007) states that great quality education relies upon the

accessibility and successful utilization of (a) using techniques intended to promote

free thinking; (b) competent, inspired, all around prepared teachers; (c) suitable,

very much planned educational modules; (d) useful learning stuff including course

readings; (e) appropriate, all around kept up education setting (f) substantial solid

exam structure. The circumstance in Pakistan's secondary schools misses the mark

in many regards. Instructing is altogether in the address/recital manner. Teachers are

less motivated and they have had little chances to stay updated; educational

programs is obsolete and inadequately dispersed; course books don't coordinate

educational modules destinations, are gravely composed, and of low generation

quality; learning materials, aside from reading material, are alarming; and

examinations are actually defective and their believability is undermined by

boundless duping and different misbehaviors.

158

The study results found (Table 4, 5) that the teachers of private secondary

schools are low paid. They are not satisfied with the pay scales in non public

institutions. Hussain, (2000) reinforces the outcomes and says that just motivated

teachers can make the learning process forceful and important. Legitimate pay

bundle can push the teachers to teach positively. The study demonstrated that pay

scales were not sufficient that urged the teachers to buckle down. It might be

because of absence of appropriate spending plan portions for education. To be an

instructor in Pakistan is neither a prestigious nor a very much remunerated

occupation. By and large, the male enters in educating as a last decision after having

neglected to enter the positions of socially and monetarily more particular

occupation.

Zulfiqar,(2009) additionally supported that the teachers are by and large low

paid and in the predominant financial despondency the woefully developer of the

country have just regularly been headed to frantic measure to push their necessary

demands slightly. The number of teachers increased 494.5% in Khyber

Pakhtunkhwa during 1998-2010, while 849.0% increase occurred during the period

in Peshawar. The progressive growth in number of teachers suggests that the

number of schools is increasing to provide opportunity for learning in the country.

Mode of teaching means that the dialect in which students are made to learn

which should suit their personal and national needs (Table 27, 28). Only the national

language of the country can be the most proper medium of the education. The study

showed that Urdu as medium of education was useful. The medium of guideline is

of basic significance to the education endeavor. Dialect is the vital part of learning

without it none, which recognizes people from other individuals, can be educated.

The decisions for medium of teaching in our country are that: Education in local

dialect, Pashto for Khyber Pakhtunkhwa and so forth. The second option is Urdu,

the ostensible authority dialect. The third is English. English as official dialect is at

number one in the nation however Urdu is for the most part utilized as a part of

Khyber Pakhtunkhwa and Baluchistan workplaces (Government. of Pakistan, 1959).

Reasonable physical amenities are vital for making favorable situation for

producing education procedure. Physical services were not appropriately accessible

in educational institutes. It might be because of the absence of money related assets

and absence of communal participation. The created countries dispense 10 to 20 %

GNP for education however in our country, as per the Economic Survey 2003-04

159

just 2.2 %of GNP was designated for education, which is the slightest one in

creating nations. The asset distribution has not given preference it merited. Absence

of financing in education sector has always been continued right from the earliest

starting point.

Iqbal, (2012) backed the outcomes and said that Physical services like

classrooms, research facilities, libraries, furniture, lodging, transport are not as good

as given at various phases of education. Insufficiencies are found in all education

structure and in a few schools the facilities are scarcely sufficient. Students don't

have a legitimate desk space on which to compose. Numerous establishments don't

have all the required types of appliances and consumables to conduct lab tests.

Library facilities are regularly insufficient or some time missing. Every physical

facility in public sector is given by the administration itself, while in non public

division proprietors of the institute exclusively can't give these facilities up to that

surviving. It is surprising that non public division, in spite of the fact that lingering

behind in the zone of facilities and staffing, yet demonstrated better execution when

contrasted with the government funded schools. The fundamental separating

variable is the improved educational management and checking structure in private

part. Non public institutes are moderately costly so large number of the general

population attend the state funded schools and it is the reason for big size of classes

which influences the educators' execution.

Educational modules assume a basic part in achieving the points and goals of

education. It mirrors the curricular and co-curricular patterns in our foundations that

are the courses of study, the destinations of education, the approach of methods of

teaching including audio visual aids and assessment strategies. Educational

programs are not an end in itself but rather as a methods for understanding the

instructive theory and destinations. The study demonstrated that educational

programs at secondary stage were able to fulfill the society requirements (Table 78).

