Personality Development Through Emotional Intelligence in University Graduates of Quetta

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Personality development through Emotional Intelligence in university graduates of Quetta

Abdul Wahab [email protected] Balochistan Study Center, University of Balochistan, Quetta, Pakistan.

Dr.Sajida Naureen [email protected] Institute of Education & Research, University of Balochistan, Quetta, Pakistan.

Abstract The purpose of this study was to determine the emotional intelligence in university graduates at Quetta specifically with respect to its traits like maturity, motivation, self-control and social stability in order to attain overall personality development. A cross-sectional survey design in the form of self-report questionnaire was used to examine variables i.e. maturity, motivation, self-control and social stability to stimulate personality development. Eight faculties of two public sector universities were selected through proportionate sampling and further random sampling technique was used to select 200 respondents as a sample sizeand the observed response rate was 88% (176 out of 200).All the responses were analyzed by using SPSS soft wear (Statistical Package for Social Sciences). Chi-square tests and descriptive statistics were applied to analyze data. the reported chi- square values were found highly significant (i.e.; p <0.05) for most of the responses indicating maturity, motivation, self-control and social stability, which ensures the presence of different traits at high level among university graduates which ultimately promote personality development.

Key Words: Emotional Intelligence, personality development, university graduates.

Introduction Emotional intelligence is a complex and dynamic construction of human traits influenced by diversity of social, psychological and biological factors. A remarkable number of research studies have been conducted to found emotional intelligence as a valuable predicator of social adjustment, social interaction, work and personnel life matters. Stress management, psychological health issues, career enhancement, academic field and personality development. Young generation facing many difficulties and stresses in modern materialistic race. They are facing different psychological disorders. Therefore emotional intelligence is gaining currency and here the study of personal maturity is attracting and challenging us. “Emotional maturity means balanced personality”.It is capacity to manage and regulate uncertain emotions, and behave normally under pressure to endeavor the situation and show tolerance and not to be nervous. We can determine the personality configurations with emotional maturity and furthermore it is helpful in growth and development of adolescents. A person having control on his emotions, to rivulet adjournment and to agonize without self- indulgence might still be emotionally dumbfounded. A person with emotional maturity will be satisfy of what he is and keep balance relation between his mind and heart and overall will be satisfy in life. Children and adolescents are determined by their physiological characteristics like genes and hormones but beyond adolescence, a person has to learn maturity. Emotional intelligence is a learned behavior up to some extent and it is a choice. If in case it is not made by conscious, the individual will not cross the border of emotional immaturity of a childhood and adolescent in spite of any and all accessories of substantial success. Emotional intelligence not necessarily grows with physical age. It is not essential that we get more mature with old age. It is a general observation that some adults are not mature enough emotionally and some are totally immature. They all feel difficulties in adjusting themselves according to dynamic circumstances in this modern era. Therefore it is requirement of the time that our adolescents and adults should be able to adjust themselves and manage their emotions according to the environment. Emotional intelligence is of vital importance in individual 3 behavior because students are the future of the nation and constructers of the country.This study is of tremendous value for social development, human capital especially for students, teacher’s administrators and families as well. They will come to know the strength of maturity of young generation. The study will be helpful for graduates, research scholars and educators to open different dimensions for future studies. It will also provide guidance to those students who are at highest level to learn social adjustments and to manage their emotions in environmental setup. One of the most important aims of the study is to make young graduates to realize the importance and ultimate meaning of emotional maturity that it is the ability to grasp once choices and its impacts. High qualification does not necessarily make someone to be capable of managing the situations. Therefore need for study was felt to know the maturity level of university graduates.

LiteratureReview In higher educational settings many research studies identified that EI is directly concerned with students educational achievements and plays a vital role in academic performance and retention (Buvoltz, Powell, Solan, &Longbathom, 2008; Olatoye, Akintunde, &Yakasai, 2010; Shipley, 2010). Social interactions and relationships along with gender, age and ethnicity in connection with EI was discussed in another research study (Han, 2009; McBride, 2o10; Shipley, 2010). Some research scholars demonstrated EI as the capability to involve cognitive processing of emotional information (Mayer and Salovey, 1997). This sort of emotional intelligence is also known as ability EI. Another concept of EI including different social skills, motivational influences and personality traits (Goleman, 1995; 1998; Bar-On, 2000). Different theories and models conceptualized EI and its role in strengthening the personality traits.

Howard Gardner Theory Gardner in (1983) in his proposed well known “Multiple Intelligence Theory” mentioned the social intelligence concept as a part of seven intelligences. Which made it possible to associate cognitive domain with emotional intelligence aspects. From the decomposition of social intelligence, he further proposed two main parts including; intrapersonal and interpersonal intelligence. The first one is related with the personal abilities to understand 4 one’s own emotions and feelings, self-reliance, motivations and purposes and their proper usage in smooth and effective regulation of life. The later one concerns with the individual’s ability to interact effectively and communicate efficiently with others in order to understand people, their dispositions and purposes with response in a proper manner.The discrepancy between Gardner’s interpersonal and intrapersonal intelligences donates a lot in foundations of EI theory, argued by Scheusner (2002). After onward, the term social intelligence has been used for many decades, which ultimately came to be known as emotional intelligence.

Goleman’s Theory Goleman (1995) in his mixed model mentioned personality, cognitive features, skills, traits and proficiencies as parts of EI. The primary focus of Goleman’s theoretic work was on organizational leadership and work performance; though these related notions have also been applied to educational setup suggesting that integrating EI within the classroom environment will be helpful in all characters within numerous associations of those students. For proper emotional development of students, teachers must be aware of their own emotional intelligence as suggested by Quarles and Cole (2011). Teachers were found in lead role, therefore who were more conscious concerning their own emotions and understand the emotions of students, were capable to get leadership positions and facetasks allied with leadership. Goleman (1995) in consistent to Mayer and Salovey (1995) mentioned some of the similar aspects in his definition of emotional intelligence. He encompassed the capacity of being conscious of one’s own feelings and acknowledgement of others emotion and be able of managing those sentiments, but he involved the personality aspects as well. In his EI theory Goleman discussed three main factors including Emotional self- awareness, Management of emotions and efficiently connecting emotions, which encompasses to being less precipitate with one’s emotions and demonstrates more self-control.

Mayer and Salovey Model Mayer and Salovey (1990) ability model is also identified as four branch model of EI. Four branches include distinguishing emotions, applying thought, and realizing emotions and dealing emotions (Salovey&Grewal, 5

2005; Salovey, Mayer, Caruso, & Lopes, 2003). Receiving and distinguishing emotions can be described as “ability to perceive and identify emotions in oneself and others” (p. 252). Applying thought includes the utilizing of identified emotions in extents like problem resolving, rational thinking and creativeness (Salovey et al, 2003). Realizing and understanding emotions is the third branch of EI, which defines the capacity to comprehend the strength and complication in emotions, how they may be managed like being unhappy to annoyed, and what emotional state of that individual they represent (Fatt& Howe, 2003).Managing emotions, the fourth and final branch is defined as the capability of individuals to regulate their emotions (Salovey et al., 2003).Though it has been developed from Gardner’s personal intelligences concept, the ability model of EI presented by Mayer and Salovey (1990) version was found more effective in processing cognitive capabilities in performing such activities of understanding emotions in comparison with mixed model which is specifically bound to personality characters (Malekar&Mohanty, 2008)

Bar-On Model Bar-On created quotient inventory (EQ-I; Bar-On, 1997) as a tool for the measurement of EI. It is a self-report type utilizing 15 subscales for the measurement of emotional and social intelligence behaviors. The behaviors including emotionally self-awareness, self- actualization, self –esteem, independence, boldness, empathy, interpersonal relationship, stress management, social responsibility, realism testing, flexibility, impulse control, optimism, problem solving and happiness.Due to its dependency on self-report and the amalgamation of emotional intelligence with personality traits, the usage of EQ-I as a measurement tool have been criticized. Despite of the high inner stabilities of the tool (Cronbach’s alpha= -.76) and its coefficients of reliability for the subscales, ranging from .69 to .86 (Brackett & Mayer, 2003; Bar-On, 1997). Because of these critics, some research studies pointed out the capability for partakers to deliberately vary scores in the answers, they have given on the EQ-I than the MSCEIT (Day & Carroll, 2008; Grubb III & McDaniel, 2007; Whitman, Van Rooy, Viswesvaran, & Alonso, 2008). Day and Carroll specifically recognized the variance, mentioning that MSCEIT concentrated on ability model whereas EQ-I 6 involved both personality and emotional intelligence aspects and therefore used a mixed ability approach.

Emotional Intelligence and Personality Development in Higher Education Variety of research studies conducted on EI in relationship with student’s retention and adjustment within their selected programs and universities. Qualter, Whitely, Morley, and Dudiak (2009) conducted several studies on relationship between students EI total scores and four EI branch scores, retaining in courses. A sample of 640 students were selected in a separate study and they got EI training. EI training enabled them to increase their EI score and as a result they were more likely in persistent to their studies as compare to those students, who did not get EI training (Qualter et al.,p. 226). Students with high EI before training were more likely to be in persistent regardless of the training offered to them as indicated by researchers. It was found in another study that students who have successfully passed their first year of studies had positively higher degree of EI as compare to those students who remained back before the starting of their second year. Similarly more specific, they were having higher level of personal intelligences (interpersonal and intrapersonal), Stress management and ability of adaptability than those who were extracted or left (Parker, Hogan, Eastabrook, Oke, & Wood, 2006).Grace (2004) in a study on undergraduate students of nursing found an effect of emotional intelligence on certain aspects of satisfaction. 71% were found extremely satisfied or satisfied with university out of the total population of the students under study. The students who were highly satisfied with professional development scored lower on the use of emotions. Although, those students scored higher on using of emotions had higher satisfaction levels in internal personal growth. Perceiving emotion was found statistically substantial analyst on the satisfaction positions with artistic and human progress.

METHODOLOGY A cross sectional survey was conducted in two public sector universities of Quetta. Different faculties including i.e. faculty of Management Sciences UOB (18.8 %), faculty of Education and Humanities UOB (19.9 %), faculty of Pharmacy and Health Sciences UOB (18.8 %), 7 faculty of Natural Sciences BUITEMS (8.5), faculty of Arts & Basic Sciences BUITEMS (14.8), faculty of Information Technology BUITEMS (1.7 %), faculty ofEngineering &Architecture BUITEMS (2.8 %) and faculty ofManagement Sciences BUITEMS (15.3 %)from both universities have been selected for research study. The surveys were arranged by the researcher with the help of instructors and other colleagues under the jurisdiction of respective departments in classroom timings.

Research approach and Design Cross-sectional survey was used to elaborate the level of EI among graduates of universities and its correlation with other variablesas maturity, motivation, self-control, social stability and overall personality development. Research was bound to these variables and a descriptive research approach for determining the correlation was essential.

Appropriateness of Design Cross-sectional designs allow interpretations to be taken from replies of the population selected as sample and collected data from specified point in time,that minimizes time needed for collecting data (Creswell, 2009). Therefore the outcomes of cross-sectional survey designs allow for probable connotations among the interests of the research study but not causativeness (Levin, 2006). Answers to research questions were only for probable connotations among the variables and not for causativeness as present study is bound to these specific variables.

Instrumentation and Materials Questionnaire was designed to evaluate student’s responses. The tool was simply designed and no difficult terminologies were used. These Questionnaires were distributed during working hours under the supervision of their supervisors. It was a sort of simple 5 point Likert-scale questionnaire in which they were asked to answer 1 to 5(From strongly disagree to Strongly agree). What they feel suitable, they need to put a Tick sign in a empty box given in front of the each respective question. The overall data was collected by using the primary source of questionnaire (self-report).

Data Collection, Sampling and Analysis The responses of the respondents were collected through Questionnaire by visiting different Departments of the population universities with the help of colleagues and concerned department supervisors. The process of data collection was started with the prior permission of competent authorities. Through proportionate sampling different departments of universities were selected for study and further random sampling technique was used to collect responses of the 200 students. The response rate was 88% (176 out of 200). All the responses were analyzed by using SPSS soft wear (Statistical Package for Social Sciences). Different components of Emotional Intelligence and its relationship with personality traits were kept in consideration when questionnaire was designed. The statistical analysis of questions are based on direct responses of respondents collected through questionnaire (self-report). Chi-square test and descriptive analysis were applied to analyze the responses. The tables and graphs for each question was categorized and mentioned clearly. Analysis and explanation of each question is presented step by step.

RESULTS & FINDINGS Five point Likert scales were used in the current study to measure the attitude of individuals. To check the reliability of the questionnaire pre- testing was conducted and appropriate and desirable changes were made. Chi-square (x2) analysis and descriptive analysis were used to illustrate the correlation between emotional intelligence and personality development and its traits as maturity, motivation, self-control and social- stability. The chi- square test of homogeneity was used to see whether there is difference in proportions of response categories. To ensure the validity of the chi –square test and for analysis purpose; five point Likert scale.

Maturity TABLE 1. Frequency, Percentage and chi-square value of the responses to 1st statement “Expressing my emotions with words is not a problem for me”.

Responses Frequency Percentage X2 P % value 9

AGREE 93 52.84 41.80 0.00001 NEUTRAL 23 13.1 “DISAGREE 60 34.090 TOTAL 176 100 %

TABLE 1

34% 53% 13%

AGREE NEUTRAL DISAGREE

Table 1. Show the responses of students regarding opinion “expressing my emotions with words is not a problem for me. The reported results highlight that majority of the respondents (53%) do agree about this opinion, (13%) of the respondents remain neutral, whereas, about (34%) of respondents do not agree about this opinion. The reported Chi-Square value is highly significant (i.e.; p <0.05). Therefore, the data provide enough evidence that there are significant differences in proportion of responses. This also suggests that majority of the respondents on the view that expressing their emotions with words was not merely problem for them.

Motivation TABLE 2. Frequency, Percentage and chi-square value of the responses to 2nd statement “On the whole I am a highly-motivated person”.

Responses Frequency Percentage X2 P % value AGREE 100 56.81 44.89 0.00001 NEUTRAL 44 25.1 DISAGREE 32 18.18 TOTAL 176 100 % 10

TABLE 2

18% 25% 57%

AGREE NEUTRAL DISAGREE

Table 2. Show the responses of students regarding “on the whole I am a highly-motivated person”. The reported results highlight that majority of the respondents (57%) do agree about this opinion, 25% of the respondents remain neutral, whereas, about 19% of respondents do not agree about this opinion. The reported Chi-Square value is highly significant (i.e.; p <0.05). Therefore, the data provide enough evidence that there are significant differences in proportion of responses. This also suggests that majority of the respondent’s view that they are highly motivated persons. Self-control TABLE 3. Frequency, Percentage and chi-square value of the responses to 3rdstatement“On the whole, I am able to deal with stress”.

Responses Frequency Percentage X2 P % value AGREE 98 39.54 55.681 0.0001 NEUTRAL 39 22.159 DISAGREE 39 22.159 TOTAL 176 100 % 11

TABLE 3

22% 22% 56%

AGREE NEUTRAL DISAGREE

Table 3.15. Show the responses of students regarding opinion “on the whole. I am able to deal with stress”. The reported results highlight that majority of the respondents (55.68%) do agree about this opinion, (22.159%) of the respondents remain neutral, whereas, about (22.159%) of respondents do not agree about this opinion. The reported Chi-Square value is highly significant (i.e.; p <0.05). Therefore, the data provide enough evidence that there are significant differences in proportion of responses. This also suggests that majority of the respondents on the view that they are able to deal with stress.

Social Stability TABLE 4. Frequency, Percentage and chi-square value of the responses to 4th statement“On the whole I am pleased with my life”.

Responses Frequency Percentage X2 P % value AGREE 115 65.34 82.57 0.0001 NEUTRAL 37 21.022 DISAGREE 24 13.636 TOTAL 176 100 %

TABLE 4

14% 21% 65%

AGREE NEUTRAL DISAGREE

Table 4. Show the responses of students regarding opinion “on the whole. I am pleased with my life”. The reported results highlight that majority of the respondents (65%) do agree about this opinion, (21%) of the respondents remain neutral, whereas, about (13%) of respondents do not agree about this opinion. The reported Chi-Square value is highly significant (i.e.; p <0.05). Therefore, the data provide enough evidence that there are significant differences in proportion of responses. This also suggests that majority of the respondents on the view that they are pleased with their life.

Conclusion Though Emotional intelligence is a complex and dynamic construction of numerous human traits influenced by diversity of social, psychological and biological factors. However the purpose of this study was to determine the emotional intelligence in university graduates at Quetta specifically with respect to its traits like maturity, motivation, self-control and social stability in order to attain overall personality development. A cross-sectional survey design in the form of self-report questionnaire was used to collect responses from selected sampleand the reported chi-square values were found highly significant(i.e.; p <0.05)for most of the responses indicating maturity, motivation, self-control and social stabilitywhich are strong indicators of EI, thus ensures the presence of different traits and branches of EI at high level among university graduates which ultimately promotepersonality development.Some useful results have been derived from this study both for research and practice. These conclusive findings may not be generalized to the whole situation but possibly it would be helpful and applicable in other similar context. Hopefully it would provide further 13 guidance to explore the way that how EI serves as a substantial tool to promote students intellectual growth and personality development. Better interpersonal skills and self-management enable students to access available resources including interaction with their instructors and usage of all other supporting aids available at university campus would keep students determined at the best of their possible efforts. Realizing student’s capability of self-control and self-maturity earlier and precautionary steps may control some of the on-going maladjustment issues and frustration among university graduates. In this modern era, world is indeed becoming much more codependent and interconnected in the form of a global village, therefore learning to adopt the new and changing environmental conditions is the required potency of all the students throughout their career and overall in their lives. To university graduates it seems obvious because in near future they are getting ready to compete in this challenging global environment. It would be useful to take into consideration and explore EI in social and educational context of Balochistan and further improvement in EI level of students through intervention of concept in curriculum and other supporting co-curricular trainings. The academic need to compete in challenging world is realized by anyone up to some extent, perhaps we need to realize the non- academic aspects such as emotional intelligence and its contribution to student’s personality development, satisfaction and overall success and then better we might be able to face social, institutional, political and economic challenges of life.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Study on the Efficacy of Elementary Education in Pakistan

Sonia Ghandi* Research Scholar Prof. Dr. Jawaid Ahmed Siddiqui**

Abstract: Seventy years have passed since Pakistan come to existence but still we are for behind in education as compared to our neighbor countries as well as these countries which got freedom after us. It is also in our notice that Pakistan is well known as very good planers but bad implementers. That is the reason that literacy rate could not be increased gradually. The researcher selected the topic of Elementary Education so as to know the effectiveness of Elementary Education taking the historical background of Elementary Education into account the researcher procedure towards the population and sampling. The study is restricting to Karachi city where there is a population of schools ten schools selected as sample. Twenty five teachers, 15 Male and 10 Female were distributed questioner. The questionnaire was also given to the 25 students of the ten schools. Questionnaire was used as a tool for both the students as well as teachers. The questionnaire consisted of thirteen items which were collected from articles and review of literature. The questionnaire was administered to the respondents personally and this way data was collected. The data was then subjected to analyses. A total of fifty questionnaires were collected from teachers and students and then likert scale was used to analyze the data. The research showed that Elementary Education could not achieve its importance in education and is the neglected area like Primary education in respect of monitoring, funds, low payment to the teachers, basic ineffective mechanism and corruption.

Key words: ineffectiveness, primary education, elementary education

Background: Education in Pakistan overseen by the Ministry of Education of the Government of Pakistan as well as the provincial governments, whereas the federal government mostly assists in curriculum development, accreditation and in the financing of research and development . Article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. “The State shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law”. The education system in Pakistan generally divided into six levels elementary education ( for the age from 3.5 to 6 years) Elementary (Grades on through five); middle (Grades six through eight) nine and ten, (leading to the Secondary School Certificate or SSC) Intermediate (Grades eleven and twelve, leading to a Higher Secondary (School) Certificate or HSC) and university programs leading to undergraduate and graduate degrees. The literacy rate ranges from 96% in Islamabad to 28% in the Kohlu District between 2000 and 2004, Pakistanis in the age group 55-64 had a literacy rate of almost 38%, those ages 45-54 had a literacy rate of nearly 46%, those 25-34 had a literacy rate of 57% and those ages 15-24 had a literacy rate of 72% rate of 72%. Literacy rates vary regionally, particularly by sex. In tribal areas female literacy in 9.5%. Moreover, English is fast spreading in Pakistan, with more than 92 million Pakistanis (49% of the population) having a command over the English language, which makes it the third largest English-speaking nation in the world and the second largest in Asia. On top of that, Pakistan produces about 445,000 university graduates and 10,000 computer science graduates per year. (despite these statistics, Pakistan still has one of the highest illiteracy rates in world and the second largest out of school population (5.1 million children) after Nigeria. Only 87% of Pakistan children finish Elementary school education. The standard national system of education is mainly inspired from British System. Pre-school education is designed for 3-5 years old and usually consists of three stages: Play Group, Nursery and Kinder& so called ‘KG’ or ‘Prep). After pre-school education, students go through junior school from grades 1 to 5. This is proceeded by middle school from grades 6 to 8. At middle school, single-sex education is usually preferred by the community, but co-education is also common in urban cities. The curriculum is usually 19 subject to the institution. The eight commonly examined disciplines are Mother Tongue, English, and Mathematics, Arts, Science, Social Studies, Islamic Studies and sometimes computer studies. The language of instruction-depends on the nature of the institution itself, whetherr it is and English medium school or an Urdu-medium school. As of 2009, Pakistan faces a net Elementary school attendance rate for both sexes of 66 percent a figure below estimated world average of 90 percent. Pakistan’s poor performance in the education sector mainly caused by the low level public investment. Public expenditure on education has been 2.2 percent GNP in recent years, a marginal increase from 2 percent before 1984- 85. In addition, the allocation of government funds is skewed towards higher education, allowing the upper income class to reap majority of the benefits of public subsidy on education. Lower education institutes such as Elementary schools suffer under such conditions as the lower income classes are unable to enjoy subsidies and quality education. As a result, Pakistan has one of the lowest rates of literacy in the world and the lowest among countries of comparative resources and socio-economic situation.

Elementary Education in Karachi Prior to British Era (1843) there was no concept of modern elementary education in Karachi. However, religious education was being imparted to children by Birhamans and Mullas in their Manders and Mosques. The British Government continued the policy of Talpur rulers in supporting educational institutions. That is why the financial aid was provided to Maderssahs of Thatta, Matiari, Shikarpur etc. (Dr. Sorley: the Gazetteer of Sindh). The first ever Government Elementary School was established at Hyderabad and it was followed by opening of schools at Karachi Shikarpur. (Dr. Dur Muhammad Pathan: History of Karachi). There was no any separate department of education in early British rule. Hence, the Additional Commissioner for Jageers was assigned duty to look after Correspondences made between Commissioner and Deputy Commissioners). For this purpose “Education Cess” was being collected from Jageerdars Art of Sindh. (Government of Bombay: History of Alienations in the Province of Sindh). 20

After the introduction of Local-Self-Government System the management and control of the Elementary Education was handed over to District Local Boards. With the inception of Pakistan, our whole of the Education system went under basic but, better changes. Karachi is a cosmopolitan city of Pakistan and its socio cultural identification is very unique in a way that many languages are being spoken in the city, it is a living place of all classes particularly, dominated by lower and middle classes. The city is not only overpopulated but, facing very serious social, political and other problems and encircled by ever-deteriorating law and order situation. People of Karachi are struggling for peace and progress since years. The port, industries and other earning spots are not in position to resolve poverty problem of the people there. Unchained migration from other provinces in the search of earning has intensified the situation more serious. In this situation scenario of our education has changed to that extent that now it has become the need of hour that all concerned stack holders hat re-think the problem with new approach and from every angle.

GENERAL PURPOSE: To determine the effectiveness of should be the focus public schools of Karachi.

SPECIFIC PURPOSE: More specifically the study will focus on the following:  To study the effectiveness of elementary education on an individual’s mind and character. How much effect Elementary education has on an individual. The aspects that make Elementary education effective.  The Answer can be found in the initial documents purposed by the Education Department of Sindh for Starting Elementary Schools. If not effective to its optimum point then what aspects are making is not reach its full potential.

QUESTIONS: 1. There will be no significance difference in the quality of Elementary education provided by Private and Public Schools in Karachi. 21

a. The aspects which affect effectiveness of education are equal contributors in both public and private schools of Karachi. b. The background of students will be ot be considered an external aspect in Elementary educations effectiveness being affected. c. There will be no significance level in the qualifications of the teachers that teach in either Private or Public Institutions.

Research Strategy: The current study is an observational study, observational research is use to provide answer to the questions that have been raised and to solve problems that have been posed by basic observation. The strategy the different institutions of the research will be observation and to study the things nine middle school in Karachi.

Population: The population of this study comprised of Elementary schools of Karachi, teachers, administrators. Student and community members. In this research the total population of the study includes Thirty Nine.

Sampling: This study will use purposive sampling because it is nearly impossible to collect the data from every school elementary present in Karachi so a sample of ten schools is proposed that will be carried out. The population size is 39, 10 schools are selected as a sample size every town in Karachi has numerous schools hence it is nearly impossible to collect data from every school resent. The tackle this situation and to deal with this daunting task it has been decided to select schools from every town which research will be done upon. This situation has lead us to introduce the purpose of sampling. Teachers (15 Male, 10 Female) teachers were selected through purposive sampling.

Research Tools: The tools used for research is questionnaires that was distributed amongst teachers, administrators and members of the community. The questionnaires used to provide different views of the local population in 22 relation to the questions asked. They can they be used to assess the answers of the population in order to find solutions to the questions asked.

Data Analysis

Q. no. 1: Elementary Education is the most neglected resource that is being allocated: Scale SA A UC D SD Total Score 15 23 9 1 2 50 Percentage 30% 46% 18% 2% 4%

Result: An our study total 50 teachers of Elementary Schools participated. 30% teachers strongly agreed, 46% agreed, 18% were uncertain 2% disagreed and 4% teachers strongly disagreed.

Analysis: Mostly teachers agreed that Elementary Education is the most neglected resource that is being allocated, however this is surprising that 18% was undecided about the response. It means that they were not fully informed about the merit and demerit of the education level.

Q.NO. 2: To Improve the quality of higher education initially Elementary education needs to be improved. Scale SA A UC D SD Total Score 6 25 3 3 13 50 Percentage 12% 50% 6% 6% 26%

Result: An our study total 50 teachers of Elementary Schools participated. 12% teachers Strongly agreed, 50% agreed, 6% were uncertain 6% disagreed and 26% teachers strongly disagreed.

Analysis: Mostly teachers agreed that to improve the quality of higher education initially primary/elementary education needs to be improved. 23

Q.NO.3: The Elementary Education system in Pakistan cannot be improved due to lack of financial resources. Scale SA A UC D SD Total Score 9 18 5 12 6 50 Percentage 18% 36% 10% 24% 12%

Result: In our study total 50 teachers of Elementary Schools participated. 18% teachers strongly agreed, 36% agreed, 10% were uncertain 24% disagreed and 12% teachers strongly disagreed.

Analysis: Mostly teachers agreed that the Elementary Education System in Pakistan cannot be improved due to lack of financial resources.

Q.NO.4: The allocation of budget for education is less than 2% of the GDP and is far less when compared to other countries of the world.

Scale SA A UC D SD Total Score 9 18 5 12 6 50 Percentage 18% 36% 10% 24% 12%

Result: An our study total 50 teachers of Elementary Schools participated. 18% teachers Strongly agreed, 36% agreed, 10% were uncertain 24% disagreed and 12% teachers strongly disagreed. However, this is surprising that 18% were undecided about the response. It means that they were not fully informed about the merits and demerits of the education level.

Analysis: Mostly teachers agreed that the allocation of budget for education is less than 2% of the GDP and is far less when compared to other countries of the world

Q.NO.5: The Education system in Pakistan is infested with corruption which in turn leads to less funds for education affecting the system adversely as a whole.

Scale SA A UC D SD Total Score 24 6 4 8 8 50 Percentage 48% 12% 8% 16% 16%

Result: In our study total 50 teachers of Elementary Schools participated. 48% teachers strongly agreed, 12% agreed, 8% were uncertain 16% disagreed and 16% teachers strongly disagreed.

Analysis: Since majority of the student agreed that the education system in Pakistan is infested with corruption which in turn leads to less funds for education affecting the system adversely as a whole.

Q.NO.6: The Curriculum of elementary Schools in Pakistan is outdated. Scale SA A UC D SD Total Score 29 12 4 4 1 50 Percentage 58% 24% 8% 8% 2%

Result: An our study total 50 teachers of Elementary Schools participated. 58% teachers strongly agreed, 24% agreed, 8% were uncertain 8% disagreed and 2% teachers strongly disagreed.

Analysis: Since majority of the respondent (84%) were well aware of the fact that the curriculum of Elementary Schools in Pakistan is out dated. Q.NO.7: Schools in Pakistan focus on route learning rather than understanding the course and this has led to most students being referred to as parrots around the globe.

Scale SA A UC D SD Total Score 28 13 6 1 2 50 Percentage 56% 26% 12% 2% 4%

Result: In our study total 50 teachers of Elementary Schools participated. 56% teachers strongly agreed, 26% agreed, 12% were uncertain 2% disagreed and 4% teachers strongly disagreed.

Analysis: The analysis shows that a large number of teachers agreed that schools in Pakistan focus of route learning rather than understanding the course and the led to most students being referred to as parrots around the globe.

Q.NO.8: There exists political interference in the system which has given birth to corruption, favoritism and nepotism.

Scale SA A UC D SD Total Score 15 28 2 2 3 50 Percentage 30% 56% 4% 4% 6%

Result: In our study total 50 teachers of Elementary Schools participated. 30% teachers strongly agreed, 56% agreed, 4% were uncertain 4% disagreed and 6% teachers strongly disagreed.

Analysis: The analysis shows that a large number of teachers agreed that the exists political interference in the system which has given birth to corruption, favoritism and nepotism.

Q.NO.9: There is no effective mechanism of teacher training at Elementary level and no system of Supervision.

Scale SA A UC D SD Total 26

Score 12 16 13 4 5 50 Percentage 24% 32% 26% 8% 10%

Result: In our study total 50 teachers of Elementary Schools participated. 24% teachers strongly agreed, 32% agreed, 26% were uncertain 8% disagreed and 10% teachers strongly disagreed. However, this is surprising that 26% were undecided about the response. It means that they were not fully informed about the merits and demerits of the education level.

Analysis: The analysis shows that 56% of teachers agreed that there is no effective mechanism of teacher training at Elementary level and no system of Supervision.

Q.NO.10: Parents are dissatisfied the quality of education in Government Elementary Schools.

Scale SA A UC D SD Total Score 20 16 8 4 2 50 Percentage 40% 32% 16% 8% 4%

Result: In our study total 50 teachers of Elementary Schools participated. 40% teachers strongly agreed, 32% agreed, 16% were uncertain 8% disagreed and 4% teachers strongly disagreed. However, this is surprising that 16% were undecided about the response. It means that they were not fully informed about the merits and demerits of the education level. Analysis: The analysis shows that the large number (72%) of teachers agreed that the Parents are dissatisfied the quality of education in Government Elementary Schools.

Q.NO.11:Primary Teachers are low paid and less motivated.

Scale SA A UC D SD Total 27

Score 7 21 5 10 7 50 Percentage 14% 42% 10% 20% 14%

Result: In our study total 50 teachers of Elementary Schools participated. 14% teachers strongly agreed, 42% agreed, 10% were uncertain 20% disagreed and 14% teachers strongly disagreed.

Analysis: The analysis shows that the 56% of teachers agreed that the Primary Teachers are low paid and less motivated.

Q.NO.12:There exists a lack of basic amenities required to run a school.

Scale SA A UC D SD Total Score 12 28 5 10 5 50 Percentage 24% 56% 10% 20% 10%

Result: As per the result of our study total 50 teachers of Elementary Schools participated. 24% teachers strongly agreed, 56% agreed, 10% were uncertain 20% disagreed and 10% teachers strongly disagreed.

Analysis: The analysis shows that the large number of teachers agreed that there exists a lack of basic amenities required to run a school

Q.NO.13: In many cases the teachers are not aware of aims and goals of the curriculum.

Scale SA A UC D SD Total Score 19 18 5 3 5 50 Percentage 28% 36% 10% 6% 10%

Result: 28

As per the result of our study total 50 teachers of Elementary Schools participated. 28% teachers strongly agreed, 36% agreed, 10% were uncertain 6% disagreed and 10% teachers strongly disagreed.

Analysis: The analysis shows that the large number of teachers agreed that In many cases the teachers are not aware of aims and goals of the curriculum

Discussion Pakistan inherited a poor system of education. Since its independence no significant changes have been brought about in the overall education system generally and Elementary education particularly. As a result the country stands in the lowest rank in terms of literacy rate in the region. Pakistan has less than 50% literacy rate. Out of this male literacy rate is 68% and female only 57% which is the lowest among other countries in the region like Sri Lanka and India. Normally literacy rate is measured by the level of education in the country. There are three tiers of the education system of Pakistan such as Primary, Secondary and Tertiary, among this elementary education is the most neglected and deprived in terms of facilities and resources. Most of the resources allocated for education are spent on higher education at the cost of Elementary education. This discriminatory policy of the government has crippled the system of Elementary education completely (1986) For the improvement of quality in higher education, Elementary Education needs to be improved, because it provides foundations for the building of higher education. In reality the role of Elementary education is threefold in the economic development o f a country due to its highest rate of return. Some Asian and Western developed countries are examples. These countries developed their economies on the basis of their education and especially sound Elementary education systems. Elementary education improves and enhances skills of the people which increase productivity in all spheres of life (Khan, 1992) Analysis of the Problems of Elementary Education System in Pakistan Lack of Financial Resources, finance is the life blood of any system. Lack of money affects the growth and development of a system (Ballou and Podgursky, 2000) 29

At the time of independence, Pakistan since its inception in heritage a poor education system which was already financially handicapped. The Elementary education system could not get enough monetary allocations from the government which further weekend the system physically and academically (shah, 2003) The budgetary allocation for education in Pakistan is lesser than other countries in the region. The current education budget allocation is less than 2% of the Gross Domestic Product (GDP). As compared to Pakistan, Srilanka allocates 3.2% on education, Nepal 2.7%, India, 3.5% Bangladesh, 3.5% of their GDPs. Furthermore, the system is infested with financial corruption which exacerbated the problems of the system. Resultantly, the quality of teaching and learning, administration and planning, implementation of policies got affected (Hayes, 1987). (v) Structural and Management problems as compare to other countries of the region, after gaining freedom, Pakistan started with a dilapidated system of education. This situation continued till date. There were some cosmetic measures taken through acquiring funds from donor agencies, but these programs failed due to sustainability issue (Qureshi, 2002).

(vi) There are 154000 Elementary schools with only 42000 teachers in both urban and rural area of Pakistan. Most of these schools have two of three rooms which are not enough to support increasing students’ needs and management requirements (Bregman and Muhammad, 1998). This situation has badly affected the degree of quality of the schools both in academic and management terms. Some schools even do not have basic facilities such as wash rooms, classroom and furniture which compel the students to get education under trees. In many areas schools do not have boundary walls which provide shelter to many creatures at night. In some places school building is used by the locals as places for their animals and guest houses due to poor monitoring and administrative supervision (Saleem, 2002).

All these factors have marred the quality of education. Moreover, feudal system, extreme poverty, lack of good governance has derailed the system of Elementary education in the country. Many people in the interior of Punjab, Sindh and Baluchistan are reluctant to educate their children. They either cannot afford or pressurized by the prevailing cultural or traditional set up such as feudal and landlords (Rasheed, 2004). Increased drop outs the poor teaching and training standards, weak management and supervision has led to increased drop outs at Elementary level. Consequently the parents are reluctant to send their children to those schools (Shehzadi and Perveen, 2002). There has been continues decrease in the enrolment of Elementary education in the country. Despite of rapidly increasing population 40% of the children in Pakistan are below five years of age. This is an alarming situation in the country which has propelled other problems such as child labour, child abuse, and child trafficking and so on (Khalid, 1998). Poor policy implementation over the years the education policies in have not been properly and effectively implemented. There are many reasons behind the slow or poor policy implementation such as political manipulations, corruption, systemic issues and poor management and supervision (Rehman, 2002). Another reason political instability and poor economy of the country. In the poor implementation of education policies the role of poor governmental successive policies cannot be ruled out. Every successive government comes up with new policy on the expulsion of the policies of the previous government. Thus the repercussions of the successive governmental policies have marred the structure of the education system since 1947 (Hoodbhoy, 1998). Outdated Examination System the standards of examination in the education of Elementary education in Pakistan are the Lowest in the World . The system of examination is outdated. It does not meet the needs of the national and international standards. The practices of assessment and evaluations at school levels are traditional. Assessment and evaluations are conducted to check only the memory of students rather than quality of performance. Examinations are influenced by institutional politics. The system of supervision in examination is very poor which creates room for malpractices such as copying and other exam related crimes in schools. The 31 quality of paper setting and checking is poor which affects the overall performance of the students (Farooq, 1993). Ineffective Communication is the backbone of any system or organization. It connects the various parts of a system and develops sound coordination (Borman and Kimball, 2005). It has been observed that teachers in the Elementary schools often remain indifferent to the developments in the overall system of education due to poor system of communication. There are grave examples of x-iv absenteeism from duties in schools (Khan, 1980). The system of checks and balance is very poor due to weak administration and coordination. Elementary teachers are at the bottom of the whole system of education. Most of the time teachers remain uninformed about the policies and plans framed at the governmental level due to poor communication. All this affects the quality of teaching and learning in Elementary schools (Zafar, 2003). Lack of professional development teaching is a professional activity. There are new changes that occur on continuous basis in the society and around the world. Teachers need to be continuously abreast with latest theories, research and new knowledge (Siddique, 1990). Teacher who are not professionally sound cannot solve their professional and social issues. Teachers who acquire latest knowledge and develop their, skills teach effectively (Farooq, 1990). There are less training facilitates available to teachers at Elementary level in Pakistan. Due to lack of latest knowledge and skills the teachers are found weak in solving the problems of students in the process of schooling. Untrained teachers cannot manage the behaviors of maladjusted students and use corporal punishment as tool. This attitude of teachers discourages students and results in drop out. Those students who graduate from the Elementary schools have poor communication skills and social skills (British Council, 1988). Lack of learning resources Elementary education in Pakistan is faced with acute problem of lack of learning resources. This trend is more chronic in government schools where even schools do not have boards, textbook, library and other related learning resources to help teacher and student in the process of teaching and learning (Muhammad, 2002). Due to lack of teaching and learning aids in schools teacher face many problems during teaching 32 process. There are no playground facilities in schools which affects the physical development of students (Qureshi, 2002). This situation has created more problems for teachers as they cannot provide the students wider opportunities for learning and development. Teachers are forced to cover the syllabus within the given period of the year. Teaching and learning becomes mechanical. In these conditions teachers fail to create meaningful learning environment in schools (Hussain, 2001). Lack of school supervision (Rasheed, 2004) argues that the process of supervision in the education system is more beautifully mentioned in the policies but badly practiced in the fields. The process of supervision in Elementary schools is fraught with many weaknesses. The supervisors are professionally untrained. The process of supervision is filled with bureaucratic underpinnings. After the passage of local government ordinance 2002 the government has introduced the system of decentralization in education. But poor management of education system at district level has slowed down the process of reformation of Elementary education (Khan, 1998). The process of supervision in Pakistan is characterized with the notion of inspection. Supervisors behave with teachers in an arrogant manner. This trend has diminished the purpose of professional supervision in schools due to which teachers get discouraged and feel inferior. The supervisors treat teachers like salved and inferiors. This trend has created mistrust and discouragement among the teachers. The supervisors instead of giving effective feedback for improvements. Harass the teachers and no improvement takes place (Mohanty, 1990). Lack of coordination the system of education in Pakistan does not a sound mechanism of coordination at Elementary level. The communication process between policy makers and schools staff is so poor that teachers at elementary level remain unaware of new policies and development for many years after their passage (Zafar, 2003) the state of poor coordination in the system has promoted misunderstandings between the schools and the administration system. Lack of effective coordination between schools and administrative set up at district level has exacerbated problems of teachers in Elementary schools (Farooq, 1993). Curriculum issues the Elementary school curriculum in Pakistan is outdated. It does not cater to the needs of the nation in the present age. 33

Students are required to memorize the content and reproduce it in the examination. Thus schools in Pakistan are producing the best types of parrots in the world the current curriculum does not improve thinking abilities of students. It is useless and impractical (Hoodbhoy, 1998). Teachers are asked to cover the given syllabus and prepare the students only for examination. This practice has left the teachers ignorant of many aspects of the curriculum which ultimately affects not only their own performance but also the process of teaching and learning in schools. In many cases teachers are not aware of the aims and goals of curriculum. This creates gaps between understating of the curriculum and its effective implementation. In developed countries of the world teachers are invited to participate in the process of curriculum design and development. Their inputs are considered vital for the right direction of the education system (Malik, 1991). Issues of Text books elementary school teachers face problem of instruction due to non-availability of quality textbooks. There is a culture of multi-medium of instructions in schools. This confuses both the teacher and the student. Besides, there is lack of training of teachers on how to facilitate or explain concepts from different textbooks (Hussain, 2001).

The lack of training and orientation has created confusion among teachers which is reflected in their poor teaching performances. The teachers finally lose interest in the profession. In many cases teachers in Elementary schools are forced to cover the syllabus before examination by all means (Khalid, 1998).

Recommendations Elementary education is a stage where we prepare students to meet the future needs. It should be free and compulsory at least in the elementary and fundamental stage. 1. Special measures should be adopted to improve the quality of Elementary Education 2. Teaching Kit: Updated Teaching Kit with Provisions of replacement and necessary teacher training at center school level. The preparation cost per Teaching Kit is Rs. 3000/- 34

3. Supplementary Readers: A library of 100 titles with five copies of each can be established at a cost of Rs. 4000/-. Additional cost may be required for providing a cupboard for the readers. 4. Improved Learning Environment (PEP-ILE) : A coherent decentralized plan of continuous teacher training, monitoring and evaluation can be established at the pattern of PEP-ILE in other provinces, and scientific preparation of Textbooks and Teacher Guides: Books should be tested before scale implementation. 5. The programmebe linked with teacher training ad follow up in the classrooms. 6. The National education Assessment System should be developed for the purpose of monitoring learning achievement and providing feedback on various elements of the educational system and process. 7. Fellowship school programme it has special value for remote areas which do not have a school. 8. Scarce material resources and lack of technical human resources is a great barrier in the way of quality education. 9. Elementary education should be co-education otherwise according to the local needs.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Pak afghan relations and war on terror from 9/11 to 2014

Nabila Nazish M.Phil. Scholar International relations University of Balochistan, Quetta Pakistan.

Abstract Pakistan and Afghanistan are very close neighbor to eachother and sharing the border with the length of 2240km officially known as Durand line and even though the relations between two states never gone tranquil and unruffled despite of sharing conviction, denomination, creed, physiography, ethnicity, culture and religion. There is always the policy of mistrust, dissatisfaction, blaming, claiming, misconceptions, double policies and hatred between two Islamic brotherhood neighboring countries. As a drastic shift in international politics erupted after the incident of 9/11which once again put Afghanistan into a colossal unrest. Consequently USA invaded Afghanistan and Pakistan being a front line ally of US in this war against terrorism ruined the relations of both countries. A series of tensions erupted between the relations of Afghanistan and Pakistan after 9/11, as a war launched against terrorism and Afghanistan considered as the hub of terrorism. Henceforth, war on terror turned the relations towards a blame game, but the terrorism is the issue of both countries. Despite terrorism both countries significantly have relations of trade, cultural and people to people contact. But terrorism made the relations a harsh turn.

Key words: Pakistan, Afghanistan, war, terror, 9/11, relations.

Introduction The countries though neighboring or not, establish amicable relation for their national interests. As the countries in South Asia Afghanistan and Pakistan have relations some times of good nature and sometimes strange. But, the veracity of the fact is that both the countries share a large scale of cultural, religious and ethnical relations. The relations always stepped as according to the international and regional politics. (Ewan W Anderson, 1990).The Geo-strategic and political importance of both countries cannot be denied, that is the reason they possess strange relations with each other. The historical perspective of Afghanistan shows that it became under the cloudy shadows of superpowers in history. The great game of Anglo-Russia and the invasion of Red forces in Afghanistan drastically influenced Pakistan, in term of refuges and instability. (Durrani, 2013) The historical evidences traced that Pakistan faced radical effects from the Afghan turmoil. The Support of Mujahedin’s against Soviet Union and the help for establishing Taliban government. But, the iota of the fact is that the 9/11 incident turned the whole structure of Afghanistan and also the relations of both countries to a large level. (Hamid, 2007) As the relations are concerned the diplomatic relation get worst during 2001 to 2014 that was the biggest problem for the entire region, that two countries which are affected of terrorism and extremism but are still not on track to counter their mutual threat. Both state were in the circumstance of war and suicide besieging was turned into a strategies by fear based oppressor starts to irritate both nations on connection making. The hoodlums made many issues in transit of Pak-Afghan connection the underlying period of west war on dread. Despite the facts, both countries are affected of terrorism at the same time, but not come forward to resolve this menace from their countries. Diplomatic relations are one side where, the economic and political relations also remained under threat in various times. Afghanistan is landlocked country which never enjoys direct trade without Pakistan’s land still as a neighbor country is failed to come in terms with Pakistan that is the biggest drawback of Afghanistan. Resultantly the crisis of relationships between both governments was impossible task. Both countries could not compromise with their wasted interest to cooperative with each other for mutual benefits. Thus both countries failed to formed cordial and bilateral relations. (Singh, 1994) 43

The war against terrorism spoiled the relations and the failure of both countries negotiations for establishing amicable relations made the ties worse. Relations of both countries are on such a stage because of terrorism that there is no way to articulate new phase in their relations. The steps has taken for cordial relations on diplomatic level but resulted in failure. The political stakeholders of both countries also visited along with their military leadership for exchanging mutual trust and developing new dimension but all get ruined as soon as the visits result. Henceforth, the leadership of both countries could not ease the relation; an allegation game erupted between these two countries that spoiled the relations during 2008 until today. However, the issue which occurred during this period was extremely threating for both countries. After 2012 a blame game started by both countries for disturbing the internal security of each other. The blame game decayed the relation on mutual trust and cooperation, which is in the interest of both countries. (Shafqat, 2011)

Research objectives The present study hence to explores the relations between Pakistan and Afghanistan in the context of war on terror from 9/11 to 2014 the main objectives of the research is to know the reasons which are responsible for the harsh, bitter, unfriendly connections between the two neighboring states in spite of being brotherhood countries as well and also sharing the same culture, customs, religion, language, and same traditions etc. but the bondage between Pakistan and Afghanistan never gone smooth, friendly, cooperative, supportive, cordial, and peaceful and even though from the historical point of view the relations always became a target of claims and blames. The mistrust and misconceptions between two states became more weakened and doubtful after the incident of 9/11 when the war on terror was started which brought both countries on the peak of hatred after this incident the relations got more painful and due to 9/11 the level of mistrust increased between them the objectives of the study will work on the issue of war on terror the study will bring out the issue of war on terror and the stance of Pakistan on the relations of both countries. The study will also bring out the factors which are responsible for the worst relations between Pakistan and Afghanistan. The study will highlight 44 the main features of reaction in the context of war on terrorism from 2001 till 2014.

Research Questions How far war on terror after 9/11 incident effected Pak and Afghan relations?

