Technical Issues in Measuring Dropout in Primary Schools in Quetta Aamara Bibi Mrs Amir Bano Mr. Abdul Wahab Abstract

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Technical Issues in Measuring Dropout In Primary Schools In Quetta

Aamara Bibi M.Phil. Scholar. Balochistan Study Center, University of Balochistan, Quetta.

Mrs Amir Bano Assistant Professor. IER, University of Balochistan, Quetta.

Mr. Abdul Wahab Lecturer, IER, University of Balochistan, Quetta.

Abstract: The issue of Primary school dropouts has produced expanded interest among Teachers, policymakers and Researchers especially in last few years. many technical issued are being faced in measuring this social phenomenon This Quantitative study on technical issues in measuring dropout looks at the technical issues faced into comprehend and understand this social and instructive issue which has direct impacts on society. To figure out the issue two areas have been focused for covering the data through self-constructed questionnaire , first random sampling with (50) fifty primary school Head teachers and second with stratified random sampling by educational administrators in Quetta. The data analysis tool based on Statistical Package for the Social Sciences (SPSS) which is assisted in measuring the data in descriptive and cluster form. Results of the study with discussion identified crucial finding especially for the future research and helpful paper for educational administration of Balochistan to revisit the policies regarding measuring method of dropout. The recommendations and implications are also discussed at the end of this study.

Key Words. Technical issues. Dropout. Primary schools. Quetta.

Introduction Education with no doubt universally is considered as key for development in socio-economic conscious countries. Improving the quality of educational structure guaranties a strong base in the formation of quality education. Therefore Pakistan has made remarkable changing progress in raising literacy in adult; however the goal of country still lay under elusive issues. i.e. due to low enrolment and high dropout rates particularly at primary level. In spite of the facts faced with great extend and also much propagated by Socialists, researchers and policy makers, the plan in the nineties around base for sustained enrolment rates and retention of students at different levels could not be achieved to be controlled. Therefore the high levels of drop-outs at particularly primary level in Balochistan and generally in Pakistan remain the milestones of journey to come over the issue through school education (Bilquees & Saqib, 2004). In Pakistan, the rising literacy hardly at the level of 26% in 1981 as per (Government of Pakistan, 1998) and increasing to 57% in 2009 (Government of Pakistan, 2010) nevertheless considering the existing figures with still about 50 million children (about one-fourth) hardly pass primary school which remains alarming for policymakers. Anexact approach to define the term Dropout is not just under contradictory. Yet under an awesome struggle for fixation by researchers as overcome the prevailing issue, and even of un institutionalized way to deal with definitions drives it to about incomprehensible techniques to acquire even precise figures for measuring drop-out around world. (Bridgeland,&Dilulio, 2006) This driving issue faced by government. who had a little watched on the dropout and technical issues in figuring out the cases of dropout which need to be settled and also balanced specified government organization not long after in the wake of leaving open part the same number of them as of now said above. At any rate now a Bureau of the agreement" current populace study" has been constituted to make sense of such issues in Pakistan, yet at the same time confronting many suggestions in the issue. Henceforth, this study is based and led by researcher to investigate technical issues on allotting proper figures of dropout at primary level schools in Quetta, Balochistan.

Literature Review The level of economic development of a country plays an important role in the development of education and students’ retention rate. Low level 3 of economic development of the country and low per capita income of the people is one of the major causes of high dropout rate in Pakistan. They also believe that poverty is the biggest and the strongest limiting factor to attaining desired outcomes concerning UPE in the country. In 2002, roughly one-third of the population was below poverty line (United Nations Development Program, 2004) while in 2004, this ratio was 23.10% with the higher prevalence of poverty in the rural (28.35%) rather than the urban (13.6%) areas (Government Pakistan, 2004). However, recent survey shows that about 40% of the population in Pakistan lives below the poverty line. In rural areas it even ranges between 45-50 percent (Government of Pakistan, 2008). Previous research studies have also shown that poverty is the main reason forcing children to leave school. One 1977 study indicated that 79% of dropouts are from low-income households. In these families, children also play the role of breadwinner (Haveman, R. & Wolfe, B. 1994).(Newmann et al., 1992;Wehlage et al., 1989) or withdrawal (Finn, 1989) from school. Although there are some differences among these theories, they all suggest that there are two dimensions to engagement: academic engagement, or engagement in learning, and social engagement, or engagement in social dimensions of schooling (Wehlage refers to this as school membership). Engagement is reflected in students attitudes and behaviors with respect to both the formal aspects of school

Physical factors which are contributing towards high dropout rate at primary level in Pakistan. Corporal punishment is one of the major reasons for dropping out students from school. Beatings at school are considered culturally acceptable to ensure obedience. In 1989, 52% of Pakistani teachers were found to use physical punishment with their students (United Nations, 2008). In 2005, the UNICEF conducted the first in-depth survey to determine how many children were given corporal punishment. All 3,582 children interviewed stated that they had been beaten at school. According to the Society for the Protection of the Rights of the Child, about 35,000 school children in Pakistan dropout from school each year due to corporal punishment. Such beatings at schools are also responsible for one of the highest dropout rates in the world, which stands at 50% during the first five years of education (United Nations, 2008). Despite growing awareness regarding the issue, many school teachers remain convinced that some degree of corporal punishment is necessary to instruct children. Although all 4 the provincial governments of Pakistan banned corporal punishment in schools since 1999 and issued directives to all teachers not to use corporal punishment on children, the fact is that the directives remain poorly implemented which causes a high dropout at primary level.

Teacher related factors which causes the high dropout rate in Pakistan. Most of the primary schools in Pakistan are single teacher. It is not possible for a single teacher to manage five or six groups of children. They could not manage students’ activities properly and students do not take interest in their studies. Resultantly, some of the students remain absent from school and after all leave the school. one of the major reasons of high dropout of students is inadequate and improper residential facilities for teachers especially in far flung areas. This compel the teachers to remain absent from school to attend to family problems which causes the dropout of students. Some others teacher related factors identified by the respondents are low morale of primary school teachers and their harsh treatment towards pupils; sub-standard student-teacher ratio; inadequate knowledge of the child psychology; and low qualified and un-experienced teachers. Chaurd and Mingat (1996) reported that highly qualified and aged teachers appeared to facilitate the dropouts at primary levels.

Research Plan and Methodology The researcher utilize dmixed-method strategy as the study require both techniques for thematic and numerical information and additionally studybased on descriptiveapproach to overview data and population for the study comprisedon the urban and sub-urban zone primary schools of District Quetta.

Population and sample size Population and Sampling Owing to time and money related limitations, the study was delimited to the Principals of government primary schools of Quetta. Moreover, the number of participants in the systematic study contained Executive District Officers (EDOs) Education and District Education Officers (DEOs); Dy. Area Education Officers (Dy. DEOs) and Assistant Education Officers (AEOs) head Teachers. From the population, the study was drawn by utilizing stratified and random sampling with descriptiveapproach.50 primary school Head Teachers, from both urban and 5 sub-urban area of Quetta who were drawn through proportionate stratified and random sampling systems. Thusly, After the selection of schools, the specimen of subjects of various classifications was drawn. In such manner, every one EDOs (Education and District Education officers), DEOs (District Education Officers), Dy. DEOs (Deputy District Education Officers ) and AEOs of Quetta District were included into the samplefor study.

Data collection procedure The study was conducted using mixed-Methods i.e. qualitative and quantitative. The qualitative date was collected through interviews and open- ended questions in the questionnaires. The quantitative data was collected through closed-type questions in the questionnaires. Data from head teachers, was collected through survey questionnaire which was developed on a five point rating scale ranging from ‘1’ indicating strongly disagree to ‘5’ indicating strongly agree. The questionnaire comprised of three parts that included: 1) demographic information; 2) 54 items at five point rating scale; and 3) three open ended questions to invite the opinions of the respondents. Interview protocol was developed in the national language (Urdu), and it was translated into English and transcribed.

The study was directed utilizing Mixed-Methods i.e. Qualitative and quantitative. The qualitative date was gathered through open-finished Questionnaire. The quantitative information was gathered through closed- ended questionnaire. Information from head Teachers, was gathered through overview survey which was created on a five point rating scale extending from '1' with strongly disagree to '5' strongly agree. The survey contained three sections that included: 1) statistic data; 2) 20item at five point rating scale; and 3) three open-ended questions to observe the respondents reply. Interviews were translated into the national language (Urdu), and than it was converted into English and interpreted.

Data Analysis 6

This section provided the display a portrayal of the study and interpretation of information. The information were gathered from Head Teachers of primary schools through urban and sub-urban areas of Quetta, administrators of Education Department including Executive District Officers (EDOs), District Education Officers (DEOs), Deputy District Education Officers (Dy. DEOs), Assistant Education Officers (AEOs) of Quetta and the Director Education Balochistan. The motivation behind the study was to research technical issues in strategies for measuring dropout in primary schools of Balochistan. DistrictQuetta.Which were chosen for information, for exploring technical issues in measuring dropout rate of these areas had just been discovered more prominent than those of different locale of Balochistan. The researcher arranged two surveys; One for Head Teachers of primary schools and the other for Education Executive Officers of Quetta. The Questionnaire for head educator included 15close-endedquestions in yes/no shape and five open-ended Questions, while the survey interview protocol for administrators contained eight closed-ended requesting Questionsfor answers in yes/no frame and five open-ended questions. The gathered information were investigated utilizing illustrative insights. 7

Descriptive analysis method was utilizedto observe ratiosfor the significant measurements of the data for study and understanding. answers of open- ended inquiries were first arranged under basic patterns and afterward systematized with thematic view for assistance in findings.

An extraordinary major share of educational heads (78.5 %) has web office. A few officers in the lower strata detest web office. Just 33.3 % officers reacted to have PC in Administrator’s Office, generally, PC related work is being taken from agents. Larger part of the officers affirmed to keep up dropout record. A few officers appear to disregard dropout record to higher expert without trying to keep up legitimate record. It demonstrates some carelessness with respect to the officers of which reasons might be differing. A little percentage of overseers (21.2 %) does not concur that figures of dropout at tehsil/region percentage speak to the separate tehsil/locale. This thing demonstrates a few escape clauses in revealing and unwavering quality of the figures. Half of the officers reacted to have the ability to deal with a database administrator. In government segment, authorizing the post for a specific employment lies in the hands of approach producers or the higher researcher. Thusly, as a rule, officers feel vulnerable in procuring work force, regardless of whether they are gravely required. All officers communicated their in the agreed that information on selected students and dropouts ought to be connected on common percentage. It implies that they would like to secure nearly precise figures of dropouts if information be connected on at any rate common percentage. Yearly variety in dropout figures isn't sensible, is the reaction of 21.2 % executives. It counts the rate which demonstrates that figures of dropout at tehsil/area percentage are not agent their particular tehsil/locale. Additionally, 27.3 % officers are not happy with the unwavering quality of current dropout figures. This rate may be considerably more noteworthy as a general rule, for the vast majority of the officers are constrained by the idea of their duty and post to give a decent picture where their own work and productivity may be addressed.

Conclusion The findings and conclusions of this investigation have been examined in accordance with inquire about questions one by one. To begin with explore question was, 'What is the idea of varieties in characterizing 8 dropout. This study has been tended to by investigating the current writing on dropout. One thing ought to be remembered that researcher discover a considerable measure of writing with respect to reasons for dropout, yet little researcher find about characterizing dropout globally. More often than not, researcher discover neighbourhood meanings of dropout in light of specific circumstance and setting of the characterizing organization. Researcher have lexicon meanings of dropout no uncertainty, yet they are of general nature. For instance, Oxford Advanced Learners' Dictionary says that a dropout is a man who leaves a school or school before they have completed their courses (Oxford Advanced Learners' Dictionary, 2015) and Collins Dictionary characterizes dropout as a man who neglects to finish a school or school course (Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, F., Weinfeld, F., & York, R. 1966). As is obvious from the above word reference definitions, dropout has been characterized by and large terms and thus envelop all establishments. A far as individual efforts are concerned, a few organizations and people have exhibited their individual definitions

Future recommendations In view of the discoveries and finish of this investigation, following proposals can be recommended with a specific end goal to guarantee correct and predictable dropout figures Particularly in Balochcistan and generally in Pakistan. • Dropout ought to be authoritatively characterized and its standards for measuring should be reset by government Representatives. • There should be a provincial body to gather and keep up information at district level and a solid observing framework should be carried out. • Such information gathering procedures should be embraced which must guarantee greatest dependable figures. • Each studentmust be apportioned/given an interesting ID. Help can be taken from Schools and the concerned Education Department in such manner. • There should be a parent database at provincial level which would connect up all students and have the capacity to track singular pupil when and where he/she goes. • All formal and casual instructive organizations should be connected with the previously mentioned database. 9

• Personnel in charge of keeping and keeping up and revealing dropout information may be all around prepared, particularly with computers and web system in office. •Official or departmental issues may be evacuated to stay away from counterfeit in process of measuring dropout figures. All formal and casual instructive foundations, particularly religious madrassa ought to be streamlined. A climate of participation, coordination and trust may be provided to work properly. Dropout information may be interlinked at provincial level and at even National level.

References. Bridgeland, J.M, Dilulio, J.J. & Morison, K.B. (2006). The silent epidemic. New York: Civic Enterprises, LLC. Retrieved from: www.ignitelearning.com/pdf/ TheSilentEpidemic3-06FINAL.pd Chuard, D. & Mingat, A. (1996). An analysis of dropout and student leaving in primary education in Pakistan. Manila, Philippines: Asian Development Bank (ADB) Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, F., Weinfeld, F., &York, R.(1966). Equality of educational opportunity. Washington, D.C.: U.S. GovernmentPrinting Office Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59,117-142. Government of Pakistan (1998). Countryal Plan for Action on Education for All Pakistan. Islamabad: Ministry of Education Government of Pakistan (2004). Countryal Plan for Action on Education for All (2001-2015) Pakistan. Islamabad: Ministry of Education Government of Pakistan (2010). Economic Survey of Pakistan (2009 -20 1 0). Islamabad: Finance Division Haveman, R. & Wolfe, B. (1994). Succeeding generations: On the effects of investments in children. New York: Russell Sage Foundation Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources ofstudent engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools, (pp.11-39). New York: Teachers College Press.of Educational Technology Systems, 29, 313-329 United Nations (2008). Pakistan: Corporal punishment key reason for school dropouts. UN Office for the Coordination of Humanitarian Affairs. [Online] Available: United Nations Development Program (2004). Human Development Report 2004. New York: Oxford University Press Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1983). Reducing the Risk: Schools as Communities of Support. New York: Falmer Press UNICEF.(2008) Commended action (2nd ed.). Springfield, IL: Charles C. Thomas

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

Career Guidance and Counselling Program in Quetta: In the perspective of Government Secondary School Principals

SADAF NISAR M.Phil. Scholar-(Education) Balochistan Study Center, University of Balochistan, Quetta

DR. MAROOF BIN RAUF Supervisor &Assistant Professor, Department of Eduation, University of Loralai

Abstract: The purpose for which the study was conducted is to find the present situation of career guidance and counselling program in government secondary schools of Quetta city. While comparing the context of Quetta city with other cities it may be inferred that career guidance and counselling service is not present in secondary schools of Quetta. The study also required to determine the importance of career guidance and counselling. The population of this research is all the government secondary schools of Quetta, while the sample of the study consists of 17 Secondary School for girls and 13 Secondary School for boys of Quetta city. They were chosen by ‘‘Simple Random Sampling’’ method. The data was achieved by designing a questionnaire for principals of the schools. The data was collected and analysed statistically in the form of tables in SPSS and the chi-square test is used to test the hypothesis. The study found that all the respondents said that there is no any facilities and department of career guidance and counselling in secondary schools of Quetta, although they seems to do the things related to career guidance and counselling but research found that practically they don’t do anything. The key recommendations are to make a committee for the construction of the department of guidance and counselling in secondary schools, depute any teacher for that purpose and try to organize the activities related to career guidance and counselling in their schools.

Keywords: Career, guidance, counseling, program, facility, secondary school.

Introduction: The idea of guidance is as old as person itself. Allah has sent one hundred twenty four thousand prophets to demonstrate the correct way to human. The history shows to us that the need of guidance is been felt from the earliest starting point of the world. Allah revealed the four books for the direction of human. The need of guidance is felt as it is required in each field of life and without guidance we can't reach to our objectives of life. It is guidance which takes care of the considerable number of issues of students which they look in their life According to (Amir Mehmood, 2011) guidance is normally known as leadership, further he writes it as direction or instruction but how ever counseling may be called as psychological process which helps an individual to get one’s self direction more they mention about counseling that understanding self and brain balance is important to make the maximum adjustment to the society, home and school. Guidance is a process to help out one’s to find and solve the solutions regarding their own problems. Guidance is an essential part of education. Guidance and counseling has been defined as program for activities. Education is a procedure through which everybody picks up information, traditions, qualities and feelings. It is education which makes a man refined, perfect and humanized. The societies which offered importance to education are successful. Secondary education is the most imperative part in the system of education. We can state it the back bone of any educational system in light of the fact that in this stage students need to choose and think about various professions and subjects for their future life. According to (Mghweno Penueli Eliamani, Mghweno Leonard Richard and Baguma Peter, 2013)this is adolescence period which we realize the most critical stage in human life. Students in this stage have mental, physical, moral and social changes. Their views of life are changing and they have constructed their own particular self-realization in this period. The fields of education are changing with the progression of time and in this stage students of secondary classes need to choose their future vocations and for that they are reliant on the secondary level education. 13

According to (United Nation 2012) Pakistan is the most thickly populated country of the world. Where the literacy level is very much low around 55% percent and stands at 160th in total countries of the world. The drop out ratio is increasing day by day. In this situation if guidance and counseling activities are started in all over the country then the literacy level and drop out ratio can be controlled. The large number of students cannot perform well because of the lack of right path to study and to avail good knowledge. In Pakistan mostly students have degree oriented approach and they want degreesonly for jobs, not for knowledge. Career guidance and counseling is an effective link between school, work and society. If career counseling is given in proper way, it can solve many problems like the selection of subject which students face before entering college. Students identify suitable careers and employment options for them. It can ultimately support the economic development of a society. Career counseling is an important tool to give proper guidance to student’s interests, strength and passion.

Literature Review: Guidance plays a constructive role in the solution of educational, personal, social, mental, emotional and Career or Vocational problems among secondary school students. Guidance and counseling has been conceptualized as a program of activities is the gateway out of the existing numerous problems in our present age of complex scientific and technological development (Okobiah and Okorodudu, 2004). Guidance and counseling services give solutions on how to deal with psychological problems which might affect student studies. Through this, the students are able to developed problems solving skills which give them an extent help to deal with particular issues surrounding their lives. Students are advised on how to cope with different situations facing them in their school life, it helps to shape a student’s behaviors and teach discipline in students. Because after secondary schooling they went in colleges and universities, so they have to select their programs. Career guidance and counseling enables them to select the right course for their future career studies. Students who are guided and counseled in a right way tend to know what to do and how to do such things.

Definition and Concept of Career: According to oxford dictionary career is an occupation undertaken for a significant period of a person's life and with opportunities for progress. (https://en.oxforddictionaries.com/definition/career) According to Merriam Webster career isa field for or pursuit of consecutive progressive achievement especially in public, professional, or business life. Or a profession for which one trains and which is undertaken as a permanent calling. (https://www.merriam-webster.com/dictionary/careers)

The explanation and meaning of career is yet seen differently. This absence of conceptual clearness keeps up uncertain and holds on keeping avoid shared conviction in thinking around it. It similarly shows that designing theoretical understandings is challenging. From the period of Parsons 1909, the terms career, vocation and occupation have frequently been utilized synonymously (McDaniels and Gysbers, 1992) in spite of the fact that (D. S. Miller and McWhirter 2006) put emphasis on the existing literature provides for very real differences to the current understanding of the terms work, career, and vocation. Traditional definitions have been criticized for their limitations of career to a professional work life which involved development, and numerous researchers anticipated the broadening of conceptual definition that consist of prevocational and post vocational deeds and other life roles and settings. A more brief definition that of (M. B. Arthur, Hall and Lawrence 1989), describes career as “the evolving sequence of a person’s work experiences over time” again highlights the centrality of the themes of work and time. A new opinion of career is that the career is the sum total of a person’s personal assistances to the society over his/her lifetime. So in other words we can say that a career is all the things which we have done or willing to do to deliver the services and assistance to others. Career counseling is also a procedure of verbal relationship in which the senior person (counselor) after measuring and assessing the abilities, interest and skills of a counselee gives direction in the form of info about the opportunities and career options that can be optimal for the counselee (Rogers, M. E., Creed, P. A., & Glendon, A. I., 2008).

Career Guidance and Counseling: In the United States, the school counseling profession began as a vocational guidance movement at the beginning of the twentieth century. Jesse B. Davis became the principal of a high school and encouraged the school English teachers to use compositions and lessons to relate career interests, develop character, and avoid behavioral problems. Many others during this time did the same. For example, in 1908, Frank Parsons, "Father of Vocational Guidance," established the Bureau of Vocational Guidance to assist young people in making the transition from school to work (Niță Andreea Mihaela, Ilie Goga Cristina, 2015). According to(AG Watts 1996)career guidance is working "at the interface between the individual and society, between self and opportunity, between desire and reality. It encourages the distribution of life possibilities. Inside a general public in which such life chances are unequally appropriated, it faces the issue of whether it serves to strengthen such imbalances or to decrease them.” Career development starts in childhood and continues during the whole life. During this stage, individual establishes vocational identity. Vocational identity means establishing self-identity related to work life. Career development needs separate attention during high school years. Because the youth have to, decide on their careers in these years. A Brief History of Career Guidance and Counseling in Schools: The history of guidance and counseling in schools was initially implemented in 1907 by Davis who started systematic guidance and counseling system in public schools (Lambie, G. W., & Williamson, L. L., 2004). further in 1908 the office of vocational guidance and counseling was established by Frank person in the beginning of 20th century there were ups and downs in career guidance and counseling especially between 1920 to 1930s, in the upward there were many progressive educational schools and regarding decline there were many schools who did not accept this movement.

According to (Campbell and dahir, 1997) that till 1980s the efforts of United States of America was not good enough in the educational reforms but later the American schools counseling associations developed national standard for schools guidance and counseling where they kept three main or 16 core dimensions such as academic, career and social/personal. Development in the history of guidance and counseling was also seen in the late 1990s where national center from transforming school counseling was established in United States (Paisley, P. O., & Hayes, R. L. 2003). In United States of America the career counseling in schools had taken birth due to economic issues because in industrialist society the agriculture sector was losing jobs and the industries were increasing in America, the permanent jobs or works could not be continued due to heavy machines which were introduced by the industries. In the 1st stage the focus of career counseling was to replace the jobs the father of career counseling Frank parsons initiated his as a social worker he was very much influenced by the works of Jane Addams at Chicago city in Boston where he established reimbursement career guidance and counseling program for the youth for all who are unemployed or recently employed, the main purpose of program was to place the youth into new jobs(Smith, C. M., & Smith, H. P. C., 1942). In the development of career guidance and counseling, the educational counseling was initiated in its 2nd stage several reforms were brought into schools such as social and progressive. In different schools the career guidance and counseling activities were started in United States, the works of Jesse B Davis who worked as counselor in educational institutes or schools. And till 1930 half of the schools in United States were having counselors in schools and there had been huge developments in the school’s career counseling, in 2nd stage the works progress administration which was established by the federal legislation which was source for employment for huge number of people who were unemployed, the occupational dictionary was also published in 2nd stage (Rynes & Barber, 1990). The next stages which was focused on the training of counselors because of new social or societal change in societies and further it was transferred to colleges and universities. Due to world war second there were different type of problems in different countries including United States of America and Russia but after the World War II there were two periods which led to the rise of professional practices in schools for the career guidance and counseling (Norris, W. 1954) In 1960s it was the time for hope and idealism not only for United States but also for whole the globe, huge number of youth who were in need 17 of Jobs which were meaningful which would permit them to change the globe for the best. In this stage it was decided that the counselors may also need to have extra understanding of the work and its problems and the recommendations of counselors were included in legislation for the vocational education (Aubrey, R. F.1977). However in 1980 was mostly called the decline in career counseling because due to huge drop in the world economy which created large number of unemployment in all over the world. In late 1987 the report was published in United States by the Hudson institute of commissioned which was titled as workforce 2000 which was mile stone in the history of career guidance and counseling because policies were developed by the American president for the career counseling, in the end of this stage the private career guidance and counseling was introduced which created different departments for the career counseling. (H., McLean, R., & Sanabria, S. 2004). In the beginning of 21st century the world understood the importance of vocational education and also that the technology is very much important for all fields.( Stone, I, Kowske, B., & Alfeld, C. 2004) .

Need of Career Guidance and Counselling in Pakistan: In Pakistan several work has not been done on career guidance and counseling. The educational sector is facing several types of issues regarding the curricula, building, teachers and many other reasons. Thecountry has not achieved the goals in education because of fangled methods of teaching. Theteacher training can be another reason but however development in the student’s career needs professional career counselors. It is fact that the modern era needs different type of methods and technologies for the improvement of their educational circle. In Pakistan there is no appropriate guidance and counseling cell or department at primary and secondary level schools.Thestudents after completing their 8th grade face the problem how to choose subjects for their future, including their parents face several problems regarding the selection of subjects at metric level, while selecting disciplines science and arts the students are not much clear in Pakistan, majority of the students chose science subjects because they think that science subjects would help the students in their future and the parents have the same thinking and this is the 18 point where changes occur though if a student is genius in arts subjects but he is compel to select science discipline because the society does not offer good future for those who opt arts subjects as they think. Report of the commission on (National Education, 1959) states that lack of guidance and counseling is major reason of failure at colleges and schools and also low in standard while achievements in occupation and technical fields. According to report the students must be provided guidance and counseling at all stages in their educational process in order to get better results.

