An Analysis of Current Issues in Secondary Education in

Khyber Pakhtunkhwa
Sadia Naz* and Muhammad Iqbal**

Abstract
The study attempted to analyze the current issues in secondary
education in the context of Khyber Pakhtunkhwa province, Pakistan.
All the teachers and students at secondary level in Khyber
Pakhtunkhwa constituted the population of the study. A total sample of
167 secondary school teachers and 600 10 th class students were
selected through multistage sampling technique. It was a quantitative
and descriptive study and a self-developed opinionnaire was used for
data collection from teachers and students. The instrument was
properly validated and pilot tested. For data analysis, descriptive
statistics i.e., mean and standard deviation was employed. The findings
reveal that there are a number of issues in secondary education which
contribute to the poor and unsatisfactory performance of education.
These were; poor accessibility to secondary education; ineffective
curriculum, unsatisfactory administration and management system;
inadequate financing; poor assessment and appraisal system; lack of
competent staffing; lack of basic educational facilities etc. Based on
findings it was recommended that education department with the
collaboration of policymakers, educationists and all the stakeholders to
devise effective measures to increase the efficiency and productively of
secondary education.

Keywords: Access; Curriculum; Teaching; Assessment; Governance;

Financing; Secondary Education.

Introduction
It is generally believed that there are problems and issues in female
secondary education of Khyber Pakhtunkhwa province of Pakistan,
which are needed to be explored for remedial solution and improvement
of the female secondary education to the satisfaction of the stakeholders.
These issues include problem of access of girls to schools and
deteriorating quality of secondary education evidently due to a number of
causes. According to Education Management Information System Report

*
Sadia Naz, PhD Scholar, Department of Education, Sarhad University of
Science and Information Technology, Peshawar, Pakistan, E mail:
[email protected]
**
Dr. Muhammad Iqbal, Department of Education, Sarhad University of Science
and Information Technology, Peshawar, Pakistan
An Analysis of Current … Sadia Naz & Iqbal

of Government schools (2015-16) the contribution of private sector is

now rising to 50%, which is valid argument in support of the poor quality
of public education system since parents remained in search of quality
educational institutions for their children. The deterioration of quality
and problem of accessibility of girls to school are owing to many reasons
such as evidently low financing of secondary education, gender disparity
and poverty of parents as well as social barriers. This study was
prompted by these considerations and, therefore, it was needed to explore
them for viable recommendation to the department of education for the
purpose of addressing them for remedial solution.
Mehmood (2011) is of the view that recognizing importance of
secondary education there is a need to make it relevant to the needs of
stakeholders and market. This level of education should also meet the
emergent requirement of society. This will require planning for personnel
management thereby enabling the learners to contribute to socio-
economic development of the country.1 The National Education Policy
(2009) documented that preparation of students for life and education at
the higher level takes place at this stage. Their skills are developed in
such a way that they meet the requirements of the market and other stake
holders. The role of secondary education is important in this respect that
helps to accelerate the pace of the socio-economic development of the
country; further most also endures rapid development of science and
technology.2 Khan (2009) reported that in view of the rapid change and
economic challenges in the market education at the secondary level both
for boys and girls will have to mold in such a way that responds to the
needs of the market and industry. These challenges require the education
system to bring the quality of secondary education to such level that suits
the needs and requirements of the market.3
World Bank (2013) reported that there is a number of barriers of
girls to access the secondary school which include; distance to school;
early marriages; cultural values; schooling cost; opportunity costs;
security concerns (school related gender based violence); early
childbearing; negative experience of schooling; menstrual hygiene
management; and labor market participation.4 Mustafa (2012) reported
that low standard of education has adversely affected secondary
education in the country. This has also causes students’ low
achievements in examinations and increase in drop outs of children. A
number of initiatives were made to improve the situations but
unfortunately there is still a dire need to make the education relevant to
the needs of the society and market. These efforts included construction
of additional classrooms, boundary walls and some other incentives for