Literature Review The governments in Afghanistan before the partition of Indo-Pakistan sub-continent were used to be under the British, where the British used the country as buffer zone. British against the Russian Czarist used Afghanistan as the shield to stop the influence in South Asia. Thus this partition of subcontinent became a hostile hub between Afghanistan and Pakistan. The issues with Afghanistan erupted with the Durand line. This border could not consider as the permanent border between both countries as friendly. The hostile approaches over border find on both sides that is the main antagonistic spot the relations of both countries. That are the reasons the influence is upon the geo-strategic and political sphere of both countries in term of relations. (Zaman, 2001) The relations of both countries has great scale of mistrust, the blame game and interfering accusations in each other’s internal affairs. In the past chapters and in contemporary scenario Pakistan accuses Afghanistan for proving safe havens to the Baloch nationalist and the Islamic militants. The Pakistanis additionally insinuate the way that Afghanistan was the main nation that had opposed Pakistan's enrollment of the United Nations and that as of late as the comrade administration in Afghanistan it had nearer relations with India than with Pakistan (logge, 2003) The expanding Indian impact in Afghanistan in the present setting additionally adds to Pakistan's worries. Afghanistan says that Pakistan upheld the Afghan Taliban in the 1990s, and gave asylum and safe house to them later in its tribal zones and different parts, for example, Quetta from where they, alongside Pakistani Taliban, have regrouped and propelled assaults on Afghan, US and NATO strengths. (Widar, 2008) A few Afghans additionally scrutinize Pakistan's part in the Soviet-Afghan war when Pakistan's military ruler Gen Ziaul Haq had advanced jihad in Afghanistan, subsidized a great many madrassas, furnished local Islamist 45 associations, and in the handle mobilized and radicalized the fringe area. Other Afghan concerns identify with Pakistan's concentrate on just managing Pashtun pioneers in Afghanistan, interfering in Afghanistan undertakings and not treating the nation on equivalent premise. Pakistan then again confronted burden of endorses on her atomic program, a stage that showed American lack of concern towards her previous partner once her objectives had been accomplished while Afghanistan was taken off alone to manage the savage infighting that took after the soviet withdrawal and the huge assignment of reproduction. Pakistan's protection experts and arrangement producers fear repeat of such a vacuum in the consequence of U.S exit from the war torn Afghanistan. The vacuum would then be filled by the Indian impact as she has been assuming an exceptionally dynamic part in Afghanistan with the unsaid expectation of countering Pakistan's impact in the nation. (Logge, 2003) Ten years of Pakistan's dynamic contribution in the Afghan war as the "cutting edge state" influenced the social texture of Pakistan. It contrarily affected and captivated certain politico religious fragments of the Pakistani society. Amid this period, Pakistan additionally endured outrageous inside shakiness because of incognito demonstrations of subversions by Soviet and Indian knowledge organizations. There were a large number of bomb impacts in trains, transports, railroad stations, malls and other open spots bringing about vast quantities of regular citizen setbacks. There was likewise an ascent in political polarization because of proceeded with administration by the military administration and expanded flimsiness because of the presentation of another marvel of ethnic and partisan viciousness. (Hadid, 2000) The region is under the threat because of the war on terror, the most sensitive and important reality is that the relations can bring instability in the region. The main component of the hostile relations between Afghanistan and Pakistan is a threat to the stability of region. The ups and downs in the relations of Pakistan and Afghanistan are due to the border management issues, which have their direct impacts on the security of both states. The war on terror brought the western powers and their presence in the greater interest of Afghanistan and Pakistan. The border issues made extremely antagonistic the relations, where the borders are affecting the trade of both countries. These troubles are threat to the regional stability and peace. (Javeed, 2012) 46

The relations with Afghanistan always traced as from the intervention of superpowers in Afghanistan, this is quite clear that the national security of Pakistan is under threat from neighboring country. The scenario after 9/11 with Afghanistan once again changed, where Pakistan again became an important ally of US in war against terrorism. This shift in the policy of Pakistan made the relations different with Afghanistan, where Pakistan was keen supporter of Taliban regime. (Habib, 2009) Pakistan in context of war on terror made the situation quite different when it provided all sorts of assistance to the US government against Afghanistan. These all initiatives were taken by Pakistan just for countering terrorism. Air Bases and land access were given to United States from Pakistan to Afghanistan, as the terrorism turned towards Pakistan. This can be judged from the facts that Pakistan involved its self in a foreign war. War on terror understood by the Muslims and Taliban that it is war against Islam, which made Taliban antagonistic of Pakistan. Today Pakistan is facing any sort of security challenges from western side are due to Afghanistan’s instability, for that sake Pakistan always tried its best for political, economic and military stability of Afghanistan. (Nilum, 2006) War on terror created a conflict in Afghanistan and instability in the region after the great tragic incident of 9/11; this made the entire region huge chaos and security risk. Pakistan played its role with great concerns to bring stability in the country. Pakistan after the incident accepted a huge influx of refugees that is the larger acceptance country to give shelter to the refugees. The role of Pakistan is important in sphere of relations with Afghanistan. But what Pakistan received from Afghanistan that is thrilling. (Askari, 2005) The iota of the fact is that Pakistan has meaningful geostrategic and geopolitical importance for Afghanistan. In the context Afghan government must come forward to establish good relation with Pakistan. Though war on terror and the terrorists activities are the chief hurdles on the way of cordial relations, but Afghanistan have to accept the reality that it’s, trade and business is possible through Pakistan. In order to make relations because Pakistan is the gate way to the rich resources land of central Asia and landlocked Afghanistan. (Noorin, 2011) In the changed scenario of Afghanistan where the Indian influence has been increased with speed, which became a threat for Pakistan. This is clear from the historic assumptions that both Afghanistan and India have 47 closer ties and come close against Pakistan in any forum. The relationship of India and Afghanistan was an alarming situation for Pakistan, where India established closer relationship with Hamid Karzai government. The growing relations of India and Afghanistan are from the reasons that India is a growing economy which provided huge bunch of economic aid to the Afghan government. The Indian government has given more than 1 billion US dollars to Afghanistan in 2001 and where Pakistan has given 150 US dollar which is less than Indian financial support. (Durrani, 2009) In context of Indian and Afghanistan relations, Pakistan tried to stop Indian trading which are passing from the land of Pakistan. The new Afghan Transit Trade Agreement guarantees to explain the issue of travel of Indian products through Pakistani region. The terms of this get to are being arranged. India even volunteered to give security help and preparing to the Afghan National Army, yet that is esteemed as fiery by both the Kabul government and the U.S. as Islamabad will be incited. Besides, Pakistan responded brutally to India's reviving of its departments in Herat, Kandahar, Mezar-e Sharif, and Jalalabad in 2002, guaranteeing that they would give cover to Indian undercover work against Pakistan. (Khan H. , 2014) Terrorism is the common issue of countries, the extremism, religious violence and sectarianism and violence in both countries are its examples, where Pakistan and Afghanistan needs to come for settling their issues with cooperation and support. However, the similar issues of both countries are put behind, that is the threat for both countries. Here the question raised that why despite the facts Pakistan and Afghanistan have common issues but are failed to cooperate in their bilateral issues. The relationships are in troubled stances, where both the governments accuse each other for spoiling their internal situations. (Wadood, 2011) The issues of accusation is that from the side of Afghanistan that the terrorists come from Pakistan and Pakistan is behind the Taliban’s to create chaos and instability in Afghanistan, at the same time Pakistan blame Afghanistan for providing Baloch Nationalist safe heaven and the Taliban. The issues of both countries in term of accusation are the Border, which is eminent on the name of Durand line. The scholars and writers argued that Durand is the basic issue between Pakistan and Afghanistan for accusation, however, the Durand line agreement was for 100 years between British and Afghanistan and the time period has lasted in 1993. Today the issues are 48 erupting and are not moving for peace and friendly relations is because of the border issues. The relations of Hamid Karzai with India were not as cordial as they are today, and the Afghanistan was because and prosperous during that era. When the Indian government moved to establish interest based relations with India from 2007, from Pakistani officials cleared their stance that Indian influence in Afghanistan is a national security threat of Pakistan. India made the relations of Afghanistan and Pakistan more danger. The Indian consulates and the military training of Afghan forces made Pakistan to rethink on relations with Afghanistan on strategic importance. (Baloch, 2012) The relations of Pakistan and Afghanistan along with United States is that the latter and Afghan governments are interested to talk with Taliban for preventing their insurgency and come for peace negotiations. But the response of Afghan Taliban is that they need the US to leave their land. Moreover, the US and Afghan governments accuse Pakistan for sheltering Afghan Taliban in their land, in this regards Pakistan must come to bring Taliban on negotiations. The United States likewise recognizes the positive pattern and expanded collaboration amongst Pakistan and Afghanistan and has guaranteed to proceed with its support in bringing the two much nearer to guarantee territorial peace. Taking after the withdrawal of the majority of global strengths from Afghanistan before the current month's over, experts see regularly rough ties amongst Islamabad and Kabul transitioning from a relationship of question into more prominent counter-fear mongering participation and reclamation of shared trust. The choice was declared to take up arms against the Taliban and Al Qaeda in retaliation for the 9/11 assaults. In tune, the US media was requiring a military mediation against Afghanistan. Scarcely four weeks after the fact, on the seventh of October, Afghanistan was bombarded and attacked by US troops. Americans were persuaded that the choice to go to war had been gone up against the off the cuff, on the night of September 11, in light of the assaults and their disastrous results. (Pitras, 2004) Little did people in general understand that an expansive scale theater war is never arranged and executed in a matter of weeks? The choice to dispatch a war and send troops to Afghanistan had been taken well ahead of time of 9/11. The "psychological militant, enormous, loss delivering occasion 49 served to stir general assessment in support of a war motivation which was at that point in its last arranging stage. A turning point witnessed in Pak-Afghan relation during Zardri government. In this regards a Jirga was called which was comprised of 700 people from both sides that was named as the Afghan peace Jirga. All the great leaders of both countries come to a point to settle their relations and bring peace and stability in Afghanistan. Pakistan’s mammoth role in this Jirga was that both the president and Prime Minister were present in Jirga. This Jirga aimed to combat terrorism from both countries with cordial and cooperation of both sides. (Dar, 2014)

Brief history of Pak afghan relations Pak and Afghanistan are very close neighbors to each other and sharing the border officially known as Durand line but unfortunately the relations between two states never gone tranquil despite of sharing conviction, denomination, creed, physiography, ethnicity, and culture. After independence Pakistan was facing huge thread from India then suddenly Afghanistan showed its real face to Pakistan and enhances the frail security environment the new and very new existence of Pakistan. History is responsible for the unfriendly relations or approach between them. There are many issues which could be raised from the history of the relations like the issue of Durand line and the issue of Pakhtunistan. The nature of the relationship from the very outset has been very intense and complicated. When Pakistan appeared on the surface of the world map, there was no any other country that objected to its existence, but Afghanistan. It became the first and the only country in the world to object to the inclusion of the former in the United Nations and voted against it. In spite of this, yet Pakistan did not want to make an enemy in its backyard, therefore, friendly gestures were shown to appease Afghanistan and being a Muslim country establish strong relations rather than being enemies within the same faith. The reason why the latter did not accept Pakistan and did not recognize it at the outset was the fact that most of the agreements that Afghanistan had reached were with the British and it did not see Pakistan as a legitimate inheritor of all those agreements and regarded them as null and void, but Pakistan wanted to maintain those agreements as a part of its 50 inheritance from the British empire. The relations got even more complicated when a mixture of statements and controversies were seen in the Afghan politics and its narrative toward Pakistan. (Mansergh 1977) The invasion of Soviet Union brought a wrath on the civilians of Afghanistan. Humanity was under oppression at the hands of the red army. In spite of the fact that for most of the part, Afghanistan had remained an enemy to Pakistan, yet Pakistan hosted the largest refugee crisis in the world after the refugee crisis of the world war the second. Facing oppression and massacres, the Afghan refugees began to flee and take refuge in Pakistan. Pakistan’s diplomatic and political morale got high as it hosted the largest refugee camps in the world. Above five million refugees took shelter in Pakistani camps. They were not only protected from the communist forces, but they were given every possible facility under the international law. Since then, many of them have returned to their homes, still a large number of them are living in Pakistan, mostly in Khyber Pakhtunkhwa and Quetta. Quetta hosts the largest number of refugees in Balochistan. (Underhill 2012)

Relations in the context of war on terror There is no denying the fact that Pakistan and Afghanistan are bonded by religion, culture and history. Their differences cannot eradicate the fact that they are twin brothers and they have to remain so. Though, the lack of political far sightedness and lack of trust upon each other has driven them toward animosity and hostility. Their relations in this chapter are given in the context of the war on terror. Following are the main outlines of their mutual relations both in the positive and negative aspects. Tensions in the borders have not yet ceased to exist because of a variety of factors. Afghanistan is still not in the mood to recognize the Durand Line as the permanent border between them. Cross border terrorism, to add further in the tensions, is increasing with the passage of time. There is not a single reason behind the tensions keeping the borders in view. Reluctance of Afghanistan to accept the border is not the only reason behind the growing tensions. As a matter of concern, the geography is a key factor that must not be ignored when the border of Durand Line is debated. (Pak- Afghan border tensions costing millions MAR 16, 2017 ) 51

The terrain of this region is very intense with multiple series of mountains which provide a natural barrier to the security forces to launch operations in these areas to get rid of the terrorists. Thus, the terrorists use these places as their hideouts and operate from there. The border areas is 2252 km which is very vast for these backward countries to safely guard it or at least technologically monitor it or give it surveillance entirely (Zaman, 2001). Taking advantage of these weaknesses, the militants use the cross border techniques to carry out their attacks. They use these mountains and their hideouts to operate and then go to Afghanistan and engage in terrorism and come back and (Javeed, 2012) (Habib, 2009) hide and vice versa. The area is very large both for the armies to police it entirely making it very arduous to track down the militants. The results of the cross border terrorism often fall upon either the civilian traffic or upon the trade. In the case of any attack on either side of the border, the traffic for all kinds of civilians is halted sometimes even for weeks while the closure of the border badly affects trade in the mutual context. The Afghan side of the border is the main cause of the troubles. Since the government of Afghanistan is too weak to establish its writ in the bordering areas that fall into its own jurisdiction, the regions like Kunar have become easy and safe places for the militants to hide and operate from there. (Khan 23, Febraury 2017 )

War on terror and Pak-Afghan ties from 9/11 to 2014 The phenomenon of terrorism became one of the greatest threats to the security of international security structure. As it practiced in one or another means by the groups and individuals. The phenomenon became a terminology after the tragic incident of 9/11. The powers and countries affecting by this menace came to point to launch a series of war against terrorism. However, the historical facts argued that terrorism in various times has been used as tactics by groups, individuals and organizations for their basic motives and needs. (Dr, 2011) As far as, the term terrorism and terrorist is concerned the scholars assumed it in different means, the term get popularity from French revolution, where the people means the anarchist groups involved in various activities against their Kings. In mean time the nationalists groups also were in front against the imperialists in various countries to fight the policies and colonizers. But, the phenomenon of terrorism gets its strong holds after the 52 tragic incident of 9/11, where the great powers launched a war against terrorism globally. (Khan, 2005) The global war on terrorism, assumed to the military, overt and covert activities operations of US led operations against terrorists internationally. But, the core center was targeted by US was Afghanistan, where Pakistan supposed to be the ally of US on war on terror. Obliviously, the decision against fighting war on terror was launched after the event of 9/11, in order to this the entire dimensions of the security expertise changed. A war was launched against terrorism, in various countries and individuals which is still a lingering threat to the international security. The global war on terror significantly brings the capabilities and efforts of states, though politically, legally, ideologically and militarily fight terrorism and terrorist which are threat to humanity. The war also focused on states which are supporting terrorism, and are threating the security of world directly or indirectly. But, the Al Qaida and Taliban in Afghanistan and Middle East became the focal agenda of the states that are intended to fight terrorism. In order to this the states like Afghanistan and Iraq become the center of war. However, Pakistan’s as frontline ally of US in this war manipulated its security risks to fight Afghanistan. (Khan A. , 2013)

Conclusion The countries in South Asia Pakistan and Afghanistan are two important countries and their relations have also immense impacts on the regional politics. As a war launched against terrorism which diverted the entire security structure globally but relations and the policies of Pakistan and Afghanistan with each other also get changed with the incident of 9/11. In the chapters of history both Pakistan and Afghanistan shared strange and tense relations but both the countries must not put behind the facts that their geographical significance does not allow them to made spoiled relations. Notwithstanding, Pakistan and Afghanistan relations became in a dynamic position after the tragic incident of 9/11. A war was launched globally to counter terrorism which is a direct threat to humanity from all over. Both Pakistan and Afghanistan relations were not amicable in past but this tragic event made the situation worse by many means. In this critical juncture both Pakistan and Afghanistan must not forget the reality of the geographical influence of each other. The regional dynamics also get changed 53 after 9/11, in this state of affairs the relations between Pakistan and Afghanistan became strange as the influence of other countries their roots in Afghanistan. The situation of Afghanistan painted many new realities that many actors involved in Afghanistan. Nevertheless, the dire need is that both countries should realize the nature of foreign actors in Afghanistan for spoiling the relations of both countries. The war against terrorism in both countries dynamically shifted the agenda of both countries to larger scale. The malicious game of blaming each other over terrorism created a huge mistrust between the two countries. On one side Afghanistan blamed Pakistan for interfering in its internal affairs to manipulate the terrorist to fight Afghanistan to create unrest in the country. But at same time Pakistan blame Afghanistan for providing save heavens to the terrorist to create instability and insecurity in Pakistan. The situation over the relation of both countries and this blame game position is not in favor of both countries. The agenda of the terrorist in Pakistan and Afghanistan is same to establish their own rule in both countries that is Islamic dynasty. Instability in Afghanistan is not in favor of Pakistan so in this state of affairs Pakistan must take strong initiatives to support Afghanistan to create stability and peace in the country. Therefore, terrorism is the issue of both countries here both countries should settle a parameter to counter terrorism. As an appetizer, they could emphasis on those matters that stalled the talks on the planned, Strategic Partnership Agreement. Until both countries focus on determining the aggravations amid them, the idea of a calculated partnership between Afghanistan and Pakistan appears problematic, particularly earlier the imminent departure. Though, the confidence and trusted relationship between two countries is the paramount for the regional stability and peace and also is in the greater interest of both countries. The position in bilateral relations both Pakistan and Afghanistan must move to create peace and stability in their relations. The important factor in the bilateral relations of both countries is that the global shift was over war on terror, so the war against terrorism must not be cashed by any one the countries. Though a decade and half years war on terror spoiled the relation internally and externally of both countries. But the iota of the fact is that with the US and NATO withdrawal terrorism must be the dire threating force in the region that is not in the interest of both countries. The veracity of the fact is that it’s true that the harsh and better 54 history cannot be ease soon but future is waiting for peace and stability. Furthermost prominently, the optimistic impetus produced must be reserved active to substitute collaboration and create universal, recognized relations for maintainable cooperation in all arenas for their people’s prosperity.

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Mansergh, N. (1977). Document No. 384: Confidential Telegram from Mr. Bevin (Secretary of State) to Sir G. Squire (British Minister in Kabul) dated 5 August 5, 1947. The Transfer of Power . 12. (MAR 16, 2017 ). Pak-Afghan border tensions costing millions . Nilum, S. (2006). War on terror and the new diplomatic shift in the US, NATO towrads Pakistan and Afghanistan. Social studies, 5-13. Noorin, M. (2011). Pakistan in a threat from Afghanistan's instability . Power, 6-11. Pitras, R. (2004). 9/11 and the south asian security . Political Reviews, 8-12. Shafqat, s. (2011). Pakistan Afghanistan and US relations implications and future direction. lahore: centre for public policy and governance. Singh, k. (1994). Train to pakistan. new dehli: grove press. Underhill, N. (2012). Countering Global Terrorism and Insurgency: Calculating the Risk of State failure in Afghanistan, Pakistan and Iraq . New York: Routledge . Wadood, A. (2011). Terrorism in Pakistan and Afghanistan. Peace institute , 13-20. Widar, C. (2008). Relations Between Pakistan and Afghanistan: In context to war on terror. Peace Studies, 9-14. Zaman, M. (2001). The Afghan issues, in the context of war on terror and the relations with Pakistan. Social and Political Journal, 12-19.

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Community Engagement Programs: A survey of Universities and Higher Education Institutions of Balochistan

Mumtaz Ali University of Karachi, Karachi Arshad Bashir COMSATS Institute of Information Technology (CIIT), Islamabad Ameer Ali Abro University of Sindh, Jamshoro Saeed Anwar COMSATS Institute of Information Technology (CIIT), Islamabad

Correspondence author is Dr. Mumtaz Ali ([email protected])

Abstract Universities in developed world implement various community development/inclusion programs apart from teaching and research activities. They perceive external human capital development as an integral segment along with academic programs. It is viewed that mostly institutions in Pakistan are engaged in teaching and research activities except a few universities which take community engagement as a social responsibility. Concerning to public sector universities the community contribution seems by the institutions is highly limited. There is no culture of serving communities/organizations beyond the boundaries. Presently, HEC1 reported that 174 Degree awarding institutions are recognized. The study is focused on public sector institutions of Balochistan. Community engagement programs are focused. Role of the universities apart from teaching and research/lab work is discussed in detail. As per HEC directions, all universities in Pakistan and expected to enhance research and innovation activities through the establishment of Office of Research, Innovation, and Commercialization (ORIC). This office is dedicated to play a bridging role among academia, industry,

1 HEC: Higher Education Commission. HEC is facilitating and supervisory body of government of Pakistan for degree awarding institutions of the country. 57 govt. Departments, NGOs2 and communities. However, there is dire need to see the role of concern department in bridging the gap. Furthermore, there is need to assess other departments concerning to developing the human capital in Balochistan. Moreover, the paper advocates that the role of ORIC3 should be strengthened more. CSOs4 and concerned departments should be linked with other stakeholders. The universities have huge infrastructure, rich theoretical knowledge, experience and information on various fields. The CSOs and other departments/industries have force of workers/practitioners and worth of experience. If both sectors perform together they can make the difference in the province. Faculty members and students should see beyond the boundaries of the institutions. Those teachers/researchers/students/fellows who are involved in community engagement activities along with teaching and learning they must be appreciated. Secondly, Universities are suggested that they take community contribution as their key priority area rather than focusing number of courses, students and faculty members. Government and donor organizations should also be taken onboard for this great cause. Indeed, togetherness has power that can be utilized in the best interest of nation building.

Key words: Community engagement, university, Balochistan, institutions and ORIC

Introduction There is lot to discuss about the proper concept of community. Various definitions can be found to define community. The interpretation of community varies from community to community. Westheimer, & Kahne (2004) mention that cultural, social and historical heritage is a common element among members of a social group that live in a specific community regardless of the size of that group. Similarly, Shea and Pickett(2006) argued the distinction of a specialized group from the larger section of society. These smaller groups are either social, religious, professional or ethnic that share

2 NGOs: Non-Governmental Organizations 3 ORIC: The office that coordinates and connects the University with other stakeholders. 4 CSOs: Civil Society Organizations 58 common values, interests and characteristics. Linking communities is a Network set up or system established to support the development of the people (Thompson, & MacDonald, 2005). Several international institutions are carried out the community engagement programs through their concern departments. Concerning to the state of community engagement or public service programs is highly limited in developing countries. As the concept of the community services program could be effective in the country like Pakistan. In this 3connection, the gap has been found among the institutions, industry, public sector and the Civil Society Organizations (CSOs). However, if the community engagement programs will be run through the higher learning institutions with true spirit resulted those people will be benefited who don’t have access to the universities. In the context of Balochistan province it is highly essential that the public-sector institutions should play their part to link their researches and initiatives with the communities. This paper discusses the role of five public sector higher learning institutions of the province.

Background Although community engagement is a wide-spread idea and has been researched a lot, the connection of community engagement with higher education is least addressed and explored. According to Simpson (2011), community engagement in context of higher education is the connection between higher education institutions and communities at different levels. Connection refers to sustainable networks, partnerships, communication media, and activities whereas communities reflect both local and national even international. To extend this idea, Butin (2010) classified activities as formal and informal. Moreover, Sherry and Fulford (1998) described the engagement initiatives. These activities include developing relationship, mutual collaboration, joint business, conferences, research and sports. With the emergence of Higher Education Commission (HEC) in Pakistan, the online university libraries and other forms of digital media provides opportunity to share educational and social information with relevant communities. HEIs5since then, develop strong relationships with communities that are relevant to their academic and social attributes. In

5 Higher Education Institutions 59 response, the relevant communities also extend their support by providing required human resources to higher education systems to achieve their academic and professional goals. Mezirow and Taylor (2009) also pointed out that HEIs provide necessary training to the students of local communities thatlater become a source of occupying the jobs and positions and in some cases, develop and establish their own businesses in society. Goddard (2007) and Duke (2008) emphasized the role of higher education by considering community development as integral part of its functions and academic operations. Traditionally, universities throughout the world used to prioritize their functions as engine of research and innovation along with the sole purpose of teaching and other related activities. The trend has changed in recent years as universities begin to consider community development as a third important component of their major functioning. One indication is the recent amendment in evaluation process of university faculty by Higher Education Commission (HEC) in which universities across Pakistan are asked to add the element of community service in addition to the research and teaching contributions in annual evaluations of faculty. According to Jacoby (2014), community service is a part of experiential learning that engages students in different forms of community activities. Involvement in such community engagement results in better understanding of social issues and human needs, and help the institutes of higher education to accomplish assigned learning outcomes related to community service. It is very important for the universities to incorporate community service in its educational system to ensure students and faculty engagement in activities related to social service and community engagement. It is conceived that the students along with the supervision of their faculty are lifeline that bridge the lives of academia and communities at local, national and international level. Moreover, it is viewed that mostly institutions in Pakistan are engaged in teaching and research activities except a few universities which take community engagement as their social responsibility. Concerning to public sector universities their community contribution seems highly limited. There is no any culture of serving communities/organizations beyond the boundaries. Brooks (2013) highlighted that universities in current age are very professional and innovate, but fail to provide in-depth knowledge of some of the most important component of their academic and social life. Similarly, 60

Mezirow and Taylor (2009) mentioned about the lack of career guide to students. They believed that students learn how to do certain things but they do not know why they are doing that. In universities and colleges, the students are provided with multiple information about career choice, but personalized guidance and counseling is absent in most of the cases, as the result, the students are not able to determine their real potential for future life.

Objective of the study: The objective of the study is to determine the state of community engagement programs in higher education institutions of Balochistan in developing the human capital.

Methodology The data was collected from universities regarding their role to contribute in human capital development apart from teaching, research and learning activities. Secondary data was taken from available online resources of Universities of Balochistan and HEC, Pakistan.

Data sources: Two sources of data were used: 1. Primary data 2. Secondary data

Limitations of the study  The study is limited on seven public sector universities of Balochistan  Only the community engagement programs were focused in the study.

Literature Review Universities in developed world implement various community development/inclusion programs apart from teaching and research activities (Stanton, 2008). They perceive external human capital development as an integral segment along with academic programs (Stanton, 2008). According to Jacoby (2014), institutes of higher education are one of those public places where students get the opportunity to question authority, conceptualize the idea of public good, and empower themselves to make a positive difference in the lives of people living in a 61 community. Criteria and conceptualization of community engagement varies from institution to institution because every institution has its own ideology and system (Simpson, 2011). Goddard (2007) emphasized the role of universities for community service as universities are the sites of intellectual leadership and can offer university resources and facilities for productive outcomes that are mutually beneficial for both university and community. Similarly, Mezirow and Taylor(2009) believed that communities can gain benefits through their positive engagement with universities. These benefits include the development of human and social capital, enhanced economic growth, better infrastructure in communities, sustainability, research based productive benefits in various domains such as social, economic, environmental and cultural. As the result of these initiatives, the people in community can improve their lives through social cohesion and awareness about issues that relate to their lives. Moreover, Simpson (2011) argued that community engagement is dependent on strong and diverse university structure. The institutes of higher education, especially the universities have extensive infrastructure and can be used as an effective forum for community engagement activities. The university infrastructure along with intellectual property can be used to generate economic and social value of the community. In today’s world, the idea of university and community interaction through productive engagement has become an important academic priority. In several ways, this engagement complements the larger goal of the university academics-the mission of teaching and research. As Mezirow and Taylor (2009) believed that the community engagement activities has gone beyond business and economic relations as it also covers the elements of social, environmental and cultural engagement of university and community. Moreover, Stanton (2008) reported that universities contribute towards society and communities would not only enhance the economic indicators but also help the communities to improve their lifestyle through effective public service.

State of community problems in Balochistan Balochistan is the largest province of Pakistan in terms of geographical area as it is comprising about 44 percent of the country. It is 62 sparsely populated and is both geo-politically and strategically importance in the region. Balochistan shares border with Afghanistan which is about 625 miles. It also shares boarder with Iran which is about 475 miles. Similarly, 562 miles of the Persian Gulf called Makran Coast is also in the province of Balochistan. Balochistan enjoys a unique strategic position in the world as it is a gateway to South Asia, Middle East and Central Asia. More importantly, it has rich deposits of minerals and natural resources (Kundi, 2014). Unfortunately, Balochistan is one of the most underdeveloped and poor part of the country where the basic infrastructure such as education, clean water, health is missing and people lack the basic amenities of life. The population of Balochistan is around eight million. Most of the people are found complaining for marginalization that happened to them in last seventy years.Although the law and order situation is not appreciated throughout the country, it has been worst in the province of Balochistan. More importantly, the popular leadership is disaffected and the communities are poorly integrated with other parts of Pakistan. Unfortunately, Balochistan is the poorest province among all other provinces of Pakistan. The lowest per capita income is a clear indicator of its poverty, and this is the critical element for the bitterness of the people at national level. Though efforts have been made to resolve the grievances of the Baloch through constitutional amendments, different packages and giving special relief to the province in the ‘NFC award’, ‘Aghaz-e-Huqooq Balochisan Package’ the atmosphere of unrest still prevails in this province.

Human Development in Balochistan The Human Development Index (HDI) is a key indicator that is universally used to rank any area for its human development and classify it into developed, developing, and underdevelopedareas. The data includes life expectancy, education and per-capita as a reflection of living standards. The data is collected at the national level. The data indicates that the negligence of last seventy years has resulted in a huge gap in the human development index between Balochistan and the rest of the country.

Table 1 indicates that 7 districts out of 11 fall in low human development index. Table 1: Low Human development Index of Pakistan S.# District HDI (2005 data) Province

1. Awaran 0.499 Balochistan

2. Sibi 0.498 Balochistan

3. Hangu 0.494 Khyber Pakhtunkhwa

4. Battagram 0.490 Khyber Pakhtunkhwa

5. Kohistan 0.471 Khyber Pakhtunkhwa

6. Qilla Abdullah 0.467 Balochistan

7. Bolan 0.457 Balochistan

8. Gwadar 0.450 Balochistan

9. Jhal Magsi 0.435 Balochistan

10. Musa Khel 0.422 Balochistan

11. Tharparkar 0.314 Sindh

Source: http://www.spdc.org.pk/Data/Publication/PDF/AR2014-15.pdf

PPAF6 has mentioned in its annual report that Balochistan is the least developed province of Pakistan and presents serious challenge to human rights and other social issues related to poverty and crime. Such horrible indicators in human developments establishes a strong rationale for integrated development by using local institutions such as universities as partners in the process of human development that may transform into a social change. As far as the literacy is concerned, the government of Balochistan reported that the literacy rate is 26.6 % which is far less than the national literacy rate resulted in disparity and a threat to national integration. As far as the academic outcomes are concerned, the University of Balochistan has produced less than 50 PhDs whereas the University of Punjab and University of Karachi has produced more than 1500 PhDs in the same period. Basic needs such as electricity is also not in the reach of most of the Baloch people as only 25 % of Balochistan has electricity.

6 PPAF: Pakistan Poverty Alleviation Fund. PPAF is Islamabad based donor/supporting organization that provide financial and technical assistance the NGOs of Pakistan for community development. 64

Degree Awarding Institutions in Pakistan Table 2 shows the number of universities allover Pakistan. Degree awarding institution in Islamabad 32, Punjab 50, Sindh 48, Khayber Pakhtoon Khwah 29, Balochistan 08 and Azad Jammu& Kashmir 07. A total number of 174 public and private sector institutions are serving in higher education in Pakistan.

Table 2: HEC Recognize Degree Awarding Institutions (DAIs)

S/# Province Public Private Total 01 Islamabad 24 08 32 02 Punjab 26 24 50 03 Sindh 19 29 48 04 Khayber Pakhtoon Khawah 19 10 29 05 Balochistan 07 01 08 06 Azad Jammu & Kashmir 05 02 07 Total 100 74 174

Source: http://www.hec.gov.pk/Ourinstitutes/pages/Default.aspx

Degree awarding Institutions in Balochistan Province Table 3 depicts list of the public sector universities which are serving in higher education sector in the province of Balochistan.

Table 3: List of Universities in Balochistan

Universities/DAIs chartered by Government of Balochistan S. University/DAI Name Main Campus Website Address No

1 Balochistan University of Khuzdar buetk.edu.pk Engineering & Technology, Khuzdar

2 Balochistan University of Quetta www.buitms.edu.pk Information Technology & Management Sciences, Quetta 65

3 Lasbela University of Lasbela www.luawms.edu.pk Agriculture, Water and Marine Sciences

4 Sardar Bahadur Khan Quetta www.sbkwu.edu.pk Women University, Quetta

5 University of Balochistan, Quetta www.uob.edu.pk Quetta

6 University of Turbat, Turbat Turbat www.uot.edu.pk

7. University of Loralai, Loralai http://www.uoli.edu.pk Loralai

Source: http://www.hec.gov.pk/Ourinstitutes/pages/Default.aspx As mentioned above that the study is focused on public sector higher educational institutions of Balochistan province. Community engagement programs are also replaced with the term university/institution outreach programs. These programs have been focused in this research. According the purpose of the study the role of the universities apart from teaching and research/lab work is discussed in detail.

Findings of the results Community engagement programs Universities International Universities Oxford University  Local Community and Student Volunteers . Raise And Give (RAG) . The Oxford Hub . Working across the community Harvard University  Public Service at Harvard . Phillips Brooks House Association . Center for Public Interest Careers . Harvard in the Community Cornel University  Outreach at Cornel . Milk marketing: Risks and rewards for agri-entrepreneurs . Cornell joins effort to fight global hunger . Give a gift with community staying power 66

University of Wisconsin  Community Service Program . Community and public health . Free medical clinics in community Massachusetts Institute of Technology (MIT) . Community Outreach . SEED Academy . STEM program . MSBP University of Malaya, Malaysia  Community Engage program for improving the communities through all the faculties of the university. . School of talented children . Fee waiver and financial assistance for disable and elderly people  Fund the research projects on community  Financial assistance on community action research projects  Strong linkages with NGOs/Public and Private sector organizations.

Community engagement programs in Pakistani Institutions Aga Khan University . Community Health Sciences The Department of Community Health Sciences (CHS) atAga Khan University's (AKU) is a well-established institute in Pakistan. Community Development is one of the major priority of the institute and the leadership at the university helps to develop an innovative curriculum that ensures the provision of quality health facilities. In last thirty years, the institute has made a significant contribution in primary health care and health system development at community level. CHS has achieved this empowerment through its successful models in both urban and rural areas of Pakistan. Additionally, at international level, the institute has provided a great contribution in teaching and research through its international network in East Africa and Central Asia. Education, Service and Research are three areas in which CHS works.

COMSATS Institute of Information Technology (CIIT) COMSATS Sweet Home Program The devastative earthquake in 2005 in Pakistan left over 20,000 orphans. Additionally, terrorism especially suicide bombings in last fifteen years contributed to increase the number of orphans in Pakistan. These children are dependent on society and need help from local community. CIIT realized its social responsibility and lead the project of supporting the orphans by taking the responsibility of 100 orphans. CIIT started a program “COMSATS Sweet Home Program” with the cooperation of Pakistan Bait-ul-Mall. The aim of the program is to enable these orphans to improve their lives. They are living in purpose built accommodation in Abbottabad and studying in nearby schools. CIIT7 Abbottabad campus is taking care of their needs and meeting all expenses that are being incurred on their living, food, clothing and education. COMSATS is committed to make these children dynamic and well trained citizens of Pakistan.

National Testing System (NTS): NTS is Pakistan’s first non-government academic testing organization. Primarily, NTS organized tests for admissions in universities for BS, MS and PhD admissions, merit scholarships, pulic and private recruitment at national level. It isadministered by a Board of Governors of NTS which is comprised of renowned national educationists and university leadership position holders. Moreover, NTS is a subsidiary body of COMSATS Institute of Information Technology (CIIT). NTS, through its testing, ensures quality, efficiency, reliability, accuracy and transparency. Over the years, NTS testing system has emerged as the leading organization and now a pre-requisite of many major public and private engineering, medical and other colleges, universities and institutions for admission of students and recruitment of staff. The major offerings of NTS are National Aptitude Test, Graduate Assessment Test-General, Graduate Assessment Test-Subject, TOEFL-ITP, TOEIC-L&R, and TOEIC-S&W

COMSATS Business Incubation Center (CBIC)

7 COMSATS Institute of Information Technology 68

COMSATS Institute of Technology (CIIT) has its Business Incubation Center established to promote the process of commercialization of COMSATS R & D. The vision of CIIT and CBIC is to achieve sustainable development by deploying knowledge inputs to the local, national and international communities. It depends on education and technology inputs developed at the university and available for industry, agriculture, health and IT. The CBIC contributes towards development of socio-economic infrastructure of Pakistan. This has been achieved through CIIT vision that includes the attainment and imparting of knowledge, achieving excellence by generating and preserving knowledge, and applying that knowledge on society and entrepreneurs.In last twenty years, the contacts of CIIT with local and foreign institutions has enhanced its scientific, educational, R&D and technology growth potential. CIIT has signed MoUs with local institutions like PCSIR, PINSTECH, PCRET, NIE, NESCOM to promote its vision of creating and applying knowledge for welfare of its people.

Pir Mehr Ali Shah Arid Agriculture University, Rawalpindi Higher Education Commission (HEC) issued instructions for universities to establish the Office of Research, Innovation & Commercialization (ORIC) in each university. In 2011, Pir Mehr Ali Shah Agriculture University established ORIC at the university. ORIC directly reports to the Vice Chancellor and deals with all the University research and related activities.The Office of Research serves as a centre of advocacy for research and facilitator of the research environment. The role of ORIC is to provide services which facilitate and support research & innovation development through commercialization. ORIC provides academic and research support to faculty members in quest for research funding. ORIC is University’s liaison with all the funding agencies to oversee contracts of research and commercialization.Industry-farming Community Linkages is a salient feature of the university. Pir Mehr Ali Shah Arid Agriculture University developed linkage with several organizations at National and International level that includes National Agriculture Research Centre, Fauji Fertilizer Company, Agency for Barani Area Development, Ali Akbar Group of Pesticides, FMC Pvt. Ltd., Nuclear Institute for Biotechnology & Genetic Engineering, Fuji Cereals, Vita Bread & Dawn Bread, Barani Area Research Institute, Alfalah Bank,Pakistan Council for Scientific & Industrial Research, 69

Syngenta Pakistan Pvt. Ltd., Nestle Milk Pack, Arqam Foods. Shezan Pak. Ltd. Hattar, Haleeb, and Pepsi Cola.

Community Engagement Programs in Universities of Balochistan: University of Balochistan (UoB): In Quetta, The University of Balochistan is serving as the oldest educational Institution of higher education in the province. It takes the responsibility of educating young people to meet the emerging needs of both industry and society. Being the most rural area of Pakistan, the University of Balochistan is critically important to fulfill the academic and professional needs of the local people living in the most neglected area. The role of university is vital in development of Balochistan. The University is ISO 9001:2000 certified and has signed 31 MOUs with institutes of national and international repute.

ORIC at University of Balochistan The office of Research, Innovation and Commercialization (ORIC) is an important department in the University of Balochistan. It has been established to develop, protect,encourage, and promoteresearch and innovation among faculty and students. Lot of emphasis was inculcated in scholarly research work and creative endeavors which are essential for sustainable intellectual growth of any university.More importantly, ORIC helps to connect teaching and research with industry and public sector organization to gain academic and professional outcomes. As far as the community engagement is concerned, there are several departments in university of Balochistan that includes Sociology, Social Work, Media and Journalism, Gender Development Studies, and Institute of Education and Research. These departments provide opportunities to their students to conduct research and internships. The students of social work department complete their thesis/internship period in organizations/departments such as Medical and Psychiatric Social Welfare, Rural Community Development, Urban Community Development, Family and Child Welfare, Women Welfare, Population Welfare, Drug Abuse Prevention, Treatment and Rehabilitation, Labor Welfare and Industrial Development, Educational Institutions, Special Education, and Social Welfare planning & policy development. 70

Balochistan University of Engineering & Technology (BUET), Khuzdar Evidences show that BUET has signed various MoUs with national and international institutions. There was not any community engagement program particularly found in the university. However, Civil Engineering department has great potential to serve communities. The department is involved in establishing basic facilities such as building roads and bridges, railways, dams, canals, ports, factories, as well as essential services of water supply, sewerage and power stations. The Civil Engineering department has been engaged with public and private sector. During the earthquake 2013 the concern department has worked with one of leading NGOs of Pakistan namely HANDS8 Pakistan in district Awaran and Kech. The experts/faculty members of the civil engineering department provided the technical support to the concern NGO regarding the construction of the disaster resilience houses in affected district. They also played their part in the supervision and monitoring of the project. The concern departmentcovered the technical aspect of the intervention. That project was funded by the DFID/UKAID and implemented by HANDS Pakistan.

Balochistan University of Information Technology & Management Sciences (BUITEMS), Quetta BUITEMS is also an ISO 9001-2008 certified institution. The university has signed various MOUs with national and international institutions. Furthermore, the following community engagement programsare being implemented in BUITEMS.

Office of Research, Innovation and Commercialization (ORIC) As mentioned earlier, HEC directs universities to establish Office of Research, Innovation and Commercialization, ORIC at BUITEMS playsan important role in linking the academic and research programs with the public- sector organization. The mission of ORIC as stated in its mission statement is to promote and enhance quality Research activities and publications, university gains many academic and professional benefits due to ORIC.

8 HANDS: Health and Nutrition Development Society 71

Moreover, the role ORIC is critically important in assisting BoS9 in evaluating research projects of faculty, and extend its coordination with academic departments for reviewing research activities. More importantly, ORIC helps to organize and coordinate both national and international seminars, conferences, and workshops to provide exposure to its faculty and students. ORIC also advise university authorities in research problems and projects of both national and international agencies. ORIC plays its vital role in connecting with both national and international agencies about funding of research Projects proposed by the university faculty.ORIC also executes BUITEMS funded research projects such as seed money/fund for faculty research, and BUITEMS Journal and Research incentives. Last, but not the least, ORIC stronglyhelps BUITEMS researchers, engineers, scientists for the commercialization of their research products.

Detail of Community Related Projects: . Project completed 38 . Project ongoing 05 . Projects submitted 06

BUITEMS Business Incubation and Entrepreneurship Center (BBIEC) The BBIEC supports in establishing business by providing services such as furnished office space, conference/meeting room, phone, fax and copier, high speed internet, one-on-one business coaching, market access services, networking, and access to industry and investment. A consultancy firm has also been established in BUITEMS that provides its services to the public and private sector organizations.

BUITEMS Pak-USAID Merit and Need Based Scholarships: In order to provide access to higher education,BUITEMS offers Pak- USAID Merit and Needs based Scholarships for under-privileged candidates who are unable to meet their educational expenses. The scholarships are offered in wide range of disciplines such as agriculture, veterinary sciences and bio technology, social sciences, peace & conflict studies, anthropology, archaeology, economics, linguistics, law, communication and media studies, international relations, and psychology. It is important to mention that half of

9 BoS: Board of Studies 72 the seats reserved for female candidates. Since the women participation in the higher educationis extremely low, this scholarship scheme motivates women, especially remote and vulnerable areas of Pakistan. These women candidates are financially needy but have met admission criteria . BUITEMS Executive Education Center (BEEC): The BEEC has established a center of executive education in Balochistan, and can be classified as the first of its kind. The mission of this center is to partner with the different organizations to develop human resource by offering practical corporate educational solutions to promote tangible results aligned with the organizations’ strategy. BUITEMS and Pakistan Institute of Management (PIM) signed a MoU to improve management skills of managers and officers that would contribute positively to ensure better management practices in public and private organizations. The trainings are also offered at the center that includes effective communication skills, finance and accounting for non-financial executive, effective project proposal, enhancing leadership skills, project management, and administrative skills. BEEC offers a range of options to meet the specific needs of organizations and executives. Customized programs for organization are designed to strengthen executive skills in specific ways.

Lasbela University of Agriculture, Water and Marine Sciences (LUAWMS) The ORIC department has not been established yet. However, various training programs have been conducted on capacity building of junior and senior management, communication skills, Quantitative data analysis and use of SPSS and research techniques. The University has initiated work with IUCN10. Various activities for communities with respect the environment have been planned. The university has given a separate room to establish the project office in the premises of LUAWMS.

Sardar Bahadur Khan Women’s University Baby Day Care Center(Angel’s Home): SBKWU established a Baby Day Care Center in the university to

10 International Union of Conservation 73 support women with children. The service helps outsider mothers and university faculty to leave their babies and toddlers after paying a nominal fee. A well-trained staff is available to take care of babies during the time they spend in university. The center has now moved to exclusive building that is newly renovated and have multiple rooms, hallways, kitchens, and other necessities.

Angel’s Pre School: In order to cater the educational needs of young students, preschool, Angel’s Pre School has started in Angel’s Home. Faculty and students can avail the facility after paying a nominal fee.

Community Engagement Contribution by Sociology and Social Work Department- Students’ placement Program The department of Sociology and the department of Social work in university place students in different organizations through its students’ engagement program for community service. A six week program has been in placed at the end of each semester where students are placed in different agencies for filed experience. In order to facilitate students, a pick & drop facility is provided by the University transport department. The field experience results in improvement of students’ communication, coordination, mobility, presentation, and report writing skills. Several agencies and organizations are involved in this program such as special education center, B M C11 psychiatry, Cenar cancer hospital, Lady Diffren hospital, Balochistan Rural Support Program, International Union Conversation for the nature and Natural Resources, SUSG, United Nation Development Program, and day care center (SBKWU). These agencies and organization provide practical hands on experience to students to improve educational and professional skills.

Activities of students of social work department during their filed work: Students of social work department perform different activities during their field work. It includes conducting seminars related to awareness about different diseases such as Tuberculosis, Cancer,

11 Bolan Medical College 74

Depression, and Women health. Moreover, they organize health and hygiene campaigns. During the campaign, students distribute medicines among deserving patients in multiple hospitals like Lady Diffren Hospital, Fatima Jinnah Chest Hospital & Cancer Hospital. Students are also encouraged to involve in fund raising for special children. For that they organize variety show to encourage special children in Special Education center. Lastly, students attend trainings and workshops about different social techniques in Organization like Participatory Rural Appraisal (PRA), poverty causes, community organization and development, social mobilization and communication and enhancement in presentation.

University of Turbat (UoT), Turbat UoT is a newly established University. There no any department of ORIC and community engagement program initiated yet.

University of Loralai (UoL), Loralai UoL is a newly established University. There no any department of ORIC and community engagement program has been started so far.

Conclusion Government of Pakistan has announced Balochistan Package: Aghaz-e-Huqooq-e-Balochistan. In accordance with the package a separate office has been established in Higher Education Commission of Pakistan just to facilitate the process pertaining to the higher education to the youth of Balochistan. Findings show that HEC has bound all universities to establish a separate department with the name of ORIC (Office of Research, Innovation and Commercialization). This department is dedicated to play a bridging role among academia, industry, govt. Departments, NGOs and communities. ORIC department is established in University of Balochistan and BUITEMS. Further the resultsillustrate that the concern department is playing active part in BUITEMS. Number of projects has been funded to conduct the research on community issues. Universities of Balochistan are involved in community services but they need to strengthen their community engagement program more and take this as their third mission (1. 75

Teaching, 2. Research and 3. Community Engagement). There is lot of potentialhas be found to enhance the relations and networking with the public and private sectors. However, great role is feltof ORIC department in bridging the gap among department/institution/communities. Furthermore, other departments concerning to developing the human capital in Balochistan should come forward. Moreover, the paper advocates that all faculties/departments should be linked with other stakeholders to serve communities. The universities have huge infrastructure, rich theoretical knowledge, experience and information on various fields. The CSOs and other departments/industries have force of workers/practitioners and worth of experience. If both sectors perform together they can make the difference in the province. Faculty members and students should insight beyond the boundaries of the institutions. Those teachers/researchers/students/fellows who are involved in community engagement activities along with teaching and learning they must be appreciated. Secondly, Universities are suggested that they take community contribution as their key priority area rather than focusing number of courses, students and faculty members. Government and donor organizations should also be taken onboard for this great cause. Indeed, togetherness has power that can be utilized in the best interest of nation building.

Implications  Universities and other sites of higher education get benefits from effective engagement with local and regional communities. Students’ learning is improved through programs and courses that are closely related to community issues, problems and solutions.  Experiential leaning in form of internships and projects is enhanced and students get the benefit by ensuring engagement in contemporary issues and needs.  Community engagement provides basis for improved research productivity because the collaborative partnerships open new opportunities for research, and new funding sources are introduced.  By effective engagement of university with communities university’s reputation can be significantly improved. 76

 In order to maximize benefits of community engagement, it must be seen as a core activity of a university rather than a separate undertaking.  Community outreach program is seen as meaningful collaborations with agencies in the field of education, business, and public and social service. It is aspect that makes our discoveries useful beyond the academic community. Moreover, that aspect ensures learning beyond the university wall. Above all, it directly benefits the public at large.  Lastly, community engagement program is not seen as a new approach. It is something that what we are already doing in ouruniversities. More precisely, it is the use of our teaching, research, and service to report societal issues through a cooperation with the world around us.

Recommendations . Community engagement must be seen as a key component in promotion of university’s staff and must be reflected in annual assessments. . Universities should encourage the community engagement programs . Strengthening of ORIC department . Required Strong networking of public private and institution . Researches on communities should be encouraged . Follow the models of leading universities . Universities should promote the research and development culture with true spirit . This paper should be taken as a reference document

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Simpson, M. A. (2011). Community engagement in higher education. New York: Sage Publication Stanton, T. K. (2008). New times demand new scholarship Opportunities and challenges for civic engagement at research universities. Education, Citizenship and Social Justice, 3(1), 19-42. Thompson, T. L., & MacDonald, C. J. (2005). Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience. The Internet and Higher Education, 8(3), 233−249.

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Authors Profile:

Dr. Mumtaz Ali (PhD) is working as ‘Assistant Professor’ at Department of Humanities, COMSATS Institute of Information Technology, Islamabad, Pakistan. He is also the presenter of this paper. He can be reached at +923332234249 and Email: [email protected]

Dr. Arshad Bashir is Assistant Professors in the Humanities Department, COMSATS Institute of Information Technology, Islamabad. Dr. Ameer Ali Abro is serving as an Assistant Professor in the Department of Sociology, University of Sindh, Jamshoro Dr. Saeed Anwar is Assistant Professors in the Humanities Department, COMSATS Institute of Information Technology, Islamabad.

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Perception of Primary School Teachers Regarding Professional Development through Mentoring Process in Quetta District

ABIDA MENGAL M.Phil Scholar , University of Balochistan Quetta

Dr. Muhammad Aamir Hashmi Assistant Professor, IER, University of the Punjab Lahore

Zobia Kanwal Research Assistant, IER, University of the Punjab Lahore

Abstract- Mentoring process is an essential instrument for the professional development of the teachers, especially, for the untrained and freshly recruited teachers in order to enable their inner skills to inculcate creativity and productivity among their students. It appears that the teachers of Quetta district remain far from mentoring process. Therefore, this research was conducted to oversee the interrelationship between the professional development of the teachers at the primary level and their perception toward the mentoring process. In the quantitative method, 100 teachers were chosen for the research among which 82 percent teachers were female and 18 were males. The questionnaires were distributed among the teachers who were from district Quetta.The results and findings through the SPSS reveal that the mentoring process leaves deep imprints on the careers of the teachers and over their teaching performance.

Key terms: Perception, Primary School, Professional Development, Mentoring

Introduction Education has always been the main factor of development in any country in the world. Education is an essential element which helps to 80 promote the basic principles of life in any society for instance the norms and values are essential parts of society and education is the backbone to hasten the development of these basic elements of society. No doubt in Pakistan the education ratio has always been low due to which the development rate has decreased over the years, but on the other hand if we compare the standard of education in Pakistan to other countries than huge gap has been found. As a matter of fact, Pakistan also needs to improve the structure of education. It has always been the major aspect to eradicate the ignorant prospect of any society in history of the world. (Hussain, 2004). The limited scope of better future opportunities before the Industrial Revolution had confined the fame and scope of career to merely agriculture and with some opportunities of working in the royal institutions, but the Industrial Revolution just changed that concept. Production markets were created which began to compete with each other and soon the world ushered into a new era of competition where numerous prospects for earning a living were created. This new competing environment has increased the role and challenges of the teachers of modern day world as they have to prepare the entire nation for the best and worst of times, but at the same time, they have to perform their duty of human resources development. Only a teacher can know the best potential of a student and only a teacher can inject in the mindset of the student the idea of being an ideal for the society. The third world countries present a different sketch of the world scenario and a different picture of the status quo of the domestic conditions. Pakistan is a third world country and Balochistan is the most backward province of this third world country. Quetta is the provincial capital of Balochistan and being the hub of all the provincial activities, it attracts people from different walks of life. The arrival of the people from different walks of life has made Quetta a very healthy city for competition and innovation. (Allama Iqbal Open University, 2015). For the very reason, the role of the teachers has significantly grown in the past couple of decades. The teachers have to first work on grooming their own potential through personality building and professional development, and then they have to work on the nurturing of the skills of the students. For this, the teachers need training on the basis of proper rules and regulations. The mentoring process has proven very imperative in this regard for professional development of the teachers. 81

Every year, lack of development and lack of financial support leaves a majority of rural students out of education. The number of educational institutions is absolutely non-existent in those areas. This frustration leads them to quit their careers and all future goals which they had set ambitiously during their schooling. (Farooq, 2011) From this perspective, it is obvious that career choices vary from society to society and career is something which is related to the social order of a society. The patterns of living and the established standards of life in a particular society leave a great impact on the career of a person. In a broader perspective, it means the social trends motivated by the social order toward which the people are attracted to associate their future planning and decisions. It is up to the teachers to meet this demand of the society. The teachers are expected to revolutionize the mindset of the students and steer them to the coherent and right path. (Schostak, 2009). The teachers are also expected to create a socially, religiously, morally and politically responsible citizen out of the student. Even the parents look toward the teachers for extracting the best out of their children by relinquishing their burden and handing it over to the teachers. The teachers have to act in many ways, as spiritual leaders, as friends, as counselors and as consolers. A teacher cannot play so many parts at the same time unless the teacher has enough potential. Even if the teacher has enough potential, yet the teacher cannot make that potential work unless the teacher is properly trained through the mentoring process and knows full well the use of techniques and tactics that maintain the interests of the students in the classrooms. (Woolley, 2006) The analysis comes as follows is that career is a property of the individuals which is basically motivated by the social norms of a society and it is planned for employment to fulfill all the dreams of a well-off living. It can include the experience of a single institution or organization or it can encompass the overall experience a person gains from organizations. Since the organizations are not playing their role effectively, the teachers have to be more responsible in this regard. The fact of the matter is that the public is expecting very highly from the teachers of Quetta. Therefore, it falls into the utmost responsibilities of the ministry of federal and provincial education to take the notice of the issue and under the urgency of the concerns, it must introduce educational reforms. The 82 provincial government has to make it its top priority as the future of entire nation hangs in the balance. The mentoring trainings for the teachers have to be extended to the rural areas of Quetta so maximum number of teachers benefit from it. (Rashid, 2015)

Literature Review It must be the responsibility of the teachers to train the students’ expertise and guide them toward their interests so that they can find wider opportunities of career selection. It must be the responsibility of the Ministry of Education to design a standard curriculum to inject creativity and productivity enabling students for personal career choices, but the current scenario is far from reality. Besides all this, the teaching methods are poor and counter- productive. Thus, the overall education structure in almost all rural parts of the country is dismal and poorly administered. The students are the creation of the same schooling system around the province where they are injected with ill-confidence and ill-creativity, if they are not creative then how it is possible that they will judge a better career selection. (Farooq, 1994) The students coming from rural areas do not have the educational background as far as the family education or quality schooling is concerned as compared to the students of urban areas whose family education is strong and their schooling quality is comparatively higher. There is no denying the fact that the current students of Quetta are facing a series of problems once they leave their rural education and move to the urban areas. Only a few students can make the judgments on their own without any guidance receiving strength or guidance from the given social environment, but most of the students cannot make it that far. Personal judgment of the students at the age of study is quite delicate and at the same time it is affected by a variety of events and factors which does not enable them to discern what is good or what is evil. (Rashid, 2015) Since most of the students’ parents are not educated, they look forward to the teachers for guidance in order to opt for their career selection. If the teacher was recruited on the basis of nepotism, then the teacher will lead to their doom, but if the teacher has undergone the mentoring process and knows full well the interests and inclinations of the students, that teacher 83 can live up to the maximum potential of the students and help them opt for the best possible career in relations with their interests.(Van Dorn, 2006) This is truly the biggest cause of their failure when the teachers cannot help the students decide the future of the students and then force them to opt that career as a part of their studies and as a part of their lives. Failing so, they are rejected by the parents or rejected by the society leading to absolute frustration and desperations. (Hoodboy, 2009) These challenges have degraded the value of education as security and economic stability have emerged as the single most important priorities for government policies whereas education is a mere lower focus with less attention and the least of budget allocation. Frustration and disappointment is the most critical point where the students quit their studies. This ratio is higher in Quetta for the past couple of decades owing to the security and economic challenges. Every student needs counseling for selecting a specialized career at school and college level so that when they come to the university level, they must be fully prepared and clear that in which field they must go for a brilliant future and they should be clear that which field can promise the achievement of the targets they have set for the career. Only a notable number of students can have strong nerves and overcome their depression while most of the students cannot do away with the frustration and the economic gap. This gap gives them immense disappointment and a sense of inferiority complex. (UNESCO, 2007). Once they are suffering from inferiority complex, they undergo frustration which then drives them toward instant decisions about the career. In order to compete with the elite society and desiring for a similar life the elite have, the students often do the mistakes in career judgments and they opt for business-oriented subjects for earning more and more money to instantly become rich at the expense of their own choice, liking and interests. Only the teachers after the parents can drive them out of their mental miseries and depression. (Vitaro, 2001) If a teacher has undergone capacity building trainings, then the teacher knows how to discover the weaknesses and strengths of the students and then endeavors to overcome the problems that particular student is facing. In this way, considerable amount of depression can be released and the previously frustrated students can perform better in the class room as well as in the society. (Plagnol, 2011) 84

Methodology and study design The study was quantitative in nature and a survey method was deemed appropriate research design to conduct the study.

Population and sampling All the primary school teachers of district Quetta were the population of the study. Stratified cluster random sampling technique was used to select the representative sample for the study. Population was divided into strata (Gender, Locale) then in clusters (each school was considered as cluster) based on whole government sector schools of Quetta district.

Instrument A questionnaire was developed as instrument of study to get information from relevant population about perception of primary school teachers’ scale regarding professional development by mentoring process. The most extensively used type of questionnaire is five point Likert scale.

Data Collection Data was collected from primary school teachers of district Quetta through questionnaire by researcher herself. Then the literature was put through the SPSS software for accurate results.

Data Analysis Data was analyzed by using a Statistical software SPSS. The responses of the respondents were tabulated and appropriate statistical techniques were used such as frequencies, percentages, mean score, standard deviation, t-test, were used to analyze the data collected by administered questionnaire to primary school teachers.

Main tables.

TABLE-1 The mentoring process helps deal with the academic calendar in a better way 85

Result:--There is no denying the veracity that the maintenance of the academic calendar is the symbol of academic excellence and discipline. Out of the 100 respondents, 42.5 percent strongly agreed while 44.6 percent of them only agreed, thus, the overwhelming majority of the respondents were in favor of maintaining the academic calendars. On the other hand, above 7 percent of them were uncertain about their opinions and the other 5 percent disagreed saying that it is obviously very difficult for the teachers to maintain academic calendars.

TABLE-2 Professional development is essential for planning schedules for the academic calendar

Result:-To the question that the professional development is essential for planning the academic schedules and then applying them into the class, 46 percent of the respondents from the city of Quetta strongly agreed while 40 percent only agreed. 9 percent were uncertain about their responses and the 86 other 5 percent disagreed. However, the majority favored the professional development which bears testimony to the fact that professional development and academic planning are correlatives.

TABLE-3 Professionally developed teachers boost the confidence of students encouraging them to ask questions

Result:--Professionally developed teachers boost the confidence of students encouraging them to ask questions. On this question, the majority of the teachers who were the respondents agreed. 53 percent of the teachers showed strong agreement while 32 percent of them only agreed. 6 percent disagreed and the other 8 percent of the respondents decided to remain neutral. The professionally developed teachers know how to embolden the students and through what means their fears can be overcome. So, they can in a better way boost the confidence of the students.

