A STUDY OF THE SIGNIFICANT FACTORS

AFFECTING THE ACADEMIC ACHIEVEMENTS OF

GOVERNMENT SECONDARY SCHOOLS, KARACHI

A Dissertation

By

AFTAB AHMED SHAIKH

Submitted in Partial Fulfillment of the Requirements for the Degree

of Doctor of Philosophy (Ph. D.) in Education

Under the Supervision of

PROF. DR. SYED ABDUL AZIZ
PROF. DR. NASIR SULMAN

Presented to:

Hamdard Institute of Education and Social Sciences

HAMDARD UNIVERSITY KARACHI, PAKISTAN

June 2015
 Dedicated to:

My late parents, teachers,

Education System of Sindh
And my family

ii
 ABSTRACT
Karachi is called a “mini Pakistan” due to its unique socio-political chemistry,
diversity of cultures, imbalance and blend of huge population from the both rural and
urban areas. During the past few decades, demographic variations have greatly
changed the lifestyle of the people economic of Karachi in civic facilities including
health and education.
Education is one of the important elements of social sectors that influences the society
at micro and macro level. Quality of education, particularly in government secondary
schools has dropped during the last few decades in Karachi. Present study, titled as,
“A Study of the Significant Factors Affecting the Academic Achievements of
Government Secondary Schools, Karachi” is about mainly this issue. Hypotheses
were developed on important question i.e. Are the existing physical, administrative
and academic facilities of the government secondary schools in Karachi sufficient to
give the expected results? Hence, the study is meant to identify those scholastic and
socioeconomic factors that affect the academic achievement of the contextual schools
of Karachi. The study is limited to the Govt. Secondary Schools, located within six
administrative districts of Karachi and working under the Education and Literacy
Department, Government of Sindh, Pakistan. Education Officers, Senior School
Heads, teachers, students of 573 schools and related were the population for this study
based. A sample of 144 out of 573 schools was taken. During the research, three sets
of questionnaires were developed for the respondents (students, teachers and parents)
after ensuring validity and reliability. Rating sheet was developed to rate each of the
schools in the sample against each of the situational factors by the raters (Education
Officers/Senior School Heads). Data of the three years’ result of Secondary Schools
Examination (held under Board of Secondary Education Karachi) and School Census
Data from Sindh Education Management and Information System was transformed
into software module for usage. The research was carried out in two phases. First
phase of identification of 18 situation pedagogical factors (variables) was completed
by scanning of the views of respondents collected through 345 questionnaires (115 by
each group of the respondents). Seven of these 18 factors were found to be relating
with external (home and environment) while 11 were found relating with school itself.
The second phase of rating of schools against each variable during which each rater

i
rated each of the 18 variables on the scale from 1-11 (best-worst) and scores thus
obtained. Similarly, the grading score of each school was also determined through the
three years’ annual examination result (held under Board of Secondary Education
Karachi). Finally, with the statistical analysis, the values of correlations between “the
mean scores of rating” (against each of 18 variables) and “mean score of grading of
result (academic achievement)” were calculated. Result thus found was used for
making inferences. According to the findings, the 18 variables i.e. were found to be
significantly correlating with the academic achievements thus affecting the
performance of schools. Hence, scholastic factors e.g. the teachers terms of service,
theirs and school head’s competencies, basic, academic facilities in school,
maintenance of school building, its location and financial stability, strict admission,
examination policies and resort to tuition while domestic factors e.g. parents’
education and their occupations, household income, students’ residence and parents
contact are correlate with the academic achievements. The study stressed need to
attend the weak areas highlighted above. The leading recommendations were: 1.
Establishing Provincial Think Tank for Education replacing the bureaucratic
approach, 2. Decentralization of Powers, 3. Education Group of Services in Provincial
and National Civil Services of Pakistan, 4. Pilot Programs for Subsidizing and
Privatization of Unsuccessful Schools, 5. Programs for Creating Educational
Leadership, 6. Declaring Emergency in Education, 7. Effective Monitoring and
Inspection System, 8. Whole Campus Development Program for Selected Schools in
each District. 9. Skill Development Trainings for Students and Parents, 10. Parents
Awareness and Empowerment of School Management Committees Program. The
study also suggested to initiate change in the mindset towards education and
educationists, through mass mobilization.

Keywords: Sindh: Karachi: Secondary Schools: Significant Factors: Academic

Achievements

ii
 CERTIFICATE OF APPROVAL

This is to certify that MR. AFTAB AHMED SHAIKH has completed his research
thesis entitled “A Study of the Significant Factors Affecting the Academic
Achievements of Government Secondary Schools, Karachi”, in partial fulfillment of
the requirements for the degree of Ph. D. in Education under our supervision. We
have reviewed the content and the methodology and it is according to the prescribed
standard as set by the Hamdard Institute of Education and Social Sciences (HIESS),
Hamdard University Karachi, Pakistan.

The Thesis is based on his own personal research work carried under our supervision
and is not copied from any thesis written earlier on the subject.

_____________________________ ___________________________
PROF. DR. SYED ABDUL AZIZ PROF. DR. NASIR SULMAN
Supervisor Co-Supervisor

Dated: ______________________ Dated: ______________________

iii
 ACKNOWLEDGEMENT

First of all I am grateful to our creator, the one who in spite of my weakness, slackness
and deficiencies; has considered me worth of getting knowledge and complete this work
to serve the humanity.

I am deeply grateful to all the participants, particularly the parents, students, teachers and
education officers; who have extended their proactive and extra-ordinary support to me.
Without their cooperation and willingness, this study would never be completed.

I thank to my late mother, friend Prof. Irfan Ahmed and my sweet friendly sister Prof.
Suboohi Shaikh; who have always guided and provided me reinforcement to achieve
higher education for building a sound professional career.

I also pay tribute to my teachers and research supervisors; whose proactive cooperation,
matchless guidance and encouragement made it possible to complete this work. They are
my source of inspiration who provided what the best teachers could teach in a skilled and
friendly way.

I am thankful to the whole of my sweet family of School Education of Karachi for its
affection and matchless support. I extend my special gratitude to all my friends,
colleagues, senior educationists and professionals particularly Mr. Ahmed Nawaz Niazi,
Mr. Abdul Latif Mughal and Syed Muhammad Ali, Statistician; for their professional
reinforcement, cooperation and support.

I am thankful to officers and staff of: defunct EDO Office Karachi, Directorate of
School Education, Board of Secondary Education Karachi, Reform Support Unit,
Education & Literacy Department Sindh and District Education Offices; for sharing
valuable data and extending all possible support.

Last but not the least; I would like to pay my hearty thank to my wife and sons for their
positive support, especially my wife’s extraordinary contributions in sharing the family
responsibilities during research.

AFTAB AHMED SHAIKH

iv
 TABLE OF CONTENTS
Abstract i
Certificate of Approval iii
Acknowledgement iv
Table of Contents v
List of Abbreviations vi
List of Tables ix
List of Figures xi

Chapter – I INTRODUCTION 01
1.1 Background of the Study 01
1.2 Statement of the Problem 03
1.3 Significance of the Study 03
1.4 Hypotheses 04
1.5 Definition of the Key Concepts 05
1.6 Limitations of the Study 06
1.7 Procedure 07

Chapter – II THE SITUATION OF SECONDARY EDUCATION IN 10

PAKISTAN, A REVIEW OF RELATED LITERATURE
2.1 Government Policy and State of Secondary Education 10
2.2 Secondary Education and Scholastic Factors 20
2.3 Home Environment, Parents, Social Influence and 35
Secondary Education
2.4 Socio-Economic Factors and Secondary Education 37
2.5 Impact of Parents’ Socio-Economic Status on Children’s
Achievement 42
2.6 Education in Karachi Region 44
2.7 Conclusion 47

Chapter – III: RESEARCH DESIGN 50

3.1 Population 50
3.2 Sample 50
3.3 Research Instrumentation 50
3.4 Analysis of Data for Correlation 53

Chapter – IV:FINDINGS OF THE STUDY 55

4.1 Internal Pedagogical or Scholastic Factors 55
4.2 External Pedagogical or Socio-economic Factors 99
4.3 Combined Analysis of Internal and External
Pedagogical Factors 134
4.4 Hypotheses Testing 159

Chapter – V: SUMMARY, RECOMMENDATIONS AND CONCLUSION 163

5.1 Summary and Recommendations 163
5.2 Conclusion 176

REFERENCES 178
APPENDICES A, B, C, D, E, F, G, H, I, J, K AND L 188 – 224

v
 List of Abbreviations

Abbreviations
 ADB Asian Development Bank

 AEPAM Academy of Education, Planning and Management (GoP)

 B.A Bachelor of Arts

 B.Com Bachelor of Commerce

 B.Ed Bachelor of Education

 B.Sc. Bachelor of Science

 BSEK Board of Secondary Education Karachi

 CBO Community Based Organization

 CDGK City District Government Karachi

 CPI Consumer Price Index

 CT Certificate in Teaching

 DEO (FS&HS) District Officer Education (Female) Secondary and Higher

Secondary

 DEO (MS&HS) District Officer Education (Male) Secondary and Higher

Secondary

 DFID Department of International Development (UK)

 DoID Department of International Development, Asian Development

Bank

 EDI Education Development Index by UNDP 2014

 E&LD Education and Literacy Department

 EFA Education for All

 GDP Gross Domestic Product

 GMR (EFA) Global Monitoring Report (2005)

vi
 GoP Government of Pakistan

 GoS: Government of Sindh

 HSC Higher Secondary Certificate (Grade XI-XII) equivalent to

Cambridge “A” level

 ICG International Crisis Group

 ICT Information and Communication Technology

 LG Local Government

 MDG Millennium Development Goals

 MoE Ministry of Education (GoP)

 MoF Ministry of Finance

 MoF Ministry of Finance, Government of Pakistan

 NBCT National Bureu of Curriculum and Text Books (MoE-GoP)

 NGO Non-Government Organization

 NRB National Reconstruction Bureau

 OM(s) Office Memorandum(s)

 P&DD Planning and Development Department (GoS)

 PTA Parents’- Teachers’ Association (Now named SMC)

 PTBB Provincial Text Book Boards

 PTC Primary Teaching Certificate

 RSU Reform Support Unit

 SAC School Admission Code (DoE-UK)

 SEMIS Sindh Education Management Information System (E&LD-

GoS)

 SERP Sindh Education Reform Project (I and II) with the

collaboration of World Bank

vii
 SLGO Sindh Local Government Ordinance by the Government of

Sindh

 SMC School Management Committee (old name PTA)

 SPI Sensitive Price Index

 SSAPP Second Social Action Plan Project, Govt. of Pakistan

 SSC Secondary School Certificate (Grade IX and X) equivalent to

Cambridge “O” level

 UK United Kingdom

 US-DoE United States Department of Education

 VBO Village Based Organization

 VEC Village Education Committee

 WB The World Bank

 WPI Wholesale Price Index

viii
Table No. List of Tables Page No.
Table 1 Grades and Assigned Numeric Values 54
Teachers’ Responses Regarding Characteristics of
Table 2 56
Teachers
Present Pay Scale & Allowances of the Teachers
Table 3 Working in a Typical Government Boy’s Secondary 62
School in Karachi
Table 4 Hike in Prices of Various Items (In Rs.) 65
Comparison of Minimum Basic Salary of Government
Table 5 65
School Teachers
Teachers’ Responses Regarding Reasons For Choosing
Table 6 68
Teaching As A Profession
Percentage of Government Teachers According to
Table 7 70
Their Age & Sex
Table 8
Educational Qualification of Teachers 71
(i)
Table 8
Professional Qualification of Teachers 71
(ii)
Table 8
Leading Cadres of the Teachers 71
(iii)
Table 9 Checking Homework in School (Teachers’
72
(i) Questionnaire)
Table 9 Checking Homework in School (Students
72
(ii) Questionnaire)
Table 9
Checking Homework in School (Parents Questionnaire) 72
(iii)
Table 10 Giving of Tests in Schools 73
Table 11 Inspection in School 74
Students’ Satisfaction with their Teachers’
Table 12 74
Performance
Table 13 Devotion of Dedicated Teachers 75
Teachers’ Aptitude of Writing Article/ Research Work/
Table 14 75
Textbook Writing
Table 15 Teachers’ Review onto Themselves 76
Table 16 Parents’ Review on Teachers’ 76
Students’ Opinion on their Teachers’ Academic &
Table 17 77
Ethical Characteristics
Table 18 Students’ Opinion about Teachers’ Teaching 78
Table 19 Teachers’ Individual Attention towards Students 79
Table 20 Students’ Disclosure of their Problem to their Teaching 79
Teachers’ Satisfaction with the Academic Standard of
Table 21 80
Students’
Table 22 Facilities Available in Schools 84
Educational Recreational & Co-Curricular Activities in
Table 23 86
Schools
Table 24 Academic Facilities in Schools 87
Table 25 Teachers’ Care of Students in Addition to Teaching 87

ix
Table 26 Trends of Giving Simple Subject Oriented Tests 91
Students’ Own Opinion about Themselves on Cheating
Table 27 93
& Malpractices
Table 28 Students’ Opinion about Means/ Source of Cheating 95
Table 29 Trends SSC-II Results under BSE Karachi 97
Board of Secondary Education Karachi; Statistics of
Table 30 Results of S.S.C Part-II (Class X) Science Annual 97
Examination 2010-11 (Sex Wise & Grade Wise)
Comparative Performance of Public & Private
Table 31 Students’ During SSC Part II Examination (Annual) 98
2008-09 under Board of Secondary Education Karachi
Table 32 Comparison of Educational Qualification B/W Male &
101
(a) Female in Pakistan according to Census 1981 & 1998
Table 32
Educational Qualification of Parents 101
(b)
Table 33 Social Status of Parents 103
Table 34 Father’s Source and Amount of Monthly Income (Rs.) 104
Table 35 Presence of Additional Income of the Family 104
Table 36 Part Time Work by Students 104
Table 37 Children Help to their Father 104
Table 38 Number of Members in Each Family 105
Table 39 Type of Accommodation of Students (House) 108
Table 40 Area of House and Family Members 109
Table 41 Basic Facilities at Home 110
Children Who Seek Parents/ Family Help in Solving
Table 42 110
Homework
Table 43 Presence of Play Ground Near Students’ Residence 111
Table 44 Time Spent on Playing 111
Table 45 Availability of TV, Internet etc. Facilities 112
Enquiry of Elders From the Teachers about the Welfare
Table 46 114
of their School Going Children
Table 47 Means of Transport Used by the Students 115
Table 48 Private Tuitions for Children 116
Table 49 Parents’ Attention towards their Children Studies 116
Table 50 Parents’ Reminder to Children for Studies 116
Table 51 Parents Who Coach their Children Themselves 116
A Comparison Between 20 Schools of Affluent or
Table 52 118
Better Versus Poor Social Class
Names of School where Students from Affluent or
Table 53 119
Better Social Class Study
Names of School where Students From Lesser or Poor
Table 54 119
Social Class Study
Statistical Analysis of Academic Performances in
Table 55 Relation to Relevant Internal and External Pedagogical 138
Factors

x
 LIST OF FIGURES

Figure 1: A Graphical Comparison between 20 Schools of 118

Affluent versus Poorer Social Class

xi
 CHAPTER – I

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

“Education”, is commonly defined as delivery of knowledge, skills and information

from teachers to students. “After all, what is education, but a process by which a

person begins to learn how to learn?” (Ustinov, 2011). Education, in the largest sense

is any act or experience that has a formative effect on the mind, character or physical

ability of an individual. In its technical sense, education is the process by which

society deliberately transmits its accumulated knowledge, skills, and values from one

generation to another. Studies have shown that the child is educated by the

experiences it is exposed to, in the womb even before it is born.

According to World Bank, “Education is a fundamental building block of human

development and is one of the strongest instruments for reducing poverty, improving

health, gender equality, peace, and stability”. (Zoellic 2010) It enables individuals to

make informed choices, broaden their horizons and opportunities and to have a voice

in public decision making. It is one of the most important factors that action as a

counterweight to social and economic mobility imposed by cultural and historical

biases.

Mass education in Pakistan is primarily based on the school education system

established by British during colonial rule. It consists of primary education, secondary

and tertiary/higher education. In this system, the school is the prime institution, which

provides well defined, definite and controllable learning environment where students

are taught predesigned, pre-programmed, approved and standardized contents

(Curriculum) by the teachers. School education in developed and developing

1
countries alike, is the most pervasive social process for developing knowledge and

skills, shaping attitudes, inculcating values, creating an ability to understand, analyse,

appreciate and decide in those individuals who are shaping and lead society of

tomorrow. The leading objective of the education process is to mold an individual to

become a responsible citizen leading to the formation of a healthy society.

In this formal education system, Secondary Schooling occupies a central place. It

accepts a child at an early age of 11 years and engages him until age of 15-16 years.

These are the years, when the child undergoes many psychological and physiological

changes. It is the time when the child becomes conscious of himself as an individual

and prepares to participate in decisions about his future. Positive schooling at this

stage enhances the learning process and promotes academic achievement, whereas

deficiencies in the education process severely affects the ability of a child to learn

properly, resulting in under achievement, loss of opportunity for further education,

self-confidence and loss of that individual (Crocker, 2004), Knight and Becker (2000)

quoted by Page (2010). These school dropouts, provide a rich recruitment resource for

antisocial groups, criminals and terrorists. Thus at this level, it is essential for students

to achieve optimal personal growth, acquire positive social skills and values, set

appropriate career goals and realize full academic potential to become productive and

contributing members of the world community.

In its preparatory role, the secondary education is vitally important for a country’s

present and future socioeconomic development. It is these very individuals, who after

completion of secondary education enroll in higher education or embark upon a

professional career. Apart from laborers, it is these secondary school graduates who

later become scientists, engineers, doctors, politicians, managers and managing

directors on one hand and clerks, supervisors, storekeepers, salesmen, data entry

2
operators, designers, etc. Hence, effective, positive secondary education is essential to

build a congenial, cooperative, progressive, moderate and judicious society.

1.2 STATEMENT OF THE PROBLEM

Secondary education is a multifaceted process that has to be studied from various

angles within an integrated approach. It cannot be observed and studied in isolation or

separated from various sociological, financial, familial and political aspects that

influence its quantitative and qualitative aspects. The contextual research is directed

towards an exploration of different significant factors that influence a particular

educational environment. These pedagogical factors may be categorized into internal

and external or scholastic and socioeconomic factors.

In the proposed research, the specific attention of the investigator is towards the study

of those significant pedagogical factors, which affect the academic achievements of

the students of Government Secondary Schools of Karachi

The study of the interaction of scholastic (internal) and socioeconomic (external)

factors may give an interpretable picture of the secondary school’s strengths and

weaknesses. Besides the study of the constituent elements of the scholastic and

socioeconomic variables, the objective of the research was the determination of

possible correlations between these factors with the academic achievements of the

secondary school students. For the study, feasible contextual research instruments and

methodology have been used with the support and guidance of the research

supervisors.

1.3 SIGNIFICANCE OF THE STUDY

Two hurdles in the progress of Pakistan; are low literary rate (58%) and lack of

quality education especially in public owned secondary schools. These schools enroll

nearly half (69%) of the children in the country and mostly belong to middle and

3
lower middle class populace of the country. The quality of education imparted by

these public sector schools is significantly low. In Sindh, the situation is going from

bad to the worst as compared to that of private schools (Siddiqui 2009). Private

schools no doubt are performing better than public schools (Ravish Amjad 2012) but

they are not much easily accessible to very low-income households due to various

reasons.

Karachi is not only the biggest city of Pakistan, but is the provincial headquarters of

Sindh province (2nd largest province of Pakistan) as well. It is a very important city

due to the ethnic diversities and is called mini Pakistan. The quality of School

Education in Government Secondary Schools of Karachi has declined quite rapidly in

the past two decades that is apparently observed through low annual enrolment and

academic results (Asim, Salman 2013). Thus the results of this study on a select group

of schools in Karachi are representing a general scenario elsewhere in in the province.

1.4 HYPOTHESES

The general and broad assumption on which this present investigation is based is,

“The pedagogical factors in which the formal learning process is operative;

significantly influence the quality of academic achievement”. The main hypothesis

was formulated:

“The level of positive or negative correlation between pedagogical factors and

the process of education, significantly impacts upon the standard of education

at government secondary schools of Karachi.”

In addition to the above main hypothesis, following three sub hypotheses were also

formulated:

1.4.1 Internal Pedagogical Factors (Scholastic Factors)

4
 a. Reasonable terms and service conditions for the teachers and their competency

have a positive correlation on the quality of education in secondary school of

Karachi.

b. Non-availability or lack of basic academic facilities has negative correlation

with academic achievement.

1.4.2 External Pedagogical Factors (Socioeconomic Factors)

c. Parents’ educational qualifications, financial stability and personal

involvement in the children’s educational progress; have noteworthy stimulus

on the academic accomplishment of their children.

1.5 DEFINITIONS OF THE KEY CONCEPTS

i. Academic (Measurable) Achievement/Result: Three years’ (2009-11) result of

the Annual Examination (Science Group) students, conducted by external

source i.e. BSE Karachi.

ii. City District Government Karachi (CDGK): System of governance introduced

through Sindh Local Government Ordinance (SLGO) 2001 replaced the old

district administration system under which the then all five districts (the then)

were merged. CDGK was headed by City Nazim an elected representative

assisted by District Coordination Officer (DCO).

iii. The Devolution of Power Plan: A plan implemented though SLGO 2001 under

which local government system (District and City District Governments) was

formed.

iv. Government Secondary Schools: The secondary schools (from class or grade

VI to X) run by the provincial government of Sindh through Education and

Literacy Department (E&LD)

5
 v. Pedagogical factors: All direct and indirect factors related to the art of

teaching, school and community.

vi. Scholastic factors: School related factors, e.g. teachers, facilities, curriculum

etc. also termed as “Internal Pedagogical Factors” in the study.

vii. Socioeconomic factors: Out of school, i.e. community or society related

factors, e.g. socioeconomic conditions of parents, educational qualification,

facilities at home, parents’ involvement with their children upbringing etc.

Also described as external pedagogical factors in the study.

viii. Qualitative analysis: It means the analysis that uses subjective judgment

based on non-quantifiable information.

ix. Quantitative analysis: It means the analysis that uses subjective judgment

based on quantifiable information.

x. Academic Environment: It means the learning related environment like

atmosphere, physical environment, i.e. academic and recreational facilities and

social climate i.e. interaction among stakeholders in the school context.

xi. Learning Standards/Standard of education: Elements of declarative,

procedural, schematic, and strategic knowledge that, as a body, define the

specific content of an educational program. In the study, term leads to the

academic achievement of students reflected through the results of internal and

external examinations (Board Exam.).

xii. Secondary schools: Leads to the schools from class/grade VI to X, (between

ages of 10-11 and 15-16 years) but the data has been obtained from the class X

students (between ages of 14-16 years), parents and the teachers.

6
1.6 LIMITATIONS OF THE STUDY

This research is a case study limited to the Government Secondary Schools of

Karachi, working under the jurisdiction of Education and Literacy Department. The

study in the context of Karachi can form a micro model and findings are applicable to

the larger scales of the Province of Sindh and Pakistan.

At the time the study started and most of the part completed, Karachi was considered

as one whole City District with 18 towns however recently divided into 6 (six)

administrative districts but actual education related implementation is yet to be made.

In spite of the said division, Karachi is identical for its culture, issues and problems as

a whole.

Since an overwhelming majority of regular students of class IX-X belong to “Science

Group” while “humanities” and “commerce” groups’ student are in negligible

number, thus the result based statistics are applicable to all Government Secondary

Schools of Karachi.

1.7. PROCEDURE

Survey method was used to collect data from the respondents

1.7.1. Population

Population of the study was comprised of school heads, senior teachers, prefects/

students and their parents/guardians and education officers of school administration

cadre of all 573 Government Secondary Schools of Karachi

1.7.2. Sample

A sample of 144 schools (Appendix-A) out of total 573 schools (every fourth) in

successive order, was used during:

i. Identification of situational pedagogical (Scholastic and Socioeconomic

Factors) by the respondents (Teachers, Students and their Parents)

7
 ii. Analysis and determination of correlation between the mean of the “rating

score” against each of the identified factors with the mean score of the result

grading of each school.

1.7.3 Instrumentation

Three sets of questionnaires were prepared, each for Senior Teachers, Students and

their Parents, for scanning of their view and identify leading situation factors.

i. Validity and reliability of the questionnaires were ensured through a panel of

educational experts, piloting of questionnaires and through computer software.

ii. Rating Sheet to rate each of the sample schools against each of the situational

factors

iii. Data of the academic achievement/result by the Board of Secondary School

Education Karachi (BSEK) converted to database application (Screenshot at

Appendix J, K)

iv. Sindh Education Management Information System (SEMIS) related

educational statistics/database about schools of Karachi, received from Refom

Support Unit-Education and Literacy Department –Government of Sindh.

(Screen Shot Appendix L)

1.7.4. Interpretation, Data analysis

i. On the basis of 345 selected responses from the respondents (115 from each

Senior Teachers, Students and their Parents) _ received through separate

questionnaires; 18 pedagogical factors were identified.

ii. 25 raters were asked to rate each of the sample schools with each of the

determined situational factors on the scale from 1-11 (best-worst) and scores

thus obtained

8
iii. On the basis of Board’s annual examination result of class X (Science Group)

of last three years (2009-2011); grading score of each sample schools was

determined.

iv. With statistical analysis, the values of correlation between, “mean (average)

scores of rating (against each of 18 situational factors)” and “mean scores of

grading of result” were calculated through Pearson’s Correlation Formula by

using MS-Excel.

v. Inferences were made on the basis of the results thus obtained

vi. Details of the research design and methodology are in Chapter III.

9
 CHAPTER – II

REVIEW OF RELATED LITERATURE:

Relevant literature has been examined, especially covering the following headings:

2.1 Government Policies and Secondary Education

2.2 Secondary Education and Scholastic Factors

2.3 Home Environment, Parents, Social Influence and Secondary

Education

2.4 Socio-Economic Factors and Secondary Education

2.5 Impact of Parents’ Socioeconomic Status on Children’s Achievement

2.6 Education in Karachi Region

2.1 GOVERNMENT POLICIES AND STATE OF SECONDARY

EDUCATION

Pakistan’s efforts for mass, but qualitative standard in education have always been

taken as the firm and articulated commitments which are encapsulated in polished

policy documents but with no proper action at all; due to which any significant

improvement could hardly be seen yet.

Government of Pakistan realized the importance of mass education as early as 1947.

Since then Pakistan kept addressing the issue periodically, in 1947, 1951, 1959, 1966,

1969, 1970, 1972, 1979, 1992, 1998, 2009 and 2011. All these policies and statements

of vision stressed the need for equitable and affordable quality education for all. But

due to lack of ownership of any of these policies by stakeholders and unrealistically

designed policy goals; these efforts have so far failed to produce desired results. What

we observe is a decline in standards of education inherited from British and

emergence of different education systems of different social classes. Today in

10
Pakistan, unlike contemporaries, there are, at present, three parallel systems of

education.

 Conventional English / Urdu or Sindhi (Provincial language) Medium school

education System

 Madarsah (Religious Islamic School) Education System

 Cambridge/Oxford education system

The government has admitted (National Education Policy 2009) that these three

parallel systems of education in Pakistan have resulted in a number of socioeconomic

problems. The Cambridge / Oxford system provides quality education, but due to its

high cost and small base is only available to a small percentage of aspiring students.

Conventional English/Urdu medium system which, once provided quality education

to the masses at low/no cost, has suffered many setbacks during the last four decades.

Main reasons for this gradual decline are mismanagement, politicization, and

inadequate teacher remunerations. Madarsah education system is established on

certain beliefs which differ from school to school. Despite many efforts, these

Madaris (Religious Islamic Schools) have a rigid and outdated curriculum. Instead of

creating national level cohesion, these different schools of thought have resulted in

discord and strife in the society. No wonder educational system in Pakistan is accused

of strengthening the existing inequitable social structure as very few people from the

public sector educational institutions could move up the ladder of social mobility. If

immediate attention is not paid to reduce the social exclusion and increase upward

mobility of less privilege class, the country can face unprecedented social upheavals.

Many analyses reveal that Pakistan has made progress on a number of education

indicators in recent years (G.R Memon 2007). Notwithstanding the progress,

education in Pakistan suffers from two key deficiencies: at all levels of education,

11
access to educational opportunities remains low and the quality of education is weak,

not only in relation to Pakistan’s goals themselves but also in international

comparisons with the reference countries.

On the Education Development Index (EDI UNDP 2014), which combines all

educational access measures, Pakistan lies at the bottom with Bangladesh and is

considerably below in comparison to Sri Lanka. A similar picture is painted by the

gross enrolment ratios that combine all education sectors and by the adult literacy rate

measures. The overall Human Development Index (HDI) for Pakistan stands at 0.53,

which is marginally better than in Bangladesh and Nepal but poorer than other

countries in the region. The UNDP 2014 on the HDI report also shows that while

Pakistan’s HDI has improved over the years, but the rate of progress in other

countries has been higher. Bangladesh, starting at a lower base has caught up, while

other countries have further improved upon their relative advantage. These

developments do not augur well for Pakistan’s competitive position in the

international economy. As the Global Competitiveness Index (GCI) shows, Pakistan’s

performance is weak, on the health and education related elements of

competitiveness, when compared to its major competitors like India, China,

Bangladesh, Sri Lanka and Malaysia (National Education Policy 2009)

The National Education Policy (NEP) 2009 (“the Policy”) comes in a series of

education policies dating back to the very inception of the country in 1947.The salient

features of the present educational policy are:

 Education and training should enable the citizens of Pakistan to lead their lives

according to the teachings of Islam as laid down in the Qur'an and Sunnah and

to educate and train them as a true practicing Muslim.

12
  To evolve an integrated system of national education by bringing Deeni

Madaris (Religious Schools) and modern schools closer to each stream in

curriculum and the contents of education. Nazira Qur'an (Verbal Reading of

Quran) to be introduced as a compulsory component from grade I-VIII while

at the secondary level translation of the selected verses from the Holy Qur'an

must be offered.

 The purpose of preparing young people for life i.e. imparting skills for labor

market and preparing for tertiary education are not met. A big number is

neither having employable skills nor taking part in higher education. Policy

actions proposed to address the two major shortfalls.

This policy is continuously undergoing review, in the light of post 9/11 scenario,

changing geopolitical environment and transfer of this function to provinces, under

the 18th amendment in the Constitution of Islamic Republic of Pakistan.

It has been resolved in the said policy that at secondary level a definite vocation /

career building program is to be introduced. Access to secondary school education is

to be ensured to all boys and girls desirous of admission in secondary schools.

Curriculum for secondary and higher secondary is to be revised with the introduction

of multiple textbook, giving schools choice of selecting a textbook, befitting

individual school needs. The participation rate is to be increased gradually to achieve

MDG targets, i.e. eradicate extreme poverty and hunger, achieve universal education,

promote gender equality and reduce child mortality (DFID 2007). “Decentralization

and diversification of general education, modernization of Curricula at all levels

combined with quality assurance monitoring”, are the salient key features of the

policy. Yet there are serious flaws in the policy implementation level.

13
Basic requirements for improving the quality of education are: development of proper

infrastructure facilities, improving quality of teaching, well designed curricula,

provision of teaching-learning materials and the establishment of transparent,

comprehensive educational performance assessment system (Performance assessment

system should cover assessment of students, teachers, school management and school

environment). This requires strengthening and up-gradation of Teacher Training

institutions, setting-up Academic Audit Infrastructure, development of a culture of

competition, among schools, rewarding the best performers and chastising the

underperformers and introducing teachers and students alike to Information and

Communication Technology.

Pursuant to the policy (National Education Policy: 2009), the government is positively

committed to bring about the change with following action items:

i. Free education up to matriculation

ii. Provide free textbooks

iii. Grant of scholarships and incentives for girl students

iv. Recruitment of female teachers

v. Availability and accessibility of schools, particularly in rural areas

vi. Teacher’s status

vii. Promote tripartite partnership

viii. Improvement in learning environment

ix. Technical/vocational education, instructional methods

x. Teachers’ training and knowledge

xi. New dynamic approach towards teaching of English language

Despite these actions the real progress of education in Sindh, particularly in Karachi is

dismally poor. The main causes for this as already outlined above are widespread

14
corruption, overall mismanagement and lack of ownership by stakeholders. It is a

situation where the rich go to private schools offering high quality education and poor

or middle are forced to go to public schools offering pitiable quality education. The

result is an increase in the social divide leading to widespread poverty, crime and

economic downturn. Various leading challenges posted to the educational system are

briefly discussed below:

2.1.1 Low Literacy Ratio

Pakistan, in spite of efforts claimed by the government in the last five decades has

failed to increase its literacy rate to a pleasing level and hardly reach to the level of

over 58 percent with 69 percent male and 45 percent female that is reported to be

113th among the list of 120 countries (Arsalan 2014), which is even lower than a few

under developing nations of the region and unfortunately it is at the bottom of the

table.

2.1.2 Drop Out

Due to the unstable political system, confused administration, corruption, lack of

planning, poverty, poor motivation, shortage of trained and qualified teachers, shelter

less schools, poor teacher-attendance, unattractive school environment, disintegrated

chain of command, ad-hocism, inadequate leadership and other reasons, the drop out

problems is one of the serious problems in Karachi. Approximately 38.8 percent of

enrolled children drop out before completing primary education of 19.5 million

children currently attending primary school; only 3.9 million reach the middle level

(class VI). (AEPAM PES 2013-14) Owing to the dropouts like challenges it was

reported that almost 5.5 million children are out of school, i.e. the second highest

number in the world only after Nigeria moreover Pakistan also has the highest

15
number of illiterate adults in the world, after India and China (Daily The Express

Tribune February 2014) Referring UNICEF’s EFA Review Report 2015)

2.1.3 Quality of Education

Quality education is not a simple term but it may be broader and varies with the

context to context. In Tomorrow's Schools (1995) briefly, it has been connected with

meaningfulness, worthwhileness, responsiveness to individuals and social needs and

success of each student. According to EFA-GMR-2005, the Quality Imperative (EFA:

GMR 2005) were described as learner’s cognitive development and emphasis on

education's role in promoting values and attitudes of responsible citizenship and in

nurturing creative and emotional development. Precisely, the process of education

and learning enables an individual to be positive, positively to transform the world a

positive place to live.

According to the Holy Quran, “Those who know cannot be like the ones who do not

know. Of course, knowledge and ignorance are like light and darkness which can

never be alike.”

Education is the most important component, which plays a key role in human

development. It promotes a productive and informed citizenry and creates

opportunities for collective development.

The education system even after 67 years of independence lacks consistency and even

proper delivery. The education facts in Pakistan have been constantly poor, i.e. critical

illiteracy rate, the low participation rate, critical low survival rate with poor control

and authority resulting questionable quality of learning and instruction. Furthermore,

the quality of education has been challenged by many factors, including inadequate

infrastructure, facilities, lack competent and motivated teachers, under investment,

16
poor control on demand and supply of services and governance related issues (Kazmi

2009).

Quality of education in government secondary schools of Sindh in general and

Karachi in particular has drastically declined since 1980. During the last 15 years, not

a single student from any of Government Schools in Karachi could hardly achieve the

top ten positions in Annual Examination of Secondary School Certificate (Class-X) in

science group from the Karachi Secondary Board (Daily Jang Karachi 2013) while for

the last 19 years no government succeeded to bag top position (Ahmed 2014). It is

high time to take necessary steps to arrest the situation and restore the standard of

secondary education in Karachi.

Government’s interest and investments are the only possible ways to upgrade or at

least to maintain the standard of education (Hussain, 2008). The government can do

this by providing suitable buildings; trained, qualified, enthusiastic and energetic

teachers; laboratories with sufficient and adequate apparatus and supplies;

playgrounds with sufficient sports goods and promotion of social and cultural

activities. The presence of the library or digital library with updated resources is must.

All this requires proper allocation and utilization of funds, with inbuilt checks and

balances to ensure transparency, lucidity and proper utilization through an able

management having visionary leadership skills. Chronic problems are too deep to

uproot, without even-handed, honest and strong intervention by provincial

government. The government of Sindh’s approaches, efforts and investments are at

the mercy of the management dealing with the education system in the province that

is why in spite of huge funding and spending the system could not yet be improved to

a satisfactory level.

17
Although the government has significantly increased the expenditure on education in

the last ten years, the emphasis is still on construction of facilities and recruitment of

teachers without an effort to improve quality of education (Habib 2008). The vast

majority of children who do attend school are not able to read and comprehend

material other than what they memorize from textbooks. Nor they are hardly able to

perform simple computational skills in mathematics. So for many children who do

make it to school, the education they receive is extremely inadequate and an

inefficient use of public resources. Dissatisfaction with government schools is

reflected by the low attendance rate, i.e. 20 to 30 percent of schools are either empty

or have very few students. (Habib 2008)

According to Habib (2008), the consensus of a number of studies on schooling in

Pakistan is that low enrolment and low retention rates are a reflection of poor supply

in terms of low quality of education offered. Parents do not consider it worthwhile to

send their children to school if they are not learning anything. Children's time is

considered better used in chores at home or assisting parents in income earning

activities (Habib2008).

Financing of Education in the public sector Public expenditure on education as a

percentage of GDP is lower in Pakistan as compared to other countries of the South

Asian region. Averagely Pakistan spent around 2% (2.7 percent in 2009) of its GDP

on education (AEPAM 2010) as compared to India, which spends 4.1 percent;

Bangladesh 2.4 percent and Nepal spend 3.4 percent. Since no significant increase in

public expenditure as a percentage of GDP has been observed during the last couple

of decades showing that mere verbal emphasis and commitment was laid on the

development of education but much has to be done in the sector. Pakistan previously

neglected investment in human capital and thus fosters a persistently high population

18
(growth rate 1.90%), (MoF-GoP 2009-10) deceleration of growth and overruling

poverty. In education, the problems are low level of enrolments not only at the

primary, but also at the middle, secondary, and higher education levels along with

poor quality of public education. Pakistan still has to go a long way to reach these

targets and until and unless education is given the due priority that it deserves in the

policy framework and allocation of financial resources this sector showed a weak

performance in the coming years (MoF-GoP).

Improving the quality of education services is inseparably linked with participation of

the core stakeholders, as the investment in in education has no focus on the needs of

the community and ownership. There is a need to mobilize the communities to

assessing their needs, establishing priorities, implementing and monitoring education

initiatives. Hence, to improve the quality the core team member i.e. federal, provincial

and local governments, teachers, children, private sector, Non-Government

Organizations (NGOs), Community Based Organizations (CBOs), Village Based

Organizations (VBOs) and donors need to be properly integrated to review and design

the current education system according to the needs of the society

2.1.4 Unsteady Decisions and School Education

The education policies have always been made to serve the ideals of the rulers. Thus

nationalization of all private schools and colleges was carried out with the coming

into power of Z. A. Bhutto. This augured well for private school teachers as they were

absorbed in government service, with good pay-scale, security of service, etc. It

however adversely affected the standard of education. The main causes were absence

of an effective monitoring system, a coherent education policy, politicizing of schools

and later corruption. It also financially burdened the successive governments. In this

mayhem ultimate goal of education for all was lost. Mass education targets could not

19
be achieved. Universal primary education for boys and girls is nowhere in sight. The

net result is gradual slippage of the country to become one of ten bottom countries in

EDI ranking even as shown in the chart below:

General Zia reversed the nationalization policy, and desired to Islamize the entire

education system and brought the entire system under state control closing all paths to

liberal, secular and scientific education. During the same regime, the Afghan crisis

sets the new priorities for the country’s leadership struggling for survival. During its

decade long rule socio-political chemistry of the city of Karachi was changed,

resulting in political defragmentation and emergence of pressure groups. This further

deteriorated the standard of education, especially in government schools of Karachi.