There are many guidance plans for schools in developed countries which also describe the objects and aims of the guidance and counseling. However, there are number of students in Pakistan whose educational career is at risk because of the lack of career guidance and counseling. Therefor it is needed that before starting some campaign regarding career guidance and counseling, we should have to know about the present situation of career guidance and counseling in secondary schools.

Objectives: 1. To find out the present situation of Career Guidance and Counselling program in secondary schools of Quetta 2. To identify the facilities which are available for Career Guidance and Counselling in secondary schools of Quetta

Research Methodology: Researcher used qualitative approach in order to collect the data. The population of the study consists of all Government Secondary Schools of Quetta City. But because of the large population, the researcher used the Simple Random Sampling Technique for chosing the sample. The sample size of the study was of 30 Government Secondary Schools out of 88 to get a true picture of the problem. Gender wise 17 Girl’s and 13 Boy’s secondary schools principals were selected as sample. The research instrument was questionnairefor principals. The achieved data was presented in the form of tables in SPSS. The chi-square test was adopted for statistical analysis of the hypothesis.

Testing of Questions: Question No. 1: Do you have any department for guidance and counselling in your school? 19

TABLE 1.1 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 0 0% 0 0% No 13 43.33% 17 56.66% Don’t know 0 0% 0 0% Total 13 43.33% 17 56.66%

Result: It is clear from the table that out of 30 principals, 17 (56.66%) female school principals were agree with the statement that “there is no any department for guidance and counselling in their schools”. However the response ratio of male school principal for the same statement was 13(43.33%). Question No 2: Is there any plan for establishing department for guidance and counseling in your school? TABLE 1.2 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 1 3.33% 0 0% No 12 40% 17 56.66% Don’t know 0 0% 0 0% Total 13 43.33% 17 56.66% Result: It is clear from table that out of 30 principals, 17(56.66%) from girls school were agree with that“there is no any plan for establishing department for guidance and counseling in their school.” However the response of male school principal for the same was 12(40%). Question No3: Do you ever heard about any department for guidance in any Government secondary school of Quetta? TABLE 1.3 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 1 3.33% 1 3.33% No 11 40% 16 53.33% 20

Don’t know 1 3.33% 0 0% Total 13 46.66% 17 56.66%

Result: It is clear from table that out of 30 principals, 16(53.33%) from girls school were agree with that “they do not ever hear about any department for guidance in any secondary school of Quetta.” However, the response of male school principal for the same was 11(36.66%). Question No 4: Do you have any proper place for career guidance in your school? TABLE 2.1 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 5 16.66% 8 26.66% No 8 26.66% 9 30% Don’t know 0 0% 0 0% Total 13 43.32% 17 56.66 Result: It is clear from table that out of 30 principals, 9 (30%) from girls school were agree with that “they have proper place for career guidance in their school.” However the response of male school principal for the same was 8 (26.66%). Question No 5: Do you have any trained teacher for career guidance in your school?

TABLE 2.2 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 1 3.33% 1 3.33% No 11 36.66% 16 53.33% Don’t know 1 3.33% 0 0% Total 13 43.32% 17 56.66%

Result: It is clear from table that out of 30 principals, 16 (53.33%) from girls school were agree with that “they do not have any trained teacher for career 21 guidance in their school.”However the response of male school principal for the same was 11(36.66%). Question No 6: Do you have any career counsellor in your school?

TABLE 2.3 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 1 3.33% 0 0% No 11 36.66% 17 56.33% Don’t know 1 3.33% 0 0% Total 13 43.32% 17 56.66%

Result: It is clear from table that out of 30 principals, 17(56.66%) from girls school were agree with that “they do not have any career counsellor in their school.”However the response of male school principal for the same was 11 (36.66%). Question No 7:Does your library have books on career guidance?

TABLE 2.4 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 5 16.66% 3 10% No 7 23.33% 14 46.66% Don’t 1 3.33% 0 0% know Total 13 43.32% 17 56.66%

Result: It is clear from table that out of 30 principals, 14(46.66%) from girls school were agree with that “their school libraries do not have books on career guidance.” However the response of male school principal for the same was 7 (23.33%). Question No: 8. Are you arranged any activity regarding career guidance for your school students?

TABLE 2.5 Views of the Government boys and girls secondary school principals Male Female Number Percentage Number Percentage Yes 2 6.66% 1 3.33% No 11 36.66% 16 53.33% Don’t 0 0% 0 0% know Total 13 43.32% 17 56.66%

Result: It is clear from table that out of 30 principals, 16(53.33%) from girls school were agree with that “they did not arrange any activity regarding career guidance for their school students.”However the response of male school principal for the same was 11(23.33%). Testing of Major Hypothesis: Hypotheses 1: There is no any department existing for Career Guidance and Counselling in Secondary Schools of Quetta Ho: There is no significant difference in the opinion of Govt. Boys and Girls secondary schools principals regarding the position of any department of Guidance in secondary schools of Quetta. Table 3.1 Formula for Chi- square: X2 = ∑ (Fo-Fe) 2/ Fe

Description Yes No Don’t Total know

There is no significant Male 2 36 1 39 difference in the opinion of Govt. Boys and Girls secondary schools principals regarding the position of any Female 1 50 0 51 department of Guidance in secondary schools of Quetta. Total 3 86 1 90

Fo Fe Fo-Fe (Fo-Fe)2 (Fo- Fe)2/Fe

2 1.3 0.7 0.49 0.376

36 37.26 -1.26 1.5876 0.042

1 0.43 0.57 0.3249 0.755 23

1 1.7 -0.7 0.49 0.288

50 48.73 1.27 1.6129 0.033

0.56 -0.56 0.3136 0.56 0 X2=2.054 α = 0.05 df = (r-1) (c-1) = (2-1) (3-1) =1x2 =2 X2 0.05 (2) = 5.991 Result:- There is no significant difference in the percentage of opinion of Govt. Boys and Girls secondary schools principals (yes= 3.33%, no= 95.55%, Don’t Know= 1.12%) regarding the position of any department of Guidance in secondary schools of Quetta, X2 calculated (df=2, N=90, α = 0.05) =2.054, X2 tabulated (df=2, , α = 0.05) = 5.991. Ho (Null hypothesis) = Accepted. Hypotheses 2: Available Facility (Boys and Girls School Principals) Ho: The Boys and Girls school principal do not differ in saying that there is no facility available for the career guidance and counseling in Secondary schools of Quetta. Table 3.2 Formula for Chi- square: X2 = ∑ (Fo-Fe) 2/ Fe

Descripti Yes No Don’t Tot on know al The Boys and Girls school Male 14 48 3 65 principal do not differ in saying that there is no Female 13 72 0 85 facility available for career guidance and counseling in secondary schools of Quetta.

Total 27 120 3 150 Fo Fe Fo-Fe (Fo- (Fo- Fe)2 Fe)2/Fe 14 11.7 2.3 5.29 0.452 48 52 -4 16 0.307 3 1.3 1.7 2.89 2.223 13 15.3 -2.3 5.29 0.345 72 68 4 16 0.235 0 1.7 -1.7 2.89 1.7 X2=5.262 24

α = 0.05 df = (r-1) (c-1) = (2-1) (3-1) =1x2 =2 X2 0.05 (2) = 5.991 Result:- There is no significant difference in the percentage of opinion of Govt. Boys and Girls secondary schools principals (Yes= 18%, No= 80%, Don’t Know= 2%) regarding there is no facility available for the career guidance and counseling in Secondary schools of Quetta,X2 calculated (df=2, N=150, α = 0.05) =5.262, X2 tabulated (df=2, α = 0.05) = 5.991. Ho (Null hypothesis) = Accepted. Discussion: Principals turned out to be most important and effective persons who are responsible for overall situation of school. Moreover, principals strongly shape the conditions for quality teaching and are the prime factor in determining the schools. One of their responsibilities is to instruct the teachers and check the learning in their schools. Specifically, their responsibility to monitor instruction expanded along with their duty to enable teachers to enhance their teaching. Same as their responses are also very important regarding career guidance and counseling for students. In Quetta city the secondary school principals plays a vital role the effectiveness of our government schools. It depends on the effort of principals and it’s their duty to give the responsibility of career guidance and counseling to any of their teacher. In this regard the principals of government boys and girls secondary schools of Quetta city are 100% agreed that there is no any department of guidance and counseling in their schools. Same as they also asked that they have no any plan for establishing department for guidance and counseling in their schools. In the response of the question related to any department of guidance and counseling in secondary schools of Quetta, majority of them said that they never heard any department of guidance and counseling in any government secondary school of Quetta. So it is clear that Quetta city don’t have any proper and regular department of guidance and counseling in its secondary schools. Regarding the facilities of guidance and counseling program majority of the principals have said that they don’t have any proper placefor career guidance in their schools. They also don’t have any career counsellor or trained teacher in this regard. Same as the libraries of these schools don’t have any sufficient books related to career guidance. They also don’t have 25 activities regarding career guidance in the whole academic year for their schools. Researcher have found a very interesting situation when majority of them said that they know about career guidance and counselling very well but they don’t ever demanded any career counsellor from government and they also don’t gave the responsibility of career guidance to any of their teacher. Although they said thatthey have interest in career guidance and counselling but they do not attend any seminar, workshop, conference, training, etc. for their student’s career guidance. It is a big question that at B.Ed. and M.Ed. level every student have to study the subject named “Guidance and Counselling”, but they don’t even try to apply the things related to guidance and counselling in their schools, although they are principals of secondary schools and they can do many things in their own school. Research shows that all the principals throw the ball in Government court for not providing facilities and counsellor to schools, but the question is that is ever they asked for it from government? Conclusion: Approximately all the participants agreed that there is no any department of Guidance and Counseling exists in the secondary schools of Quetta but they all have shown concern about it. They all felt if government constructs the department of guidance and counseling it will be helpful for students and shown good result in their future. From the demographic findings the results are assumed from secondary schools of Quetta city most of the principals were agree that there is no any department for career guidance and counselling in their schools. The administration also shows interest and they agree that career guidance and counselling is very important and useful for secondary school students but unfortunately they don’t have such department or counsellors at schools. The concept of counsellors in developed countries is very common but in our country and especially in Balochistan the infra-structure of education is too much weak. Recommendation: The recommendations of this research have concern on 2 stakeholders: one is for Education Department of Government of Balochistan and second for the government secondary school principals of Quetta.

26 i) For Secondary Schools Education Dept. of Baluchistan S.No Recommendation Action Plan 01 Plan to establish the Department of For the execution of Guidance and Guidance and Counseling in Counseling Dept. in Government Government Secondary Schools of Secondary Schools of Quetta, initially Quetta. Education Dept. of Baluchistan can establish a committee, whose responsibility is to see and make report regarding the given recommendation.

02 Designing a policy document Policy document can be designed in the regarding career guidance and guidance of national educational policy. counseling and provide to all secondary schools of Quetta.

03 Assure to give Educational policy to With annual calendar or curriculum each Govt. Secondary School of provide the copy of educational policy to Quetta. each principal of secondary school. 04 The subject of guidance and To check teacher’s personal interest counseling should teach as a towards guidance and counseling and compulsory subject in all teacher train those as teacher cum counselors. training institutions at bachelor and masters level.

For Secondary School Principals S. Recommendation Action Plan No 05 Promote Guidance and Counseling in i) Give responsibility to their best their schools teacher regarding the guidance and counseling. ii) Arrange different workshops or training for teachers in which they learn how to give proper career counseling to students. 06 Ask their DEO’s to facilitate them with Till the existence of department or Educational Counselor for their schools specific counselors the government should train the teachers as counselors. 07 Try to organize different activities i) From the school budget spend an regarding career guidance and annual amount for career guidance counseling program in which try to invite some people from different professions. ii) They have to arrange exposer visits of different companies and institutions. 08 Try to organize some workshops Try to check the personal interest of their related to career guidance and teachers who wants to do something for counseling for their teachers the betterment of students select them for attending workshops on career guidance and counseling.

References: 1. Amir Mehmood (2011) IMPACT OF GUIDANCE AND COUNSELING ON ACADEMIC PERFORMANCE International Journal of Humanities and Social Science Vol. 1 No. 20; on December 2011 - Retrieved from http://www.ijhssnet.com/journals/Vol_1_No_20_December_2011/ 28.pdf 2. Eliamani, M. P., Richard, M. L., & Peter, B. (2014). Access to guidance and counseling services and its influence on students’ school life and career choice. African Journal of Guidance and Counselling, 1(1), 007-015. 3. United Nations 2012, Population Division, Department of Economic and Social Affairs) - Retrieved from http://www.archivistonline.pk/literacy- rate-in-pakistan/

4. Okobiah, O. C., & Okorodudu, R. I. (2004) Concepts of guidance and counselling. issues, concepts theories and Techniques of guidance and counselling. Benin City: Ethiope Publishing Corp. 5. Retrieved fromhttps://en.oxforddictionaries.com/definition/career 6. Retrievedfromhttps://www.merriam- webster.com/dictionary/careers 7. McDaniels, C., & Gysbers, N. C. (1992). Counseling for career development: Theories, resources, and practice. Jossey-Bass Publishers. 8. Miller, D. S., & McWhirter, E. H. (2006). The history of career counseling: From Frank Parsons to twenty-first century challenges. D., Capuzzi, MD Stauffer,(Eds.), Career counseling: Foundations, perspectives, and applications, 3-39. 9. Arthur, M. B., Hall, D. T., & Lawrence, B. S. (Eds.). (1989). Handbook of career theory. Cambridge University Press. 10. Rogers, M. E., Creed, P. A., & Glendon, A. I. (2008). The role of personality in adolescent career planning and exploration: A social cognitive perspective. Journal of Vocational Behavior, 73(1), 132- 142 28

11. Mihaela, N. A., & Cristina, I. G. (2015). A research on the educational counseling and career guidance in Romania. European Scientific Journal, ESJ, 11(3). 12. Watts, A. G. (1996). Toward a policy for lifelong career development: A transatlantic perspective. The Career Development Quarterly, 45(1), 41-53. 13. Lambie, G. W., & Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 124-131. 14. Campbell, C. A., & Dahir, C. A. (1997). The national standards for school counseling programs (p. 17). Alexandria, VA: American School Counselor Association. 15. Paisley, P. O., & Hayes, R. L. (2003). School counseling in the academic domain: Transformations in preparation and practice. Professional School Counseling, 6(3), 198-204. 16. Brewer, J. M., Cleary, E. J., Dunsmoor, C. C., Lake, J. S., Nichols, C. J., Smith, C. M., & Smith, H. P. C. (1942). History of vocational guidance: Origins and early development. 17. Rynes, S. L., & Barber, A. E. (1990). Applicant attraction strategies: An organizational perspective. Academy of management review, 15(2), 286-310. 18. Aubrey, R. F. (1977). Historical development of guidance and counseling and implications for the future. Journal of Counseling & Development, 55(6), 288-295. 19. Pope, M., Barret, B., Szymanski, D. M., Chung, Y. B., Singaravelu, H., McLean, R., & Sanabria, S. (2004). Culturally appropriate career counseling with gay and lesbian clients. The Career Development Quarterly, 53(2), 158-177. 20. 21. Stone, I. I. I., Kowske, B., & Alfeld, C. (2004). Career and technical education in the late 1990s: A descriptive study. Journal of Vocational Education Research, 29(3), 195-223. 22. Report of the commission on National Education, 1959 -Retrieved by http://www.academia.edu/27668516/Commission_on_National_Ed ucation_1959

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

IMPACT OF ORGANIZATIONAL CLIMATE ON JOB SATISFACTION OF COLLEGE TEACHERS IN DISTRICT QUETTA.

Muhammad Hassan M.Phil Scholor IER University of Balochistan, Quetta

Dr. Sajida Noueen Assistant Professor IER University of Balochistan, Quetta

Abstract This study was aimed to identify the impact of organizational climate on college teachers’ job satisfaction in District Quetta. Data was collected from six colleges in District Quetta (three boys and three girls’ colleges). A questionnaire with 20 statements along with demographical form by using five point scales of likert was used to collect data. The frequencies, percentages and results were drawn after after applying the chi-square test, the co-relation and significance was measured. The results of five null hypothesises revealed that there is significant relationship between organizational climate and job satisfaction of college teachers. Administrative styles of management, impact of salaries, allowances, transfers and postings on basis of local/domicile, and environment of colleges in terms of safety and security have highly significant relationship with job satisfaction of teachers. General conclusion drawn from this study identifies that there are significant relationships between organizational climate and different factors of job satisfaction of college teachers in District Quetta.

Key Words: Organizations, Organizational Climate, Job Satisfaction,

Introduction Organizations are considered the core and ever-present pillars of modern society. An organization is body comprising of many people, which 30 has a collective goals and is linked to an external environment. An organization came into existence when more than one person coordinated to execute a task. Organizations, in this modern era, have been facing more challenges than before. These challenges are not for all organizations but somehow, hampers the work of some organizations. Organizational climate may be defined as an expressive perception that reflect the general view and agreement of every member in relation to the policies, practices, and structure of organization (McMurray, 2003). Organizational climate is actually, the human environment and behaviour of the all members of organization, which is abstract thing and rather be felt then seen. Brown and Brooks (2002, p. 330) defined climate as the “feelings in the air” and the “atmosphere that employees perceive is created in their organizations due to practices, procedures and rewards.” Therefore, according to this definition, the perception of members of organization greatly influences the climate of organization. Organizations that pursue the defined goals, would definitely require satisfy employees regarding their jobs and workplace environment, (Oshagbemi, 2000). Many teachers specially teachers from colleges are unaware about the significance of workplace environment play for improvement and progress of organization. Most importantly, if employees of an organization are not satisfied with different variables related to the climate of organization and job satisfaction, will hamper them while achieving the organizational goals objectives. A satisfied state in job is somehow, approving or disapproving sentiments, sensation through that an employee inspects the responsibilities of work (Davis & Newstrom, 1985). Therefore, job satisfaction of employees are sentiments of attraction or repulsion. According to Gray (1996) job satisfaction is the perception of employees about the overall attitudes of other members regarding job. Teamwork, understanding, and proper communication paves a way for more satisfaction. According to (Jianwei Zhang, 2010) “Organizational climate has a significant effect on the performance of teaching learning process as well as job satisfaction”. Within the context of colleges, organizational climate refers to the interpersonal communication among all relevant entities that includes interaction between teachers, principals, students, parents and the administrative structure of colleges and higher education, Balochistan. 31

Aloofness build between college teachers and management engulf the existed gap and creates insecurity and uncertainty among teachers. Obisi (2003), given the list of factors affecting job satisfaction are; competitive salary package, conducive and favourable working conditions, security of job, career advancement opportunities, and relationships of understanding between college teachers and management. The purpose of this study is to find out the impact of organizational climate on job satisfaction of college teachers in District Quetta.

Statement of the Problem The previous researches in world, particularly in Pakistan had focussed on the demographical features to identify the factors of job satisfaction. The purpose of this research study is to find out different factors within the climate of an organization and how these factors are influencing college teachers job satisfaction.

Objectives of the study: The main objectives of this research study are as below; 1. To find out the perception of college teachers regarding the climate of an organization (College). 2. To identify the factors within an organization (college) causing job satisfaction and job dissatisfaction.

Hypotheses of the Study: The research hypothesis for this study are as below: Ho 1 There is no signficant difference in opnion of respondents regarding the leadership styles of management and teachers job satisfaction. Ho 2 There is no significant difference in the proportion of opinion responses regarding the Monetary benefits (salaries, allowances and remunerations) of college teachers and its impact on their job satisfaction. Ho 3: There is no significant difference in the opinion of respondents regarding the demanded policy of local/domicile basis postings and transfers. Ho 4: there is no significant difference in the opinion of respondents regarding promotion rules, promotion opportunities and job satisfaction of college teachers. 32

Ho 5: there is no significant differences in the opinion of respondents regarding the safety and security of workplace environment.

Literature Review After reviewing different literature related to organizational climate and job satisfaction, different authors defined and explain the impact of organizational climate and factors influencing job satisfaction. According to Anderson (2001) defines job satisfaction is “a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience”. He further explains it as an employee who holds a positive feelings regarding his/her job are always considered satisfied, however, those employees who holds negative feelings regarding his/her job are considered having dissatisfaction regarding jobs. Therefore, job satisfaction means a delightful state of emotions resulted from employees’ performance of work (Simatwa, 2011). Social scientists are always interested to identify the impact of organizational climate and how these climates are influencing work related attitudes and behaviours. Climate has been defined as “an experientially based description of the work environment and, more specifically, employees’ perception of the formal and informal policies, practices and procedures in their organization (Schneider, 2008). Hayat S. (1998) conducted a study about organizational climate, job satisfaction and teachers’ performance in classroom. His study explored that autonomous climate leads college teachers toward job satisfaction and both the variables are significantly related. Another study conducted by Frederic J.Gratto (2001) revealed that a significant relations between organizational climate and factors influencing job satisfaction. Various research studies have extensively identified the relationship between organizational climate and employees’ outcomes in terms of job satisfaction and performance (Ostroff, 2007). Phenomena of climate is external to workers of organization but cognitively it is also internal as it is influenced by the perceptions, attitudes and behaviours of other members within organization. From the above definitions and explanations, both job satisfaction and organizational climate of organization are interlinked. Organizational climate can influence the job satisfaction and job dissatisfaction because of the behavioural changes of the members of organization. 33

Theories and Models Motivation and Management: Maslow’s needs Hierarchy theory of motivation in 1939 and 1943 was about personal adjustment. According to him, if people grow up in an environment where his/her needs are not met, he/she will reluctantly function as healthy and well-adjusted individuals. The findings of Herzberg’s two factor theory (motivator hygiene theory) suggested that factors (intrinsic factors) that cause satisfaction are workplace environment, promotion, recognition, achievement and responsibility. However, the factors of dissatisfaction (extrinsic factors) are known the ‘Hygiene factors’ are supervision style, interpersonal relationships, working conditions, policies, and security. Likert’s management systems are management styles constructed by Rensis Likert in 1960. Likert outlined four systems of management to explain the impact of role of management with sub-ordinates in an organization. There are also four major models of organizational behaviour (management):  Autocratic model  Custodial model  Supportive model  Collegial model  Autocratic Model: In Autocratic models, the manager dictates the sub-ordinates. The inputs of employees are not valued in terms of framing policies regarding the future of organization. Therefore, the results of the performance of employees are minimal. Custodial model: The drawbacks of autocratic model were controlled by custodial model. This model depends on economic resources. The managers in this model offer monetary benefits to workers. The most important part of this model is to bring security and satisfaction of workers. Supportive Model: This model is originated from the ‘principles of supportive relationships’. The supportive model is based on struggle of leaders. Leadership styles of leaders in this model are very supportive and 34 employees’ inputs are valued and included in decision-making process. The performance of employees in this model is awakened drives. Collegial Model: This model is the extension of supportive model. Collegial model represents the mutual understanding and cooperation between employees and management. Employees in this model are adjusted toward responsible behaviour. In this model, employees enjoy the highest level of job satisfaction and work for attaining the goals and objectives of organization. Research Methodology The purpose of this study was to explore the impact of organizational climate on teachers’ job satisfaction. To identify the impact of organizational climate on teachers’ job satisfaction, an exploratory quantitative research design was selected. Quantitative research is fundamentally an inquiry of some social problem, after collecting numerical data and analyses them mathematically (Aliaga & Gunderson, 2002). Population: All male and female teaching staff of colleges under the umbrella of Provincial Government of Balochistan in District Quetta includes in the population of this research study. Sampling: A simple random sampling techniques was selected in this research study. 45 teachers from three girls’ colleges and 55 teachers from three boys’ colleges from District Quetta were selected as sample of this study. Instrument: A modified version of Minnesoa Satisfaction Questionnaire (MSQ), (Weiss, and Lofquist) and demographical variable form with five point Likert-scale was used for the data collection. This questionnaire had two parts, demographical variables and statement related to organizational climate and its impact on job satisfaction of college teachers. Table 3.1 Frequency and Percentage of Gender F P Male 55 55.0 % Female 45 45.0 % Total 100 100 % Table no. 1 highlights about the frequencies and percentages of gender in government colleges of District Quetta. 55 (55%) of the respondents were 35 from boys’ colleges. However, 45 (45%) of the respondents were from girls’ colleges of District Quetta. Table No. 2 Frequency and Percentage of Teaching Subject F P Science 47 47.0 % Arts 53 53.0 % Total 100 100 % Table no. 2 highlights about the frequencies and percentages of teachers’ subject wise frequencies. 47 (47%) of the respondents were teaching science and 55 (53%) of the respondents were teaching arts as a subject. Table 3 Frequency and Percentage of Age F P 19-25 Years 1 1.0 26-40 Years 63 63.0 41-60 Years 36 36.0 Total 100 Table 3 highlights the frequencies and percentages of teacher’s age. Only 1 % teacher was up to 25 years of age, whereas, 63% of teachers were from 26-40 years of age and this followed by 36 % of teachers were about 41-60 years of age. Table no. 4 Frequency and Percentage of Teaching Experience F P

0-5 Years 12 12.0 6-10 Years 39 39.0 11-15 Years 23 23.0 16-20 Years 12 12.0 21 and More 14 14.0 Total 100 100.0 Table 4 highlights about number of years of teaching experiences. Table 4 highlights the frequencies and percentages of teaching experience. The majority of the respondents teaching from 6-10 years were 39%. And only 12 percentages were having the teaching experiences from 0-5 years. ANALYSIS AND INTERPRETATION OF DATA: The purpose of conducting this study was to identify the impact of organizational climate on job satisfaction of college teachers in District Quetta five hypothesises were formulated and responses of the opinion were analysed and interpreted after applying chi-square test.