Discussion An exhaustive and compressive research and then analysis of the questionnaires prove enough that students in Pakistan are under extremely abysmal plight and the problems they face are piling up with the mounting educational, economic social and political problems in the country. An overwhelming majority of students cannot properly decide their future fate; as a consequence, they fail to achieve the goals they set for their futures. Education has remained one of the most forgotten and ignored sectors throughout Pakistan history. It continues to be ignored at the expense of youth’s future. A defined and well though career is the only means that can 87 ascertain a person of welfare and successful in today’s cut-throat competition where survival of the fittest is the order of the day. If the students even do not have their own independent judgment over a particular career selection then how they can compete and survive with the fast moving world. The motivation for a future plan is often received from family or from the teachers. In both cases, the students in Pakistan do not have the privilege of motivation since most of the parents are either illiterate or they have the will to impose their own choice on the kids whereas the teachers are often discouraging rather than being fruitful owing to economic decline and lack of bright career opportunities at the national level. The case of Balochistan is even worse. Quetta in spite of being the hub of education for the people of entire Balochistan is facing numerous challenges of professional development and capacity building trainings for the teachers of the city. Once the students gather enough motivation to go to schools and colleges, the obsolete curriculum and the untrained teachers with their orthodox teaching methods further discourage the students. College and university level administration is one of the most abominable problems they face in their academic works. The society further discourages them by keeping higher expectations from the students and often stirring those expectations in public. The problems of the students are way too much and the measures taken in this regard to ease the tensions of the students are very less and low. The results are obvious. Every year hundreds of thousands of students graduate from colleges and universities of Pakistan, but still they fail to contribute in the national development and welfare. Because they fail to accomplish and seek the ways they deem fit for their careers. It has to be understood that the future of students is everything and their contribution in national growth and development is more than essential, but this all they can do only when the challenges they face are properly dealt with. The ministry of education has to deem it necessary in order to make sure the challenges should be terminated. New measures like educating the parents, career counseling forums, training and equipping the teachers with teachings skills and creating more and more opportunities of employment need to be adopted. The youth has grappled for decades between political and economic turmoil, but now it is high time they get the treatment they deserve. 88

The social background changes when the students migrate from less developed areas to the more advanced areas for higher education. The students, therefore, have to gain enough knowledge about the social trends and the possible changes in decisions or in the personality which only the proactive and highly skilled teachers can provide. If the teachers are not under the mentoring process, they cannot inculcate in the minds of the students their role and value for the society, thus, they fail to contribute for the benefit of the society. Education is one of the most expensive fields in Pakistan. Whereas governmental education is merely confined to orthodox faculties and methods with less courses and less opportunities, the private education is highly expensive and beyond the capacity of the lower as well as the middle class students to gain education. It is becoming a lucrative business. The number of government schools is very less where the fees are low, but very less accommodation, on the other hand, the number of private schools in Pakistan is rapidly increasing with more accommodation, but very high fees structures. The teachers from the private schools are not up to the mark. They are not well educated and the most important thing is they are not trained at all. Therefore, the entire responsibility of directing the students toward a decisive career falls on the shoulders of the government recruited teachers. The mentoring process not only makes the teachers punctualand disciplinary, in fact, it is a system that can reflect their weaknesses. In other words, the teachers scrutinize their own weaknesses and attempt to remove them. Lack of professional and skilled teachers adds to the students miseries along with the tough courses. Science requires professional and highly experienced teachers at least at the primary level to teach and impart the basic knowledge among the students, but the lack of highly valued teachers is discouraging the students from further pursing the science courses. The education system is ill-equipped and highly backward. It is one of the least developed sectors in Pakistan along with health and etc. education is the least advanced sector with a curriculum and syllabus that is not revised with the passage of time and ill-creative. The youth generation after generation has seen no productivity and creativity after all going through the processes of education in Pakistan. The students of Preston University, in the case study revealed that the creative education with a revised and re-designed curriculum is the only panacea to all 89 educational evils. The students blame this ill-educated system as the basic of their every problem. They want a creative and productive education system so that the education can revolutionize the coming generations. The current generation is ill-educated so all the aspirations of the people are associated with the future generations if the future generation conditionally gets the education which the current youth is demanding. If creative education is installed, only then the students will learn the genuine problems of the society and only then they will learn how to cope with the lasting problems of the society. If creativity is adopted through education, it will introduce a revolution in the society of Quetta. However, it needs untiring and hard endeavors. The need of the hour is that the people, especially the government should hear and address the demands of the students.

Summary of the procedure This chapter deals with findings, conclusions drawn from results and recommendations on the base of results for betterment in lacking area of this research study. The last portion of the conclusion contains the significant recommendations made for attracting the attention of the government toward expediting the mentoring process in order to enhance the professional and individual capacity of the teachers. It is concluded from the results that perception of primary school teachers regarding mentoring process is in favor of mentoring process. There is no denying the fact that the teachers that the teachers hailing from the rural areas are more prone to ill-competency and non-creativity, for the very reason, they are the ones to have the immediate concern of the government for the mentoring process. Quetta city is the most advanced and most competing city in the entire province of Balochistan.

Recommendations Assessment of students was found weak area by primary school teachers. So itis recommended that DSD should arrange training to develop assessment strategies and techniques. Training should be provided to use A.V. Aids effectively to primary school teachers. Primary school teachers should be motivated to use teaching kits and teacher’s guide. Training should be provided to primary school teachers regarding activist based teaching and 90 learning. The head teachers should also perform their role to guide and support primary school teachers for improving student-teacher interaction skills.

References AllamaIqbal Open University, (2015). Prospectus for admission in Ms/M.Phil, M.Sc (Hon.), Ph.D, Semester: Spring 2015 Plagnol, A. C. “Financial satisfaction over the life course: The influence of assets and liabilities” Journalof Economic Psychology volume, 32, no.1 (2011), 45-64. Pervez Hoodbhoy, “Pakistan’s Higher Education System; What Went Wrong and How to Fix It” The Pakistan Development Review Quarterly 48 no. 2 (2009), 581–594. R, A, Farooq, Education System in Pakistan: Issues and Problems (Islamabad: Asia Society for Promotion of Innovation and Reforms in Education, 1994), 112. Rashid, M, Teaching Strategies (Islamabad: Allama Iqbal Open University, 2015), 32-156. Schostak, J. (2009). Effectiveness of Continuing Professional Development: A literature review. London College of Emergency Medicine Super, D.E. The psychology of careers (New York: Harper and Row, 1957). 122-159. UNESCO (2007). A Human rights based approach to education for all. A framework for realization of children’s right to Education and Right within Education. New York: UNESCO Publication Van Dorn, R. A., Bowen, G. L., &Blau, J. R. (2006). The impact of community diversity andconsolidated inequality on dropping out of high school. Family Relations, 55, 105–118. Vitaro, F., Larocque, D., Janosz, M., & Tremblay, R. E. (2001). Negative social experiences anddropping out of school. Educational Psychology, 21, 401–415. Woolley, M. E., & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 93–104

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

A Study of Teachers` Job Satisfaction at Provincial Government and Federal Government (Cantt/Garrison) Middle Schools.

*Najam ul Hassan, **Ms, Amir Bano ***Dr, Saeeda Mengal ****Ms, Palwasha Tareen

Abstract This study is basically about teachers` job satisfaction at middle school level. In this study, the researcher tried to find the key issues facing by the teachers at school level. In this regard a questionnaire of round about thirty questions was prepared. Questionnaire comprised of all main issues facing by the teachers. The population of my study comprised of all teachers working in middle schools at Quetta city. The key variables of this study are salary, working environment, workload, relations with colleagues and boss, social status etc. The researcher has selected fifty teachers from provincial schools and fifty teachers from federal schools. The researcher has used Minnesota teacher job satisfaction questionnaire for his study. Pre-testing was done from ten teachers from each department. Chi-square test was used for data analysis. Respondents from each school were selected randomly. Null hypothesis rejected which shows that there is no association between salary structure and teachers` job satisfaction.

Keywords: job satisfaction, working environment, workload, stress, salary, relationship with colleagues and boss etc. ______

* M.Phil Scholar Balochistan Study Center, University of Balochistan. ** Assistant Professor, IER, University of Balochistan *** Assistant Professor, History, Department University of Balochistan **** M.Phil Scholar

Introduction The role of teacher in any society has a lot of importance. The teacher plays a vital role for the development of students` mental and educational backgrounds. Teachers work according to given curriculum to cope with educational needs. Teachers` satisfaction with their profession put a lot of impact on results. A satisfied teacher will automatically work hard to put his/her hand for the development of educational system. Anderson (2001) argued that satisfaction of occupation is a positive or pleasurable state occurring as a result of the motivation of one's work or business experience. Anderson (2001) distinguished that the definition fuses both comprehension and influences. Along these lines, Anderson accepts that employment fulfillment comes about because of transaction of comprehension, and influence, or put in an unexpected way; musings and sentiments. Robbins (2005) and Anderson (2001) affirm each other by characterizing that employment fulfillment is an accumulation of sentiments of an individual towards his or her occupation. Abnormal state of employment fulfillment originates from positive sentiments towards the occupation and low level of occupation fulfillment originates from negative emotions towards it. In this manner work fulfillment is an aftereffect of the general reaction for an occupation. Hewstone and Stroebe (2001) expressed employment fulfillment as a viable response to an occupation that outcomes from the officeholder's correlation of genuine results with those that are coveted. In such manner, execution at work requires that an individual's desires and goals as far as reward contemplations and satisfaction needs be met. On the off chance that these necessities are satisfied, representatives will be happy with the result of the occupation and more prominent fulfillment would by and large persuade workers in playing out their assignments all the more proficiently, hence bringing about an expansion in the association's profitability. In Pakistan as a whole, particularly in Balochistan, there is lack of interest in teachers toward their profession. Mostly young teachers are trying to leave this profession. They believe that there is no future for them in this profession. Mostly they blame government and lack of facilities in the profession. Schmidt (2007) stated that occupation satisfaction insinuates an individual's perception of the level of interest of a job if both positive 93 and negative results are weighed up against each other. It is a brimming with feeling reaction to a work that results from the individual's examination of the genuine results with those that are pined for, anticipated or justified. Luthans (2005) expressed that, work, pay, advancement, supervision and colleagues are the real determinants of occupation fulfillment. Work fulfillment is worried with a few demeanors including mentalities about the occupation attributes, remuneration and advantages, status, government managed savings, progression openings, innovative difficulties and regard. Various studies completed by researchers have affirmed that reward and acknowledgment are rare with regards to the essential instructive part. Additionally, as a large portion of the educators' work is being completed inside the dividers of shut classrooms, instructors regularly get themselves segregated from others with no support from companions and bosses. Because of such authoritative structure, instructors don't get proper criticism from others and frequently think that it’s difficult to cooperate in order to enhance their work. As per Frase (1992) numerous educators leave instructing inside the initial three years of work as a consequence of these conditions. Chiefs along these lines need to discover approaches to hold educators in the calling and keep them persuaded and in the meantime advance fulfillment. Concentrates on have indicated decently convincingly that instructors are inspired more by characteristic than by outward rewards. Minister and Erlandson (1982) Did a review which found that educators recognize their necessities and measure their occupation fulfillment by components, for example, support in basic leadership, utilization of esteemed aptitudes, flexibility and autonomy, challenge, articulation of innovativeness, and open door for learning. In a study directed by Brodinsky and Neill (1983), a larger part of school managers (and instructors) refered to three approaches that successfully enhanced spirit and propelled their staffs: shared administration, in-administration training, and orderly and steady assessment. As a teacher, it can convey much fulfillment to see understudies grow new aptitudes and capabilities and make progress as far as learning. Be that as it may, it might disappoint when one is managing unmotivated or rude understudies. All the time, instructors must adapt to rowdy conduct and savagery in the schools. Instructors may encounter worry in managing vast 94 classes, overwhelming workloads, or old schools that are keep running down and need numerous cutting edge offices. Responsibility models additionally may build stretch levels, with educators anticipated that would deliver understudies who can display acceptable execution on government sanctioned tests in center subjects. Numerous instructors are likewise disappointed by the absence of control they have over what they are required to educate. The qualities, states of mind, desires and conduct pretty much shared by the individuals from a school group are for the most part alluded to as school atmosphere. A positive school atmosphere assumes an imperative part in cultivating educators' execution, scholastic accomplishment of understudies and school inspiration. A positive school atmosphere supports an air of trust and common regard amongst each and everybody in the school. Educators might want to work in schools where they can feel great with their associates and the school authority. In this manner, making a solid school environment for everybody starts by supporting sound connections among the staff. Solid connections create an atmosphere helpful for trustworthiness, open correspondence, and hazard taking (Ames & Mill operator, 1994). In a genuine learning group, agreeable learning and common regard are anticipated from personnel and in addition understudies. Building up a steady school environment expands self-regard and accomplishment (Cantwell, 2003).

Hypothesis: The following hypotheses are used in this research. H1:The poor salary structure makes both the provincial and federal government teachers dissatisfied with this profession. H2:Heavy workload makes the teachers dissatisfied with this profession.

Literature Reviews Job satisfaction comes from many aspects like pay, working environment, relations with colleagues, facilities in the field etc. Farmer (1985) argued that job satisfaction is related to many factors like gender, race, ethnicity, age, ability, personal characteristics etc. personal characteristics mean academic qualification, self-esteem, values, and attitudes etc. beside all these there are some other factors like environmental factors which include relationship with boss, attitude of 95 colleagues, family relations etc. unlike others farmer established a framework that occupy both sexes. Farmer argued that background of any individual has a lot of impact on job satisfaction. In this regard independence has major impact. Farmer is highly impressed with gender factor. In this sense he concluded that females are more satisfied than males. Ting (1997) founded that different characteristics like payment, use of skills, relationship with higher authorities, relationship with colleagues, task performance are most important on job satisfaction.Facilities at work also bring confident and motivational aspects in teachers. Ahmad, Raheem and Jamal (2003) founded in their study that female teachers enjoy more satisfaction than male and married teachers enjoyed more satisfaction than unmarried ones. Similarly they founded that government teachers are more satisfied than private teachers. Noll (2004) founded that school environment, teachers` relationship with their administration, working conditions and motivations are the key factors on job satisfaction. Huang (2005) explained that job satisfaction is related to personal experience of a person in the profession. Experience may have different perspective. It may be positive, negative, specific or general. Personal values of a person are the mirror of job satisfaction. If personal judgments relate to departmental values and norms, there will is chance of maximum satisfaction. If the gap between personal values and rules of department is large, there is chance of maximum dissatisfaction. If we relate the work of Huang, we see that there are many cases in our school system. Every individual think according to his own socialization. Although they feel some pressure from the departmental norms and rules but at some extent. Where there rules and norms are strict, teachers mostly sees complaining against the system. They never try to indulge themselves in working environment of the department. They always try to escape from the system and never lose any chance to avail outside their system. But they forgot that every system has rules and regulations and they must have to accomplish them. Shamima tasnim (2006) stated in her study that salary is the prominent aim of job and handsome salary is the prominent indicator of job satisfaction 96

Hansson, Hasanen, and Hellgren (2011) showed that giving hierarchical support (through a chief) and giving representatives a chance to take part in setting objectives influenced work fulfillment emphatically. Hansson likewise expressed that compensating representatives for enhanced execution, giving input and perceiving their execution, getting support from their chiefs, and having low levels of objective clash and objective anxiety have been observed to be decidedly identified with occupation fulfillment.

Methodology To know the impact of teachers` job satisfaction on students’ academic achievement, an exploratory quantitative research design was chosen. Quantitative research is the systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques

Universe/Population The aggregate of all units of investigation is known as the universe. The universe of the present study comprises of all the male and female teachers of provincial and federal government schools of the Quetta city.

Sampling technique and sample size

Sampling is a vital part of the study as results and discoveries depend on the example. This technique spares time, cash and assets to expend. By following this philosophy, the researcher has selected fifty teachers from provincial schools and fifty teachers from federal government schools of the Quetta city by using simple random sampling technique.Participants were personally approached and the questionnaires were filled in the presence of the researcher.

Instruments for Data Collection There are the different tools for data collection. The researcher has selected “Minnesota Teacher job Satisfaction Questionnaire. In this questionnaire job satisfaction questions were asked like job security, the working conditions, the opportunities for advancement, salary, department 97 policies, physical surroundings, the cooperation among colleagues etc. it has 5 point likert scale labeled with the notations: very dissatisfied, dissatisfied, neutral, satisfied and very satisfied.

Pre-Testing Pre testing was done to check the validity of questionnaire from ten teachers each from provincial and federal government schools in the Quetta city. After pre-testing several questions were removed or changed.

Analysis and Results Chi-square test was used to analyze the data.

Statistical Test: 2 (푓표 −푓푒)2 푥 = ∑ 푓푒 Discussion This study is basically about teachers` job satisfaction. Key elements of job satisfaction, which were included in research, were salary, workload, working environment, relations with boss and colleagues, social status, departmental policies, promotion policies etc. If we look at overall results, we see that most of the respondents are satisfied with their present job position but the satisfaction percentage is only 62%. Salary is the most important variable of my research. Mostly individuals leave this profession due to average level of salary. They have right to do this because they work for money. Results show that most respondents are satisfied with their salary structure. In this regard 65% shows satisfaction to salary. It means the present scenario is changed. Now salary in this profession is satisfactory to fulfill the people’s needs. It means job satisfaction is highly related to salary. Salary satisfaction and job satisfaction results are almost nearly equal to each other. In this regard Cummins (2002) argued that salary has less impact on pleasure of an individual but Paauwe, and Jansen (2001) stated that pay must be a crucial instrument for improving performance. Working conditions have significant importance in any profession. Without prior conditions, nobody can feel comfortable. Better results come in your part if there are better circumstances. Results show that most of the respondents are satisfied with the working environment. Only 37% 98 respondents show dissatisfaction in this regard while 58% respondents show satisfaction. In this regard Black and Steers (1994), argued that stem of job satisfaction is related with work and working environment. Relationship with boss has lot of significance to improve the results. Mostly it is seen that lack of proper communication between teachers and their heads creates embarrassment. Democratic type of administration provides fuel to teachers for advancement. Results show that the ratio of satisfaction is fifty fifty. 44% respondents show that they are not satisfied with the behavior of their boss while 47% respondents show satisfaction. 09% were neutral in this regard. It means lack of mutual understanding between teachers and heads is a key element for poor results.Social position in the community always matter. If you have no satisfactory relations with people or people not respect you then everything look meaningless. Profession determines your status in Pakistani society. In this regard, mostly it is seen that Pakistani society and state do not give prestige to teachers. It is a drawback of our society. Results show the different results than our perception. Results show that most of the respondents are satisfied with their social position in the community. Few respondents vote negatively.Training is necessary element. Within department training is common in every department. 48% respondents depicted that they never got any type of training or they are not satisfied with training system. 41% teachers argued that they got training while they were enrolled in the said department. This ratio is not satisfactory. Government should take necessary steps for the training of their employees. In this regard Jones (2009) argued that training is highly associated with job satisfaction. Highly trained staff shows positive results and performance. Reward and punishment are necessary elements in any department. Rewards enhance the morale of teachers while punishment demoralizes the teachers. Necessary reward and punishment are the needs of time. 42% respondents argued that they are highly dissatisfied because they never received any reward from department. 30% respondents show slight satisfaction. 16% teachers depicted that they are satisfied because they received awards at some stage.Rose (2003) argued that five majorfactors affect job satisfaction. These are the terms and conditions of the employment contract, work hours, financial rewards, the work situation and the work orientation of the individual employee. Watson (2012) also argued 99 that satisfaction derives from factors intrinsic to or inherent in the work itself, whereas extrinsic rewards are more closely related to instrumental values.Results show that most of the respondents are not satisfied with departmental policies. 58% respondents show dissatisfaction. Only 38% respondents show satisfaction. Personal satisfaction comes with departmental policies. Policies should cope with mindset of employees for better results. There should be flexibility in norms.Willingness is not necessary to join any profession in Pakistani society. It is deprived society where basic needs are rarely fulfilled. In this regard when the researcher discover about willingness, most of the respondents show satisfaction. Nearly 60% respondents show that they join the said department willingly. 34% respondents show dissatisfaction.In this way, Cole, and Scott (2000) argued that focus on the influence of building up the individuals’ self- esteem and the recognition results on Willingness to work.

Conclusion Results show that most of teachers have different mindset. 62% respondents show satisfaction with variables used in the research while 38% are not satisfied. Hypothesis testing shows that there is no relationship between salary structure and teachers` job satisfaction. Moreover hypotheses testing show that there is no relationship between workload and teachers` job satisfaction. They think that there is lot of difference between their salary and other departments. Results show that most of the teachers are not satisfied with working environment. In working environment relationship with colleagues and head, job facilities etc. are included. Most of the respondents show negative impression towards departmental policies. They are not satisfied with promotional policies, reward policies, curriculum policies etc.

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References Akintoye, I.R. (2000). The place of financial management in personnel psychology. A Paper Presented as Part of Personnel Psychology Guest Lecture Series. Department of Guidance and Counselling, University of Ibadan, Nigeria. among public and private sectors. Public Personnel Management, 20(4), 441-448.Brunswick: Transaction Publishers

Hakanen, J.J., Bakker, A.B. and Schaufeli, W.B. (2006). Burnout and Work Engagement among Teachers. Journal of School Psychology,43(6), pp 495-513.

Huang, HoLing (2005), “The stress of and the satisfaction of the curr ent condition of wokconcerning the director of educational affairs at el ementary schools,” MA Thesis,Taiwan: Graduate Institute of Compulsory Educational Policies and Management, National Taipei Teahers College.

Hulin, C. L., & Judge, T. A. (2003). Job attitUdes. In W. C. Borman, D. R. ligen, & R. J. Klimoski (Eds.), Handbook of psychology Industrial and organizational psychology (pp.255-276). Hoboken, NJ: Wiley.

Linz, S. J. (2003). Job satisfaction among Russian workers. International Journal of Manpower, 24(6), 626-652.

Marston, S. H. (2010). Why do they teach? A comparison of elementary, high school, and college teachers. Education, 131, 437–454.Luthans, F. (1998). Organisational Behaviour. 8th ed. Boston: Irwin McGraw-Hill.

Reynolds, D. & Teddlie, C. (2000). The process of school effectiveness. In C.Teddlie & D. Reynolds (Eds), The international handbook of school effectiveness research. London: Falmer Press.

Rose, M. (2003). ‘Good deal, bad deal? Job satisfaction in occupations’.Work, Employment and Society, 17: 3, 503–530.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Gender, Leadership and Emotions: Perception of Educational Leaders of Higher Education Institutions

Kiran Hashmi PhD Scholar Iqra University

Dr. Muhammad Yousuf Sharjeel Associate Professor Hamdard University

Abstract The purpose of this paper was to understand the various factors that are associated with the emotional aspects of male and female on job designated educational leaders (DELs) in the higher education institutions (HEIs) in Pakistan. In this paper, attempt was made to investigate the emotional usage, maturity, displays and factors influencing emotionality within male and female DELs within institutions. The study was carried out in the cosmopolitan city of Karachi with a selected sample of six public and private sector HEIs. The data was collected from 36 designated educational leaders working at the three levels of executive, administrative and operative levels. Equal number of males and females respondents was selected through specified criteria of academic qualification, experience and years of service in various levels of leadership within higher education institutions. A standardized questionnaire STEM by Levine at el (2011)was adapted and renamed as Emotional Experience Questionnaire EEQ for data collection from both males and females designated educational leaders. Questions were related to the use of basic set of positive and negative emotions for three approaches of decision making, human relations and goal orientation for institutional functioning. The results were analyzed through SPSS version 22 using statistical tests of descriptive analysis for frequency distribution, correlation for exploring relationship between the variables and t-testing to 102 compare group means of male and female DELs of HEIs. The results showed that the males designated educational leaders were not significantly better in effective institutional functioning than their female counterparts. Administrative experience, position, age and nature of service have no influence on the emotional maturity and displays of both male and female DELs in HEIs.

Key Words: Educational Leaders, Emotional Maturity, Higher Education Institutions, Institutional functioning Approaches

Introduction Coming up to an ideal profitability is the most important element of any institution. Capable and proficient individuals standout as the most essential component that assists educational institutions to accomplish their objectives, since individuals assumes a noteworthy part in changing the level of efficiency of the institution(Bash, 2015). Anderson and Brown (2010)claimed that emotionally mature people are more apt to adapt the life experiences and have productive thinking which often incorporates affective awareness. The skill of managing individual emotionality is needed in every walk of life. Educational institutions are also the places where individuals’ emotionality plays an important role in shaping the institution’s approach, vision, functioning and development. As being the employees of educational institutions, both the designated educational leaders (DELs) and their academic as well as administrative colleagues experience emotional interchanges throughout the day within their institutions. The emotional interchanges of educational leaders and their colleagues are presented as a subset of emotional maturity that involves the ability to experience and screen one’s own and others’ feelings and emotions, to separate among them and to utilize this data to control one's reasoning and actions (Gross &Hutcherson, 2011). Eberly and Fong (2013) affirmed emotionality of the educational leaders is not a recently constructive phenomenon. Hook (2011) highlighted that the emotionality of educational leaders is an important skill that they use at different occasions in their institutions for achieving their targets. The emotionality of the educational leaders comprises of logical and emotionally diverse capacities with social insight and assisting in pacifying both individual and social challenges. Educational leaders who are 103 emotionally smart have a greater deal of life fulfillment, contributein others emotions, and are usually more requesting, warm, prosperous, and optimistic(Hamidi, Khatib &Saremi, 2013). Higher education institutions (HEIs) are social systems that consist of several elements having designated educational leaders as the paramount element as they are considered as the basic cornerstone besides the other individuals in this social system. According to Cheak and Kets (2014) most of the experts maintain that improvement of quality of the higher education institution is owed to enhancement of quality among the educational leaders. Therefore, their maturity, qualification, professional development and preparation for future are important areas to which the officials, planners and higher authorities need to pay attention to. In the HEIs in Pakistan, with the growth of leadership education and women involvement in the leadership positions, both male and female educational leaders are working. There is a rapid increase of females in the executive, administrative and operative levels of leadership in the last five years as compared to the past from 2011 to 2017. For as far back as two decades from 1990s, gender orientation differences in educational leadership has been the most seriously examined theme in the field of leadership in higher education(Bolden, Davis, Gentle &Jones, 2015).This current inquiry has directed consideration since researchers have been attempting to give a clarification concerning why there have been few female educational leaders in the HEIs and what are their rational and emotional stances regarding their work. Despite the fact that females have turned into an inexorably vast extent of the work force in the schools set up, regardless they do not hold a proportionate offer of the best leadership positions in the HEIs. A large portion of the gender differences researches has centered upon whether females' comparative lack of success as of males in leadership positions could by one means or another be identified with contrasts in their emotionality as educational leaders (Wallis, 2011).Are there characteristic differences in the way males and females work as DELs and, do these genders share commonalities are the areas that need exploration. The emotionality of both male and female educational leaders is an important issue for today’s HEIs as quoted by (Morris & Laipple, 2015) as it helps them in understanding the emotional displays of colleagues and peers and develop insights into the processes and functions of institutions. With the 104 amount of internal and external pressures on the educational leaders of both public and private sector higher education institutions in Pakistan, the emotional side of the designated educational leaders cannot be neglected. Despite the claim that rationality is important for institutional functioning than emotionality as described by Ouweneel, Le Blanc, Schaufeli, and van Wijhe (2012), The importance of emotions can neither be denied nor subjugated. Moreover, females are considered to be more emotional than males (Westaby, Probst, & Lee, 2010) and under such situations their emotionality is considered to be less effective for institutions than male educational leaders’ rationality (Wallis, 2011). The reason for this paper was to present the emotional differences between males and females designated educational leaders of higher education institutions of public and private sectors in Pakistan and their use of emotionality in goal orientation, human relations and decision making approaches.

Literature Review Studying the relationship between educational leaders’ emotions in institutional working; a field of psychodynamics of leadership in education is another marvel to the Pakistani higher education setting. Educational leadership currently is among the most researched and debated areas of study in education. There has been a variety of approaches proposed to educational leadership. Specialists have analyzed what educational leaders resemble, what they do, how they persuade others, how they collaborate in various circumstances and how they bring changes inside their educational institutions (Crisp,Moss& Walsh, 2011; John, Gross, McGonigal, Srivastava &Tamir, 2009; Andrieş, 2009). Hadley et. al (2011) recommended that educational leadership is increasingly a creation in the psyches of colleagues than characteristics of those who possess position of leadership. Although educational leadership has been studied from diverse approaches, it remains relatively unexplored in terms of an understanding from diversified perspectives. Current theories on institutional psychology, organizational behaviour and educational leadership have increased the understanding of the exercise and function of leadership, but how and why educational leaders influence their colleagues and the institutions in which they give leadership, remains a question for researchers to explore. 105

Arnold (2012) stated that while existing reviews detail what leaders resemble, what they do, how they take choices, the impacts of leaders’ sentiments and emotions, and particularly the part emotions play in the authority procedure, are once in a while considered in the educational leadership literature (Ghorbani, Ali, & Sani, 2012). This negligence is not surprising as Ilgen and Klein (2011) found that the institutions favour professionalism and cognition-based actions rather emotional stances as the basis for the effective functioning of educational leaders. In the HEIs, the emotions of the leaders are being ignored or being seen as something that hampers rationality and effective functioning. Brief and George (2009) specified that educational leadership theories and researchers have not satisfactorily considered how leaders’ emotions impact their effectiveness within their institutions. The growing literature exploring the role of educational leaders’ emotions in institutional matters suggested that emotions play an important role in educational leadership process and the relationship between educational leaders’ emotions and their institutions’ functioning needed to be explored (Thiel, Connelly, & Griffith, 2012). To further add detailing to the existing literature on leaders’ emotions and institutional functioning, it is important to explore what male and female educational leaders think of their emotions and how are they involved, in institutional functioning processes within HEIs. The HEIs across the globe, experience various kinds of external and internal pressures (Scott, 2006). The condition is not very different in the Pakistani HEIs’ context. The internal and external pressures which the Pakistani HEIs’, particularly universities observed are political actors who are the essential political performing artists who impact HE officials, presidents, staff, organization, graduated class, the general population and the understudy body. Trustees create and approve strategy while organization’s plans and actualizes these strategies. Staff gives directions and affects strategy. Presidents have the obligation of giving administration to their institutions. Regents endorse lawful duty regarding universities and appoints numerous obligations to the different layers of organization. Three particular personnel administration structures have risen staff advisory groups (composed by the office, school, or school level), scholastic senates (institutional level), and those capable individual 106 workforce who have casual power and control through the concede monies and incomes they bring into the foundation. Power structures used by outside and inward constituents significantly impact shared administration inside advanced education foundations. The noteworthy factors that make weights incorporate the different political on-screen characters, including officials and trustees, and in addition control structures and the scholastic culture made by the staff and organization at the foundation. The scholarly culture impacts the political performers. The political on-screen characters required in administration can specifically impact the complexities of administration all the time. Personnel who are mindful to instructing, research, and open administration concentrate on the inner workings of advanced education with little respect for the benefit of the entirety. Shared administration, as it has been, is no longer sufficient to address the issues of contemporary society, which loads senior overseers who oversee advanced education establishments. The HEIs in Pakistan experiences all of the above mentioned internal and external pressures. It has been observed and reported as well that the major decision making and policy development is highly influenced by the intervention of political actors and governing bodies. The rules, regulations and processes of actions in mainly the public sector universities are affected by the unnecessary intervention of the political actors, board of trustees and higher authoritative agencies. Educational leaders within their universities are impacted by size of institution, association of organization and classification of collegial, bureaucratic, political or revolutionary foundations. Educational leaders inside such a specific situation are skilled, multifaceted and inspirational. Educational leaders are powerful in these perplexing, high hazard and frequently extremely customary scholarly organisations. Effective educational leadership in higher education is a challenge for the short term and the long term. Issues of eminent authority, political viability, institutional concentration, overseeing importance, driving change adequately and positive administration style impacts their effectiveness and performance within their universities. While considering all the above pressures, rules, regulations and job descriptions, how the males and female designated 107 educational leaders perform their duties using their emotions is the aim of this paper to explore.

Objectives a. To identify the emotionality of male and female designated educational leaders of higher education institutions. b. To compare the differences in emotionality of male and female designated educational leaders of higher education institutions.

Research Methodology For this study, mixed method was used applying exploratory research design. Qualitative data were collected to gather in-depth understanding of the male and female emotionality and their perceptions on the use of emotions in institutional functioning approaches. Quantitative data were collected to examine the same perceptions on males and females on their emotionality for institutional functioning through observations in numerical representation and statistical analysis. Along with questionnaires that were given out to respondents for the statistical representation of the findings in the study, interviews with the respondents and a few experts in this field were also conducted.

Sample The target population for this study was males and females educational leaders of executive, administrative and operative levels of HEIs in Pakistan. To generalize the study’s population, the sampling method used in this study was purposive sampling to obtain a more scientific result that could be used to represent the entirety of the population. From the executive, administrative and operative level leadership of 32 HEIs in Karachi, 102 were selected for survey and 12 were selected for interviews. Out of 102 survey respondents, 66 were male educational leaders and 36 were female educational leaders. From 12 interviewees, six were male educational leaders and six were females.

Respondents’ Characteristics The study respondents possessed the following characteristics. The academic qualification of all the research respondents serving the first level is 108 a doctorate degree, the title of a professor with a service experience of 5 years as an executive leader. The academic qualification of all the research respondents serving the second level of the institution is a doctorate degree, the title of associate professor or assistant professor with a service experience of 5 years as an administrator. The academic qualification of all the research respondents serving the third level of the institution is a Masters/ M.Phil degree, the title of lectures with a service experience of 5 years as an operational leader. The purposively selected respondents were requested for consent and approval to answer the questionnaire until the desired number of respondents which was 102 was reached. The opinion of experts would also be sought in this research to provide explanations regarding the respondents’ perceptions on their emotionality in institutional functioning approaches.

Emotional Experience Questionnaire (EEQ) The Emotional Experience Questionnaire (EEQ) adapted from Levine at el (2011)’s State-Trait-Emotion- Measure (STEM) comprised of two sections A and B. The first section was based on the demographic information of the study respondents and seven items were to be responded. The items in demographic information included their age, gender, nature of service, position, title and experience. The second section comprised of ten themes based on the basic sets of leaders’ emotions and institutional functioning approaches of goal orientation, human relations and decision making within HEIs. Each theme had approximately eight to nine items at an average that attempted to measure the relationship (See Appendix 1).

Hypothesis H0: There is no significant relationship between educational leaders’ gender and institutional functioning approaches of goal orientation, human relations and decision making at higher education institutions in Pakistan. . Quantitative Data Analysis and Interpretations To explore the relationship between educational leaders’ emotions and institutional functioning approaches of goal orientation, human relations and decision making approaches, data were collected from male and female educational leaders of HEIs. 109

Table 1:Descriptive Statistics of Respondents

Table1 shows the descriptive statistics were 66 males and 36 females of executive, administrative and operative level educational leaders shared their responses through EEQ. To further explore the relationship, educational leaders’ gender was correlated with their use of emotions for their institutions’ functioning. Later the means of designated leaders’ gender were compared with the means of individual emotion themes to explore their relationship.

Table 2. Educational Leaders’ Gender and Positive Emotions for Institutional Functioning

The matrix of the correlation coefficients for the two variables of the gender of designated leaders with their use of positive emotions for institutional functioning approaches shows that the correlation coefficient values of all the positive emotions of joy, pride, attentiveness, affection and contentment are non-significant. They have correlation coefficient values less than the significant values and no asterisk are found in them and P-values in all the estimated co-efficient of correlation higher than the level of significance. Therefore, there is no significant relationship between DELs gender and their use of positive emotions for institutional functioning approaches. Table 3. Educational Leaders’ Gender and Negative Emotions for Institutional Functioning 110

The matrix of the correlation coefficients for the two variables of the gender of designated leaders with their use of negative emotions for institutional functioning approaches shows that the correlation coefficient values of all the negative emotions of anxiety, anger, sadness, envy and guilt and shame are non-significant. They have correlation coefficient values less than the significant values and no asterisk are found in them. Therefore, there is no significant relationship that between DELs gender and their use of negative emotions for institutional functioning approaches. Result: Institutional functioning of HEIs is not affected by the emotionality of male or female DELs. In the first round, all the themes on emotions of educational leaders and their effect on institutional functioning approaches were compared. Table 4, highlights the t-test between all the themes and gender of educational leaders.

Table 4. Educational Leaders’ Gender and Emotions for Institutional Functioning

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This therefore means that the results of the t-test are not statistically significant.The testing of hypothesis revealed that there is no significant relationship between the gender of educational leaders and its effect on their use of positive and negative emotions for their institutions’ functioning at the goal orientation, human relations and decision making approaches. The result of correlation reveals that all the selected emotions of designated leaders (joy, anxiety, pride, anger, attentiveness, affection, sadness, envy, contentment, and guilt and shame) have values greater than 0.05The significance value (Sig 2-tailed) of in the above table of all ten emotions (joy= 0.953, anxiety = 0.319, pride = 0.849, anger = 0.177, attentiveness = 0.674, affection =0.666, contentment = 0.705, sadness = 0.315, envy = 0.754 and guilt and shame = 0.106) shows the value greater than 0.05. This declares that the null hypothesis is accepted at the significance value of 0.05 and there does not lies a significant relationship between the designated leaders’ gender (male and female) and their positive and negative emotions and their influence on their institutional functioning at goal orientation, human relations and decision making levels. The gender of the designated leader thus does not create an effect on the emotions of the leaders for effective functioning of their respective higher education institutions.

Result: There is no relationship between educational leaders’ gender and their use of emotions for institutions’ functioning. In the second round, to further explore the relationship, male and female educational leaders’ responses were compared with their responses on the items of their emotions and goal orientation, their emotions and human relations and their emotions and decision making respectively. The subsequent tables highlights these comparisons.

Table 5. Educational Leaders’ Gender and Use of Emotions for Goal Orientation within HEIs 112

For goal orientation within HEIs, 29 items were drafted that attempted to measure the relationship between male and female educational leaders’ emotions and goal orientation. For a result to be statistically significant the value has to be less than 0.05. In the above table all the values in the relevant ‘Sig.’ column are above 0.05. This therefore means that the results of the t- test are not statistically significant. The emotions of either male or female educational leaders do not create an effect on the goal orientation approach within HEIs.

Table 6.Educational Leaders’ Gender and Use of Emotions for Human Relations within HEIs 113

For human relations within HEIs, 21 items were drafted that attempted to measure the relationship between male and female educational leaders’ emotions and human relations approach. For a result to be statistically significant the value has to be less than 0.05. In the above table all the values in the relevant ‘Sig.’ column are above 0.05. This therefore means that the results of the t-test are not statistically significant. The emotions of either male or female educational leaders do not create an effect on the human relations approach within HEIs.

Table 7.Educational Leaders’ Gender and Use of Emotions for Decision Making within HEIs 114

For decision making within HEIs, 21 items were drafted that attempted to measure the relationship between male and female educational leaders’ emotions and decision making approach. For a result to be statistically significant the value has to be less than 0.05. In the above table all the values in the relevant ‘Sig.’ column are above 0.05 except item 2 having significance value 0.007 and item 20 with significance of 0.42. This therefore means that the results of the t-test are not statistically significant. The emotions of either male or female educational leaders do not create an effect on the decision making approach within HEIs.

Overall Result: There is no significant relationship between educational leaders’ gender and their use of emotions in institutional functioning approaches of goal orientation, human relations and decision making approaches. 115

1.1.1.1. Discussion The result shows no effect of educational leaders’ gender and their use of emotions for institutional functioning. In reality, however, there is an effect as claimed by (Hook, 2011). The reasons of this contradiction could possibly be due to the fact that in the higher education sector, especially at university level, female leadership is rarely found and as compared to males, it is almost negligible. It has been observed that the female leaders in the public sector universities particularly get easily politicized and pressurized by the external and internal pressures as they had never been given an exposure to practice leadership role. However, as males are considered to be better leaders, they tend to handle situations easily and perform better according to the set expectations. It has also been observed that the female educational leaders when pressurized by teacher associations or student associations, despite showing boldness, mental presence, and skills of managing the situation, they surrender in meetings due to excessive pressures from authorities and colleagues. It has also been observed that as female leaders surrender easily due to reasons like rarely given leadership opportunities, psychological pressures of their acceptance in the position, social challenges and emotional activeness. They also fear their decisions being challenged, due to their impulsive and emotional nature. The female educational leaders who understand the society, their norms, challenges, and requirement, when given a leadership position use their intelligence and emotions wisely to get accepted. However, male educational leaders have no such pressures or expectations. This has been due to the way the Pakistani society is organized in a patriarchal manner which accepts and promotes male leadership. Moreover, the educational leadership programs available in Karachi, Pakistan do not provide enough knowledge, attitude, and disposition which an educational leader requires. The curriculum and scheme of studies of the educational leadership programs are based on the bookish knowledge mainly, and less emphasis placed on practical knowledge. Due to lack of field work during the programme, most of the skills remain unpolished and leaders are unable to utilize them when needed. When educational leaders are unsuccessful in correlating their literate knowledge into practical knowledge, a state of confusion occurs that affects their performance within their institutions. 116

The leadership positions are given on seniority, political support, and meritocracy. Here the gender and their emotions are not taken into consideration. Among male leadership, according to the data collected, no emotions are used. All educational leaders serving at different levels within universities have stated that their personal emotions are used in their institutions’ functioning. The reason for this statement could be the fact that neither the dean, VC, registrar nor controller of examination, have the power or authority to take decisions on their own. Decisions are imposed upon by them by the authorities. The question that needs to be addressed here is regarding who exactly is the authority. The authority in the public sector universities is mainly the political lobby. In the private sector universities, it is either the Seth or the owner of the institution. It is the at authorities’ discretion to take any decision and set and targets. The designated leaders only have to abide by the decisions taken by them. Under such circumstances, there is no room left for the use of leaders’ personal emotions within institutions for any prescribed job. The task is to be achieved, mechanics are to be followed, deadlines are to be met and goals are to be achieved whether it is liked or disliked by the DELs and their colleagues. Politicization in the public and private sector institutions has marred the process of fair appointments and selection of the leaders, division of their workloads and space to work with honesty and dignity. Unless the politicization of the institutions is not controlled, the weak administrative structures of the institutions will not change/progress. Unless freedom to work and authority to take fair actions and decisions are not being given to designated leaders, change will not occur. An example can be quoted here as the way HEC is awarding stars and laurels to different universities on the number of PhDs produced, number of PhD faculty and number of research publications, it seems as if the other university deserves a better grade, however, due to political pressure and intervention of influential groups of society, the awards to given to least performing institutions. In the private sector universities, the owner is to be followed. For any decision or tasks to be achieved, the designated leaders do give their input while controlling their emotions as to keep/ secure their jobs. The 117 emotion of fear and anxiety is quite common in this situation. As the Seth is the ultimate authority, the designated leaders are bound to work under the given guidelines by him/her. Again, no room is left for personal emotions. It is to be noted here that although the designated leaders work under mechanics, bureaucratization, and administrative pressures, still emotions prevail among them. However, they remain underlying and becomes obvious or are shown to their colleagues or subordinates at different occasions.If the educational leaders are emotionally charged, intrinsically motivated and mentally elated, then they thinks for the progress of the institution irrespective of any odd. Despite pressures and challenges, they strive for improving the quality of the department of the institution.

Limitation of the Study Two points of clarification are necessary at the beginning. First, the focus was not on men and women in biological terms, but on the emotional roles of the genders which are male and female educational leaders in HEIs since their emotionality is determined primarily by culture. Second, this paper has been extracted from the current studies on gender differences in educational leadership of higher education institutions, and because this literature usually looks at this phenomenon in higher education institutional setting, there is an overlap in the way that many researchers use the terms leader and manager. Although there are some commonly accepted differences between leaders and managers, for the sake of discussion the terms are used synonymously throughout (Arnold, 2012). At the start, it ought to be perceived that there are risks of overgeneralization in this theme. Female leaders convey differing qualities to administration, yet there is additionally extraordinary differences among females. Besides, most experts agree, in any case, that ladies share many perspectives and encounters, and a few speculations are justified (Reference). In any case, the reader ought to remember that there are numerous exemptions to the idea of typical male and female leadership behavior.

1.1.2. Conclusion The quantitative data analysis and its related discussion in the paper demonstrated the feasibility of measuring males and females 118 designated educational leaders’ emotions using an adapted tool on emotions and institutional functioning approaches. Moreover, the relationship between demographic information of the designated educational leaders and their effect on institutional functioning approaches of decision making, human relations, and goal orientations have been explored. At the beginning of this paper, it was argued that the objective was to study the relationship between male and female designated educational leaders’ emotions and their effect on institutional functioning approaches within higher education institutions in Pakistan. However, acknowledging that no causal link could be inferred due to the correlational nature of the study. Nevertheless, relationships were quantitatively identified, mostly incongruent with previous literature, such as no relationship between emotions and institutional functioning approaches and no effect of age, gender, position or experience of the DELs on the use of emotions for institutional functioning.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

CYBER WARFARE THREAT TO PAKISTAN

Aurangzeb Badini M.Phil. Research Scholar, Department of International Relations, University of Balochistan

Prof: Dr, Abdul Manan Bazai Chairperson, Department of International Relations, University of Balochistan

Abstract 2. The tremendous growth in the field of Computers and Information Technology has turned the word into a global village. The phenomenon has not only reduced the distances but has also resulted into diversifying the threats, increasing the vulnerabilities, rise in fraudulent and criminal activities in the cyber domain. Cheap hardware, ease of accessibility and rise in the hacking software have opened new means in the cyber warfare infringing the privacy of individuals, organizations and states alike. Not being different, Pakistan is also facing the blunt of cyber threat in all the fields. In the article, the concept of cyber warfare has been elaborated in terms of cyber-attacks on the government, corporate and private sectors around the world to highlight the future threat that would emanate for Pakistan’s computer network, infrastructure and resources. Moreover, the weaknesses in legislative and organizational framework have been highlighted.Threats posed by various organizations and countries with respect to Pakistan have also been discussed in detail. It is feared that nonexistence or presence of weak cyber laws, lack of an effective response mechanism and organizational structure in Pakistan may make its cyberspacee a ground for the hardliner criminals, non-state actors and international players. Timely realization of cyber threats and consequences of their uncontrolled usage have to be assessed by theGovernment of Pakistan an appropriate response mechanism has to be devised to guard 122 against any threats arising. Beside development at policy level, there is a need for developing a strategic, tactical, technical and organizational level to deal with the menace of cyber war. 3. 4. Key words: ICT, Cyber space, Cyber Warfare. 5. 1.2. Introduction: More than three billion users access to the internet today, compared to a mere 400 million in year 2000. With internet creating new vistas for development in various countries of the world, it also manifolds the challenges in the cyber space. As the internet provided anonymity, it also creates a disregard for national borders, which may be a revolutionary trait but it would no more remain a military challenge. While focus of the government in Pakistan is on dealing with terrorism and extremism in the context of NAP, in the same mire another threat is arising i.e. threat of cyber warfare. As per the data of ISPA Pakistan there are 25 million internet users in Pakistan (Kamran, 2013). 15 million out of these use mobile internet, whereas 1.7 million broadband services have been provided to end-users. Good thing is that Pakistan is ranked 7th in Asia, whereas Malaysia and Taiwan are on 8th and 9th respectively (Kamran, 2013). With this high a ratio of internet users in all areas of Pakistan, the issue of cyberspace security is getting an important factor.

1.3. Existing Threat - On a Cyber Plane Out of the many problems Pakistan is facing, Cyber security is one of the most serious one to the national security for which Pakistan is not fully prepared. We are facing a series of challenges regarding our national security in cyberspace inspite of being less advanced technologically but due to our deep dependence on internet and cyber space. These challenges are unprecedented in nature and are difficult to deal with if not impossible. As observed, there has been an enormous technological innovation in the field of ICT which has resulted into revolution in the cyber warfare domain. The impact of fifth generation warfare has also been witnessed in the cyber space. Combat soldiers have been replaced by cyber warriors, to a large extent. The battle fields of ideology, culture and religion are now being fought in the cyber domain. The revolution in ICT has also changed the concepts of 123 intelligence and espionage with states now relying more on data and information from internet and cyber space than from human intelligence. The increased dependence upon internet and other communication means, has provided opportunities to various states to collect information through cyber snooping. It has at the same time developed the idea of e in the cyber domain from any unauthorized access. Especially the revolution in ICT in the last two decades has blessed major powers with the potential to to intercept, collect and analyze data from cybercrime and transform it into effective policy options in real time. Relevance of geography cannot be replaced, but the geo- strategist's notion “who controls this will control that” has been replaced with “who controls the information and communication domains will control the world.” As Joseph Nye and ADM William Owens, two former Harvard Professors and the Clinton Administration's Defence Department officials jointly argued almost 13 years ago, “The one country that can best lead the information revolution will be more powerful than any other.” The hegemony of the US over ICT has given them enormous power to observe, violation and recovery locked information from other smaller forces, depends on us which hardware and software. The US GWOT and the policy of targeting accuracy (also a dimension of non-kinetic warfare) to cope with the asymmetric threat by terrorists has increased the reliance upon the use of ICT. It has been made a means to combat as target identification, assessment, monitoring and supervision, and to eliminate through unmanned drones. Utilizing these technologies, US breach the privacy of small contries like Pakistan. Media exposed the news that, the most secret American Intelligence National Security Agency (NSA), garnered 13.5 billion intelligence reports of Pakistan in only one month. A huge chunk of information from the National Secrets has been recovered from the USA related to the Presidency, Prime Minister House and the national institutions in Pakistan. The main objectives were to deal with the economy, defence, security and foreign policy without any trouble. Due to the technological advancement in the country, especially its extensive use in business, the use of cybersecurity has induced vulnerability from within Pakistan as well as from abroad. This requires thorough measures to address the adverse effect of cybersecurity in Pakistan. People of Pakistan, extensively use emails, twitter, facebook and android phones for communication. These softwares and devices are constantly being monitored by the browsers from America and China, especially the facebook and emails 124 are constantly being under surveillance by someone from distant room (Kamran, 2013). Pakistan is vulnerable to cyber-attacks. According to Naveed Mansoor, the director of monitoring and Evaluation cell for the design and development of service from government of Sindh has mentioned that country from within and outside is continuously been facing the attacks from hackers. National bank of Pakistan has been found most affected by the hackers costing million of rupees been stolen from hackers at their ATMs. The money stolen has been found to be transferred to another account. Naveed Mansoor says "unfortunately internet security is at the top of the government." A political party website in 2011 was found to be hijacked from a cyberattack with a message that party leaders must refrain from corruption. The website was thought shortly recovered to its original form after the incident. The cybercrime wing in the end of 2010 arrested a hacker due to the charges of hacking the personal homepage of the president of that time Asif Ali Zaradari. From officials its was found that web page was hacked in July and was then recovered in two days. The hacker changed the name on that website by Adil "penetration" when the crime wing began to sort out the location. The accused accepted the allegation by saying he did all that just for fun. He was further delivered to the FIA for further inquiry. Similarly in the mid of 2010, the website of Punjab Police was hacked by one of an Indian hacker, leaving anti Pakistan slogans on the webpage. According to Khan (2012), Pakistan must take proper actions for the protection and security of of strategic assets and it is dangerous of not having any policy and strategy to counteract any possible attack. The armed forces and the government seem to have ignored the security threat by cybercrimes and are not found ready to face any upcoming serious threats. "Pakistan Cyber force" has emerged out to be the volunteer service in this era of economic crises in the country to defence and mitigate the serious cyber attacks. 1.4. Cyber Security In Pakistan At national level following text highlights the present status of Cyber Attacks/ Crimes mitigation at national level:  Electronic Transaction Ordinance 2002. Was passed to address the Legal aspect of electronic trading. Whereas, Prevention of Electronic 125

Crime Ordinance 2009 was passed with the objective to define cyber crimes and associated fines and punishment for the criminals. The ordinance has completed its age and currently there is no cyber law in Pakistan. Electronic Crime Bill 2010 which was tabled in the National Assembly to control and combat cyber and electronic crimes is still pending approval. Nevertheless, following officers were established to enforce cyber laws.  National Response Centre for Cyber Crimes under FIA. Was established to enforce the Prevention of Electronic Crime Ordinance 2009. The centre is responsible to deal with all types of electronic offences throughout the country.  National Telecommunications and Information Technology Security Board (NTISB) is another government organization which deals with some aspects of cyber security in the public sector.

EXTERNAL THREATS TO PAKISTAN 1.5. Threat from India: How energetically India needs to pick up an edge in digital fighting innovation is obvious from what Indian Naval Chief Admiral Sureesh Mehta disclosed to Start Post of their media cell in India. (Khan, 2011) “The Indian Armed Forces are increasingly investing in networked operations, both singly and a joint fashion. We cannot, therefore, afford to be vulnerable to cyber-attacks. Information Technology is our country’s known strength and it would be in our interest to leverage this strength in developing a formidable ‘offensive’ and ‘defensive’ cyber warfare capability. Harnessing the gene pool available in academia, private industry and the younger generation of talented individuals is imperative.” The iota of the fact is that the trends of cyber warfare is becoming more dangerous and threating than that of conventional warfare’s in modern times. The trends are going in such a means in cyberspace with their varying forms like the cyber espionage, the web vandalism, disclose of calcified documents, data collection It is battled in the internet utilizing different traps, for example, the digital undercover work, web vandalism, information gathering, conveyed refusal of-administration assaults, hardware disappointment, basic foundation assaults, diminished fake material, and so on. Shah (2011) 126

The Indian military and diplomatic tactics against the China was just rhetoric to create easy ways for introducing their own grounds for cyber war and other means of wars in subcontinent. But, India is more interested to establish more threats for Pakistan in term of cyber warfare which is considered as the most threating factor for Pakistan. Indian Army moved to launch war games which know as Divine Matrix. The interesting factor of this military exercise and program was that in case China launched nuclear attack on India, in wake of this the Indian Army must be prepared for rapid response. Along with this the purpose of this exercise will be that how China would come to launch cyber-attack on India before the nuclear attack. Given the official way of the recreation, Chinese experts were actually amazed, "We are astonished by the report. Pioneers of China and India had as of now achieved an accord that the two nations won't represent a risk to each other yet rather regard each different as accomplices," said Foreign Ministry representative Qin Gang communicated his perspectives on Indian digital fighting activity. Truth be told, both China and India have in the transactions from 2004 to fortify monetary exchange and collaboration in different zones, including resistance. The scene this and reestablished participation between the two nations, it is probably going to wage any war that Pakistan is the main nation against which India can consider an atomic war on issues, for example, the Indian waters, and the issue of Kashmir. Pakistani programmers in countering ruined a few Indian sites Shah (2011). Indian programmers frequently attacked and invade the administration locales in Pakistan and censorious messages. Aftermath of the cyber-attacks on Pakistan the cyber experts and analysts of Norway assumed that the cyber-attackers and hackers of India are delegated to attack Pakistan’s governments machineries and military organizations since 2010. The purpose of such motives is to steal the security information for Indian government. A heinous action was practices by the Black Dragon Indian invaders online squad, which corrupted the political parties’ website of Pakistan. Recently Pakistan People’s Party (PPP)’s official website was corrupted by this group. This was the response of Indians when the Bilawal Bhutto stood with the Kashmiri peoples for their self- determination and accused India for its human rights violation. 127

1.6. Threat from Israel Shah (2009) in his article writes that Israel has designed a cyber task force against the Islamic countries and more especially for Pakistan. Further he writes that a large amount of budget has been allocated for collecting information’s and running espionage against them. The budget has been estimated $15000000 that is intended to carryout numerous digital instruments for collecting information’s in Muslim countries. Violation of international law is very common in modern days. In the backdrop of this Israel has a huge potential to carryout digital operations against Pakistan. The main purpose of Israel is to defame Pakistan globally for propagating the misuse and demonstration of powers in the name of Islamic militants. The propaganda of Israel in Internet is very profound one in many contexts. It has created a large number of writers operating various pages against the Muslim countries and Pakistan. It has also intended to make a Hebrew website to counter the Islamic sentimental approach to pursue a large proportion of their followers. They are propagating the nuclear weapons of Pakistan are unsafe they may fall into the hands of Islamic militants. There have been prescribed innumerable Israeli websites following the propagation of defaming Islam and Pakistan. They mainly include IsrealNN.com, Israel national news.com and a German Hebrew magazine and many others orchestrating this school of thoughts. Sadia (2015) delineated that the Government of Israel has been scrutinizing the operation of Cast lead the mass killing of military in Gaza stripe in 2008. A large number of bloggers and writers have raised questions against the Israel defence minister for the mass killing of Palestinians but the Israeli government even did not feel reluctant not answer the public opinions in the social websites. 1.7. United States – Cyber Warfare Capabilities: In the Wilson report of 2007 in the United States congress has reported that the data was always the integral part of the operations in the world. The American pressure on Pakistan is very dubious in the context of permitted link boxes. But the reasonable reply of Pakistani government is seemingly impossible to achieve. In the connection the rival countries are putting pressure on Pakistan to seek a moderate line of actions in the matter of nuclear activities. After a cyber-attack in Iran the United States of America has never alleged Pakistan of doing so. A report has been published in a 128 leading newspaper of America the New York times that Obama administration has implemented cyber warfare against the country. The New York Times quotes unnamed US officials, recognizing that the US "military planners have offered a much smaller computer-network attacks to prevent Pakistani distance from spots helicopters carrying Navy seal commandos in the raid that killed Osama Bin Laden on 2 May. Further he remarked that the cyber assault on the defence system of Pakistan was abandoned. The Black hawk helicopters and RQ 170 stealthy surveillance intelligence information gathering and using at in the city of Abbottabad in Pakistan. It has been reported that Osama bin laden was traced out by CIA in Pakistani compound near Abbot bad. The stealth black hawk drone 170 hovered over the city a week before conducting operation against Osama. It has been said that US may be doing such sorts of surveillance in other parts of Pakistan especially for the nuclear installations. In September 2010 Wall street journal reiterated that “many countries including the U.S., Russia, China, Israel, the U.K., Pakistan, India and North and South Korea have developed sophisticated cyber weapons that can repeatedly penetrate and have the ability to destroy computer networks". 1.8. Panama Leaks-An Example of Cyber Warfare: 1.9. Kundi (2014) in his article writes that the superpower countries have been using varying tools for stealing the confidential documents from the world through the help of electronic devices. They have intercepted in the affairs of their neighbour due using unfair means of cyber space. They have done all these for mere purpose of colonizing the neighbour countries they used soft powers instead of giving priority to hard powers when their way was paved out by the use of hacking system after 1945 in the world countries. Recently published data of the world by WikiLeaks and panama leaks were the tacit examples of cybercrimes launched by different countries hackers for their vested interests. In both these leakages of the panama and wiki leaks some particular countries have been targeted.