After the regimes of weak political leaderships during President Musharraf’s

government, the education system was devolved to the districts. More funds were

allocated to the education sector, the curriculum was redesigned. Private public

partnership was encouraged and skill development, education program was

revitalized. However, most of these initiatives could not revitalize the system due to

lack of proper leadership, management and administration. Moreover, after the

President Musharaf’s regime, devolution plan was rolled back and school education

was again centralized under Education and Literacy Department, Government of

Sindh.

The overview of the educational scenario of the past 67 years depicts a gloomy

picture that appears to be going nowhere. The situation in Sindh, particularly in

20
Karachi is worse mainly due to the contextual diversity of cultures and irresponsible

attitude of the government.

2.2 SECONDARY EDUCATION AND SCHOLASTIC FACTORS

2.2.1 Secondary Education

The right to education was included in the 1973 constitution of Pakistan that was

adopted through a transparent political process. In Article 37-(2) a-b, the state took

upon itself the responsibility to eradicate illiteracy and to provide free and compulsory

secondary education as soon as possible. But this resolve has mainly remained as a

policy statement only. No or a few practical steps have been taken to fully achieve

these objectives. According (ICG 2008), “The present education scenario in Pakistan

has major incompatibilities. There are on one hand dynamic, fast moving educational

institutions charging exorbitant fees mostly serving the rich, while the masses have no

choice but to study in government schools which are almost free and or go to entirely

free of cost religious seminaries (Madaris). The students in each category of these

institutions practically live in different worlds. Bhatti et al. (2008) found that, “the

status of secondary is generally poor. It has come to be realized that science education

in particular has reached to a critically low stage and quality of education in almost all

government schools is very poor. They have ill equipped laboratories, shortage of

teachers and outdated curricula”. This immense disparity between education, quality

of schools for rich and poor is widening the social divide across the country and

creating strife and insecurity on one hand and inefficiency and poor productivity on

the other. The result is widespread poverty, corruption and crime. The government

secondary education system needs to be upgraded, improved and expanded to make

students from less privileged classes competitive with pupils qualifying from

privileged class institutions.

21
2.2.1.2 Scholastic factors

These can be served as key indicators in the assessment of performance of any private

or public education system. The secondary level education is stepping stone from

primary education to tertiary education. A pupil, who performs well during the

secondary stage of education, gets the opportunity for going to tertiary education

essential for earning respectable lively hood. The students who qualify from primary

education are the main input to secondary school system. The standard of these

entrants is one of the key factors affecting the overall achievement in secondary

schools.

There has been rich research over the quality of education and the related factors

(Riddel 2008) for the decades which concludes that “No general theory as to what

determines the quality of education has been validated by empirical research”

(Benavot 2008). Factors for learning achievement were identified by Lockheed and

Verspoor (2009) and Fuller and Clark (1994) as: Curriculum, Learning Material,

Time, Infrastructure, Teacher and School, Students and Parents. Out of which the

scholastic factors revolve around teachers, schools and curricula with related indirect

factors. The studies in context, describe the factors ensuring the quality of education

in successful schools as: the presence of strong leadership, orderly academic

environment, focused, devoted and competent and skilled teachers, satisfactory

academic resources, including curriculum and syllabus and teaching aids use of the art

of Instruction and last but not the least as Policy Making which includes Leading role

of government and Policy continuity (retail 2008).

The output from secondary schools is determined by the quality of these institutions

and apart from the standard of entrants, it also depends on factors such as student-

teacher ratios, per capita school expenditures, quality of learning environment,

22
curriculum and scholastic abilities of the teachers. These factors may be categorized

in to the following:

2.2.1.2.1 Teacher and Student related factors

2.2.1.2.2 School facilities related factors

2.2.1.2.3. Curriculum and content related factors

2.2.1.2.1 Teacher and Students related factors

Teacher and student related factors could be discussed in the following aspects:

i. Teachers as Professionals

Though professionally in Pakistan, the teachers are supposed to get a degree, diploma

or certificate, etc. related to teaching (B.Ed., C.T. PTC, etc.) but usually the qualities,

that an employer look for in a teacher candidate, in the modern world is, they would

be: Positive, Communicative, Dependable, Personable, Organized, Committed,

Motivational, Compassionate, Flexible, Individually Perceptive, Value Based,

Knowledgeable, Creative, Patient and having Sense of Humor but it would be rather

hard to find a teacher with such complete and maximum potential. In a healthy

educational environment most of the teachers meet most of the mentioned

characteristics.

In Pakistan, teaching profession is not an attractive career for aspiring entrants.

Schoolteachers a higher majority of them consist of those individuals who, after

failing to find a more lucrative job, select this profession as last available resort to

earn a living. Rightly concluded by Quddus (2009), “Most of the teachers are in the

profession because they cannot be employed elsewhere. They are, not interested in

promoting an atmosphere of learning in their institution and provide no inspiration to

students to study as an end itself.” He correctly states that an educated person enters

the teaching profession after refusal from all other quarters. They apply everywhere,

23
so as to avoid joining this profession, but after disappointment they perforce accept

this fate. As such, they can hardly be expected to possess merit or work for the cause

of education.

Irregular working in the department of education has complicated the problem.

Recruitment of teachers purely on political basis and not on merit had produced a

disastrous situation in Sindh. There are hosts of incompetent graduates produced each

year from various institutions roaming around in search of jobs who in spite of having

a professional degree of B. Ed.; cannot justify with the required teaching skills. Some

lucky ones who are employed are unable to perform resulting in commotion, chaos

and confusion leading to total anarchy. To arrest this situation and restore the order it

is necessary to focus on the secondary teacher itself. Improving the scholastic ability

and social status of secondary school teacher is a key ingredient to bring about a

change and meet the Millennium Development Goals goals as well as eradicate

poverty.

ii. Relation of Teacher and Student

According to Kyriacou (2008), satisfaction of students with their school teacher is

based on the following factors:

1. Sex, age, experience, social class, social skills, training and personality.

2. Pupils’ characteristics, e.g. age, ability, values, personality, propensity and

social class.

3. Class characteristics, e.g. size, range of ability, social class mix.

4. Social characteristics, e.g. size, buildings, facilities, ethos, disciplinary policy,

the proportion of high ability intake.

5. Community characteristics, e.g. affluence, population, density, geographical

condition.

24
Kyriacou further adds that in recent years much use has been made by pupils as

teacher evaluators in a number of ways. Some of his studies have simply used

questionnaires to survey pupils’ opinions regarding aspects of classroom teaching in

general, while other use a questionnaire or interview to obtain the pupils' opinions

regarding a particular lesson or set of lessons. He noted that the use of pupil

assessment of a lesson often provides teachers with valuable information and insight

into their own teaching. There must be a system whereby teachers receive a feedback

regarding their own performance.

Unfortunately, the contextual research and studies towards the Educational context

are lesser and even the results and recommendation of meager research reports are not

entertained to make improvements.

iii. Teachers’ Attitude

Teachers’ attitudes are also directly related to the school facility. Several studies have

been conducted in the area of open-space classrooms and their effect on teacher

attitudes. Lewis (2007) examined the influence of open-space classrooms and closed-

space classrooms on the attitudes of teachers toward the school building. It was found

that teachers housed in open-space classrooms showed more positive attitudes.

Likewise, Jones (2008) concluded that teachers' attitudes toward their students in

open-space classrooms improved significantly. Mills (2009) agreed with the Jones'

findings when he concluded that teachers in open-space areas exhibited behaviors that

allow greater pupil freedom and self-direction. These teachers displayed behaviors,

which were more permissive, supportive, warm and sympathetic toward the students.

As one can see, not only does the physical environment of a school affect children,

teachers are also affected by the design of a school building. So, school architects,

educators and facility planners must take into consideration the impact that the

25
designs of school buildings have on student and teacher attitudes Non-independent

even independent students need the teacher to provide them with “social backup” and

emotional support (Marentič Požarnik, 2007)

According to Andreja Lavrič (2010) teachers concluded that in the education and

schooling process the responsibility for the teaching and learning success rests equally

divided on the shoulders of teacher more than the students that they should learn and

do more about educating special children need themselves, which can be attained

through motivation, devotion, sacrifice, improving knowledge and skills and

becoming more competent in the working context.

iv. Students’ Attitude

Children who are bored with school tend to become mischievous and troublesome

having little or no interest in learning or schooling or co-curricular activities. They are

not ignorant of school rules, but they willfully break them in retaliation for lack of

peer acceptance and unfavorable teacher attitudes towards them or because of deeper

psychological problems. Students, thus, should also receive emotional support

(Hartlage and Schlage: 2007), (Jones2008) and (Stott: 2009).

Student attitudes are shaped to some extent by the structures (facilities) through which

they are mediated (Ferreira, 2009). School buildings and surroundings create a first

impression in the minds of aspiring students of the environment in which they have to

study and learn while stepping from childhood to adolescence. Building conditions

directly affect the attitudes of students, teachers and parents, which in turn affect the

student’s receptiveness to learning.” Proshansky (2009) referred to physical settings

and attitudes as follows:

“Physical settings-simple or complex-evoke complex human responses in the form of

feelings, attitudes, values, expectancies, and desires, and it is in this sense as well as

26
their known physical properties that their relationships to human experience and

behavior must be understood” (p. 28).

A study completed by Lovin (2009) in Middle Georgia explored the attitudes of

elementary school children, who had moved from a traditional school to an open-

space school. The study illustrated that the children were keenly aware of their school

building and responded positively to the bright and comfortable surroundings. In fact,

these children's attitudes were directly related to their physical surroundings. Chan

(2007) compared student attitudes toward the physical environment of a school newly

opened and that of two older schools by few decades: The main finding of this study

indicated that pupils housed in a modern school building were having significantly

more positive attitudes toward school than pupils housed in a much older building.

Likewise, Cramer (2008) studied selected Junior High Schools in the Bibb County

School District of Georgia. He contended that pupils housed in newly renovated

school facilities showed attitudes that are more positive.

v. Student-Teacher Affinity

“Relationships with teachers may have an impact on students’ learning and academic

achievements. Children with better social skills may be more adept at interacting in

positive ways with teachers and peers, and teachers may interpret positive interactions

as reflecting not only social competence but also intellectual competence. Children

who are motivated to seek approval from their teachers employ achievement-related

behaviors to get better grades. Supportive relationship with teachers augments

students’ motivation to learn and actively participate in subject domains that

traditionally hold little interest for them. Increased participation may result in changes

in attitude regarding the subject domain as students experience increased efficacy,

interest, and perceive utility.” Rutter (2008) indicated that student teacher rapport

27
produces positive results while Quddus (2009) expresses the view that teachers are

truly the pivot of any educational system; and educational standards are directly

linked with the quality of teachers. This important facet of the educational process is

often neglected in Pakistan, particularly in Sindh. Due to the recruitment of teachers

recruited on a political basis without any consideration to merit has compounded the

situation. Unless this practice is discontinued, there is little hope that the situation can

ever improve. In addition to above, there is no effective system for continuous

improvement of scholastic and professional skills of teachers, discouraging attitude of

society to those who select teaching as profession combined with low income are the

major reasons for the dearth of teachers having positive and healthy interaction with

students.

2.2.1.2.2. School facilities related factors

The schools and related facilities can be discussed in the following aspects:

i. Educational Environment and its Impact on Students and Teachers

Good quality education encompasses not only cognitive development of students, but

also focuses on their creative and emotional development. The goal is to shape

attitudes and inculcate values along with professional capabilities to prepare them for

effective life in the community. The school environment is the prime factor to

condition student attitudes.

ii. Student Counselling

School counselling programs promote lessening of conflicts, nurture growth of

student community and are essential for maintenance of discipline in schools all-

important factors for creating a healthy learning environment. Baker and Gerler

(2008) reported that students who participated in a school counselling program had

significantly less inappropriate behaviors and attitudes that are more positive toward

28
school than those students who did not participate in the program. Another study

reported that group counselling provided by school counselors; significantly

decreased participants' aggressive and hostile behaviors.

Unfortunately school counsellor is absent in nearly all government schools of Sindh

in general and in government schools of Karachi in particular. Reviews of the

research on school counselling show that the services of school counselors have a

positive effect on children (Mosconi 2008). A teacher with the associated role of

counselors can add positive and stimulating factor for increased student interest in

school curriculum and other activities leading to improved academic achievement.

Hussain (2008) says that a considerable number of students lose heart due to lack of

counselling and proper guidance. It means that the counselling and guidance are

extremely necessary for better adjustment of the child. Jones (2008) adds that to know

about any person, we have to watch how he discharges his responsibilities in a

particular environment. He says that the home has a basic and pivotal role for a child

and students are never guided and counselled without knowing about family

problems. He has an opinion that the duty of parents and teachers is to understand and

solve students’ problems in such a way that of the adolescent period they could tackle

their problems and discharge their duties properly. Problems of secondary school

students are related not only in school, but also in their homes. Therefore, a

comprehension and assessment of both sides are necessary for an effective student

councilor to assist students in resolving their problems and steer them to concentrate

on education. A student who is unable to resolve these problems often get confused

and become touchy and withdrawn that affects adversely their capabilities and they

are unable to perform their academic responsibilities. A pupil is not just a pupil, but a

complete human being. He has to be dealt with keeping the sum total of his human

29
character in perspective. According to Burns (1982), establishing confidence in pupils

is a key consideration in determining the extent to which the teacher is able to foster a

favorable perception towards learning among pupils.

iii. Motivation of Student

Motivation, is typically defined as the force that account for the arousal, selection,

direction, and the continuation of the behavior. Some students seem naturally

enthusiastic about learning, but many need-or expect-their instructors to inspire,

challenge, and stimulate them. According to Ericksen (2009), “Effective learning in

the classroom depends on the teacher's ability... to maintain the interest that brought

students to the course in the first place.”

Unfortunately, there is no single magical formula for motivating students. Many

factors affect a given student's motivation to work and to learn (Bligh, 2006); Sass,

2003): interest in the subject matter, perception of its usefulness, general desire to

achieve, self-confidence and self-esteem, as well as patience and persistence. Not all

students are motivated by the same values, needs, desires, or wants, but some students

are motivated by the approval of others and some by overcoming challenges.

Researchers have identified those aspects of the teaching situation that enhance

students' self-motivation According to (Lowman,2007; Lucas, 2009; Weinert and

Kluwe, 2007; Bligh, 2006). To encourage students to become self-motivated,

independent learners; the teachers can do the following:

a. Give frequent, early, positive feedback that supports students' beliefs that they

can do well

b. Ensure opportunities for students' success by assigning tasks that are neither

too easy nor too difficult

c. Help students find personal meaning and value in the material

30
 d. Create an atmosphere that is open and positive

e. Help students feel that they are valued members of a learning community

Research has also demonstrated that everyday teaching practices can do more to

counter student apathy than special efforts to attack motivation directly (Ericksen,

2009). Most students respond positively to a well-organized course taught by an

enthusiastic instructor who has a genuine interest in students and what they learn.

Thus activities you undertake to promote learning also enhance students' motivation.

Though many government teachers in the public sector are trained in motivational

methods and some of them possess bachelor and master degrees in education but it is

the quality that matters. Real teaching techniques including motivation; are seldom

followed by the teachers; resulting in dejection among students and dropouts. Those

who stay back take in what is poured into them.

2.2.1.2.3. Curriculum and content related factors

Curriculum and allied factors can be discussed in the following aspects:

i. Curriculum

Literary the word curriculum means “race course” while in education system,

curriculum means a defined and prescribed course of studies, which students must

fulfil in order to pass a certain level of education. It can also be defined as a complete

academic program that is observed in an educational institution and plays a vital role

in the overall academic achievements of the students.

Federal Government of Pakistan after consultation with provincial Governments

approves and promulgates schemes of studies, curricula, textbook manuscripts and

strategic schedules for their introduction in government schools throughout the

country. This differs from curriculum adopted by Cambridge/Oxford schools. Madaris

have their own curricula.

31
The curriculum in government schools is controlled by the Central / National Bureau

of Curriculum and Textbooks (NBCT, National Bureau of Curriculum and Text

Books commonly known as the Curriculum Wing) who supervise curriculum and

textbook development/approval and ensure that this curriculum is followed by

primary, secondary and higher secondary schools. Each province has its own

curriculum sections responsible to ensure provincial collaboration and evolve a

consensus in all activities falling within the purview of the Federation. There are four

Provincial Textbook Boards (PTTB); one in each province. Within their respective

jurisdictions, these PTTBs are responsible for preparing, publishing, stocking,

distributing and marketing school textbooks.

It may be noted that the process of curriculum reform in Pakistan has been introduced

as part of the successive series of national education policies (1972, 1979, 1992 1998

and 2009) but in spite of adopting a variety of approaches and methodologies still

there seems to be significant pitfalls in the curriculum development, affecting the

quality and effectiveness of the curriculum development process in Pakistan.

Researchers like Memon (2008), Shami (2009) and Nayyar (2008), have highlighted

different factors resulting in curriculum deficiencies in Pakistan as follows:

a. Expertise

Involvement of serving teachers is marginal in the curriculum development process.

Only a few serving teachers are selected for curriculum revisions and upgrade;

notwithstanding their outstanding subject area expertise, their contribution to the

curriculum development is nominal. The main reason for this is that they are subject

area experts only, whereas curriculum design requires in depth knowledge of the

learning process, available facilities and the correlation between different subject

areas. Lack of required expertise leads to deficiencies in designed curricula. The

32
existing teacher training programs provide little exposure in this area, and academic

qualifications of teachers do not necessarily contribute to curricular creativity.

Therefore, at best, the teachers are able to provide opinions about the compatibility

between specific concepts or content and the intellectual development level of the

children in a specific age group or grade. However, this guidance often reflects, in

part, a particular situation with which the teachers have been dealing (e.g. Children

from a rural background) and, in part, their own capability to render a specific concept

comprehensible.

b. Textbook Quality

The prescribed Textbooks often do not reflect the curriculum. It requires considerable

experience and skill to: translate the curriculum in a style that covers the course

content and learning objectives on one hand; while simultaneously taking into

consideration the children’s language proficiency and background knowledge; and

concurrently arrange the content in a logical sequence in a stimulating manner to

progressively make a child learn the desired content is stipulated time. From most of

the text books, self-assessment questions or activities (especially questions focused on

higher order skills) are missing. There are textbooks with errors and grammatical

mistakes.

c. Implementation and Follow-Up

Associated problem is a lack of monitoring to ensure follow-up of actual curriculum

in classrooms across the country. There are the gaps between officially approved and

circulated curriculum and that is actually followed by teachers and implemented in

many schools. The classroom teacher, who primarily focuses on the textbooks and

assessment, does not take into account the educational objectives. No evaluation of

the implemented curriculum is carried out; hence, no feedback is received to revise

33
the curriculum. In short, each of the steps in the curriculum development process

occurs in isolation resulting in development of incoherent and deficient curriculum.

ii. Deficiencies in Internal Examination System in Public Schools

According to Bhatti et al. (2008); externalization of examinations has pushed

students, parents and even teachers infiltrate examining bodies. The secrecy of

examination process gets compromised and influential obtain higher marks by hook

or crook. The notable malpractices are leakage, test paper preparation, impersonation,

external assistance, smuggling of cheating materials, copying, and collusion,

intimidating, substituting of scripts, improper assignments, ghost centers, marker

malpractices and forged awards/certificates. (World Bank Group 2008)

Though the observation cannot be a universal trust yet in case the findings are correct

to some extent at school level then the reasons for these malpractices are: High Stakes

of the examination and internal testing, school status, personal factors (Some students

are more prone to cheating than others), inadequate schooling facilities and low

salary of teachers, political influence, law and order, location of examination centres,

low staff salary levels and poor rates of remuneration to examiners and lack of values

and proper checks and balances in the system however the background of an

examination context is important factor to be judgmental about it Unlike an internal

examination system of a public school, the Board examination found to be more

effective where private and public school students equally take the examination with

better results in favour of private school students (Habib et al 2009).

iii. Fee Structure and Quality of Education

Though Hayes (2008) said that, “Pakistan perhaps has the lowest student’s fee in the

world”. This is true only for government schools. The fees charged by private school

are exorbitant and not affordable by a large majority of the populace. The low fee

34
structure of government schools attracts poor masses, but due to dismally low

standards of education, these schools have limited attraction for students from middle

and higher middle classes. An associated consequence of low fee structure is the lack

of interest and no sense of ownership of school by parents. Most parents assume that

it is enough that their children are going to school. Quality of education imparted by

school and scholastic achievement of students is of lesser concern to them.

Recently the government has taken some positive steps. Officially, in Sindh; the

education is free and students are no more asked to pay even nominal fees. The

education department has declared that the necessities of the government schools

were provided through a special grant supplied by the government through School

Management Committees (SMC). Corruption, lack of planning and mismanagement;

this decision has not been implemented. On the contrary, it has produced drastic

negative effects for many schools now are left without any funds to meet their running

expenses. This careless planning without sense has badly damaged not only

mediocrity but also good government schools.

2.3 HOME ENVIRONMENT, PARENTS, SOCIAL INFLUENCE AND

SECONDARY EDUCATION

According to the research, the social status of a child plays a significant role not only

in academic achievement of a student, but it also impacts child’s physical,

psychological, social and emotional development. Economic status of parents, their

educational qualification, social status, place of residence, family background, etc. are

the major pedagogical factors that affect the student’s learning potential and

determines his chances for upward mobility socially and economically. A good home

environment and social status of parents is essential for good academic performance

35
and has a constructive effect on overall personality development. A number of studies

can be cited to support this contention.

2.3.1 Interaction between Parents and their Children

The term "parent involvement" includes several different forms of participation in

education and with the schools. Parents can support their children's schooling by

attending school functions and responding to school obligations (parent-teacher

conferences, for example). They can become more involved in helping their children

improve their schoolwork--providing encouragement, arranging for appropriate study

time and space, modelling desired behavior (such as reading for pleasure), monitoring

homework, and actively tutoring their children at home.

The research overwhelmingly demonstrates that parent involvement in children's

learning is positively related to achievement. Further, the research shows that the

more intensively parents are involved in their children's learning the more beneficial

are the achievement effects. This holds true for all types of parent involvement in

children's learning and for all types and ages of students (Kathleen 2009).

A classic large-scale study of parental involvement in the UK is shown by Cyster et

al. (2007); who analyzed questionnaires returned from 14000 schools (83%

responsible rate). He found that only 35% of the schools had a parent teacher

association and a further 26 % claimed some loose equivalent. Irvine et al. (2007)

reported on parent involvement schemes and showed that parent involvement had a

positive effect, which was independent of the child’s age; mother’s educational

background or family financial status.

In the context of specific middle and lower middle class of Karachi and due to the

specific background, residential facilities, large families, qualification, cultural

36
history, socioeconomic problems and other such hurdles faced by the parents the

interaction between parents and children is low.

2.3.2 Relation between Home and Society

It has been stated by Mortimore et al. (2010) that working-class homes display the

whole range of such characteristics: parental encouragement, high aspiration, high

income, good housing and cultural milieu similar to the school. In addition, in

working class homes, when all these are absent, many pupils are still educationally

successful. Nevertheless, it remains the case that the social class of pupils’ parents is a

strong predictor of their educational attainment). This is a strong predictor of their

educational attainment, ranging from learning to read in the latter years, and beyond.

While Roberts (2007) narrates that the way in which social class may have an

additional distinctive influence on educational attainments is through the influence of

upper middle class and middle class families who adopt a general view of the world (a

set of general attitude, expectation, values and ways of having) which is derived from

their types of occupation and associated status and method of working.

In general, this view is reflected in the middle class emphasis on the virtues of

individual enterprise and personal advancement in contrast to the working class

emphasis on a collective outlook. Kyriacou (2008) sees that until recent years, a much

better match between the middle class emphasis and the nature of schooling. In this

respect, the trends towards greater use of groups and cooperative activities in schools

should benefit working-class pupils. Social integration facilitates academic

adjustments as well.

2.4 SOCIO-ECONOMIC FACTORS AND SECONDARY EDUCATION

2.4.1 Achievement, Social Class and Socioeconomic Factors

37
Gallagher (2007) states that as we focus on developing standards and raising

expectations, we need to face the “. . . unpleasant reality that education, by itself, is a

weak treatment.” He further notes that “It is clear that there are variables within the

family, within the culture, and within the physical environment, plus limitations within

the genetic makeup of the individual, which will have a greater influence on student

achievement than our ‘improved educational program’ for that student.” Similarly,

according to Grissmer, et al. (2007) the students with parents who were both college-

educated tend to achieve at the highest levels. The study further finds that income,

family size, and the mother’s age when the child was born were modestly related to

achievement. The authors of the study suggest that the performance gap that exists

between one- and two-parent families is a result of other factors, including family

income, family size, and/or the parents’ educational levels.

Two important caveats need to be borne in mind concerning the notion of social class.

Firstly, that each class (social status) in practice covers a great diversity of experience.

Secondly, the social change in lifestyle and occupations over the years have

influenced the nature of class-consciousness and identification (Kyriacou 2008).

Having said this, the extent to which social class still operates as an area of pupils’

difference with an impact on pupils’ educational attainment is surprising. Part of this

continuing influence would appear to be derived from the strong tendency for middle

class and working class families, and in particular, pupils to associate primarily with

others from their own class, and thus reinforce and consolidate their class associates’

value and attitudes.

In 2006, the U.S. Department of Education released a report highlighting that there is

a significant gap in student achievement between high and low poverty schools. In

general, students do less well if they attend schools where the majority of students are

38
poor. Since it has been observed that students from poor families are less likely to

succeed in school for a variety of reasons. There are fewer resources at home (often

because the parents themselves were not particularly successful in school), many

adults have lower expectations for these children, students often feel alienated from

the school and community, and most students lack adult role models, who were good

students.

The relationship between poverty and student achievement should not be perceived as

an excuse or justification for the poor performance of many students on achievement

tests and other measures of school success. However, it should remind us that to

ignore poverty in any discussion of improving student learning is disingenuous, and it

does nothing to improve learning.

2.4.2 Social Environment

Shaw (2007) expresses that the relationship between social class and educational

attainment has been subject of much discussion and research. The term “social class”

has not been used in a single and consistent way, but it is generally taken to consist of

its main elements (Caste, profession, religion, money, educational qualifications, etc.).

He found that the middle class homes are more likely to provide the child rearing

experiences, which foster greater intellectual development, motivation towards

success in school, and greater academic self-confidence. Secondly, middle class

parents provide a strong identification model, which requires and expects higher

educational attainment, if pupils are to enjoy the same lifestyle as their parents or

relatives, which shapes their aspiration towards gaining middle class occupation.

According to studies, “Middle-class children do better at school because their parents

are generally more involved, the parents' background also increases the school's

effort, which increases the school achievement. It might be because middle-class

39
parents are more vocal in demanding that the school work hard. Influencing parental

effort is certainly something that is much easier than modifying their social

background." (De Gianni De Fraja 2010)

Thirdly, working class homes are more likely to contain extreme poverty,

overcrowded with poor housing, along with associated social tension and distress,

which undermine a child’s capacity to deal positively with the demand of schooling.

Fourthly, the middle class homes are more likely than the working class to provide a

cultural background of experiences, interests, tone and use of language and

assumption about worthwhile activities that are in tune with the cultural milieu of the

school. Thus to some extent, working class-pupils are more likely to experience a type

of cultural shock after entering school, particularly as they are also less likely to have

attended preschool classes or nursery class.

Due to specific diversity in cultural chemistry, attitudes and mostly poor financial

standing in the middle and lower middle classes associated with government

schoolings; a healthy and encouraging a social environment for the government

schools in Sindh particularly in Karachi is found missing and needs to be improved

radically.

2.4.3 Society and Education

In the context of discussion about social class, Chazan and Williams (2010) discuss

that the term educational disadvantage has widely been used to refer to pupils whose

opportunity for education attainment has been markedly constrained by either social

disadvantage (e.g. Improvised mother-child interaction, absence of cultural

experience at home) or any other set of factors (e.g. Poorly resourced local school).

Some writers have discussed the aspects of disadvantage stemming from working

class, who experience the extreme of such disadvantage or deprivation.

40
Cyster et al. (2007) found the most frequent type of positive parental involvement was

that of helping on school visits and outings (78%) followed by sewing and minor

repairs (65%), providing transport (54%), imparting specialist knowledge to children,

i.e. usually of vocational type (45%), helping with crafts, cooking, music, under

teacher supervision (36%) and helping in the school library (29%). The study also

found a strong correlation between social economic status and degree of involvement.

It was noted that the parental involvement could serve merely to add yet another

string to the bow of middle class educational advantage. Some evidential physical

layout of a school and the form of teaching organization adopted can also affect levels

of parental involvement activity in question. Larger schools with poor staffing ratios

were particularly likely to encourage parental involvement.

Officially, the prime source of interaction among a government school, family and

community is School Management Committee (SMC) whose role has been severely

criticized by so many researches according to which “Most are still largely controlled

by the head teachers who continue to select members, and school management

remains de facto with the staff. Most SMC members, moreover, know little, if

anything, about their roles and responsibilities. For example, a majority of SMC

members in Sindh had never received the notifications delineating their powers”

(Devolution in Pakistan- WB Study 2008).

About the role of these SMCs, Smith (2008) says that the community participation in

this sector could be categorized into two lowest types of participation: manipulative

and passive. The manipulative face is evident from the manner in which these

committees and associations were formed and failure of the government to delegate

powers to them. The SMCs and PTAs, were mostly established through official

notification, and therefore, they remained more or less an official obligation of the

41
school headmaster and implementing agencies. Few efforts were made to articulate

the interest of parents and community members after the formulation of these

committees. Despite training of Village Education Committees (VECs) and School

Management Committees (SMCs), the role of the community remained minimal with

power resting with influential local people or groups (Smith, 2008).

The passive nature of community participation in this sector is linked to the first type.

The parent members of these committees had virtually no role in school management

and utilization of funds because the headmaster or headmistress had no interest to

engage them in an interactive manner. By the year 1997–98, they existed nominally in

74% of the elementary schools (ADB 2001). The head of a school, after receiving

official notification, consults with staff and proposes the names of parents who would

then be obliged to become a member of the committee. In many cases, these

committees were established by dictation. The district education officers nominated

the members and directed their work. Out of the total SMCs established until 1997–

98, 71% did not receive any funds. It is pertinent to mention here that no funds were

earmarked for SMCs for long, and therefore they were not fully authorized to receive

and spend funds on educational materials and school repairs (SSAPP-GoP 2008).

2.5 IMPACT OF PARENTS’ SOCIO-ECONOMIC STATUS, ON

CHILDREN’S ACHIEVEMENT

2.5.1 Parents’ Livelihood

Hurlock (2009) found that the father’s occupation is important to a young child as it

has a direct bearing on the child’s welfare. The father’s occupation has a cultural

significance in that it can affect the child’s social prestige.

Elementary and high school children accept adult attitudes and values concerning

professions and classify people accordingly. The attitude of a child ashamed of his

42
father’s occupation is adversely affected. Unfortunately, many cultures are class

conscious and abhor many essential professions. A menial worker has no social status

in our society, a person in government employment is considered better placed than a

person at a similar level, but employed in a private concern and professions of a

doctor and engineer have more social status than that of a teacher. The elimination of

class-consciousness from society is necessary for achieving Education for All goals

and the creation of a knowledge driven nation and must be emphasized by the

government and other influential social classes.

2.5.2 Correlation between Socioeconomic Status (SES) and Academic

Achievement (AA)

There are the studies that show that the parents’ economic and social status affects the

educational achievement of their children.

Kyriacou (2008) expresses the view that it is clear that a number of factors influence

educational attainment, including ability and motivation. To the extent that

differences in social classes are bound up with differences in the ability and

motivation of pupils. It is not social class, which influences attainment, but rather the

underlying psychological experience associated with middle and working class homes

respectively. Particular attention has been paid to the greater degree of cultural shock

for morning class pupils, which stems from the way teachers use language in the

classroom and the type and the content of the curriculum experience and school

activities, which are based on certain assumptions about common interests and

lifestyles. Yasmeen (2010) and A. Parveen (2007) found that:

a. Parents of lower stratum have significant correlation for their children’s job

inclination even at the secondary school stage.

43
 b. In the middle class family, children receive education, according to parents’

planning and preference.

c. The parents of lower income group crave jobs for their school-going children,

while there is no such tradition in the upper stratum.

:Ur Rehman et al (2011) and Fatima (2010) observed that:

a. Parents’ social and economic conditions based on an area of the house,

monthly income, and household goods; have no correlation with standard of

education.

b. There is no correlation between joint family system and standard of education.

c. Parents’ academic qualification doesn’t affect their children’s education.

However, on the contrary; Cuttance (2009), Gray (2007), White (2008) and Reynolds

(2007) have argued those contextual variables; particularly the pupils’ ability, social

classes are such major determinants of educational attainments.

2.6 EDUCATION IN KARACHI REGION

Education is the lifeline of any nation while Pakistan’s economical lifeline is linked

with Karachi. It is the biggest city of Pakistan, generates the largest share of GDP and

rich variety of cultural diversities. No wonder Karachi is also nick named mini

Pakistan.

Quality education for all is essential for Karachi to transfer into a modern prosperous

city second to none in the world. According to Wikipedia on “Karachi” (2014), each

year there is influx of many thousands 5% of the population or 45,000 per month) of

people belonging to lower and middle classes from all over Pakistan; who migrate to

Karachi to earn their livelihood. As these migrants, mostly come from poverty-ridden

areas and have meager household income, they invariably depend upon low cost/no

44
cost government schools for the education of their children. Struggling for economic

survival, these migrants have a passive attitude towards the government schools. For

them it is enough that their child is admitted in public schools. The standard and

quality of education is of no concern to most of them. They are seldom actively

engaged in educational achievement of their children. With falling standards of

education in government schools in Sindh and in Karachi combined with deteriorating

economic conditions the parents of the underprivileged classes soon, lose faith in

entire education system.

After the devolution of power plan, the educational setup was drastically changed.

The new system was having many weaknesses since it was installed in 2001, by the

then President Musharraf Government. Unfortunately, when it started becoming

matured, upcoming Governments at Center and in Province 2008 wiped it up.

Education in Karachi has remained in many hands and under the control of different

administrations, which loosen the chain of command. Lack of coordination between

two administrations is resulting in an overall decline of educational standards in

government schools of Karachi. Due to the unclear responsibilities, multiple reporting

channels, personnel issues, structural issues, capacity problems, etc. according to

Paracha, (2007) overall administration is the weakest part of the new system,.

Increasing rate of unemployment and crimes are the preliminary warning signs in the

context of slackness in educational planning, implementation, monitoring and

reviewing. If serious appropriate steps are not taken in time, then it would be too late

for the Karachites. The consequences will negatively affect the economy of Sindh

province and Pakistan.

The new provincial government 2008-13 which elected in 2013 for the next five years

too, wiped out the educational setup under City District Government Karachi

45
(CDGK)and revert to the previous system under the administration of Education and

Literacy Department, Govt. of Sindh. Due to these acts of experimentalism, the public

school system has greatly suffered. Though the system has been rolled back, but in

spite of elapsing years, the old system with almost the same administrative hierarchy

exist and in real the existing structure is hung between the old and the new.

2.6.1 Vital Statistics about Secondary School

One of the most important initiatives towards improving quality education by the

government may be collection of related data under National Education Census and in

Sindh; through Sindh Education Management System (SEMIS) under Reform

Support Unit (RSU) Education and Literacy Department, Govt. of Sindh. Though the

data sometimes brought under discussion, yet it plays a vital role in education related

planning, project implementation. Sindh Education Reform Project (SERP-I and II)

(World Bank co-funded projects) also based upon the data provided by SEMIS.

According to the Annual Census 2011-12 from SEMIS (Appendix- I); out of 573

secondary schools 258 and 258 for boys and girls while 57 are mixed however 564

are functional and 9 are closed. A number of 99,594 girls and 63,992 boys are

studying with 8,681 teachers, i.e. 6,064 female and 2,617 male teachers in these

schools. Owing to specific related issues in spite of overall student teacher ratio of 1

teacher for 19 students; the quality of education is critical. Due to heavy rains and

other problems, 21 schools are considered damaged out of 573 schools. As far as

schools shifts, Mostly girls schools (206) are running in the morning shift of a

building i.e. 390 while mostly boys school (104) are running in evening shift i.e. 174.

Medium wise 492 schools are Urdu Medium (national language), 39 are of Sindhi

Medium (provincial language of Sindh) while 34 are of English medium. Out of the

total teachers working, 8,172 are from regular government service, 382 are those

46
whose services have been hired by the government on contract basis while a number

74 teacher hired either from School’s own funds or through various donors/projects.

So far as professional qualifications are concerned out of a total of 8,681; there are

321 having a Primary Teaching Certificate (PTC), 1,016 with Certificate in Teacher

(CT), 5,080 with Bachelor in Education (B.Ed.), 1,298 are having a Master Degree in

Education (M.Ed.) while 652 are those who are having different professional degrees.

Merely a number of 56 who are untrained, however, a number of 258 have not

provided details of their degrees. As regards the basic building facilities out of 573

schools with 8200 classrooms; 12 school buildings are under the non-government

ownership while 31 is on rental basis. Moreover 243 buildings are in a satisfactory

state, 236 need repairable, 45 are in danger state, however information about 31 is not

available. About the basic facilities, 485 reportedly have the electricity, 530 are

having toilets, 471 are with drinking water, 547 with boundary wall and 341 are with

playgrounds. Unfortunately, only 167 schools have the school libraries, but 415 are

with science labs. Furthermore 554 have functional School Management Committee

(SMCs), 533 are available free text books, 116 are those where construction work is

in progress and 251 where provision of girls stipends are available. Interestingly, for

around 163,586 students merely 1,385 computers are available without any

information that how many of them are working and meeting with the required needs.

2.7 CONCLUSION

The literature review concludes with the:

i. Secondary education throughout the country needs special attention; where in

spite of different improved versions of national education policies; the real

productive implementation could not be made due to which HDI and GCI are

at low level and Millennium Development Goals have not been yet

47
 satisfactorily achieved. This may be due to low investment or implementation

gaps due to various factors. The leading challenges are low literacy ratio,

dropout and low quality of secondary education.

ii. In the perspective of scholastic factors, teachers’ role as professional, their

relations with students, educational environment, curriculum, teachers’

expertise, text book’s quality, implementation and follow up, student-teacher

affinity, counselling and motivation, examination system and cost of education

are significant..

iii. There is the significant influence of socioeconomic factors on secondary

education particular parents’ socioeconomic status. Social status of the

student, home environment, the role of parents and peers, social influence,

societal approach are notable

iv. Secondary school education in Karachi facing challenges due to ad-hoc

policies and experimentalism particularly during the devolution of power plan

i.e. Sindh Local Government Ordinance (SLGO) and haphazard rolling back

of it, low level of ownership and leadership at management level, lack of

effective use of resources, poor infrastructure of schools, law and order

situation and political involvement.

There are the studies on the state of education in perspective of Pakistan, Sindh and

Karachi e.g., State of Education by Khalid et el (2006), Education and the State-Fifty

Years of Pakistan by Hoodbhoy (2008), A people of migrants: ethnicity, state, and

religion in Karachi by Verkaik (2007), Education in Pakistan-Key issues, problems

and the new challenges by Memon (2007),. Education system in Pakistan: Issues and

problems by Farooq (2007) and Rethinking education in Pakistan: Perceptions,

practices, and possibilities by Siddiqui. (2009) etc. However, there was a dire need to

48
investigate the factors affecting the achievement of secondary schools of Karachi. So

as and a lucid and clear picture of the deteriorating standard of secondary education in

government schools of Karachi can be obtained. The under view, research is special

in a sense that it is in perspective of:

i. Karachi, the biggest and most populous city of Pakistan, hence the results may

be applied to a related and broader context as well.

ii. Blend of people, diversified culture, economy, social classes and mixture of

rural –urban context, etc. hence the outcomes of the study are applicable at the

provincial and national level.

iii. Students of critical age, soon after which the students may be ready to set

themselves for a career, hence the findings can be very important for the future

policy making and proper implementation.

iv. Public school system, having a maximum intake of students, mostly belongs to

middle or lower middle class, hence the findings are valid at a broader level.