Government of Pakistan (2007) bolstered it and recorded that an educational

modules ordinarily concentrates on four ranges: objectives, the contents, teaching

method and assessment. The educational modules records scrutinized were by and

large organized around these standards yet there seemed, by all accounts, to be a

poor comprehension of their importance. In various cases, the subject matter was

revised under a particular head without giving consideration to main theme. It was

felt this is increasing class segregation. In the National Education Policy 1998-2010,

160

it is plainly expressed that there would be one educational programs for the whole

nation. The ratio of the admission is troublesome till nature of Public Schools

achieves a globally equivalent level of importance. The target of raising public

division educational programs for competing worldwide models must be plainly

accomplished with a fix time line.

Singh, (2000) joined that to enhance the excellence of schooling two

problems of educational modules should be resolved i.e. the number and scope of

courses offered, and the material of the individual lessons. The main problem

confronted by secondary institutes, in all structures that incorporate both mandatory

and optional subjects, is the suitable bridging between student preferences of

subjects and utilizing facilities and teachers productively. World Bank mission

visited institutes in which nine students were selected for a particular discipline.

Some institutes use specialist instructors for two hours a day. The World Bank

mission recommended that Pakistan should revise price of providing choice, with a

view to minimizing the choice of disciplines and improved utilization of educators'

time, by demanding that subject specialists be ready to teach two disciplines.

Every one of the teachers is not teacher by birth. We prepared teachers to

confer guidelines in a feasible way. The study demonstrated that continuous training

was legitimately given to the teachers (Table1, 30). It has been well said that no

arrangement of education none is superior to teachers. Therefore stress ought to be

laid upon their significant part and it ought to be accentuated that none of the

proposed changes will succeed unless we can count the teaching profession at all

levels. They are men and ladies of the most astounding capacity and we should

prepare them and all those who are in-service up to the highest level equal to

international standard. It is our responsibility to give them that status in the general

public which their national significance warrants. Instructor preparing institutes for

secondary teachers have some potential regarding all round prepared personnel yet

absence of assets results in research less activities in these organizations. Absence

of enthusiasm of teachers affects excellence of education at all stages. Since

teachers and its preparation is a vital piece of value. The study demonstrated that

teaching strategies utilized as a part of the class were useful in accomplishing the

targets (Table 32, 40). Teaching deals with human beings. Teaching techniques and

methods are based upon the subject knowledge and human psychology. Without

proper teaching methods good learning out-put cannot be achieved.

161

Government of Khyber Pakhtunkhwa (2012) bolstered the thought and

archived that teachers need opportunities both to learn and practice new strategies

and to use their skill in customary techniques. Providing these open doors will

require enhancements in both pre service and post service education. At present,

amid pre service training generally little time is spent finding out and practicing of

effective schooling. Actually, pedagogical techniques are normally clarified in

theory instead of being practiced for all intents and purposes. In any case, while

changes in pre service guidance would be useful, more consideration ought to be

given to growing and redesigning in service guidance. At present, teachers of class 9

and 10 have couple of chances, and teachers of class 11 and 12 have none, to

enhance either their substantive information or their techniques of teaching. It is

particularly vital that at whatever point new educational programs or reading

material are presented; all teachers ought to have the option for in service preparing

coordinated towards acquainting them with the new material and giving chances to

learn new strategies.

The study demonstrated that the examination was the real instrument for

student assessment (Table24, 42). Examinations are methods for judging or knowing

the capacities of the students. Great results in examinations are taken as an

indication of learning and capacity. Ross Baird (2009) upheld it and saw that

Educational projects will probably become result oriented after a critical communal

contribution. Organization of parents authorizes the program to reflect the

requirements or worries of the community and provides communal groups to a large

part a stake in the general achievement of projects. Parental inclinations assume a

critical part in the enrolment along with the modification in the curriculum,

examination structure and system of instruction.

162

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

Secondary education is a critical part in all education structure. It offers

middle stage of man power for economic development. Moreover, it provides

students for higher education. The quality of higher education, which creates

amazing professionals in all departments of social, monetary and political existence

of nation, relies on upon the entrance and nature of secondary education. The

government alone could not cope with the provision of education to the ever

increasing population. In order to supplement the efforts of the government private

sector was encouraged to impart quality education to the public. So it is important to

supplement quality and access of private sector secondary educational institutes.

The major purpose of the study was to investigate the impact of private

secondary schools on quality and access of education in Khyber Pakhtunkhwa

(Pakistan). The main objectives of the study were: -

(1) To identify the role of private education sector.

