This target of universalization of primary education seems to be difficult to achieve with the current pace of students participation

This target of universalization of primary education seems to be difficult to achieve with the current pace of students participation. The objectives of education were elaborated and emphasis was laid on the overall development of the individual through an education process so that he or she could become an effective member of the society .The commission also suggested that the teaching in the primary schools should reflected local interested and the teachers should exercise sufficient initiative in finding material for their lessons in the resources of their village and in the community. Focal point of the study was to assess the perception of the role of government in promoting effective primary education A case study of Punjab education foundation .For this study all male and female teachers of district Vehari and district Multan served as population. The study about PEF schools of Multan division. Therefore, out of the list of thirty four schools were selected and from Eighteen schools Multan district and sixteen Two districts was selected sample of this study. Empirical evidence of improved quality of students learning in terms of their enhanced achievement scores was available only in the case of three projects, i.e. Primary Teaching Kit, Supplementary Readers, and Primary Education Project Improved Learning Environment. CONTENTS HYPERLINK l page3 CHAPTER 1 HYPERLINK l page3 1 HYPERLINK l page3 INTRODUCTION HYPERLINK l page3 1 HYPERLINK l page12 1.1 HYPERLINK l page12 Statement of the problem HYPERLINK l page12 10 HYPERLINK l page12 1.2 HYPERLINK l page12 Objective of the study HYPERLINK l page12 10 HYPERLINK l page13 1.3 HYPERLINK l page13 Research Question HYPERLINK l page13 11 HYPERLINK l page13 1.4 HYPERLINK l page13 Significance of the study HYPERLINK l page13 11 HYPERLINK l page14 CHAPTER 2 HYPERLINK l page14 12 HYPERLINK l page14 LITERATURE REVIEW HYPERLINK l page14 12 HYPERLINK l page14 2.1 HYPERLINK l page14 Education HYPERLINK l page14 12 HYPERLINK l page14 2.2 HYPERLINK l page14 Definitions of Basic education HYPERLINK l page14 12 HYPERLINK l page15 2.3 HYPERLINK l page15 Universalizing Basic Education HYPERLINK l page15 13 HYPERLINK l page16 2.4 HYPERLINK l page16 Importance of Education HYPERLINK l page16 14 HYPERLINK l page18 2.5 HYPERLINK l page18 Primary Education HYPERLINK l page18 16 HYPERLINK l page20 2.6 HYPERLINK l page20 Importance of Primary Education HYPERLINK l page20 18 HYPERLINK l page21 2.7 HYPERLINK l page21 System of Primary Education HYPERLINK l page21 19 HYPERLINK l page23 2.8 HYPERLINK l page23 Primary Teachers Education HYPERLINK l page23 21 HYPERLINK l page27 2.9 HYPERLINK l page27 Teachers at Primary Level HYPERLINK l page27 25 HYPERLINK l page28 2.10 HYPERLINK l page28 Present Monitoring System at Primary Level in Pakistan HYPERLINK l page28 26 HYPERLINK l page29 2.11 HYPERLINK l page29 Policy and plan provisions for primary education in Pakistan HYPERLINK l page29 27 HYPERLINK l page35 2.12 HYPERLINK l page35 National Education Policy (1992) on teacher education HYPERLINK l page35 33 HYPERLINK l page37 2.13 HYPERLINK l page37 Quality Concerns and Commitments by the Government of Pakistan HYPERLINK l page37 35 HYPERLINK l page39 2.14 HYPERLINK l page39 Government effectiveness in delivering education HYPERLINK l page39 37 HYPERLINK l page39 2.15 HYPERLINK l page39 Factors that Constitute priority indicators of Quality Primary Education HYPERLINK l page39 37 HYPERLINK l page41 2.16 HYPERLINK l page41 Implementation of Quality Primary Education initiatives HYPERLINK l page41 39 HYPERLINK l page44 2.17 HYPERLINK l page44 Flexible Education HYPERLINK l page44 42 HYPERLINK l page46 2.18 HYPERLINK l page46 The Right-Based Approach to Education HYPERLINK l page46 44 HYPERLINK l page47 2.19 HYPERLINK l page47 Teacher beliefs that all students can learn HYPERLINK l page47 45 HYPERLINK l page48 2.20 HYPERLINK l page48 Barriers to Education HYPERLINK l page48 46 HYPERLINK l page49 CHAPTER 3 HYPERLINK l page49 47 HYPERLINK l page49 RESEARCH METHODOLOGY HYPERLINK l page49 47 HYPERLINK l page49 3.1 HYPERLINK l page49 Population HYPERLINK l page49 47 i HYPERLINK l page49 3.2 HYPERLINK l page49 Sample HYPERLINK l page49 47 HYPERLINK l page50 3.2.1 HYPERLINK l page50 Sampling Frame HYPERLINK l page50 48 HYPERLINK l page50 3.3 HYPERLINK l page50 Research Tool HYPERLINK l page50 48 HYPERLINK l page50 3.4 HYPERLINK l page50 Data collection HYPERLINK l page50 48 HYPERLINK l page50 3.5 HYPERLINK l page50 Data Analysis HYPERLINK l page50 48 HYPERLINK l page51 CHAPTER 4 HYPERLINK l page51 49 HYPERLINK l page51 DATA ANALYSIS HYPERLINK l page51 49 HYPERLINK l page83 Gender Wise Mean Comparison Analysis HYPERLINK l page83 81 HYPERLINK l page85 Gender-Wise T-Test on Statements HYPERLINK l page85 83 HYPERLINK l page92 Location-Wise Mean Comparison Analysis HYPERLINK l page92 90 HYPERLINK l page95 Location-wise T-Test on Statements HYPERLINK l page95 93 HYPERLINK l page102 CHAPTER 5 HYPERLINK l page102 100 HYPERLINK l page102 SUMMARY AND RECOMMENDATIONS HYPERLINK l page102 100 HYPERLINK l page102 5.1 HYPERLINK l page102 Summary HYPERLINK l page102 100 HYPERLINK l page103 5.2 HYPERLINK l page103 Findings HYPERLINK l page103 101 HYPERLINK l page107 5.3 HYPERLINK l page107 Recommendations HYPERLINK l page107 105 HYPERLINK l page109 REFERENCES HYPERLINK l page109 107 HYPERLINK l page118 APPENDIX A HYPERLINK l page118 116 ii CHAPTER 1 INTRODUCTION Education is an imperative procedure of the advancement of any general public. It is considered one of the primary Pillars of a general public (Adams, 1998). Education is the establishment of all sorts of advancements on the world. On the world just thosenationshavehitground and advancement which have a sound education system (Ball, 1990). Education is necessary for the personality grooming of individual. It creates awareness among the people about lifeandits challenges in thecreation. It fills discharge minds with thoughts and imagination. Soeducationallysound nations play leadership role in the world (American Federation of Teachers, 2000).Since its independence, Pakistan lagged behind in national developmentandprogress due to weak education system. The primary system of educationcouldntcreateprogress due to severalfactorssuch as parochialsocial structureand state politicians, corruptpaperwork, authoritarian regimes,fragile civil society and weak democracy. The system of primary education wasdeliberately neglectedwithin thecountry.Rather thandevelopingthe stateonthe ideaof freeand quality education, the system was hijacked byquestionablemonsters of democracy anddevelopment (Zafar, 2003). Another gloomysideof the story is that evenwithin thegiftdaythe governmenthascenteredsolelythe uppereducationand primaryeducation has been neglected. Thismental objectof primary education system has created gaps between theeducationestablishmentsatnumerouslevels. This canbeeffortlesslyvisiblewithin theperformances ofcollege studentscoming from eliteschoolsandconventionalauthoritiescolleges(governmentof Punjab, 2002).This situationhascreatedextraconfounded theproblemsofparents,teachersandstudentswho arerelated togovernmentprimaryschoolsinside thecountry.Because ofthis situation,Pakistan is laggingat the back ofmany countrieswithin theSouth Asianlocationintermsoffundamentalliteracyrates.Its farthe bottomin thearea(governmentof Pakistan, 2001). Financeis that thelife blood of any system. Lackof cashaffectsthe expansionanddevelopment of a system (Ballou and Podgursky, 2000). At the time of independence, Pakistan since itsbeginninginheriteda poor education systemthatwas alreadyfinanciallydisabled. The primaryeducation systemcouldntget enoughfinancialallocations fromthe governmentthatanyweakened the system physically andacademically (Shah, 2003). Thefundallocation for education inPakistanis lesser thandifferentcountries inthe region.Thiseducation budget allocationis a smaller amountthana pair ofof the Gross Domesticproduct (GDP). As compared toPakistan, Srilanka allocates3.2 on education, Nepal2.7, India 3.5 andEast Pakistan3.5 of their GDPs.moreover, the system isinfested withmoneycorruptionthatexacerbatedthe issuesof the system.Resultantly,the standardof teaching and learning, administration andcoming up with,implementation of policies got affected (Hayes, 1987). The poor teaching and learning standards, weak management andmanagementhasled toinflateddrop outs at primary level. Consequently,the parentsarea unitreluctant tosend theirkidsto thosecolleges(Shahzadi and Perveen, 2002). There has beencontinues decreasewithin theentranceof primary educationwithin thecountry. Despite ofrapidlyincreasingpopulationfourhundredthofthekidsinPakistanareaunitbelow5yearsmature.Thisisassociatedegreedismayingstateofaffairswithinthecountrythathaspropelleddifferentissueslikechild labour,ill-usage, andkidtraffickingand thenon (Khalid, 1998). Educationis that thekey to the socio-economic developmentof countries. Building aquality education structure warrantsa powerfulfoundationwithin thesort ofquality primaryeducation. Educationgenerallyand Education forbeatspecific, isone in every ofthe highestprioritiesof presidencyofAsian country. The country has ten-year Perspective DevelopmentPlan (2001-2011) visualizing thefuturemacro-economic and sectoral growthstrategies. Nationalset upof Action ((2001-2015) has been developed through broadbased mostlyconsultations with principle actors of EFA and stakeholders.the ideaforcoming up withgoalsof the Nationalset upof Action (2001-2015)is that thesixth EFA goalthataimsto succeed inthedisadvantages populationteamsin ruraland concreteareas withstresson outof facultyand illiteratewomenand women andto enhanceconnectednessand quality of basic educationthrough enhancing learning achievements ofthe kids. Althoughthe govt.ofAsian nationhas takenseveralinitiativeslikerevisionof national curricula, production of quality textbooks, placement of graduateacademicsatprimary level, and grant of stipends toladystudents,howeverweve gotnot beenable toaccomplishthe participation rate of100 percentby 2015 at primary levelthatisone amongstthe keyprovisions of Nationalarrangeof Action (Government ofAsian nation, 2005). Almost thesimilar targets were set for the developing countriesbelowMillennium DevelopmentGoals (2004) its Goal 2 is tomake sure thatby 2015youngsterseveryplace, boys andwomenalike,areable tocomplete a full course of primary schooling. This target ofuniversalization of primary educationlooksto betoughto attainwiththispace of students participation.these days9out of the10youngsterswithin theworldattendschool.A completeof 570millionprimaryageyoungstersarelistedincollegeswhereasseventytwomillionarestill outof faculty. Education is the key to the socio-economic development of nations. Building a quality education structure warrants a strong foundation in the form of quality primary education. Education in general and Education for All in particular, is one of the top priorities of government of Pakistan. The country has ten-year Perspective Development Plan (2001-2011) visualizing the long term macro-economic and sectoral growth strategies. National Plan of Action ((2001-2015) has been developed through broad based consultations with principle actors of EFA and stakeholders. The basis for planning goals of the National Plan of Action (2001-2015) is the sixth EFA goal which aims to reach the disadvantages population groups in rural and urban areas with emphasis on out of school and illiterate girls and women and to improve relevance and quality of basic education through enhancing learning achievements of the children. Although the government of Pakistan has taken many initiatives such as revision of national curricula, production of quality textbooks, placement of graduate teachers at primary level, and grant of stipends to girl students, but we have not been able to achieve the participation rate of 100 by 2015 at primary level which is one of the major 3 provisions of National Plan of Action (Government of Pakistan, 2005). Almost the similar targets were set for the developing countries under Millennium Development Goals (2004) its Goal 2 is to ensure that by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. This target of universalization of primary education seems to be difficult to achieve with the current pace of students participation. Today nine out of the ten children in the world go to school. A total of 570 million primary age children are enrolled in schools while 72 million are still out of school. Punjab is home to 56 of Pakistans population representing 83.7 million people. As the largest province, Punjab occupies a pivotal role in the countrys economic and political life, and can help to shape the direction of national policies, enabling similar reforms in other provinces to help the entire country move towards achievement of the Millennium Development Goals (2004). Literacy rate in Punjab is 59, female literacy rate is 50 and male is 69 , while rural literacy rate is 48 and urban is 74 (Government of Pakistan, 2010 Government of Pakistan, 2005a b). The enrollment and drop out situation at primary level is not encouraging. Out of an estimated one million children who are enrolled in primary classes, thousands leave every year resulting high drop out in each class. But it is interesting to note that the lowest drop out at primary level in Punjab is in class 4th which is 18.7 and the highest one is in class one which is 29.4 (Government of the Punjab, 2007). The major issues emphasized by the 1947 education conference outlined an educational philosophy,which incorporated both the fundamentals of Islamic tradition 4 and modern science and technology, and introduction of free and compulsory primary education.However,little of this ambitious plan was actually accomplished due to the unsettled socio-political situation prevailing at the time (Hayes,1987)The newly founded nation was struggling to make ends meet with the meager material and financial resources when the untimely death of Jinnah dealt a severe below .with Jinnah ,died his developmental plan of building a proud and prosperous nation. The ministry of education (1959) also recommended a complete recognition of the country s educational system-its structure, curriculum, teacher training methods and examination. The objectives of education were elaborated and emphasis was laid on the overall development of the individual through an education process so that he or she could become an effective member of the society (Memon,1990).The commission also suggested that the teaching in the primary schools should reflected local interested and the teachers should exercise sufficient initiative in finding material for their lessons in the resources of their village and in the community (the ministry of education ,1959. At the primary level, in keeping with the socialist ideology of the government education was to be free and universal up to class X.It was hoped that universal primary education up to class V for boys would be achieved by 1979 and for girls by 1984 (Hayes,1987). The 1978 policy emphasized improving the existing primary schools. It called for universal enrollment of boys in five to nine age grouped by(1986-87).The policy also planned to review curricula and textbooks at all levels to bring them in conformity with the principles of Islam and ideology of Pakistan (Hayes,1987) 5 The1992 education policy s initiatives to address the implementation gapes and to enhance the implementation capacity of the education sector were undertaken through the direct involvement of the donors, thefederal and the provincial governments, and the non-government organizations in the opening, management and maintence of educational instructions at all levels (Mahmood et.,1999) The fedral education ministry stressed improvement in the quality of education by revising curricula, improving physical facilities and making the teaching learning process more effective. The minister stated that the importance of teachers would be recognized by giving them due status in society through awards and incentives but at the same time promoting in them sense of responsibility and professionalism through accountability to the community (Khan Awan,1993). The policy attached the highest priority to the elimination of illiteracy and universalization of primary education by the year 2010.Elementry education was stressed as the bedrock and foundation of the education pyramid. It was stressed that both private and social rates of return at primary level were creativelyhigher than secondary and tertiary level. In keeping with the objectives of the national education policy 1998-2010, the present government has according high priority to quality primary education for all. In order to achieve this objective, the government has started upgrading existing primary schools to elementary facilities, initiating non-formal education program for 5-9 years age group in disadvantaged areas and initiating early childhood education in government schools (The ministry of education,2001). 