The study includes government policies and priorities, socioeconomic and scholastic

factors, socioeconomic conditions of parents and students in relation to standard of

secondary education in different aspects. Since the data for this study were collected

from schools belonging to assorted strata of society with students, parents and

teachers of different socioeconomic backgrounds; thus the interpretation in this

aspect, has produced a more comprehensive, consistent and reliable picture of the

situation. The results of this study not only assist all stakeholders associated with the

school education in Karachi but are also be helpful for future researchers as well as

planners, educators, and scholars of Sindh and other provinces of Pakistan. The

lessons learnt may also be applicable to similar situations elsewhere in the developing

world.

49
 CHAPTER – III

RESEARCH DESIGN

The study was carried out in two phases. The first phase was about the identification

of significant factors while the other was correlation of a range of factors with a

measurable criterion of the standard of education at a contextual school level.

Survey method was used to collect the data from the respondents.

3.1 POPULATION

The population of the study was comprised of all school heads, senior teachers,

prefects/ students and their parents/guardians and education officers of the school

administration cadre related to Government Boys and Girls Secondary Schools of

Karachi

3.2 SAMPLE

In the study, a sample of 144 schools (Appendix-A) out of total 573 schools (every

fourth) in successive order, was used in:

i. Identification of situational pedagogical (Scholastic and Socioeconomic

Factors) by the respondents (Teachers, Students and their Parents)

ii. Rating of schools against each situational pedagogical factor with each sample

school (by the nominated raters), for the analysis and determination of

correlation between the “means (averages) of “rating score” of each identified

factor and the “academic achievement result of each school (BSEK result)”.

3.3.1 RESEARCH INSTRUMENTATION

3.3.1 Questionnaires

Three sets of questionnaires were prepared each for Senior Teachers, Students and

their Parents, for the scanning of their view and identify leading situation factors

(Appendices B to D)

50
 a. Validity and Reliability

In order to ensure validity and reliability of the tools, a panel of educationists was

requested to refine the first draft of the questionnaires. They considered many of the

questions as intact and arranged document of research. They also further refined the

items in the context of relevancy, simplicity, language and purposefulness. The

factors like: planned mode of data collection, respondents’ efforts, wording, sequence,

format, information accuracy, measured behavior, structure, visual layout and

analytical plan etc. were kept in view while refining the tool. The restructured

questionnaires were then, piloted among a diversified sample of 30 teachers, 30

students, and 30 parents. Reliability of questionnaire items was obtained as 0.671,

0.779 and 0.657 Alpha respectively. The finalized questionnaires then were

administered among the desired sample, as briefed below.

b. Selection of Respondents and Data

A request letter (Appendix H) was issued to the heads of sample schools, containing

the following request and criteria,:

i. A teachers’ questionnaire was to be filled by two senior most HSTs with

minimum qualification as Bachelor Degree (B. Sc.. /B.A../B. Com or

equivalent with B. Ed), 5 years teaching experience to teach grade IX/X, good

academic results in last three years

ii. Students’ questionnaire was to be filled Two prefects/monitors or students of

grade X with at least 60% marks in previous class i.e. grade IX

iii. Parents’ questionnaire was to be filled by two parents/guardians of the same

prefects/monitors or students of grade X or members of School Management

51
 Committee (SMC) who are educated, active and well versed in school and

education related affairs.

The questionnaires for teachers, students and their parents contained 88, 84 and 64

questions, respectively. Out of the total collected questionnaires, 345 were selected

(115 for each stratum) for the scanning of views. In this identification phase, the

completed questionnaires were processed for the statistical analysis, generalization

and interpretation for the identification of 18 significant pedagogical traits further

sub-divided and categorized into scholastic (internal) and social-economic (external)

factors.

3.3.2. Rating Sheets/ Proforma

On the basis of above identification; a “Rating Sheet/Proforma” was developed

(Appendix E) to rate, each of the sample schools against each of the situational

factors.

a. Selection of Raters and Data Collection

Concerned DOE (M/F) S&HS were requested (Appendix G) to recommend 25 raters

(senior education officer/school head) based upon the following criteria:

i. The rater must be having at least having a post graduate degree with a degree

in education,

ii. Having least 3 (three) years’ experience in school/town/district administration

iii. Having sufficient knowledge and well versed about sample schools’ affairs

located in Karachi

The recommended raters thus evaluated the sample schools for rating against each

variable (Appendix-E). The mean of each variable, thus obtained was matched against

the result of Secondary School Certificate (the SSC-I & II) examination of the same

sample school to measure the significance of correlation between the two.

52
However, identification and correlation study; have been independent exercises yet

they were significantly related with each other in determining the correlation between

the standard of education and pedagogical factors related to the Government

Secondary Schools of Karachi

3.3.3 RESULT MODULE

Board of Secondary School Education Karachi (BSEK) on request, provided the data

on the academic achievement/result by the BSEK of the required period in Excel form

which was converted to database application (Screenshot at Appendix J, K)

3.3.4 SEMIS Database Module about Schools

On request, the Reform Support Unit, Education and Literacy Department, Govt. of

Sindh, provided related educational statistics/database about schools of Karachi,

converted to the database module (Screenshot Appendix L)

3.4 ANALYSIS OF DATA FOR CORRELATION

To determine the impact and the correlation between identified pedagogical

factors/traits and the academic achievement of the students of the sample schools; the

mean scores of rating against each of 18 identified traits (factors) were compared with

the mean of the grading scores of the result of each sample school. The reason to

focus on Science Group result was the fact that an overwhelming majority of regular

students of government secondary schools prefer to opt “science group”. In this

regard,

i. The rating of the traits by 25 raters was graded on an 11 point scale according

to the following formula and rating of individual schools, by the raters, on

certain characteristics,.

1 (one) = For the best.

11 (Eleven) = For the worst.

53
 Rating  = ∑ Rating of Schools i1-11

25

ii. In relation to the other variable i.e. the result of Secondary School Certificate

(SSC) examination; the numeral values were assigned as follows:

Table 1
Grades and Assigned Numeric Values

Grade Obtained Assigned Numeric Value

A-1 1
A 2
B 3
C 4
D 5
E 6
F 7

iii. T
Result  = Percent in grade i 1-100 x Grade j.1-7
h
100
e

score for the schools was calculated according to the percentage in grade

multiplied by the numeral value of grade summed up and dived by 100.

iv. The score of the outcome was correlated with the average rating on the trait

characteristics.

v. The Pearson’s Correlation formula was applied to determine correlation

between the result of the SSC examination by the Board of Secondary

School Education Karachi (BSEK) and trait characteristics.

54
 CHAPTER – IV

FINDINGS OF THE STUDY

The findings of the study are based on the data collected through a set of three

questionnaires responded by teachers, students and parents with 86, 81 and 60

questions respectively. The data led to the identification of 18 traits or situational

factors against which the raters rated each of the situation factors of the identified

schools. For the correlation between identified factors, based upon the mean of the

raters rating and the result of Secondary School Certificate (SSC) Examination further

working was made through statistical interpretation. The findings were divided into

following four sections as described below:

1. Analysis of Internal Pedagogical or Scholastic Factors

2. Analysis of External Pedagogical or Socio Economic Factors

3. Combined Analysis of Internal and External Pedagogical Factors

4. Hypotheses Testing

4.1 INTERNAL PEDAGOGICAL OR SCHOLASTIC FACTORS

Internal pedagogical factors were divided into three categories:

i. Teacher Related Factors.

ii. School Facilities Related Factors.

iii. Factors Related to “The Existing System of Examinations and Malpractices”.

4.1.1 Teacher Related Factors

Following five most significant teachers’ related factors were studied:

i. Professional Norms

ii. Terms and Conditions of Service

iii. Choice of Profession

iv. Professional Capability of Teachers

55
 v. Teacher-Student Relationship

4.1.1.1 Teachers’ Professional Norm

The teacher-students interaction, is based on several aspects of perception. In order to

achieve the maximum mileage out of it, the teacher needs to exhibit certain

characteristics to develop and maintain fruitful relationship with his pupils. The key

characteristics are the teacher’s: good personality, academic ability and skill,

innovative approach, communication skills, honesty and sincerity, leadership, justice,

uniformity of speech and action, capacity for constant improvement and love of the

profession etc. As a comprehensive survey encompassing all the factors was not

possible, the entire list was contracted into four most important factors,

Nature/Attitude towards Students, Scholarship, Commitment and Honesty with

sincerity based on review of literature and discussions with different subject matter

experts.

The above four factors were placed in the questionnaires and submitted to 115

teachers. Responses received are as given in Table-2 below:

Table 2
Teachers’ Responses Regarding Characteristics of Teachers

S. Characteristics Teachers’ Opinion

No Yes % No % Total %

1 Nature/Attitude towards
38 62 100
Students
2 Scholarship 41 59 100
3 Commitment. 39 61 100
4 Honesty with sincerity. 52 48 100
N=115

i. Nature/Attitude towards Students

Since the teacher’s professional target is a student, thus interpersonal interaction is far

more important to achieve desired output from this relationship. A teacher having

56
good interpersonal skills is more successful in imparting education than the one who

is lacking this ability (Jennifer L. Jennings et al: 2009).

Table-2 indicates that only 38% of teachers show professional and positive attitude

towards their students. A whopping 62% of teachers lack this ability and hence their

educational performance is seldom up to desired mark.

Affectionate attitude of a teacher is necessary ingredient for the physical, mental,

emotion and psychological growth of young students. It has been observed that direct

or indirect lack of teachers’ affection results in general unhappiness among students,

which may lead to melancholia, anti-social behavior, psychopathic personality,

psychoneurosis, or it even may result in a certain form of psychosis such as

schizophrenia. Researchers have found that the emotional deprivation of affection

causes a negative impact on children’s personality. Researchers found that

emotionally starved children are introverted, show little interest in others and become

demanding and selfish (Winograd; 2009)

It is concluded that through affection and encouragement of friendliness, a teacher is

able to foster a favorable perception towards learning among pupils, most notably by

establishing in pupils self-esteem regarding themselves as learners.

This important factor of the educational spectrum is being neglected in almost all the

government secondary schools of Karachi. There is no time allotted for teacher-

student counselling in the school timetable. On the other hand, it was found that the

deprivation of a child during the early years, automatically lays the foundation for

maladjusted adult personality with the tendency to develop affectionless or

psychopathic characteristics later.

Unfortunately, Table-2 indicates that only about 1/3rdof teachers engage themselves

affectionately and develop a congenial relationship with their students. It is, hence

57
essential that this particular negative attitude of cold teachers forming 2/3rd majority,

should be changed or these teachers may be replaced with better natured

instructors/educators to reduce the risk of personality damage of prospective students

in government schools of Karachi.

ii. Scholarship

Scholarship is a very important educational weapon in teachers’ store. Subject

knowledge and dexterity in sophistication of learning is unavoidable for the

professional survival of the teachers.

The findings of the Table-2 show that only 41% of teachers have scholarship ability.

Whereas according to teachers' own assessment 69% of teachers in government

schools of Karachi, do not possess the requisite knowledge, experience and skill to

impart training to secondary school students. A natural corollary is that teachers in

these schools cannot transmit knowledge in an appropriate manner to their students.

It was also found that many teachers have amassed plentiful degrees and other

qualifications to gain monetary benefits, but despite having an impressive

qualifications portfolio the quality of their teaching was found to be far below

standard. The reason for this anomaly resulted a defective system of examinations,

rampant malpractices and administrative loopholes. The other notable factor is that a

significant number of senior teachers are either not interested or unable to keep them

updated with the modern knowledge. Many senior teachers also lack ICT skills. These

teachers remain confined to textbooks. Consequently, when today’s student, who is in

touch with the modern world through net and cable TV finds motivational difficulty

to adjust and attune with the teacher’s ability and attitude. Generally, today the

attitude of society towards teaching profession is discouraging and dispiriting.

Quddus (2009) correctly mentioned that bright students with flying marks prefer to

58
choose other professions rather than teaching. Usually teaching is the last choice for

those youths who fail to be employed elsewhere. Learned educationalists blame the

negative and unrealistic policies of the governments and corruption, which has

resulted in degradation of the teaching profession to the extent that a talented

individual feels ashamed to join it. This is in direct contravention to the teachings of

noble religions including Islam.

According to Hayes (2008), a teacher is truly the pivot of any educational system and

educational standards are directly linked with the quality of teachers, available in the

field. The Teachers who are knowledgeable, professionally trained and committed to

their profession, make the real difference between good and poor education.

Corroborating this theme Quddus (2009) says “No system of education is better than

its teachers.” Describing the characteristics of a successful teacher, he says “He

should be academically well-qualified and competent in his teaching subjects; he must

have sound professional training in teaching methodology, well trained in working

with children and understand the psychology of the child. In addition to this, he

should possess a deep sense of professional honor. Beside these characteristics he

should have a commitment to his profession and must be attuned to the educational,

moral, emotional and psychological development of the child.”

In the same perspective; Kyriacou (2008) indicates four main factors which assist

teachers in playing their part effectively, i.e. status, teaching competence, classroom

control and discipline. Any nation in order to achieve academic excellence should

ensure that the teachers have the security of tenure and a scale of pay commensurate

with their status. Besides, the environment in which a teacher works; should be fully

cognizant of his contributions and honors him accordingly.

iii. Commitment

59
Teaching is treated nobler than any other professions in all the cultures of the world;

because it matters with the shaping of the souls. This success in teaching is not merely

based upon simple principles of economics, but it needs special commitment towards

the profession for ultimate success, which is not merely about earning money through

the profession but also earning of esteem and dignity as well.

Table 2 shows that only 39% of teachers have a passion for service. This is quite

unsatisfactory. Teachers must have a high degree of dedication towards their

profession. Leaving aside a very small percentage of dedicated and committed

teachers, a large majority of teachers in government schools in Karachi does not work

with missionary spirit and are not devoted to the propagation of knowledge as the

primary object of their professional life. This creates disconnect between students and

teachers and leads to overall stagnation of students' ability to learn.

iv. Honesty with Sincerity

Students are the best observers of teachers. In most of the cases, the character of a

teacher is carved in the minds of the students, as a role model. This not only affects

their everyday behavior in the class, but somehow shapes future attitudes of students

also. A student can only learn easily, if he is satisfied with what the teacher teaches

for which students keenly observe the character of the teacher. With the tools of

honesty and sincerity, a teacher establishes an unforgettable impression, which not

only helps a lot in the overall learning process but also helps to promote a healthy

community.

Table 2 shows that only 52% of teachers show honesty, sincerity with their students

and discharge their duties honestly which seems to be due to not only lack of

accountability but also lack of quality education and inculcating of ethical values in

teachers. Here not only again the criterion for selection of teachers is important, but

60
also the loopholes in the management of government schools are worth considering.

From another perspective, if the whole society has tilted towards materialistic

barbarism rather than the human values, then the media is the means to bring public

focus on ethical issues. Thus, conscience of society can be stirred to bring about a

positive change.

4.1.1.2 Terms, Conditions and Environment of Service

In spite of universal conviction that, “Teaching is a prophetic profession and not a

mean for financial betterment”; the truth cannot be ignored that a teacher cannot work

peacefully until and unless, he is not paid properly and provided with adequate

facilities and favorable working conditions. Terms, Conditions and Environment of

Service; shape the general attitude of employees and affect their productivity. Better

terms of service combined with a constructive work environment attract competent

workers and increases productivity. Mediocre terms of service and harsh work

environment leads to flight of good workers, leaving behind mediocre and careless

employee. As a result, overall productivity and performance of the school is affected.

In the questionnaires, 155 questions were related to study of these conditions. These

questions addressed the aspects of Pay Structure of Secondary School Teachers,

Supplementary Income and Inflationary effects and work environment.

i. Pay Structure of Secondary School Teachers

The Table 3 below shows the miserable picture about the income of government

teachers. In the context of present inflation and hike in the prices of commodities and

services, the income is meager for a teacher to run his family smoothly into the

situation, which results inefficiency in working, slackness, irresponsibility, lack of

interest in job, corruption and concentration on seeking other resources of income. In

government, schools there are multiple cadres for teachers ranging from pay scale 9 to

61
 17. Teachers are moved to next higher pay scale (Selection Grade/Time Scale) based

on certain criteria. For example, initially an untrained HST is appointed in BPS-15

while for completion of certain trainings he is allowed BPS-16 followed by selection

grade BPS-17. Similarly, after serving for a certain period, the teacher is allowed the

next higher scale of salary known as Time Scale based salary. These selection

grade/Time scale benefits only entitle the teachers to draw salary of higher grade. The

status and duties of these promotes remain unchanged. The teachers in BPS-16/17, are

not equivalent to the Gazetted Government officers of the same scale.

Table 3
Present Pay Scale and Salary of the Teachers Working in a Typical
Government Secondary Schools of Karachi (Source: FD-MoF-MO)

INITIAL INITIAL INITIAL

INITIAL
SALARY OF SALARY OF SALARY OF
SALARY OF
INITIAL INITIAL INITIAL INITIAL
NAME OF POST INITIAL
SCALE GRADE. GRADE. GRADE.
GRADE. YEAR
YEAR 2001 YEAR 2005 YEAR 2011
2008 RUPEES
RUPEES RUPEES RUPEES

High School Teacher

15/16/17* 3285 3780 5220 8500
(HST)

Junior School Teacher

9/14* 2410 2770 4920 8000
(JST)

Drawing Teacher (DT) 9/14/16* 2410 2770 4920 8000

Physical Education
9/14/16 2410 2770 4920 8000
Teacher (PET)
Arabic/ Oriental /
Sindhi Language 9/14/16* 2410 2770 4920 8000
Teacher (AT/OT/SLT)
Assistant Workshop
9/16* 2410 2770 4920 8000
Assistant (AWI)
Workshop Assistant
15/16/17* 3285 3780 5220 8500
(WI)
* Next higher scale, selection grades/time scales are awarded owing to fulfilment of certain criteria or
qualification/period of service.

According to the findings of the questionnaire it has been noted that hardly 10% of

the responding teachers are earning more than Rs.10, 000/- per month (initial salary,

without other allowance) or above while the monthly salary of most teachers is in the

62
range of Rs. 5, 000/- to 10,000/-. Teachers who constitute an extremely vital segment

of the society live a poverty-ridden life of destitution; without cognizance of their

contribution by the society and no hope of any relief from any quarter in the

foreseeable future. The government has increased the salaries of the government

servants to a significant extent yet if the government desires to improve the

educational standard, then the salary of teachers should be significantly increased in

comparison to other cadres of government employment.

It is clarified that most of the teachers are not having merely the initial grades and

after acquiring annual increments but are at higher stages. A teacher in addition to his

initial salary also gets additional allowances (house rent, conveyance and medical

allowances) which have been mentioned in Table 3. It is added that medical

allowance is not given to the teachers in the basic salary scale of 16 and above. The

above lump sum gross average income is excluded from prescribed deductions

(General Provident Fund, Benevolent Funds, and Insurance etc.).

ii. Supplementary Income

Due to the inflation and hike in prices and services, 70% of the teachers feel that their

salaries are insufficient to make both ends meet so they look for new jobs and other

avenues for generating additional income. A few teachers unable to find a suitable

second job go to low-grade work, like Newspaper hawker, Fast Food, Video shop,

private business, etc. A large majority of teachers takes up private tuition or works in

private coaching centers or take jobs in private schools during the free shirt.

Therefore, it is no more surprising to find that 68% of teachers engage in part time

teaching or private coaching to meet their living expenses. This practice has further

led some teachers to coerce students to take tuition from them.

63
Government agencies keep on reminding that the salaries of teachers were increased

more than 1000% from 1951 to 2005 but forget the ongoing inflation and hike in

prices. Similarly a few of the government authorities view that fringe benefits to some

specific departments are given on the basis that they earn for the country while public

school system is completely deficit financing. They forget that education is the most

effective financing for a nation. The teachers mostly complain about the lack of

attention of the government on their medical, residential and social issues. According

to them the present medical and residential allowances are grossly insufficient to meet

today’s skyrocketing medical expenses. Instead, teachers demand that the state should

provide medical facilities for teachers and their families. Similarly, the rapport of

today’s teacher has declined to such an extent that social survival of a teacher is in

great peril. The degradation of status has produced multiple problems for the teachers

and their families, e.g. education for their children, marriages, excursions, residence,

social contacts, etc. The task of reviving the educational system to improve academic

standards can hardly be accomplished without first resolving the problems of the

teaching community.

iii. Inflationary Effects

Inflation is a chronic problem in many parts of the world. Inflation imposes high costs

on economies and societies; disproportionately hurts the poor and fixed income

groups and creates uncertainty throughout the economy and undermines

macroeconomic stability. Inflation invariably penalizes the poor because of their

inability to protect themselves against the consequences due to the absence of any

hedge against the risks involved. Lowering inflation, therefore, directly benefits the

low and fixed income groups. Inflation in Pakistan is rampant. Prices of essential

commodities continue to increase year on year. This has already driven many lower

64
middle class households below the poverty line. The teachers having fixed salaries are

somehow one of the most affected communities who deserve more financial benefit

with social respect and status too.

Table 4
Hike in Price of Various Items (In Rupees)
(Source: Economic Survey, Govt. of Pakistan)

Price in Price in
Price in 2004-
Item Quantity 1990-91 2011
05 (Rupees)
(Rupees) (Rupees)
Wheat Kilogram 3.07 11.68 28.5
Rice Kilogram 6.10 20.19 57.12
Daal Mong Kilogram 12.64 31.68 137
Beef Kilogram 25.51 94.83 286
Mutton Kilogram 50.00 185.0 526
Potato Kilogram 5.19 15.0 22
Sugar Kilogram 11.00 24.00 66
Life Buoy Per cake 4.00 14.00 30
Ghee 2.5 Kg 49.00 204.15 495
Curd Kilogram 9.95 25.75 90
Per cup 15
Tea (prepared) 1.35 5.12
(Simple)
Kerosene oil Per liter 2.57 29.11 97
Gold Tola 3400 12, 500 56694

Table 5
Comparison of Minimum Basic Salary of Government School Teachers
(Source: FD-MoF-GoP, OMs)

Initial
Initial Initial Initial
Initial Salary
Salary Pay Salary Pay Salary Pay
Name of Post Salary Pay Pay Scale
Scale 1991 Scale 1994 Scale 2005
Scale 2001 2011
(Rupees) (Rupees) (Rupees)
(Rupees) (Rupees)
High School
1165 2190 3285 3780 8500
Teacher (HST)
Junior School
830 1605 2410 2770 8000
Teacher (JST)
Drawing Teacher
830 1605 2410 2770 8000
(DT)
Physical Education
830 1605 2410 2770 8000
Teacher (PET)
Arabic/ Oriental /
Sindhi Language 830 1605 2410 2770 8000
Teacher

65
 (AT/OT/SLT)
Assistant
Workshop 830 1605 2410 2770 8000
Assistant (AWI)
Workshop
1165 2190 3285 3780 8500
Assistant (WI)

Four different price indices are published in Pakistan: the consumer price index (CPI),

the wholesale price index (WPI), the sensitive price index (SPI) and the GDP deflator.

The CPI covers the retail prices of 375 items in 35 major cities and reflects roughly

the cost of living in the urban areas. The WPI is used to measure the price movement

of selected items in the primary and wholesale markets. The items covered under the

WPI are those, which are offered in lots for sale. The WPI covers the wholesale price

of 106 major items prevailing in the city of origin of the commodities. The SPI

covers, prices of 53 essential items consumed by those households whose monthly

income ranges from Rs. 3000 to Rs. 12000 per month. In most countries, the focus for

assessing inflationary trends is placed on the SPI, because it most closely represents

the cost of living. In Pakistan, the focus is placed on the CPI as a measure of inflation

as it is more representative with a wider coverage of 375 items in 71 markets of 35

cities around the country. Table 4 below is a representative list of prices for daily use

items except the last item ‘Gold’. The price of ‘Gold’ is given as base line based on

the fact that, the salary of a teacher should be equal to one Tola (South Asian Unit of

Mass equal to 180 troy grains) of gold as it used to be in pre independence period.

The tables 4 and 5 show that the prices of the items of daily usage have risen up to

several times in comparison with the revision of pay scale. In addition to the above

consumer price index of services, house rent and other factors have considerably

increased while the salaries of the teachers could not meet with these ruinous

66
increases and even are not increased with the hike of prices regularly. The teacher

community is one of the communities who do not have any other resources like land,

ownership and assets to give them additional financial support. They mostly depend

upon their salaries or a meager amount that they get from part time jobs. It is very

difficult for them to live peacefully. It is obvious that without enabling the employee

to balance the gap between their income and expenditure; the optimum output of an

organization cannot be achieved. Therefore, the large majority of teachers rightly

demand that their salaries should be linked to the price of fluctuation in gold.

4.1.1.3 Choice of Profession

The most common reasons for choosing a profession by young aspirants usually are:

personal interest, social status of that profession, family tradition, excitement, and

moral-inclination, sense of community, earning potential, career advancement

opportunities and challenges involved.

The professional life of a teacher is self-giving. He is giving himself in the service of

society and happiness of all beings. Income bringing aspect of services rendered by a

teacher has been secondary and not the primary objective. All worldly needs of a

teacher must be subordinated to the basic ideals of self-sacrifice for the benefits of

mankind and advancement of knowledge. The exercise of such a choice is motivated

by a highly complex association of desires, aptitudes, inclinations, competence,

opportunities and tendencies, which differ from person to person. The great diversity

of motives thus defies generalization.

The variety of reasons, which devoted and satisfied teachers give about their choice

for selecting teaching profession is: it is incumbent upon them, morally and socially,

to transmit their learning to the new generation to prepare them for the momentous

tasks of national progress, social uplift and personal fulfilment. They have a feeling of

67
pride on being artists who shape souls and rule over the minds. They enjoy

themselves being teachers. Still, there is another group who responds in neutral, go

with the wind manner and feel that they are earning from this profession to run their

livelihood and that is enough. While there is a third group of frustrated teachers; who

feel themselves misfit being teachers. They curse their fate and hate the system; which

forced them to become a teacher. There are other minority groups quoting a wide

variety of diverse reasons for selecting this profession as a career. These reasons are

classified into 5 broad categories, based on responses received in the questionnaire

filled by the teachers.

Table 6
Teachers’ Responses Regarding Reasons for Choosing Teaching as a Profession
(Teachers’ Questionnaire)

Teachers’ Opinion
S. No Characteristics
Yes (%) No (%) Total (%)
A Patriotic 37 63 100
B Academic 44 56 100
C Emulative 6 94 100
D Professional 31 69 100
E Others 5 95 100
N = 115

Findings of table 6 show that 37% of the teachers preferred the profession of teaching

on to other professions to serve the nation, which is a healthy sign in spite of doubts

on the typical nature of the question. A considerable ratio of 44% among teachers

who chose the profession due to their interest in academic attitude, i.e. reading,

writing and teaching work which shows the maturity and sensibility of the certain age

group of adults in the contextual system of education. A very small ratio of merely

6% of teachers chose the profession inspired by their teachers. This indicates that

legendary teachers are now a dying breed. Changing demands of society and gradual

68
degradation of the social status of a teacher are the reasons for most of young

aspirants opting for another catchy profession other than teaching.

A significant ratio of 31% teachers has adopted teaching as a profession only because

they did not have any other choice to make which could be one of the leading reasons

of rapidly declining standard of education.

A small percentage (5%) of teachers chose this profession for other reasons, other

than those discussed above. The other reasons to choose teaching as a profession can

be Economical Factors, Psychological Factors and Social Factors.

In Pakistan, it is observed that the people adopt teaching profession because it

provides them a regular wage with job security and flexible working hours.

Huavighurst and Rodgers (2009) support the conclusion that for still others, teaching

may primarily be an occupation that offers short working hours, long vacations and

long-term security.

So far as psychological factors are concerned; individuals have different traits, i.e.

some conscious and some subconscious psychological needs, which work in unison

for a person to select teaching as his profession. Some of these reasons are strong

liking for children or attachment to one’s own teacher or favorite subject whose

teaching could be a source of joy for that individual.

Social Factors may include the influence of parents or other family members, who are

at present working as a teacher, were teachers, or associated with the teaching

profession in the recent past. Accidents, sickness or disability that prevents a person

to choose other professions requiring physical movement and hard labor may also

force somebody to choose to work as a teacher. It is worth mentioning that in

Pakistan, a special quota of 2% of total jobs is reserved for the disabled persons.

Many of these persons prefer to adopt teaching as a profession. Unfortunately but

69
generally no proper and transparent system of recruitment has been noticed to provide

them job with the government.

4.1.1.4. Professional Capability of Teacher

The teaching is an art of systematic presentation of facts, ideas, skills, and techniques

to students. In past or present, the advanced societies of the world that made

substantial advances in knowledge and government, are those in which specially

designated people assumed responsibility for educating the young. Aristotle quoted by

Graybiel (2008), “We are what we repeatedly do. Excellence then is not an act, but a

habit.” Thus the teachers are regarded and valued by the society if they perform and

demonstrate and like great teachers.

Rightly said that:

“The teacher must have the energy of a harnessed volcano, the

efficiency of an adding machine, the memory of an elephant, the

understanding of a psychiatrist, the wisdom of Solomon, the tenacity of

a spider, the patience of a turtle trying to cross the highway inrush-

hour traffic, the decisiveness of a general, the diplomacy of an

ambassador, the financial acumen of a stocks and bonds wizard, and

finally to always remember that teachers teach not by words but

mostly by precept and example” (Junge 2008).

So, in addition to being all of the above, teachers must always remember that they are

the eyes and ears of society and that whatever they do, the difference between duty

hours and off duty hours is relative. They have to exhibit not only professional

competencies and skills, but also social responsibilities as role models of society.

Professional competence of different aspects of teachers’ capabilities were assessed

based on responses to the questionnaires received from teachers, parents and students.

70
 Table 7
Percentage of Government Teachers According to their Age and Sex
(Teachers’ Questionnaire)
Sex
S. No Teachers’ Age (Years) Total (%)
Male (%) Female (%)
1 Overall 65 35 100
2 Less than 30 years. 02 01 03
3 Between 30 to 40 years 18 10 28
4 Between 41 to 50 years 15 14 39
5 Above 50 years 14 16 30
N = 115

Table-7 show that the majority of the teachers working in government secondary

schools of Karachi are older above 30 years in age, which might be due to the ban on

new appointments of teachers since 1994 to 2006. One of the reasons for declining the

standard of education in such schools could be absence of fresh blood with energy and

latest teaching contents and appropriate skills.

Table 8 (i)
Educational Qualification of the Teachers
(Teachers’ Questionnaire)

Educational Qualifications Percentage

B.Sc. 94%
M.Sc. 9%
M.A. 17%
Others 5%
N = 115

Table 8 (ii)
Professional Qualification of the Teachers
(Teachers’ Questionnaire)

Professional Qualification Percentage

B.Ed. 83%
M.Ed. 14%
Untrained 3%
N = 115

Table 8 (iii)
Leading Cadres of the Teachers
(Teachers’ Questionnaire)

Cadre Percentage

71
 Junior School Teachers B-9 2%
Junior School Teachers B-9 16%
High School Teacher (B-15/16) 45%
High School Teacher (B-17) 17%
Others 20%
N = 115

Table 8 (i) shows that a majority of teachers participated in the study is science

graduates while only 17% are having a degree in Arts. This bias has resulted from the

fact that questionnaires were mainly served to the senior science teachers. Nearly all

the teachers are trained and well qualified, but as it has been mentioned earlier that in

spite of holding high degrees the quality of knowledge and skill levels of most of

these teachers are very low. Correctly mentioned by Bhatti et al. (2008), “the state of

secondary education is generally poor”. Another reason for the poor quality of

science education is non-availability of laboratories and physical resources.

Table 9 (i)
Checking Homework in School
(Teachers’ Questionnaire)

Frequency of Homework Checking Percentage

Daily basis 10%
Weekly basis 20%
Monthly basis 45%
Rarely 25%
N = 115

Table 9 (ii)
Checking Homework in School
(Students’ Questionnaire)

Frequency of Homework Checking Percentage

Daily basis 13%
Seldom Check 32%
Just check hastily 55%
N = 115

Table 9 (iii)
Checking Homework in School
(Parents’ Questionnaire)

Frequency of Homework Checking Percentage

72
 Complete Correction 13%
Teachers’ signature 32%
To a certain extent 39%
No correction at all 20%
N = 115

Table 9 (i) demonstrates that the teachers themselves admit that they don’t check the

homework on a regular basis. Students corroborate the fact; 32% of students agree

that teachers seldom check their homework, while 52% of students say that teachers

check homework hastily that is without going in details. This results in a negative

impact onto students. Finally, the parents disclose that only 13% of the teachers make

corrections to the homework while only 32% of them bother to sign it. The findings

establish sound reasons for the low standard of education in govt. schools.

i. Findings on Course Completion and other Related Issues

It has been reported by the students that at least 20% of teachers fail to complete their

prescribed course of study, due to various reasons. These reasons are disturbance in

city, local holidays, vacations, weather, strikes, frequent leaves of teachers,

irregularity and lack of punctuality by students and teachers, ill behavior of students,

emergency in city, educational functions, sports activities and local politics etc. In

addition to this, since due to the specific social background, the aptitude and academic

achievement potential of students is low thus 31% of teachers’ advice students to

study manuals, guides and solved paper before and after teaching.

A few remedies to the above problems can be: the expulsion of habitual offenders

from school, creation of a wholesome atmosphere both in school and outside that is

conducive to good education, removal of reliance on defective guides and imparting

of proper education, effective and practical discouragement of teachers from working

in coaching centre or engaging in private tuition centres and giving authority to the

73
teachers to deal with disobedient pupils etc. Most of these critical factors can be

addressed through effective planning and proper governmental policy intervention.

Table 10
Giving of Tests in Schools
Frequency of Test Giving Percentage
Once in a month 04%
Twice in a year 74%
Once in a year 10%
Never 12%
N = 115

Effective teaching without timely and regular evaluation fails to convey desired

knowledge to the student and does not leave lasting effects. Table -10 indicates that

only 74% of teachers give the tests twice in a year, which is one of the main reasons

of declining standard of education in government secondary schools of Karachi.

Table 11
Inspection in Schools

Frequency of Inspection Percentage

Regularly and time bound 2%
Often (hastily) 8%
Sometimes 29%
Never 61%
N = 115

Inspection and monitoring are key components of a successful system. Unfortunately,

after the devolution of power plan (local government system); a very critical and

complex situations have occurred. It is due to the tug of war between the district and

provincial government (DOID-ADB 2006), lack of resources, insufficiency of able

officers, merger of six administrative districts into one, lack of required skills, lack of

command, control and authority, ad-hocism, indecisiveness and so many other

reasons; the activities of inspection and monitoring have almost stopped. Table-11

shows the same trend, according to which 61% teachers indicate that no inspection is

carried out in their schools. It is also worth mentioning that even regular visits and

74
inspections do not achieve required productivity, improvement and output. The main

reason is the lack of required leadership, disorganized state and rampant corruption in

government. Inspectors often engage in blackmailing of the school teachers and staff

to mint money. Many such complaints were received from the sample schools.

Table 12
Students’ Satisfaction with their Teachers’ Performance
(Parents’ Questionnaires)

Are you satisfied with the teachers’ performance? Percentage

Yes 31%
No 36%
To a Certain Extent. 33%
N = 115
Table 13
Devotion of Dedicated Teachers
(Parents’ Questionnaires)

Do you think there is… Percentage

No Devotion 51%
Slight Devotion 19%
Average Devotion 20%
Full Devotion 10%
N = 115

Table-12 and Table-13 show two more factors proving the decline in standard of

education where the parents responded that only 31% of students are satisfied with

their teachers’ academic performance while only 10% of the parents believed that the

teachers are devoted to their profession. The response, though an ultimate proof of

declining of system and teachers’ poor performance, but it is thought provoking as

well. The reasons for the fault at the part of teachers have already been discussed in

detail.

Table 14
Teachers’ Aptitude of Writing Articles/ Research Work/ Textbook Writing

Do you write articles on educational issues? Percentage

Yes 1%
Sometimes 2%
Never 97%

75
 N = 115

Table-14 is given a grave look of the standard of teachers, their interests and the role

of concerned agencies. It is vivid that neither the teachers themselves take any interest

in writing articles or do research work nor they are motivated or pushed to involve

any such work. It is hard to develop a healthy educational system without involving

the teachers themselves. As today’s teacher is not associated with creativity and

literary work, his role in the progress of the profession and development of education

standards is minimal leading to decline of overall quality of education in government

schools and deterioration of the educational environment.

Table 15
Teachers’ Self-Assessment

Feature Yes No Percentage

Lack of ability 31% 69% 100%
Lack of interest 41% 59% 100%
Weak academic Standard 58% 42% 100%
Interest in tuition 61% 39% 100%
Disliking of Job 71% 29% 100%
N = 115

Table 16
Parents’ Review of Teachers

Feature Yes No Percentage

Lack of ability 71% 29% 100%
Lack of interest 61% 39% 100%
Weak academic standard 71% 29% 100%
Interest in tuition 81% 19% 100%
Disliking of Job 24% 76% 100%
Satisfied with government Teachers 35% 65% 100%
To a certain extent satisfied with their teaching 40% 60%
N = 115

In Table-15 gives the self-assessment of teachers working in government secondary

schools in Karachi, concerning diverse but very important pedagogical factors. In

76
Table-16 displays independent assessment of parents of same pedagogical factors in

addition to degree of their satisfaction. According to the teachers, themselves a ratio

of more than 50% admitted that the teachers dislike their jobs, take interest in tuition

and having low academic standard. On the other hand the parents went to the extreme

negative towards the government teachers. They agreed with teachers and added that

a reasonable majority of teachers lack the ability and interest as well. Only 35% of the

parents were found satisfied, while only 40% were satisfied with the teaching of the

teachers to a certain extent.

These horrible findings are a big challenge for the government regarding their

selection and monitoring system. It is not hidden that recruitment of teachers on a

purely political basis is the sole reason for the situation. Unfortunately, even a simple

soldier is recruited through strict criteria of physical, medical, academic and character

record, but the nation builders are recruited by compromising the merit based on

various interests.

Table 17
Students’ Opinion on their Teachers’ Academic and Ethical characteristics

Feature Yes No
Teach with interest 57% 43%
Permit to ask questions 31% 69%
Dictates notes 58% 42%
Teach orally 63% 37%
Insufficient teachers 61% 39%
Academically Weak 59% 49%
Ethically Weak 41% 59%
Responsibility 33% 67%
Private Coaching 61% 39%
N = 115

Table -17 highlights that 58% and 63% of teachers dictates notes and teach orally.

According to them not only the number of teachers is insufficient and even the

available ones are academically weak. A healthy ratio of 41%, 33% and 61% believes

that the teachers are ethically weak, they are not responsible and support private

77
coaching. The findings are nothing but the facts clearly leading to collapse of the

public education system, resulting in obliteration of nation at various fronts similar to

the fission chain reaction.

The findings also tell that a considerable number of teachers do not teach properly.

There is no sign of devotion in their teaching and they are incapable of using modern

teaching techniques and teaching aids. Their behavior, activities and traits do not

come up to required ethical standards. They seem to be more interested in private

coaching for monetary benefits etc.

4.1.1.5 Teacher-Student Relationship

The teacher-student relationship is the fundamental association in any educational

system. The relation creates healthy psychological effects on students and is an

additional characteristic of an ideal teacher. In order to determine the status of the

relationship between teachers and students; several questions were included in the

questionnaires given to teachers, parents and students. The findings are as

summarized below.

