Creativity Through Education: Case of Public Sector Primary Education in Pakistan

ROBINA SHAHEEN Department of Educational Studies, University of York, UK

Paper presented at the British Educational Research Association Annual Conference, Institute of Education, University of London, 5-8 September 2007

ABSTRACT This paper reports on an ongoing PhD study, which aims to provide a baseline analysis of the extent to which the primary education system in 4 districts of Punjab province of Pakistan is enhancing or inhibiting children’s creativity. Resultantly this will lead to suggestions for area specific reforms, based upon which the government may initiate a systemic change, in the primary education sector, for developing children’s creativity through education. The focus is in on the background to the study, the study type, aim, rational and intended outcome. There is a discussion on the research questions and the mixed methods approach that will be used including the link between methods and the research questions followed by the multi stage, multi cluster and sequential sample design and sequence of data collection.

BACKGROUND There is an increasing emphasis to re-organize the education systems to equip children with the skills required to live in a rapidly changing world with an often-unpredictable future. Education is seen as the ‘main way of enabling individuals and nations alike to meet these changes’ (NACCCE, 1999, p.18). UNESCO outlines that the role of education systems should be ‘the cognitive, creative and emotional development of children’ (UNESCO, 2005, p.29). Creativity, in particular, is being acknowledged as essential to economic competitiveness, technological advancement, social and personal development. From the many definitions of creativity the two elements which remain common are ‘novelty and appropriateness’ regardless of whether we talk about creativity in ‘product, people, or the processes’ (Dickhurt, 2003).

Although theories and ideas about creativity stem far back in history and can be found in the Greek, Judaic, Christian and Muslim Traditions, the recognition of ‘learner creativity as an important aim for education’ goes back to the mid 1990’s (Craft, 2001, pp.5,11). For example the Canadian Ministry of Education in the document ‘Year 2000 Framework of Learning’ states ‘in view of the new social and economic realities, all students, regardless of their immediate plans following school, will need to develop a flexibility and a versatility undreamed of by previous generations [and to]..employ critical and creative thinking skills to solve problems and make decisions (Ministry of Education, 1991, p.2 quoted in Woods, 2002, p.79 by Craft, 2005). Another more recent example is that of Singapore where three new education initiatives have been launched by the ministry of Education to assist in approaching the new Millennium. The initiatives are designed to foster ‘enquiring minds, the ability to think critically and creatively and competencies to face the challenges of the information technology revolution.’ One of these initiatives is the Thinking Skills program designed to develop thinking skills and creativity in children (NFER, 1999, p.45). In Japan, as the country has matured the dependency on the models learned from European and American countries has lessened for example in academic areas such as science and technology. Therefore it has to make ‘new models’ and hence it is now fostering creativity in education. (Yumino K, in Fryer 2004, p.124)

The findings of an international comparative study of 19 education systems, (European, East Asian, USA, Australia), revealed that there is recognition amongst many of these countries ‘that creativity is important and it’s development should be encouraged in schools.’ It further highlights that ‘these countries are exploring the extent to which they need to develop a clear rational for education in creativity; find effective ways to embed these educational aims within curriculum and its delivery; monitor how well the aims are being delivered; identify and act upon the factors that facilitate/impede their realization’ (NFER, 2000, pp.7,8).

Moreover it is being increasingly recognized that creativity is no longer seen as an ‘activity purely associated with particular disciplines, such as drama, music, or art, but as a process that can be mobilized across much wider domains. In addition, creativity is not seen as something that only a privileged few are capable of, or that’s confined to major innovations, but as an innate potential in all young people.’ (Facer and Williamson, 2004, p.4). Seltzer and Bentley (1999) (quoted by craft 2001, p.16) also suggest in their recommendations on knowledge and skills for the new economy, that ‘creativity can be learned’ and that the school curriculum should be restructured to ‘reflect forms of learning which develop creative ability’ (p.10). Research findings show various approaches taken in an attempt to enhance creativity; these namely include comprehensive approaches, educational, psychodynamic, humanistic and behaviorist approaches. Besides this a number of approaches have also been taken which Craft has discussed under five categories; creative cycle, single strategy, multi strategy and system approach (Craft , 2000).