6 Analysis of school reforms and policy implementation measures in Pakistan. One can easily infer from a close perusal of the different education policies that the main targets that were the same in each case. Each policy tried to achieve the target of universal primary education, quality education technical competence, better quality teacher training, community participation etc. however, none of these targets has been achieved completely to date. In addition, the primary school curriculum has recently been revised the community is more involved in school management than it was before the teachers in some schools have using different teaching methods the physical condition of many schools has improved. Although the education system has expanded greatly since independence and has taken step to improve its quality, debate continues about the curriculum and the quality of teaching, particularly in the government primary schools in Pakistan. Burki (in Warwich Fernando,1995)claims that this situation result from the low value Pakistan put on education, particularly in rural areas economic conditions that provided little incentive for educating children and cultural bias against the education of women. When analyses the education development situation, one cannot help conclude that the implementation problem is not the only issue. In fact, problems plaguing the education system in Pakistan are multi-dimensional like, population explosion, lack of resources, on-participation of the private sector, scarcity of the qualified human 7 resources, inconsistency in the policies of various regimes, political instability, inefficient educational management, and wastage of resources. However, not signal problem is as grave as the detached and noncommittal attitude of the government primary school teachers(MoE,1998).SS Parents may not always have the tools and background to support their childrens cognitive and psychosocial development throughout their school years. Parents level of education, for example, has a multifaceted impact on childrens ability to learn in school. In one study, children whose parents had primary school education or less were more than three times as likely to have low test scores or grade repetition than children whose parents had at least some secondary schooling (Willms, 2000). Parental education not only influences parent-child interactions related to learning, but also affects parents income and need for help in the home or field help that often comes at the expense of keeping children in school (Carron Chau, 1996). Parents with little formal education may also be less familiar with the language used in the school, limiting their ability to support learning and participate in school-related activities. This definition also takes into account the global and international influences that propel the discussion of educational quality (Motala, 2000 Pipho, 2000), while ensuring that national and local educational contexts contribute to definitions of quality in varying countries (Adams, 1993). Establishing a contextualized understanding of quality means including relevant stakeholders. Key stakeholders often hold different views and meanings of educational quality (Motala, 2000 Benoliel, OGara Miske, 1999). Indeed, 8 each of us judges the school system in terms of the final goals we set for our children our community, our country and ourselves (Beeby, 1966). Education is considered a right of every child without differentiation of race, region and religion. Education plays very important role in the development of a childs personality. It is also considered that education is vital for nation development and there is a strong correlation between education and economic development of a country. It Education plays a critical role in building human capabilities and accelerates economic growth through knowledge, skill and creative strength of a society (Pakistan Economic Survey 2007-08). Educated people are more crucial for the nation building, then ever, in the present globalization. Every nation in the world is trying its best to educate maximum people through all possible modes of education. Information and Communication Technologies are being used to reach the peoples who are living in remote areas of the country Access to primary education is taken to be a basic right of every citizen. All citizens need to be literate to function productively and to make their full contribution to society as well as to realize their own potential (Shah, Bari and Ijaz, 2005). In 2001, the World Bank conducted a survey to understand the extent that user fees are collected for primary education. The results were reported in User Fees in Primary Education (BentaouetKattan and Burnett 2004), which identified user fees as a pervasive obstacle to primary school enrollment and completion for millions of children around the world. The User Fees in Primary Education publication examined the experiences of Uganda and Malawi, highlighted the surges in enrollment that accompanied fee removal, and recognized fee removal as an important strategy towards 9 achievement of the MDGs for education in many countries. The report also cautioned that these surges at times threatened to overwhelm countries educational systems and emphasized that the successful elimination of fees requires considerable planning. The Government of Pakistan has introduced several education policies and reforms for improving education standards apart from the provincial governments which have also been active in this field. The objective of this study is to analyze different programs launched at provincial level for improving the quality and standards of education in Punjab Province. The foundation of Punjab Education was constituted in 1991 as an autonomous body to provide education through public-private cooperation in the remote areas. This foundation had very strict rules which got to be restructured in the light of Act-XII. The Objective of Punjab Education Foundation are very clear regarding the promotion of high quality education by providing financial and technological support. Punjab has significantly greater participation among the children of school ages in comparison with remaining provinces of Pakistan. At the time in this, 60 and 35 thousand governments as well as private schools are operating in 36 districts of Punjab (Asadullah,2009). 1.1 Statement of the problem Role of government in promoting effective primary Education A case study of PEF schools. 1.2 Objective of the study Following objectives was need for study To assess the role of government in promoting primary education. What is the main of problems primary education What is the suitable measures for PEF School 1.4 Significance of the study 2. Both male and female teachers was included in the sample. 3. Thirty-four PEF schools were the sample of the study. 11 CHAPTER 2 LITERATURE REVIEW This Chapter reviewed literature of other studies in order to provide a theoretical framework which guided the development of the study model on which analysis of data for the present study was based. It focuses on factors that constitute priority indictors of quality primary education implementation of quality primary education initiatives leadership challenges associated with implementation of quality primary education and conceptual framework for analysis of the study data. 2.1 Education According to URT (2000), education is the process or art of imparting knowledge, skill and judgment, either formally or informally. In this study, education is the process which helps students to have the knowledge of solving problems and challenges which they face in their life in the study area. 2.2 Definitions of Basic education Basic education has been defined by different institutions and individuals at different times. Firdissa (2002) defined that, basic education refers to education intended to meet basic learning needs of children. Basic education is an education that is provided for individuals to learn and enable them to meet their basic learning needs. According to the definition of World Education Forum held at Jomtien (1990i x) 12 2.3 Universalizing Basic Education Universal primary education refers to the spread of basic education for all and it is one of the goals of the eight millennium development goals that are intended to be achieved by 2015. Kukari (20129) stated that Universal basic education has been a focal point of GoPNGs development strategy before and after independence in1975. This is due to its importance in the overall development of human personality and its positive impact to ensure quality of life. Thus, it has been given prominence as a development goal, and included in all development policies and plans to date. Countries prioritize universal primary education because of its significance for the development objectives and its impact on the other development aspects of a country. UNESCO (2002) stated if all people have a right to education, and if the impact upon 13 peoples capabilities is intrinsically part of our understanding of development, it follows that the provision of a basic level of education for all people must be made universal. Gemeda (2008) defined universal primary education is education education for all children that needs the beginning and completion of primary education from grade 1-8 for attaining by the year 2015 in the appropriate age of schooling (7-14 years). Nambalirwa (2010) cited the Education Pre-Primary, primary and Post Primary) Acts 13 of 2008 and stated universal primary education means the state funded education program education program where tuition fees are paid by government and the principle of equitable access to conducive, quality, relevant and affordable education are emphasized for all children irrespective of gender, race and disability. 2.4 Importance of Education Education is an indispensable ingredient of development and a fundamental right of every individual. Education is a power-catalyzing agent, which provides mental, physical, ideological and moral training to individuals, to enable them to have full consciousness oftheir purpose in life and equip them to achieve that purpose. It is an instrument for the spiritual development as well as the material fulfillment of human needs. Generally, it is believed that education is a process by which individuals socialization takes place. Education is a socializing factor. It is consciously controlled process where by changes in behavior is produced in the person and through the person within the group. The statement that Man is a social animal is a famous saying. A man is born in a society and lives in a society. He breathes in the social atmosphere. Society is 14 around him and within him. Speaking broadly education is the process of transferring mans original nature into human and therefore social nature directed toward the goal of making living in the world good and worthwhile. Education is a social process, which ensures the development of an individual from a similar and lower position to a more complex and higher one. Various aspects of human development are kept under consideration during an educational process. Goraha, M.A. (1981) Education must inculcate the people needs in order to take effective part in the fast development taking place all over the globe. Education refers to the needs of the individual and society. According to Ali S.A. and H.S. (1979, p.ix) Education is a process involving three references the individual, the society or national community to which he or she belongs, and the whole content of reality, both material and spiritual, which plays a dominant role in determining the nature and destiny of man and society. Education has been playing its role in the development of primary education. The meaning and scope of education is much wider than that of literacy. A highly literate person can be illiterate as well. This obviously sounds paradoxical but this is a fact known to all scholars in different fields of knowledge. General literacy is not enough in the world of today. Several other specialized forms of literacy are essential for meaningful effective dealing in life. Education is responsible for overall development of individual and society constantly. According to Siddiqui S.A. (1982, p.i) 15 The purpose of education, according to Rohidekar, S.R. (1997, p.79) is to convert savage into sage by providing opportunities and guiding each to develop to the maximum his/her potential abilities and aptitudes into appropriate knowledge, skills and qualities of head and heart. Only quality education can achieve this goal. If education is to built nation builders, teacher education should concern itself with providing master builders, well-equipped physically, intellectually, emotionally and spiritually development of the individual and society. 2.5 Primary Education The gross enrollment rate for primary and secondary education in the years 1949-50 was 16 percent and 9 percent respectively. These figures were even lower for female participation, 4 at primary and 3 at secondary level. Hence, it was realized that the task of nation building would not be achieved without an educated and skilled manpower. The first National Education Conference (1947) recommended that the goal of should be achieved with in a period of 20 years. The education policy and parallel five-year development plans in Pakistan have remained focused on increasing access, removing inequities, and improving the quality of education since then (Ahmed, 2013). The current education policy (2009), also declares the achievement of universal primary education for all. The recommended strategies to meet the target are, formal and informal mode of delivery, increased provision of primary and secondary school facilities, utilization of multiple resources including community, NGOs, private sector and decentralized management of public schools. The quality of education is another major issue, which adversely affects the entire system and girls participation in particular. The 16 current policy has recommended improving quality through better teacher education and improved curricula. The education policies and development plans are described more in detail in the next section (The National Education Policy-2009). Education is on the concurrent list1 of subjects under the constitution of Pakistan. Hence, the responsibility for education has been divided between the federal government and the four provincial governments (Naseem, 2010, p. 37). Under the 18th constitutional amendment, control and management of the education sector has been devolved to the provinces. They are now responsible for the key areas of the education sector i.e. curriculum and syllabus, centers of excellence, standards of education up to intermediate level (Grade 12) and Islamic education. Planning and policy and standards of education beyond Grade 12 are covered under federal legislative list (Economic Survey of Pakistan, 2011-2012 137). The sense of urgency stretched globally across nations to meet the education for all goals and its targets. In so doing, Pakistan is no exception. Most of the policies, development plans from the beginning were targeted to achieve universal primary education but unluckily, it has not been achieved so far. Some gains have been made in the enrollment rate of children, especially girls, but while addressing the issues of access and enrollment to achieve universal primary education, the government has neglected issues of quality in school education (Qureshi and Rarieya, 2007). In order to understand both issues, this section makes an attempt understand the educational policy context of Pakistan and refers to the official educational policy documents (1970, 1972-1980, 1992-2002, 1998-2010, 2009) issued by the Ministry of 17 Education b) the eight five-year development plans prepared by the Planning Commission and c) reports of educational conference (1947), and commission reports (1947, 1951, 1959). More emphasis is given to the new policies that have been implemented to accelerate efforts to achieve EFA. It includes the Education Sector Reforms, Action Plan (ESR 2001-2004) the Poverty Reduction Strategy 2001-2004 (mainly prepared to foster economic development) and the National Plan of Action on Education for All 2001-2015. These policies are presented in the next two sub sections, divided into two phases. Phase one covers the education policies and five-year development plans during 1947-1990 and the second phase is from 1990-Present. The purpose of dividing it in to two phases is that the second phase after 1990 marks the world wide emphasis on Education for All, which was significantly apparent in Pakistani education policies, and provides an overall analysis of policies from the perspective of access and quality. 