Table 18
Students’ Opinion about Teachers’ Teaching

Degree of Satisfaction Percentage

Fully satisfied 13%
Satisfied to an extent 34%
Slightly satisfied 30
Not satisfied 23%
N = 115 100%

As shown in Table -18, only 13% of students are fully satisfied with their teachers,

34% of students are satisfied to a certain extent, while 30% are slightly and 23% are

not satisfied with their teachers at all. These drawbacks can only be eradicated by

fulfilling shortcomings pertaining to teaching with the help of proper guidance,

78
instruction and frequent inspection. According to Kyriacou (2008), the satisfaction of

students with their schoolteachers is based on the following contextual variables:

a. Teachers’ characteristics, e.g. age, ability, values, personality and social class.

b. Pupils characteristics, e.g. age, ability, values, personality and social class.

c. Class characteristics, e.g. size, range of ability and social class mix.

d. School characteristics, e.g. size, building, facilities, ethos, disciplinary policy,

the proportion of high ability intake.

e. Community characteristics, e.g. affluence, population, density and

geographical location.

Table 19
Teachers’ Individual Attention towards Students

Degree of Attention Percentage

Yes 15%
To a certain extent 63%
Small extent 9%
No 13%
N = 115 100%

As shown in Table-19, only 15% of teachers can pay requisite individual attention

towards their pupils, 63% of school teachers can pay individual attention towards

students to a certain extent, 9% of teachers can pay attention to their pupils to a very

small extent, while 13% disclose that they cannot pay individual attention as the class

is oversized or there are no common rooms or meeting places for such interaction in

the school or school lack teaching environment or other facilities. The problems can

be overcome with adequate teacher-student ratio and providing teachers with student

teacher meeting room facilities.

79
 Table 20
Students’ Disclosure of their Problems to their Teachers

Degree of Attention Percentage

Frequent 30%
Rarely or None 47%
Not at all 23%
N = 115 100%

As indicated by Table-20 only 30% of students frequently discuss their problems with

their teachers. In 47% cases, they hesitate to do so while, 23% of students never

discuss their problems with the teachers. Kyriacou (2008) says these deficiencies can

only be removed by a viable student teacher relationship. As recommended above, a

set time for student counselling must be included in the timetable.

Table 21
Teachers’ Satisfaction with the Academic Standard of Students

Degree of satisfaction Percentage

Fully satisfied 7%
To a certain extent 21%
Slightly satisfied 30%
Not satisfied 42%
N = 115 100%

Table- 21 show that teachers themselves are not satisfied with the academic standard

of their students. Only 7% seem fully satisfied while 30% are partially satisfied and

42% are either slightly satisfied or not satisfied at all. The conditions show that due to

specific socioeconomic conditions, family background, parents’ attitude and

individual abilities, etc. students are not up to the requirement to produce good results.

i. Teacher’s Relationship with Parents

Research shows that one of the most important factors that affect a child's

performance in school is parental involvement. All too often, parents assume that just

sending their children to school and looking at their report cards is enough. It has been

found as well that most of the lower-lower class parents do not bother to meet

80
teachers. Hence in such cases it is the responsibility of the school to effectively

involve parents. Teachers should communicate through the head of the institution to

parents about academic shortcomings of their children and their behavioral problems

if any. According to data received in response to the questionnaires, teachers’

correspond to 17% of parents approximately. This figure is dismally low.

Although the education department has tried to promote and provide opportunities for

developing effective Parent-Teacher relationship through the constitution of “Parents-

Teachers’ Associations” or “School Management Committees” yet due to

socioeconomic background of the parents, corruption in the system, flawed planning

and mismanagement fruitful results are not achieved so far. The press in connection

with misappropriation of Parents Teachers’ Association/ School Management

Committee (PTA/SMC) funds has reported widespread corruptions and numbers of

the officers / officials have been suspended from their services due to this. In order to

promote the contextual relations following recommendations are given:

a. Parent-Teacher meetings should be held at least twice during the academic

session to discuss children’s progress, any shortcoming observed and inviting

suggestion for improvements.

b. Detailed result reports should be mailed to parents.

c. Parents should be encouraged to participate in school activities actively. It is

not enough for parents to attend school events. Parents should be involved in

event organization also.

d. Initiate a family literacy program for those parents who do not have the

adequate educational background.

81
 e. Government should regularly launch awareness programs through media to

inform parents about the benefits of their effective involvement in school

events for educational development of their children.

ii. Functions of Punishment

Schools generally employ a hierarchy of punishments for infractions of rules. These

punishments vary from school to school and differ in accordance with school type,

e.g.: a boarding school, day school, etc. The hierarchy is generally reasonably

consistent. These punishments include line, detention, corporal punishment, report,

exclusion, suspension, including loss of privileges, additional homework, chores,

being positioned at the front of the class and standing in the corner. Among all of

these punishments, corporal punishment is the most common form, in government

schools. This use of stick in schools is also a controversial issue being debated in

press, media and other discussion forums.

In the developed world, corporal punishment is no more exercised. It has been

replaced with other disciplinary methods. Modern judiciaries often favor fines or

incarceration, whilst modern school discipline generally avoids physical correction

altogether. Although corporal punishment is still used in many schools, it has been

banned in seventeen countries. There has been much dispute in recent years over

where the line should be drawn between corporal punishment and torture, or whether

a line should indeed be drawn at all.

In spite of the importance of “punishment” as discussed below by several researchers

to keep students on the right path, not all the schools enforce this principle. The

outcome of such loose discipline is the wasting of many academic years of the

students. Due to outlaw conditions (firing incidents, rapes, etc.) in the schools of the

82
United States now even are spanked as a form of punishment is coming back into

fashion (Hurlock:2009).

According to Grause et al., (2007), punishment deters the repetition of socially

undesirable acts. Once children discover that certain acts invariably lead to

punishment. They usually refrain from carrying out those acts. The second function

of punishment is education. Before children can understand the rules, they can learn

that certain acts are right and others are wrong by being punished for carrying out

wrong acts. As described by Kurtines et al. (2007) and Morris et al. (2009).

Motivation to avoid socially disapproved behavior is the third function punishment.

Recognition of the possible consequences of a wrong act is essential to motivate

avoidance of such an act. When children are intellectually able to weigh alternative

acts and the consequences associated with each, they must learn to decide for

themselves whether a wrong at is worth its price. If they decide it is not, they are

motivated to abstain from such an act.

4.1.2 Facilities Available in Schools

Facilities in the schools directly affect the learning process. Better facilities motivate

the students, who consider these as a status symbol. In most cases, school facilities are

a good indicator of standard of education in that institution. In the seventies and

eighties government secondary schools were having capacity problems. But due to the

gradual decline of the educational standard of these institutes and increase in number

of private colleges have resulted in drastic reduction of student enrolment in

government secondary schools of Karachi. Consequently, the onetime problem of

space versus students has almost vanished.

Today there are a few schools where the number of teachers exceeds the total number

of enrolled students (In one school study found 40 teachers and only 10 enrolled

83
students). Yet, there are still some schools where handfuls of teachers available for

hundreds of students. This unbalance is a result of mismanagement and the influence

of external pressure upon educational managers. Due to loopholes in administrative

setup, some influential teachers get themselves transferred to the schools where there

is practically no work due to a very small number of students.

This has led to a situation where there are schools with teachers sitting idle year round

with one hand and on the other hand, students are suffering due to non-availability of

teachers at other places. In spite of frequent requests by the heads of overloaded

schools such situation continues to persist due to official corruption combined with

the political pressures on the authorities. No wonder educational standards are

declining.

School Facilities are divided into two broad categories, i.e.: Basic Facilities for

Students and Academic Facilities.

4.1.2.1 Basic Facilities for Students

The basic unit of a school building is the classroom, where the act of instruction takes

place. Other facilities found in schools are: a cafeteria(Commons) or canteen where

students eat lunch, an athletic field, playground, gym, and track for sports or physical

education, a library where students check out books, an auditorium where student

theatrical or musical productions can be staged and where all-school events such as

assemblies are held, an office where the administrative work of the school is done, ,

specialist classrooms including laboratories for science education and computer

laboratories for developing proficiency in use of computer etc. Unfortunately, despite

tall claims, actual conditions of government schools range from very poor to

miserable.

84
 Table 22
Facilities Available in Schools
Facilities Yes No
Boundary Wall 57% 43%
Clean and airy class rooms 31% 69%
Appropriate Blackboards 58% 42%
Spacious rooms. 63% 37%
Fans. 22% 78%
Tidy and clean Toilets 19% 81%
Drinking of Water 41% 59%
Sweeper 29% 71%
Clean environment 41% 59%
Proper building with adequate
24% 76%
condition
First aid kit 11% 89%
Sports goods 43% 57%
Transport arrangement 01% 99%
Equipped Science Computer Labs 23% 77%
Functional Library 12% 88%
Proper Play Grounds or play area 23% 77%
Telephone 19% 81%
Electricity 33% 67%
Gas 19% 81%
N = 115

Table- 22 shows the bitter responses on the questionnaires according to which only

57% of schools are having adequate boundary walls but only 31% of the classrooms

are clean and airy. It shows that 63% believe that rooms are spacious but only 58%

are available with good black boards i.e. the basic tool of teaching is absent from

almost half of the classrooms. Fans are available in 22% of schools only. Only 19%

of schools have tidy and clean toilets. 71% of schools are without sweepers. Only

24% respondents say that the school building is properly maintained. This may be due

to lack of planning and coordination between concerned agencies (Education

department and Education Works). The ratio of utility services of electricity, gas and

are telephone is 33%, 19% and 19% only. It is worth mentioning that a ratio 12% and

23% show that the functional libraries and science/computer labs are available. Sports

and recreational facilities are lowered up to 23%. Transport facilities are almost

85
absent in government schools because only 1% respondents have given positive nod.

Most notably the alarming fact is that only 11% of the schools are having a first aid

kit. Hence, in case of an accident or emergency there is no aid to ailing or injured

students.

According to the government related data for whole Karachi, based upon Annual

Census 2011-2012 is at Appendix I. Even the authenticity of the data has been

suspicious due to the government source yet it also shows the same deteriorating

conditions of education in government secondary schools. Another point, which is

very important, is that these facilities have only been reported in the context of their

availability and with their present status.

The poor facilities and present conditions of schools is not a hidden truth, but the print

and electronic media are continuously reporting and criticizing over the conditions.

Though the government has claimed of spending heavy amounts on betterment of

education, yet the real outlook is quite poor. No vivid improvement of physical

infrastructure and the availability of facilities in the schools have been observed

during the past decade.

Educational, recreational and co-curricular activities play a vital role in the formation

of positive, healthy and socially interactive personality. However, Table 23, below

paints a very grave and thought provoking picture according to which parents

responded that there are acute deficiencies in government schools with reference to

co-curricular activities. Activities in sports are merely 11%, cultural activities and

educational trips are merely 3% and 7% respectively. Boy scouting helps a lot to

prepare a growing boy to face the hardships of life and to face them adequately, but

they are nominal as claimed to be 5%. Nearly no medical check-up facilities are

available while 99% reported that no newsletter is issued by the school.

86
 Table 23
Educational, Recreational and Co-curricular Activities in Schools
(Parents’ Questionnaire)

Activities Yes No
Games 11% 89%
Cultural 03% 97%
Boy Scouts 05% 95%
Newsletter 01% 99%
Excursion and Educational Trip 17% 83%
Medical Check-ups 01% 99%
Parents Day 05% 95%
Contacts with parents 11% 89%
Functions and cultural activities 22% 78%
Collective social campaigns 13% 87%
Trainings for social adjustment 09% 91%
N = 115
Formal training for social adjustment, collective social campaigns (for cleaning and

other such improvement) are hardly initiated. There might be some justification by the

school administration and educational officers, but the ground reality is that such a

situation is clearly depicting the role of the government and school administration

apathy and lethargy. No wonder standard of education in government schools of

Karachi is dismally poor.

4.1.2.2 Academic Facilities

Table 24
Academic Facilities in Schools (Students Questionnaire)

Activities Available Not Available

Proper Library 2% 98%
Science Laboratory 60% 40%
Sufficient Apparatus and chemical 12% 88%
Audio-Visual Aids 05% 95%
Educational Trips 02% 98%
Experts to deliver lectures 00% 100%
Awards/Certificates 05% 95%
Guests or dignitaries 02% 98%
Organize recreational picnics 03% 97%
Games arrangement in school 13% 87%
School Management Committees 89% 11%
Inspections 02% 98%
Efficient Teachers 60% 40%
Satisfactory cleanliness of schools 21% 79%
N = 115

87
 Table 25
Teachers’ Care of Students in Addition to Teaching
(Students Questionnaire)

Intensive and Excessive Care 21%

Average care 35%
Uncaring 44%
N= 115 100%

Table-24 and Table-25 clearly show scarcity of academic facilities and negative

attitude of teachers towards students. Due to devolution plan of powers plan 2000

resulting in lack of coordination among various offices has adversely affected

supervision of the schools. The academic facilities, hence, are going from bad to

worse. Only 2% of schools have the proper libraries while 60% of schools have

science laboratories but without adequate apparatus and chemicals. 88% of schools

have the insufficient laboratory equipment and chemicals.

There are many libraries without books. No new books are purchased due to non-

availability of funds. Old books are worn out or torn out. Many books get stolen or

lost due to mismanagement. Similarly, old laboratories are there, but there are no

funds to purchase consumables. Apparatuses in many laboratories are missing,

outdated, or faulty. Use of Audio Visual-aids are pretty low up to 5%, while

educational trips, guests, expert speakers, recreational activities and inspection are

almost non extant i.e. 2%, 0%, 2%, 3% and 2% respectively. This situation is a result

of insufficient funds, lack of management and government officers’ interest,

corruption and absence of professionalism in teachers.

Though school management committees are available in whooping 89% of schools

due to departmental instructions and for grant in aid purposes; yet their effective

functioning is doubtful. 79% of schools are unclean and dirty and lack proper

88
sanitation, due to multiple schooling in one campus and non-availability of sweepers

due to prolonged ban on appointments. On one hand the 60% of the teachers were

found efficient while on the other hand 21% teachers show intensive and excessive

care. In addition to classroom education, physical education also plays a vital role in

the development of an individual. It is important that physical education be

incorporated along with a student’s curriculum since a healthy body possesses a

healthy mind. Unfortunately, only 13% schools have facilities for games and other

such activities. Reduced and awkward school timings, lack of funds, deficiency of

trained teachers, lack of adequate timings, lack of interest by the government

departments, parents’ and negative community attitude towards sports and games are

the major factors behind this low ratio.

It is observed that the students and their parents believe that sports and other such

activities are merely wastage of time and a luxury that can only be afforded by the

upper class. In the contextual view the majority of the teachers' support that opinion

thus students concentrate on either study or learning of a skill in their leisure time to

generate additional income for their cash starved family. Lack of these healthy

activities leads the students towards unhealthy activities in an unethical environment

like snooker at the street corner, video games, internet café shops, smoking, chewing

paan or gutka (Indian origin products used with smokeless tobacco) etc., which

ultimately pushes them towards unlawful activities driving them away from becoming

a productive member of civil society.

The expenses of a government school are met by two means, i.e. by annual

contingency budget disbursed by the District Office Education; which is usually too

meager and quite late to serve its purposes while the other one is through by raising

private funds for students. Until June 2006 students studying in public schools didn’t

89
have to pay tuition fees as per government decision to increase literacy. However, the

school administration was charging the students an amount of Rs. 114/- per annum in

the heads of students’ fund, Games fund and Development Fund.

This money was being used by school administration to meet with the essential

operational expenses of the school. In 2006 the Government announced new

educational policy and advised all school heads not to charge students any fees in any

head. According to the new policy, each school was to get an amount of Rs. 210/- per

student from School Management Committee funds. Unfortunately, due to inordinate

delays and corruption in the distribution and use of School Management Committee

(SMC) funds caused further gradual destruction of public school infrastructure that

forced the Government to revise the SMC funds policy.

According to present policy, each secondary school without caring its enrolment and

need, was given Rs. 1,00,000/- which is quite unjustified as some of the schools are

too big with many problems to address within this amount while some are too small

for which this money seems quite big. In a mega city like Karachi where the rates of

goods and services are at quite higher sides, maintaining and running a secondary

school within Rs. 1,00,000/- per annum seems a fun. Though the Government has

revisited its policy and tried to rationalize the grant yet the new grant has also

remained little unjustified enough to make both ends meet.

In addition, many secondary school buildings were constructed many decades ago,

when the population was low and there was little road traffic. Over the years, not only

these buildings have become dilapidated but also growing population has resulted in

encroachments, heavy traffic and degraded air quality due to vehicular emissions,

high noise levels and filthy streets full of garbage. This unhealthy and unfriendly

environment of these school buildings depresses the students and teachers alike and

90
the results poor productivity leading to degradation of academic and scholastic

standards of education being imparted.

Non availability of required funds, late release of meagre budgetary allocations,

misappropriation of funds, lack of accountability, indifferent attitude of teachers, lack

of interest by all the stakeholders, lack of coordination and absence of proper

supervision by the officers of the department, corruption, nepotism, mismanagement

and other so many other factors work in unison resulting in alarmingly deteriorating

standard of education in secondary schools. Most of the devastating factors causing

maladministration are due to the lack of dynamic leadership at every level of

organizational hierarchy that is owing to non-observance of the policy of recruitment

on a merit basis by the government.

4.1.3 System of Examinations and Related Malpractice

The system of examinations and related irregularities are described below.

4.1.3.1 Aim and Purpose of Examination

Evaluation is essentially an integral part of instruction. A test is a systematic

procedure for observing person’s behavior and describing it on a numerical scale;

allowing categorization of subjects under evaluation. It is a measuring instrument

designed to measure scientifically a sample of behavior in specific conditions.

Schools Tests and Examination: School tests and home examinations play an

important role in the academic improvement of students. School monthly test if

properly handled, creates a significant competitive spirit among students. In good

institutions, it is the tradition that the subject teacher conducts a monthly test

individually even if time and date is not followed by the school administration. Half-

yearly and annual examinations should be arranged by the school administration.

91
In most of the schools of depressed localities, beneficial aspects of monthly testing are

not achieved and remedial measures are not followed, i.e. there is repetition of general

mistakes committed by students. No information is usually sent to parents about their

children’s progress or weakness in subjects. Monthly tests and a yearly evaluation

system should be introduced at the secondary level to eradicate malpractices in the

examination.

4.1.3.2 Internal Examinations

Table 26
Trends of Giving Simple Subject Oriented Testing
Once Every Month 5%
Twice In a Year 70%
Once In a Year 10%
Never In a Year 15%
N= 115 100%

Table -26 shows that in government secondary schools of Karachi; the trend of

monthly testing is only given by 5% of teachers. Though there is a ratio of 70%

showing that the subject-oriented tests are conducted at least twice in a year, yet there

are 15% of schools where the tests are not conducted at all. The utility of half-yearly

or yearly internal examinations is waning. Mostly the examination papers for these

tests are prepared by the local school and most probably by the same teacher who

teaches the subject. It is said that prior to the said examination the concerned subject

teacher reveals 10 or 15 questions as guess paper and the students are asked to learn

them to pass. Cheating and other malpractices are common even from grade VI to

VIII due to societal and professional attitudes of the stakeholders. Organized

malpractices during examination is common that is why the result of most of the

schools up to elementary level usually recorded in the range of 90% to 100% drops

drastically during the external examination of the board.

92
4.1.3.3 External Examinations

For the grade IX and X an external examination is conducted by the Board of

Secondary Education Karachi. Numerous malpractices have been observed

frequently, during these examinations at every level. There are regular reports that

examination centers are sold or fixed on unhealthy criteria with the collusion of

Secondary School Board’s officials. In many cases the teachers of the same

schoolwork as invigilators and the head of the school is appointed as internal

superintendent of examinations. As rates of remuneration paid to invigilators are

much less in comparison to enticement for engaging in malpractices and there is

practically no accountability or indictment of those few found guilty; the malpractices

in an examination process continue unabated.

If a government school is chosen as the examination center for the government school

students then results fall in between 70% to 90%, while when a reputable private

school (Free from malpractices) is chosen as the examination center then the result

fluctuates from 30% to 40%. Externalization of examinations has pushed students,

parents and even teachers to infiltrating the secrecy of the examining bodies and

exercising influence to obtain higher marks by hook or crook. These wide spread

malpractices have corrupted the examination system. The data given in Table-27

indicate students’ opinion about themselves focusing on cheating and malpractices. A

significant majority of the students admits that trends of cheating and malpractice is

common among them while only a 17% believe that cheating practice is from 01% to

25%.

93
 Table 27
Students’ Own Opinion on Cheating and Other Malpractices
During Examinations Process

Ratio of students those give their views

Percentage of Students Who Cheat
on cheating
35% 100% to 76%
26% 75% to 51%
22% 50% to 26%
17% 25% to 01%
N= 115

4.1.3.4 Purpose of Public Examination

The main purposes of public examinations is the selection of suitable candidates for

admissions in higher grades (Seats in Higher Secondary Schools/ Colleges are limited

in number) and employment. The qualifying student gets a certificate of achievement.

The additional functions include: Control of the curriculum and its delivery in

schools; Motivation of schools, teachers and students; Monitoring of educational

standards; Reporting on school effectiveness.

The characteristics of a good examination system may be fit for purpose, equity,

integrity and public confidence, efficiency and cost effectiveness, transparency,

beneficial for classroom, etc. Unfortunately, the present public examination system

lacks the above qualities and has become a question mark with reference to its

reliability.

The first external public examination for the secondary school students is held under

examination Board for apparently for the purpose of promotion, selection and

certification and indicates the extent to which learners have covered a prescribed

syllabus. The examinations under these Boards have been debated in the following

perspective.

94
4.1.3.5 Mode and Some Reasons for Malpractices

It is believed that the public examination system in Pakistan has failed to achieve its

purpose properly. There are sometimes the questions of low credibility and reputation

of this system. Common malpractices in secondary school of Karachi are: leakage of

examination papers, guess test preparation, impersonation, external assistance, and

smuggling of foreign materials, copying, collusion, intimidation and substitution of

scripts, improper assignments, ghost centers, marker/clerical malpractices and award

of manipulating, forged and bogus degrees.

Though there are numerous interrelated, direct and indirect reasons for these

malpractices consequent on age long negative trend of social chemistry yet a few of

them are: high stakes of the exam, teacher and school status, personal factors: quota

systems, inadequate school facilities, poorly performing teachers, inadequacies in the

public examination, inadequate government, location of examination centres,

widespread of technology, low salary levels, frequent political disturbances, political

and pressure groups’ interference and involvement of specific mafia which depends

upon earning monetary benefits during the examinations.

Table 28
Students’ Opinion about Means/ Source of Cheating

Nature Percentage
With the help of teachers 38%
With the help of parents and other family members 20%
With the help of contingent staff 12%
Other means including technology and influence 25%
No cheating 5%
N= 115

Sorrowfully, Table -28 shows that teachers, parents and contingent staff are mainly

involved in supporting the students in cheating, i.e. 38%, 20% and 12%, respectively,

95
while according to the students 25% of the students involved in cheating, make the

use of technology or other resources of influence, including checker, head examiner

and the board’s official etc. The sanctity of evaluation of answer books by

incompetent and irresponsible teachers is another frightful aspect worth noticing. If

the teachers and parents, themselves start believing in wrong tactics, then who would

come to save this system from ultimate destruction.

4.1.3.6 Violence in Examination

For the last two couples of decades; violence in the examination has reportedly been

increased. Deaths and killings, kidnapping and torture, sophisticated weapons, pitched

battles and hooliganism dominate the academic scene in Karachi. Intermittent

violence casts long, evil shadows on the overall atmosphere in the educational

institutions. It is easy to blame the students for indulging in unfair means and

practices in examinations, but school administration is equally responsible for this

state of affairs as it is their duty to ensure maintenance of discipline in schools,

enforcement of law and order. The examining authorities and educational planners

who perform the annual ritual of holding new examinations within the framework of

an anachronistic system are also responsible.

4.1.3.7 Examination Dysfunction

Overemphasis on examinations and classification of students into divisions and grades

has, in fact, overshadowed the objectives of education (Rehmani 2007).

Consequently, instead of serving as a tool for promoting standard of education and

ensuring proper teaching in schools for improving students’ performance; passing an

examination has become an end itself. Examination results have become visa free

entry into professional colleges and the acquisition of lucrative jobs. Consequently,

96
students and parents alike use all fair and unfair means to pass the examination with

better grades.

4.1.3.8 Counter Measures for Malpractices

Though there are appropriate, legal, well defined and widely circulated counter

measures available to the Board of Secondary Education Karachi and local

administration, but due to lack lustre, half-hearted implementation of these measures,

malpractices during the examination have so far not been effectively curbed. It is due

to formation of curved trends in culture that prevents to take effective steps against

the culprits. It is the responsibility of public representatives to ensure that no one be

permitted to compromise on education oriented malpractices and corruption at any

cost. The government may also use mass media to create awareness among the people

that destruction of education is the destruction of the nation itself.

4.1.3.9 Matriculation Examination Results under Board of Secondary Education

of Karachi

According to AEPM Educational Statistics (2005) summarized data from 1993 to

2005 reflects an increase in pass percentage from 47% (1993) to 59% (2005). It is

observed that the pass percentages of Sindh Boards’ students are much higher than the

national average (59%) e.g. Karachi (76%), Mirpur Khas (88%), Hyderabad (92%),

Sukkur (90%) and Larkana (91%). Comparing the board-wise performance, the

performance of students belonging to Sindh invites attention regarding the uniformity

of standard, as it cannot be supported by the achievement indicators. The facts show

that the girls are doing better than the boys at both provincial and national levels.

Although the Secondary School Certificate (SSC-II) 2005 results do not show much

difference with 74% boys were passed against a figure of 77% from girls, but big gap

is there in between those boys and girls belong to public schools. Notably boys from

97
public school could achieve a ratio of merely 60% against girls who possessed 72%

pass percentage. A significant difference has been observed in Table-30, where

merely boys achieved lesser better grades (A, B) than girls.

Table 29
Trends SSC-II Results under BSE Karachi
Year Pass Percentage Total
1995 67%
1997 69%
1999 35%
2005 76%
2007 79%
2009 70%
2011 70%

Table 30
Board of Secondary Education Karachi Statistics of Result of S.S.C. PART-II
(CLASS X) Science Annual EXAMINATION 2010-11
SEX WISE and GRADE WISE

SEX BOYS Percentage GIRLS Percentage

REGISTERED 68359 53200
APPEARED 68005 99.48 52948 99.53
A 10599 15.59 11263 21.27
B 14563 21.41 11402 21.53
C 11937 17.55 6241 11.79
D 4105 6.04 1015 1.92
E 82 0.12 13 0.02
PASS without
166 0.24 71 0.13
Grade
TOTAL PASS 41,452 60.95 30,005 56.67
Table 31
Comparative Performance of Public and Private Students during
SSC-II Examination (Annual) 2008-09 under Board of
Secondary Education Karachi
(Source: AEPAM)

Public Schools Private Schools

Appeared Passed Pass % Appeared Passed Pass %
34995 23591 67% 81439 67620 83%

Table 31 shows that the students of private schools did significantly better than public

schools in Karachi but the same trend can be bitterly observed throughout the country

98
where the same ratio of the public schools of Lahore board was 55% against 72% of

private schools. The gap in Quetta and Peshawar boards was also significant, i.e. 67%

to 72% and 63% to 83%, respectively.

It would be a matter of great shocking disbelief of vigilance during examination in

Karachi that only total 42 cases of using unfair means were recorded in a Mega city

like Karachi compare to a very remote and small board like Mardan with 435 cases,

331 in Kohat and even in Sindh i.e. 190 in Larkana.

Conclusion

Examinations for the public schools of Karachi; whether internal or external in nature;

to a great extent have lost their prime objectives and purposefulness. Internal

examinations are just to fulfil academic cosmetics and seldom provide a realistic

assessment of a student. The arrangement of external examination of students

belonging to government schools through board has become defective, substandard

and unreliable for the public. Due to ailing reputation now even a student from these

schools, having a mark sheet showing “A-I” grade is considered poor.

A new system of examination free of flaws and corruption to replace existing

evaluation systems; is the need of the hour. However, it should be clearly understood

that any system of examination if implemented through corrupt and crooked are

ultimately fail. It is the responsibility of government to address this issue by inviting

all stakeholders and evolving a transparent, dynamic and comprehensive examination

system acceptable to all stakeholders.

4.2 EXTERNAL PEDAGOGICAL OR SOCIO ECONOMIC FACTORS

As home is the first school of every child, most of these factors are related to home

environment for a child. The munificent home environment is most beneficial to the

spread of education among its young members. Parents’ financial status, their

99
qualification, ethnic background, views on different outlooks regarding society,

personal visions and other such factors considerably influence the young minds in

developing stage and impact the overall learning process of children both at home and

school. When a child spends more time at home in the company of his family

members than the influence of home on his education is momentous. These

socioeconomic factors most significantly affect levels of academic achievement of a

student in schools.

Gallagher (2010) states that as we focus on developing standards and raising

expectations, we need to face the “. . . An unpleasant reality that education, by itself,

is a weak treatment.” He further noted that “It is clear that there are variables within

the family, within the culture, and within the physical environment, plus limitations

within the genetic makeup of the individual, which will have a greater influence on

student achievement than our ‘improved educational program’ for that student.”

Since there is a close relationship between socioeconomic factors and social class

placement, an expedient method of estimating a person’s social class position is to

utilize socioeconomic facts about him, such as his occupation, his income, or his

education and use of relevant data to arrive at correspondence conclusion.

Social class or status of the parents of children, studying in secondary school, may be

determined with the help of a most widely-used index of social characteristics made

by adding the rating from several of the socio-economic dimensions e.g. Parents’

education, Parents’ occupation and economic conditions, Facilities at home, Parents’

involvement with their children’s upbringing in addition to other status indicators like

social activities enjoyed by the parents, club membership and recreational activities.

The effects of these factors were explored from through the questionnaires served

students and their parents. To assess the effects of social status of parents on the

100
academic achievements of their children; statistical analysis of Board of Secondary

Education Karachi Matriculation results was carried out. The analysis clearly shows a

correlation between social class of parents and academic achievement of their

offspring. These factors are mostly revolve around the roles of “parents” and the

“society as described below:

4.2.1 Parent’s Educational Qualification: Due to special drive to increase mass

literacy after 1973; in Pakistan, the literacy rate has significantly increased from

21.7% in 1971 to 26.20 in 1981 followed by 43.90 in 1998, which then had touched

the level of 53% in 2004-5 and crept to 56.20 and around 57% in 2008 and 2009.

Similarly, in 2014, such a rate has been reflected as 63% of the population

(Wikipedia-Education in Pakistan). It is apparent that the increase in mass literacy

has remained a challenge for the country and its reflection over the parents has a

significant impact over the performance of the children including those who are

studying in secondary schools.

The officially reported figures and the data that has been concluded through the

parents’ questionnaire is given in the tables below: are figures According to the

statistics out of 50.89 million labor force 3.32 million is unemployed. Out of total

employed force 38% are employees, 34% are self-employed, and 27% are unpaid

family helpers while only 1% are employers. As far as educational level is concerned,

according to Census 1998 merely 34% of literacy rate is found within the age group

25 and above adults. The comparison of qualification in between male and female is

as follows:

Table 32 (a)
Level of Education at National and Provincial Level (Source PBS)
[In percentage of the Total population]

Administrative Below Diploma/ Bachelor Masters

Primary Middle Matric Intermediate Others
Unit Primary Certificate Degree Degree
Pakistan 18.30 30.14 20.90 17.29 6.56 0.41 4.38 1.58 0.44

101
 Rural 22.57 34.88 20.25 14.71 4.24 0.23 1.96 0.75 0.40
Urban 14.06 25.45 21.54 19.85 8.86 0.58 6.78 2.40 0.48
Sindh 15.56 27.13 19.20 17.84 9.00 0.61 7.43 2.65 0.58
Rural 21.36 36.46 15.19 14.28 6.53 0.34 3.54 1.80 0.51
Urban 13.37 23.61 20.71 19.19 9.93 0.72 8.90 2.97 0.60

Table 32 (b)
Educational Qualification of Parents (Parent’s Questionnaire)

Educational Qualifications Fathers% Mothers%

Illiterate 12 35
Literate who can read Urdu 09 15
Below Matriculation 27 33
Matriculation to Intermediate 19 09
Degree 06 3
Masters 02 01
Formal Professional /
02 01
Technical Qualification
Informal Professional /
14 01
Technical Qualification
Others 9 02
N-115 100% 100%

The tables-32 (a) shows that there is a very small portion of population possessing a

University Degree in Pakistan. The large majority of the population consists of

persons with education up to intermediate or less than that. It shows that the majority

of parents are unable to assist their children in day to day homework and other

educational tasks.

Rauf (2005) rightly concluded that the children hailing from a home where parents are

educated have: good habits, attitudes, healthy social and cultural interests. The

families of the boys studying in government schools of Karachi mostly belong to

economically “lower middle or lower class”. In these sorts of families, fathers strive

for the survival of their family and work in two shifts mostly. Consequently, the

responsibility of childcare mostly falls upon the mothers staying at home.

The table-32 (b) shows that the majority of mothers’ of students in Government

Secondary Schools of Karachi is either illiterate or has insufficient education. This is

102
one of several leading reasons regarding poor quality of education in the students

studying in Government Secondary Schools in Karachi. Table-32 (b) clearly indicates

that 6% of the fathers are graduating and 2% of them are having master degrees.

While on the other hand only 3% of the mothers are graduates and 1% having higher

degree also. The study finds that 48% of fathers are below matriculation, (Merely

literate or illiterate); whereas 83% of the total mothers are below matriculation. It is

evident that the majority of the students do not get enough educational reinforcement

from their parents.

It is also worth mentioning that the results of the schools working in slums; are poorer

than those which are working in better environments. Students studying in slum

schools’ as a rule achieve poorer grades in the examination as compared to students

studying in the schools located posh area. The pass percentage of the lowest 20

schools with reference to their results; is 4.62% only. Most of students who have

passed from these schools have D grades.

Government attention is urgently needed to address this situation. Some of the

measures recommended are launching of adult education centers in these areas,

developing communities for assistance of poorly performing kids and establishments

of free coaching centers with the help of NGO’s.

4.2.2 Parents’ Economic Conditions

Orland (2009) says, "The longer a child is in poverty, the more deleterious the effect

on his or her educational growth. Furthermore, the concentration of poverty within a

school can be shown to be harmful to all students in that school, whether or not an

individual student comes from a poor background." Since, according to the second

hypothesis, economic status of parents also has an impact on the academic

achievement of their children. This hypothesis has been discussed with in light of the

103
findings of the study related to socioeconomic status of Parents vi's-à-is academic

performance of their children.

Table 33
Social Status of Parents
Parents Social Class Percentage
Lower Class 51%
Lower Middle Class 36%
Middle Class 13%
Upper or Privileged Class 00%
N=115 100%

Table-33 shows that 87% (51% + 36%) of the students studying in selected

government secondary schools in Karachi belong to lower or lower middle class

families. This is a significantly large majority of students, who belong to the working

class and whose parents strive hard to meet the two ends meet and mostly live hand to

mouth. Providing better education for their children is far below in their list of

preferences, which include food, clothing, medicine, house rent, etc. Consequently,

they are potentially incapable to do what the society generally expects from them.

Table 34
Fathers’ Source and Amount of Monthly Income (In Rs.)
Private
Monthly Govt. Own Any
Service/ Agriculture Total
Income Service Business Other
Laborer
3500-4000 5% 7% 5% 1% 3% 21.00%
4001-5000 8% 21% 10% -- -- 39.00%
5001-6000 5% 5% 5% -- -- 15.00%
6001-7000 5% 3% 3% -- -- 11.00%
7001-8000 5% 2% 3% -- -- 10.00%
8001-9001 - - 2% -- -- 2.00%
9000 and
- - 2% -- -- 2.00%
above
Total - - - - - -
N=115 28.00% 38.00% 30.00% 1.00% 3.00% 100%

Table 35
Presence of Additional Income of the Family (In Rs.)

Family Members Yes No Total

104
 Mother 16% 84% 100%
Brother and sister 34% 66% 100%
N= 115

Table 36
Part Time Work by Students
Nature of Work Percentage
Temporarily work 32%
Permanently Work 24%
Absolutely Not 44%
N= 115 100%

Table 37
Children Help to their Father

Trends Percentage
Sometimes 72%
2-4 Hours Daily 22%
More than 4 Hours 6%
N=115 100%

Table 38
Number of Members in Each Family

Trends Percentage
1-5 Person(s) 24%
6-10 Persons 54%
10-14 Persons 22%
N=115 100%

Table 34 indicates income figures of parents of students in public secondary schools

of Karachi. It is evident that most of the students studying in these schools belong to

the families that are not financially sound. Though 28% of the students belong to

government servants, yet their salaries indicate that they are mostly from class I-IV

employees, peons, clerks or primary teachers, etc. Around 38% of the students belong

to families of private employees or laborers cum daily wagers. The study indicates

that monthly income of 75% of the families whose children studies in government

secondary schools are between Rs. 3500/- to Rs. 6000/-. This shows that mostly

Parents belonging to low income groups or poor classes of our society admit their

105
children in government schools. The monthly income of only 2% of the families

under study is Rs. 8000/- or above which is grossly insufficient to support an average

family comprising of 5-6 members. Similarly, according to the Table-35 additional

incomes to the family through mothers and other family members is not enough

because the participation rate is low i.e. 16% and 34% respectively. The Table-36

shows that 56% of the students work, to support their families. They either work on a

regular basis or learn additional skills to bring in some additional money for family

support. Table-37 shows that around 26% of the students work regularly to support

their father while 72% work on part time basis (Again this may be due to widespread

unemployment. If these children find permanent work, the chance is that they quit

their studies themselves or are forced to quit studies by their parents or

circumstances). Table-38 indicates that poor people have usually large families. (This

is due to their lack of education and no money to spend on birth control). Table-38

indicates that 76% of households whose children go to government secondary schools

have 6-14 persons in family. This is the economically alarming situation. It also

certifies the fact that poverty breeds poverty.

Low income and big families are resulting in ultimate poverty; which leads to lack of

attention towards child education and its personality. The poverty pushes the parents

to motivate their children to work on full time or part time along with school

education. Unfortunately, due to lack of merit and quality education it has become a

common saying that What would they do with education if they do not get the job so

it was better to learn a skill rather than formal school education.

Opinion of Hayes (2008) seems true, i.e., “Dropouts at the post primary levels are

mainly due to economic and family considerations. Some students must find

106
employment to support themselves and their relatives. Other students lose interest

because of the sterility of the curriculum”.

There is also a marked difference between the educational performance of boys and

girls. This is because of two reasons:

i. Girls usually are not required to work alongside their parents for the financial

support of their family.

ii. There are more financial incentives available to girls than boys in the form of

scholarships from public and private sources.

Another aspect is inadequate financing; this is because the government girls' schools

have shown brilliant and far better results after the scholarship scheme for each girl

student and providing School Management Committee (SMC) funds to the schools

unlike boys’ schools. For instance, 226 girls obtained “A-I” grade in comparing to 54

boys during the Secondary School Certificate (SSC-II) examination (Science Group)

2006.

It has been observed that schoolchildren, who work during off school hours, not only

themselves perform poorly in schools, but also has a negative impact on the

performance of their nonworking schoolmates too. Because the working students

interact with adults; who are mostly from uneducated classes and work in shops,

garages, factories and other such places. These workers are mostly unruly lot

possessing many bad habits. As a result, these working students acquire a number of

evil traits, which include smoking, eve teasing, sharing of porn and unethical

literature, adultery and homosexuality. These students pass these antisocial habits to

other students in the school. This not only harms the atmosphere of the school, but

converts it to the breeding ground for many antisocial elements. Quality of education

and academic performance of all students, hence is badly affected.