(2) To find out impact of private sector education in terms of quality and access

(3) To suggest measures for the improvement of private education sector.

The Principals of 120 private secondary educational institutions, 600

teachers and 1200 students of were included in the sample. In order to collect data,

three questionnaires were developed i.e. one each for Principals, Teachers and

students. Each questionnaire consisted of 28 items. The researcher personally

visited and administered the questionnaires to the sample institutions to collect the

data.

The collected data was tabulated, analyzed and interpreted by using

descriptive and inferential tests of significance such as mean, standard deviation,

standard error of mean and estimated population mean. On the basis of analysis

conclusions are drawn and recommendations have been made.

163

5.2 Findings

The findings made on the basis of documents reviewed and results drawn

through three questionnaires are given below:

1. Literacy rate of the province has increased up to 50% due to the

comprehensive development strategy 2009-2016.

2. Elementary Education Foundation (EEF), established in 2002, established

199 community schools, three model schools and 67850 learning centers.

3. Intake rate in private secondary schools had improved significantly from

29% to 59% during the years 2011-2014.

4. Net enrollment ratio at secondary level is 22%for girls and 39%for boys in

the province.

5. Number of male and female students of private secondary schools has

reached up to 456197 and 180823 respectively in 2013.

6. 80% teachers agreed that they are provided in service education. (Table: 1)

7. The study results found that the job of teachers is not secure. (Table: 2)

8. 95% teachers viewed that the job security enhances their efficiency to impart

quality education. (Table: 3)

9. The study results revealed that the pay scales of teachers are not satisfactory.

(Table: 4)

10. The study results showed that the teachers are not satisfied with their

emoluments. (Table: 5)

11. 43% teachers supported that physical facilities are adequate in the schools

for teaching (Table: 6).

12. 48% teachers disagreed that adequate equipment is available in the school

laboratory (Table: 7)

13. 48% teachers supported that library is available in the school. (Table: 8)

14. 66% disagreed with use of A.V aids during teaching process. (Table: 9)

15. 68% disagreed with availability of appropriate A.V aids. (Table: 10)

16. The teachers supported that the principal consults teachers in educational

decision-making. (Table: 11)

17. 79% teachers were of the view that there is coordination among the teaching

staff. (Table: 12)

164

18. The teachers supported that principal promotes cooperation. (Table: 13)

19. 94% teachers were of the view that the objectives are set according to the

students’ level. (Table: 14)

20. 84% were of the opinion that the guidance is provided to the students to

achieve set objectives. (Table: 15)

21. 62% teachers opined that curriculum of secondary level is helpful in

achieving the objectives. (Table: 16)

22. 86% respondents supported that contents of the curricula achieve the course

objectives. (Table: 17)

23. 56% teachers hold the opinion that the syllabus taught at secondary level is

according to society needs. (Table: 18)

24. The teachers supported that the curriculum meets societal needs. (Table: 19)

25. 66% respondents supported that lecture method is helpful teaching secondary

classes. (Table: 20)

26. 88% supported use of discussion methods in the class. (Table: 21)

27. 74% teachers supported that methods used for teaching are helpful in

achieving the objectives. (Table: 22)

28. The teachers supported that the teaching is of good quality. (Table: 23)

29. The study results revealed that 66% teachers are in favor of traditional

examination method. (Table: 24)

30. 56% teachers were of the opinion that marking system is fair and it is based

on quality of work of the students. (Table: 25)

31. 64% teachers supported that fair discipline is strictly observed in non public

schools to improve quality of education. (Table: 26)

32. 70% teachers agreed that English is useful medium of education in private

secondary schools. (Table: 27)

33. 61% teachers agreed that Urdu is useful medium of education in private

secondary schools. (Table: 28)

34. 78% students agreed that their teachers are well qualified. (Table: 29)

35. The analysis showed that 91% teachers prepared well before teaching lesson

in the class. (Table: 30)

165

36. 56% students agreed that the teachers are regular and come in the class well

in time to teach. (Table: 31)

37. 70% students supported that the teachers encourage lively discussion in the

class. (Table: 32,)

38. 50% students disagreed with the proper use of A.V aids during teaching

process. (Table: 33)

39. 74% students supported that the teachers make use of questions in the class

while teaching. (Table: 34)

40. The students supported that the teachers encourage questions from the class

in educating process. (Table: 35)