If we are to believe the argument that ‘people need to be more creative to survive and thrive in the 21st century’ (Craft, 2004, Seltzer and Bentley, 1999), then developing countries need to work towards this, perhaps even more than the developed, making it a priority aim of education. However, the challenges, which may face the education sector, in ensuring a systematic strategy for enhancing the children’s creativity, may differ in comparison to developed countries, the biggest factor being resource constraint. For example it may not be feasible to suggest a model, which requires elaborate school infrastructure, highly trained teachers and teaching and learning, features of many programs being implemented in the developed countries. Besides this we are continuously reminded in the creativity literature that although the ‘Western concepts… have made a great contribution to our understanding of creativity…’ (Khaleefa, Erdos, Ashria, 1996, p.270), and creativity itself ‘is often presented as if it were a universally applicable concept… it may…be quite culturally specific.’ (Craft, 2005, p.87). Hence Sen and Sharmas’ argument that there is research to support the fact that there are differences between the Eastern and Western views of creativity. (Sen and Sharma, p.153 in Fryer, 2004). Hussain, who shares this view, states:

‘ It is fair to say that the understanding and definition of creativity may differ between Eastern and Western cultures. The traditional Eastern culture is more conservative, while the modern culture of the West is more liberal. But in terms of creative thinking, their influences and contributions are equally significant. However, the contribution of the East is often underplayed and at times totally sidelined or forgotten.’ (Hussain, p. 93 in Fryer, 2004)

Pakistan is both a developing country with resource constraints and an Eastern culture, where the provision of education to all is still a challenge. The literacy rate remains below other South Asian countries with similar level of economic development, educational institutions lack physical facilities and shortage of qualified and motivated staff, there are financial constraints and want of managerial capacity, inadequate resource allocation and slow implementation of programs. The views of major donors such as the World Bank with regard to the quality education being provided is reflected in the following; ‘a large proportion of today’s school-age children are not acquiring the fundamental knowledge and skills that would enable them to participate fully in their country’s economic, social, and political development’ (World Bank, 2001).

The government however has recognized that accumulation of human capital is of equal importance as the accumulation of physical capital for sustaining development and that in the absence of healthy and literate population it will be difficult for Pakistan to bring about real increase in productivity. The Ministry of Education took a close stock of the situation and developed an Education Sector Reforms aiming to bring improvement in all aspects of education, infrastructure, human resource, teaching learning process, curriculum, teaching learning material, CPD, specification and measurement of learner achievement levels. The goal for quality education is designed to create compatibilities with growing global pressure (ESR, 2001, pp.1,5). The National Education Policy, states for improving the quality of education that the ‘new concepts such as active learning, development of critical thinking and creativity shall be encouraged.’ (Pakistan National Education Policy 1998-2010, 1998, p.31).

In 2006 proposals, as reflected in the Green and White Papers (2006), were made for revision of the current National Education Policy. These state creativity and raising of creative individuals as the purpose of education. For example the Green Paper states that the purpose of education is to ensure the pupils have ‘human attributes like integrity, moral values, compassion, imagination, creativity, critical thinking and understanding.’ (Green Paper, 2006, p.4). Similarly the White Paper states in the vision and the purpose of education that the education system should:

‘ raise highly knowledgeable, skillful, productive, creative and confident individuals who have advanced reasoning and perception of problem solving skills;… are open to new ideas; have a sense of personal responsibility; are committed to moral values;… are able to tolerate and value differences in opinion… create a spirit of inquiry, teach children to challenge the status quo… enable individuals to make individual informed choices in life…’ (White Paper, 2006, p.4).

The revised National Curriculums (2006) for subjects taught at primary level also emphasize development of children’s creativity. The teacher’s role has been stated to have been ‘rerouted’ so that it moves from ‘dispensing information’ to ‘planning investigative tasks, managing cooperative learning environment and supporting students creativity…’ (National Curriculum for Mathematics, 2006, p.2). In the English curriculum the rational given for including reading competency in the curriculum is that it:

‘serves as a springboard for the development of integrated language skills, and for enhancing cognitive and affective domains, enabling students to think critically and creatively’ (National Curriculum for English, 2006, p.7)

The Green Paper however also criticizes that ‘the education system encourages rote learning where cramming of facts is of paramount importance’, (Green Paper, 2006, p.42) and because of ‘lack of continuing research based education, this has restrained people from pursuits of research and enlightenment through continuing and creative education’ (White Paper 2006, p.2).

