A STUDY OF EDUCATIONAL CRISIS AT COLLEGE LEVEL IN PAKISTAN
MOQDDUS AYUB REGISTRATION NO: 0499061
UNIVERSITY OF EDUCATION LAHORE
DECEMEBER 2008 A STUDY OF EDUCATIONAL CRISIS AT COLLEGE LEVEL IN PAKISTAN
MOQDDUS AYUB REGISTRATION NO: 0499061
SUBMITTED IN THE PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION AT THE DIVISION OF EDUCATION UNIVERSITY OF EDUCATION LAHORE
DECEMEBER 2008
ii
iii
Dedicated
To
My teacher Z. A. Khan, my husband my mother and brother
Whose prayers and love always take me to zenith of glory and
transform my dreams into realty.
iv FORWARDING SHEET
The thesis entitled “A Study of Educational Crisis at College Level in
Pakistan” submitted by Moqddus Ayub in partial fulfillment of Ph.D degree in
Education. After in corporting observation of HEC, it is resubmitted. I am satisfied with the quality of this research work.
Date:______Signature:______Dr. Khushi Muhammad Division of Education University of Education Lahore
v DECLARATION
I, Moqddus Ayub D/o Muhammad Ayuba Ch. Registration No. 0499061, a scholar of Ph.D at the University of Education, do hereby solemnly declare that the thesis entitled “A Study of Educational Crisis at College Level in Pakistan”, submitted by me in partial fulfillment of Ph.D degree in Education, is my original work, except where otherwise acknowledged in the text, and has not been submitted or published earlier and shall not, in future, be submitted by me for obtaining any degree from this or any other University or institution.
Date: ______Signature______MOQDDUS AYUB Ph.D Research Scholar Registration No. 0499061
vi Title of Thesis: A Study of Educational Crisis at College in Pakistan
Name of Scholar: Moqddus Ayub
Accepted by the Division of Education, University of Education, Lahore in partial fulfillment of the requirements for degree of Doctor of Philosophy in
Education with specialization in Administration.
Thesis Examination Committee:
______Director
______External Examiner
______Supervisor
______Member
______Member
Date: ______
vii ACKNOWLEDGEMENT
All prayers to Allah Almighty Who blessed me with the will, endurance, patience, courage and strength and enabled me to accomplish this long cherished goal.
The researcher deeply expresses her most sincere gratitude to Dr. Khushi
Muhammad for providing the guidance and encouragement throughout the course of study.
I am respectfully indebted to Prof. Dr. Zulfiqar Ali Khan for his pushing attitude even in the odd situations proved a source of comfort and encouragement for me. His cooperation with me is very remarkable in the sense that despite his multifarious pre-engagements, he always made himself readily available to me whenever I approached him in connection with analysis of data for this study.
My profound gratitude goes to Madam Farah Javaid, EDO (Colleges) Vehari whose cooperation and coordination in data collection termed this dream into reality.
Researcher records her thanks to Prof. Dr. Ibrahim Khalid for his wise and patient counseling during this study especially in the beginning of this work.
The researcher is thankful to Musthaq-ur-Rehman Siddique for his kind guidance and support during this study.
The researcher is highly thankful to sincere efforts of Dr. Rafaqat Ali Akbar for his peer review and valuable suggestions to refine the research study.
The researcher would like to mention the professional guidance and valuable suggestions given by Canadian Educator and Expert Jean B. Hasche who willingly responded the researcher’s questions.
The researcher is particularly thankful to Principal Mrs. Shama Khaliq, Fatima
Jinnah College Chunamandi, Principal Abdul Latif Mughal Sheikhupura College,
viii Principal, Muhammad Hussain Watto, Principal Depalpur Degree College, Principal
Sir Kaleem Dyal Singh College for their nice attitude and sincere cooperation.
The researcher appreciates and is thankful to all colleagues and respondents who devoted their precious time and willingly responded to researchers’ questions.
Finally the researcher is greatly indebted to her blood relations and benefactors including my brothers, sisters, mother, husband and sons who wishfully awaited completion of this task.
May God bless the all in future life.
Moqddus Ayub
ix TABLE OF CONTENTS
Chapter Topic Page No.
1 INTRODUCTION 1
Statement of the Problem 2
Significance of the Study 3
Objectives of the Study 3
Delimitations 4
2 REVIEW OF RELATED LITERATURE 5
National Objectives 5
International Objectives 6
Historical Perspective 7
Past Education Policies 9
- Pakistan Education Conference 1947 9
- Commission on National Education 1959 9
New Education Policy 1969 10
- Education Policy 1972 11
- National Education Policy 1979 11
- National Education Policy 1992 12
- National Education Policy 1998-2010 14
- Education Sector Reforms, Strategic Plan 2001-2004 16
Higher Education and Scientific Research for Development in Pakistan (World Bank 1990) 17
The Task Force on Improvement of Higher Education 18
Vision of Higher Education 19
Crises in Higher Education 19
x Chapter Topic Page No.
What is a Crisis? 20
Role of College 21
Guidelines for General Education Report (2000) 25
The Weakest Link: A Report on Under Graduate Education in Pakistan (2006) 26
The First International Symposium 27
The Second International Symposium 28
Supporting College Education Through Higher Education Reforms 29
Policy Reform of higher education in Pakistan (Graduate and Undergraduate) 30
Colleges as Academic Clusters – Developing Strongest Link 30
Undergraduate Degree: (College Education) 32
Textbook Related Factors 33
Teacher Related Factors in Colleges 33
Institutions Related Factors 34
Liberal Arts Education at Undergraduate level in Pakistan 35
Effectiveness of undergraduate Education 37
Accreditation of undergraduate Institutions 40
Quality of Education in Under graduate College 41
Institutional 41
Institutional Infrastructure and Facilities 42
Staff and Academic Faculty 43
Ug Faculty Profile in Punjab 44
xi
Chapter Topic Page No.
Students 45
Assessment of Quality 45
Review of Related Studies 51
3 METHODOLOGY 51
Nature of the Study 51
Population 51
Sampling 51
Sample Size 52
Sampling Technique 52
Tools of Data Collection 52
Data Collection 54
Statistical Analysis 54
4 ANALYSIS AND INTERPRETATION OF DATA 55
Data Analysis for Students 55
Data Analysis for Teachers 114
Data Analysis for Principals 118
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 239
Summary 239
Conclusions 240
Recommendations 243
BIBLIOGRAPHY 246
xii LIST OF TABLES
Table No. Topic Page No.
1 Class room furniture according the need of students 56
2 Labs with sufficient computer facilities 57
3 Separate laboratories for B.Sc. Students 58
4 Equipments and Facilities according to the needs of students 59
5 Availability of student retiring room 60
6 Properly furnished student retiring room 61
7 Proper rates of eatables at cafeteria/canteen 62
8.1 Fee is affordable to students 63
8.2 Extra Funds collected from students 64
9 Orientation to students about discipline in start of session 65
10 Discussion to resolve clashes among students and staff 66
11 Necessity of student union, in development of democratic attitude and leadership qualities 67
12 Co-curricular activities were well administered by college management 68
13 Students get classes regularly 69
14 Teachers come to class well in time 70
15 Good behavior of students is reinforced and encouraged 71
16 Class participation of students is encouraged by teachers 72
17 Students were treated according to their ability 73
18 Students were awarded according to their performance in the class 74
19 Students were assigned work according to their interest 75
20 Students were friendly towards each other 76
21 Teachers behavior towards students is pleasant 77
22.1 Teachers provide guidance for academic problems 78
22.2 Teachers provide guidance for social problems of students 79
xiii Table No. Topic Page No.
22.3 Teachers provide guidance for emotional problems of students 80
23 Students were equally treated by the teachers 81
24 Teachers go out of way to help the students 82
25 Guidance and counseling is provided during subject selection 83
26 Textbooks were easily available to students 84
27 Textbooks were available at affordable prices to students in the market 85
28 Syllabi were covered in time 86
29.1 Additional reading material is provided to students 87
29.2 Separate hall for examination is available in the college 88
30 Proper sitting arrangement for conduct of examination 89
31 Heat controlling system at examination place 90
32 Proper supervision during conduct of examination 91
33 Opportunities for cheating strictly hindered 92
34 Additional reading material is available to students 93
35 Principal goes out of way to help for student welfare 94
36.1 English should be medium of instruction 95
36.2 Urdu should be medium of instruction 96
36.3 Local language should be medium of instruction 97
37 Proper transport facility for students 98
38 Absence of technical programs in arts 99
39 Overcrowded classes 100
40 Shortage of teachers 101
41 Teachers perform other duties in addition to teaching 102
42 Lack of cooperation among college staff & administration 103
43 No change in curriculum with respect to global needs and technologies 104
xiv Table No. Topic Page No.
44 Lack of new course combination 105
45 Lack of incentive on better performance 106
46 Lack of PH.D. Teachers 107
47 Shortage of physical facilities 108
48 Political activist compel admission out of merit 110
49 Teacher association interfere in college affairs 111
50 Student association interfere in college affairs 112
51 Satisfaction of staffroom facilities 114
52 College has teachers residences 115
53 Discussion to resolve clashes among college staff 116
54 Discussion to resolve clashes among students and staff 117
55 Discussion with administration to resolve formal group clashes 118
56 Necessity of student union, in development of democratic attitude and leadership qualities 119
57 Availability of quality text books 120
58 Comprehensive text books and up to the students level 121
59 Syllabus covered in time 122
60 Curriculum according to the market needs of students 123
61 Change of curriculum at proper time 124
62 Involvement of teachers in curriculum changes 125
63 Students use key books instead of text books 126
64 Curriculum fulfills the national goals 127
65 Proper supervision during the conduct of examination 128
66 Opportunities for cheatings strictly hindered 129
67 Examination system emphasis on rote leaning from books 130
68 Examination system emphasis on conceptual understanding of academics 131
xv Table No. Topic Page No.
69 Availability of additional reading material to teachers 132
70 Availability of teacher guides to teachers 133
71 Opportunities of refresher courses provided to teachers 134
72 Distribution of work according to the teacher ability 135
73 Teachers seek help and cooperation from principal in solving problems 136
74 Principal discriminates among teachers 137
75 Pleasant interaction of Principal with the staff 138
76 Principal visits the classrooms while teacher teaching 139
77 Principal discussion with teachers about classroom visits 140
78 Guidance of principal about official work provided to the staff 141
79 Overloaded teacher’s work schedule 142
80 Other Responsibilities obstruct the teaching of teachers 143
81 Staff promotion is often at due time 144
82 Principal go out of way for teacher’s welfare 145
83 Teachers were friendly towards each other 146
84 Teachers take part in research activities in relevant areas 147
85 Medium of instruction should be English language 148
86 Medium of instruction should be Urdu Language 149
87 Medium of instruction should be Local Language 150
88 Teachers consult latest researches in their relevant subject 151
89 Teachers invite experts in class to deliver talks on academic issue 152
90: Teaching is up dated and responded to new trends 153
91 Proper transport facility for teachers 154
92 Short duration of degree program as compare to other countries 155
93 Absence of technical programs in arts education degree program 156
94 Over crowded classes 157
xvi Table No. Topic Page No.
95 Shortage of teachers 158
96 Weak coordination between government and college authorities 159
97 Inappropriate allocation of funds 160
98 Leakage during the funds utilization 161
99 Teachers perform other duties in addition to teaching 162
100 Lack of cooperation between college staff and administration 163
101 No change in the curriculum with respect to global needs and technology 164
102 Lack of new course combination 165
103 Lack of incentive on better performance and qualification 166
104 Delay in promotions 167
105 Less opportunities provided for research 168
106 Lack of PhD teachers 169
107 Lack of opportunities of collaboration of teachers inside and outside the country 170
108 Shortage of physical facilities 171
109 Lack of adequate funds 172
110 Procedure of affiliation to universities difficult for colleges 173
111 Instability of government 174
112 Instability of government policies 175
113 Lack of government interest 176
114 Political activist compel admission out of merit 177
115 Influence of political activities in appointment and transfer of teachers 178
116 Teachers associations interfere in college affairs 179
117 Students associations interfere in college affairs 180
118 Discipline problems arises in the college 181
119 Discussion to resolve clashes among college staff 182
xvii Table No. Topic Page No.
120 Discussion to resolve clashes among students and staff 183
121 Discussion with administration to resolve group clashes 184
122 Necessity of student union, in development of democratic attitude and leadership qualities 185
123 Students’ organizations influence decision making 186
124 Separate hall foe examination 187
125 Examination system emphasis on rote leaning from books 188
126 Examination system emphasis on conceptual understanding of academics 189
127 Opportunities of refresher courses provided to teachers 190
128 Teachers take active part in research activities in their relevant areas 191
129 Medium of instruction should be English language 192
130 Medium of instruction should be Urdu Language 193
131 Medium of instruction should be Local Language 194
132 Research journal available for college teachers 195
133 Teachers invite experts to deliver talks on academic issues 196
134 Short duration of degree program as compare to other countries 197
135 Absence of technical programs in arts education degree program 198
136 Over crowded classes 199
137 Shortage of teachers 200
138 Weak coordination between government and college authorities 201
139 Inappropriate allocation of funds 202
140 Leakage during the funds utilization 203
141 Teachers perform other duties in addition to teaching 204
142 Lack of cooperation between college staff and administration 205
143 No change in the curriculum with respect to global needs and technology 206
xviii Table No. Topic Page No.
144 Lack of new course combination 207
145 Lack of incentive on better performance and qualification 208
146 Delay in promotions 209
147 Less opportunities provided for research 210
148 Lack of PhD teachers 211
149 Lack of opportunities of collaboration of teachers inside and outside the country 212
150 Shortage of physical facilities 213
151 Lack of adequate funds 214
152 Procedure of affiliation to universities difficult for colleges 215
153 Instability of government 216
154 Instability of government policies 217
155 Lack of government interest 218
156 Political activist compel admission out of merit 219
157 Influence of political activities in appointment and transfer of teachers 220
158 Teachers associations interfere in college affairs 221
159 Students associations interfere in college affairs 222
160 Budget allocation is sufficient for repair of vehicles 223
161 Budget allocation is sufficient for repair and maintenance of furniture 224
162 Budget allocation is sufficient for repair and maintenance of Building 225
163 Budget allocation is sufficient for games 226
164 Budget allocation is sufficient for Library 227
165 Budget allocation is sufficient for furniture 228
166 Budget allocation is sufficient for Science Equipment Material 229
167 Budget allocation is sufficient for staff welfare 230
xix Table No. Topic Page No.
168 Budget allocation is sufficient for other issues 231
169 Funds are released swiftly at per allocation 232
170 Separate hall for examination 233
171 System of examination emphasis on rote learning of textbooks 234
172 System of examination emphasis on conceptual understanding of academics 235
173 Descriptive statistics gathered from the principals 237
xx LIST OF APPENDICES
APPENDIX A: Permission Letter 256
APPENDIX B: Letter to Principals 257
APPENDIX C: Questionnaire for College Principal (No. 1) 258
APPENDIX D: Questionnaire for College Teachers (No. 2) 267
APPENDIX E: Questionnaire for College Students (No. 3) 274
APPENDIX F: Questionnaire for College Directors of Public Instruction (No. 4) 280
APPENDIX G: Questionnaire for District Education Officers (No. 5) 283
APPENDIX H: List of Selected Colleges 286
xxi ACRONYMS
Arts Humanities DEOs District Education Officers DG Director General (Islamabad) DPI Director of Public Instruction DsE Directors of Education (Islamabad) DVIP Demographic Variables Information Performa GE General Education GEOC General Educational Oversight Committee GNP Gross National Product HEC Higher Education Commission MTU General Education Curriculum Report NCA North Central Association of Colleges and Schools OCDG Organizational Climate Description Questionnaire PDK Kappan Online Article PEP Primary Education Project QC Quantitative Competency SCPCTQ Sikandar’s Classroom Performance of College Teachers Questionnaire SPSS Statistical Package for Social Sciences TA’s Teacher Assistance TFHE The World Bank Report TI Texas Instrument Ug Undergraduate UGC University Grants Commission UNDP United Nations Development Programme UNESCO United Nations Education, Scientific and Cultural Organization W.Courses Writing Courses
xxii ABSTRACT
College undergraduate education is bridge between college and university education. One of more severe problems or crises is that of improving the circumstances, the motivation and the opportunities available. Improvement begins with the process of identifying the right questions which seeks to develop a constructive role for college undergraduate education. In order to meet the challenges of the 21st century, the sector of college undergraduate education will need to make a new beginning and the severe problems or crises which are a hurdle to this development, will have to be rectified (remedy, adjust, pull up).
The study aimed to investigate reasons for educational crises at college level with special emphasis to identify the students’ problems at college level, study the discipline problems of students and study classroom teaching environment in colleges, identify problems of availability of quality text books and curriculum at college level and investigate necessary arrangements for the examination.
The population of the study was all the general education colleges in Punjab.
Director of Public Instruction/Director General of college education, District
Education Officers/Directors of Education (Colleges), Principals, teachers and students of male and female colleges. The sample was 122 colleges’ principals, teachers, students, DPI/DG and Des/DsE. The respondents were 122 principals, 1220 teachers, 2440 students, 2 DPI/DG and 7 DEOs/DsE. Five questionnaires namely
CPQ1, CTQ2, CSQ, DPI/DGQ4 and DEOs/DsEQ5 on three point scale and five point scale were used for quantitative and qualitative data.
The researcher collected the data personally, through trained assistants, through mail, telephone and fax. Data were tabulated and analyzed using percentage.
xxiii On the basis of the analysis conclusions were drawn and following recommendations were framed.
The laws and rules related to promotion of teachers and pay scale should be revised because a satisfied teacher can perform better. Promotion of teachers should be linked with their performance. No teacher should be appointed without proper training with t least duration of one year. Revise the existing curricula. The libraries and laboratories should be properly equipped by allocating more funds. The strict discipline and co-curricular activities in the college undergraduate section should be encouraged for punctuality and regularity in classes. It is highly recommended that honest efficient and dedicated administration should be appointed. Authorize the principals of colleges to hire and fire the teachers. Unite the college funds in one head and authorize the principal to use for the betterment of college needs, students and teachers. Strict check and balance and auditing of college in terms of teachers and students performance and funds utilization should be made.
xxiv CHAPTER 1
INTRODUCTION
Education institutions are the biggest wealth of a country. Education is directly responsible for national growth and reconstruction. Manpower, which is the most important asset of the nation, is produced by the education institutions, as these provide knowledge, skills and a wide range of opportunities to the people of the country.
After ten years at the Secondary schools, the students enter colleges which impart information and practical skills and prepare them for different roles in the society. Universities are seats of higher education but because they cannot cope with the enormity of the task, colleges have to share the burden to which they do not prove equal as observed by the report of the Commission on National Education
(1959),World Bank (1992) and Education policy documents, (1972), (1979),(1992)
(1998).The same has been concluded by different research studies indicating that there is deficiency of physical facilities, conducive academic environment, healthy hostel accommodation and balanced curricular and co-curricular activities for students.
Lawton & Gorden, (1993); Barnett, (1997); Mustard, (1998) agree the progress of a country cannot take place without an established system of higher education. The colleges are the focal point within the education sector. They define the parameters for primary, secondary and professional education.
According to McArthy (1997), Higher education is presently accepted to be a capital investment and has great significance for the development of the country.
xxv Consequently, the higher education institutions must be able to meet the challenges of a dynamic and challenging new world, expectations of society and escalating demands of the rising student population (Government of Pakistan, 1998).
The situation in Pakistan after 62 years of independence is not appreciable.
According to a UNDP report (2002) Pakistan is rated 38 out of 173 nations of the world, regarding its human development profile.
Pakistan has not yet recognized that Education is the only tool which can be used for the development of the country and betterment of its human resources. the
Colleges, therefore, are feeders to institution of higher education and enjoy focal position in the system (GOP,2002). They have to become more dynamic and need to become more vibrant. Presently, the colleges are lacking in objectives, methods and materials and lack research and are in constant crisis because of it. This research to find out educational crisis at college level in Pakistan may prove helpful to the policy makers and administrators.
Statement of the Problem
Different documents of the Government of Pakistan (1998) (2001) (2002) have reflected that college education in Pakistan is not up to the standard. Major causes being low result percentage; lack of building; shortage of teachers; teaching materials and residence for teachers and students; lack of proper text books and inappropriate financial resources.
To find solution to resolve the present situation of the colleges, the researcher decided to conduct “A study of Educational Crisis at College Level in Pakistan”.
xxvi Significance of the Study
A nation’s future mostly depends on education than on any other institution of the country. Currently higher education in Pakistan is unable to meet the economic, social and technological challenges of the modern world.
The study aims to highlight the problems and causes of crisis of the college education in Pakistan. It will provide situational analysis and will give rationale for the crises in college education and their management. The findings may help to raise the quality of college education in Pakistan.. The study is significant as it will:
Provide input to draft policies about college education.
Provide in depth information to the administrators to make college
education effective.
Facilitate teachers to improve their teaching .
Point out the deficiencies and lack of resources in college education
Help to raise the standard of higher education.
Objectives of the Study
The main objective of the study was to find out reasons for educational crisis in colleges with particular emphasis on:
1. Identification of the students’ problems at college level.
2. Study of the discipline problems of students and class room teaching
environment in colleges.
3. Identification of problems of curriculum, and availability of quality
textbooks.
4. Study of process for conduct of examination in colleges.
xxvii Delimitations
The study was delimited to teachers and students of B.A. level (class XIII-IX) of public colleges of general education of Punjab, and Islamabad . Colleges of Sind,
Balochistan, North-West Frontier Province, FATA, Azad Kashmir, and Tribal
Agencies were not included due to researcher’s limitations. Professional colleges were not included in the study.
xxviii CHAPTER 2
REVIEW OF RELATED LITERATURE
College education encompasses all post secondary education and comes in the purview of higher education. Included in it are Universities, professional schools,
Graduate schools, Technical colleges and normal schools (Good, 1973).
McArthy (1997) reveals that the economists like Schultz, Denison, Becker,
Hrbison and Mayers have suggested that the investment in education, including higher education, has yielded a substantial rate of economic return to individuals. It was considered to be largely through formal education, which increased the graduates’ productivity, which in turn was directly proportional to the level of their higher education. The graduate’s levels of income was measured as a level of their productivity.
Higher education has both national and international objectives:
National Objectives
Development of all individuals of the nation their fullest capacity; enhance
their capabilities to adapt changes and advances in and acquisition and
dissemination of knowledge and skills. and science and technology;
Use integrative methods of teaching and promote analytical thinking,
understanding, tolerance and communication skills to appreciate and solve
problems at local and national level.
Focus on national development and develop citizenship.
Transfer of knowledge, art and culture, and develop leaders; and specialist,
culture, ethics and values
xxix International Objectives
Enhance the economic position of the country at international level.
Develop the potential to cope with international economic and scientific
problems.
Participate in debates and discussions in international forums on humans’
welfare and effective by participate in the prosperity of the global world
through contributing at the national, and international level
In most of the advanced nations, Japan’s development is the best example. Is
the highest pay off areas of investment (Kenneth, 1976).
Education in Pakistan is provided at six levels: Preparatory classes (kachi, or
nursery); primary (class I-V); middle (class VI to VIII); Secondary (class IX to
X Higher Secondary); intermediate (class XI to XII and Higher
Education/university programs leading providing undergraduate and advanced
degrees
However Pakistan's higher education system, comprising of all levels above
class XII has been unable to provide the level and quantum skills necessary,
to achieve the objectives of national development and global competitiveness:
xxx Historical Perspective
A historical perspective is necessary to review the issue of higher education in the light of successive educational policies; process; success and failures and the reasons there. Review of the educational policies and the five year plans of the government. shall provide an in depth analysis of the issue.
Table 1: Chronology of Education Policies since 1947
Report/Policy Chairman Year
All Pakistan Education conference Fazlur Rehman 1947
Education Conference Fazlur Rehman 1951
Six-Year Plan of Educational Development for Fazlur Rehman 1951 Pakistan
Commission On National Education S.M. Sharif 1959
Commission on Student Problems and Welfare Justice Hamood ur 1966 Rehman
National Commission on Manpower and 1969 Education 1969
New Education Policy Nur Khan 1970
Education Policy Hafiz Peer Zada 1972
National Education Policy M Ali Khan 1979
Action Plan for Education Development Dr. M. Afzal 1994
National Education Conference Wazir Ahmed Jogezai 1989
National Education Policy Syed Fakhr Imam 1992
National Education Policy,1998-2010 Syed Ghaus Ali Shah 1998
Education Sector Reforms, Action Plan, 2001- Zobaida Jalal 2001 2004 [Source: Task Force on the Improvement of Higher Education in Pakistan 2002
xxxi Table 2: Task Force on the Improvement of Higher Education in Pakistan
Report Agency Year
Higher Education and Scientific Research World Bank 1990
Higher Education and Scientific Research for World Bank 1990 Development in Pakistan, Report No-8231 Pak
Higher Education and Scientific Research Strategy World Bank 1992 for Development and Reform ,Report No-10884 Pak
Source, Task Force on the Improvement of Higher Education in Pakistan 2002.
Past Education Policies
Pakistan Education Conference 1947
Just after Independence of nation, in1947, a conference was convened to determine the future educational policy and programme of action. The Quaid-e-
Azam's special message for the conference called for scientific and technical education in order to build the future economic life of the country, and to promote in the people a sense of honour, integrity, responsibility and selfless service to the nation;(GOP: 1947). The Conference, among other things recommended free and compulsory primary education, and selection and admission of students; for higher education on the basis of their aptitude.
Commission on National Education 1959
In 1959, a Commission was appointed to evolve a national system of education which would reflect the religious, moral, and cultural values of Pakistan.
The education system was to meet the increasing demand of the nation for the development of agriculture, science and technology.
xxxii The Commission emphasized that higher education must focus on training of leaders in government and in the professions. and building of character as well besides of knowledge.(GOP:1959)
Some of the highlights of the report of Commission on National Education
(1959) regarding colleges and higher education are as follows:
Higher Education recognized as a separate stage. Intermediate classes
transferred from the jurisdiction of universities to the Boards of
Secondary Education.
Duration of the course of study for Bachelor's Degree in Arts and Science
increased to three years.
Rules and regulations of administrative and academic functions of the
Universities restructured through revision of the University Acts.
University Grants Commission created to develop higher education and
co-ordinate university and college programmes.
Restriction on students’ participation in politics, or to serve the interests of
groups other than the academic community.
Formulation of rules and procedures for the affiliation of colleges.
Four years minimum duration of degree courses in all engineering
colleges.
Correspondingly, Rs.1323 million was allocated in the Second Five Year Plan.
(GOP:1960) The report however following recommendations was not supported sufficiently by funds and political will were implemented, (GOP: 2002).
Curricula for primary and secondary education were revised, and new
syllabi were introduced.
xxxiii Intermediate education was separated from universities, and Boards of
Intermediate and Secondary Education were established.
New Education Policy 1969.
The New Education Policy 1969 considered educational development as a dynamic and continuous process. It emphasized the state, the community, and other related agencies to study and periodically appraise the policy and programmes (GOP:
1970 a).
A sum of Rs. 8920 million was allocated in the Fourth Five Year Plan period
(GOP, 1970 b), The policy could not be implemented because of change of government. Its salient features were as follows ;
Increase in community participation through Decentralisation of
educational institutions.
Separate governing/advisory bodies for Secondary and tertiary (higher)
education. Each institutions to have with representation from government,
parents, teachers, and founders.
National Research Fellowships and National Professorships Schemes to be
financed by the central government.
Establishment of two National Institutes of Modern Languages.
Higher pay scales for faculty members linked to their qualifications and
research output.
Sabbatical leave introduced for teachers (GOP: 2002).
xxxiv Education Policy 1972
This policy adopted the recommendations made by the previous policy of
1969. It’s most prominent recommendation was to nationalise all private educational institutions. Implementation of this recommendation raised the non-development expenditure six folds, (GOP, 2002).
The recommendations and achievements, specific to higher education, were as follows:
Annex a medical College to the Baluchistan University and under-
graduate faculties to the University of Islamabad.
Develop a collaborative programme between PINSTECH and the
University of Islamabad.
University Grants Commission to act as a buffer between Government
bureaucracy and university administration.
Area Study Centers to be established for research
Total outlay for education raised from Rs. 700 million in 1971-72 to
Rs. 1200 million in 1972-73.
Nationalisation of privately managed educational institutions.
Raising the number of universities from six to twelve.
Increase in enrolment in universities by 56% percent (GOP, 2002).
National Education Policy, 1979
The mission of this policy was to harmonies the provision of education with
Islam and the ideology of Pakistan.
xxxv The most prominent step was to introduce national language as the medium of instruction. Its aim was to strengthen the ideology, develop unity of thought, foster brotherhood and patriotism (GOP, 2002).
Other recommendations of the policy were as follows:
Only women’s universities would be established for the next five
years.
A national testing system would be developed and launched for
admission to higher education.
The National Academy of Higher Education at the UGC would be
organized to provide Pre-service and in-service teachers training.
On-the-job training would be necessary for engineering and agriculture
graduates.
Urdu was introduced as medium of instruction in public schools.
English remained as the medium of instruction in private schools. This
introduced of two simultaneous systems of education within the
country, one for the elite who could afford private education, and one
for the common man of the nation. The system led to inequality,
injustice and resentment which still continues.
Nationalization was reversed and the private sector was encouraged to
open schools.
An outlay of Rs.29154 million was estimated for the implementation
of the policy, (GOP, 1979).
National Education Policy 1992
xxxvi The main objective of the National Education Policy, 1992 was reformation of the existing educational system. It envisaged “a qualitative shift for higher education from supply to demand oriented study programmes, and placed a heavy premium upon Research, Community Participation, and Student Discipline” (GOP, 2002).
The policy targeted for a period of ten years i.e (1992-2002) and aimed at universal primary education. Its highlights were (GOP, 2002).
Professional associations shall be encouraged in various disciplines.
These shall be given financial support for holding conferences and
publishing research journals.
A higher education research policy will be formulated. National
Scientific Research and Development Board National Scientific
Research and Development Board (NSRDB) shall be gainfully used
for promoting research related to economic development of the
country. The research fund will be placed by the government at the
disposal of the NSRDB for this purpose.
Accountability of teachers through performance evaluation, on which
basis they will be given rewards and punishments. Review boards will
be established for this purpose.
Three years Honour's degree programme will be introduced.
To regulate the academic affairs of the degree awarding institutions in
the private and public sectors, a National Council Of Academic
Awards and Accreditation may be established
Special programmes to promote linkage of industry to academic
institutions.
xxxvii National Awards will be initiated for research in social sciences.
A Dean of Students Affairs for promoting and regulating the co-
curricular activities of students will be appointed in each educational
campus who will also act as an Ombudsman to deal with the
complaints of the students.
Services will be provided for career counseling, placement and follow
up.
For peace keeping, campus security force will be established.
Promotion of student clubs to encourage academic, intellectual and
creative activities.
The rule of attendance in 80 percent of classes will be strictly adhered.
Community service will be obligatory for College and university
students
National Education Policy, 1998-2010
A ten year policy 1998-2010 was announced in March 1998. The policy emphasized that there was an unparallel demand for higher education, and higher education in Pakistan is faced with multiple problems. These included: limited access to higher education, preference to arts education, lack of finances, polarization of the faculty and student body, outdated curricula and faulty system of assessment, low merit, low quality of students, inadequate student support service and inadequate infrastructure, and mal-administration (GOP,1998).
The aims and objectives of the policy were: a) to achieve universal primary education, b) diversify i.e. to transform the education system from supply oriented to
xxxviii demand oriented, c) prepare students for professional and specialized education, d) achieve international standards by upgrading the teaching, learning and research processes (GOP, 1998).