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teachers to acquire their whole-hearted support and commitment to

education.5
Adams (2012) viewed that there is an urgent need for curriculum
reforms in order to make it student-cantered for increasing learning not
examination oriented. Students should not be expected to remain passive
learners to acquire knowledge for the sake of passing examination but
they should rather be supported to learn through their involvement in the
teaching learning process and be involved in classroom interaction and
collaborative approaches to learning.6
Shafa (2003) highlighted the unfair practices in the current
examination system, which made it unreliable and flawed. It posed
serious threats to the government’s efforts for school effectiveness.7
Hodgson (2002) advocated the need and significance of knowledge
explosion for socio-economic and technological development of the
country. The ICT is transforming the world and modernizing it for swift
development. The new technologies not only make access of learners
possible to education but also assist in quality improvement, socio-
economic development, and technological changes in the workplace.8
Duncan (2003) believed that good governance and effective
management of educational institutions has not been given serious
thought till date. The impact of good governance in education has also on
economic growth of the country. It is a pity that far indicator for good
governance have not been developed for education in Pakistan due to
which it is not possible to measure the impact of governance on
education and other institutions. 9 Saeed (2007) viewed that instructional
management is the important responsibility of educational supervisors
both at the local, district and provincial levels However, in Pakistan, the
focus of this responsibility is on the education officers and their deputies.
Secondary schools in Pakistan are supervised and monitored by District
Education Officers. It is unfortunate that this important role has been
neglected due to which quality of education is deteriorating day by day.10
Akbar (2012) reported the importance of laboratory services in
schools for practical work because these are the integral need and parts
of actual practices of students about what they learnt in theory. Students
can only be motivated to learn science and computers when they are
exposed to practical work in laboratories. The acquisition of problem
solving and analytical abilities depend on practices of what students learn
in classrooms.11

Purpose of the Study

The purpose of the study was to explore the important issues in girls’
secondary education in Khyber Pakhtunkhwa province of Pakistan. The

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study analyzed the current issues at secondary level of education

considering the situation of Khyber Pakhtunkhwa. The study might be
helpful to the policy makers in each province to meet the challenges of
problems and issues at secondary level of education. The study might be
also helpful to the heads of each school to prepare themselves to cope
with the challenges of the secondary level and acquire the higher
standard of education. Similarly, teachers may also prepare themselves to
equip themselves with skills as per the demands of the global world. It
might be helpful for the teachers to raise their standards of skills and
learn the knowledge of modern communication technologies.

Research Questions
What are the current underlying issues in girls’ secondary education of
Khyber Pakhtunkhwa province?

Methods and Materials

Population
All the teachers and students at secondary level in Khyber Pakhtunkhwa
constituted the population of the study. According to the Annual
Statistical Report of Government Schools, there were total 2108 public
secondary schools in which 1386 were boys and 722 were girls’ schools.
In these schools, there were total 26471 secondary school teachers
(18683 males &7788 females) and 336622 secondary school students
(216966 males & 119656 Females) (EMIS 2014-2015).12

Delimitations of the Study

The study was delimited to four districts i.e., Bannu, Kohat, Malakand
and Peshawar of Khyber Pakhtunkhwa due to financial constraints of the
researchers with a view to generalize the results of the study to the entire
province. Furthermore, the study was delimited to only female teachers
and students due to culture barriers.

Sample and Sampling Technique

Multi-stage sampling technique was practiced for selecting sample of the
study. At first stage, four out of 25 districts of Khyber Pakhtunkhwa
were selected randomly. At second stage, 167 secondary school teachers
and 600 10th class students were selected.

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Table 1: Population and Sample of the Study

S. Districts Secondary School Secondary School
No Teachers Students
Total Sample Total Sample
1 Bannu 63 29 653 150
2 Kohat 64 36 1000 150
3 Malakand 105 43 1177 150
4 Peshawar 168 49 1360 150
Total 400 167 4190 600

Research Design and Instrumentation

The study in hand was quantitative and descriptive in nature and survey
research designed was used for this study. In this study, a self-developed
opinionnaire for secondary school teachers and students of 10th class
was used for obtaining their responses regarding issues in secondary
education. This tool was developed on the basis of indicators which were
drawn from literature review. These indicators were; access; quality &
relevance; curriculum; assessment; teaching; technology; financing; and
governance. The opinionnaire was designed on five-point likert’s scale.

Pilot Study
The opinionnaire was pilot tested on a small number of respondents of
each category, who were not included in the actual study. Opinionnaire
was modified in light of the suggestions received from experts and made
it precise and workable. The instrument was pilot tested in 5 different
Government Girls High Schools in district Kohat and these schools were
not included in the actual study.