Cross tabulation and Chi-Square Analysis of Opinion Data Ho 1 There is no signficant difference in opnion of respondents regarding the leadership styles of management and teachers job satisfaction. Table 5. shows responses about the above-mentioned statement. Response Frequency Percentage X2 p –value Disagree 57 57.0

Unsure 5 5.0 41.35 0.00001*

Agree 38 36.0

Total 100 100

Note: Denotes significance at 5% level of significance Table 5 shows the perception of the respondents regarding the leadership styles of management and teachers job satisfaction. The reported results highlight that most of the respondents 57(57%) do not agree about this statement, while only 5(5%) were unsure, this followed by 38(38%) of the respondents were in the favour of this statement . The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). Therefore, the null hypothesis is rejected and suggests that there is significant differences in the proportion of the opinion responses. These further highlights that the majority of college teachers are not satisfied with the leadership styles of management. Ho 2 There is no significant difference in the proportion of opinion responses regarding the Monetary benefits (salaries, allowances and remunerations) of college teachers and its impact on their job satisfaction. Table 6. shows responses about the above-mentioned statement. Response Frequency Percentage X2 p –value Disagree 66 66.0

Unsure 13 13.0 196.44 0.00001* Agree 21 21.0

Total 100 100

Note:* Denotes significance at 5% level of significance 37

Table 6 shows the perception of the respondents regarding the hypothesis no 2. The reported results highlight that most of the respondents 66(66%) do not agree about the perception that college teachers are satisfied with their present salaries, allowances and remunerations, while only 13(13%) were unsure, this followed by only 21(21%) of the respondents felt satisfied with the present salaries and allowances. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). Therefore, this suggests that there are significant differences in the proportion of the opinion responses. This further highlights that salaries, allowances and remunerations of college teachers are not competitive and don’t meet teacher’s expectation as compared to the salaries and allowances of other departments. Therefore, the null hypothesis is rejected. I support and stress upon the policy of Local/Domicile basis transfers/postings. Ho 3: There is no significant difference in the opinion of respondents regarding the demanded policy of local/domicile basis postings and transfers. Table 7. shows responses about the above-mentioned statement. Response Frequency Percentage X2 p –value Disagree 27 27.0

Unsure 14 14.0 0.00001* 32.18 Agree 59 59.0

Total 100 100 Note:* Denotes significance at 5% level of significance I support and stress upon the policy of Local/Domicile basis transfers/postings. Table 7 shows the perception of the respondents regarding the statements related to stress upon the policy of transfers and postings on basis of local/domicile. The reported results highlight that only 27 (27%) of the respondents do not agree, while 14(14%) were unsure, this was followed by the majority of the respondents 59 (59%)were in the favour that policy should be framed about transfers/postings on basis of local/domicile basis. This further indicates that majority of the college teachers are not satisfied with the existing policy of posting/transfers and they stress upon the policy of postings/transfers on basis of Local and Domicile and within districts. 38

Ho 4: There is no significant difference in the opinion of respondents regarding promotion rules, promotion opportunities and job satisfaction of college teachers. Table 8. shows responses about the above-mentioned statement. Response Frequency Percentage X2 p –value Disagree 68 68.0

Unsure 16 16.0 54.08 0.00001* Agree 16 16.0

Total 100 100

Note:* Denotes significance at 5% level of significance Table 8 shows the perception of the respondents regarding promotion rules, promotion opportunities and job satisfaction of college teachers. The reported results highlight that majority of the respondents 68(68%) do not agree about this statement, while only 16(16%) were unsure, this followed by 16 (16%) of the respondents were in the favour of this statement. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). Therefore, this suggests that there is significant differences in the proportion of the opinion responses. This further highlights that college teachers are not satisfied with the promotion rule, promotion opportunities and job satisfaction of college teachers. This hypothesis is, therefore, rejected.

Ho 5: There is no significant differences in the opinion of respondents regarding the safety and security of workplace environment. Table 9. shows responses about the above-mentioned statement. Response Frequency Percentage X2 p –value Disagree 71 71.0

Unsure 6 6.0 68.18 0.00001* Agree 23 23.0

Total 100 100

Note:* Denotes significance at 5% level of significance 39

Table 9 shows the perception of the respondents regarding college teacher’s perception about workplace environment in terms of safety and security and job satisfaction. The reported results highlight that most of the respondents 71(71%) do not agree about this statement, while only 6(06%) were unsure, this followed by 23 (23%) of the respondents were in the favour of this statement. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). This suggests that there is significant differences in the proportion of the opinion responses. This further explores that majority of the college teachers are not satisfied with the environment of colleges in terms of safity and security. Therefore, the null hypothesis is rejected.

Results and Recommendations: The purpose of this study was to identify the workplace environment, and different factors influencing college teachers job satisfaction in District Quetta. The results and recommendations are discussed below. 1. Results regarding leadership styles of management and teachers job satisfaction showed a significant relationship. Majority of the college teachers. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). Therefore, the null hypothesis is rejected and suggests that there is significant differences in the proportion of the opinion responses. These further highlights that the majority of college teachers are not satisfied with the leadership styles of management. The result of respondents suggest that management should change the leadership style and also suggest that the input of college teachers may be considered. 2. The results regarding monetary benefits (salaries, allowances and remunerations) reveals that most of the respondents 66(66%) do not agree about the perception that college teachers are satisfied with their present salaries, allowances and remunerations, while only 13(13%) were unsure, this followed by only 21(21%) of the respondents felt satisfied with the present salaries and allowances. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). This further highlights that salaries, allowances and remunerations of college teachers are not competitive and don’t meet teachers’ expectation as compared to the salaries and allowances of other departments. 40

3. Result regarding transfers/postings of college teachers on basis of their local and domicile revealed that that only 27 (27%) of the respondents do not agree, while 14(14%) were unsure, this was followed by the majority of the respondents 59 (59%)were in favour of a policy of transfer and posting on basis of local and domicile. This further suggests that majority of the college teachers are not satisfied with the existing policy of posting/transfers and they stress upon the policy of postings/transfers on basis of Local and Domicile and within districts. 4. Result regarding promotion rules, promotion opportunities and job satisfaction of college teachers highlighted the calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). This further highlights that college teachers are not satisfied with the promotion rule, promotion opportunities and job satisfaction of college teachers. It further recommends that teacher should be provided opportunities of promotion and rules may be made considering their interests. 5. There is a significant relationship between workplace environment in terms of safety and security and job satisfaction of college teachers. The calculated Chi – Square value is significant at 5 % level of significance (i.e; p< 0.05). This further reveals that majority of the college teachers are not satisfied with the environment of colleges in terms of safety and security. Therefore, college should be provided safety and security so that teachers may feel satisfied.

References: 1. Aliaga, M., & Gunderson, B. (2002). Ineractive satistics, Virginia. Pearson Education. 2. Brown, R.B. & Brooks, I. (2002). Emotion at work: Identifying the emotional climate of night nursing. Journal of Management in Medicine, 16 (5), 327-344. 3. Davis, K., & Newstorm, J.W. (1985). Organizatinal Human Behaviour at Work. New York: McGraw-Hill. 10th Edition. 4. Gray, R. (1996). A Climate of Success: Creating the right organizational climate for high performance. Amsterdam, Elsevier. 5. Herzberg, F. (1968). Work and the nature of man. London: Crosby Lockwood Staples. 6. McMurray, A.J. (2003). The relationship between organizational climate and organizational culture. Journal of American Academy of Business, 3(1/2), 1-8. 7. Obisi, C (203). Organizational Behaviour: Concepts and Applications. Lagos: Malthouse Press Limited. 8. Oshagbemi, T. (2000). Is length of service related to the level of job satisfaction? International Journal of Social Economics, 27(3), 213- 226. 9. Ostroff, O.R; Kinicki, S.N abd Tamkins, U.O (2007). Relationships between Psycological Climate Perception and Work Outcomes: A Meta-Analytic Review. Journal of Organizational Behavour. 24(4) 389-416. 10. Schneider, I.I. (2008). Motivation and Organizational Climate. Journal of Personnel Psychology. 29(3). 371-392.

Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

FUNDAMENTAL RIGHTS IN PAKISTAN – PROTECTED UNDER THE CONSTITUTION OF 1973

Muhammad Akram Department of Political Science University of Balochistan

Abdul Manan Assistant Professor, Department of Political Science University of Balochistan

Abstract Fundamental rights are the divine rights guaranteed by every religion of the world. It is protected or guaranteed by constitution of the every single country. It is the basic need and essence of the every each single citizen. It provides liberty and protection to life. The constitution basically provides equality before law and equal protection before law. The Constitution of Pakistan safeguards fundamental rights under Article 9 to 28. Man cannot live without a society. He cannot live alone. He must live with his fellow human beings. But living in a society means cooperation with other members of that society. A person who is aware of his duties and rights in his society is a good citizen. A good citizen is aware of the fact that he is indebted to his society in many ways. He knows that the labor and work of countless persons have enriched his life. His life to a very great extent depends of others. A good citizen does his best to do his duty to the society. He always keeps in view the interests of his society and state. He lives a clean and honest life. Rights of an individual are the basic and fundamental requirements of any society. It plays an important and vital role in developed society. The rights are basically divided into mainly three portions i.e. civil rights, political rights and economical rights.

Key Words: Fundamental rights, Abrogate, Amendments, Guaranteed, Suspended, Writ jurisdiction, Parliamentary, Double Jeopardy

Introduction: The constitution of any State is considered as mother of all laws. It is determined as supreme law of the State. After formation of democratic government the Prime Minister named as Zulfiqar Ali Bhutto approved the Constitution of the Islamic Republic of Pakistan, 1973 on 10th April and enacted on 14thAugust, 1973. The nature of the constitution is parliamentary and prime minister was empowered as a chief executive of the State. The president was considered to be nominal head of the State. Under Article 227 of the said constitution no law can be formed which is against the Quran and Sunnah. Laws conflicting with or in discrediting of Fundamental rights to be void (Article 8): What is “RIGHT”? This question has no definite meaning. However, right means an interest which a particular person is having. Thus, Executive Authorities have to act in good faith and within the boundary of their limits, failing which the Executive acts are controlled by the Courts. President can, however, declare emergency by exercising the authority under Article 233(1), through which certain rights are suspended automatically, but for the suspension of certain other rights, a separate Notification is issued under Article 233(2). These rights are basic and fundamental but are not absolute as certain limitations have been imposed by the Constitution itself, and certain reasonable limitations have been left to be imposed by the legislature through various Acts passed from time to time. These values were also considered necessary by the society in its best interest. Limitations are also imposed thought the judgments of the Courts while defining and interpreting the reasonableness of the limitations. The reasonability is, however, judged by the Courts. In fact a protection against the State which are enforceable by the Courts(Izhar-ul-Haq, 2009).

Protection of life and liberty (Article 9): The Constitution provides protection to person’s life and liberty. Deprivation of liberty means deprivation of eating, sleeping, working and also against the bodily restraints. The instances of this right are as follows: arrest and detention; conviction and sentence; custody depending on pending deportation; 44 children to meet for their care or protection from anger; protection of mental patients; Preventive detention. In Noor Hussain v. Superintendent DarulAman, PLD 1988 Lah. 333, it was held that once the Court is satisfied that a person is being held in custody without lawful authority, the only course open to the Court is to set him at liberty.

Protection provided as to Confinement and Custody (Article 10): The constitution provides protection to every citizen of state that no one may be detained without due process of law. If anyone is arrested may be produced before the Magistrate within twenty four hours of such arrest. Said article relates to safeguards against arrest and detention. It recognizes the right of the Government to arrest and detain. The first right of a person, after his arrest and detention is that he must be informed as to why he has been arrested. The detaining authority will have to give its reasons for detention. This duty of the State gives right to the individual to seek the remedy against the arrest. So the first right is that he must be allowed the Lawyer facility.

Protection to fair trial (Article 10-A): This Article has made this civil right more fundamental that the plaintiff shall be entitled for an impartial hearing and due procedure. This trial must now be ‘fair’, failing which, this fundamental right of ‘fair trial’ may now be enforced by way of writ-petitionunder Art.199, and if public importance is attached, then under Art.184(3) of the Constitution. The fundamental rights, once inserted, cannot be taken away. This right is available not only to a citizen, but to every person, whether an artificial or natural. The association of persons, firms, companies, institutions, departments and all other entities, having legal personalities, are having this fundamental right, in addition to the individuals, as natural persons(Khan, 2013).

Slavery, Forced Labor, Etc. Prohibited (Article 11): Any kind of slavery, forced labour etc. is prohibited in Pakistan. To some extent, has been redundant in the sense that no slavery is in existence in this country. So far as the forced labour is concerned, that too is prohibited 45 except in case of compulsory services for public purposes or by a person undergoing punishment for an offence, which shows that from prisoners, the State can get forced labour. Usually consent is given by the Guardian with regard to his child and the child works in such factories, but as no remedy is sought against, therefore, it is to be according to law, whereas it is actually in derogation of this fundamental right. In Indian Constitution, this right has been protected in Arts.23 and 24.

Safeguard against the double jeopardy (Article 12): The Constitution provide safeguard against double jeopardy. No one can be convicted twice for the same act. It shows that this shelter has been assured in contradiction of retrospective penalty, which is only possible in criminal laws. There are criminal as well as civil laws, and again substantive and procedural laws. It is the punishment that cannot be awarded with retrospective effect, but it can be lessened and minimized. This Article creates a limitation for the Legislature not to make any law to prescribe punishments for offences that took place at the time when there was no law recognizing that particular type of offence. Though, the Legislature has the authority to make the law with retrospective or prospective effects.

Protection provided Against Double Jeopardy (Article 13): No individual:- shall be indicted or rebuffed for a similar offense more than once; or Might, when blamed for an offense, be constrained to be an observer against himself. No person is to be prosecuted twice for the same offence, and this principle is called “double jeopardy”. This rule is based on the principle of ‘Natural Justice’, and not on the principle of ‘Equity’, which itself is based on just, fair and good conscious. In Adnan v. Collector of Customs PLD 1969 SC 446, the criminal proceedings were initiated in Special Court (Customs), during which the Customs Authorities issued a show cause notice for confiscation of goods which was challenged on the ground of ‘double jeopardy’, but it was held that the proceedings of Customs Authorities are in the nature of executive proceedings whereas the proceedings of Court are judicial proceedings and cannot hit by the principle of double jeopardy. Both can proceed simultaneously. 46

Safeguard as to Self-respect (Article 14): The said Article provides safeguard and protection to human self- respect and privacy of home. No one can be tortured without any proof by any competent authorities.

Safeguard as to Freedom of Movement (Article 15): Each resident should have the privilege to stay in, and, subject to any sensible confinement forced by law in people in general intrigue, enter and move uninhibitedly all through every part of State and live in any part of State. This right is absolute and unqualified, but the interpretations of Courts have made this right now a qualified one. In Indian Constitution, this right has been protected as a Fundamental right without any reasonable restrictions under Art. 19(Khan, Constitution of Pakistan, 1973, 2013).

Safeguard as to Protection/Freedom of Assembly (Article 16): Each native might have the privilege to gather calmly and without any weapons. In Qari Abdul Hameed v. D.M Lahore PLD 1957 (WP), Lahore 213, assemble without arms peacefully and although reasonable restrictions in public interest can be imposed, but the right itself cannot be extinguished even temporarily. That except marriage party, funeral procession and religious meetings, five or more persons could not assemble. The order was found authorized.

Freedom of Association (Article 17): Every citizen of the State has the right to make association for their well fare in a peaceful manner. A group of persons who join together for some common purpose or object is called an association. A Union is also association, which is created by law and which is a special type of association. A society is an association which is also to be recognized by law. A political party is an association. Thus, there are many types of associations, and the Constitution guarantees the right to form associations. Business associations can also be established. But this right to form associations is available to citizens only, and further there are limitations as no associations the object of which is illegal can be established, e.g., smuggling, gambling, decocting associations.

Safeguard as to protection of Employment Professional or Occupation (Article 18): Every citizen of the State has right to equal and fair excess to job, employment, profession and occupation. No one can be deprived of its legal right by any form. It protects certain rights with regard to profession, occupation, trade and business, which are lawful. Profession is for earning livelihood. The qualification with regard to profession is the condition that is necessary for adopting a particular type of profession. Occupation is used in general terms. Trade and business are the commercial activities for earning profits. These activities are to be ‘lawful’, but despite this, certain restrictions have been imposed that the ordinary Legislature can restrict this right. The word ‘lawful’ is to be interpreted as in text, and the best interpretation is that ‘lawful’ means that where the individual activity is not prohibited by Law. Where the activity itself is prohibited by law as crime and it is made an offence to protect the tranquility and peace of the people, but the individual activity, if prohibited, would be ‘unlawful’. Freedom of trade, business and profession are the fundamental rights pertaining to these businesses, and are guaranteed subject to the following conditions: - It is available only to citizens and not to aliens, which too in subject to; License free competitions; and Government monopoly allowed. Profession is dependent upon certain qualifications, while business can be started by persons without having any qualifications about the business. All the freedoms in this Article are subject to law(Pirzada, 1966). Safeguard as to Freedom of Speech (Article 19): Every citizen of the State has equal freedom of speech. Speech may not be derogative or violent against any person expressly or impliedly. However, the right to speak freely and opportunity of press are liable to sensible confinements forced by law. If he unjustly attacks an individual, the person defamed may sue for damages, and if the words, on the other hand, are written or printed and shows treason or immorality, he can be tried for the offence of misdemeanor either by information or indictment. InState v. Abdul Ghaffar Khan, PLD 1957 (WP) LHR. 142, Bacha Khan was arrested for offence of sedition and the cases were pending before the Magistrate when the State filed an application for its hearing in the writ petition. 48

Accused made speeches Pakhtoonistan besides to create hatred in the minds of Pathans against the Punjabis. The offences were held proved but the accused was sentenced only to fine, and the imprisonment was up to the rising of the Court. Right of information under Article 19-A: Every citizen of the State has equal right and excess to information or public documents. Freedom to Acknowledge Religion and to Accomplish Spiritual Associations (Article 20): Every citizen of the State has equal excess and right to perform their own religion and excess to their spiritual or holly places without any fear. This flexibility is just accessible to a native of Pakistan and the privilege to this opportunity is, (i) to claim, rehearse and engender the religion, (ii) to set up, keep up and deal with the religious organizations, and (iii) these flexibilities are further subject to the limitations forced by law, open request and profound quality. Islam, there is complete freedom of religion. It is also available in every secular State. In USA, the 1st amendment provided this right. There is no State religion in America and the Government cannot establish any religion in USA. It was also provided in the Constitutions of 1956 and 1962. It is also found in Objective Resolution and pre-amble of the Constitution. Generally no religion can go beyond the General standards of morality. Protection Beside Taxation for Devotions of Any Specific Faith (Article 21): The constitution provides protection beside taxation for devotions of any specific faith. No individual is to be burdened with the end goal of engendering or support of any religion other than his own.

Protections as to Educational Organizations in Reverence of Faith (Article 22): Every citizen has the equal protection as to educational organizations in reverence of faith. This Article guarantees certain freedom with regard to religion, as (i) freedom from receiving religious instructions for a religion other than his own; (ii) no discrimination in taxation on religious institutions, (iii) religious institutions are not prohibited in respect of same community; and (iv) no discrimination in an admission to an Institution funded by public revenue. 49

Safeguard as to protection of Property (Article 23): Every citizen of the State has equal safeguard and protection of property from any corner. No one can be illegal deprived of his legal property. The right guaranteed in this Article is of general means the right to become the owner of the property, to possess in virtue of lawful title and to sale it out respectively. Acquisition of property may be (i) by purchase, (ii) by gift, (iii) by will; and (iv) by inheritance. In Rashid Asghar v. ShareefGulzar PLD 1989 SC 369, the CDA acquired certain properties of the Company at Rawalpindi under CDA Ordinance, 1960 which was challenged on the ground that CDA had no jurisdiction. First, these properties were requisitioned for President’s Secretariat. It was held that the acquisition of property must be in accordance with the purposes of the Law and not beyond that. Hence, the appeals were allowed and the acquisition was declared null and void.

Safety of Property Rights under Article 24: No man should be denied of his property (spare as per law). In our Constitution, the basic principle of socialism has been adopted. According to this Article, no person is to be destitute of his property except “due process of law”. Acquirement or demand is allowed for ‘public purpose’. There is a right to compensation of property acquired or requisitioned. However, the adequacy of compensation is not a Fundamental Right but only compensation is. But, there is another view that compensation itself means money equivalent to the price of the terrestrial, ordinarily the bazaar price.

Equality of Citizen (Article 25): Everyone is equal before the law. No one superior or above the law.This is a general right whereas Arts. 26 & 27 are in addition to it. Article- 25 has three Clauses. The first clause deals with equality. The third clause deals with exception to it or it can be said that it is a special provision. Generally, Art.25 is operative where; there is substantial discrimination; Infringes fundamental right. Protection as to Non-Discrimination in Admiration of Right of entry to Public Dwellings (Article 26): 50

Every citizen has the equal protection as to non-discrimination in admiration of right of entry to public dwellings. No one can be deprived of its color, creed, language and religion. Protection Against Discernment in Services (Article 27): Every citizen of the State has equal protection against discernment in service. There should be merit. No one should be deprived of service by its color, creed, language and religion. InMohammad Ashraf Mirza v. Govt. of Punjab, 1998 PLC (CS) 400, it was held that creation of Regions/Zone for smooth administration is not hit by Art. 27 and posts could be reserved for any class or area. Conclusion and Recommendations: Thus, it is concluded that the fundamental rights is the soul of any constitution of any State. The main purpose of the Government is to provide protection to life, freedom and property of the individual of the State as guaranteed by the constitution of every State. The fundamental rights in any legal system have protection. It is considered being inalienable rights. The fundamental rights are based on old custom, tradition and norms of any society which provide protection to individuals of that society. It provides protection irrespective of individual creed, color, caste and language. It is derived from the natural law which is also protected by the Supreme Court of any state or nation. It determines the responsibilities of the Government towards individual and duties of individual towards the Government. It is enforceable by the Supreme Court with subject to certain limitations. The significance of the said study will help legislators to formulate effective legislation and rules that will provide a long term elucidation to the safeguard of basic fundamental rights. It will be valuable for both Government and non-governmental organizations, concerned with protection of fundamental rights, to implement their plans and get auspicious results. This article will acknowledge the general masses to aware of their civil and political rights as guaranteed by the constitution(Khan, Constitution of Pakistan, 1973, 2013).

References TauseefZada Khan, ‘Constitution of Pakistan, 1973’, TauseefZada Khan Publisher Lahore, Edition 2013 Izhar-ul-Haq, 'Political Science Theory and Practice', Book land, Lahore Syed SharifuddinPirzada, ‘Fundamental Rights and Constitutional Remedies in Pakistan’, All Pakistan Legal Decisions, 1966 Legal Cases Noor Hussain v. Superintendent DarulAman, PLD 1988 Lah. 333 Khair Muhammad Khan v. Govt. of Pakistan, PLD 1956 (W.P) Lahore, 668 Adnan v. Collector of Customs PLD 1969 SC 446 Qari Abdul Hameed v. D.M Lahore PLD 1957 (WP), Lahore 213 State v. Abdul Ghaffar Khan, PLD 1957 (WP) LHR. 142 Rashid Asghar v. ShareefGulzar PLD 1989 SC 369 Mohammad Ashraf Mirza v. Govt. of Punjab, 1998 PLC (CS) 400

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

A study to find out the existing teaching methodologies and its effects on learning outcomes in Chiltan town, Quetta.

Shazia Rind M.Phil Research Scholar, U.O.B

Mr. Abdul Nasir Kiazai Assistant Prof/Director Institution of Education and Research UOB, Quetta

Khalid Raza Assistant Librarian Balochistan Study Center University of Balochsitan.

ABSTRACT Teaching methods are instructions followed by teachers to achieve learning outcome of students. The objectives of this research paper were to explore the existing teaching methods followed by teachers and to suggest and recomend new teaching methods for public school teachers in Chiltan Town Quetta. This research was quantitative cum qualitative in nature, Primary data was colleted through two types of questionneire. One questionnaire was specified for teachers and other for students. Each questionnaire consisted of twenty to twenty-five close and open handed questions . The data was collected from 113 respondent, 98 students and 15 teachers. The responses of the participant’s regarding to question about teaching methods were that most of the participants used Lecture method, question Answer,Direct method,Grammar translation method for arts and languages subjects and the response of the science teachers were that they uses concept based teaching method and also uses experimental based teaching method when it was needed. Most of the teachers were agreed that they do not prepare any lesson plan before the delivery of their lecture. It was found that most of the teachers in Chaltan Town Quetta were not 53 professionaly trained.The students learning outcomes and Bench mark were not achieved by most of the teachers. It was concluded that the teachers were not using new teaching methods based on constuctivism approach and they were still using traditional methods.It was recomended that teachers should adopt constructivism approach of teaching and a training program regarding the new and effective teaching methods should be conducted for all public schools teachers .

Key words. Behaviourism Approach, Bench mark, Constructivism, Competency, Approach, Teaching Methods, Nationalism, Universalism, traditional teaching, Students Learning Outcomes.