1.10. Recommendations:Following recommendations are proffered.  National Level (Kamran, 2013)  The phenomenon of cyber security is a common responsibility and end users can play an important role in ensuring the security of cyber network and information systems. The masses must be made aware of 129

the risks they can face while staying online and must be educated about the measures they can take to prevent themselves from cyber attacks and espionage. There is a dire need hold workshops and seminars in this regard. Similarly, "National cyber security awareness day" be organized to enhance awareness amongst masses. Publishing initiatives and awareness reports, organising workshops, Public Private partnership between the experts must be ensured at national level. Keeping in view the importance of the academic institutions, mainly universities and colleges, we must start from lowest level by organising seminars, exchanging expert views, publishing and presenting researches related to this technically diversified field.  Legislative frameworks be devised for cyber security. To this end, an authority at national level (that should be a joint polito-military one) be established under Prime Minister Secretariat for Cyber Security. In this connection, a bureau beestablished at the Ministry of Information Technology named "Bureau The Internet and Cyberspace affairs”. This should act as a Command Authority tasked with modernising Pakistan cyber es, both in the military and civilian sector.It should also be a forum for developing and demonstrating offensive cyber capabilities. The objective of the cyber command must be beensure that Pakistan achieves and retains a strategic cyber deterrence. Pakistan must get the support of China in development of the Cyber Command as People Liberation Army (PLA) already has worked upon this model.  One of the most important aspect of cyber security is cyber e. A cyber e policy for Pakistan is need of the hour and must be developed as soon as spossible. A mechanism must be devised for detection, response and recovery as well as to retaliate and begin cyber attacks, if required, to deter and counter cyber aggression. To fight cyber warfare a professional dedicated force shall be established. A wing of such force shall be established inside military (comprising both civil and military professionals) as well to counter advanced cyber threat from countries like Israel, India and the US.  A national consensus be developed for an effective and strong legislature be formed at national level to lay foundations of cyber security in Pakistan. This legislation must cover threat emanating both 130

at National and International level.The sections of the legislation must provide an umbrella under which the law enforcement agencies and intelligence tentacles must function. Furthermore, transparent process must be evolved, with input from both public and private sector, needs to be developed for accessing data when national security is at risk. These regulatory measureshowever must not hamper freedom of speech and rights to privacy, and must be ensured that the security measures are not being abused by agencies in the name of security.  With advancement in cybercrime, cyber surveillance and cyber espionage techniques, it has become difficult for the law enforcement agencies and intelligence tentacles with their outdated tools to cope up with these.Government in Pakistan lacks capabilities and apparatus needed to effectively respond to threats emanating in cyber domain. To enhance their capabilities, a smooth coordination is required between civil and military is need of the hour. The public, military, and private sectors must join hands to develop a framework for securing critical infrastructure within the country from cyber threats. National assets including financial markets, banking sector, electric grid, nuclearpower plants and sitesshall be protected on a regular basis. War-games, artificial scenarios and exercises be conducted as a matter of routine to identify the weak spots and exercise measures in case of any eventuality.  Establishment of Cyber Institute. Due importance be given to incorporate cyber security as a subject in educational curriculums. Moreover, cyber institutes and technology parks must be established to evolve a cyber-security society and culture. PAKCERT is a case in point. This institute should be tasked to:-  Organize courses, lectures, workshops, seminars and training on the subject of cyber warfare for persons responsible to operate and maintain electronic and computer systems in government and private sector.  It should acquire material on the latest trends and developments in the field of Cyber Warfare and disseminate the same to various organizations.  Evaluate enemy capabilities and own vulnerabilities suggest a suitable offensive and defensive response. 131

REFERENCES Niccolo Machiavelli, “Discourses on the first decade of Titus Livius”, First published by Library of Alexandria in 1531. Sehar Kamran, Senator, “Defending Pakistan through a National Cyber Security Strategy”, Policy Seminar on Pakistan’s first ever Cyber Security Strategy, Article in Report 6 on Senate Committee of E and E production, August-September 2013, www.senate.gov.pk, (Accessed in November 2016). UzairYounus, “The threat of cyberterrorism”, Express tribune, 21 March 2016. (Accessed March 12, 2017) Saad Zafar, Article on LPT Certification Program, “A strategic initiative to securing cyber space”, CISA, CISM, http://www.technologytimes.pk/2012/02/06/lpt-certification-programme-a- strategic-initiative-to-securing-cyber-space/, (accessed December 08, 2016).

Farzana Shah ,“Propaganda & Warfare in Cyber World”, http://paktribune.com/articles/Propaganda-%5E-Warfare-in-Cyber-World- 242277.html, (accessed September 25, 2016).

Faraan Khan, 2012, http://pakistancyberforce.blogspot.com/2012/01/traitor- governments-new-plan-to-open.html, (accessed January 21, 2017).

Michael A. Vatis, “Dartmouth College, Cyber Attacks During the War on Terrorism: A Predictive Analysis”, P.22., Hanover U.S. 22 September 2001. Farooq, Lt Col, “Cyber Aspects of Asymmetric Warfare “, Army Green Book, p-14, July 2004.

Khurshid Khan, “Understanding Information Warfare and its relevance to Pakistan”, Institute of Strategic Studies Islamabad, http://issi.org.pk/wp- content/uploads/2014/06/1379480610_58047454.pdf, (accessed February 03, 2017).

Farzana Shah, ‘‘Cyber Warfare: Pakistan’s New Battlefield’’, South Asia Global Affairs, October 2009, http://www.saglobalaffairs.com/regional/299- cyber-warfare-pakistans-new-battlefield.html, (accessed September 08, 2016). 132

Jaffrey Carr, Inside Cyber Warfare: Mapping the Cyber Underworld, http://www.thecybernaut.org/2010/09/india-to-increase-its-cyberwarfare- capabilities/, (accessed February 09, 2017). Mir Waqar Hussain, Lieutenant Colonel, ”IW-Options for Pakistan”, Paper, Armed Forces War Course 2001/2002, National E College, May 2002. Akshay Joshi, “IT—Advantage India”, IDSA, April 2000 Vol. XXIV No.1 and his article, “India’s Use of IT in International relations”. http://forums.bharat-rakshak.com/viewtopic.php?f=3&t=5619&start=0, (accessed February 03, 2017). Akshay Joshi, “IT—Advantage India”, IDSA, April 2000 Vol. XXIV No.1 and his article, “India’s Use of IT in International relations”. Nihat, 2010, http://forums.bharat- rakshak.com/viewtopic.php?f=3&t=5619&start=0, (accessed February 03, 2017). Farzana Shah, ‘‘Cyber Warfare: Pakistan’s New Battlefield’’, South Asia Global Affairs, October 2009, http://www.saglobalaffairs.com/regional/299- cyber-warfare-pakistans-new-battlefield.html, (accessed September 08, 2016). Sadia Rasool, “Security threat in Pakistan: Causes Challenges and Way forward’’, International Scietific Online Journal, Issue 12, August 2015, Joint Publication 3-13, “Joint Doctrine for Information Operations”, US, October 9 1998. Farzana Shah ,“Propaganda & Warfare in Cyber World”, http://paktribune.com/articles/Propaganda-%5E-Warfare-in-Cyber-World- 242277.html, (accessed September 25, 2016). William A. Owens, Kenneth W. Dam, Herbert S. Lin, (Ed),” Box 3.3 Information Warfare and Related capabilities, Technology, Policy, Law, and Ethics Regarding U.S. Acquisition and Use of Cyber Attack Capabilities”, Page 168, Committee on Offensive Information Warfare. Scott W. Beidleman, Lieutenant Colonel, Strategy Research Paper, Defining and Deterring Cyber Warfare, Page 26, US Army War College class of 2009. Abdul quayyum khan kundi, “Panama leaks:cyber warfare”, April 16,2016.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Leadership behavior in Sub-urban High-performing Schools in Quetta: A Qualitative Study

Zarina Waheed Sardar Bahadur Khan Women’s University, Quetta Waheed Bahadur University of Balochistan, Quetta Saba Rehaman Sardar Bahadur Khan Women’s University, Quetta

Abstract The success of schools largely depends on their leadership. This paper reports on the findings of two cases, aiming to explore the leadership behavior in two suburban high-performing schools in thecapital city of Balochistan province known as Quetta.For data collection, 12 participants were selected from both schools comprising on senior teachers, principals, and vice-principals.The data wereanalyzed through aninductive exploratory method based on grounded theory approach. The data indicated that leaders in suburban high-performing schools possessed multiple and adaptive leadershipbehaviors. They were focused on change and improvement, building astrong relationship with school members, and assigning and clarifying tasks.

Keywords: Leadership, Sub-urban high-performing schools, principals, boy schools, Quetta.

1. Introduction

In the 21st century, schools like other organizations are facing numerous challenges and risks due to globalizations, technological advancements, and competitions with other schools (Mulford, 2008; Tai, Omar, Mohamad Sahari, & Khuan, 2014). Due to such challenges, schools need to be attentive, 134 adaptive, and ready to change their current practices in order to survive and thrive. The process of change or improvement of any organization is planned, organized, controlled, and properly directed to achieve certain objectives. It is based on continuous learning, systematic change process, and leadership and strategy driven (Kotnour, 2010, 2011). Schools also plan and implement change to improve their performance. Noticeably, change in school performance is a complex process. It modifies thestructure, strategy, processes, and culture of the school. It alters the mindset, belief system, and behaviors of the members of theschool, in order to see the world in a different perspective.

In this turbulent era, Pakistan, like other countries around the world, has taken innumerable initiatives to improve its education system in order to develop an intellectually, spiritually, and psychologically competent nation who could compete internationally. However, after sixty-three years, the education system of Pakistan did not undergo remarkable improvements and is facing acute challenges. The access to quality education, gender gaps, low enrollment, highdropout rate, low quality of teaching and management are some of the issues illuminated previously (Alcott & Rose, 2015; Ashraf & Kopweh, 2010; Bengali, 1999; Simkins, Sisum, & Memon, 2010). These challenges are faced in all provinces of Pakistan, nevertheless, the current statistics on thecondition of education in Balochistan are alarming (ASER- Pakistan, 2015).

According to Memon, Joubish, and Khurram (2010), the root cause of these challenges lays on thelack of funding, inefficiency in implementation of programs and policies, and most importantly, poor school management, monitoring, and supervision by school heads and other leaders. Thus, testifying that if the quality of school management and leadership is enhanced, the quality and performance of schools enhances. Because, school leadership has been considered has a tool to direct and influence the performance and function of schools (Leithwood, Day, Sammons, Harris, & Hopkins, 2006; Leithwood & Wahlstrom, 2008; Urick, 2016). Hence, the purpose of this qualitative inductive multiple-case study is to explore the leadership behaviors of the high-performing schools located in suburban areas of Quetta. The rationale behind this study is to document the leadership behaviors in these high-performing schools to inform other struggling leaders 135 and schools to perform well. As such studies have been conducted in other countries like China, Malaysia, Finland, Wales, Australia, America, and Unite Kingdom(Aziah & Abdul Ghani, 2012; Caldwell & Spinks, 2008; Harris, Zhao, & Caldwell, 2009; Mulford et al., 2008).

2. Theoretical Framework

Tri-dimensional theory of leadership behaviour has been employed in this study to explore leadership behaviour of selected high-performing schools (Yukl, 2004, 2012; Yukl, Gordon, & Taber, 2002).There are three dimensions of leadership behavior mainly in this theory. These dimensions are: a) task-oriented leadership behavior, b) relation-oriented leadership behavior, c) change-oriented leadership behavior. Task-oriented leadership behavior is based on clarifying roles and duties, planning, assigning tasks, spending funds wisely, and observing the operations (Yukl, 2012). The behaviours found related to relation-oriented leadership behavior are working collaboratively, considering participation, and development of teamwork and trustworthy relationships(Yukl et al., 2002). Committed to remarkable change for school betterment with a strong vision, energetic for accomplishments, encouraging innovative thinking and risk-taking are some of the change- oriented leadership behaviors.

3. Literature Review

Leadership is a universal process and sum of practices, activities, skills, and behaviors. According to Kouzes and Posner (2007), excellent leaders engage in five practices. However, these five practices are behaviors, not components of a leader’s personality. These proposed behaviors are: 1) model the way (clarify values and set the examples), 2) inspire a shared vision (envision the future and enlist others), 3) challenge the process (search for opportunities and experiment and take risk), 4) enable others to act (foster collaboration and strengthen others), and 5) encourage the heart (recognize contribution and celebrate victory).

Similarly, in 2001, Fullan proposed a framework for leadership for change. According to him, leadership at atime of turbulence and change requires a new mindset. He proposed this new mindset into a framework that 136 is based on five interdependent components of leadership. The first component, leadership with ‘moral purpose’ means changing lives of the student and treating teachers fairly in an acceptable way and behaving in a moral way. The second component ‘understands change’ where the leader is asked to understand the process of change in order to be successful. The third component is ‘building relations’ where the focus of leader should be improving relations with purposeful interactions and problem solving. The fourth component is creation and sharing of knowledge by understanding the change with amoral purpose, by developing good relations. In the last component, the leader is supposed to seek coherence in order to avoid fragmentation but not persistent.

Thus, successful change depends on how leaders lead (Huang & Liao, 2011). Principals as effective leaders manage and adjust change, create an effective change process, initiate vision, challenge the status quo and take therisk(Pokharel, 2014). Undoubtedly, leadership is an skill of influencing others (Karuna, Kanokorn, Sujanya, Somjed, & Aduldej, 2014).

A large body of literature is available that affirms the effect of leadership on school performance and success. These studies show that leadership is the key to school performance, as it directly or indirectly affects all factors and aspects of school life (Al-Husseini, Elbeltagi, & Dosa, 2011; Boonla & Treputtharat, 2014; Butcher, Bezzina, & Moran, 2011; Fullan, 2001, 2003, 2011; Inandi, Tunc, & Gilic, 2013; Mulford & Silins, 2011; Urick & Bowers, 2013). For instance,Bean, Dole, Nelson, Belcastro, and Zigmond (2014) stated that a reform that was initiated to improve the performance of schools was terminated. But, few schools succeeded to sustain it. While, studying these schools he found that these schools were having supportive leaders.

Moreover, Leithwood et al.(2006) recognized four leadership behaviors that contribute towards school performance. These behaviors are: a) setting directions, b) redesigning the organization, c) developing people, d) and managing instructions. In another, Al Sharija and James (2012) based on Leithwood’s framework examined the leadership practices of two school principals who succeeded to implement a new initiative to implement ICT in classrooms whereas others failed to do so. The authors found aset of common 137 practices in both principals that are: developing staff; developing support from parents and other local donor agencies; prioritizing the most important things; taking risks; sharing, supporting, and promoting vision; maintaining the hierarchy of organization as well as involving staff in decision-making. As well as, motivating staff to learn new and required knowledge and skills; developing a collaborative culture; solving problems by proper planning; encouraging creativity and innovativeness among staff.

In addition, to this, a group of researchers found that leaders in high- performing schools exhibit some best practices or behaviors. Acting openly and honestly, develop personnel and facilitate leadership,recognize ultimate accountability, communicating and rapport, facilitate instruction, managing change process, shared leadership; leading with an instructional orientation; facilitating professional development (Crum & Sherman, 2008; Crum, Sherman, & Myran, 2009; Sanzo, Sherman, & Clayton, 2011).

The critical analysis of this small piece review of the literature shows that the all critical leadership behaviors can comply into task-oriented, relation-oriented, change-oriented leadership behaviours. For instance, facilitating instruction, setting directions, and facilitating professional development are task-oriented leadership behaviors. Developing a collaborative culture, developing people, and rapport development are relation-oriented leadership behaviors. Moreover, strategic planning for change, and minimize resistance to change, redesigning the organization, and risk-taking are change-oriented leadership behaviors. Thus, it is evident from areview of the literature that leaders’ task-oriented, relation-oriented, and change-oriented leadership behaviors notably influence school performance.

4. Methodology

To explore the leadership behavior of leaders in selected suburban schools, a qualitative research approach was utilized. The rationale behind using qualitative approach was to get anin-depth understanding of thephenomenon in natural settings from participants(Creswell, 2012). Additionally, themultiple-case study was employed to understand multiple fundamental dimensions of a complex social system(s)(Merriam, 2009; Yin, 2009).By employing multiple-case design, the researchers got a thick and 138 holistic description of the phenomenon understudy(Asher, 2005), because it allowed the researcher to analyze within each setting and across settings in order to understand the similarities and differences among cases (Baxter & Jack, 2008). Asher (2005) clarified that a multiple-case study has a limited number of cases starting from two to ten. Accordingly, the number of cases in themultiple-casestudy are relatively low in order to collect in-depth and detailed data. Thus, two cases “sub-urban Schools” selected for this study are ideal for multiple-case study.

4.1 Selection of Schools

For this study, two high-performing suburban schools were selected as sites for the study. For selection of cases, purposive sampling was used where the list of top high-performing schools who were performing well from last three years in matriculation exams conducted by Board of Intermediate & Secondary Education, Balochistan, Quetta. Prior to data collection, the principals of both schools were contacted and the objectives and mode of the study were explained. On assuring the confidentiality and anonymity of the school, the researchers were allowed for data collection.

4.2 School Profiles

School A (a pseudonym) comprised an approximately 1600 students with a beautiful landscape. The school building was attractive with a well- designed building, parking porch, playgrounds, and with local trees and plants. The school has achieved 100% results in annual results of matriculation declared by Balochistan Board. School B, on the other hand, has been performing well in the annual results of matriculation. The school is situated far from themain city and is the only school catering a large number of students from the vicinity. The majority of the students are from low SES and Afghan refugees. Thus, the both schools were situated in suburb of Quetta and were high-poverty high-performing schools.

4.3 Participant Selection

the most suitable and appreciated technique for participant selection, for qualitative studies, is purposive sampling(Corbin & Strauss, 2008; Creswell, 2012).Therefore, for this study, 12 participants were selected through 139 purposive sampling as asample from the population of two selected high- performing suburban schools. Data were collected from 4 senior teachers from each school at least with five years teaching experience who could provide enough reliable data and could share authentic information. Correspondingly, both school principals and vice-principals were also interviewed.

4.4 Data Collection

There are different tools such as artifacts, biographies, interviews, document review, observation, focus group interviews which can be utilized for data collection in qualitative studies(Creswell, 2012; Merriam, 2009). Nonetheless, this study was based on semi-structured and in-depth interviews as main data collection technique.Interview method has been regarded as one of the most suitable methods for data collection in qualitative case studies (Yin, 2009). Each interview was conducted and tape recorded as per prior permission and participants were allowed to use Urdu and English language according to their interest so that more in-depth information could be attainedand some probing questions were also used (Merriam, 2009). Each interview duration comprised of 30 minutes and participants were allowed to withdraw anytime they desired. Experts were contacted to review and validate the interview transcripts in both languages as well as member check, peer review, and expert opinion were used as methods to enhance the trustworthiness of the findings.

4.5 Dataanalysis

In qualitative data analysis, the data collection and data analysis are simultaneous (Miles & Huberman, 1994). Hence, the preliminary data analysis, in this study, started with data collections. However, for more in- depth analysis, the inductive analysis approach based on open coding, axial coding, and selective coding was employed (Corbin & Strauss, 2008). This method of data analysis is also known as grounded theory analysis. However, according to, to Corbin and Strauss (2008) this method is generally applicable to all types of qualitative research methods that intend to come up with theory or not. This type of analysis is most widely used qualitative inductive analysis method. In addition to this, fulfilling the requirements of 140 multiple-case study design, the data analysis consisted of two stages of data analysis: 1) within case analysis where each case was analyzed individually, and 2) cross-case analysis where the both cases were compared to see the similarities and differences or common and unique themes (Miles & Huberman, 1994).Atals.ti 7 was used as software to organize and manage the data and ease the analysis process.

5. Findings The data analysis revealed some important findings on leadership behavior in suburban areas. Figure 1 presents the network view of main themes under each leadership behavior.

Figure 1: Network view of main themes under each leadership behavior using Atlas.ti 7. 5.1 Change-oriented Leadership Behavior

Firstly, the data analysis revealed that in both schools the teachers considered the principals as main contributors in schools change. They appreciated the principals and declared that without their change-oriented behaviors the change and improvement would have been impossible. For example, a teacher from School B claimed:

“For last few years, we have seen many changes in this school regarding teaching learning process, co-curricular activities, and annual results. Previous principal and existing have put their full potential to rise standard and education quality of this school. Our principal plans productively and with the assistance of teachers try to make things possible” 141

The teachers in school A highlighted that their principal as achange- oriented leader is very active, energetic, and ambitious. One of the teachers regarded him as thenucleus of the school. He reflected, “I here would like to mention that our principal is the fundamental component as nucleus involving all in different activities and keeping all active in the system”. Another teacher said, “because of this principal we have improved a lot. He is performing the core role”.

In addition to this, the principals in both schools were showing a strong desire and vision for change and improvement in their schools. They wanted to make their schools as best schools in the Quetta. The principal from school A wanted to upgrade his school asinter-college so that the children in vicinity could get opportunities to get higher education as for many of them to go to Quetta city to attend different colleges was a challenge. He also had the plan to upgrade school infrastructure and provide all required facilities to make teaching and learning process smooth. “Principal and I want this school to be upgraded as inter-college. Because there is no college around here. We are trying our best to do so,” reflected the vice principal. Similarly, the principal from school B was trying to increase educational awareness among the parents of the students to make them compatible with society. He shared:

“Usually, thesuccess of any institution depends on Head. The team that I have here is best among all ones that I have worked with but they needed a strong leadership which they lacked. Previously, there was not a sort of harmony here, I am trying to develop, but I am not satisfied 100%. I have just achieved 20% of my objectives and have 80% to do so far”.

It could also be manifested from the findings that both leaders as change-oriented leaders were trying to introduce new and modern teaching methods and Information Communication Technologies (ICT). A teacher from school A considered principal as being very innovative. He claimed, “…He is always excited in introducing new things and methods”. The both principal were motivating and appreciating their teachers to use innovative teaching techniques in their teaching-learning. A teacher from SA reported, “We don’t have such big resources but if we try new things, he appreciates us”. “The teachers are appreciated … [if they] apply new techniques in teaching. For example, some teachers apply gaming methods for teaching 142 different things in small classes…,” said another teacher. While in thecase of School B, a teacher shared, “We need resources for such things so far we are using traditional methods but we do put some efforts with new ideas and such efforts are appreciated a lot”. Another teacher informed, “On avery first day when he joined this school as Head, in thefirst meeting, he advised all to utilize advanced methods as like modern instructional strategies…”.

For incorporating ICT, the both principal tried their level best to provide full functional computer laboratories in their schools. In school A, the computer laboratory was fully functional, however, due to theearthquake the building was broken. A new building was under construction for this purpose. The principal was planning to provide multimedia and overhead projectors for teaching and learning. But for school B, the computer was only available for teachers. Nevertheless, the principal was trying to get the computers for students as well. As a teacher informed, “For computer lab they have sent a proposal, so far we just have computer and net in office for teacher’s use only”. Another teacher shared:

“…He has recently invited NGO’s to visit and provide IT facilities to students like computers etc. He has sent a request to the department as well. We have a computer at the office with a net, teachers access it whenever they need”.

5.2 Relation-oriented Leadership Behavior

The leaders in both case school had developed very strong interpersonal relationships with their teachers. They were viewed as kind, humble, and fair in their schools. “Our principal is very kind and you can confirm this from anyone here…,” revealed teachers from school A. Another teacher added, “He is very kind to all and as I told you that he deals all equally. While, a third one shared, “He is just like an elder brother, very loving, caring and supporting”. In thecase of school B, a teacher about principal informed, “He is kind to us and we are happy with him. Another teacher claimed, “He is very humble, and respects everyone without discrimination”.

Moreover, the bothprincipal had developed a family-likeenvironment in their schools. They treated their teachers like friends and family members. Theyprovided support and motivation to their teachers as well as guided and 143 assisted them as head of thefamily. The principal for school B in this regard shared, “I mostly have young teachers here. Ideal them just like my own kids and I have divided tasks according to their relevant proficiency and on equality basis. So that they can work satisfactorily”. He also added:

“I deal my teachers and staff as my own family and I deal them just as a father... In some matters I become strict with them, on another hand, I fully support them in any sort of personal issues like sometimes they reach late or face problems financially. I try to guide and assist them. They respect me a lot as do I. so we are just like family”.

Similarly, teachers from school B regarded their principal as their father and elder brother. A teacher said, “He deals us just like family. Respects, guides and assists us in any type of problem. He is much cooperative with hardworking teachers and we have a nice relation”. Same was the case with theprincipal in school A. A teacher shared, “The best thing about him is, he deals teachers just like an elder brother…”.In addition to developing a family-likean environment in their schools, they also developed and maintained a friendly and trusting relationship with their teachers. The teachers shared that due to the friendly nature of their leaders they are more relaxed and happy to work in their respective schools.

It also echoed from the findings that the leaders created a school culture based on cooperation, collaboration, and teamwork. The teachers regarded their leaders as more democratic than autocratic. The principal from school A about theexistence of such culture affirmed, “I have tried ever to provide a nonviolent atmosphere so that they [teachers] may concentrate on their work. By the grace of God, our system is running under cooperation and collaboration”. Similarly, the vice principal from school B shared, “The basic element is that we work collaboratively with teachers as teamwork and we have the support of the principal…”.

Shared decision making was another relation-oriented behavior evident in the data. The leaders involved their school members in decision-making and valued their ideas and voices. In the meetings, usually the ideas and voices of the teachers were being heard and appreciated. The principals from both schools have formed different committees and teachers from each 144 committee were involved in decision-making related to the specific committee. A teacher from school B in this regard argued, “He has organized committees and conducts meetings time to time as per need. In such way, he involves everyone in the system”. While a teacher from school A reported:

“Principal respects our opinions and therefore we are included in decision- making for any new plans for the progress of the school. We have committees for each section. Finalized programs are conveyed to all in meetings and orders are issued”

The last relation-oriented behavior was recognizing the teachers and students for their contributions and achievements. The quotations from both schools below are points of reference in this regard.

The principal has a very positive view on such deeds and appreciates a lot to teachers and students in any aspects of curricular and co-curricular activities and games. The winners get prizes even the teachers are also given prizes like recently in primary section one of our teachers works a lot in conducting exams properly. So he was much appreciated and given a gift from Principal. I appreciate teachers for their good deeds and I give them a certificate of best teacher at the end of the year in a farewell program of students. Accordingly, students are given prizes at the school level for different activities satisfactory attendance, results or for winning games etc.

5.3 Task-Oriented Leadership Behavior

The data analysis showed that the leaders in both schools focused on making the process of task completion and school operations smooth. For this purpose, they were using various task-oriented leadership behaviors. Firstly, the principals in both schools assigned and clarified the tasks for the teachers and staff. The main method of assigning and clarifying tasks was through different meetings and discussion. The main duties and tasks like subjects to teach and timetables were finalized at the beginning of the year. However, continuous meetings were being held timely based on needs and situation. Office circulars and orders were also being used as a source for conveying duties and responsibilities. 145

The second task-oriented behavior demonstrated by the both principals was continuous monitoring of teaching- learning process and school operations. In school A, the principal has constituted a committee to evaluate the students’ progress, course completions, and other school-related data. However, along with vice principal, he was doing continuous monitoring of school instructional process by himself. In both schools, the leaders were taking rounds, observing teacher teaching methods in classes during teaching, inquiring students, and analyzing tests and results were the methods for monitoring and evaluating school operations. For instance, the principal from school A shared, “I keep observing teaching-learning process by checking results and visiting classes. I also observe teacher’s method that they apply in teaching and assist them for improvement, if required”. While principal from school B declared:

“I take rounds of different sections and classes on daily basis and same is the responsibility of vice principal. I have given the task to a teacher to prepare reports accordingly. And the copy of the report is delivered to the teacher as well. Everything strong and weak points are mentioned in it so that teacher can bring reforms in the teaching process and can improve. I evaluate students’ performance on results and different monthly tests”.

The third task-oriented behavior apparent in the data was allocating and using funds wisely in schools and generating funds and donations. The both schools being government schools were receiving funds directly from the government. However, the principals and teachers in both schools mentioned that these funds were not enough to operate schools effectively. Within these limited budgets, the both principals were keen to use it wisely based on needs as well as attracting or requesting different agencies for donations and funding. In both schools, the participants mentioned that the principals send request or proposals to the donor agencies for the required things. For example, a teacher mentioned, “ recently we needed uniforms for students. We sent them [donor agency] a letter, they provided us uniforms and some others things which we needed…”.A teacher from school B claimed, “…principal has proposed and got approved some new construction works which are going on like building new classes etc.”.Moreover, they also requested some NGOs and community members to donate funds and some resources like computers as well. 146

6. Dissuasion and Conclusion The purpose of this study was to explore the leadership behavior in two selected high-performing schools situated in thesuburb of Quetta city. The finding of these study are encouraging. First, it showed that if the school have good and committed heads, they perform well. No matter what obstacles they face they have the courage to accept the challenges and take risks. Secondly, it was evident from the findings that the leaders of these schools were using multiple leadership behaviors. They were not focusing on completion of tasks and work distribution, rather were giving emphasis to relations and change along with tasks. These findings are in line with Yukl’s findings that leaders, in order to improve their organizations, need to demonstrate change-oriented, relation-oriented, and change-oriented leadership behaviors(Yukl, 2004, 2012; Yukl et al., 2002).The results are also in consistency with other researcher from the field of school education who strongly recommended leaders to use adaptive and multiple leadership behaviors(Leithwood et al., 2006; Mulford, 2008). The findings of this study also have some implications. Firstly, this study is adding to current literature on school leadership in Pakistan in general and on school leadership in Balochistan in particular. The findings can be incorporated in different policies and programs for school change. Especially, in suburban areas. Ministry of Education andEducation Department Government of Balochistan can use the findings of this study to plan programs and policies to bring reform intoschools. However, more such studies are recommended to be conducted in other parts of Pakistan as well to document the leadership behaviors and best practices in high-performing schools in order to help low-performing leaders to learn and duplicate.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

LITERACY RATE AT PRIMARY EDUCATION LEVEL: A CASE STUDY OF BALOCHISTAN PROVINCE

*Shafi Muhammad M.Phil Scholar Balochistan study center University of Balochistan Quetta

**Ms Amir Bano Assistant Professor IER, University of Balochistan Quetta

Abstract Present study was design in order to determine the literacy rate in Balochistan: a case study of primary education by using the descriptive type of the research. A sample of one hundred (100) respondents was selected by using simple random sampling so as to determine the perception of respondents regarding the literacy rate in Balochistan as a case study of primary education, and assessing the educational direction. The target population and sample size of the respondents was examined by utilizing the tables of population “selecting sample sizes” (McCall 1980; Fitz-Gibbon and Morris 1987) at the .05 percent error frequency. SPSS, statistical computer software used for data analysis. The results reveals that the most 33% of the respondents had 36 – 50 age group, most 40% of the respondents had higher education diploma, followed by 38% of the respondents had 11 – 20 years of teaching experience. The results reveal the all summary statistics regarding number, enrollment and teaching staff of government schools in Balochistan during the year of (2006-07 to 2008-09). In this regard the data depicted that during the year of 2006-7, the total numbers of males were 7485 and females were 2856. While, during the year of 2007- to 20088, the total numbers of males were 7566 and females were 2866. However, during the year of 2008-9, the total numbers of male were 7743 and female 2925 about the primary school level enrollment. Further, the data show that 153 during the year of 2006-07 the total numbers of schools were 10341; in the year of 2007-08 the overall numbers of schools were 10442 and during the years of 2008-09 were 10668 respectively. In the year of 2007-08 the overall male teaching staff strength were 12445 and female were 5494, in this regard the total numbers teaching staff were 17939 during the years of 2008-09 respectively.While, during the year of 2008-09 to, the total numbers of males teaching staff were 12694 and females teaching staff were 5666, in this regard the total numbers teaching staffs were 18360. Based on attained outcomes following recommendation was optional. The government Balochistan should be delivered incentive or free economic assistance to the students in order to inspire the parents to guide or send their descendants to schools so that reduce the dropout ratio.The local government body, public/ private sector, NGOs should upkeep and stimulate education themes and increase the literacy rate in at the province level and allocate the budget for the accelerating the education level.

Key words: Literacy rate, Primary education, Balochistan, Pakistan

Overview It is extensively recognized that education is surrounded by the distinct and foremost imperative factor contributing to reduction of extreme poverty at country level. Education plays a predominant title role and has a cross cutting influence on all features of human life. It is an energetic speculation for economic and human improvement. Regrettably, Pakistan’s stand-up on this forward-facing has factually been deprived. With public expenses on education sector as a proportion of Gross Domestic Product between the lowermost in the selected example, the consequence with regard to literateness levels is not astonishing. Although the literacy rate has value- added progressively over an epoch, Pakistan’s indicators on this front continue to rank at the bottom end of the global rankings. In the interior the county, merely Bangladesh has an inferior consequence on equally indicators, expenditure by the government sector and literacy rate. Nepal devotes a considerable portion more than Pakistan on the education sector, whereas its literacy rate is slightly developed. Specified this miserable state of affairs, Human Capital Development (HCD) has been conferred among the 154 uppermost right of way in the public sector Nine Point Plan of 2008 (GoP, 2009-10). Primary school enrollment and literacy rates at country level are squat as compared to the nations of the state. Myriad amounts of research about the education system at country level have exposed that the superiority of schooling system being providing by public sector the primary schools is underprivileged. Numerous schools did not have passable teachers, staff and human resources. Rudimentary aims’ regarding the Poverty Reduction Strategy Program (PRSP) is to enlarge and expand the superiority of publicly on condition that primary education. In the education system the huge portion of the budget spent as compared Poverty Reduction Strategy Program budget spent. The Poverty Reduction Strategy Program plan for the sector comprises, humanizing the working, use of the current school, refining the superiority of learning, aggregate the enrollment rate, refining right of entry to education and increasing the primary education arrangement. Millennium Development Goals displays on learning which are to be followed through the survey are primary enrollment rates and literacy rate. Pre‐Primary Education is an imperative module of Early Childhood Education (ECE), Kachi or Prep courses and classes of offspring between the ages of 3‐4 years. An upsurge of 2.6percent in Pre‐Primary registration i.e. (8.434 million) in the year of 2008‐09 over 2007‐08 (8.218 million) has been pragmatic and during the year of 2009‐10, it is projected to upsurge by 2.2% (GoP, 2009-10). As per the United Nations Educational, Scientific and Cultural Organization (UNESCO), Pakistan at 55% has one of the least proficiency rates on the planet, and stands 160th among world countries. Many schools and universities are entering the showing calling, especially in real urban areas, yet those living in country regions record a more noteworthy misfortune. Proficiency rates significantly affect Pakistan's total national output (GDP). Open consumption on training adds up to 2% of the GDP. The legislature of Pakistan affirmed another national arrangement in 2009, as per which training consumption will be expanded to 7% of the GDP. Amid the previous 37 years, the most astounding open use on training was 2.80% of the GDP in 1987– 88. Open consumption on training as a level of the GDP really diminished more than 16 years and was kept up in the five years in the 155 vicinity of 1972 and 1973 and 2008 and 2009. Since 1972, 37 years back, open use on training as an extent of the GDP has diminished. Pakistan may have achieved 4% of its GDP certainly before 2015. In any case, it is probably not going to occur as utilization levels.

Problem statement: The education sector with the term of Balochistan province context displayed the miserable condition and dreary state for the numerous spans due to the unpredictability instability in the areas besides the low financial allocations, teaching staff absenteeism, lack of school physical infrastructure and the like. It was worthwhile mention that the Balochistan province has been failure entirely its achievable targets about the educational development, set out under the Millennium Development Goals. Keeping in the view above mention facts the present study was conducted in Balochistan.

Objectives: The specific objectives of the present study are under. 1 To explore the demographic profile of the respondents.

2 To determine the low literacy rate of primary schooling system in the study area.

3 To investigate the perceptions of the respondents regarding what mean the administration makes effective mode.

4 To make recommendations and suggestions the criteria for the improved quality of the secondary school system.

Literature review Awan and Aqsa Riasat (2015) analyzed the part of female educators in advancement of proficiency rate in the country and tribal territories of Pakistan. Awan et al. (2015) contended that absence of instruction and poor education rate are the principle two reasons for destitution in the country ranges of Pakistan. Awan and Asma Zia (2015) assessed the part of private and open instructive organizations in improving education rate in the provincial regions. Lovell (1992) included that for guaranteeing school 156 working, supportability had got the opportunity to be a huge prerequisite other than spending accessibility which was additionally a key factor. Heneveld and Craig (1996) distinguished this marvel of parent group bolsters as key factor in regards to the assurance of better school working. Endeavored to examine the accomplishments in NWFP as for SAP. Results of the investigation showed critical advance in prospering the essential instruction all through the nation particularly in NWFP. Khan (1999) clarified that activities of before times identified with instruction essentially focused on giving school inputs. Bedi and Garg (2000) examined that instruction had got openly given in the greater part of the rising nations. Selod and Zenou (2002) investigated that whites and in addition blacks had diverse pay rates or salaries. Naidoo (2003) clarified that exceptionally essential commitment with respect to the arrangement of training got connected with nearby, local and also national specialists. Epple et al. (2004) investigated that non-public schools got the chance to have motivating forces as far as shifting educational costs for pulling in qualified understudies particularly when the component of associate impacts showed up in instruction. Contemplated a few social improvement markers i.e. training with a specific end goal. Michaelowa and Weber (2006) dissected the different effects of instructive guides as for create training results. Shami (2007) outlined about the essentialness of limit structures in regards to the projects of school organization sheets. Uncovered that in Pakistan, levels with respect to instructive improvement had got to be exceptionally lower. Cavalcanti et al. (2010) for evaluating the contrasts amongst private and government funded schools' exhibitions in connection with an exam of passage test in sort of state funded colleges in Brazil, devoured set of novel information. Glewwe et al. (2011), be that as it may, showed that it was difficult to distinguish the particular attributes both of instructor or school with a specific end goal to grow the instructive productivities. Chudgar and Quin (2012) featured the Indian taught framework in points of view of the significance of tuition based schools. Oliveira and Rumble (2013) by means of counterfactual deteriorations introduced private-open holes identified with test scores eighth graders accomplished inside Brazil. Strategies for quintile relapse were locked in for getting portrayal identified with scores' contingent circulations which were additionally utilized as a part of request to create counterfactuals. Jain,(1982) studied on a classroom behavior pattern of teachers in relation totheir attitude 157 towards profession, moral and values. It was to find out the teacher’s attitudetowards profession and the classroom behavior pattern of teachers, the teachers moral andthe classroom behavior pattern of teacher’s and the teachers values and the teacher’s attitudetowards profession. Some of the findings were that pupils interacted differently in the classesof married, unmarried or deserted teachers, Male teacher’s devoted more time in askingquestions than female teachers, and young teachers had more favorable attitude towardsteaching profession, classroom teaching and educational process than older teachers. George and Joseph (1983) studied on the effect of Microteaching ongeneral teaching competence and teacher attitude of the B. Ed. Trainees, department ofeducation research and studies. The main objectives were to find out if there is any significantchange in the general teaching competence of the B. Ed. Trainees as a result of exposure tothe techniques of micro-teaching and to find out if there was any significant change at theattitude of the B. Ed. Trainees as a result of adoption of microteaching. The major findingswere that there was no significant difference in the teacher attitude score of the B. Ed.Trainees before and after exposure to the techniques of micro-teaching and the students’reactions to the microteaching approach are positive and favorable generally. Jha(1985) highlighted about the progress and development in education,covering pre- and post-independence periods. He viewed that education should inculcatesocialistic, secular and democratic values among the students. In the survey of education, theauthor had covered deliberations and suggestions of various committees and commissions setup from time to time. Further, observed the study of vernacular boys emphasized on both as asubject and medium of instruction by various committees and commissions during the Britishrule, viz., Open University and educationalbroadcasts and telecasts. The author was of the viewed that a link has to be establishedbetween education and economy and that education and research has to be made need basedand more attention has to be devoted to applied research, although fundamental research wasalso necessary for advancement of knowledge. He further brings out with the reference of theprivate managed institutions.Mishra (1986) studied on the attitude of teachers working in Government aidedconventional SankritVidyalaya of Varanasi towards teaching profession. His main objectivewas to study the attitude of the teachers working in conventional SankritVidyalayas towardsthe teaching, 158 teaching process, etc. His main findings were that there was gender differencein the attitude towards teaching, male teachers scoring higher than the female teachers andthe designation of teachers did not influence the attitude towards the teaching profession. Sally (2004) had presented that parenting plays an important role indetermining the intellectual, attitude, behavior, education and social outcome of the childrenand youths. The author discusses the parenting on early cognitive development by viewingdivided theorists and suggests for positive parenting practices to promote cognitivedevelopment like emotional and verbal responsiveness of parents, cognitive stimulation in thehome environment, parental use of control and facilitation of independence and the use ofdiscipline and punishment. The author also brings to light the variations in parenting practicesaccording to social class and ethnicity. The study highlights the impact of parentalinvolvement on children’s academic achievement and influence on its development of careerexploration and occupational choice. It further discussed the impact of culture and socioeconomic status on parental involvement in education and presented the suggested activitiesthat parental can used to promote their child’s academic success.Bhutani(1986) studied the effect of some cognitive and personality factors onattitude change. He also conducted the pre-try out study on 405 college students (185 boys and 220 girls). The sample was selected through multistage cluster sampling. His major findings are those with higher cognitive consistency were less prove to attitude change than those with less cognitive consistency, boys were proved to be more consistent than girls, there was a significant difference between the changed score of flexible boys and girls in favor of girls and girls had higher cognitive complexity than boys. Khushwaha(1986) investigated into the attitude and role perceptions ofsecondary teachers, Rajasthan. The main findings are that teachers’ quality was inverselyrelated to the referred role, there was no relationship between teaching experience and themotivator role and there were no significant differences among the high, medium and lowattitude groups on the role of the motivator and on the counsellor. Sarker(1986) conducted a study to find the correlates of children attitudestowards their parents. The main objectives of the study were to examined the relationshipbetween children’s attitude towards their parents and variables like children perception of parental love, their birth order, gender and some aspect of personality. Some of the importantfindings were 159 that attitudes scores were normally distributed, boys and girls with favorableand unfavorable attitude did not differ with respect to their personality and the third bornchildren attitude towards their parents differed significantly.Brundaban and Mishhra(1991) highlighted the wide disparity of educationdevelopment of Tribal literacy with other population among the various states and within the districts of Orissa and observed the differences due to late exposure to formal education, different approaches in different state, socio-economic and culture. He further highlighted that lack of adequate educational development with high drop-out rate and less rate of retention led the Tribal population continue to remain traditional and he feels a need of new approach for educational of Tribals by bringing overall change in our society as the earlier efforts progress are slow in Tribal education. Bovina and Varghese (1993) assessed the status of primary schools inregard to the facilities provided and the local environment in which they function, making comprehensive analysis of the quality of primary schools functioning in varying conditions ranging from urbanized locality to rural locality, measure the outcomes schooling in terms of achievement of levels of the learners with specified reference to literacy and skills and identify various inputs and process factors associated with students achievement. Bussell(1994) highlighted on the relationship between mothers andstudent’s attitudes towards education and the academic performance of the students. The study was conducted to investigate the relationship between mothers’ attitudes towards educationand the attitude of their children towards education, the relationship between mother’s attitude towards education and the academic performance of their children in grade one through eight and the relationship between children attitudes towards education and their academic performance in grade one through eight. Attitude was measured using the parents’ attitude towards education scale. Results did not indicate that a relationship exist between mother’s attitude and students’ academic performance and between student’s attitudes and their academic performance were positive however were not significant at the 0.05 level.Canon (1994) studied on a comparison of parents, teachers andstudents in their attitudes towards three different type of school schedules with a focus on the 45-15 years round schedules. The purpose of this study was to identify and compare differences among students, parents and teachers in their attitude towards three different types of school schedules with a focus on the 45-15 years 160 round school schedule. The studyrevealed that studies are most positive towards monthly school schedule and least positivetowards the 45-15 years round schedule. Lalneihzove(2010) emphasized about the important of women’s education and stated as the major issues of concern for the Government of India as well as the society at large. The author highlighted the historical background on women’s education in India and the ground reality of the status of women’s education. The women’s education not only helps in the development of half of the human resources but in improving the quality of life at home and outside. The author was also of the viewed that educated women not only tend to promote education of their girl children but also provide better guidance to all their children. It can also help in the reduction of infant mortality rate and growth of the population. Further, it brings out some barriers to women’s education and the main reasons were the dissimilarity in proficiency rates amongst urban and country ladies because of the part of social and financial obstructions in the equivalent access to instruction for Indian young ladies. Mohan and Murthy (2010) consider the change in the training framework in India was ease back because of uneducated guardians, an exorbitant instruction framework and insufficient tutoring offices. The Right to Education Act 2009 imagines for mandatory and quality instruction to all kids and to outfit them with information, abilities and qualities. Further, they were of the view that without overhauling the principles and abilities of the instructors and without giving the required foundation and offices, it can't accomplish the targets of the Act or general training. They proposed different measures and prescribed particular arrangements for distraught gatherings, for example, youngster workers, transients' kids, kids with uncommon requirements and the individuals who have an impediment attributable to social, social, monetary, land, semantic, sexual orientation, and so forth. Snehalata (2010) featured that the manages of station framework progression and retrograde esteem framework had subjected to unreasonable treatment of ladies in Indian culture, more far reaching in country social orders because of absence of education and age old religious conventions limit the raising of young lady youngster by which denying the chances to develop as a person through instruction and restricting to the house or family in the end marriage being the main objective. The creator saw from field considers that training and mindfulness assume a fundamental part in stimulating ladies from the 161 condition of apathy and hardship and rudimentary instruction and introduction to changed condition cast a positive impact and ingrain a feeling of freedom, independence and bravery to confront the chances with guts. Further, it brings out the massive contrast between the urban and particularly metropolitan life to the realities of rural India. PTI (2011) reported about Human Resource Development of India that approximately 2.91 lakh classrooms at elementary level and lakh classrooms at secondary stage of education was estimated to be required despite the sanctioned to construct classroom under SarvaShikshaAbhiyan (SSA) and to install water purification system in rural schools under Jalmaniprogramme. Further, it was also reported that only 54.82 per cent schools in the country had common toilets while 58.82 per cent schools had girl’s toilets and 92.6 per cent had drinking water facilities and also viewed that the enrolment of Muslim children in both primary and upper primary education had increased steadily.Bishwajit(2012) opined that education is the strength of a nation’s however viewed that Manipur as a state is yet to recognized especially in elementary schools where the system was severely paralyzed and dysfunctional which are regarded as a black hole in the primary education system. He further highlighted various problems such as inefficiency and ineffectiveness of the Ministry website, no pupil or less pupils in the schools, drop out of pupils, improper salary of teachers and also the state government unable to spend on education. He further highlighted various reports and felt that Manipur need to find asolution to improved its education system.

Methodology The purpose of the present study was to record and compare the perception of the respondents about the literacy rate inBalochistanasa case study of primary education. In addition, the study determines the obstacles of the secondary schooling system at the province level. Further, the study record perception and satisfaction level of respondents regarding the literacy rate. The following chapter includes research design, sample selection, instrumentation development, data collection procedures and the analysis of data. Descriptive type of the research to obtaining the discernment of the respondents about the present condition of the natural phenomena (Gall et al., 2006; Trochim 162

2000). According to Kerlinger (1985), “survey research is a systematic, controlled, empirical and critical investigation of the hypothetical proportions about the presumed relations among the natural phenomena”. However, field can be used to attain the reliable and accurate primary data (Trochim, 2000). A sample of one hundred (100) respondents was selected by using simple random sampling. The target population and sample size of the respondents was examined by utilizing the tables of population “selecting sample sizes” (McCall 1980; Fitz-Gibbon and Morris 1987) at the .05 percent error frequency. Cronbach’s Alpha program was used so as to determine the reliability of the opinion poll (Aryet al., 1996). The reliability constants are indecisive from .87 to .89, signifying that the rational prearrangement of the opinion poll was good (Nunnally 1966). With the help of coding sheet, all the data were tabulated, summarized and analyzed with the help of SPSS, statistical computer software. Results and Discussion Demographic results Demography is the mathematical and statistical study of the educational status, age composition and distribution of human population. Through the demographic study of the respondents the information required was about; the respondents’ age, educational level, service experience and training direction. Figure.1.Age (in years) of the respondents

Up to 20, 51 – above, 1% 12%

36 – 50, 21 – 35, 33% 54%

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The figure-1 shows that only 1% of respondents belonged the age group up to 20 years, 54% had 21 – 35 years of age, 33% had 36 – 50 age group while 12% had 51 and above years of age group.

Figure.2. Education level of the respondents

Master, 13%

Matriculation , 29% Graduate, 4%

Education Intermediate, Diploma, 14% 40%

Figure – 2 indicates that 40% of the respondents had higher education diploma, 13% of respondents were master, 29% had matriculation, 14% had intermediate and 4% had graduate level of education.

Figure.3. Service experience of the respondents

31 – above, 11% Up to 10, 30%

21 – 30, 21%

11 – 20, 38%

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Figure – 3 depicts that 38% of the respondents had 11 – 20 years of teaching experience, 30% had up to 10 years teaching experience, 21 % had 21 – 30 years teaching experience and 11% had 31 and above years of experience. General information The general information in the shape of secondary data was collected by the Directorate of Education Balochistan.

Table.1. Summary statistics regarding number, enrollment, and teaching staff of government schools in Balochistan (2006-07 to 2008-09). (Number)

INSTITUTIONS 2006-07 2007-08 2008-09 PRIMARY SCHOOLS 10341 10442 10668 Male 7485 7566 7743 Female 2856 2876 2925 ENROLMENT 504930 521627 535592 Male 295008 308329 317350 Female 209922 213298 218242 TEACHING STAFF 17885 17939 18360 Male 12456 12445 12694 Female 5429 5494 5666 MIDDLE SCHOOLS 862 860 889 Male 583 583 588 Female 279 277 301 ENROLMENT 140536 146444 155472 Male 85793 90032 91174 Female 54743 56412 64298 TEACHING STAFF 10545 10724 11268 Male 7056 7154 7307 Female 3489 3570 3961

Source:- B E M I S, Directorate of Education Balochistan Quetta . The table-1 reveals the all summary statistics regarding number, enrollment and teaching staff of government schools in Balochistan during the year of (2006-07 to 2008-09). In this regard the data depicted that during the year of 2006-7, the total numbers of males were 7485 and females were 2856. While, during the year of 2007- to 20088, the total numbers of males were 7566 and females were 2866. However, during the year of 2008-9, the total numbers of male were 7743 and female 2925 about the primary school level enrollment. Further, the data show that during the year of 2006-07 the total numbers of schools were 10341; in the year of 2007-08 the overall 165 numbers of schools were 10442 and during the years of 2008-09 were 10668 respectively. While the data regarding the enrollment show that during the year of 2006-7, the total numbers of males were 295008 and females were 209922. While, during the year of 2007- to 20088, the total numbers of males were 308329 and females were 308329. However, during the year of 2008-9, the total numbers of male were 317350 and female 218242. Further, the data show that during the year of 2006-07 the total numbers of school enrollment were 504930; in the year of 2007-08 the overall numbers of schools were 521627 and during the years of 2008-09 were 535592 respectively. In addition, the data regarding the teaching staff show that during the year of 2006-07 the total numbers of teaching staff were 17885; in the year of 2007- 08 the overall teaching staff strength were 17939 and during the years of 2008-09 were 18360 respectively. However, in this regard during the year of 2006-7, the total numbers of males were 12456 and females were 5429. While, during the year of 2007-08 to, the total numbers of males were 12445 and females were 5494. However, during the year of 2008-9, the total numbers of male were 12694 and female 5666. While the data regarding the enrollment of middle schools show that during the year of 2006-7, the total numbers of male’s schools were 583 and females schools were 279. While, during the year of 2007- to 20088, the total numbers of male’s schools were 583 and female’s schools were 277. However, during the year of 2008-9, the total numbers of male’s schools were 588 and female’s schools 301. Further, the data show that during the year of 2006-07 the total numbers of middle schools number were 862; in the year of 2007-08 the overall numbers of schools were 860 and during the years of 2008-09 were 889 respectively. Furthermore, the data reveal that the enrollment of middle schools shows that during the year of 2006-7, the total numbers of males were 85793 and females were 54743. While, during the year of 2007- to 2008, the total numbers of males were 90032 and females were 56412. However, during the year of 2008-9, the total numbers of males were 91174 and females 64298. Further, the data show that during the year of 2006-07 the total numbers of middle schools number were 140536; in the year of 2007-08 the overall numbers of schools were 146444 and during the years of 2008-09 were 155472 respectively. 166

In addition, the data regarding the teaching staff of the middle schools show that during the year of 2006-07 the total numbers of teaching staff were 10545; in the year of 2007-08 the overall teaching staff strength were 10724 and during the years of 2008-09 were 11268 respectively. However, in this regard during the year of 2006-7, the total numbers of males were 7056 and females were 3489. While, during the year of 2007-08 to, the total numbers of males were 7154and females were 3570. However, during the year of 2008-9, the total numbers of male were 7307and female 3961.