The policy suggested certain structural and functional changes outlined by the Report of the task force on the improvement of higher education of the Government of the
Pakistan (2002). The report mentioned the Structural Changes being a) provision of higher education, by private institutions b) increase in number of autonomous institutions, c) decentralization of higher education, d) reforms in the Universities and the UGC Acts, e) development of a cost effective system of higher education, f) public accountability, g) liaison with commerce and industry, and h) accreditation of institutions for quality .
The functional changes suggested were: a) teacher development, b) revision of curricula, c) academic audit, d) system of examination, e) diversity of higher education institutions.
The policy (GOP, 1998) suggested a number of steps, including the following:
Funds allocated to the universities will not be lapsed
Allocation for education sector to be increased to 4 percent
Higher education to include at least 5 percent of the relevant age group Honors student, graduates of 3 years bachelor degree, given preference in university admission and employment in government job Provision of special funds for research
Strengthening of laboratories and libraries
Coordination and cooperation with industry at local and international level
Curricula to be revised on modern lives
xxxix Faculty development and incentives to teachers
Initiation of two track system for appointment of university teachers
Universities subject to Internal and external academic audit
Establishment of guidance and counseling service for students to help in
career development
Increase support services for students
Increase Scholarships for students
Develop a National testing service
Educational equipment to be imported free of tax
No quota system for admissions
The policy also gave a strategy for implementation on the recommendations.
Education Sector Reforms, Strategic Plan 2001-2004
In 2001, an Education Advisory Board was constituted which formulated a strategic plan for the Education Sector Reforms (ESR) It highlighted the importance of continuity in policies. The policy promoted support to private and public sectors to increase the accessibility to higher education. Consequently 16 universities were established.
The ESR package emphasized the need for a dynamic system of higher education for the country's development. It enlisted the areas of concern, as to:
Enhance the accessibility of higher education and increase and
enrolment at this level.
Raise the standards of university and colleges.
More importance to science and technology (GOP, 2001).
xl The strategic plan also enlisted number of reasons for poor quality of higher education namely, inappropriate admission criteria, lesser session of bachelor’s degree, less resources, lack of qualified teachers, inadequate textbooks, poor facilities, and an unreliable evaluation system , ( GOP, 2002).
The plan the addition of a one year for Honors course in the general bachelor degree the increase of allocation of funding for higher education from 0.39% of GNP to 2% of GNP by the 2010, creation of endowment funds for research in universities; revision of service structure for university teachers; strengthening of libraries and laboratories, linkage with the economic world; change in enrolment ratio of arts to science subjects from 70:30 to 50:50; induction of new disciplines in science subjects in increasing number of colleges; and improving and providing logistics,(GOP, 2001). Rs.10.582 billion was estimated the cost of implementing these recommendations.
Other reports
Besides the education policy, other agencies have studied the higher education in Pakistan and submitted their reports.
Higher Education and Scientific Research for Development in Pakistan (World Bank 1990)
World Bank conducted a study on 'Higher Education And Scientific Research
For Development In Pakistan, published by University Grants Commission. The reports suggested an overall change of systems and attitudes imploring restructuring of higher education and research in Pakistan will have to be to a long term, carefully planned and strategically executed activity. The report laid down two preconditions for reforms: (a) commitment from political and administrative leadership of Pakistan
xli to correct the institutional inefficiency and improper execution of the system and
(b) the provision of an environment receptive for change in higher education and research, (UGC:2000).
xlii The Report (1990) also outlined a strategy for the purpose:
Improving the conditions of existing institutions of higher education rather
than creating new ones.
Decentralizing responsibility and accountability.
Precise planning and careful execution of the strategies for higher education
and research by a high level authority
Considering all repressible issued related to the field from institutional
framework to improved performance.
provision and the efficient use of requisite resources
Logistical support and provision of services to the institutions at work.
The Report was generally regarded as an oversimplification. Also its implementation required solid political and bureaucratic commitment and huge funding outlays, both of which were not available. Neither was the Government support to execute the major institutional transformation that the Report required
(GOP, 2002). Review of the educational policies, indicates that their implementation has never matched the proposals of the policies. Resultantly education in Pakistan generally, and higher education in particular, have not borne fruit as were envisaged .
The Task Force on Improvement of Higher Education
The World Bank on the commission of UNESCO Task Force published
Report, titled 'Higher Education in Developing Countries: Peril and Promise in
(2000), On the recommendations of this Report a task force on Improvement of
Higher Education in Pakistan was constituted, which submitted its report in 2001.
The terms of reference of the task force were to undertake an in-depth study and make recommendations to improve the system with special reference to standards
xliii and accreditation, finances and sustainability, good governance and effective management (GOP, 2002). Key issues mentioned by the Report included.
Lake of effective management structures and practices.
Improper use of resources.
Lack of financial support.
Ineffective staffing and training.
Lack of research.
Indiscipline amongst staff and students.
Lack of faith in the process.
Vision of Higher Education
Critical analysis of all the policy and reports lead to a vision of education, cited by the Education Sector Reform, which state the mission to be transformation of our institutions of higher education into world class seats of learning, equipped to foster high quality education, scholarship and research, to produce enlightened citizens with strong moral and ethical values that build a tolerant and pluralistic society rooted in the culture of Pakistan. (GOP, 2001).
Crises in Higher Education
Higher education in Pakistan is in crisis, both of quality and quantity.
Inadequacy of funds and illogical teaching and learning have been the major contributors. Lack of finances and financial assistance, motivation and the socio- economical deprivation has led to low rate of participation. Although budget of the
Higher Education Commission has been increased manifold to supervise the higher education system, and provide funds for its betterment, the impact is still lacking
(PEP, 2006).
xliv What is a Crisis?
The word ‘crisis’ is derived from the Greek word krinein which means to
'separate',' Judge', 'to decide'. It is a decisive moment (Cirek, 1990, p.2), a culmination, or a moment in time. It is represented by the Chinese symbol that denotes danger and opportunity (www.blurtit.com). Crisis is “an event or set of circumstances that threaten significant, irrepressible harm" it can also be a “turning point for better or worse or simply a “decisive moment” (Cizek,1990,p.2).“The synonym of crisis are issues, problems, dilemna, emergency, trouble. Thus "crisis are challenging situations, unresolved dilemna and alarming conflicts for which answers have not yet been found” (Cijek, 1991). The problem usually do not appear separately, These is always a cause and effect relationship between them. The problems vary in nature. Some are more important than other. It is, thus, theoretically possible to identify a core problem and its causes and effects.
Experience, education, and life exposure can help develop our problem solving skills, but some problems are more difficult to encounter. Cijek (1991) states:
When a problem, issue or situation arises that is not adequately addressed by existing mechanism (e.g legal, procedural, regulatory), policies are revised to better respond to the new contest. The more serious the issue, the more far reaching the policy making. A problem that reaches crisis proportion cries out for remedy by legislators and policy makers (p.1)
“The stage of higher education in Pakistan is in crisis (at present in Pakistan less than 3% of the age group 17 to 24 attend college/ universities whereas the corresponding
xlv number in the united states and other developed countries is 50 to 75% "(Ravitch,2005, p.1).
The entry qualification for degree classes in Pakistan is intermediate passed with any one of the groups of study in General science, F. Sc, I. com, ICS, and compulsory subjects Urdu, English, Islamiayat and Pakistan Studies.
The Pakistani system of higher education starts after 12 years of schooling in higher secondary or intermediate classes. Higher education has immense potential for the social, economic and cultural development of the country and it is generally through quality higher education that underdeveloped nations can be transformed into developed nations within the life time of a single generation.
Role of College
College education is the key to success and achievement of goals of education. A college education requires forward thinking and planning. It has some opportunity cost attached to it. Investment in education continues to pay back throughout lifetime. College students have better financial prospects, with specialized skills and knowledge as their permanent asset. Individuals with college education have comparatively better social skills and status.
According to Yeats and Wells (both cited by GOP, 2005), education is not the filling of a pail, but the lighting of a fire and that human history becomes more and more a race between education and catastrophe.
In developed countries, particularly the United States of America, college education has now taken on the importance that a high school education had in the past. It has become a necessary ingredient for a good job and comfortable living, expressed more vividly by African-Americans and Hispanics parents in a research
xlvi conduced in USA (GOP: 2002). They have stated that going to college has made a significant difference in their own standard of living.
Our colleges have the task of influencing the youth of the country in direction set by the higher ideals of our culture for which the colleges should achieve at least some noticeable success. This task of changing our culture and society by application of intelligence and foresight, can only be done through our institutions of higher learning
(Grow, 1973).
The developing nations like Pakistan should appreciate this role of education as well as the destructive results of illiteracy.
An un educated person is more likely to resist change and follow the traditional from of life. They are not dynamic and do not accept new ideas and practices. So literacy has be given priority not only as a right but also as a need. To be effective, both the concepts of “relevance of education to the real life’ and
'education for professional skills’, have to be included in the education system.
Education is a tool of the society. A nation's political and educational systems are mutually reinforcing. The political system regulates the activities of its citizens, education provides the means.
The curriculum and courses in arts, humanities and sciences should have strong linkages with society and the world of work. Under graduate programmes should be organized in a modular pattern where students can combine theoretical courses with those of a vocational nature.
The college is the best place for teaching and learning to cultivate the human values which are centers of civilizations and individual's identity. (Slowey and Watson, 2003).
xlvii This leads to the consideration of what type of people constitute the institution, what the institution does and how it governs itself. They also define the student experience and whether the student’s education restructures or is just a transfer of a particular set of limited knowledge.
The crisis in higher education is chronic. It is basically to about how to do the things that the colleges were intended to do i.e developing the potential of each student.
The colleges have a chance to achieve their objectives. For four years they may have young person who can be relatively isolated from the rest of society, and who can be influenced by instruction and example. The colleges provide this setting for change in human behavior where people can change and rediscover themselves and redirect their lives.
Change could be more secure in colleges than at any other place in society. At colleges people can look into their inner self, experience their deepest feelings, change their perceptions, look ahead and explore vitality, joy, and commitment that make life worthwhile(GOP,1999).
According to the Report on Higher Education in Developing Countries; Peril and
Promise(2005), higher education in the developing countries has to face the new realities of rapidly changing world, increasing use of information technology, growing income inequality, knowledge capital replacing physical capital as source of wealth, higher education becoming more important and in greater demand, and resulting rapid, chaotic, and unplanned expansion.
General Education
The North Central Association of Colleges and Schools (NCA). In its
Handbook on Accreditation, NCA lists General Institutional Requirement as.....
xlviii Its undergraduate degree programs include a coherent general education requirement consistent with the institution's mission and designed to ensure breadth of knowledge and to promote intellectual inquiry.
It goes on to explain what it means by General Education.
General education is "general" in several clearly identifiable ways: it is not directly related to a student's formal technical, vocational, or professional preparation; it is a part of every student's course of study, regardless of his or her area of emphasis, and it is intended to impart common knowledge, intellectual concepts, and attitudes that every educated person should possess.
Importance of General Education
The explosion of knowledge and its easy access to it through computer technology have transformed society drastically and define the future world of our graduates. The graduates have to be prepared to live in more dynamic world. This applies renewed emphasis to the breadth of students' educations. A narrowly educated graduate will be lacking in response to opportunities that change brings.
Different sectors of the society have specific interests in students' acquisition of breadth of knowledge and skills, such as being adaptable and flexible, become leaders, have an understanding of diversity and community, and/or being a productive asset. Students and their parents expect universities to provide their graduates with the benefits of a broader education as well. This has compelled many universities to present General Education or Liberal Arts education programs to prospective students at the graduate and undergraduate level
"General Education develops the intellectual habits, skills, and values of the students and provides them breadth of knowledge characteristic of all university-
xlix educated persons. General education is as important for Arts colleges as is for technical institutions.
l The philosophy and concept of a General Education program entail that:
faculty and students cultivate intellectual values essential to the practice of democracy: respect for others, desire to engage in constructive discourse, clear reasoning and communication, and careful and balanced analysis. Students learn to understand, value, and negotiate individual, intellectual, and cultural difference, and to recognize and understand the significance of historical, social, and environmental context. Every graduate should understand the diverse modes of inquiry that distinguish the sciences, humanities, social sciences and professions, and should acquire a broad knowledge of the world's intellectual, spiritual, and artistic traditions. Together, these elements prepare graduates who can work with others to improve their communities, their societies, and their world." (MTU Vision Statement).
The General Education Program at California State University, Fullerton,
USA is divided into five categories(2007,p.1):
Core Competencies
Historical and Cultural Foundations
Disciplinary Learning
Lifelong Learning
Cultural Diversity (file://F:/General Education.html)
The learning goals and learning objectives are specific for each category and subcategory.
Guidelines for General Education Report ( 2000)
The University of Connecticut, USA, based on the Ad Hoc international
Committee on General Education of 1985, the Task Force on General Education
Report of 2000, and the Senate Curricula and Courses Committee Report of May
li 2001 has developed a Guideline for General Education(2003) for application in universities of USA. The Guideline specifies that:
It is vital to the accomplishment that a balance between professional and general education be established and maintained in which each is complementary to and compatible with the other (http//geoc.uconn.edu/geocdocument.htm)
And that the purpose of general education is to ensure that:
all undergraduate students become articulate and acquire intellectual breadth and versatility, critical judgment, moral sensitivity, awareness of their era and society, consciousness of the diversity of human culture and experience, and a working understanding of the processes by which they can continue to acquire and use knowledge.
The following four principles should support any effort in general education:
Universality. All students should have the same University General Education Requirements irrespective of their major, School or College. Schools and Colleges may not restrict the courses that students are allowed to use in fulfilling the University General Education requirements. Accessibility All students should have timely access to General Education courses and support services. Transferability. Students must be able to transfer from one School or College to another without having to repeat General Education Requirements. A procedure should be established for the smooth transition of students who transfer into the University from other institutions. Faculty Participation. General Education courses should be taught by faculty; resources should be allocated to promote this practice.
The Weakest Link: (A Report on Under Graduate Education in Pakistan, (2006)
lii Investment in education is a litmus test for survival of a nation in this century.
Until education, particularly, higher education, is made it freely accessible to the masses, Pakistan will not be able to survive the onslaught. This we have neglected until now.
The Higher Education Commission, responsible for tertiary level of education, focusing on university education and research, has completely neglected the colleges in its development plans.
The First International Symposium
The First International Symposium on Issues in Higher Education in Pakistan held at the United Nations in New York in December 2005 identified undergraduate education in Pakistan as the weakest link and one of the most neglected sectors of higher education in Pakistan:
There has to be a holistic approach to education. In all the policy planning so far, the thrust of all initiatives has been directed towards the universities, and in that, primarily public universities to the neglect of colleges. Public universities are heavily, if not entirely, dependent on public colleges for their in-take of students. They are the weakest link in the whole chain of education in Pakistan. In all initiatives and planning these colleges have been ignored. Their infrastructure is in poor condition and equipment and libraries almost non-existent. Most of the college faculty has little or no training and only a local Masters degree, no incentives for improving their qualification, and no facilities for research. Relying on outdated textbooks and learning by rote, they produce students who are ill prepared for university.
The Report indicated that Pakistani colleges produce students who are not prepared for university education. Even university graduates are deficient. the higher education system in Pakistan requires effective reforms starting with improvement of
liii colleges, without which the quality of university graduates can not be improved.
Pakistani colleges are not meeting the international norms. For the same, The Steering
Committee on Higher Education (SCHE, 2002) recommended upgrading college degree education into 4-year colleges.
Recently, college education in Pakistan has been a victim of issues of dual control, financial management, quality, and methods of teaching. They had been sandwiched between the district governments and the Provincial Education Departments. Also, while the Ministry of Education focused on elementary and high school education, the
Higher Education Commission (HEC) sheltered Universities and postdoctoral research, thus rendering college education redundant in this ever changing world. The
Report on Higher Education (2006), the undergraduate education is also deprived financially with per capita spending only one-sixth of university spending in 2002.
During 2001-2004, against 480 million Rupees allocated to over 600 colleges as much as 2,525 million rupees was given for 30 universities.
Regarding enrolment, the HEC’s 2006 statistics indicate that approximately 4 percent of the age group 17-23 is enrolled in higher education compared to 10 percent of the corresponding rate in the developed countries. Currently, over 600,000 at the intermediate level and 326,000 are enrolled at the bachelor’s level. There is a drastic need to increase the number and quality of public institutions offering higher education in Pakistan. Motivation and encouragement can only be ensured through easily accessible standardized education.
The Second International Symposium
The Second International Symposium focusssed on the undergraduate education, identified as the weakest link in higher education in Pakistan at PEP
liv Foundation’s First International Symposium (Iqbal, 2006). The Symposium, having educationists and educators as well as policy makers and non-profit organizations from Pakistan and abroad, discussed in depth the nature and causes of the problems responsible for the deteriorating state of college education in Pakistan, and of various approaches and models to upgrade this sector of education to the level required standards. They drew that: “Undergraduate colleges in Pakistan suffer from inappropriate infrastructure, insufficient resources, under qualified and de-motivated faculty and non-committed students” (Zia, 2000,p.1).
Rehman (2006) deduced the reasons for Substandard Education and Low
Enrollment in undergraduate institutions in Pakistan. According to him, the
Low Standards of college education in Pakistan can be attributed to:
lack of college autonomy, vision and poor administration,
lack of sufficient funds and facilities,
outdated curricula,
inadequate basic education,
outdated methods of teaching, learning, & faculty development,
lack of assessment and quality improvement mechanisms, and
vii) lack of learning techniques that require and inspire critical and creative
thinking.
The Reasons for Low Enrollment stated by Rehman(2006) include:
Poor administration and governance of colleges,
lack of financial means of students from economically disadvantaged families,
and
Lack of practical skills gained during college-level education.
lv Supporting College Education through Higher Education Reforms
The colleges represent the weakest link in the higher education sector. It is therefore important not only to improve the quality of our universities but also to focus on the improvement of colleges in Pakistan. The major problem with colleges is the lack of high quality faculty. The higher education reforms that are underway are directly involved in improving the quality of education in our universities and since college teachers are the output from our universities, an improvement of quality education and research in universities will therefore directly impact the quality of college education.
(Atta-ur-Rahman,)
Policy-Reform of Higher Education in Pakistan(Graduate and Undergraduate)
Institutional reforms cannot be implemented without a policy. Unless these policies are clear as to their purpose, ground realities, realistic achievement objectives and are flexible the desired results cannot be obtained. The colleges and universities need to have adaptabilities to absorb the challenges.
In Pakistan, the goals education, including higher education is still not clarified. 'This vision deficit has resulted in confusion, uncertainty, and policy swings'
(Gilani,2006,p.23) which 'permeates down to the institutions, which by and large meet bare requirements, and lack meaningful institutional policy, purpose, or planning' leading to 'incoherent academic, financial, and administrative set-up of Government
Colleges in Pakistan'.
Colleges as academic Clusters - Developing Strongest Link
Knowledge explosion is fast changing the world. Knowledge now determines the wealth of nations. Resultantly, so does higher education. National
lvi competitiveness is becoming more and more dependant upon the quality of knowledge generated within higher education institutions, and its accessibility to the economic sector. This poses a serious challenge to the developing countries which will require strenuous efforts to maintain their position, and later come at par with the developed world.
The World Bank / UNESCO report on Higher Education in Developing Countries:
Peril and Promise (2005:3) delineates the importance of higher education to the economics of developing countries stating that:
The globalizing economy places a premium on the breadth, depth and adaptability of knowledge. As global economic activity moves its emphasis from purely manufacturing to the service industry, countries increasingly require a minimum mass of people with competitive knowledge, skills and entrepreneurship to develop.
The Report also describes the threat and /or opportunities for these countries, particularly, in the perspective of competition with other countries who are increasingly investing in higher education. This complicated situation in Pakistan has been summed up by The report of the Pakistan Task Force on Improvement of Higher
Education (2) (2002) mentioned by Raza (2006) that:
of a population of 140 million in Pakistan, 18 million are in the age cohort of 17 to 23 years, eligible for tertiary education. Of these 18 million, only 475,000 (or about 2.6%) are actually enrolled in higher education institutions. This proportion is among the lowest in the world: India (in 1990) had a tertiary enrolment ratio of 6.2%, while Iran (in 1994) had 12.7% ( p.25)
Coining the term 'Triple-Whammy' of the Higher Education, Raza further refers to the Report which says that
lvii Pakistan's expenditure per student on tertiary education was 123 percent of GNP per capita in 1990, and 94 percent in 1996. By contrast, the S Asian averages were 91.4 percent of regional GNP per capita in 1990 and 72.8 percent in 1996. (and) Pakistan's investment in public sector higher fell from 19% of the educational development budget in l972 to 10% in l988.
lviii Thus, the expenditure on higher education is less and less compared to that on primary education with a far greater cost of higher education than in other countries.
The average student is paying more for tertiary education than as a ratio of their paying capacity compared to other developing countries in the region for a lower quality education. This ratio has further risen in 2004-5. Private universities and colleges have now become inaccessible to the general public.
Undergraduate Degree (College Education)
Undergraduate degree is the first link of a student to be prepared to step into this competitive world. It should provide the foundation to explore, analyze and be creative. It is however the weakest link. "Our current education system does not open up a student to broaden its horizon. It is only geared to push the students to memorize books, pass the exam to get a job and start making money"(Razzaq,2006,p.30). The examinations system requires mere guesswork which adversely effects the graduate's job performance and productivity. Razzaq observed that the students "are not motivated to utilize their knowledge for the betterment of the society. They are not challenged for new ideas and innovative methods."(p.30). In Pakistan, the concept of summer jobs and internships is only in infancy. Linkabe with industry can be an opportunity for the students to work with their teachers and also acquire necessary industrial support to prepare them for the vocational and professional life.
The undergraduate education does not motivate students for prominence and pride as most of these degrees are awarded after only two years of study after Class 12 which is not enough.
lix Textbook Related Factors
The regular Bachelor's degree from any Pakistani University are held just at a par with ‘A’ Levels according to the British Council recommendations of qualifications equivalence. To raise the standards, the system of honors degrees is being introduced to enable the students to gain the honors degree after four years followed by one year in the master’s in a specific subject. Textbooks are also one of the reasons for low standard of higher education. Iqbal(2006) noted:
If the Key Stages Scheme of learning is emulated in a developing country like Pakistan, the text books hitherto available can help develop the learning processes. The books produced indigenously can be examined for the aims, the contents, evaluation activities vis-à-vis such factors as clarity of explanation of concepts, syntax, organization of contents, illustrations, colors, vocabulary which are some of the parameters considered and methods used in text book development(p.35).
Teacher Related Factors in Colleges
Problems in colleges are teacher related also. Teachers in colleges are mostly
Masters with no training in teaching. They teach without ensuring the receptiveness of the material taught. Other related factors identified by Khalid (2006) could be:
Teachers attend college only for the stipulated teaching time. They are seldom
available after class to solve their learning problems
Lack of supervision of teachers
Going to class unplanned or depending on the lessons planned in their initial
years of teaching
Teachers do not analyze the Board/University exam papers and/or their own
results accordingly
lx Low teacher commitment and competence
A study conducted for determining reasons for faculty dissatisfaction in Pakistani
Colleges evaluated the relationship between faculty dissatisfaction level and different activities, behaviors and poor facilities provided by the management. Its findings revealed that currently educational institutions are facing an increasingly competitive and rapidly changing environment wherein, according to different research scholars, faculty dissatisfaction is a major hurdle in institutional growth. (Hijazi, 2006). Study also indicated that male faculty members are comparatively more dissatisfied than
Female faculty members.
The teaching potential of the teachers needs to be upgraded. College teachers can be trained through "hands-on" methods of teaching and learning i.e learning by doing (Haq,2006). Training in use of art, technology and multi media to help cater for the individual and intellectual differences in the students will enhance the teacher's professional competence.
Institution Related Factors
Khalid (2006, p. 23 has identified a number of institutional factors for crisis in colleges:
Very little check on teacher regularity
No student support services for academic / career guidance
Arrangements to replace teachers on casual leave
Poor systematic arrangements to require teacher to give assignments and tests
to students
No character building / moral education arrangements
lxi Over crowded classes: usually class size exceeds 100 students in many
subjects in urban prestigious colleges
Many colleges lack proper size classrooms with adequate furniture
Liberal Arts Education at Undergraduate level in Pakistan
Very recently some universities in Pakistan have adopted the liberal arts model at the under- graduate level. It is an innovative programs which the Aga Khan
University, Karachi is undertaking by converting its Faculty of Arts and Sciences as a liberal arts college(Grant,2006). According to Grant, the liberal arts model helps students:
1. To acquire intellectual skills in a new way – very different from traditional
rote learning;
2. To understand multiple modes of inquiry and approaches to knowledge;
3. To develop a broad context of understanding their field of choice that spans
societal, civic and global knowledge;
4. To gain self-knowledge and a better understanding of their intellectual and
career interests, in a context of grounded values;
5. And to achieve a depth of knowledge of one field or interdisciplinary area.
In the liberal arts the students learn in a way where their understanding and mastery of intellectual skills is a collaboration with their teacher. Five forms of learning essential to liberal arts education which could effect the college students have been highlighted by Grant(2006,p.56) Undergraduate research, both in-class and during the semester and summer;
Collaborative learning in teams;
lxii Service learning through volunteering or internships with non-
profits
Reflective experiential learning through internships and field work
Integrative learning throughout the four years of the BA program
through interdisciplinary seminars, development of writing skills,
quantitative analysis and a senior capstone experience.
College to University Education Bridge
One of the basic questions today is whether the college education in Pakistan prepares the students to pursue further education meaningfully and effectively at university level? The answer is definitely 'No'. If so, what are the reasons for below acceptable international standards? Among the many reasons about this continuous decline of college education in Pakistan, the foremost is the level of preparedness of students who enter the university system. Analysis suggest that undergraduate students colleges have serious learning problems. Summarized by Rais(2006), these are as follows:
Students have poor language skills. I have found them inarticulate both
in Urdu as well as in the English language.
They have poor communication skills. Colleges today don’t prepare
students to communicate clearly or effectively
Our college graduates don’t have critical thinking or reflective
understanding of societies, systems and the world. Consequently, they
form a narrow, parochial and irrational world view.
They have very limited knowledge base.
lxiii If the above analysis holds, then causes of low standards at this key stage in the development of the students have to be focused. Some of the reasons pointed by Rais(2006,p.58) are as follows:
Colleges have no autonomy to design curriculum. Nor have they any
capacity to do so. This responsibility lies with the universities that
affiliate them. The curriculum of each public university lacks vision,
and it doesn’t challenge our students at all.
One of the important reasons for decline is the quality of college texts.
They are mostly written by college professors, who themselves are not
familiar with the contemporary debates and discourses in their
respective fields.
The college teachers have inadequate and limited exposure to the
fields of their teaching. Given the poor pay-scales, time-based
promotion and absence of incentives, they don’t develop themselves.
Governance of the colleges is extremely poor. The college education
has no effective system of academic accountability.
Rais further mentioned some of the steps that can help college students cross the bridge to higher education:
Higher qualification bar and better incentives for college teachers.
Capacity building of colleges to become autonomous.
Determine realistic national standards for college education.
Develop leadership to improve academic and administrative level of
colleges.
Effectiveness of Undergraduate Education
lxiv The basic purpose of undergraduate education is to "make a positive difference in peoples lives, and to improve society, over time, through the works of those persons it educates; To educate persons to live a life of quality no matter how they make their living; To be prepared for their role as citizens; To be prepared to earn a living and be a productive member of the work force in a global economy(Armacost,2006).
The needs of the learner as well as that of the country have to be established to achieved the purpose of undergraduate education. The Carnegie Commission Mission
(as cited in PEP,2006,p.75) has stated the needs of an individual student?
To be prepared for citizenship and career
Cognitive skills (verbal & quantitative)
Intellectual tolerance
Rationality
Intellectual Integrity
Wisdom
Capacity for lifelong learning
Assistance with emotional & moral development
Practical competence
Personal self-discovery
Refinement of taste & good manners
The educational needs of Pakistan in line with the Association of American Colleges and University panel Report Greater Expectations(as cited in PEP, 2006,p.75-76) can be summarized as following
Wise & Effective Leaders and an Informed Citizenry
lxv Able and Imaginative Men and Women for the direction and operation of its
institutions; production of goods and services; management of its fiscal affairs;
Individuals who understand the commonality of culture; have Creativity;
appreciative and discriminating readers, listeners and viewers; and alert and
informed consumers
People who appreciate the interdependence of humans on the natural resources
of the universe and on each other.
Role models and persons in parents and teachers and in other
capacities to transfer the nation’s ideals and heritage to future
generations
People who are Empowered Learners, Informed Learners, and
Responsible Learners
Armacost (2006) has suggested Steps to Improve Undergraduate Education so as to meet the individual and needs:
The degree requirements and curriculum must provide both breadth and depth
of learning ie. the curriculum and pedagogy should change to help the students
acquire the learning skills in a well planned, systematic manner.
Pedagogical methods to develop “higher order thinking skills” ie. Teaching
should be learner centered not teacher centered.
Excellence in education is based three basic conditions for
Teaching: High Expectations; Student Involvement; and Assessment and
Feedback
Conducive environment to inculcate values in students ie Clearly stated
objectives and realistic expectations; Broader scope of teacher's role;
lxvi Opportunities for students, and provision of “value laden” experiences (e.g.
volunteer service, internships)
Supportive educational environment i.e the environment provides
positive values, opportunities to make meaningful decisions, active learning
experiences.
Effective faculty professional development ie. Provision of current knowledge
in their discipline, new approaches to pedagogy, a larger pool of highly
qualified faculty
Availability of learning resources i.e Text books, Library resources, High
speed Internet.
Accreditation of Undergraduate Institutions
The globalization of knowledge has increased competition among the educational institutions in adopting and adapting to constant changing needs of the industry. This requires diversity in graduates rendering educational institutions es be more sensitive and dynamic in their educational processes. The assessment process verifies what any institute is producing in terms of its graduates possessing the requisite standards to become productive citizens of the country. Assessment leads to accreditation which is the ranking process of the educational institution. Pre- requitites to Accreditation demand determination of the issues of quality processes in the curriculum; identify the processes and practices for assessment; and improvement in teaching-learning experiences. The real focus of accreditation bodies is not only assessment but continuous improvement of program and processes. The key factors for successful assessment include preparing self study report, requiring it be routinely documented, and used in program assessment.
lxvii Improvement in the quality of education will improve the comparative advantage of the Pakistan economy thus assisting its transformation into a knowledge economy (PEP, 2006, p. 90).
Study of all aspects of the college education indicates that quantity and quality in education are complementary to each other. Reforms in education require:
Improving quality of teaching profession
Encouraging analytical thinking
Proper governance of educational institutions
leading role of government in dispensing the societal responsibility for
improving education
Continuity in policy over time
Facing challenges such as New education processes and training needs;
multiplicity of providers; Increased role of new information and
communication technologies; Global Competition; and Potential to Sustain.
Quality of education in under graduate colleges
Many factors impact upon the quality of teaching and learning undergraduate educational institutions. The three main factors are: Institutional, Institutional
Infrastructure and facilities, and Staff and faculty(Zia,2006).
1. Institutional
These include appropriate infrastructure and frameworks; policymaking and governance; provision and utilization of; type of curricular and co- curricular activities; student appraisal system; leadership qualities of administrators; administrative support personnel; and linkage with international, regional and national and local community.
lxviii Quality of colleges and management of resources general result into quality of learning by students. Student centered campuses, developed on basis of students' learning pattern lead to classroom technique promote learning in college students.(Stage et al. 1998). Similarly, Barr and Tagg (1995) mention paradigm shift towards maximized students through ‘learning centered campuses’. "This would entail a resource rich campus not the least, of which would be an appropriate infrastructure, furnishings and equipment in keeping with modern, ‘connected-to –the
–world’ feel." (Zia,2006,p.16). Student outcomes improve through institutional change (Braxton and Brier 1989); offering greater satisfaction to students through out of class social activities (Bean 1983); residential institutions compared to commuter colleges (Chapman and Pascarella 1983); Institutional resource allocations and retention and graduation rates are directly proportional(Bowen 1980; Gansemer-Topf and Schuh 2004) but it is not only the size of spending rather its effective utilization that matters. (Gansemer-Topf et al 2004).