INTRODUCTION Teaching methods are instructions followed by teachers to achieve learning outcome of students. The role of teaching methodologies can’t be neglected. The achievement of learning outcomes are directly dependent on teaching methods. A hundreds of teaching methods are introduced by educationalist for teaching and learning procedure. Efficient and appropriate teaching methods can easily improve learning outcomes of the students. Globally many developed countries are trying to introduce new and effective teaching methodologies so that the student get their learning goals. A large amount of capital is used for teachers training and to introduce new teaching methods for teachers. One of the oldest approach called behaviourism teaching approach was adopted by many developing and developed countries for many years. Now this approach is converted to constructivist approach. Now educationalist emphasis on interaction between teachers and students. Now the classrooms are turn on students centred classrooms. The main objectives of education in Pakistan to introduce Islamic thoughts and education as an integrated part of curriculum, to provide basic primary education to all children through community schools, to provide learning tools which helps children in education and also to provide free education to convert students as a useful citizen which can pay a positive contribution to the society. The government is also trying to provide effective trainings to the teachers and educational administrators and to provide technical and vocational education to the students. 54

Every classroom teacher have different teaching methods for each subject. All subject can’t be tough on same method. School environment, availability of teaching resources, qualification of teacher, training for professional development, behavior of head teachers can easily effect the teaching and learning process, and here classroom, physical environment can’t be ignored (Altun, T, 2013, P 31) Effective classroom management and teaching method is of critical importance regarding success of teacher and students. According to some educationist classroom management and teaching technique and methods can be taught. Sometimes most experienced teacher can’t achieves SLOs of some weak students. Effective teaching methods can separate a good teachers from others. A good teachers can identify new and fruitful teaching techniques and can develops their lesson plans. He or she can easily identify the effective classroom management. Some steps of effective teaching methodology can be;  Brainstorming and discussion  Co-operative learning  Role play and simulation  Presentation  Problem solving method  Covestioning skill  Reflective practice.

In teaching and learning process those students and teachers are considered best learner and teacher who’s share their ideas, experience and knowledge, responding and asking questions, taking active part in all activities and share their comments and suggestions. 1.2 SIGNIFICANCE OF THE STUDY Teachers play a key role in education system and he or she is a agent of change. Training for professional teacher development is now recognized globally. A dramatic changes in economics, culture, politics and technology needs reform in education and teaching methods now the world is changing from nationalism to universalism, from simple technology to technologically united world, in this situation it can be the responsibility of teachers to prepare the students for this change The achievement of student learning outcomes are totally dependent on teaching methods of teachers. A less research work has been completed by the researcher in Baluchistan regarding 55 teaching methods. The study find the current teaching practices in public schools at secondary level. This study provided a clear picture of teaching methods in government schools. The study further point out new teaching methods for secondary school teachers. The study will also provide effective teaching approaches for Baluchistan education department and non- government organizations so that the government may introduce effective methods for secondary schools and the education department and NGOs may introduced professional development programs regarding teaching approaches and methods 1.3 OBJECTIVES Following were the objectives of the study. (a) To explore the existing teaching methods followed by teachers in Chiltan Town Quetta. (b) To find out the effects of present teaching methods on learning outcome To suggest new teaching methods for the teachers in Chiltan Town Quetta

1.4 JUSTIFACATION OF THE STUDY (i) The present study find out the existing teaching methods in schools (ii) The student find out how these method are useful in teaching and learning process (iii) This work find out the effects of present teaching methods on learning outcomes of students. (iv) The study recommended or suggested fruitful teaching methods to the teachers, head teacher and educational officers. (v) The study presented a clear picture of gaps existing in teaching methods

1.6 RESEARCH QUESTIONS  What are the current teachings method of secondary school teacher in public institutions?  What are the effects of current teaching approaches on learning outcomes of secondary school students?  What are the suggestions recommended by the research scholar regarding effective teaching methods? 56

1.7 Key words. Behaviorism Approach, Bench mark, Constructivism, Competency, Approach, Teaching Methods, Nationalism, Universalism, traditional teaching, Students Learning Outcomes

LETERATURE REVIEW Education is like a light that provide a right direction to the mankind. If educating is failed in indoctrinate self-obedience as well as commitment towards achievements in the intellect of learners it would not be their fault. It is our duty to convert education towards sports as well as learning and we have to generate interest among the learners and beside all this we have to motivate them to keep themselves in the institution rather than to make them run away. The process of education is supposed to be like a fun as well as an excitement but not like a burden, actually it is like an essential ingredient in the growth of a child and this also would help them to turn out to be a good quality citizen. Education is like an engine which develop the progress of any community (Damodharan and Rengarajan , 2013, p .2-4, 15) Education and Educator policies are the major mechanisms through which the institutions strategically organize the process of teaching as well as learning. The learning as well as teaching plans must be a valued document chiefly towards institutions, and it must provide constructive direction for developing and managing the process of teaching as well as learning. It functions includes to inform and assure third parties, but not just for your own-self that the institution of yours must address the requirements of its learners suitably. (Blackey, 2011. p. 3-5) The quality of teaching as well as leadership is defined and evidenced by the various systems of education throughout the globe which proves that the main factor in concluding that how best children can do depends on methodology of teaching. The best system of education throughout the world sketch their teachers among the top graduates and they provide them the best level of training including focusing on their practices at the classrooms. While ensuring that the teachers are receiving effectual proficient growth all the way through their career, by means of favorable circumstances to examine as well as work together with other teachers and that would be suitable towards training of leadership (Crown, 2010. p. 9, 10, 12) If we talk about a productive learning it involves multifaceted tasks that characteristically result in a sensible invention or management towards audience. In this regard the five major effective learning components are: 57 essential towards curriculum, prearranged around dynamic questions that would lead learners to meet major concepts or ideology focusing on constructive inquiry and building awareness. Usually the investigation development based knowledge has instituted that those learners who engage and attain beneficial gains in realistic awareness are superior than those who attain traditional instructions (Barron B and Linda D M, 1999, p 3,4) A good level of teaching is what that leads to enhance the progress of students, the effective teaching is defined as to improve the achievement of students by using the outcomes which does matters towards their success in future. Research shows that the progress of students is the benchmark through which the quality of a teacher must be assessed. In fact the definition of successful teaching is sort of problematic. Preferably, it may be defined as what leads to a high level achievement by learners in evaluating outcomes. It is acknowledged that the existing methods of assessment related to high- supportive responsibility might not completely confine the assortment of outcomes. In spite of these boundaries the logic of judgment related to effectual teaching make sense by the impact of assessed learning. If in case the assessments or value added models are not enough there is a requirement of improvement. Meanwhile we have to work out to understanding any claims that are related to the effectiveness of teaching. (Jackson , 2012. p . 1 -3) To generate competent educators and authorize them to teach age group of learners and scholars the basic requirements are clearly demarcated in the specialized text which involve standard about the knowledge of teachers and what they require to get acknowledged. The standard level growth related to educators is an element of larger international movement related to insure quality in various fields of human undertaking, to analyze assurance in quality with having a serious viewpoint the aspects that contribute to the quality of education, observe their attendance and to assess the impact which is having on the learning outcomes of students. (Policy and Planning Wing Pakistan. 2009, p .2, 3)

RESEARCH METHOD This research was quantitative cum qualitative in nature. Both Secondary and Primary data was collected, Secondary data was collected from different reports, published by UNICEF, UNESCO, Alif Ailaan and government of Balochistan. BEMIS Data was also be considered, Primary 58 data was colleted through two types of questionnaire. One questionnaire was specified for teachers and other for students. Each questionnaire consisted of twenty to twenty-five questions.

Instrument Two different types of questionnaires were used as an instrument for this research and the data was collected from 113 respondent, 98 students and 15 teachers.

Population and Sample All public midle and high schools of chiltan Town Quetta were total population. 10 schools were salected as a sample (5 midle and 5 high schools) and these sampling comprises of 5 girls and 5 high schools. The data was collected randamly.

Limitation This study was limited to boys and girls government middle and high schools of Chiltan Town, Quetta.

Delimitation

The selected objectives for this study has importance regarding future planning. It may be a prime study regarding exiting teaching methodologies adopted by public school teachers. The data collection was not limited to few senior teachers. All senior and junior teachers and students were the part of data collection.

RESULT AND ANALYSIS Results of Teachers Table 4.1 shows trained teacher regarding teaching methodologies

Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 1 6.7 6.7 6.7

Valid Agree 2 13.3 13.3 20.0 Strongly 4 26.7 26.7 46.7 Disagree 59

Disagree 8 53.3 53.3 100.0 Total 15 100.0 100.0

Figure 4.1 shows trained teacher regarding teaching methodologies

Analysis 4.1 The concluding part of the above table 4.1.1 shows that most of the participants they disagreed with this question that they are not trained teacher regarding to the teaching methodologies.

Table 4.2 shows teacher’s satisfaction when they are implementing their teaching methods

Frequen Percent Valid Cumulative cy Percent Percent

Strongly 8 53.3 53.3 53.3 Agree Agree 4 26.7 26.7 80.0 Valid Undecided 3 20.0 20.0 100.0 Total 15 100.0 100.0

Figure 4.2 shows teacher’s satisfaction when they are implementing their teaching methods Analysis 4.2 60

The frequency test of the above table 4.2 explores that most of the participants they strongly agreed with this question that they feel relax while they are implementing their teaching methods

Table 4.3 shows teacher’s ability to achieve students learning outcomes through their teaching methodologies.

Frequency Percent Valid Percent Cumulative Percent Strongly Agree 8 53.3 53.3 53.3 Agree 6 40.0 40.0 93.3 Valid Disagree 1 6.7 6.7 100.0 Total 15 100.0 100.0

Figure 4.3 shows teacher’s ability to achieve students learning outcomes through their teaching methodologies. Analysis 4.1.8 The frequency test of the above table 4.1.8 explores that most of the participants they strongly agreed with this question that they are able to achieve students learning outcomes through their teaching methodologies Results of Students Table 4.4 shows achievment of students learning outcomes by students

Frequency Percent Valid Percent Cumulative Percent

Yes 89 90.8 90.8 90.8 Valid No 9 9.2 9.2 100.0 Total 98 100.0 100.0

Figure 4.4 shows achievment of students learning outcomes by students Analysis 4.4 The findings of the above table 4.4 explores that majority of the participants they agreed with this question and said yes they are achieving students learning outcomes. Table 4.5 shows students satisfaction with assessment method of their teachers.

Frequency Percent Valid Percent Cumulative Percent

Yes 97 99.0 99.0 99.0 Valid No 1 1.0 1.0 100.0 Total 98 100.0 100.0

Figure 4.5 shows students satisfaction with assessment method of their teachers. Analysis 4.5 The concluding part of the above table 4.5 shows that almost majority of the participants they agreed with this question and said yes they are satisfied with assessment method of their teachers.

Table 4.6 shows use of teaching aids by teachers

Frequency Percent Valid Percent Cumulative Percent

Yes 46 46.9 46.9 46.9 Valid No 52 53.1 53.1 100.0 Total 98 100.0 100.0

Figure 4.6 shows use of teaching aids by teachers Analysis 4.6 The results of the above table 4.6 shows that most of the participants they disagreed with this question and said no their teachers don’t use teaching aids.

DISCUSSION Few years back it was suggested that curriculum should be reviewed in Pakistan and the curriculum should address local issues like safe environment and requirement of economic development.In 2006 new curriculum was introduced and implemented in all provinces that curriculum in Pakistan focuses on social and science education . it has identified standards, bench marks, competencies and Students Learning Outcomes. (UNESCO, 2007). In Balochistan, for teachers, there are five designation having different scales.i-e JV, JET,Muhalem Ul Qurran, Arabic Teacher and Secondary School Teacher (SST) science and general. JV teachers and Muhalem Ul Qurran were specified for primary schools an rest of the esignation were specified for middle and high schools.SST(General) though english, urdu, islamiat and Pakistan studies and SST(science) were concerned to teach science subjects.Different teaching methods were found for languages and science. Curreculum 2006 is applied in every public school and this curriculum has introduced some new and effective teaching methods for teachers.BOC and PITE has introduced professional teaching 63 programes regarding the introduction of curriculum 2006.But it was observed that most of the teachers were not trained regarding curriculum 2006. According to results some traditional method of teaching were observed like lecture method, recitation method, lecture emonstration method, inductive method and deductive method. These methods were practiced for all social, languages and science subjects. Lecture method was the most commonly used method for teaching science subjects. This teaching method was practiced in all schools. Lecture method was partially suitable for high classes. In this method the role of teacher were active and the students role was passive. The teacher talks and students were passive being. The participation of students were low and this method was one-way method. It was observed that the students get bored and students were provided readymade knowledge and they were unable to construct their knowledge. In this method the teacher never sure if the learners are learning or concentrating and understading the contant or not.(Qaiser et al., 2005, pg 44)

CONCLUSION Achieving of Students Learning Outcome and Bench Marks are directly depandent on method of teaching. Curriculum 2006 has clearly defined these terms and suggest innovative teaching methods for all subjects.These methods includes micro- teaching, programmed instructions, simulation techniques, team teaching, computer assisted instructions, individualized instruction, inductive method, deductive method, group dynamics, question technique and co-operative learning. These all methods were rarely used in schools of Chiltan Town, Quetta because it was found that most of the teachers were not professionally trained. They did not know about these teaching techniques. Proper lesson planning is essential for all teaching techniques, it is a main key for effective teaching and it directly effects the process of learning. The teacher must the subject matter in advance and plan the mode of content delivery. This act gives the teachers an idea of how to develop the concept and how to deliver it and also how to conclude the whole lesson. Lesson planning is important because students better learn when the subject is properly delivered. It needs a hard work but having fruitfull results. Most of 64 the teachers were agreed that they do not prepare any lesson plan before the delivery of their lecture. The role of teaching Aids cannot be ignored in effective teaching and learning process. It can be used to supplement the activity or process of learning and teaching. Through teaching Aids, a teachers or learner can active their sense organs which make teaching more effective, concrete and interesting. Teaching Aids can be classified in pictures, charts, direct sensory contact and printed words. Most of the teachers in public schools of Quetta city were not using teaching Aids in their classes. And there was shortage of teaching material in schools. The responses of the participants regarding to question about their teaching methods were that at first they go for brainstorming then move towards their lecture after completing their lecture topic they explain question that arises in the mind of the students and in the check the outcomes. The responses of the English teachers were that they uses Grammar translation method, they read the paragraph again and again and after that ask questions that are related to the same lesson, define words and meanings they also translate the paragraphs at the end they check the students what they have achieved. The response of the Math teachers were that they apply basic formula to make the concept of the students clear, more and more practice is done in the classroom. The responses of the Science teachers were that they mostly uses concept clarification experiments and concentrating on practical’s they also go for the feedback from the students.

RECOMMENDATIONS:- 1. Education department should introduce effective teaching methods for all subjects in its curriculum. 2. Education department of Baluchistan should specify budget for the trainings of teachers regarding new teaching methods 3. BOC and PITE should introduce professional training programes for all cadre of teachers 4. Supply of teaching Aids should be included in cluster program. 5. A training program regarding the management and use of school laboratory equipment should be given to all science teachers. 6. Use of multi-media in teaching process may be encouraged. 65

7. Good learning and teaching environment should be provided by school managment for effective teaching and learning environment. 8. It must be the duty of good teachers to share their teaching methods to other teachers. 9. Education department should introduce constructivism approach regarding teaching and learning in its schools. 10. A cluster qualified teachers should be organized to evaluate and monitor the teaching methods of junior teachers. 11. Non-government organization should introduce training programes regarding the introduction of curriculum 2006. 12. Teachers should adopt constructivism approach of teaching. 13. It should be the responsibility of teachers to correlate the topic with other subjects. 14. Methods of teaching must be flexible. 15. Teachers must use those methods in which they feel relax and comfortable and which is according to the level of their students.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

Women education and its socio-political effects in Balochistan: A case study

Fahmeeda Abdul sattar Research scholar at political science Department University of Balochsitan.

Dr. Mumtaz Ali Associate Professor political science Department University of Balochsitan.

Abstract Balochistan being fertile land of feuds and tribes chieftains could not allowed women in outdoor due to their strict social norms. But with the change of time women had taken numerous steps to educate themselves. The gated society and strict social norms of Balochistan had hindered women on acquiring education. In contrary, women in Balochistan negated the concepts of male chauvinism In the region. Gradually they came out from homes and participated in various aspects of life. Their keen purpose was to gain education for more empowerment. Thus, from 2005 and onward they become more active in educational arena. Soon, the women of Balochistan achieved much popularity educationally. Education had paved the way of more liberty and freedom for them politically and socially. From 2007 and onward they are working hand to hand with men in each aspects of life. In fact, the year 2005 aptly called the year of women education in Balochistan and meanwhile girls got more opportunities in the field of education. Socially women become an active member of the society and all rights of male and females become equal. Later on they got numerous other rights such as co-education, works with men shoulder by shoulder and a financer of her family. Politically they have got more rights to work as a political leader or to participate in election locally and nationally. From 2008 to 2015 women becomes very important to serve the society as equally as that of men. 70

They got equal opportunities politically, socially and economically. In all the governmental and nongovernmental departments of Balochistan, they have given opportunity to develop Balochistan socially and politically. Thus women performed imminent role for social reconstruction and political rebuilding of Balochistan for a peaceful and a land of tolerance.

Key terms: Tribalism, women empowerment, social norms, gated society

Introduction and background of study Women in any society are a key pillar for social construction. Without participation in social concerns a society cannot develop as accordingly. Balochistan being a land of tribal lords where even a person to breath with permission of chiefs (Sardars). Women in Balochistan remained the most depressed class of this society. They had suffered socially and politically with no gain. But gradually they find multiple ways to cop such confrontations before them. Anyhow they are presently active participator in each walk of life. Men and women are contributing equally on changing Balochistan gated societal structure into liberal and more open society1. Since the trace history of Pakistan women in Balochistan could not rendered equal opportunities. It due to imbalance educational system in Balochistan is suffering numerous social restrictions. The major issues faced by women education were patriarchal society, lack of modern education and women were always understood as a domestic animal. Other problem which were faced by women while acquiring education; they were never allowed to step out side door of their house. Indeed the immediate agent of change for women fate was introduction of modern and scientific education in Balochistan.2 The widen gender discrimination had paved the way for women social mature development. They are still not recognized as true part of our society. Due to gender discrimination and lack of facilities in rural areas people don’t prefer girls to get aneducation. Education has remained a neglected field. This is the reason that male and female literacy rate is very low. Also, there is the low acceptance of the changes, which make the lives

1Geeta, Kingdon Ghandi. "Education of women and socio-economic development." Kalimat Press, 2002: 13. 2institute, Islamabad policy research. "Education system of Pakistan; issues, problems and solutions." Policy research center, 2012: 9. 71 of these people static and vulnerable, especially the women. The poor concentration of women education in Balochistan is a far cry and it is letting the situation in the hands of evils.3(Akbar 2015) Female education in Balochistan from 2006 to 2008 brought obvious change in tribal society. Women were encouraged to come out from homes to educate themselves. In this period around 60 percent of girls aged six to nine enrolled in different public and private institutions. It was a notable improvement in women education. The enrollment percentage increased during 2009 to 2011 into 70% in primary level in various schools of Balochistan. From 2012 to 2015 women literacy rate reached up to 83% percent than that of male is 87% comparatively. Women education from 2009 to 2014 had changed Balochistan tribal setup to a liberal society. Tolerance among different section of society becomes the order of day. Women were given free hand for acquiring education anywhere they want for bright future. Simultaneously women got more political powers for obtaining more freedoms from the gate and conservative society. But some faction of society is against women such empowerment. Some religious parties are active, the majority of the people are followers of such religious party so, the Opponent parties decided mutually that they will not ask and allow us to vote. Since then even we donot havefemale polling stations. According to these religious party women political interference is unethical andunreligious, because any women who want to join politics, they have to come out from their homes which isagainst Islamic laws.4 Theoretical framework Liberal feminism guided us on the gap between male-female educations. The core concept of this theory is the men never want women to be educated. Men are naturally biased on women education and they always try to hinder and restrain women from acquiring education. Women and social development Historically Balochistan remained the land of various tribes and feudal lords. Women were limited to the four corner of house and treated as

3Akbar, Notezai Muhammad. "Shocking condition for Balchistan women." Daily Times, 2015: 05.

4Samina, Naz. "The status of female education in rural Balochistan ." The Agha khan university, 2015: 12-16. 72 domestic slave. But modern social and educational development had changed the fate of women in Balochistan. On observing the situation UNICEF keenly traced the situation of Balochuistan Social and political participation of Women in the province from 2000 to 2010. It finally reported that from 2000 to 2004 women had poor participation in social and political concerns. But the ratio increased from 2005 to 2009 rapidly to 35% on different walks of life respectively. Thus Balochistan women become an active agent on social and political changes of Balochistan.5 With rapid change of educational activities, the society of Baluchistan becomes more open and tolerant for women survival. Women initiated various activities for girls for more exposure in different walk of life. They actively participated in educating women for better society. Due to enormous struggle of women for greater role in the society rendered them as equal member of the society. It was obviously education which changed the destiny of women in Balochistan politically and socially. The violent Balochistan turned into a peaceful Balochistan on concern of women development.6 The women participation in social walk of life enormously increased jobs opportunities for women in Balohistan. Now a days they working with male on equal putting and contributed a lot for departmental and institutional development. In the veracity of fact is that women contain 30 to 40 percent in each department of Balochistan on arena of jobs. In fact, women are promoting the concept of gender equality and justice. Hence they changed an extreme tribal society to modern tolerant land.7

Women obtained more social rights The foremost right which the women in Balochistan gained is right to gain education on their own choice. It encouraged them to come forward for greater rights. They have acquired equal opportunities in school, colleges and universities. Gradually the strength of male and female in different educational institutions become parallel. The ratio of women education notably increased from 2008-2012 from 23-29 percent to 35-43 percent

5UNICEF. Balochistan Province of Pakistan. Annual, Newyork: United nations publisher, 2011.

6Ahmed, Masood. "How social media effects us?" The Balochistan point , 2015: 05. 7Report, Asia. "The worsening conflict in Balochistan ." Crisis group , 2016: 10. 73 comparatively. It was a great achievement for women for obtaining more and more social rights.8 Moreover Balochistan social changes from tribalism to liberal and from fanatic to a more open society due relentless struggle of women. Military had contributed a lot to liberate women from the sway of tribal lords. Additionally military provided them environment to come out from houses for better exposure. Women got the equal rights of affair of society equally and openly allowed to take part on different social activities. Furthermore, women from retrospective were not allowed to participate on social concerns but after 2005 and onward they openly come out from houses to become an active part of society.9 Somehow women become an active member of the society in Balochistan, but they were allowed with certain limitation and restriction. The limited right of liberty and freedom of expression hinder their ways of social equality and freedom. When they came out from door of their houses they face enormous social barriers likewise they face abuses and treated as ill moral character. The hushed voice of Baolchistan has depressed and shut down by different forces in different phase of history. In this fire women were mainly targeted on concern of their social liberty and freedom. Provincial and federal governments were calm to take immediate action for women equal participation in social development and construction. The worst era for the women in history of Balochistan was the 20 century and early years of 21 century on their tribal living and survival. But presently women are facing numerous drawbacks on this modern developed society. Women social freedom still is a far cry and cannot be resolved rapidly.10

From extreme tribal community to a liberal tribal community Tribalism is the blood and flesh part of Balochistani society without which survival is not possible. Anyhow the trend of downing the powers of tribal feuds enormously decreased from 2006 and onward. As comparatively the Mari tribe is considered is the largest in Balochistan. In prior of 2005 the

8Frederic, Grare. Balochistan states versus the nation . Dehli: Darnegie Endowment for international peace, 2013. 9PILDAT. The Balochistan civil military . Annual, Islamabad: PILDAT, 2016.

10Sanaullah, Baloch. "Rmemembering the women of Balochistan." The express tribne , 2012: 06. 74 women education in the same tribe was below 10 percent but after 2007 the same tribal female education touched the sky and reached to 35 percent. Mengal tribal female before 2006 it was just 12 percent but after 2008 it increased notably into 41 percent. The other tribes like Zehri, Bughti, Mohammad husani and Sasoli wholeheartedly endorsed women education.11 Balcohistan become more tolerant society from 2007 and onward. But some of the social disparities still exists which are obvious gap freedom of women and men different aspects of life and women are considered as the second class of members of the society. Such demarcation put Balochistan in the fold of multiple repercussions. Instead of such acts Baloch society is thriving on concerns of women various social and economic rights. Additionally the social demarcation on line of gender and caste is yet exists. In some part of Balochistan still the women are counted as domestic animal and not allowed to go outdoors. The situation of women needs for more legislation for more rights on social concerns. The disparities like men are given more job opportunities than that of women and men have better social access on different social walks of life. But it is the good luck of female that they are given open chance for acquiring education and every institution in Balochistan encouraged them for enrolment. The persistent change of tribalism into liberalism is widely welcome by the rest of community living in Balochistan.12 Thus Balochistan is developing day by day from tribalism to liberalism. The pace of change is very slow but thriving notably. In some time Balochistan is considered is the most gated community and women were even not allowed to visits their kin homes. But presently they are free to visits to their neighbors and relations home freely. Hence tribalism is ending with considerable means.