2.6 Importance of Primary Education The education and especially primary education is backbone and basic foundationof further education. An ignorant society resists change. It rejects all innovational methods, which guarantee development and prosperity. History of the nation proves the veracity of the claim. Education and to be more precise, primary education is a reasonable and cheaper means, which inspires the people to accept the change and enjoins them to think critically. It simulates the capabilities of the individuals by which they change economic, social, political, moral and cultural systems, prevailing the society and summon for 18 independent and prosperous life.While considering the concept of quality education our attention is usually focused on the higher institutions of learning, whereas primary education is the foundation of every learning. The better the foundation, better the edifice. Moreover, it has been analyzed through extensive research studies that return of primary education is higher than that of higher education. Therefore, primary education needs more attention and inputs to raise its standards and quality. Universities, Colleges and other institutions of technical education are no doubt, important in their own right, but personality of men and women gets its shape from early childhood. Primary education plays a vital role in the producing civilized citizen and pioneers to lead the nation through crises. Bolam, R.(1980). There is general consensus among economists of the world that for economic development, the material resources are not enough the importance of human resources cannot be underestimated. Examples do not want those nations with less material resources but with the proper training and use of human resources, made progress by leaps and bounds. However, it is possible when primary education is properly planned and provided to all children corresponding to age group (5-11). Erant, M. (1988). 2.7 System of Primary Education The present system of education of Pakistan is the heritage of the pre-partitioned British India. The system of education followed in colonial India was introduced by the British, primarily for turning out clerks and subordinates necessary for carrying on the administration of the country under the British masters in the colonial set up. The system of education was designed by Lord Maculae to produce your most obedient servant. 19 The cardinal principle of this system was to quote the words of Lord Maculae, We want Indians in color but Englishmen in taste and aptitude. At least that was the objective at the initial stage after replacement of Persian by English as the Court language in 1935. Aim gradually expanded after the establishment of the Calcutta University in 1958 and other Universities later on. The consensus of opinion has been that since the existing system was designed by the alien rulers to serve their own imperialistic ends, it can hardly be expected to cater for the requirements of an independent and democratic Islamic state. Thus, the existing system of education is not the result of a natural growth but was transplanted root and branch by foreign rulers, as we have already seen to serve their own purpose. It has outlined its utility and does not suit the genesis of Pakistan.Primary education covers the first five grades for age group 5-9. A primary school for a locality of 500 population is envisaged in different policies, however the target in practical has never been achieved so far. Supervision of primary education rests with the provinces. The administrative models differed from province to province, however the lower echelons were same for all the provinces. With the devolution of power at district level, now the supervisory structure of primary education in each province is the same i.e. Executive District Officer is responsible to run the day to day affairs of the primary education with the assistance of his subordinates in a defined hierarchy. The responsibilities of evaluating and promoting of students from class I to V still lies with the ADO. A student is certified to join 6th class in elementary or secondary if he qualifies the final examination at the end of 5th class. 20 2.8 Primary Teachers Education In recent decades, elementary education has been gradually increasing specially in developing countries. It is a fact that the teacher occupies the most crucial position in the entire spectrum of educational activities. It is also a fact that the teacher is a changing agent of the society. We can meet the challenges of the present century if our teacher is dedicated to his profession and is well equipped with modern teaching techniques. Today the task of a common teacher has become challenging. Education is a dynamic force and is controlled by a teacher. The teacher holds acentral position in education system. He contributes significantly in character building of the individuals and through them in building the nation. He helps in transmitting values held by the adult generation to next generation. He plays key role in educating the citizens. Hence the future of the nation depends, to a very large extent upon the quality of the teachers. No doubt quality of education is closely related to the improvement of educational objectives, policies programs, curricula, facilities, equipment and administrative structure but it is only the teacher who puts life into this skeleton. In the words of Ryan, Y. (1994, p.200) If competent teacher can be obtained, likelihood of attaining desirable educational outcomes is substantial on the other hand, although schools may have excellent material resources in the form of equipment, buildings and textbooks, and although curricula may be approximately adopted to community requirements if the teacher is misfit or 21 indifferent to their responsibilities, the whole programme is likely to be ineffective and largely wasted. Qualitative improvement in education depends upon proper training of teachers. The teacher cannot play any of the role unless properly trained. To meet the expectations and aspiration of the nation a teacher therefore, must possess creative abilities and professional skills to enable him/her to discharge his duties according to needs of society and nation for that he has to undergo special sort of training and education. Since teaching is a lifetime profession and there is a rapid explosion of knowledge it is not sufficient to provide training to teachers once in their life span. Therefore, continuous education for teachers has become necessary. Lawton, D. (1990, p.151) has emphasized the need for continuous education of teachers as following. The professional teachers need opportunities for continuous education not only to update their subject expertise and rethink their methods, but also to develop as human beings and professionals in a variety of ways. Part time research into the process of teaching and learning should be a high priority for them. Only if measures such as these are taken will young people get the quality teaching that they need and deserve. According to Siddiqui, M.A. (1991, p.3) teacher education is perceived as a continuous process, which consist of three distinct but closely interrelated consecutive stages pre-service education Induction and in-service education and training Teacher education must cover various aspects of teachers profession being a multi dimensional activity. Aggarwal, J.C. (1990, pp.270-271) also looks at teacher 22 education as a continuous process. For him it is a lifelong process of many dimension and facts. He described teacher education as provision of Knowledge, skill and ability which is relevant to the life of teacher as a teacher. This definition implies that teacher education is a multidimensional activity and encompasses various aspects of a teachers life and work. Its aim is not to teach the teacher how to teach, but to make an effort to enkindle his initiative, to reshape his attitude and to remodel his habits in such a way that the personality of the teacher is molded in the right form. According to Sharon, F.R. and Gretchen B.R (1995, p.6) a good teacher education programme must be dynamic so that it can produce teachers who are Moral stewards, constructors and philosophers draw from a strong base of values, knowledge skills and professional commitment. Their value system is deeply grounded in the rights of children, their knowledge base is self-constructed yet connected to the culturally accepted knowledge of the field, they understand how people grow, develop and learn their skills and are tried in experience, their professional practice is guided by philosophy of reflection, action and accountability. The National Education Policy (1992, p.12) on teacher education says that A separate unit for organizing teacher training shall be set up by each provincial education department and at the federal level. Mobile training units may be set up for on the job training of teachers Teacher training institutions will be equipped and strengthened, and their faculty will be provided training to update their knowledge and skill. 4. A regular in-service training program will be launched for teachers at all levels. 23 Distance education method will be used for in-service training. Techniques and methods of community motivation towards education will be emphasized in training programs. Computer education will be a compulsory component of all teacher-training programs. Deficiency of science, mathematics and languages teachers shall be removed. Also, special scholarship scheme will be started for those holding secondary or higher secondary qualification in order to attract them to teaching profession. A system of incentives will be created to encourage teachers to undergo in service training. Special awards will be instituted for inventions and creative work. The private sector will be encouraged to set up teacher resource centers (TRCs) to which government schools teachers may be nominated for training. Teacher training curricula will be updated and the need for increasing theduration of teacher training will be assessed. Teaching practice will be made compulsory and necessary part of pre-service training programs. It will be a separate head of passing. No B.Ed. degree will be awarded to those appearing as private candidates unless the Teaching Practice part is completed to the satisfaction of examiners. Similar conditions may apply to B.Ed. programs conducted through distance education. A national commission for teachers will be set up for examining the problems of teacher. The Education System in Pakistan has been categorized as primary (Class K to V), middle (class VI to VIII), secondary (class IX to X), higher secondary (class 24 XI to XII) and university level. Primary education is the cornerstone of any educational system. 2.9 Teachers at Primary Level The importance of teacher as key figure in the education process has always been recognized. The most recent National Education Policy 1998-2010 also recognizes that the teacher is considered the most crucial factor in implementing all educational reforms at the grass-root level. The World Declaration on Education for All emphasized the role of teacher as under The pre-eminent role of teachers as well as of other educational personnel in providing quality education needs to be recognized and developed to optimize their contribution improve their working conditions and status notably in respect to the recruitment, initial and in-service training, remuneration and career development possibilities. (Article 1.6 para 33, p. 58). The Dakar Framework of Action for EFA, 2000 also states as under Enhance the status, morale and professionalism of teachers (Article 8-ix) The quality of public primary school is a matter of concern both in terms of number of teachers provided and their qualification. Th qualifications of teacher are generally matriculate/HSC PTC/CT. In some of the areas even the condition of matriculate has to be relaxed. The teachers have hardly any opportunity for systematic in-service training. On-the job training, monitoring and guidance is nearly non-existent. 25 2.10 Present Monitoring System at Primary Level in Pakistan Mechanism for monitoring the quality of education systems have already been set in place by most developed countries. The Integrated performance monitoring system was developed in 1996 for Education Sector Institutional Reform Project for Pakistan. It was anticipated that the World Bank would fund the project if the Government of Pakistan made such request. The outcome objectives of would be to monitor the education system. Under the project several interventions were expected to be made in the provinces and some at Federal level hence it was considered necessary that a proper monitoring mechanism has to be developed within the system. It was this driving need that this serious effort was made to draft a system of monitoring (Khawaja, 2001). Fagan Field (2009) mentions one of the main objective of such project is to strengths monitoring and evaluation of education performance and to use the outcomes. In July 2004, Chief Minister of Punjab introduced the monitoring program in four districts of Punjab for the improvement of primary education. These four districts were Jhelum, Chakwal, Attack and Rawalpindi. There were only four monitoring evaluation assistants for monitoring the schools of whole districts. So, this program could not give reasonable results for the betterment of the schools. Later on in 2006, Chief Minister of Punjab introduced a free monitoring program for the implement of education reforms and guidance. Its aim is to directly monitor the progress of schools and report it. The monitoring staff is linked to educational institutions in such a way that it can observe the daily performance independently. Monitoring evaluation assistant duty is to report but not the accountability of teachers. Only the district government and higher authorities of 26 education department can do accountability. To achieve the objectives of monitoring thefollowing code of conduct has been formulated. 2.11 Policy and plan provisions for primary education in Pakistan Emergence of Pakistan as an independent nation brought new hopes, expectations, problems and responsibilities, in the wake. Reconstruction needed not only utilization of existing facilities but also to extend benefits of education to vast majority, who were illiterate. The conference of educationists held in November 1947 at Karachi surveyed the existing and future opportunities in educational field in the light of national requirements and priorities. The conference announced that it was the responsibility of the state to provide free and compulsory education to the people at the primary level within the shortest possible time. The objective of free and compulsory primary education was accepted as a basic policy of the state. Fazalur Rehman (1947, p.1) the then Central Minister for Education in his address to the Pakistan Educational Conference expressed the desire as follows Our first and foremost concern must invariably be determined and vigorously attacked on the formidable problems of illiteracy and its evil consequences. It goes without saying that the existence of a large bulk of illiterate population constitutes a grave menace to the security and well-being of the state. There is now general agreement that in its own interest, the state should provide for its boys and girls universal, compulsory and free basic education which is the primary requisite for training in democracy. 