41. 56% students were of the view that their teachers assign homework and

check it regularly. (Table: 36)

42. 74% students supported that the teachers give feedback on their assignment

after checking. (Table: 37)

43. The study results revealed that the teachers are sincere and devoted to

teaching. (Table: 38)

44. 69 % students revealed that the teachers provide democratic environment in

the class during the lesson. (Table: 39)

45. 62% students revealed that the teachers behave friendly in the class during

the lesson.(Table: 40)

46. 50 % students disagreed with the statement that the teachers are role model

for them. (Table: 41)

47. 61% students are satisfied with the evaluation system in vogue. (Table: 42)

48. 52% students disagreed that well equipped laboratories are available in

schools. (Table: 43)

49. 51% students disagreed that experiments are regularly performed in the

laboratory. (Table: 44)

50. 49% students supported that efforts are made to provide quality education in

the school. (Table: 45)

51. 53% respondents were of the view that students of the private institution are

more efficient than other school. (Table: 46)

166

52. 51% students supported that the syllabus being taught is according to the

needs of the society. (Table: 47)

53. 54%students hold supported that library facility is available in the school

with sufficient books. (Table: 48)

54. The majority of the students (45%) disagreed that advance computer

facilities are available in schools. (Table: 49)

55. The 53% students supported that the teachers encourage the students to

participate in co-curricular activities. (Table: 50)

56. The 84% students supported that the teachers encourage the students to work

hard. (Table: 51)

57. 70% students disagreed with statement that well established hostel facilities

are available for the students. (Table: 52)

58. 70% students supported that merit is strictly observed in the admission

policy. (Table: 53)

59. 70% students were of the view that discipline is observed in the private

schools. (Table: 54)

60. Majority of the students (81%) were of the opinion that English be

used as medium of education for schooling. (Table: 55)

61. Majority of the students (57%) were of the opinion that Urdu should be used

as medium of education for schooling. (Table: 56)

62. The principals disagreed (43%) about the newness of the school building.

(Table: 57)

63. The principals hold divided opinion about provision of advance equipment

according to the needs. (Table: 58)

64. The principals (52%) disagreed about provision of updated laboratories in

the schools. (Table: 59)

65. Majority of the principals hold divided opinion about availability of advance

computer laboratory. (Table: 60)

66. Majority of the principals (48%) disagreed about availability of sufficient

modern books in the library. (Table: 61)

67. The principals (73%) were disagreed about provision of transport to the

students. (Table: 62)

167

68. Majority of the principals (81%) showed disagreement about the availability

of hostel facilities to the students. (Table: 63)

69. 71% principals were of the opinion that A.V. aids are not according to

modern needs. (Table: 64)

70. Majority of principals (53%) supported that the teaching staff is sufficient.

(Table: 65)

71. The majority of principals (80%) supported that well qualified teachers are

selected on merit. (Table: 66)

72. The principals (79%) agreed about the observation of right person for the

right job policy in the schools. (Table: 67)

73. The principals (78%) agreed that specialist teachers are available for each

subject. (Table: 68)

74. 88% principals agreed that the teachers are professionally skillful.(Table: 69)

75. The principals (88%) agreed that the teachers of non public schools are

academically sound. (Table: 70)

76. Majority of the principals (93%) agreed that the faculty members are

involved in decision making. (Table: 71)

77. The analysis showed that (88%) principals agreed about coordination among

teachers and the principal. (Table: 72)

78. The analysis showed (77%) that the Principal's attitude towards teachers is

friendly. (Table: 73)

79. The principals agreed that the assessment process is unbiased. (Table: 74)

80. 55% of principals supported that quality is the main focus in all educational

activities. (Table: 75)

81. 86% of principals supported that merit is observed in admission policy.

(Table: 76)

82. The analysis showed that 78% principals agreed about periodical evaluation

of the institution. (Table: 77)

83. 71% principals were of the opinion that the curriculum is according to the

needs of the society. (Table: 78)

84. 52% principals were of the negative opinion about the present curricula

being at secondary level are at par with international standard. (Table: 79)

168

85. 56% principals disagreed that present curricula help to develop critical

thinking among students. (Table: 80)

86. 77% principals supported that the contents of curricula help in achieving

course objectives. (Table: 81)

87. 94% principals agreed that discipline is strictly observed in the institutions.