Validity and Reliability of the Study

The validity was checked by the panel of five experts in the relevant area
having extraordinary experience. Some items were found weak and were
deleted. In the current study, Cronbach’s Alpha was applied to find out
the reliability of the instruments. The average Reliability Coefficients
were found 0.830 which confirms that the instrument was reliable
research instrument. Average Internal Consistency Reliability
(Cronbach’s Alpha) for each subscale of the opinionnaire is given in
table in detail:

Table 2: Average Internal Consistency Reliability (Cronbach’s

Alpha) of the Sub-Scales of the Opinionnaire
Cronbach’s
Subscales of Opinionnaire No. of Items
Alpha
Access 03 0.839
Quality & Relevance 03 0.812
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Curriculum 03 0.689
Assessment 03 0.783
Teaching 03 0.827
Technology 03 0.898
Financing 03 0.893
Governance 03 0.893
Mean 03 0.830

Data Collection and Analysis

In order to collect data from the respondents, the researchers personally
visited the respective sample schools. In order to get maximum response
rate, rapport with responded was needed. The researcher developed
rapport with the subjects to elicit appropriate opinions. The opinionnaire
were handed over personally to the respondents. The purpose and
importance of the study was explained to them, which evidently helped
in establishing familiarity with respondents. This relationship was further
strengthened by an introductory letter of the supervisor. Then
Opinionnaires were distributed among the respondents and data was
collected. After collection of data, it was properly organized, tabulated
and analyzed on the basis of descriptive statistics i.e., mean and standard
deviation through SPSS version 21.
The whole process is explained as under:

Table 3: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Access Subscale
S.No. Statements Mean SD
1. There are several reasons to bar access of girls to school
which include; among others are poverty, social taboos 3.96 0.93
and early marriages.
2. Female education does not appear to be the priority of
2.58 1.26
government.
3. The absenteeism of teachers adversely affects the quality
4.20 1.07
of teachings.
Mean 3.58 1.09

Table 3 indicates the descriptive statistics of respondents’ Opinionnaires

about the access to secondary education. The results revealed that
respondents were agreed that there are several reasons to bar access of
girls to school which include; among others are poverty, social taboos
and early marriages (mean= 3.96, SD=0.93). Regarding female
education, the respondents expressed that female education appears to be
the priority of government (Mean=2.58, SD=1.26). With respect to
teachers’ absenteeism, the respondents strongly agreed that teachers’
absenteeism adversely effects the quality of teaching (mean=4.20,
SD=1.07).
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Table 4: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Quality and Relevance Subscale
S.No. Statements Mean SD
1. The current education system does not meet demands of
3.76 1.23
quality and relevance.
2. The current education system does not meet the
2.24 1.32
requirements of further education and job market.
3. Quality education is not mere the high position in
3.12 1.30
examination.
Mean 3.04 1.28

Table 4 depicts the descriptive analysis of respondents’ Opinionnaires

about the quality and relevance of secondary education. The outcomes
revealed that respondents agreed that the current education system does
not meet demands of quality and relevance (mean=3.76, SD=1.23). The
respondents showed disagreement with the statement that the current
education system does not meet the requirements of further education
and job market (mean=2.24, SD=132). Regarding quality education, the
respondents agreed that quality education is not mere the high position in
examination (mean=3.12, SD=1.30).

Table 5: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Curriculum Subscale
S. Mea
Statements SD
No. n
1. There is a need to train teachers in curriculum planning
3.86 1.07
&development.
2. The present curriculum does not meet the requirements of the
3.70 1.21
present age.
3. The present curricula are required to be linked to co-
4.03 1.22
curriculum activities.
Mean 3.86 1.17

Table 5 shows the descriptive analysis of respondents’ Opinionnaires

about the curriculum of secondary education. The results indicate that
respondents were agreed that there is a need to train teachers in
curriculum planning and development (mean=3.86, SD=107). The
respondents replied that the present curriculum does not meet the
requirements of the present age (mean=3.70, SD=1.21). majority of the
respondents responded that the present curricula are required to be linked
to co-curriculum activities (4.03, SD=1.22).