Table.2. Teaching staff of primary schools by sex and by district in Balochistan (2006-07 to 2008- 09). 2006-07 2007-08 2008-09 DISTRICTS Male Female Total Male Female Total Male Female Total BALOCHISTAN 12456 5429 17885 12445 5494 17939 12694 5666 18360 Quetta 1051 656 1707 1044 690 1734 1052 668 1720 Pishin 879 454 1333 880 454 1334 927 431 1358 Chagai 197 99 296 193 85 278 196 88 284 Killa Abdullah 546 86 632 539 85 624 548 89 637 Zhob 365 142 507 365 142 507 370 164 534 Loralai 640 249 889 644 264 908 653 269 922 Musa Khail 222 87 309 232 89 321 233 96 329 KilaSaifullah 568 183 751 570 181 751 629 196 825 Sibi 430 271 701 295 162 457 301 184 485 Bloan/ Kacchi 567 116 683 570 115 685 577 123 700 Ziarat 222 91 313 228 94 322 231 97 328 Kohlu 310 79 389 322 76 398 326 83 409 Barkhan 472 226 698 478 222 700 491 239 730 DeraBugti 487 79 566 451 69 520 427 74 501 Nasirabad 405 160 565 397 162 559 432 169 601 Jaffarabad 895 376 1271 884 384 1268 889 393 1282 JhalMagsi 268 116 384 257 108 365 269 107 376 Kalat 390 239 629 390 239 629 399 255 654 Mastung 340 156 496 339 161 500 344 168 512 Khuzdar 687 283 970 687 283 970 682 301 983 Kharan 172 60 232 169 65 234 172 62 234 Lasbela 561 191 752 565 193 758 569 229 798 Awaran 254 72 326 248 74 322 256 75 331 Turbat/ Kech 604 429 1033 622 460 1082 628 465 1093 Gawader 190 108 298 198 104 302 198 105 303 Panjgur 281 244 525 291 252 543 292 244 536 Noshki 164 134 298 165 127 292 165 131 296 Sherani 165 12 177 165 12 177 162 16 178 Washuk 124 31 155 122 33 155 131 34 165 Harnai 0 0 0 135 109 244 145 111 256

Source:- B E M I S, Directorate of Education Balochistan Quetta The table 2 depicted that the regarding the teaching staff of the primary schools show that during the year of 2006-07 the total numbers of male teaching staff were 12456 and female were 5429, in this regard the total numbers teaching staff were 17885. In the year of 2007-08 the overall male teaching staff strength were 12445 and female were 5494, in this regard the total numbers teaching staff were 17939 during the years of 2008-09 167 respectively.While, during the year of 2008-09 to, the total numbers of males teaching staff were 12694 and females teaching staff were 5666, in this regard the total numbers teaching staffs were 18360.

Conclusions and recommendations The primary education system In Balochistan province framework exhibited the dejected ailment and dull state for the frequent lengths because of the impulsiveness variability in the province. In this regard, the limiting factors such as low financial allocations, teaching staff absenteeism, lack of school physical infrastructure and the like play major role to the debauched ailment of the education system. Based on achieved results following conclusion was developed.Only 1% of respondents belonged the age group up to 20 years, 54% had 21 – 35 years of age, 33% had 36 – 50 age group.Indicates that 40% of the respondents had higher education diploma.Most 38% of the respondents had 11 – 20 years of teaching experience. All summary statistics regarding number, enrollment and teaching staff of government schools in Balochistan during the year of (2006- 07 to 2008-09). In this regard the data depicted that during the year of 2006- 7, the total numbers of males were 7485 and females were 2856. While, during the year of 2007- to 20088, the total numbers of males were 7566 and females were 2866. The teaching staff of the primary school’s data show that during the year of 2006-07 the total numbers of male teaching staff were 12456 and female were 5429, in this regard the total numbers teaching staff were 17885. In the year of 2007-08 the overall male teaching staff strength were 12445 and female were 5494, in this regard the total numbers teaching staff were 17939 during the years of 2008-09 respectively.While, during the year of 2008-09 to, the total numbers of males teaching staff were 12694 and females teaching staff were 5666, in this regard the total numbers teaching staffs were 18360.Based on attained outcomes following recommendation was optional.The government Balochistan should be delivered incentive or free economic assistance to the students in order to inspire the parents to guide or send their descendants to schools so that reduce the dropout ratio.The local government body, public/ private sector, NGOs should upkeep and stimulate education themes and increase the literacy rate in at the province level and allocate the budget for the accelerating the education level.Deceit in education sections is lonely of the limiting factors for the 168 underprivileged literacy rate in the at the province level. A functioning and effective M&E system should be required in education sections so that reduce the deception education level.Joblessness in the educated department either men or women. In this regard, it is suggested that the government should be created job in education sector.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

THE ROLE OF PRINCIPALS IN SCHOOL IMPROVEMENT AT CHILTAN TOWN, QUETTA

Nazir Ahmed Research Scholar M.Phil Education

Abdul Nasir Kiazai Research Supervisor Abstract Leadership is something that defines the future of a nation and destines it on a coherent path. A leader is a person who sacrifices the persona gains and interests and converts them into the interests of the nation and burns the mid night oil to steer the nation out of the misery and guides them to the path of glory and development. For this purpose a sample of 15 colleges principals were chosen for the case study .where by a questionnaire was used to know the attitude of the principals the SPSS test was used to check the variance in the attitude of the principals. The results depicted that the principals are more conscious administrative role. The case of the leadership quality of the principals of the school and colleges of Chilton Town, Quetta. This research mainly focuses on their role in improving the standards of education at these schools and colleges.

Key words: Role, Principals, Schools, Improvement, Colleges

Introduction There is no denying the fact that the modern world demands more competition with efficiency. Efficiency is the usage of the resources at disposal so effectively and so efficiently that it moves the organization or the institution or even a network to smoothly function. For smooth functioning leadership is primarily essential. A leader is a person who’s dynamic and charismatic personality attracts all toward unity under its umbrella and whose uncontroversial personality guides the group of the following people toward the attainment of some particular goals. In the cutting edge globalization and 173 swiftly advancing world where change and adaptability have become the absolute reality, there the role of a leader is more important than anything else. (Hussain, 2000). Given the research article, the leadership of the principals at the schools in general and their leadership at the schools of Chilton Town in particular are thoroughly analyzed. A principal is the key organizer of a school. The improvement of the entire structure of the school or college is entirely dependent on the pro-active role and leadership of the principal. The given research analyzes the role of the principals of Chilton Town in comparison with the modern world educational institutional in order to oversee the role and contribution of the principal in upgrading the standards of education at Chilton Town. It is very essential for a principal to have the equality of adaptability with the changes of the modern world and work in accordance with the changing demands of education. (Khan, 2009). The environment of the study or the students in backward countries and developing countries like Pakistan is not up to the mark. The investment and the efforts o the successive governments in this regard are not satisfactory. Therefore, it is up to the individuals that how they emerge to the scene and play their role in creating an environment that is conducive enough for the students to learn and polish their skills. In the general case, the individuals can be parents or any other responsible person from the civil society who without the help of the government does volunteer work on it own for improving the standards of education. Nevertheless, the person in particular who is mainly the front leader in this regard is the principal of a school or college. Being strict disciplinarians, the principals can create punctuality among the students and the faculty. (Abbasi, 2011). Being the key organizers, they can use the resources at their disposal which are given to them by the ministry of education or the district education office; they can properly invest them and use them in the best possible manner. Being dynamic leaders, they can prevent the use of the unfair means in the exams or check the influence of the clerk lobbies and lobbies from the other faculty groups. A principal is supposed to immediately end nepotism and favoritism and in order to do this, they have to face and tolerate external political pressure as well. Seen in the principals of Chilton Town, most of these qualities are inherent in them. They have managed the schedules of the 174 schools well and the classes are neither bunked by the students nor left alone by the teachers. (Alam, 2004). The faculty and clerk lobbies have been considerably minimized. External political pressure for new appointments, for funds or for favoritism has been dealt well by them. Where they have shown so much resilience there they are also prone to succumbing to external pressure, especially, when it comes from the ministry of education or from other pressure groups. One problem that the principals in spite of being dynamic leaders facing them is that they have to work in the realms of the local cultures no matter how advanced their thinking or approach may be. The teachers mostly are not well trained and they lack the skills to adapt to modern teaching modes and methods. The principals if want to adopt new things in the curriculum, many of the faculty members lacking the training face hardships in implementing them. (Khan, 2013). Besides, the principals in spite of being innovative and creative, for most of the part, they have to work in the realms of the curriculum that is given to them and approved by the ministry of education even if the syllabus is obsolete or does not garner the needs of the students to compete in the modern world. This research, however, takes a deeper look into the aspects of the leadership of the principals at the schools of Chilton Town. One very important aspect of the leadership which is often ignored is the decision making power of the principal in the critical moments and situations. Dealing with the parents, checking the menace of cheating, brining the faculty and other pressure groups under control, meeting the new challenges and demands under the scarce resources, all these aspects show that the principals do possess decision making capacity under critical circumstances. The desire to overcome hesitancy and indecisiveness in acting is another crucial quality of the leadership skills of the principals of schools of Chilton Town. The existing literature shows that besides being leaders, the principals, have to be good managers as well. The entire management of the administration of the schools is in the hands of the principal. If the principal is lethargic and lackluster, the entire administration of the school will slow down and perform poorly. Unless a principal is not a good manager, he or she cannot be a good leader and cannot use the resources within the structure and other limitations of the structure to upgrade the standards of education. (Horland, 1999). 175

This study, along these lines, is a real endeavor to fill this split of learning by inquiring about arranged considerations of school movement in making nations with a specific genuine target to help develop a solid base of information, which would be ideally used to enhance both practices and plans as to persuading master at the top in an educational affiliation. The leadership quality of the principals of schools of Chilton Town is comprehensively explained through tables, graphs and data analysis below. (Haleem, 2014).

Methodology This research study is qualitative in nature. The previous studies have adopted qualitative, quantitative, and mixed approaches to reach different results. This research study is particularly predominantly qualitative because it seeks to come up in-depth analysis of the situation at hand. In-depth analysis would give enough time to ponder over those important questions which should concern us (Rugh & Bossert, 1998). Another reason is the aim is to explore from all possible dimensions leadership role which results in the improvement of the school. This research is also descriptive in nature as it seeks to find out some results pertaining to a model which already exists outside the boundaries of Pakistan. Now the aim is to apply this model inside the particular environment of Pakistan in order to find out if results are going to be any different. Questionnaires and semi-structured interviews was conducted in order to ascertain whether there really exists a relationship between the effective leadership of a principal and school improvement. Semi structured interviews are more likely to arms ourselves with most important information which is deep, profound and that is it. Semi structured interviews are most likely to be formal and they lack the chance of being with the family. Design of the study The city that was chosen for the population of the study was the district of Quetta and the location was the Chilton Town where the questionnaires were distributed. As far as the population of the research is concerned, 15 colleges were selected where the questionnaire were filled in order to gain the responses of the people with regards to the research topic. These questionnaires helped out in understanding the leadership qualities of the students that how they affected the activities and the entire regulation of the schools and colleges. 176

Results and Discussion The Pearson correlation finds the relationship (positive and negative) among independent and dependent variables. The co relational value falls between up to 1, whereas the sign reveals the influence of one variable on the others as positive or negative. The statistical results revealed that the principals do have many of the leadership qualities which are required to compete with the modern world. Principals arrange educational programs for students and always try to keep in touch with them for the solution of their problems

Table.1

There is no denying the veracity of the fact that half of the respondents agree to the fact that the students have cordial relations with the principals. In other words, the principals are in constant touch with the students which helps them keep in touch with the affairs and problems of the students. Keeping a vigilant eye on them makes it easy for them to know that under what kind of circumstances do the students live and under what circumstances do they study. Being acquainted is very essential for a principal in order to become a highly influential leader as a leader should know all the activities of the students and the environment should be changed accordingly. 46 percent of the respondents agree to the point that the principals enjoy cordial relations with the students to the limit that they should know their problems. Besides that, a very less number of the respondents disagree to the point that the principals at the schools of Chilton Town are cooperative. To them, they are very strict and being very strict 177 makes them very distant from the students. The more distant they are from the students the more they get far from the problems that persist at schools.

Table 2 Frequency and percentage of the principals of Chilton schools are very good at Communication skills, planning, implementing, supporting, advocating, communicating and monitoring

In this given chart which is shown above, the respondents which involved the parents, the members of the civil society and others from the areas of Chilton Town who gave their opinion saying that the principals are effective in the communication skills. The majority of them showed their agreement 69.5 percent of the respondents agreed upon the above mentioned fact with regards to the leadership quality of the principals. As the communication skill grows strong, the principal can tackle other issues of the schools with ease. As the communication skills make the very base for the further planning and monitoring of the activities of the schools, therefore, it is very easy for a person to deal any uncertain circumstances with any uncertain circumstances if the communication skills are well enough. Establishment of pressure groups by staff members creates hurdles in achieving productive goals.

Table.3 178

The overwhelming majority of the people show their agreement with regard to the creation of the pressure groups at schools and these pressure groups later on exert pressure on the principals and other administrative officers in order to attain their vested interests. Given the fact in point, it creates enormous hurdles in the creating a productive environment which is highly injurious for the creativity of the students as a whole. These lobbies sometimes get so much powerful that they disturb the entire process of the activities of the principals, thus badly affecting their leadership qualities. A novel paradigm of leadership, instructional leadership, is now frequently investigated and practiced in many schools. Leadership for a principal becomes non-existent if the hurdles are not overcome and instead allowed to mount over. As a matter of fact, this is true in the case of the principals of Chilton Town.

Discussion A leader is not defined by the family background, neither the position it holds nor the treasures it holds, as a matter of fact, a leader is defined by the skilled guidance to the people and the followers. A leader is a person who seeks a path that is coherent and destined to achieving the aspired goals. A leader is a person who is willing to sacrifice and lay down the wishes and personal aspirations for a community or a nation. In the similar fashion, a principal is a figure, whose leadership is often neglected and ignored in our society. The management and leadership role of the principals of the schools and colleges of Pakistan is never appreciated. In fact, they are condemned 179 and criticized whenever there is a loophole in the system which, if seriously analyzed, is neither the fault nor the creation of the principal. He is the instrument of change and the change agent who modifies and sacrifices the path for the students, in fact, of the entire generation that how to pace with the new realities of the world once the students pass out from the schools. They are the key to the undeniable change in the society. The history bears testimony to the fact that principals have created future leaders who later on changed the face of the countries and nations through their political, cultural, economic and social reforms. The base from where they got the energy and the strength to face the challenges of real life and the inspiration they received to take bold decisions came from the motivation of the principals. The leadership skills they learnt came from the principals at the time of the schools where they saw in them the guidance and the courage of decision making in times of need. As the data was gathered through the questionnaires that were filled by the students, teachers and parents of the town of Chilton with regards to the performance of the principals at the schools of the town, few tables and graphs were gained through the SPSS formula. Thus, the tables and graphs given above are analyzed in this portion in the context of the performance of the principals in improving the standards of education with the creative leadership and management skills. Communication skills, planning, implementing, supporting, advocating, communicating and monitoring of the principals of the schools of Chilton Town is remarkable as seen from the results and findings in the above mentioned tables passed through the SPSS formula. This shows how the principals have kept tight the study chain at the schools. Communication skills are very essential to deal with the parents of the children and they are also essential to attract other donors in times of needs. Besides, the communication skill is very essential in periods of visits from the higher officials in order to attract their attention toward the immediate and long term needs of the schools and their structures. Once the communication phase is successful and over, then comes planning. No one can be called a leader if the person lacks the quality to do planning that how to and where to invest the resources and the funds received from the ministry of education or how to conduct the scholarships often announced from other elite schools or foundations. Frequent meetings are 180 important as well as they keep a check on the activities of the students as well as on the teachers and other administrative staff. Frequent meetings bring certain loopholes and problems in the notice of the principals that need immediate attention of the principal in order to get rid of them. Therefore, another key aspect of the principals of the schools of Chilton Town in the phase of their leadership is their implementation plan. A leader does not necessarily always give command and rules, but a good leader is a person who takes the entire administration along with him or her. Therefore, supporting or advocating the staff and appreciating them for the god needs and innovations and for the programs conducted is a main part of the leadership of the principals. Monitoring is the last, but a very important aspect of leadership. Keeping a vigilant eye on the studies and entire schedule of the schools, keeping a vigilant watch on the behaviour of the faculty and their relations with the students, keeping a strict eye on the behaviour of the students and their social circles are also some of the very critical parts of the leadership of the principals which are glaring inherent in the principals of the schools of Chilton Town. There is no denying the fact that the establishment of pressure groups by staff members creates hurdles in achieving productive goals. In the schools of Chilton Town, this menace is seriously taking pace with the passage of time. The pressure groups are increasing and exerting heavy influence upon the principals. Without an iota of doubt, the principal do contain and check their influence, but many faculty members along many administrate members have political backgrounds which sometimes gives much hard time to the principal to deal with. This happens especially in the time of the new appointments in the schools. There is of course merit based criteria for appointment, but sometimes, the political pressure surpasses the merit and every pressure group lobbies to bring their own people in the staff. Even the pressure groups try to create hurdles in the promotion of the neutral staff members which is a very precarious situation to explain in the schools. Furthermore, Principals arrange educational programs for students and always try to keep in touch with them for the solution of their problems which is highly appreciable. The principals do invite the parents and the other important figures from the civil society to garner support for the educational programs and to motivate the students. 181

Principals involve in favouritism and nepotism among the teachers as well as the students. While distributing the questionnaire and conducting the SPSS to analyze the data, it was revealed that many parents and outsiders complain of the favouritism by the principals. Even if they do not do favouritism and nepotism by themselves, their silence is promoting this culture in the schools of Chilton Town which is very astounding and must be a great reason to worry. Favouritism and nepotism eats the capacity building like a termite and drives all the energy and skills along the talents of the students to the vain.

Conclusion In order to measure the progress of a school, the leadership of the principal is regarded as the backbone. For measuring the leadership and managing skills of a principal, it is essential to measure the responsibility of the principal to regulate and monitor the affairs of the school. In the absence of the given qualities, the principal is just an ordinary person who is just performing the duty without paying attention to the very basics of the job the principal is doing. It is more or less out o the question to see the progress and improvement of the educational standards in a school if the principal does not hold itself accountable for all the actions and inactions within the structure of the school. However, the principals of schools of Chilton Town are much more advanced in this regard. They are well educated and their leadership and management skills are highly mature. The fact of the matter is that they possess the capacity to adapt with the changing needs and demands of the modern world which is by all means the prerequisite for developing countries like Pakistan.

Key recommendations The standard of education at the schools of Chilton Town is very good, but there is always need for improvement. There is always room for capacity building not only for the students and others, but also for the principals. The principals are doing their job well enough, but there are certain areas where they must put emphasis in order to further improve their own skills as well as upgrade the standards of education at their schools. First, they must pay heed to complaints of the parents and the community members over favoritism and must end this menace immediately. 182

Secondly, they must conduct faculty performance appraisal reports on regular basis which must be conducted under a neutral environment and then they must be dispatched to the ministry of education and the future promotions, transfers and demotions of the faculty members must be based on these given appraisal reports. Thirdly, there must be constant parents meetings where the parents must be apprised of the study level of their children and their performance. Fourthly and lastly, the funds must not be allowed to be misused or embezzled by the administrative staff or by other external sources and the principals should actively participate in the administrative process in order to control the misuse of the resources. Only then the future generation from these schools can pace with the modern world and its challenges.

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References Abbasi, T. (2011). Pakistan and its Educational structure . Soical Scinces , 7- 14. Alam, M. (2004). Principal the main Change agent . Jakarta: Dowalli. Haleem, M. (2014). Role of Principal in school development. Khan forum, 4-9. Horland, R. G. (1999). Education and the components for its improvment . Washington : Sheller.com . Humbar, W. (2008). leadership in schools and the positive role of principals . Social Sciences , 6-13. Hussain, T. (2000). Education and the case of the provinces . Naqvi forum , 13-21. Hussian, M. (2014). Principal of schools and their vision for change . Educational forum , 11-16. Khan, A. (2013). Education setor of Balochistan: poor literacy rate in province . AID , 10-14. Khan, A. (2009). Balochistan educational structre and the principals of Schools in Quetta. Eductaional Institution, 5-12. Khurum, S. (2013). Principal of the schools and the educational improvment . HEC, 8-12. Khan, D. (2004). literacy in Pakistan . Balochistan MISC , 10-18. Khan, S. (2011). Balochistan and school managment for improvement . Sagar Publication, 7-11. Sole, S. T. (2003). School Principals and the curriculum . Social and Art, 12- 19.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

The Implementation of Early Childhood Special Education Curriculum in the Actual Classroom: A Qualitative Investigation Dr. Ghulam Fatima Assistant Professor, Department of Special Education, University of the Punjab, Lahore, Pakistan) Email: [email protected]

Dr. Misbah Malik Assistant Professor, University of Education, Township Campus, Lahore, Pakistan) Email: [email protected]

Mrs. Sadia Suleman Khan (Assistant Professor, Sardar Bahadur Khan University, Quetta) Email: [email protected] Abstract

The main purpose of this qualitative study was to explore the implementation of Early Childhood Special Education curriculum in the real classrooms of young children with deafness. The population of study included all sixty eight (68) classes (K.G.1= 34, K.G.2= 34) in thirty four (34) Government Deaf & Defective Hearing Schools located in thirty one districts in Punjab province of Pakistan. Punjab was divided into four zones for the selection of a representative sample of classrooms. One school from each zone was randomly selected. Two classrooms from each school were selected as sample of study. Three observations in each classroom (3x2=6 observations) were made. The total number of observations was twenty four (24). A self-developed and validated observation checklist consisting of curriculum components of speech, speech reading, reading, writing, mathematics, and evaluation, was used for observing instructional practices of teachers regarding implementation of ECSE curriculum in the classroom. Tellies were marked on observation checklists to record the instructional practices of teachers against each component. Data were analysed on SPSS. Mean scores and standard deviations were reported. ANOVA was run to find the statistically significant difference among instructional practices of teachers of four district level schools located in four zones of the Punjab province. It was observed that sufficient time was not being given on teaching 185 speech and speech reading. Instructional material was being used on a very limited scale. Major aspects of observations were reported in tabular and narrative form. Conclusions were drawn and recommendations to the teachers, and school principals for the better implementation of curriculum weremade.

Key words: Early Childhood Special Education, curriculum, young children with deafness Introduction

The early years of a child’s life lay foundations for his subsequent acquisition of information about the world, communication with family and society, and development of cognition and linguistics (Abidi, 2015). If a child acquires spoken language skills at the age of three years, he will be able to get prepared for taking part in all activities offered in a pre-school setting, and involve in important social interactions with his peers and teachers. It has been reported that children who are not exposed to enough amounts and quality of language during their early years are in the hazard for unsatisfactory performance in both language and educational accomplishments later in childhood ( Hart & Risley, 1995; Nathan, Goulandris, & Snowling, 2004; Rescorla, 2002). Developmental procedure for the acquisition of language is impeded by deafness in young children. The profound and permanent nature of deafness results in an early stoppage in speech, language, and communication. As a consequence, cognitive and social development and subsequent educational progress including literacy are all affected (Hart & Risley, 1995). So the early childhood education refers to a group setting deliberately intended to affect developmental changes from birth to eight years. The early years of child’s life are the prime time for parents, teachers, administrators and caregivers to provide positive experience that will affect the rest of child’s life. Children develop faster during these early years than any other time of their lives (Gordon and Browne, 2000). Early Childhood Special Education refers to free, appropriate, specially designed instruction to meet the unique needs of preschool children with disabilities whose age range is between three to five years. They are 186 provided with instruction in any of the following settings: Home, hospitals, institutions, special schools, classrooms, and community child care or preschool settings, or both (IDEIA, 2006; Oregon Administrative Rules for Special Education, 2013). It is a recurrently reported truth that students with and without deafness exhibit a significant academic achievement gap (Meadow-Orleans, 2001; Marschark, 2006). The median reading comprehension score as calculated by the SAT-9 for 17 and 18 year old students with deafness and hard of hearing is about same to that of hearing students of grade fourth (Gallaudet Research Institute, 2005). This point is higher a little than achievement scores in reading reported a quarter of a century ago. Experts in the deaf field have related this failure to the scarcity of research and uselessness of instructional strategies used with deaf or hard of hearing children (Marschark, 2006). Generally speaking, the program administrators, parents, and teachers decide on the basis of their philosophical commitments what is better for the educational progress of children with deafness. Research focusing on instructional strategies, curricula, teachers, and program distinctiveness is not in abundance (Meadow-Orleans, 2001). Early Childhood Special Education (ECSE) programs are of extreme importance. Excellence in programs is dependent on concentrating on classroom activities and interactions, classroom environment, staffing qualities, professional development, management and support services, and parental engagement (Buysee & Hollingsworth, 2009). Ideal ECSE programs should be incorporated, all-inclusive, standardized, flexible, peer and family related, and outcome-oriented. In addition to this, these programs should convey the best services and provide help to children and their families. Stress should also be paid on the teaching learning process, development of a globally acknowledged curriculum framework that is adaptable and broad, including families in the main stream, and holding the exercise of mixed grouping that meets diversified levels of competence and individual needs (Sandall, Hemmeter, Smith, & McLean, 2005). . Keeping into consideration the linkage between early years experiences and subsequent results, age- appropriate practices are supported for young children with disabilities within the framework of ECSE programs (Sandall, Hemmeter, Smith, & McLean, 2005). These instructional practices should eventually develop a close link between the program, the family 187 members, and the child with disability to meet the special requirements of all. An age-appropriate curriculum would pay emphasis on the learning process of children in the classroom; implementation of its different components through instructional practices adopted by teachers; developing activities suitable for both age and individual, and forming groups of children considering a wide variety of abilities (Council for Exceptional Children, 2001; Trivette & Dunst, 2000). Much research has proved that educated persons with deafness are not performing well in reading recognition, writing, and mathematical skills (Akhtar & Inam, 2005 ;Galaudet Research Institute, 2005; Wahid & Ishfaq, 2000;Stinson & Walter, 1997). Their speech and speech reading skills are not developed to the extent to communicate with hearing community (Parveen, 2007; Latif & Watto, 2005; Hart & Risley, 1995). This condition of persons with deafness strengthened the notion that some gaps would have got left in their early years education, particularly, in the implementation of curriculum through instructional practices of special education teachers.

Objectives of the Study The present study was conducted to achieve the following objectives: To identify gaps in the implementation of ECSE curriculum in an actual classroom of young children with deafness. To observe the instructional practices adopted by special education teachers in the classrooms of young children with deafness. To give recommendations for abridging gaps in the implementation of ECSE curriculum in the classrooms of young children with deafness.

Methodology This was a qualitative study. Processes and procedures adopted to explore the implementation of Early Childhood Special Education curriculum in the real classrooms of young children with deafness are being discussed in this section. The population of study included all sixty eight (68) classes (K.G.1= 34, K.G.2= 34) in thirty four (34) Government Deaf & Defective Hearing Schools located in thirty one districts in Punjab province of Pakistan. Punjab was divided into four zones for the selection of a representative sample of classrooms. Four schools from each zone were selected through simple random sampling. Two classrooms from each school were selected as 188 sample of study. Three observations in each classroom (3x2=6 observations) were made. The total number of observations was twenty four (24). A self- developed and validated observation checklist consisting of curriculum components of speech, speech reading, reading recognition, writing, mathematics, and evaluation was used for data collection. Data were analyzed through SPSS.

Data Collection Procedure Conducting observations in an actual classroom acquires keen observation skills, consumption of time, and biasness free attitude of an observer. Keeping in view the sensitivity of the issue, the researchers personally conducted observations. Initially, the permission from the concerned schools was sought after explaining the purpose and importance of the study. In a meeting with the school heads and coordinators, a unanimous schedule of observations for each school was prepared. On the scheduled date, day, and time, the selected classes were observed for the duration of thirty minutes in each class. It is important to explain that each class was observed during mathematics period. Two classes (K.G.I and K.G.II) in two periods of maths were observed for a duration of thirty minutes each in one day. It took twelve days for conducting twenty four observations. Tellies were marked on observation checklists to record the instructional practices of teachers against each component.

Results In the following section results of the study are being presented. Table 1. Demographic variables (number of children in one class?)

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Table 02 Descriptive table for the mean scores of teachers' instructional practices in classrooms of young children with deafness

Table 02 shows the mean scores of the instructional practices adopted by special education teachers in four deaf schools located in four zones of the Punjab. Table shows that for the instructional practices related to speech reading the deaf school in district Attock (Zone two) had the highest mean score (M = 9.83 and SD.= 7.65), whereas in the deaf school of district Bahawalpur ( zone three) mean score ( M =6.17 , SD. =2.14 ) for teachers' 190 instructional practices related to speech reading was the lowest. It is also evident that instructional practices related to the component of reading recognition in the deaf school Attock (Zone two) had the highest mean score (M = 14.17 and SD.= 4.96), whereas in the deaf school of district Gujranwala ( Zone four) mean score ( M = 7.84, SD. = 1.47) for teachers' instructional practices related to reading recognition was the lowest. Results also showed that for the instructional practices related to the component of writing the deaf school in district Attock ( Zone two) had the highest mean score (M = 22.17 and SD.= 3.25), whereas in the deaf school in district Gujranwala ( Zone four) mean score ( M =16.83 , SD. =1.47 ) was the lowest. The instructional practices related to mathematics in district Attock (zone two) had the highest mean score (M = 22.83 and SD.= 11.27), whereas in district Gujranwala ( Zone four) the mean score was the lowest ( M =18 , SD. = 2.9). In the district Gujranwala (Zone four) instructional practices related to the component of Evaluation had the highest mean score (M = 17 and SD.= 2.24), whereas in the district D.G.Khan (zone one) mean score ( M =10 , SD. =9.47 ) was the lowest. The instructional practices related to speech had the highest mean score (M = 13.17and SD.= 5.27) in the district D.G.Khan ( Zone one),and the lowest mean score ( M = 9.5, SD. =1.87 ) in district Gujranwala (Zone four). Table 03

191

The table 03 shows the output of the ANOVA analysis to show statistical difference between group means. It is evident that the significance level for all components is above 0.05. Therefore, the difference in instructional practices of teachers, to teach all components of curriculum, in all four districts in four zones of the Punjab province is not statistically significant.

Discussion The present study was designed to explore the implementation of ECSE curriculum for young children with deafness by observing the instructional practices of the special education teachers in the actual classroom settings. The 24 observations taken in eight classes (K.G.1=4; K.G.II= 4, 3 observations in each class) in randomly selected four district level schools from four zones of the Punjab province reflected that the mean scores of instructional practices of special education teachers of the deaf school in Attock (Zone two) for the teaching of speech reading, reading recognition, writing, and mathematics were better than those of other three district level schools of Zone one, three, and four. It means that the teachers of district level school in Zone two were paying more attention to their work and exhibiting more professional competence in the respective components. Additionally, the special education teachers in the district level school in Zone 4 depicted better performance in the component of evaluation, and those of district level school in Zone one showed better performance in teaching speech to young children with deafness. It means that special education teachers working in district level schools in Zone one, three, and four are required to pay more attention to the major components of ECSE program for young children with deafness. This investigation finds its relevance with the studies conducted by Meadow-Orleans (2001), and Marschark (2006) who reported a significant academic achievement gap between students with and without deafness. It is surprising to note that median reading comprehension score for 17 and 18 year old students with deafness and hard of hearing was about same as that of hearing students of grade fourth (Gallaudet Research Institute, 2005). It stresses the importance of implementation of ECSE curriculum through improved instructional practices of special education teachers. It has also come to light through the results of ANOVA that difference does exist in the mean scores of the instructional practices in connection with the components of speech, speech 192 reading, reading recognition, writing, mathematics, and evaluation, but it is not statistically significant.

Recommendations On the basis of data collected through classroom observations, major findings, and discussion on major aspects of the study, it is evident that there is dire need of improving instructional practices of special education teachers for the better implementation of ECSE curriculum for young children with deafness. The focal components of ECSE program for young children with deafness including speech, speech reading, reading recognition, writing, mathematics, and evaluation need to be taught using better instructional strategies for bringing about change in the academic achievement level of students with deafness. Special education teacher should be supported by a teacher aide to maintain discipline in class during instruction and in preparing instructional material. Additionally, speech therapists should be appointed in all district level deaf schools in the four zones of the Punjab. Finally, vigilant monitoring of the classes, and provision of guidance to special education teachers by the head teachers in all schools shall prove helpful in improving the present condition of the implementation of ECSE curriculum for young children with deafness in an actual classroom.

Limitations of the Study Due to the constraints of time and resources, the study has some limitations: Only four out of 34 district level deaf schools located in four zones of the Punjab province were randomly selected to conduct three observations in K.G.I and K.G.II classes each. It is insufficient for deriving results for generalization. More schools should have been selected. Each observation was conducted for a duration of 30 minutes only because of restricted schedule of the schools. The instructional practices of teachers were observed during the period of mathematics only. Major components of ECSE program including speech, speech reading, reading recognition, writing, and evaluation are difficult to be observed during the teaching of only one subject. Exclusive observations should have been conducted for other components. 193

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

EVALUATION OF GENDER PARTICIPATION IN DECISION- MAKING PROCESS FOR THE SUSTAINABLE RURAL DEVELOPMENT IN BALOCHISTAN, PAKISTAN

Dost Muhammad Shakeel , M.Phil Scholar (Gender Studies) Balochistan Study Center, University of Balochistan

Dr. Shahida Habib Alizai Assistant Professor, Gender Studies Department, University of Balochistan

Abstract The present study was evaluated the perception of the respondents regarding the sustainable rural development in Balochistan. Multi-stage random sampling strategy was used in the present research so as to determine the insights of the respondents in the Jaffarabad district, Balochistan. One hundred households had been randomly selected for formal interview about socioeconomic key variables by using the Statistical Package for the Social Science(SPSS). Based on results following conclusions were drawn. More than half (66%) of the respondents belonged to the age group of 21 to 35 years. Most (40%) of the respondents were matriculation holder. Most 13% of the respondents were graduate certificate holder, 7% of the respondents were holding master degree. Most (30%) of the respondents had experienced up to 10 years. While (20%) of the respondents had 21 to 30 years of experience. majority of the respondents disagreed that the crop production has not increased with a mean score of (Mean = 3.5400, S.D = 0.97876). More than half 60% of the respondents were agreed that the sanitation measures were the prime ingredients regarding the house hold management (Mean = 3.4000, S.D = .88763).More than half 60% of the respondents were agreed that the political of empowerment was the major factor regarding the family and social issue (Mean = 3.3000, S.D = .90453). 196

Based on the achieved outcome following recommendations were drawn. Women do not play dynamic role or responsibility in to the promotion of the sustainable rural development practices due to the social and tribal barriers. It is therefore, suggested the government of Balochistan with the collaboration of various NGO’s should arranged the particular programs blended with mutually educational and entertainment. In this regard, both system actors should jointly propagate the information and facts about the role of females through diverse activities like talk shows, local theaters, and village festivals at the rural community or village level.

Keywords: Evaluation, Gender, Decision-Making, Rural Development, Balochistan, Pakistan

Introduction: An overwhelming majority of women in Pakistan bears the encumbrance of twofold or tripartite purpose by doing generative, home and unpaid/underpaid construction mechanism as in additional rudiments of the arena (Ahmad & Zia, 1990). These females work in fields for the period of exclusive phases of discipline or vegetable plants like gathering and spreading farmyard manure within the fields during land practice. It's regularly observed that in crop production more than a few operations are divided into male or female domination, as males being dependable for getting ready land, planting, weeding, harvesting, threshing, storing of food grains, whereas, females are actively participating in cleaning of seeds, weeding, harvesting and winnowing. This showed that males are as a rule responsible for heavy work that needed well-built physique i.e. Land practice and however ladies indulge in the lighter work like weeding. The division of labor can bedepending upon the castes and clans. So, we can say that wives are good helpers of their husbands in a few farm operations (Rashadi, 2002; Erbaugh, et al., 2003; Lovenbalk, et al., 2003). In rustic societies of Pakistan, the fuel collections were the basic prerequisites needs of household. Rustic societies are ordinarily reliant on fuel that contains timber, animal excrement or the crops residues (Bhutto, 2006). Predominant gatherers of energy are women. Men often reduce the firewood from timber, whilst dead or fallen branches of trees are gathered through ladies and children but ladies are additionally dependable for home 197 effort laterally by the gathering of firewood which encircles the embroidery, needlework, production of quilts etc. Pakistani rural culture is male-controlled in nature, thus, foremost choices in the household are made through males and the females are now and again consulted (Sathar&Kazi, 1997). The vast majority of households are adhered in joint approach; as a result, different family members of the household similar to predecessor and spouse aspects likewise have an impact on the procedure of management. Womenfolk desolate remain usually not successful to create selection as they've no independence in monetary authorization and nearby are lots of radical, traditional, financial and societal blockades which generate deep handicaps in reducing their determination or creation energy), leading to a helpful popularity of them as a substitute of management (Pearl, 2003). Rural women have very less opportunities of employment or standard jobs and frequently employed as wage or everyday paid laborers in particular in the hobbies of hoeing, transplanting paddy and cotton choosing. As a result of monetary dependency, women had no authority in determination-making in rural development (Meng, 1998). The drudgery of women also deepens because of many informal causes similar to lack or low schooling, coaching, know-how and bargaining vigor (ADB, 1999).

Gender mainstreaming and its related problems In 1979, normal meeting first adopted a worldwide legal instrument to give an explanation for the varieties of discrimination in opposition to women particularly “convention on the elimination of all forms of discrimination in opposition to females” (CEDAW) which acknowledged that womenfolk remain equivalent toward menfolk currently most effective in their radical determination (Boutros, 1996). Regimes are enquired to create methods within zones of legitimate, societal contribution, equality, radical contribution and resolution-making (Geisler, et al., 1999). 1995, in Beijing for convention the identify of latest technique remained once assumed as “gender mainstreaming” World advance few requirements to investigate the function of gender instruction of the realm identical Gender-Related Development Index (GDI), Human Development Index (HDI) and Gender Empowerment Measure (GEM). In line with Anthropoid progress record 2005, country positions a hundred 198 thirty-five beyond one hundred seventy-seven (177) nations with the term of Human Development Index. Gender-Related Development Index, Pakistan outlooks one hundred seven (107) out of a one hundred forty republics (UNDP, 2005). Ability main issue remains improved in1999, a hundred for entire dominoes respectively (UNDP, 1999). However immobile nearby a long method to obtain the male and particular female mainstreaming as the necessary obligation of federal administration to verbalize such procedures that result in gender equality within the society in order that each share equitably resources and rights (NCRFW, 2003). This method remains prolonged, occupied of restraints/boundaries by way of recognized through numerous investigators. They emulate comprise price, myths, standards, restrictions and customs accompanied by distortion in choice-making, unfit entry, manipulate over resources and essential effort load on females and gender ferocity as well as vocal, corporeal and monetary and so forth (OECD, 2002; Whitehead &Tsikata, 2001; Mashkoor, 1995; Barton &Nazombei, 2000; Rangnekar, 1998). Figure.1. Gender role in sustainable rural development process

PROLIFIC TITLE ROLE

Key role in rural development process

Home management

Livestock management

Agriculture development

Wages labour

Home garding

Farming

Leadership quality

Problem statement In mankind, natural surroundings shaped dual sexes that is man and female, respectively are reciprocal to each other. In entirely religious conviction of the domain, each adored nearly equivalent fame, with some exceptions, which provide rather supremacy to man over female. Honestly, this equality is not evident but the extreme state of inequality between both the sexes is located (Ajuonu, 1999; UNIFEM, 2000; and World Bank, 2002). 199

The same hindrance is obvious in Pakistan. Pakistan was once created on the groundwork of Two Nation thought and Islam has the supremacy within the structure. Islam provides the whole conceivable rights to females in all circumstances and matters of life like schooling, marital way of life, legacy, and property and so on, however in actual lifestyles severe violations are determined (Mustafa, 2003) regardless of their roles and duties.

Objectives To explore the demographic information as the as socio-economic characteristics of the respondents. To determine the gender functions in sustainable rural development and social matters related routine. To analyze the gender involvement in sustainable rural development with the term of decision-making progress. To propose policy instructional and recommended the strategies for gender main-streaming in sustainable rural development in the study areas.

Methodology Descriptive type of the research design was in present study. Multi- stage random sampling strategy was applied in the present research so as to determine the insights of the respondents about constructs. One hundred households had been randomly selected for prescribed interview by using the detailed questionnaire. However, the opinion poll contains of two segments demographic info and general information). At the start the data were prearranged in the coding scheme. Through using the coding pane, developed for this purpose after the coding the data were set out, abridged and examined done Statistical Package for the Social Sciences (SPSS). Frequencies, mean, and SD were planned through via SPSS program.

Results Present chapter was divided into three sections; (a) demographic information which describe the independent variables as item tools and results, (b) general information as the dependent variable.

200

A demographic information of the respondents The demographic physiognomies of respondents in the current study were age, composition, educational stipulation and the know-how of the respondents. The outcomes are prearranged as follows.

65[

19[ 11[ 5[

U P T O 2 0 2 1 T O 3 5 3 6 T O 5 0 5 1 A N D YEARS YEARS YEARS ABOVE

Figure.2. Age group of the respondents

The composed figures regarding the age of respondents depicted in figure-2, which point out that supplementary than half (66%) of the respondents belonged to the age group of 21 to 35 years, despite the fact that (19%) belonged to 36 to 50 years, while (11%) of the respondents fit in to 51 and above years and merely5% of the respondents belonged to the age group of up to 20 years.

Figure.3. Educational level of respondents 201

Figure-3indicates that most (40%) of the respondents were matriculation holder, 21% of the respondents were belonged from intermediate, 13% of the respondents were graduate certificate holder, 7% of the respondents were holding master degree. However, only 2% of the respondents were M.Phil. While 17% of the respondents had other degrees such vocation education, diploma and so forth.

Figure.4. Experience of the respondents

Figure-4 demonstrations that the most (30%) of the respondents had experienced up to 10 years. While (20%) of the respondents had 21 to 30 years of know-how as the experience. Whereas most (26%) of the 202 respondents had 31 and above years of experience, similar, most (20%) the respondents had 21 to 30 years of experience.

General information of the respondents

Figure-5, demonstrate that the majority of the respondents disagreed that the crop production has not increased with a mean score of (Mean = 3.5400, S.D = 0.97876). Followed by majority of the respondent perceived that the crop protection measure has not been enhanced (Mean = 3.6200, S.D = 0.90766), however, more than half of the respondents were disagreed that crop output regarding marketing prospect not yet improved (Mean = 3.5000, S.D = .85870).

Figure.5. Frequency distribution about crop farming.

3% SD-5 D-4 U-3 A-2 SD-1 9% 65% 3% 19% 11% 15% 66% 2% 6% 9% 76% SD-5%1, Water10% management, 0 % 64% 14%18% 1% SD-5, Crop protection13%A-2,, 9Crop 62% 2% protection, 14 8% 9% 62% 3% 18%

Similar trends were found in the statements such as water management practices, natural resource management and good agriculture practices along with mean score and SD (Mean = 3.8900, S.D = .6783; (Mean = 3.7800, S.D = .79874) and (Mean = 3.7500, S.D = 3.0029) respectively.

Table.1. Frequency distribution of the respondents about household management. 203

Household SA-1 A-2 U-3 D-4 SD-5 management Mean S.D. F. % F. % F. % F. % F. % Household 4 4.0 57 57.0 13 13.0 20 20.0 6 6.0 3.410 1.0059 responsibilities 0 9

Family health care 5 5.0 55 55.0 11 11.0 26 26.0 3 3.0 3.250 1.0384 0 0 Handicraft 3 3.0 55 55.0 16 16.0 26 26.0 0 0.0 3.230 .94125 0 Sanitation 1 1.0 60 60.0 15 15.0 22 22.0 2 2.0 3.400 .88763 0 Safety 1 1.0 49 49.0 6 6.0 43 43.0 1 1.0 3.060 1.0032 0 3 Fuel collection 2 2.0 9 9.0 43 43.0 43 43.0 46 46.0 2.990 .98980 0

Degree: 1= Strongly disagree, 2= Disagree, 3= Undecided, 4= Agree, 5=Strongly agree SD = Standard deviation: MS = Mean square: M = Mean

Result of the table-1 explains that respondent’s perception about household management. In this regard, the Likert point-5 scaling was used. More than half 60% of the respondents were agreed that the sanitation measures were the prime ingredients regarding the house hold management (Mean = 3.4000, S.D = .88763). Followed by 57% of the respondents were agreed that the household responsibilities have the most important activities along with mean score and SD (Mean = 3.4100, S.D = 1.00599). On the other hand, fuel collection, family health, handicraft and safety were got the lowest mean score along with SD (Mean = 2.9900, S.D = .86754); (Mean = 3.4100, S.D = .00599); (Mean = 3.2500, S.D =.67232) and (Mean = 3.0600, S.D = 1.00323) in that order. The exceeding discussed result were somewhat steady with communal and ethnic wide-ranging in the present study (Abay et al.., 1999; Mtshali; Farooq et al., 2000).

Table.2. Frequency distribution of the respondents about family and social issue.

Family and social SA-1 A-2 U-3 D-4 SD-5 issues Mean S.D. F. % F. % F. % F. % F. % Education and 1 1.0 59 59.0 6 6.0 32 32.0 2 2.0 3.290 .97747 Socialize of children 0 204

Conflict management 0 0.0 58 58.0 7 7.0 1 1.0 34 34.0 2.740 .94943 0 Community 1 1.0 52 52.0 0 0.0 9 9.0 38 38.0 2.840 .96106 management 0

Community 40 40.0 39 39.0 11 11.0 10 10.0 0 0.0 1.910 .95447 development 0

Social matter 3 3.0 44 44.0 12 12.0 38 38.0 3 3.0 2.940 1.0329 0 9 Political 30 30.0 60 60.0 0 0.0 10 10.0 0 0.0 3.300 .90453 empowerment 0

Degree: 1= Strongly disagree, 2= Disagree, 3= Undecided, 4= Agree, 5=Strongly agree SD = Standard deviation: MS = Mean square: M = Mean

The result in table-2 was used for ranking the order of family and social issue and activity. More than half 60% of the respondents were agreed that the political of empowerment was the major factor regarding the family and social issue (Mean = 3.3000, S.D = .90453). Followed by 59% of the respondents were agreed that the education and socialize of children have the mainly significant actions along with mean score and SD (Mean = 3.2900, S.D = .97747). Alternatively, conflict management, community management, social matter and community development were got the lowest mean score along with SD (Mean = 2.7400, S.D = .94943); (Mean = 2.8400, S.D = .96106); (Mean = 2.9400, S.D = 1.03299) and (Mean = 1.9100, S.D = .95447) respectively.

Conclusions and recommendations A massive mainstream of women in Pakistan embedded twofold or tripartite purpose by doing generative, home and unpaid/underpaid construction mechanism as in additional rudiments of the arena. These females work in fields for the period of exclusive phases of discipline or vegetable plants like gathering and spreading farmyard manure within the fields during land practice. Based on results following conclusion were drawn. Based on the outcome of the present research, recommendations were drawn, in this regard, following recommendations are for the planners, policy makers and stakeholders were suggested so as to get better upon the existing state of affairs. Women do not play dynamic role or responsibility in to the 205 promotion of the sustainable rural development practices due to the social and tribal barriers. It is therefore, suggested the government of Balochistan with the collaboration of various NGO’s should arranged the particular programs blended with mutually educational and entertainment. In this regard, both system actors should jointly propagate the information and facts about the role of females through diverse activities like talk shows, local theaters, and village festivals at the rural community or village level.The government of Balochistan should endow considerable sum for female education development and make available munificent financial support in order to set up new female elementary, high schools and girls colleges not only rural areas in pre-urban areas so that increased the women empowerment in dynamic ways.Stimulate the female to produce minor crops intensively, on account of these crops are diminutive period, seasonal and simple to grip which can get rapid cash.

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Ahmad, N. and S. Zia, 1990. Integrating Women in Development: Finding Our Ways, ASR Publications.

Ajuonu, N. 1999. The role and impact of NGOs in gender agricultural commercialization and lives of women in Nigeria. A paper presented at an FAO/IITA workshop on Gender impacts of commercialization of small holder agriculture, Nigeria. www.fao.org.

Barton, C. and E. Nazombei. 2000. Women’s labor and economic globalization: A participatory workshop created by Alternative Women in Development (AltWID). Gender and Development, 8(1).

Bhutto, A.W. 2006. Inventive use of traditional fuel. Daily Dawn. Economic and Business Review, Sept. 11-17, 2006. P: IV.

Boutros-Ghali. 1996. Introduction in UN: The advancement of Women, New York.

Erbaugh, J. M., J. Donnermeyer, M. Amujal and S. Kyamanywa 2003. The role of women in pest management decision making: A case study from Uganda. Association for International Agricultural and Extension Education, Proceedings of the 19th Annual ConferenceRaleigh, North Carolina, USA: 224-235.

Greig, A., M. Kimmel and J. Lang, 1999. Men, masculinities and development: Broadening our work towards gender equality. Gender in Development Monograph Series No. 10. UNDP. www.undp.com. 207

Farooq, A. 2000. Impact of female livestock extension workers on rural household chicken production. Livestock Research for Rural Development, 12(4). Lovenbalk, J., D. Hjarne, A. A. Taoutaou, O. Mertz, M. Dirir, P. M. Dyg, K.M. Lassen and M. Sehested. 2003. Opportunities and constraints for agricultural intensification in communities adjacent to the Crocker Range National Park Sabah, Malaysia. ASEAN Review of Biodiversity and Environmental Conservation (ARBEC):3.

Meng, X. 1998. The economic position of women in Asia. CLARA Working paper no. 4. Amsterdam, Holland.

Mashkoor, S. 1995. Pakistan (2): Country paper. Women in farming and improving quality of life in rural areas in Asia and the pacific. Asian productivity organization p. 443-449.

Mustafa, G. 2003. Two Nations Theory. The News. 10th October 2003.

Mtshali, S. M. 1999. Training and in-service training of home economics extension professionals in rural areas of Kwazulu-Natal. Journal of Family Ecology and Consumer Sciences, 27(2): 78-84. NCRFW, 2003. Gender mainstreaming. Report by National Commission on the Role of Filipino Women. http:// www.ncrfw.gov.pk.

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Pearl, R. 2003. Common ground: Women’s access to national resources and the United Nations Millennium Development Goals. Women’s Environment and Development Organization Sathar, Rangnekar, S. 1998. The role of women in small-holder rainfed and mixed farming in India. http://www.husdyr.kvl.dk/htm/php/tune98/index2.htm.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Administrative Issues, Influence of Higher Authorities In Secondary Schools In District Noshki

Asad ullah1 Nadia Ali 2 Waheed Bahadur3

Abstract Administration in all its terms is the component for running an institution. This quantitative study is on administrative issues in secondary schools in District Noshki to measure the weakness and pitfalls for the poor performance in educational administration in the least developed areas of Pakistan generally and in Balochistan particularly. The sample of this study comprised on hundred (100) participants through overall population on secondary schools Within District selected at site for study. A self constructed questionnaire was developed for data collection with five leakert scale. The data was descriptively analysed through SPSS 20th version. The findings of the study resulted significantly as In Balochistan, that the administration issues in secondary schools are contributing for the poor educational development. The future implications and recommendations are also included in this study.

Keywords: School Administration, issues, Secondary, Noshki District. ______

1 M.Phil. Education, Balochistan Study Center, University of Balochistan, Quetta. [email protected] 2 Lecturer,Institute of Education & Research University of Balochistan, Quetta. [email protected] 3 M.Phil. Education, University of Balochistan, Quetta. [email protected]

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Introduction Education is important for the change, which is only possible by the keen interest of government. Here the power of change is the policies and administration role in the institutions of the concerned areas. As the education in Balochistan is abjectly poor, the change is important to be practiced in the province, by introducing strong and effective administrative policies. Administration is the one significant factor for the failure and success of the institutions in every part of the world. Though the institution is of any sector, it can be the education required strong and plenty policies. The secondary school is the stage from where the roots of the future generation moved for the generations. So, very significantly the administration needs its basis in Balochistan. The significance feature of education is that there must be effective administration to develop the intellectualism of students and society. The intellectual capacity of the society and students are possible through a proper administration in school. But, the case with Noshki district is that the administration not seems as effective to develop critical ability in students and teachers. The trends in schools environments are dependent on failed learning in all schools though private or public. One important factor in school administration is that there must be activities which are significant for a changing society. The educational activities in schools are important along with the studying process. This is because of the facts that students personality building comes in school by the only way of conducting extra curriculum activities. A charming and thrashing personality in students are possible by the help of a principal and its staff in school. Noshki one of the developing district of Balochistan facing extremely hash and string weakness in its educational structure. The weak and lethargic administration in Noshki needs to be highlighted in order to bring strong administration for educational development. The roles of principals in secondary schools require the attention for resolution of administrations issues.