2 Institutional infrastructure and facilities
There are more than 400 colleges in Punjab, the largest province of the country. Most of these are located in urban areas. The infrastructure and facilities are quite poor. Many of the colleges donot have libraries. Less than one third have computer labs, indicating weak technology support. Only 150 have playgrounds raising valid concerns of accessibility of physical activities. The total budget for colleges in Punjab for the year 2005-6 was Rs. 3,516 million, with Rs. 2852 million as salary component and a meager Rs. 109 million being non-salary allocation. (Zia),
(2006). Thus, it is clear that the colleges have poor infrastructure, while various
lxix facilities are very poorly provided. How many of these meager facilities are actually being used or even effectively used is another matter.
None or very poor allocation of development funds is another critical issue.
The institutional environment is also not appropriate, nor permissive of student learning. Other areas of support necessary for institutional viability are democratic governance, guidance and counseling for students, which are missing form the undergraduate educational institutions.
lxx 3. Staff and Academic Faculty
The faculty is mainly responsible for imparting quality education in colleges.
Faculty plays an important role in the development of students. Teaching is not only delivering also engaging and fostering student learning ((Astin 1993; Schulman and
Hutchings 1998; Boyer 1990).
There is a need to ascertain how can the faculty engage students effectively. One of the most important suggestion made by the educationists is higher qualifications while others discount it totally (Darling-Hammond and
McLaughlin, 1999, 377-378; Hanushek, 1992, 107; Friedman, 2000, pp. 20
Goldhaber and Brewer, 1999, pp. 97). Rresearch studies are unable to substantiate that teacher education courses, programs or certificates have a distinct influence on teachers' practices (Kennedy). Zia(2006) dileneates that:
if we accept that faculty qualification is the single largest factor among ‘in-school’ factors that affects student learning, and if Punjab statistics are taken as a normative indicator for all of Pakistan, then there is little cause for optimism for provision of quality education in Ug colleges.
Other factors that effect student learning are commitment to institution and work, induction, career paths and continuous professional growth, research, academic freedom, teaching competence and pedagogical skills.
Faculty behavior and attitudes also have a significant effect on student learning and engagement (Umbach and Wawrzynski 2004). The interaction of teachers and their belief regarding student experiences is also significant. "Though establishment of an enriching environment on the campus may, sometimes, demand more than what the faculty can provide, nevertheless the impact of faculty attitudes cannot be discounted. It is clear that there is a lot more complexity involved in student
lxxi engagement and quality of teacher student interaction than mere faculty effort."(Zia,2006, p,17).
Need for data and research in Pakistan is required to provide credible statements and solutions.
Functions of teachers in colleges and universities are typically described in terms of the teaching tasks, research work, and service provided.. All three functions in product-type, discipline-dominated departments having . many sub functions.
At times faculty experience a role overload that reduces the quality of their work and hence the effectiveness of their contribution to their institution. They suffer also from personal anguish when they see that the often considerable time required to be spent on work in which they have little interest or little talent does not either advance them toward their professional goals or result in personal satisfaction. (PEP,2006, p.17)
Thus a need for a reorganization of faculty role arises and demands a paradigm shift for the organizational structure of teaching and teaching institutions.
Teaching by means of teams of experts in the tasks, rather than (or in addition to) the subject matters, must be considered as the organizational paradigm of the future (Bess
2000).
Ug Faculty Profile in Punjab
In Pakistan, teachers are not segregated by qualifications or by newly acquired experiences. Teaching category is not name specific. There is a dichotomy in the perception of the status of a foreign qualified or a locally qualified teachers.
Qualifications of teachers are generally low. The accreditation system of degree awarding universities is a recent phenomenon. Standards for teacher competency are
lxxii non-existent while teacher appraisal systems are lacing in criteria and analysis. Non motivating career paths and compensation system and poor selection criterion leads to low performance of teachers.
Students
The students are the pivots of a system. Their achievements are prime goal of education. Numerous factors effecting student learning are accessibility; admission policy; upward mobility; support system; guidance and counseling; etc beside personal and parental ambitions, self-esteem, and family background.
Student achievements also depend upon the content matter and activities provided. Who should decide what how to teach has been an ever engaging issue.
An important step in delineating effective student learning would be the definition of ‘what is meant by effective student learning?’ and, ‘how best to measure it?’ which would then lead to the question of understanding of “what variables would negatively or positively contribute to student learning and as such Under graduate education? (Zia,2006,p.20).
Assessment of Quality
Traditionally the admission procedure; higher qualifications of faculty; academic environment, college ranking and rating have been taken as criterian for quality of an educational institution. These criterion are now being increasingly doubted in the west (Kuh 2001) reportedly because these mention the ‘input’ factors but not the impact factors which in reality effect the quality of student learning and performance based on student teacher interaction, and nature of student learning experiences.. Currently, the overall level of student engagement in the process
(Pascarella 2001) based on student teacher interaction and learning experiences for
lxxiii students is the most effect criteria as researches are finding no meaningful relationship between quality of college teaching and selective admissions (Pascarella
2001)whereas , quality of student engagement is found to be positively linked with desirable learning outcomes (Carini et al 2004).
Review of Related Studies
Muhammad Hamid Ullah (2003) conducted the study under the topic”Comparison of the quality of higher education in public and private sector institutions in Pakistan”The objectives of the study were( a) to investigate the quality of staff of higher education in public and private sector institutions in Pakistan(b) to analyze the quality of students of higher education in public and private sector institutions in Pakistan(c) to examine the quality of management of higher education in public and private sector institutions in Pakistan (d) to compare the quality of infrastructure of higher education in public and private sector institutions in
Pakistan(e) to suggest measures for improvement of the quality of higher education in public and private sector institutions in Pakistan
The population of the study was all the public and private universities and degree awarding institutions in Pakistan.The sample was 20 universities/ degree awarding institutions;10 from public sector and 10 from the private sector.The respondents were 5 administrators,15 teachers and fifty students from each sample universities and were randomly selected Three questionnaires on five point (Likert scale) were used for qualitative and one questionnaire form was used for quantitative data collection. On the basis of this study conclusion were that buildings, classrooms, offices, laboratories, computer labs and libraries of private sector universities were better as compared to public sector institutions whereas playgrounds, common
lxxiv rooms, cafeteria hostels, dispensary were well established in public sector universities the study concluded that number of books, updated books, internet facilities, sufficient sitting capacity, and computerized catalogs in some of the public sector universities were more effective than private sector institutions But research journals/ magazines and qualified library staff of private sector universities were better than public sector. Transport, A.V aids, method of teaching like, team teaching, demonstration, discovery method, microteaching, problem solving and lecture methods are specially used and improved in private sector. Similarly, multimedia and other newer technologies of audiovisual aids are mostly used in private sector institutions. Teachers in private sector are more confident, competent and encouraging in student’s questioning creative thinking and active participation than the public sector universities. With respect to discipline, co curricular activities curriculum administration especially in organized task, provision of proper direction coordination, reporting and sufficient budgeting research facilities are far more productive than public sector. Total quality management and quality assurance is a key to unfold the wanted standards in any area of business. Both sectors don’t have any compliance with such total quality management levels particularly quality assurance, although private sector is not totally ignoring this field Some of the private sector institutions are focusing quality assurance to get required objectives although are less than sufficient
Arshad (2003) researched on the “ Attitude of teachers of higher education towards their profession’ The purpose of conducting this study was to examine the attitude of the teachers of higher education towards their profession. All the universities of Rawalpindi and Islamabad were taken as the sample of research study.
lxxv The following conclusion were drawn. 1) Teachers accepted challenges and extra workload if they received extra financial reward. 2) For professional competency and improvement there is no system of training for university teachers. Most of the teachers tried personally to improve their knowledge and skills. 3) Teachers are helpful and approachable for their students and give them spare time for guidance. 4) to have a more respect and status in society they wanted more incentives and facilities from the government and universities. 5) Majority of the teachers discouraged and insulted students in front of the whole class due to the lack of their maturity level. 6) to explain the difficult points of subject matter teachers give them relevant information and also take extra time. 7) Most of the teachers emphasized more on completion of the course work rather than how much students have learnt
Malik (2002) conducted a study under the topic” Factors effecting the development of female higher education in Pakistan and future strategies at university institute of education and research, university of Arid Rawalpindi.” For the degree of
PhD. The objective of the study was to analyze and utilization of fund for higher education. To examine the hindrance in the development of female higher education the sample was consisted on ten universities from universities of Pakistan. The categories of respondents were considered for data collection 30 students, 15teachers
5 parents 7experts from each sample university. On the basis of this study conclusion were that majority of the students, teachers and parents are not satisfied with teaching standard of higher education, and availability of physical and research facilities due to non availability of professional training, inadequate funds, libraries, journals, books, ill equipped laboratories etc. Recommendation of the study were improve the teaching standard of higher education revise curricula and make it updated to international
lxxvi standards improve the standard of examination quality research increase fund for higher education at least 4% of GNP and improve physical facilities.
Sikandar Hayat (1998) conducted the study under the topic “A study of organizational climate, job satisfaction and classroom performance of college teachers”. This was an ex-post facto study. The purpose of this study was first to classify government degree colleges of the Punjab, Pakistan into various organizational climates, then to explore whether some relationship existed between different climates and job satisfaction of college teachers and finally to find out relationship, if any between job satisfaction and classroom performance of college teachers at varying level of satisfaction.
Demographic and attribution variables such as size of the college, staff strength, stay in the college, qualification and length of service (experience) were also made basis of analysis while finding out the said relationship.
In all, four instruments were used to collect the data. This included 1) organizational climate description questionnaire (OCDQ), and adapted version of
Halpin and Craft (1966) to identify the organizational climate of the college under study ;2)College teacher job satisfaction questionnaire- Texas instrument (TI), again and adapted instruments, which meant for measuring job satisfaction of college teachers based on their perception;3) Demographic Variables information proforma
(DVIP), which contained items regarding situational and attributional variables of the respondents and 4) Sikandar’s classroom performance of college teachers questionnaire (SCPCTQ) , which was developed by the researcher to measure the classroom performance of college teachers on the basis of perception of their students.
Based on the research questions, 51 null hypotheses were formulated. Pearson product moment formula was applied as relevant statistical technique to find out the required
lxxvii correlation at .05 level of significance. Analysis of the data made through computer using statistical package for social science (SPSS) and “ STATISTIC” led to the major conclusion that 1) Open and Autonomous Climates were prevalent in majority of the colleges under study. 2) Open and Autonomous Climates showed positive and significant relationship between organizational climate and job satisfaction of college teachers 3)Age, qualifications, staff size, college size, length of service and stay in college were significantly correlated with job satisfaction of college teachers in open and Autonomous climates, 4) Only college size and staff size were found to be the predictors of job satisfaction across the organizational climates, 5) No single variable was found to have contributed towards job satisfaction in an open climate when studied in various combination, 6) College teachers with high scores on job satisfaction performed better in the classroom.
lxxviii CHAPTER III
METHODOLOGY
Nature of the Study
Nature of the study was survey type.
Population
Population consists of general education colleges (397), Directors of Public
Instruction/ Director General Education (2 DPI/DG), District Education Officers (36
DEOs), Principals, teachers and students of male and female colleges
Degree Colleges of General Education (Public Sector)
No. of Male No. of Female Name of Regions Total No. of Colleges colleges College
Punjab 382 182 200
Islamabad 15 5 10 Total 397 187 210
Sampling
Sample was selected randomly. Since government general education colleges are 382 in Punjab and 15 in Islamabad the researcher will select 50%, from
Islamabad, and 30% from Punjab as number of colleges of general education is greater there. From each selected institution the researcher will select principal of each college, 10 teachers and 20 students randomly. One DPI, (Education) one
Director General and 20% of all DEOs/DsE of selected Colleges in Pakistan to collect data.
lxxix Sample Size
Name of Regions Total No of Colleges Male Female
Islamabad 50%(7) 2 5
Punjab 30%(115) 55 60
Total 122 57 65
Details of Sample
Respondents Sr.No. Concerned Categories Male Female Total
1. Principals of selected colleges 57 65 122
2. Teachers, 10 from selected colleges 570 650 1220
3. Students, 20 from selected colleges 1140 1300 2440
4. DPI/DE of Colleges 2
5. 20 % of DEOs/DEs (36) of Colleges 7
TOTAL 3791
Sampling Technique
There are 35 districts in Punjab and one districts in Islamabad Sample was
30%of Punjab and 50% of Islamabad included in sample. Twenty percent (7) of
DEOs/DsE, (122) Principals, (1220) teachers and (2440) students were selected by stratified (male and female) using random method.
Tools of Data Collection
The data for this research comprises of facts, opinions and judgment. Keeping in view the nature of the study, questionnaires were used as instruments for collection
lxxx of data and were validated. The questionnaire were administered to different respondent from the degree colleges (general education) situated in Lahore i.e.
Government Islamia College for Men Railway Road, Government Shalimar College for Men, Government Baghbanpura College for Women, Government Islamia College for Women Cooper Road, and Government Islamia College for Women Lahore Cantt.
The questionnaires were revised in the light of the suggestions of the respondents.
After making necessary improvements, the questionnaires were finalized and were duplicated for use
Separate questionnaires for each category of respondents (DPIs, DEOs,
Principals, Teacher, and Students) were prepared based on the objectives of the study.
The respondents may or may not mention the names.
Following questionnaires were prepared:
1. Questionnaire for College Principals (No.1)
2. Questionnaire for College Teachers (No.2)
3. Questionnaire for College Students (No.3)
4. (Questionnaire for College Directors of public instruction (No.4)
5. Questionnaire for College District Education Officers (DEOs) ( No.5)
Questionnaire were closed ended having the statements or items in the form of three point scale i.e. Yes, No and To some extent. While questionnaires for DPIs/DsE were only at five point scale i.e., Strongly disagree, Disagree, Undecided, Agree,
Strongly agree. Few questions were open ended which were about their suggestions and comments.
For the purpose of analysis of the responses, numerical codes were assigned to the different responses. The response “strongly disagree” was assigned code 1, the
lxxxi response” disagree” was assigned code2, the response “undecided” was assigned code
3, the response “agree” was assigned code 4, and the response “strongly agree” was assigned code 5. The statements having responses Yes, No and To some extent were assigned code as 3 to yes, 2 to No and 1 to “To some extent”.
Data Collection
Unstructured and structured questions were scheduled for DPI/DG and
DEOs/DsE. Data were collected personally, through trained assistant and through mail, telephone and fax, and were arranged according to the given time by training of research assistants using telephone
Statistical Analysis
Data was analyzed according to information obtained through questionnaires using relevant statistical package .Chi square and percentage was used to check the significance of opinions of principals, teachers, students, DPI/DG and DEOs/DsE of colleges.
lxxxii CHAPTER 4
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of data collected through all the questionnaires. The data were analyzed through computer by
Statistical Package for Social Sciences (SPSS) using descriptive and inferential analysis of data is presented below under following headings.
1) Data Analysis for Students
2) Data Analysis for Teachers
3) Data Analysis for Principals
Data Analysis for Students
To identify the significant factors in educational crisis at college level in
Pakistan, this section provided the analysis in the ears of
1) Building
2) Student problems
3) Disciplinary problems
4) Availability of textbooks and curriculum
5) Conduct of examination
6) Miscellaneous
7) Educational crisis
8) Causes of educational crisis
Students were investigated on above areas of educational crisis facts were presented on above mentioned areas separately.
lxxxiii Building
Table 1: Class room furniture according the need of students
Gender Total Opinion of students Male Female No Response
Count 53 59 112 Yes % within Gender 45.7% 57.3% 50.5%
Count 14 18 32 No % within Gender 12.1% 17.5% 14.4%
Count 46 26 72 To some extent % within Gender 39.7% 25.2% 32.4%
Count 3 3 6 No Response % within Gender 2.6% 100.0% 2.7%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 1 show that 50.5% of the students agreed that class room furniture was according to the need of the students. 32.4% students said that furniture is available to some extent. 14.4% straight away said that furniture was not up to the need of the students.
Above cross table is given to drill this fact down to gender level of students.
lxxxiv Table 2: Labs with sufficient computer facilities
Gender Total Opinion of students Male Female No Response
Count 54 55 109 Yes % within Gender 46.6% 53.4% 49.1%
Count 18 32 50 No % within Gender 15.5% 31.1% 22.5%
Count 39 16 55 To some extent % within Gender 33.6% 15.5% 24.8%
Count 5 3 8 No Response % within Gender 4.3% 100.0% 3.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 2 shows the responses of students about the availability of sufficient computers in the lab.46.6% male and 53.4% female students said that there is sufficient number of computers in the lab. We can not ignore that 22.5% (15.5% male and 31.1% female) students said that computers were not sufficient in numbers in the lab.
lxxxv Table 3: Separate laboratories for B.Sc. Students
Gender Total Opinion of students Male Female No Response
Count 77 59 136 Yes % within Gender 66.4% 57.3% 61.3%
Count 26 40 66 No % within Gender 22.4% 38.8% 29.7%
Count 13 4 3 20 No Response % within Gender 11.2% 3.9% 100.0% 9.0%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
When students were questioned “Is there separate lab for B.Sc. students”, most of the students (61.3%) replied that they had separate lab for the B.Sc. students. Table
4 is complete answer to this question, overall and separate for male and female students.
lxxxvi Table 4: Equipments and Facilities according to the needs of students
Gender Opinion of students Total Male Female No Response
Count 41 42 83 Yes % within Gender 35.3% 40.8% 37.4%
Count 25 30 55 No % within Gender 21.6% 29.1% 24.8%
Count 47 30 77 To some extent % within Gender 40.5% 29.1% 34.7%
Count 3 1 3 7 No Response % within Gender 2.6% 1.0% 100.0% 3.2%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 4 presents very interesting information. 35.3% male and 40.8% female students said that in their colleges, equipments and facilities were according to the need of the students. 24.8% said no and 34.7% said “to some extent”.
lxxxvii Table 5: Availability of student retiring room
Gender Total Opinion of students Male Female No Response
Count 30 25 55 Yes % within Gender 25.9% 24.3% 24.8%
Count 69 73 142 No % within Gender 59.5% 70.9% 64.0%
Count 17 5 3 25 No Response % within Gender 14.7% 4.9% 100.0% 11.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
59.5% male and 70.9% (overall 64%) female students revealed that they there was no retiring room in their college. Only 24.8% said that they had retiring room available for them.
lxxxviii Table 6: Properly furnished student retiring room
Opinion of students Gender Total Male Female No Response
Count 12 14 26 Yes % within Gender 10.3% 13.6% 11.7%
Count 75 71 146 No % within Gender 64.7% 68.9% 65.8%
Count 17 12 29 To some extent % within Gender 14.7% 11.7% 13.1%
Count 12 6 3 21 No Response % within Gender 10.3% 5.8% 100.0% 9.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 6 shows, 68.8% students said that retiring room was not furnished. This high percentage with the answer of “No” is because of the fact presented in table 5, which stated that most of the students do not have retiring room.
lxxxix Table 7: Proper rates of eatables at cafeteria/canteen
Gender Total Opinion of students Male Female No Response
Count 44 51 95 Yes % within Gender 37.9% 49.5% 42.8%
Count 21 30 51 No % within Gender 18.1% 29.1% 23.0%
Count 41 21 62 To some extent % within Gender 35.3% 20.4% 27.9%
Count 10 1 3 14 No Response % within Gender 8.6% 1.0% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 7 shows that 42.8% students agreed that cafeteria in their college charges proper and controlled rates for the eatables. 23.0% students said that rates at cafeteria were not proper.
xc Student Problems
Table 8.1: Fee is affordable to students
Gender Total Student Opinion Male Female No Response
Count 71 74 145 Yes % within Gender 61.2% 71.8% 65.3%
Count 12 11 23 SP1 No % within Gender 10.3% 10.7% 10.4%
Count 33 18 3 54 No Response % within Gender 28.4% 17.5% 100.0% 24.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 8.1 shows that 65.3% students were agreed with the fee charged at the colleges. Only 10.4% students did not agree that fee is affordable for the students.
xci Table 8.2: Extra Funds collected from students
(Value tabulated = Yes)
Extra Fund Charged Count Percentage of Percentage of responses cases
Fun fair 109 17.8 61.6
Tours 137 22.3 77.4
Games 110 17.9 62.1
Dramas 90 14.6 50.8
Computer 95 15.5 53.7
Building Maintenance 73 11.9 41.2
Total 614 100 346.8
45 No response cases; 177 valid cases
Multiple response analysis was performed to access the responses of the students about whether extra funds were collected from the students. Students came with responses in “Yes” in about all type of activities where fund could be collected from students. 61.6% students said that they were charged funds for funfair while
77.4% students revealed that they were charged when tours were arranged at college.
Rest of the responses could be seen from the table 8.2
xcii Disciplinary Problems
Table 9: Orientation to students about discipline in start of session
Gender Total Responses of students Male Female No Response
Count 21 8 29 Strongly Disagree % within Gender 18.1% 7.8% 13.1%
Count 28 14 42 Disagree % within Gender 24.1% 13.6% 18.9%
Count 9 4 13 Undecided % within Gender 7.8% 3.9% 5.9%
Count 27 38 65 Agree % within Gender 23.3% 36.9% 29.3%
Count 27 33 60 Strongly Agree % within Gender 23.3% 32.0% 27.0%
Count 4 6 3 13 No Response % within Gender 3.4% 5.8% 100.0% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 9 shows that most of the students agreed that they were provided with the orientation about the discipline in the start of the session.
xciii Table 10: Discussion to resolve clashes among students and staff
Gender Total Student Opinion Male Female No Response
Count 16 9 25 Strongly Disagree % within Gender 13.8% 8.7% 11.3%
Count 40 22 62 Disagree % within Gender 34.5% 21.4% 27.9%
Count 17 7 24 Undecided % within Gender 14.7% 6.8% 10.8%
Count 34 36 70 Agree % within Gender 29.3% 35.0% 31.5%
Count 5 22 27 Strongly Agree % within Gender 4.3% 21.4% 12.2%
Count 4 7 3 14 No Response % within Gender 3.4% 6.8% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 10 shows almost normalized situation, 11.3% of the students were strongly agree with the statement that clashes among students and staff were resolved with discussion. At the same time 12.2% students were dissatisfied with this statement. It is interesting to note that disagree and agree ratios were almost same.
xciv Table 11: Necessity of student union, in development of democratic attitude and leadership qualities
Gender Responses of students Total Male Female No Response
Count 38 16 22 54 Strongly Disagree % within Gender 32.8% 15.5% 24.3%
Count 17 11 28 Disagree % within Gender 14.7% 10.7% 12.6%
Count 6 12 18 Undecided % within Gender 5.2% 11.7% 8.1%
Count 41 38 79 Agree % within Gender 35.3% 36.9% 35.6%
Count 10 19 29 Strongly Agree % within Gender 8.6% 18.4% 13.1%
Count 4 7 3 14 No Response % within Gender 3.4% 6.8% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 11 shows that 24.3% overall (32.8% Male and 15.5% Female) students were dissatisfied with the statement that: Necessity of student union, in development of democratic attitude and leadership qualities Moreover 13.1% students were strongly agree with this statement. Here most of the students were satisfied with this statement.
xcv Table 12: Co-curricular activities were well administered by college management
Responses of students Gender Total Male Female No Response
Count 13 10 23 Strongly Disagree % within Gender 11.2% 9.7% 10.4%
Count 6 18 24 Disagree % within Gender 5.2% 17.5% 10.8%
Count 16 15 31 Undecided % within Gender 13.8% 14.6% 14.0%
Count 45 28 73 Agree % within Gender 38.8% 27.2% 32.9%
Count 30 27 57 Strongly Agree % within Gender 25.9% 26.2% 25.7%
Count 6 5 3 14 No Response % within Gender 5.2% 4.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 12 shows that 10.4% overall (11.2% Male and 9.7% Female) students were dissatisfied with the statement that: Co-curricular activities were well administered by college management Moreover 25.7% students were strongly agreed with this statement. Here most of the students were satisfied with this statement.
xcvi Table 13: Students get classes regularly
Gender Total Responses of students Male Female No Response
Count 19 10 29 Strongly Disagree % within Gender 16.4% 9.7% 13.1%
Count 17 17 34 Disagree % within Gender 14.7% 16.5% 15.3%
Count 10 11 21 Undecided % within Gender 8.6% 10.7% 9.5%
Count 36 39 75 Agree % within Gender 31.0% 37.9% 33.8%
Count 27 21 48 Strongly Agree % within Gender 23.3% 20.4% 21.6%
Count 7 5 3 15 No Response % within Gender 6.0% 4.9% 100.0% 6.8%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 13 shows that 13.1% overall (16.4% Male and 9.7% Female) students were dissatisfied with the statement that: Students get classes regularly Moreover
21.6% students were strongly agreed with this statement. Here most of the students were satisfied with this statement.
xcvii Table 14: Teachers come to class well in time
Gender Total Responses of students Male Female No Response
Count 10 3 13 Strongly Disagree % within Gender 8.6% 2.9% 5.9%
Count 13 13 26 Disagree % within Gender 11.2% 12.6% 11.7%
Count 10 9 19 Undecided % within Gender 8.6% 8.7% 8.6%
Count 50 41 91 Agree % within Gender 43.1% 39.8% 41.0%
Count 28 32 60 Strongly Agree % within Gender 24.1% 31.1% 27.0%
Count 5 5 3 13 No Response % within Gender 4.3% 4.9% 100.0% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 14 shows that 5.9% overall (8.6% Male and 2.9% Female) students were dissatisfied with the statement that: Teachers come to class well in time
Moreover 27% students were strongly agree with this statement. Here most of the students were satisfied with this statement.
xcviii Table 15: Good behavior of students is reinforced and encouraged
Gender Total Responses of students Male Female No Response
Count 11 5 16 Strongly Disagree % within Gender 9.5% 4.9% 7.2%
Count 31 22 53 Disagree % within Gender 26.7% 21.4% 23.9%
Count 16 16 32 Undecided % within Gender 13.8% 15.5% 14.4%
Count 40 36 76 Agree % within Gender 34.5% 35.0% 34.2%
Count 13 21 34 Strongly Agree % within Gender 11.2% 20.4% 15.3%
Count 5 3 3 11 No Response % within Gender 4.3% 2.9% 100.0% 5.0%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 15 shows that 7.2% overall (9.5% Male and 4.9% Female) students were dissatisfied with the statement that: Good behavior of students is reinforced and encouraged Moreover 15.3% students were strongly agree with this statement. Here most of the students were satisfied with this statement.
xcix Table 16: Class participation of students is encouraged by teachers
Responses of students Gender Total Male Female No Response
Count 11 6 17 Strongly Disagree % within Gender 9.5% 5.8% 7.7%
Count 22 12 34 Disagree % within Gender 19.0% 11.7% 15.3%
Count 15 8 23 Undecided % within Gender 12.9% 7.8% 10.4%
Count 45 45 90 Agree % within Gender 38.8% 43.7% 40.5%
Count 16 28 44 Strongly Agree % within Gender 13.8% 27.2% 19.8%
Count 7 4 3 14 No Response % within Gender 6.0% 3.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 16 reveals that 7.7% overall (9.5% Male and 5.8% Female) students were dissatisfied with the statement that: Class participation of students is encouraged by teachers Moreover 19.8% students were strongly agree with this statement. Here most of the students were in favor with this statement.
c Table 17: Students were treated according to their ability
Responses of students Gender Total Male Female No Response
Count 15 14 29 Strongly Disagree % within Gender 12.9% 13.6% 13.1%
Count 18 22 40 Disagree % within Gender 15.5% 21.4% 18.0%
Count 18 8 26 Undecided % within Gender 15.5% 7.8% 11.7%
Count 51 39 90 Agree % within Gender 44.0% 37.9% 40.5%
Count 8 17 25 Strongly Agree % within Gender 6.9% 16.5% 11.3%
Count 6 3 3 12 No Response % within Gender 5.2% 2.9% 100.0% 5.4%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 17 reveals that 13.1% overall (12.9% Male and 13.6% Female) students were dissatisfied with the statement that: Students were treated according to their ability Moreover 11.3% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
ci Table 18: Students were awarded according to their performance in the class
Gender Responses of students Total Male Female No Response
Count 19 15 34 Strongly Disagree % within Gender 16.4% 14.6% 15.3%
Count 35 18 53 Disagree % within Gender 30.2% 17.5% 23.9%
Count 17 18 35 Undecided % within Gender 14.7% 17.5% 15.8%
Count 33 29 62 Agree % within Gender 28.4% 28.2% 27.9%
Count 7 20 27 Strongly Agree % within Gender 6.0% 19.4% 12.2%
Count 5 3 3 11 No Response % within Gender 4.3% 2.9% 100.0% 5.0%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 18 reveals that 15.3% overall (16.4% Male and 14.6% Female) students were dissatisfied with the statement that: Students were awarded according to their performance in the class Moreover 12.2% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cii Table 19: Students were assigned work according to their interest
Gender Total Responses of students Male Female No Response
Count 17 16 33 Strongly Disagree % within Gender 14.7% 15.5% 14.9%
Count 43 21 64 Disagree % within Gender 37.1% 20.4% 28.8%
Count 23 15 38 Undecided % within Gender 19.8% 14.6% 17.1%
Count 18 29 47 Agree % within Gender 15.5% 28.2% 21.2%
Count 9 15 24 Strongly Agree % within Gender 7.8% 14.6% 10.8%
Count 6 7 3 16 No Response % within Gender 5.2% 6.8% 100.0% 7.2%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 19 reveals that 14.9% overall (14.7% Male and 15.5% Female) students were dissatisfied with the statement that Students were assigned work according to their interest Moreover 10.8% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
ciii Table 20: Students were friendly towards each other
Gender Total Student Opinion Male Female No Response
Count 9 1 10 Strongly Disagree % within Gender 7.8% 1.0% 4.5%
Count 14 12 26 Disagree % within Gender 12.1% 11.7% 11.7%
Count 13 10 23 Undecided % within Gender 11.2% 9.7% 10.4%
Count 57 54 111 Agree % within Gender 49.1% 52.4% 50.0%
Count 18 24 42 Strongly Agree % within Gender 15.5% 23.3% 18.9%
Count 5 2 3 10 No Response % within Gender 4.3% 1.9% 100.0% 4.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 20 reveals that 4.5% overall (7.8% Male and 1% Female) students were dissatisfied with the statement that: Students were friendly towards each other
Moreover 18.9% students were strongly agree with this statement. Here most of the students were in favor with this statement.
civ Table 21: Teachers behavior towards students is pleasant
Gender Total Student Opinion Male Female No Response
Count 7 5 12 Strongly Disagree % within Gender 6.0% 4.9% 5.4%
Count 12 16 28 Disagree % within Gender 10.3% 15.5% 12.6%
Count 11 12 23 Undecided % within Gender 9.5% 11.7% 10.4%
Count 64 35 99 Agree % within Gender 55.2% 34.0% 44.6%
Count 15 30 45 Strongly Agree % within Gender 12.9% 29.1% 20.3%
Count 7 5 3 15 No Response % within Gender 6.0% 4.9% 100.0% 6.8%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 21 reveals that 5.4% overall (6% Male and 4.9% Female) students were dissatisfied with the statement that: Teachers behavior towards students is pleasant
Moreover 20.3% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cv Table 22.1: Teachers provide guidance for academic problems
Gender Total Student Opinion Male Female No Response
Count 9 19 28 Strongly Disagree % within Gender 7.8% 18.4% 12.6%
Count 11 6 17 Disagree % within Gender 9.5% 5.8% 7.7%
Count 15 8 23 Undecided % within Gender 12.9% 7.8% 10.4%
Count 35 30 65 Agree % within Gender 30.2% 29.1% 29.3%
Count 22 28 50 Strongly Agree % within Gender 19.0% 27.2% 22.5%
Count 24 12 3 39 No Response % within Gender 20.7% 11.7% 100.0% 17.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 22.1 reveals that 12.6% overall (7.8% Male and 18.4% Female) students were dissatisfied with the statement that: Teachers provide guidance for academic problems Moreover 22.5% students were strongly agree with this statement.