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Table 6: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Assessment Subscale
S.
Statements Mean SD
No.
1. The current assessment system promotes rote learning in
3.65 1.20
students.
2. The assessment of different class students should be
3.66 1.22
based on different methods.
3. The board examinations are based on old techniques, and
4.03 1.13
requires to reappraisal.
Mean 3.78 1.18

Table 6 portrays the descriptive analysis of respondents’ Opinionnaires

about the assessment practices in secondary education. The results
revealed that the respondents showed agreement with the statement that
the current assessment system promotes rote learning in students
(mean=3.66, SD=1.22). Responding on assessment, the respondents
replied that the assessment of different class students should be based on
different methods (mean= 3.66, SD=1.22).The respondents also showed
strongly agreement that the board examinations are based on old
techniques, and requires to reappraisal (mean=4.03, SD=1.13).

Table 7: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Teaching Subscale
S.
Statements Mean SD
No.
1. There is no interaction between teacher and
2.24 1.39
students in the classroom.
2. The outcomes of a lesson plan are rarely kept in
3.24 1.43
view during teaching.
3. Teachers do not address the problems of different
3.92 1.12
mental level students
Mean 3.13 1.31

Table 7 reflects the descriptive statistics of respondents’ Opinionnaires

about the teaching in secondary education. The outcomes of the table
revealed that the respondents showed disagreement with the statement
that there is no interaction between teacher and students in the classroom
(mean=2.24, SD=1.39). The respondents agreed that the outcomes of a
lesson plan are rarely kept in view during teaching (mean=3.24,
SD=1.43). The respondents also showed agreement with the statement
that teachers do not address the problems of different mental level
students (mean=3.92, SD=1.12).

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Table 8: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Technology Subscale
S.
Statements Mean SD
No.
1. There is nominal use of school library by teachers and
3.25 1.27
students.
2. Science laboratories are not fully equipped with necessary
3.10 1.33
equipments.
3. Computer base teaching is necessary for effective
3.27 1.39
teaching.
Mean 3.21 1.33

Table 8 depicts the descriptive analysis of respondents’ Opinionnaires

about the status of technology in secondary education. The findings
revealed that respondents were agreed that there is nominal use of school
library by teachers and students (mean=3.25, SD=1.27). With regards to
science laboratories, the respondents agreed that science laboratories are
not fully equipped with necessary equipments (mean=3.10, SD=1.33).
The respondents expressed that computer based teaching is necessary for
effective teaching (mean=3.27, SD=1.39).
.
Table 9: Descriptive Analysis of the Respondents’ Opinionnaires
Regarding Financing Subscale
S.
Statements Mean SD
No.
1. Sufficient budget allocation is made for the school. 3.50 1.30
2. The budget is mostly spent on student’s co-curricular
3.66 1.05
activities.
3. Head of school does not utilize private fund for student’s
3.62 1.11
welfare.
Mean 3.59 1.13

Table 9 indicates the descriptive statistics of respondents’ Opinionnaires

about the financing in secondary education. The results showed that
respondents were agreed that sufficient budget allocation is made for the
school (mean=3.50, SD=1.30). They also showed agreement with the
statement that the budget is mostly spent on students’ co-curricular
activities (mean=3.66, SD= 1.05). furthermore, they also head of school
does not utilize private fund for student’s welfare (3.62, SD=1.11).

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Table 10: Descriptive Analysis of the Respondents’ Opinionnaires

Regarding Governance Subscale
S.
No. Statements Mean SD
1. Principal’s attitude is mostly undemocratic in the schools.
3.85 1.09
2. Principal’s attitude has a definite impact on teachers and
4.02 0.85
students.
3. School principal supervises teaching learning process and
provides feed back to the teachers and students for 4.01 1.09
improvement.
Mean 3.96 1.01

Table 10 illustrates the descriptive analysis of respondents’

Opinionnaires about the governance at secondary level. The outcomes of
the table indicate that principals’ attitude within the school, in general,
remained undemocratic (mean=3.85, SD=1.09).The respondents showed
strongly agreement with the statement that Principals’ attitude had
definite impact on teachers and students (mean=4.01, SD=SD=0.85).
They were also strongly agreed that school’s principal must supervise
teaching learning process and provide feedback to the teachers and
students for improvement (mean=4.01, SD=1.09).