(Table: 82)

88. The principals were of the divided opinion about the use of English as

medium of education. (Table: 83)

89. The principals were of the divided opinion about the use Urdu as medium of

education. (Table: 84)

169

5.3 Conclusions

On the basis of analysis of statistical data and findings of the study, the

subsequent conclusions were drawn:

1. It was concluded that private sector is complementing the efforts of

government in providing access to education.

2. The findings showed that intake ratio in private secondary schools have

reached up to 59% in the province.

3. The teachers of the private secondary schools were academically as well as

professionally sound and provide guidance to the students. They were

regular and come in class well in time.

4. The curriculum was according to the need of the society but it is not at par

with the international standards.

5. Merit is strictly observed in the admission policy to provide equal access to

education.

6. Discipline was observed in the private schools which results in imparting

quality education to the students.

7. Hostel and transport facilities were found unsatisfactory because of financial

constraints.

8. There was coordination among the teachers and the principal and all faculty

members were consulted in decision making process for quality of education.

9. Audio Visual aids were not properly used in classes. The reason behind it

was their non-accessibility at schools or these might not be up to the mark of

modern age.

10 Sufficient modern books were available in the library. However, the teachers

showed their concern about availability of sufficient number of modern

books. It might be because of absence of sufficient assets, perusing

propensities for teachers and students and also high costs of books.

11. Pay sizes of the employees were not satisfactory that urge the teachers to

buckle down. It might be because of absence of adequate spending

allotments for education in private sector or because of the restricted assets

of non-public schools.

12. Well prepared science research facilities and PC labs and were not

accessible in a large portion of the establishments. It might be because of the

absence of monetary assets and absence of group association.

170

13. Traditional examinations were the significant instrument for student

assessment. Impartial and fair marking would be helpful to improve the

quality of education in non-public schools.

14. Urdu and in addition English, both as medium of guideline were utilized in

the private secondary schools. Both the dialects were useful in conferring

information to the students.

15. It was finished up from the study that teaching techniques utilized as a part

of the class were useful in accomplishing the targets of quality education.

16. The students were encouraged to participate in co-curricular activities on the

principle that sound body have sound mind.

17. The contents of curricula help in achieving course objectives but a lot of

concern had been shown about developing critical thinking among students

with the help of this curricula.

171

5.4 Recommendations

In the light of light of findings and conclusions of the study, following

recommendations were made:

1. It was found in the study that A.V. aides were not genuinely used as a part of

the classrooms. It is recommended that A.V. aides may be prearranged in the

private secondary schools and the teachers may be given training of using

advance A.V aids to make a difference of quality.

2. Availability of physical resources is a key factor of quality in private

secondary schools. The study revealed that adequate number of books were

not present in the library. It is recommended that more finance be provided

to the private secondary schools to purchase books, PCs, and `Internet

facility'. A library period may be compulsorily reserved for the students for

development of their habit of reading.

3. The study results found that computer laboratories are not all rounded

arranged. It is recommended that computer laboratories be upgraded and web

facility be given to the students to have an access of information about

present day developments.

4. The results revealed that payment given to teachers of private secondary

schools was not ample enough to fulfill their needs. Resultantly they do not

feel encouragement to work efficiently. It is recommended that money

related matters be resolved for private zone and the payment of private

secondary schools be made at par with the public school teachers. Moreover,

surety of the community participation is made in monetary matters.

5. The outcomes of the present study revealed that instructive modules at

secondary level are not of up standard with all inclusive measures. It is

recommended that the instructive projects should be made to make the

curriculum upgraded.

6. The results found that appropriate transport and hostel facilities were not

accessible. It is suggested that monetary assets might be reserved for giving

hostel facilities and the community ought to give the students pick and drop

facility.

7. The study demonstrated that research laboratories were accessible however

these are not all round prepared. It is recommended that all round prepared

science research laboratories and PC labs be set up for improvement of

172

excellence of education. For this reason appropriate budgetary assets should

be dispensed.

8. The study results found that conventional examination structure is followed

in private schools. It is suggested that conventional examination system

should be redesigned with the progression of time to enhance quality.

9. It is recommended that a study may be conducted to highlight the necessities

of society which could be joined in the instructive modules to make it more

essential and related with the practical life of the general population.

10. The study demonstrated that both English and Urdu had been used as

medium of instruction in private secondary schools. It is recommended that

selection of language for teaching be made on the capabilities of the

students. English should not be used compulsorily as medium of instruction.