107
The educational performance of male students is poorer than that of female students

not only at Karachi level, but is also observable at national level. This is because as

explained earlier that in most of lower and middle class families and male oriented

culture with religious background; the boys are pushed to find work at an early age to

earn and support the family along with pursuing their education. Thus, the boys face

lack of interest towards formal education and are attracted towards self-independence

through jobs and/or private business. (The contextual gap between girls and boys

education is increasing and is now impacting most of the urban areas. This is giving

rise to many pre and post marriage, family problems). It is high time for the

government to seriously address these social issues and devise schemes for financially

supporting boys also along with girls.

4.2.3. Facilities for Students at Home

Anwar (2012) rightly pointed out that the speedy urbanization of Karachi has created

serious shortages of residential facilities and many other environmental and

socioeconomic hazards resulting in tension, inflation and unemployment. The large

number of shantytowns without civic facilities and amenities result in unpleasant and

unhygienic housing conditions. These, along with an inadequate transport system,

both for students, parents and teachers add to tension and frustration, which ultimately

impacts upon the fresh but immature mind and physique of the students.

Home is a place for a student where he/she spends more time than he/she spends in

school, thus the facilities at home and its surrounding environment impact upon his/

her overall academic performance and personality development. Facilities at home

with major impact upon a child’s development and growth were included in the

present study and are discussed below:

Table 39
Types of Accommodation of Students’ (House)

108
 Number of Rooms In House Percent
One Bedroom 31%
Two Bedroom 52%
Three Bedroom 12%
Four Bedroom 5%
Drawing room 25%
Courtyard 10%
Personally Owned House 33%
Rented/ Government house/ Katchi Abadi
67%
Settlement (Slum)
N= 115

Table 40
Area of House and Family Members

Area of Number of Family Members

house/flat
1-5 members 6-10 members More than 10 Total
(Yards)
Less than 80 sq
26% 22% 6% 54.00%
Yards
Between 81-120
12% 20% 8% 40.00%
Yards
121-240 sq
0% 02% 2% 4%
Yards
More than 240
_ 01 01 2%
Yards
N=115 38.00% 45.00% 17.00% 100.00%

a. Residential Facilities: Tables -39 and table-40 above show that mostly the families

of the students are living in miserable conditions. 31% families are living in single

bedroom flat or house while 52% of the families are living with two bedrooms flat or

house. Merely 33% of the families have their own accommodations while 67% of the

families are either living on rent, in government quarters or settled in a slum (Katchi

Aabadi) i.e. slum areas.

Similarly, 54% of the families are confined to live within an area of less than or 80 sq

yard while 40% are living in houses with covered area ranging from 81 to 120 sq

109
yards. An unpleasant observation is the fact that merely 6% of the families are

enjoying a spacious living of 121 to 240 sq. yards or more.

Besides the health hazard; the congested living atmosphere is not only a major

hindrance in the provision of private and peaceful environment necessary for studies

while the students are at home, but it also impacts upon social, ethical and

psychological behavior of the inhabitants.

Table 41
Basic Facilities at Home (Parents’ Questionnaire)

Facilities Yes No
Electricity 97% 3%
Proper Water supply 73% 27%
Gas 95% 5%
Telephone/ Cell phone 72% 28%
Personal Transport 41% 59%
N=115

b. Basic Facilities: Table - 41 show pleasing results that 97% of the families have the

facility of electricity while 73% of them are getting proper water facilities. Gas is

available to 95% of the families while landline phone and cell phone are available to

72% of the families since both these facilities are unavoidable to live a family life in

Karachi.

Table 42
Children Who Seek Parents’ OR Family Help during Homework

Need Help Percent

Always 25%
Seldom 54%
Absolutely not 21%
N =115 100.00%

c. Educational Facilities at Home: According to Table-42, only 25% of the students

seek parents and family support in solving their homework while 54% are helped on

110
seldom basis and unfortunately, 21% of them do not get any help from their families.

This must be due to the factors that the fathers are engaged with their job(s) while

mothers are either not adequately educated or keep busy with their household chores.

Since a child spends more time at home and always needs to refresh one’s learning at

school, thus it seems unavoidable that one must be provided with family support and

assistance in its educational progress. Creating community centers for coaching

children, especially in slum areas are strongly recommended.

Table 43
Presence of Playground Near Students’ Residence

Facility Responses
Playground facilities Yes No
Playground near home 32% 68%
N=115 Total= 100%

Table 44
Time Spent on Playing

Time spend on Playing/ Sports

Percent
Involving Body
1 Hour 47%
2 Hours 19%
3 hours or more 03%
Don’t play or very rarely 31%
Play on daily basis 23%
Play on weekly/ holiday basis 77%
N = 115 100.00%

d. Sports Facilities out of School: According to the Tables-43 and Table-44; nearby

playground facilities are available to merely 32% of the families. This may be due to

changing trends of living in Karachi, mass urbanization and builder mafia occupying

government amenities plots through unfair means and inappropriate planning. Though

a few large and other small to medium family parks have been built, but play grounds

are mostly extinct and needed immediately. Though Table-44; shows that 47% of the

111
boys play for an hour while 03% play for more than 3 hours. 31% of the boys’ do not

play at all or they play very rarely; while only 23% play on a daily basis. A heavy

ratio 77% plays on Sundays or on holidays. The study verifies that there is a serious

lack of sports facilities in Karachi and there is scarce motivational awareness among

students towards sports. Therefore, the greatest responsibility falls on the shoulders of

all those stakeholders who are involved in students’ multifaceted growth. Schools

need playgrounds. Parents need communities to promote and support sports.

Table 45
Availability of TV, Computer, Internet, etc. Facilities

Name of facility Yes No Total

TV/VCD/VCR and Cable 89% 11% 100%
Radio 40% 60% 100%
Computer 11% 89% 100%
N=115

e. Recreation Facilities: Leifer et al. (2006) have pointed out that “television is not

only entertainment for students, but also an important socializing agent for them.

Furthermore, with the guidance and supervision of programs, they can learn healthy

patterns of behavior and values that would lead to good sociability rather than to the

growth of unhealthy values and unsocial patterns of behavior”. They continued with

the viewing that media violence could lead to increased aggression in students. Worth

of mentioning the work by Feshbach (2005), Leifer (2006), Mukherji (2003) and

Rossiter (2000) which mentioned significant effect of TV over children i.e.

i. Physical effect ----it interferes with the schedule of eating and sleeping due to

which indigestion, eyestrain and headaches occur.

ii. Effect on school work---- children sit before TV right from the beginning of

the transmission. They do not complete their home assignments with full

concentration and interest as they simultaneously watch TV.

112
 iii. Effect on attitude ---- as a child is imitative; they want to imitate the habits and

attitudes projected by TV whether right or wrong.

iv. Effect on values ---- most TV programs exhibit crime, torture revolt against

current ethical values, which develop negative attitudes.

v. Effect on speech --- contextual impact of communication, dialect, accent,

pronunciation, with many social, cultural and religious conflicts etc.

It has been observed that Pakistani TV is not playing such a constructive role as in

most of the western countries. TV was introduced in the country in 1964 but now it

has become common duly supported by the findings in Table-45 which show that

89% of the students have TV at home and that TV has become more common and

popular than the Radio which is at the level of 40%. Due to spread of cheap

technology and government’s strategy, the uses of TV and computer have increased

and now even lower and middle class families are using computers at home.

Moreover, students also use computers in their schools or in internet cafés which have

mushroomed due to ill planned policy on the use of technology and merely serve the

negative purpose of internet technology based on cheating and accessing to

pornographic sites. These cafés are producing nothing but very harmful impact upon

the youth.

Watching cable TV is common among the children of Karachi. A cable TV

connection can be accessed with Rs. 250/- to Rs. 350/- per month basis, which caters

more than 70 to 100 different channels. They include news channels, cartoon

networks, English movie channels, informative channels, family channels, sports

channels, local language channel, etc. The cable operators allocate 5-10 movie

channels to just make the viewers to watch Indian and English movies on demand.

Unfortunately, mostly students from government schools have been repeatedly

113
observed of having craze to watch Indian movie and sports channels rather than news

or informative channels. There could be several reasons behind the practice yet the

most devastating factor is the threat of losing national and cultural identity.

The prevailing trends of the students towards TV and internet needs to be checked

studied and diverted to positive direction by the elders for building healthy nation.

All efforts should be made to avoid the young generation from being spoilt.

4.2.4 Parents’ Role in their Children’s Nurturing

Due to economic adversity, the pattern of life has drastically changed in modern

society all over the world. The common man has to strive from dawn to dusk to earn

his livelihood. Most parents do not find sufficient time to supervise the academic

activities of their school-going children. The consequences of the preoccupation of

individuals with their professional tasks, witnessed in western societies, are also

becoming visible in Pakistan, especially in big cities like Karachi.

Long distances between the residences, and place of work, use of highly sophisticated

gadgets for routine duties, pressure of work in the expensive world, individual

competition, desire for promotion, increasing cost of living, diseases, corruption and

similar other factors have compelled the breadwinner of the family in the modern

society to ignore or overlook his family requirements. Western societies had foreseen

these impending social impacts of technological development far earlier and devised

scientific solutions for these problems.

To examine various aspects of the student - parent relationship, a series of questions

were asked from students, parents and teachers; covering the major spheres of

contextual interaction impacting upon the mental, physical, educational, emotional

and moral development of students. The observations are detailed below:

114
 Table 46
Inquiry of Elders from the Teachers; About the Welfare of Their
School-Going Children

Frequency Percentage
Often 11%
Frequently 10%
Rare 10%
No time 69%
N =115 100%

It is very important that for optimum achievement of their children, parents should

maintain effective communication and coordination with the school administration

and teachers yet unfortunately, according to the Table-46; teachers believe that merely

11% of the parents often make a contract with the teachers about the progress of their

children. Unfortunately, 69% of parents don’t have any time for their children to

contact the school. It has already been discussed earlier that in spite of government’s

active efforts to functional School Management Committee (SMCs) in schools; much

progress could not be achieved due to passive roles of middle and lower class parents

on financial grounds. It is worth mentioning that Bynner (2007) found in U.K that the

majority of parents visited their children primary school, but far fewer of working

class (40%), and middle class (80%), parents visited their child’s secondary school;

which shows that may be a majority of the parents feel that in secondary school their

children do not need follow up visits with teachers.

Table-47
Means of Transport Used by Students

Reaching at School Percentage

By their parents’ and relative conveyance 5%
Public transport 32%
On foot 61%
By the school bus 0%
N =115 100%

115
Transport is a big problem in Karachi for everyone. Parents, teachers and taught all

are badly hit by this. According to Table-47, more than 61% of students go to their

school on foot. On the other side very few students, 5% of students go to the school

with their parents’ on their transport. Unfortunately, it has been observed that school

bus facilities are not available for any government secondary school in Karachi.

Table 48
Private Tuition for Children
Nature Percentage
Temporarily 22%
Permanently 14%
Absolutely not 64%
N =115 100%

Table 49
Parents’ Attention towards their Children’s Studies
Nature Percentage
Daily involvement 15%
Mere advice 32%
Themselves study 43%
Busy can’t help 10%
N =115 100%

Table 50
Parents’ Reminder to Children for Study

Nature Percentage
Often 18%
Sometimes 14%
Always 31%
Need Not Reminding 37%
N =115 100%

Table 51
Parents who Coach their Children Themselves

Nature Percentage
Hardly one hour daily 8%
Hardly two hours daily 6%
Most of time 5%
Having no time 81%
N =115 100%

116
During the seventies and early eighties, private tuitions and coaching culture were

non-existent in Karachi. It was considered a menace, thus deplored by society. But

with a gradual decline in standards of education and spurred by low income of school

teachers today. There are many coaching centers operating in the city. There are also

organizations that provide tutors for home tuition; in addition to that, there are large

numbers of free-lance teachers engaged in private coaching to supplement their

family income. With the passage of time this practice has led to compulsory coaching.

Those students who belong to poor families and are not able to pay for private

coaching mostly fail in the examinations. Table-48 indicates that due to poverty

another reason, 64% of the boys do not get any tuition while 22% of them get

temporarily tuitions. Table-49 shows that merely 15% of the parents give daily

attention, 32% merely advice to their children while 43% of the students study

independently themselves. Table-50 shows that only 18% of the parents remind their

children to study while 37% of them do not feel that necessary. Finally, Table-51

gives a bad picture showing that 81% of the parents have no time to coach their

children while merely 8% of them coach their children hardly for one hour daily.

Not only Herman and Yeh (2006) demonstrated that the extent of parental interest and

involvement in school activities is positively related to pupil achievement but

numerous other studies have also proved the fact. Unfortunately, due to the above

reasons; the involvement of parents in academic activities and studies of their children

is insignificant. It is also a factor contributing towards degradation of academic

performance of students studying in Government Secondary Schools in Karachi. The

awareness programs focused on educating parents of these students, combined with

the establishment of free coaching centers in these areas through community efforts

117
 and NGO sponsorship are recommended to arrest the situation and bring

improvement.

4.2.5 Social Class and Educational Achievement

Assumed and found true that belonging of a child to a better social class leads to more

awareness among parents and community followed by more facilities to a child. A

simple comparison, in support, has been made between the 20 schools with affluent or

better and lesser or poor social classes in the context of their results of Secondary

School Certificate (SSC-II) for the year 2009 for example; are as follows:

Table 52
Comparison between 20 Schools of Affluent Social Class
Versus 20 Schools of Poor Social Class
(Source BSEK Annual Examination Result 2008, Sc. Group)

Number of Grades obtained Absent

Schools Total Pass Pass% Points
A1 A B C D E F
Affluent
or better
social 26 116 346 585 513 39 700 6 2331 1625 69.71 9002.5
class/Area

Lesser or
lower
0 0 0 0 1 2 59 3 65 3 4.62 11.5
social
class/Area

Figure 1
A Graphical Comparison between 20 Schools of Affluent Social Class
Versus 20 Schools of Poor Social Class

118
 Table 53
Names of Schools Where the Students from Affluent or Better Social Class Study

S. No Name of School
1 Dehli Govt. Boys Sec. School Gulberg
2 Ebrahim Ali Bhai Pak. Navy Boys Sec. School Located Near Northern By Pass
3 Govt. Boys Secondary School No. 2 Landhi
4 Govt. Boys Secondary School No. 1 Nazimabad
5 Agro Technical Govt. Boys Sec. School Gulberg
6 G.B.S.S. Major Ziauddin Abbasi Memorial Nazimabad
7 S. M. Public Govt. Secondary School Nazimabad
8 Ebrahim Ali Bhai Govt. Boys Sec. School Mehmoodabad Kaechs
9 Govt. Boys Secondary School Kala Board Malir
10 Govt. Boys Secondary School Behar Colony
11 Tameer-E-Nau, Govt. Boys Sec. School Nazimabad
12 Govt. Boys Sec. School Asif, Model Colony, Malir
13 Govt. Comprehensive High School No. 1 Korangi
14 Govt. Boys Secondary School No. 1
15 Govt. Boys Secondary School, 5-F, New Karachi
16 P.A.F. Govt. Boys Secondary School Murad Memon Goth
17 Muslim Govt. Boys Secondary School Malir
18 Govt. Boys Secondary School Gulshan e Iqbal
19 A. U. Islamia Govt. Boys Sec. School Nazimabad
20 Govt. Boys Secondary School Arman Model Colony, Malir

Table 54
Names of Schools where Students from Less or Low Social Class Study
S. No. Name of school
1 Model Govt. Boys Secondary School Haqani Chowk
2 Govt. Boys Secondary School K.B.Ghulam Nabi, Keemari
3 Govt. Boys Secondary School, Old Golimar
4 Taleemgah Govt. Boys Secondary School, Jodia Bazar
5 Govt. Boys Secondary School No. 2 Lines Area
6 Globe Govt. Secondary School C Area Nazimabad
7 Children's Educational Centre, G.B.S.S. F-5 Nazimabad
8 Govt. Boys Secondary School (Sindhi Med) Chanesar Village.
9 G.B.S.S. Bilal Colony Korangi
10 Baldia Boys Secondary School Landhi
11 Pakistan National G.B.S.S. No.2 Old Tower Area Lyari
12 Govt. Boys Secondary School 11-F, New Karachi
13 Muslim Popular G.B.S.S. No. 2 Nazimabad 4
14 Ishatul Quran Govt. Boys Sec. School Bara Medan Liaqatabad Town
15 Zafar Academy Govt. Boys Sec. School Liaqatabad Town
16 Bano Govt. Boys Sec. School Usmania Colony Liaqatabad Town
17 Tameer-E-Millat Govt. Boys Sec. School Tameer-e-Millat Liaqatabad
18 Govt. Boys Secondary School (Sindh Med) Hajir Mureed Goth
19 New Grammar Govt. Boys Secondary School Muslimabad
20 German Model Govt. Secondary School Old Garden Area

119
Table -52 indicates that the results from the schools with the students of lesser or poor

localities perform significantly poorer than the schools with the students belonging to

affluent class. The students from better social class have obtained 26 A-I, 116 A, 346

B, 585 C, 513 D, 39 E grades and pass percentage 69.71 while on the other hand,

from the schools where students are from lesser or poor social class, not a single

student has obtained above grade D in the examination. Only one candidate passed in

grade “D” while 2 students obtained E grades. The pass percentage of these schools is

only 4.62%. Due to large disparities in enrolment of schools; and to assess the quality

of the output, the developed point scale shows that schools having students from

better social class achieved 9002 points against 11.5 from schools with lesser or poor

social class students.

An examination of the above factors prompts the educationist to probe into the causes

of such extreme variations and to assess underlying reasons for the consistent poor

performance of Government Schools located in areas where low class or lower middle

class families reside.

4.2.5.1 Better Performing Schools

Based on the study and literature review the major Factors determining academic

excellence in good schools are categorized into “management (School)” and “parents”

as under:

a. Parents (Home) Related Factors

i. The parents of children attending such schools are themselves educated and

occupy relatively high professional positions based on their education. As

such, they are determined to educate their children as best they can to enable

them to obtain maximum socioeconomic benefits.

120
 ii. Parents of such pupils also involve themselves in the studies of their children

(by examining their homework, fixing certain study Hours for them) at home

and monitor their progress.

iii. Parents also take interest in co-curricular activities of students. They visit the

school and interact with teachers so that their children may attain maximum

academic excellence.

iv. Such parents are also financially well off and can afford to pay private

coaching fees so that their children obtain exposure to diverse educational

media.

b. Management (School) Related Factors

i. These schools are visited and inspected regularly by the higher authorities.

ii. The management of such schools is actively involved in providing a broad

spectrum of facilities to students in order to develop their potentialities to the

maximum. The atmosphere is such that children wish to attend school rather

than stay at home as is the case with children from depressed localities.

iii. The school staff not only possesses paper-based qualifications, but also is

practically and temperamentally suited to the task of teaching young, growing

children.

iv. The teachers maintain a proper standard of academic assessment whereby the

students are encouraged to work hard in order to obtain good results. Those

who do not do so are automatically weeded out.

v. Attendance in class is necessary for such pupils and absences leads to inquiry

from parents and /or expulsion from school.

vi. Unfair practices and cheating in examinations is strictly discouraged. The

cultural background of such pupils also discourages this.

121
vii. The heads of these schools are capable, utilize their best efforts for the name

and fame of the schools, and possess the qualities of dynamic leadership.

4.2.5.2 Poorly Performing Schools

In contrast to the schools for affluent class students, the schools with students

belonging to lesser or poor social class; the study finds the following main factors

which are a cause of concern and affect adversely the academic performance of these

schools also categorized into “management (Schools) and “parents” (Home).

a. Parents (Home) Related Factors

i. The parents of such pupils are mostly illiterate and do not look with favor

upon such education.

ii. Being illiterate or semi-illiterate themselves, they cannot assist their children

in academic matters.

iii. Such parents do not interact with school staff.

iv. They are mostly poor and unskilled and cannot afford to send their children to

good schools; where better teachers and facilities are available.

v. Parents of such schools are not in a position to provide their children any

private coaching.

vi. Most of the students are mischievous, disturbing and older in their ages and

work part time.

vii. The higher authorities visit these schools very infrequently.

b. Management (School) Related Factors

i. The administrative setup is in a disastrous state. No serious efforts are made

to: ensure regular classes in each subject; not to ensure regular attendance of

pupils; to give and check homework and to provide co-curricular activities.

122
 ii. These schools have mostly ill-trained, incompetent staff that does not have any

skill or passion towards teaching and mostly engaged in other part time jobs.

Political influences and pressures in these schools are vivid at all levels.

Violence and disturbance in and around the schools are common.

iii. The schools lack proper and dynamic leadership and junior teacher are

working as in-charge heads.

It can be concluded that the families belong to different social levels have different

social attitudes towards education. Upper and Upper middle class adults are

themselves better educated than adults of other classes; and they put great value upon

education for education’s sake. Lower middle or upper-lower classes and the common

people tend to regard education as important as it prepares their children for

vocational success. The lower-lower class, on the other hand, tends to regard

education with skepticism and to view the school as an institution being either

contrary to its own values or of little worth.

The schools in the slum areas and having students from lesser or poor social class; are

facing a multitude of problems due to numerous interconnected social, cultural,

religious, lingual, economic and political factors. These issues need to be resolved on

a priority basis with careful planning followed by proper implementation of the plan

and regular monitoring. If this is not done on an immediate basis, the situation would

lead to disastrous consequences at micro and macro level.

4.2.6 Public Polices-The Dilemma of Devolution Plan (SLGO) 2001, follow up

actions and revisions with their Effects on Education

“Devolution of Power Plan (NRB-LG System 2001)”; which was commonly known

as local government system according to which financial and administrative

decentralization was introduced in 2001 which lasted till 2010, repealed enforced

123
again and then repealed. In the new system of local government, the administrative

and financial control of most of the provincial departments, including education had

been given to the City District Government. The motives were to bring a healthy

change in the efficiency of these departments and to facilities the public.

Educational set up in Karachi was very different before the implementation of

“devolution plan”. In secondary and higher secondary school education; Karachi was

administratively divided into 5 districts. A District Education Officer headed each

district. (A separate District Education Officer was appointed for boys and girls

secondary schools). There was one Director of schools controlling the whole region/

division, i.e. district offices from primary to higher secondary. It was an old and stable

setup, which was dealing with education in a relatively smooth way.

After the devolution of power plan (under SLGO 2001), 5 districts were merged into

one district; Educational setup was changed to a great extent. “The EDOE office”,

replaced old “Directorate of School”. The merger of five districts into one created

huge work load for this office. At present there is only one DOE deals with the

secondary and higher secondary schools in 5 districts. The amount of work is many

times more than which can be handled by one District Education Officer. Later on the

management was revamped after the amendment in the Sindh Local Government Act,

i.e. City Government was abandoned and administrative control of Education and

Literacy Department, Govt. of Sindh upheld. Further to that the education cadre and

managerial mechanism was again revisited. Briefly, abrupt reshuffle and changes in

the system provided nothing more, but fuss and weakness in the existing system.

Hence, unless the proper administrative setup is established there appears no

immediate solution for the problem. Many more problems are being faced resulting

124
from immature, unplanned implementation of the devolution plan into education.

Major issues are briefly discussed below:

a. Lost or missing logistic facilities: During devolution, due to improperly

handled handover-takeover processes resulted in the loss of records and

logistic items. These include valuable vehicles, office equipment, office

records, furniture, library books, etc. Non-availability of these resources

created problems related to the management of the routine office duties. Loss

of office records combined with corruption misappropriation, malpractices led

to forged employee documents and other office records, ghost schools and

ghost employees.

b. Shortage of skilled and experienced staff: Due to long ban on appointment

since 1993, the proposed staff could not be more timely appointed. For

instance, there was the time when only one deputy district officer was working

in the office against 6 vacancies. Most of the office staff is borrowed from

schools. This leads to inefficient working of the concerned schools. Most of

the staff was inexperienced, hence are a burden on government exchequer.

The officers working on the additional charge basis; are unable to carry out

their duties efficiently. There are also regular complaints received against their

alleged corruption. In case the appointment of non-teaching staff or vocational

staff has been made, it had remained disputed and with conflicts.

c. Shortage of proper office equipment: The offices of various field officers

lack proper office facilities due to lack of coordination, timely planning, short

supply and corruption in the use of funds.

d. Poor monitoring and inspection: Many officers are over occupied in

unnecessary meetings and other engagements. Therefore, they are unable to

125
 carry out scheduled school monitoring visits. Lack transport facilities and

funds for carrying out these visits is another problem. The result was that the

monitoring and inspection of the schools were at below minimum level,

resulting in no fear of accountability and disciplinary action from school

administration.

e. Passive cooperation, coordination and bureaucratic attitude of linked

departments: The other concerned departments with development of

educational institutes and other facilities due to their own internal

inappropriate planning have so far failed to provide any reinforcement to the

education department. For instance, the performance of Education works for

school improvement was dismally poor.

f. Tug of War between City District and Provincial Government (DOID-

ADB 2006): Due to defective planning and ambiguities in delegation of

powers, jurisdictional conflicts arise between these two on appointments and

approvals of other schemes. Ineffective coordination between education

officers and local government representatives; due to complex socio-political

chemistry of Karachi combined with corruption and lack of mutual trust is

causing delays in implementation and execution of all new initiatives resulting

in the rapid degradation of school academic performance.

g. Inappropriate/ out of cadre postings of officers: Due to lack of proper

promotion and appointment policies based on merit; officers from different

professional backgrounds intruded into school education setup and acquired

lucrative posts through unfair means. This interfered with the smooth

functioning of the educational system and led to performance degradation.

126
h. Musical chair sort of transfer and postings: Due to socio-political and

administrative reasons, the EDOEs of Karachi keep on changing frequently

leading to total instability of the whole system.

i. Increase in Political interference: Due to political instability and national

aptitude; the political and pressure based interference is rampant in Karachi.

After the devolution plan this interference has further increased.

j. Scarcity of Educational Leadership: After the devolution plan and frequent

shuffles combined with out of merit promotions, positive educational

leadership have diminished in Karachi. Present so-called leaders lack sense of

direction.

k. Ad-hoc Planning: The trend of ad-hoc planning and its implementation has

increased in all the sectors especially in the annual educational development,

budgeting and teacher training programs. This ad-hoc planning doesn’t help to

achieve set in targets.

l. No or less knowledge regarding new delegation of powers: According to

SLGO 2001 and follow up Notifications (SLGB/SCUG/CAO/2001/7501); the

powers of educational officers have drastically been reduced resulting in his

inability to deal with critical situations effectively. Another outcome is a

much-delayed disciplinary action against the defaulters. This is most

devastating factor as absence check and balances defaulting employees have

no fear of departmental reprisals and continue their rampage of the education

department.

m. Poor Legal system: Education Department under City District Government is

busy with the overall service affairs of 43,000 of employees in addition to

property worth of a billion of rupees due to which it is actively engaged with

127
 numerous court matters involving many investigation agencies. Department’s

failure to carry out any proper and professional representation in the courts of

law against the suits that result in the loss of many cases leading further

devastation of the organization.

n. The Approach of Ad-hocism: It is pertinent to mention here that the SLGO

(Sindh Local Govt. Ordinance 2001) had replaced the old system of education

management, which was continued for decades. An abrupt change and

devolution of powers from Provincial to District government resulted in chaos,

which needed total reorganization. Later on, the new elected Government of

Sindh, didn’t want to continue with the Musharraf’s given local government

system, hence the system District Government, including City District

Government Karachi had cancelled again giving the control to the Provincial

Government. Later on, the PPP led provincial government introduced a new

bill which got great opposition, particularly from its strong coalition partner

(MQM). Hence, an altered local government system separately for rural and

urban Sindh was promulgated but then received strong opposition from Sindhi

Nationalists. The provincial government could not extend its own devised

system and it went off through a natural death (6 month of Ordinance) after

which local government Acts 2013 and then 2014 were introduced but with no

peaceful settlement between the power hubs of Sindh. Owing to the unstable

state of affairs at all the administrative and managerial level; neither proper

leadership could be ensured nor could any organized and reliable chain of

command be established resulting chaos in the education system.

o. Issue of Mass Level Induction of Teaching and Non-Teaching Staff: In our

system of government, the people’s representatives or the ruling party is

128
 supposed to provide jobs to the people either by hook or by crook. According

to the media reports during the period of 2008-2012, a big number of people

were employed throughout Sindh particularly in Karachi. Such appointments

have remained very controversial with the allegations that the appointments

were: politically backed, not on merit, based on incompetent people, beyond

the permissible vacancy position and what not. At one hand the posts like

Primary, Junior and High School Teachers (PSTs, JSTs and HSTs) were filled

through a relatively reliable mean of written test through National Testing

Service, Pakistan (NTSP) but on the other hand other school based posts like

Oriental, Arabic, Drawing, Sindh Language Teachers and Workshop

Instructors etc. were filled through a very disputed procedure, which worsen to

the extent that such appointment was made against other available teaching

posts that supposed to be filled through NTSP. Though the present

administration of Education Department has tried to its level best but the

damage caused by such acts has given great loss to the system. In nutshell lack

of timely decision, policy of ad-hocism and non-availability of any stable and

reliable organization tier badly impacted school education in Sindh

particularly in Karachi.

p. State of Reforms: The government has tried to vitalize and bring in various

reforms in the system through Sindh Education Reform Project-I and II in

liaison with the World Bank and other donor agencies. The focused aspects of

the reforms are: Sindh Education Management System (SEMIS), Financial

Management Information System (FMIS), Policy and Coordination, School

Management Committees (SMCs), Free Text Books, Girls Stipend, Teachers’

Recruitment, Terms of Partnership (ToP), Provincial Education Assessment

129
 System (PEACE), Education Management Reform (EMR) and Teacher

Education Development (TED) etc. It has been viewed that owing to its wide

and large scope of work, the Refore Support Unit has to strive a lot to bring in

an organized change and restructure the system.

4.2.7 Other Factors

There are also some other factors which affect the standard of education in Secondary

schools of Karachi.

a. Multiple schools in one campus: There are many campuses where multiple

secondary and primary schools are operating with each school having its own

administration. Because of divided responsibility school building is not being

properly maintained. The furniture and other educational stuff remain

insecure. The registration and documentation of government articles/good

cannot be properly maintained. Tug of war remains unending between staff

and school heads. The whole situation produces a negative impact upon the

schools’ performance.

b. Teachers’ Associations other pressure groups: The teachers’ and staff

association's impact upon the standard of education. It is complained that most

of the office bearers of these associations do not work, frequently challenge

the writ of the school administration, create hurdles in healthy educational

activities with strikes and protests and blackmail the officers.

c. Evil Role of Corrupt Officers/Officials: It is reported that many

officers/officials within the department who have entered using political links

and money engage into unfair means and corrupt practices. Corruption, in the

130
 department, is prevailing to such an extent that it is common saying that

without silver wheels no file can move.

d. Lack of Awareness of Government Rules: Most of the school heads are

unaware of government rules and have no or low knowledge in day-to-day

office procedures. Due to this, they face difficulties in handling official

matters and are blackmailed by their staff. The result is; they fall prey to

corruption and corrupt others as well.

e. Defective Procedure for Promotion: The present procedure of promotion is

based upon seniority of services cum fitness. Fitness is judged through

summative evaluation termed as an Annual Confidential Report. In general,

this report is most opened document to everyone and the individual can easily

get the desired remarks by the officer concerned for the purpose. Its purpose is

totally lost when it was written at the time of promotion rather than when it is

due.

f. Disparity in remuneration: It has been observed that there is great disparity

of remuneration among employees of the education department. For example a

head of school of grade-17, who is considered the most responsible and a key

employee of the school with so many responsibilities and hectic job nature;

gets the same salary as a teacher of the same grade-17 with a few minor

responsibilities and a far less load of work.

4.2.8 Government’s Initiatives for Reform

Education Department Sindh has taken different initiative to overcome the

deteriorating conditions of education in Sindh out of which the significant one was the

establishment of the Reform Support Unit (RSU) in 2006 with its head office located

in an old school building at Karachi. As the name suggests, the Unit was meant to

131
work on bringing about positive changes in the system. Under RSU, a World Bank

funded project Sindh Education Plan/ Sindh Education Reform Project-I (SERP-I) has

been incepted and completed with the inception of SERP-II.

Under SERP-I and II, the areas of Sector-wide Approach to Management, Data

Management, Partnership Agreement with District Govt. for School Improvement,

Revamping of Text Book Distribution, School Consolidation, Education

Management, School Management Committees, School Achievement Test (SAT),

Girls’ Stipend, Improvement of Recruitment, School Specific Budgeting and

Management of Teachers and initiating of Policy Review have been and are being

touched. The real impact of these initiatives is yet to be seen, however, Data

Management (SEMIS), Girls Stipend and Distribution of Free Text Books have

shown little acceptability. Owing to different disputed steps, the real impact of various

reforms and initiatives was missing yet at large and in Karachi’s Public Education

System as well.

Conclusion

According to Memon (2010), Fatima (2002) and Okpala (2006); the educated parents

pay more attention to their children and the provision of facilities for their children is

far better than those provided by the poor and illiterate parents. In addition to that

Havighurst (2007), states that there is no evidence, that lower-class families love their

children, less than middle-class or upper class families; also there is no evidence that

they are less concerned about their child’s welfare. Yet while the lower class families

may desire to do their best for the child’s proper education and development it is

usually due to economic and social reasons that they are unable to provide required

physical, social and intellectual support to the child. There is a less leisure time and

less knowledge available for careful rearing; and, with mothers working outside the

132
home, there is likely to be less supervision given to the child’s activities and

associates. It has been found that the children of educated parents did better in the

quantity and quality of their answers in examinations than the children of uneducated

parents. The same is the case with the parents of students studying in poorly

performing schools. Programs regarding adult literacy, family welfare and economic

stability of contextual deprived families are the solution to the problem.

It can be concluded that through research that in the slum areas there is the acute

shortage of residential, educational, and recreational facilities. It is obvious that the

educational background of the parents is a vitally important variable in students’

academic success in school. Based on current research one observes that students

belonging to slum localities are educationally underdeveloped; not only due to

parents’ illiteracy but also due to socio cultural shortcomings, and tough economic

constraints. The result is that many students either fail in the Board’s examination or

pass with dismally low grades. Such poor academic performance is not looked down

upon by their parents and colleagues due to the prevailing anti education environment

in these areas. The main external obstacle student faces to achieve academically is the

poverty and illiteracy of the parents.

It seems that lack of dynamic leadership leading to political instability has widened

the gap among various social classes. This is a major hindrance in achieving stable

and sizable national progress. Education, being one of the prime movers of growth is

now getting out of reach of the poor who constitute a very large majority of the

populace. A national strategy to tackle the entire complex question of education on a

countrywide level must be developed and implemented properly to achieve long term

and lasting political and economic stability.

133
Due to inappropriate and hasty decisions on implementation on devolution plans, lack

of solid management and administrative policies the standard of education has

declined speedily and there is a dire need to reflect upon the need of taking a

visionary decision on provincial education management to improve the declining state

of secondary school education. An immediate check and appropriate revision are

unavoidable in this context. More fuss has been created due to a multiple chain of

commands at education and it has been rightly considered that the secondary

education be given a priority and focused status under provincial government.

4.3 COMBINED ANALYSIS OF INTERNAL AND EXTERNAL

PEDAGOGICAL FACTORS

In accordance with the methodology described in Chapter-III, a comprehensive

analysis of academic performance of 144 sample schools is presented in this section

with the following noteworthy factors briefly:

a) The analysis is confined to the government secondary schools of Karachi;

working under the administrative control of Education Department,

Government of Sindh.

b) For this study, 144 sample schools were selected. The study was based on two

phases, i.e. identification of significant pedagogical factors and then their

correlation with the academic performance of the students of sample schools.

c) Identification phase was completed by a collection of data through three sets

of questionnaires filled in by specific respondents

d) Correlation phase was based on a comparison of each identified situational

factors with the academic achievement (class-X) Board of Secondary School

Education Karachi (BSEK) result.

134
 e) A total number of 18 traits are considered in relation to the results of

Secondary School Certificate (SSC-II) examination by BSEK; which are

divided into two categories:. 1. Internal pedagogical or Scholastic factors 2.

External pedagogical or Socio Economic Factors factors). Under both the

headings following factors were categorized and were studied.

4.3.1 Internal Pedagogical or Scholastic Factors

1. Teachers’ terms and conditions of service

2. Teachers’ competency

3. Basic facilities in schools

4. Academic facilities in schools

5. Schools tests and examinations

6. Resort to tuition

7. Competence of head of school

8. Admission strictness

9. School maintenance

10. School finance

11. Location of school

4.3.2. External Pedagogical or Socio Economic Factors

1. Fathers’ education

2. Fathers’ occupation

3. Mothers’ education

4. Mothers’ occupation

5. Income household

6. Students’ residence

7. Parents’ contact with teachers

135
To determine the impact and the correlation between “each of the 18 identified

pedagogical factors/traits” and the “academic achievement” of the students of the

sample schools; “the mean scores of rating were compared with mean scores of

grading result of each sample school”. The reason to focus on Science Group result

was the fact that an overwhelming majority of regular students of government

secondary schools prefer to opt “science group”. In this regard,

i. The rating of the traits by 25 raters was graded on an 11 point scale according

to the following formula and rating of individual schools, by the raters, on

certain characteristics,.

1 (one) = For the best.

11 (Eleven) = For the worst.

Rating  = ∑ Rating of Schools i1-11

25

ii. In relation to the other variable i.e. the result of Secondary School Certificate

(SSC) examination; the numeral values were assigned as follows:

Table 1
Grades and Assigned Numeric Values

Grade Obtained Assigned Numeric Value

A-1 1
A 2
B 3
C 4
D 5
E 6
F 7

136
iii. The score for the schools was calculated according to the percentage in grade

multiplied by the numeral value of grade summed up and dived by 100.

Result  = Percent in grade i 1-100 x Grade j.1-7

100

iv. The score of the outcome was correlated with the average rating on the trait

characteristics.

v. The Pearson’s Correlation formula applied to determine correlation between

the result of the SSC examination by the Board of Secondry Secondry

Education Karachi (BSEK) and trait characteristics.

137
 Table 55
Statistical Analysis of Academic Performances in Relation to Relevant
Internal and External Pedagogical Factors

No. Characteristics Mean Standard Deviation Correlation

0 SSC Examination Results 2.98 1.18 1.00
Teachers’ Terms and Conditions of
1 2.96 0.90 0.78
Service
2 Teachers’ Competency 2.82 0.93 0.69

3 Basic Facilities in Schools 3.45 1.36 0.87

4 Academic Facilities in Schools 3.58 1.51 0.84

5 School Tests and Examination 3.13 1.98 0.43

6 Resort to Tuition 2.75 1.56 0.64

7 Competence of Head (of school) 3.10 0.87 0.86

8 Admission Strictness 3.03 1.59 0.67

9 School Maintenance 3.06 1.65 0.66

10 School Finance 3.32 1.46 0.86

11 Location of School 3.70 1.57 0.72

12 Fathers’ Education 2.89 2.21 0.35

13 Fathers’ Occupation 4.20 1.65 0.63

14 Mothers’ Education 4.03 1.72 0.64

15 Occupational Status of Mothers 3.78 2.34 0.49

16 Household Income 4.12 1.37 0.59

17 Residence of Students 3.35 1.03 0.85

18 Parents’ Contact 3.03 1.49 0.76

Factors 1-11 are internal pedagogical (scholastic) factors
Factors 12-18 are external pedagogical (socio-economic) factors
* Insignificant at 0.01 level

138
A. Academic Achievement SSC Examination Results

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0

2.1- 3 19

3.1- 4 28

4.1- 5 41
5.1- 6 49
6.1- 7 7

7.1- 8 0
8.1- 9 0

9.1- 10 0

10.1- 11 0

Total 144

B. Socio-Economic Factors

Factor No: 1 Teachers’ Terms and Conditions of Service

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 11
3.1- 4 21
4.1- 5 78
5.1- 6 24
6.1- 7 6
7.1- 8 0
8.1- 9 0
9.1- 10 2
10.1- 11 0
Total 144

According to the scale described above; coefficient of correlation between the average

rating of the schools and the score is +0.78 with mean on X (teachers’ terms and

139
conditions of service) and Y (Results) are 2.96 and 2.98 with standard deviation

x=0.90 and y=1.18 (table 55).