Women remained as an agent of social change in Balochistan One cannot avoid the pivotal role women in Balochistan on changing social fabric. Barbarism against women was the most common practice used by men throughout Balochistan. Gradually women initiated different social works to change the social strict norms. They initiated their education from

11Syed, Shah Ali. "Female literacy hits new low in Balochistan." Daily Dawn, 2014: 08. 12Syed Nawaz ul-Huda , Farkanda Burke, Mohammad Azam. "Socio-economic disparities in Balochistan Pakistan. A multivariate analysis." Social science studies center Islamabad, 2013: 10-15. 75

Madrassa to take their initial step outside of the door. This step led them for gaining education from different institution. Thus the death of tribalism begins from 2003 and onward in Balochistan. The first and foremost change of women was to get access on educational blessings.13 The women in Balochistan participated on different health activities where women were facing durably. They came forward and started debate openly on women various health problems. In the first time of the history women in 2007 openly demanded more facilities for women healthcare. It encouraged women to talk openly for better change on concerns of women related health problems. The government and other social networks on related of started different health schemes and hospitals. The ratio of improvement on different women related diseases decreased enormously from 2008 to 2011. It was a great achievement for women in Balochistan for social changes.14 Women actively works on other various social changes likewise, women access to community, family members and other rituals and socials norms. They finally proved that women are equal status with men. They demanded more rights on domestic affairs in 2013 to be not used like an animal. Another demand raised by the women of Balochistan on access of more social activities and development. Hence they have got various rights in the society likewise playing cricket and football etc. Thus these things empowered women in Balochistan socially.

Political liberty of women in Balochistan Women in Balochistan were the most depressed and degraded gender on political concerns. From 1947 to 2004 women were not allowed on political activities. They have very poor participation of the country political concerns. But women education awakened them for obtaining more political rights. When it was time the women were not permitted for the right to vote and come as candidate. The situation turned very differently and women initiated to take parts on various political activities. They demand more representation in local, provincial and central legislation for women

13Dr., Mohyuddin Anwar. "Economic empowerment of women in the rural areas of Balochistan ." Research gate, 2012: 12. 14USAID. "Pakistan demographic survey health and education 2012 to 2013." US publication , 2013: 11.

76 empowerment. The immediate demand begins from 2007 for “women political empowerment”.15 Another notable achievement in Balochistan women was the active participation in bureaucracy. From 1970s to 2004 it was only 2 percent space for women in the state bureaucracy but it was increased into 5 percent in 2005 and become as an active participator on bureaucratic affairs. They got such a great number in different prestigious institutions due to their political struggle. It is the veracity of fact that women condition changed in Balcohistan due to education and political struggle. Hence now-a-days women of Balochistan are the most active participators on political activities and struggling hard to formulate a gender balance society.16 With the passage of time women got different political liberty. Right to free vote become the absolute rights of women. Secondly, they got right to freedom of speech and expression. In the first time of Balochistan history women were given various political powers. The most glorious period for women political development is from 2006 to 2013. In this period, women were the center of politics and each party struggle hard to gain more women memberships. Even tribal oriented party like BNP Mengal had openly welcome women in their party. So, such changes in part of Balochistan widely created a tolerant and peaceful society.17

Democratic role of women on political development Balochistan women participation from 1956 to 1970s was below 2 percent which is the worst era of democratic development in the province. But the increased rapidly from 1973 to 1990s into 25 percent. In this period women had taken active role on democratic development to boost women equality. But the ration further increased into 35 to 47 percent from 1991 to 1998. Such increase of women on democratic development had changed women fate in Balochistan on concerns of democratic improvement. Hence

15Aftab, Hussain. "Education system of Pakistan, issues and problems and solutions ." Islamabad policy research , 2015: 8. 16Bank, The World. Community participation spurs Education in Balochistan. Random, Newyork: World Bank, 2014. 17Nouman, Altaf. "Political development in Balochistan 2006 to 2013." Hazara universty Manshera publication, 2014: 19-23. 77 women had got more political rights to become active member of the society. 18 Such democratic improvement of women in Balochistan had simultaneously increased economic condition of women. They become active supporter of their family on economically from 2005 to2007. The political sphere of Balochistan had provided them enough opportunities for acquiring more jobs for their independent living. They become more independent politically and economically. The economic condition of women had increased from bottom to high. Additionally, women had created more economic opportunities for the country survival and for women social development.19 Balochistan is in limelight of national politics due to women deprivation and starvation. But point of discussion is completely different and women on their own struggling hard to acquire more democratic rights in local and national politics. The thriving democracy in the province is the participation of women. Since 2010 to 2014 women had contributed their due part for democratic trump. Presently they are vital for national and local politics. Indeed, they wheel runner of politics in crisis ridden province. 20

Women struggle for fundamental rights and achievement in Balochistan The women of Balochistan began their struggle for gaining more fundamental rights from 2006. It was very tough task for women in the region like Balochistan to demand political rights and liberty. They have faced enormous problems on their struggle for their basic rights. The foremost hurdle was the tribal restraints and faced opposition from them. Secondly, their strength was too low and could not gained popularity initially. Thirdly, the rest of society could not want them to demand such unethical rights and regional and national leaderships did not support them on their scared cause.21

18Ruth, Paterson. Women's empowerment in the challenging world: A case studY from Balochistan. Islamabad: IDSP, 1999. 19Bank, World. Balochistan economic repport. Annual, Islamabad: World Bank publication, 2007. 20Sheikh, Rehman Asad. "A case study on the democracy and socio-economic development of Balochistan." Sungi foundation development, 2016: 28-39.

21Momonah, Ambareen. "Economic empowerment of women in the rural area of Balochistan." Daily Dawn , 2010: 08. 78

Women actively involved in various movements for gaining more rights. From 2007 and onward they got right to vote independently and also can be stand as candidate in national level of election. This thing had led women for more struggles on democratic and political concerns. Finally, women in 2013 election had taken active part for gaining more seats in provincial and central levels. Moreover they have obtained outstanding victory against their limited vacancy. Their step in the parliament has paved the way for demanding of more rights and powers local and national affairs. Hence, they are demanding more seats for women in provincial and national assemblies.22 Women education in Balochistan is improving notably in the rural and urban areas of the province. From 2012 to 2013 the ratio of women education increased to 5.3 percent which is boosted democratic trend in Balochistan. This improvement changes the women fate in Balochistan and got more national rights. But literacy ratio in the urban part of Balochistan increased with rapid pace of improvement from 2013-2015. It was a best phase of the region of boosting democratic development and acquiring more fundamental rights for women. The era from 2012 to 2015 women in Balochistan become equal gender in part of the society. It was a great hedge for women to participate on local, regional and national affairs.23 Some notable repercussion on the way of women education and socio- political development Balochistan land of multiple ethno and tribal province of Pakistan faces enormous problems on women education. In this century even women of this region are being refused for acquiring education completely and freely. Even presently some parts of Baluchistan are plagued with the traditional concept of women to be limited in the four corner of the house. The four main reasons can be behind on the hindrance of women education. Very firstly, the tribal and gated community does not allowed them to acquire education. Secondly, the provincial government does not taken a single step on legislation of women education. Thirdly, federal government

22Muhammad Shafa, Asma Azar, Nosheen Rafia. "Role of women participation in Balochistan Pakistan small ruminants development ptentials prospect and constraints." International journal of scientific and engineering research , 2014: 6. 23Riazulhaq. "Education woes is Pakistan misses UN target Areas of Balochistan." The express tribune, 2015: 7.

79 is mute on the depriving condition of women education in Balochistan. Lastly, human rights activist have poor participation on the issue of women education in the region.24 Terrorism and insurgency is thriving side by side and restraining women social development. In different parts of Balochistan they are being threatened by various banned organization on different social concerns. The most notable of them is usual attack on polio workers and killing them without any reasons. Another worth mentioning social hinder of women in the society is they are not allowed to walk freely and independently. From this women education is badly effected and not improving as comparatively of Sindh, KP, and of the Punjab. Hence democratic development is becoming a far cry. 25 Political participation of women in different part of Balochistan is very poor and does not thriving by formidable mean. The immediate reason behind women poor role in political affairs is they did not given due rights in political front. Historically women in Balochistan were the most deprived gender comparatively than other part of Pakistan. Somehow many improvements came after 2005 but still needs more participation of women in political arena.26 Some way and out for women critical situation in Balochistan Nationwide legislation is the imperative for the time to empower women throughout Pakistan. Women empowerment is not the sole problem of Balochistan but it is the problem which is the entire nation is facing. Hence, the woman of Balochistan is the most degraded and depressed part of Pakistani society. Thus national legislation is the need of hour to change the fate of women in the province. Tribalism is the part and parcel of Balochistani society but it should be overpowered to control women physically, socially and politically. They should be respected with certain limitation and exceptions. Tribal chiefs and

24Report, UN. The world in 2016 (trend and statistics). annual, Newyork: United Ntaions publisher, 2017. 25Nadeem, Zaman un. "The nature, resources and the socio-economic effects of terrorism in Balochistan." Research gate, 2012: 4. 26Nizam, Baloch Rahim. "Socio-political culture in Balochistan Balochistan." Balochistan voice , 2016: 33.

80 feudal should not override the basic human rights of women. Thus measures should be taken for them restrains using unethical means of use of powers. Thirdly, political parties should take durable steps for changing women situation. They should ensure to render women political rights accordingly. It’s should be mandatory for each political parties put in their manifesto for women equal empowerment to that of men. Each political party should provide social rights of women with due care and social protections. Lastly, women education should be promoted through the province. Additionally, co-education with mean of tolerance and fraternity should be developed between the both genders. It is the need of time that they should be equally treated in educational concerns. Thus, education can develop Balochistan politically, socially and democratically which are the need of modern time.

Conclusion Women in every corner of the world are the agent of change in all fronts of life. Without women a society cannot develop accordingly. Todays the entire west is developed it is due gender equal treatment on social, political, economic and national and international concerns. But women in Pakistan and more particularly Balochistan are being exploited educationally, socially and politically. Women in Balochistan are trying hard to acquire more educational, economic and political rights. Hence, it is possible when the whole women of Balochistan participate equally to change their fate on these concerns. Thus, women of Balochistan should be united on the changing situation of the world on gender equality. It the sad part of Balochistan politics that they have no political party and none of woman either heading a political party. They need independent status on changing their destiny on acquiring more rights in national and international lines. Thus, women should support each other on educating themselves, and works to gain more social and political rights for a brighter future.

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

ADJUSTMENT AND ACADEMIC ACHIEVEMENT PROBLEMS AMONNG SCHOOL STUDENTS IN BALOCHISTAN.

MISS RUKHSANA JABEEN M.Phil Scholar (Education) Balochistan Study Center University of Balochistan.

FAISAL RAZA MENGAL Supervisor

ABSTRICT: The main purpose of the study is to highlight the adjustment and academic achievement Problems among the school students in Balochistan. Twenty primary girls school were selected from District Mastung. A self- made questioner was administrated to teachers of schools, and principle The sample consisted of 250 people. The data collected through a self made questionnaire was analyzed by using descriptive statistics where frequencies and percentage were drawn. Significant problems were found in adjustment and academic achievement among the students at school level. The level of adjustment of secondary school students is average. Girls possess better adjustments than boys.

Keywords: Adjustment, Academic Achievement, Adolescent.

INTRODUCTION: Adjustment is a basic need of every person everybody try to capture his/her various and contrary needs. Since we must satisfy our needs in form of social adjustment which mention to the good times with which a person adjust to people in general and to the group with which a person recognize the specific education activities which improve the ability of students. It has various ranges that are completely related to human development and growth including cognitive, emotional social and physical developments. Academic achievement refers to the result of intellectual achievement in school and 82 universities and as an education limit it is the most valuable factor for personal and social growth (Seminary, dinger’s spinath 2012). REVIEW OF LITRATURE Peer builds a life for children outdoor their families in doing so they half accurate the emotional biases those families surely give their children. But in Balochistan low peer relationship is the main problem of adjustment among the school students. While weak relationship with parents usually are hurtful for students in social adjustment parents act put effect on the child social and academic achievement. Most of the parents behave very strictly with their children which destroy the future of their children. Relationship with support can also have a sturdy influence on a student’s psychological and motivational reaction to school, for example, positive relations with peers can maintain emotional safety and reason to achieve studies of preschoolers which demonstrate how the company of familiar support can help the journey in new scenery and general alteration to school (Ispa, 1981, Ladd and Price 1987, Schwarz 1972). During teenage years students can have a sturdy influence on the amount to which their acquaintances like school and plan to go to institution (Epstein, 1983) finally apparent isolation from peers as well as supposed lack of management in obtaining social support at school which have also been related to low grades of accomplishment (Epperson, 1963). Study groups mean group of people meeting all together in order to examine and study a subject of common interest. Study groups supports that can mentally come to study their group are very low and help in each other problems. But in Balochistan of social adjustment and academic achievement. Next to the family school plays a very important role in overall Social adjustment and academic achievement in school children. While optimistic relationships with guardians typically are not damaging to peer relations ( Montemayer, 1984) reliance on peers for suggestion and assent can b unconstructively affiliated with closeness to parents (kandel and Lesser, 1972), continuous power struggle with parents seems to drive adolescents to more dependence and acquiesce of peer norms with refusal of parent norms (Hill, 1980) maintaining a optimistic family surroundings helps gifted children contract with the anti-gifted peer stress they may feel during teenage years it’s also important for guardians to value and support their children’s talent during this uncertain period in their development and not to add to the 83 pressures, the child is already feeling. Parent need to be very careful not to pressure fame and social success as a substitute parents may have to counter peer messages of popularity by pointing out that the importance on popularity as a competitive form of friendship and at high school graduation (Rimm, 1988) they will need to support their reliable students and point out the rewards ahead including good scholarships and excellent social modification. Successful classroom management produces a high rate of work in academic achievement but in Balochistan most of the schools have poor classroom management there is no physical facilities in classrooms. Specially in government school classes are extra populated and physical facilities are not available in classes like fan duster, water chalk etc. and no sound system is present there and students are unable to listen the lecture of teacher and students avoid to go to schools which causes in failure in academic achievement. Quality teaching is an output of worth administration. Administration is the procedure of setting up, directing and calculating organizational assets to achieve organizational aims. Planning as distinct by Khan, M.I. (1997, p.1) is an association which is a collection of stuffs, ideas and pupil.

Method: Twenty primary girls school were selected from District Mastung. A self-made questioner was administrated to teachers of schools, and principle The sample consisted of 250 people. The data collected through a self made questionnaire was analyzed by using descriptive statistics where frequencies and percentage were drawn. The justification tool i.e. a questionnaire was checked personally and by experts and was distributed among the chosen principles of primary schools. English was the language used for the questionnaire. For the pilot testing of the research i.e. questionnaire initially distributed among some head ministers of female schools of District Mustang and tool was finalized. After arranging into a table the data, outcome were intended; each entry of the questionnaire was development and examined by using proportion and mean score. On the whole perfect marks of every point were estimated. Perfect score of every point of each survey was estimated to analyse the power of the acknowledgment of each point to estimated to the mean tally the extent was used is as under: -

SA = 5 points A = 4 points UNC = 3 points DA = 2 points SDA = 1 points Findings: Analysis of questionnaire of responded 250. Questionnaires were distributed 180 responded. Analysis of these as under. Table 1: The monthly PTMS help to enhance the academic achievements of the students Level Frequency percentage means Score______SA 105 80.8% 4.80 A 25 19.2% N 0 0 DA 0 0 SDA 0 0

Table.1 ______The Statistician table shows that 86% respondents said yes and yes 14% respondent is disagreed with the statement. The mean score is 4.80% Table 2: The family back ground of students Put any effect to the academic achievements. Level Frequency percentage mean Score______SA 81 62.3% 4.59% A 45 34.6% N 4 31% DA 0 0 SDA 0 0 Table.2 The statistical table shows that 84% respondents said yes, 3.1% is neutral and 14% is disagreed. The mean score is 4.59% one

Table 3: Sharing of students of reports with their parents help to enhance academic achievements Level Frequency percentage mean Score______SA 79 60% 45.8 A 47 36% .N 4 31% 85

DA 0 0 SDA 0 0 Table.3 ______

The Statistical table shows that their opponents with 86% age said yes and 3.1% responded having weight age neutral and 11% said no. The mean score is 45.8%.

Discussion: Table 1 Shows- 86% of the respondents agreed with the Monthly PTMS help to enhance the academic achievement of students.Table 2 Shows- 84% of respondents agreed with the family background of student put effect to the social relation and academic achievements. Table 3 Shows- 86% of respondents agreed with the sharing of students’ reports with their parents help to enhance academic achievements. Things create the requirement for management, thoughts develop theoretical framework and people need headship. It develops running behavior of functioning with people,-ideas and stuffs toward prearranged goals. It requires human verdict and cost effective use of assets and processes, which outcomes in a focused well and flourishing organization. Human source management achieves its purposes of secretarial growth through employing and budding the right kind of man force that is effectual and professional. Disrespectful behavior of teachers with student is the main problem of students specially in government schools. Which causes failure in academic achievement? Teachers positive behavior effect the students social adjustment also. Assessments are useful apparatus in many respects such as to evaluate student’s academic achievement, Social ability attitudes, behavioral patterns and working ways but in Balochistan most of the school has not good evaluation. Arrangement. Which is the major problem of academic achievement and social adjustment among students? Teaching methods and techniques put effect on a academic achievements of the students old teaching methods are used in class room which effect the academic achievements of the students. In schools they do not conduct co curricular activity in class rooms. Sufficient time is not provided students for individual academic problems share with their teachers which causes in failures in academic session. Poor patterns of social act accepted by a child in home hinder his/her development to make good social adjustment outdoor the 86 home against the healthy, ambition to do so, the children brought up by severe methods usually develop character of resentment towards expert, whereas liberal preparation in the home attract a child to ignored the wishes of others. Parents and other experts figures cannot promote emotional development such as achievement, understanding of other points of view become they cannot behave as true equals with children. The school is the major socialization institution for a child. It is child’s first contact with the world outdoor the house. For nearby 12 years a child spends 5 to 7 hours a day in the school. School is one the most important foundation pillars on which the child’s character develops children learn proficiencies in various abilities like learning process and home work. Social connection administration emotion and the management of day to day communication at home and school in. in actuality the growing child is dependent on the current environment the house and the school to meet his growth need the care therefore extends to how the school facilities can be develop and improved to meet the growth need of the children. Which badly effect the children academic achievement. The monthly PTMS help to enhance the academic achievements of the learners but in government schools the monthly PTMS are not held regularly which causes failure of academic achievements the family backgrounds of students put positive effect to the social relation and academic achievements. Sharing of students of reports with their parents helps to enhance the academic achievements and social adjustments. The proper use of A.V aids in curriculum activity put effect the academic achievements of the students but in schools teacher does not use the A.V aids in curriculum activity. The electronic media is the source of success in curriculum activity but in balochistan there is no facility in electronic media schools. Monthly test enhance the quality of academic achievements but in schools there is no arrangements of monthly test which causes failure in academic achievements. Academic guidance is not provided in schools. Subject specialists are not appointed as a tutor in schools which is the biggest problem of students in academic achievements. Reference study materials are not available in schools. Administration is not cooperative which effect the process of academic achievement. Scholarship helps the poor students in the process of academic achievement but in Balochistan the most of the schools have no scholarship system which is the basic problem of poor students because their parents do not afford the education requirements of their children’s and their kids avoid to go to school 87 and their parents do not fulfill their positive social needs which is the problem of the social adjustments and academic achievements among the students. Especially in governments schools there is no monitoring system to check punctuality and regularity of teachers which is the biggest problem of students to achieve their goals because most of the teachers are also absent from schools. Conclusion:

In Balochistan the quality of education is low which results in poor adjustment among student. Government of Baluchistan and minster for education must not any steer on education only in official and in file work without first evaluating the quality of knowledge given to students but steps are not taken to provide people good education spreading bogus and out dated material is waste of wealth and time. The student deserve much better and must be given the chance to face the word armed knowledge to reach this goal every conscious mind must work towards providing the students’ which is best curricula possible. Government of Balochistan must provide facilities in schools to fulfill the requirements of quality of education. They must provide computer system in every schools they must provide electronic media to enhance the academic achievements of students the must appoint subject specialist in every schools. Government must give budget for scholarship for poor students. Government must provide monitoring system to check the punctuality of teacher. Government must appoint trained and senior teachers in high school which help to enhance the academic achievements of students they should introduce new methods and techniques of teaching and they must provide teaching materials in schools. So that we can be really make our Baluchistan students well known and qualified people.

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Isabella, A. (2010). Academic achievement of the B.Ed student teachers in relation to their socio-economic status. Edu tracks, 10(3), 27-28.

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Brooks, B. (2001). Nurturing Resilience in Your Child. Charles and Helan Schwab Foundation. McGraw-HillPublishers.Beran, T.(2009). Correlates of peer victimization and achievement: an exploratory model. Psychology in the Schools, 46(4) DOI: 10.1002/pits.20380

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Christenson, S.L., Rounds, T., & Gorney, D. (1992). Family factors and the student achievement: An Avenue to increase students’ success. School Psychology Quarterly,7,178-20

Comer, J.P.(1984). Home- school relationships as they affect the academic success of children. Education and Urban Society, 16,323-337.

Dunois, D.l., Eitel, S.K., and Felner, R.D.(1994). Effects of family environment and parent-child relationships on school adjustment during the transition to early adolescence, Journal of Marriage and the Family, 56,405- 414. Epstein, J.L.(1987). Towards a theory of family-school connections: Teacher practices and parent involvement across the school years. In K. Hurrelmann, F. Kaufmann. &F. Losel (Eds), Social intervention: Potential and constraints(pp.121-136). New York: de Gruyter.6.

Comprehensive Balochistan General Knowledge, Mohammad Qasim Mehgal P.Nos 140.141.142 Source BEMIS School Census 2006-2007. Source: -Balochistasn Development Statistics 2007. Ghulan Thair Editor weekly Quetta Times A comprehensive General Knowledge for competitive, Khalid Bashir Awan p-177 89

Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

Determinants of Job Satisfaction of Post Graduate Academics: Empirical Evidence from Public Sector Universities of Baluchistan.

Asma Mushtaq, Lecturer Institute of Management Sciences (IMS), University of Balochistan, Quetta.

Kamal Badar, Assistant Professor Institute of Management Sciences (IMS), University of Balochistan, Quetta.

Abstract The aim of current study was to recognize the outcome of supervision, promotion and pay on job satisfaction of academics. Data were collected through survey from 136 academics employed at public sector universities of Baluchistan. Results were evaluated with correlation and multiple linear regression. It was found that these determinants have affirmative relationship with job satisfaction of academics. In general, academics were found to be gratified with their profession. Supervision was found to be most vital facet of job satisfaction for academics, significant but least inspiring aspect of job satisfaction for academics of public sector universities in Baluchistan was promotion. The result of study has highlighted the dimensions of job satisfaction that would enable government and every one involve in management and administration of academics to focuses on most important facts to increase satisfaction of academics so that they can serve the nation well.

Key words: Job satisfaction, Academics, Pay, Promotion, Supervision.

Introduction If any country wants to lead than it should have to develop its human capital; the more inspired, resourceful, creative and brilliant workforce more will be the development and growth of country (Khalid, Irshad, & Mahmood, 90

2012). If quality education is provided at all levels, then it would be conceivable to achieve the dream of having creative and inspired personnel (Iaffaldano & Muchinsky, 1985) and this task can be accomplished only through academics serving at different educational levels. For developing country like Pakistan, having 182.1 million populations with annual growth rate of 1.95 % is just like an encumbrance (Runde, 2015). Education is the only way to transform this encumbrance into industrious assets (Swanson & Holton, 2001), especially by developing excellence at higher education through academics (Khalid et al., 2012). Unhappy, disheartened, depressed simply dissatisfied academics can’t get success in producing turned-out and equipped nation that can assist the country to stay on development track along with other countries of the world (Noordin & Jusoff, 2009). Only a affirmative environment can help in escalating job satisfaction of academics serving at universities, (Naseem & Salman, 2015) by providing variety of factors, such as dynamic working environment, (Skalli, Theodossiou, & Vasileiou, 2008) relations with peers, (Gazioglu & Tanselb, 2006) suitable pay, and promotion opportunities (Khalid et al., 2012). Therefore, this investigation emphasis on revealing the aspects of job satisfaction of instructors that can increase satisfaction and reduce dissatisfaction. This paper was planned as follows: objective, significance and literature was discoursed followed by methodology, results, discussion and conclusion. Finally, limitations and future recommendations were conferred.

Objective of Study The objective of this study was to determine impact of selected factors (pay, supervision, and promotion) on job satisfaction of post graduate academics of public sector universities of Baluchistan.