Here most of the students were in favor with this statement.
cvi Table 22.2: Teachers provide guidance for social problems of students
Gender Total Student Opinion Male Female No Response
Count 15 15 30 Strongly Disagree % within Gender 12.9% 14.6% 13.5%
Count 18 12 30 Disagree % within Gender 15.5% 11.7% 13.5%
Count 8 5 13 Undecided % within Gender 6.9% 4.9% 5.9%
Count 15 18 33 Agree % within Gender 12.9% 17.5% 14.9%
Count 12 9 21 Strongly Agree % within Gender 10.3% 8.7% 9.5%
Count 48 44 3 95 No Response % within Gender 41.4% 42.7% 100.0% 42.8%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 22.2 reveals that 13.5% overall (12.9% Male and 14.6% Female) students were dissatisfied with the statement that: Teachers provide guidance for social problems of students Moreover 9.5% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cvii Table 22.3: Teachers provide guidance for emotional problems of students
Gender Total Student Opinion Male Female No Response
Count 20 16 36 Strongly Disagree % within Gender 17.2% 15.5% 16.2%
Count 13 8 21 Disagree % within Gender 11.2% 7.8% 9.5%
Count 5 8 13 Undecided % within Gender 4.3% 7.8% 5.9%
Count 18 10 28 Agree % within Gender 15.5% 9.7% 12.6%
Count 12 10 22 Strongly Agree % within Gender 10.3% 9.7% 9.9%
Count 48 51 3 102 No Response % within Gender 41.4% 49.5% 100.0% 45.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 22.3 reveals that 16.2% overall (17.2% Male and 15.5% Female) students were dissatisfied with the statement that: Teachers provide guidance for social problems of students Moreover 9.9% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cviii Table 23: Students were equally treated by the teachers
Gender Total Responses of students Male Female No Response
Count 27 4 31 Strongly Disagree % within Gender 23.3% 3.9% 14.0%
Count 14 15 29 Disagree % within Gender 12.1% 14.6% 13.1%
Count 14 23 37 Undecided % within Gender 12.1% 22.3% 16.7%
Count 43 43 86 Agree % within Gender 37.1% 41.7% 38.7%
Count 11 15 26 Strongly Agree % within Gender 9.5% 14.6% 11.7%
Count 7 3 3 13 No Response % within Gender 6.0% 2.9% 100.0% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 23 reveals that 14% overall (23.3% Male and 3.9% Female) students were dissatisfied with the statement that: Students were equally treated by the teachers Moreover 11.7% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cix Table 24: Teachers go out of way to help the students
Gender Total Responses of students Male Female No Response
Count 29 10 39 Strongly Disagree % within Gender 25.0% 9.7% 17.6%
Count 20 24 44 Disagree % within Gender 17.2% 23.3% 19.8%
Count 17 30 47 Undecided % within Gender 14.7% 29.1% 21.2%
Count 37 24 61 Agree % within Gender 31.9% 23.3% 27.5%
Count 5 13 18 Strongly Agree % within Gender 4.3% 12.6% 8.1%
Count 8 2 3 13 No Response % within Gender 6.9% 1.9% 100.0% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 24 reveals that 17.6% overall (25% Male and 9.7% Female) students were dissatisfied with the statement that: Teachers go out of way to help the students
Moreover 8.1% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cx Table 25: Guidance and counseling is provided during subject selection
Gender Total Responses of students Male Female No Response
Count 18 14 32 Strongly Disagree % within Gender 15.5% 13.6% 14.4%
Count 12 16 28 Disagree % within Gender 10.3% 15.5% 12.6%
Count 18 18 36 Undecided % within Gender 15.5% 17.5% 16.2%
Count 46 29 75 Agree % within Gender 39.7% 28.2% 33.8%
Count 10 24 34 Strongly Agree % within Gender 8.6% 23.3% 15.3%
Count 12 2 3 17 No Response % within Gender 10.3% 1.9% 100.0% 7.7%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 25 reveals that 14.4% overall (15.5% Male and 13.6% Female) students were dissatisfied with the statement that: Guidance and counseling is provided during subject selection Moreover 15.3% students were strongly agree with this statement.
Here most of the students were in favor with this statement.
cxi Availability of text:
Table 26: Textbooks were easily available to students
Gender Total Responses of students Male Female No Response
Count 22 11 33 Strongly Disagree % within Gender 19.0% 10.7% 14.9%
Count 31 25 56 Disagree % within Gender 26.7% 24.3% 25.2%
Count 6 7 13 Undecided % within Gender 5.2% 6.8% 5.9%
Count 30 42 72 Agree % within Gender 25.9% 40.8% 32.4%
Count 21 17 38 Strongly Agree % within Gender 18.1% 16.5% 17.1%
Count 6 1 3 10 No Response % within Gender 5.2% 1.0% 100.0% 4.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 26 reveals that 14.9% overall (19% Male and 10.7% Female) students were dissatisfied with the statement that: Textbooks were easily available to students
Moreover 17.1% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxii Table 27: Textbooks were available at affordable prices to students in the market
Responses of students Gender Total Male Female No Response
Count 17 7 1 25 Strongly Disagree % within Gender 14.7% 6.8% 33.3% 11.3%
Count 24 24 1 49 Disagree % within Gender 20.7% 23.3% 33.3% 22.1%
Count 12 8 20 Undecided % within Gender 10.3% 7.8% 9.0%
Count 47 40 1 88 Agree % within Gender 40.5% 38.8% 33.3% 39.6%
Count 12 23 35 Strongly Agree % within Gender 10.3% 22.3% 15.8%
Count 4 1 5 No Response % within Gender 3.4% 1.0% 2.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 27 reveals that 11.3% overall (14.7% Male and 6.8% Female) students were dissatisfied with the statement that: Textbooks were available at affordable prices to students in the market Moreover 15.8% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxiii Table 28: Syllabi were covered in time
Gender Total Responses of students Male Female No Response
Count 12 15 3 30 Strongly Disagree % within Gender 10.3% 14.6% 100.0% 13.5%
Count 29 29 58 Disagree % within Gender 25.0% 28.2% 26.1%
Count 15 10 25 Undecided % within Gender 12.9% 9.7% 11.3%
Count 39 38 77 Agree % within Gender 33.6% 36.9% 34.7%
Count 17 10 27 Strongly Agree % within Gender 14.7% 9.7% 12.2%
Count 4 1 5 No Response % within Gender 3.4% 1.0% 2.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 28 reveals that 13.5% overall (10.3% Male and 14.6% Female) students were dissatisfied with the statement that: Syllabi were covered in time Moreover
12.2% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxiv Table 29.1: Additional reading material is provided to students
Responses of students Gender Total Male Female No Response
Count 29 25 1 55 Strongly Disagree % within Gender 25.0% 24.3% 33.3% 24.8%
Count 37 30 67 Disagree % within Gender 31.9% 29.1% 30.2%
Count 15 7 22 Undecided % within Gender 12.9% 6.8% 9.9%
Count 22 22 2 46 Agree % within Gender 19.0% 21.4% 66.7% 20.7%
Count 9 10 19 Strongly Agree % within Gender 7.8% 9.7% 8.6%
Count 4 9 13 No Response % within Gender 3.4% 8.7% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 29.1 reveals that 24.8% overall (25% Male and 24.3% Female) students were dissatisfied with the statement that: Additional reading material is provided to students Moreover 8.6% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxv Conduct of Examination
Table 29.2: Separate hall for examination is available in the college
Gender Total Responses of students Male Female No Response
Count 70 55 125 Yes % within Gender 60.3% 53.4% 56.3%
Count 33 40 73 No % within Gender 28.4% 38.8% 32.9%
Count 6 6 12 To Some Extent % within Gender 5.2% 5.8% 5.4%
Count 7 2 3 12 No response % within Gender 6.0% 1.9% 100.0% 5.4%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 29.2 shows that 56.3% overall (60.3% Male and 53.4% Female) students stated yes when asked whether: Separate hall for examination is available in the college Moreover 5.4% students were in favor to some extent with this statement.
Whereas 32.9% responded against above statement.
cxvi Table 30: Proper sitting arrangement for conduct of examination
Gender Responses of students Total Male Female No Response
Count 77 70 147 Yes % within Gender 66.4% 68.0% 66.2%
Count 16 20 36 No % within Gender 13.8% 19.4% 16.2%
Count 16 11 27 To Some Extent % within Gender 13.8% 10.7% 12.2%
Count 7 2 3 12 No response % within Gender 6.0% 1.9% 100.0% 5.4%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 30 shows that 66.2% overall (66.4% Male and 68% Female) students stated yes when asked whether: Proper sitting arrangement for conduct of examination Moreover 12.2% students were in favor to some extent with this statement. Whereas 16.2% responded against above statement.
cxvii Table 31: Heat controlling system at examination place
Responses of students Gender Total Male Female No Response
Count 30 22 52 Yes % within Gender 25.9% 21.4% 23.4%
Count 71 70 141 No % within Gender 61.2% 68.0% 63.5%
Count 7 8 15 To Some Extent % within Gender 6.0% 7.8% 6.8%
Count 8 3 3 14 No response % within Gender 6.9% 2.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 31 shows that 23.4% overall (25.9% Male and 21.4% Female) students stated yes when asked whether: Heat controlling system at examination place
Moreover 6.8% students were in favor to some extent with this statement. Whereas
63.5% responded against above statement.
cxviii Table 32: Proper supervision during conduct of examination
Responses of students Gender Total Male Female No Response
Count 81 78 159 Yes % within Gender 69.8% 75.7% 71.6%
Count 22 12 34 No % within Gender 19.0% 11.7% 15.3%
Count 7 9 16 To Some Extent % within Gender 6.0% 8.7% 7.2%
Count 6 4 3 13 No response % within Gender 5.2% 3.9% 100.0% 5.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 32 shows that 71.6% overall (69.8% Male and 75.7% Female) students stated yes when asked whether: Proper supervision during conduct of examination
Moreover 7.2% students were in favor to some extent with this statement. Whereas
15.3% responded against above statement.
cxix Table 33: opportunities for cheating strictly hindered
Responses of students Gender Total Male Female No Response
Count 69 62 131 Yes % within Gender 59.5% 60.2% 59.0%
Count 24 21 45 No % within Gender 20.7% 20.4% 20.3%
Count 12 17 29 To Some Extent % within Gender 10.3% 16.5% 13.1%
Count 11 3 3 17 No response % within Gender 9.5% 2.9% 100.0% 7.7%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 33 shows that 59% overall (59.5% Male and 60.2% Female) students stated yes when asked whether: opportunities for cheating strictly hindered
Moreover 13.1% students were in favor to some extent with this statement. Whereas
20.3% responded against above statement..
cxx Miscellaneous:
Table 34: Additional reading material is available to students
Gender Total Responses of students Male Female No Response
Count 39 20 59 Strongly Disagree % within Gender 33.6% 19.4% 26.6%
Count 32 23 55 Disagree % within Gender 27.6% 22.3% 24.8%
Count 8 20 28 Undecided % within Gender 6.9% 19.4% 12.6%
Count 17 34 51 Agree % within Gender 14.7% 33.0% 23.0%
Count 7 1 8 Strongly Agree % within Gender 6.0% 1.0% 3.6%
Count 13 5 3 21 No Response % within Gender 11.2% 4.9% 100.0% 9.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 34 reveals that 26.6% overall (33.6% Male and 19.4% Female) students were dissatisfied with the statement that: Additional reading material is available to students Moreover 3.6% students were strongly agreed with this statement. Here most of the students were not in favor with this statement.
cxxi Table 35: Principal goes out of way to help for student welfare
Gender Total Responses of students Male Female No Response
Count 28 8 36 Strongly Disagree % within Gender 24.1% 7.8% 16.2%
Count 36 32 68 Disagree % within Gender 31.0% 31.1% 30.6%
Count 20 20 40 Undecided % within Gender 17.2% 19.4% 18.0%
Count 10 33 43 Agree % within Gender 8.6% 32.0% 19.4%
Count 9 7 16 Strongly Agree % within Gender 7.8% 6.8% 7.2%
Count 13 3 3 19 No Response % within Gender 11.2% 2.9% 100.0% 8.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 35 reveals that 16.2% overall (24.1% Male and 7.8% Female) students were dissatisfied with the statement that: Principal goes out of way to help for student welfare Moreover 7.2% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxii Table 36-1: English should be medium of instruction
Responses of students Gender Total Male Female No Response
Count 11 9 20 Strongly Disagree % within Gender 9.5% 8.7% 9.0%
Count 19 12 31 Disagree % within Gender 16.4% 11.7% 14.0%
Count 9 10 19 Undecided % within Gender 7.8% 9.7% 8.6%
Count 19 23 42 Agree % within Gender 16.4% 22.3% 18.9%
Count 30 32 62 Strongly Agree % within Gender 25.9% 31.1% 27.9%
Count 28 17 3 48 No Response % within Gender 24.1% 16.5% 100.0% 21.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 36-1 reveals that 9% overall (9.5% Male and 8.7% Female) students were dissatisfied with the statement that: English should be medium of instruction
Moreover 27.9% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxiii Table 36-2: Urdu should be medium of instruction
Gender Responses of students Total Male Female No Response
Count 9 8 17 Strongly Disagree % within Gender 7.8% 7.8% 7.7%
Count 4 8 12 Disagree % within Gender 3.4% 7.8% 5.4%
Count 6 13 19 Undecided % within Gender 5.2% 12.6% 8.6%
Count 33 30 63 Agree % within Gender 28.4% 29.1% 28.4%
Count 9 14 23 Strongly Agree % within Gender 7.8% 13.6% 10.4%
Count 55 30 3 88 No Response % within Gender 47.4% 29.1% 100.0% 39.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 36-2 reveals that 7.7% overall (7.8% Male and 7.8% Female) students were dissatisfied with the statement that: Urdu should be medium of instruction
Moreover 10.4% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxiv Table 36-3: Local language should be medium of instruction
Gender Responses of students Total Male Female No Response
Count 28 24 52 Strongly Disagree % within Gender 24.1% 23.3% 23.4%
Count 3 13 16 Disagree % within Gender 2.6% 12.6% 7.2%
Count 5 12 17 Undecided % within Gender 4.3% 11.7% 7.7%
Count 13 4 17 Agree % within Gender 11.2% 3.9% 7.7%
Count 2 9 11 Strongly Agree % within Gender 1.7% 8.7% 5.0%
Count 65 41 3 109 No Response % within Gender 56.0% 39.8% 100.0% 49.1%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 36-3 reveals that 23.4% overall (24.1% Male and 23.3% Female) students were dissatisfied with the statement that: Local language should be medium of instruction Moreover 5% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxv Table 37: Proper transport facility for students
Gender Responses of students Total Male Female No Response
Count 22 33 55 Strongly Disagree % within Gender 19.0% 32.0% 24.8%
Count 5 15 20 Disagree % within Gender 4.3% 14.6% 9.0%
Count 7 6 13 Undecided % within Gender 6.0% 5.8% 5.9%
Count 22 18 40 Agree % within Gender 19.0% 17.5% 18.0%
Count 20 9 29 Strongly Agree % within Gender 17.2% 8.7% 13.1%
Count 40 22 3 65 No Response % within Gender 34.5% 21.4% 100.0% 29.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 37 reveals that 24.8% overall (19% Male and 32% Female) students were dissatisfied with the statement that: Proper transport facility for students
Moreover 13.1% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxvi Educational Crisis:
Table 38: Absence of technical programs in arts
Responses of students Gender Total Male Female No Response
Count 33 26 59 Strongly Disagree % within Gender 28.4% 25.2% 26.6%
Count 14 18 32 Disagree % within Gender 12.1% 17.5% 14.4%
Count 13 15 28 Undecided % within Gender 11.2% 14.6% 12.6%
Count 34 24 58 Agree % within Gender 29.3% 23.3% 26.1%
Count 6 14 20 Strongly Agree % within Gender 5.2% 13.6% 9.0%
Count 16 6 3 25 No Response % within Gender 13.8% 5.8% 100.0% 11.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 38 reveals that 26.6% overall (28.4% Male and 25.2% Female) students were dissatisfied with the statement that: Absence of technical programs in arts
Moreover 9% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxvii Table 39: Overcrowded classes
Gender Responses of students Total Male Female No Response
Count 15 18 33 Strongly Disagree % within Gender 12.9% 17.5% 14.9%
Count 13 20 33 Disagree % within Gender 11.2% 19.4% 14.9%
Count 15 9 24 Undecided % within Gender 12.9% 8.7% 10.8%
Count 43 40 83 Agree % within Gender 37.1% 38.8% 37.4%
Count 24 11 35 Strongly Agree % within Gender 20.7% 10.7% 15.8%
Count 6 5 3 14 No Response % within Gender 5.2% 4.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 39 reveals that 14.9% overall (12.9% Male and 17.5% Female) students were dissatisfied with the statement that: Overcrowded classes Moreover 15.8% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxviii Table 40: Shortage of teachers
Gender Responses of students Total Male Female No Response
Count 18 14 32 Strongly Disagree % within Gender 15.5% 13.6% 14.4%
Count 11 24 35 Disagree % within Gender 9.5% 23.3% 15.8%
Count 17 7 24 Undecided % within Gender 14.7% 6.8% 10.8%
Count 40 39 79 Agree % within Gender 34.5% 37.9% 35.6%
Count 23 13 36 Strongly Agree % within Gender 19.8% 12.6% 16.2%
Count 7 6 3 16 No Response % within Gender 6.0% 5.8% 100.0% 7.2%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 40 reveals that 14.4% overall (15.5% Male and 13.6% Female) students were dissatisfied with the statement that: Shortage of teachers Moreover 16.2% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxxix Table 41: Teachers perform other duties in addition to teaching
Gender Responses of students Total Male Female No Response
Count 19 10 29 Strongly Disagree % within Gender 16.4% 9.7% 13.1%
Count 17 20 37 Disagree % within Gender 14.7% 19.4% 16.7%
Count 16 16 32 Undecided % within Gender 13.8% 15.5% 14.4%
Count 44 37 81 Agree % within Gender 37.9% 35.9% 36.5%
Count 14 15 29 Strongly Agree % within Gender 12.1% 14.6% 13.1%
Count 6 5 3 14 No Response % within Gender 5.2% 4.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 41 reveals that 13.1% overall (16.4% Male and 9.7% Female) students were dissatisfied with the statement that: Teachers perform other duties in addition to teaching Moreover 13.1% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxx Table 42: Lack of cooperation among college staff & administration
Gender Responses of students Total Male Female No Response
Count 27 11 38 Strongly Disagree % within Gender 23.3% 10.7% 17.1%
Count 17 21 38 Disagree % within Gender 14.7% 20.4% 17.1%
Count 23 19 42 Undecided % within Gender 19.8% 18.4% 18.9%
Count 20 15 35 Agree % within Gender 17.2% 14.6% 15.8%
Count 13 9 22 Strongly Agree % within Gender 11.2% 8.7% 9.9%
Count 16 28 3 47 No Response % within Gender 13.8% 27.2% 100.0% 21.2%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 42 reveals that 17.1% overall (23.3% Male and 10.7% Female) students were dissatisfied with the statement that: Lack of cooperation among college staff & administration Moreover 9.9% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxxi Table 43: No change in curriculum with respect to global needs & technologies
Gender Responses of students Total Male Female No Response
Count 20 16 36 Strongly Disagree % within Gender 17.2% 15.5% 16.2%
Count 19 23 42 Disagree % within Gender 16.4% 22.3% 18.9%
Count 31 27 58 Undecided % within Gender 26.7% 26.2% 26.1%
Count 19 17 36 Agree % within Gender 16.4% 16.5% 16.2%
Count 21 15 36 Strongly Agree % within Gender 18.1% 14.6% 16.2%
Count 6 5 3 14 No Response % within Gender 5.2% 4.9% 100.0% 6.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 43 reveals that 16.2% overall (17.2% Male and 15.5% Female) students were dissatisfied with the statement that: No change in curriculum with respect to global needs & technologies Moreover 16.2% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxxii Table 44: Lack of new course combination
Gender Responses of students Total Male Female No Response
Count 17 12 29 Strongly Disagree % within Gender 14.7% 11.7% 13.1%
Count 12 13 25 Disagree % within Gender 10.3% 12.6% 11.3%
Count 21 23 44 Undecided % within Gender 18.1% 22.3% 19.8%
Count 34 25 59 Agree % within Gender 29.3% 24.3% 26.6%
Count 16 21 37 Strongly Agree % within Gender 13.8% 20.4% 16.7%
Count 16 9 3 28 No Response % within Gender 13.8% 8.7% 100.0% 12.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 44 reveals that 13.1% overall (14.7% Male and 11.7% Female) students were dissatisfied with the statement that: Lack of new course combination Moreover
16.7% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxxxiii Table 45: Lack of incentive on better performance
Gender Responses of students Total Male Female No Response
Count 15 7 22 Strongly Disagree % within Gender 12.9% 6.8% 9.9%
Count 27 21 48 Disagree % within Gender 23.3% 20.4% 21.6%
Count 16 26 42 Undecided % within Gender 13.8% 25.2% 18.9%
Count 20 25 45 Agree % within Gender 17.2% 24.3% 20.3%
Count 18 14 32 Strongly Agree % within Gender 15.5% 13.6% 14.4%
Count 20 10 3 33 No Response % within Gender 17.2% 9.7% 100.0% 14.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 45 reveals that 9.9% overall (12.9% Male and 6.8% Female) students were dissatisfied with the statement that: Lack of incentive on better performance
Moreover 14.4% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxxiv Table 46: Lack of PH.D. Teachers
Gender Responses of students Total Male Female No Response
Count 29 14 43 Strongly Disagree % within Gender 25.0% 13.6% 19.4%
Count 9 7 16 Disagree % within Gender 7.8% 6.8% 7.2%
Count 21 13 34 Undecided % within Gender 18.1% 12.6% 15.3%
Count 9 13 22 Agree % within Gender 7.8% 12.6% 9.9%
Count 12 16 28 Strongly Agree % within Gender 10.3% 15.5% 12.6%
Count 36 40 3 79 No Response % within Gender 31.0% 38.8% 100.0% 35.6%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 46 reveals that 19.4% overall (25% Male and 13.6% Female) students were dissatisfied with the statement that: Lack of PH.D. Teachers Moreover 12.6% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxxv Table 47: Shortage of physical facilities
Gender Responses of students Total Male Female No Response
Count 31 13 44 Strongly Disagree % within Gender 26.7% 12.6% 19.8%
Count 12 12 24 Disagree % within Gender 10.3% 11.7% 10.8%
Count 12 7 19 Undecided % within Gender 10.3% 6.8% 8.6%
Count 29 22 51 Agree % within Gender 25.0% 21.4% 23.0%
Count 10 20 30 Strongly Agree % within Gender 8.6% 19.4% 13.5%
Count 22 29 3 54 No Response % within Gender 19.0% 28.2% 100.0% 24.3%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 47 reveals that 19.8% overall (26.7% Male and 12.6% Female) students were dissatisfied with the statement that: Shortage of physical facilities Moreover
13.5% students were strongly agreed with this statement. Here most of the students were in favor with this statement.
cxxxvi Following were some of the educational crisis statements recorded by the students.
. College management should invite the local companies that hire students for
internships
. Shortage of class rooms, Shortage of computer labs
. Teacher should complete the course on time and take test
. Teacher should complete their course in time
. Lack of practical knowledge, workshops arrangement etc for business students
at bachelor level.
. Lack of games, we want transport system
. Lack of guidance. Teachers do not guide their students
cxxxvii Table 48: Political activist compel admission out of merit
Gender Responses of students Total Male Female No Response
Count 18 13 31 Strongly Disagree % within Gender 15.5% 12.6% 14.0%
Count 10 18 28 Disagree % within Gender 8.6% 17.5% 12.6%
Count 44 28 72 Undecided % within Gender 37.9% 27.2% 32.4%
Count 15 11 26 Agree % within Gender 12.9% 10.7% 11.7%
Count 19 5 24 Strongly Agree % within Gender 16.4% 4.9% 10.8%
Count 10 28 3 41 No Response % within Gender 8.6% 27.2% 100.0% 18.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 48 reveals that 14% overall (15.5% Male and 12.6% Female) students were dissatisfied with the statement that: Political activist compel admission out of merit Moreover 10.8% students were strongly agree with this statement. Here most of the students were not in favor with this statement.
cxxxviii Table 49: Teacher association interfere in college affairs
Gender Responses of students Total Male Female No Response
Count 7 8 15 Strongly Disagree % within Gender 6.0% 7.8% 6.8%
Count 17 20 37 Disagree % within Gender 14.7% 19.4% 16.7%
Count 38 18 56 Undecided % within Gender 32.8% 17.5% 25.2%
Count 27 23 50 Agree % within Gender 23.3% 22.3% 22.5%
Count 16 6 22 Strongly Agree % within Gender 13.8% 5.8% 9.9%
Count 11 28 3 42 No Response % within Gender 9.5% 27.2% 100.0% 18.9%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 49 reveals that 6.8% overall (6% Male and 7.8% Female) students were dissatisfied with the statement that: Teacher association interfere in college affairs
Moreover 9.9% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxxxix Table 50: Student association interfere in college affairs
Gender Responses of students Total Male Female No Response
Count 12 8 20 Strongly Disagree % within Gender 10.3% 7.8% 9.0%
Count 14 11 25 Disagree % within Gender 12.1% 10.7% 11.3%
Count 47 17 64 Undecided % within Gender 40.5% 16.5% 28.8%
Count 17 33 50 Agree % within Gender 14.7% 32.0% 22.5%
Count 16 6 22 Strongly Agree % within Gender 13.8% 5.8% 9.9%
Count 10 28 3 41 No Response % within Gender 8.6% 27.2% 100.0% 18.5%
Count 116 103 3 222 Total % within Gender 100.0% 100.0% 100.0% 100.0%
Table 50 reveals that 9% overall (10.3% Male and 7.8% Female) students were dissatisfied with the statement that: Student association interfere in college affairs Moreover 9.9% students were strongly agree with this statement. Here most of the students were in favor with this statement.
cxl Following were the suggestions given by the students to improve the college education.
. Change the structure of education
. Co-Curriculum activities should be arranged
. Collaboration among the teachers and political issues/environment's
. College management should conduct orientation program at the start of the
session.
. Courses should be revised according to the new technology
. Create opportunities for students to relate what they learn to their daily lives.
. It’s necessary to give permission of showing our thoughts in democratic way.
. Moral excellence is not only duty of students, but also of teachers. They
should be trained to react in well behavior with students.
. People at administrative posts should be skilled in their respective areas rather
than in their subject.
. Provide learning environment where students can express themselves freely
. A proactive, strong leadership required. Be more welcoming towards
recreational and entertaining students.
. For the improvement of college. The method of teaching should improve.
