Professional Documents
Culture Documents
Taluka City.
CHAPTER-I
Introduction
1.1 Background
It helped the man to make new and major technologies like as mobile
communication where people touch to other. Television also is the example of education
through which we know all real facts of world and make us up-to-date. Aero plane and
helicopter is the technologies from which we travel from one place to another and
overcome the difficulties in the traveling. Aero plane is the source of fast and time
saving. This is the real facts of importance of education in Pakistan.
Education is very helpful for us because it helped the man whom makes
the atomic bomb to escape our enemy and make our civilian strong. People are going to
make new things like gun because it is very useful thing. I cannot explain the importance
of education in Pakistan because every man and woman is struggling in the importance
of education.
At its most basic level, education is important because it gives people the
baseline skills to survive as adults in the world. These skills include basic literacy and
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numeracy, as well as the ability to communicate complete tasks and work with others.
Education is essential for nearly every type of job or career, and in many cases,
education makes the difference between being able to perform a job safely and
accurately and being unable to perform a job at all.
In this research thesis an attempt has been made to evaluate the outcomes
of public sector investment in education by government of Sindh at Hyderabad district
that what are the results of government initiatives taken to improve the quality of
education and educational development .what facilities are available for students of
Hyderabad at Higher Secondary Level.
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Non-serious attitude of government school teachers is likely to be cause of
private schooling.
This was also May possible that teachers of government schools don’t take the
subjects serious and beneficial for student’s progress
1.5 Limitation
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CHAPTER-II
2.1 Education
The Department of Education and Training is responsible for national policies and
programs that help Australians access quality and affordable early child care and
childhood education, school education, higher education, vocational education and
training, international education and research.1
To make matters more complicated, theorists have made a distinction between the
purpose of education and the functions of education. A purpose is the fundamental goal
of the process—an end to be achieved. Functions are other outcomes that may occur as a
natural result of the process—byproducts or consequences of schooling.
For example, some teachers believe that the transmission of knowledge is the primary
purpose of education, while the transfer of knowledge from school to the real world is
something that happens naturally as a consequence of possessing that knowledge—a
function of education. Because a purpose is an expressed goal, more effort is put into
attaining it. Functions are assumed to occur without directed effort. For this reason it’s
valuable to figure out which outcomes you consider a fundamental purpose of education.
Acquisition of information about the past and present: includes traditional disciplines
1
https://en.wikipedia.org/wiki/Education
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such as literature, history, science, mathematics Formation of healthy social and/or
formal relationships among and between students, teachers, others2
“The purpose of education is to develop student’s desire and ability to think and learn
about the world around them. Further, the purpose is to learn how to develop
relationships that will enable students to work with their peers, throughout their
schooling and beyond."
To prepare our children for higher education, teach them to navigate social interactions
with peers from different backgrounds, and to help them become tax paying members of
society. It is to provide them with the building blocks to figure out what they want to do
with their lives and to spark their curiosity to learn more and to build on the skills that
they already have. In the case of children with disabilities it is also to teach them
functional skills so that they can function on their own once they leave school behind and
to potentially obtain and keep a job for those that are high functioning.3
“The one continuing purpose of education, since ancient times, has been to bring people
to as full a realization as possible of educational purpose have also been widely accepted:
to develop the intellect, to serve social needs, to contribute to the economy, to create an
effective work force, to prepare students for a job or career, to promote a particular social
or political system. These purposes offered are undesirably limited in scope, and in some
instances they conflict with the broad purpose I have indicated; they imply a distorted
human existence. The broader humanistic purpose includes all of them, and goes beyond
them, for it seeks to encompass all the dimensions of human experience.”—Arthur W.
Foshay, “The Curriculum Matrix: Transcendence and Mathematics,” Journal of
Curriculum and Supervision, 19914
A good quality education is one that provides all learners with capabilities they require to
become economically productive, develop sustainable livelihoods, contribute to peaceful
and democratic societies and enhance individual well-being. The learning outcomes that
are required vary according to context but at the end of the basic education cycle must
2
https://www.stoa.org.uk/topics/education/The%20Meaning%20of%20Education.pdf
3
http://www.parenting.com/blogs/mom-congress/melissa-taylor/what-purpose-education
4
http://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf
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include threshold levels of literacy and numeracy, basic scientific knowledge and life
skills including awareness and prevention of disease. Capacity development to improve
the quality of teachers and other education stakeholders is crucial throughout this
process.5
Leaders must become aware of the importance that education and training have on
employment and local businesses. In addition to the economic return to individuals and
to society as a whole, higher education improves quality of life in a variety of other
ways, including better health practices, social variables such as participation in charities
and volunteer work, and the better education of children ("Investing in higher education",
Dawn Education, Nov 11, 2007).