The γ is significant at 0.01 levels. This means that teachers are like potters who molds

clay according to their needs or like gardeners who eliminate weeds or cut branches

according to their requirement. Table 8 (i) and (ii) reveals that the teachers are well

qualified, i.e. 94% are graduates; while 17% are M.A and 9% are M.Sc. Moreover

professionally 83% are B.Ed. and 14% are M.Ed. Their academic qualifications are

satisfactory, but most of them might have joined as teachers as the only option for

employment since their academic achievement or scholastic level is such that most of

them have 2nd class marks in their respective subjects.

It has already been discussed above that the salary of teachers is not in accordance

with the rate of inflation in the country. To make both ends meet they strive hard and

sometimes use even and odd ways of earnings, which affect their rapport as well as

efficiency.

Factor No: 2 Teachers’ Competency

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 6
3.1- 4 26
4.1- 5 88
5.1- 6 14
6.1- 7 6
7.1- 8 0
8.1- 9 0
9.1- 10 2
10.1- 11 0
Total 144

140
Coefficient of correlation between the average rating of the schools and the score is

+0.69 with mean on X (teachers’ competency) and Y (Results) are 2.82 and 2.98 with

standard deviation x=0.93 and y=1.18 (table 55) with γ is significant at 0.01 levels.

Teachers’ competency and its influence on academic achievement of students show a

positive effect. According to data as detailed above, it reveals that teachers are far

behind in this particular aspect causing deleterious effect on the academic

achievement of students.

Factor No- 3: Basic Facilities in Schools

Rating of Schools No. of Schools

Interval Frequency
0-1 2
1.1- 2 0
2.1- 3 6
3.1- 4 9
4.1- 5 35
5.1- 6 63
6.1- 7 19
7.1- 8 4
8.1- 9 6
9.1- 10 0
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.87 with means X ( Basic Facilities

in schools) and Y (Results) are 3.45 and 2.98 with standard deviation x=1.36 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

It is described under sub heading “B. Facilities in the School” that the secondary

schools are lacking the basic facilities. This may be due to several reasons i.e.: lack of

funds, misappropriation of funds, misuse of provided facilities, inappropriate

personnel in educational institutions, incapable administration, lack of accountability

in educational institutions, indifferent administration, lack of dynamic leadership, lack

141
of merit, corruption, inappropriate planning and unprofessional administrators etc. It

appears that all means of improving and maintaining academic and physical facilities

in schools are ignored and disregarded and deterioration continues unabated. The

necessary input should be made available and comprehensive review of educational

system is urgently required to check the progressive decline of educational standards.

Factor No 4 Academic Facilities in Schools

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 6
3.1- 4 6
4.1- 5 35
5.1- 6 56
6.1- 7 20
7.1- 8 6
8.1- 9 7
9.1- 10 2
10.1- 11 4
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.84 with means X (Academic

Facilities in schools) and Y (Results) are 3.58 and 2.98 with standard deviation

x=1.51 and y=1.18, (table 55) with γ is significant at 0.01 levels.

As given in Table-24 followed by discussion; majority of the schools have grossly

insufficient quantity of equipment, apparatus and chemicals. They also and lack other

academic facilities. This is all due to lack of resources, mismanagement, lack of

coordination and corruption.

142
Factor No- 5 School Tests and Examination

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 2
3.1- 4 9
4.1- 5 9
5.1- 6 47
6.1- 7 45
7.1- 8 22
8.1- 9 6
9.1- 10 2
10.1- 11 2
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.43 with means X (School test and

examination) and Y (Results) are 3.13 and 2.98 with standard deviation x=1.98 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

The coefficient of correlation (+0.43) indicates that internal school tests and term

examinations have significant impact over board examination results. A

comprehensive discussion under heading “The System of Examination and Related

Malpractice”, supported by Table-27 and Table-28 has been made in this aspect.

Since this practice is either low or lacking in scope and coverage of the curriculum,

hence the academic achievement of students is drastically impacted. The hindrances

in the conduction of regular and effective tests and term examinations must be curbed.

143
Factor No- 6 Resort to Tuition

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 4
3.1- 4 6
4.1- 5 22
5.1- 6 60
6.1- 7 50
7.1- 8 2
8.1- 9 0
9.1- 10 0
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.64 with means X (Resort to

Tuition) and Y (Results) are 2.75 and 2.98 with standard deviation x=1.56 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

Correlation value +0.64 indicates that there is much resort to private tuitions and

coaching centers. As earlier mentioned that, “private tuitions and coaching culture”,

which was considered a menace once and lack of efficiency on the part of teachers

and schools; have now become a necessity and is widely supported by the parents. It

is common belief among the majority of parents and students that: a. Classroom

teaching is no more an effective form of teaching b. The government schools do not

impart required standard of education for students to pass and c. Students who do not

receive private tuition are bound to fail. Proper tactics to curb this practice are needed

because it is promoting academic malpractices at all levels.

144
Factor No-7 Competence of Head (of school)

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 11
3.1- 4 21
4.1- 5 78
5.1- 6 24
6.1- 7 6
7.1- 8 0
8.1- 9 0
9.1- 10 2
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.86 with means X (Competence of

Head) and Y (Results) are 3.10 and 2.98 with standard deviation x=0.87 and y=1.18,

(table 55) with γ is significant at 0.01 levels.

No doubt that dynamic and positive leadership at the school level produces

revolutionary results. The government schools with good and change, bringing heads

are performing better. According to the departmental polity 40% of the school heads

were selected through Sindh Public Service Commission while 60% through

promotion on the seniority cum fitness basis. Unfortunately, such a policy could not

be properly ensured leaving an unbalanced situation in favor of the promotees (those

who get the benefit for appointment through promotion). Although, through direct

recruitment, a few young and energetic school heads were selected and they

performed better. For the promotees, it has been observed that many teachers are

promoted at the age close to their retirement, thus either they forego the promotion or

keep the status quo; waiting for their retirement.

145
Selection of heads on the merely seniority basis needs to be looked with various

dimension, i.e. leadership qualities, physique and health, personality, professional

potential and competency, interpersonal and interpersonal and social skills and other

related factors because a school head is the most effective change agent. Special

efforts are needed to prepare aspirant school heads for new jobs. Proper institutes

offering courses in areas of school administration need to be established. In order to

ensure leadership at education system; the Education and Literacy Department under

Sindh Education Reform Project-II has introduced “school management cadre” with

50% quota to commissioned officers (DMG/PAS/PSS Officers etc.) “School

Executive Services”, which is also debatable.

Factor No 8 Admission Strictness

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 6
2.1- 3 7
3.1- 4 4
4.1- 5 22
5.1- 6 55
6.1- 7 39
7.1- 8 7
8.1- 9 4
9.1- 10 0
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.67 with means X (Admission

Strictness) and Y (Results) are 3.03 and 2.98 with standard deviation x=1.59 and

y=1.18, (table 55) with γ is significant at 0.01 levels and shows that admission policy

of a school may affect the academic achievements.

146
According to West and Hind (2009) and School Administration Code, (SAC-

2014,DoE-UK); in England the main criteria beside academic ability and competence

of the relevant level is: sibling, compulsory age (7 to 11 years), feeder schools,

distance, catchments area, medical/social need, first preference, difficulties in journey

to other schools, children of former pupils/employees, religious criteria and aptitude

etc; while unfortunately in most of the government secondary schools no criteria

exists while admitting the aspiring students. As per policy of the government, the

heads are bound to increase their schools enrolment which affects the quality of

education. Very few schools conduct tests (mostly oral, simple questions) and some of

them just consider the ability to read and write Urdu (national) and English at basic

level enough for admitting a student. Most of the heads are forced to make admission

without considering age, ability, anecdotal/past record and character of the child,

which causes drastic academic and administrative disorders in the schools later on.

A student who is older of his level, one is incapable to run with the class, one having

with part time working or poor background keep on disturbing the class and spoil

others. Smoking, unethical acts, use of slang or off color language, angry tone, trends

of homosexuality, diseases and other such irregularities have their roots in the

admission policy of a school and leave irreparable traits to the whole school in future.

For better and quality education, the authorities should address this factor properly.

147
Factor No-9 School Maintenance

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 4
3.1- 4 9
4.1- 5 17
5.1- 6 60
6.1- 7 39
7.1- 8 11
8.1- 9 2
9.1- 10 0
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.66 with means X (School

Maintenance) and Y (Results) are 3.06 and 2.98 with standard deviation x=1.65 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

Plainly, points to the fact the provision of every type of physical, academic and other

facilities impact upon academic achievements thus maintenance of schools need

proper attention by the concerned authorities for quality education.

Factor No 10 School Finance

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 4
2.1- 3 6
3.1- 4 11
4.1- 5 32
5.1- 6 58
6.1- 7 22
7.1- 8 4
8.1- 9 7
9.1- 10 0
10.1- 11 0
Total 144

148
Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.86 with means X (School

Finance) and Y (Results) are 3.32 and 2.98 with standard deviation x=1.46 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

Ultimately, with the appropriate finance, a school, not only can maintain the available

facilities but can provide new ones. As earlier mentioned that if neither any fee nor

any funds are charged, then how a school head could run a school.

It again reminds that due to lack of coordination and defective planning the

department of education failed to grant School Management Committee (SMC) funds

for the year 2006 to support the schools as yet (January 2007). Better schools are

merely running with the balances they were having or their heads are generating funds

at their own level to run their schools.

Factor No 11 Location of School

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 0
3.1- 4 9
4.1- 5 41
5.1- 6 38
6.1- 7 19
7.1- 8 24
8.1- 9 11
9.1- 10 2
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.72 with means X (Location of

Schools) and Y (Results) are 3.70 and 2.98 with standard deviation x=1.57 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

149
The value of correlation has been found +0.72, which is significant that means that

impact of a school's location (whether it is situated in posh area or depressed locality)

on the academic achievements of students is significant.

Factor No-12 Fathers’ Education

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 0
3.1- 4 6
4.1- 5 11
5.1- 6 41
6.1- 7 28
7.1- 8 4
8.1- 9 13
9.1- 10 34
10.1- 11 7
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.35 with means X (Fathers’

Education) and Y (Results) are 2.89 and 2.98 with standard deviation x=2.21 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

The calculated value is significant and shows that fathers’ qualification plays a very

important role in academic achievement of the child, however, according to the Table

32 (a) and Table 32 (b) it is evident that educational qualification of the parents is not

low in Karachi only but it is low at national level also.

150
Factor No 13 Fathers’ Occupation

Rating of Schools No: of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 4
3.1- 4 13
4.1- 5 24
5.1- 6 43
6.1- 7 6
7.1- 8 19
8.1- 9 31
9.1- 10 4
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.63 with means X (Fathers’

Occupation) and Y (Results) are 4.20 and 2.98 with standard deviation x=1.65 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

The significant value of correlation indicates that paternal profession has a positive

effect on the student’s academic achievement truly supported by Hurlock (2009)

according to which fathers’ occupation is very important to a young child. She also

found that when a child is ashamed of the father’s occupation and kind of attire

demanded by the work, the child’s attitude to his studies would be adversely affected.

One of the causes of poor quality education in contextual schools is that mostly the

students belong to lower middle or lower-lower social class that has thoroughly been

discussed under the heading of “Parent’s Economical Conditions” with the conclusion

that economic wellbeing of low-income groups needs to be addressed by the

government.

151
Factor No. 14 Mothers’ Education
Rating of Schools No. of Schools
Interval Frequency
0-1 0
1.1- 2 2
2.1- 3 2
3.1- 4 11
4.1- 5 28
5.1- 6 39
6.1- 7 9
7.1- 8 19
8.1- 9 28
9.1- 10 6
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.64 with means X (Mothers’

Education) and Y (Results) are 4.03 and 2.98 with standard deviation x=1.72 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

The higher value of the coefficient of correlation is remarkable and indicate that

academic achievement are greatly affected by the mothers’ education since in the

absence of fathers they not only support and guide their sons but they can afford to

pass more time with them. In the light of psychological attachment of sons to mothers

(Wikipedia-Oedipus Complex), adult literacy programs for mothers to help their

children can be very useful.

152
Factor No 15 Occupational Status of Mothers

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 0
3.1- 4 7
4.1- 5 11
5.1- 6 53
6.1- 7 15
7.1- 8 2
8.1- 9 6
9.1- 10 24
10.1- 11 26
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.49 with means X (Occupational

Status of Mothers) and Y (Results) are 3.78 and 2.98 with standard deviation x=2.34

and y=1.18, (table 55) with γ is significant at 0.01 levels.

The significant value of correlation indicates that if a mother is working (for whatever

reason); it produces a positive impact on children’s academic achievement. Since with

this additional income parents can provide better educational facilities to the child.

Factor No 16 Household Income

Rating of Schools No. of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 0
3.1- 4 9
4.1- 5 19
5.1- 6 58
6.1- 7 9
7.1- 8 38
8.1- 9 7
9.1- 10 4
10.1- 11 0
Total 144

153
Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.59 with means X (Household

Income) and Y (Results) are 4.12 and 2.98 with standard deviation x=1.37 and

y=1.18, (table 55) with γ is significant at 0.01 levels.

The calculated value, i.e. +0.59 proves that household income affects upon the

academic achievement of the children. The Table-52 shows that academic results of

the students that belong to lesser or poor social class remains significantly low and

vice versa. The factor of family income is based not on the collective income earned

by the family. But it is adjusted according to family size. Medium to short families

with the proper and effective use of family income brings optimum results when

academic performance of children of that family is considered.

Factor No- 17 Residence of Students

Rating of Schools No: of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 11
3.1- 4 7
4.1- 5 66
5.1- 6 41
6.1- 7 15
7.1- 8 0
8.1- 9 2
9.1- 10 0
10.1- 11 2
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.85 with means X (Residence of

Students) and Y (Results) are 3.35 and 2.98 with standard deviation x=1.03 and

154
y=1.18, (table 55) with γ is significant at 0.01 levels. This means that residence, living

conditions and locality affects upon the academic achievement of the child.

In the discussion followed by Table-39; it was concluded that the students who are

residing in a depressed locality and studying there, show a sharp decline in academic

achievement. Parents of these children are compelled to settle in such slum localities

due to financial constraints. The real reason is socioeconomic deprivation, which

should be addressed by the government and public jointly.

Factor No 18 Parents’ Contact

Rating of Schools No: of Schools

Interval Frequency
0-1 0
1.1- 2 0
2.1- 3 4
3.1- 4 7
4.1- 5 39
5.1- 6 47
6.1- 7 37
7.1- 8 8
8.1- 9 2
9.1- 10 0
10.1- 11 0
Total 144

Coefficient of correlation between the average rating of schools and the sore of the

results according to the scale described above is +0.76 with means X (Parents' contact

with teachers) and Y (Results) are 3.03 and 2.98 with standard deviation x=1. 49 and

y=1. 18, (table 55) with γ are significant at 0.01 levels.

Parents –Teacher contact regarding their children’s progress, impacts upon the

academic achievement of their children as found significant with the calculated value

of correlation +0.76.

155
From Table 3.44 it is evident that the parents’-teachers’ interaction is pretty low, i.e.

only 11% and 10% of the parents either contact with teachers often or frequently

while 69% of the parents do not have time to do this due to their engagements most

probably economic survival. The mothers, case may develop this contact but due to

their household activities and low educational background; most of them fail to do so.

The government, however, through effective use of mass media, should sponsor

public awareness campaign to promote healthy interaction between parents and

teachers for better academic results of students especially from slum areas.

Conclusion

With reference to the study; out of the 18 factors; 7 factors relate to the domestic

environment (external pedagogical) whereas the other 11 are related to scholastic

(internal pedagogical) factors. The deliberations conclude that education is a joint

product of two interdependent elements, i.e. home/community and school. A brief

pointwise reflection of the analysis is as under:

i. Need for the economic uplift of the poor or less privileged social classes

through effective planning and implementation.

ii. Need for education and literacy among masses of poor areas and slums.

iii. Need for realistic reforms and reorganization of the system at micro and macro

level.

iv. Need to organize, value and promote a team of honest, nation loving,

competent, visionary and sincere employees on merit and transparency at all

levels of command and control.

v. Need for adequate and timely funding that to be spent on a smart approach in a

positive and transparent way.

156
 vi. Need to realize that the academic performance of students cannot be

considered in isolation, but is associated with other scholastic, socioeconomic,

political and psychological factors which must be kept into consideration for a

productive educational system

vii. Need for effective leadership, management, administration and command and

control system

viii. Need to make or review policies and strategies at provincial and contextual

level in perspective of cultural, social, political, economic and religious

aspects.

ix. Need to balance” the quality and quantity” and need to take bold decisions for

school improvement.

x. Need for the healthy interaction between family and schools that can be

promoted through effective media campaigns and incentives.

xi. Need for general corrective measures like: accountability, check and balance,

monitoring, consideration of on cost effectiveness, reward and award.

xii. Need to uplift the social and economic status of the government

schoolteachers and other personnel.

xiii. Need to give value and incentives as talented individual could join education

services with respect and dignity.

xiv. Need to review the teachers’ terms and service conditions be reviewed,

balanced and implemented in favor of the education system

xv. Need for competency and merit based selection of educators and related

personnel

xvi. Need to make efforts and start organizing programs to provide basic and

academic facilities.

157
 xvii. Need for strengthen, promote and functionalize effective School Management

Committee (SMCs) for effective interaction between school and community.

xviii. Need to provide and spend funds on realistic and transparent way through

collective participation.

xix. Need to restore internal testing, examination, regular monitoring, school

inspection

xx. Need to curb tuition and coaching culture through better approach and

academic performance in schools.

xxi. Need to design effective uniform admission criteria in the schools

xxii. Need for allocation of special development fund school maintenance through

School Management Committee (SMC)

xxiii. Need to enable schools to generate their own funds through transparent ways

of self-sufficiency.

xxiv. Need to establish schools in new settlements in suitable and accessible

localities with effective planning and coordination.

xxv. Need to promote school-community interaction for the parents that can lead to

counselling programs for the teachers, parents and students' welfare.

xxvi. Need to introduce incentive to the parents of better performer students and

stipend to such students

xxvii. Need to give incentive to the deserving poor parents of slum and poor

localities to get their wards admitted.

xxviii. Need for introducing skill development program for the students and the

parents through School Management Committee (SMC) in off school hours.

158
xxix. Need to use media and all other possible ways for the cause of Society’s

ownership for the acceptability, credibility, productivity and support for

government school system of education.

xxx. Need to promote competition through policies of decentralization of schools to

interested and capable adopters or organization on public friendly terms and

conditions.

4.4 HYPOTHESES TESTING

In the light of the available data and its statistical interpretation; summary of the

results regarding the hypotheses mentioned in chapter one is as under:

According to the main hypothesis:

“The level of positive or negative correlation between pedagogical factors and the

process of education significantly impacts upon the standard of education at

government secondary schools of Karachi.”

There were two aspects of the study, i.e. a. Internal Pedagogical (Scholastic) Factors

b. External Pedagogical (socioeconomic) Factors; and each was associated with a

number of variables calling for sub hypotheses.

Under the aspect of internal pedagogical factors, eleven factors were studied. These

are as given below:

1. Teachers’ terms and conditions of service

2. Teachers’ competency

3. Basic facilities in schools

4. Academic facilities in schools

5. Schools tests and examinations

6. Resort to tuition

7. Competence of head of school

159
 8. Admission strictness

9. School maintenance

10. School finance

11. Location of school

4.4.1 Contextual Correlation and Significance

A correlation exercise between these factors and the academic achievement, i.e.

examination results, concluded that factors 1-11 have a very significant correlation

thus sizable impact upon the educational standard. The presence of these factors

impacts positively and their absence impacts negatively. It would be suitable if the

above conditions are promoted and created in government secondary schools of

Karachi.

The other aspect was external pedagogical (socioeconomic) factors, which are:

1. Fathers’ education

2. Father’s occupation

3. Mothers’ education

4. Mothers’ occupation

5. Income household

6. Students' residence

7. Parents’ contact with teachers

These 7 factors were also correlated with the academic achievements and show a

significantly high correlation. It is concluded, that these factors play an operative and

imperative role in improving educational standard.

In addition to the main hypothesis, three auxiliary hypotheses were established.

Hypotheses “a” and “b” were related to internal pedagogical (scholastic) factors while

the “c” was related to the external pedagogical (socioeconomic) factors. These are:

160
4.4.1.1 Internal Pedagogical or Scholastic Factors

a. Reasonable terms and service conditions for the teachers and their competency

have a positive correlation with the quality of education in secondary school of

Karachi.

b. Non-availability or lack of basic academic facilities; has negative correlation

with academic achievement.

The hypothesis “a” was tested and validated by statistical analysis in this chapter. The

values of correlation of the factors 1 and 2, have been noted as +0.78 and +0.69 that

show that the teachers’ service terms and conditions along with their competency are

positively correlated with the academic achievement of the students. Both the factors

have been thoroughly discussed with recommendations.

In the test of hypothesis “b”; it has been noted that the availability of basic and

academic facilities positively correlated with the academic achievement because the

correlations of factors 3 and 4 (Basic and academic facilities in schools) with

academic achievement have been noted as high as +0.87 and +0.84. It means it is high

time for the authorities to shape the government schools as, academically,

environmentally and aesthetically healthy learning places.

4.4.1.2 External Pedagogical or Socio Economic Factors

c. Parents’ educational qualifications, financial stability and personal

involvement in the children’s educational progress; have noteworthy stimulus

on the academic accomplishment of their children.

Hypothesis “c” was tested in two ways. At one hand, the results were compared

between 20 schools with the students of affluent or better social class with the schools

with the students of lesser or poor social classes study (tables 52 and 53). It is worth

161
mentioning that the overall pass percentage of lesser class schools was found to

be4.62% only (with one “D” and two “E” graders) against better schools pass

percentage 69.71% (with 26 “A-I”, 116 “A” and 346 “B” graders etc.). The figures

proved that the students from relatively affluent social classes performed far better

than those who belonged to lesser or poor social classes. Observations have

thoroughly been discussed in the context of the causes.

On the other hand the academic achievements of 144 schools were examined and

correlated with the raters findings on 7 socioeconomic factors. The statistical values

of the correlation were noted as +0.35, +0.63, +0.64, +0.49, +0.59, +0.85 and +0.76

which were significant at 0.1 level. It means that these factors impact the standard of

education in government secondary schools of Karachi. Consequently, in order to

improve and uplift the declining standard of education; these factors should also be

focused upon.

In the light of the aforesaid findings the main hypothesis stands accepted that “The

level of positive or negative correlation between pedagogical factors and the process

of education significantly impacts upon the standard of education at government

secondary schools of Karachi.”

162
 CHAPTER – V

SUMMARY AND CONCLUSION

5.1 SUMMARY

A brief of the previous chapters is distributed in the following headings and

sub-headings:

5.1.1 Research Context

5.1.1.1 Background

Pakistan as sixth most populous state with its 44th largest economy and geopolitical

locations, is one of the significant state in the World (Wikipedia 2014). It comprises

of four provinces among which Sindh is the second largest in population enjoys a very

important position in the country with its capital Karachi. Karachi is not only the

biggest city of Pakistan and economic hub in this country, but it ranks as the eighth

most populous city of the World.

Karachi has been experiencing different challenges due to various local, national and

internationally linked socioeconomic and political factors. Most of these challenges

are linked with lack of education or depriving the state of quality education for the

masses, particularly that which is catered through public institutions.

5.1.1.2 Rationale

Secondary school education plays important role in shaping individual’s future life.

The standard of education in Government schools, particularly in secondary schools

working under the Education Literacy Department, in Karachi; has been found as

declining to an alarming stage. From the administrative, managerial and leadership

context, the situation has started worsening since the enforcement of devolution of

power plan (SLGO 2001) and event after different follow up ad-hoc decisions.

163
The main objective of the study was to explore such reasons and the factors that

influence the performance of public secondary school so as the specific weak areas

can be identified to work upon. Moreover correlation with the identified factors with

academic achievement was found out so as the relationship between both could be

ascertained. During the study, other related direct and indirect aspects influencing

upon the secondary school education, have also been discussed.

5.1.1.3 Methodology

As detailed in earlier chapters, with questionnaire were used to collect input from

stakeholders whose views were scanned to identify 18 situation factors categorized

into scholastic and socioeconomic factors i.e. 11 and 7 respectively. With the help of

raters each of situational factor was rated and then the score was correlated with the

result (i.e. Academic achievement)

5.1.1.4. Brief Findings

Though the educational system is concerned with different factors that have been

briefly discussed yet contextual study was more specifically concerned with the

influence of pedagogical factors on academic standard in the government secondary

schools of Karachi i.e. pedagogical factors affecting such schools. These factors were

categorized into Internal and External pedagogical factors, i.e. scholastic factors and

socio-economical (factors like lack of commitment, poor infrastructure, command and

control, unfriendly service conditions, lack of basic academic facilities in schools and

parents’ poor socioeconomic and educational backgrounds etc.)

Almost all of these factors have been thoroughly discussed and summed up in the

light of literary material, questionnaires, rating scale, interpretation of obtained data

and its analysis. The findings show that, academic achievements are dependent on and

correlate with identified scholastic and socioeconomic factors. Hence the current state

164
of affairs is due to the certain described weak areas. In a broader way, it may be

declared that such weaknesses are due to the lack of: effective leadership,

management, commitment, capacity and resources faced by the secondary schools of

Karachi.

5.1.2. Summary of Imperative Findings and Recommendations

5.1.2.1 General

The study also shows a bleak picture of such schools and identifies deficient areas to

work upon. The findings are now encapsulated under the headings followed by

suggestions/ remedies.

i. Stability of system with Concrete Decision Making

Education is one of the most sensitive subjects that impacts upon the nation’s future.

Since it is associated with the children, i.e. the future of the nation; great care,

thoughtfulness and deep vision are essential to take education related decisions.

Unfortunately, where, on one hand the national curriculum is criticized for being

unrealistic and not meeting with the global demand while on the other hand the

Provincial Government’s couldn’t perform as it was envisaged. In case of Sindh

Government, a policy of experimentalism was observed due to lack of: political

commitment, committed and visionary leadership, effective team and expertise.

Owing to different macro and micro level challenges faced by the Sindh province, the

government could not bring a pleasant change. It is apparent that the things started

worsening with political involvement with the politics of compromises. Especially

after the promulgation of Sindh Local Government Ordinance (SLGO) 2001;

education system was stumbling and when, after spending substantial resources,

things started settling; the system once again wrapped back. The same was happening

165
with different short and long termed decisions in the context that keep on changing on

the wish list of the provided leadership.

Recommendation

In order to ensure to bring the past glory of the public education system, the

Government of Sindh is required to take firm, uncompromising and lasting decisions

with the highest priority to the education system, which should be revamped, with the

public and private sector collaboration through educationists’ effective role.

ii. Political Commitment

Owing to the specific weakness of the prevailing political system; each of the ruling

and coalition partners’ based government considers education department. Hence, the

education department, owing to its sizable resources (including human resources and

findings) has become very lucrative for the grey actors further worsening the

situation.

Recommendation

The Government of Sindh, with the help of all-political lords; can develop a

consensus for the “high priority”, “No compromise” and “zero tolerance policy” for

this particular subject. With “join for education” the ruling and opposition party could

jointly provide an independent, broad and welfare based leadership and management

model for the education where nothing but the education for all shall be the priority.

iii. Leadership, Team and Capacity Building

Education is the most important subject for the society. It would be better that when

the “selection for the fertile brains and talented individual” is made for Central

Superior Services (CSS) or Provincial Civil Services (PCS) there are different groups

which are offered for career, however, for unlike other groups of services

166
“Educational Group of Services” is not offered hence a natural leadership for

education through talented is not available.

For an improved management in the education of Sindh, several reforms are being

introduced by the Department which are carrying certain challenges, issues and under

debate (e.g. School Executive Services (SES) which is being started under

commitment in Sindh Education Reform Project-II) but needs further specific

refinement.

Recommendation

Education in Sindh; particularly in Karachi, badly needs a visionary, capable,

effective, efficient and strong leadership to optimally joint support. An able leader at

different level of management with capable team and their capacity building must be

the highest priority areas for the Government of Sindh to do.

iv. Role of Civil Society

Pakistan is an Islamic republic with the constitution based on democracy. If the

Democracy is the Government of the people, by the people and for the people, then

there must be an integral role of the people from all stakes of life to contribute in the

most important aspect of social sector i.e. Education.

Recommendation

It is, therefore, the need of the hour that the masses should be mobilized to participate

in educational watch, promote and welfare activities; for which not only the

government but the media could play an active role. This healthy participation and

coordination shall positively contribute to the stability and quality education at local,

provincial and national level. Karachi being the mega and National City would be

benefited a lot through such move for the public contribution towards education.

v. Role of Media

167
The positive role of the media can contribute in improving the present state of affairs

through its proactive and dedicated roles. On one hand, it could mobilize the private

and public sector, education experts, while on the other hand it could highlight the

weaknesses of the system to help the management and the government.

Recommendation

Efforts be made to mobilize the media towards the weaknesses of exiting the

secondary school system.

vi. Educational Think Tank

The educators or the people who have a deep understanding, having rich knowledge,

required skills, experience and contribution in the context, should deal policy making

in “Education”. Policy and initiative have remained failed since either the policy

makers or the implementation leadership couldn’t justify the demand.

Since under the 18th Amendment in the Constitution of Pakistan; now the “education”

is a provincial subject.

Recommendation

It is therefore proposed that a permanent body, i.e. Educational Think Tank preferably

be constituted at provincial level. This body may be comprised of educational experts,

technocrats, scholars, researchers, scientists and contributor towards the education of

national and international fame. The body may be powered to oversee and control

education system including Public and Private Universities, Education Department,

Educational and Technical Boards, Bodies and authorities etc. with the sole authority

to take all related decisions. Its sole function could be to make efforts to ensure a

purposeful and productive education system enabling the learners to meet with the

World. The body led by the Chairman may also be empowered to only report to the

Governor or Chief Minister Sindh and responsible to submit its report to the

168
provincial assembly Sindh within every six months. Further framework, functions

and powers may be devised after deep deliberations.

vii. Introducing competition through decentralization of schools

Centralization of education at the provincial level has made the system over sized and

uncontrollable. It has been seen that the flop campuses have significantly improved

when they were handed over to NGOs or other organization on an adoption basis.

Recommendation

It is therefore proposed that the government should make policies to decentralize the

schools to potent and capable stakeholders on public friendly terms and conditions.

5.1.2.2 Study Specific

i. Enrolment and Teacher- Students Ratio

Extreme and dejected observations have been experienced. There are the schools with

lots of students but an acute shortage of teachers and the schools with so many

teachers but hardly a few students.

The reasons for low enrolment in boys’ schools (mostly evening shift schools) are

non-availability of basic academic facilities, poor quality of teaching, negative

attitude of the school administration, negligence by higher authorities, reduction on

delegation of administrative powers, changing trends in parents regarding evening

schools due to the opening of mushroomed private schools in the morning.

The reasons for high enrolment, but shortage of teaching staff are shirking of

schoolteachers to work in active working schools in the morning shift. Such staff, if is

posted then the orders of the authorities are successful resisted with the use of various

political channels, pressure groups.

In spite of the efforts by the authorities; allegedly, most of evening schoolteachers

resists against their transfers to the schools, where there is an acute shortage of staff;

169
on the grounds that they serve either in privately run morning schools or some other

part time job in the morning. Due to lack of check and inspection in evening schools;

they feel that easy to work there.

Recommendation

It is suggested the administrative power of the officers should be increased to transfer

the staff where it is needed. The policy of cost-effectiveness should be applied to run

the schools, while the political and pressure group’s interference be minimized with

effective planning and implementation. Causes for low enrolment in some specific

areas be sought out and properly addressed. Campaigns and incentives regarding

increase in enrolment should be carried out through the media. Being wasted funds on

the salary and useless budgeting be saved and be spent on functioning schools instead

of passive or empty schools.

ii. Basic and Academic Facilities in Schools

Most of the secondary schools lack the basic and academic facilities, i.e. absence or

poor boundary wall, poor building conditions, no water, electricity, gas, telephone,

fans, teaching aids, laboratories, computer labs etc.

Recommendation

Enough funds and efforts should be utilized by the government school could

physically be improved and motivate the students and teachers to work hard. Funding

through School Management Committee (SMCs) is a good approach, but it must be

distributed timely, transparent and be spent in the same manner through clean and

honest administration.

i. Co-Curricular Activities

Due to lack of funds, passive coordination, tug of war between stakeholder,

administrative loopholes, lack of funds, playgrounds, sports article, lack of interest by

170
school heads, changing trends among students and teachers; co-curricular activities in

government boys’ secondary school have harmfully been reduced which are harmful

towards the creativity and talent of the students and bring drastic results on overall

growth of the student.

Recommendation

It’s high time for the educational managers, key stakeholders and the higher ups to

promote co-curricular activities through effective coordination among various

concerned officers and agencies targeting the boys’ secondary schools particularly.

The playgrounds of the schools should properly be maintained and great care should

be kept while establishing the new schools.

ii. Demographical Changes and Educational Investment

Karachi is considered as Mini-Pakistan, due to its population and its diversity.

Hundreds and thousands of people, nearly from all the regions of the country migrate

to this city for their economic survival since they belong to relatively middle or lower

social class of the country. The population of the city is increasing with the rate of

more than 5% per year, while 45,000 migrant workers coming to the city per month.

The increase in population demands for the development of new schemes, particularly

the establishment of new government schools because these migrants cannot afford to

educate their children in privately run schools.

Unfortunately, on one hand the rate of establishing new schools is pretty negligible, as

the value of land in Karachi is pretty high while empty government lands are targeted

by the specific land mafia, while on the other hand the existing schools are getting

poorer day by day. It seems that for the government, the establishment of new

government schools is not on the priority list because even in the new residential

171
schemes of the city, no or negligible number of new government secondary schools

has been established.

Recommendation

It is suggested that special preference should be given to establish new boys’

secondary schools in the Katchi Abaadi’s (temporary settlements) especially in new

residential schemes with foolproof planning so that the drastic effects of illiteracy

could be avoided.

iii. Family Literacy Programs

Mostly the inputs to government secondary schools is comprised of the slum or less

educated, lower social classes which, due to financial constraints, do not consider

school education important or cannot keep it in its place.

This study says that education and awareness among the parents is far more important

for the child’s academic progress.

Recommendation

It is strongly recommended that family literacy programs with maximum incentives

should be initiated with respective departments so that the new generation could be

prevented from the negative impacts of their family illiteracy.

iv. Selection of Students, Teachers and Dynamic Leadership

The study says that competence of school head significantly correlates with students’

academic achievements. Similar to a body-head relation; school and its head are

greatly dependent. It has been observed that young and well qualified heads did better

than the old heads of schools with outdated beliefs. However old heads with the

emotional quotient ever produce better results.

172
It has been mentioned that the present criteria of admission in schools, appointment of

teachers and head teachers lack merit and is highly objectionable.

Recommendation

It is recommended that there must be strict criteria for admission of students in

schools according to their age, level, aptitude, ability and other such factors while the

teacher must be selected on absolute transparent and healthy selection without the

influence of socio-political wings.

Selection of heads on the mere seniority basis needs to be looked with various

dimensions, i.e. leadership qualities, physique and health, personality, professional

potential and competency, interpersonal and interpersonal and social skills and other

related factors preferably through public service commission, because a school head is

the most effective change agent.

v. Teacher Oriented Problems and Issues

Though most of the government teachers are blamed for sub-standard, inadequate and

condemnable teaching yet mostly there are some specific grounds and complications

which are not considered; e.g. without adequate educational environment, resource

fulfilment and mental and financial satisfaction it is pretty difficult for teachers to

perform perfectly. In the contextual study, the teachers’ service terms/conditions and

teachers’ competence have found to be significantly correlated with academic

achievements of students. It has been observed that teachers’ are economically and

socially struggling for their overall survival. Social status of the teachers’ has

declined.

Recommendation

173
It is recommended that a policy of strict merit with maximum accountability should

be adopted in the case of teachers especially. Efforts should be made to increase their

salaries to a respectable level so that they would be treated as high profile

professionals by the society.

vi. Professional Development of Teachers’ and Education Managers

Most of the government teachers are professional trained in addition to that hundreds

of thousands of rupees are spent on various refreshable courses and in-service

trainings. It is high time to think over the fact that whether we lack trainings or

resources? Unfortunately, we have failed to produce resources and follow up

programs in this aspect. A well trained solider without a weapon can do nothing

against the enemy.

Recommendation

It is suggested that instead of wasting money on traditional trainings; training

programs followed by resources and incentives be initiated in the perspective of cost-

effectiveness.

vii. Curriculum, System of Examination and other Educational Policy

Though the national curriculum is in the process of necessary reforms, yet it has been

observed that it is severely criticized since allegedly on the directions of external

elements without considering factual positions. It is observed that there is a big gap

between pleasing words of document and real time practices in the context of the

curriculum, syllabus, scheme of studies, available resources, quality of students,

socioeconomic conditions of society and real classroom teaching etc.; they must be

adequately bridged.

174
The prevailing examination system has also been severely criticized for its objectivity,

vitality and efficacy which enabled the Cambridge system of examination to flourish

and widening the gap between rich and poor. Particularly in Sindh province, board

examination has become a fun due to inappropriate to and fro policy by the education

and literacy department. Cheating and other malpractices during the board’s

examination are common which must be curbed with revolutionary even bitter

decisions.

It has also been observed that the decisions on education, particularly at the provincial

level have been proved unpopular and unacceptable since they were planned either in

a hurry or without deep study.

Recommendation

It is suggested that serious and mature educational leadership with transparent

background and appropriate team be formed to help the department and negative

political influences be eliminated so that solid and fruitful results be achieved.

viii. Education for a Purpose

The present education system is defective in a sense that the products are information

based rather than polished with specific skills. The defect causes unemployment,

wastage of resources, frustration, crime and whatnot. The standard of technical

education is either low or there is a scarcity in the sector.

Recommendation

It is recommended that the policies should be formulated that education should also

serve towards micro to macro level economic stability with full use of resources and

manpower with reference to Agro or an industrial based economy.

175
 ix. Overhauling National Educational Trends and Setup

For the last 67 years of our national history; due to lack of political stability; the

socioeconomic conditions of the country remained poor, which affected all the

national sectors including education.

Rule of the feudalists, capitalists and military produced a difficult situation for the

spread of knowledge and education. The wide gap between the rich and poor at one

hand facilitated the rich to be richer and on the other hand forced poor to get financial

stability by hook or by crook. Consequently, the value of education lagged far behind

and parameters have set on the basis of wealth due to which education loving

environment couldn’t be created adequately. The diseases like lack of tolerance,

extremism, negative orthodox beliefs, frustration, crime, corruption, nepotisms,

favoritism, and biased attitude towards class, culture and creed are due to poor

literacy and anti-educational approach. Though the present regime is trying hard to

revamp various sectors including educational system through various reforms, yet it

has to give preference to education sector of the country.

Recommendation

It is suggested that the government should form a dedicated research group on

education that could highlight loopholes of the system and its instant remedies. The

government should utilize its maximum resources to strengthen educational setup

including the spending of optimum funds.

5.2 CONCLUSION

There are the scholastic and socioeconomic factors that influence the performance of

secondary school students and the quality education. These factors have been

identified as:

176
Scholastic Factors: Teachers’ terms and conditions of service, Teachers’

Competency, Basic Facilities at School, Academic Facilities in schools, Schools Tests

and Examinations, Resort to Tuition, Competency of head of School, Admission

Strictness, School Maintenance, School Finance and Location of School.