Research Questions Do the selected factors (pay, supervision, and promotion) manipulate job satisfaction of post graduate academics of public sector universities of Baluchistan? Significance of Study The results of this study would enable government and every one implicates with organization, supervision and administration of academics in perceiving, how to get ahead in satisfying academics and thus make them to carry out their job of building brilliant nation in well manner. 91

Literature Review Job Satisfaction Job satisfaction is important in stimulating and keeping alive and kicking the passion of staff (Saba & Zafar, 2013). Copious publications are present on the issue of job satisfaction and this cultivates day-to-day. Locke (1976) anticipated that almost 3,350 thesis, reviews, studies and papers had been inscribed at this issue. Cranny, Smith and Stone (1992) specified that over and above 5,000 dissertations on job satisfaction have been written. Oshagbemi (1996) advocated that if a count of relevant publications were made, estimate would undoubtedly increase twofold than Locke’s (1976) estimate. Scholars had struggled for many decades to bring concurrence among researchers on the meaning of the job satisfaction. According to Okpara (2006) job satisfaction is preconceived as a common approach toward the task. The consequences of agreement of job features and demands of the workers are job satisfaction (Muhammad & Akhter, 2010). In the literature, job satisfaction is defined in diverse ways by different scholars as stated by Locke (1976) job satisfaction is “an enjoyable emotive state, consequential of the assessment of one’s job involvements” (p. 1304). Job satisfaction is persons’ emotive responses to their jobs (Cranny et al., 1992). Evans (1997) defined Job satisfaction as “a state of mind determined by the extent to which the individual perceives his job related needs being met.” An employee attains affirmative feeling about his job if and only if they have significant state of job satisfaction. Statt (2004) described job satisfaction as the extent to which a member of staff is gratified by awards employees receives as a result of performing task. The job satisfaction alludes to manner, thoughts, and mind- set that workers have in relation to their job (Spector, 1997). Job satisfaction is indicated by affirmative, productive, and fruitful attitude and dissatisfaction is indicated by depressing, miserable, disappointing and critical attitude (Armstrong, 2006). So, job satisfaction and dissatisfaction are strictly associated to the actions of individual's that they exhibit while performing their duty (Davis & Nestrom, 1985). Job satisfaction is a multidimensional concept that is amalgamation of past and present heartwarming passionate state that effects when an employee reviews his work role (McShane & Glinow, 2005) and is affected by numerous factors 92 like, advancement, supervision, compensation, recognition, working conditions, and interpersonal relationships (Castillo & Cano, 2004). Frederick Herzberg furnished two factor theory in 1959, in which he claims that two set of aspects can lead to job satisfaction and dissatisfaction. Accomplishment, work itself, accountability, recognition, salary, supervision and promotion are the factors of job satisfaction. Therefore, the paramount projecting device of overall comfort is job satisfaction (Argyle, 1989). Pay Pay is the reward paid to workforces for the work performed by them, it is the amount that is used by workers to support their family (Fatima & Ali, 2016) and it is the mean through which workers gratify their unbounded needs (Arnold & Feldman 1996). The literature has established that pay is fundamental components of job satisfaction (Arnold & Feldman 1996) therefore, certainly influence overall job, motivation (Oshagbemi, 2000), performance and lead to reduction of absenteeism rate (Clegg, 1983) and intention of employee to leave the organization (Judge, Cable, & Higgins, 2000). According to Barton (2002) satisfaction and dissatisfaction of workforces rest on their pay, therefore, organization is bound to offer appropriate monetary rewards to their workforce, so that workers remain motivated to work effectively. Zembylas and Papanastasiou (2004) pay is most vital factors related to job satisfaction of academics in universities. Noordin and Jusoff (2009) conducted study in Malaysian universities, found that pay and grade effect job satisfaction of academic staff. Employees consider that value of worker is indicated by pay (Zobal, 1998); more valuable the worker in terms of service provision more would be his pay and it was reinforced in study conducted by Lambert, Hogan, Barton, and Lubbock (2001). Their results further showed that higher pay relief employee’s stiffness regarding their financial state. Pay is a source of fulfillment of not only basic necessities but also is a base of fulfillment of individuals desires (Mohanty, 2009) including academics. H1: Pay has affirmative and significant effect on job satisfaction of post graduate academics of public sector universities. Supervision Study conducted by Peterson, Puia, and Suess (2003) found that optimistic relationship is present among job satisfaction and supervision. 93

Beaset (1964) advocated that job satisfaction of individuals rest on the level and nature of supervision. Its supervision who drives the organization towards feat or disaster (Adebayo & Ogunsina, 2011) because reaction of employees towards work hinges on the behavior of supervisor (Roethlisberger & Dickson, 1939). Different researchers found that satisfaction and supervision have undeviating affiliation (Watson, 1930). Through supervision, academics were given guidance, assistance (Regina, 2010), support, feedback, information, and resources (Odel, 1986) which are the things that leads to increase genuineness, faithfulness and satisfaction (Roethlisberger & Dickson, 1939). H2: Supervision has affirmative and significant effect on job satisfaction of post graduate academics of public sector universities. Promotion Promotion is a type of reward (Lazear & Rosen, 1981) and it arrange prospect for personal progression, increase personal liabilities, responsibilities, accountabilities and social standing (Joseph, 1993). Pergamit and Veum (1999) recognized that academics will be more satisfied if they feel that there are probabilities for promotion. Rahman and Parveen (2006) testified that academics of public and private sector universities revealed dissatisfaction when they find privation of the promotion opportunities. Clear guiding principle and procedures concerning promotion assist academics to get promoted on their capabilities (Pienaar & Bester, 2009) other than this, if academics observe that promotion decision is taken fairly, they show better performance, satisfaction, devotion and commitment to the organization (Wan, Sulaiman, & Omar, 2012). H3: Promotion has affirmative and significant effect on job satisfaction of post graduate academics of public sector universities. Research Framework

Pay

Supervision Job Satisfaction

Promotion

Methodology Participants This research was accompanied in higher educational sectors of Quetta, Baluchistan. All academics of public sector universities of Quetta were considered as population. According to the requirement of this research, data was collected only from post graduate academics of three major public sector universities of Quetta city namely; University of Baluchistan (UOB), Sardar Bahadur Khan Women University (SBK), Baluchistan University of Information Technology and Management Sciences (BUITMS). Response Rate One hundred and thirty six (136) academics participated in the study. 160 questionnaires were distributed and 143 questionnaires were returned but only 136 were found to be entirely filled and useful for analysis. Response rate for entirely filled questionnaires was 85 %. Instrument and Measurement Data was collected through survey questionnaire that comprised two sections. The first section ask for demographics information and second section holds items for job satisfaction factors like pay, supervision and promotion each item being graded on 5-point Likert-type scale. Questionnaire was adapted from Job Satisfaction Survey (JSS) (Spector, 1997, P.8). Questionnaire comprised of 12 items. This 12-item scale contains 4 items for each independent variable. Job satisfaction was considered as dependent variable in this study and was calculated by the average composite score of all the 12 items which were included in this study. The Cronbach’s alpha coefficients for pay (0.62), supervision (0.74), promotion (0.64). Design and Procedure It was a quantitative and cross sectional study. Primary data was collected through convenience sampling. Survey method was used to collect data from academics of public sector universities of Quetta, Baluchistan. Survey questionnaire was personally circulated among academics and on the next day of the distribution of questionnaire it was collected by researcher. Ethical Considerations Through inform consent form, participants were educated about the purpose of study, secrecy and un-recognizability of data provided by them. The sign of participants on inform consent form was the impervious that they are gladly get involved in the process of providing data through 95 questionnaire. Email address of researcher was left with participants and allowed them to ask for result of study if they want.

Data Analysis. The retorted data was clustered and presented through percentages and gauged via descriptive statistics, Pearson correlation and multivariate regression by means of IBM Statistical Package for Social Science (SPSS) 20.0.

Results and Discussion Figure1, 2, 3 exhibits the distribution of academics in percentage who answered our survey. The figure 1 shows respondents by gender, figure 2 shows respondents by education, and figure 3 shows respondents by rank in respective universities. The distribution of figure 1 displays that 89 (66.2 %) participants in the study were male and 46 (33.8 %) were female. 92 participants (67.6%) had master’s degree, 24 participants (17.6%) had M.S degree, 18 participants (13.2%) of participants had Ph.d and 2 participants (1.5%) had post-doctoral degree (figure 2). 112 (82.4%) participants were lecturer, 9 (6.6%) participants were assistant professor, 5 (3.7%) participants were associate professors and 10 (7.4%) were professors (figure 3). Table 1 indicates that all factors (pay, supervision, promotion) have significant positive relationship with general job satisfaction (r = .754, p < .01; r = .894, p < .01 and r = .860, p < .01) correspondingly. It can be inferred from the table 1 that supervision (M = 3.58, S.D = .75) has highest mean value followed by pay (M = 3.39, S.D = .88) and promotion (M = 3.27, S.D = .79). Consequently, it was witnessed that academics in general, were found to be almost satisfied with their job. Table 2 shows normality of data no value of skewness exceeds one (± 1) and no value of kurtosis exceeds three (± 3) which means data is almost normality distributed, other than this histogram (figure 4) and P-P plot (figure 5) was also showing normality. The linearity of data was illustrated through matrix scatter (figure 6). Table 3 shows that Durbin-Watson statistic was near 2 (1.93) indicating our data has almost no autocorrelation. The ANOVA (table 4) pointed out that the model 1 as a whole (which comprise all variables) is significant predictor of job satisfaction of academics. Table 4 “sig “column contains values less than 0.05, which means that multiple regression model 96 can forecast job satisfaction of academics significantly well, F (3,132) = 1340.925, p < .05. Result of the multiple regression was reported in Table 5. Positive and significant relationship was found amongst pay and satisfaction (β1 = 2.69, t = 12.181, p < .05). Hence, H1 was reinforced. This result gets support from Oshagbemi (2000). Supervision also demonstrates significant input to the regression model. Significant and positive affiliation amongst supervision and satisfaction (β2 = .6.40, t = 22.885, p < .05). So, H2 was reinforced. This result is buttressed via studies conducted by Yuliarini, Mat and Kumar (2012); Saleem and Imran (2014). Promotion also indicates major contribution to the regression model. Direct and significant association among promotion and satisfaction supports H3 (β3 = 4.91, t = 18.437, p < .05). This result reinforces the findings of Saleem and Imran (2014). Conclusion Our study aims to investigate the effect of pay, supervision, and promotion on job satisfaction of academics of public sector universities of Baluchistan. Our findings advocate that all these facts were visualizing positive significant effect on academic’s job satisfaction. In general, academics were found to be gratified with their profession. The results of all factors are in line with what was found in prior studies. There is assenting and noteworthy effect of pay, supervision and promotion on job satisfaction of academics but supervision was found to be most imperative facet of job satisfaction for academics of public sector universities in Baluchistan. The significant but least inspiring aspect of job satisfaction for academics of public sector universities in Baluchistan was promotion. Hence it is determined that in order to keep academics satisfy; supervision is the most imperious factor among pay and promotion. Which means that if supervisor provide guidance, assistance, support, feedback, information, and resources to academics, they would show candidness, faithfulness and satisfaction that helps in producing turned-out and equipped nation? Limitations and Recommendations. Time period for the completion of this research was limited, therefore cross sectional study was done. Future research should undertake longitudinal data for the production of better result. 97

In this study relation among four factors and satisfaction was taken into consideration but relation of other factors with satisfaction can be taken into consideration for future research. The deductions of this study cannot be generalized to all academics across Pakistan as the aftermaths are constrained to the three public sector universities of Baluchistan, from which the sample were taken. For generalizability of results future research should include and collect data from other universities of Pakistan.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

Role of Earning Rural Women in Decision-making in Important Family Affairs

Shakira Bukhari Assistant Professor Commerce Department University of Balochistan Quetta Pakistan

Dr. Jahangir Khan Associate Professor Economics Department University of Balochistan, Quetta Pakistan

Dr. Muhammad Shafiq Lecturer Commerce Department University of Balochistan Quetta, Pakistan

Abstract The role of women in the development process of a country is vital. Keeping in view its importance, it is enormously accentuated by the development practitioners in Balochistan. Serious attention is being paid to streamline her role in the development activities of the province. This is reflected by the interest of the researchers’ in carrying out women related research studies in order to generate information regarding the important aspects of women life in the province. In this connection a study was conducted to analyse various types of work done by women and nature and extent of women’s participation in rural economy of Balochistan, the extent to which they have control over the incomes earned from their occupations and whether their say in decision-making in the family affairs has improved as a result of their earnings. The information collected from the field shows that women are mostly occupied in trades that can be carried on at a home-based level. They are engaged in embroidery work, cutting and sewing, rearing poultry and selling eggs, ornament making, rug making, sheep and goat rearing and wool spinning. A few women were also involved in other formal types of jobs like teaching, practicing as TBA and midwives etc. Most of these working 103 women are living in extended or joint family. The earning of women is mostly spent on the basic needs of the family and in some cases it is spent on specific needs of the women e.g. on their marriages. The study reflected that women who were capable of earning and contributing to the family needs had a better status in the family and enjoyed the privilege of having a say in important family affairs. The women in Mastung District claimed that they had comparatively more control over their incomes and household expenditure and their status of decision making in family affairs was much better than their counterpart from Muslim Bagh.

INTRODUCTION Women in Development The paper is a sequel to the previous paper “Socioeconomic status of women in Mastung & Muslim Bagh districts of Balochistan with special reference to education” appearing in Journal of Education & Humanities Research Institute of Education and Research (IER), UOB, Quetta V0l.4.No.2, 2017, where the socioeconomic characteristics of women of the two districts were presented in detail. The present paper gives an account of the role of earning women in decision-making in various family affairs in these two districts. The subject of ‘women in development’ has not received due attention in development research on Pakistan. The women development has been one of the least prioritized areas in the country. It is reflected by her low socio-economic profile both at national and provincial levels. Their involvement in almost all socio-economic activities is insignificant in rural areas. In order to enhance her role in the society, serious efforts need to be made not only by government but also by civil society and nongovernmental organizations. Although at national level in Pakistan some steps have been taken in this direction but at provincial levels especially in the case of backward provinces like Balochistan the same has yet to be materialize. The positive gender policy response of both government and donor agencies at the national as well as provincial levels is an encouraging step in this direction. The shift in the developmental perspective has necessitated undertaking research activities to bring to light the important areas of women life. Therefore, in order to collect reliable information, the women related research studies are sponsored by government and donor agencies not only at national level but also at provincial level.

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Women Development in Balochistan Balochistan is basically a rural society, where, about 70% of the population resides in the rural areas. Although a wide gender gap exists in all spheres of life, higher difference can be seen in education, health, and economic sectors. These differences are mainly due to their low social status, disproportionate poverty, low literacy rate and low involvement in economic activities. A large number of rural women are not only poor but also caught between two different worlds—one determined by culture and tradition that confines their activities inside the house and the other shaped by increasing poverty that forces them to come outside the house into wage employment for economic survival.

Methodology This study is based mainly on primary data. The universe of the proposed study consists of female population of two Districts. The districts are selected one each from Baloch and Pashtoon belt in order to give equal representation to both ethnic groups of the province. A representative sample comprising about 50 respondents from each District was drawn and interviewed. For this purpose 50 households from each District were selected through random sampling technique and from each household one female member was interviewed. The data was collected through a questionnaire- developed in line with the objectives of the research. The study is descriptive in nature by employing simple description, narration, and mostly simple statistical tools. The field data are presented mostly in tabular form. Single column tables, multi-column tables, and cross- tabulation methods are used. Charts and diagrams are used at appropriate places for analytical convenience as well as for improving the presentation and for readability of the information. Mostly Pie charts are used for the presentation of data Economic Activities of Women In rural areas of Balochistan, women are mostly restricted to their houses and engaged in household chores. They are involved in few home based economic activities that too within their own household. Majority of them are engaged in small scale business activities, which brings them minimum earnings. Their trades are of ordinary nature carried on at a very small scale. They had limited options and almost no alternative but to resort 105 to such type of activities. When asked about the activities they are involved in, the following was the response of the women. Graph 1: Economic Activities of the Respondents 4% 3% 1% 3% 1% Egg Selling 1% LHW 2% Shopkeeper 20% Teacher 1% Labour/Farming 7% Embriodery/Tailor 44% 3% Azarban d Razai (Quilt Making) 10% Livestock Wool Weaving

The women respondents were asked about the kind of work, which they adopted as their economic activity. Out of the total, 44% were engaged in embroidery/ tailoring activity. This was the highest percentage of work performed by the women in both the sample areas. The second activity in which women were engaged came out as selling of eggs, where 20% women were involved. 10% were engaged as labourers on farmlands. About 7% respondents were working as shopkeepers. 3% of the respondents were working as teachers. 1% worked as the Lady Health Visitors. The rest were working as professional quilt makers, TBAs, engaged in weaving Azarband (a device for holding the trousers together), engaged in livestock activity , busy in wool weaving working as artificial jewellery makers and dealing in the business of making and selling butter and ghee. The studies show that women in rural areas too have to contribute their share in economic activities with their male family members besides performing their household chores in order to fight poverty which has taken the alarming position in the country. A study conducted by Nasreen Aslam Shah of women’s life in a small village in Thatta district of Sindh, Pakistan, found that almost all the women of the village were engaged in agricultural work in one way or the other. All the 55 adult women of the village were skilled in embroidery and stitching and wanted work using their skills. But, there were not significant opportunities. Even so some 60% did manage to earn a little extra for their families from non-agricultural home-based work. 106

Similarly, the study conducted by Nasreen Aslam Shah found that in fishing villages near Karachi 48% of the women of fishermen’s families were home- based working women. They were engaged in several income-generating activities to supplement the house hold income because incomes of the husbands from fishing were inadequate and irregular. Reasons for Involvement in Economic Activities The question before the respondent women was about the reasons of being involved in economic activity. Out of the total 30% of the respondents reported that they were involved in economic activity due to poverty. 27% reported that they considered it as an added source of income. 19% were of the view that it was the need and requirement of their family to have economic activity. Graph 2.Reasons for Involvement in Economic Activities

Those who had adopted the economic activity to help their father/husband emerged to be 13%. In order to have better means to meet the needs of their children 11% were involved in business activities. In the case of women of Musa Colony, a slum of Karachi according to Nasreen Aslam Shah who studied 100 poorest of the poor households of this locality, some women from these families worked for wages due to their poverty. Others could not do so for lack of skills and knowledge about work opportunities. However, even in case of families in which woman did some work, they were so poor that they could not send their children to school and afford proper medical care in case of sickness. 107

Money earned from Economic Activities The amount of money that the respondent women earned out of h*er activity varied between Rs. 1000 to 10000. Among the women involved in economic activities 25% of Table 1: Money earned from Economic Activities

No. Monthly Rs Mastung Muslim Bagh Total 1 0000-1000 16 9 25 2 1001-2000 16 20 36 3 2001-3000 2 10 12 4 3001-4000 10 1 11 5 4001-5000 2 1 3 6 5001-6000 3 1 4 7 6001-10000 1 8 9 Total: 50 50 100 them received money income ranging from Rs. 500 to 1000. Those who received an earning of Rs. 1001 to 2000 were reported to be 36%. 12% of them receive an earning between Rs. 2001 and 3000. The percentage of women who earned between Rs. 3001 to 4000 came out as 11. While the respondents having income level between Rs. 6001 to 10000 emerged as 9%. The findings of the present study if compared with the study conducted by Nasreen Ayub who found that the self-employed women of katchi abadis of Karachi were earning 1000 per month only from their home- based business activities. Ayub developed a typology of work done by the self-employed women in her sample. All the work that they did, for example making of boxes, bags decorative items, articles of daily use, toys and artificial jewelry etc., consisted of mostly manual work and low level technologies. What made these self-employed women in Ayub’ssample more like piece-rate workers was that they (73.6%) purchased the raw material from the very contractors who bought their products. Control of Money earned from Economic Activities The question put to the respondent was about the control of the money that was earned by them. 85% the women responded that the money earned through their economic activity is controlled by them. 7% reported that the money was controlled by their husbands. There were 4% respondents 108 who replied that their mother had control over the money. 3% said that their father Table 2: Control of Money earned from Economic Activities

No. Controlled By Mastung Muslim Bagh Total 1 Husband 4 3 7 2 Self 42 43 85 3 Mother 3 1 4 4 Son 0 1 1 5 Father 1 2 3 Total: 50 50 100 controlled their money. While, 1% were found saying that the money was controlled by their sons. Money Spent on The question put to the respondents was about how and where they spent their money. There was a variety of answers, which included the daily expenses of the household, payment of debts, medical treatment and medicines of the children and as an assisting gesture the money was paid to the father also. Graph 3: Money Spent on by the Respondents

Almost half of the women (48%) were reported to spend the money earned from economic activities on daily expenses of the household. 23% said that the money was spent on their children needs. There were 19% women who said that they spent it on themselves. 6% spent on medical 109 treatment and medicine of the family. Those who give it to their fathers came out as 3% of the total respondents. While, 1% said that their money was used on the payment of family debts. Differences were observed in the case of women who live in rural areas in comparison to their counterpart in cities. A big majority of the respondents in Ayub’s sample (90.2%) claimed they spent their earnings on the family.

Control over household expenditure Responding the question regarding control over household expenditure, 73% of the women reported that their control over their household expenditure had increased due to their earning ability. While around one forth (27%) of the respondents said that their control over the household expenditure remained unaffected.

Table 3: Control over household expenditure

No. Remarks Mastung Muslim Bagh Total

1 Yes 47 26 73

2 No 3 24 27

Total: 50 50 100

Status of decision making in important family matters The respondents were questioned whether their earning had affected their status of decision making in terms of important family matters. Out of the total, more than half (51%) women responded in agreement that their earning did cast an effect upon their status of decision-making. They said that their say in the important family matters had increased due to their earning. Table 4: Status of decision making in family matters

No. Remarks Mastung Muslim Bagh Total 1 Yes 36 15 51 2 No 14 35 49 Total: 50 50 100

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49% said that their earning did not have any impact on their status of decision-making and, therefore, they did not have any increased impact of having the say in the important family matters. Perveen Ahmad reached more or less the same conclusions in her study of Bhadun, a village seventeen miles north of Dhaka, Bangladesh. In this community about 80% women work in their own homesteads for cash earnings. Although work outside the home was still frowned upon and domestic service was positively disliked, women have the support and respect of their men in their decision to make some money besides fulfilling their household duties. Most important of all, the status of an earning woman was enhanced in the family and community. Conclusions The study results shows that women in these two districts are mostly engaged in home based small scale economic activities like embroidery work, cutting and sewing, rearing poultry and selling eggs, ornament making, rug making, sheep and goat rearing and wool spinning. A small number of them were reported to be doing jobs like teaching, practicing as TBA and midwives etc. As joint family system was mostly common in these two districts, women were also sharing the house hold expenses by their involvement in economic activities. They mostly quoted the reasons for their involvement in economic activities as poverty, the added source of income, the need and requirement of the family and the poor income levels of the family members specially husbands. The uncertain nature of the jobs of their husbands’ and the insufficient level of income from the job, the basic needs of the family are not fulfilled. In order to supplement the family expenses and provide financial assistance to their family members/husbands, women in most of the cases are left with no option other than to come forward and participate in economic activities besides performing household chores. The money received from their economic activities are mostly utilized for the basic needs of the family, however some respondents were reported collecting money to buy stuff for their marriages. Regarding the control over their incomes, household expenditure and say in the family affairs, women from both the districts were reported to be having liberty to spend their income independently and their role in decision making in most of the family affairs was also remarkable. Their financial contribution was reported to be a source of enabling them to have say in the 111 important affairs of the family and was also considered to be valuable members of the community. The majority of the respondents expressed their feelings of satisfaction, happiness and pride for being useful to their families. Though at some places, some respondents said that they were fed up of constant hard work with little returns.

REFRENCES Ayub,(Aslam Shah) Nasreen. (1993)The self-employed woman, in women’s march Karachi, Pakistan association for women’s studies Karachi – Pakistan.

Government of Pakistan (2009) Economic survey of Pakistan, Economic Wing Finance Division, Islamabad, Pakistan.

Kazi, Shahnaz & BilqeesRaza. (1988) “Women in informal sector: home based workers in Karachi” in the Pakistan development review, 28: 4 (part II).

M. G and Khan. Z. (1987) Female Labor participation rates in rural Pakistan. Islamabad. P.I.D.E.

Mumtaz Khawar and Farida Shaheed (1987) Women of Pakistan: Two steps forward. One step back. Lahore. Vanguard Books Ltd.

Shehla Abbasi.(1990)Profile of women of Balochistan Quetta Government of Balochistan and UNICEF

Shahnaz Kazi.(1994) A strategy for supporting employment and income generation of poor women in Pakistan.

Nasreen Ayub (Aslam shah).(1993) The Self-Employed Women Karachi: Pakistan association for Women’s Studies.

Nasreen Ayub(Aslam shah). (1992) Functional literacy and Self-Employed Women in Kachi Abadis of Karachi Pakistan association for Women’s Studies.

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Shah, (Ayub) Nasreen Aslam (1997)Urban slums: women’s struggle for survival in alam-e-niswa: Pakistan journal of women’s studies Karachi – Pakistan Vol. 4, Number 2.

Shah, (Ayub) Nasreen Aslam (1997) Women in fisher women’s village” in alam-e-niswa: Pakistan journal of women’s studies Karachi – Pakistan Vol. 4, Number 1.

Shah, (Ayub) Nasreen Aslam(1999) Home based working girls in alam-e- niswa: Pakistan journal of women’s studies Karachi – Pakistan Vol. 6, Number 1&2.

Shaeed, Farida &Mumtaz, Khawar(1990) women’s economic participation in Pakistan: a status report. UNICEF Islamabad Pakistan,

Shaeed, Farida &Mumtaz, Khawar (1987) invisible workers: piecework labor amongst women in Lahore, Islamabad. Government of Pakistan, women’s division.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

RESEARCH ARTICLE: ROLE OF CONSTITUTIONAL AMENDMENTS IN POLITICAL DEVELOPMENT OF PAKISTAN

FARHANA BALOCH M.PHIL SCHOLAR OF Political Science

Dr. Abdul Qadir Chairperson Department of Political Science University of Balochistan. Abstract: The Constitution of a nation contains the arrangement of laws that are utilized to run a nation. Inside the constitution there are laws that state how individuals in the nation should act and what happens on the off chance that somebody disturbs the laws of the nation. These laws subsequently the specialists to maintain lawfulness. Because of the constitution, the nationals comprehend what establishments a wrongdoing and the punishments connected with the wrongdoing. The study deeply focuses on the areas of the amendments of 1973 constitution. It will bring out a comprehensive understanding on the importance of the amendments. The factors will be analyzed behind the necessity of amendments. Further it will clear and explain all the aspects of amendments and its impact on political development.Finally it will provide a detail data about these amendments. The amendments and the reasons behind them would be discussed with analysis.The provided areas are the limit of this research which cover the amendments of 1973 constitution.7th ,8th ,18th ,19th ,20th and 21 amendment act would be the part of research and these essential amendments would be discussed and analysed It will expand the significance of the noticeable corrections of 1973 constitutions. It will follow out the explanations for these corrections. Lastly it discovers the need of these corrections in political improvement.