All the work that is done systematically to help faculty members to do their best to foster
student learning” . (Knight & Wilcox, 1998, p. 98)
The term was broader than faculty development, in that it encompassed instructional,
curriculum, organizational, and some aspects of faculty development. In another sense,
the term was narrower in that it focused on the teaching domain, as opposed to all
aspects of academic career development.”(Bédard, Clement & Taylor)8
5
http://www.vvob.be/vvob/en/education/our-vision-on-quality-education
6
http://www.right-to-education.org/issue-page/education-quality
7
http://www.interface.edu.pk/students/Aug-10/Quality-education-in-Pakistan.asp
8
http://www.hirosaki-u.ac.jp/jimu/gakumu/fd/20/05.pdf
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2.4.1 Faculty Development
Instructional development programs can also examine how a course fits into the overall
departmental and institutional curriculum; they help define instructional goals and
methods that will maximize learning; they evaluate course effectiveness in terms of goal
achievement; they support faculty in selecting and using teaching and learning
technologies; and they produce or evaluate learning materials for use in the course.
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institution. The philosophy is that if one can build a structure that will be efficient and
effective in supporting faculty and students, the teaching/learning process will thrive.9
The education system in Pakistan is generally divided into six levels: Preschool (for the
age from 3 to 5 years); primary (grades one through five); middle (grades six through
eight); high (grades nine and ten, leading to the Secondary School Certificate or SSC);
intermediate (grades eleven and twelve, leading to a Higher Secondary (School)
Certificate or HSC); and university programs leading to undergraduate and graduate
degrees.10
Primary Stage: It is from class 1 to 5. It has duration of 5 years. Children of 4-5 years
take admission in class 1.
Middle Stage: It is from class 6 to 8. It has duration of 3 years. Children who have
passed the primary take admission in class 6.
Secondary stage: It is from class 9 to 10. It has duration of 2 years. The secondary board
issues SSC certificate on passing the secondary exam.
Higher Secondary Stage: It is from class 11 to 12. It has duration of two years. The
higher secondary board issues HSC certificate on passing the higher secondary exam.
University Level: The students after passing the higher secondary exams can get
admission in a college for a degree course. It has duration of 4 years now.11
9
http://podnetwork.org/about-us/what-is-educational-development/
10
https://en.wikipedia.org/wiki/Education_in_Pakistan
11
http://www.awamipolitics.com/structure-of-formal-education-system-of-pakistan-3089.html
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Although the academic standard in government schools remains dismal in Hyderabad,
the schools in the rural parts of the district seem to be faring better than their urban
counterparts. These findings were reported in a study carried out by the Institute of
Social and Policy Science (I-SAPS) in collaboration with AlifAilaan.
The organizations based this study on the six constituencies of the Sindh Assembly in
Hyderabad, ranking each of them against their standards of quality and their facilities.
“We believe that [the] education reforms have not been successful in the province
because we have never considered the political aspect of it,” contends Abdullah Alam,
the I-SAPS research fellow who conducted the study. He believes that, like the
bureaucrats and the education officials, the electorate of a constituency can hold their
representatives accountable for the education standard as well.
“We believe that [the] education reforms have not been successful in the province
because we have never considered the political aspect of it,” contends Abdullah Alam,
the I-SAPS research fellow who conducted the study. He believes that, like the
bureaucrats and the education officials, the electorate of a constituency can hold their
representatives accountable for the education standard as well. The study observes that
around 40 per cent of schools in PS-50 and PS-49 lack clean drinking water, while the
same percentage of schools in PS-49 are without electricity. The latter constituency falls
in Latifabad, which is an urban area, and the former in the rural area. Alam said they
widely disseminate the findings among the stakeholders. “The rankings create a sort of
competition among the politicians and the community,” he believed. The highest number
of schools without drinking water facilities, boundary walls, toilets and electric supply
also happen to be in the rural taluka. Around 25 per cent of them are without electricity
and toilets and more than 40 per cent have no water. Slightly over 13 per cent of the
schools do not have boundary walls. Published in The Express Tribune, September 22nd,
2015.