Socio Economic Factors: Father’s Education, Father’s Occupation, Mother’s

Education, Mother’s Occupation, Household Income, Student’s Residence and

Parents Contact with Teachers.

The significant correlation between these factors with the academic achievements

indicate that there is a dire need to take measures to improve the existing situation.

However, there are other related and allied factors to work upon as detailed in the

study.

Saving public education system in Karachi is not possible through any miracle;

merely traditional commitment and exercises of planning; but the need of the hour is

nothing but with political commitment, effective leadership, capacity building, public

and private proactive participation and to uplift socio economic standard, merit and

professional competencies, exercise of merit and last but not the least is to effort to

bring change in overall national behavior towards education; particularly in the ruling

strata.

177
 REFERENCES

Academy of Education Planning and Management (2004); Retention and Transition

Patterns of Children at School Education 2008, Academy of Education
Planning and Management, Ministry of Education.

Academy of Educational Planning & Management, Executive Summary Para # 3,

SECONDARY SCHOOL CERTIFICATE EXAMINATION (ANNUAL)
2009 (AEPAM Research Study No.195) 373.5491 ISBN=969-444-136-6

Academy of Educational Planning & Management, Ministry of Education (2005),

Summary, National Educational Census 2005. Edition 2009 Statistics
Division, Government of Pakistan (pp. 1-3)

Academy of Educational Planning & Management, Table 8.1. Secondary School

Certificate Examination (Annual) 2009 (AEPAM Research Study No.195)
373.5491 ISBN=969-444-136-6

AEPAM Pakistan Education Statistics 2013-14 retrieved in December 2014 from

http://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistic
s2013-14.pdf

Ahmed Noman, Improvement required: Matric results once again highlight

shortcomings of public schools, retrieved on July 2014, from
http://tribune.com.pk/story/740989/improvement-required-matric-results-
once-again-highlight-shortcomings-of-public-schools/

American School Counselor Association, Why secondary schools. Counselors?

Retrieved on 12/9/2006 from
www.schoolcounselor.org/content.asp?contentid=233

Amjad, Ravish, and G. Mc Leod. "Effectiveness of Private, Public and Private-Public

Partnership Schools in Pakistan." Idara-e-Taleem-o-Aagahi, Lahore(2012): 1-
31.

Andreja Lavrič, Ph. D. (2010) Teachers' Reflections on Their Attitude toward

Students, retrieved from http://www.pef.uni-lj.si/atee/978-961-6637-06-0/059-
065.pdf

Anwar, Nausheen H. "State power, civic participation and the urban frontier: the
politics of the commons in Karachi." Antipode 44.3 (2012): 601-620.

Arslan, Muhammad, and Rashid Zaman. "Impact of TQM on Teacher's Motivation:

Evidence from Pakistan." Arslan, M. & Zaman (2014): 113-120.

Asim, Salman. "The Public School System in Sindh: Empirical Insights." (2013).

Baker, Stanley B., and Edwin R. Gerler. School counseling for the twenty-first
century. Prentice Hall, 2008.

178
Benavot, Aaron. "A Global study of intended instructional time and official school
Curricula, 1980-2000. Paper commissioned for the EFA Global Monitoring
Report 2005, The Quality Imperative." (2008 Edition).

Bhatti, M. Ahmad, et al. Secondary Education in Pakistan: Perspective Planning.

National Educational Council, G-8, Islamabad, 2008, (pp. 42,47,118, 123-144,
174-75 & 233)

Bligh, D. A. What's the Use of Lecturing? Devon, England: Teaching Services

Centre, University of Exeter,2003 ; Sass, E. J. "Motivation in the College
Classroom: What Students Tell Us." Teaching of Psychology, 2006 Edition,
16(2), 86-88.

Board of Secondary Education Karachi (BSEK) 3 years‘ result of SSC Examination

shared in Excel format and then transformed into software application.

Bynner, J. Deprived parents, New Society, 2009 Edition, 27(594), pp. 448-449.

Challenges Faced by "Gifted Learners" in School and Beyond

Chan, Sa-A. "Parents of exceptional Asian children." Exceptional Asian children and
youth (2007 Edition): 36-53.

Chan, T.C.. The Impact Of School Building Age On The Achievement Of Eighth
Grade Pupils From The Public Schools In The State Of Georgia. Unpublished
doctoral dissertation, University of Georgia, Athens (2007 Edition)

Chazan, M. &William, P., Deprivation And The Infant School, Oxford: Blackwell,
2010 Edition

Cramer, J.R. (2008 Edition). Some Effects Of School Building Renovation On Pupil
Attitudes And Behavior In Selected Junior High Schools. Unpublished
doctoral dissertation, University of Georgia, Athens.

Cuttance, P., Do School Consistently Influence The Performances Of Their Students?,

Educational Review;2009 Edition, pp. 32, 267-280

Cyster, R. et al. Parents Involvement In Primary Schools Slough; National Foundation

for Educational Research, 2007

De Giaani De Fraja, “Middle Class Students do better because of parents” Review of

Economics and Statistics, reported in
http://www.theguardian.com/education/2010/oct/29/middle-class-children-
better-school

Department of International Development (2004), Devolution in Pakistan, An

Assessment & Recommendation for Action, Asian Development Bank (2006
Edition) pp 48-50

Devolution in Pakistan; Overview of the ADB/DfID/World Bank study, May 19,

2008, Asian Development Bank (p.10)

179
Ericksen, S. C. "The Lecture." Memo to the Faculty, no. 60. Ann Arbor: Center for
Research on Teaching and Learning, University of Michigan, 2009 Edition
(p.3)

Farooq, Rehmat A. Education system in Pakistan: Issues and problems. Asia Society
for PR, 2007 Edition.

Fatima, N. A Research Study Of The Impact Of Parents Socio-Economic Conditions

On The Standard Of Education, M.A Thesis, Department of sociology,
University of Karachi 2010

Federal Bureau of Statistics, Social Statistics, Education, retrieved on 7/12/2010 from

www.statpak.gov.pk/depts/fbs/statistics/pslm0405_district/education.pdf

Ferreira, M.M. (2009 Edition). The Caring Of A Suburban Middle School. Indiana
University, Bloomington: Center for Adolescent Studies. (ERIC Document
Reproduction Service No. ED385011)

Freshbach, N. D. The Effects of Violence in Childhood. Journal of clinical child

psychology, 1973, pp. 2, 28-31
Freshbach, N. D. The effects of violence in childhood. Journal of clinical child
psychology, 2005 Edition, pp. 2, 28-31

Government of Pakistan 2000, ‘Second Social Action Program Project: Federal

Programs and Federal Area’, Aide Memoir, Volume II, Multi-Donor Review
Mission, Islamabad.

Government of Pakistan, Handbook of Statistics on Pakistan Economy 2011,

Education & Health, Chapter-11, Federal Bureau of Statistics, (p.514).

Grause, J. E., and S. A. Ezrin. Technique Of Punishment And Development of Self

Criticism. Child Development, 2007 Edition

Gray, J. School Effectiveness research: Key issues Educational Research, 2007

Edition, pp.24, 49-54, 43 &1273-1288

Graybiel, Ann M. "Habits, rituals, and the evaluative brain." Annu. Rev. Neurosci. 31
(2008): 359-387.

Grissmer, David W. et al. Student Achievement and the Changing American Family.
Santa Monica, CA: Rand, 2006 Edition.

Habib Masooma, Education in Pakistan: All Demand and Little Supply; Report of
Pakistan Economic Development Conference 2008.

Habib et al. (2008). Study on Comparing School Performance to Understand which

Schools are doing better by Assessing and Comparing Quality Of Education.
Research Study No. 178 downloaded

Hartage, L.C., and J. Schlage. Teachers Characteristics Associated with students’

classroom behaviors. Journal of Psychology. 1974, 86, 1991-1995,2007

180
Havighurst, J.R. Neugerten, L. B. Society and Education. Boston Allyn and Bacon,
Inc, 2007 Edition pp. 26,199.

Havighurst, Robert. J., and Robert, R. Rodgers, The Role of Motivation in Attendance
at Post High School Educational Institutions, Appendix to Who Should to
College by Byron S. Holing shed. New York: Columbia University Pres.2009
Edition, pp. 226, 356, 457

Hayes, D. Louis. The Crisis of Education in Pakistan, Vanguard Books Ltd. Lahore,
Pakistan, 2008 Edition, pp.118, 120, & 142-143

Herman, J. L., and Yeh, J. P, Some Effects Of Parental Involvement In Schools, 2006
Edition

Hoodbhoy, Pervez, ed. Education and the state: Fifty years of Pakistan. Vol. 50.
Oxford University Press, USA, 2008 Edition.

Hurlock, E. B. Child Development, Mc Graw Hill.2009 Edition, pp. 399 and 504

Hussain, S. Sajid., Psychology & Education , KifayatAcademy, near Urdu Bazar

Karachi, 6th ed, 2008

Hussain, S. Sajid.,Education & Methodology, Kifayat Academy, near Urdu Bazar

Karachi, 6th ed, 2009,( pp. 48, 436,438,445,449 & 458)

Ilukna A. 2004 referred Carelton’s Book “What a teacher is?” in his article, Qualities
& Competencies of Professional Teachers, retrieved on 19/7/2010 from
www.edsnet.na/Resources/Reform%20Forum/journal7/Journal%207%20Artic
le%206.pdf

Informal Interview with students of Government Secondary Schools of Saddar,

Gaddap, Lyari, Gulshan and Jamshed Towns, Karachi; on 4/12/2011.

International Crisis Group (ICG), (2004) Devolution in Pakistan: Reform or

Regression?, ICG Asia Report N°77, 22 (p.19) 2008 Edition

International Crisis Group, (2004), Pakistan: Reforming the Education Sector; 7

October 2004; International Crisis Group; Asia report No84,
Islamabad/Brussels published in 2008

Irvine, D. J. et al., Parental Involvement Affects Children’s Cognitive Growth,

unpublished paper, California2007 Edition, (ERIC ed 176893)

James J. Gallagher. “Education, Alone, Is a Weak Treatment.” Education Week

(2007). Retrieved from www.edweek.org on July 2010

Jennifer L. Jennings and Thomas A. Di Prete, Teacher Effects on Social/Behavioral

Skills in Early Elementary School, Columbia University, March 15, 2009

Jeremy S. Page Retrieved from http://www.studentpulse.com/articles/330/challenges-

faced-by-gifted-learners-in-school-and-beyond

181
Jones, F. H, and W.H. Miller. The Effective Use of Negative attention for reducing
group disruption in special elementary school classrooms. Psychological
Record, 2008 Edition, pp. 24, 435-448

Jones, V. Character Development in Children: An Objective Approach. In L.

Carmichael ed, Manual of Child Psychology, rev ed. New York Wiley, 2008
Edition, pp. 781 & 832

Junge, Charlotte W. "Depth Learning in Arithmetic—What Is It?." The Arithmetic

Teacher 7.7 (2008 Edition): 341-346.

Kathleen Cotton and Karen Reed Wikelund ;Close-Up #6 Parent Involvement in

Education(2009) Association for Supervision and Curriculum Development,
1703 North Beauregard Street, Alexandria, VA 22311-1714.

Kazmi, Syeda Wadiat, and Holy Quran. "Role of education in globalization: A case
for Pakistan."SAARC journal of human resource development 1.1 (2009
Edition): 90-107.

Khalid, Salim Mansur, and M. Fayyaz Khan. "Pakistan: The state of education." The
Muslim World 96.2 (2006): 305-322.

Kurtines, W., & E.B. Grelf. The Development Of Moral Though: Review And
Evaluation Of Kohl Bergs Approach, Psychological Bulletins, 2007 Edition,
pp. 81,453-470

Kyriacou, Chris. Effective Teaching in Schools, Black Well, 2008 Edition, pp.10-
15,130-137, 139 and 142-143.

Latif, Aamir. "Alarming situation of education in Pakistan." Press International

Report (2011).

Leifer, A.D, N.G. Gordon, and S.B. Graves, Children’s Television: More Than Mere
Entertainments, Harvard Educational Review, 2006 Edition, 44, 213-245

Lewis, F.E. (2007). The influence of open-space classrooms and closed- space
classrooms on teachers' attitudes toward the school building. Unpublished
doctoral dissertation, The University of Georgia, Athens.

Lockheed, Marlaine E., and Adriaan M. Verspoor.Improving primary education in

developing countries. Oxford University Press for World Bank,2009 Edition.

Lovin, J.C. Jr. (2009 Edition). The Effect of The School's Physical Environment On
The Self-Concepts Of Elementary School Students. Unpublished doctoral
dissertation, the University of Georgia, Athens.

Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass,

1984; Lucas, A. F. "Using Psychological Models to Understand Student
Motivation." In M. D. Svinicki (ed.), The Changing Face of College Teaching.
New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-
Bass, 2007 Edition

182
Lucas, Ann F. "Using psychological models to understand student motivation."New
directions for teaching and learning 2009 Edition.42 (1990): 103-114.

Marentič Požarnik, B. (2007) Exercise of the competence approach requires vision ,

as well as an informed strategy of changing classes , Education 1/2007 , 27-33

Memon, G. R., Muhammad Farooq Joubish, and Muhammad Ashraf Khurram.

"Impact of Parental Socio-Economic Status on Students’ Educational
Achievements at Secondary Schools of District Malir, Karachi." Middle-East
Journal of Scientific Research 6.6 (2010): 678-687.

Memon, Ghulam Rasool. "Education in Pakistan: The key issues, problems and the
new challenges." Journal of Management and Social Sciences 3.1 (2007): 47-
55.

Memon, Muhammad. "Curriculum change in Pakistan: An alternative model of

change." Curriculum and Teaching 12.1 (2008 Edition): 56-65.

Mills, F.M. (2009). A Comparison of Teacher Performance And Attitudes Of

Teachers Performing Independently In Self-Contained Classrooms And
Teachers Performing Cooperatively In Open Instructional Areas. Unpublished
doctoral dissertation, Arizona State University.

Ministry of Education, Government of Pakistan, Education System and Development

for Pakistan, Presentation by Federal Education Minister, Government of
Pakistan; at National Defense College Islamabad, February 03, 2005 (slide
no.7) retrieved on 10/110/2010 from http://www.moe.gov.pk
/presentations.htm

Ministry of Education, Government of Pakistan, Educational Policy 1998-2010;

retrieved on 5/10/2009 from http://www.moe.gov.pk/edupolicy2.htm

Ministry of Finance Education, Chapter 11; Economic Survey 2008-2009; Ministry of

Finance, Government of Pakistan

Ministry of Finance, Government of Pakistan, Inflation , Economic Survey 2005-06,

Government of Pakistan, 2006

Ministry of Finance, Govt. of Pakistan, Population, Labour Force & Employment,

Chapter 13; Economic Survey 2005-2006; Ministry of Finance, Government
of Pakistan.

Morris, W.H.M. Marshal, & R.S. Miller, The Effective Vicarious Punishment Of Pro-
Social Behavior In Children, Journal Experimental Child Psychology, 2009
Edition, pp. 15, 222-236

Mortimore, J. et al. , Disadvantage and Education, London: Heinemann, 2010 Edition

Mosconi, J. & Emmett, J. (2008). Effects of values clarification curriculum on high

school students’ definitions of success. Professional School Counselling, 7(2),
68-77.

183
Mukherji, R. TV’s Impact On Children; A Checker-Board Scene, Phil Delta Kapan,
2003, pp. 67, 316-321

Mustufa Zubeida, What of education for the poor? Published in daily Dawn posted at
from http://www.zubeidamustafa.com/what-of-education-for-the-poor and
retrieved in July 2013

National Education Policy, Pakistan retrieved in July 2014 from

http://unesco.org.pk/education/teachereducation/files/National%20Education
%20Policy.pdf

National Reconstruction Bureau, Government of Pakistan, The Local Government

System 2001, retrieved on 1/1/2007 from
http://www.nrb.gov.pk/local_government/default.asp

Nayyar, Abdul Hameed, and Ahmed Salim. The subtle subversion: the state of
curricula and textbooks in Pakistan Urdu, English, Social Studies and Civics.
Sustainable Development Policy Institute, 2008.

Notification no. No.SLGB/SCUG/CAO/2001/7501; dt:6/12/2001; issued by

Government of Sindh, Local Government Rural development and Katchi
Abaadi Department

Oedipus Complex, from Wikipedia, the free encyclopaedia; retrieved on 1/1/2007

from http://en.wikipedia.org/wiki/Oedipus_complex

Office Memorandum vide No.F-1(1) /Imp//2005 Islamabad, July 01, 2005;

Government of Pakistan, Finance Division (Regulation Wing)

Office Memorandum vide No.F-1(1) /Imp//2005 Islamabad, July 01, 2005;

Government of Pakistan, Finance Division (Regulation Wing)

Office Memorandum, No. FD (SR-1) 1-(51)/2001, dt: Karachi, 06/11/2001,

Government of Sindh, Finance Department (S.R Wing).

Office Memorandum, No. FD (SR-1V) 1-116/91, dt: Karachi, the 10th July, 1991,
Government of Sindh, Finance Department (S.R Wing).

Office Memorandum, No. FD (SR-1V) 1-159/93, dt: Karachi, 30/8/94, Government

of Sindh, Finance Department (S.R Wing).

Okpala, Comfort O., Amon O. Okpala, and Frederick E. Smith. "Parental

involvement, instructional expenditures, family socioeconomic attributes, and
student achievement." The Journal of Educational Research 95.2 (2006): 110-
115.

Omizo, M.M., Hershberger, J.M., &Omizo, S.A. (1988). Teaching Children To Cope
With Anger. Elementary School Guidance & Counselling, 22, 241-245

Orland, Martin E. “Demographics of Disadvantage: Intensity of Childhood Poverty

and Its Relationship to Educational Achievement.” In Access to Knowledge:

184
 An Agenda for Our Nation’s Schools. Edited by John Goodlad and Pamela
Keating. New York, NY: The College Board, 2009 Edition (43-58).

Page, Jeremy S. "Challenges Faced by ‘Gifted Learners’ in School and

Beyond." Student Pulse 2.11 (2010).

Pakistan and the MDGs, Progress towards the Millennium Development Goals in
Pakistan, retrieved in October 2014 from
http://webarchive.nationalarchives.gov.uk/+/
http:/www.dfid.gov.uk/countries/asia/pakistan/mdgs.pdf

Pakistan Bureau of Statistics (PBS), Level of Education in Pakistan retrieved on July

2014 from http://www.pbs.gov.pk/sites/default/files//tables/EDUCATED

Paracha. Syed Abdullah, (2007) Devolution plan in Pakistan, Context Implementation

and Issues, Open Society Institute Budapest-Hungry, International Policy
Fellowship Program August 2003 (pp. 24-25)

Parveen, Azra. Effect of home environment on personality and academic achievement

of students of grade 12 in Rawalpindi division. Diss. National University of
Modern Languages, 2007.

Proshansky, H.M.. Environmental psychology: Man and his setting. New York: Holt,
Rinehart, and Winston, Inc. p.28, 2009 Edition

Quddus, S. Abdul. Educational & National Reconstruction of Pakistan, Gilani, 65

Mal, Lahore, 2009, pp.176-186

Rauf, Abdur. Dynamic Educational Psychology, Caravan Book House Anar Kali,
Lahore, (2005 Edition), pp. 131-156

Rehmani, Amin. "Impact of public examination system on teaching and learning in

Pakistan."International Biannual Newsletter ANTRIEP 8.2 (2007 Edition): 3-
7.

Reynolds, D. Studying School Effectiveness, Lewes: Palmer Press, 2007 Edition.

Riddell, Abby. Factors influencing educational quality and effectiveness in

developing countries: A review of research. Eschborn, Germany: GTZ, 2008.

Roberts, A. R (Ed), Childhood Deprivation, Sprang field,: Charles, C. Thoma, 2007

Edition

Rossiter, J.R., and T.S. Robertson. Children Television Viewing: An Examination of

Parent-Child Consensus, Sociometry, 2000 Edition, pp. 38,306-326

Rutter, M. Family Area And School Influence In The Genesis Of Conduct Disorder,
In Hersov, L.A. Berger, M. and Shaffer, D. (Eds.). Aggression And Anti
Social Behavior In Childhood And Adolescences. Oxford Pergamon, 2008
Edition

185
School Admission Code, Department of Education UK, Statutory guidance for
admission authorities, governing bodies, local authorities, schools adjudicators
and admission appeals panels retrieved from
https://www.gov.uk/.../School_Admissions_Code_2014_-_19_Dec.pdf

Shami, Pervez Aslam, and Khawaja Sabir Hussain. Development of education in

Pakistan. Academy of Educational Planning and Management, Ministry of
Education, 2009 Edition.

Shaw, B. Educational Practice and Sociology, Oxford Martin Robertson, 2007

Edition, 213,

Siddiqui, Habibullah. "Education in Sindh: Past and present." Hyderabad: Institute of

Sindhology, University of Sindh (2009 Edition).

Sindh Education Profile 2011-12, District Karachi City, issued by Reform Support
Unit, Education Department, Government of Sindh on request of the
researcher.

Siraj M. Pro-Poor Participative Practices in Pakistan: An Analysis of Typology

of Community Participation in Social Action Program (1992–2002), ,

Smith B 2008, Report of the EC Rapid Reaction Mechanism Assessment Mission,

European Commission Conflict Prevention and Crisis Management Unit,
Education, Pakistan.

Staff Reporter, Daily Times, Gold Price are at record high in Pakistan, 2010

Stott, D.H. Classification of Behavior Disturbance among School-age Children:

Principles, Epidemiology and Syndromes Psychology in the Schools, 2009
Edition, 8, 222-239

The Economic Survey 2009-10; Education, Government of Pakistan.

The Economic Survey 2010-11; Education, Government of Pakistan

The World Bank Group, Public Examination System, Malpractices, retrieved on

10/11/2009; from http://www1.worldbank.org/education/ exams/
malpractice.asp

U.S. Department of Education, 2006. Poverty and Schools. Washington, D. C.:

retrieved on 5/7/2006 from www.ed.gov/PressReleases/.

Ur Rehman, Hafeez, Furrukh Bashir, and Ismat Nasim. "Students’ Involvement in

Economic Activity During Their Studies: A Case Study of Pakistan."
International Journal of Business and Social Science 2.14 (2011): 199-206

Urdan, T., & Maehr, M. (1995), Developmental Psychology, Beyond a two-goal

theory of motivation and achievement: A case for social goals 18, 323–340.
Review of Educational Research, 65, 213–243.

Ustinov, Peter. Dear me. Random House, 2011.

186
Verkaaik, Oskar. A people of migrants: ethnicity, state, and religion in Karachi. Vol.
15. VU University Press,2007 Edition.

Weinert, F. E., and Kluwe, R. H. Metacognition, Motivation and Understanding.

Hillsdale, N.J.: Erlbaum, 2007 Edition

West & Hind; Secondary School Admission in England, Exploring the extent of overt
and covert selection; Anne West & Audrey Hind; Centre for Educational
Research, Department of Social Policy, London School of Economics and
Political Science, Final Report, March 2009 (15, 20)

White, Karl R. "The relation between socioeconomic status and academic

achievement." Psychological Bulletin 91.3 (2008): 461.

Wikipedia, The Free Encyclopaedia, Education, retrieved on from

http://en.wikipedia.org/wiki/Education

Wikipedia, The Free Encyclopaedia, Karachi, Demographics, retrieved on 1/1/2014

from http://en.wikipedia.org/wiki/Karachi#Demographics

Wikipedia, The Free Encyclopedia, Schools, retrieved on 6/2/2011, from

http://en.wikipedia.org/wiki/Schools

Winograd, Ken. "The functions of teacher emotions: The good, the bad, and the
ugly." The Teachers College Record 105.9 (2009): 1641-1673.

Yasmeen, S. Standard of Education pf Parents Residing in New Karachi, and its

Impacts on their School Going Children. M. A Thesis, Dept. of Sociology
University of Karachi, 2010.

Zoellic, Robert, (2010) retrieved from http://www.worldbank.org/en/news/press-

release/2010/10/25/world-bank-group-president-robert-zoellick-commends-
progress-in-lao-pdr

Zubeida Mustafa, "Where Do the Dropouts Go?" Dawn, 17 September 2008

187
 Appendix – A

LIST OF SELECTED SCHOOLS

Boys
SEMIS
S# # NAME OF SCHOOLS
CODE
1 1. 408130201 GBHS. 11-F - SECTOR 11-F NEW KARACHI
2 2. 408150189 GBHS. A.U.ISLAMIA - B ROAD USMANIA COLONY NAZIMABAD KA.
GBHS. AGRO TEHNICAL NO.1 - GBSS AGRO TECHNICAL NO 1 SHAH FAISAL
3 3. 408090110
COL
4 4. 408040150 GBHS. ALIGARH NO.2 - ALIGARH COLONY ORANGI KARACHI 75800
5 5. 408030100 GBHS. ANGLO URDU - GUJRAT COLONY BALDIA COLONY NO. 3 KAR
6 6. 408110114 GBHS. APWA - KORANGI J-1 AREA KARACHI 74900
7 7. 408160166 GBHS. ASIF MALIR - KALA BOARD MALIR KARACHI
8 8. 408050233 GBHS. B.F CABRAL - B.F CABRAL EMBANKMENT ROAD
9 9. 408090116 GBHS. BALDIA (PROVID) - BALDIA (PROVID)NO1
10 10. 408110122 GBHS. BHS BALDIA - D AREA KORANGI 6 KARACHI
11 11. 408020137 GBHS. BUNDE ALI MUKHI - OLD GOLIMAR KARACHI
12 12. 408070216 GBHS. CDGK BOYS SECONDARY SCHOOL - S.M.C.H.S JAMSHAID TOWN
GBHS. CDGK NO 31 L.B.W CDGK BSS NO.31 (LB.W) - GULISTAN COLONY
13 13. 408050257
MADINA MASJID RD
14 14. 408020145 GBHS. CDGK SCHOOL NO ST-02 - OLD GOLIMAR REXER
15 15. 408110130 GBHS. CDGK SCHOOL NO. 2 - 32/D NASIR COLONY KORANGI TOWN
16 16. 408160173 GBHS. CHAMAN FAIZ-E-ALAM - MALIR EXTENSION COLONY
17 17. 408150199 GBHS. CHILDRENS ACADEMY - NAZIMABAD NO 4
18 18. 408140111 GBHS. COMPREHENSIVE NO.2 - AZIZABAD NO 2 BLOCK NO 8 F.B.AREA
19 19. 408100176 GBHS. DAWOOD CHONGI - LANDHI
20 20. 408020135 GBHS. E.A.B ORANGI NO.5 - SECTOR-5 ORANGI KARACHI-41
21 21. 408150173 GBHS. F.C. AREA - FC AREA KARACHI
22 22. 408140115 GBHS. FEDERAL PUBLIC - B-494/13,496/13 F.B AREA
23 23. 408150174 GBHS. GULBERG - GULBERG QASIMABAD LIAQUATABAD
24 24. 408150184 GBHS. HAPPY DALE - 4-F-13/1 NAZIMABAD KARACHI
25 25. 408140116 GBHS. IBRAHIM ALI BHAI - BLOCK 10 F.B AREA KARACHI
26 26. 408020138 GBHS. IBRAHIM ALI BHAI METROVILL - SITE SECTOR-4 METRO-OVILLE SITE
27 27. 408060223 GBHS. IRANIAN G TECHNICAL - MAHABAT KHANJI ROAD KHARADAR
28 28. 408060234 GBHS. IZZAT KHAN KOTWAL BUILDING - BABA E URDU ROAD KARACHI
29 29. 408070186 GBHS. JAIL ROAD - JAIL ROAD KARACHI
30 30. 408110117 GBHS. K.T.S NO.6 - K.T.S NO-6 100 QUARTERS KORANGI
31 31. 408120094 GBHS. KARACHI - NAZIMABAD BLOCK NO.V D/2 NAZIMABAD
GBHS. KHATOON-E-EPAKISTAN - CDGK 11/52N GULBERG TWON FB AREA
32 32. 408140121
KARACHI
33 33. 408110123 GBHS. KTS NO.8 - R AREA KORANGI NO 1 1/2 KARAHI-31
34 34. 408170178 GBHS. LABOUR COLONY - LABOUR COLONY LANDHI

188
 35 35. 408050225 GBHS. M M SADIQ - AHMED SHAH BAKHARI ROAD KARLI LYARI
GBHS. MAJOR ZIAUDDIN ABBASI MEMORIAL - PLOT NO S-T/1 NAZIM ABAD
36 36. 408150183
NO 2
37 37. 408080099 GBHS. MANAK - SHANTI NAGAR KARACHI
38 38. 408060237 GBHS. MARIE COLACO SADDAR - 84 DEPOT LINE SADDAR KARACHI
39 39. 408110118 GBHS. MILLAT KORANGI NO.2 - T AREA KORANGI NO 2 KRACHI NO 31
GBHS. MUHAMMAD HASHIM GAZDAR - BHAWAN STREET, GAZDARABAD
40 40. 408060229
RANCHORE LINE
41 41. 408140117 GBHS. MUSLIM DASTGIR COLONY - 10/15FB AREA KARACHI
42 42. 408180445 GBHS. NASEER GOTH (URDU) - MANGHOPIR ROAD
43 43. 408080104 GBHS. NEW GRAMMER - MUSLIMABAD KARCHI-5
44 44. 408070194 GBHS. NO.1 - JACOB LINES POSTAL CODE 74400 KARACHI
GBHS. NO.1 KOTWAL BUILDING - BAB E URDU ROAD OPP DOW MEDICAL
45 45. 408060235
COLLEGE
GBHS. NO.2 LYARI QUARTERS - GUL MUHAMMAD LANE LYARI QUARTERS
46 46. 408050235
KARACHI
47 47. 408050228 GBHS. NO.3 LYARI - SHAH ABDUL BHITAI ROAD
48 48. 408070205 GBHS. NOOR PUBLIC - ISLAMAI COLLEGE BUILDING
49 49. 408120095 GBHS. ORIENT PAK - ST-7 BLOCJ A NORTH NAZIMABAD
50 50. 408170179 GBHS. PAF KORANGI CREEK - PAF KORANGI CREEK
51 51. 408160161 GBHS. PAKISTAN PUBLIC - 20/50 SAIFAE MARKET MODEL COLONY KHI
52 52. 408180461 GBHS. PATHAN GOTH - MOIDANDISTRICT MALIR
53 53. 408170183 GBHS. PIR BUX VILLAGE - PIR BUX VILLEGE
54 54. 408060228 GBHS. QAMAR-UL-ISLAM - PUNJAB COLONY
55 55. 408070207 GBHS. QURESHI - ISLAMAI COOLEGE BUILDING M A JINNAH ROA
56 56. 408050229 GBHS. S.M. LYARI - CHAKIWARA KARACHI POST CODE 75660
57 57. 408040152 GBHS. SECTOR NO.14 - ORANGI NO 14 AT 13 G SECTOR
58 58. 408090115 GBHS. SENIOR MODEL SCHOOL - BLOCK NO 5 SHAH FAISAL COLONY
59 59. 408080100 GBHS. SHANTI NAGAR - SHANTI NAGAR
60 60. 408080118 GBHS. SHRAFABAD KARACHI - JAMALUDDING AFGHANI ROAD KARACHI
61 61. 408150177 GBHS. SUPER MARKET - C-1 AREA LIAQUATABAD KARACHI
62 62. 408120101 GBHS. TAMORIYA - ST-7 BLOCK A N. NAZIMABAD, KARACHI
63 63. 408140112 GBHS. THE KARACHI ACADEMY - 12/A JAUHARABAD BLOCK 2FB AREA
64 64. 408080103 GBHS. WHITE HALL - J 505 P I B COLONY
65 65. 408040149 GBHS. ZULFIQAR - 1-C GULSHANABAD ORANGI
Girls
66 1. 408160197 GBHS. AKHTER - MALIR EXTENSION COLONYY KARACHI
67 2. 408160201 GBHS. GREEN DALE - OPP LIAQAT MARKET MALIR COLONY
68 3. 408130209 GGHS. 11-D NEW KARACHI - SECTOR 11-D NEW KARACHI
69 4. 408130215 GGHS. 5 - NEW KARACHI - 5 EAT SA/3 NK
70 5. 408130207 GGHS. 5-G NEW KARACHI - 5-G NEW KARACHI
71 6. 408090128 GGHS. AKHTAR - GREEN TOWN KARACHI
72 7. 408160193 GGHS. AMMAR YASIR - JAFFAR E TAYYAR SOCITY
73 8. 408130222 GGHS. APWA - BUS STOP NO 6 5 11-F NEW KARACHI
74 9. 408160188 GGHS. ASIF - MALIR COLONY KARACHI
75 10. 408070242 GGHS. B.M.B - MEHAR E NEEM ROSE BULDING
76 11. 408100191 GGHS. BALDIA C/1 LANDHI - LANDHI NO.2 KARACHI 30

189
77 12. 408100193 GGHS. BALDIA NO.2 36-B LANDHI - AREA 36.B LANDHI
78 13. 408140127 GGHS. BLOCK 20 - BLOCK 20 F.B AREA KARACHI
79 14. 408150211 GGHS. BRIGHT CAREER - TAUFIQ RD. LIAQATABD KARACHI
80 15. 408160194 GGHS. CDGK SCHOOL NO MALIR-01 - JINNAH SQUARE URDU NAGAR
81 16. 408170194 GGHS. CDGK KHULDABAD - BIN QASIM
GGHS. CDGK NO.37 L.B.W - WALI M HUSSAIN ALI RD SINGOLANE NEAR
82 17. 408050258
MOMIN MASJID
83 18. 408010057 GGHS. CDGK SCHOOL NO KT-20 - NEAR BADAR GROUND
84 19. 408040164 GGHS. CDGK SCHOOL NO OT-02 - QATTER MORE SECTOR 8 ORANGI TOWN
85 20. 408020157 GGHS. CDGK SCHOOL NO ST-03 - OLD GOLIMAR REXER
86 21. 408100200 GGHS. CDGK SCHOOL NO.SS10 - KORANGI
87 22. 408070231 GGHS. CHIRST THE KING NO.1 - 63 MUSLIMABAD KARACHI
88 23. 408040156 GGHS. COSMOPOLITAN - ALIGARH COLONY NO 2 ORANGI
GGHS. DUR MUHAMMAD GOTH - DUR MUHAMMAD GOTH DARSANNO
89 24. 408180449
CHANNO
90 25. 408150220 GGHS. FARQLEET - 1-A2/39 NAZIMABAD KARACHI
91 26. 408060261 GGHS. G.J.M.B.G - BURNS ROAD KARACHI
92 27. 408050254 GGHS. GENUBAI G.ALLANA - GENU BAIG ALLANA 2 GUL MOHD LANE
93 28. 408060247 GGHS. GIZRI CLIFTON - GGSS GIZRI CLIFTON KARACHI
GGHS. GULBERG QASIMABAD - SINDHI HOTEL LAST BUS ST 7-H QASIM
94 29. 408150209
ABAD
95 30. 408150219 GGHS. HUSAINI GGSS NAZ - NIZAMABAD NO3
96 31. 408120110 GGHS. IBRAHIM ALI BHAI - BLOCK A NORTH NAZIMABAD 2 ND SHIFT
97 32. 408020148 GGHS. IBRAHIM ALI BHAI ORANGI - ORANGI 5
98 33. 408010180 GGHS. INTELLIGENCE - M T KHAN ROAD SULTANABAD
99 34. 408070224 GGHS. JACOB LINES NO 3 - JACOB LINES NIZAMI ROAD KARACHI
100 35. 408070225 GGHS. JUNIOR MODEL - MODEL NO 1 PECHS KARACHI 29
101 36. 408070236 GGHS. JUT LINE NO.2 - JUTLAND NIZAMI ROAD KARACHI
102 37. 408140137 GGHS. KDA Girls Secondary School - FB Area Block 14
103 38. 408110145 GGHS. KORANGI NO.1 Y AREA KORANGI - KORANGI 1-1/2 AREA
104 39. 408060252 GGHS. MADRASAT-UL-BINAT - JAMILA STREET NOOR MASJID KARACHI
105 40. 408160183 GGHS. MALIR COLONY - NEAR BARAF KHANA MALIR
106 41. 408050250 GGHS. MAZHAR-UL-ULOOM - KHADDA LYARI
107 42. 408110139 GGHS. MILLAT - KORANGI NO 2 KARACHI
108 43. 408150230 GGHS. MOLANA MUHHAMMAD HUSSAIN AZAD - B-1 AREA
GGHS. MURAD MEMON SAUDABAD - MURAD MEMON SAUDABAD KARACHI -
109 44. 408160192
37
110 45. 408150225 GGHS. MUSLIM NO.1 - NAZIMABAD
111 46. 408060267 GGHS. NEELAM COLONY - SHAH RASOOL COLONY CLIFTON
112 47. 408070227 GGHS. NISHTAR ROAD - NISHTAR ROAD PAKISTAN QUARTER N/R KARACHI
113 48. 408150205 GGHS. NO 2 LIAQUATABAD NO 9 - C/O GGSS NO 2 LIAQUATABAD NO 9
114 49. 408110131 GGHS. NO.1 KORANGI 6 - GGSS NO 1 KORANGI 6 KARACHI 31
115 50. 408050244 GGHS. NO.2 BEHAR COLONY - 11 BEHAR COLONY
116 51. 408110133 GGHS. NO.4 KORANGI NO 3-1/2 - GGSS NO 4 N AREA
117 52. 408060245 GGHS. P&T COLONY - GGSS P&T COLONY GIZRI KARACHI 6
118 53. 408160189 GGHS. PAKISTAN PUBLIC - MALIR COLONY NEAR LAL MASJID KARACHI
119 54. 408080113 GGHS. PIB KARACHI - PIB KARACHI

190
120 55. 408020149 GGHS. QASBA COLONY - MANGHO PIR ROAD NEAR QASBA MODE
121 56. 408040160 GGHS. RAIS AMROHI - AMROHI ORANGI
122 57. 408070237 GGHS. ROYAL ACADEMY - PATEL PARA JHANGIR ROAD NO 1 KARACHI
123 58. 408160186 GGHS. SAUDABAD NO.2 - SAUDABAD NO 2 MALIR KARACHI
124 59. 408100196 GGHS. SCHOOL NO 7 NOOR MANZIL - NOOR MANZIL LANDHI NO 1
125 60. 408070221 GGHS. SCHOOL NO.2 - CLAYTON ROAD KARACHI
126 61. 408100189 GGHS. SHERWOOD - MUZAFFARABAD LANDHI KARACHI
127 62. 408020150 GGHS. SITE MODEL - SITE MODEL MANGHOPIR ROAD
128 63. 408060258 GGHS. TALEEM GAH-E-NISWAN - ALI DIN ALI MOHD ROAD BEHIND KMC
GGHS. WALI MUHAMMAD HAJI YAQOOB - SHAH ABDUL LATIF BHITAI ROAD
129 64. 408050242
LYARI KHI
130 65. 408170192 GGHS. YOUSUF GOTH - YOUSUF GOTH LANDHI BIN QASIM
Mixed
131 1. 408130199 GBHS. 11-D NEW KARACHI DISTRICT COUNCIL - 11-D NEW KARACHI
132 2. 408180459 GBHS. ABDUL KARIM - AT ABDULLAH GABOL GOTH SONGAL
133 3. 408080119 GBHS. B.M.B - BEHIND AIR PORT KARACHI
134 4. 408120118 GBHS. CDGK CH REHMAT ALI, BALDIA NNT-15/SS-03 - NORTH NAZIMABAD
135 5. 408170174 GBHS. FEDERAL ENG.NO.1 - VILLAGE UMER MARVI
GBHS. HAJI MUREED GOTH SINDHI MEDIUM - HAJI MUREED GOTH FIRDOUS
136 6. 408150234
COLONY
137 7. 408180453 GBHS. JAM MURAD ALI - JAM MURAD ALI GOTH MALIR KARACHI 23
138 8. 408030104 GBHS. LASIPARA BALDIA TOWN - BALDIA TOWN KARACHI
139 9. 408060239 GBHS. MODEL HAQANI - U/C 3 GADAP KARACHI
140 10. 408040166 GBHS. MUJAHID COLONY ORANGI - FAIZ AAM COLONY URDU CHOWK
141 11. 408010188 GBHS. NEW MUJAHID - PLOT 333 ST.8 BL A, AKBER ROAD SHERSHAH
142 12. 408010176 GBHS. PIR MUHAMMAD BHIT - BHIT IRLAND KEMARI TOWN
143 13. 408010185 GBHS. SHAMS PIR - SHAMS PIR ISLAND HAWKS BAY ROAD
144 14. 408130221 GBHS. UP SOICETY - 11-E AT S-B NEW KARACHI

191
 Appendix – B

TEACHERS’ QUESTIONNAIRE
1. Name.
2. Name of School.
3. Sex
i. Male
ii. Female
4. Age.
i. Below 25.
ii. 25-35 years
iii. More than 36 years.
5. Academic Qualifications
B.A/B.Sc/B.Com/B.H.E/M.A/M.Sc/M.Phil/Ph.D
6. Professional Qualification.
Untrained/PTC/CT/B.Ed/M.Ed
7. Grade_______
Designation: JST/HST/any other.
8. Place of residence/Address.___________________________________
9. Length of service.
i. Less than 5 years.
ii. Between 5-10 years.
iii. Between 10-15 years.
iv. More than 15 years.
10. Total Number of students taught.
i. Less than 2000
ii. 2001-5000
iii. More than 5000
11. Who is responsible for students reaching school late?
i. Students.
ii. Parents.
iii. Transport system.
iv. The school administration.
12. How many parents seek academic information about their children from you?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
More than 75%
13. How many parents help their children with homework?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
14. How many children are dropped at school by their parents?
i. Less than 10%

192
 ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
15. How many parents take care of their children’s neatness and cleanliness?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
16. Which class of society does the students’ parents belonged to?
i. Lower class.
ii. Lower middle class.
iii. Middle class.
iv. Upper Middle class.
v. Privileged class.
17. Percentage of students wearing clean uniform?
i. Satisfactory clean.______________%
ii. Ordinary clean_________________%
iii. Unsatisfactory clean_____________%
18. Percentage of students who complete their homework?
i. Fully complete.______________%
ii. Average standard ____________%
iii. Absolutely incomplete________%
19. How punctually do your students come to school?
i. Regularly
ii. Average regularly.
iii. Not regularly.
20. How often do you reach school in time?
i. Always in time.
ii. Often.
iii. Sometimes.
21. What were your reason for choosing teaching as a profession
i. Patriotic.
ii. Academic.
iii. Emulative.
iv. Professional.
v. Others.
22. Which of the following characteristics do you find in your colleagues?
i. Devotion.
ii. Contentment.
iii. Scholarship.
iv. Affection towards students.
v. Passion service.
23. Are you provided with government accommodations?
i. Yes.
ii. No.
24. With which punctuality your students come to school?
i. All or nearly all students comes school in time.
ii. Most of the students; come school in time.