There must be cafeteria or canteen for the improvement of our health for
healthy mind.
cxli Data Analysis for teachers
Staffroom
Table 51: Satisfaction of staffroom facilities
(Value tabulated = yes)
Facilities Count Responses (%) Cases (%)
Sofas 140 14.3 55.1
Chairs 239 24.5 94.1
Carpets 92 9.4 36.2
Air conditioned 30 3.1 11.8
Hot & Cold water 156 16.0 61.4
Tea Arrangement 137 14.0 53.9
Lockers 182 18.6 71.7
Total responses 976 100.0 384.3
18 No response; 254 valid cases
Table 51 shows multiple response analysis for staff room facilities. Last column’s total exceeds 100% as all of the variables responses were grouped into one variable. This table shows that 11.8% of the teachers were having staffrooms without air conditioner. Rest of the facilities is up to the level except the carpets in the staff room (only 36.2% of the respondents said yes they had carpeted staff room).
cxlii Table 52: College has teachers residences
DESIGNATION
Total Associate Assistant No Teachers Responses Professor Lecturer Professor Professor Response
Count 1 3 6 42 52 Yes % within 25.0% 12.5% 9.8% 24.7% 19.1% Designation
Count 2 20 53 117 11 203 No % within 50.0% 83.3% 86.9% 68.8% 84.6% 74.6% Designation
Count 1 1 2 11 2 17 Response % within 25.0% 4.2% 3.3% 6.5% 15.4% 6.3% Designation
Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Designation
Table 52 shows that 19.1% overall (9.6% assistant professor and 24.7%
lecturer) were agreed with that: college has teachers residences. On the other hand
74.6% were disagreed with the given statement, which resultant that most of the
teachers were disagree with this statement.
cxliii Discipline Problems
Table 53: Discussion to resolve clashes among college staff
DESIGNATION
Associate Assistant No Total Teachers responses Professor Lecturer Professor Professor Response Count 1 5 20 1 27 Strongly % within Disagree 4.2% 8.2% 11.8% 7.7% 9.9% DESIGNATION Count 12 15 39 7 73 Disagree % within 50.0% 24.6% 22.9% 53.8% 26.8% DESIGNATION Count 1 2 6 11 1 21 Undecided % within 25.0% 8.3% 9.8% 6.5% 7.7% 7.7% DESIGNATION
Count 1 3 23 70 3 100 Agree % within 25.0% 12.5% 37.7% 41.2% 23.1% 36.8% DESIGNATION Count 1 3 6 24 34 Strongly % within Agree 25.0% 12.5% 9.8% 14.1% 12.5% DESIGNATION Count 1 3 6 6 1 17 No % within Response 25.0% 12.5% 9.8% 3.5% 7.7% 6.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 53 reveals that 9.9% overall (11.8% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Discussion to resolve
clashes among college staff Moreover 26.8% teachers were disagree with this
statement. On the other hand 36.8% of the teachers were agreed and 12.5% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxliv Table 54: Discussion to resolve clashes among students and staff
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 4 5 15 24 Strongly % within Disagree 16.7% 8.2% 8.8% 8.8% DESIGNATION Count 1 12 15 32 7 67 Disagree % within 25.0% 50.0% 24.6% 18.8% 53.8% 24.6% DESIGNATION Count 1 5 14 1 21 Undecided % within 4.2% 8.2% 8.2% 7.7% 7.7% DESIGNATION
Count 1 1 24 79 4 109 Agree % within 25.0% 4.2% 39.3% 46.5% 30.8% 40.1% DESIGNATION Count 1 2 5 24 32 Strongly % within Agree 25.0% 8.3% 8.2% 14.1% 11.8% DESIGNATION Count 1 4 7 6 1 19 No % within Response 25.0% 16.7% 11.5% 3.5% 7.7% 7.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 54 reveals that 8.8% overall (8.8% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Discussion to resolve
clashes among students and staff Moreover 24.6% teachers were disagree with this
statement. On the other hand 40.1% of the teachers were agreed and 11.8% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxlv Table 55: Discussion with administration to resolve formal group clashes
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 3 4 8 Strongly % within Disagree 4.2% 4.9% 2.4% 2.9% DESIGNATION Count 10 14 39 7 70 Disagree % within 41.7% 23.0% 22.9% 53.8% 25.7% DESIGNATION Count 1 1 6 9 1 18 Undecided % within 25.0% 4.2% 9.8% 5.3% 7.7% 6.6% DESIGNATION
Count 1 7 26 93 4 131 Agree % within 25.0% 29.2% 42.6% 54.7% 30.8% 48.2% DESIGNATION Count 1 1 6 18 26 Strongly % within Agree 25.0% 4.2% 9.8% 10.6% 9.6% DESIGNATION Count 1 4 6 7 1 19 No % within Response 25.0% 16.7% 9.8% 4.1% 7.7% 7.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 55 reveals that 2.9% overall (2.4% Lecturers and 4.9% Assistant
professors) teachers were dissatisfied with the statement that: Discussion with
administration to resolve formal group clashes Moreover 25.7% teachers were
disagree with this statement. On the other hand 48.2% of the teachers were agreed and
9.6% were strongly agreed with above mentioned statement. Here most of the
teachers were agreed with this statement.
cxlvi Table 56: Necessity of student union, in development of democratic attitude and leadership qualities
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 13 30 46 Strongly % within Disagree 12.5% 21.3% 17.6% 16.9% DESIGNATION Count 1 4 15 29 1 50 Disagree % within 25.0% 16.7% 24.6% 17.1% 7.7% 18.4% DESIGNATION Count 4 15 19 Undecided % within 6.6% 8.8% 7.0% DESIGNATION
Count 2 14 15 68 9 108 Agree % within 50.0% 58.3% 24.6% 40.0% 69.2% 39.7% DESIGNATION Count 3 8 21 2 34 Strongly % within Agree 12.5% 13.1% 12.4% 15.4% 12.5% DESIGNATION Count 1 6 7 1 15 No % within Response 25.0% 9.8% 4.1% 7.7% 5.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 56 reveals that 16.9% overall (17.6% Lecturers and 21.3% Assistant
professors) teachers were dissatisfied with the statement that: Necessity of student
union, in development of democratic attitude and leadership qualities Moreover
18.4% teachers were disagree with this statement. On the other hand 39.7% of the
teachers were agreed and 12.5% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
cxlvii Availability of Text Books and Curriculum
Table 57: Availability of quality text books
DESIGNATION
Associate Assistant No Total Teachers Responses Professor Lecturer Professor Professor Response Count 1 1 14 16 Strongly % within Disagree 4.2% 1.6% 8.2% 5.9% DESIGNATION Count 2 9 20 46 8 85 Disagree % within 50.0% 37.5% 32.8% 27.1% 61.5% 31.3% DESIGNATION Count 1 2 2 16 21 Undecided % within 25.0% 8.3% 3.3% 9.4% 7.7% DESIGNATION
Count 1 4 22 61 4 92 Agree % within 25.0% 16.7% 36.1% 35.9% 30.8% 33.8% DESIGNATION Count 3 5 19 27 Strongly % within Agree 12.5% 8.2% 11.2% 9.9% DESIGNATION Count 5 11 14 1 31 No % within Response 20.8% 18.0% 8.2% 7.7% 11.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 57 reveals that 5.9% overall (8.2% Lecturers and 1.6% Assistant
professors) teachers were dissatisfied with the statement that: Availability of quality
text books Moreover 31.3% teachers were disagree with this statement. On the other
hand 33.8% of the teachers were agreed and 9.9% were strongly agreed with above
mentioned statement. Here most of the teachers were agreed with this statement.
cxlviii Table 58: Comprehensive text books and up to the students level
DESIGNATION
Associate Assistant No Total Teachers Responses Professor Lecturer Professor Professor Response Count 1 3 5 9 Strongly % within Disagree 4.2% 4.9% 2.9% 3.3% DESIGNATION Count 1 10 20 59 8 98 Disagree % within 25.0% 41.7% 32.8% 34.7% 61.5% 36.0% DESIGNATION Count 4 14 18 Undecided % within 6.6% 8.2% 6.6% DESIGNATION
Count 1 8 24 60 4 97 Agree % within 25.0% 33.3% 39.3% 35.3% 30.8% 35.7% DESIGNATION Count 2 4 16 22 Strongly % within Agree 8.3% 6.6% 9.4% 8.1% DESIGNATION Count 2 3 6 16 1 28 No % within Response 50.0% 12.5% 9.8% 9.4% 7.7% 10.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 58 reveals that 3.3% overall (2.9% Lecturers and 4.9% Assistant
professors) teachers were dissatisfied with the statement that: comprehensive text
books and up to the students level Moreover 36% teachers were disagree with this
statement. On the other hand 35.7% of the teachers were agreed and 8.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxlix Table 59: Syllabus covered in time
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 11 14 Strongly % within Disagree 4.9% 6.5% 5.1% DESIGNATION Count 10 16 25 8 59 Disagree % within 41.7% 26.2% 14.7% 61.5% 21.7% DESIGNATION Count 1 1 7 9 Undecided % within 4.2% 1.6% 4.1% 3.3% DESIGNATION
Count 2 9 27 84 3 125 Agree % within 50.0% 37.5% 44.3% 49.4% 23.1% 46.0% DESIGNATION Count 1 3 10 35 1 50 Strongly % within Agree 25.0% 12.5% 16.4% 20.6% 7.7% 18.4% DESIGNATION Count 1 1 4 8 1 15 No % within Response 25.0% 4.2% 6.6% 4.7% 7.7% 5.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 59 reveals that 5.1% overall (6.5% Lecturers and 4.9% Assistant
professors) teachers were dissatisfied with the statement that: syllabus covered in time
Moreover 21.7% teachers were disagree with this statement. On the other hand 46%
of the teachers were agreed and 18.4% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
cl Table 60: Curriculum according to the market needs of students
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 10 18 28 Strongly % within Disagree 16.4% 10.6% 10.3% DESIGNATION Count 1 17 21 61 8 108 Disagree % within 25.0% 70.8% 34.4% 35.9% 61.5% 39.7% DESIGNATION Count 1 8 17 3 29 Undecided % within 4.2% 13.1% 10.0% 23.1% 10.7% DESIGNATION
Count 1 3 14 44 1 63 Agree % within 25.0% 12.5% 23.0% 25.9% 7.7% 23.2% DESIGNATION Count 1 3 16 20 Strongly % within Agree 4.2% 4.9% 9.4% 7.4% DESIGNATION Count 2 2 5 14 1 24 No % within Response 50.0% 8.3% 8.2% 8.2% 7.7% 8.8% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 60 reveals that 10.3% overall (10.6% Lecturers and 16.4% Assistant
professors) teachers were dissatisfied with the statement that: curriculum according to
the market needs of students Moreover 39.7% teachers were disagree with this
statement. On the other hand 23.2% of the teachers were agreed and 7.4% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
cli Table 61: change of curriculum at proper time
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 4 33 39 Strongly % within Disagree 25.0% 4.2% 6.6% 19.4% 14.3% DESIGNATION Count 17 26 63 10 116 Disagree % within 70.8% 42.6% 37.1% 76.9% 42.6% DESIGNATION Count 1 1 3 18 1 24 Undecided % within 25.0% 4.2% 4.9% 10.6% 7.7% 8.8% DESIGNATION
Count 1 2 15 32 1 51 Agree % within 25.0% 8.3% 24.6% 18.8% 7.7% 18.8% DESIGNATION Count 2 7 15 24 Strongly % within Agree 8.3% 11.5% 8.8% 8.8% DESIGNATION Count 1 1 6 9 1 18 No % within Response 25.0% 4.2% 9.8% 5.3% 7.7% 6.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 61 reveals that 14.3% overall (19.4% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: change of curriculum at
proper time Moreover 42.6% teachers were disagree with this statement. On the other
hand 18.8% of the teachers were agreed and 8.8% were strongly agreed with above
mentioned statement. Here most of the teachers were disagreed with this statement.
clii Table 62: involvement of teachers in curriculum changes
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 10 36 2 51 Strongly % within Disagree 25.0% 8.3% 16.4% 21.2% 15.4% 18.8% DESIGNATION Count 2 11 20 61 7 101 Disagree % within 50.0% 45.8% 32.8% 35.9% 53.8% 37.1% DESIGNATION Count 1 3 13 17 Undecided % within 4.2% 4.9% 7.6% 6.3% DESIGNATION
Count 5 18 27 2 52 Agree % within 20.8% 29.5% 15.9% 15.4% 19.1% DESIGNATION Count 1 5 19 25 Strongly % within Agree 4.2% 8.2% 11.2% 9.2% DESIGNATION Count 1 4 5 14 2 26 No % within Response 25.0% 16.7% 8.2% 8.2% 15.4% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 62 reveals that 18.8% overall (21.2% Lecturers and 16.4% Assistant
professors) teachers were dissatisfied with the statement that: involvement of teachers
in curriculum changes Moreover 37.1% teachers were disagree with this statement.
On the other hand 19.1% of the teachers were agreed and 9.2% were strongly agreed
with above mentioned statement. Here most of the teachers were disagreed with this
statement.
cliii Table 63: Students use key books instead of text books
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 5 20 1 28 Strongly % within Disagree 8.3% 8.2% 11.8% 7.7% 10.3% DESIGNATION Count 1 7 11 39 1 59 Disagree % within 25.0% 29.2% 18.0% 22.9% 7.7% 21.7% DESIGNATION Count 3 8 1 12 Undecided % within 4.9% 4.7% 7.7% 4.4% DESIGNATION
Count 1 13 25 70 9 118 Agree % within 25.0% 54.2% 41.0% 41.2% 69.2% 43.4% DESIGNATION Count 9 20 29 Strongly % within Agree 14.8% 11.8% 10.7% DESIGNATION Count 2 2 8 13 1 26 No % within Response 50.0% 8.3% 13.1% 7.6% 7.7% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 63 reveals that 10.3% overall (11.8% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: students use key books
instead of text books Moreover 21.7% teachers were disagree with this statement. On
the other hand 43.4% of the teachers were agreed and 10.7% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
cliv Table 64: Curriculum fulfills the national goals
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 15 26 44 Strongly % within Disagree 12.5% 24.6% 15.3% 16.2% DESIGNATION Count 1 14 17 48 7 87 Disagree % within 25.0% 58.3% 27.9% 28.2% 53.8% 32.0% DESIGNATION Count 2 7 31 2 42 Undecided % within 8.3% 11.5% 18.2% 15.4% 15.4% DESIGNATION
Count 1 3 11 28 1 44 Agree % within 25.0% 12.5% 18.0% 16.5% 7.7% 16.2% DESIGNATION Count 1 4 22 1 28 Strongly % within Agree 4.2% 6.6% 12.9% 7.7% 10.3% DESIGNATION Count 2 1 7 15 2 27 No % within Response 50.0% 4.2% 11.5% 8.8% 15.4% 9.9% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 64 reveals that 16.2% overall (15.3% Lecturers and 24.6% Assistant
professors) teachers were dissatisfied with the statement that: curriculum fulfills the
national goals Moreover 32% teachers were disagree with this statement. On the
other hand 16.2% of the teachers were agreed and 10.3% were strongly agreed with
above mentioned statement. Here most of the teachers were disagreed with this
statement.
clv Conduct of Examination
Table 65: Proper supervision during the conduct of examination
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 19 36 118 12 187 Yes % within 50.0% 79.2% 59.0% 69.4% 92.3% 68.8% DESIGNATION Count 2 4 5 11 No % within 8.3% 6.6% 2.9% 4.0% DESIGNATION
Count 1 2 14 41 58 To some % within extent 25.0% 8.3% 23.0% 24.1% 21.3% DESIGNATION Count 1 1 7 6 1 16 No % within Response 25.0% 4.2% 11.5% 3.5% 7.7% 5.9% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 65 reveals that 68.8% overall ( 69.4% lecturer and 59.0% assistant
professor) stated yes when they asked: Proper supervision during the conduct of
examination. While only 4.0% were against the above statement. On the other hand
there were 21.3% in the favor of to some extent with this statement.
clvi Table 66: Opportunities for cheatings strictly hindered
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 21 30 100 12 166 Yes % within 75.0% 87.5% 49.2% 58.8% 92.3% 61.0% DESIGNATION Count 1 8 25 34 No % within 4.2% 13.1% 14.7% 12.5% DESIGNATION
Count 1 15 36 52 To some % within extent 4.2% 24.6% 21.2% 19.1% DESIGNATION Count 1 1 8 9 1 20 No % within Response 25.0% 4.2% 13.1% 5.3% 7.7% 7.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 66 shows that there were 61.0% overall stated yes when they asked that:
Opportunities for cheatings strictly hindered. Moreover 19.1% were in the favor of
some extent with this statement. Only 12.5% teachers were stated no, which means
that most of teachers were agreed with this statement.
clvii Table 67: Examination system emphasis on rote leaning from books
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 16 19 95 7 140 Yes % within 75.0% 66.7% 31.1% 55.9% 53.8% 51.5% DESIGNATION Count 1 6 9 16 No % within 4.2% 9.8% 5.3% 5.9% DESIGNATION
Count 2 10 17 1 30 To some % within extent 8.3% 16.4% 10.0% 7.7% 11.0% DESIGNATION Count 1 5 26 49 5 86 No % within Response 25.0% 20.8% 42.6% 28.8% 38.5% 31.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 67 shows that 51.5% overall (31.1% assistant professor and 55.9%
lecturer) were agreed with that: Examination system emphasis on rote leaning from
books. Moreover 11.0% teachers were stated to some extent with this statement and
only 5.9% were not in favor of this statement.
clviii Table 68: Examination system emphasis on conceptual understanding of academics
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 3 9 23 68 5 108 Yes % within 75.0% 37.5% 37.7% 40.0% 38.5% 39.7% DESIGNATION Count 1 8 16 25 No % within 4.2% 13.1% 9.4% 9.2% DESIGNATION
Count 4 8 16 1 29 To some % within extent 16.7% 13.1% 9.4% 7.7% 10.7% DESIGNATION Count 1 10 22 70 7 110 No % within Response 25.0% 41.7% 36.1% 41.2% 53.8% 40.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 68 mentioned that overall 39.7% (37.7% assistant professor and 40.0%
lecturer) were stated yes when they asked: Examination system emphasis on
conceptual understanding of academics. On the other hand only 9.2% stated no and
10.7% were in the favor of to some extent. This shows that most of teachers were in
the favor of above statement.
clix Teachers Problems
Table 69: Availability of additional reading material to teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 6 22 30 Strongly % within Disagree 50.0% 9.8% 12.9% 11.0% DESIGNATION Count 14 17 31 7 69 Disagree % within 58.3% 27.9% 18.2% 53.8% 25.4% DESIGNATION Count 2 2 1 5 Undecided % within 8.3% 3.3% .6% 1.8% DESIGNATION
Count 2 6 26 92 5 131 Agree % within 50.0% 25.0% 42.6% 54.1% 38.5% 48.2% DESIGNATION Count 1 4 17 22 Strongly % within Agree 4.2% 6.6% 10.0% 8.1% DESIGNATION Count 1 6 7 1 15 No % within Response 4.2% 9.8% 4.1% 7.7% 5.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 69 reveals that 11% overall (12.9% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Availability of
additional reading material to teachers Moreover 25.4% teachers were disagree with
this statement. On the other hand 48.2% of the teachers were agreed and 8.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clx Table 70: Availability of teacher guides to teachers
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 2 10 27 2 43 Strongly % within Disagree 50.0% 8.3% 16.4% 15.9% 15.4% 15.8% DESIGNATION Count 1 12 20 57 7 97 Disagree % within 25.0% 50.0% 32.8% 33.5% 53.8% 35.7% DESIGNATION Count 3 6 7 1 17 Undecided % within 12.5% 9.8% 4.1% 7.7% 6.3% DESIGNATION
Count 1 5 15 65 2 88 Agree % within 25.0% 20.8% 24.6% 38.2% 15.4% 32.4% DESIGNATION Count 1 6 7 Strongly % within Agree 1.6% 3.5% 2.6% DESIGNATION Count 2 9 8 1 20 No % within Response 8.3% 14.8% 4.7% 7.7% 7.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 70 reveals that 15.8% overall (15.9% Lecturers and 16.4% Assistant
professors) teachers were dissatisfied with the statement that: Availability of teacher
guides to teachers Moreover 35.7% teachers were disagree with this statement. On
the other hand 32.4% of the teachers were agreed and 2.6% were strongly agreed with
above mentioned statement. Here most of the teachers were disagreed with this
statement.
clxi Table 71: Opportunities of refresher courses provided to teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 14 32 1 48 Strongly % within Disagree 25.0% 23.0% 18.8% 7.7% 17.6% DESIGNATION Count 1 13 20 49 8 91 Disagree % within 25.0% 54.2% 32.8% 28.8% 61.5% 33.5% DESIGNATION Count 2 12 14 Undecided % within 3.3% 7.1% 5.1% DESIGNATION
Count 2 8 14 48 2 74 Agree % within 50.0% 33.3% 23.0% 28.2% 15.4% 27.2% DESIGNATION Count 1 2 20 1 24 Strongly % within Agree 4.2% 3.3% 11.8% 7.7% 8.8% DESIGNATION Count 2 9 9 1 21 No % within Response 8.3% 14.8% 5.3% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 71 reveals that 17.6% overall (18.8% Lecturers and 23% Assistant
professors) teachers were dissatisfied with the statement that: Opportunities of
refresher courses provided to teachers Moreover 33.5% teachers were disagree with
this statement. On the other hand 27.2% of the teachers were agreed and 8.8% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
clxii Table 72: Distribution of work according to the teacher ability
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 6 13 21 Strongly % within Disagree 50.0% 9.8% 7.6% 7.7% DESIGNATION Count 13 19 46 8 86 Disagree % within 54.2% 31.1% 27.1% 61.5% 31.6% DESIGNATION Count 1 2 12 15 Undecided % within 4.2% 3.3% 7.1% 5.5% DESIGNATION
Count 2 7 22 64 3 98 Agree % within 50.0% 29.2% 36.1% 37.6% 23.1% 36.0% DESIGNATION Count 2 2 25 1 30 Strongly % within Agree 8.3% 3.3% 14.7% 7.7% 11.0% DESIGNATION Count 1 10 10 1 22 No % within Response 4.2% 16.4% 5.9% 7.7% 8.1% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 72 reveals that 7.7% overall (7.6% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Distribution of work
according to the teacher ability Moreover 31.6% teachers were disagree with this
statement. On the other hand 36% of the teachers were agreed and 11% were strongly
agreed with above mentioned statement. Here most of the teachers were agreed with
this statement.
clxiii Table 73: Teachers seek help and cooperation from principal in solving problems
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 5 11 18 Strongly % within Disagree 25.0% 4.2% 8.2% 6.5% 6.6% DESIGNATION Count 8 17 37 3 65 Disagree % within 33.3% 27.9% 21.8% 23.1% 23.9% DESIGNATION Count 1 1 14 6 22 Undecided % within 4.2% 1.6% 8.2% 46.2% 8.1% DESIGNATION
Count 2 10 25 61 2 100 Agree % within 50.0% 41.7% 41.0% 35.9% 15.4% 36.8% DESIGNATION Count 1 2 7 38 1 49 Strongly % within Agree 25.0% 8.3% 11.5% 22.4% 7.7% 18.0% DESIGNATION Count 2 6 9 1 18 No % within Response 8.3% 9.8% 5.3% 7.7% 6.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table73 reveals that 6.6% overall (6.5% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Teachers seek help and
cooperation from principal in solving problems Moreover 23.9% teachers were
disagree with this statement. On the other hand 36.8% of the teachers were agreed and
18% were strongly agreed with above mentioned statement. Here most of the teachers
were agreed with this statement.
clxiv Table 74: Principal discriminates among teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 9 14 25 Strongly % within Disagree 8.3% 14.8% 8.2% 9.2% DESIGNATION Count 1 9 16 49 1 76 Disagree % within 25.0% 37.5% 26.2% 28.8% 7.7% 27.9% DESIGNATION Count 3 8 16 7 34 Undecided % within 12.5% 13.1% 9.4% 53.8% 12.5% DESIGNATION
Count 1 7 16 60 3 87 Agree % within 25.0% 29.2% 26.2% 35.3% 23.1% 32.0% DESIGNATION Count 3 10 13 Strongly % within Agree 4.9% 5.9% 4.8% DESIGNATION Count 2 3 9 21 2 37 No % within Response 50.0% 12.5% 14.8% 12.4% 15.4% 13.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 74 reveals that 9.2% overall (8.2% Lecturers and 14.8% Assistant
professors) teachers were dissatisfied with the statement that: Principal discriminates
among teachers Moreover 27.9% teachers were disagree with this statement. On the
other hand 32% of the teachers were agreed and 4.8% were strongly agreed with
above mentioned statement. Here most of the teachers were disagreed with this
statement.
clxv Table 75: Pleasant interaction of Principal with the staff
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 5 7 Strongly % within Disagree 3.3% 2.9% 2.6% DESIGNATION Count 9 28 1 38 Disagree % within 14.8% 16.5% 7.7% 14.0% DESIGNATION Count 1 20 21 Undecided % within 4.2% 11.8% 7.7% DESIGNATION
Count 2 17 33 71 7 130 Agree % within 50.0% 70.8% 54.1% 41.8% 53.8% 47.8% DESIGNATION Count 2 4 9 33 2 50 Strongly % within Agree 50.0% 16.7% 14.8% 19.4% 15.4% 18.4% DESIGNATION Count 2 8 13 3 26 No % within Response 8.3% 13.1% 7.6% 23.1% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 75 reveals that 2.6% overall (2.9% Lecturers and 3.3% Assistant
professors) teachers were dissatisfied with the statement that: Pleasant interaction of
Principal with the staff Moreover 14% teachers were disagree with this statement. On
the other hand 47.8% of the teachers were agreed and 18.4% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
clxvi Table 76: Principal visits the classrooms while teacher teaching
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 4 9 1 14 Strongly % within Disagree 6.6% 5.3% 7.7% 5.1% DESIGNATION Count 12 15 49 8 84 Disagree % within 50.0% 24.6% 28.8% 61.5% 30.9% DESIGNATION Count 1 1 4 14 20 Undecided % within 25.0% 4.2% 6.6% 8.2% 7.4% DESIGNATION
Count 2 6 19 66 2 95 Agree % within 50.0% 25.0% 31.1% 38.8% 15.4% 34.9% DESIGNATION Count 1 1 10 24 1 37 Strongly % within Agree 25.0% 4.2% 16.4% 14.1% 7.7% 13.6% DESIGNATION Count 4 9 8 1 22 No % within Response 16.7% 14.8% 4.7% 7.7% 8.1% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 76 reveals that 5.1% overall (5.3% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Principal visits the
classrooms while teacher teaching Moreover 30.9% teachers were disagree with this
statement. On the other hand 34.9% of the teachers were agreed and 13.6% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxvii Table 77: Principal discussion with teachers about classroom visits
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 5 8 Strongly % within Disagree 4.2% 3.3% 2.9% 2.9% DESIGNATION Count 12 20 48 8 88 Disagree % within 50.0% 32.8% 28.2% 61.5% 32.4% DESIGNATION Count 1 2 6 22 1 32 Undecided % within 25.0% 8.3% 9.8% 12.9% 7.7% 11.8% DESIGNATION
Count 2 5 21 65 3 96 Agree % within 50.0% 20.8% 34.4% 38.2% 23.1% 35.3% DESIGNATION Count 1 1 3 22 27 Strongly % within Agree 25.0% 4.2% 4.9% 12.9% 9.9% DESIGNATION Count 3 9 8 1 21 No % within Response 12.5% 14.8% 4.7% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 77 reveals that 2.9% overall (2.9% Lecturers and 3.3% Assistant
professors) teachers were dissatisfied with the statement that: Principal discussion
with teachers about classroom visits Moreover 32.4% teachers were disagree with this
statement. On the other hand 35.3% of the teachers were agreed and 9.9% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxviii Table 78: Guidance of principal about official work provided to the staff
DESIGNATION
Associate Assistant No Total Professor Lecturer Professor Professor Response Count 4 7 11 Strongly % within Disagree 6.6% 4.1% 4.0% DESIGNATION Count 7 14 30 1 52 Disagree % within 29.2% 23.0% 17.6% 7.7% 19.1% DESIGNATION Count 2 6 12 1 21 Undecided % within 8.3% 9.8% 7.1% 7.7% 7.7% DESIGNATION
Count 3 12 22 86 3 126 Agree % within 75.0% 50.0% 36.1% 50.6% 23.1% 46.3% DESIGNATION Count 1 2 5 28 1 37 Strongly % within Agree 25.0% 8.3% 8.2% 16.5% 7.7% 13.6% DESIGNATION Count 1 10 7 7 25 No % within Response 4.2% 16.4% 4.1% 53.8% 9.2% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 78 reveals that 4% overall (4.1% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Guidance of principal
about official work provided to the staff Moreover 19.1% teachers were disagree with
this statement. On the other hand 46.3% of the teachers were agreed and 13.6% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxix Table 79: overloaded teacher’s work schedule
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 6 12 20 Strongly % within Disagree 25.0% 4.2% 9.8% 7.1% 7.4% DESIGNATION Count 1 7 11 45 2 66 Disagree % within 25.0% 29.2% 18.0% 26.5% 15.4% 24.3% DESIGNATION Count 2 1 4 14 21 Undecided % within 50.0% 4.2% 6.6% 8.2% 7.7% DESIGNATION
Count 12 24 70 3 109 Agree % within 50.0% 39.3% 41.2% 23.1% 40.1% DESIGNATION Count 7 21 7 35 Strongly % within Agree 11.5% 12.4% 53.8% 12.9% DESIGNATION Count 3 9 8 1 21 No % within Response 12.5% 14.8% 4.7% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 79 reveals that 7.4% overall (7.1% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: overloaded teacher’s
work schedule Moreover 24.3% teachers were disagree with this statement. On the
other hand 40.1% of the teachers were agreed and 12.9% were strongly agreed with
above mentioned statement. Here most of the teachers were agreed with this
statement.
clxx Table 80: Other Responsibilities obstruct the teaching of teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 7 13 1 24 Strongly % within Disagree 25.0% 8.3% 11.5% 7.6% 7.7% 8.8% DESIGNATION Count 1 6 13 49 69 Disagree % within 25.0% 25.0% 21.3% 28.8% 25.4% DESIGNATION Count 2 1 3 20 1 27 Undecided % within 50.0% 4.2% 4.9% 11.8% 7.7% 9.9% DESIGNATION
Count 11 20 62 8 101 Agree % within 45.8% 32.8% 36.5% 61.5% 37.1% DESIGNATION Count 2 7 12 1 22 Strongly % within Agree 8.3% 11.5% 7.1% 7.7% 8.1% DESIGNATION Count 2 11 14 2 29 No % within Response 8.3% 18.0% 8.2% 15.4% 10.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 80 reveals that 8.8% overall (7.6% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: Other Responsibilities
obstruct the teaching of teachers Moreover 25.4% teachers were disagree with this
statement. On the other hand 37.1% of the teachers were agreed and 8.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxxi Table 81: Staff promotion is often at due time
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 4 30 52 2 90 Strongly % within Disagree 50.0% 16.7% 49.2% 30.6% 15.4% 33.1% DESIGNATION Count 1 12 15 54 3 85 Disagree % within 25.0% 50.0% 24.6% 31.8% 23.1% 31.3% DESIGNATION Count 1 1 24 26 Undecided % within 25.0% 1.6% 14.1% 9.6% DESIGNATION
Count 5 6 15 7 33 Agree % within 20.8% 9.8% 8.8% 53.8% 12.1% DESIGNATION Count 2 2 13 17 Strongly % within Agree 8.3% 3.3% 7.6% 6.3% DESIGNATION Count 1 7 12 1 21 No % within Response 4.2% 11.5% 7.1% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 81 reveals that 33.1% overall (30.6% Lecturers and 49.2% Assistant
professors) teachers were dissatisfied with the statement that: Staff promotion is often
at due time Moreover 31.3% teachers were disagree with this statement. On the other
hand 12.1% of the teachers were agreed and 6.3% were strongly agreed with above
mentioned statement. Here most of the teachers were disagreed with this statement.
clxxii Table 82: Principal go out of way for teacher’s welfare
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 11 13 Strongly % within Disagree 3.3% 6.5% 4.8% DESIGNATION Count 11 21 39 10 81 Disagree % within 45.8% 34.4% 22.9% 76.9% 29.8% DESIGNATION Count 2 3 4 27 36 Undecided % within 50.0% 12.5% 6.6% 15.9% 13.2% DESIGNATION
Count 1 6 22 55 2 86 Agree % within 25.0% 25.0% 36.1% 32.4% 15.4% 31.6% DESIGNATION Count 1 3 2 27 33 Strongly % within Agree 25.0% 12.5% 3.3% 15.9% 12.1% DESIGNATION Count 1 10 11 1 23 No % within Response 4.2% 16.4% 6.5% 7.7% 8.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 82 reveals that 4.8% overall (6.5% Lecturers and 3.3% Assistant
professors) teachers were dissatisfied with the statement that: Principal go out of way
for teacher’s welfare Moreover 29.8% teachers were disagree with this statement. On
the other hand 31.6% of the teachers were agreed and 12.1% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
clxxiii Table 83: Teachers were friendly towards each other
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 6 9 Strongly % within Disagree 4.2% 3.3% 3.5% 3.3% DESIGNATION Count 1 9 12 1 23 Disagree % within 4.2% 14.8% 7.1% 7.7% 8.5% DESIGNATION Count 1 1 11 13 Undecided % within 4.2% 1.6% 6.5% 4.8% DESIGNATION
Count 3 18 31 98 9 159 Agree % within 75.0% 75.0% 50.8% 57.6% 69.2% 58.5% DESIGNATION Count 1 2 7 34 1 45 Strongly % within Agree 25.0% 8.3% 11.5% 20.0% 7.7% 16.5% DESIGNATION Count 1 11 9 2 23 No % within Response 4.2% 18.0% 5.3% 15.4% 8.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 83 reveals that 3.3% overall (3.5% Lecturers and 3.3% Assistant
professors) teachers were dissatisfied with the statement that: Teachers were friendly
towards each other Moreover 8.5% teachers were disagree with this statement. On the
other hand 58.5% of the teachers were agreed and 16.5% were strongly agreed with
above mentioned statement. Here most of the teachers were agreed with this
statement.
clxxiv Table 84: Teachers take part in research activities in relevant areas
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 7 13 22 Strongly % within Disagree 8.3% 11.5% 7.6% 8.1% DESIGNATION Count 13 20 67 9 109 Disagree % within 54.2% 32.8% 39.4% 69.2% 40.1% DESIGNATION Count 1 3 3 19 26 Undecided % within 25.0% 12.5% 4.9% 11.2% 9.6% DESIGNATION
Count 2 4 16 33 3 58 Agree % within 50.0% 16.7% 26.2% 19.4% 23.1% 21.3% DESIGNATION Count 7 23 30 Strongly % within Agree 11.5% 13.5% 11.0% DESIGNATION Count 1 2 8 15 1 27 No % within Response 25.0% 8.3% 13.1% 8.8% 7.7% 9.9% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 84 reveals that 8.1% overall (7.6% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: teachers take part in
research activities in relevant areas Moreover 40.1% teachers were disagree with this
statement. On the other hand 21.3% of the teachers were agreed and 11% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
clxxv Table 85: Medium of instruction should be English language
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 3 9 31 44 Strongly % within Disagree 25.0% 12.5% 14.8% 18.2% 16.2% DESIGNATION Count 2 8 4 14 Disagree % within 8.3% 13.1% 2.4% 5.1% DESIGNATION Count 2 6 8 Undecided % within 3.3% 3.5% 2.9% DESIGNATION
Count 9 10 45 9 73 Agree % within 37.5% 16.4% 26.5% 69.2% 26.8% DESIGNATION Count 2 2 7 21 1 33 Strongly % within Agree 50.0% 8.3% 11.5% 12.4% 7.7% 12.1% DESIGNATION Count 1 8 25 63 3 100 No % within Response 25.0% 33.3% 41.0% 37.1% 23.1% 36.8% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 85 reveals that 16.2% overall (18.2% Lecturers and 14.8% Assistant
professors) teachers were dissatisfied with the statement that: Medium of instruction
should be English language Moreover 5.1% teachers were disagree with this
statement. On the other hand 26.8% of the teachers were agreed and 12.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxxvi Table 86: Medium of instruction should be Urdu Language
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 7 23 30 Strongly % within Disagree 11.5% 13.5% 11.0% DESIGNATION Count 2 3 5 1 11 Disagree % within 8.3% 4.9% 2.9% 7.7% 4.0% DESIGNATION Count 5 1 6 Undecided % within 2.9% 7.7% 2.2% DESIGNATION
Count 1 12 11 28 52 Agree % within 25.0% 50.0% 18.0% 16.5% 19.1% DESIGNATION Count 2 3 5 28 1 39 Strongly % within Agree 50.0% 12.5% 8.2% 16.5% 7.7% 14.3% DESIGNATION Count 1 7 35 81 10 134 No % within Response 25.0% 29.2% 57.4% 47.6% 76.9% 49.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 86 reveals that 11% overall (13.5% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: Medium of instruction
should be Urdu Language Moreover 4% teachers were disagree with this statement.