Mr. Ali a research fellow considers lack of government schools and the dwindling
quality of education has increased the number of private schools in the province. In the
past five years, nearly 1,500 new private schools have been registered in Karachi.The
Sindh directorate of inspection of private institutions registered 257 schools in 2013, 341
in 2014, 220 in 2015, 322 in 2016 and 274 in 2017. Private schools have been increasing
in the city and a new school is opened each day, which is why we see a new school in
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every nook and cranny of Karachi. In the past five years, nearly 1,500 new private
schools were registered in the city. According to the directorate, there are nearly 20,000
private schools, out of which 12,000 are registered while others are unregistered. The
World Bank is being approached for the enumeration of the private schools, which is
expected to be completed in the next six months. The quality of education is suffering
the most with this increased mushrooming of schools in Sindh in general and Hyderabad
in particular.
The published blog in Express Tribune on January 25 2017 that minister of education
Sindh accepts the failure of education emergency in Sindh, as the results are not
fascinating enough to combat dropout of children after passing grade three or five and
the statistics for the close schools has not been much decreasing even after passing one
year. No significant change occurred in literacy ratio andstate of primary and secondary
education of Sindh.
These are some of the disturbing findings in government schools brought to light in a
survey report titled ‘Do Schools Get Money?’, published by the Pakistan Coalition for
Education (PCE), in collaboration with Oxfam.
As of September, nearly 57 per cent of public schools lacked usable toilet facilities,
while 26 per cent do not have access to clean drinking water.
The coalition surveyed fund allotments and their utilisation in public schools across the
country. The study also focused on ‘co-dependent factors’, such as student enrolments,
attendance, teacher allocations and the working mechanisms of school management
councils (SMCs).
Sample data was collected from 2,312 government primary schools; 10 districts from
Punjab, six from Sindh, five from Khyber-Pakhtunkhwa, two from Baluchistan and one
from Kashmir.
A significant finding from the study is the increasing rate of female student dropouts
among girl schools. On average, around 24 female pupils are enrolled in class one; this
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number goes down to 13 by the time they are promoted to class five. By comparison,
dropout rates in boy schools were found to be slightly lower for the same classes.
Access to books through libraries stands at a mere 13 per cent in all the schools
surveyed.
Approximately half of the schools surveyed had either one or two teachers for all classes;
19 per cent of schools had just a single teacher, while 32 per cent of schools had two
teachers. Nearly 19 per cent of schools reported having three teachers, while 11 per cent
had four.
Only 20 per cent of the primary schools surveyed had five or more teachers.
Given the lack of facilities on the ground, the research revealed that nearly 68 per cent of
surveyed schools did not receive their school council grants for the fiscal year of 2014-
15; with 50 per cent reportedly having received the funds at the end of the fiscal year.
These annual grants are given to SMCs to help school administrations maintain their
facilities. These school councils are composed of the parents of enrolled students, and
teaching staff and community members.
The report showed that around 50 per cent of the total school council funds were utilized
on repairs, installments and whitewash at the schools.
The report shows that school council formulation requires half the members to be the
parents of students. In the absence of a minimum education requirement on membership,
the report claims that these councils are likely to make less informed decisions and
demands.
“We need to drop the formulaic education system, which measures its performance on
numbers rather than quality,” said AmimaSayeed, PCE chairperson and co-author of the
report.
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Jerry Longfield wrote in “The role and impact of private schools in Developing
countries” the interpretation of some assumptions appears designed to lead to a negative
appraisal of the role of private schools. For instance, on equity (geographically reaching
the poor), the assumption appears to be interpreted to mean that an unspecified but very
large percentage of the poor and poorest should already be in private schools. With this
interpretation, the Rigorous Review finds only ambiguity and no positive evidence in
favor of private schools. A more realistic interpretation, bearing in mind that this is an
initiative that has arisen from within poor communities themselves, is that private
schools serve at least significant minorities of the poor and poorest. With this alternative
interpretation, the evidence becomes positive in favor of private schools.
There is a lot at stake if the people themselves appear to be rejecting sixty-five years of
development consensus that emerged from the Universal Declaration of Human Rights in
1948.
Strong findings in favor of private schools: This is a very important and robust
finding: that private schools are better quality than government schools. For instance,
excellent studies from India include Desai et al. (2008) and French and Kingdon (2010),
which show ‘positive private school achievement advantage based on standardized test
scores’ even after controlling for observable and unobservable household factors
(Rigorous Review, p. 15). Other rigorous studies find similar effects from other settings,
including Africa (Rigorous Review, p. 16).