27 The Commission on National Education (1959, p.185) recommended compulsory primary education. It considered education necessary at elementary level as indispensable for the skilled manpower and educated citizenship. The commission for the first time provided guidelines to look for alternative means in view of the financial constraints to achieve the goal of universalization of primary education but these means were assumed ambitiously as a result additional finances could not be provided to achieve the goals. After Pakistan Educational Conference 1947, Six Year Plan (1951-57) was formulated to implement the recommendations of the conference. Zaki, W.M, (1969, p. 57) referring to the plan said that the six year plan was a planned attempt to spell out the educational needs of the country in terms of money, men and material but it did not make provisions for universal primary education and the problem was left unsolved to the development efforts in future. Haq (1970) showing his concern for the same issue analyzed first five-year plan 1955-60 and agreed that education was treated as an important field and was accorded as a separate sector but no suitable guidelines were provided for universal primary education. The goals set by the Commission on National Education, 1959 for the development of education and for providing universal primary education were to be achieved through a national plan. It was for this reason that the educational reforms recommended by the commission were reflected in the Second Five-Year Plan. According to Haq (1970, p.80) the progress in the field of primary education, during the plan period was encouraging. 28 Facilities for primary schools were substantially increased and annual growth ration was7.2 percent.National Education Policy 1979 dealing with the universalization of primary education recommended new strategies which were set out in the Fifth Five Year 1978-83. The policy envisaged the programme of achieving universalization of primary education for boys by 1987 and for girls by 1992, which like previous efforts proved to be too ambitious and failed to achieve the desired target. The Sixth Five Year Plan 1983-88 (1983, p.383) recognized that Pakistan had lagged behind in educational development with literacy rate of only 25 and half of theprimary school age children were out of school. The plan proposed a sharp change in sect oral priorities by rephrasing primary and secondary education. The plan particularly emphasized the primary education. During Seventh Five Years Plan 1988-93 (1988, p.209) involvement of private sector in the universalization of primary education was provided from 30 to 40. But schools in private sectors could not serve the general masses due to high fee. All these efforts, however, remained unsuccessful and according to NationalEducation Policy, 1998-2010 the participation rate in primary education had not improved in spite of targets set out in the education policies and plan of the country. The Eighth Five-year Plan 1993-98 (p.308) also emphasized the importance of teacher training both pre-service and in-service for the improvement of quality of education and stated, 29 One of the major reasons for low participation rate at the primary level is high dropout rate. Many children who enroll in the primary schools dropout because they do not find the school environment congenial to their basic needs. Some of them dropout due to uninteresting curricula and harsh attitude of teachers. Other leaves on account of poverty to become earning members of the family or to extend help to the family. During the Eighth Plan, the facilities in the primary schools will be improved by providing adequate shelter, furniture, portable water, latrines, teaching aids etc. Activity oriented instructional material will be developed and provided to teachers to make the learning process interesting. Quality of teachers will be improved through better pre-service and in-service training. A strong institutional campaign will be launched to persuade the parents to send their children to the schools. The plans and policies have been formulated by the Government of Pakistan and by our planning experts right from Pakistan Educational Conference in 1947 to the vision 2010. Even very recently the National Reconstruction Bureau has formulated a next vision. But still the plight of primary education in Pakistan is in distress due to huge dropping out of the students at initial level and low quality of education. Hence reconciliation with the changing trends of the modern world still required.Education is a dynamic force and is controlled by a teacher. The teacher holds a central position in education system. He contributes significantly in character building ofthe individuals and through them in building the nation. He helps in transmitting values held by the adult generation to next generation. He plays key role in educating the citizens. Hence the future of the nation depends, to a very large extent upon the quality of the teachers. 30 No doubt quality of education is closely related to the improvement of educational objectives, policies programs, curricula, facilities, equipment and administrative structure but it is only the teacher who puts life into this skeleton. In the words of Ryan, Y. (1994, p.200). If competent teacher can be obtained, likelihood of attaining desirable educational outcomes is substantial on the other hand, although schools may have excellent material resources in the form of equipment, buildings and textbooks, and although curricula may be approximately adopted to community requirements if the teacher is misfit or indifferent to their responsibilities, the whole programme is likely to be ineffective and largely wasted. Qualitative improvement in education depends upon proper training of teachers. The teacher cannot play any of the role unless properly trained. To meet the expectations and aspiration of the nation a teacher therefore, must possess creative abilities and professional skills to enable him/her to discharge his duties according to needs of society and nation for that he has to undergo special sort of training and education. Since teaching is a lifetime profession and there is a rapid explosion of knowledge it is not sufficient to provide training to teachers once in their life span. Therefore, continuous education for teachers have become necessary. Lawton, D. (1990) has emphasized the need for continuous education of teachers as following. The professional teachers need opportunities for continuous education not only to update their subject expertise and rethink their methods, but also to develop as human 31 beings and professionals in a variety of ways. Part time research into the process of teaching and learning should be a high priority for them. Only if measures such as these are taken will young people get the quality teaching that they need and deserve. According to Siddiqui, M.A. (1991, p.3) teacher education is perceived as a continuous process, which consist of three distinct but closely interrelated consecutive stages pre-service education Induction and in-service education and training Teacher education must cover various aspects of teachers profession being a multi-dimensional activity. Aggarwal, J.C. (1990) also looks at teacher education as a continuous process. For him it is a lifelong process of many dimension and facts. He described teacher education as provision of Knowledge, skill and ability which is relevant to the life of teacher as a teacher. This definition implies that teacher education is a multidimensional activity and encompasses various aspects of a teachers life and work. Its aim is not to teach the teacher how to teach, but to make an effort to enkindle his initiative, to reshape his attitude and to remodel his habits in such a way that the personality of the teacher is molded in the right form. According to Sharon, F.R. and Gretchen B.R (1995, p.6) a good teacher education programmed must be dynamic so that it can produce teachers who are Moral stewards, constructors and philosophers draw from a strong base of values, knowledge skills and professional commitment. Their value system is deeply grounded in the rights of children, their knowledge base is self-constructed yet connected to the culturally accepted knowledge of the field, they understand how people grow, develop 32 and learn their skills and are tried in experience, and their professional practice is guided by philosophy of reflection, action and accountability. 2.12 National Education Policy (1992) on teacher education A separate unit for organizing teacher training shall be set up by each provincial education department and at the federal level. Mobile training units may be set up for on the job training of teachers. Teacher training institutions will be equipped and strengthened, and their faculty will be provided training to update their knowledge and skill. A regular in-service training program will be launched for teachers at all levels. Distance education method will be used for in-service training. Techniques and methods of community motivation towards education will be emphasized in training programs. Computer education will be a compulsory component of all teacher-training programs. Deficiency of science, mathematics and languages teachers shall be removed. Also, special scholarship scheme will be started for those holding secondary or higher secondary qualification in order to attract them to teaching profession. A system of incentives will be created to encourage teachers to undergo inservice training. Special awards will be instituted for inventions and creative work. The private sector will be encouraged to set up teacher resource centers to which government schools teachers may be nominated for training. Teacher training curricula will be updated and the need for increasing the duration of teacher training will be assessed. 33 Teaching practice will be made compulsory and necessary part of pre-service training programs. It will be a separate head of passing. No B.Ed. degree will be awarded to those appearing as private candidates unless the Teaching Practice part is completed to the satisfaction of examiners. Similar conditions may apply to B.Ed. programs conducted through distance education. A national commission for teachers will be set up for examining the problems of teacher. The Education System in Pakistan has been categorized as primary (Class K to V), middle (class VI to VIII), secondary (class IX to X), higher secondary (class XI to XII) and university level. Primary education is the cornerstone of any educational system. Comfort, UsenEkpenyong (2013) elaborated that primary education is universally accepted as the base laying level of education in all nations of the world. It provides the mini-structural framework on which the quality of other levels of education depends. In order to improve primary education, different protocols and conventions have pledged not at national level but also at international level. Pakistan is the signatory of all such pledges and conventions. Successive governments in Pakistan have struggled to improve primary education system in the country. Since the inception of Pakistan on 14th August, 1947, several plans and policies were developed and implemented. The purpose of all plans and policies were to achieve universal primary education, to reduce gender disparity and to improve the quality of education is noteworthy to mention here that there are four provinces in Pakistan i.e. Punjab, Sindh, Baluchistan, and Khyber PakhtoonKhawa (KPK). 34 2.13 Quality Concerns and Commitments by the Government of Pakistan Pakistan is a signatory of the Universal Declaration of Human Rights (1948) and many other declarations down to the World Declaration on Education for All (1990), the World Education Forum Dakar Framework for Action 2000, the Recife Declaration of E-9 Countries 2000 and the Beijing Declaration of E-9 Countries on ICT and EFA 2001. But Pakistan, despite policy statements and target setting in various education policies and five-year plans is still far below universal primary education access and retention. The priority is thus, still on the expansion of basic educational opportunity to all. However, with the emerging international agenda of quality education, Pakistan has also readdressed the educational target setting by adopting a two-pronged approach based on quantitative expansion along with quality enhancement, particularly since the 7th Five Year Plan. The National Education Policy 1998 has included many elements and strategies for improving quality at elementary level. The central message of SAP-II and EFA beyond DAKAR is Quality Education and that the access is not sustainable without quality (Govt. of Pakistan, 2000). The important policy statements and strategies are listed below The National Education Policy 1992 recognized that the quality aspect of primary education has been compromised and required urgent examination of the measures needed for its raising. The policy has mentioned several strategies for the purpose including teachers training updating primary kit provision of books etc. The National Education Policy 1998-2010 had also included among its objectives the improvement of elementary education. The policy gives a comprehensive list of 35 quality inputs such as merit-based recruitment of teachers pre-service and in-service training of teachers improving the quality and availability of books etc. Education Sector Reforms Action Plan 2001-2005 based on National Educational Policy 1998-2010 among its nine sectors includes a cross-cutting thrust area of quality assurance in education including upgraded teacher training, textbooks and curricula, and assessment system. The National Plan of Action (NPA) for Education for All also addresses the issue of quality education. The major quality inputs suggested include reforms in curricula (focusing on basic learning needs of child, youth, adolescent and adult), textbook development and teachers training. An improved system of examination/assessment i.e. National Education Assessment System (NEAS) will also be introduced. Besides, early childhood education programmes will be initiated as part of efforts to improve the achievement of pupils at primary education level. Defining Quality Despite the growing concern about the quality of education, its crystallized definition is somewhat difficult (Aspin Chapman, 1994), largely due to a wide array of stakeholders and consumers along with the complexities of teaching-learning process which need to be unfolded continuously. Terms like effectiveness, efficiency, equity, equality and quality are often used interchangeably (Adams, 1993). Most of the people view quality of education as the learning outcomes of students which is the primary concern of all stakeholders. But to achieve the desired quality the antecedents, that is the input and process should also have quality in terms of efficiency, effectiveness, excellence, and social justice. The quality education output can be 36 achieved only if quality is ensured at each level of the educational process from standard setting, learning environment, teacher training, teacher-learning process, assessment and monitoring. 2.14 Government effectiveness in delivering education Little is actually known systematically about government effectiveness in delivering primary education an important area for future research will be the reliability of government provision of education. If fees finance quality, they would need to be replaced. But fees often disappear through various leakages and, at best, only partly finance quality inputs. Fees, especially for such things as books, may well result in the provision of essential materials for learning and hence improve educational quality. In practice, the evidence is not strong. One area where a systematic review has been conducted is textbook charges sales and rentals, which are common. None of the textbook sales schemes in Africa supported by the World Bank seem to have been successful in reaching the poor (Diop 2001). Even with price subsidies, for instance, most rural primary students in Togo could not afford books, a full set of which represented more than twice the average annual family spending on education. Fees for materials may, therefore, improve learning among more affluent families, but they do not appear to help poor children. 