193
 iii. Very few students; come school in time.

25. What is the frequency of checking homework?

i. Daily.
ii. Once a week.
iii. Once a month.
iv. Less than this.
26. What is the rate of conducting tests in your schools?
i. Once a month.
ii. Twice a year.
iii. Once a year.
iv. None.
27. How many parents do you know?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
28. To what extent are students satisfied with your teaching?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
29. Do the parents, of the students (those academically backward) follow teachers’
instructions?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
30. Does the teacher pay individual attention to students?
i. Absolutely.
ii. To a certain extent.
iii. To a lesser extent.
iv. Not at all.
31. Is there any arrangement to send progress report to the parents?
i. Regular
ii. Often
iii. Sometimes
iv. No Arrangement.
32. Do your students describe academic problems with you?
i. Often.
ii. Seldom.
iii. Never.
33. Are the books easily available in market?
i. Easily.
ii. Sometimes.
iii. Rarely.

194
34. Do you provide notes to your students?
i. Often.
ii. Some times.
iii. Never.
35. Of which class are you the in charge?
Class_________
36. What is the average number of students in each class in your school?
i. Over 50
ii. Between 30-50
iii. Up to 30
iv. Below 30
37. Are the following facilities sufficiently available to your students?  or 
i. Comfortable desk for students.
ii. Appropriate blackboard
iii. Airy Rooms.
iv. Class Rooms.
v. Fan.
vi. Suitable Library
vii. Well-equipped laboratory according to students demands.
viii. Required quantity of apparatus and chemical.
ix. Arrangements to meet important personalities.
x. Sports arrangement.
xi. Essay competitions.
xii. Parents’ day celebration.
xiii. Audio-Visual aids.
xiv. Arrangement of first aid.
xv. Transport facilities.
38. Are you engaged in private coaching?
i. Yes
ii. No.
39. If yes which students do you teach?
i. From Your school
ii. From other school.
40. How much is your monthly income (will remain confidential)
i. Income from salary_________
ii. Income from tuition_________
iii. Income from other sources._____________

41. What is the ratio of teacher in your school?

_______________________
42. What percentage of teachers is satisfied with the academic standards of
students in your school?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
43. Who is responsible for the deteriorating standard of education?
i. Teachers.
ii. Parents.

195
 iii. School administration.
iv. Multiple factors.

44. How many teachers perform their duties honestly in your school?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
45. Who prescribes books for teaching?
i. The government.
ii. School administration.
iii. Partly.
46. Does the government supply the books or other academic material?
i. Yes
ii. No
47. If yes then, are the books and such material supplied timely?
i. Yes
ii. No
48. What is the most common medium of instruction in your school?
i. Urdu
ii. English
iii. Local Language
iv. Mixed
49. How many teachers are posted in your school on temporary basis?
_________________
50. What is the service duration of teachers appointed on temporary basis in your
school?
i. Minimum____________
ii. Maximum ____________
51. The year your school was founded?
___________
52. What is the number of class rooms in your school?
________________
53. What is the number of student in your school?

54. Are there adequate science laboratories in your school?

Yes
No
55. Which type of courtyard in your school?
Cemented
Not cemented.
56. Is there any play ground in your school?
Yes
No
57. Is there any dispensary in your school for the students?
Yes.
No.
58. Do you write scripts for magazine or try to update your knowledge through
any mean if yes then what?

196
 i. Often.
ii. Sometimes.
iii. Never.
_____________________________________________
59. Have you written any text book or contributed towards curriculum
development etc?
i. Yes
ii. No
60. Are the students of your school medically examined?
i. Often.
ii. Sometimes.
iii. Never.
61. What is usual pass percentage of Matriculation students in your school?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
62. Are the students taken for outing to educational excursions?
i. Often.
ii. Some times.
iii. Never.
63. Are scientists, educationists and scholars invited to your school to deliver
lectures?
i. Yes.
ii. No.
64. Are you satisfied with the school administration?
i. Often.
ii. Some times.
iii. Never.
65. Do you receive the salary on the first of the month?
i. Often.
ii. Some times.
iii. Never.
66. Does any inspection authority of schools visit your school?
i. Often.
ii. Some times.
iii. Rarely
iv. Never.
67. Is the population of the locality disturbed by the school students?
i. Yes.
ii. sometimes
iii. No.
68. How much fee is paid by the student?
________________
69. Do you receive other supporting amounts from private or government
resources?
i. No.
ii. Yes (Give its nature) ___________________________________
70. Is corporal punishment allowed in your school?

197
 i. Yes.
ii. No.

71. Is a sweeper working in your school on permanent basis?

Yes.
No.
72. Are you satisfied with the sanitary arrangements?
Yes.
No.
73. How many students use notes and guide books?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
74. How many students use guess paper?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
75. How many students participate in politics or other such activities disturbing
their academic work?
i. Less than 10%
ii. 10%-25%
iii. 26%-50%
iv. 51%-75%
v. More than 75%
76. Does your school have its own sophisticated library?
i. No
ii. Yes (please specify the available facilities)_________________________
77. Do your school’s students cheat or involve in using unfair means?
i. Yes.
ii. No.
iii. Some times.
iv. Frequently.
78. Does your salary make you self-sufficient?
i. Yes.
ii. No.
79. Do your counterparts try to obtain inadmissible pecuniary from students?
i. Yes
ii. No
iii. Sometimes.
iv. Seldom.
80. Does the present examination/ evaluation system suitably judge the
capabilities of students?
i. Yes.
ii. No.
81. Does the present educational system keep pace with future requirement of the
children?

198
 i. Yes.
ii. No.
82. Is the standard of education in your school falling?
i. Yes.
ii. No.
83. Are you computer literate?
i. Yes
ii. No
84. Do you have your personal computer?
i. Yes
ii. No
85. Do you update your knowledge through computer?
i. Yes
ii. No
86. How long do you use computer daily?
i. 1-2 hours
ii. 2-3 hours
iii. 3-4 hours
iv. More than 4 hours
87. Put a  or  after the following statement.
a. Govt. is indifferent towards educational institution.
b. The school administration operates the school for commercial
purposes.
c. The school environment is filthy and disgusting.
d. Parents don’t pay attention to their children’s studies.
e. Parents and students spend most of the time in different amusement
and entertainment like radio, TV, VCRs others.
f. Most of the students’ ethical conditions declined to unbearable.
g. Parents wish to be relived of their duties by admitting their children to
schools.
h. Ethical conditions of most parents are low.
i. Parents are ignored of school conditions.
j. Pupils are inclined to theft and damage of school but even remove
stealthily few things.
k. Teachers are academically weak.
l. Good quality, morality and devotion among teachers have disappeared.
m. There are very few honest persons in the schools administration.
n. Most of the teachers don’t teach devotedly.
o. Society doesn’t fulfill its responsibility towards school and children.
p. Parents have no time to look after their children.
q. Teachers take most interest in private coaching then school teaching.
r. Govt. if indifferent towards the proper maintenance of educational
institution.
s. Most of the teachers adopt this profession for lack of option.
t. Children psychological requirement are not taken care of.
u. Too many subjects are unnecessary burden on school students.
v. Healthy recreational arrangements are negligible.
w. Basic facilities of drinking water and toilet facilities are insufficient in
school.
x. The transport arrangement must be improved.

199
 y. Most of the children are victims of social maladjustment.
z. Students generally use foul means for success.
aa. Printing standard of most of the text books is defective.
bb. Textbooks are not available when they are required.
88. Who is responsible for ruining the standard of education?
a. Lack of parent’s attention.
b. Excessive enrolments of students in schools.
c. Insufficient teachers.
d. Lack of ability in teachers.
e. Lack of interest in teaching works.
f. Lack of facilities in schools.
g. Weak administration of schools.
h. Political instability in the country.
i. Social deterioration.
j. Mal administration and malpractices in examination.

200
 Appendix – C

STUDENTS’ QUESTIONNAIRE
1. Name:
2. Father’s Name:
3. Father’s Educational Qualification. ____________
4. Mother’s Education Qualification _____________
5. Father’s Source of Income.
a. Govt. Service
b. Private Service.
c. Business.
d. Agriculture.
e. Others.
6. Father’s monthly income._______________
7. Does the mother work?
a. Yes.
b. No.
8. Are your bothers or sisters employed?
a. Yes
b. No
9. You residential address:________________________
10. Your age:
a. 13-16 years.
b. 16-19 years.
c. More than 19.
11. The nature of your residence is:
a. Personal.
b. Rented.
c. Government accommodation.
12. Accommodation.
a. Number of bed rooms.
b. Drawing room Yes/No.
c. Courtyard. Yes/No
d. Garden Yes/No
13. Area of the house:
a. Less than 40 square yards.
b. 40 to 80 yards
c. 120-240 square yards.
d. 240-400 square yards.
e. More than 400 square yards.
14. Number of family members.
a. 1-5 person.
b. 6-10 persons.
c. More than 10 members.

15. What is the distance between your house and your school?
a. 1-5 miles.

201
 b. 6-10 miles.
c. More than 10 miles.
16. In which class do you study?
a. IX
b. X
17. Timing of your school:
a. Morning
b. Afternoon.
18. How do you reach school?
a. Father’s conveyance.
b. Public transport.
c. On foot.
d. School bus.
19. How much time do you devote to home study?
a. 2-4 hours.
b. Less than 2 hours.
c. None.
d. No need.
20. How often do your parents/ brothers/sisters help you in study?
a. Daily.
b. Never.
c. Study myself.
d. They are too busy to help.
21. How often do you parents/brothers/sisters inspect your school’s exercise
book?
a. Daily.
b. Frequently.
c. Sometimes.
22. To which extent do your parents/ brothers/ sisters enquire about your progress
from your school teacher?
a. Often
b. Some times.
c. Rarely.
d. Never.
23. Do you have to bring groceries to your house?
a. Yes.
b. No.
24. Do you have to do any work of your parents, brothers/ sisters?
a. No
b. Yes (specify nature of work)______________________________
25. Do you have a RADIO/TV/VCR/VCD/COMPUTER etc?
a. No.
b. Yes (Specify)_________________________________________

26. How much time do you give to RADIO/TV/VCR/VCD/COMPUTER etc?

a. One to two hours.
b. 2 to 4 hours
c. More than 4 hours.
d. Sometimes.
27. Which game do you like?

202
 a. Cricket.
b. Hockey.
c. Squash.
d. Soccer.
e. Others.
28. Is there any playground near your residence?
a. Yes
b. No.
29. How much time do you spend in playing?
a. Nearly one hour.
b. 1-2 hours.
c. More than 2 hours.
30. Does any of your friends is involved in antisocial, anti-academic or anti-
educational activities/habits (Smoking, playing cards, video games in locality,
internet clubs, eve teasing, gambling, etc)
a. No
b. Yes (Specify the nature)
31. Do you offer pray in the mosque?
a. Five times a day.
b. Sometimes.
c. Never.
32. Who bears your educational expenses?
a. Father.
b. Mother.
c. Brother/Sister.
d. Yourself.
e. Other sources.
33. Tick  or  at the following facilities at your home?
a. Electricity
b. Water
c. Telephone
d. Mobile
e. Gas
f. Computer
g. Any other (specify)____________________________
34. Do you study in a coaching centre or take tuition to improve your study?
a. No
b. Yes (specify nature)_____________________________________

35. How much time does it take in going from home to school?
a. Less than 10 minutes.
b. 10 minutes to half and hour.
c. Half an hour to 1 hour.
d. More than 1 hour.
36. What are your school timings?
a. _______________________
37. How is your school structure?
a. Constructed for use as a school.
b. Constructed for other purpose but is now used as school.
38. Do other schools run in your school premises?

203
 a. Yes
b. No.

39. Which language is your medium of instruction mostly?

a. Urdu
b. English
c. Sindhi
d. Mixed
40. Is any fee/funds charged by your school?
a. No
b. Yes (Can you afford it? also mention the
charges)_____________________
41. Do you have to pay other amount to school authorities or your teachers?
a. No
b. Yes (Describe in brief)_____________________________
42. Are your books easily available in the market?
a. Yes.
b. No.
43. Are the books supplied by the government or purchased by you.
a. By Government
b. Purchased
c. Financed by other than the family
44. How many text books do you have to carry to school?
a. Number of text books= _________________
45. What is the average weight of your satchel (school bag/book pack)?
a. Average weight of satchel = ______________________
46. How do you carry text books and exercise books?
a. In hand
b. Cotton/ Leather bag.
c. Small attach cases.
47. How do you take your school building?
a. Very beautiful.
b. Good.
c. Ordinary.
d. Ugly.
48. How many students are there in your school and class?
a. In school_________________ in class________________
49. How many teachers working there in your school?
a. _________________
50. Who are responsible in deteriorating standard of education?  or 
a. Parents’ lack of attention.
b. Excessive enrolment of students.
c. Lack of academic ability in teachers.
d. Less number of teachers in school.
e. Teachers’ lack of interest in teaching works.
f. Lack of academic facilities in schools.
g. Weak administration of school.
h. Political instability in the country.
i. Maladministration and malpractices in examinations.
51. How far your teachers justified with his profession?

204
 a. Most of them are laborious.
b. Most of them are business minded.
c. Most of teachers suppose it to be a job.
d. Most of the teachers do not teach devotedly.
e. Most of teachers have no passion with service.
52. What is the academic standard of teachers?
a. Most are able.
b. Few are able.
c. Most are of average standard.
53. How many teachers teach you?
a. _______________________
54. How frequently and thoroughly your teachers check your home work?
a. Daily.
b. Some times.
c. Just at a glance.
55. What is the cleaning standard of your school?
a. Cleaning standard is high.
b. Good.
c. iii Bearable.
d. iv Cleaning is not good.
56. Whether or not under school arrange (tick for yes and cross for no)?
a. Students are taken for picnic.
b. Students are taken for educational excursion.
c. Expert scientists are invited to deliver lecturers.
d. Students are awarded.
e. Scientific instruments and chemicals are in sufficient quantity.
57. Do the school’s inspection authorities visit your school?
a. No.
b. Yes.
58. If yes the how?
a. Often
b. Sometimes.
c. Never.
59. Is corporal punishment allowed in your school?
a. Yes
b. No
c. Some times
60. Do your school teachers teach privately coach his/her own students?
a. Yes
b. No.
c. A few of them
d. Most of them
61. For how many years have you been studying in this school?
a. _________________
62. How do you feel about your school?
a. Like it too much.
b. Not too good.
c. Doesn’t look good.
63. Do your teachers advise you to study manuals/guides/extra notes?
a. Yes.

205
 b. No.

64. Do you participate in political activities or other such activities?

a. Yes
b. No.
65. What is the pass percentage of your school?
a. Usually more than 75%
b. 50% to 75%
c. Less than 50%
66. Does teacher complete their syllabi?
a. Yes
b. No.
67. Is there a tendency to cheat in examinations in your school?
a. Yes
b. No.
68. What percentage of students cheats during examinations?
a. 75%
b. 50%-75%
c. 25% to 50%
d. Less than 25%
69. What are the means of cheating during examinations?
a. With connivance of the teachers.
b. Smuggling of notes.
c. With the help of outsiders.
d. No cheating.
70. Are there many unannounced holidays in your school?
a. Yes.
b. No.
71. Is there any regular teaching when the school is open?
a. Yes
b. No
72. Are the studies interrupted by strikes or other interference?
a. Yes.
b. No.
73. Are the studies interrupted by the students’ politics/pressure group influence in
your school?
a. Yes.
b. No.
74. Are the following facilities sufficiently available in your school?  or 
a. Comfortable desks.
b. Appropriate black boards.
c. Airy rooms.
d. Class rooms.
e. Suitable library.
f. Well equipped laboratory.
g. Sufficient science material.
h. Social events.
i. Sports arrangements.
j. Essay competitions.
k. Parents’ day’s celebrations.

206
 l. Audio visual aids.
m. First aid.
n. Transport facilities.
75. Do your teachers take sufficient care of your training?
a. Very much.
b. Not much.
c. Remains unconcerned.
76. Do your teachers allow you to ask questions in the class?
a. A few allow.
b. A few don’t allow.
77. How do your teacher teach you?
a. By dictating notes.
b. By oral teaching/lecturing.
c. Not giving any instruction at all.
78. How is the discipline in your school?
a. Very strict.
b. Fairly strict.
c. Relaxed.
79. Is parents’ day celebrated in your school?
a. Yes
b. No.
80. Put a tick mark against each of the following correct statement:
a. Government is indifferent towards educational institutions.
b. The school administration operates school for their own purposes.
c. The school environment is filthy and disgusting.
d. Teachers are academically weak.
e. Dedication and devotion among teachers have disappeared.
f. Most of the teachers seek benefits.
g. Society doesn’t fulfill its responsibilities towards school children.
h. Teachers do not take interest in teaching.
i. Teachers take more interest in private coaching than teaching in class.
j. Parents have no time to look after their children’s studies.
k. Students do not study attentively in class.
l. The standard of English medium school is better.
m. Overcrowding take place in class rooms.
81. Is the number of teachers in accordance with the number of subject and
classes?
a. Yes/ No.
b. There is disproportion.
82. Is the present system of education in accordance with the educational needs of
children?
a. Yes
b. No.
83. Write down any complain against your teacher or school.
a. ________________________________________
84. Please write down the drawbacks in the present education system.
a. ________________________________________

207
 Appendix – D
PARENTS’ QUESTIONNAIRE
1. Name (will remain confidential).
2. Age.
i. Between 30-40
ii. 40-50 years.
iii. 50-60 years.
iv. More than 60 years.
3. Educational Qualifications:
Illiterate/ Primary/ Matric/ B.A/ B.Sc/ B.Com/ B.H.E/ M.A/ M.Sc/ M.Phil/
Ph.D/ others
___________________
4. Your spouse’s academic qualification.
Illiterate/ Primary/
Matric/B.A/B.Sc/B.Com/B.H.E/M.A/M.Sc/M.Phil/P.h.d/others
___________________
5. Your dependent family members.
Sons______, Daughter,_______, other relatives_______ servants.
6. What is your source of income?
i. Government service.
ii. Private
iii. Business.
iv. Agriculture.
v. Other.
7. Does your wife have any source of income?
i. Yes.
ii. No.
8. What is your monthly income? (Will be kept confidential)?
_________________________
9. In which locality do you live?
_____________________________
10. Do you have a personal residence in Karachi?
i. Yes.
ii. No.
11. Which type of residence you live in?
i. Government.
ii. Personal.
iii. Rented.
12. How many rooms are there in your house?
i. Number of Bed Rooms_____________ Yes/No
ii. Drawing Rooms ______________ Yes/No
iii. Courtyard. ______________Yes/No
iv. Garden. ______________Yes/No
13. Area of the house?
i. Less than 100 square yards.
ii. 100 square yards.
iii. Between 100-200 square yards.

208
 iv. 200-400 square yards.
v. More than 400 square yards.
14. What is the distance between your house and your work place?
i. Less than 1 mile.
ii. 1 mile to 5 miles.
iii. 5-10miles.
iv. 11-20 miles
v. More than 20 miles.
15. How do you go from your place of work and vice versa?
i. On foot.
ii. Personal conveyance.
iii. Office transport.
iv. Colleague’s transport.
v. Public transport.
16. When do you awake?
i. 5 am.
ii. 6 am.
iii. 7 am
iv. 8 am
17. How much time do you spend in preparation for going to place of work?
i. Nearly half an hour.
ii. Nearly a hour.
iii. More than 1 hour.
18. When do you take your breakfast?
i. 7 am
ii. 8 am
iii. 9 am
19. Time spend in going to your work place?
i. 15 minute
ii. 30 minute
iii. 45 minute
iv. More than an hour.
20. What are your work/business hours?
i. 6 hours
ii. 8 hours
iii. 12 hours
iv. More than 12 hours.
21. When do you go to bed?
i. 9 pm
ii. 10 pm
iii. 11 pm
iv. After 11 pm
22. Are you a member of any club?
i. No
ii. Yes
iii. Yes; More than 1 club
23. Do you take interest in political activities?
i. No.
ii. Normally and Some times.
iii. Deeply interested.

209
24. How many friends do you have?
i. Very few
ii. Some
iii. Many
25. Which of the following creational activities/games do you like?
i. Cards
ii. Chess
iii. Hockey
iv. Football
v. Badminton.
vi. Other (Please specify)____________________
26. What is the age of your child?
i. 13-15 years
ii. 16-19 years
iii. More than 19 years
27. How frequently do you visit school to obtain academic information of your
child?
i. Once a month.
ii. To a lesser extent.
iii. Only on teachers’ call.
28. How much time do you spend with your child for his studies daily?
i. Less than an hour
ii. Nearly two hours.
iii. More than two hours.
iv. None.
29. Do you feel that your child needs your personal guidance?
i. Yes
ii. No.
30. Do you remind your child to study?
i. Always.
ii. Often
iii. Some times
iv. Never.
31. Does your child seem your help in connection with school work?
i. Never
ii. Always.
iii. Some times.
32. Does your child relate school experiences into his/her own or your life?
i. Always.
ii. Often
iii. Some times
iv. Never.
33. Do your child’s friends come for combined studies?
i. Always.
ii. Often
iii. Some times
iv. Never.
34. How much is the monthly pocket money of your child?
i. Less than 100
ii. 100 to 200

210
 iii. 201 to 300
iv. More than 301
35. Name of the school where you child studies?
________________________
36. In which class does your child study?
________________________
37. The numbers of subjects does your child study?
__________________________________________
38. How much amount do you spend on his stationery?
i. Less than 100
ii. 100 to 200
iii. 201 to 300
iv. More than 301
39. How much is the monthly tuition fee of your child?
___________________________________
40. What is the study timing of your child?
___________________________________
41. Who looks after the children?
i. You
ii. Your wife
iii. Brothers
iv. Sisters.
42. Which game(s) does your child like? (Name of the games)
_____________________________________________
43. Is there any arrangement of private tuition for your children?
i. Yes.
ii. No.
iii. Occasionally.
44. How much private coaching/ tuition fee you pay for your child other than
school? _______________________________________________
Does your child work part time basis?
i. Yes.
ii. No.
iii. Occasionally
45. How are your children accommodated?
i. A separate room for each child.
ii. One for all the children.
iii. Separate rooms for sons and daughters.
46. How long does your child help you in daily works?
i. 1-2 hours
ii. 2-4 hours daily.
iii. More than 4 hours.
47. Who delivers household goods?
i. Yourself.
ii. Your child.
iii. Wife.
iv. Everybody.
48. Does your child participate in games?
i. Yes
ii. No.

211
 iii. Sometimes
iv. Always.
49. Does your child take interest in political or other than educational activities?
i. Yes
ii. No.
iii. Sometimes
iv. Always.
50. Do the teachers check your child’s exercise books?
i. Yes
ii. No.
51. If yes then how?
i. Only sign over them.
ii. Complete correction.
iii. Correction to a certain extent.
iv. No correction at all.
52. Are you satisfied with the performances of teachers?
i. Yes
ii. No.
iii. Sometimes
iv. Always.
53. How often does your child seek your help?
i. Yes
ii. No.
iii. Sometimes
iv. Always.
54. Are you satisfied with the performance of child’s teachers?
i. Yes
ii. No.
iii. Sometimes
iv. Always
55. Are there any arrangements for providing following facilities to your child?
i. Sports.
ii. Cultural activities.
iii. Scouting.
iv. Newspapers and magazines.
v. Excursions.
vi. Physical check ups.
vii. Parents – Teachers coordination.
56. Does your child participate in school union activities?
i. Yes
ii. No.
iii. Sometimes
iv. Always.
57. Is the standard of teaching falling or not?
Yes.
No.
58. If the standard of education is declining, who is responsible for this?
i. Parents’ lack of attention.
ii. Excessive enrolment of students.
iii. Lack of academic ability in teachers.

212
 iv. Less number of teachers in school.
v. Teachers’ lack of interest in teaching works.
vi. Lack of academic facilities in schools.
vii. Weak administration of school.
viii. Political instability in the country.
ix. Maladministration and malpractices in examinations.
x. Insufficient teachers.
59. Do you remember what percentage of marks your child had obtained in the
previous class?
Yes.
No.
60. Which medium of instruction do you favour?
English, Urdu, Local Language.
61. Do you feel that the present education system is keeping pace with the future
requirements of children?
Yes.
No.
62. Are you satisfied with the performance of the national system?
Yes.
No.
63. Which of the following statements are correct? (Please  or )
i. Govt. is indifferent towards educational institution.
ii. The school administration operates the school for commercial purposes.
iii. The school environment is filthy and disgusting.
iv. Parents don’t pay attention to their children’s studies.
v. Parents and students spend most of the time in different amusement and
entertainment like radio, TV, VCRs others.
vi. Most of the students’ ethical conditions declined to unbearable.
vii. Parents wish relived their duties by admitting their children to schools.
viii. Ethical conditions of most parents are low.
ix. Parents are ignored of school conditions.
x. Pupils are inclined to theft and damage of school but even remove
stealthily few things.
xi. Teachers are academically weak.
xii. Good quality, morality and devotion among teachers have disappeared.
xiii. There are very few honest persons in the schools administration.
xiv. Most of the teachers don’t teach devotedly.
xv. Society doesn’t fulfil its responsibility towards school and children.
xvi. Parents have no time to look after their children.
xvii. Teachers take most interest in private coaching then school teaching.
xviii. Govt. if indifferent towards proper maintenance of educational institution.
xix. Most of the teachers adopt this profession for lack of option.
xx. Children psychological requirement are not taken care of.
xxi. Too many subjects are unnecessary burden on school students.
xxii. Healthy recreational arrangements are negligible.
xxiii. Basic facilities of drinking water and toilet facilities are insufficient in
school.
xxiv. The transport arrangement must be improved.
xxv. Most of the children are victims of social maladjustment.
xxvi. Students generally use foul means for success.

213
 xxvii. Printing standard of most of the text books is defective.
xxviii. Textbooks are not available when they are required.
64. Write down major faults in the present educational system.
i. Lack of parents’ attention.
ii. Excessive enrolments of students in schools.
iii. Insufficient teachers.
iv. Lack of ability in teachers.
v. Lack of interest in teaching works.
vi. Lack of facilities in schools.
vii. Weak administration of schools.
viii. Political instability in the country.
ix. Social deterioration.
x. Mal administration and malpractices in examination.
xi. Any other (please briefly
quote)___________________________________

214
 Appendix – E

RATING PROFORMA

Name of School:

Name of Rater with designation and contact #:

S. Name of the characteristics (for Rating (1 for the best 11 for the
#. rating) worst)
Teachers’ Terms and Condition of
1
Service
2 Teachers’ Competency
3 Basic Facilities In School
4 Academic Facilities in school
5 School Test and Exams
6 Resort to Tuition
7 Competence Of Head(of school)
8 Admission Strictness
9 School Maintenance
10 Schools’ Finance
11 Location of Schools
12 Fathers’ Education
13 Fathers’ Occupation
14 Mothers’ Education
15 Occupational Status of Mothers’
16 Household Income
17 Residence of Students
18 Parents’ Contact

215
 Appendix – F

REQUEST LETTER TO COMPETENT AUTHORITY,

TO CARRY OUT RESEARCH
To

The Executive District Officer Education

City District Government, Karachi

SUBJECT: REQUEST FOR THE PERMISSION TO CARRY OUT

RESEARCH STUDY IN SECONDARY SCHOOL OF
KARACHI.

Respected Sir/Madam,

I beg to submit that I have been working in Education Department,

Government of Sindh for the last 18 years; and at present working as a senior officer
in the department completing my Ph.D from Hamdard University Karachi with the
departmental permission.
Sir/Madam, I have completed my course work and my topic of research study
for dissertation/thesis has been approved as “A Study of the Significant Factors
Affecting the Academic Achievements of Government Secondary Schools,
Karachi” (copy of approval letter is attached); under the supervision of Dr. Syed
Abdul Aziz and Dr. Nasir Sulman, Associate Professor, Department of Special
Education, University of Karachi.
Sir/Madam, my research work includes collecting and processing of data from
various government schools through serving questionnaires to Teachers, Parents and
Students of targeted schools based on pedagogical factors in addition to get 18
characteristics rated about specific government schools; from senior educators
(specimen attached).
Sir/Madam, I will be grateful if formal permission letter to carry out
contextual research studies is issued to me; which will Insha Allah be productive for
the whole of the department.
Thank you Sir/Madam
Signed
(AFTAB AHMED SHAIKH)
Ph.D. Research Scholar (Education), Hamdard
University Karachi, Pakistan
Senior Education Officer,
Education and Literacy Department,
Government of Sindh

216
 Appendix – G

REQUEST LETTER FOR RATERS

Dated: ____________
The District Education Officer(s)
(Male/Female)
Secondary and Higher Secondary,
City District Government, Karachi

SUBJECT: REQUEST FOR RATING GOVERNMENT SECONDARY

SCHOOL ON 18 CHARACTERISTICS

Dear Sir/Madam
Assalam-o-Alaikum,

Hope you will hale and healthy and contributing your best to maintain rather
uplifting the standard of education at your level through your dynamic capabilities
polished with unmatchable experience in the field of education.
Sir/Madam, I am doing research studies on the topic of “A Study of the
Significant Factors Affecting the Academic Achievements of Government
Secondary Schools, Karachi”; which is a part of my studies towards obtaining the
degree of Ph.D. and hopefully contribute positively towards the educational standard
of contextual schools.
Sir/Madam, in connection with my studies; I need to some raters to rate
sample schools against pedagogical traits/ characteristics (list of schools and rating
proforma are attached).
It will be highly appreciated if the names of at least 36 raters (one male and
female from each town) are identified meeting with the following criteria:
i. The rater must be having at least having post graduate degree with a degree in
education,
ii. Having least 3 (three) years’ experience in school/town/district administration
iii. Having sufficient knowledge and well versed about sample schools’ affairs
located in Karachi

Believing you as a seasoned educationist and keen observer of the context; I

would like to request you to kindly extend your maximum cooperation regarding
filling up the attached proforma for which I shall be grateful to you.
Thanks,

Signed
(AFTAB AHMED SHAIKH)
Ph.D. Research Scholar (Education),
Hamdard University Karachi, Pakistan
Senior Education Officer,

217
 Education and Literacy Department,
Government of Sindh
Appendix – H

REQUEST LETTER TO HEADS OF SAMPLE SCHOOLS

REGARDING FILLING UP OF QUESTIONNAIRE
Mr./Ms.________________________ Dated: ____________
School Head, Government ___________
(Boys/Girls) Secondary School,
Karachi.

SUBJECT: REQUEST FOR FILLING UP THE QUESTIONNAIRES FROM

TEACHERS/STUDENTS/PARENTS

Dear Sir, Assalam-o-Alaikum!,

Hope you will hale and healthy and contributing your best to maintain rather
uplifting the standard of education at your level through your dynamic capabilities
polished with unmatchable experience in the field of education.

Sir, I am doing research studies on the topic of “A Study of the Significant

Factors Affecting the Academic Achievements of Government Secondary Schools,
Karachi”; which is a part of my studies towards obtaining the degree of Ph. D. and
hopefully contribute positively towards the educational standard of contextual
schools.

Sir, in connection with my studies, your school has been selected as a sample
and in this regard; I need to get input from teachers, students and parents through
separate questionnaires (attached) on the following criteria:

i. Teachers’ questionnaire is to be filled by two senior most HSTs with

minimum qualification as Bachelor (B.Sc/B.A/B.Com or equivalent with
B.Ed), 5 years teaching experience to teach grade IX/X, good academic results
in last three years
ii. Students’ questionnaire is to be filled Two prefects/monitors or students of
grade X with at least 60% marks in previous class i.e. grade IX
iii. Parents’ questionnaire is to be filled by two parents/guardians of the same
prefects/monitors or students of grade X or members of SMC who are
educated, active and well versed in school and education related affairs.

May I also request you for an early return of the filled questionnaires within 15 days
time please. Thanks,
Signed
(Aftab Ahmed Shaikh)
Ph.D. Research Scholar (Education),
Hamdard University Karachi, Pakistan

218
 Senior Education Officer

Appendix - I

Census 2011 -12

-SEMIS-Reform Support Unit
Education and Literacy Department

Schools : Gender, Level, Location and Status wise

District : Karachi City
Urban Area Rural Area Total Schools
School- School-
Functional Closed Total Functional Closed Total Functional Closed Total
Gender Level
Boys Secondary 243 4 247 11 - 11 254 4 258

Girls Secondary 242 4 246 12 - 12 254 4 258

Mixed Secondary 39 1 40 17 - 17 56 1 57

Total Secondary 524 9 533 40 - 40 564 9 573

Schools with Affected / Damages Status : Gender and Level wise

District : Karachi City

Schools Affected / Damages with Number of Schools

School- School- Multiple of Damages/

Flood Rain IDP No Info Not Damages Total Schools
Gender Level These Affected

Boys Secondary - 4 1 - 6 11 247 258

Girls Secondary - - - - 6 6 252 258

Mixed Secondary - - 1 - 3 4 53 57

Total Secondary - 4 2 - 15 21 552 573

Schools : Medium and Shift wise

District : Karachi City
Schools by Medium Schools by Shift
School-
School-Level Urdu Sindhi English Mixed Total Morning Afternoon Both Total
Gender
Boys Secondary 226 11 4 17 258 149 104 5 258
Girls Secondary 235 11 1 11 258 206 49 3 258
Mixed Secondary 31 17 3 6 57 35 21 1 57
Total Secondary 492 39 8 34 573 390 174 9 573

219
Enrolment : Gender, Level and Class Stage wise
District: Karachi City

Boys Enrolment Class Stages wise Girls Enrolment Class Stages wise
Grand
XI Total
I to VI to VI to XI to
School-Level Kachi IX to X to Total Kachi I to V IX to X Total
V VIII VIII XII
XII

163,5
Secondary 45 748 35,145 27,970 84 63,992 720 3,067 57,655 37,593 559 99,594
86

Teachers : Level and Type of Post wise

District : Karachi City

Teaching Staff by Type of Post

Teacher School- Govt. Govt. ESRA/ Other Not Grand

SMC NCHD UNICEF Volunteer
Gender Level Regular Contract USAid Donor Provided Total

Male Secondary 2,495 90 9 - 7 - 13 - 3 2,617

Female Secondary 5,677 292 6 - 9 2 28 - 50 6,064

Total Secondary 8,172 382 15 - 16 2 41 - 53 8,681

Teachers : Gender and Professional Training wise

District : Karachi City
Teaching Staff by Professional Training wise
Grand
Teacher- Total
School-Level PTC C.T B.Ed M.Ed Other Untrained Not Provided
Gender

Male Secondary 97 368 1,137 456 406 34 119 2,617

Female Secondary 224 648 3,943 842 246 22 139 6,064

Total Secondary 321 1,016 5,080 1,298 652 56 258 8,681

Schools Building Facilities : Gender and Level wise

District : Karachi City
Schools by Building
School- School- Govt. Ownership
Gender Level Other Total Total No. of
Satisfa Repair Dange No Rental
Ownership Schools Classrooms
ctory able rous Info
Boys Secondary 6 99 115 19 3 16 258 3,566
Girls Secondary 5 121 97 23 3 9 258 3,977
Mixed Secondary 1 23 24 3 - 6 57 657

220
 Schools with Advance Facilities : Gender and Level wise
District : Karachi City
Schools having / Received Facilities of

Functional Free Construction Girls

School-Gender School-Level Schools
SMC Textbooks Works Stipends

Boys Secondary 258 244 240 56 4

Girls Secondary 258 255 242 49 219

Mixed Secondary 57 55 51 11 28

Total Secondary 573 554 533 116 251

Total Secondary 12 243 236 45 6 31 573 8,200

Schools with Basic Facilities : Gender and Level wise

District : Karachi City
Schools having Basic Facilities Schools having
School- School-
Schools
Gender Level Drinking Boundary Science
Electricity Toilets Playground Library
Water Wall Lab

Boys Secondary 258 217 232 204 241 142 92 212

Girls Secondary 258 228 245 227 254 168 66 166

Mixed Secondary 57 40 53 40 52 31 9 37

Total Secondary 573 485 530 471 547 341 167 415

Furniture and Fixtures Including Computers

District : Karachi City
School- Student Student Student Teachers Teachers
School-Gender Fans Computers
Level Chairs Desks Benches Tables Chairs
Boys Secondary 1,907 31,800 1,738 1,448 5,641 4,148 563
Girls Secondary 4,866 43,829 4,433 2,180 5,826 5,302 711
Mixed Secondary 1,003 5,748 336 272 1,061 793 111
Total Secondary 7,776 81,377 6,507 3,900 12,528 10,243 1,385

221
 Appendix- J

Screenshot of BSEK Result Database Module

222
 Appendix - K

Screenshot of BSEK Result Query

223
 Appendix - L

Screenshot of SEMIS Database Module about Go vt. Schools

224