Literature review Analysts like (Eisemon et al., 1992) have viewed, in a couple of countries, including past French settlements, and what's more Thailand, Russia and Japan, it remains the essential errand of especially neighborhood level assessors to stamp school administration and teachers performance 211

(Watson, 1994). In Germany, overseers spend most of their working time on such educator supervision. In a growing number of countries, including France, Italy, Spain, Sweden and Mauritius, heads, especially at the central level, are getting the opportunity to be discernibly connected with the evaluation of the direction regarding school administration. Lewis and Murphy (2008) from the NCSL (National College for School Leadership) focused on an association between the principal and culture; they found that successful head instructors make and model their schools' lifestyle to one that suits them. (Pauvert, 1987). In the outflows of a past Malaysian supervisor administrators: "their phenomenal part is to go about as the association among course of action and practice, association and feedback, research and appraisal" (Watson, 1994). Direction is said to be a strong catalyzing channel, with course of action of good, physical, ideological and administrative to individuals. The administrators spend around one fourth of their chance on teacher getting ready, which, beginning here of view, is their second most basic effort, after educator examination (Perier, 1995). In order to enable them to have complete consideration regarding their followers, of their yearning in life and to set them up to fulfill that focuses. HEP research, and a later provide details regarding Bangladesh, Colombia and Ethiopia, have in reality shown that the outside manager every now and again gives informational administration (Lyons & Pritchard, 1976; Dalin, 1994). It is a mean for the moral change and the meeting the basic needs of administrators. As showed by Islamic point of view preparing is a master for getting constructive administration in person's perspectives according to the estimation of decency helping them to develop a sound Islamic culture (Govt. of Pakistan, 1998). In human resource change guideline expect a basic part. It redesigns the administrative capacities of individuals and develops an expert human resources that is prepared for driving the resources with related change. Basic part of Education in human resource by administration does not need any light or help. Direction positions most essential need in made countries same is the circumstance with the making countries (Govt. of Pakistan, 2000). The significance of capability and end of non-appearance of administration is perceived by the constitution of Pakistan 1973, inside the possible brief time period. The basic course of action in the constitution is, to take out absence of training by making guideline obligatory and free up to secondary level. The study on administration is reproduced really, as:" State 212 should to be accountable for devastation of non-attendance of training and structural plan of free and important guideline up to discretionary level, inside slightest possible time" (Article 37-B, Constitution of Pakistan). In the midst of the latest couple of years, basic purposes of the organization approach have been to help the level and nature of guideline in the country regarding administration; however capability and primary school enrolment rates have exhibited change in the midst of latest five years, yet are up 'til now falling behind various countries of the region. The key impediments in giving and expanding guideline are deficiency of advantages and lacking course of action of workplaces and trainings for administration (Pakistan Economic Survey 2012).

Research Methodology This study is based on quantitative method as to find out week points in general perception in school settings. The researcher used primary data as a source of collecting information through questionnaire comprising on five leakert scale.

Sample Technique A non-probability random sampling technique has been used to ensure that different government schools teachers and heads are represented in the sample to enhance the accuracy of the measurement. The descriptive statistics technique has used for better results through (Statistical Package for Social Science) package.

Data Collection procedure For data collection, 100 randomly selected teachers as participants were involved from different government schools and also with teachers and head of the school's male and female randomly within District Noshki. Questionnaires has been used to find out the administrative issue in government schools of noshki as research instrument/tool. The questionnaire was translated into Urdu for wider data collection. The researcher classified the problems in areas of pedagogy, environment, learning habits and administration. The researcher has also mentioned the ways to overcome these problems.

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Analysis and findings of the study The estimation results we come to this point in our analysis the school administrative system is a flop due to a lot of issues. In our analysis, we found that there is much pressure on administration which reduces productivity in managing School due to the lot of pressure on administration the productivity of work disturb in schools. There is not lack support and cooperation by teachers to improve school achievements. The parents are willing to attend the meetings but due to the fragile of administration, the parents could not attend the meetings. There are not more opportunities to polish skills of administrator through training and workshops. There is a lack of workshop in schools and the administrative staffs are not giving any training about the administration from the government. There is not freedom in decision-making regarding school problem. It means that taking a decision regarding administration the staff is bound they are not free to handle any situation or taking any decision for the benefit of schools. The government schools is a lot of pressure due to the political parties and the political person create problems in schools administration. They do not provide freely environment for schools administration. In administration, the consideration of moral and ethical consequences of a decision is appreciated. Furthermore, we found that as motivational rules teachers must not be rewarded and punished to achieve objectives. The administrators do consider the advice of teachers regarding school management due to lack of trained administration staff. The administration does not appreciate talented and hardworking teachers. The staff member of school management is biased with the school teacher and also we can say that the management does not cooperate with school teachers. The administration does not provide opportunities to deserving teachers to strengthen their capacities and there is also a democratic system of administration in our school. However, we also found that the administration is not facing financial crises. It means that lack of technical and trained staff the administration is suffering but there is not a financial crisis. There is not influence the performance of school if the admin takes any decision but most of the respondents are neutral. It means that may be may not be the admin's decision influence the school's system. The managerial skills and personal skills affect 214 the performance of school and teachers. Most focused result in this study find out major influence of higher authorities impedes administration performance

Influence of higher authorities impedes administrator’s performance.

Statement Valid Cumulative Frequency Percent Percent Percent Strongly 6 3.0 3.0 3.0 Disagree Disagree 22 11.0 11.0 14.0 Neutral 56 28.0 28.0 42.0 Agree 96 48.0 48.0 90.0 Strongly 20 10.0 10.0 100.0 Agree Total 200 100.0 100.0

The above mention statistical and graphical results show that 28% agreeing and 1% respondents are strongly agreeing about the influence of 215 higher authorities impedes administrator’s performance. Furthermore, on average 6% respondents are disagreeing and also 28% respondents are neutral about the statement that the influence of higher authorities delays administrator’s performance. So, we can say that mostly the higher authorities disturb the performance of administrative activities.

Administrative proficiency in the administrative courses The Quality education is the mammoth method for modernizing the future generation, and this is an issue of the third world countries. Likewise Pakistan and its province Balochistan lack in this process. The quality education is only possible through the strong administrative and the students automatically get the quality education by introducing the forms of quality education. The influential section in the administration is known as the clerk mafia, is responsible for creating various loopholes in the administration which needs proper check and balance to ease their influence. If the administrators of Noshki district came forward to take part in resolving the administrative issues, they can be the change agent of the district. They can establish efficiency and bring transparency in the administration in secondary schools and in other related institutions. They are more powerful to control the influence of the clerk mafia from the administrations and the growth of schools can lead to a successful educational development.

Conclusion and future recommendations: In this study, we found that most of the administration staff is not cooperative with schools teacher and also they are not cooperative with students’ parents regarding their children study issues. The management of the school does not appreciate the hardworking teachers if they give any suggestion or positive remarks for the betterment of school system. The administration almost biases with teacher mostly the management staff conflict with school teachers.

Furthermore, we conclude that the school administration does not in financial crisis and also the administration is mostly in pressure due to political influence. The political parties and the political person create 216 problems in schools administration. They do not provide freely environment for schools administration. In nut shell, the finds of the study argue the following recommendations for resolving the administration issues in secondary school in district Noshki. These recommendations can be helpful for eliminating the issues which the administration faces in schools. 1. The recruitment of the teachers and administration in the local institution should be transparent and must not be done on political basis. Political interference and nepotism in the administrations and school is like an acid to reduce the moral of the institutions. 2. The resources of the schools must be fulfilled by the government, which is the staff must be completed; the basic necessities of the school must be available to the staff in schools. Without resources the administration cannot run properly. 3. The activities of the administration must be as per according to the stander of developed countries. The staff of the schools in secondary schools must be recruited according to the stander examination means through public service commission. The key positions of administration must be based on competent staff. 4. The recommendations brought the question that the political and extra interference of the stakeholders weakens the management and power of the administration that must be countered with strong polices of government and civil society. 5. There is lack of check and balance on the institutions mostly of education; therefore, check and balance in the institution bring improvements in the departments. 6. The administration can be improved by the policies of the principal and administration that a proper rule should be settled to discourage the extra leaves of the teachers in school. 7. The administration cannot achieve its goals if there are pressure groups in the school which does not allow the principals to establish strong polices in the institution. 8. The funds can create problems for the administration in the schools. The funds are an imperative part for the improvement of the secondary schools in Balochistan. As far as, the most deprived province of Pakistan is concerned the fund issues are the main 217

hindrance in the development of education. The government must create funds for the administration to bring improvement in the educational department. 9. The advanced technological awareness and the training for administration improvement should be produced in the institution. As the case of Balochistan is concerned the people are not aware about their administrative powers in the far flung areas of the province like Noshki. 10. The find also pointed that there is lack of coordination and cooperation among the members; this is the responsibility of the government and the administration to create an environment for the educational development in the secondary schools of Noshki. This lack of relation is the main hindrance among the colleagues. 11. The administrative authorities also lack in involvement process in the institution, there should be a setup where every individual responsible take participation. 12. The rules and regulations for the administrative authorize and staffs are poor, no one is committed to follow the rules and regulation in the secondary schools. So, the irresponsibility of the staff and the weakness of the administration lead for the failure of system in the institution. 13. One another important issue which the administration in secondary schools faces is that the administration does not bear the all staff with equal eyes. A neutral setup and transparent administration is recommended for resolving the administration issues in secondary schools.

218

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Pauvert, J.С (1987) Senior educational personnel: new functions and training, Vol. 1: Overview. Paris, UNESCO

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219

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Regional political Parties& democracy: a case study of Balochistan

Fazli Subhan M.Phil scholar Political Science Department, University of Balochistan, Quetta.

Dr. Adil Zaman Kasi Associate Professor, Political Science Department, University of Balochistan, Quetta.

Abstract This paper is intended to study the regional political parties of Balochistan. Regional political parties play a prominent role in the politics of democratic countries. These provide services to thepeople at the doorsteps. Regional political parties in Balochistan play a great role in the politics of the region. Principal among them is National Party, Balochistan National Party (M), Pashtunkhwa Milli Awami Party, Awami National Party, Balochistan National Party (A), Balochistan National Movement, and Jamhoori Watan Party. All the above parties were analyzed to see whether they follow the basic democratic processes. Among them, National Party was found to be the most democratic party. PkMAP has been successful to a large extent by getting seats in Balochistan Assembly, but in terms of intraparty democracy party leadership remained the same throughout the years and party constitution is found to be not up to the mark. All other parties though play a prominent role but were found to be least democratic. These parties have left a space for the parties like PMLN, PMLQ, and PPP etc which the latter have filled. Regional parties in Balochistan have to strive hard to consolidate their position. 220

Key Words: Balochistan, Regional parties, democracy, National Party, Jamhoori Watan Party, Pashtunkhwa Milli Awami Party.

Introduction Political parties have been an integral part of any kind of democratic system. Political systems cannot flourish without sound and stable political parties. Even in authoritarian states, political parties can be found. However, mere their presence does not mean that affairs of the state are going smoothly, unless and until the tasks they have been assigned are executed in a democratic way and public is satisfied. Regional political parties act as a check on the mainstream parties, play a role of catalyst and keep them from centralizing the powers. In this way, they flourish the democratic mindset and strengthen the system. Baluchistan is one of the four provinces of Pakistan, which got the status of full-fledged province in 1970. The province lies on the South-West of Pakistan. It has an area almost half of the whole mass of the country and a population only 3.6%of the total population, which is thinly scattered(Veena, 2015). It is believed that people started living on the bank of river Bolan as back as 7000 BCE(Kenoyer, 1998). Though this part of land remained a passageway for the conquerors they could not consolidate their rule here until Mughals came here in thefifteenth century. Still, they were able only to keep this land partially under theirrule and governors of this region were almost autonomous. Kalat was a confederacy under Khanate, and its political structure was mostly tribal where sardars were directly under the control of Khan. Brits came here as a result of first Anglo-Afghan war in 1839. Initially, they were wary of its barren and far-flung land but soon they got cognizant of its strategic location and started ruling this part of Sub-Continent either directly e.g. British Baluchistan, or indirectly, where a British agent was appointed to the Khan of Kalat. Regional political parties’ and their role in the democratic Balochistan has been studied in this paper. The paper encompasses only those parties which have a deep impact on the politics of Balochistan. So, mainstream parties which came into being outside of Balochistan are not included in this paper, although they put deep imprints on the minds of people of this region. That is why I have put PMLN, PMLQ, PPP, and JUI (F) outside the ambit of this paper. Regional parties act as pressure groups and so helps keep the 221 system stable. The paper studies their role in the political and democratic development of this region. The first section of this paper is regarding the theoretical framework, and then we will study the evolution of these parties and study them one by one under their names. After that, we will study the circumstances that caused them to emerge. In the end, we discuss their role for democracy and will see that how much these parties are democratic internally, and finally, the conclusion is put at the end of this paper.

Theoretical Framework Humans have a natural tendency of living together. They influence each other’s lives socially, economically and politically. A political party is an organized body of people striving together to get their goals within the political system. The representative of these parties establishes a link between the governors and the governed. So demands of the people are easily carried to the policymakers. These parties also create awareness in their members and supporters. Regional parties do it for the people of that specific region. To define regional political parties Hlousek and Lubomir Kopecek put a comprehensive definition of regional and ethnic parties. According to them, these are the parties which “focus on defending the interests of a certain region or ethnicity or both”(Kopecek, 2010).These parties have their own areas of influence and so they work for the interests of that particular region or aparticular ethnicity. In Stramiska view the regional parties can be defined as “formation of ideology program and organizational identity as well as the source of political standing and electoral mobilization used by them are of regional character” (Strmiska, 2003). These parties get the support of local people and strive to get their issues by putting pressure on the central government. Sometimes they work with central mainstream parties to get more benefits for their regions. Local politicians believe that “future belongs to provincial parties which championed the hopes and aspirations of the people of their respective regions” (Patnaik).

Evolution of these parties It was the 1920s when a political party was formed by the efforts of Mir Yusaf Ali Magsi and Abdul Aziz Kurd which was called Anjuma-i- Ettihad-i-Balochan wa Baluchistan (Jahan Zeb Khan, 2017). This party brought Baloch and Pashtun tribes’ closer who struggled together for 222 constitutional reforms for the people of this land. Soon the party split into two, Anjuman e Watan, which was a Pashtun dominated party, and the Kalat State National Party, which was a pure Baloch party under the Khan of Kalat. Anjuman e Watan was led by Abdul Samad Khan Achakzai (Jahan Zeb Khan, 2017). Internal power struggle and ethnic rivalry were some of the principal hurdles in getting reforms. It was believed that Brits were successful to a large extent by dividing the people into ethnic lines. Baluch leadership under Qazi Esa realized that they would not get their rights until they join a major party. Qazi Esa invited Mohammad Ali Jinnah, one of the Muslims leading leaders, to Baluchistan and in this way All India Muslim League entered Baluchistan in 1938 (Jahan Zeb Khan, 2017). The same general state of affairs continued until 1947. When Pakistan came into being in 1947 All India Muslim League was converted into Pakistan Muslim League. All the four provinces had their provincial Muslim Leagues.

1.3.1 National Party The National party is a socialist centre-left regional political party in Balochistan. The party is currently lead by Mir Hasil Bizenjo. It was founded in October2003 by joint efforts of Abdul Haye Baloch, Abdul Malik Baloch, and Mir Hasil Khan Bizenjo. Mir Hasil Bizenjo’s Balochistan National Democratic Party and Abdul Haye Baloch’s Balochistan National Movement was merged to form NP. Abdul Haye Baloch was its first chairman. The party’s headquarters are in Quetta. Under the elections of 2013 NP secured eight seats in Balochistan Assembly and made a coalition government with PMLN. Dr Abdul Malik Baloch became the Chief Minister. It also got two seats in the National Assembly(Page). In the local bodies poll held in 2013 NP topped the list by securing 250 seats, and left behind PMLN, PkMAP, JUI (F), parties having a stronghold there (News, 2013). Currently, it has eleven seats in Balochistan assembly. Election conducted in 2008 was boycotted by the party as a reaction to the military operation in the province. The party conducted its 4thCongress on 8-10 November 2014 under Abdullah Dayo as the Chief Election Commissioner, as a result of that Mir Hasil Khan, Bizenjo was elected its president whereas Dr Yasin Baloch and Dr Hassan Nasir as Secretary General and Deputy Secretary General 223 respectively. Due to regular and competitive party elections, change in party leadership the party got second to Jamaat I Islami (PILDAT, 2017).

1.3.2 NationalAwami Party It is one of the oldest parties in Pakistan which came into being on 25 July 1957 due to the efforts of the Maulana Bashani which was later joined by Khan Abdul Ghaffar Khan(Aziz, 1976). Bashani became its head. Samad Achakzai and Prince Abdul Karim were also its part (Mahmood, 2000). Khan Abdul Ghaffar Khan was a staunch believer in non-violence. He brought about the Red Shirts movement which was later merged into NAP along with some left to centre politicians from Baluchistan, Sind, Punjab and East Pakistan.One of the demands was autonomy to federating units, which was appreciated by the people of Balochistan. But the central leadership was wary of such reforms to the political system. Due to differences the party detached itself under Wali Khan, the son of Khan Abdul Ghaffar Khan, and became NAP (Wali). Under him, the party got eight seats in the election of 1970 in Balochistan Assemblyand made a coalition government with JUI(Mahmood, 2000).He himself became the opposition leader in the National Assembly. It has remained in coalition governments in NWFP and Baluchistan. The party changed its name to Awami National Party and aligned itself with a conservative party of PML (IJI) in the 1988 election. In theFebruary1973 government of Atta Ullah Megal’s NAP was removed by Zulfiqar Ali Bhutto. It sparked a reaction in the regional people(Mirza, 2013). Currently, Asghar Khan Achakzai is the provincial president of ANP. But the party is severe doldrums, as the platform she was provided is not maintained and with each passing day the party is losing its ground in Balochistan.

1.3.3 Balochistan National Party(Mengal) Baluchistan National Party was formed in 1996 by Sardar Atta Ullah Mengal. He has remained the Chief Minister of Baluchistan in the 1972-73 coalition government of NAP and JUI(Mahmood A. , 2014). But his government did not last long due to the reason that ZA Bhutto dismissed his government. He, along with some other prominent Baloch leadership like Ghuas Bakhsh Bizenjo, Nawab Khair Bakhsh Marri, and Gul Khan Nasir, was thrown into jail on mere hearsay that they were destabilizing Pakistan. BNP secured three national assembly seats and ten provincial assembly seats 224 in the election of 1997 and formed a coalition government in Balochistan with Akhtar Mengal, the son of Sardar Atta Ullah Mengal, as the Chief Minister. Due to differences with the centre, his government could not persist for long. Due to the coup of Pervez Musharraf BNP protestedand did not take part in the election of 2002. Some of its party members contested theelection as independent candidates and won. When military operation started in Balochistan and Akbar Bugti was killed, all their members resigned from their seats. Akhtar Mengal was arrested by Pervez Musharraf led government in the end of 2006 along with some senior party leadership (Baloch, 2008). He remained in prison for one and half years where he was ill-treated. Council Session was held on 25-28 June 2009 which was presided by Akhtar Mengal. Party leadership like Akhtar Mengal as president, Jahanzeb Jamaleni as senior vice president, Sajid Tareen as vice president was selected in that session. Today’s central cabinet of BNP includes Sardar Akhtar Jan Mengal as its president, Dr Jehanzeb Jamaldini as its Secretary General; Senior Vice President is Malak Abdul Wali Kakar, Agha Musa Jan Bach is its Vice President, Deputy Secretary-General is Laal Jan Baloch, Joint Secretary is Nazir Ahmed Baloch, Agha Hassan Baloch is Central secretary Information, and Malak Nasir Ahmed Shahwani is its Central Finance Secretary(BNP official page). In the current set up BNP has two MPAs, one MNA, and one Senator. In local bodies elections held in late 2013, BNP got 92 seats (News, 2013).

1.3.4 Pashtunkhwa Milli Awami Party A Pashtun nationalist party with its leaning towards the left and isled by Mehmood Khan Achakzai. The party emerged from the defunct NAP under Abdul Samad Achakzai Shaheed. He had differences with thecentral government due to the issues of the violation of rights of the Baloch people(Shah, 2013). At the time when this party was established its name was Pakhtunkhwa Milli Awami Party, under the banner of which Abdul Samad Khan Achakzai became an MPA in Balochistan Assembly. In 1986 the party got merged with Mazdoor Kissan Party and got the name Pakhtunkhwa Milli Awami Ittihad but was renamed as Pakhtunkhwa Milli Awami Party in 1989. In the elections of 1988 and 1990, the party got two and three MPAs to the Balochistan Assembly respectively. In the elections of 1993 PKMAP worked even well and got elected four MPAs and three MNAs. It was by far a 225 welcoming note for the party members. When elections were held in 1997 party did not work well and obtained two seats in the Balochistan Assembly and one seat in the National Assembly for Mehmood Khan Achakzai. When elections were held under General Musharraf in 2002, PkMAP got four seats in Balochistan Assembly and one NA seat. Elections of 2008 were boycotted altogether. Today it has fourteen members in Balochistan Assembly, three in National Assembly and three members in the Upper House. PkMAP also got 196 seats in the LG elections held in 2013 and stood third(News, 2013). So we can see the party grew with each passing day which is an indication that the people are happy with its policies. It has clear stance over home and foreign policy of the country and believes in the provincial autonomy. However, if we see towards the intra-party democracy in PkMAP, we can hardly find some basic democratic processes. Party leadership is the same which revolves around one family. In appearance, party constitution is that much democratic. Regular and competitive elections can nowhere be seen. Party conventions which take place in some parties regularly could not hold in PkMAP. Above all-party decision making revolves around the central leadership only. Still, the party is growing constantly which is a good sign. It means that people are satisfied with this party.

1.3.5 Balochistan National Party (Awami) It is a regional political party in Balochistan which came into being in 1997. The party was formed when Israr Ullah Zehri had a tussle over rigging over party election with Akhtar Mengal so the differences led to a faction whom they called Balochistan National Party (Awami). The opposite camp said Akhtar Mengal become party chief due to fraudulent elections. Israr Ullah Zehri is its president. Currently, he is a senator in the upper house. In the election of 2008, BNP (A) secured two National Assembly seats and two seats in Balochistan assembly. It was taken as its good performances so far. Similarly, BNP (A)got 62 seats from Panjgor in the local bodies elections. During the presidential election BNP (A) boycotted that election by declaring it against the democratic norms (Editorial, 2013). After disintegration, this party further narrowed its base which has just a single member in Balochistan assembly now.Currently, Mir Israr Ullah Zehri is its president, Syed Ehsan Shah is its senior vice president, and its secretary general is Mir Asad Ullah Baloch. The party’sapproach towards the country’s problems in terms of 226 democracy is commendable but when we look towards the intraparty democracy, theparty seems a little weak on those lines.Though theparty has taken some bold steps against corruption in the province and across the country party’s constitution is not providing everything one can declare it to be democratically sound.

1.3.6 JamhooriWatan Party JWP was founded by Shaheed Nawab Akbar Bugti, a former governor of Balochistan, in 1990. In the election of 2002 under Pervez Musharraf, JWP secured two National Assembly seats and two seats in provincial assembly (Mahmood A. , 2014).After the assassination of Nawab Akber Bugti Shaheed his son Talal Bugti became its chairman. However, after his death party got divided into two factions, one is called Baloch Republican Party led by Brahmdagh Bugti whereas the second is under Aali Bugti. Currently, Shahzain Bugti is leading JWP. Gohram Bugti is provincial president; Syed Salih Agha is Vice senior President whereas Mir Naseeb Ullah Shahwani is its General Secretary. In terms of intra-party democracy, JWP has the same leadership so from that angle we find no diversity. I have not found anything on their website regarding intra-party elections. Dynastic leadership is prevalent and is encouraged. JWP has boycotted many elections which proved futile for its existence and the party got narrowed further. One thing that is of equal importance is that party broke away many times into factions. That also discouraged its supporters. The party has to struggle hard if she has to make its way towards a successful party.

1.3.7 Balochistan National Movement Presently BNM islead by Khalil Baloch. The party came into being after converting Baloch National Youth Movement into Baloch National Movement in 2004 under the leadership of Ghulam Ahmed Baloch. The former was an organization of educated youth from Balochistan which was established in 1987. Fida Ahmed was one of its leaders who was killed by the state agencies in 1988 (BNM official). Initially, the party leadership did not like to take part in parliamentary politics. Later Dr Abdul Malik Baloch and Dr Hai Baloch joined this party whereby they took part in politics and won many seats in the provincial assembly. G. M. Baloch was, unfortunately, assassinated in 2009. Party leadership then changed their stance and now they 227 sought provincial autonomy for their people. In 2004 Dr Malik along with his like-minded friends made National Party whereas Akhtar Mengal formed his own party (Sial, 2008). Khalil Baloch has condemned the use of force in QuaidI Azam University against the Baloch and Pashtun students. He regarded it an act which is against the democratic norms. BNM though trying to raise voice for the people of the region but could not prove itself as a democratic force. It was found that party was not organized on democratic lines. Party constitution does not follow democratic processes shown in the Political Parties Order 2002.

Causes of origin of these parties Muslim League failed to organize and reinvigorate its provincial branches and lost its unity within first three years (Waseem, 2007). Indian National Congress was far more united and organized. The haughtybehaviour of leaguers could not tolerate the opposition. Liaqat Ali Khan said Muslim League founded Pakistan and now it has the prerogative to govern. It was bad to say at that high time because the country needed a more pluralist system. However, Liaqat Ali Khan considered the party to rule the country single- handedly. Delay in Constitution making provided a space for the democratic forces to think about some new platforms because the leading party was completely failed. Political leaders thought new political forces will produce some new alternate forces which will be of value in the long run. We saw a number of new parties came into being across the country. Pakistan hasbeen a federation its provinces were in favour of powers to be transferred to them but bureaucracy from Punjab and Bengal was a hurdle in their way. The leadership of all the provinces, especially the small provinces demanded complete provincial autonomy. When the centre failed to give Balochistan its due rights especially, the status of an independent province first and then autonomy, many parties came into being on the political horizon. Feudal lords or sardari system is one of thecauses of the creation of new political parties. In Balochistan, there were many political parties that came into being when the sardars thought their interests in danger. If we look at the whole country political parties are coming into being almost on daily basis, some new while some factions from the older parties. It’s a dilemma 228 that we do not have a sound understanding to strengthen the institution of political parties rather they are producing more polarization among the masses.

1.5 Parties and Democracy Almost all political parties in Balochistan believe in democracy. Pakistan being a federal state and its constitution provides equal rights for the federating units. Constitutional provisions should be adopted in true letter and spirit. The National party got thesecond position in terms of intraparty democracy (PILDAT, 2017). The party has been noted to have conducted intraparty polls regularly, competitively and on proper time. Party constitution was upheld. The most distinguishing point noted in the third PILDAT report was aleadership change. It is something one could not see across the political parties of Pakistan. Party constitution is democratic to the full satisfaction of political scholars. Members from the lower strata were included in the policy formulation. Debates in the Central Committee were regularly held and opinion of dissidents was welcomed. It is a good gesture for the democracy to flourish. Party conventions were not held in whole 2016, which can be regarded a negative point on the part of NP. One promising point to democracy was when Dr Abdul Malik was nominated by the party as the new Chief Minister. He was a commoner and did not have any attachment to neither the sardars nor the tribal elders. It was widely appreciated and welcomed by the political scholars across the country. BNP (M) as a populist, secular political party has struggled to get provincial autonomy for the sake of the people. Though they did not succeed entirely in their mission their role is appreciated. Party objective to get elect or nominate people to the central cabinet other than Baloch is considered a good gesture, as the party has gotten senior vice president Abdul Wali Kakar and finance secretary Ahmed Hashwani, Nawabzada Aurangzeb Jogezai, advocate Ehsanullah Sarangzai, Mohammad Ali Sarangzai(the last three from Ziarat) from Pashtun ethnicity. Party constitution is not having everything that democratic political parties should include. Similarly, BNP did not hold regular and competitive party elections. Party did notconvene its delegation regularly nor did party leadership changed like the NP, is considered its weaknesses in term of democratic norms. The party toleratesdissidents which is a good sign and decisions are taken by taking into confidence the party 229 influential and local leadership. PkMAP is one of the successful parties in terms of getting seats in Balochistan Assembly, National Assembly and Senate. The party popularity rose with every passing election. Today she has fourteen members in Balochistan Assembly. Thus she has consolidated her position in just 29 years, e.g. when she has only two seats in 1988 to now that when she holds 14 MPAs in Balochistan Assembly. Still, the party lacks the basic foundation of internal democracy in theparty. ANP (formerly NAP) has lost the vigour and the party can just be found in some parts of KPK. It is partly due to the reason that its leadership remained the same throughout the years but also their concentration over the Baloch belt has been minimal in the near past. If this party has to strengthen their position she has to bring democracy to their party and concentrate on the politics in Balochistan as well. Other small parties like, BNP (A), BNM. JWP have to go a long way, not only to consolidate their position in masses but also to get their parties on democratic lines.

Conclusion Regional political parties seem failed in Balochistan except, PkMAP since mainstream political parties like PMLN, PMLQ, and PPP have made inroads into Balochistan. But to look into the larger picture people of Balochistan seems free to express their feelings, at least in elections, like the right to whom they want to vote and freedom of expression, which shows their maturity of mind. Still, regional parties have to work hard to consolidate themselves. National Awami Party has lost their position in Balochistan. Small parties like, BNM, BNP (A) and party like; BNP (M) could not fortify their position and have failed to a large extent. National Party is one exception which has brought democracy to their party and has been successful electorally, though to a little extent. JWP splitting into faction proved futile for her. The party hardly gets a seat in Balochistan Assembly. It is high time for the regional parties in Balochistan to strengthen their position otherwise people of the region will look to the central parties for their problems. In that case, thepolitical system will get further centralized by the mainstream parties and a check, which the regional parties have on them, will vanish.

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Works Cited Aziz, K. K. (1976). Party politics in Pakistan 1947-58. Lahore: SANG E MEEL PUBLICATIONS. Baloch, S. u. (2008, February 14). Balochistan's prisoners of conscience. Islamabad: Dawn Editorial. BNM official, p. h. (n.d.). BNP official page. (n.d.). Editorial. (2013, July 23). Crisis around the presidential election. Islamabad: Times of Pakistan. Jahan Zeb Khan, B. A. (2017). Freedom movement & birth of political parties in Balochistan, Pakistan. Biannual Research Journal Grassroots, special issue, 69-70. Kenoyer, K. M. (1998). Ancient cities of Indusvalley civilization. Oxford University Press. Kopecek, V. H. (2010). Origin, ideology, and transformation of political parties: East- Central & Western Europe. Surrey: Ashgate Publishing Limited. Mahmood, A. (2014). Regional political parties: challenges to thepoliticalstability of Pakistan. Pakistan Vision, 15(2). Mahmood, S. (2000). PAKISTAN: political roots and development 1947- 1999. Karachi: Oxford University Press. Mirza, Z. L. (2013). Balochistan--- past, present & future. NDU Journal, 23. News, D. (2013, December 8). Balochistan LG poll results:national party leads, independentcandidates grab 303 seats. Quetta. Page, N. P. (n.d.). www.nationalparty.com.pk. Patnaik, B. (n.d.). PILDAT. (2017, January). Internal party democracy of major political parties of Pakistan 2016. PILDAT. 231

Shah, S. A. (2013, May 1). Pakhtunkhwa milli awami party. Dawn . Sial, S. (2008, January 25). Election 2008:political disintegration in Balochistan, Pakistan. Islamabad: Tribune. Strmiska, M. (2003). Conceptualization and typology of European regional parties: a note on methodology. Stredoevropske Politicke Studie-- Central European Political Studies Review, 5(2-3), 1-8. Veena, Y. (2015, December 5). How Balochistan became a part of Pakistan-- - a historical perspective. the Nation. Waseem, M. (2007). Politics & the state in Pakistan. Islamabad: National Institute of Cultural and Historical Research.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

GWADAR VS CHABAHAR REGIONAL COOPERATION AND STRATEGIC COMPETITION.

Mrs. GUL ZAMEEN KAKAR

ABSTRACT.

Economic interests lead to strategic competition among states. Foreign policies are largely driven by this consideration. This paper will shed light on the prospects of CPEC and its alignment with ports of Gwadar and Cahaba. The future venues and rivalries emerging out of this competition in the light of historical background and a possible way forward. Further, hurdles coming in the away of bilateral relations and disturbance of Balance of power economic and otherwise will also be discussed at length. New alliances are coming forth in the region, Pakistan with China and Iran with India to further economic gains and regional integration. Research and analysis will further highlight the grey and red areas in the regional stability and bilateral relations between Iran and Pakistan.

Key words .CPEC. Balance of power. Alliances. Strategic stability. Economic integration. Trade corridor. Port of Gwader. Port of Chahbahar. SREB. (silk road economic belt)

INTRODUCTION The port of chabahar in Iran and Gwadar in Pakistan on the coast of makran are separated from each other barely by about 70kms. Infrastructure development taking place at these ports in south Asia is driven by competition for geographic control to secure resources and markets and the fear of strategic encirclement. Port Gwadar in Pakistan and chabahar in Iran have, respectively, solidified strategic alliances between china and Pakistan and between India and Iran. These projects are perceived to create an 233 uncertain balance of region power at a time when the US is reducing its military presence in the region.

Eastern and Western blocks Before the defeat of the former Soviet Union in Afghanistan and prior to the disintegration of the eastern power block, the eastern and western blocks were involved in such rivalries. It has been said that zulfikerali Bhutto, a former prime minister of Pakistan, had gotten very close to signing an agreement in the late 1970s, according to which Pakistan was to allow the former soviet union to build a naval base in Gwadar port. In reaction to this move, the US planned to build a naval base near the port city of chabahar, however, the plan was aborted following the victory of the Islamic revolution in Iran. During its occupation of Afghanistan, the USSR had envisioned connecting the two ports of Gwadar and chabahar through a road and rail network to central Asia in order to facilitate military movements. Following the collapse of eastern power bloc and subsequent power void, actors involved in the rivalry over makran coast become more varied. At present, India and china have changed the nature of their rivalry from “military” to “economic and trade” and are accordingly proposing to have their presence in the port cities of chabahar and Gwadar.

Gwadar Port: active Economic and Trade Hub. Chain and Pakistan perceive the Gwadar port as an active economic and trade hub similar to Hong Kong and Singapore and are planning to turn it into a free trade port. It’s contended that if it comes about, it will not only take Balochistan out of its current state of isolation and put it on path of development, but also will give impetus to the development of bigger geographical regions extending from Chin’s Muslim dominated Xinyang province to Central Asia, Afghanistan and Pakistan. China’s $ 46 Billion project currently under implementation. The China Pakistan Economic Corridor (CPEC) includes various roads and rail projects a part form the Makran highway that that will connect Karachi to Gwadar and Karakoram region to Kahgar , the capital city of Chin’s Xinjiang province. Parallax to this highway, a rail road and gas pipeline are to facilitate chin’s access to energy resources in the person gulf and enable it to conduct trade through Gwadar port which would be connected to Afgisntan and central Asia 234 through the west /chawa, international border between Pakistan and Afghisntan.

India Iran Similar objective (as those of CPEC) Iran and India joined to implement a multipurpose project with similar objective case those of (CPEC) at Chabahar port, about 70 KM away from Gwadar on Iranian cost which will use rail and road networks to connect Chabahar to sustain and Baluchistan’s capital city of Zahedan, there, it will be connected to Iran’s national rail road network in the city of Birjand and then continue to Central Asia. The some railroad will give out a branch in the city of Zabol to enter Afghanistan, further making its way into central Asia, Indian Prime Minister NarendarModi , Iranian President Hassan Rouhani and Afghan President Ashraf Ghani met in May 2016 in Tehran. If both Gwadar port and Chabahar projects rhyme synergic ally, they have the potential to fuel all out human, economic, trade and cultural development across entire South Asia and Central Asia, sweeping through Iran and Afghanistan as well. The region otherwise gripped with poverty is prove to growth of radical religious or ethnic currents which oppose any system of government. The entire region and the ports of Chabahar and Gwadar can look forward to an era of all around development. If, however, instead of developing partnerships the rivalries intensify ethnic strife in the geographical region has the potential to exacerbate such rivalries. In such a scenario, there will be a cold winter ahead for all players.

The significance of Pak China Economic Corridor For the China the most promising reward for developing the Economic Corridor with Pakistan is considerable reduction in the distance of China from Persian Gulf before the Development of Economic Corridor with Pakistan China was having the problem of long travel of 12,900 KM from Beijing to Persian Gulf CPEC is expected to reduce this distance to, 500 KM only time of Transit will be reduced form 45 days to 10 days only, according to CPEC china less developed western part Kashgar is going to be attached to warm water of Arabian Seas be the way of Gwadar city of Balochistan Province of Pakistan hence China is developing Kashgar to a special 235

Economic Zone, which is crucial for development of western china. CPEC is playing an important role in connecting China to Europe through Central Asia by Silk Road Economic Belt (SREB). By adopting the kasgagarGwadar can save around 56 million per day for meeting 50% of its current level of oil importing thus contributing nearly s2 billion annually, As this series of project is group to create hundreds of thousands of job opportunities goverment of Pakistan affords no excuse in timely completion of CPEC as a result of CPEC GDP of Pakistan is expected to outreach 6% due to an addition of 20% in growth rate of GDP , Chinses investment in Pakistan several projects has significant positive impact on the overall Economy , the sectors which are supposed to get as considerable level of impotent are supposed to get a considerable level of impotent are energy in power generation steel and cement .

PROJECTS OF CPEC Many development projects signed between Government of Peoples Republic of China and Government of Islamic Republic of Pakistan on April, 21st during Chinses President visit to Pakistan with reference to time CPEC projects are categorized into three phases short term projects also called early harvest projects are intended to be completed till 2017, medium terms projects are intended to be completed by 2025, and long term projects will be completed by 2030. Early harvest projects included up grading of the Karakorum High way to Islamabad Karachi and Lahore motorway ,establishment of new Gwadar Airport Hospital and vocational training institute , development of dry port construction of east bay express way in Gwadar and development of special Economic Zone on CPEC. The CPEC is not limited to early harvest projects only various development projects of Pakistan and China. 1. Transport Infrastructures 2. Gwadar projects 3. Energy 1. Transport Infrastructure. Transport network from Kashghar of Xinjian China to Gwadar Pakistan have been the most prominent project among others .the route is proposed as KashgharKhungerab Islamabad Lahore Multan Sukkar Karachi and Gwadar. Highways and railways includes construction of KKH Phase. II 236 kohat to Havalian ($ 45 M), Karachi Lahore Motorway and upgradation of ML 1. For improving Pakistan access to International networks of compunction, a project of fiber optic cable is designed from border of China to Rawalpandi . For this project 85 % of total financing ($44 M) is provided by China and it’s expected to be completed in three years period.

2. Gwadar Projects. In CPEC special attention is given on the development of Gwadar seaport such as exchange of feasibility study of Gwadar hospital, provision of Chinese government concessional loan for Gwadar port East Bay Express way project (CUS $ 4 M) and Gwadar International airport project(US $ 1.5 M). 3, Energy Pakistan and Chinese government have put energy projects on prioritized basis to evacuate the energy crisis in Pakistan. A framework agreement for categorizing the power and energy projects took place n 8th November, 2014. the first category includes fourteen projects of 10,400 MW to be completed till 2017-18, and is named privatized projects second category includes seven projects of 6,645 MW to be completed beyond 2018, and is named actively promoted however there is combination of three types of power and energy projects hydroelectric Suki Kinray Hydropower project, Thar block II Sindh Cool mining project Thar Block II coal-Fired Power Projects , Facilitation agreement for Dawood wind power project , a special framework for agreement of CPEC:s energy cooperation , Thar coalfield block I coal power project, Sahiwal Power project, agreement Hubco coal fired power project and facilitation agreement for salt rang coal fired power project.

Economics Dimensions of CPEC CPEC can be regarded as a subset of China’s master plan for once belt once road through which China is interested to develop network of infrastructure and oil pipelines towards Central Asia, this network can also increase Chinas Influence in the region on the other hand for Pakistan the most critical factor and need of the hours generation and disbursement of Chabahar energy. Hence, CPEC is considerably important for both the states. 237

CPEC is based on the philosophical background of mutual coordination for a common vision of progress there for it opens new horizons of progress for china too, railways roads and ports infrastructure projects constitute 22 % of total investment of CPEC. Connection of Kashgar City Xinjian Province of China to Gwadar to reduce Chinas Distance from oil providing Persian Gulf countries.

Strategic Importance of Chabahar Port. The trilateral cooperation agreement signed among Iran India and Afghanistan has interpreted as a regional game changer agreement is not only Economically but also Strategically important for the parties the agreement is an alternative to China Pakistan Economic Corridor into the project that will link Pakistan Gwadar port to china’s Xinjian Uyghur autonomous region, India will counter Chines influence in the region and will have batter access to energy rich Central Asian States through Afghanistan. However Afghanistan will know more have to provide its access to the sea over Pakistan and thus it will develop the policies independent form Pakistan. Russia can allay with rapidly growing Economy like India form which it does not perceive threat in order to balance the growing influence of China in Central Asia. Iran however can increase its share in energy market and it will be more power full in its regional competition with Saudi Arabia in the Middle East. In domestic politics, Iran aimed at controlling the Belukha nationalists moment through the investment in Sistani Balochistan province and trade route from this area to Afghanistan. Three states with engage in cooperation against treats like Terrorism, drugs trafficking and cybercrimes with the help of the trilateral consultation mechanism.

Conclusion The growing compaction among China India Pakistan and Iran in Gwadar and in the Iranian Port of Chabahar caught the regional and world attention Gwadar port has become a milestone in Pakistan China Economic and Strategic cooperation, Pakistan China growing coordination in the development of Gwadar port will and Pakistan feeling of isolation that it has been facing since independence conceived as a gateway from China and Central Asia to the warm waters of the Arabian Sea, the port spite many 238 challenge and hurdles has a potential to become the world’s largest deep sea port. Gwadar offers a two ways outlet to markets of East and West North and South. Chines huge technical and financial support for the construction of the port accomplished, Pakistan long standing geo strategic and economic objectives in the Indian Ocean Arabian Sea and Persian Gulf, no doubt the port has opened the door foreign investors traders and businessman which will bring the area of economic program and prosperity for both countries, the port has a tremendous economic impetus to Pakistan for several reasons. It is located about 250 miles from the straits of Hormuz the world oil rich reign the strategic location of the port makes it as an important regional shipping hub providing the landlocked central Asian republics Afghanistan send the Chinese Xingjian region as access to the Arabian sea and more important it will reduce the distances 500 KM between Pakistan send central Asia which will greatly facilitate the transfer of central Asia vast energy resources to world markets through Pakistan with significant profits in transit fees. Move significantly Gwadar port provides both Pakistan and China to strengthen its security visa a visa India as it said that the recruit of Pakistan is adequately established by developing relations with China to counter India hegemonic as operation in the region thus Gwadar port serves an ideal place form the point of view of Pakistan China vagal collaboration to check and monitor Indian expansionist designs in the Arabian Sea and Persian Gulf the port will also help both china and Pakistan to promote trade with Gulf States possessing 63% of world’s oil . Resets Gulf Region and Central Asian States contain of the largest oil and gas resources of the world. Pakistan can only avail this opportunity due active chines support if there plain to connect in the port to western China is built the shortest route of oil imports from Middle East to China can realized, the port will also give a great boosts to developing China vast western areas at present Persian gulf is badly exposed to world due to in stability in the region and in case of blockage of gulf in the war of confect in Gwadar port is likely to assume more significance. Gwadar port is facing challenges in competitions with regard to newly developed Iranian port Chabahar by India geographically Iran is in a more advantages positon in the Persian Gulf Afghanistan and Central Asia , Iran shares direct border with Central Asian Countries while Pakistan has to pass 239 through wahkhan corridor in Afghanistan to reach the nearest state of central Asia peace and stability in Afghanistan becomes imperative for Pakistan further Economic and Trade relations with the Central Asia . Chabahar is the part of the Indian station infrastructure, it is however viewed with suspicion to sabotage, Pakistan further strategy of expanding its influences in central Asia and beyond Chabahar provides India with an easy access to Afghanistan and Central Asia trough Indian Ocean. India ultimate desire is to connect Chabahar with Central Asian States through roads and a network of Railway system to by-pass Pakistan and to reduce the dependency of Central Asian Countries on the Pakistan port of Gwadar, Iran is already enjoying close socio cultural and economic relations with the Central Asian states, Iran is working on many projects in Tajikistan including the Anzob Tunnel and constructed a bridge over it and that connects Chabahar with Khojent route. Hence both Chabahar and Mumbai are perhaps the best train shipping points the countries of Central Asia are likely to benefits from both Chabahr and Gwadar has for the competition between the both ports, it will not be a winner take all outcome but rather one port earning the greater share or trade and winner in this regard is likely to be CPEC at east in the near further, CPEC is more stable than

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References. 1; Daniels, R. (2013). Strategic competition in South Asia: Gwadar, Chabahar, and the risks of infrastructure development. American Foreign Policy Interests, 35(2), 93-100. 2;Mollazehi, Pir-Mohammad(2016), The Coast of Makran: An Arena for Rivalry among Powers Iran review, Jun 07. 3;kulshrestha,rear.admialdr.s.(undated),a tale of two ports; gwadar versus chahbahar,world news report. 4;Roy s.(2017), On corridor via Pak, China Showed no Sensitivity: Govt The Indian express January 19. .5;Katoch, p (2016) China-Pakistan Economic Corridor: 'Highway of Terror' turns operational at last November 16. 6;The time of india (2016),after Pakistan general, chines media suggest to join cpec ,December 23 7;Taybr,G (2016), India-Iran port deal reveals tense Asian Rivalries,The Washington , May 29. 8;Chaudhury,A .(2016), Five things about Chabahar Port and how India gains from it‘‘The economic time, may, 23. 9;Chaudri, M. A. (1987)..’’ strategic and military dimension in pakistan china relation in pakistan and world society .karachi ;royal book company,pp.67- 94. 10;President xi jinping speech at communist party meeting 2014 11; Dixit ,A(.1987) Sino- Pak relation and there implication for India strategic analysis 11(9),1067-1080. 12;Bhattachar.jee,d(.2015).China.Pakistan.Economic.Cooridor,SSRN electoraljournal,statedepartment,united state of America. 13;Vantanaka, Alex (2015).Iran and Pakistan security ,diplomacy and American infuince.india determined to invest in Iranian port development project . Islamic republic news egency,20 June 2016 retrieved 30 June 2016 14;.chabahar deal know finished ;Pakistan china welcome says Iran” Indian express 27 may 2016 retrieved 27 ,may 2016

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Perception of teacher Educators regarding the variety of assessments in ADE curricula

Bushra Batool Lecturer, Institute of Education & Research, University of Balochistan, Quetta.

Dr. Maroof Bin Rauf Assistant Professor, Department of Education, University of Loralai, Balochistan.

Abstract The teacher educators perception for the variety of assessment techniques in ADE curricula. The variations in assessment is chosen for research for finding the importance of formative type of assessment rather than having just one exam at the end of the term/ year as it is in the conventional system .The B.Ed ( Hons)/ ADE course was designed to encourage the pre-service teachers for their professional growth to build their potentials in the field of better teacher for the better future for the country specifically and fro the entire world generally. For this research the mix method research methodology was used. The questionnaire was designed for the quantitative research while the open ended interview was designed for the qualitative research. The researcher has taken the sample of 60 teacher educators and four head teachers of the institutions of the Quetta city. The researcher found that the opinion of the teacher educators and head teachers is in the favor of the variety of assessment techniques in B.Ed ( Hons)/ ADE curricula. The main findings in this regard were that the teachers are aware of the variety of assessment techniques and new approaches for the conduct of assessment for ADE students.

Key Words: Perception, Teacher Educators, assessment, curricula, B.Ed ( Hons) , ADE 242

Introduction The conventional system of education for the professional education for the pre- Service teachers stresses specifically to build their capacity for the item format for the tests and methods of finding test reliability and validity. And just few methods to make connections between testing and instructions. The facts , rules and principles were set to do the statistical procedures for finding out the exact quantitative ratios to find out the value in quantitative terms but in real sense the prospective teachers are remaining un aware of the latest term, techniques, teaching strategies, assessment techniques , and the hand on experience for the conduct of / or application of latest techniques in the classroom. (Fleming & Chambers, 1983). In traditional system they ever complains for the knowledge and practice difference, while saying which theoretical aspects, knowledge given by our books and as well as taught to us are not applicable in the class when we have a large sized class where the students/ learners are coming from different mind sets, various tribes an d back grounds on the basis of their previous knowledge. Traditionally education reform has tended to focus on curriculum and instruction without equal emphasis on assessment practice. However, in recent decades substantial research on assessment practices has been conducted. This has led to a shift in theoretical perspectives and beliefs about assessment practices, from traditional teacher-centered summative exams to more learner-centered continuous forms of assessment (Plessis & Muzaffar, 2010). Research shows that such ‘alternative’ assessments are closely aligned with instructional strategies and learning objectives, privilege higher order thinking skills, combine formative and summative assessments and provide clear criteria or rubrics for assessment (Anderson, 1998; Plessis & Muzaffar, 2010). The new pre-service teacher education programs in Pakistan, ADE/ B.Ed. (Hons), aim to shift assessment practice in this direction. The Associates Degree in Education (ADE) and Bachelors of Education Honors (B.Ed. Hons) programs are new degree programs launched across Pakistan by the provincial governments. They have been started in two Government Colleges of Education and Teaching (GCET) and one university since March, 2011 in Balochistan. The B.Ed. (Hons) program is a four-year program introduced at the university level only whereas the ADE 243 program is a two year program introduced at both university and college levels. The degree requirement for B.Ed ( Hons) is the successful completion of eight semesters course along with university semester policy requirement of 2 CGPA , this course have the duration of 4 years. In which each semester would have the duration of 16-18 weeks as per HEC guidelines. Each semester has the load of credit hours per semester 15-18 credit hours along with the 5- 6 course of study for each semester. The structure of the schemes of studies for the B.Ed ( Hons) comprises the compulsory courses of 19 credit hours , professional courses of 49 credit hours , Foundation course of 24 credit hours, content courses of 27 credit hours , and teaching courses of 15 credit hours having the total credit hours of 134 for the four years and eight (08) semesters. The magnificence and impressiveness for this program that makes it different from the already running majority of all other educational program in general aspect while more specifically for the programs of professional education and more broader spectrum for the teacher education programs is that the curriculum of this program is applied all over the country is same means having no discrimination for the advanced, developed or under developed areas. Another visionary step taken for this program keeping in view the scenario of our country that where the student is leaving his / her studies due to financial problem s or wants to do job as early as possible to support his/ her family in financial terms for the maintenance of their livelihood for up keeping their status in the society. The step was the student can quit the program after four semesters this quit is not like the common drop out case where the student has lost his / her all efforts in case of any family problem or social aspect when he / she can be able to continue his / her program till the four years but he can get the degree of ADE after the completion the requirements of 68 credit hours course till fourth semesters . Having the the CGPA requirement same as for the B.Ed ( Hons) that is 2.00. To get the ADE degree after the completion of two years and four semesters program along with the requirements of completion of 17 credit hours course for each semester . The ADE course have Compulsory , foundation, professional , content and teaching courses. The overall is as compulsory courses of Sixteen (16) credit hours , Foundation courses of fifteen(15) credit hours, Content course s of Nine (09) credit hours , professional courses 244 of twenty two (22) credit hours and teaching course for six ( credit hours ). The first semester completion requirement is compulsory course of Five (05) credit hours, foundation course of six (06) credit hour while content curse of (06) credit hours. The second semester comprises of compulsory , foundation and professional courses, in which compulsory courses of eleven (11) credit hous , foundation course of three ( 03) credit hours and professional courses of three (03) credit hours. The third semester includes professional courses of eleven credit hours ( 11) content course of (03) credit hours and teaching courses of three (03) credit hours. The fourth semester requires to complete the foundation course of six (06) credit hours, professional courses of Eight credit hours and teaching course of three credit hours . ( Prospectus B.Ed ( Hons) IER, UOB, Quetta )

Literature Review: Assessment is a key component of learning because it helps students learn when students are able to see how they are doing in a class, they are able to determine whether they are understanding the course motives. Assessment is the effort that is done for the measurement of learning and can be the base for the revolution in thinking skills. It is the process of collecting information and evaluating student performance according to learning outcomes. . Even though the first thing (and in some cases the only thing) they look at is the overall mark or grade, students, as a general rule, welcome feedback: ‘our students assume feedback from their instructors and generally feel that it benefits them’ (Guénette 2007, p.11). Transcribed remarks on and at the end of a section of work is a necessary portion of formative assessment. ‘Students should be left under no deception that an error is simply an object to be avoided, like an hindrance on the road; rather, it is a indication of a fault that has to be diagnosed and adjusted in the vehicle itself – in the learner’s inter language’ (Nott 2000, p.242). Simply indicating in the text or in the margin an error that arises from the student’s incomplete grasp of a point of grammar or usage is unlikely to make any difference to future performance. The course teachers or instructors can be able to adjust their teaching strategies by the help of assessment. In this case such adjustment is not only facilitating the instructors for making the learning material familiar, understandable and meaningful for the learners that are going through the process of learning in a class room scenarios. Assessment, it’s feed back the 245 process of teaching and learning are such interlinked aspects that each of them is supporting other and leading towards the sustainability of the learned material not only at the level of knowledge in the cognition of the learner or student but also the higher order thinking skills are being developed by the successful applications of all these portions exactly and in a better way. Assessment is an influential procedure by which the optimizes assessment I s the appraisal by evaluation for the estimation of learning processed by the application of various methods of measurement by which the judgment can be done for the level of reliability and validity of the test as well as the test takers cognition level after this analysis the teacher have a chance to revisit the objectives, strategies or way of conduct of assessment as well.

Role of Assessmnet in Teaching Learing Process

Feed back Teaching 25% 25%

Assessment Learning 25% 25%

As for the role of assessment is concerned in case of teaching learning procedure of the student/ any learner. The learners are taking the task of the learning seriously when they have the threat that they will be assessed after certain time , basically at higher level terms it is considered as the concept of 246 accountability, this concept leads them to be serious and work hard for the entire procedure that is on –going. In the scenario of human responsibility the teachers will be conscious about their teaching if from very first day of the start of the course / program/ session they know that any time their class can be observed although many times such observations are only for the purpose of research work but the teacher’s consciousness brings the positive change in their class attitudes, teaching styles, class management techniques ( time management, punctuality, organization etc. ) so after this conscious effort for the sake of his/ her job, self-esteem , reputation and recognition as well. It covers the 25% percent from the above mentioned picture for the role. The assessment must be organized in the classroom in different ways . so such type of assessment should be designed by which student’s curiosity to learn more and more will be increased ( NRC, 2000) . the regular practice of the assessments can only be possible in case of formative type other wise in summative it is not possible. If such practices in formative assessments will be encouraged then such assessment can be able to create the incorporation in the teaching learning process through out the unit activities. The promotion of teaching learning process has the potential to enhance the students achievement level. (Black & Wiliam, 1998a; Crooks, 1988; Fuchs & Fuchs, 1986). It is possible only by making the assessment the essential part of every day classroom activites. (Black & Wiliam; 1998.) The teacher’s approach to the variety of assessment techniques in classroom the learners can be capable of demonstrating their thinking in different ways and the student’s reflection . In such a case the teacher has the greater responsibility to identify the authentic sources of getting data to prepare for such assignments that will be graded also. (Hein and Price ;1994). The teacher should revise their previously conducted assessments for the purpose of innovation in teaching style (Goldman; 1996 ) the innovation in assessment can bring every day a challenging situation for the students that be reason to promote their curiosity such curiosity can be the motivational base for the performance and achievement of the learners . ( Airasian; 1991). The ADE Curricula has such potential by having the a lot of variety in assessments. It is encouraging the learner centered approaches by creating an active learning environment in the classroom. The course guides are guiding the instructors for all such type of assessments in which the learner skills are also developed and enhanced. 247

The overview for the entire course of ADE / B.Ed ( Hons) courses and it’s relevant assignments, assessments and grading policy is indicator of the complexity of courses in its own structure and formation. No doubt about it that curricula is made after the extensive struggle but this superior tasks can have the complexity in its applications. This research work will be the contribution in the literature in a sense that “ Yet no such research is reported in case of Balochistan in the field of assessment techniques and more specifically for ADE/ B.Ed ( Hons) curricula. This program is comparatively a new program for the society to understand its value for the future.