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Ohba admits that ‘data obtained from the two government schools were not as reliable as
those obtained from the private schools’ (2012: 770). It turns out that the private schools’
owners, with admirable concern for their charges, knew of ‘the whereabouts of each
primary school leaver’ (p. 769), whereas the government head teachers thought that
‘once pupils had graduated, they were no longer the school’s responsibility and there was
thus no obligation to track their progress’ (p. 770). In the end, the government head
teachers had to ‘guess the whereabouts of each school leaver’ (p. 770, emphasis added).
So the government evidence is likely to overestimate retention to secondary school,
particularly as the government head teachers ‘assumed that those who had performed
well must have gone on to and stayed on at secondary school’ (pp. 773–5). (Ohba
specifically states on pp. 773 and 775 that the government figures in particular are likely
to be an overestimate.)
Based on the findings synthesized above, further research in the following areas could
strengthen the evidence base on the role and impact of private schools in developing
countries.
• Quality: There is a need for more research on whether private schools provide quality
education in absolute terms, and not just by comparison with state schools. This is
particularly important in the context of the worryingly low overall learning levels in
government and private schools in rural areas in many countries. The review has also
identified the need for more studies using rigorous methodologies accounting for pupil
social background to attempt to identify more rigorously the true extent of the private
school effect on pupil learning outcomes. Finally there is a need to research the nexus
between quality of teaching, teacher accountability, teachers’ salaries and working
conditions given the concern raised in some of the literature as to whether these are
compromised in private schools, and particularly LFPs.
• Cost-effectiveness: More detailed case study data and analysis of private schools’
costs, inputs and outputs are necessary to arrive at a more reliable account of their cost-
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effectiveness. Further research is also needed on the financial sustainability of private
schools, and the comparative sustainability of different funding models over time. 5.
Synthesis of the evidence and gap analysis.
• Affordability: There is a need for more long-term studies that can track the total costs
of private schooling over a sustained period on lower-income household expenditure, to
identify the extent and types of welfare and other sacrifices households make in order to
pay private school fees, and to assess the value of the trade-offs households make.
• Choice: Future studies could grapple with the conceptual challenge of understanding
how parents/guardians form views of quality and expectations of private and state
schools in different contexts, in particular how information is communicated, and how it
influences choices. Do parents make ‘active’ choices or are they bound into a political
economy of ‘choice’ –for example, how socioeconomic status influences school options
at the local level?
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widely interrogated in published research. Studies reporting on the impact of new
interventions and policies, some of which are underway but unpublished, could begin to
fill this gap.
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CHAPTER-III
Research Methodology
Research design is the method of investigation the existing issues with the
use of research methodology. In order to collect data from respondents the researcher
analyzed and interpreted data through the descriptive approach utilization for this
research. Action research approach is used commonly to identify and evaluate the quality
of ongoing process.
3.2 Population
The targeted population in this research study is all the students of Private
Schools Hyderabad Taluka City .
3.3 Sampling
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3.4 Research Tool
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CHAPTER-IV
Table No.4.01
Result:
Total Students Agree Uncertain Disagree
number of classrooms
Agree
Uncertain
Disagree
Analysis: The analysis of above statement responded by student shows that 80% students
of private schools are satisfied with the facility of classroom having wide space and
suitable for learning process. While 10% students remained unsatisfied.
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Q2. Private Schools will strengthen the basis of student′s learning.
Table No.4.02
Result:
Total Students Agree Uncertain Disagree
student′s learning
Agree
Uncertain
Disagree
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Q3. Science laboratory is well equipped at School for practical teaching/ assessment.
Table No.4.03
Result:
Total Students Agree Uncertain Disagree
Science laboratory
Agree
Uncertain
Disagree
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Q4. Computer lab facility is available in School.
Table No.4.04
Result:
Total Students Agree Uncertain Disagree
Computer Lab
Agree
Uncertain
Disagree
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Q5. Drinking water, washroom and School is having a better arrangement of cleanliness.
Table No.4.05
Result:
Total Students Agree Uncertain Disagree
Arrangement
Agree
Uncertain
Disagree
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Q6. Play ground facility is available at school for athletic activities.