2.15 Factors that Constitute priority indicators of Quality Primary Education In the analysis of indicators of educational quality, there are a number of internationally recognised indicators of quality that are highlighted in the substantial body of literature which attempts to determine the appropriate school quality inputs 37 required to boost student achievement (Adams, 1997). In a review of priority indicators, according to the World Bank (World Bank, 2007) they were in the following order libraries instructional time homework textbooks teacher subject knowledge teacher experience, laboratories teachers salaries and class size. It is generally perceived that school improvementfocused on input and process quality measures, especially on the learning end which is likely in principle to have the effect of improving output quality, namely student achievement, since students are able to better master the curricular content that is mandated for each grade (Macmillan, 1998). Lockheed and Verspoor (1991) identified five major in-schools areas for improving the quality of education. These included improving curriculum increasing learning materials increasing instructional time improving teaching and increasing the capacity of students.In general terms, research on inputs has focused on materials such as textbooks, desks andblackboards as well as teachers and students. The outputs include proxies of achievement(promotion and completion rates) as well as measures of actual achievement which include the kinds and quantity of facts and skills learned. The output characteristics of quality education is therefore the quality of student achievement and it is the amount and degree or perfection of learning according to the various levels of intellectual achievement, from recall to application and creative innovation. A minimum level of quality is a fully functional literacy and a good mastery of basic mathematical operations including the capacity to apply them to simple everyday problems (Bergmann, 1996). In terms of input-process-output measures of quality, it is generally believed thatintervening at the school and classroom levels is crucial in raising the quality of 38 primary education in Sub-Saharan Africa, as ultimately educational quality is obtained through pedagogical processes in the classroom where knowledge, skills and dispositions are acquired (Verspoor, 2003). Therefore, managing the quality of classroom interactions is seen as the single most important factor in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited (OSullivan, 2004). 2.16 Implementation of Quality Primary Education initiatives Considering the importance of primary education in national development, it would be expected that many countries would have launched programmes to increase access leading to achieving universal primary education (Therkidse, 2000 Gershberg and Winkler, 2003). This has, however, not been the case with many of the Africa countries (Kagia, 2005). They reflect enormous differences in enrolments and participation, with some countries having achieved close to universal provision, while others continue to lag behind. Among the key underlying factors affecting primary school enrolment rates are economic ones. Research indicates that poverty is one of the most important economic factors accounting for the low participation. Many households especially, in the rural areas are too poor to afford direct and opportunity costs for their children to enroll in school. As economists tend to demonstrate, economic development normally boosts educational growth. In this regard, countries which have more resources to allocate to education, both as an investment and as consumption good, achieve a higher participation in education as shown by evidence from more industrialized countries (Harber, 2002). 39 In response to the globalised framework of Jomtien and Dakar as well as the Millennium Development Goals for achieving universal primary education by 2015, many Sub-Saharan African governments have abolished school fees in public primary schools under the banner of the free primary education policy. In addition, increased access to good quality education is seen as an important means of achieving many of the other development goals. Following the introduction of free primary education, many countries have experienced robust increase in primary education enrolments. Despite such enrolment increases, especially over the last decade, many countries have fallen short of achieving the goal of universal primary schooling for all in both quantitative and qualitative goals (Ainscow and Miles, 2008). The lifting of teacher morale through monetary incentives is major challenge due to poor economies, but some measures need to be taken to regenerate their professional pride and enthusiasm through improving working conditions as well as increasing supervisory support and services. There is also the need for most countries to address the policy of the medium of instruction, with an emphasis on the use of vernacular languages in lower classes of the primary school (Vuningungo, 2009). The crucial importance of the access to and completion of universal primary education lies in its greater impacts on social goals (Dreze and Sen, 1996 PROBE, 1999). Although, in the present-day context, public policy makers and corporate functionaries have often expressed the view that it is important for economic growth, the real significance of universal primary education goes much beyond this concern for accumulation of human capital. Rightly enough, it has been recognized as the base upon 40 which every individual goes on to build his or her knowledge enterprise to proceed towards adding credence to the very notion of human development (UNESCO, 1990). In its enumeration of the social impacts of primary education, the PROBE Report, 1999 emphasized the following eight factors fundamental rights, popular demand, human capital, joy of learning, individual well-being, social progress, political participation and social justice (Dreze and Sen, 1996 PROBE, 1999). In Pakistan provision of primary education is a fundamental responsibility of the state. The public sector has invested widely in education in both urban as well as rural areas and in formal as well as non-formal institution. The private sector also participates though on a limited scale in extending education and has established formal schools mostly located in urban areas, besides some NGOs and nonprofit organizations also offer primary schooling.UNESCO, more than 113 million children have no access to school (Brochure). Poverty, financial limitations, gender disparities, rural/urban imbalance, and low priority of the education are the main hurdles to the universal primary education achievement. Primary Education has been the top priority area with in education sector, which is evident from the fact that on the average half of the education budget/allocations have been allotted for the promotion of primary education. In Pakistan, the duration of primary education is five years, where medium of instruction at this stage is mother tongue of the child or the regional language. Co-education exists to a considerable extent in private primary school but it is discouraged in government school due to social compulsion. The present government has embarked upon a phased programmed for instruction of universal primary education by providing more schools and teachers so as to raise the participation rate from 66 to 100 by 2015.10 41 2.17 Flexible Education Tomasevski (2004), the varying definitions of primary and/or basic education, as well as differing lengths and levels of enforcement of compulsory schooling, make age-related categorization all the more important. This kind of information is useful in the elimination of intolerable forms of child labor and provisions of education to working children. The issue of child labor was discussed with the government officials, principals, teachers and parents. The government officials initiate administrative and social measures to improve the status and conditions of children in the society. But the schools do not accommodate children who work during the day and earn a living for themselves. According to principals and teachers, the most important reason for lower enrollment and attendance of both girls and boys in primary schools is that the children help their families earning a daily wage. The parents demand that the evening classes should be arranged for their children those work in morning. They are poor families and want their kids to contribute to the household expenses. But there is no government action to fulfill their demand. In Pakistan provision of primary education is a fundamental responsibility of the state. The public sector has invested widely in education in both urban as well as rural areas and in formal as well as non-formal institution. The private sector also participates though on a limited scale in extending education and has established formal schools mostly located in urban areas, besides some NGOs and nonprofit organizations also offer primary schooling.8 According to UNESCO, more than 113 million children have no access to school (Brochure). Poverty, financial limitations, gender disparities, rural/urban 42 imbalance, and low priority of the education are the main hurdles to the universal primary education achievement. Primary Education has been the top priority area with in education sector, which is evident from the fact that on the average half of the education budget/allocations have been allotted for the promotion of primary education. In Pakistan the duration of primary education is five years, where medium of instruction at this stage is mother tongue of the child or the regional language. Co-education exists to a considerable extent in private primary school but it is discouraged in government school due to social compulsion. The present government has embarked upon a phased programmed for instruction of universal primary education by providing more schools and teachers so as to raise the participation rate from 66 to 100 by 2015.10 Although in Pakistan five years primary education is considered as a basic education. Education policies recommended replacing primary education by eight years elementary education, but due to resource constraints and other limitations these recommendations are yet not adopted. The value of education has got to be appreciated not only by people who acquire it but also by those who surround them. Truly enough, the link between education and individual well-being goes much beyond its economic returns or the joy of learning (PROBE, 1999 ASER, 2005-12 Right to Education Act, 2009). A large segment of the population in India and other developing countries, especially the backward communities1, couldnt participate in decision-making through political processes because of illiteracy (Dreze and Sen, 1996). Universal primary education to all can bring social justice. But in India, there is a long history of educational disparities and social 43 inequalities based on class, caste and gender (Bhagwati, 1973 Scrase, 1993 Dreze and Sen, 1996 Bhattacharya, 2002 Kumar, 2006 Sedwal and Kamat, 2008 Gaiha, et.al 2008 Ramachandran, 2009 UNICEF, 2011 Majumdar and Mooij, 2011). The demand could not be effectively met with free and compulsory formal primary education systems available during this time period. It was almost impossible to open primary schools in every part of the state where there were children without access to primary schools. 2.18 The Right-Based Approach to Education The rights based approach fosters the idea that education is a universal entitled and everyone should get access to an education of good quality because it will bring benefit to the economy and the nation (Robeyns, 2006). The objective of the study is to identify improvements and challenges in the education process of ensuring such fundamental human rights, which can help children develop skills and knowledge to contribute to overall national development. The right to education model, at the policy level, is directly associated with the EFA movement. Education for all means what it states. In recent decades, this approach was formally proposed through international goals and targets set by EFA, Dakar and these conventions and conferences have established time-bound gender equality goals to which all states are committed. States formulate outcome related reforms, monitor progress, identify policy gaps and understand where international assistance is needed most (UNESCO, 2003/4). Therefore, the intention to analyze School Reform Roadmap is 44 to understand the process of ensuring education rights to student by meeting international goals and targets. So as a basic human right, it is asserted that education should be free and no child is left out of school (Tomasevski, 2004). Making such provision available in Pakistan can improve access of all children to education. The reform programmer envisions that free and compulsory education up to 16 years is a fundamental and enforceable right of every child including girls. 2.19 Teacher beliefs that all students can learn The way time is used is related to school priorities and expectations. Quality education puts students at the center of the process student achievement must be the schools first priority. Since schools exist because of students, this would seem self-evident. Perhaps because of the complexity of educational systems, however, teachers may not always believe in the schools ability to help all students. For example, teachers interviewed in Guinea and Mexico had little awareness of the schools role in pupil failure and dropout. Instead, they tended to blame the pupils and their family environment (Carron Chau, 1996). Research around the world has shown that low expectations for student achievement permeate educational systems. Rather than setting high standards and believing that students can meet them, teachers and administrators in many developing countries expect that up to half the students will drop out or fail, especially in primary grades. Schools committed to student learning communicate expectations clearly, give frequent and challenging assignments, monitor performance 45 regularly, and give students the chance to participate in and take responsibility for diverse school activities (Craig, Kraft, du Plessis, 1998). 2.20 Barriers to Education The poor are faced with a long list of obstacles to education. Among the major determinants of enrollment identified in recent studies are household income, schooling costs, presence or absence of schools, community involvement, transportation, education quality and relevance, parental education, having a learning or physical disability, cultural values and norms, and the opportunity costs of attending school (Boyle et. al. 2002 Deininger 2003 Deolalikar 1997 The direct impact of fees on enrollment can be assessed by calculating the price elasticity of demand for primary education. Estimates in the 1980s showed elasticities on average to be less than 1 for education at all levels (Jimenez 1987). 46 CHAPTER 3 RESEARCH METHODOLOGY This chapter deals with the methods, strategies adopted by the researcher and the procedure of the research with the due consultancy and guidance of the supervisor. Focal point of the study was to assess the perception of the role of government in promoting effective primary education A case study of Panjab education foundation (PEF). For this purpose researcher reviewed all available accessible literature related to the study. A comprehensive description of the research methodology incurring on this study is given under. 3.1 Population For this study all male and female teachers of district Vehari and district Multan served as population. District of MultanMultankhanewalLodhranVehariTotaldivisionschoolSchools1833271694 3.2 Sample The study about PEF schools of Multan division. Therefore, out of the list of thirty four schools were selected and from Eighteen schools Multan district and sixteen 47 schools Vehari district . One hundred twenty teachers were selected through convenient sampling technique. Multan division was the sample for this study. 3.2.1 Sampling Frame Two districts was selected sample of this study Sr noName ofName ofBoysGirls schoolsTotaldistrictschoolsschoolsschools1Multan18117182Vehari16115163.3Research Tool In this study questionnaire/surrey research was used as a tool for collection of data. Questionnaire will be comprised of 30 questions for collecting data 3.4 Data collection According to the adopted procedure of data collection the questionnaire was distributed to government primary schools and PEF schools teachers and they were asked to read all the questions carefully and tick the answer where fed the best. By this procedure the data were collected from teachers. 