At the implementation level the National Commission for Human Development (NCHD) is working in the education sector as well as other social sectors to build the capacity of the education department and aims to help the government achieve its EFA objectives by 2015 through 100% enrolment of children aged 5-7 years. It has a quality education program through which technical assistance is provided in teacher training, syllabus development and instruction in practical life skills which includes development of children’s creativity. The NCHD is a public private partnership, formed in 2002 under the directive of the President of Pakistan. (Ministry of Education, 2005, p.9)

AIMS AND RATIONAL OF THE STUDY Keeping in view the importance of creativity for progress and development of the individual and society and the believe that it is an ‘innate potential’ that can be developed, combined with the changing attitude in Pakistan towards the purpose of education in which creativity is being given importance at the policy and curriculum level and the acknowledgement that there is dearth of educational research in Pakistan, this study, aims to provide a baseline analysis of the extent to which the primary education system in Pakistan is enhancing or inhibiting children’s creativity. The study is exploratory in nature taking a holistic approach, what Treffinger, Sortore and Cross call the “ecological system”(1993) view of creativity, which ‘involves recognition of the fact that creativity arises from an interaction among a number of elements.’(Cropley, 2001, p.144).

This study will lead to, recommendations for area specific reforms, based upon which the government may initiate a systemic change, in the primary education sector, for developing children’s creativity through education which is contextually appropriate building on what the existing system already has to offer rather than reinventing the wheel. Hence with suggestion for indigenous solutions provided as a result of the research findings, this will reduce the risk of importing, imposing and the worry of sustaining creativity concepts from other cultures and countries and ‘an attempt to truly indigenize research in creativity…’. (Sen and Sharma p.153 in Fryer 2004).

With the outlined background the research will address the following questions:

1. What is the definition of creativity generally and specifically in relation to primary school children and within a developing country? 2. What is the importance of developing creativity generally and specifically in primary school children through education? 3. Is creativity educatable? 4. Can creativity be assessed? 5. Perceptions of primary school (class 5) teachers, with regard to definition, development and assessment of creativity 6. To what extent is the primary education system, in the government sector, hindering or promoting creativity?

RESEARCH METHODS Pakistan follows what appears to be a linear, top down model for primary education, as Nayyar describes

‘The process-chain in educational system has several key links. It starts from (1) educational policy and goes to (2) curriculum development to (3) textbooks production to (4) classroom teaching and to (5) examinations’ (Nayyar, 2003).

This means that there is a National Education Policy, National curriculum, Subject Textbooks based on curriculum guidelines, teaching and formal assessments based on textbook contents. The study will investigate each tier to identify information related to creativity and the consistency or inconsistency of its flow from one to the next resultantly leading to flagging of areas requiring attention and to answer the research questions. For this a combined methods approach was necessitated as ‘choice of method is determined by the needs of the investigation’ ( Gorard, 2004, p.3) while enabling new researchers to get exposure to and learn using ‘a range of techniques’ (Gorard, 2004, p.3). A strong argument towards adopting a combined methods approach is that:

‘ combined methods research, and the combination of data derived through the use of different methods, has been identified by a variety of authorities as a key element in the improvement of social science, including education research. One of the key reasons advanced for this is that research claims are stronger based on a variety of methods (National Research Council 2002)’ (Gorard, 2004, p.7).

Combined methods in this study are taken to mean using data from several sources to answer each question, in that data from one source will be used to answer a number of questions as ‘everything observable during fieldwork is potentially informative, and the successful researcher attempts to answer research questions by whatever means it takes.’ (Gorard, 2004, p.4). The research will combine large-scale survey followed by small- scale data collection using creativity tests, lesson teaching observation, documentary analysis of textbook, curriculum and education policy. The methods of data collection, which will be used to answer each question, hence link between research questions and data collection methods are given below in Diagram 1. Diagram 1 Linking Research Questions and Methods of Data Collection

Research Question Link Method of Data Collection

Literature Review What is the definition of creativity generally and specifically in relation to primary school Questionnaire (Teachers views) children and within a developing country? Content analysis (Curriculum Education Policy)

Literature Review What is the importance of developing creativity generally and specifically in primary Questionnaire (Teachers views) school children through education? Content analysis (Curriculum Education Policy)

Literature Review

Questionnaire (Teachers views) Is creativity educatable? Content analysis (Curriculum Education Policy Textbooks

Teaching Observation

Literature Review

Questionnaire (Teachers views) Can creativity be assessed? Content analysis (Curriculum Education Policy)

Torrance Test of Creative Thinking

Perceptions of teachers Questionnaire

To what extent is the primary education system Analysis of the collected data in the government sector, hindering or promoting creativity?