3. RESEARCH METHODOLOGY

3.1 Research Design

The researcher use the mix method approach for this research. Researcher adopted the descriptive methodology to determine the “Perception of Teacher Educators Regarding Assessment Techniques In ADE Curricula”. Qualitative & quantitative data was collected through Interview from HODs / Principals and questionnaire from the Teacher Educators of institutions that are running the ADE/ B.Ed( Hons) Elementary Program and awarding the ADE degree.

3.2 Population

The population for this research was the institutions of Quetta City in which universities and colleges that are running the ADE/ B.Ed. (Hons) Elementary Program and awarding the ADE degree.

3.4. Sampling

Researcher selected two main institution that are affiliating the other institutions to work under the policy guidelines of that institution. First one is SBK (SardarBhadur Khan Women’s University) and other is UoB (University of Balochistan). The institutions/ Department that are affiliated to SBK are selected Govt Girls Elementary College Jinnah Town, Quetta and the Department of Education in SBK. While the affiliated institutions with 248

University of Balochistan are Govt Boys Elementary College Arbab Karm Khan Road, Quetta and the College of Education Satellite Town Quetta. These were selected for collecting the data, which is almost covers the 100% population. Only those have not responded that were not teaching the ADE Curricula in case of colleges and in case of SBK that were on leave/ study leave at the time of data collection.

Table: 1: The quantitative data collected in this pattern:

3.3 Research Instruments 3.3.1: Questionnaire The tool of close ended questionnaire was used by the researcher for the quantitative data collection. In the questionnaire there were total 31 questions distributed in five sections. The quantitative data was collected by questionnaire from the teacher educators of the institutions that are teaching the ADE/ B.Ed( Hons) Courses.

3.3.2. Interview The researcher use the tool of interview for the qualitative data as well, to improve the reliability of the data collected by the questionnaire from the 249 teacher educators. For this purpose the researcher conducted interviews with the HODand Principles of Colleges.

3.4 Pilot testing of Questionnaire The pilot testing for this research was done as an initial part of the research to improve the quality of the research instrument used ( Interview & Questionnaire) as well as to lessen the mistakes at the time of data collection for this research. The pilot testing for the instruments was conducted at university of Balochistan in the Institute of Education & Research. For the pilot testing the questionnaire was distributed to teacher Educators in the institute while the interview was taken from the Director of institute. There were little errors found in the questionnaire. After modification the researcher re-phrased the questions for the facilitation in understanding of the respondents for the questionnaire and interview both.

3.5 Data Collection Procedure The researcher has visited the institutions for the collection of data. The sample was selected on the base of purposive sampling method. The specified institutions for the research were the institutions of Quetta City. The quantitative data was collected from the teacher educators by questionnaire while the qualitative data was collected by the conduct of interview from the HOD/ Principals of the institutions.

3.6 Data Analysis: The researcher use the descriptive method for the analysis of data of questionnaire. The researcher presented the data in tables and graph and analyzed by the percentage and applied chi test for the hypothesis testing by using SPSS.

Composition of the Sample

FROM INSTITUTIONS IN QUETTA CITY TEACHING ADE COURSES

Table: 01 Composition of the Sample by Institutions

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Graph to show the Composition of Sample by Institutions

Institution JINNAH TOWN 16.67% Boys GCEE 35.0% SBKWU College of 15.0% Education

33.33%

Result: The total respondents as per Institutions were 35% from the Jinnah Town College , 33.33% were from Boys GCEE , 16.67 % were from College of Education and 15% were from SBKWU.

DATA AS PER INSTITUTIONS Q.No(01). I have the entire course out line with me * Institution Crosstabulation

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Institution JINNAH TOWN 14 Boys GCEE SBKWU 12 College of Education

8 25. 23. 0% Count 33% 6

4 11. 67% 10. 0% 6. 2 67% 5.0% 5.0% 5.0% 3. 33% 1.… 1.… 1.… 0 Agree Dis Agree Neutral Section-1. Q.No(01). I have the entire course out line with me

Result: It is clear from the table that 23.3% of Jinnah Town College, 25.0% of Boys GCEE , 11.7% of SBK and 10.0% respondents were from College of Education. So overall 70.0% respondents showed positive attitude towards the statement No (01) that “ I have the entire course out line with me ” Q.No(02). I aware of the assessment techniques suggested in ADE curricula * Institution Crosstabulation 252

20 Institution JINNAH TOWN Boys GCEE SBKWU

15 College of Education

Count

26. 67% 25. 0%

11. 67% 10. 0%

3. 5.0% 5.0% 5.0% 3. 33% 1.… 33% 1.… 1.… 0 Agree Dis Agree Neutral Section-1. Q.No(02). I aware of the assessment techniques suggested in ADE curricula

Result: It is clear from the table that 26.7% of Jinnah Town College, 25.0% of Boys GCEE , 11.7% of SBK and 10.0% respondents were from College of Education. So overall 73.3% respondents showed positive attitude towards the statement No (02) that “ I aware of the assessment techniques suggested in ADE Curricula.”

Q.No(03). I have the command to relate the assessment techniques to learning activities * Institution Crosstabulation 253

Institution JINNAH TOWN 12.5 Boys GCEE SBKWU College of Education 10.0

7.5 23. 33%

Count

18. 33% 5.0

11. 67% 10. 0% 2.5 8. 8. 33% 6. 33% 67% 5.0% 3. 33% 1.… 1.… 1.… 0.0 Agree Dis Agree Neutral Section-1. Q.No(03). I have the command to relate the assessment techniques to learning activities

Result: It is clear from the table that 18.3% of Jinnah Town College, 23.3 % of Boys GCEE, 11.7% of SBK and 10.0% respondents were from College of Education. So overall 63.3% respondents showed positive attitude towards the statement No (03) that “I have the command to relate the assessment techniques to learning activities.”

Q.No(04). I have the command to do the concept mapping to manage the assessment techniques with in the class room * Institution Crosstabulation 254

Institution

14 JINNAH TOWN Boys GCEE SBKWU 12 College of Education

8 25. 0% 23. Count 33% 6

4 11. 67% 10. 0% 8. 33% 2 5.0% 5.0% 5.0%

1.… 1.… 1.… 1.… 0 Agree Dis Agree Neutral Section-1. Q.No(04). I have the command to do the concept mapping to manage the assessment techniques with in the class room

Result: It is clear from the table that 25.0% of Jinnah Town College, 23.3 % of Boys GCEE, 11.7% of SBK and 10.0% respondents were from College of Education. So overall 70.0% respondents showed positive attitude to-wards the statement No (04) that “I have the command to do the concept mapping to manage the assessment techniques with in the classroom.”

Q.No(05). The variety creates hinderance in mangement of the ADE curricula suggested techniques * Institution Crosstabulation 255

Institution JINNAH TOWN 14 Boys GCEE SBKWU 12 College of Education

8 25. 0%

Count 21. 67% 6

13. 4 33% 10. 0% 6. 6. 2 67% 67% 5.0% 3. 3. 33% 33% 1.… 1.… 1.… 0 Agree Dis Agree Neutral Section-1. Q.No(05). The variety creates hinderance in mangement of the ADE curricula suggested techniques

Result: It is clear from the table that 25.0% of Jinnah Town College, 21.7 % of Boys GCEE, 10.0% of SBK and 13.3% respondents were from College of Education. So overall 70.0% respondents showed positive attitude to-wards the statement No (05) that “The variety creates hindrance in management of the ADE curricula suggested techniques.”

Results and Discussion Hypo-1: ADE Courses have variety of Assessment Techniques. Chi-Square Test: χ2(df, N = sample number) = result, p (<,=) number

256

Institution Cross tabulation

Chi-Square Tests

Asymp. Sig. (2- Value Df sided) Pearson Chi- 4.332(a) 6 .632 Square Likelihood Ratio 4.310 6 .635 Linear-by-Linear .165 1 .685 Association N of Valid Cases 300 a 0 cells (.0%) have expected count less than 5. The minimum expected count is1.70.

Results: There was no statistically significant difference in percentage institution for the perception about the ADE course has the variety of assessment techniques. Overall 69.3% respondents were agreed to this hypo so out of 69.3% agreed respondents 23.7% from Jinnah Town Girls 257

Elementary College , Boys Elementary College have 23.3 , SBKWU have 11.7 % and College of Education 10.7%, χ2 (6, N = 300) = 4.332 , p = .632 H0 (Null Hypothesis)= Accepted

Conclusion: This research highlights the dramatic shift in teaching methods and assessing the learners in scenario of recent era challenges. To find out the teacher educators perception for the variety of assessment techniques in ADE / B.Ed ( Hons) curricula. For this purpose the sample of Quetta city was selected . It was found out that majority of teacher educators of ADE/ B.Ed ( Hons) are aware of the variety of assessments in curricula. Such assessment practices are considered ‘informal’ as they have no connection to the grades denoting a perspective that focuses on the learning product rather than the learning process (Anderson, 1998). It appears that faculty members do not necessarily think about the learning outcomes they want to assess with different assessments; their approach is still quite mechanical focusing on topic coverage and so on. They also do not appear to focus on higher order thinking skills in the assessments, sticking to remembering and understanding levels of thinking (Krathwohl, 2002). The researcher found out that the teacher educators have the perception regarding the variety of assessments that they have the entire course out line and are aware of the suggested assessments in ADE curricula. They also have the command to relate the assessments to the learning activities as well as they have the positive opinion for that the such a lot of variety can be the obstruction in management of ADE curricula suggested techniques.

258

References Anderson, R. (1998). Why talk about different ways to grade? The shift from traditional ssessment to alternative assessment. New Directions for Teaching and Learning , 74, 5-16. Anthony. J. Nitko and Susan M Brookhart . ( 2010). “ Educational Assessment of students ( 6th Edition) “ Bain, K. (2004). “ What the best college teachers do “ . Cambridge, MA : Harvard University Press B.Ed. (Hon) Program. (2012). Syllabus ADE for all subjects. . Butler, S. M. , & Mc Munn, N. D. (2006) . A teacher’s guide to classroom assessment :Understanding and using assessment to improve student learning. San Francisco Sco: Jossy- Bass. Campaign for Quality Education (CQE). (2007). Education in Pakistan: What Works & Why. Lahore: CQE. Gardner, L. F. (2002) . Research on learning and studnt development and it’s implications. In R.M. Diamond ( Ed) Kathryn Parkr Boudett and et al. (2013) A step by step Guide to using Assessment Results to improve teaching and learning. Khan, B. (2012). Relationship Between Assessment and Student's Learning. International Journal of Social Sciences and Education , 2 (1), 576-588. Knight, P. (1999). Get the assessment right and everything else will follow. Quality in Higher Education , 5 (2), 101-105. Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice , 41 (4), 212-218. Kuh, G. (2001). Assessing what really matters to student learning: Inside the national survey of student Engagement. 259

Martone, A., & Sireci, S. G. (2009). Evaluating alignment between curriculum, assessment and instruction. Review of Educational Research , 79 (3), 1-76. McKeachie, W. J., & Svinicki, M. (2006) . Teaching tips: Strategies research , and theory for college and University teachers (12th Ed) . Boston. Houghton Mifflin. Miller, M. A. (2007) . Habits die hard. Pascarella, E. T., Terenzini, P.T. (2005) How College affects students: A third decade of research San Francisco: Jossy- Bass Plessis, J., & Muzaffar, I. (2010). Professional Learning Communities in the Teachers College: A Resource for Teacher Educators. Washington, DC: Educational Quality Improvement Program 1 (EQUIP1). Robert, J. Wright (2007) . Educational Assessment : Test & Measurement in the age of Accountability. Shepard, L. A. (2000). The role of assessment in a learning culture. Education Researcher , 29 (7), 4-14. Stake, R. E. (2005). Multiple Case Study Analysis. New York: The Guilford Press. Thomas, A. Angele & et al. (1993). Classroom Assessment Techniques: A handout for college teachers. Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections in Education , 6 (2), 104-115. University of Balochistan. (2008). Semester System Rules & Regulations 2008 Onwards. Wehlburg, C. M. (2006). Meaningful course revision: Enhancing academic engagement using student learning data. Boltan, MA: Anker. 260

Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan , 70 (9), 703-713.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

STUDY THE PERCEPTION OF TEACHERS REGARDING TRAINING AT PRIMARY LEVEL CONDUCTED BY PITE, BALOCHISTAN PROVINCE OF PAKISTAN.

Abdul Rasheed Kakar M.Phil Scholar,Education Balochistan Study center University of Balochistan

Dr. Sajida Noueen, Institute of Education & Research, University of Balochistan, Quetta.

Abstract Present study was to determine the perception of teachers regarding training at primary level conducted by Provencial Institue for Teacher Education Balochistan. A sample of one 100 respondents from the Provincial Institute for Teacher Education, Balochistan, Quetta were selected by using the simple random sampling. The finding reveals that the Most (40%) of the respondents having the graduate degree. More than (54%) of the respondent had fall in the age categories i.e. 21 to 35 years. Most (45%) of the respondents had received the 6 and 10 trainings. Followed by 35% of the respondents acquired the up to 5 trainings. Nevertheless, in this regard, the null hypothesis “In-service teacher trainings have positive impacts on instructional skills of teachers” was rejected in the favor of alternate hypothesis, 2 out of five statements about instructional skills of teachers. The null hypothesis “A teacher has never experienced any difficulty or challenge during training” was rejected in the favor of alternate hypothesis, one out of five statements about training vision. In view of the aforesaid conclusions, following strategies is also put forwarded. Teacher coach must adopt new teaching procedure alternatively of usual process and equip the student lecturers with the modern-day instructing approaches and techniques. Coaching should be aimed on the development and enhancement 262 of linguistic and communicative competence of student lecturers now not conveniently providing degree. The appointment and switch of instructing employees is also obvious and political interference is also discouraged on this regard.

Key words: Balochistan, Perception, PITE, Primary, Training, Teachers.

INTRODUCTION Training is comfortably outlined as the formal, ongoing efforts which can be made within an institution to give a boost to the efficiency of its staff. Training as an development parameters will also be described as an academic procedure which includes the sharpening of talents, standards, altering of attitude and gaining extra talents to increase the performance of workers. While new approaches are under steady development, a few customary training ways have proved to be enormously amazing. Training programs is also enthusiastic about individual performance or staff efficiency. In order to maximize the effectiveness of training and progress application, corporations have got to always examine and identify their workers present training and development desires to prepare them for his or her next positions to attain greater growth. In nutshell Training as a coaching is primary for organizational development and its success which is certainly fruitful to both employers and staff of an organization. Education is claimed to be one of the most predominant element which contribution is important in the progress of a country and the prosperity of the lots. Consciousness is promoted among men and women by making them competent to learn the arena (Frier, 1987), and creates and mobilizes domestic resources (Adeeb, 2008), main to higher-order social and fiscal growth. Education is said to be a robust catalyzing agent, which presents ethical, physical, ideological and mental progress to contributors of a society, with the intention to make them equipped to have complete abilities of their objectives, of their ambition in life and to make them in a position to achieve their objectives. Education is a source of the ethical progress and the meeting the basic desires of society members. According to Islamic thoughts, schooling is the one agent for bringing constructive change in of persons attitudes based on the worth of honorableness serving to them to build a 263 sound Islamic society (GoP, 1998). Education strains on the highest precedence among most important rights of the men and women underneath the constitution of Pakistan. Schooling performs a dominant role within the development of a society in multi-dimensional ways. In the real sense, education civilizes, enlightens and makes continuation much progressive of the human-being. Accordingly, schooling may be very much foremost for the progress of man or woman and entire society. Education is a positively not ending approach of inside progress. It has been located that education is one of the vital add-ons which deliver to the progress of a nation and the success of the multitude. It gives your backing to attention between men and women by using carrying out them robust to ‘read’ the sector(Frier and Macedo, 1987; Prasad, 2013). In the context of Pakistan, the schooling has been questioned and criticized infrequently with the aid of the concerned constituencies. So as to meet the developing demands of lecturers at quite a lot of levels, the teacher schooling process has long past by means of enormous quantitative enlargement, but the greatness of academics’ training has been lost sight of and compromised. Commenting on the present state of instructor education in Pakistan, the country wide schooling coverage: 1998-2010 observes: “The qualitative dimension of trainer education program has received marginal concentration resulting in mass creation of academics with shallow figuring out of each the content and methodology of schooling” (GoP, 1998a). A recent report published by way of UNESCO about instructor schooling in Pakistan elements out that “nonappearance of superiority has to be tackled urgently in a context where trainer-learner interactions are mediated through a supportive management, and by using an enabling policy atmosphere” (UNESCO, 2008). Therefore, in the present research study was a try and check the perception of the respondents about their training needs. To support the teachers to incredulous the inaction of outdated practices, learned through traineeship and observation of the teacher working at organizations, concentrated training of teachers is crucial (Lortie, 1975). However, Higher Education Commission in association is making significant involvement and investments in the proficient growth of teachers. They have presented dissimilar inventions specific action based prospectus, course modules for in-or pre service working out, skilled enlargement workshops, chance of contributing in seminars and symposiums, etc. All these actions are 264 intended for teachers to make for an archetype change from teacher-centered to learner-centered in the realm.

GOVERNMENT TEACHER TRAINING INSTITUTES IN BALOCHISTAN There are two essential executive trainer coaching institutes in Baluchistan these are (1) Bureau of Curriculum and Extension Centre (BC&EC) and (2) Provincial Institute for inservice training education (PITE). Bureau of Curriculum and Extension Centre used to be centered in 1976 with the intention to study national Curriculum and furnish suggestions to federal govt. This pastime was carried out via the group of specialists from exclusive discipline areas. This institute used to be additionally accountable to provide pre-service trainer coaching to most important and middle school lecturers respectively by means of elementary colleges which might be nonetheless beneath the direct supervision of BC&EC. Now there are 16 elementary colleges (female and male) in the course of Balochistan. PITE Balochistan was prepared with all these bodily and Human assets which were fundamental for accomplishment of these targets. Furthermore, PITE used to be additionally furnished with the offerings of 36 training out publish tutors who work at to facilities founded in the far flung areas of the province. The rationale of these centers is to serve as satellites of PITE and prolong in-carrier teacher education services to the teachers of those remote districts for enhancing excellent of education. Every training outpost Centre has three training outpost tutors (little toddlers) to carryout reputable progress movements. It also has two school rooms set-up in a enormous college of the district for the training purposes. The contact individual for these children is the director PITE, Quetta. Each and every center has two rooms and has been supplied with needed furnishings and many others. For authentic progress purposes. At reward a few of these to centers will not be practical. PITE has been working with exclusive global and country wide Non Governmental organizations for the uplift of teacher education regular since its inception. These donor agencies supplied monetary support for improvement of content material and pedagogy of inservice teachers of all degree and technical input was provided by using PITE. Among these donor corporations, UNICEF is working in seven focused districts of Balochistan. 265

However, the internatoional or local NGOs like UNESCO,WESS, RAHA, and Canadian International Development Aid (CIDA) almostcovered all districts of Balochistan. Small print of instructor coaching funded through these companies can also be visualized by means of the following tables (PITE place of business files). PITE and BC&EC are nonetheless working in collaboration to increase the first-rate of education by way of special in- carrier and pre-carrier trainings with aid of one of a kind donors. With the support of United State of International Development Agency (USAID) education task, Pre-STEP has introduced special teachers reputable requirements to give a boost to teachers ability. To reap its mandate, PITE now in all its training correspondences emphases these specialized necessities.

RATIONALE OF THE STUDY Professional development provides the essential foundation of knowledge that is absolutely necessary if one hopes to achieve success in teaching learning process. Professional development of teacher is key to the successful execution of any educational improvements. Trainings for primary teachers are thought to enable them with important knowledge and skills to mold students as per set learning standards of today.Therefore present study was filled up the huge gap with the term of knowledge acquisition and policy makers for the planning and implementation of the education program. The findings of the present study also identifying the gaps between teacher’s perception about their training needs and their actual teaching practices. Present study not only helpful for policy makers or planners in the field of teaching, training needs, but also enhances their professional skill in multidimensional ways.

OBJECTIVES To determine the biographical profile of the respondents. To find out the opinion of teachers regarding effective teacher training, instructional skills of teachers and challenge during trainings. To explore the challenges face by the trainees during the trainings.

HYPOTHESES The hypotheses of the study were as below; 266

Government teachers Training institutes conduct effective teacher training packages. In-service teacher trainings have positive impacts on instructional skills of teachers. Teachers have never experienced any difficulty or challenge during training.

REVIEW OF LITERATURE Dilshad (2010) explored the training needs and requirements of the teachers about academics at institutions. Trainers (teachers) in the schooling system in Pakistan have been due to the poor performance. Present research paper presents findings of a be trained designed to investigate exceptional of teacher education at three executive faculties for basic academics placed at the Islamia University of Bahawalpur in the education department, Akber et al. (2013) investigated the training needs and compared the existing gaps between educating beliefs and teaching practices in educational institutions about new curriculum related to the B.Ed., and ADE in the entire schools of Punjab province. In this connection, keeping in view, the dimension of the training programs and its motivational aspect a state of the art program was arranged so as to cut down the huge educational gaps related the exact teaching practices of trainer educators in Pakistan. Farah et al. (2014) conducted the study about the predominant motive of the present study was to the cursory survey of various previous research on academic coaching in the context of Pakistan. The function of schooling is undeniably significant in the development of human capital and as a consequence the complete society. Where, the significance of instructor is broadly permitted in making the way forward for human-being. Academics are those chosen men and women who, having the candle of enlightenment, capabilities and the key to success. Fatima et al. (2014) conducted to investigate the repute of government instructor coaching Institutes, teachers trained from these institutes and implementation of taught procedures at the study room stage. For this motive simplest those government training institutes of Balochistan had been targeted which provide in-carrier instructor trainings and essential lecturers of Quetta and Pishin districts have been constituted the populace of the be trained. The total pattern size thus analyzed was once 240. The data evaluation helped the researcher to conclude that fallacious procedures of 267 determining trainee lecturers, unequal opportunities for training, impact of strain agencies and political figures, lack of monitoring and analysis of training programs, flawed planning of trainings are the obstruction that impede efficiency degree of trainer education institutes and coaching applications. This study additionally recommends some suggestions to coverage makers and stake holders for better efficiency of trainer coaching institutes and growth in existing teacher coaching programs. Scannell (2002) reviewed six strong trainer education programs in the U.S., and found following fashioned traits: 1) A thought of excellent instructing is apparent in courses and discipline experiences; 2) concept is taught within the context of apply; 3) increased discipline experiences are articulated and sequenced with theory; four) A well-outlined approved common of observe is used to guide coursework and clinical experiences and to evaluate them; 5) university/ college partnerships are established on shared beliefs; and 6) comparison is comprehensive and bonded to instruction, and results of comparison are used to make certain that candidates learning is applied to real situations.

RESEARCH METHODOLOGY The research paper was based on quantitative survey. A sample of one hundred 100 respondents from the Provincial Institute for Teacher Education, Balochistan, Quetta (PITEwere selected by using the simple random sampling.To present study was conducted in the Provincial Institute for Teacher Education, Balochistan, Quetta (PITE) in order to record and check the perception of the respondents about the in-service activities. However, in this connection a questionnaireas research instrument were designed with the help of research supervisor and faculty members. The questionnaire (5 point Likert scale) as research instrumentincludetwo parts, the part one consisted the demographic information and part 2 composedgeneral information by the respondents. The raw information as a data were prearranged and settled in a coding as a tally sheet.The data were analyzed by calculating frequencies, means and SD for individual importance about training theme, ranking of importance was assigned by the researcher based on mean scores. Independent simple t-testwere used in order to denote and checked the variation between the perceptions of the teachersand calculated to test all the null hypotheses in this regard. With the help of coding sheet, all the data 268 were tabulated, summarized and analyzed with the help of SPSS, a statistical computer software.

DATA ANALYSIS The overall function of the present research was determined the respondent perceptions about training in PITE institute Balochistaan Quetta. The accrued knowledge analyzed to interpret with the reason to draw pertinent conclusions and formulate right ideas regarding training.The socio- economic condition was regarded as the prime importance ability level of the respondents. Characteristics like age, schooling, farm measurement, land holding, social fame and so on. And these characteristics exert their stress on the behaviour of a man or woman.

Figure. No.1. Educational level of the respondents

5% Educational level

15%

40%

30%

10%

The educational level of the respondent was play vital role to adopt any technology as shown in figure.1. Most (40%) of the respondent having the graduate degree, followed by 30% of the respondents who had intermediate or F.Sc level education certificate. While 10% of the respondents having the matriculation and only 5% of the respondents who had others degree of certificate.

Figure.No.2. Age of the respondents 269

Age level

51 – above 11% 36 – 50 32% 21 – 35 54% Up to 20 3%

0 10 20 30 40 50 60

Age composition have imperative variable in the context of socio-economic characteristics as shown in figure.2. More than (54%) of the respondent had fall in the age categories i.e. 21 to 35 years, followed by 32% of the respondents who had fall in the age categories of 36 to 50. While 11% of the respondents had fallen in 51 and above age categories. and only 3% of the respondents who had fallen u to 20 years age categories. Figure.No.3. Training need of the respondents

Training Up to 5 6 to 10 11 to 20 21 and above

The training play vital role with the term of competency dimension. The figure.3. depicts the relavent results in this regard. Most (45%) of the respondents had received the 6 and 10 trainings. Followed by 35% of the respondents who acquired the up to 5 training. Most 13-7% of the respondents had received the 11 to 20 and 21 and above trainings respectively.

270

General Characteristics of the respondents Following items used as the variables and were lablled as: Teachers believe that training is essential for achieving our educational goals. Professional development is the essence of effective teaching style. All trainings conducted by PITE Balochistan are effective. Equal teachings training opportunity are not available to all primary teachers. Well planned and organized training impact positively. Teacher is very satisfied with trainings. Teachers are provided favorable environment during training sessions. Training conducted by PITE will raise the standard of teaching in you school. Teachers receive training on curriculum and instruction for the students at different levels of learning. Female primary teachers are more involved in the professional development training.

Table.No.1: Perceived score of respondents. Variables Instructor Trainer Std. T-vale Sig* M SD M SD Error Diff. V1 .100 2.48 1.111 2.88 1.288 .241 -1.663 NA V2 .401 3.20 1.178 3.40 1.195 .237 -.843 NA V3 .933 2.90 1.129 2.92 1.243 .237 -.084 NA V4 .131 2.28 1.031 2.62 1.193 .223 -1.525 NA V5 2.40 1.212 2.90 1.182 .239 -2.088 .039*

* Significant (2-tailed) at 0.05 Level Table-1, shows the Levene’s Test for Equality of Variances to test whether the discrepancies of acuitiesbased on overall group insight by using 5-ppoint Likert scale (starting with 1- strongly disagree, 2-disagree, 3-undecided, 4- agree, and 5-strongly agree) T-test for equality of means demonstrations that there were statistical differences between group perception were persisted at p-value>0.05. The independent samples t-test wide-open a statistically 271 significant inconsistency among the respondents were existed in 1 out of 5 items i.e. well planned and organized training impact positively (t = -2.088, SED = .239, p < .005). However, the null hypothesis “Government teachers Training institutes conduct effective teacher training packages” was rejected in the favour of alternate hypothesis, one out of five variables.

Table.No.2: Perceived score of respondents. Items Instructor Trainer Std. T-vale Sig* M SD M SD Error Diff. V6 3.24 1.061 3.32 1.115 .218 -.368 .714NA V7 2.72 1.196 3.44 1.198 .239 -3.008 .003* V8 .337 3.40 1.069 3.18 1.207 .228 .965 NA V9 2.92 1.243 3.82 1.119 .237 -3.805 .000** V10 .939 3.60 1.370 3.58 1.214 .259 .077 NA * Significant (2-tailed) at 0.05 Level

Table-2, demonstrations the Levene’s Test for Equality of Variances to test if the differences of insightsterm of group vision by using 5-ppoint Likert scaling. T-test for equality of means demonstrations that there were statistical differences between group perception were persisted at p-value>0.05. The independent samples t-test unpredictable a statistically significant discrepancy among the respondentsperceptions were happened in two out of five items i.e. teachers are provided favorable environment during training sessions(t = -3.008, SED = .239, p < .005) and teachers receive training on curriculum and instruction for the students at different levels of learning(t = - 3.805, SED = .237, p < .005) respectively. Nevertheless, in this regard, the null hypothesis “In-service teacher trainings have positive impacts on instructional skills of teachers” was rejected in the favour of alternate hypothesis, two out of five variables.

Table.No.3: Perceived score of respondents. Instructor Trainer Std. T- Sig* 272

M SD M SD Error vale Diff. .862 Stimulus variation 3.42 1.032 3.38 1.260 .230 .174 NA Planning and .653 preparation of 2.84 1.017 2.74 1.192 .222 .451 NA Lesson Lecturingtechniues 3.56 .972 3.10 1.093 .207 2.224 .028* .735 Remedial teaching 3.08 1.085 3.00 1.262 .235 .340 NA Questioning .786 3.44 .972 3.50 1.216 .220 -.272 answering NA * Significant (2-tailed) at 0.05 Level

Table-3,reveals the Levene’s Test for Equality of Variances to test if the differences of insightsterm of group vision by using 5-ppoint Likert scaling. T-test for equality of means demonstrations that there were statistical differences between group perception were persisted at p-value>0.05. The independent samples t-test statistically significant among the respondentsperceptions were occured in one out of five items i.e. lecturing techniues (t = 2.224, SED = .207, p < .005). On the other hand, incidentally, the null hypothesis “A teacher has never experienced any difficulty or challenge during training” was rejected in the favour of alternate hypothesis, one out of five variables.

Conclusions and suggestions Based on achieved results following conclusion was developed.Most (40%) of the respondent having the graduate degree.More than (54%) of the respondent had fall in the age categories i.e. 21 to 35 years.Most (45%) of the respondents had received the 6 and 10 trainings. Followed by 35% of the respondents who acquired the up to 5 trainings. Most 13-7% of the respondents had received the 11 to 20 and 21 and above trainings respectively. However, the null hypothesis “Government teachers Training institutes conduct effective teacher training packages” was rejected in the favor of alternate hypothesis, 1 out of five statements about teaching packages directions. Nevertheless, in this regard, the null hypothesis “In- 273 service teacher trainings have positive impacts on instructional skills of teachers” was rejected in the favor of alternate hypothesis, 2 out of five statements about instructional skills of teachers.The null hypothesis “A teacher has never experienced any difficulty or challenge during training” was rejected in the favor of alternate hypothesis, one out of five statements about training vision. In view of the abovementioned conclusions, following suggestionsis also put forwarded. Teacher coach must adopt new teaching procedure alternatively of usual process and equip the student lecturers with the modern-day instructing approaches and techniques. There must be closed linkage between pre- service and in-service instructor coaching programmes. Ordinary choice criteria must be modified which is founded on academic attainment of scholar.The appointment and switch of instructing employees is also obvious and political interference is also discouraged on this regard.To increase the necessities of instructor education, father and mother may be inspired to cooperate with the heads of teacher education institutions.

274

References Adeeb, P. D. (2008, June). Dear Colleague. Retrieved July 15, 2010, from Open University, Netherland.

Akbar, R., A. Mumtaz, A. Abid, H. Ch and Muhammad, A. 2013.Beliefs and Practices of Teacher Educators, Teaching B.Ed (Hons) and ADE in Universities and Affiliated Colleges in Punjab: Bulletin of Education and Research, Vol. 35, No. 2 (Special Issue) pp. 91-106.

Dilshad, R., M. (2010). Assessing Quality of Teacher Education: A Student Perspective: Pakistan Journal of Social Sciences (PJSS). 30 (1): 85-97.

Farah A, M. Fauzee S. O and Yaakob D. 2014. A Cursory Review of the Importance of Teacher Training: A Case Study of Pakistan: Middle-East Journal of Scientific Research 21 (6): 912-917.

Fatima, K. Haleema, B. Hameed, UR-R.(2014). Role of government training institutes in the professional development of primary teachers of Balochistan.Academic Research International Vol. 5 No. 1.

Frier, P. and D. Macedo, 1987. Literacy: Reading the Word and the World. West Port, Conn., Begin and Garvey.

Freire, D. M. (1987). Literacy: Reading the Word and World. London: Routledge and Kegan Paul Ltd.

GoP, (1998a). National policy of education: 1998-2010. Islamabad: Ministry of Education.

GoP. (1998b). National Educational Policy 1998-2010. Islamabad, Ministry of Education.

Lortie, D. (1975). School Teacher: A Sociological Study. Chicago: University of Chicago Press.

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Prasad, L., 2013. Enhancement of quality in teacher education. Conflux Journal of Education, 1(6): 1-9.

Scannell, D.P. (2002). Models of teacher education.Report to the American Council ofEducation Presidents’ Task Force on Teacher Education.

UNESCO (2008).Status of teachers in Pakistan 2008. Lahore: UNESCO/USAID/ITA.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Mir Naseer khan Noori,A great Baloch ruler (his victories and policies towards Balochistan)

Shazia Jaffar Lecturer, Pakistan study center, University of Balochistan,Quetta.

Khalid Raza Assistant Librarian, Balochistan Study Center, University of Balochistan,Quetta.

Abstract The great khan (Khan-e-Azam) Mir Naseer Khan Noori was a great, powerful, independent, and wise ruler of Kalat. He ruled Kalat during 18th century (1749-1794). He extended the boundaries of Balochistan to its extreme and got the title of Khan-e-Azam. The prisoner life made him a man of great will power. The people who were divided into different tribal organizations, merged into Baloch entity. For the very first time made Baloch Parliament to make a constitution based on Baloch Traditions and Shariya (Islamic Laws). People of Kalat used to call him Wali (a saint). He was not only a great ruler but also a conqueror. For the very first time in Balochistan, he laid the foundation of tribal army system. This system became very profitable for him in stabling his government on firm foundations .Mir Naseer Khan Noori was the first ruler of Balochistan who gave it the shape of a sovereign state and had organized military system. The geographical boundaries of the state were specified. In this research paper Mir Naseer Khan Noori’s hostility, Bravery, wisdom, political and military organizations would be discussed in the detail. In the history of Balochistan, neither a Baloch nor any international writer worked properly. If someone has written anything, but specially Naseer Khan Noori’s was not discussed. He transformed Asia’s history with his intriguing 277 struggle and unprecedented consistency. Without Mir Naseer Khan Noori, it was impossible for Ahmed Shah Abdali to get victories in India, Punjab and Iran. I think Naseer Khan Noori is not only name of a personality, but also a great era.

Keywords:- Naseer khan, Kalat state, Ahmed shah, Ruler, Battles, Reforms, policies.

Mir Naseer Khan’s initial life to coronation The characters of personalities play vital role in the history of nations. Sometimes due to personalities, nations even lose their existence. Sometimes nations live forever on the pages of history due to the personalities. If we look the history of the world, we see that due to the great work of personalities the nations and countries become the part of history. Keeping a view on the history of world, we found many personalities, whose acrobatics changed the course of history. For example Alexander the Great, son of Phillip 2nd, king of a small state. He became king of ancient Greek kingdom “Macedon” and a member of Argead Dynasty. He came out of Macedon with the determination to conquer the world. He spent his life mostly in military expeditions through Asia and Africa. By the age of only 34 years, he created of the largest empires of the world. Today, after 2500 years his name still commonly exists in the minds of the people. The name which exists in Baloch History is of Mir Naseer Khan Noori. He raised the flag of Baloch Nation throughout the world and taught Balochs the skill of ruling. Now after 250 years of the death, his name exists in the tongue of Baloch Nation. Initial days of Mir Naseer Khan’s life are not very much clear in the pages of history. His exact date of birth is also unknown. It is commonly said by historians that year of his birth would be 1724-1726 AD. At the time of his birth, his father Mir Abdullah Khan was ruler of Kalat. At those days Abdullah Khan was busy in victories and giving extensions to his kingdom. He died on 1731 AD. At the time of his father’s death Mir Naseer Khan was 7 years old. He had two elder brothers Mir Mohabbat Khan and Mir Altaz Khan. Mir Mohabbat Khan, the eldest son of Mir Abdullah Khan succeeded him. (Ahmedzai,1989) 278

Mir Mohabbat Khan’s mother, Mahi Chahguli was a Jatt lady. She was first wife of Mir Abdullah Khan.i Mir Altaz Khan and Mir Naseer Khan’s mother, Bibi Maryam was from Altazai tribe and second wife of Mir Abdullah Khan. (Ibid,1989 Pp159) According to the rules and regulations of Kalat and Baloch Culture, Mir Mohabbat Khan, elder son of Mir Mohabbat Khan was succeeded as Khan of Kalat. Even many Sardars (Chiefs) was against him. (Naseer,1983) Mir Mohabbat Khan was afraid of his brothers, that’s why after succession first of all, he took out Mir Altaz Khan and Mir Naseer Khan along with their mother from Khan’s palace. He shifted them from Kalat to Mastung. For their expenses he gave them the domination of Mastung. (Ibid,1983) Mir Mohabbat Khan was a irritable, crumply, rake and distrusted person. He revealed rough behavior towards sardars of different tribes. Those sardars who were even in favor of Mir Mohabbat Khan, became his rivals because of his harsh behavior and strict policies. Mir Lashkari Rahisani was chief of those sardars. From beginning, he was fully against of Mir Mohabbat Khan’s succession as Khan of Kalat. Now he got a chance to bring sardars in favor of succession of Mir Altaz Khan. Mir Lashkari Rahisani promised the sardars that if Mir Altaz Khan succeeded as Khan of Kalat, he would give them great reward. In this way secret agitation took place against Mir Mohabbat Khan. At the same day of promise his promise, Mir Mohabbat Khan was arrested and Mir Altaz Khan was succeeded as Khan of Kalat. (Ibid,1983) At those days juvenile Mir Naseer Khan Noori along with his mother, Bibi Maryam was at Mastung. Mir Mohabbat Khan was handed over to Shawani tribe, who were in favor of Mir Mohabbat Khan. They protested against Mir Mohabbat Khan’s dismissal. (Naseer,1983) Mir Altaz Khan was also not a able person who could fulfill the requirements of sardars. When he succeeded on throne of Kalat, he deviated from his promises. He kept restrictions on sardars. Mir Gul Khan Nasir writes that Mir Altaz Khan was a slow, exhausted and a foolish person. When he appointed as Khan of Kalat, he refused the promises that he did with sardars, through Mir Lashkari Rahisani. Soon he became distrustful for sardars. Mir Lashkari Rahisani tried his level best to make him understand to keep 279 friendly relations with sardars but he refused to do so. Eventually Mir Lashkari Rahisani left him. (Ibid,1983) Young Mir Naseer Khan Noori was at Mastung on those days. Historians did not write anything about his life during that time period. A strong hypothesis reveals that he was aware of all the situations of Kalat and Afghanistan. Nadir Shah Afshar (king of Iran) on early 1936, called Mir Altaz Khan at Qandahar. He was well aware of the result of this summon. Although he was aware that he would be arrested yet there was not any other way to escape. On the other hand Mir Mohabbat Khan reached Qandahar on April 22,1737 A.D. Nadir Shah Afshar welcomed both Mir Altaz Khan and Mir Mohabbat Khan along with namely Sardars of Balochistan with great honor. He also gave them precious gifts. After a long discussion, on the suggestions of saradas Mir Mohabbat Khan was appointed Khan of Kalat. Mir Altaz Khan was arrested and kept at Qandahar. Soon afterwards on 1738, Mir Noori Naseer Khan, his mother Bibi Maryam and Murad Ali Khan (son of Mir Altaz Khan) were also called from Mastung to Qandahar. The deputyship of Shal (Quetta) was given to them to fulfill their day today expenses. Nadir shah conferred Mir Mohabbat Khan, the distinguished title of “ Buglar Begi” that was special title of Iranian Kings. He returned back to Kalat with great respect and honor. Naseer Khan Noori was arrested along with, Mir Kamal Khan Altazai, Mir Sultan Zahro Bangulzai, Ali Darban and Mulla Mehar Ali. On the captivity of Nadir Shah Afshar, both brothers quarreled over a petty thing. Mir Altaz Khan took out his sward and attacked Mir Naseer Khan Noori but fortunately he escaped. For his defense, he took out his sward, it wounded Mir Altaz Khan. The wound was too deep that he died on the spot. (Mari,2000,) When Mir Mohabbat Khan heard the news of assassination of Mir Altaz Khan, he believed that Nadir Shah Afshar would also kiss Naseer Khan on the revenge. When Nadir Shah Afshar forgave Mir Naseer Khan Noori on the request of sardars, Mir Mohabbat Khan was so disappointed. (Naseer,1983) Mostly the writers expressed this incident negatively because they are against the great personality of Mir Naseer Khan Noori. They want to show him as a cruel and destructive ruler. If we find the pages of history, we will find many aspects of killing to gain power and government. Like the great 280

Mughal King Aurangzeb Alamgir. He not only killed his brothers but also imprisoned his old father, ShahJahan. A Muslim ruler of Spain Haroon Rasheed killed his own son Mahmoon Rasheed. The great king, Sultan Muhammad Fateh killed his newly born brother. That’s why, this blame cannot spoil the image of Mir Naseer Khan Noori. Other strong and important argument in his favor is that the fight was started by Mir Altaz Khan and he also attacked first. The only intention of Naseer Khan was defending himself from the attack. Mostly historians are of the view that when Nadir Shah Afshar attacked India, Mir Naseer Khan Noori was accompanied with him. He learned a lot from Nadir Shan during those battles. (Khan,1947) The Kalhoras of Sindh of Sindh refused the loyalty of Nadir Shah Afshar. That’s why, when Nadir Shah Afshar returned from the expeditions of Delhi, he attacked on Kalhoras. Many people died on these battles. Miyan Noor Muhammad and his son Ghulam Shah Kalhora were arrested by Iranian Army. When they were dragged on the court of Nadir Shah Afshar, Naseer Khan along with his mother was also present on the court. Bibi Maryam requested the king to take revenge of assassination of Mir Abdullah Khan form them. Nadir Shah handed them over to Mir Mohabbat Khan to take his father’s revenge from them but he refused to do so. He said that this against the culture of Baloch to kill any prisoner. (Naseer,1983) Kalhoras gave the areas of Kachhi to Balochs on the blood money of Mir Abdullah Khan. Later on these areas were divided to those Baloch Tribes, who were accompanied with Mir Abdullah Khan.(Ibid,1983) In 1747, Nadir Shah Afshar was killed by His nephew ,Ali Quli Khan. (Aziz,1990) At the time of his assassination Ahmed Shah Afshar was his army chief. Ahmed Shah Afshar was really disappointed at the assassination of Nadir Shah Afshar. After the death of Nadir Shah Afshar, Nadir Shah took his army and came back to Qandahar. After a great meeting held under the Abdali Sardars, Ahmed Shah was appointed as their new independent ruler. He kept the foundation of a newly state, named Afghanistan along with its eastern occupied territories. He adopted the title of “Ahmed Shah Durani”. He started his government on Afghanistan and Qandahar as its capital. (Dewar,1990) 281

Noori Naseer Khan also took the advantage of this revolution and escaped from Qandahar. He escaped along with his friends and reached Sheeraz (a city of Iran). He sent one of his friends Mullah Maher Ali back to Qandahar to take care of his mother. He kept journeying from coastal areas of Makran and Kech. When they reached near Hab River, they stayed at the house of a person named Bahot Chatta. (Naseer,1983) After that he reached Khuda Abad(Hydarabad) and stayed with Kalhoras.ii (Ibid,1983) Mir Naseer Khan Noori started his correspondences with Baloch Sardars. Mir Mohabbat Khan, after the death of Nadir Shah Afshar changed his polices and kept harsh behavior with sardars. Sardars were once again distrustful from him. That’s why, they replayed to Mir Naseer Khan positively. At the other hand he was in contact with Shah Wali Khan Bamezai, Prime Minister of Ahmed Shah Abdali, who called him his son during the days on his imprisonment. Once Shah Wali Khan Bamezai had promised Naseer Khan that he would make him Khan of Kalat. (Ibid,1983) When Mir Mohabbat Khan heard that Prime Minister, Shah Wali Khan Bamezai called Mir Naseer Khan along with Baloch Sardars at Qandahar, in1747, he also sent Sultan Qahim Khan Shawani as his representative to Qandahar. Sultan Qahim Khan Shawani was a man of great wisdom. When he reached Qandahar, he came to know that the situation was against Mir Mohabbat Khan. On the second day, he got chance to meet Ahmed Shah Abdali. He started his conversation in a rational and sensible way. He expressed the loyalty of Mir Mohabbat khan before Shah-e-Afghan. To bring Afghan-Kalat relations close together, he gave him the marriage proposal of Bibi Jaan, daughter of Mir Mohabbat khan and widow of Mir Gohar. Ahmed Shah accepted the proposal happily. This relationship was unpleasant for Mir Naseer Khan Noori and Shah Wali Khan Bamezai. When Mir Qahim Khan Shawani came back, he expressed the situation before Mir Mohabbat Khan. In spite of becoming happy, he refused the relationship and cursed him. When Ahmed Shah Abdali informed about this answer, he attacked on Kalat on 1748. A destructive battle fought between both Afghanistan and Kalat states. Kalat army defeated badly and ran away towards Kalat. Ahmed Shah Abdali moved forward to attack on Kalat. When he reached near Mangochar (Khaliqabad), a pious person, Haji Raheem Shah Babhi stopped him and requested him to quit the war. He returned back from Khaliqabad which only 27 kilometers away from Kalat. 282

After the war Mir Mohabbat was very frightened from Ahmed Shah Abdali. He sent her daughter Bibi Jaan along with Akhund Muhammad Hayat to Afghanistan. When she reached Afghanistan, Ahmed Shah married her. Because of the marriage conflicts between Kalat and Afghanistan came to an end. The war captives of Mastung were also released. Soon afterwards a rumor spread in Afghanistan that Mir Mohabbat Khan was preparing a huge army to attack at Afghanistan. When Ahmed Shah Abdali heard the rumor, he called Mir Mohabbat Khan at his palace and asked him the reality. Mir Mohabbat refused the news. After that a friend of Mir Naseer khan, Mir Sultan Zehro Bangulzai testified the news. Then Mir Mohabbat Khan was arrested and a meeting of Baloch Sardars was called at his palace. After the agreement and willingness of sardars, Mir Naseer khan was appointed as Khan of Kalat. (Ibid,1983) Once Shah Wali Khan Bamezai promised Mir Naseer Khan that he would clear all the vessels of his path. That’s why one day, he killed Mir Mohabbat Khan inside the jail of Qandahar and then Mir Naseer Khan Noori ruled Kalat for almost 45 years with great satisfaction. (Ibid,1983)

Mir Naseer Khan Noori’s Interal Policies:- Every ruler make some policies to regulate his government. Mir Naseer Khan Noori also made some policies to take his government on right directions. Mir Naseer Khan Noori became Khan of Kalat, many external territories included in the geographical boundaries of Balochistan. He brought prosperity throughout the state. He wiggled all the Sardars and tribes. He brought all the revolted areas back to United Balochistan. His main internal policies are as under:

Makran policy Mir Naseer Khan Noori had great desire of tenability of Makran in Balochistan because of its geopolitical and geostrategic significance. Thousand years ago, the Great Cyrus and Alexander the Great were also aware of significance of Makran. The curved mountainous passes, plain grounds, narrow and broad valleys, destructive isolations, huge mineral wealth and crossroad of two great civilizations of East and West increased its 283 importance. The most important thing of this area is its hot water seashores, that remain open for sailing throughout the year. Naseer Khan Noori was looking for a chance to attack on Makran. Fortunately, he got the chance soon and after nine regular military attacks, he conquered Makran completely. Mir Naseer Khan Noori uttered historic words for Makran: “Makran must be conquered” (Baloch,1980)

First Attack on Makran and Panjgur Makran was divided at two parts at that time and ruled by two different sardars. Kech used to be ruled by Buledi tribe and Makran by Gichki tribe. Both were rivals of each other.After the death of Mir Maherullah Gichki, his son Mir Essa Khan Gichki succeeded him. After sometimes his younger brother Mir Gaziyan Khan killed him and he himself became sardars of Panjgur. Mir Gaziyan’s son Mir Karam Shah was young. He was not able to take his father’s revenge from his uncle. He came to Kalat and requested Mir Naseer Khan Noori for Help. Mir Naseer Khan got chance to interfere into internal matters of Makran. He sent his army of Jhalawan regiment with Mir Karam Shah for his assistance against Mir Gaziyan. (Naseer,1983)

Second Attack on Makran When Mir Naseer Khan Noori conquered Makran, he appointed Mir Bohir Khan Mosyani as his governor on Panjgur. After sometime people of Panjgur revolted and take Mir Naseer Khan’s power in Panjgur. They attacked Mir Bohir Khan and he escaped and reached Kalat. Mir Naseer Khan Noori once again sent Jhalawan regiment under the leadership of Akhund Muhammad Hayat to take revenge from Gichkis of Panjgur. After a slight resistance, Mir Yaqoob Khan Gichki ran away towards kech and his army arrested by Kalat Army. (Ahmedzai,1989)

Third attack on Makran and Kech At preset the territory of Makran is divided into three districts of Kech Panjgur and Gawadar. Before Ghichkis, Makran was ruled by Buledis. Both Gichkis and Buledis both were followers of Zikri Sect. (Baloch,2012) Zikris are the followers of a Indian Scholar Sayad Muhammad Jonpuri (1443-1505), who claimed that he was Imam-e-mehdi. Simple 284 hearted people of Makran believed him. Mostly historians mentioned this cause as one of the causes of attack on Makran. Mir Naseer Khan Noori once again attacked Makran and conquered it. He left Mir Bohir Khan Mosyani along with 300 militants for protection of Castle of Panjgur and came back to Kalat. (Ahmed Zai,1989) Once Khan-e-Azam Mir Naseer Khan Noori dreamed Hazrat Muhammad Mustafa(PBUH). In which Hazrat Muhammad Mustafa(PBUH) ordered him to attack on Kalat and preach Islam to the people of Makran. Then Mir Naseer Khan attacked on Makran and saved Muslims and Islam from infidelity and Al-Haad. (khan,1947)

Fourth Attack on Makran After a bloody victories and getting success, he left Makran and moved back towards Kalat in order of Ahmed Shah Abdali. After Afghan- Kalat conflict when Mir Naseer Khan once again moved toward Makran, the situations were totally changed. The power of Zikris was once again restored. Mir Naseer Khan Noori sent a message form Mir Umer Gichki to confess his loyalty, but he refused to do so. He came out to fight against Mir Noori Naseer Khan. After a bloody battle, Mir Umer Gichki’s army defeated and ran away and took refuge on castle of Nasir Abad. Mir Naseer Khan Noori captured kech.

Fifth Attack on Makran Mir Umer Gichki was at Nasir Abad, the tribes of Makran were flocking towards him. Naseer Khan Noori attacked on the castle of Nasir Abad on17 may 1758. He continued the besiege castle. After twenty days because of shortage of food, he came out from castle and fought against Kalat Army on June 6, 1758. Gichkis fought bravely in the battle field. They were defeated soon by the huge army of Kalat. Mir Shah Umer Gichki and Mir Qasim Gichki were arrested after the war. (Ahmedzai,1989)

Sixth Attack on Makran Mir Shah Umer signed a treaty with Mir Naseer Khan Noori. Mir Naseer Khan restored his rule on Kech. He had great respect among the people of Kech but they were rude at his change of religion. That’s why, his brother, Mir Shuratullah revolted against him. He ran away towards 285

Gandhawa, where Mir Naseer Khan along with his supported sardars styed to spend winter season. He informed Mir Naseer Khan about the situation.iii Mir Naseer Khan Noori moved towards Kech, along with one thousand army of Sarawan and Jhalawan moved towards Kech. On the seventh day, they reached Kech and suddenly attacked on the army of Kech. Mir Shukratullah ran away and took refuge from Buledis. The government of Mir Shah Umer was once again restored.

Seventh Attack on Makran Mir Naseer Khan Noori sent his Prime Minister, Akhund Fateh Muhammad and Sardar Shah Muhammad on April 12, 1757 for the seventh expedition of Makran. Mir Qasim along with Gichkis were ready for war. When allies of Mir Qasim saw the huge army of Kalat, the left him alone in battle field and ran away. He also surrendered himself in front of Akhund Fateh Muhammad. He expressed his loyalty and Akhund Fateh Muhammad forgave him.

Eighth Attack on Makran Shah Batiyan was appointed as Sardar of Kech. Mir Naseer Khan Noori sent him back towards Kech along with Mir Chero Khan Shawani and a huge army. When they reached at Kech, Mir Chero Shawani ordered people of Kech to accept Mir Shah Batiyan as their new ruler. Mostly people accepted him except some Buledis, who were of the view that the Sardar of Kech Should be a Buledi. They revolted against the ruler. A great army was sent from Kalat to Kech, under the command of Mir Jezo Khan Altazai and Sardar Shahbaz Khan Muhammad Hassani. When both armies came face to face Buledis quit the idea of war and sent a delegation of forty (40) elderly persons to meet Mir Jezo Khan. He killed all the forty persons on the spot. (Baloch,2012)

Ninth and Last Attack on Makran When Naseer Khan came back from Iranian expeditions, he attacked Makran, because the Zikris of Makran revolted once again. Mir Naseer Khan Noori ordered his army the genocide of Zikris. A large number of Zikris died at that genocide. Some of them escaped, and left Makran forever. Their 286 animals and estate were confiscated from them. Naseer Khan left no more chances to Zikri revolution anymore and came back to Kalat.

Tittles from Ottoman Caliphate On the massacre of Zikris of Makran, Mir Naseer Khan Noori was entitled with the names of “Nasir-e-Millat-e-Muhammadiyah”(The Supporter of the Followers of Muhammad(PBUH)) and “Ghazi-e-Din”(Hero of Islam). The political insight of Mir Naseer Khan Noori was of course best. He calmed down his counties most important interior areas so much that after almost two hundred (200) years, the peace still exists. These areas used to be center of battles but he made it a peace point.