3.5 Data Analysis The data were analyzed statistically techniques. Tables data were collected through personal visits of the targeted schools and collected data through questionnaire from the respondent. The data was coded into numbers, and entry was made into MS-Excel 2013 and transformed into the SPSS 19.00 for statistical operations such as percentage mean score standard deviation and t test. 48 CHAPTER 4 DATA ANALYSIS This chapter deals with the analysis and interpretation of data. The purpose of the study was role of government in promoting effective primary education a case study of Punjab education foundation schools. To achieve the study objectives, the researcher developed a questionnaire based on Likert scale with restricted response (SA, A, U, D, SD) and distributed it among 120teachers of Districts Multan and the researcher personally administered the questionnaire and conducted the door to door survey in different rural and urban schools of districts Multan and Vehari. Total 125 questionnaires were printed but the data were collected from 120 teachers, so the response return rate was found 96. Later, the data was coded into numbers, and entry was made into MS-Excel 2013 and transformed into the SPSS 19.00 for statistical operations. The framework of this chapter is given below Sr.StatementMean1I am satisfied with my school building.2.392I am satisfied with my salary package.2.043PEF schools monitoring by government.3.034PEF schools teachers qualification is good.2.135PEF Schools are associated by government.2.506Proper resources allocation to PEF school by the government.1.627Salary package is equal to the primary school teachers.3.82 49 8Government schools teachers stander is good.2.489PEF schools provides free education.4.3410The overall performance of the teachers is good.3.9811To acquaint the head teachers with PEF policies and procedures.3.2612Keeping students constructively engaged in their work.3.0913Class activities to learning needs of individuals students for primary3.75education.14Government provides good resources improving the quality of3.90primary education.15To enhance head teachers knowledge and skills3.5216There is a problem of staff absenteeism.2.3017There is a problem of management in PEF schools.3.6818Curriculum is varied to meet the different needs, interests and2.03abilities of students.19I understand the government policies and procedures.3.0320Im confident in my ability to include physical activity opportunities3.40for the students in the classroom.21There is a problemof supervision in PEF schools.4.1922Teachers set high expectations for academic work.3.6823Physical activity for students is a priority in PEF school.2.2824Feedback of progress to each students in PEF school.3.3225The school building and grounds are clean and well maintained2.4826Teacher training is important for PEF school teachers.4.0227Primary education is a fundamental responsibility of the state.3.1228Primary education system needs financial support.3.9429Resources of teaching and learning need to be increased at the3.18primary level.30School staff members and students work together to keep the school3.96clean and attractive.50Table 4.1I am satisfied with my school building.StatementLevelsfageMeanI am satisfied with mySA97.5school building.A1613.3UD2520.82.39D3327.5SD3730.8Total120100.0 The table 4.1 shows that 20.8 teachers were agreed that I am satisfied with my school building , while 69.2 were disagreed with this, which mean they 2.39, however only 41.7 of the respondents were undecided on the statement I am satisfied with my school building. 51 Table 4.2I am satisfied with my salary package.StatementLevelsFageMeanI am satisfied with my salarySA1.8package.A97.5UD2924.22.04D3630.0SD4537.5Total120100.0 The table 4.2 shows that 8.3 teachers were agreed that i am satisfied with my salary package. while 62 were disagreed with this, which mean they 2.04, however only 32.5 of the respondents were undecided on the statement i am satisfied with my salary package. 52 Table 4.3PEF schools monitoring by government.StatementLevelsfageMeanPEF schools monitoring bySA2420.0government.A3125.8UD119.23.03D3226.7SD2218.3Total120100.0 The table 4.3 shows that 45.8 teachers were agreed that PEF schools monitoring by government while 81.7 were disagreed with this, which mean they 3.03,however only 55.0 of the respondents were undecided on the statement PEF schools monitoring by government. 53 Table 4.4PEF Schools are associated by government.StatementLevelsfageMeanPEF Schools are associatedSA65.0by government.A1512.5UD3125.82.50D4940.8SD1915.8Total120100.0 The table 4.4 shows that 17.5 teachers were agreed that PEF schools are associated by government while 84.2 were disagreed with this, which mean they 2.50 however only 43.3 of the respondents were undecided on the statement PEF schools are associated by governments 54 Table 4.5PEF schools teachers qualification is good.StatementLevelsfageMeanPEF schools teachersSA65.0qualification is good.A1210.0UD1815.02.13D4033.3SD4436.7Total120100.0 The table 4.5 shows that 15.0 teachers were agreed that PEF schools teachers qualification is good while 63.3 were disagreed with this, which mean they 2.13, however only 30..0 of the respondents were undecided on the statement PEF schools teachers qualification is good. 55 Table 4.6Proper resources allocation to PEF school by the government.StatementLevelsfageMeanProper resources allocationSA00to PEF school by theA21.7government.UD108.31.62D4840.0SD6050.0Total120100.0 The table 4.6 shows that 1.7 teachers were agreed that Proper resources allocation to PEF school by the government while 50.0 were disagreed with this, which mean they 1.62 however only 10.0 of the respondents were undecided on the statement Proper resources allocation to PEF school by the government. 56 Table 4.7Salary package is equal to the primary school teachers.StatementLevelsfageMeanSalary package is equal toSA3630.0the primary school teachers.A4840.0UD2218.33.82D65.0SD86.7Total120100.0 The table 4.7 shows that 70.0 teachers were agreed that Salary package is equal to the primary school teachers while 93.3 were disagreed with this, which mean they 3.82 , however only 88.3 of the respondents were undecided on the statementSalary package is equal to the primary school teachers. 57 Table 4.8Government schools teachers stander is good.StatementLevelsfageMeanGovernment schoolsSA65.0teachers stander is good.A1512.5UD3226.72.84D4537.5SD2218.3Total120100.0 The table 4.8 shows that 17.5 teachers were agreed that Government schools teachers stander is good while 81.7 were disagreed with this, which mean they 2.84 , however only 44.2 of the respondents were undecided on the statement Government schools teachers stander is good. 58 Table 4.9PEF schools provides free education.StatementLevelsfageMeanPEF schools provides freeSA5646.7education.A5747.5UD1.84.34D43.3SD21.7Total120100.0 The table 4.9 shows that 94.2 teachers were agreed that PEF schools provides free education while 98.3 were disagreed with this, which mean they 4.34 , however only 95.0 of the respondents were undecided on the statement PEF schools provides free education. 59 Table 4.10 The overall performance of teachers is good. StatementLevelsfageMeanThe overall performance ofSA3327.5teachers is good.A5646.7UD2823.33.98D1.8SD21.7Total120100.0 The table 4.10 shows that 74.2 teachers were agreed that The overall performance of teachers is good while 98.3 were disagreed with this, which mean they 3.98 , however only 97.5 of the respondents were undecided on the statement The overall performance of teachers is good. . 60 Table 4.11 To acquaint the head teachers with PEF policies and procedures. StatementLevelsfageMeanTo acquaint the headSA2016.7teachers with PEF policiesA3327.5and procedures.UD3529.23.26D2218.3SD108.3Total120100.0 The table 4.11 shows that 44.2 teachers were agreed that to acquaint the head teachers with PEF policies and procedures while 91.7 were disagreed with this, which mean they 3.26 , however only 73.3 of the respondents were undecided on the statement To acquaint the head teachers with PEF policies and procedures. 61 Table 4.12Keeping students constructively engaged in their work.StatementLevelsfageMeanKeeping studentsSA1512.5constructively engaged inA2621.7their work.UD4235.03.09D2924.2SD86.7Total120100.0 The table 4.12 shows that 34.2 teachers were agreed that Keeping students constructively engaged in their work while 93.3 were disagreed with this, which mean they 3.09 , however only 69.2 of the respondents were undecided on the statement Keeping students constructively engaged in their work. 62 Table 4.13Class activities to learning needs of individuals students for primaryeducation.StatementLevelsfageMeanClass activities to learningSA2823.3needs of individualsA4940.8students for primaryeducation.UD3125.83.75D97.5SD32.5Total120100.0 The table 4.13 shows that 64.2 teachers were agreed that Class activities to learning needs of individuals students for primary education while 97.5 were disagreed with this, which mean they 3.75 , however only 90.0 of the respondents were undecided on the statement Class activities to learning needs of individuals students for primary education. 63 Table 4.14 Government provides good resources improving the quality of primary education. StatementLevelsfageMeanGovernment provides goodSA3428.3resources improving theA5243.3quality of primary education.UD2520.83.90D65.0SD32.5Total120100.0 The table 4.14 shows that 71.7 teachers were agreed that Government provides good resources improving the quality of primary education while 97.5 were disagreed with this, which mean they 3.90 , however only 92.5 of the respondents were undecided on the statement Government provides good resources improving the quality of primary education. 64 Table 4.15 To enhance head teachers knowledge and skills StatementLevelsfageMeanTo enhance head teachersSA2621.7knowledge and skillsA4033.3UD3025.03.52D1815.0SD65.0Total120100.0 The table 4.15 shows that 55.0 teachers were agreed that To enhance head teachers knowledge and skills while 95.0 were disagreed with this, which mean they 3.52, however only 80.0 of the respondents were undecided on the statement. To enhance head teachers knowledge and skill 65 Table 4.16 There is a problem of staff absenteeism. StatementLevelsfageMeanThere is a problem of staffSA54.2absenteeism.A54.2UD3428.32.30D5344.2SD2319.2Total120100.0 The table 4.16 shows that 8.3 teachers were agreed that There is a problem of staff absenteeism while 80.8 were disagreed with this, which mean they 2.30 , however only 36.7 of the respondents were undecided on the statement There is a problem of staff absenteeism.. 66 Table 4.17 There is a problem of management in PEF schools. StatementLevelsfageMeanThere is a problem ofSA2319.2management in PEF schools.A4940.8UD3730.83.68D86.7SD32.5Total120100.0 The table 4.17 shows that 60.0 teachers were agreed that There is a problem of management in PEF schools while 97.5 were disagreed with this, which mean they 3.68 , however only 90.8 of the respondents were undecided on the statement There is a problem of management in PEF schools. 67 Table 4.18Curriculum is varied to meet the different needs, interests andabilities of students.StatementLevelsfageMeanCurriculum is varied to meetSA32.5the different needs, interestsA54.2and abilities of students.UD2016.72.03D5646.7SD3630.0Total120100.0 The table 4.18 shows that 6.7 teachers were agreed that Curriculum is varied to meet the different needs, interests and abilities of students while 70.0 were disagreed with this, which mean they 2.03 , however only 23.3 of the respondents were undecided on the statement Curriculum is varied to meet the different needs, interests and abilities of students. 68 Table 4.19 I understand the government policies and procedures. StatementLevelsfageMeanI understand the governmentSA1411.7policies and procedures.A2823.3UD3529.23.03D3327.5SD108.3Total120100.0 The table 4.19 shows that 35.0 teachers were agreed that I understand the government policies and procedures while 91.7 were disagreed with this, which mean they 3.03 , however only 64.2 of the respondents were undecided on the statement I understand the government policies and procedures. 69 Table 4.20Im confident in my ability to include physical activity opportunitiesfor the students in the classroom.StatementLevelsfageMeanIm confident in my abilitySA2924.2to include physical activityA2722.5opportunities for thestudents in the classroom.UD3125.83.40D2924.2SD43.3Total120100.0 The table 4.20 shows that 46.7 teachers were agreed that Im confident in my ability to include physical activity opportunities for the students in the classroom while 96.7 were disagreed with this, which mean they 3.40 , however only 72.5 of the respondents were undecided on the statement Im confident in my ability to include physical activity opportunities for the students in the classroom. 70 Table 4.21 There is a problem of supervision in PEF schools. StatementLevelsfageMeanThere is a problem ofSA4537.5supervision in PEF schools.A5848.3UD1411.74.19D1.8SD21.7Total120100.0 The table 4.21 shows that 85.8 teachers were agreed that There is a problem of supervision in PEF schools while 98.3 were disagreed with this, which mean they 4.19 , however only 97.5 of the respondents were undecided on the statement There is a problem of supervision in PEF schools. 71 Table 4.22Teachers set high expectations for academic work.StatementLevelsfageMeanTeachers set highSA3025.0expectations for academicA4739.2work.UD2520.83.68D119.2SD75.8Total120100.0 The table 4.22 shows that 64.2 teachers were agreed that Teachers set high expectations for academic work. while 94.2 were disagreed with this, which mean they 3.68 , however only 85.0 of the respondents were undecided on the statement Teachers set high expectations for academic work.. 72 Table 4.23 Physical activity for students is a priority in PEF school. StatementLevelsfageMeanPhysical activity for studentsSA108.3is a priority in PEF school.A1512.5UD1310.82.28D4235.0SD4033.3Total120100.0 The table 4.23 shows that 20.8 teachers were agreed that Physical activity for students is a priority in PEF school while 66.7 were disagreed with this, which mean they 2.28 , however only 31.7 of the respondents were undecided on the statement Physical activity for students is a priority in PEF school. 73 Table 4.24 Feedback of progress to each student in PEF school. StatementLevelsfageMeanFeedback of progress to eachSA2420.0student in PEF school.A3226.7UD3025.03.32D2621.7SD86.7Total120100.0 The table 4.24 shows that 46.7 teachers were agreed that Feedback of progress to each student in PEF school. while 93.3 were disagreed with this, which mean they 3.32 , however only 71.7 of the respondents were undecided on the statement Feedback of progress to each student in PEF school. 74 Table 4.25 The school building and grounds are clean and well maintained StatementLevelsfageMeanThe school building andSA65.0grounds are clean and wellA1512.5maintainedUD3630.02.48D3730.8SD2621.7Total120100.0 The table 4.25 shows that 17.5 teachers were agreed that The school building and grounds are clean and well maintained while 78.3 were disagreed with this, which mean they 2.48 , however only 74.5 of the respondents were undecided on the statement The school building and grounds are clean and well maintained 75 Table 4.26 Teacher training is important for PEF school teachers. StatementLevelsfageMeanTeacher training is importantSA4235.0for PEF school teachers.A4436.7UD3025.04.02D21.7SD21.7Total120100.0 The table 4.26 shows that 71.7 teachers were agreed that Teacher training is important for PEF school teachers while 98.3 were disagreed with this, which mean they 4.02 , however only 96.7 of the respondents were undecided on the statement Teacher training is important for PEF school teachers. 76 Table 4.27Primary education is a fundamental responsibility of the state.StatementLevelsfageMeanPrimary education is aSA2016.7fundamental responsibilityA2924.2of the state.UD3125.83.12D2520.8SD1512.5Total120100.0 The table 4.27 shows that 40.8 teachers were agreed that Primary education is a fundamental responsibility of the state while 87.5 were disagreed with this, which mean they 3.12, however only 66.7 of the respondents were undecided on the statement Primary education is a fundamental responsibility of the state. 77 Table 4.28Primary education system needs financial support.StatementLevelsfageMeanPrimary education systemSA3831.7needs financial support.A5041.7UD2319.23.94D54.2SD43.3Total120100.0 The table 4.28 shows that 73.3 teachers were agreed that Primary education system needs financial support. While 96.7 were disagreed with this, which mean they 3.94, however only 92.5 of the respondents were undecided on the statement Primary education system needs financial support. 78 Table 4.29Resources of teaching and learning need to be increased at theprimary level.StatementLevelsfageMeanResources of teaching andSA1815.0learning need to be increasedA3428.3at the primary level.UD3226.73.18D2319.2SD1310.8Total120100.0 The table 4.29 shows that 43.3 teachers were agreed that Resources of teaching and learning need to be increased at the primary level while 89.2 were disagreed with this, which mean they 3.18 ,however only 70.0 of the respondents were undecided on the statement Resources of teaching and learning need to be increased at the primary level. 