SAMPLE DESIGN Decisions regarding sample design and selection were made before the design and selection of the instruments and after the decision on the methods to use to answer the research questions. This process is supported by Gorard in the case of surveys that ‘intricate steps involved in selecting a sample should come before the other stages of survey design’ (Gorard, 2003, p.91) A multi-stage, multi cluster, sequential sample design was used. At the first stage 4 geographical clusters (districts) were selected followed by the selection of 12 cluster of schools consisting of 1344 primary schools and a further selection of 12 clusters from these consisting of 16 schools. For this purpose secondary data of the examination achievement scores (2006) of 1.2 Million class five children was used, this is the last class of the primary cycle in Pakistan. Besides this sampling was also carried out for teachers, children, textbooks and curriculum. These were all related to class 5. Although these had nothing to do with the secondary data used to do sampling of schools and districts they were selected in the sequence highlighted in Diagram 2 maintaining the sequential order. Diagram 2 Stages of Sampling

Secondary Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

Data Districts Schools Schools Schools Class Textbook/ (Survey) (Observation/ Curriculum TTCT)

Cl LMS LMS 64 1 Class 5 as MMS 168 2 Teachers s HMS 64 1 5 Students LMS 64 1 Ex Curriculum MMS 168 2 Science a MMS mi HMS 64 1 Textbooks na tio LMS 64 1 n MMS 168 2 D HMS 64 1 HMS at LMS 64 1 a MMS 168 2 HMS 64 1

Stage 1: Selection of Districts The sampling framework at the first stage of sampling was 36 districts. The method for selection of the districts was to calculate the Mean of the total examination scores and the respective Standard Deviation using SPSS for each district. Then the districts were ranked in an ascending order according to the Mean Score and divided into 3 groups of low (9), medium (18) and high (9) scoring districts, as can be seen from Table 1. It is important to remember that the group with medium scores consisted of 50 percent of the total, while the low and high consisted of 25 percent. The Mean of total examination scores was chosen as the basis of district and later school selection because the performance of an educational institute and the child’s measure of educational attainment in Pakistan are both assessed in terms of the examination results. The more children that pass with the highest marks the better indicator of a school’s educational performance. Table 1

District Ranking According to Mean of Total Examination Scores

Group District Std of mean of Total Mean of Total score Score Low Mean FAISALABAD 130.86 37.286 PAKPATTAN 133.19 40.995 RAWALAPINDI 136.33 38.225 OKARA 137.51 42.177 RAJANPUR 138.03 50.56 SAHIWAL 138.14 39.583 GUJRAT 138.29 37.699 LAHORE CITY 138.89 45.857 HAFIZABAD 139.13 40.84 Medium Mean KHUSHAB 139.26 43.065 LAHORE CANTT 140.59 46.257 LAYYAH 141.21 47.079 T.T.SINGH 142.87 39.977 ATTOCK 142.9 33.634 JHANG 143.07 46.53 MULTAN 144.08 51.9 JEHLUM 144.24 37.875 Total 144.49 43.305 KASUR 144.72 43.002 VEHARI 145.8 37.704 SIALKOT 146.55 38.464 MANDI BAHA UD DIN 147.12 37.848 GUJRANWALA 147.55 46.915 KHANEWAL 148.04 47.373 NANKANA SAHIB 148.27 43.474 BAHAWALPUR 149.27 49.425 MIANWALI 150.04 37.718 CHAKWAL 150.46 37.002 High Mean MUZAFFARGARH 150.74 54.531 NAROWAL 151.32 42.169 SHIEKHUPURA 151.88 37.4 BAHAWALNAGAR 151.91 38.952 SARGODHA 153.89 41.23 D.G. KHAN 154.83 50.92 RAHIMYAR KHAN 155.1 46.813 BHAKKAR 155.66 39.762 LODHRAN 168.4 48.545

The districts were selected rather than schools at the first stage of sampling, keeping in view the fact that context in terms of place, which is ‘sometimes overlooked by educational researchers’ (Gorard, 2002, p.3), may be a factor affecting children’s creativity and that the ‘key characteristic of quality sampling is providing accounts from a range of different perspectives.’ (Gorard, 2002, p. 6). The direct selection of schools from the province, at this stage would have also run the risk of too much scatter in terms of distance, which given the resource and time constraints was not deemed practical in that ‘the cost of conducting the survey will be unduly increased by the distance…’ (Sapsford and Jupp, 2006, p.35).