Findings
The following findings highlights causes that are responsible for the
current issues in female secondary education:
1. Social taboos and absenteeism of students preclude access of girls to
secondary schools.
2. Students’ academic gains are not the only criterion to judge the
quality of education. There are other considerations such as
relevancy, employability and character building of students to which
the education system must also con tribute.
3. There was no uniformity in the curriculum taught in Government and
Private Schools The practical aspects of the curriculum in science
subjects do not coincide with the theoretical aspects of the course.
4. Current assessment system was flawed in that it promotes rote
learning instead of creativity and comprehension. There were many
ways in which unfair means were used in the examinations.
5. Science and computer laboratories as well as libraries were found
rare in most of the schools.
6. Secondary education was never given priority in allocation of funds
for development schemes as compared to primary education and,
therefore, expansion at the secondary level was limited due to which
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adequate access was not available to girls at the secondary education

level.
7. Principals’ attitudes have an impact on the role performance of
teachers and students. Therefore it seems imperative to train them in
managerial and leadership skills.
8. There are gaps in policy and practice at different levels of
educational administration.

Conclusions
It was concluded that social taboos and absenteeism of students impede
access of girls to secondary schools. Students’ academic gains are not the
only criterion to judge the quality of education. There are other
considerations such as relevancy, employability and character building of
students to which the education system must also con tribute. The
curriculum is ineffective and there was no uniformity in the curriculum
taught in public and private sector. There is need of training for teachers
in curriculum planning and development. The assessment and
examination system is unsatisfactory. Teachers have no competencies in
teaching methodologies. In most of the schools, there were no science
and computer laboratories as well as libraries. Administration at school
level was found unsatisfactory. Secondary education was never given
priority in allocation of funds for development schemes as compared to
primary education and, therefore, expansion at the secondary level was
limited due to which adequate access was not available to girls at the
secondary education level.

Recommendations
1. In order to curb the tendency of absenteeism of teachers and students
the department of education has to strengthen the monitoring and
supervision of schools.
2. The focal point for consideration should, besides students’ academic
achievements, be the quality and relevance of secondary education.
3. Curriculum at the secondary level should be made relevant to the
learning needs of students and updated after every five years.
4. The current evaluation system requires innovative approaches reason
being that it promotes only rote learning.
5. There is need to develop the leadership and managerial capacities of
the school heads in different areas such as finance, planning, policy,
research, management and administration.
6. Overall budget allocation both developmental and recurring may be
increased for secondary education as this subsector was ignored in

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the past. Simultaneously, the drawing disbursing officers must

ensure full utilization of the budget allocation within the fiscal year.
7. Principal should encourage teachers’ participation in school
governance and encourage them to accept additional duties for
enhancing school efficiency.
8. Donors should be persuaded to provide technical and financial
assistance to the secondary schools.
9. Vocational education needed much attention as the government
policy also requires vocationalising the secondary education.

Notes & References

1
Tariq Mehmood., Impact of Administrative Styles of Secondary Schools
Heads on Teachers’ Performance in NWFP, preston university Kohat . (2011).
2
Natioal Education Policy, Government of Pakistan, Islamabad,
(2009:5,10,14,33,37)
3
Shoukat Hameed Khan., Making People Employable: Reforming Secondary
Education in Pakistan, The Pakistan Development Review, 48(4), 2009,603–
617.
4World Bank (2013). World Development Indicators: Participation in

Education.
5
Ghulam Mustafa., Education Policy Analysis Report of Khyber
Pakhtunkhwa. NewYork: UNESCO.( 2012).
6
Jennifer Adam., Curriculum Transformation in China: Trends in Student
Perceptions of Classroom Practice and Engagement., (Sargent Rutgers
University - New Brunswick, 2012).
7
Moladad Shafa., Understanding how a government secondary school head
teacher addresses school improvement challenges in the Northern Areas o f
Pakistan, Unpublished doctoral dissertation, (University of Toronto, 2003).
8
Vivien Hodgson., The European Union and e-learning: an examination of
rhetoric, theory and practice, Journal of Computer Assisted Learning, (2002),
18, 3, 240-252
9
Ron Duncan., Governance and growth: paper presented to the Symposium on
Governance held at the University of the South Pacific, Suva,
September,(2003).
10
Muhammad Saeed., Education System of Pakistan and the UK: Comparisons
in Context to Inter-provincial and Inter-countries Reflections., Bulletin of
Education & Research University of Education, Lahore, (2007): 47-50
11
Rafaqat Ali Akber., Mind the Fact: Teaching Science without Practical as
Body without Soul., Journal of Elementary Education Vol.22. Institute of
Education and Research, University of the Punjab, Lahore, Pakistan. (2012).
12Government of KP, E&S Education department provincial Education

Management Information System, Annual Statistical Report (2014-2015).

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