On the other hand 19.1% of the teachers were agreed and 14.3% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
clxxvii Table 87: Medium of instruction should be Local Language
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 3 21 1 26 Strongly % within Disagree 4.2% 4.9% 12.4% 7.7% 9.6% DESIGNATION Count 1 2 2 5 Disagree % within 4.2% 3.3% 1.2% 1.8% DESIGNATION Count 1 1 4 6 Undecided % within 4.2% 1.6% 2.4% 2.2% DESIGNATION
Count 3 5 18 1 27 Agree % within 12.5% 8.2% 10.6% 7.7% 9.9% DESIGNATION Count 2 2 10 14 Strongly % within Agree 50.0% 3.3% 5.9% 5.1% DESIGNATION Count 2 18 48 115 11 194 No % within Response 50.0% 75.0% 78.7% 67.6% 84.6% 71.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 87 reveals that 9.6% overall (12.4% Lecturers and 4.9% Assistant
professors) teachers were dissatisfied with the statement that: Medium of instruction
should be Local Language Moreover 1.8% teachers were disagree with this statement.
On the other hand 9.9% of the teachers were agreed and 5.1% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
clxxviii Table 88: Teachers consult latest researches in their relevant subject
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 10 19 32 Strongly % within Disagree 25.0% 8.3% 16.4% 11.2% 11.8% DESIGNATION Count 16 25 53 10 104 Disagree % within 66.7% 41.0% 31.2% 76.9% 38.2% DESIGNATION Count 1 2 1 18 22 Undecided % within 25.0% 8.3% 1.6% 10.6% 8.1% DESIGNATION
Count 1 3 13 44 2 63 Agree % within 25.0% 12.5% 21.3% 25.9% 15.4% 23.2% DESIGNATION Count 1 5 28 34 Strongly % within Agree 25.0% 8.2% 16.5% 12.5% DESIGNATION Count 1 7 8 1 17 No % within Response 4.2% 11.5% 4.7% 7.7% 6.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 88 reveals that 11.8% overall (11.2% Lecturers and 16.4% Assistant
professors) teachers were dissatisfied with the statement that: Teachers consult latest
researches in their relevant subject Moreover 38.2% teachers were disagree with this
statement. On the other hand 23.2% of the teachers were agreed and 12.5% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
clxxix Table 89: Teachers invite experts in class to deliver talks on academic issue
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 1 11 25 39 Strongly % within Disagree 50.0% 4.2% 18.0% 14.7% 14.3% DESIGNATION Count 1 14 24 68 10 117 Disagree % within 25.0% 58.3% 39.3% 40.0% 76.9% 43.0% DESIGNATION Count 2 23 25 Undecided % within 3.3% 13.5% 9.2% DESIGNATION
Count 1 6 11 22 2 42 Agree % within 25.0% 25.0% 18.0% 12.9% 15.4% 15.4% DESIGNATION Count 2 3 25 30 Strongly % within Agree 8.3% 4.9% 14.7% 11.0% DESIGNATION Count 1 10 7 1 19 No % within Response 4.2% 16.4% 4.1% 7.7% 7.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 89 reveals that 14.3% overall (14.7% Lecturers and 18% Assistant
professors) teachers were dissatisfied with the statement that: Teachers invite experts
in class to deliver talks on academic issue Moreover 43% teachers were disagree with
this statement. On the other hand 15.4% of the teachers were agreed and 11% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
clxxx Table 90: Teaching is up dated and responded to new trends
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 12 10 24 Strongly % within Disagree 25.0% 4.2% 19.7% 5.9% 8.8% DESIGNATION Count 1 15 20 56 9 101 Disagree % within 25.0% 62.5% 32.8% 32.9% 69.2% 37.1% DESIGNATION Count 1 3 20 1 25 Undecided % within 4.2% 4.9% 11.8% 7.7% 9.2% DESIGNATION
Count 1 6 11 59 2 79 Agree % within 25.0% 25.0% 18.0% 34.7% 15.4% 29.0% DESIGNATION Count 1 4 18 23 Strongly % within Agree 25.0% 6.6% 10.6% 8.5% DESIGNATION Count 1 11 7 1 20 No % within Response 4.2% 18.0% 4.1% 7.7% 7.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 90 reveals that 8.8% overall (5.9% Lecturers and 19.7% Assistant
professors) teachers were dissatisfied with the statement that: Teaching is up dated
and responded to new trends Moreover 37.1% teachers were disagree with this
statement. On the other hand 29% of the teachers were agreed and 8.5% were strongly
agreed with above mentioned statement. Here most of the teachers were disagreed
with this statement.
clxxxi Table 91: Proper transport facility for teachers
DESIGNATION Teachers Responses No Associate Assistant Total Professor Lecturer Response Professor Professor
Count 2 12 25 67 4 110 Strongly % within Disagree 50.0% 50.0% 41.0% 39.4% 30.8% 40.4% DESIGNATION Count 1 6 18 60 8 93 Disagree % within 25.0% 25.0% 29.5% 35.3% 61.5% 34.2% DESIGNATION Count 1 4 5 Undecided % within 1.6% 2.4% 1.8% DESIGNATION
Count 3 3 20 26 Agree % within 12.5% 4.9% 11.8% 9.6% DESIGNATION Count 1 4 11 16 Strongly % within Agree 25.0% 6.6% 6.5% 5.9% DESIGNATION Count 3 10 8 1 22 No % within Response 12.5% 16.4% 4.7% 7.7% 8.1% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 91 reveals that 40.4% overall (39.4% Lecturers and 41% Assistant
professors) teachers were dissatisfied with the statement that: Proper transport facility
for teachers Moreover 34.2% teachers were disagree with this statement. On the other
hand 9.6% of the teachers were agreed and 5.9% were strongly agreed with above
mentioned statement. Here most of the teachers were disagreed with this statement.
clxxxii Educational Crisis
Table 92: Short duration of degree program as compare to other countries
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 2 8 31 43 Strongly % within Disagree 50.0% 8.3% 13.1% 18.2% 15.8% DESIGNATION Count 1 8 13 55 1 78 Disagree % within 25.0% 33.3% 21.3% 32.4% 7.7% 28.7% DESIGNATION Count 4 18 1 23 Undecided % within 6.6% 10.6% 7.7% 8.5% DESIGNATION
Count 1 5 23 40 10 79 Agree % within 25.0% 20.8% 37.7% 23.5% 76.9% 29.0% DESIGNATION Count 7 5 17 29 Strongly % within Agree 29.2% 8.2% 10.0% 10.7% DESIGNATION Count 2 8 9 1 20 No % within Response 8.3% 13.1% 5.3% 7.7% 7.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 92 reveals that 15.8% overall (18.2% Lecturers and 13.1% Assistant
professors) teachers were dissatisfied with the statement that: Short duration of degree
program as compare to other countries Moreover 28.7% teachers were disagree with
this statement. On the other hand 29% of the teachers were agreed and 10.7% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
clxxxiii Table 93: Absence of technical programs in arts education degree program
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 3 4 22 1 32 Strongly % within Disagree 50.0% 12.5% 6.6% 12.9% 7.7% 11.8% DESIGNATION Count 2 20 22 Disagree % within 3.3% 11.8% 8.1% DESIGNATION Count 1 1 2 13 17 Undecided % within 25.0% 4.2% 3.3% 7.6% 6.3% DESIGNATION
Count 12 35 86 10 143 Agree % within 50.0% 57.4% 50.6% 76.9% 52.6% DESIGNATION Count 1 5 9 22 1 38 Strongly % within Agree 25.0% 20.8% 14.8% 12.9% 7.7% 14.0% DESIGNATION Count 3 9 7 1 20 No % within Response 12.5% 14.8% 4.1% 7.7% 7.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 93 reveals that 11.8% overall (12.9% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Absence of technical
programs in arts education degree program Moreover 8.1% teachers were disagree
with this statement. On the other hand 52.6% of the teachers were agreed and 14%
were strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxxxiv Table 94: Over crowded classes
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 5 23 29 Strongly % within Disagree 25.0% 8.2% 13.5% 10.7% DESIGNATION Count 3 9 12 Disagree % within 4.9% 5.3% 4.4% DESIGNATION Count 2 3 7 12 Undecided % within 8.3% 4.9% 4.1% 4.4% DESIGNATION
Count 2 12 27 94 11 146 Agree % within 50.0% 50.0% 44.3% 55.3% 84.6% 53.7% DESIGNATION Count 1 7 14 31 1 54 Strongly % within Agree 25.0% 29.2% 23.0% 18.2% 7.7% 19.9% DESIGNATION Count 3 9 6 1 19 No % within Response 12.5% 14.8% 3.5% 7.7% 7.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 94 reveals that 10.7% overall (13.5% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Over crowded classes
Moreover 4.4% teachers were disagree with this statement. On the other hand 53.7%
of the teachers were agreed and 19.9% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
clxxxv Table 95: Shortage of teachers
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 6 12 19 Strongly % within Disagree 25.0% 9.8% 7.1% 7.0% DESIGNATION Count 1 3 11 15 Disagree % within 4.2% 4.9% 6.5% 5.5% DESIGNATION Count 1 1 4 6 Undecided % within 4.2% 1.6% 2.4% 2.2% DESIGNATION
Count 2 13 30 82 10 137 Agree % within 50.0% 54.2% 49.2% 48.2% 76.9% 50.4% DESIGNATION Count 1 5 12 48 1 67 Strongly % within Agree 25.0% 20.8% 19.7% 28.2% 7.7% 24.6% DESIGNATION Count 4 9 13 2 28 No % within Response 16.7% 14.8% 7.6% 15.4% 10.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 95 reveals that 7% overall (7.1% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Shortage of teachers
Moreover 5.5% teachers were disagree with this statement. On the other hand 50.4%
of the teachers were agreed and 24.6% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
clxxxvi Table 96: Weak coordination between government and college authorities
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 4 4 1 11 Strongly % within Disagree 8.3% 6.6% 2.4% 7.7% 4.0% DESIGNATION Count 2 12 15 2 31 Disagree % within 8.3% 19.7% 8.8% 15.4% 11.4% DESIGNATION Count 3 1 24 28 Undecided % within 12.5% 1.6% 14.1% 10.3% DESIGNATION
Count 2 14 24 77 9 126 Agree % within 50.0% 58.3% 39.3% 45.3% 69.2% 46.3% DESIGNATION Count 2 1 10 36 49 Strongly % within Agree 50.0% 4.2% 16.4% 21.2% 18.0% DESIGNATION Count 2 10 14 1 27 No % within Response 8.3% 16.4% 8.2% 7.7% 9.9% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 96 reveals that 4% overall (2.4% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Weak coordination
between government and college authorities Moreover 11.4% teachers were disagree
with this statement. On the other hand 46.3% of the teachers were agreed and 18%
were strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
clxxxvii Table 97: Inappropriate allocation of funds
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 5 8 Strongly % within Disagree 4.2% 3.3% 2.9% 2.9% DESIGNATION Count 1 1 9 16 3 30 Disagree % within 25.0% 4.2% 14.8% 9.4% 23.1% 11.0% DESIGNATION Count 5 4 25 34 Undecided % within 20.8% 6.6% 14.7% 12.5% DESIGNATION
Count 2 8 23 84 9 126 Agree % within 50.0% 33.3% 37.7% 49.4% 69.2% 46.3% DESIGNATION Count 1 6 10 26 43 Strongly % within Agree 25.0% 25.0% 16.4% 15.3% 15.8% DESIGNATION Count 3 13 14 1 31 No % within Response 12.5% 21.3% 8.2% 7.7% 11.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 97 reveals that 2.9% overall (2.9% Lecturers and 3.3% Assistant
professors) teachers were dissatisfied with the statement that: Inappropriate allocation
of funds Moreover 11% teachers were disagree with this statement. On the other
hand 46.3% of the teachers were agreed and 15.8% were strongly agreed with above
mentioned statement. Here most of the teachers were agreed with this statement.
clxxxviii Table 98: Leakage during the funds utilization
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 5 13 1 21 Strongly % within Disagree 25.0% 4.2% 8.2% 7.6% 7.7% 7.7% DESIGNATION Count 1 1 13 31 2 48 Disagree % within 25.0% 4.2% 21.3% 18.2% 15.4% 17.6% DESIGNATION Count 2 13 11 54 6 86 Undecided % within 50.0% 54.2% 18.0% 31.8% 46.2% 31.6% DESIGNATION
Count 2 15 45 2 64 Agree % within 8.3% 24.6% 26.5% 15.4% 23.5% DESIGNATION Count 1 3 11 15 Strongly % within Agree 4.2% 4.9% 6.5% 5.5% DESIGNATION Count 6 14 16 2 38 No % within Response 25.0% 23.0% 9.4% 15.4% 14.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 98 reveals that 7.7% overall (7.6% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Leakage during the
funds utilization Moreover 17.6% teachers were disagree with this statement. On the
other hand 23.5% of the teachers were agreed and 5.5% were strongly agreed with
above mentioned statement. Here most of the teachers were agreed with this
statement.
clxxxix Table 99: Teachers perform other duties in addition to teaching
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 4 15 1 20 Strongly % within Disagree 6.6% 8.8% 7.7% 7.4% DESIGNATION Count 1 6 8 15 Disagree % within 25.0% 9.8% 4.7% 5.5% DESIGNATION Count 1 3 2 12 1 19 Undecided % within 25.0% 12.5% 3.3% 7.1% 7.7% 7.0% DESIGNATION
Count 1 16 28 86 9 140 Agree % within 25.0% 66.7% 45.9% 50.6% 69.2% 51.5% DESIGNATION Count 1 1 12 37 1 52 Strongly % within Agree 25.0% 4.2% 19.7% 21.8% 7.7% 19.1% DESIGNATION Count 4 9 12 1 26 No % within Response 16.7% 14.8% 7.1% 7.7% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 99 reveals that 7.4% overall (8.8% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Teachers perform other
duties in addition to teaching Moreover 5.5% teachers were disagree with this
statement. On the other hand 51.5% of the teachers were agreed and 19.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxc Table 100: Lack of cooperation between college staff and administration
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 2 5 18 1 28 Strongly % within Disagree 50.0% 8.3% 8.2% 10.6% 7.7% 10.3% DESIGNATION Count 7 15 41 3 66 Disagree % within 29.2% 24.6% 24.1% 23.1% 24.3% DESIGNATION Count 1 2 8 25 36 Undecided % within 25.0% 8.3% 13.1% 14.7% 13.2% DESIGNATION
Count 1 6 19 57 8 91 Agree % within 25.0% 25.0% 31.1% 33.5% 61.5% 33.5% DESIGNATION Count 1 3 10 14 Strongly % within Agree 4.2% 4.9% 5.9% 5.1% DESIGNATION Count 6 11 19 1 37 No % within Response 25.0% 18.0% 11.2% 7.7% 13.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 100 reveals that 10.3% overall (10.6% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Lack of cooperation
between college staff and administration Moreover 24.3% teachers were disagree
with this statement. On the other hand 33.5% of the teachers were agreed and 5.1%
were strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxci Table 101: No change in the curriculum with respect to global needs and technology
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 4 21 26 Strongly % within Disagree 25.0% 6.6% 12.4% 9.6% DESIGNATION Count 4 15 21 2 42 Disagree % within 16.7% 24.6% 12.4% 15.4% 15.4% DESIGNATION Count 1 1 3 14 1 20 Undecided % within 25.0% 4.2% 4.9% 8.2% 7.7% 7.4% DESIGNATION
Count 1 14 14 75 9 113 Agree % within 25.0% 58.3% 23.0% 44.1% 69.2% 41.5% DESIGNATION Count 1 2 13 29 45 Strongly % within Agree 25.0% 8.3% 21.3% 17.1% 16.5% DESIGNATION Count 3 12 10 1 26 No % within Response 12.5% 19.7% 5.9% 7.7% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 101 reveals that 9.6% overall (12.4% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: No change in the
curriculum with respect to global needs and technology Moreover 15.4% teachers
were disagree with this statement. On the other hand 41.5% of the teachers were
agreed and 16.5% were strongly agreed with above mentioned statement. Here most
of the teachers were agreed with this statement..
cxcii Table 102: Lack of new course combination
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 4 12 1 19 Strongly % within Disagree 50.0% 6.6% 7.1% 7.7% 7.0% DESIGNATION Count 2 5 24 1 32 Disagree % within 8.3% 8.2% 14.1% 7.7% 11.8% DESIGNATION Count 1 2 7 10 Undecided % within 25.0% 8.3% 4.1% 3.7% DESIGNATION
Count 1 15 27 90 9 142 Agree % within 25.0% 62.5% 44.3% 52.9% 69.2% 52.2% DESIGNATION Count 1 13 25 39 Strongly % within Agree 4.2% 21.3% 14.7% 14.3% DESIGNATION Count 4 12 12 2 30 No % within Response 16.7% 19.7% 7.1% 15.4% 11.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 102 reveals that 7% overall (7.1% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Lack of new course
combination Moreover 11.8% teachers were disagree with this statement. On the
other hand 52.2% of the teachers were agreed and 14.3% were strongly agreed with
above mentioned statement. Here most of the teachers were agreed with this
statement.
cxciii Table 103: Lack of incentive on better performance & qualification
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 6 20 28 Strongly % within Disagree 50.0% 9.8% 11.8% 10.3% DESIGNATION Count 1 5 9 15 Disagree % within 4.2% 8.2% 5.3% 5.5% DESIGNATION Count 1 2 7 10 Undecided % within 25.0% 8.3% 4.1% 3.7% DESIGNATION
Count 1 16 26 94 12 149 Agree % within 25.0% 66.7% 42.6% 55.3% 92.3% 54.8% DESIGNATION Count 2 12 27 41 Strongly % within Agree 8.3% 19.7% 15.9% 15.1% DESIGNATION Count 3 12 13 1 29 No % within Response 12.5% 19.7% 7.6% 7.7% 10.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 103 reveals that 10.3% overall (11.8% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Lack of incentive on
better performance & qualification Moreover 5.5% teachers were disagree with this
statement. On the other hand 54.8% of the teachers were agreed and 15.1% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cxciv Table 104: Delay in promotions
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 2 4 7 1 14 Strongly % within Disagree 8.3% 6.6% 4.1% 7.7% 5.1% DESIGNATION Count 1 2 13 1 17 Disagree % within 4.2% 3.3% 7.6% 7.7% 6.3% DESIGNATION Count 4 4 Undecided % within 2.4% 1.5% DESIGNATION
Count 3 11 23 72 2 111 Agree % within 75.0% 45.8% 37.7% 42.4% 15.4% 40.8% DESIGNATION Count 1 7 22 65 8 103 Strongly % within Agree 25.0% 29.2% 36.1% 38.2% 61.5% 37.9% DESIGNATION Count 3 10 9 1 23 No % within Response 12.5% 16.4% 5.3% 7.7% 8.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 104 reveals that 5.1% overall (4.1% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Delay in promotions
Moreover 6.3% teachers were disagree with this statement. On the other hand 40.8%
of the teachers were agreed and 37.9% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
cxcv Table 105: Less opportunities provided for research
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 4 11 15 Strongly % within Disagree 6.6% 6.5% 5.5% DESIGNATION Count 2 12 14 Disagree % within 8.3% 7.1% 5.1% DESIGNATION Count 1 1 5 7 Undecided % within 4.2% 1.6% 2.9% 2.6% DESIGNATION
Count 3 14 27 77 9 130 Agree % within 75.0% 58.3% 44.3% 45.3% 69.2% 47.8% DESIGNATION Count 4 17 51 3 75 Strongly % within Agree 16.7% 27.9% 30.0% 23.1% 27.6% DESIGNATION Count 1 3 12 14 1 31 No % within Response 25.0% 12.5% 19.7% 8.2% 7.7% 11.4% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 105 reveals that 5.5% overall (6.5% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Less opportunities
provided for research Moreover 5.1% teachers were disagree with this statement. On
the other hand 47.8% of the teachers were agreed and 27.6% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
cxcvi Table 106: Lack of Ph.D teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 5 22 1 30 Strongly % within Disagree 25.0% 4.2% 8.2% 12.9% 7.7% 11.0% DESIGNATION Count 1 2 12 1 16 Disagree % within 25.0% 3.3% 7.1% 7.7% 5.9% DESIGNATION Count 1 3 4 Undecided % within 4.2% 1.8% 1.5% DESIGNATION
Count 2 16 29 75 6 128 Agree % within 50.0% 66.7% 47.5% 44.1% 46.2% 47.1% DESIGNATION Count 3 15 50 4 72 Strongly % within Agree 12.5% 24.6% 29.4% 30.8% 26.5% DESIGNATION Count 3 10 8 1 22 No % within Response 12.5% 16.4% 4.7% 7.7% 8.1% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 106 reveals that 11% overall (12.9% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Lack of PhD teachers
Moreover 5.9% teachers were disagree with this statement. On the other hand 47.1%
of the teachers were agreed and 26.5% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
cxcvii Table107: Lack of opportunities of collaboration of teachers inside and outside the country
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 5 22 28 Strongly % within Disagree 25.0% 8.2% 12.9% 10.3% DESIGNATION Count 1 5 6 Disagree % within 25.0% 2.9% 2.2% DESIGNATION Count 1 5 6 Undecided % within 4.2% 2.9% 2.2% DESIGNATION
Count 1 16 33 90 9 149 Agree % within 25.0% 66.7% 54.1% 52.9% 69.2% 54.8% DESIGNATION Count 1 3 11 37 3 55 Strongly % within Agree 25.0% 12.5% 18.0% 21.8% 23.1% 20.2% DESIGNATION Count 4 12 11 1 28 No % within Response 16.7% 19.7% 6.5% 7.7% 10.3% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table107 reveals that 10.3% overall (12.9% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Lack of opportunities of
collaboration of teachers inside and outside the country Moreover 2.2% teachers
were disagree with this statement. On the other hand 54.8% of the teachers were
agreed and 20.2% were strongly agreed with above mentioned statement. Here most
of the teachers were agreed with this statement.
cxcviii Table 108: Shortage of physical facilities
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 6 11 1 20 Strongly % within Disagree 25.0% 4.2% 9.8% 6.5% 7.7% 7.4% DESIGNATION Count 4 16 1 21 Disagree % within 6.6% 9.4% 7.7% 7.7% DESIGNATION Count 2 8 10 Undecided % within 8.3% 4.7% 3.7% DESIGNATION
Count 3 8 25 87 7 130 Agree % within 75.0% 33.3% 41.0% 51.2% 53.8% 47.8% DESIGNATION Count 11 15 39 3 68 Strongly % within Agree 45.8% 24.6% 22.9% 23.1% 25.0% DESIGNATION Count 2 11 9 1 23 No % within Response 8.3% 18.0% 5.3% 7.7% 8.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 108 reveals that 7.4% overall (6.5% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Shortage of physical
facilities Moreover 7.7% teachers were disagree with this statement. On the other
hand 47.8% of the teachers were agreed and 25% were strongly agreed with above
mentioned statement. Here most of the teachers were agreed with this statement.
cxcix Table 109: Lack of adequate funds
DESIGNATION
No Teachers Responses Associate Assistant Total Professor Lecturer Response Professor Professor
Count 1 1 5 11 1 19 Strongly % within Disagree 25.0% 4.2% 8.2% 6.5% 7.7% 7.0% DESIGNATION Count 1 4 11 16 Disagree % within 4.2% 6.6% 6.5% 5.9% DESIGNATION Count 1 3 2 5 11 Undecided % within 25.0% 12.5% 3.3% 2.9% 4.0% DESIGNATION
Count 1 5 25 82 8 121 Agree % within 25.0% 20.8% 41.0% 48.2% 61.5% 44.5% DESIGNATION Count 1 11 16 53 3 84 Strongly % within Agree 25.0% 45.8% 26.2% 31.2% 23.1% 30.9% DESIGNATION Count 3 9 8 1 21 No % within Response 12.5% 14.8% 4.7% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 109 reveals that 7% overall (6.5% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Lack of adequate funds
Moreover 5.9% teachers were disagree with this statement. On the other hand 44.5%
of the teachers were agreed and 30.9% were strongly agreed with above mentioned
statement. Here most of the teachers were agreed with this statement.
cc Causes of Educational Crisis
Table 110: Procedure of affiliation to universities difficult for colleges
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 4 18 1 24 Strongly % within Disagree 25.0% 6.6% 10.6% 7.7% 8.8% DESIGNATION Count 2 10 12 36 10 70 Disagree % within 50.0% 41.7% 19.7% 21.2% 76.9% 25.7% DESIGNATION Count 1 2 5 31 39 Undecided % within 25.0% 8.3% 8.2% 18.2% 14.3% DESIGNATION
Count 9 26 64 1 100 Agree % within 37.5% 42.6% 37.6% 7.7% 36.8% DESIGNATION Count 2 3 12 17 Strongly % within Agree 8.3% 4.9% 7.1% 6.3% DESIGNATION Count 1 11 9 1 22 No % within Response 4.2% 18.0% 5.3% 7.7% 8.1% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 110 reveals that 8.8% overall (10.6% Lecturers and 6.6% Assistant
professors) teachers were dissatisfied with the statement that: Procedure of affiliation
to universities difficult for colleges Moreover 25.7% teachers were disagree with this
statement. On the other hand 36.8% of the teachers were agreed and 6.3% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
cci Table 111: Instability of government
DESIGNATION Teachers Responses Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 5 10 16 Strongly % within Disagree 25.0% 8.2% 5.9% 5.9% DESIGNATION Count 1 10 10 41 9 71 Disagree % within 25.0% 41.7% 16.4% 24.1% 69.2% 26.1% DESIGNATION Count 1 1 4 16 22 Undecided % within 25.0% 4.2% 6.6% 9.4% 8.1% DESIGNATION
Count 1 10 27 65 3 106 Agree % within 25.0% 41.7% 44.3% 38.2% 23.1% 39.0% DESIGNATION Count 2 5 29 36 Strongly % within Agree 8.3% 8.2% 17.1% 13.2% DESIGNATION Count 1 10 9 1 21 No % within Response 4.2% 16.4% 5.3% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 111 reveals that 5.9% overall (5.9% Lecturers and 8.2% Assistant
professors) teachers were dissatisfied with the statement that: Instability of
government Moreover 26.1% teachers were disagreeing with this statement. On the
other hand 39% of the teachers were agreed and 13.2% were strongly agreed with
above mentioned statement. Here most of the teachers were agreed with this
statement.
ccii Table 112: Instability of government policies
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 6 21 1 29 Strongly % within Disagree 25.0% 9.8% 12.4% 7.7% 10.7% DESIGNATION Count 2 13 15 Disagree % within 8.3% 7.6% 5.5% DESIGNATION Count 1 1 9 11 Undecided % within 4.2% 1.6% 5.3% 4.0% DESIGNATION
Count 3 17 37 86 11 154 Agree % within 75.0% 70.8% 60.7% 50.6% 84.6% 56.6% DESIGNATION Count 3 7 34 44 Strongly % within Agree 12.5% 11.5% 20.0% 16.2% DESIGNATION Count 1 10 7 1 19 No % within Response 4.2% 16.4% 4.1% 7.7% 7.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 112 reveals that 10.7% overall (12.4% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: instability of
government policies Moreover 5.5% teachers were disagree with this statement. On
the other hand 56.6% of the teachers were agreed and 16.2% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
cciii Table 113: Lack of government interest
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 6 12 1 20 Strongly % within Disagree 25.0% 9.8% 7.1% 7.7% 7.4% DESIGNATION Count 4 4 27 35 Disagree % within 16.7% 6.6% 15.9% 12.9% DESIGNATION Count 1 2 4 21 1 29 Undecided % within 25.0% 8.3% 6.6% 12.4% 7.7% 10.7% DESIGNATION
Count 2 15 32 82 10 141 Agree % within 50.0% 62.5% 52.5% 48.2% 76.9% 51.8% DESIGNATION Count 1 5 20 26 Strongly % within Agree 4.2% 8.2% 11.8% 9.6% DESIGNATION Count 2 10 8 1 21 No % within Response 8.3% 16.4% 4.7% 7.7% 7.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 113 reveals that 7.4% overall (7.1% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Lack of government
interest Moreover 12.9% teachers were disagree with this statement. On the other
hand 51.8% of the teachers were agreed and 9.6% were strongly agreed with above
mentioned statement. Here most of the teachers were agreed with this statement.
cciv Table 114: Political activist compel admission out of merit
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 7 22 1 32 Strongly % within Disagree 25.0% 4.2% 11.5% 12.9% 7.7% 11.8% DESIGNATION Count 1 5 18 1 25 Disagree % within 4.2% 8.2% 10.6% 7.7% 9.2% DESIGNATION Count 5 6 21 32 Undecided % within 20.8% 9.8% 12.4% 11.8% DESIGNATION
Count 3 15 26 79 10 133 Agree % within 75.0% 62.5% 42.6% 46.5% 76.9% 48.9% DESIGNATION Count 1 7 19 27 Strongly % within Agree 4.2% 11.5% 11.2% 9.9% DESIGNATION Count 1 10 11 1 23 No % within Response 4.2% 16.4% 6.5% 7.7% 8.5% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 114 reveals that 11.8% overall (12.9% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: Political activist compel
admission out of merit Moreover 9.2% teachers were disagree with this statement.