79 Table 4.30 School staff members and students work together to keep the school clean and attractive. StatementLevelsfageMeanSchool staff members andSA3529.2students work together toA5041.7keep the school clean andattractive.UD3226.73.96D1.8SD21.7Total120100.0 The table 4.30 shows that 70.8 teachers were agreed that school staff members and students work together to keep the school clean and attractive, while 98.3 were disagreed with this, which mean they,3.96,however only 97.5 of the respondent were undecided on the statement school staff members and students work together to keep the school clean and attractive. 80 Gender Wise Mean Comparison Analysis GenderNMeanStd. DeviationI am satisfied with my schoolMale602.081.154building.Female602.701.293I am satisfied with my salaryMale601.93.899package.Female602.151.087PEF schools monitoring byMale602.671.323government.Female603.381.474PEF schools teachersMale602.121.195qualification is good.Female602.151.147PEF Schools are associated byMale602.581.169government.Female602.42.944Proper resources allocation toMale601.73.778PEF school by theFemale601.50.624government.Salary package is equal to theMale603.751.230primary school teachers.Female603.881.010Government schools teachersMale602.151.102stander is good.Female602.82.965PEF schools provides freeMale604.201.005education.Female604.48.504The overall performance ofMale603.87.929the teachers is good.Female604.08.720To acquaint the head teachersMale603.081.266with PEF policies andFemale603.431.079procedures.Keeping studentsMale602.881.151constructively engaged inFemale603.301.030their work.Class activities to learningMale603.721.027needs of individuals studentsFemale603.78.940for primary education.Government provides goodMale603.651.087resources improving theFemale604.15.732quality of primary education.To enhance head teachersMale603.631.164knowledge and skillsFemale603.401.108There is a problem of staffMale602.231.110absenteeism.Female602.37.802There is a problem ofMale604.02.892management in PEF schools.Female603.33.877Curriculum is varied to meetMale602.051.096the different needs, interestsFemale602.00.736and abilities of students.81I understand the governmentMale602.981.282policies and procedures.Female603.071.006Im confident in my ability toMale603.551.294include physical activityFemale603.251.068opportunities for the studentsin the classroom.There is a problem ofMale604.17.905supervision in PEF schools.Female604.22.691Teachers set high expectationsMale603.98.983for academic work.Female603.381.180Physical activity for studentsMale602.371.449is a priority in PEF school.Female602.181.081Feedback of progress to eachMale603.301.239students in PEF school.Female603.331.188The school building andMale602.401.138grounds are clean and wellFemale602.571.095maintainedTeacher training is importantMale603.92.996for PEF school teachers.Female604.12.804Primary education is aMale603.031.365fundamental responsibility ofFemale603.201.176the state.Primary education systemMale604.20.879needs financial support.Female603.681.033Resources of teaching andMale602.971.301learning need to be increasedFemale603.381.106at the primary level.School staff members andMale603.95.946students work together to keepFemale603.97.780the school clean andattractive. 82 Gender-Wise T-Test on Statements Independent Samples Test Equal variances assumed Levenes Test forEquality ofVariancest-test for Equality of MeansMeanSig. (2-DifferencStd. ErrorFSig.Tdftailed)eDifferenceI am satisfied with my2.710.102-2.756118.007-.617.224school building.I am satisfied with my4.036.047-1.190118.236-.217.182salary package.PEF schools2.503.116-2.802118.006-.717.256monitoring bygovernment.PEF schools teachers.049.825-.156118.876-.033.214qualification is good.PEF Schools are4.457.037.859118.392.167.194associated bygovernment.Proper resources2.965.0881.811118.073.233.129allocation to PEFschool by thegovernment.Salary package is2.045.155-.649118.518-.133.205equal to the primaryschool teachers.Government schools.294.588-3.525118.001-.667.189teachers stander isgood.PEF schools provides6.040.015-1.952118.053-.283.145free education.The overall1.885.172-1.428118.156-.217.152performance of theteachers is good.To acquaint the head1.020.315-1.630118.106-.350.215teachers with PEFpolicies andprocedures.Keeping students.236.628-2.089118.039-.417.199constructivelyengaged in their work.83Class activities to.066.798-.371118.711-.067.180learning needs ofindividuals studentsfor primary education.Government provides10.398.002-2.956118.004-.500.169good resourcesimproving the qualityof primary education.To enhance head.002.9601.125118.263.233.207teachers knowledgeand skillsThere is a problem of3.164.078-.754118.452-.133.177staff absenteeism.There is a problem of1.542.2174.231118.000.683.161management in PEFschools.Curriculum is varied5.245.024.293118.770.050.170to meet the differentneeds, interests andabilities of students.I understand the2.661.106-.396118.693-.083.210government policiesand procedures.Im confident in my7.422.0071.385118.169.300.217ability to includephysical activityopportunities for thestudents in theclassroom.There is a problemof1.558.214-.340118.734-.050.147supervision in PEFschools.Teachers set high6.745.0113.026118.003.600.198expectations foracademic work.Physical activity for8.982.003.785118.434.183.233students is a priority inPEF school.Feedback of progress.077.782-.150118.881-.033.222to each students inPEF school.The school building.145.704-.818118.415-.167.204and grounds are cleanand well maintained84Teacher training is1.695.195-1.210118.229-.200.165important for PEFschool teachers.Primary education is a1.850.176-.717118.475-.167.233fundamentalresponsibility of thestate.Primary education3.688.0572.950118.004.517.175system needs financialsupport.Resources of teaching1.459.230-1.890118.061-.417.221and learning need tobe increased at theprimary level.School staff members1.361.246-.105118.916-.017.158and students worktogether to keep theschool clean andattractive. Mean male 2.08 and female 2.70with that statement I am satisfied with my school building standard deviation male 1.154 female 1.293 with same statement t.test -2.756 Mean male 1.93 and female 2.15 with that statement I am satisfied with my salary package standard deviation male .899 female 1.087 with same statement-test -1.190 Mean male 2.67 and female 3.38 with that statement PEF schools monitoring by government. Standard deviation male 1.323and female 1.474 with same statement t-test -2.802 Mean male 2.12 and female 2.15 with that statement PEF schools teachers qualification is good. Standarddeviation male 1.195 and female 1.147 with same statement t-test-.156 85 Mean male 2.58 and female 2.42 with the statement PEF Schools are associated by government standard deviation male 1.169 and female .944 with same statement t-.test- 859 Mean male 1.73 and female 1.50 with that statement Proper resources allocation to PEF school by the government standard deviation male .778 and female .624 with same statement t-test-1.811 Mean male 3.75 and female 3.88 with that statement Salary package is equal to the primary school teachers standard deviation male 1.230 and female 1.010 with same statement t-test-649 Mean male 2.15 and female 2.82 with that statement Government schools teachers stander is good standard deviation male 1.102 and female .965 with same statement t-test-3525 Mean male 4.20 and female 4.48 with that statementPEF schools provides free education standard deviation male .1.005 and female .504 with same statement t-test-1.952. Mean male 3.87 and female 4.08 with that statement the overall performance of the teachers is good standard deviation male 929 and female 720 with t same statement t-test-1.428 Mean male 3.08 and female 3.43 with that statementto acquaint the head teachers with PEF policies and procedures standard deviation male 1.266and female1.079 with same statement t-test-1.630 86 Mean male 2.88 and female 3.30 with that statement Keeping students constructively engaged in their work standard deviation male 1.151 and female 1.030 with same statement t-test-2.089 Mean male 3.72 and female 3.78 with that statementClass activities to learning needs of individuals students for primary education standard deviation male 1.027 and female .940 with same statement t-test-371 mean male 3.65 and female 4.15 with that statement Government provides useful resources improving the quality of primary education standard deviation male 1.087and female .732 with same statement t-test-2.956 Mean male 3.63 and female 3.40 with that statement To enhance head teachers knowledge and skills standard deviation male 1.164and female 1.108 with same statement t-test-1.125 Mean male 2.23 and female 2.37 with that statement There is a problem of staff absenteeism standard deviation male 1.110 and female .802with same statement t-test-754 Mean male 2.04 and female 3.33 with that statement There is a problem of management in PEF schools standard deviation male .892 and female 877 with same statement t-test-4.231 Mean male 2.05 and female 2.00 with that statement Curriculum is varied to meet the different needs, interests and abilities of students standard deviation male1.096 and female .736 with same statement t-test-2.93 87 Mean male 2.98 and female 3.07 with that statement I understand the government policies and procedures standard deviation male 1.282 and female 1.006with same statement t-test-3.96 Mean male 3.55 and female 3.25 with that statement Im confident in my ability to include physical activity opportunities for the students in the classroom standard deviation male 1.294 and female 1.068 with same statement t-test-1.385 Mean male 4.17 and female 4.22 with that statement There is a problem of supervision in PEF schools standard deviation male .905 and female .691with the same statement t-test-3.40 Mean male 3.98 and 3.38 female with that statement Teachers set high expectations for academic work standadrd deviation male.983 and female 1.180 with the same statement t-test-3.026 Mean male 2.37 and female 2.18 with that statement Physical activity for students is a priority in PEF school standard deviation male 1.449 and female 1.1081 with the same statement t-test-.785 Mean male 3.30 and female 3.33 with that statement Feedback of progress to each students in PEF school standard deviation male 1.239 and female 1.188 with the same statement t-test-.150 Mean male 2.40 and female 2.57 with that statement The school building and grounds are clean and well maintained standard deviation male 1.138 and female 1.095 with the same statement t-test-818 88 26. Mean male 3.92 and female 4.12 with that statement training is important for PEF school teachers standard deviation male .996 and female .804with the same statement t-test-1.210 Mean male 3.03 and female 2.20 with that statement Primary education is a fundamental Teacher responsibility of the state standard deviation male 1.365 and female 1.176 with the same statement t-test-717 Mean male 4.20 and female 3.68 with that statement Primary education system needs financial support standard deviation male .879 and female1.033 with the same statement t-test-2.950 Mean male 2.97 and female 3.38 with that statement Resources of teaching and learning need to be increased at the primary level standard deviation male 1.301 and female 1.106with the same statement t-test-1.890 Mean male 3.95 and female 3.97 with that statement School staff members and students work together to keep the school clean and attractive standard deviation male.946 and female .780 with the same statement t-test-105 89 Location-Wise Mean Comparison Analysis LocationNMeanStd. DeviationI am satisfied with my schoolUrban542.461.284building.Rural662.331.244I am satisfied with my salaryUrban541.81.826package.Rural662.231.093PEF schools monitoring byUrban543.131.567government.Rural662.941.334PEF schools teachersUrban541.981.189qualification is good.Rural662.261.141PEF Schools are associatedUrban542.52.986by government.Rural662.481.126Proper resources allocation toUrban541.54.636PEF school by theRural661.68.768government.Salary package is equal to theUrban543.931.113primary school teachers.Rural663.731.131Government schools teachersUrban542.301.075stander is good.Rural662.641.076PEF schools provides freeUrban544.35.828education.Rural664.33.791The overall performance ofUrban544.02.961the teachers is good.Rural663.94.721To acquaint the head teachersUrban543.171.194with PEF policies andRural663.331.181procedures.90 Keeping studentsUrban543.061.172constructively engaged inRural663.121.060their work.Class activities to learningUrban543.85.960needs of individuals studentsRural663.67.997for primary education.Government provides goodUrban543.941.036resources improving theRural663.86.892quality of primary education.To enhance head teachersUrban543.501.194knowledge and skillsRural663.531.099There is a problem of staffUrban542.13.778absenteeism.Rural662.441.083There is a problem ofUrban543.63.977management in PEF schools.Rural663.71.924Curriculum is varied to meetUrban542.02.901the different needs, interestsRural662.03.960and abilities of students.I understand the governmentUrban543.071.130policies and procedures.Rural662.981.170Im confident in my ability toUrban543.171.077include physical activityRural663.591.252opportunities for the studentsin the classroom.There is a problemofUrban544.22.925supervision in PEF schools.Rural664.17.692Teachers set highUrban543.591.073expectations for academicRural663.761.164work.Physical activity for studentsUrban542.351.376 91 is a priority in PEF school.Rural662.211.196Feedback of progress to eachUrban543.281.220students in PEF school.Rural663.351.209The school building andUrban542.431.191grounds are clean and wellRural662.531.056maintainedTeacher training is importantUrban543.85.899for PEF school teachers.Rural664.15.899Primary education is aUrban543.191.304fundamental responsibility ofRural663.061.251the state.Primary education systemUrban543.891.076needs financial support.Rural663.98.920Resources of teaching andUrban543.071.257learning need to be increasedRural663.261.194at the primary level.School staff members andUrban543.93.929students work together toRural663.98.813keep the school clean andattractive. 92 Location-wise T-Test on Statements Independent Samples Test Equal variances assumed Levenes Test forEquality of Variancest-test for Equality of MeansSig. (2-MeanStd. ErrorFSig.Tdftailed)DifferenceDifferenceI am satisfied with my.620.433.560118.577.130.232school building.I am satisfied with my6.796.010-118.024-.412.180salary package.2.290PEF schools2.626.108.718118.474.190.265monitoring bygovernment.PEF schools teachers.006.936-118.198-.276.213qualification is good.1.294PEF Schools are.653.421.172118.864.034.196associated bygovernment.Proper resources.967.328-118.270-.145.131allocation to PEF1.109school by thegovernment.Salary package is1.542.217.964118.337.199.206equal to the primaryschool teachers.Government schools.026.873-118.088-.340.197teachers stander is1.723good.PEF schools provides.076.784.125118.901.019.148free education.The overall1.119.292.515118.608.079.154performance of theteachers is good.To acquaint the head.001.973-.765118.446-.167.218teachers with PEFpolicies andprocedures.Keeping students.074.787-.322118.748-.066.204constructively engagedin their work.Class activities to.996.3201.029118.306.185.180learning needs ofindividuals studentsfor primary education.93 Government provides.398.529.459118.647.081.176good resourcesimproving the qualityof primary education.To enhance head.801.373-.145118.885-.030.210teachers knowledgeand skillsThere is a problem of5.660.019-118.081-.310.176staff absenteeism.1.762There is a problem of.048.828-.474118.636-.082.174management in PEFschools.Curriculum is varied.067.796-.069118.945-.012.171to meet the differentneeds, interests andabilities of students.I understand the.025.875.422118.674.089.211government policiesand procedures.Im confident in my6.644.011-118.052-.424.216ability to include1.964physical activityopportunities for thestudents in theclassroom.There is a problemof2.829.095.376118.708.056.148supervision in PEFschools.Teachers set high.253.616-.800118.425-.165.206expectations foracademic work.Physical activity for2.744.100.595118.553.140.235students is a priority inPEF school.Feedback of progress.040.841-.317118.751-.071.223to each students inPEF school.The school building.803.372-.509118.612-.104.205and grounds are cleanand well maintainedTeacher training is1.488.225-118.072-.300.165important for PEF1.817school teachers. 