The four districts selected are given in Table 2 with a summary of factors, which indicate other types of variations that exist between the selected districts. Table 2 District Summaries District No of No of Area Population Literacy No of No of Mean Total SD of Total Schools children Km rate Gov. Gov. Examination Examination in the in the schools teachers Score Score PEC PEC data data Faisalabad 7154 105,699 5,856 5,429,547 51.9 2836 18337 130.86 37.286 Kasur 2728 40,514 3,995 2,375,875 36.2 1740 8442 144.72 43.002 Vehari 2180 31,528 4,364 2,090,416 19.2 1682 8083 145.8 37.704 Lodhran 961 14922 2,778 1,171,800 29.9 944 4018 168.4 48.54 Source: Population Census 1998, Punjab EMIS 2004-5 From the map of Punjab below, the area of study, the four selected districts are marked with small dots. It is interesting to see from the map that the high scoring district, that is Lodhran, shares geographical boundary with one of the middle scoring districts that is Vehari, while Faisalabad which is the lowest scoring district is next to Kasur the second middle scoring district. With different scores and other variations amongst the districts (ref to table 1), but similar geographical positioning it would be interesting to see the similarities or differences in the findings from the data. Area of Study

Map of Punjab Province,

Stage 2: Organization and Ranking of Schools Stage two of sampling consisted of selection of schools from within each district. Schools were selected to administer questionnaire to class 5 teachers. Using SPSS district data sets were created and schools in each district were ranked according to the Mean Total Examination Scores in an ascending order and grouped as follows: Low Mean Scores (LMS), Medium Mean Scores (MMS), High Mean Scores (HMS), creating 3 clusters of schools for each district. The percentage of schools was 25 percent each in clusters LMS and HMS while 50 percent in MMS.

Stage 3 Selection of Schools for Teachers Survey (questionnaire) From each of the 3 three clusters in stage 2 above (LMS, MMS, HMS) a cluster with in each was selected for administering questionnaires. From the LMS cluster 84 schools with the lowest mean score were selected, and 84 from the HMS with the highest Mean. However 168 schools were selected from the MMS. This created 3 clusters with a total of 336 schools in each district and 1344 in the whole sample. A study conducted by Fryer, (1989) on Teachers Views on Creativity in the UK used 1028 teachers (Craft, (1997), p. 69), and Sarsani (1999) used 88 for secondary school teachers in India. While Fryers study contained mixture of the level of the teachers and Sarsani only secondary school teachers this study will focus only on class 5 primary school teachers.

Stage 4 Selection of schools for Creativity Tests and classroom/Lesson observation The three clusters of schools in stage 2 were used to sample for schools for administering creativity tests to primary school children creating another 3 clusters. From the LMS cluster 1 school with the lowest mean score was selected and 1 with the highest mean score from the HMS cluster, however 2 schools with medium mean scores from the MMS cluster were selected. For each district there were 4 schools and a total of 16 in the sample. A summary of the districts and subsequent schools is given in Table 3.

Table 3 Sampling Summary Sr District No. of Schools Sampled Schools for Sampled Schools for (Examination data) teachers survey children’s testing and teaching observation 1 Faisalabad 7154 336 4 2 Kasur 2728 336 4 3 Vehari 2180 336 4 4 Lodhran 961 336 4 Total 13023 1344 16

Stage 5/6 Selection of class and textbook There are theoretically 6 classes in the primary cycle including the ‘katchi’ class, which is similar to nursery class. However the primary cycle counts to have 5 classes with class 5 being the last, which was, selected for the study, hence teachers, students, curriculum and textbooks all belong to this class. From the textbooks and curriculum a further sampling was done and the science textbook was selected from the 6 primary textbooks with the corresponding science curriculum.

Data Collection Sequence

The data will be collected in a sequential order, as can be seen from Diagram 3, staring with the large scale survey, followed by teaching observation and then administration of the Torrance Test of Creative Thinking. The data collected from the questionnaire will be used as a means for informal interview with the teachers in 16 schools ad to compare the methods outlined in the questionnaire for developing children’s creativity with those used during teaching. This will be followed up by test administration. The test administration will be the last step because the initial period spent in schools for questionnaire and observation will provide an opportunity to become familiar and build a rapport with the children. The textbook and curriculum analysis will be done before the teaching observation so that any observation or questions arising out of this can be discussed with the teacher and also observed during teaching observation. The data collected from these sources will be analyzed and the evidence triangulated to support research claims.

Diagram 3 Sequence for Data Collection

Textbook Curriculum analysis

Teacher Survey Teaching Observation Test Administration

Analysis of data

Research Findings

Triangulation of Evidence to support research claims

CONCLUSION

In this paper I have discussed the research design for the in progress PhD study, which has focused on the research design, namely the aim, rational, research questions, and methods , sample design and sequence of data collection. The next stage of the study is the data collection from the field in Pakistan having finished the pre-testing phase.

Correspondence:Robina Shaheen, Department of Educational Studies, University of York, Heslington, York, UK. YO10 5DD UK (email- [email protected])

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