On the other hand 48.9% of the teachers were agreed and 9.9% were strongly agreed
with above mentioned statement. Here most of the teachers were agreed with this
statement.
ccv Table 115: Influence of political activities in appointment and transfer of teachers
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 1 6 21 2 31 Strongly % within Disagree 25.0% 4.2% 9.8% 12.4% 15.4% 11.4% DESIGNATION Count 5 7 12 24 Disagree % within 20.8% 11.5% 7.1% 8.8% DESIGNATION Count 9 9 32 2 52 Undecided % within 37.5% 14.8% 18.8% 15.4% 19.1% DESIGNATION
Count 2 7 21 74 7 111 Agree % within 50.0% 29.2% 34.4% 43.5% 53.8% 40.8% DESIGNATION Count 1 1 6 17 25 Strongly % within Agree 25.0% 4.2% 9.8% 10.0% 9.2% DESIGNATION Count 1 12 14 2 29 No % within Response 4.2% 19.7% 8.2% 15.4% 10.7% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 115 reveals that 11.4% overall (12.4% Lecturers and 9.8% Assistant
professors) teachers were dissatisfied with the statement that: Influence of political
activities in appointment and transfer of teachers Moreover 8.8% teachers were
disagree with this statement. On the other hand 40.8% of the teachers were agreed and
9.2% were strongly agreed with above mentioned statement. Here most of the
teachers were agreed with this statement.
ccvi Table 116: Teachers associations interfere in college affairs
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 3 7 18 1 30 Strongly % within Disagree 25.0% 12.5% 11.5% 10.6% 7.7% 11.0% DESIGNATION Count 1 13 22 58 10 104 Disagree % within 25.0% 54.2% 36.1% 34.1% 76.9% 38.2% DESIGNATION Count 2 3 50 55 Undecided % within 8.3% 4.9% 29.4% 20.2% DESIGNATION
Count 2 4 13 27 1 47 Agree % within 50.0% 16.7% 21.3% 15.9% 7.7% 17.3% DESIGNATION Count 1 3 2 6 Strongly % within Agree 4.2% 4.9% 1.2% 2.2% DESIGNATION Count 1 13 15 1 30 No % within Response 4.2% 21.3% 8.8% 7.7% 11.0% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 116 reveals that 11% overall (10.6% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: Teachers associations
interfere in college affairs Moreover 38.2% teachers were disagree with this
statement. On the other hand 17.3% of the teachers were agreed and 2.2% were
strongly agreed with above mentioned statement. Here most of the teachers were
disagreed with this statement.
ccvii Table 117: Students associations interfere in college affairs
Teachers Responses DESIGNATION Associate Assistant No Total Professor Lecturer Professor Professor Response Count 1 2 7 19 1 30 Strongly % within Disagree 25.0% 8.3% 11.5% 11.2% 7.7% 11.0% DESIGNATION Count 3 6 42 1 52 Disagree % within 12.5% 9.8% 24.7% 7.7% 19.1% DESIGNATION Count 2 4 39 45 Undecided % within 8.3% 6.6% 22.9% 16.5% DESIGNATION
Count 3 14 26 56 8 107 Agree % within 75.0% 58.3% 42.6% 32.9% 61.5% 39.3% DESIGNATION Count 2 5 5 12 Strongly % within Agree 8.3% 8.2% 2.9% 4.4% DESIGNATION Count 1 13 9 3 26 No % within Response 4.2% 21.3% 5.3% 23.1% 9.6% DESIGNATION Count 4 24 61 170 13 272 Total % within 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% DESIGNATION
Table 117 reveals that 11% overall (11.2% Lecturers and 11.5% Assistant
professors) teachers were dissatisfied with the statement that: Students associations
interfere in college affairs Moreover 19.1% teachers were disagree with this
statement. On the other hand 39.3% of the teachers were agreed and 4.4% were
strongly agreed with above mentioned statement. Here most of the teachers were
agreed with this statement.
ccviii Data Analysis for Principals
Table 118: Discipline problems arises in the college
Responses Frequency Percent Cumulative Percent
Strongly Disagree 10 21.7 21.7
Disagree 12 26.1 47.8
Undecided 1 2.2 50
Agree 18 39.1 89.1
Strongly Agree 1 2.2 91.3
No Response 4 8.7 100
Total 46 100
Table 118 shows that 21.7% principals were completely disagreed with:
Discipline problems arise in the college. 26.1% principals were dissatisfied with the statement. Moreover 2.2% principals were strongly agreed with this statement. Here most of the principals were against this statement.
ccix Table 119: Discussion to resolve clashes among college staff
Responses Frequency Percent Cumulative Percent
Strongly Disagree 12 26.1 26.1
Disagree 10 21.7 47.8
Agree 15 32.6 80.4
Strongly Agree 6 13 93.5
No Response 3 6.5 100
Total 46 100
Table 119 shows that 26.1% principals were completely disagreed with:
Discussion to resolve clashes among college staff. 21.7% principals were dissatisfied with the statement. Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccx Table 120: Discussion to resolve clashes among students and staff
Responses Frequency Percent Cumulative Percent
Strongly Disagree 6 13 13
Disagree 11 23.9 37
Agree 12 26.1 63
Strongly Agree 4 8.7 71.7
No Response 13 28.3 100
Total 46 100
Table 120 shows that 13% principals were completely disagreed with:
Discussion to resolve clashes among students and staff. 23.9% principals were dissatisfied with the statement. Moreover 28.3% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxi Table 121: Discussion with administration to resolve group clashes
Responses Frequency Percent Cumulative Percent
Strongly Disagree 5 10.9 10.9
Disagree 12 26.1 37
Undecided 5 10.9 47.8
Agree 16 34.8 82.6
Strongly Agree 1 2.2 84.8
No Response 7 15.2 100
Total 46 100
Table 121 shows that 10.9% principals were completely disagreed with:
Discussion with administration to resolve group clashes. 26.1% principals were dissatisfied with the statement. Moreover 2.2% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxii Table 122: Necessity of student union, in development of democratic attitude and leadership qualities
Responses Frequency Percent Cumulative Percent
Strongly Disagree 6 13 13
Disagree 5 10.9 23.9
Undecided 8 17.4 41.3
Agree 19 41.3 82.6
Strongly Agree 4 8.7 91.3
No Response 4 8.7 100
Total 46 100
Table 122 shows that 13% principals were completely disagreed with:
Necessity of student union, in development of democratic attitude and leadership qualities. 10.9% principals were dissatisfied with the statement. Moreover 8.7% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxiii Table 123: Students’ organizations influence decision making
Responses Frequency Percent Cumulative Percent
Strongly Disagree 4 8.7 8.7
Disagree 8 17.4 26.1
Undecided 3 6.5 32.6
Agree 21 45.7 78.3
Strongly Agree 6 13 91.3
No Response 4 8.7 100
Total 46 100
Table 123 shows that 8.7% principals were completely disagreed with:
Student’s organizations influence decision making. 17.4% principals were dissatisfied with the statement. Moreover 13% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
With this statement here most of the principals were against to this statement.
For more detailed results see table above.
ccxiv Table 124: Separate hall foe examination
Responses Frequency Percent Cumulative Percent
Yes 7 15.2 15.2
No 16 34.8 50
No Response 23 50 100
Total 46 100
Table 124 shows that 15.2% principals said yes when asked opinion about: separate hall foe examination. 34.8% said No to this statement. Moreover 50% principals did not respond to this question. Here most of the principals were against to this statement.
ccxv Table 125: Examination system emphasis on rote leaning from books
Responses Frequency Percent Cumulative Percent
Yes 21 45.7 45.7
No 1 2.2 47.8
To some extent 6 13 60.9
No Response 18 39.1 100
Total 46 100
Table 125 shows that 45.7% principals said yes when asked : Examination system emphasis on rote leaning from books . 2.2% said No to this statement.
Moreover 13% principals did not respond to this question. Here most of the principals were in Favor of this statement.
ccxvi Table 126: Examination system emphasis on conceptual understanding of academics
Responses Frequency Percent Cumulative Percent
Yes 8 17.4 17.4
No 12 26.1 43.5
To some extent 10 21.7 65.2
No Response 16 34.8 100
Total 46 100
Table 126 shows that 17.4% principals said yes when asked their opinion about: Examination system emphasis on conceptual understanding of academics.
26.1% said No to this statement. Moreover 21.7% principals did not respond to this question. Here most of the principals were against to this statement.
ccxvii Table 127: Opportunities of refresher courses provided to teachers
Responses Frequency Percent Cumulative Percent
Strongly Disagree 5 10.9 10.9
Disagree 20 43.5 54.3
Undecided 6 13 67.4
Agree 7 15.2 82.6
Strongly Agree 3 6.5 89.1
No Response 5 10.9 100
Total 46 100
Table 127 shows that 10.9% principals were completely disagreed with:
Opportunities of refresher courses provided to teachers. 43.5% principals were dissatisfied with the statement. Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxviii Table 128: Teachers take active part in research activities in their relevant areas
Responses Frequency Percent Cumulative Percent
Strongly Disagree 9 19.6 19.6
Disagree 18 39.1 58.7
Undecided 5 10.9 69.6
Agree 4 8.7 78.3
Strongly Agree 1 2.2 80.4
No Response 9 19.6 100
Total 46 100
Table 128 shows that 19.6% principals were completely disagreed with:
Teachers take active part in research activities in their relevant areas. 39.1% principals were dissatisfied with the statement. Moreover 2.2% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxix Table 129: Medium of instruction should be English language
Responses Frequency Percent Cumulative Percent
Strongly Disagree 5 10.9 10.9
Disagree 5 10.9 21.7
Undecided 4 8.7 30.4
Agree 19 41.3 71.7
Strongly Agree 2 4.3 76.1
No Response 11 23.9 100
Total 46 100
Table 129 shows that 10.9% principals were completely disagreed with:
Medium of instruction should be English language. 10.9% principals were dissatisfied with the statement. Moreover 4.3% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxx Table 130: Medium of instruction should be Urdu Language
Responses Frequency Percent Cumulative Percent
Strongly Disagree 9 19.6 19.6
Undecided 1 2.2 21.7
Agree 10 21.7 43.5
Strongly Agree 1 2.2 45.7
No Response 25 54.3 100
Total 46 100
Table 130 shows that 19.6% principals were completely disagreed with:
Medium of instruction should be Urdu Language. 2.2% principals were dissatisfied with the statement. Moreover 54.3% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxi Table 131: Medium of instruction should be Local Language
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 7 15.2 21.7
Undecided 1 2.2 23.9
Agree 2 4.3 28.3
No Response 33 71.7 100
Total 46 100
Table 131 shows that 6.5% principals were completely disagreed with:
Medium of instruction should be Local Language. 15.2% principals were dissatisfied with the statement. Moreover 71.7% principals were strongly agreed with this statement. Here most of the principals were this statement.
ccxxii Table 132: Research journal available for college teachers
Responses Frequency Percent Cumulative Percent
Strongly Disagree 6 13 13
Disagree 16 34.8 47.8
Undecided 3 6.5 54.3
Agree 12 26.1 80.4
Strongly Agree 1 2.2 82.6
No Response 8 17.4 100
Total 46 100
Table 132 shows that 13% principals were completely disagreed with:
Research journal available for college teachers. 34.8% principals were dissatisfied with the statement. Moreover 2.2% principals were strongly agreed with this statement. Here most of the principals were against to this statement. For more detailed results see table above.
ccxxiii Table 133: Teachers invite experts to deliver talks on academic issues
Responses Frequency Percent Cumulative Percent
Strongly Disagree 11 23.9 23.9
Disagree 15 32.6 56.5
Agree 13 28.3 84.8
Strongly Agree 2 4.3 89.1
No Response 5 10.9 100
Total 46 100
Table 133 shows that 23.9% principals were completely disagreed with:
Teachers invite experts to deliver talks on academic issues . 32.6% principals were dissatisfied with the statement. Moreover 10.9% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxiv Table 134: Short duration of degree program as compare to other countries
Responses Frequency Percent Cumulative Percent
Strongly Disagree 4 8.7 8.7
Disagree 10 21.7 30.4
Undecided 11 23.9 54.3
Agree 13 28.3 82.6
Strongly Agree 1 2.2 84.8
No Response 7 15.2 100
Total 46 100
Table 134 shows that 8.7% principals were completely disagreed with: Short duration of degree program as compare to other countries . 21.7% principals were dissatisfied with the statement. Moreover 2.2% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxxv Table 135: Absence of technical programs in arts education degree program
Responses Frequency Percent Cumulative Percent
Strongly Disagree 8 17.4 17.4
Disagree 5 10.9 28.3
Undecided 2 4.3 32.6
Agree 22 47.8 80.4
Strongly Agree 3 6.5 87
No Response 6 13 100
Total 46 100
Table 135 shows that 17.4% principals were completely disagreed with:
Absence of technical programs in arts education degree program 10.9% principals were dissatisfied with the statement. Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxvi Table 136: Over crowded classes
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 3 6.5 10.9
Undecided 3 6.5 17.4
Agree 30 65.2 82.6
Strongly Agree 2 4.3 87
No Response 6 13 100
Total 46 100
Table 136 shows that 4.3% principals were completely disagreed with: Over crowded classes. 6.5% principals were dissatisfied with the statement. Moreover 4.3% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxvii Table 137: Shortage of teachers
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 2 4.3 10.9
Undecided 1 2.2 13
Agree 29 63 76.1
Strongly Agree 6 13 89.1
No Response 5 10.9 100
Total 46 100
Table 137 shows that 6.5% principals were completely disagreed with:
Shortage of teachers. 4.3% principals were dissatisfied with the statement. Moreover
13% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxviii Table 138: Weak coordination between government and college authorities
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 12 26.1 32.6
Undecided 7 15.2 47.8
Agree 16 34.8 82.6
Strongly Agree 2 4.3 87
No Response 6 13 100
Total 46 100
Table 138 shows that 6.5% principals were completely disagreed with: Weak coordination between government and college authorities. 26.1% principals were dissatisfied with the statement. Moreover 4.3% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxxix Table 139: Inappropriate allocation of funds
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 12 26.1 30.4
Undecided 3 6.5 37
Agree 18 39.1 76.1
Strongly Agree 5 10.9 87
No Response 6 13 100
Total 46 100
Table 139 shows that 4.3% principals were completely disagreed with:
Inappropriate allocation of funds. 26.1% principals were dissatisfied with the statement. Moreover 10.9% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxxx Table 140: Leakage during the funds utilization
Responses Frequency Percent Cumulative Percent
Strongly Disagree 8 17.4 17.4
Disagree 20 43.5 60.9
Undecided 7 15.2 76.1
Agree 2 4.3 80.4
Strongly Agree 3 6.5 87
No Response 6 13 100
Total 46 100
Table 140 shows that 17.4% principals were completely disagreed with:
Leakage during the funds utilization. 43.5% principals were dissatisfied with the statement. Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxxxi Table 141: Teachers perform other duties in addition to teaching
Responses Frequency Percent Cumulative Percent
Strongly Disagree 6 13 13
Disagree 10 21.7 34.8
Undecided 3 6.5 41.3
Agree 12 26.1 67.4
Strongly Agree 7 15.2 82.6
No Response 8 17.4 100
Total 46 100
Table 141 shows that 13% principals were completely disagreed with:
Teachers perform other duties in addition to teaching. 21.7% principals were dissatisfied with the statement. Moreover 15.2% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxii Table 142: Lack of cooperation between college staff and administration
Responses Frequency Percent Cumulative Percent
Strongly Disagree 9 19.6 19.6
Disagree 17 37 56.5
Undecided 1 2.2 58.7
Agree 13 28.3 87
No Response 6 13 100
Total 46 100
Table 142 shows that % principals were completely disagreed with: Lack of cooperation between college staff and administration. 19.6% principals were dissatisfied with the statement. Moreover 28.3% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxxxiii Table 143: No change in the curriculum with respect to global needs and technology
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 1 2.2 6.5
Undecided 2 4.3 10.9
Agree 32 69.6 80.4
Strongly Agree 4 8.7 89.1
No Response 5 10.9 100
Total 46 100
Table 143 shows that 4.3% principals were completely disagreed with: No change in the curriculum with respect to global needs and technology. 2.2% principals were dissatisfied with the statement. Moreover 8.7% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxiv Table 144: Lack of new course combination
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Undecided 4 8.7 13
Agree 31 67.4 80.4
Strongly Agree 3 6.5 87
No Response 6 13 100
Total 46 100
Table 144 shows that % principals were completely disagreed with: Lack of new course combination . 4.3% principals were dissatisfied with the statement.
Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were this statement.
ccxxxv Table 145: Lack of incentive on better performance and qualification
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 2 4.3 10.9
Undecided 1 2.2 13
Agree 27 58.7 71.7
Strongly Agree 7 15.2 87
No Response 6 13 100
Total 46 100
Table 145 shows that 6.5% principals were completely disagreed with: Lack of incentive on better performance & qualification . 4.3% principals were dissatisfied with the statement. Moreover 15.2% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxvi Table 146: Delay in promotions
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 1 2.2 6.5
Undecided 3 6.5 13
Agree 22 47.8 60.9
Strongly Agree 13 28.3 89.1
No Response 5 10.9 100
Total 46 100
Table 146 shows that 4.3% principals were completely disagreed with: Delay in promotions. 2.2% principals were dissatisfied with the statement. Moreover 28.3% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxvii Table 147: Less opportunities provided for research
Responses Frequency Percent Cumulative Percent
Strongly Disagree 4 8.7 8.7
Disagree 7 15.2 23.9
Agree 18 39.1 63
Strongly Agree 12 26.1 89.1
No Response 5 10.9 100
Total 46 100
Table 147 shows that 8.7% principals were completely disagreed with: fewer opportunities provided for research . 15.2% principals were dissatisfied with the statement. Moreover 10.9% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxviii Table 148: Lack of PhD teachers
Responses Frequency Percent Cumulative Percent
Strongly Disagree 4 8.7 8.7
Disagree 3 6.5 15.2
Undecided 5 10.9 26.1
Agree 16 34.8 60.9
Strongly Agree 12 26.1 87
No Response 6 13 100
Total 46 100
Table 148 shows that 8.7% principals were completely disagreed with: Lack of PhD teachers. 6.5% principals were dissatisfied with the statement. Moreover
26.1% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxxxix Table 149: Lack of opportunities of collaboration of teachers inside and outside the country
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 8 17.4 23.9
Undecided 3 6.5 30.4
Agree 16 34.8 65.2
Strongly Agree 10 21.7 87
No Response 6 13 100
Total 46 100
Table 149 shows that 6.5% principals were completely disagreed with: Lack of opportunities of collaboration of teachers inside and outside the country . 17.4% principals were dissatisfied with the statement. Moreover 21.7% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxl Table 150: Shortage of physical facilities
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 12 26.1 30.4
Undecided 4 8.7 39.1
Agree 12 26.1 65.2
Strongly Agree 10 21.7 87
No Response 6 13 100
Total 46 100
Table 150 shows that 4.3% principals were completely disagreed with:
Shortage of physical facilities . 26.1% principals were dissatisfied with the statement.
Moreover 21.7% principals were strongly
ccxli Table 151: Lack of adequate funds
Responses Frequency Percent Cumulative Percent
Strongly Disagree 5 10.9 10.9
Disagree 4 8.7 19.6
Undecided 1 2.2 21.7
Agree 16 34.8 56.5
Strongly Agree 15 32.6 89.1
No Response 5 10.9 100
Total 46 100
Table 151 shows that 10.9% principals were completely disagreed with: Lack of adequate funds. 8.7% principals were dissatisfied with the statement. Moreover
32.6% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxlii Table 152: Procedure of affiliation to universities difficult for colleges
Responses Frequency Percent Cumulative Percent
Strongly Disagree 1 2.2 2.2
Disagree 15 32.6 34.8
Undecided 1 2.2 37
Agree 16 34.8 71.7
Strongly Agree 3 6.5 78.3
No Response 10 21.7 100
Total 46 100
Table 152 shows that 2.2% principals were completely disagreed with:
Procedure of affiliation to universities difficult for colleges . 32.6% principals were dissatisfied with the statement. Moreover 6.5% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxliii Table 153: Instability of government
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 9 19.6 23.9
Undecided 1 2.2 26.1
Agree 18 39.1 65.2
Strongly Agree 8 17.4 82.6
No Response 8 17.4 100
Total 46 100
Table 153 shows that 4.3% principals were completely disagreed with:
Instability of government . 19.6% principals were dissatisfied with the statement.
Moreover 17.4% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxliv Table 154: Instability of government policies
Responses Frequency Percent Cumulative Percent
Strongly Disagree 1 2.2 2.2
Disagree 2 4.3 6.5
Undecided 4 8.7 15.2
Agree 24 52.2 67.4
Strongly Agree 8 17.4 84.8
No Response 7 15.2 100
Total 46 100
Table 154 shows that 2.2% principals were completely disagreed with:
Instability of government policies. 4.3% principals were dissatisfied with the statement. Moreover 17.4% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxlv Table 155: Lack of government interest
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 2 4.3 10.9
Undecided 3 6.5 17.4
Agree 17 37 54.3
Strongly Agree 14 30.4 84.8
No Response 7 15.2 100
Total 46 100
Table 155 shows that 6.5% principals were completely disagree agree with:
Lack of government interest . 4.3% principals were dissatisfied with the statement.
Moreover 30.4% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxlvi Table 156: Political activist compel admission out of merit
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 7 15.2 19.6
Undecided 1 2.2 21.7
Agree 13 28.3 50
Strongly Agree 15 32.6 82.6
No Response 8 17.4 100
Total 46 100
Table 156 shows that 4.3% principals were completely disagreed with:
Political activist compel admission out of merit . 15.2% principals were dissatisfied with the statement. Moreover 32.6% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxlvii Table 157: Influence of political activities in appointment and transfer of teachers
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 8 17.4 21.7
Undecided 3 6.5 28.3
Agree 16 34.8 63
Strongly Agree 10 21.7 84.8
No Response 7 15.2 100
Total 46 100
Table 157 shows that 4.3% principals were completely disagreed with:
Influence of political activities in appointment and transfer of teachers . 17.4% principals were dissatisfied with the statement. Moreover 21.7% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccxlviii Table 158: Teachers associations interfere in college affairs
Responses Frequency Percent Cumulative Percent
Strongly Disagree 3 6.5 6.5
Disagree 17 37 43.5
Undecided 2 4.3 47.8
Agree 8 17.4 65.2
Strongly Agree 9 19.6 84.8
No Response 7 15.2 100
Total 46 100
Table 158 shows that 6.5% principals were completely disagreed with:
Teachers associations interfere in college affairs . 37% principals were dissatisfied with the statement. Moreover 19.6% principals were strongly agreed with this statement. Here most of the principals were against to this statement.
ccxlix Table 159: Students associations interfere in college affairs
Responses Frequency Percent Cumulative Percent
Strongly Disagree 2 4.3 4.3
Disagree 10 21.7 26.1
Agree 19 41.3 67.4
Strongly Agree 8 17.4 84.8
No Response 7 15.2 100
Total 46 100
Table 159 shows that 4.3% principals were completely disagreed with:
Students associations interfere in college affairs. 21.7% principals were dissatisfied with the statement. Moreover 15.2% principals were strongly agreed with this statement. Here most of the principals were in Favor of this statement.
ccl Table 160: Budget allocation is sufficient for repair of vehicles
Responses Frequency Percent Cumulative Percent
Yes 16 34.8 34.8
No 11 23.9 58.7
To some extent 8 17.4 76.1
No Response 11 23.9 100
Total 46 100
Table 160 shows that 34.8% principals said yes when asked : Budget allocation is sufficient for repair of vehicles. 23.9% said No to this statement.
Moreover 17.4% principals did not respond to this question. Here most of the principals were in Favor of this statement.
ccli Table 161: Budget allocation is sufficient for repair and maintenance of furniture
Responses Frequency Percent Cumulative Percent
Yes 9 19.6 19.6
No 11 23.9 43.5
To some extent 23 50 93.5
No Response 3 6.5 100
Total 46 100
Table 161 shows that 19.6% principals said yes when asked: Budget allocation is sufficient for repair and maintenance of furniture. 23.9% said No to this statement. Moreover 50% principals did not respond to this question. Here most of the principals were against to this statement.
cclii Table 162: Budget allocation is sufficient for repair and maintenance of Building
Responses Frequency Percent Cumulative Percent
Yes 7 15.2 15.2
No 13 28.3 43.5
To some extent 19 41.3 84.8
No Response 7 15.2 100
Total 46 100
Table 162 shows that 15.2% principals said yes when asked: Budget allocation is sufficient for repair and maintenance of Building. 28.3% said No to this statement.
Moreover 41.3% principals did not respond to this question. Here most of the principals were against to this statement.
ccliii Table 163: Budget allocation is sufficient for games
Responses Frequency Percent Cumulative Percent
Yes 12 26.1 26.1
No 21 45.7 71.7
To some extent 11 23.9 95.7
No Response 2 4.3 100
Total 46 100
Table 163 shows that 26.1% principals said yes when asked: Budget allocation is sufficient for games. 45.7% said No to this statement. Moreover 23.9% principals did not respond to this question. Here most of the principals were against to this statement.
ccliv Table 164: Budget allocation is sufficient for Library
Responses Frequency Percent Cumulative Percent
Yes 22 47.8 47.8
No 8 17.4 65.2
To some extent 14 30.4 95.7
No Response 2 4.3 100
Total 46 100
Table 164 shows that 47.8% principals said yes when asked: Budget allocation is sufficient for Library. 17.4% said No to this statement. Moreover 30.4% principals did not respond to this question. Here most of the principals were this statement.
cclv Table 165: Budget allocation is sufficient for furniture
Responses Frequency Percent Cumulative Percent
Yes 12 26.1 26.1
No 15 32.6 58.7
To some extent 15 32.6 91.3
No Response 4 8.7 100
Total 46 100
Table 165 shows that 26.1% principals said yes when asked: Budget allocation is sufficient for furniture. 32.6% said No to this statement. Moreover 32.6% principals did not.
cclvi Table 166: Budget allocation is sufficient for Science Equipment Material
Responses Frequency Percent Cumulative Percent
Yes 19 41.3 41.3
No 12 26.1 67.4
To some extent 12 26.1 93.5
No Response 3 6.5 100
Total 46 100
Table 166 shows that 41.3% principals said yes when asked : Budget allocation is sufficient for Science Equipment Material. 26.1% said No to this statement. Moreover 26.1% principals did not respond to this question. Here most of the principals were in Favor of this statement.
cclvii Table 167: Budget allocation is sufficient for staff welfare
Responses Frequency Percent Cumulative Percent
Yes 4 8.7 8.7
No 16 34.8 43.5
To some extent 17 37 80.4
No Response 9 19.6 100
Total 46 100
Table 167 shows that 8.7% principals said yes when asked: Budget allocation is sufficient for staff welfare. 34.8% said No to this statement. Moreover 37% principals did not respond to this question. Here most of the principals were against to this statement.
cclviii Table 168: Budget allocation is sufficient for other issues
Responses Frequency Percent Cumulative Percent
Yes 7 15.2 15.2
No 7 15.2 30.4
To some extent 17 37 67.4
No Response 15 32.6 100
Total 46 100
Table 168 shows that 15.2% principals said yes when asked: Budget allocation is sufficient for other issues. 15.2% said No to this statement. Moreover 37% principals did not respond to this question. Here most of the principals were against to this statement.
cclix Table 169: Funds are released swiftly at per allocation
Responses Frequency Percent Cumulative Percent
Yes 9 19.6 19.6
No 11 23.9 43.5
To some extent 14 30.4 73.9
No Response 12 26.1 100
Total 46 100
Table 169 shows that 19.6% principals said yes when asked: Funds are released swiftly at per allocation. 23.9% said No to this statement. Moreover 30.4% principals did not respond to this question. Here most of the principals were against to this statement.
cclx Table 170: Separate hall for examination
Responses Frequency Percent Cumulative Percent
Yes 7 15.2 15.2
No 16 34.8 50.0
No Response 23 50.0 100.0
Total 46 100.0
Table 170 shows that 15.2% of the principals said Yes when they were asked whether separate hall is used for conduct of examination, on the other hand 34% revealed that they did not have separate hall for conduct of examination. 50% of principals did not answer this question.
cclxi Table 171: System of examination emphasis on rote learning of textbooks
Responses Frequency Percent Cumulative Percent
Yes 21 45.7 45.7
No 1 2.2- 47.8
To some extent 6 13.0 60.9
No Response 18 39.1 100.0
Total 46 100.0
Table 171 shows that 45.7% principals said yes when asked : System of examination emphasis on rote learning of textbooks. 2.2% said No to this statement.
Moreover 13% principals did not respond to this question. Here most of the principals were in Favor of this statement.
cclxii Table 172: System of examination emphasis on conceptual understanding of academics
Responses Frequency Percent Cumulative Percent
Yes 8 17.4 17.4
No 12 26.1 43.5
To some extent 10 21.7 65.2
No Response 16 34.8 100.0
Total 46 100.0
Table 172 shows that 17.4% principals said yes when asked: System of examination emphasis on conceptual understanding of academics. 26.1% said No to this statement. Moreover 21.7% principals did not respond to this question. Here most of the principals were against to this statement.
Following statement were observed when principals were asked to state any educational crisis.
. Permission for the introduction of new courses for the socio economic
improvement of the community.
. Organized and useful refresher courses faculty .
. Students and teachers did not provided with residential facilities
Following suggestions for the improvement of college education were observed by the principals of colleges.
. Adequate funds must be provided
. Admission should be centralized on the basis of (i)Merit (ii) Residence
. At least vacant posts should be filled
cclxiii . Authorize the principles to use their authority in using funds and hiring
teachers.
. Authorize the principles to use their authority to hire the teachers according to
the needs of college and to give incentive according to their performance.
. Balance in opportunity staff e.g. some colleges are overcrowded with students
but teachers are not available and in some colleges teachers are in surplus.
. Bound the staff for full time in college so that they can use libraries to prepare
their lecture
. College administration should be free from political influence
. Facilitated and well equipped labs, Laboratories and building, sufficient and
qualified teachers filling of vacant posts
. There should be greater liaison between universities and degree colleges in
academic matters.
cclxiv Table 173: Descriptive statistics gathered from the principals
Sr. Descriptive Statistics Interpretation No Response Number of Average Variable respondents 1 Experience 26 7.71 On the average principals had 8 years of experience 2 Total 43 1964.81 Average enrollment per college is Enrollment 1965 students 3 Degree 24 398.83 There were on the overage 398 Level students present at degree level in Enrollment each college 4 Arts 35 458.03 There were on the overage 458 students students enrolled in arts subjects Enrollment 5 Science 25 221.8 221 students were enrolled in students science subjects on the average Enrollment 6 Other 6 294.67 There were average 294 students Enrollments enrolled in other degrees 7 Sanctioned 8 1 On the average each college in the Professor sample had sanctioned one professor 8 Professors - 16 1.63 All sanctioned professors are filled filled on the average. This average figure is larger the that of sanctioned because of response rate of principals 9 Professors - 0 There was on the average no vacant vacancy of professors in sampled colleges 10 Sanctioned 17 8.53 on the average there were 9 Associate associate professors sanctioned Professor 11 Associate 24 9.75 all posts of associate professors Professors - were filled in sampled colleges filled 12 Associate 12 2 On the average there were Professors - colleges where associate vacant professor's posts were vacant
cclxv 13 Sanctioned 23 18.17 On the average 18 assistant Assistant professors were sanctioned in Professor sample colleges 14 Assistant 36 20.58 On the average each college in the Professors - sample had sanctioned 21 filled assistant professors 15 Assistant 16 3.62 there were 4 posts of assistant Professors - professors vacant in these colleges vacant 16 Sanctioned 23 30.87 there were on the average 31 Lecturers sanctioned lecturers 17 Assistant 39 26.28 27 lecturer positioned were filled Lecturers - on the average filled 18 Lecturers - 20 7.85 in each college on the average 8 vacant more lecturers were required 19 Assistant 21 1.48 On the average one assistant Librarians librarian is sanctioned Sanctioned 20 Assistant 19 1.37 Also on the average one assistant Librarians - librarian position was filled filled 21 Assistant 5 1.4 still on the average one assistant Librarians - librarian is required vacant 22 AREA of 32 96.344 on the average each selected college college had 96 kenals of area (Kenals) 23 Covered 28 104431.96 covered area of college was Area (Sqft) 104431 sqft 24 number of 18 1.11 on the average there was one hostels hostel present 25 Hostel 18 40.67 and each hostel had 41 rooms on Rooms the average
Table 173 presents the summary of descriptive statistics for staff, student’s enrollment, and staff and building capacities.
cclxvi CHAPTER V
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
This chapter deals with overall summary of the study following by conclusions and recommendations.
Summary
College subsector is very important in education and plays leadership role in all walks of life. Education can play an effective role in the uplift of the country and improvement of its human resources. For this purpose the colleges serve as nurseries and preparatory stage to institution of higher education (universities) and occupy a pivotal position in the system.
College undergraduate education is bridge between college and university education. One of more severe problems or crises is that of improving the circumstances, the motivation and the opportunities available. Improvement begins with the process of identifying the right questions which seeks to develop a constructive role for college undergraduate education. In order to meet the challenges of the 21st century, the sector of college undergraduate education will need to make a new beginning and the severe problems or crises which are a hurdle to this development, will have to be rectified (remedy, adjust, pull up).
The study aimed to investigate reasons for educational crises at college level with special emphasis to identify the students’ problems at college level, study the discipline problems of students and study classroom teaching environment in
cclxvii colleges, identify problems of availability of quality text books and curriculum at college level and investigate necessary arrangements for the examination.