Attacks on Qasarqand and Dazk When Makran was completely under the power of Mir Naseer Khan Noori, he targeted Baloch populated areas of Iran. For this purpose, he came out with his army from Kalat. Mir Jazo Khan Muhammad Hassani and his army was still on Kech. When Naseer Khan reached Dazk, the Baloch Tribes welcomed him with great honor. They left Iranian government and accepted Naseer Khan Noori sovereignty over Dazk. Mir Naseer Khan appointed Mir Niyamatullah Khan as Sardar of Dazk and came back to Kech. (Naseer,1983)

Karan Policy The government of Nosherwani Baloch Sardars was established at Kharan. On 1666, at the time of Mir Ahmed Khan (First), Kharan became a part of Balochistan. During the discrepancy of Mir Mohabbat Khan and Mir Altaz Khan, Kharan cut of its relations with Kalat. It was demonstrated, when Ahmed Shah Abdali attacked on Kalat and Sardar Niyamatullah Nosherwani helped him against Mir Noori Naseer khan. After Non Interference Treaty(1758), Mir Naseer Khan intended to bring Kharan under his sovereignty. On the attack of Kalat Army on 1758, Sardar Nosherwani ran away from Kharan to Afghanistan. He requested Ahmed Shah for help but Ahmed Shah Abdali apologized because of Non Interfering Treaty. He reached at Kalat and apologized from Mir Noori Naseer Khan, he forgave him and restored him on his throne.

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Lasbela Policy The history of Lasbela is very old, like other areas Balochistan. It also has a long historical journey. It is situated near Makran and sea. Jhalawan is located on its north and Sindh Province on west. Syros the Great had also passed from here. When Khan of Kalat, Mir Sohbat Khan defeated ‘Balaght’ tribes of Lasbela, he appointed Mir Hali Khan Kathoriya as Sardar of Lasbela. (Ibid,1989) Mir Sohbat Khan used to take half income of Lasbela, as annual tax from Mir Hali Khan. At the time of Mir Mohabbat Khan due to weak position of Kalat, they stopped paying tax. When Mir Naseer Khan Noori demanded the tax, Mir Jam Hali worked wisely and apologized. He said sorry to Mir Naseer Khan Noori for not giving tax during a couple of years. He promised to pay taxes regularly in future.

Sarawan Policy Sarawan is a Baloch word that mean upper highland. It includes the areas of Kalat, Mastung, Kanak, Pirhingabad, Shurud, Nichara, Johan, Siya Koh etc. Sarawan and jhalawan were two strong army regiments of Khannan- e-Kalat. Because of these scope of Balochistan extended to a great extent. On the extension of Balochistan’s external boundaries, these both played a vital role. (Ibid,1989)

Jhalawan Policy Jhalawan means the lower high lands. It includes the tribes of Zehri, Mengal, Muhammad Hassani and Bizinjo etc. people of these areas mostly move towards Sindh in winter seasons for farming and labor portage. Nichara, Surab and Khuzdar are its big cities. Khuzdar is an historical place. Jhalawan was a regular part of Kalat during the revolutionary era of Mir Naseer Khan Noori. The tribes of this area used to provide military assistance to Khan-e-Kalat. The sardars of Jalawan always had good relations with Khan-e-Azam Mir Naseer Khan Noori.

Kachi Policy The region of kachi was under the influence of Buddhist religion. Its capital was Qandabil (Gandhawa).At the times of Nadir Shah Afshar’s government, Kech was given to Kalat as Blood money of Mir Abdullah 288

Khan. Mir Mohabbat Khan distributed it among Baloch tribes. When Mir Naseer Khan Noori came in power he once again organized this area and its division and distributed among Baloch Tribes. (Baloch,2012)

Foreign Policy of Mir Naseer Khan Noori Mir Naseer Khan Noori strengthened his country’s economy due to his foreign policy. He led Balochistan to way of development. After the stability of domestic economy, great works of welfare came. His policies changed the economic status of the people of Balochistan. From his external victories people got a great awareness. People got collective thinking and thoughts.

Mir Naseer Khan’s Afghan policy Afghanistan holds a great geographical location in Asia. This land is a spectacle of different nations and invaders. According to the known history, the first Aryan nation passed through this land spread towards east and west. They established a government here known as “Arianna”. (dewar,1990) Iran was more closely linked to Afghanistan than India, therefore mostly Iranian Politics prevailed over it. Nadir Shah Afshar a King of Iran occupied the southern parts of Afghanistan and made it a province of Iran. On 1747, after the assassination of Nadir Shah Afshar, his General Ahmed Shah Abdali occupied the territory and laid the foundation of a new independent state named Afghanistan. He considered Kalat as its eastern occupied state. Mir Naseer Khan Noori acquired capture on Kalat because of him. But he was fully against slavery Ahmed Shah Abdali. Mir Naseer Khan considered himself as an independent ruler. It is also a fact that between both Mir Naseer Khan and Ahmed Shah Abdali there was good relations. (Baloch,2012)

Reasons of Afghan-Kalat Conflict When Mir Naseer Khan Noori attacked Makran, the brother of Malik Dinar Gichki, Mir Shah Gichki somehow reached Qandahar. He complained against the attack of Mir Naseer Khan Noori and requested for help. Ahmed Shah sent a message to Mir Naseer Khan Noori to leave Makran at the same time and go back to Kalat. He also called Mir Naseer Khan at Qandahar. Naseer Khan Noori left his mission of Makran and came back to Kalat. But he intended to quit the slavery of Ahmed Shah Abdali. (dewar,1990) 289

On the advice of Baloch Sardars, he came out form Kalat for Afghanistan. When he reached at Pashin, he changed his intentions and sent back the messenger of Ahmed Shah Abdali to Qandahar along with a register. On register he wrote the names of Two Hundred Baloch Militants, ready to take up arms against Ahmed Shah Abdali. He returned back toward Kalat. When he reached at Mastung, he arrested many Khwaja Khels and killed some of them. No reason has been reported in the history. But an estimate reveals that they were in favor of Ahmed Shah Abdali. (Ibid,1990) In addition, many Writers wrote different reasons of conflict between Noori Naseer Khan and Ahmed Shah Abdali. One of them among those reasons was the complaints of Afghan businessmen to Ahmed Shah Abdali over pity things. Bolan pass was the only route of trade between Afghanistan to Sindh Punjab and India. They used to claim on the court of Kalat that Baloch Tribe men robbed their luggage and ask for loss of money that robed in the areas of Balochistan. Naseer Khan Noori considered those complaints as his insult. (Baloch,2012)

Afghan Baloch War 1747 Four battles fought between armies of Ahmed Shah Abdali and Mir Naseer Khan Noori.

1-First Battle of Pirhingabad Ahmed Shah Abdali sent a huge army to attack on Kalat. When the army reached Balochistan, Sardar Shahdad Khan Nosherwani along with his army joined it. A battle was fought 70 Miles away from Kalat, at Pirhingabad, Mastung. Baloch army defeated Afghans. They Asked Ahmed Shah for moremilitary assistance to fight against Baloch Army. (Ibid,2012)

Second Battle of Thiri Ahmed Shah Abdali along with a numerous Afghan army, reached Mastung and attacked on Baloch Army. The second battle between Kalat and Afghanistan fought 3.5 Miles away from the first place near Thiri. In second battle Afghan Army defeated Kalat Army because of their general increase of number. Baloch Army also Tried its level best and fought bravely. It was time and again attacking on the ranks of Afghan Army. The battle condition till noon was alike. After the noon Baloch Army became weak and benefiting 290 from the darkness of night, moved backwards to Mangochar (Khaliqabad). (Naseer,1989)

Third Battle of Mangochar On third day, Baloch army ranked on Mangochar. Both armies fought bravely, but Baloch Army defeated soon. They moved back to Kalat and became stubborn inside the castle fortress of Kalat. Ahmed Shah Abdali Reached at Kalat and withstood a siege the castle. (Ibid,1989)

Forth Battle of Kalat Henry Pottinger writes that Mir Naseer Khan Noori had already Made Preparations for fighting in Kalat. He strengthened the dense of his castle. On some occasion by continuous shelling of Afghan Army and wall of the castle badly affected. After five continuous attacks struggled hard but could not enter in the city. In these attacks two important Sardars of Muhammad Hassani tribe killed.When the siege of Kalat extended up to forty (40) days , Ahmed Shah Abdali got worried about severe weather and his army chives were also rising vice such extensive siege. Ahmed Shah thought another way to solve the problem.

Non Interference Treaty 1758 Henry Pottinger writes the reason of treaty in his words: One day Mir Naseer Khan Noori saw Ahmed Shah Abdali offering prayer on the carpet outside his tent. He hit an arrow at the right place where Ahmed Shah where Ahmed Shah Abdali prostrated a few seconds ago. Seeing this, Ahmed Shah started conversations to decide peace. After the war Ahmed Shah appreciated Naseer Khan’s shooting.iv An other reason reveals that one day, Ahmed Shah Abdali was walking outside his tent, he heard the sound of Azan (call for prayer), so he thought that both of fighting groups were Muslims. He immediately started the peace process. (Abrar,1984) One reason is revealed by researchers that Afghan Army only used to fight in open fields. At the other side Baloch army was aware of both types, battle fields and fortresses. That’s why, a conflict created among Afghan Army Chieves.

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Beginning of Reconciliation Efforts:- Reconciliation effort started by a latter wrote by Shah Wali Khan Bamezai to Noori Naseer Khan. “If you will be present in front of the King at the same time, than I as Prime Minister take your guaranty because I told you my son. If you do not came right now, it will be difficult for me to stop Ahmed Shah Abdali’s oppression.” Taking advantage of the opportunity, Mir Naseer Khan Noori sent His Prime Minister, Akhund Muhammad Hayat as his ambassador to Shah-e- Afghan to discuss peace. When he was presented before Ahmed Shah Abdali, he said that “Khan-e-Baloch wants to clarify and secure his security. Khan-e- Baloch also apologize his previous mistakes.” (Dewar,1990) Ahmed Shah accepted his both conditions. He himself signed on a Quran and sent it to Mir Naseer Khan Noori. Mir Naseer Khan along with all sardars came in front of Ahmed Shah Abdali. He said to Shah-e-Afghan: Such people will again bring you complaints on my account and you continue taking Action. That’s why it is better that I should go to Qandahar and you appoint another ruler in Kalat.” Ahmed Shah pleased on hearing his answer and he ended up by saying: “Kalat’s Kingship has been enlarged you by god and it will be with you”. (Durani,1990) After that a reconciliation signed between both rulers. That is known as Non Interference Treaty or Treaty of Kalat1758.

Clauses of Non Interference Treaty 1758:- The main clauses of Non Interference Treaty are given as under: Khan-e-Baloch will not pay any tribute to Shah-e-Afghan in future. Khan-e-Baloch will not supply San(military assistance) to Shah-e-Afghan against external enemies. Khan-e-Baloch would provide a military contingent as a token of help on the condition that Shah-e-Afghan would provide annually Rs. 100,000 cash, military weapons and expenditures of the army. Khan-e-Baloch will not provide any help to rebel princes of Sadozai Tribe Afghan Sardar. Shah-e-Afghan will also not give any help or refuge to princes and rebels of Kalat. Shah-e-Afghan in future will not interfere in internal affairs and disputes of Balochistan. All those areas of Kalat that are in possession of Afghanistan, will be handed over today to Khan-e-Baloch. (Baloch,2012) 292

After Non Interference Treaty, Mir Naseer Khan Noori and Ahmed Shah Abdali came close together. They became friends forever and in future both fought battles together. The Mughal Rulers of India were losing their powers rapidly in India, after the death of Aurangzeb Alamgir. They were stuck on their palms. After the attacks of Nadir Shah Afshar on Delhi, the honor of Mughal king was humiliated badly. On the north of India, Marathas emerged as a great power. They occupied the areas of Deccan and Maharashtra and moving towards Delhi and Agra. In Punjab, Sikhs were emerging as a great power. Ahmed Shah Abdali along with Mir Naseer Khan Noori and his 25000 army reached India on the call on Indian Muslims. At the third battle of Panipat, in 1761 A.D. they crushed Maratha’s rising power forever.

Battle against Sikhs Sikhs were a strong power in Punjab. They had sacked Saharnpur, Ambentan and Nawat in Upper Doab and moving on further after the third Battle of Panipat. Finally they captured Lahore in 1764. They established a state named Khalasa State from Jhelum to the bank of Jamna. At that alarming state of Muslims decline, Ahmed Shah Abdali called for Jahad (religious war) against Sikhs. Mir Naseer Khan Noori also joined him with his 12000 warriors. Mir Naseer Khan Noori was more enthusiastic than ever before. When both armies came face to face in battle field, he assaulted alone on them. He was piercing his way through Sikh Ranks in Lahore. His Baloch Swordsmen also dropped in and fought against Sikhs. After the victory, Ahmed Shah granted him the territory of Quetta. Ahmed Shah Also offered him the territories of D.G. Khan, D.I. Khan, Jhang and Multan which he declined to accept.

Victory of Mashhad After the death of Nadir Shah Afshar, his nephew Ali Quli succeeded him. Baloch populated area Mashhad was also ruled by him. After his death Shahrukk Khan ruled Iran. Shahrukd was blinded by a person named Shah Alam. Shah Alam took the control of government of Iran. He had rebelled against Ahmed Shah Abdali’s government. That’s why, Ahmed Shah Sent army expeditions for his siege but failed to do so. At the end Ahmed Shah sent a huge Afghan Army under the command of Sardar Jahan Khan 293

Popalzai. At the other hand, he asked Mir Naseer Khan Noori for help. Naseer Khan Noori along with his Twenty Thousand (20,000) military reached Mashhad. Both armies ranked on battle field on Sheikh Jam. Iranian lubricants repelled Sardar Jahan Khan Popalzai at first attack. Mir Naseer Khan was sitting in ditch. He came out and attacked with great power that defeated Iranian Army. Shah died on battle field. (Naseer,1983)

Victory of Castle of Non After the great victory of Mashhad, Mir Naseer Khan and Afghan Army moved towards the Castle of Non. It was occupied by Mir Mahsoom Khan, brother of Sardar Shah Alam. When he heard the news of death of his brother, he quit the idea of war and requested peace from Ahmed Shah Abdali, which he accepted. (Ibid, 1981)

Battles of Helani Belani Talpurs attacked on combined force of Balochs and Afghans at Helani Belani near Hyderabad. Soon they left 140 dead bodies behind and scattered. They ran away and took refuge in the Castle of Umer Khot. The Baloch and Afghan invaders continued the fortress of castle for seven months. After that, Talpurs surrendered before Baloch army. And a treaty was signed between Talpurs and Mir Naseer Khan Noori at Umer Khot.

Clauses of Umer Khot Treaty Talpurs would pay one lack rupees to Balochs Talpurs would pay the blood money of Sardar Zarak and his army. Mir Naseer Khan would decide the amount of blood money. Talpurs admit that they would not interfere on matters of Kalhoras government. When Talpurs completely vacated the castle, Sardar Umer Khan handed over the castle to Miyan Abdul Nabi Kalhora.

Conclusion There are many characteristics of living nations. One of the most important characteristics is that they criticize on their past and present. It is a common pleasure to criticize but usually an individual is delighted by criticizing another individual or individuals. 294

The great khan (Khan-e-Azam) Mir Naseer Khan Noori was a great, powerful, independent, and wise ruler of Kalat. He ruled Kalat during 18th century (1749-1794). In the early days of life, he was a prisoner of Nadir Shah Afshar (king of Iran) along with his mother named Bibi Maryam. He was younger among three brothers. The Khan-e-Azam Mir Naseer Khan Noori was a great, powerful, independent, and wise ruler of Kalat. The name which exists in Baloch History is of Mir Naseer Khan Noori. He raised the flag of Baloch Nation throughout the world and taught Balochs the skill of ruling. Now after 250 years of the death, his name exists in the tongue of Baloch Nation. Mir Naseer Khan Noori became Khan of Kalat, many external territories included in the geographical boundaries of Balochistan. He brought prosperity throughout the state. He wiggled all the Sardars and tribes. He brought all the revolted areas back to United Balochistan. Mir Naseer Khan Noori strengthened his country’s economy due to his foreign policy. He led Balochistan to way of development. After the stability of domestic economy, great works of welfare came. His policies changed the economic status of the people of Balochistan. From his external victories people got a great awareness. People got collective thinking and thoughts. Once Nadir Shah Afshar said about him; “This Baloch prince is distained to become a great king in future.”He was first and the only ruler of Balochistan who brought about healthy, fare and friendly relations among Baloch Tribes. There were three regiments of Mir Naseer khan Noori’s army i.e. Dasta-e-Sarawan (Sarawan regiment),Dasta-e-Jhalawan (jhalawan Regiment), and Dasta-e-Khas (Special Regiment). Khan-e-Baloch himself was supreme commander of his state army. Sarawan regiment belonging from the tribes of Sarwan. Jhalawan regiment belonging from the tribes of Jhalawan and Special regiment was his permanent army present all the time in the Palace of Kalat. Afghanistan holds a great geographical location in Asia. This land is a spectacle of different nations and invaders.Nadir Shah Afshar a King of Iran occupied the southern parts of Afghanistan and made it a province of Iran. On 1747, after the assassination of Nadir Shah Afshar, his General Ahmed Shah Abdali occupied the territory and laid the foundation of a new independent state named Afghanistan. He considered Kalat as its eastern occupied state. Mir Naseer Khan Noori acquired capture on Kalat because of him. But he was fully against slavery Ahmed Shah Abdali. Mir Naseer Khan 295 considered himself as an independent ruler. It is also a fact that between both Mir Naseer Khan and Ahmed Shah Abdali there was good relations. Every ruler make some policies to regulate his government. Mir Naseer Khan Noori also made some policies to take his government on right directions. Mir Naseer Khan Noori as a Khan of Kalat, expanded the geographical boundaries of Balochistan. He brought prosperity throughout the state.

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References Ahmedzai, Agha Naseer Khan(1989), Tarikh-e-Baloch-o-Balochistan, Vol-1, Balochi Academy, Quetta. Ahmedzai, Agha Naseer Khan,( 1989) ,Tarikh-e-Baloch-o-Balochistan, Vol- 5, Balochi Academy, Quetta. Akhbar-ul-Abrar,(1984), Tarikh-e-Khwanin-e-Kalat, Akhund Muhammad Siddiqu. Aziz, Arshad,( 1990), Sarzameen-e-Afghan-o-Baloch, Misters Reprints Quetta, Baloch, Farooq,( 2012) Khan-e-Azam Mir Naseer Khan Noori, Publishers Fiction House, Lahore. Baloch, Muhammad Sardar Khan,( 1980), Baloch Qaum Ki Tarikh, Nisa traders, Quetta,. Dewar, Malik Muhammad Saeed,(1990) Tarikh-e-Balochistan, NIsa Traders Quetta. Khan, Mir Ahmed Yar,( 1947), Tarikh-e-Khwanin-e-Baloch, Islamiya Press Quetta. Malik Muhammad Saeed Dewar, Tarikh-e-Balochistan, NIsa Traders Quetta, 1990, Page 412 Marri, Shah Muhammad, ( 2000), Baloch Qaum, Aed-e-Qadeem Say Asar-e- Hazir Tak, Takhliqat, Lahore. Naseer Gul Khan, (1983), Tarikh-e- Balochistan, Kalat publishers, Quetta. Naseer Gul Khan, ( 1981) Jungnama-e-Mashhad, Brahvi Academy, Quetta. Singh, Ganda (1990), Ahmed Shah Durani, ,Gosha-e-Adab, Quetta.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Education for Students with Disabilities in Balochistan; Steps Towards the Inclusive Education and its Benefits.

Abdul Ali M. Phil Research Scholar Balochistan Study Center, University of Balochistan Quetta, Pakistan

Naveeda Irum Warsi Lecturer Department of Sociology University of Balochistan Quetta, Pakistan.

Dur Muhammad M. Phil Research Scholar Balochistan Study Center, University of Balochistan Quetta, Pakistan

Abstract Persons with disabilities are the significant part of our population. Indeed they have been deprived from their certain rights, including the right of education according to their needs. They can play very significant role provided that they are given appropriate education, which meet their needs according to nature of their disabilities. Education for students with disabilities in Balochistan has also remained neglected. In fact we concentrated for the education of special children and students with disabilities and adopted the establishment of separate educational institutes for students with special needs at that time when Europe, America, Australia and other developed countries diverted towards Inclusive Education and leaving behind the outdated concept of Special Education only for those suffering from severe and multiple disabilities. Although several Special Education and Model Inclusive Education Institutes are established in the province, but these are not enough to cope with the real needs of pupils with special needs in Balochistan. The Article is important in a sense as it 298 elaborate the actual status of educational institutes for students with disabilities in the province. Secondly this article enumerates the steps taken towards the educational needs of students with disabilities. Lastly this article also enumerates the benefits of Inclusive Education for both the students with and without disabilities. The source of data is secondary and the information, facts and figure are based on literature review of different articles, research studies and the reports, briefs and documents of the Government of Balochistan, Social Welfare, Special Education, Literacy Non-formal Education and Human Rights Department.

Keywords: Students with Disabilities, Special Children, Special Education, Inclusive Education, Mentally Retarded, Visually Handicapped, Multiple Disability.

Introduction: Persons with Disabilities are the deprived and marginalized segment of our society. The major responsibility of their miserable condition incur on government and the major cause of their deprivation is their lack of education. Developed countries utilize the services of each and every segment of society, even persons with disabilities are serving and participating very actively on various respectable professions. There are many children who are out of schools in Pakistan and the situation is comparatively worse in Balochistan. It get more worst when we talk about the Special Children, who are not considered out of school, rather their status of remaining out of school is linked directly to their disability. Several Conventions and laws are framed to ensure the educational rights of those with disabilities, Including the United Nations Convention on the Rights of Persons with Disabilities (CRPD) duly signed and verified by Government of Pakistan, which require the state parties to ensure the implementation of Inclusive Education and preserve the right to education of persons with disabilities without discrimination (UNCRPD 2006).

Historical Perspective: The efforts for the rights of Persons with Disabilities started in the year 1981 by preserving their rights under “Disabled Persons (Employment and Rehabilitation) Ordinance 1981” in which the right of persons with 299 disabilities are well preserved, including the provision of employment for the disabled and initiating necessary steps for their rehabilitation. According to the Ordinance the Federal Government will ensure the establishment of the National Council at federal level and the Provincial Council at Provincial level. Both the councils will ensure the formulation of policy at federal and provincial level, access the policy time to time and implement the objectives of the ordinance. The council will conduct surveys in their respective jurisdictional spheres and maintain the statistical information of persons with disabilities who are in need of help and care. The council will arrange necessary arrangements for those who are in need for medical care and attention. Additionally for making them economically self-sufficient the council will also provide trade related and vocational training to the persons with disabilities, so that they become the active members of society and do not depend on others (Disabled Persons Employment & Rehabilitation Ordinance 1981). Another step towards the educational uplift of the persons with disabilities took place by the revision of “National Policy for Rehabilitation of Disabled” and framing “National Policy for Education and Rehabilitation of the Disabled 1988” which was a revolutionary steps towards the educational achievement for the disabled, as it include the word “Education” for the first time. The policy assert the establishment of Special Education Institutes for students with special needs, so that they could be educated with specialized instructions and specialized methodology designed for the students with special needs. Following the policy many specialized educational institutes were established in federal and provincial level especially in big cities of the country (Examples of Inclusive Education Pakistan UNICEF 2003). “National Policy for Persons with Disabilities” was framed in 2002 in which special education was recognized and emphasized as an integral part of the education, moreover for the first time the integration and inclusion of the students with disables in mainstream general education was also recognized (Examples of Inclusive Education Pakistan UNICEF 2003).

Education for Students with Disabilities in Balochistan: Government of Balochistan has established various educational institutes for Students with Special Needs all over the province, which also 300 include the institutes established by the Federal Government which are devolved under 18th Constitutional Amendment and are now working under the Provincial Government. The initial steps for the education for students with special needs initiated when Government of Balochistan established a School for Visually Handicapped Children in 1981 at Quetta. Two years later in 1983 two more Schools for Hearing Impaired Children and for Physically Handicapped Children were established collectively in the name of Kiran Complex Quetta; In later years the Kiran Complex was renamed as Balochistan Disabled Persons Complex for Special Education Quetta comprising Four schools i.e; School for Physically Handicapped Children, School for Visually Handicapped, School for Mentally Retarded/Challenged Children and School for Dumb and Deaf Children in 1983 for students with disabilities, where they are education separately with their disabled fellows and only those with disabilities are admitted and education in special environment. Apart this many other institutes are presently functioning and providing education as well as vocational training for the disabled which include; Vocational Training Center for Disabled Quetta, Institute for Physically Handicapped Children Quetta, Bolan Special Education Complex for Mentally Retarded Children Sibi, National Special Education Complex Khuzdar, Vocational Training Center for Disabled Khuzdar, Model Center for Inclusive Education Turbat, Special Education Complex Khaliqabad at Kalat and Special Education Complex Mastung. Among these institutes the last two institutes are recently established. Similarly Government of Balochistan has recently established Inter College for Special Education Quetta which will provide education for students with disabilities to intermediate level. (Govt; of Balochistan Directorate General of Social Welfare, Special Education and Human Rights).

Benefits/Advantages of Inclusive Education: The idea and concept of Special Education was introduced as the initial step for educating students with special needs, but the subsequent years resulted the production of alienated and excluded educated class in the society comprising persons with disabilities, who were facing hurdles to fit them with other normal persons in their practical life. Thus the idea of Special Education was abandoned and was left for only those students 301 suffering from either severe disabilities or multiple disabilities and introduced the new concept of Inclusive Education. The research studies have identified several benefits of the Inclusive Education for students with special needs when they are education with other normal students in inclusive setting (Special Education Inclusion 2001).

Advantages for Students with Disabilities: Inclusive Education provide a stimulating environment for students with special needs in the presence of other normal and able students. The company of normal students encourage those with disabilities to cope and maintain the pace with other fellows (Rationale for and Benefits of Inclusion 2004). The normal students of regular education also facilitate those with disabilities in term of communication and developing social linkages and normative behaviors. Continuous communication and interaction in integrated setup naturally develop the sociability and expected attitude within the class. (Rationale for and Benefits of Inclusion 2004). The frequent and expended communication of those with disabilities in incisive education also expends the circle opportunity to develop friendship with other able fellows in the community and society at large, where persons with disabilities feel confident to make friendship in neighborhood and community easily, unlike special education where students with disabilities live a segregated and alienated life (Wood 1993). Inclusive Education also develop and enhance the concept of self and improve self- esteem by interaction with other regular students. The overall environment of inclusive setting give him the sense of confidence which ultimately develop his personality (Benefits of Inclusive Classroom for All 1999). Inclusion develop feeling of self-respect and dignity among students with disabilities. Continuous and frequent interaction, relationship and friendship with other peers minimize their feeling of dependency and disability. This feeling of proud and dignity further help them in their professional life as adult members of society (Zionts 2005). Research studies has also documented that Inclusive Education improve and enhance the learning skills, including reading, writing and overall academic achievements with improved test scores of pupils with 302 special needs due to close learning interactions with other regular students who help them according to their needs (Salend 2004). Another benefit of inclusive education is the increased employment of the disabled who studied in inclusive education comparing those who studied in special education setup. Moreover the segregated special education is more costly in term of separate arrangements for students with disabilities, which remain very costly comparing inclusive education where arrangements are more cost conscious to accommodate both the students with and without disabilities in single institutional sitting (Special Education Inclusion 2001). Research study has reported the peer tutoring in inclusive education is a very fruitful as best learning support method. Peer mediated learning help students both with and without disabilities to teach and support each other, while improving their reading and learning as well as comprehending the topics and lessons (Zionts 2005).

Advantages for Students without Disabilities: Inclusive Education is beneficial not only for pupils with special needs, but also for regular and normal students. Interaction and inclusive environment provide opportunity to understand the individual differences and accept it. Inclusion also provide a specimen of a small unit of society, where diversity is experience in a small scale level where both students with and without disabilities experience it in the inclusive classroom. It also help regular students to feel the needs, desires and sentiments of the disabled and thereby develop the respect of sentiments feeling of empathy and acceptability, while studying and interacting with them (Rationale for and Benefits of Inclusion 2004). It also give an opportunity to the regular students to help their disabled peers, which ultimately improve their self-confidence and generate the leadership qualities among the regular normal students (Benefits of Inclusive Classrooms for All 1999). Inclusion of students without disabilities increase feeling of empathy for students with disabilities and feel their pain, difficulties as their own problems (Downing & Peckman-Harding 2007). According to another research study students with disabilities have very unique cognitive approach 303 and thinking, which help their peers to expand their knowledge and information while studying in inclusive classroom (Copeland et al 2002).

Conclusion: The destination of all human knowledge is to bring equality, social justice, balancing the diversity, fulfilling and securing the human needs with dignity and developing the mutual understanding among the humanity. Mainstreaming and educating the students with disabilities through inclusive education is one of the destination of developed and prosperous societies. Various Policy and legal steps has been initiated by the world nations including; The United Nations Convention on the Rights of Child 1989, World Conference on Education for All 1990, Standard Rules on the Equalization of Opportunities for Persons with Disabilities 1993, The Salamanca Statement 1994 and Convention on the Rights of Persons with Disabilities 2006 for securing the right to proper education for pupils with special needs. Indeed persons with disabilities are the useful and fruitful part and parcel of our society provided that they are included and socialized with other able members. Separation and exclusion resultantly give them a segregated, downtrodden and intellectually dependent life. Government of Balochistan is also destined to take pragmatic steps for achieving the desired objectives. For the purpose only two inclusive education institutes are established as model inclusive education centers, which are indeed insufficient and there is indeed a lot more to be done on the subject of inclusive education.

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References:

Disable Persons (Employment & Rehabilitation) Ordinance 1981.

Examples of Inclusive Education UNICEF 2003.

Govt; of Balochistan Directorate General of Social Welfare, Special Education and Human Rights.

Kelli Turnbull, (2010), The Benefits of Inclusion for Peers without Disabilities.

Shannon L. Berg, (2004), The Advantages and Disadvantages of the Inclusion of Students with Disabilities into Regular Education Classrooms.

Together We Learn Better: Inclusive Schools Benefit All Children, 2015.

United Nations Convention on the Rights of Persons with Disabilities 2006.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.5.NO 1, 2018

Relationship between College Entrance TestScores and Grade XI Science Students’ Performance

*Shairose Irfan Jessani Agha Khan Higher Secondary School

**Dr. Muhammad Yousuf Sharjeel Associate Professor-Hamdard University [email protected]

***Dr. Musarrat Adnan Associate Professor-Hamdard University

Abstract An increasing trend of testing candidates before giving admissions in an educational institute is commonly observed in Pakistan. This trend can be particularly seen in the private educational institutions in the name of quality induction. The purpose of this study is threefold. First purpose was to find out the appropriateness of College Entrance Test (CET) model used in the private higher secondary school in Karachi, Pakistan for the predictability of students’ performance in Higher Secondary School Certificate (HSSC) I annual board examinations. Second purpose was to examine the correlation between students’ performance in college entrance test and in annual examinations with special focus on science subjects. Four hypotheses guided the study significantly in this direction. The mixed method study was conducted in two phases.Students’ scores in the college entrance test and annual board’s result 2017 were correlated through regression analysis at α = 0.05 level of significance by using Statistical Package of Social Sciences (SPSS) version 22. The finding of first hypothesis revealed highly significant correlation between students’ performance in CBT and HSSC I in Biology (r = 0.35, p = 0.00), Chemistry (r = 0.37, p =0.00), Physics (r = 0.50, p =0.00). Findings also suggested CET as a good model for the predictability of students’ performance in annual board examinations for Grade 11 pre-medical group (R Square= 0.43, F= 50.0, p = 0.00). Several recommendations are made for various 306 stakeholders on the policies and practices related to school admissions and science education at higher secondary level.

Key words: College entrance test, computer based test, science subjects, students’ performance, annual board exams.

Introduction Many developed countries have started conducting standardized tests for admission in higher education institutions. Ali and Ali (2013) claimed that “the scores on such tests demonstrate applicants’ intellectual ability and knowledge” (p.77), hence predict the applicants’ success or failure in a particular field of study in the future. This increasing trend of testing for the purpose of admission is equally evident in developing countries like Pakistan, particularly in the private educational institutions at secondary and tertiary levels for quality induction. This call for competency test for merit-based admission is the response to reliability, validity, quality, and alignment issues of public examinations (Pakistan, Ministry of Education, 2009). On the other hand, these tests are of prime importance for parents and students as these are considered as the gate keeper for students getting admission in reputable educational institutions, and ultimately to their bright future and good jobs.

Background of the Study Entrance test in educational institutions is seen as a tool that filters students on the basis of merit, increases the nation’s intellectual productivity and restores global competitiveness. The concept of entrance test originated in early 20th century with the desirability of classifying students at the time of entry in technical courses to avoid wastage. This wastage remedy was proven effective to reduce the dropout rates in the courses, hence found beneficial for sustaining intellectual assets of higher education institutions (Schaefler, 1962). In Pakistan, most of the annual public examination systems at the school level test memorization and recall, and thereby promote rote learning which is detrimental for understanding and for application of knowledge at all levels, as well as poor preparation for higher education (Government of Pakistan, 2002; Pakistan Ministry of Education, 2009). Consequently, admission to higher education institutions, on the basis of examination 307 scores, would not be a valid tool to measure students’ knowledge and ability for future studies. Further, to cater to a vast number of applicants for the limited seats, these entrance tests are made as a filter for quality intake into prestigious institutions. Thereare some underlying assumptions about these entrance tests. First, students who excel in achievement tests (i.e. public examinations), but have attended schools with fewer resources or less rigorous learning process would score low in the aptitude test. The second is that, regardless of the type of resources and education system, some very talented students who could not perform in the achievement test for any reason will outshine in the aptitude test. This is supported by the findings that many high achievers in the achievement exams got failed in the aptitude test of a well-reputed science and engineering university (Askari, 2015). Further, the futuristic and instrumental value of science-oriented learning (Osborne & Collins, 2001) is reflected in the entrance tests of higher education institutions of medical and engineering education in Pakistan. This is revealed in the higher weightage that they give to science as compared to other subjects in their admission tests. In addition, the scores of science are taken into special consideration when making decisions about admission since it is regarded as the key indicator of students’ competency. Hence, it is clear that the students’ learning outcomes in science is determinant of their success in the admission tests of all reputable institutions. Many studies show several personal and school related factors influencing students’ learning and performance in science. Though it is difficult to carryout predictive analysis of students’ future performance in science, admission tests are considered as potential indicators to determine the chance of success in the field of science studies. Therefore, assessing the predictive validity becomes more significant to see if the tests are valid in making admission decisions and to ensure that the information gathered from such tests is accurate. The other aspects associated with entrance tests are psychosocial and economic dimensions which have severe implications on both the society and its individuals. These entrance tests place a considerable pressure on the students and parents leading to psychological problems and even suicide among school children (Davey & Higgins, 2005; Dai, Chen,& Davey, 2007). There is also stress upon schools and teachers whose reputations are at stake based on the number of their students’ getting admissions in institutions of 308 prestige (Lewin&Xu, 1989; Dai et al., 2007, Wang & Ross, 2010). In addition, each test charges a fee and the cumulative total of these fees and the cost of test preparation programs may be daunting to many families.

Problem Statement Academic retention and success of students, especially during Grade 11, are among the major concern for colleges and universities. This is because Grade 11 is the time when students lay the foundation on which their subsequent academic success and persistence rest (Schaefler, 1962). However, since there are many variables that influence students’ academic success, deciding which criteria are the most accurate in predicting student academic success in higher education is a difficult task. Reseon, Terenzini, and Domingo (2006) indicated that, before selecting academically competent students, it is essential to identify variables that are used as indicators of success to reduce the failure rate of students in training. This is used to evaluate the effectiveness of the training program and decrease wastage of the educational institution’s time and resources on students who have little chance to succeed. Many studies have confirmed that cognitive measures such as high school GPA and college entrance exam test scores, and psychological variables such as self-efficacy and achievement motivation predict first-year university students’ grades better than cognitive measures alone (Pascarella, Sedlacek, &Terenzni, 1991; Ting, 2001). In Pakistan, research on predictive validity is a new field for researchers and therefore, studies conducted so far, on the predictive validity of Entry Tests are scarce. Though no such study is carried out at higher secondary level, but few of such kind have been done at professional medical colleges. For example, one of the studies by Baig, Ghouri, Fehmida, and Nargis (2001) revealed that there was a negative correlation between the entry test scores and the academic achievements of students. Also, the study conducted by Huda, Dosa, Alam, and Agha (2001) concluded that none of the components of admission criteria that is Secondary School Certificate (SSC), Higher Secondary School Certificate (HSSC), Medical University admission test and interview scores, predicts the academic achievements of medical students in professional examinations. The findings from these studies do not confirm the findings in this area at international level. Hence these pose a question mark on the applicability of entry test in Pakistani context. Further, 309 these studies do not explore the factors which impact the correlation of entrance test and annual performance.

Research Questions Is there any significant relationship between College Entrance Test (CET) results and Grade 11 students’ performance in science subjects in the annual Board Examinations? To what extent are the Computer-based Test (CBT) scores significantlyrelated with students’ performance in annual Board Examinations in biology, chemistry, and physics?

Purpose and Method of the Study AGAZ (pseudonym), a private higher secondary school in Pakistan selectsits promising students based on the secondary school certificate (SSC I) results, interview score, and computer based tests (CBT). The prediction based on these indicators ought to be examined to ensure precise and reliable admission decision. Making inaccurate prediction about students’ ability for future performance would add a burden to the school. Further, these tests are used to make important decisions about students’ future career so it is necessary to investigate its appropriateness to ensure effective admission practices. Also, much of the existing literature focuses on the correlation of CET and students’ future performance. The study aims to understand the students’ performance in admissions tests, examine carefully the statistical justifications for the use of admissions tests and SSC I results, including their usefulness in predicting annual performance of science students, evaluate the degree to which existing admission criteria meet the needs of the faculty and students and draw conclusions and make recommendations regarding the future use of admission tests for the purposes of both eligibility and selection and lay the groundwork for a broader faculty dialog on these issues. An ex-post facto study has been conducted using archival data that is available to the researcher in her role as Vice-Principal of a private college in Karachi. Data that were collected included students’ scores on admission test 2016 and their performance in annual board examinations 2017 and the correlation was determined.

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Significance, Scope and Delimitations There is hardly any published research study available in the context of Pakistan on the predictability of college entrance test scores for students’ performance in annual board examination at higher secondary level. This mixed research study therefore, will provide a basic understanding about the same in the Pakistani context specifically in the area of science education. Further, the work association of the researcher with AGAZ Higher Secondary School would provide an opportunity to relate the study findings to its students’ academic support programs, and for reviewing its admission policy. Also, this study can be used as a baseline to investigate more academic and non-academic variables in determining students’ learning achievement in science. Thus, the study will give important information to educators, policy makers, counselors, students and other concerned bodies. Also, the empirical part of this study explores different cognitive and non-cognitive factors influencing students’ performance in annual board examinations. However, validity of these predictors, such as students’ socio- economic status, parental qualification, examination systems, and teachers’ experience need to be examined further in detail in the follow up studies. This study only focuses to explore the correlation of college entrance test of a private higher secondary school with students’ achievement in science subject in eleventh grade board examinations. The findings cannot be generalized to the students of other disciplines and context. Though the empirical part of the study explored the test takers’ perspective and experiences which helped in identifying the key issues and benefits of admission process, test taker’s perspective was missing and could not lead to a holistic picture of the phenomena. Further, it delimits to provide an in-depth explanation of broader educational issues like CET linkages with national educational policies and curriculum.

Literature Review Though McClelland (1973) claims that no research evidence is available that shows the correlation between test scores and the students’ actual accomplishment in job and life, it still plays a key role in getting access to quality education and environment in the college of repute (Kellaghan, 2004;). Walberg (1984) highlights different factors related to aptitude, environment, and instructions that hinder or facilitate students’ 311 academic progress. It is therefore, important to explore how these factors mediate the school’s input for eleventh Grade students’ performance in board exams. The literature review of research is based on the conceptual framework shown below.

High-Stakes Testing (HST) Blake (2012) claims that the notion of high-stakes testing emerged in the name of democracy, meritocracy and individual freedom, however, its philosophy and purpose depict the utilitarian approach. Blake (2012) referred to the Mill (1999) who justifiesthat any action on ethical grounds based on the consequences; proponents of high stakes testing consider it necessary for educational standardization and development (Ruoling, 2010). Madaus as cited in Blake (2012), presents a comprehensive definition for high-stakes testing which is referred by most of the educational researchers. High-stakes test include those used for the certification or recertification of teachers, promotion of students from one grade to the next, award of a high school diploma, assignment of a student to a remedial class, allocation of funds to a school or school district, award of merit pay to teachers on the basis of their 312 students’ test performance, certification or recertification of a school district, and placement of a school system in education receivership. (p. 30).

The above definition reflects that these test scores can burnish or tarnish the reputation of an individual in public for bigger good that is improving the educational system. This is in contrast to low-stakes testing which does not have any significance or consequence for an individual in the public. The best example of later is classroom assessment where teachers’ remarks would help student to identify the strengths and shortcoming for future efforts. Thus it is the function and not the form that makes high-stakes test distinct from the low-stakes test (Blake, 2012).

Historical Background According to Madaus and Russell (2010, 2011), the origin of high- stakes testing is based on political motive. However, to understand this,it is important to see the development of Western schooling concept in 18th century. Though learning together in the form of group is a primitive human civilization, Plato laid the importance of schools for the ideal state. Plato mentioned in The Republic that the state should take responsibility for training children from the age of three and that each citizen could be guided by the system towards an ideal conception of justice and into the social class and occupation best suited for him. Hence, in 1940s, most of the schools throughout the United States started using some form of standardized testing which was further extended as tracking and selection tool in 1950s. On October 4, 1957 the Soviet Union successfully launched the first Earth orbiting satellite, Sputnik, which shattered the Americans technological superiority. Concern arose that American educational system was not preparing enough scientists and engineers; hence, National Defense Education Act (NDEA) was passed to provide funding to improve American schools and to promote postsecondary education to meet national security needs. Furthermore, in 1965, the Elementary and Secondary Education Act (ESEA) was passed to emphasize equal access to education and establish high standards and accountability. Hence, in the 1970s, state-mandated minimum competency testing begun. For example, National Assessment of Educational Progress (NAEP) report serves as a common metric for state’s performance on sampling basis. In 313 order to overcome random sampling for assessment and to support standards- based education reform under No Child Left Behind Act (NCBA) of 2001, federal role in public education is expanded through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes (Blake, 2012; Brosio, 2003; Kellaghan, 2004) . Recently, the high-stakes testing in United States of America (USA) has taken a new form in connection to the Race to the Top movement; particularly for raising standards and aligning policies and structures to the goal of college and career readiness (Blake, 2012; Thomas, 2013). This brief historical account depicts that the high-stake tests are made to measure the outcomes of education which reflect a larger belief in the use of metrics to determine the success of any policy and system. The same concept prevails throughout the world. As Pakistan Ministry of Education (2009) mentions in NEP: National standards shall be developed to reduce the differences in quality across regions. Assessment processes shall be standardized to become uniform across the Boards over time, so that students appearing in examinations under different Boards are assessed against standardized benchmarks. (p.39).

Philosophical Issues In the late 19th and early 20th centuries, modernism was shaped up by the modern industrial societies followed by the World War I. Modernism rejected the religious beliefs and focused on the centrality of human being for ethical decisions. All existed notions were re-examined to see what is holding back the human progress and economic stability. The concept of high-stakes testing linked to educational reform emerged at the same time carrying the same utilitarian philosophy of Mill, however, the politicization of assessment made it as a “multi-faceted and misconstrued construct within the educational setting” (Blake, 2012, p. 7). It is, therefore, criticized that it is nothing short of disastrous that more than ever before, one antidemocratic system of ideas- market ideology-almost exclusively defines the terms of educational politics and charts the path of education reform.” (Engel as cited in Thomas, 2013, p. 87). 314

In this section, different ideological and philosophical underpinnings of high-stakes testing are explored while reflecting on its purpose, processes and impact. Testing in modern times is seen as a tool to developing a world-class educational system, motivating the un-motivated, filtering students on the basis of merit, increasing the nation’s productivity and restoring global competitiveness (Madaus& Russell, 2010-2011). As a result, it increases the inequity gap in society based on income, wealth, privilege, access and merit. Foucault as cited in Thomas (2013) argued that “the exanimation combines the techniques of an observing hierarchy and those of normalizing judgment. It is a normalizing gaze, a surveillance that makes possible to qualify, to classify, and to punish” (p. 89). This shows that the raise in its power within the accountability paradigm as a control system leads to the testing capitalism, where test scores as well as humans function as commodities which are regulated by authority. This is well reflected in NEP – 2009 of Pakistan where Government assured to establish National Education Testing Service to design and administer standardized test for the admission of professional institutions and thus, control the system. Hence, the hidden purpose of high-stakes testing is to benefit those in the power having control over the system and wanting to justify their supremacy on the score based scientific objectivity. Foucault, the great modern philosopher strongly criticized this grand reality as it is using human as an object / mean to obtain the desired outcome. It is known that the achievement of test scores depends upon the familiarity of context and format. Academicians raise a question on many high-stakes test as how fair it is to ask about the concept/context which child is never exposed to. For example, McClelland (1973) highlighted the cultural clash in American Indians who are more towards non-verbal communication for learning at home and are assessed through verbal testing tool. Similarly, students with dyslexia or impaired vision and non-English speaking learners usually get marginalized due to contextual, physical, and linguistic barriers. McClelland (1973) refers several research studies in his article which shows no direct relation of intelligence with job or life performance of students. On the other hand, it is the socio-economic status that gives access and confidence leading to success in the future. Also, high-stakes tests cover only a limited range of skills that a child might be using in the professional life. 315

Major critique to the validity is that if a high-stakes test is neither holistic nor representative in nature, how valid is this in determining what it is supposed to (Madaus& Russell, 2010-2011). Several researchers argue that sequence, selection, format of questions in the paper along with the time, space, and vigilance factors influence on students’ test scores (Kellaghan, 2004; Kirkpatrick &Zand; 2011; Madaus& Russell, 2010-2011; McClelland, 1973). This raises a question on the credibility and reliability of high-stakes test scores. One time activity in an artificial setting through paper-pencil test cannot provide reliable information of students’ performance. Furthermore, Sackett, Schmitt, Ellingson, and Kabin (2001) suggested strategies to cater diversified groups of examinee and remove the culturally- biased test items. High-stakes tests in the “age of infinite examination and of compulsory objectification” (Foucault, as cited in Thomas, 2013, p. 91), however, considered as important by many proponents based on its potential to provide information and to differentiate between self-motivated kids to those who quit trying years before (Phelps, 2006). Brosio (2003), however, critiqued the whole process of high-stakes testing with two philosophical perspectives. First, it reflects a class war where teachers are workers and belong to Proletariat class. Policy makers impose their decision on teachers in the name of competition and standardization. The victory of this capitalist imperative can be seen by “profit more pay less” philosophy in terms of teachers’ working hours, stress level, and salary. The other dimension highlighted was the educational essentialism which is reflected in the philosophy of high-stakes testing process. Essentialists believe that they know what the essential in curriculum for everyone is and what objective / standard aspects should be measured. They force schools to adopt those pedagogical forms which they consider objective and essential to achieve the goals. Dewey and Freire refused this idea of “filling station pedagogy” (Brosio, 2003, p.2) as they believe that learning is very subjective and based on personal experiences. Thomas (2013) agreed that test-based ranking of countries has no clear positive or negative correlation with the countries’ economic power. However, as the discourse and policy is mainly driven by test data, it has economic pressure on the countries specifically developing countries where financial aids and grants are given based on students’ performance in such 316 tests. Standardized Achievement test in Pakistan is one example where it is made as a disbursement learning indicator (DLI) by USAID for grant release purpose. Further, at individual level,this economic pressure can also be felt by parents and schools due to high cost and funding implications. Along with the economic influence, high-stakes testing has severe impact on the psychological and physical aspects of children. Madausand Russell (2010- 2011) refer how in 1980s and 1990s many schools re-named their intelligence test by readiness test for the admission of children to kindergarten or in first Grade due to the parents’ argument. Tagging students as poor performers not only excludes low performing students socially, but also over stresses and marginalizes them. As a result, students get demotivated; leave their studies or become hopeless for future (Kirkpatrick &Zang, 2011; Liu, 2013). Likewise, few suicidal cases can be found every year even in Pakistan as students are overburdened with this high-stakes testing. Blake (2012) reports that severe pressure is found on the low performing schools in USA due to serious implications of these tests result which include closing of school, firing of principal and staff. Paper-pencil tests are usually based on theoretical aspects leading students to selective study and rote learning without focusing on its application in daily life. Noddings cited in Blake (2012) endorsed the criticism on HST by saying that “these have sacrificed richness, depth and creativity to a dull struggle for higher test scores and material that is quickly forgetting when the test is over” (p. 15). This teaching- to-the test approach ultimately becomes a matter of investment and return rather than focusing on the holistic aspects of children. This shows that framing the issue on Either-or terms is not advisable and therefore, system improvement strategies like small class size, creative curriculum reform and collaborative professional development, should be focused which somehow got ignored due to over- reliance on testing.

Research Methodology The study is designed to address several gaps in the literature; namely, students’ views about the role and model of college entrance test, correlation between CET scores and annual board performance of Grade 11 science studentsand their perception on different factors influencing their learning in science. To explore the above areas, a mixed method study has 317 been designed. This chapter describes the overall research design and the rationale of its selection. Later part covers the context of the study, sample and sampling process, data collection methods and tools, data analysis procedures, and ethical considerations during the study. Research Design Mixed methodology though a complex process, best suits for those research problems whose complexity cannot be addressed through either descriptive or statistical analysis. Its central premise is that the use of both qualitative and quantitative approaches in combination provides a holistic picture of the area of study. Quantitative data provides a closed-ended view to the stated problem and uses statistics or scores to answer the research question or hypothesis. On the other hand, qualitative data consists of open- ended information which provides a rich and multidimensional analysis of a research problem. Hence, mixed method offsets the weaknesses of both quantitative and qualitative research approaches, and gives comprehensive evidence on the area of study. Though there are many approaches to mixed method (Cameron, 2009; Creswell& Plano Clark, 2011; Ponce & Maldonado, 2015), the choice of design to be used is based on the aim of the study and further suggests the data collection and analysis process. The objectives of the study led to a parallel-phase mixed model that helped to understand the research problem in an integrated way and to find out answers with “greater certainty in inferences, conclusion or statements which formulate its findings” (Ponce & Maldonado, 2015, p. 114). Moreover, convergence design was used to see the research problem in entirety which means qualitative findings to understand the objective aspect whereas qualitative data to facilitate in making sense of the subjective aspect of the study. The convergence of qualitative and quantitative data has allowed the researcher to explain how CET predicts students’ future performance in science and what factors influence it, according to the experiences and perceptions of the students. The identified factors would become a basis for future causal study in order to develop a comprehensive predictability model including both academic and non-academic factors.

Sampling and Population The population for the study was Grade XI Sciences students enrolled in Board Examination for the year 2015-2017. These students are from 318 mostly upper middle and upper class families with different language, socio- economic, religious and cultural backgrounds. The study was conducted with a total sample (n=225: n1=116-AKUEB, n2=109-BIEK). These students completed 10 years of schooling and opted to study in the college for a two- year higher secondary school certificate program.

Data Collection and Tools The data were based on the scores of CET and HSSC I. Archival data used in this study was obtained from pre-existing records that were available to the researcher through the student affairs department of AGAZ Higher Secondary School. However, to ensure accuracy, some random check from the primary sources (SSC II and HSSC I mark sheet) was done. Detailed personal and academic profile of each student was obtained that included college registration number, name, address, school and scores of SSC, examination boards at SSC and HSSC levels, scores of CET and HSSCI. This detail was helpful as it showed the heterogeneity in the sample and hence ensured the validity of findings. Further, the information facilitated the researcher in exploring relationship between various factors to get a better understanding of the area of study.

Data Analysis :There is a significant relationship between CBT scores and students’ performance in HSSC-I Annual Examinations with reference to physics, chemistry, and biology.

Table 1: Students’ Performance in HSSC I & CBT- Biology

Domains HSSC I CBT Biology Biology (%) (%) HSSC I Pearson 1 0.35** Biology (%) Correlation Sig. (2-tailed) 0.00 N 225 225 CBT (%) Pearson 0.35** 1 Correlation Sig. (2-tailed) 0.00 319

N 225 225 **. Correlation is significant at the 0.01 level (2-tailed) The study found there was a positive correlation between the two variables, r=0.35 (two tailed), n=225, p=0.00 at 0.05 level of significance.

Table 2: Students’ Performance in HSSC I & CBT-Chemistry

Domains HSSC I CBT Chemistry (%) Chemistry (%) HSSC I Pearson 1 0.37** Chemistry Correlation (%) Sig. (2- 0.00 tailed) N 225 225

CBT Pearson 0.37** 1 Chemistry Correlation (%) Sig. (2- 0.00 tailed) N 225 225

**. Correlation is significant at the 0.01 level (2-tailed) The study found there was a positive correlation between the two variables, r=0.37 (two tailed), n=225, p=0.00 at 0.05 level of significance.

Table 3: Correlation of Students’ Performance in HSSC I & CBT-Physics

Domains HSSC I CBT Physics Physics (%) (%) HSSC I Pearson 1 0.50** Physics (%) Correlation Sig. (2- 0.00 tailed) 320

N 225 225 CBT Physics Pearson 0.50** 1 (%) Correlation Sig. (2- 0.00 tailed) N 225 225 **. Correlation is significant at the 0.01 level (2-tailed) The study found that there was a positive correlation between the two variables, r=0.50 (two tailed), n=225, p=0.00 at 0.05 level of significance.

Discussion Any criteria used for the college admissions have critical role on the admission decision which ultimately impacts the students’ future. It is therefore important to validate those criteria for justifying their use. There are many types of validity evidence; predictive validity is one of them. Predictive validity means an extent to which the specific criteria predict students’ future academic success. The study aimed to explore the predictive validity of CET used by AGAZ Higher Secondary School to induct the students for two-year HSSC program.

Implications and Recommendations The findings of this study have important implications for policy makers, school leadership, college teachers, counselors, parents, and students. Firstly, it is advisable for school leaders and teachers to focus not only on cognitive factors, but also on the non-cognitive aspects such as self-efficacy and academic achievement motivation in educational programs. Secondly, the role of CET is perceived and applied in a very narrow terms and limited to offer admissions only. Formative use of CET data could be used to device educational plans and strategies specifically for the students at risk. Also, the admission policy standards and criteria should be made clear to major stakeholders like parents and students. Thirdly, significant predictive validity of CET model implies the importance of personal, social, and cognitive factors in forecasting the students’ performance. However, each aspect should be given equal importance in terms of weightage in the formula-based admission as non-cognitive factors are found to have great influence on 321 students’ persistence, perceptions, and practices. This would even provide a better prediction of a student's ability to persist and achieve beyond Grade 11.

Conclusion Based on the present study, one could conclude that non-academic factors cannot be ignored in exploring students’ experiences in the college. These academic and non-academic factors contribute in students’ perceptions. In addition, pedagogic practices ultimately affect Grade 11science students’ performance. Hence, these factors could be the part of CET model to predict students’ college experience and performance particularly in the annual board examinations. The inclusion of these factors should not only be limited for the college admission, but should be considered while planning any academic and non-academic school policies.

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