173

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182

ANNEXTURE 1

QUESTIONNIRE FOR TEACHERS



(PAKISTAN)

Name:_________________ Educational qualification:__________________

Note: SA stands for strongly agree, A stands for agree, UN stands for undecided, DA

stands for disagree and SD stands for strongly disagree. Please tick the most

appropriate answer.

Q.NO Statement SA A UD DA SD

1 You are provided in service training.

2 Your job is secured.

3 Your efficiency is positively affected with job

security.

4 Your pay scale is excellent and it encourages you

to work hard.

5 You are satisfied with the emoluments.

6 Physical facilities are sufficient for your

teaching.

7 Adequate equipment is available in the school

laboratory.

8 Library is available at school.

9 Audio visual aids are available and are

appropriate.

10 Audio Visual aids are used properly in process of

teaching.

11 Principal consults teachers in decision-making.

12 There is co-ordination among the teaching staff

of the institution.

13 Principal promotes cooperation.

14 Objectives are set according to students’ level.

15 Teachers guide the students towards achieving the

objectives.

16 Curriculum of secondary level is helpful in achieving the objectives.

183

Q.NO

Statement SA A UD DA SD

17 Contents of curricula achieve course objectives.

18 Syllabus taught is according to the desires of

society.

19 Curriculum at secondary level meets the societal

needs.

20 Lecture method is used in the class.

21 Discussion method is used in the class.

22 Methods of teaching used in the class achieve

course objectives.

23 Institution imparts quality education.

24 Traditional examination method is used for

student evaluation.

25 Marking system is fair and based on quality work

of students.

26 Discipline is observed strictly in the schools.

27 English as medium of instruction is useful.

28 Urdu as medium of instruction is useful.

184

ANNEXTURE 2

QUESTIONNIRE FOR STUDENTS



(PAKISTAN)

Name:_________________ Class:____________________



appropriate answer.


1 Your teachers are well qualified.

2 Teachers prepare well before teaching the lesson.

3 Teachers come to class in time.

4 Teachers encourage lively discussion in class.

5 Audio Visual aids are used properly in the class.

6 Teachers use question answer technique in the

classrooms.

7 Teachers encourage questions from the students.

8 You are given homework and is checked

regularly.

9 You are given proper feedback after checking

your assignments.

10 Teachers are sincere and devoted to teaching.

11 Your teachers provide democratic environment in

the class.

12 Teachers behave friendly in the classroom.

13 Teachers are role model for students

14 You are satisfied with the evaluation system.

15 Well equipped laboratories are available in

school.

185


16 Experiments are performed in laboratory regularly.

17 Efforts are made to provide quality education in

the school.

18 Students of your institution are more efficient

than other institution.

19 Syllabus taught is according to the desires of the

society.

20 Library is available in the school with the

sufficient books.

21 Advance computer-lab facilities are available in

school.

22 Teachers encourage co-curricular activities.

23 Teachers encourage students to work hard.

24 Institution has well established hostel facility for

students.

25 Merit is strictly observed in the admission

policy.

26 Discipline is observed strictly in the institution.



186

ANNEXTURE 3

QUESTIONNIRE FOR PRINCIPALS



(PAKISTAN)

Name:_________________ Educational qualification:__________________



appropriate answer.


1 School building is new and attractive.

2 Advance equipment is provided in accordance

with the need.

3 Updated laboratories are provided.

4 Sufficient and advance computer facilities are

available.

5 Sufficient modern books are accessible in library.

6 Transport facilities are provided to students.

7 Hostel facility is available.

8 Audio Visual aids fulfill modern needs.

9 Teaching staff is sufficient.

10 Well qualified teachers selected on merit.

11 Right person for right job policy is observed.

12 Specialist teachers are available for each subject.

13 Teachers are professionally skillful.

14 Teaching faculty is academically sound.

15 Faculty members are involved in decision

making.

16 There is coordination among the teaching staff

and the principal in all educational activities.

187

Q.NO

Statement SA A UD DA SD

17 Principal's attitude is friendly towards teachers.

18 Students’ assessment process is unbiased.

19 Quality is the main focus in all educational

activities.

20 Merit is observed in the admission policy.

21 Evaluation of the institution is periodically done.

22 Curriculum is in accordance with the requisites of

society.

23 Present curricula are at par with International

standard.

24 Curricula develop critical thinking in students.

25 Contents of the curricula help in achieving the

course objectives.

26 Discipline is observed strictly in the institution.



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