KEYWORDS: ANALYSE, CONSTITUTION, AMENDMENTS, IMPORTANCE, POLITICAL DEVELOPMENT. 114

INRODUCTION: A constitution is an arrangement of major standards or built up points of reference as indicated by which a state or other association is governed. (Mckean, 2005) Constitution is the incomparable law of each State. It sets down principles with respect to the association, powers and elements of government. It likewise characterizes the fundamental highlights of the Stateand the connection between the natives and the State. Each State have a constitution. Indeed, even in a State managed by a tyrant, there is a constitution. A State without it would not be a State but rather an administration of turmoil. (Narula,2011) A Constitution of a Country is generally an administrative boundary between the general population and their legislature, guaranteeing Stability, Collective equity, and Prosperity of the State. (Maluka,1995) The Constitution of Pakistan, otherwise called the Constitution of 1973 is the incomparable law of Pakistan. Conscripted by the administration of Z.A Bhutto, with extra help from the nation's restriction parties, it was affirmed by the Parliament on 10 April and approved on 14 August 1973. The Constitution is proposed to direct Pakistan's law and its political values, and framework. It recognizes the express, individuals and their essential rights, state's protected law and orders, and furthermore the sacred erection and foundation of the organizations and the nation's military. The constitution of Pakistan 1973 has gone through numerous periods of changes. It started when Mr. Zulfiqar Ali Bhutto made a couple of revisions in the constitution The constitution of Pakistan 1973 saw the alterations of move of [power from PM to the president and from president back to the PM and again pendulum move from PM to the president and this framework proceeded by the correction which reestablished the forces of parliament which reestablished back the energy of parliament and PM. Till 2015 21 revisions have been acquainted with the Constitution. (Siddiqui,2013)

HISTORICAL BACKGROUND: On the third June 1947, English government recognized the rule of fragment of English India remembering the true objective to create two self- ruling states, Pakistan and India. The English Parliament passed the Indian 115 self-sufficiency Follow up on 18th July, 1947, and the new independent area of Pakistan showed up on the 14th of August 1947. Each as of late settled independent state should first edge a constitution of a gathering of basic laws to run the organization and this assignment has been specified to the primary constituent Get together. It included around 80 people, picked by the Common Congregations of Pakistan. Constitution of 1956: The new constitution took over eight years because of inescapable circumstances. It was long and point by point. Pakistan was characterized as an Islamic Republic wherein the standards of flexibility, fairness, resilience and social Equity as articulated by Islam ought to be completely watched. This constitution in view of the Islamic standards and the structure of the administration was government. ABROGATION OF 1956 CONSTITUTION: It ended up being short one, the constitution was revoked on seventh October, 1958, and Military Law was pronounced by General Ayub khan. The General ensured we gravely built a bona fide national Armed force free from Legislative issues, truly he incorporated the equipped power into the administrative issues and this was the essential one party rule ever of, foundation set around General Ayub Khan. Constitution 1962: On 07 October, 1958,the President Iskander Mirza repealed the constitution of 1956 and forced military law.On 27 October,1958, General Muhammad Ayub khan assumed control as the Leader of State. General Ayub Khan set up an established commission for making another constitution. The President made a few changes and arranged the new constitution for Pakistan which proclaimed in the nation on 08 June,1962. 2nd martial law 1969: Ayub Khan gave over the ability to armed force boss general Yahya as the conditions in the nation deteriorate. General Yahya Khan had rejected any individual interests and reported that he want to build up conditions accommodating to the development of the sacred government. The one unit of West Pakistan was likewise break up. On first January 1970 the unhindered political exercises were continued. On 28th March 1970 Yahya Khan reported the lawful structure arrange. 116

General decisions were hung on December 1970 and Zulfiqar Ali Bhutto PPP in west and Sheik Mujeeb ur Rehman in east Pakistan won the greater part situates. The outcomes demonstrated the conspicuous conceivable logical inconsistency in the National Assembly. Yahya Khan was wanting to convey two gatherings to assention over general standards however his expectations fizzled. The conditions in East Pakistan moved toward becoming worked and six purposes of Mujeeb-ur-Rehman resembled adding fuel to flame. 1971 India assaulted on Pakistan and on 25th March 1971 Mujeeb ur Rehman declaring east Pakistan to be a people's republic of Bangladesh. Fall of Dhaka left no defense for Yahya to be in power and he needed to hand over the ability to the pioneer of PPP, Zulfiqar Ali Bhutto. (Khan,2009) Constitution of 1973 of Pakistan: The Constitution of 1973 is strikingly not precisely the same as the prior Constitution of 1956 and 1962.The 1973 constitution of Pakistan otherwise called the Preeminent Law of the Pakistan. It comprises of 280 articles and it begins with the Introduction of Objective Resolution. It is viewed as a historic point accomplishment of Bhutto's period.(Tariq, 2007) The Constitution of 1973guarantees the going with key rights to the locals of Pakistan. Safety of person Ensure against illegal catch and confinement Preclusion of subjection and compelled work Chance of improvement Chance of get together Chance of connection Chance of business The privilege to talk openly Chance of look after religion Suitable to hold property Reasonableness under the attentive gaze of law Proper to secure vernacular, substance and culture Secure against isolation in organizations. (Shah, 2017) Constitutional amendments 1973: Constitution is thought to be the holy report of the land yet an edge for revision is left to manage the changing political social conditions. The constitution of 1973 likewise needs to experience a few changes once in a 117 while corrections changed the entire structure of constitution. The constitution of 1973 was actualize a fourteenth August 1973 by the decision party PPP. Till 2015, 21 corrections have turned into the piece of this constitution. (Haq, 2003) The principal revision turn into the piece of 1973's constitution twelve after it was implemented. Under the main change following articles methods were corrected. Article 1 because of the acknowledgment of East Pakistan as a different autonomous state named Bangladesh. Article 17 identified with the privilege of making an affiliation was altered and couple of limitations were forced on making an affiliation. The most extreme time frame between the two sessions of parliament must not surpass 130 to 90 days. In the event that central equity require the judge of another court, the assent of the judge asked in required and the inhabitant will endorse it in the wake of counseling Supreme Court and high court's main equity. Under second correction proviso (3) was added to article 260 of the constitution clarifying who is Muslim and as a finish of this definition Ahmadis were announced Non- Muslims. The third correction reduced the privileges of political detunes and a s an outcome improved the energy of the administration. It corrected the article 10 of the constitution. Third change expanded the time of crisis announced by the president and it additionally expanded the energy of president amid crisis period. Under fourth amendment Act 51, National get together was given the duty of directing decisions. Six uncommon seats to minority were designated. In the matter of remain of recuperation the established purview of high court was shortened. Under fifth change the legal forces were restricted by this alteration: For legislative head of a territory it was made important to be the inhabitant of that region. The Judiciary to be isolated from official in 3 to 5 years. The high court judge, who does not acknowledge his designated in Supreme Court will be viewed as resigned from his office. Preeminent Court and high court were not permitted to make any requests under the article 199, as previously. 118

Just under the article 175(2) Supreme Court will issue headings, requests and announcements. Exchange of a judge of a high court is another high court can be made without counseling the central equity of Pakistan. Article 204 was corrected and the energy of the high court is rebuff a man for hatred against court was made subject to normal law. Under sixth amendment the term of the central equity of incomparable and high court were expanded. Constraint on owing a property were put 100 sections of land of inundate or 200 sections of land of unirrigated arrive. The land changes presented were never followed up on. Under seventh amendment According to the law of parliament the submission will be held to show the trust in the head administrator. A submission commission was set up. Under eighth amendment through a presidential request (RCO) the constitution was completely corrected. 65 articles were changed.(Grote,2012) Article 2A target determination 1949 was made powerful/changeless piece of 1973's constitution. Appointive College for presidential decision was altered. As now contains 4 commonplace gatherings and focal National get together and senate. President however expected to follow up on the counsel of the bureau and head administrator in any case, can ask them to re think about the exhortation. The president was offered energy to break up the national get together at his will, where he presume that interest to the electorate was essential. On dissolving national get together, the president could request that the PM proceed in office till his successor join the workplace. The ladies seats, held in national get together were multiplied from 10 to 20. The quantity of national gathering senate were raised to 237 and 87 individually. Technique of the change in the constitution will require the endorsement of 2/3 dominant part of the focal parliament and of total greater part of common congregations. In the event that the correction is identified with adjusting the point of confinement of the region than approval of 2/3 greater part of the important commonplace get together was made obligatory. Same power were given to legislative leader of the areas as were of president in the focal government. 119

10 seats for minorities were saved in national get together and in territories Baluchistan, NWFP, the Punjab and Sindh were 3, 3, eight and 9 individually. Isolate electorates were given established acknowledgment for minorities. Capability and preclusions for the individuals from parliament were expanded. Up to five counselors can be designated by president to the executive. Under ninth revision a bill was passed identified with the matchless quality of the Quran and Sunnah by senate. This bill was assuaged after the disintegration of national get together in 1988 however was again passed by national gathering in a991. Under tenth amendment Working days of parliament were again 130 days. Under eleventh amendment it was identified with the resumption the ladies portrayal in national and common gatherings. Under 12TH amendment article 212B was added to the constitution. It was identified with the foundation of unique courts for trial of grievous offenses (14 August 1991 to fourteenth August 1994). Thirteenth amendment was identified with the exclusion of article 58(2)(b) of the constitution which gave optional forces to the leader of Pakistan. Thirteenth amendment again left president with just formal forces. Fourteenth amendment added article 63-A to the constitution identified with the issue of absconding. Article 63A put a conclusion to this issue. Under fifteenth amendment Article 2B was included the constitution as per which the Holy Quran and Sunnah of the Holy Prophet (PBUH) should be the incomparable law of Pakistan. Bill was in senate when Pervaiz Musharaf broke up the parliament and the fifteenth amendment was made incapable. Under sixteenth amendment Quota framework period was reached out for more 20 years. Under seventeenth amendment president's energy to break up the national and common congregations were made powerful again national Security Council was made. (Aziz,1992) As indicated by eighteenth amendment under article 6 any one in charge of dissolving the constitution will be viewed as qualified or discipline. The president optional forces of dissolving the national gathering were reclaimed and he was made bound (to act agreeing) to the exhortation of the head administrator. 120

No individual can hold the workplace of leader more than twice. High court was built up in Islamabad. Four minority seats were expanded in senate. The technique for decision of judges was changed. Presently a legal commission includes 7 individuals and 8 individuals parliamentary advisory group will name the judges. (Akhtar,2010) As indicated by nineteenth amendment the technique for arrangement proposed in eighteenth amendment was tested in Supreme court, The incomparable court report its between time announce in 21st October 2011 and following recommendations were given to parliament: The quantity of senior judges must be expanded from 2 to 4 in legal commission and these individuals must be delegated by boss equity. A record of the considerable number of procedures of parliamentary council must be kept up. On the off chance that ¾ individuals from parliamentary board don't concur on any arrangement, they should give a strong explanation behind their hesitance to the arrangement. Legal commission in the wake of considering all reason can remain in place to its choice. The last proposal was rejected on the grounds that it impacts the matchless quality of the parliament in this manner it was concurred that on refusal of parliamentary board of trustees with ¾ dominant part to any arrangement will be viewed as rejected. Leader will advise the commission about the council's choice. It was likewise chosen that if there should arise an occurrence of disintegration of national get together, choice will be made by a parliamentary council contains 4 individuals. Twentieth amendment suggested that in the article 48 in statement (5) in passage (b) after "bureau" the words, commas, figures and letter as per the arrangements of article 224 might be included. Article 48 is identified with the arrangement of an overseer bureau and article 224 explains the methodology of choosing the individuals for various assignments.. it was clarified through this alteration that guardian bureau or common bureau will be delegated on the exhortation of overseer head administrator or boss pastor. 121

Article 218 is identified with the race commission and its obligations through this correction the criteria of race was clarified for race commission. (Haq,2013) 21 alteration set up quick trial military courts for fear monger offenses, taking up arms against Pakistan, and acts debilitating the security of Pakistan. The term of these courts is two years. The choice to alter the constitution came after the 2014 Peshawar school slaughter. (Shah,2015)

Conclusion: Pakistan as another conceived state needed to confront numerous deterrents really taking shape of a typical code of law to direct the political and social structure of this land. The assorted variety of culture was an issue on one hand and nonattendance of a focal political administration was an issue then again. Following 9 years of autonomy the primary constitution was executes for the extremely same reasons the constitution couldn't work effectively for over two years and on October 1958 the main military law was actualized and in 1962 another constitution with exploratory standards was actualized that additionally endured not over 10 years. In 1973 the ZA Bhutto effectively executed he 1973 constitution with the assent of all gatherings. The constitution of 1973 was passed by the assent of the considerable number of gatherings by the alterations of the constitution continue transforming it from a just to authoritarian moods8th revision, amid Zia ul Haq period, changed the initially proposed political structure of Pakistan and thirteenth amendment amid Nawaz Sharif time, took it back to the first shape yet seventeenth amendment was made the piece of constitution amid Musharaf time, supported the decision elites. After the finish of Musharaf's administration Pakistan individuals' gathering, by and by took the reign of the legislature in their grasp subsequent to winning the greater part's help. The alterations which were proposed and made piece of the constitution were of vote based nature. Eighteenth amendment was identified with the autonomy of legal and nineteenth and twentieth amendment had added to the advancement of parliamentary majority rules system. As in nineteenth amendment a legal commission is framed for the arrangement of the judges to upgrade the freedom of legal. In the twentieth amendment by including another article 224 and in the constitution influence parliamentary to approve to select the guardian PM. 122

The 21 correction was acquainted with guarantee the expedient trial and finish of the cases. Also, to shield Pakistan from the psychological oppressor gatherings or their individuals or supporting them for the sake of religion or faction, give impact laws through the 21st Amendment in the Constitution which would reinforce the National Action Plan.

Biblography:  Akhtar, Humayun (2010,April 4). Some reflections on 18th amendment.

 Aziz, Sadaf (1992). The Constitution of Pakistan: A contextual analysis.  Grote,Rainer &Roder,Tilmann(2012).Constitutionalism in Islamic countries:

 Haq, Mazhar ul (2013). Amendments of the Constitution.

 Haq, Mazhar ul (2003). The 1973 Constitution of Pakistan: (including up-to-date Amendments)

 Khan, Hamid (2009). Constitutional and Political history of Pakistan.

 Maluka, Zulfiqar Khalid (1995). The Myth of Constitutionalism in Pakistan.

 Mckean, Erin (May, 2005). The New Oxford American Dictionary.

 Narula, TS, & Dass.W (2011). How States are Governed.

 Siddiqui, Tariq Moin (21st July, 2013). “Constitution of Pakistan”

 Shah, Saeed Sarfaraz Ali (March 2, 2017). Fundamental Rights in Pakistan Constitution of 1973

 Shah, Anwar Akhtar (2015). Analysis of 21st Amendment in the Constitution and Army Act.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

ASSESS THE OVERLAPPING CURRICULUM ALIGNMENT AT PRIMARY LEVEL IN EDUCATIONAL SYSTEM. A CASE STUDY OF DISTRICT MASTUNG BALOCHISTAN PROVINCE

Sajida Siqddique, M.Phil Scholar, Balochistan Study Center, University of Balochistan

Ms, Nadia Ali Institute of Education and Research University of Balochistan

Abstract Present study was carried out so as to assess the overlapping curriculum alignment at primary level in educational system. A case study of district Mastung Balochistan province. In this regard, a descriptive types of research was used. One hundred teachers were selected by using random sampling. Most (34%) of the respondents having graduate/B.Ed.level degree. Most (43%) of the respondents had fall in the age categoryexplicitly31 to 35 years. Very vast majority (99%) of the respondents had hardly preferred to kept the joint or combine family system. Most (44%) of the respondents had 21 to 30 years’ service experience. Majority (75%) of the respondents were like the learning or their relent courses. Most (35%) of the respondents were perceived that listing ideal were the most important variables about curriculum alignment. Most (23%) of the respondents were of idea that the critically evaluate, at a basic level was the imperative variable about the demonstration the curriculum alignment.Half (50%) of the respondents were of the view that inquiry was the imperative variable. The null hypotheses were also tested.As the results of present research study are important for the policy-makers and open new venue and door for the future direction about the curriculum development or alignment. The following suggestions or recommendations are a result of the images assumed at the achievement of the present restudies. Curriculum is the important segment of the educational content. That arise the educational dimension at parallel mode. In this regard, additional research should be 124 conducted so as to fulfill the gap as well as compensating precise reflection to in what way co-curricular alignment are happening or categorized.

Keywords: overlapping curriculum, primary, educational Mastung, Balochistan.

Introduction Instruction as educational aspect is a crucial part of human redesigning and a basic right of individually occupant. Instruction is contemplated to have a solid relationship with social and monetary advancement of a nation. No nation can increase manageable money related advancement without extensive financing in human capital. Instruction improves people's data and supplements their specialized abilities of investigating new thoughts. It enhances the tasteful in their lives and prompts broad social prospects to people and society. Pakistan is dedicated to offer tutoring, increment proficiency rate, potential working of educators, and upgrade of focuses in every single scholastic establishment. Federal and provincial governments are dedicated to offer free schooling up to the Matric degree. National and provincial governments are encouraging and facilitating the personal area to make investments in the schooling region for its advertising as a nationwide foundation (GoP, 2015- 16). Pakistan Vision 2025, pursuits at enormous enlargement as properly improvements within the best of schooling, growing public expenditure to four.0 percent of GDP by the years of 2018. Comprehensive reforms, comprising of distinct moves in curriculum, pedagogy, technology, governance, evaluation as well as social and monetary relevance may be made within the instructional gadget to improve the nice of public education. The 11th Five yr. Development Plan (2013-18) is aimed to decorate control and administrative capacities in schooling sector in any respect levels encourage public private participation and enhance personal zone investment. It also consists of governance reforms and adoption of regulatory and structural improvements within the system (GoP, 2015-16). Alignment theme is usually implicit as settlement among a hard and fast of contented values, an evaluation rummage-sale to degree those values. Through organizing contented requirements, participants in a schooling device regulate what college apprentices are predicted towards recognize, capable of did at each score degree. Educationalists remain the anticipated 125 to teach scholars the use of curricula that comply with the educational values. Eventually, exams are rummage-sale to preserve scholars as well as teachers answerable to the requirements.

Figure. 1. Parallel and analogous alignment with the relation horizontal and vertical inside an edificationas educational arrangement.

Tutelage course of action

Valuation arrangement

Subjects consistency Pupil realization as Classroom coaching dimension achievement aspect

Source: (Webb, 1997b).

Horizontal as parallel alignment The description of horizontal arrangement isn't always an in particular new idea inside the have observe of assessment (Bloom, Madaus, Impara, 2001; Webb, 1999; Tyler, 1949). Horizontal arrangement is the diploma to which an evaluation fits the corresponding content material standards for a topic area at a specific grade stage (Porter, 2002; Webb, 1997b; Webb, 1997a). The strategies for representative the placement among assessments and supplies have grown extra cultured. Valuations want to match the breadth and intensity of the standards to be considered strongly aligned. There are many reasons for manufacture sure straight alignment. When powerfully aligned, requirements and checks convey readability to the education device by way of imparting a coherent set of expectations for college students and educators. The tests concretely represent the requirements, supplying an aim upon which teachers can attention their training and students can attention their research. By means of school room schooling that follows requirements, instructors can correctly prepare their students for the accountability assessments. 126

Arrangement to the necessities also ensures that the appraisal is a genuine convey of records. A have an investigation of an appraisal's certificate of arrangement to the principles can confirmation of legitimacy. An authentic assessment produces insights that might be translated as exhibiting a researcher's prosperity inside the trouble zone which the assessment covers (Webb, 1997b; Impara, 2001; Ananda, 2003; Resnick, Rothman, Slattery, and Vranek, 2003). Arrangements can moreover expand an appraisal's unwavering quality, the capacity of assembling consistent estimations of researcher satisfaction. Perpendicular as analogous alignment Benchmarks, appraisals constitute best a piece of a training as machine patterns. Different components of the tutoring framework incorporate educational module, course book content, the conclusions of partners (comprehensive of guardians), address room direction, and researcher achievement results (Webb, 1997b; Porter, 2002;La Marca, Redfield, Winter, Bailey, and Despriet, 2000;). Those components assume different parts at exceptional levels of a preparation framework. In any case, these parts extent the normal reason for showing understudies all together that they develop to be achievement natives. Thus, preparing specialists have started talking about regardless of whether the general training machine might be strengthened by methods for adjusting those extraordinary components. Vertical arrangement is the arrangement of various components of an entire training framework. Vertical arrangement can emerge at enormous or exact scopes of an instruction gadget. A key case of vertical arrangement has just been talked about. At the point when guidelines based obligation checks are introduced, teachers design address room direction takes after benchmarks (Webb, 1997b; Porter, 2002). Standards and tests vertically associated with one additional in order replicate reasonable, regular instruction for coaching topic vicinity stage. Accountability valuation outcomes deliver remarks around electricity of tutelage. Statistics would use through officials to assess distinctive training device modifications aimed at development as a result. These changes deliver the schooling machine into nearer alignment so that its elements characteristic in parallel toward their not unusual aim. Eventually, laborious necessities work for as principle pressure (Webb, 1997b; Ananda, 2003; Webb, 1997a; Anderson, 2002 and Porter, 2002). 127

Balochistan territory region shrewd biggest area of Pakistan and broadly perceived to be the minimum created region of nation. The secured zone is around one half (roughly, 43%) of the Pakistan. Then again, represents unprejudiced five percent of the whole populace. Balochistan is rich in minerals and its eastern areas represent an extensive piece of the flammable gas yield of Pakistan. Other mineral assets, for example, coal, copper, and gold are additionally huge dominatingly in the Northwest zones of the area. Balochistan setting, the monetary development has been confronted server issues and difficulties, for example, water deficiencies, unavailability of instructive viewpoint, and immature framework. Also, social and monetary extension had been limited due to the predictable and never-ending doubt. One regular view held by the government about Baluchistan's financial advancement is that innate social association goes about as an obstacle to advance. The informative region had been miserable circumstances. Only eight % adolescents appearing to be first checks were in the earlier year, this sum was to some degree refined among women as differentiated and folks 79 %.However, net opening rate at basic preparing level was 20%. Whereas net review school support was 44%. Nevertheless, net discretionary school proximity leftover portion was 28%.Thus the (GPI) for basic mentoring the (NAR) and helper school appearance accustomed Net Attendance Ratio of young women to young fellows independently. The zone as the province of Balochistan was viewed as biggest and slightest create area of the country. Training enhances expectations for everyday comforts and improves the personal satisfaction .It can give basic chances to all. Through universal traditions and responsibilities a considerable lot of the world's states, have perceived training as a human right. Obviously that in a quickly evolving world, instruction has turned out to be more essential than any time in recent memory. Looked with expanding globalization, the fast spread of majority rules system, mechanical advancement, the rise of new market economies and evolving open/private parts, creating nations require all the more exceedingly instructed and gifted populaces. Essentially, people require added aptitudes and data to contend and flourish. Problem statement Observational instructive framework had been respected whichever in state of perpendicular soul otherwise flat element. Instructive loop assume a lively part as well as viewed as community motor in which improve 128 equivalent contexture learning of people (World Bank, 2006). Balochistan region consider as the poorest territory of the Pakistan and confronting the some kind of interminable impediments, for example, stifle physical foundation, extraordinary neediness, for-long/remote region and so forth. The dominant part of womenfolk have absence of access to instruction courtesies and was ignorant, similarly the proportion of male understudies, the female understudies drop out as more prominent degree. The region of Balochistan to be underneath the term of instruction portion. Which mirroring the negative effect not just socio-instruction example of the country populace additionally makes clamorous conditions with the regard of the wellbeing and security. Because of the concurrent horde quantities of tuition based schools, the instruction vision simply confined to the creating salary and improves their income. The devout training calling has progressed toward becoming quandary between the general population and tuition based schools setting. The educational programs (essential up to registration level) isn't exclusively satisfying the standard criteria according to necessities of alternate areas. Plus, these educational modules of the understudies or apprentices are else long and stacked despite the fact that the kids. These categories of movements not just deliver lopsidedness brain science of the youngsters' demeanor yet additionally produce the dreary assignment for the understudies. Keeping in see this the present research was led Mastung locale, of Balochistan with a specific end goal to examine the covering educational programs arrangement at essential level of instructive framework. Objectives: The general impartial of present investigation was to study the overlapping curriculum alignment at primary level of educational system. A case study of district Mastung province of Balochistan. 1. To find out the demographic characteristics of the respondents. 2. To explore the factor affecting the primary level of educational process regarding competing and over lapping curriculum alignment in the study area.

Hypotheses: The hypothesis were also rummage-sale. Ho1. There are no significance differences between the beliefs of the respondents about overlapping curriculum. 129

Ho2. There are no significance differences between the beliefs of the respondents about competing curriculum.