94 Primary education is a.378.540.532118.595.125.234fundamentalresponsibility of thestate.Primary education.348.556-.527118.599-.096.182system needs financialsupport.Resources of teaching.257.613-.818118.415-.184.224and learning need tobe increased at theprimary level.School staff members.112.738-.370118.712-.059.159and students worktogether to keep theschool clean andattractive. Mean urban 2.46 and rural 2.33 with that statement I am satisfied with my school building standard deviation urban 1.284 and rural 1.244 with same statement t-test .560 Mean urban1.81and rural 2.23 with that statement I am satisfied with my salary packagestandard deviation urban .826 and rural 1.093 with same statement- test – 2.290 Mean urban 3.13 and rural 2.94 with that statement PEF schools monitoring by government. Standard deviation urban 1.567 and rural 1.334 with same statement t-test .718 mean urban 1.98 and urban 2.26 with that statement PEF schools teachers qualification is good. Standard deviation urban 1.189 and rural 1.141 with same statement t-test-1.294 95 5. mean urban 2.52 and rural 2.48 with the statement PEF Schools are associated by government standard deviation urban .986 and rural 1.126 with same statement t-.test .172 mean urban 1.54 and rural 1.68 with that statement Proper resources allocation to PEF school by the government standard deviation urban .636 and rural .768 with same statement t-test-1.109 mean urban 3.93 and rural 3.73 with that statement Salary package is equal to the primary school teachers standard deviation urban 1.113 and rural 1.131 with same statement t-test -964 mean urban 2.30 and rural 2.64with that statement Government schools teachers stander is good standard deviation urban 1.075 and rural 1.076 with same statement t-test -1.723 9. mean urban 4.35 and rural 4.33 with that statementPEF schools provides free education standard deviation urban .828 and rural .891 with same statement t- test .125 10. mean urban 4.02 and rural 3.94 with that statement the overall performance of the teachers is good standard deviation urban .961 and rural .721 with t same statement t-test .515 11. mean urban .17 and rural 3.33 with that statementto acquaint the head teachers with PEF policies and procedures standard deviation urban 1.194 and rural 1.181 with same statement t-test -.765 96 12. mean urban 3.06 and rural 3.12 with that statement Keeping students constructively engaged in their work standard deviation urban 1.172 and rural 1.060 with same statement t-test -322 13. mean urban 3.85 and rural 3.67 with that statementClass activities to learning needs of individuals students for primary education standard deviation urban .960 and rural .997 with same statement t-test 1.029 14. mean urban 3.94 and rural 3.86 with that statement Government provides useful resources improving the quality of primary education standard deviation urban 1.036 and rural.892 with same statement t-test -.459 mean urban 3.50 and rural 3.53 with that statement To enhance head teachers knowledge and skills standard deviationurban 1.194 and rural 1.099withsame statement t-test -.14516. mean urban 2.13and rural 2.44with that statement There is a problem of staffabsenteeism standard deviation urban .778and rural 1.083 with same statementt-test -1.76217. mean urban 3.63and rural 3.71with that statement There is a problem ofmanagement in PEF schools standard deviation urban .977and rural.924with same statement t-test -.47418. mean urban 2.02and rural 2.03with that statement Curriculum is varied to meet the different needs, interests and abilities of students standard deviation urban .901 and rural .960 with same statement t-test -069 97 mean urban 3.07 and rural 2.98 with that statement I understand the government policies and procedures standard deviation urban 1.130 and rural 1.170 with same statement t-test .422 mean urban 3.17 and rural 3.59 with that statement Im confident in my ability to include physical activity opportunities for the students in the classroom standard deviation urban 1.077 and rural 1.252 with same statement t-test -1.964 mean urban 4.22 and rural 4.17 with that statement There is a problem of supervision in PEF schools standard deviation urban .925 and rural 692 with the same statement t-test -376 mean urban 3.59 and rural 3.76 with that statement Teachers set high expectations for academic work standard deviation urban 1.073 and rural 1.164 with the same statement t-test .800 mean urban 2.35 and rural 2.21 with that statement Physical activity for students is a priority in PEF school standard deviation urban 1.376 and rural 1.196 with the same statement t-test .595 24. mean urban 3.28 and rural 3.35 with that statement Feedback of progress to each students in PEF school standard deviation urban 1.220 and rural 1.209 with the same statement t-test -.317 25. mean urban 2.43 and rural 2.53 with that statement The school building and grounds are clean and well maintained standard deviation urban 1.191 and rural 1.056 with the same statement t-test -.509 98 mean urban 3.85 and rural 4.15 with that statement training is important for PEF school teachers standard deviation urban .899 and rural .899 with the same statement t-test -1.817 mean urban 3.19 and rural 3.06 with that statement Primary education is a fundamental Teacher responsibility of the state standard deviation urban 1.304 and rural 1.251 with the same statement t-test .532 mean urban 3.89 and rural 3.98 with that statement Primary education system needs financial support standard deviation urban 1.076 and rural .920 with the same statement t-test -.527 mean urban 3.07 and rural 3.26 with that statement Resources of teaching and learning need to be increased at the primary level standard deviation urban 1.257 and rural 1.194 with the same statement t-test -818 mean urban 3.93 and rural 3 .98 with that statement School staff members and students work together to keep the school clean and attractive standard deviation urban .929 and rural .813 with the same statement t-test -370 99 CHAPTER 5 RESULT AND RECOMMENDATIONS 5.1 Result Strengthening the quality of education has become a global agenda at all educational levels and more so at the primary level. The quality of basic education is important not only for preparing individuals for the subsequent educational levels but to equip them with the requisite basic life skills. Quality education also ensures increased access and equality and it is mainly due to these reasons that various international Forums and Declarations have pledged improvements in quality of education. National commitment towards quality education has become significantly visible since the late eighties. From then onwards, the government has experimented a number of initiatives and interventions for improving quality with national and foreign funding. More than twenty experiences of quality education improvement from the provinces were reviewed. Empirical evidence of improved quality of students learning in terms of their enhanced achievement scores was available only in the case of three projects, i.e. Primary Teaching Kit, Supplementary Readers, and Primary Education Project Improved Learning Environment (PEP-ILE). The impact of other projects was evident in the form of improved classroom teaching learning strategies and motivated communities for establishing, managing and improving the schools. 100 After a careful review and analysis it was found that the experiences with one or more of the following characteristics were the most successful Interventions reaching directly to the classrooms and students. Examples are the Primary Teaching Kit, Supplementary Readers, and other learning material. 5.2 Findings Majority of respondents 69.2 disagreed and 20.89 agreed or 41.7 undecided on the statement Majority of respondents 62disagreed and 8.3 agree while 32.5 undecided on the statement I am satisfied with my salary package. Majority of respondents 81.7 disagreed and 45.8 agreed while 55.09 respondents could not decide on the statement pef schools monitoring by the government. Majority of respondents 84.2 disagreed and 17.50 agreed or 43.3undecided on the statement pef schools are associated by the government. Majority of the respondents 63.3 disagreed and 15.0 agreed and 30.0 undecided on the statement pef schools teachers qualification is good. Majority of the respondents 50disagreed and 1.7agreed while 10could not decide about this statement proper resources allocation to pef schools by the government. Majority of the respondents 93.3disagreed and 70 agrred and 88.3 undecided on the statement salary package is equal to the primary school teachers. 101 8. Majority of the respondents 81.7disagreed and 17.5 agreed while 44.2 undecided on the statement government school teachers standard is good. 9. Majority of the respondents 98.3 disagreed and 94.2 agreed or 95 undecided on the statement pef schools provide free education. Majority of the respondents 98.3 disagreed and 74.2 agreed while 97.5 of the respondents undecide on the statement the overall performance of teachers is good. Majority of the respondents 91.7 disagreed and 44.2 aagreed while 73.3 undecided on the statement to acquaints the head teachers with pef policies and procedures Majority of the respondents 93.3 disagreed and 34.2 agreed and 69.2 undecided on the statement keeping students constructively engaged in their work. Majority of the respondents 97.5disagreed and 64.2 agreed while 90 undecided on the statement class activities to learning needs of individuals students for primary education. Majority of the respondents 97.5 disagreed and 71.7 respondents agreed while 92.5 of the respondents undecided on the statementGovernment provides good resources improving the quality of primary education. Majority of the respondents 95 disagreed and 55.0 respondents agreed while 80.0 of the respondents undecided on the statement To enhance head teachers knowledge and skills 102 16. Majority of the respondents 80.8 disagreed and 8.3 respondents agreed or 36.7 of the respondents undecided on the statementThere is a problem of staff absenteeism 17. Majority of the respondents 97.5 disagreed and 60.0 respondents agreed while 90.8 of the respondents undecided on the statementThere is a problem of management in PEF schools. Majority of the respondents 70.0 disagreed and 6.7 respondents agreed while 23.3 of the respondents undecided on the statementCurriculum is varied to meet the different needs, interests and abilities of students. Majority of the respondents 91.7 disagreed and 35.0 respondents agreed while 64.2 of the respondents undecided on the statementI understand the government policies and procedures. Majority of the respondents 96.7 disagreed and 46.7 responcdents agreed while 72.5 of the respondents undecided on the statementIm confident in my ability to include physical activity opportunities for the students in the classroom. Majority of the respondents 98.3 disagreed and 85.8 respondents agreed and 97.5 of the respondentsundecided on the statement There is a problem of supervision in PEF schools. Majority of the respondents 94.2 disagreed and 64.2 respondet agreed while 85.0 of the respondents were undecided on the statementTeachers set high expectations for academic work.. 103 Majority of the respondents 66.7 disagreed and 20.8 respondents agreed while 31.7 of the respondents were undecided on the statementPhysical activity for students is a priority in PEF school. Majority of the respondents 93.3 disagreed and 46.7 respondents agreed while 71.7 of the respondents were undecided on the statementFeedback of progress to each student in PEF school. Majority of the respondents 78.3 disagreed and 17.5 resppondets agreed while 74.5 of the respondents were undecided on the statementThe school building and grounds are clean and well maintained Majority of the respondents 98 disagreed and 71.7 respondents agreed while 96.7 of the respondents were undecided on the statementTeacher training is important for PEF school teachers. Majority of the respondents 87.5 disagreed and 40.8 respondents agreed while 66.7 of the respondents were undecided on the statementPrimary education is a fundamental responsibility of the state. Majority of the respondents 96.7 disagreed and 73.3 respondents agreed while 92.5 of the respondents were undecided on the statementPrimary education system needs financial support. Majority of the respondents 89.2 disagreed and 43.3 respondents agreed while 70.0 of the respondents were undecided on the statementResources of teaching and learning need to be increased at the primary level. 104 Majority of respondents 98.3 disagreed and 70.8 agreed while 97.5 of the respondent were undecided on the statement school staff members and students work together to keep the school clean and attractive 5.3 Recommendations On the basis of this study the following recommendations are presented. Primary education system needs financial support. For this purpose government may increase its budgetary allocations. The number of teachers per schools needs to be increased. In order to reform the primary system of education in Pakistan teachers need to be trained effectively on continuous basis. A robust system of accountability may be introduced. This will enhance the capacity of the system to work effectively. Corruption needs to be eradicated at the primary level. For this purpose procedures and rules need to be implemented and monitored effectively. Examination system needs to be overhauled and made effective in the light of new changes and needs of the day. Political interference in the system needs to be completely exterminated. Curriculum needs to be revisited, evaluated and revised keeping in view the needs of the child and the demands of the current age. 105 Medium of instruction in the schools is needed to be improved. Teachers could be trained in the languages especially in English and Urdu. Teachers are needed to be motivated through financial and other social benefits. The financial support to primary schools needs to be increased. Resources of teaching and learning need to be increased at the primary level. The schools facing shortage of furniture may be allowed to get repaired the damaged furniture present in the stores from the already available funds. 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LTD., Islamabad. 115 APPENDIX A QUESTIONNAIRE Name __________________________Qualification________________________________ Experience________________________Institution_____________________________ ___ Sr.StatementASAUDDASDANo1.I am satisfied with my school building.2.I am satisfied with my salary package.3.PEF schools monitoring by government.4.PEF schools teachers qualification is good.5.PEF Schools are associated by government.6.Proper resources allocation to PEF school by thegovernment.7.Salary package is equal to the primary school teachers.8.Government schools teachers stander is good.9.PEF schools provides free education.10.The overall performance of the teachers is good.11.To acquaint the head teachers with PEF policies andprocedures.12Keeping students constructively engaged in their work.13.Class activities to learning needs of individuals studentsfor primary education.14.Government provides good resources improving thequality of primary education.15.To enhance head teachers knowledge and skills116 There is a problem of management in PEF schools. Curriculum is varied to meet the different needs, interests and abilities of students. I understand the government policies and procedures. Im confident in my ability to include physical activity opportunities for the students in the classroom. There is a problem of supervision in PEF schools. Teachers set high expectations for academic work. Physical activity for students is a priority in PEF school. Feedback of progress to each students in PEF school. The school building and grounds are clean and well maintained Teacher training is important for PEF school teachers. Primary education is a fundamental responsibility of the state. Primary education system needs financial support. Resources of teaching and learning need to be increased at the primary level. School staff members and students work together to keep the school clean and attractive. s 117 APPENDIX _B LIST OF PEF SCHOOLS IN MULTAN GGPS HAYAT PUR ARAIN GPS JAFFRAIN GGPS HOOT WALA NO. 2 GGPS ILYAS WALA GGPS MC ANDHY KHOI MULTAN GGPS SANGHI WALA GGPS PUL MAHANGAY WALA GGPS TAHLI WALA GGPS KIRPAL SING KIRPAL SINGH GGPS INAYAT PUR MARAL P/O INAYAT PUR MARAL GGPS ALLAH ABAD AZAM HANSE NO.1 GGPS MUNSHI WALA GGPS MUZA CHATHA CHAH AHMED WALI GGPS PUR MIRAN P/O 1 MR GGPS JALAL SHAH (NEW SCHOOL) GGPS ZAFAR ABAD BASTI LUTAFPUR GGPS JALAL ABAD SHUJABAD 118 18 GGPS CHAH GODAR MARI NOON SHUJABAD VEHARI PEF SCHOOLS LIST 1 GPS BASTI DULL 2 GPS 167 WB 3 GPS 139 WB 4 GPS CHAK NO.193/WB 5 GPS SIPRA 6 GGPS GAMB BADA 7 GPS BASTI DULL 8 GPS 167 WB GPS 139 WB GPS CHAK NO.193/WB GPS SIPRA GGPS GAMB BADA GGPS 66 WB JANUBI GGPS 53 KB GPS JANGLE BARALI NO. 2 GPS 31 WB 119 Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9
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