The population of the study was all the general education colleges in Punjab. Director of Public Instruction/Director General of college education, District Education
Officers/Directors of Education (Colleges), Principals, teachers and students of male and female colleges. The sample was 122 colleges’ principals, teachers, students,
DPI/DG and Des/DsE. The respondents were 122 principals, 1220 teachers, 2440 students, 2 DPI/DG and 7 DEOs/DsE. Five questionnaires namely CPQ1, CTQ2,
CSQ, DPI/DGQ4 and DEOs/DsEQ5 on three point scale and five point scale were used for quantitative and qualitative data.
The researcher collected the data personally, through trained assistants, through mail, telephone and fax. Data were tabulated and analyzed using percentage.
On the basis of the analysis conclusions were drawn and recommendations were framed.
Conclusions
1. The physical facilities, building, classrooms, offices, laboratories,
computer labs, libraries, playgrounds, common rooms, cafeteria, hostels,
dispensary are essential requirements to achieve the required educational
standards.
2. The institutions having rich heritage of books, journals and internet
facilities will certainly be able to explore the new world of ideas and
concepts. Number of books, updated books, internet facilities, sufficient
sitting facility and computerized catalogues to provide students and
teachers are desired to make environment for research and development.
cclxviii 3. Technological changes are as necessary as other teaching materials for the
best understanding and learning. Multimedia and other newer
technologies are not available in most colleges. A few colleges are more
encouraging in students questioning, creative thinking and active
participation.
4. A teacher is liable for overall personality development and character
building of his/her students. This includes all aspects of personality like
academic, social, spiritual, aesthetic. A teacher must have an idea about
the heritage and ideology of nation fast moving changes, and must be
capable of upholding a panorama of continuity and change. So preservice
and inservice (refresher courses) training is essential for college teachers.
With respect to discipline, regulatory in classes, colleges are much better
but participation in co-curricular activities is very low especially at
undergraduate level.
5. Changes in curriculum are not remarkable to achieve the national
objectives and overall goals of syllabus. Text books available are with
minute changes even in B.Sc. 20 years old syllabus is going on, students
cannot relate what they learn to their daily lives.
6. This study concludes that administration specially in organized task,
provision of proper direction, coordination, reporting and sufficient
budgeting is not more productive. People at administration posts should
be skilled in their respective areas rather than in their subjects.
cclxix 7. None can survive in present oriented future of this world without fulfilling
the research requirement. But, like other deficiencies colleges do not have
research facilities.
8. Vacant posts in colleges are not filled for many years.
9. Principals are not fully authorize to hire the teachers according to the
needs of college.
10. Incentives are not provided to teachers and students on good performance
for encouragement and further proceedings.
11. There is no balance in providing staff to colleges e.g. some colleges are
over crowded with students but teachers are not available and in some
colleges teachers are in surplus.
12. Teachers do not spend full time in college they are in hurry to deliver
lecture. They cannot use libraries and reference books to update their
teaching.
13. There is lack of liaison between universities and colleges due to which
some courses in colleges and universities are taught and evaluated
differently.
14. On the average principals had 8 years of experience.
15. Average enrollment per college is 1965 students.
16. There were on the average 398 students present at degree level in each
college.
17. There were on the average 458 students enrolled in arts subjects.
18. 221 students were enrolled in science subjects on the average.
19. There were average 294 students enrolled in other degrees .
cclxx 20. On the average each college in the sample had sanctioned one professor.
21. All sanctioned professors are filled on the average. This average figure is
larger than that of sanctioned because of response rate of principals.
22. There was on the average no vacancy of professors in sampled colleges.
23. On the average there were 9 associate professors sanctioned.
24. All posts of associate professors were filled in sampled colleges.
25. On the average there were colleges where associate professor's posts were
vacant.
26. On the average 18 assistant professors were sanctioned in sample colleges.
27. On the average each college in the sample had sanctioned 21 assistant
professors.
28. There were 4 posts of assistant professors vacant in these colleges.
29. There were on the average 31 sanctioned lecturers.
30. 27 lecturer positioned were filled on the average.
31. In each college on the average 8 more lecturers were required.
32. On the average one assistant librarian is sanctioned.
33. On the average one assistant librarian position was filled.
34. Still on the average one assistant librarian is required.
35. On the average each selected college had 96 kanals of area.
36. Covered area of college was 104431 sq ft.
37. On the average there was one hostel present.
38. Each hostel had 41 rooms on the average.
Recommendations
In the light of this study, it is recommended that:
cclxxi 1. Education is not merely delivering knowledge, it must create capabilities
in the students to understand the subject matter and can apply it in the real
life. It is important to set learning objectives/goals for each subject in
terms of comprehension and practical application.
2. Examination formats should be revised to evaluate students in practical
applications.
3. The pay structure be upgraded and revised to meet the needs of their daily
life. The promotion formula and service structure needs to be modified to
attract the genius and intelligent people to adopt this sacred profession.
The promotion of the teachers be linked with their performance.
4. The mentoring and supervisory system in colleges be improved in such a
way that the students are encouraged in questioning, creative thinking and
participation in teaching learning process.
5. Locally published text books are cost effective and include better moral and
national values than many foreign books. On the other hand many foreign
books are more effective in technical subjects. Timely and appropriate
revision of curricula by qualified and subject related experts to bring the up to
world class standard is essential. Change in curricula to promote and protect
our religious, cultural and social values should be done through an act of
parliament.
6. No teacher should be appointed without proper training with at least
duration of one year.
7. The system of examination should be designed in such a way that it
encourages concept learning and discouraging cramming learning and
cclxxii memorization. The examination may access the skills of comprehension
analysis, synthesis and evaluation.
8. Structure of education should be changed.
9. Co-Curriculum activities should be arranged.
10. College management should conduct orientation program at the start of the
session.
11. Courses should be revised according to the new technology.
12. Create opportunities for students to relate what they learn to their daily
lives.
13. It’s necessary to give permission of showing our thoughts in democratic
way.
14. Moral excellence is not only duty of students, but also of teachers. They
should be trained to react in well behavior with students.
15. People at administrative posts should be skilled in their respective areas
rather than in their subject.
16. Provide learning environment where students can express themselves
freely.
17. A proactive, strong leadership required. Be more welcoming towards
recreational and entertaining students.
18. For the improvement of college the method of teaching should improve.
19. There must be cafeteria or canteen for the improvement of health for
healthy mind.
20. Adequate funds must be provided in colleges.
21. Admission should be centralized on the basis of (i) Merit (ii) Residence.
cclxxiii 22. At least vacant posts should be filled.
23. Authorize the principal to use their authority in using funds and hiring
teachers.
24. Authorize the principal to use their authority to hire the teachers according
to the needs of college and to give incentive according to their
performance.
25. Balance in opportunity staff e.g. some colleges are overcrowded with
students but teachers are not available and in some colleges teachers are in
surplus.
26. Bound the staff for full time in college so that they can use libraries to
prepare their lecture.
27. College administration should be free from political influence.
28. Facilitated and well equipped labs and building should be provided to the
colleges.
29. There should be greater liaison between universities and degree colleges in
academic matters.
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cclxxxv APPENDIX A
University of Education, Lahore Division of Education 123-Abu Bakar Block, New Garden Town, Lahore. Ph: 5830892 ______
UE/DE/07/0091 Date: 28-02-2007
TO WHOM IT MAY CONCERN
This is to certify that Moqddus Ayub Ph.D scholar is working on her Ph.D in
Education. The topic for her thesis is “A Study of Educational Crisis at College Level in Pakistan”. She needs to collect data relevant to her study from various colleges.
It will be highly appreciated if her desired information is provided to her.
Thanking you for your cooperation in this noble cause.
(Prof. Dr. M. Ibrahim Khalid) Director
cclxxxvi APPENDIX B
University of Education, Lahore Division of Education 123-Abu Bakar Block, New Garden Town, Lahore. Ph: 5830892 ______
Dear Principal,
Assalam-o-Alaikum,
I hope you are in the best of your health, luck and mood. I am writing this letter with the confidence that I will get your prompt attention for a while for an important national educational cause. I am working on my doctoral research project
“Educational Crises at College Level in Pakistan”. The results of the study are likely to yield important and useful insights for all concerned with education in the country.
While responding on to questionnaire please feel free and rest assure that your institution’s name shall be kept confidential and the particulars and information provided by you will be used for research purpose only.
Looking forward for your cooperation and thanking you in anticipation.
Dated: March 01, 2007 Yours truly,
Moqddus Ayub Ph.D (Edu.) Scholar
cclxxxvii APPENDIX C
Educational Crisis at College Level in Pakistan
QUESTIONNAIRE FOR COLLEGE PRINCIPAL (NO.1)
1 Name(optional)______Experience as principal ______
Years
2 Name of the college______
3 Date of joining this college______Date of joining the department ______
4 Qualification:______Academic ______Professional ______
Enrollment:
5 Present enrollment of college students i) Total ______ii) at degree level ______
iii) In Arts /Humanities (degree level)______iv) In Science(degree level)______
v) any other (degree) level ______
cclxxxviii Please give the relevant information in the given space Staff Information
Positions No of posts
Sr. No. Teaching Staff Sanctioned Filled Vacant 1 Professors WE
2 Associate professors
3 Assistant professors
4 Lecturers
Non Teaching Staff
1 Librarian
2 Library Assistant
3 Laboratory Attendant
4 Naib Qasid
5 Chowkidar
6 Gardner
7 Guard
8 No of Qualified Coaches
9 Janitor
Please tick() the most appropriate response
10 You are satisfied with the number of sanctioned posts for your college
students Ye To some No s extent
cclxxxix BUILDING: Area and Rooms
Total area of college______Covered area of college______
Sr.No Description Number Number of rooms
1 Hostels
2 Teacher residences
3 Principal residence
4 Store rooms
5 Laboratories
6 Libraries
7 Staff room
8 Dispensary
9 Principal office room
10 Class rooms
11 Cafeteria & Canteen
12 Students retiring room
13 Multipurpose Hall
14 Meeting room
15 Other rooms
16 Building renovation is done Three Rarel Yearly Two yearly yearly y
ccxc 17 You are satisfied with building maintenance Ye To some No s extent
18 You are satisfied with furniture maintenance Ye To some No s extent
Laboratories:
22 No of computers______
24 Separate laboratories i.e chemistry, physics, botany, zoology for B.Sc students
Ye To some No s extent
Games :
26 Area of playgrounds______
27 No of playgrounds______
29 Name of games organized at college i______ii______- iii______
iv ______v ______
ccxci FINANCES: Budget allocation
Sr.No Budget allocation is sufficient for Yes No To some extent
1 Repair of vehicles
2 Repair and maintenance of furniture
3 Repair and maintenance of building
4 Games
5 Library
6 Furniture
7 Science equipments materials
8 Staff welfare
5 Any other
6 Funds are released swiftly at per allocation
STUDENTS’ PROBLEMS
Fee, Scholarship Funds
Annual fee/ Rs for: i) B.A______ii) B.Sc ______
iii) Computer______
Per semester fee/ Rs for: i) B.A______ii) B.Sc______
iii) Computer______
No of students given fee concession______
No of scholarships given on: a) merit basis______
b) Poverty basis______c) on other grounds______
ccxcii DISCIPLINE PROBLEMS
Please tick () the appropriate from the following
KEY: Strongly disagree=1 Disagree=2 Undecided=3 Agree=4 Strongly agree=5
Orientation and Directions
Sr.No Statements 1 2 3 4 5
1 Discipline problems arises in the college
3 There are discussions to handle group clashes &disputes among college staff
4 There are discussions to handle group clashes &disputes among college staff & students
5 There are discussions with administration to handle group clashes &disputes
6 Students’ union is necessary to develop democratic attitude and leadership qualities among students
7 Students organizations influence decision making
Conduct of Examination:
1 Separate hall for examination
Yes No
Sr.No Statements Yes No To some extent
2 System of examination emphasis on
a) rote learning of text books
b) Conceptual understanding of academics
ccxciii Teachers’ Problems
Sr.No Statements 1 2 3 4 5
1 Opportunities of in-service training (refresher courses) are provided to teachers
2 Teachers take active part in research activities in their relevant areas
3 Medium of instruction Should be
a English language
b Urdu language
c Local language
4 Research journal is available for college teachers
5 Teachers invite experts to deliver talks on academic issues
21 State any other problem:
______
______
______
EDUCATIONAL CRISES
Please tick() the problems that have reached to crisis proportion
Sr.N Statements 1 2 3 4 5 o
Crises are:
1 Short duration of degree program as compared to other developed countries
ccxciv 2 Absence of technical programs in arts (general) education degree program
3 Over crowded classes
4 Shortage of teachers
5 Week coordination between government and college authorities
6 Inappropriate allocation of funds
7 There is leakage during funds utilization
8 Teachers perform other duties in addition to teaching
9 Week coordination between government and college authorities
10 Lack of cooperation among college staff &administration
11 No change in the curriculum with respect to global needs & technologies
12 Lack of new course combination
13 Lack of incentive on better performance &qualification
14 Delay in promotions
15 Less opportunities are provided for research
16 Lack of Ph.D teachers
17 Lack of opportunities of collaboration of teachers inside & outside the country
18 Shortage of physical facilities
19 Lack of adequate funds
State any other crisis
ccxcv i
______
______ii ______
ccxcvi Causes of educational crisis
Sr.No Statements 1 2 3 4 5
1 System of affiliation has procedural difficulties
2 Instability of government
3 Instability of government policies
4 Lack of government interest
5 Political activist compel admission out of merit
6 Political activist influence in teachers’ appointments and transfers
7 Teachers associations interfere in college affairs
8 Students associations interfere in college affairs
State any other causes of crisis
______
______
______
______
Give any two suggestions for the improvement of college education
i ______
______
ii ______
______
ccxcvii ccxcviii APPENDIX D
Educational Crisis at College Level in Pakistan
QUESTIONNAIR FOR COLLEGE TEACHERS (No 2)
Name (optional)______
Name of the college ______
Designation: a) professor ______b) Associate professor______
c) Assistant professor ______d) Lecturer______
Subject you teach______
Date of joining the department______Date of joining this college______
Qualification; Academic ______Professional ______
Please tick ( ) the most appropriate response and give the relevant information in the given space
Staffroom
Sr.No You are satisfied with staffroom facilities Yes No
i Sofas
ii Chairs
iii Carpets
iv Air conditioned
v Hot& cold water
vi Tea arrangements
vii Lockers
1. Mention any other your need______
ccxcix 2 College has Teachers’ residences Ye No s
DISCIPLINE PROBLEMS
Please tick () the appropriate from the following
KEY: Strongly disagree=1 Disagree=2 Undecided=3 Agree=4 Strongly agree=5
Sr.No Statements 1 2 3 4 5
1. There are formal discussions to handle group clashes &disputes among college staff
2. There are formal discussions to handle group clashes &disputes among college staff & students
3. There are discussions with administration to handle formal group clashes &disputes
4. Students’ union is necessary to develop democratic attitude and leadership qualities among students
Availability of Text Books and Curriculum
S.No. Statements 1 2 3 4 5
1. Quality Text books are available
2. Text books are comprehensive and up to the students level
3. Syllabi are covered in time
4. Curriculum is according to market needs of students
5. Change of curriculum is at proper time
6. Teachers are involved in curriculum change
7. Students use guides\key books instead of
ccc textbooks
8. Curriculum fulfills the national goals
Conduct of Examination
Sr.No Statements Yes No To some extent
1. Proper supervision during conduction of examination
2. Opportunities of cheating are strictly hindered
3. System of examination emphasis on
a) rote learning of text books
b) Conceptual understanding of academics
Teachers’ Problems
Sr.No Statements 1 2 3 4 5
1 Additional reading material is available to teachers.
2 Teacher guides are available to teachers
3 Opportunities of in-service training (refresher courses) are provided to teachers
4 Work is distributed according to teachers ability
5 Teachers seek help and cooperation from principal in solving problem
6 Principal discriminates among teachers
7 The principal interaction with the staff is pleasant
8 The principal visits the classrooms while teacher is teaching
9 The principal discuses with teachers his/her
ccci impression about classroom visits
10 The principal provides guidance to staff in their official work
cccii
11 The teachers are overloaded with work scheduled
12 Teachers have other responsibilities that obstruct their teaching
13 The promotion of staff is often at due time
14 Principal goes out of his/her way to help for teachers welfare
15 Teachers help and are friendly towards each other
16 Teachers take active part in research activities in their relevant areas
17 Medium of instruction Should be
a English language
b Urdu language
c Local language
18 Teachers consult latest researches in their relevant subjects
20 Teachers invite experts to deliver talks on academic issues
21 Teaching is up –dated and responded to new trends
22 There is proper transport facility for teachers
23 State any other problem
______
______
______
______
ccciii EDUCATIONAL CRISES
Please tick () the problems that have reached to crisis proportion
Sr.No Statements 1 2 3 4 5
Crises are:
1 Short duration of degree program(years) as compared to other developed countries
2 Absence of technical programs in arts (general) education degree program
3 Over crowded classes
4 Shortage of teachers
5 Week coordination between government and college authorities
6 Inappropriate allocation of funds
7 There is leakage during funds utilization
8 Teachers perform other duties in addition to teaching
9 Week coordination between government and college authorities
10 Lack of cooperation among college staff & administration
11 No change in the curriculum with respect to global needs & technologies
12 Lack of new course combination
13 Lack of incentive on better performance &qualification
14 Delay in promotions
15 Less opportunities are provided for research
16 Lack of Ph.D teachers
ccciv
17 Lack of opportunities of collaboration of teachers inside & outside the country
18 Shortage of physical facilities
19 Lack of adequate funds
20 State any other crisis
______
______
______
Causes of Educational Crisis
Sr.No Statements 1 2 3 4
1 System of affiliation to universities has procedural difficulties for colleges
2 Instability of government
3 Instability of government policies
4 Lack of government interest
5 Political activist compel admission out of merit
6 Political activist influence in teachers’ appointments and transfers
7 Teachers associations interfere in college affairs
8 Students associations interfere in college affairs
9 State any other causes of crisis
______
______
______
cccv Give any two suggestions for the improvement of college education i ______
______
______ii ______
______
______
cccvi APPENDIX E
Educational Crisis at College Level in Pakistan
QUESTIONNAIR FOR COLLEGE STUDENTS (No 3)
Name______
______
Name of the college______
Class______Course
Combination______
Gender: a) Male b) female
Please tick() the most appropriate response and give the relevant information in the given space
BUILDING
Furniture & Maintenance:
1 Classrooms have furniture according to the needs of students
Ye To some No s extent
Laboratories:
2 Lab with sufficient computer facilities Ye To some No s extent
3 Separate laboratories for B.Sc students
Yes No
cccvii 4 Equipments& facilities according to the needs of students Ye To some No s extent
5 College has students retiring room
Yes No
6 Students retiring room is properly furnished Ye To some No s extent
7 Cafeteria and canteen provides edible at proper rate Ye To some No s extent
Students’ Problems
1 Fee is affordable to students
Yes No
Sr. No Extra funds are collected from students Yes No
2 Nature of collection of extra funds in the name of Cultural festival i.e basant ,Eid millan, colour day
i Fun fair
ii Tours
iii Games
iv Dramas
v Computer
vi Building maintenance
cccviii DISCIPLINE PROBLEMS
Please tick () the appropriate from the following
KEY: Strongly disagree=1 Disagree=2 Undecided=3 Agree=4 Strongly agree=5
Sr. No Statements 1 2 3 4 5
1 Orientation is provided to students in the start of session about discipline
2 There are discussions to handle group clashes &disputes among college staff & students
3 Students’ union is necessary to develop democratic attitude and leadership qualities among students
4 Co-curricular activities are well administered in college
Teaching & learning Environments
5 Students get classes regularly
6 Teachers come to the class well in time
7 Reinforcement& encouragement is given to students for good behavior
8 Teachers encourage students participation in class
9 Students are treated according to their ability
10 Students are awarded according to their performance in the class
11 Students are assigned work according to their interest
12 Students are friendly towards each other
13 Teachers behavior towards students is pleasant
cccix
14 Teachers provide guidance to student to solve their problems
a)academic,
b)Social
c)emotional
15 Students are equally treated by the teachers
16 Teachers go out of his/her way to help for students welfare
17 Guidance & counseling is provided to students in subject selection
Availability of Text Books and Curriculum
Sr No. Statements 1 2 3 4 5
1 Text books are easily available to students
2 Text books are available at affordable price to students in market
3 Syllabi are covered in time
4 Additional reading material is provided to students
Conduct of Examination
Sr.No Statements Yes No To some extent 1 Separate hall for examination
2 Proper sitting arrangement for conduct of exams
3 Heat controlling system at examination place
4 Proper supervision during conduction of examination
5 Opportunities of cheating are strictly hindered
cccx Miscellaneous
Sr.No Statements 1 2 3 4 5
1 Additional reading material is available to students
2 Principal goes out of his/her way to help for students welfare
3 Medium of instruction should be
a English language
b Urdu language
c Local language
4 There is proper transport facility for students
EDUCATIONAL CRISES
Please tick() the problems that have reached to crisis proportion
Sr.No Statements 1 2 3 4 5
Crises are:
1 Absence of technical programs in arts (general) education degree program
2 Over crowded classes
3 Shortage of teachers
4 Teachers perform other duties in addition to teaching
5 Lack of cooperation among college staff &administration
6 No change in the curriculum with respect to global needs & technologies
7 Lack of new course combination
8 Lack of incentive on better performance
cccxi 9 Lack of Ph.D teachers 1 2 3 4 5
10 Shortage of physical facilities
11 State any other crisis
______
______
Causes of Educational Crisis
Sr.No Statements 1 2 3 4 5
1 Political activist compel admission out of merit
2 Teachers associations interfere in college affairs
3 Students associations interfere in college affairs
4 State any other causes of crisis
______
______
______
5 Give any two suggestions for the improvement of college education i
______
______
______
______ii
______
cccxii ______
______
______
cccxiii APPENDIX F Educational Crisis at College Level in Pakistan QUESTIONNAIRE FOR COLLEGE DIRECTORS OF PUBLIC INSTRUCTION (NO. 4)
NAME ______
AREA ______EDUCATIONAL CRISES
Please tick() the problems that have reached to crisis proportion
KEY: Strongly disagree=1 Disagree=2 Undecided=3 Agree=4 Strongly agree=5
Sr. No Statements 1 2 3 4 5
Crises are:
1 Short duration of degree program as compared to other developed countries
2 Absence of technical programs in arts (general) education degree program
3 Over crowded classes
4 Shortage of teachers
5 Week coordination between government and college authorities
6 Inappropriate allocation of funds
7 There is leakage during funds utilization
8 Teachers perform other duties in addition to teaching
cccxiv
9 Week coordination between government and college authorities.
10 Lack of cooperation among college staff and administration
11 No change in the curriculum with respect to global needs & technologies
12 Lack of new course combination.
13 Lack of incentive on better performance &qualification
14 Delay in promotions
15 Less opportunities are provided for research
16 Lack of Ph.D teachers
17 Lack of opportunities of collaboration of teachers inside & outside the country
18 Shortage of physical facilities
19 Lack of adequate funds
State any other crisis i. ______
______ii. ______
______
cccxv Causes of Educational Crisis
Sr.No Statements 1 2 3 4 5
1 System of affiliation has procedural difficulties
2 Instability of government
3 Instability of government policies
4 Lack of government interest
5 Political activist compel admission out of merit
6 Political activist influence in teachers’ appointments and transfers
7 Teachers associations interfere in college affairs
8 Students associations interfere in college affairs
State any other causes of crisis
______
______
______
______
Give any two suggestions for the improvement of college education i. ______
______ii. ______
______
cccxvi APPENDIX G
Educational Crisis at College Level in Pakistan
QUESTIONNAIRE FOR DISTRICT EDUCATION OFFICERS (NO. 5)
NAME ______
AREA ______
EDUCATIONAL CRISES
Please tick() the problems that have reached to crisis proportion
Sr. Statements 1 2 3 4 5 No
Crises are:
1 Short duration of degree program as compared to other developed countries
2 Absence of technical programs in arts (general) education degree program
3 Over crowded classes
4 Shortage of teachers
5 Week coordination between government and college authorities
6 Inappropriate allocation of funds
7 There is leakage during funds utilization
8 Teachers perform other duties in addition to teaching
9 Week coordination between government and college authorities.
10 Lack of cooperation among college staff and administration
cccxvii 11 No change in the curriculum with respect to global needs & technologies
12 Lack of new course combination.
13 Lack of incentive on better performance &qualification
14 Delay in promotions
15 Less opportunities are provided for research
16 Lack of Ph.D teachers
17 Lack of opportunities of collaboration of teachers inside & outside the country
18 Shortage of physical facilities
19 Lack of adequate funds
State any Other Crisis i. ______
______ii. ______
______
Causes of educational crisis
Sr.No Statements 1 2 3 4 5
1 System of affiliation has procedural difficulties
2 Instability of government
3 Instability of government policies
4 Lack of government interest
5 Political activist compel admission out of merit
6 Political activist influence in teachers’
cccxviii appointments and transfers
cccxix
7 Teachers associations interfere in college affairs
8 Students associations interfere in college affairs
State any other causes of crisis
______
______
______
______
Give any two suggestions for the improvement of college education i. ______
______ii. ______
______
cccxx APPENDIX H
LIST OF SELECTED COLLEGES
Sr. No. College Name District
1. Government College Attock Attock
2. Government College for Women, Attock “
3. Government Degree College Hazro “
4. Government Postgraduate College Bahawalnagar Bahawal Nagar
5. Government College for Women Bahawalnagar “
6. Government College for Women Chishtian “
7. Government Degree College for Women Dharanwala “
8. Government Degree College Fort Abbas “
9. Government College for Women Satellite Town Bahawalpur
10. Government Degree College for Women Dubai Mahallah, Bahawalpur “
11. Government Degree College for Boys Hasilpur “
12. Government Degree College Yazman “
13. Government Degree College for Women Yazman “
14. Government College for Women Bhakkar Bhakkar
15. Government Degree College Kallur Kot “
16. Government Postgraduate College Chakwal Chakwal
17. Government College for Women Chakwal “
18. Government College for Women Choti Zareen D.G.Khan
19. Government College Dera Ghazi Khan “
20. Government College of Science Faisalabad Faisalabad
21. Government College Samanabad, Faisalabad “
22. Government Islamia College Faisalabad “
cccxxi 23. Government Millat Degree College G.M. Abbad “
24. Government College for Women Faisalabad “
25. Government Islamia College for Women, Faisalabad “
26. Government College for Women Ghulam Muhammad Abad, Faisalabad “
27. Government College for Women Saifabad, Faisalabad “
28. Government Islamic College Gujranwala Gujranwala
29. Government Degree College Peoples Colony, Gujranwala “
30. Government College for Women Peoples Colony, Gujranwala “
31. Government College for Women Qila Didar Singh, Gujranwala “
32. Government Degree College for Women Rahwali, Gujranwala “
33. Government Zamindar College Gujrant Gujrat
34. Government College Gujrat “
35. Government Degree College for Women Kunjah, Gujrat “
36. Government College for Women Bhagowal Kalan, Gujrat “
37. Government I.D. Janjua College for Women Lalamusa, Gujrat “
38. Government Degree College Pindi Bhattian Hafizabad
39. Government Islamia Degree College for Women Hafizabad “
40. N.B.P. Pind Dadan Khan Jhelum
41. Government College for Women Pind Dadan Khan “
42. Government Islamic College Chiniot Jhang
43. Governemnt Degree College for Women Chiniot “
cccxxii 44. Government College for Women, Chunian Kasur
45. Government Degree College Mustafa Abad, Kasur “
46. Government Degree College Kot Radha Kishan “
47. Government Degree College Kabirwala Khanewal
48. Government Degree College for Women Khanewal “
49. Government Postgraduate College Jauharabad Khushab
50. Government Jauhar College for Women Jauharabad “
51. Government Degree College (Boys) Raiwind Lahore
52. Government College Township, Lahore “
53. Government Islamic College Civil Lines, Lahore “
54. Government M.A.O. College Lahore “
55. Government Dyal Singh College, Lahore “
56. Government College for Women Bund Road, Lahore “
57. Government APWA College for Women, Lahore “
58. Government Fatima Jinnah College (W) Chunamandi “
59. Government Islamia College (W) Cantt. “
60. Government Islamia College (W) Cooper Road “
61. Government Shalimar College, Lahore “
62. Government Degree College Karor Lalesan Layyah
63. Government Degree College Fateh pur “
64. Government College for Women Karor “
65. Government Degree College Lodhran Lodhran
66. Government Degree College for Women Lodhran “
67. Government College Mandi Bahauddin M.B.Din
68. Government College for Women Phalia “
69. Government Degree College Isa Khel Mianwali
cccxxiii 70. Government Degree College for Women Isa Khel “
71. Government College Civil Lines, Multan Multan
72. Government College Bosan Road, Multan “
73. Government College of Science Multan “
74. Government College for Women Katchery Road Multan “
75. Government College for Women Mumtazabad, Multan “
76. Government Boys Degree College Ali Pur Muzaffar Garh
77. Government College for Women Ali Pur “
78. Government G.N. Degree College Nankana Sahib Nankana Sahib
79. Government G.N. Degree College (W) Nankana Sahib “
80. Government Degree College Zafarwal, Narowal Narowal
81. Government Degree College for Women Baddomali “
82. Government Degree College (B) Depalpur Okara
83. Government Degree College Haveli Lakha “
84. Government College (W) Depalpur “
85. Government Degree College (W) Renala Khurd “
86. Government Degree College Arifwala Pakpattan
87. Government College for Women Arif Wala Pakpattan
88. Government T.T. Post Graduate College Khanpur R.Y.Khan
89. Government Postgraduate College for Women R.Y.Khan “
90. Government College (B) Jampur Rajanpur
91. Government Degree College (W) Jampur Rajanpur
92. Government College (Boys) Murree Rawalpindi
93. Government College Ashgar Mall, Rawalpindi “
94. Governemnt Hashmat Ali Islamia College Rawalpindi “
cccxxiv 95. Government Degree College for Women Main Peshawar Road Rawalpindi “
96. Government Degree College for Women Muslim Town, Rawalpindi “
97. Government College for Women Murree Road, Rawalpindi “
98. Government Degree College (W) Dhoke Kala Khan “
99. Government Degree College for Women Dhike Hasan “
100. Government College for Women, Daultala “
101. Government Imamia College, Sahiwal Sahiwal
102. Government College for Women, Sahiwal “
103. Government Degree College Chak 90/SB Sargodha
104. Government Degree College (Boys) Bhagtanwala “
105. Government Girls Degree College Block No. 23/A “
106. Government College for Women, 36/S.B “
107. Government College for Women Shahpur Sadar “
108. Government Waris Shah Degree College Jandiala Sher Khan Sheikhupura
109. Government Waris Shah Girls College Jandia Sher Khan “
110. Government Degree College, Daska Sialkot
111. Government College for Women, Daska “
112. Government Degree College Pasrur “
113. Government College for Women, Pasrur “
114. Government P.S.T. College Kamalia T.T.Singh
115. Government College for Women, T.T.Singh “
116. Government Degree College Mailsi Vehari
117. Government Degree College for Women, Mailsi “
cccxxv 118. Government College Vehari “
119. Governmetn College for Women Vehari “
120. Islamabad Model College for Girls, St.No. 25, F-6/2, College road, Islamabad
121. Federal Government Postgraduate College for Women F- 7/2 “
122. Margalah Postgraduate College for Women F-7/4 “
123. Islamabad Model College for Women F-7/4 “
124. Federal Government College for Women G-10/4, Sawan Road “
125. Federal Government Postgraduate College for Boys, H- 8, Islamabad “
126. Federal Government College for Men, H-9, Islamabad “
cccxxvi