Table No.4.06
Result:
Total Students Agree Uncertain Disagree
Play Ground
Agree
Uncertain
Disagree
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Q7. School provides co-curricular activities to students (i.e. debate, speech, quiz
competition etc in order to enhance learning of students.
Table No.4.07
Result:
Total Students Agree Uncertain Disagree
Cocurricular activities
Agree
Uncertain
Disagree
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Q8. Teachers in this school teach with perfection and responsibility and well prepared
before delivering the lecture.
Table No.4.08
Result:
Total Students Agree Uncertain Disagree
perfection in teaching
Agree
Uncertain
Disagree
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Q09. Teachers and School administration promotes confidence and self esteem of
learners.
Table No.4.09
Result:
Total Students Agree Uncertain Disagree
40 35 87.5% 03 7.5% 02 5%
Agree
Uncertain
Disagree
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Q10. Teachers and School administration is co operative with students.
Table No.4.10
Result:
Total Students Agree Uncertain Disagree
Agree
Uncertain
Disagree
Analysis: From analysis of above statement responded by students shows that 90% are
agreed that teachers and school administration is cooperative with students and remains
in front regarding solution of student’s problems and issue in learning process. While
7.5% students are remained uncertain regarding provided statement.
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Q11. Teachers assigned homework/assignments/group task to students.
Table No.4.11
Result:
Total Students Agree Uncertain Disagree
homework/assignment
Agree
Uncertain
Disagree
Analysis: From analysis of above statement responded by students shows that 70%
students are agreed that their teachers assigned homework/assignments to students.
While 22.5% remained disagreed on above provided statement.
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Q12. Teachers are very regular and punctual in taking classes.
Table No.4.12
Result:
Total Students Agree Uncertain Disagree
40 36 90% 02 5% 02 5%
Punctuality
Agree
Uncertain
Disagree
Analysis: From analysis of above statement responded by students shows that 90% are
agreed that teacher in their colleges are very regular and punctual in taking classes.
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Q13. AV aids are properly utilized in classroom.
Table No.4.13
Result:
Total Students Agree Uncertain Disagree
AV Aids
Agree
Uncertain
Disagree
Analysis: From analysis of above statement responded by students shows that 80%
students are satisfied regarding validity and usage of Av aids in teaching learning
process.
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Q14. Teachers encourage students when students ask questions in classroom.
Table No.4.14
Result:
Total Students Agree Uncertain Disagree
Encouragement
Agree
Uncertain
Disagree
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Q15. School is having an appropriate assessment policy? Weekly /monthly assessment
increases ability of students to perform well.
Table No.4.15
Result:
Total Students Agree Uncertain Disagree
Assessment policy
Agree
Uncertain
Disagree
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CHAPTER-V
5.1 Findings
After analyzing the data received from research tool –questionnaire, the
researchers reached at different point about this research. These points are described as
under:
Availability of Audio visual aids, over head projectors etc to help students in
learning process.
Teachers are abiding toward their duties and performed their job in an
appreciable manner.
discussions.
5.2 Conclusion
From this research study we can concluded that education in private school is result
orients , the private sector investment and initiatives are beneficial , effective and
efficient toward providing quality education and educational development at Hyderabad
city’s Taluka for students to fulfilling their needs toward pre professional education
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Bibliography
1986, Ahmed N.K, Evaluation Process in the Educational System in Pakistan AIOU,
Islamabad, Pakistan
1987, Arcaro J.s, Quality in Education. Deep and Deep Publication, New York, USA.
1995, K.Singh, Toward Quality of Secondary Education Agenda for 21st Century
Vikas Publishing House, New Delhi.
Web Pages
1.
https://en.wikipedia.org/wiki/Education
2. The Meaning of Education, Judith Lloyd yero
https://www.stoa.org.uk/topics/education/The%20Meaning%20of%20Education.
pdf
3. http://www.parenting.com/blogs/mom-congress/melissa-taylor/what-purpose-
education
4. What is Purpose of Education
http://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf
5. http://www.vvob.be/vvob/en/education/our-vision-on-quality-education
6. http://www.right-to-education.org/issue-page/education-quality
7. http://www.interface.edu.pk/students/Aug-10/Quality-education-in-Pakistan.asp
8. Educational Development: redefining the scope and meaning of education
http://www.hirosaki-u.ac.jp/jimu/gakumu/fd/20/05.pdf
9. http://podnetwork.org/about-us/what-is-educational-development/
10. https://en.wikipedia.org/wiki/Education_in_Pakistan
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Appendix-A
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