Methodology Present research was a reasonable inspection vis-à-vis the descriptive survey strategy. Descriptive type research to gaining the judgment of respondents approximately the contemporary complaint of the natural singularities as reported by (Trochim 2000;Gall et al., 2006).One hundred (100) respondents among them ninety respondents (SST+20; EST+20; JET+20; JVT+20; HM+10 =90) were selected by using the systematic sampling procedure. The sample size of was studied through using the tables of “selecting sample sizes” (McCall 1980; Fitz-Gibbon and Morris 1987; Wush, 1987) at the .05 percentages or error incidence. Cronbach’s Alpha program was rummage-sale with the intention of govern the reliability of the survey. A well structure feedback form was settled in order to obtaining the respondent’s insight regarding primary level curriculum alignment. The pilot study was conducted of 15 (fifteen) respondents in order check the validity and reliability. The reliability constants are vacillating from .72 to .79, portentous that the lucid predetermination of the questionnaire was worthy as suggested by (Nunnally 1966). The local language like (Brahvi) finished the discussion supplementary laidback. School teachers were as long as provided the information without, a trust between researcher and respondents. The discussions were showed as well as answers were recorded on previously intended opinion poll. The statistics were sorted out in a coding tally sheet. Information were broke down by ascertaining frequencies and rate with a specific end goal to mean and checked the view of the respondents. The crude information was assessed and enter in into Statistical Packages for the Social Sciences (SPSS). Be that as it may, recurrence, rate, standard deviation, standard mistake were utilized. One-Way-ANOVA was used and keep running up to check the respondent discernments variety and error at .05 alpha levels in view of Likert five point scaling produced for this reason. Results and discussion Socio-demographic profile of the respondents Socio-economic profiles of the school teachers respondent was measured the maximum domineering factors as variable about decision- 130 making procedure (Siddiqui, 2004; Aleneet al., 2005; Chaudhary, 2005; Memon, 2007; Mohamed and Temu, 2008). Table.1. Educational level of the respondents S.N. Educational Level N %age 1. Primary 5 5% 2. Matric 10 10% 3. Intermediate 12 12% 4. Graduation/ B.Ed. 34 34% 5. Master/ M.Ed. 22 22% 6. Others 17 17% Total 100.0 100.0%

The educational qualification ranks of the respondents were remained an energetic role, in this regard thee data depicted in the table-1, most (34%) of the respondents having graduate/B.Ed.level degree, followed by 22% of the respondents who had master or M.Ed. degree. While, 17% of the respondent had others (diploma or other discipline) degree. However, (10%) of the respondents who had intermediate certificate. Table.2. Age composition of the respondents S.N. Age N %age 1. 18-25 10 10% 2. 26-35 23 23% 3. 31-45 43 43% 4. 46-55 13 13% 5. 56 and above 11 11% Total 100.0 100.0%

Age as the composition has commanding factor in the setting of socio-demographic are shown in table.2. Most (43%) of the respondents had fall in the age categoryexplicitly31 to 35 years, while the23% who had fall in the age category of 26 to 35. While, (10-11-13%) of the respondents had fallen in 18 to 20, 54 and above and 54 and 55 years of age category respectively. Table.3. Family structure or type of the of the respondents S.N. Type of family N %age 1. Joint 99 99% 2. Combine 1 5% Total 100.0 100.0%

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In Pakistan, joint family systems most preferred by the rural masses. Very vast majority (99%) of the respondents had hardly preferred to kept the joint or combine family system and only 1% of the respondents lived in the combine family systemas shown in table.3. Table.4. Services experiences of the respondents S. Age N %age NO. 1. 1-10 22 22% 2. 11-20 34 34% 3. 21-30 44 44% Total 100.0 100.0%

The services experience of the respondents another important variable as shown in table-4. Most (44%) of the respondents had 21 to 30 years’ service experience. While 32-22% of the respondents had 1 to 10 and 11 to 20 years’ service experience respectively. Figure.2. Perceived score of respondents perceptions about liking the learning

Liking the learning

75%

25%

The respondents were enquired that who would they rate their perceptions about the liking of learning demine, in this aspect of information as data reveals in figure-2. Majority (75%) of the respondents were like the learning or their relent courses. Whereas 25% of the respondents were perceived that they did like the study as learning aspect.

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Table.5. Perceived score of respondents according to curriculum ailment

S.N. Variables %age Information text 1. Reading Foundation Skills 15 Knowledge dimension Text types and purposes Writing Production and distribution of writing 3. 25 Research and presentation of knowledge Range of writing Speaking Comprehension and collaboration 4. and listing 35 Presentation of knowledge and ideal Conventions of standards English Language 5. Knowledge of language 25

Vocabulary acquisition and use Total 100.0

The respondents asked to provide their perception about curriculum alignment as shown in table-5.Most (35%) of the respondents were perceived that listing ideal were the most important variables about curriculum alignment. Followed by (25-25%) of the respondents were perceived the 2nd most important variables about curriculum alignment respectively. However, reading (Information text, foundation skills and knowledge dimension the least important variables reading the curriculum alignment (25%). Table.6. Distribution of respondents according to demonstration the curriculum alignment S.N. Demonstration the curriculum alignment N %age

1. Demonstrate awareness about curriculum alignment 12 12% 2. Escalate the tasks of the staff 5 5% 3. Exhibit importance of curriculum alignment 4 4% 4. Escalate the role of staff 9 9% 5. Evaluate the opportunities 8 8% 6. Critically evaluate, at a basic level 23 23% Frame, at a basic level, innovative solutions to solve the 7. 17 17% problems 8. Use sounded expertise to encourage a target audience 13 13% 9. Contribute as an operative member of a team 9 9% Total 100.0 100.0%

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The outcome of the table 6 depicts that the most (23%) of the respondents were of idea that the critically evaluate, at a basic level was the imperative variable about the demonstration the curriculum alignment. While (17-13-12%) of the respondents were of idea that the frame, at a basic level, innovative solutions to solve the problems, use sounded expertise to encourage a target audience and demonstrate awareness approximately curriculum alignment were the most important variables. While contribute as an operative member ofa team, escalate the role of staff, evaluate the opportunities, escalate the tasks of the staff and exhibit importance of curriculum alignment got lowest percentage that are (9-8-5 and 4) respectively. Table7. Distribution of respondents according to pre-schooling knowledge S.N. Preschool Knowledge N %age 1. Associations 0 0 2. Problem solving 0 0 3. Attributes 12 12% 4. Segmenting and blending 0 0 5. Function 0 0 6. Labels 0 0 7. Reliance 13 13% 8. Classifying 0 0 9. Comparing and contrasting 14 14% 10. Comprehending 0 0 11. Creating 11 11% 12. Inquiry 50 50% Total 100.0 100.0% The present study was enquired about the pre-schooling knowledge as shown in tanle-7. Half (50%) of the respondents were of the view that inquiry was the imperative variable. While most (14%) of the respondents were of the view that comparing and contrastinganother imperative variable. Whereas, 11-12% of the respondents were of the view that the attributes and creating factors wasanother imperative variables. Testing hypotheses Table.8. Perceived score concerningoverlapping curriculum Dependent variable Administrative staff Supporting staff P- S.E.D M.S. S.D. M.S. S.D. value

Overlapping curriculum 2.44 1.28 1.53 .643 .25 3.60** 134

Present study was determining the perception of the respondents about the curriculum aliment as shown in table-8. Ho1. There are no significance differences between the beliefs of the respondents about overlapping curriculum. Significant difference of group perceptions were existed about the overlapping curriculum aspect at 0.05 probability level. Consequently hypothesis was rejected in favor of alternate H regarding overlapping curriculum. Hence it was concluded that the overlapping curriculum part and parcel with the term of educational contents. One of the hypotheses that: Ho2. There are no significance differences between the beliefs of the respondents about competing curriculum, was tested. Table.9. Perceived score concerning overlapping curriculum Administrative Supporting staff staff S.E.D P-value M.S. S.D. M.S. S.D. Competing 2.50 1.369 2.21 1.369 .939 .350NA curriculum There was no significant variance of respondents perceptions were occurred about the competing curriculum aspect at 0.05 alpha level. “There are no significance differences between the beliefs of the respondents about competing curriculum” accepted in the favor of alternate hypothesis regarding the competing curriculum feature. Hence it was concluded that the competing curriculum not too important with the term of curriculum alignment. Figure.3. Curriculum development model.

Desi gn

Revi Developm ew ent Curriculum developme Eval nt practice Implemen uati t on Monit ering

Effective curriculum development plays diverse and multidimensional title role. However, reviewing, design, expansion or development, implement, monitoring and evaluation as the key success part of the curriculum development practices as shown in figure- 135

3.Present curriculum development model was elaborating the effective premises of horizontal and vertical curriculum expansion. Conclusions and recommendations Education aspect was regarded as the imperative aspect of human socio-economic upgrading and an essential right of respectively inhabitant. Education is taken into consideration to have a strong correlation with social and economic development of a country. No country can gain sustainable monetary development without considerable funding in human capital. Education enriches humans’ information and complements their technical talents of exploring new ideas. It improves the satisfactory in their lives and leads to extensive social blessings to individuals and society.Based on comprehended outcomes following conclusion were put forward. As the results of present research study are importantfor the policy-makers and open new venue and door for the future direction about the curriculum development or alignment.The followingsuggestions or recommendations are a result of the images assumed at the achievement of the present restudies.Curriculum is the important segment of the educational content. That arise the educational dimension at parallel mode. In this regard, additionalresearch should be conducted so as to fulfill the gap as well as compensatingprecisereflection to in what way co-curricular alignment are happening or categorized. To validity and reliability of the present outcomesit should be suggested that the, similarly cross-sectional and longitudinal effort ought to be executed.

136

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Secondary School Students. International Journal of Humanities and Social Science Vol. 2 No. 18; October 2012. pp. 139-145.

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Webb, N. L. 1997a, April. Research monograph No. 6. Criteria for alignment of expectations and assessments in mathematics and science education.Washington, DC: Council of Chief State School Officers.

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Bi-Annual Research Journal “JOURNAL OF EDUCATION & HUMANITIES RESEARCH” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.6.NO 2, 2018

Use of Authentic materials to improve Writing skills.

Arif Mahmood M.Phil Scholar English (Applied Linguistic)

Prof. Dr. Zeenat Sana Supervisor

Yousaf Rodini Assistant Professor, Pakistan Study Center University of Balochistan

Abstract: Students in the field of learning and in the professional life have inadequate proficiency in English language. The intention of this paper is to discover the authentic materials approach and validate how it may be useful in the development of writing skills. In addition to that it also searches that how authentic materials will kindle keenness in the students. The intentions of the research would be to mend the writing skills. Here, heterogeneous data collection methods employed throughout the development of study. No doubt this study would toughen the faith in the use of authentic materials for refining writing skills.

Key Words: Writing skills, authentic materials, Language teaching.

INTRODUCTION: Acquisition of language is based upon listening, speaking, reading and writing. Among them the art of composition is considered to be most important apportionment for learning any new language. Furthermore, this technique plays a vital role in discerning discussions and dialogues between people. So we can call it a language of communication By dint of writing people communicate with others. However, the ability to write well is not inborn rather it is acquired via practice. It can be acquired with efforts. Indeed, writing is a very complex task which needs pre-writing activities, drafting, and redrafting and revision. It is an activity which may trouble both 139 native and non-native learners. For decade the said activity was considered to an easy task which is now getting complex day by day. Effective writing arrests the attentions of the readers and remains appealing. Thus, writing is a artistic course which is the need of time. The definition of writing Writing is one of the basic skills in learning English. Moreover, write means to communicate using written language. All information is delivered through text in writing. It also means producing or creating a piece of text. As, Harmer (2002). States, “language production means that students should use all and any language at their disposal to achieve a communicative purpose rather than be restricted to specific practice points.” Moreover writing is tougher rather than other language skills because it needs well knowledge and deep thinking while they are produce words, sentences and paragraphs with a grammatical accuracy. Harmer (2001:255) said, written text has a number of conventions which separate it out from speaking. Apart from differences in grammar and vocabulary, there are issues of letter, word, and text formation, manifested by handwriting, spelling, layout and punctuation. So, it is observed that good content of writing only is not sufficient. A writer must be equipped with the enough language components like grammar, vocabulary, punctuation and spelling to facilitate communicate using written language. All information is delivered through text in writing. It also means producing or creating a piece of text. As, Harmer (2002). States, “language production means that students should use all and any language at their disposal to achieve a communicative purpose rather than be restricted to specific practice points.” Moreover writing is tougher rather than other language skills because it needs well knowledge and deep thinking while they are produce words, sentences and paragraphs with a grammatical accuracy. Harmer (2001:255) said, written text has a number of conventions which separate it out from speaking. Apart from differences in grammar and vocabulary, there are issues of letter, word, and text formation, manifested by handwriting, spelling, layout and punctuation. So, it is observed that good content of writing only is not sufficient. A writer must be equipped with the enough language components like grammar, vocabulary, punctuation and spelling to facilitate him/her in expressing his/her ideas, thoughts and feelings. In a simple sense, writing is a first and foremost an intellectual activity. It is a social process. It puts one mind (the writer’s) in touch with other minds (those of the audience) and creates a 140 community (Been and Kopple, 1992:67). Writing, further explicated by Lado, (1983:143) as, “writing is the practical representation of units of language expression.” Keeping in view of above explanation, the researcher concludes that writing is the basic skill in the language learning process which enables students to express thoughts, ideas, feelings, message and views through words. Types of writing According to Finnochiaro (1974:86), there are two types of writing. 1) Factual or practical writing. 2) Imaginary creative writing. The factual or practical writing deals with facts. The writer can find it in the writing of letter and summaries. The other type which is imaginary creative writing usually exists in literature, e.g. novel, romance, fantasy, science fiction, adventure etc. The writing process It is not so easy to produce a piece of writing particularly academic writing. It takes a lot of study and practice to develop this skill. More important, writing is a process, not a product by Oshima (1999:3). Furthermore, a writing process has four components, i.e. inventing, drafting, revising and editing (Beene and Kopple, 1992:71). 1) Inventing is the crafting before write a first draft. Inventing, a pre-writing stage, includes choosing a topic or issue, finding out about the topic, narrowing and shaping ideas into a plan, and a framing a generalization that sets forth perspective on topic and suggest how the text will present perspective and ideas. 2) Drafting includes proposing a thesis statement, deciding on tone, and outlining ideas-everything involved in actually writing first draft. 3) Revising confines rethinking the content, organization and level of formality of text. Revising is the key to success because the process of rewriting imparts work originality and substance. 4) Editing contains check revised draft for misspelling, grammatical confusion, clinches and putting text in a format appropriate for audience. Purposes of writing The main aim of writing language is to convey information appropriately, effectively and accurately and to this written language has to 141 be more explicit than spoken discourse (Richards, 1990:101). According to Oshima (1999:3) writing indicates the aim for which it is drafted. The writing skills There are two forms of language, one is spoken and the other is written. The spoken form dates back and is not lasting. The written form is newer than spoken and is more permanent, and a process which is minded well. As Waseem (1999) states, “written communication is more permanent record of our language use, the writer is usually more careful about his choice of words and structures then he would be when speaking.”(p.10-11). Moreover, composed documents many remain preserved for years but spoken cannot be. The spoken can be useful only for those who listened to it but the written piece of work is beneficial for generation after generation. To transfer thoughts in a comparatively good and best form, people invented written form. Unfortunately, our nation is facing a lot of troubles in the field of learning English language, even a master degree holder doesn’t know about skills, the writing in particular. Now that it is a highly important skills and have a lot of importance in Pakistani context. All skills have its importance but in Pakistan English is almost covers and meets the official needs. To develop writing skills, the researcher chose authentic materials which have motivational force and can arouse students’ interest. It is a great source to amuse the students with interesting pieces of authentic materials in the improving of writing skill of the students. Tactics for improving writing skills As Hemingway (1989, p.60), states, “we are all apprentices in a craft where no one ever becomes a master.” It is generally believed that, it is more rigorous to write in a foreign language and is a delayed process than learning other skills. To improve writing skill, there are a number of techniques and plans. These may be reading authentic texts, pictures, practical writing, using other language skills, organization of ideas, TV and radio programs. The writing teachers can find an important source in in pictures: drawings, photographs, posters, slides, cartoons, graphs, charts, maps and diagrams. So picture can be valuable which grants a shared experience in the classrooms, a variety of tasks and according to Raims (1999), “Picture provides a focus of interest for students.” Another useful writing aid is Reading. As Raims (1999), states, “A short story, a newspaper column, an advertisement, a letter, a magazine article, a poem, or a piece of 142

Students writing can work the same way as a picture to provide shared content in the classroom. However, readings can do far more in the teaching of writing than simply impart subject matter for discussion and for composition topics. Through reading students engage actively with the new culture and language. The more readings make the students able to know more about vocabulary, sentence patterns, idioms, organizational flaw, and cultural assumptions of native speakers of the language.” (p.518). Moreover, the reading, listening and speaking skills may serve to ameliorate writing skills. The students may communicate with other students and teachers and in this way they will be able to listen each other , so they become able to write what they listen from others. By reading their fellows writings which further improve and modify their writing works. The same phenomenon was explicated by Raims (1999), as, “if we want our language learning language classes to come as close as possible to real life communicative situations, then we have to organize activities that let students use all the language skills.” Another way is to improve writing through practical writing like, form filling, instruction, invitations, letter writing etc. Raimes (1999), summaries it as, “ this practical writing has both a clear purpose and a specific audience-much of this everyday writing is, “writing to get things done,” upon arrival in the country, we might soon find it necessary to write a letter: reply to an invitation , an apology,an inquiry, a complaint, a letter of thanks, congratulations or sympathy. If our students experiments with these practical writing tasks in the classroom, they will be not only practicing writings in the new language but also learning about the conventions of the new culture.” (p.550).And authentic material is the most effective way of improving writing skills. The authentic materials like advertisements, films, cartoons, TV and radio programs, and newspapers are used to improve writing skills in the classrooms. These authentic materials set the minds of the students into thinking, arouse their sense of curiosity and motivates the students.

Fundamental Writing Skills Harmer (2007) suggests that writing is the skill that only literate people possess, because if they can write for particular goals, they become more reputable” (323). 143

Steele (2004) points to writing include organizing information, creating ideas which is the tool to facilitating the alteration from perception to paper” for Lombana (2002), writing is the hardest communicative skill to gain both the mother and target language” (p.44). Melgarejo(2010) argues that it should be considered the most complicated teaching task since it addresses to a language structure different from the mother tongue. Writing Sub Skills The writers classified writing skills in sub skills. Which are based on the close relationship between productive skills speaking and writing which are needed for all learners in L1 and L2. Lindsay and knight (2006) divided in the headings like fluency, accuracy, complexity and appropriacy. Fluency is the sub art that permits the writer to use and adjust piece of language into an understandable message rapidly which maintain flow of discourse. The learners should adapt the strategies about what they need to express at their language level and writing everything which is difficult to say directly. Additionally, accuracy permits the learners to use message which is beautified with grammatical ornaments so that the recipient easily can pick the theme of message. Moreover complexity is the potential aptness to flourish core language or background. With a broad range of utterances at the learner’s hand. (Wolfe-Quinterio et al, 1998). In the last it comes appropriacy which is determined by learner’s option. An accurate, complex sentence which is fully fit into the flow of the discourse free of hesitation must be motto of a learners. ( Thornbary 2005)

Why use authentic materials in the classrooms. Firth (1957, p.175) argues that language should be studied in actual, attested, authentic instances of use, not as intuitive, invented, isolated sentences. Furthermore, the need of authentic materials have ever more acknowledged by the researchers and teachers in the field of language teaching. Moreover, the studies, such as Miller (2005) and Thanajaro (2000), have shown the use of authentic materials which lead to aural language development. Not only this but also, Gilmore (2007) studied the effect of using authentic materials compared to textbook materials on developing the communicative competence of the learners during one year experiment. The use of AM will familiarize the students with the language as well as culture and value system of the country concerned. Indeed, the AM 144 mentioned above consulted worldwide. Thus, it may relate the instructor as to how best can he bring them in use.

The sources of authentic materials. The sources of authentic materials are infinite. Moreover, the most common sources are, TV, radio, newspapers, magazines, literature and the internet. In these radio may easily be at hand. As Miller (2003), states that, “in order to use radio programs with learners, teachers need to….decide on some global listening tasks for the learners.”(p.16), due to the fact that all non-verbal information is missing. In addition to, internet is considered the most useful source (Berardo, 2006). While printed materials date very speedily, the internet is continuously updated, is interactive and imparts visual stimulation.

Advantages of using authentic materials. There are a number of advantage using authentic materials in learning and teaching. 1 Authentic materials keep students well informed about daily happenings under the Sun. 2 According to Byrne (1995), authentic materials contain colorful and interesting pictures. 3 Authentic materials motivate students towards the practice of mini skills like predicting missing word (Martinez, 2002). 4 Teachers get inspired to improve their ability through authentic materials. 5 Authentic materials play a motivational role in the learning of students (Tanti and Yusuf, 2010: 473).

Discussion In Favor Of Authentic Material The researcher appreciate the role of authentic materials in language teaching. On their point of view that authentic materials bound learner’s acquisition of (TL) effectively (Guariento and morley, 2001; Wilcox and Oaks, 1999: Weyers, 1999). According to them there are linguistic and nonlinguistic benefits of authentic benefits.

Linguistic Benefits Authentic materials had a positive effect on learner’s attainment after examining same empirical studies. For instance, Otte (2006) 145 noticed a positive repercussion which is developed in listening comprehension skills when he studied the effect of aural authentic texts on listening comprehension skills at university of USA. Many researchers confirmed that reading skills can be flourished by authentic materials through familiarizing new vocabulary and utterances. Harmer (1994) explicates three ways which helps probationers to gain positive effects through authentic materials. Firstly, it helps in the creating a better language. Secondly, it helps probationers in the acquiring language in faster. Thirdly, it helps learners in the confidence building and makes learners bold to face the real life circumstances.

Non Linguistic Benefits There are also some non-linguistic uses of authentic materials. According to Gilmore (2007) and Sherman (2003), authentic materials have a strong positive repercussion on motivation. Motivation is considered the main factor in the success of learning and especiallyin learning languages. Moreover, Thanajaro (2000) and Otte (2006) states that authentic materials have a very positive effect on probationer’s learning and very encouraging for learning more better. Berardo (2006) used authentic materials and concluded that it enhances learner’s motivation and he also showed for using authentic materials.

Appropriate Level for Using Authentic Materials The researchers always recommended the using authentic materials in teaching foreign languages but a teacher should plan that what level is suitable for all students at all level. The important thing is that the learner level should be in the minds of teachers and should acquire the best use of authentic materials in the classroom. If the use of authentic materials is failed to achieve the goal and the use of authentic materials are above the level or mind of probationers it will discourage and demotivate the students from target language. Taylor (1994) states that a text which was originally written is be fully authentic. According to Kim (2000) and Kilickaya(2004), authentic materials are more appropriate at intermediate level but Miller(2005) and Mcneil (1994) preferred the use of authentic materials for lower level probationers. Teachers must be sure about using the authentic materials which are more suitable and more beneficial for all kind of levels.

Research Methodology 146

Back ground of study The study was conducted in Government inter college Kohlu .The main aim of researcher to choose this college was to fulfill the wish of principal of college. He suggested the researcher that in the history of this college no one came here for research and the even the students do not aware about research work. To see the interest of principal and ignorance towards the research by students, researcher decided to conduct research in the concerned college. Furthermore, the environment was relax there for the researcher’s research.

Population The population which is summarized by Gay (2001) as, “The population is the group of interest of the researcher, the group to which she or he would like the results of the study to be generalized “(P.112) .The researcher chose 150 students of 1st and 2nd years at Government inter college kohlu.

Participants In the research, the researcher selected 50 students from inter mediate class. The participants were selected through purposive sampling. Two groups were made, the experimental group was treated with the authentic materials as well as text books. The control group was remained untreated as they were taught through traditional methods by their teachers. Experimental group was treated with the authentic materials as well as text books. The control group was remained untreated as they were taught through traditional methods by their teachers.

Research Instruments The instruments used in the study are as follow. 1 The pretest. The researcher conducted a pretest from both control and experimental groups. The pretest was consisted of one short essay and one short story. For the test 30 minutes time was given to the students. The pretests of both groups were checked and analyzed. There was not much difference in their results. 2 posttest Again a test was designed for both control and experimental groups after treatment with authentic materials to the experimental group. The test 147 consisted of short essay and short story again. The time limit was 30 minutes. The test was checked and analyzed.

Lesson plans The researcher prepared two sets of lesson plans for both experimental and control groups. One lesson plan with explaining story writing skills and the other plans was about essay writing skills. The test book as well as authentic materials were also used in lesson plans the researcher taught the experimental group the writing skills and gave main tips of writing. The students taught through authentic materials the newspaper particularly. Students were give question are in which entertainment news, Actors pics, sports news, and editorial reports were included. The researcher taught them how to improve writing skills through using authentic materials.

Data analysis For the results of the pretest and posttest, the descriptive statistics were applied. The difference between the mean scores of the pretest and posttest under taken by students in the experimental and control groups was calculated using an independent t-test. The result oft-test indicated the effectiveness of improving the student’s ability in writing skills. In terms of overall writing skills, the pretest and the posttest were analyzed separately the scores of writing test were analyzed in tables to determine the difference in the improvements of writing skills between experimental and control group students. The data were analyzed and interpreted in order to produce findings related to development of writing skills through authentic materials.

Summary of the research The researcher spent a month in the research and found it pleasurable and creative experiment. Moreover, the researcher enjoyed every movement of whole process of research furthermore, it was also observed that the entire population was showing interest. The most of them were dazzled to see the research process as they denied to have been through such exercises. It incited the curiosity of students about research and authentic materials usage. They inquired about the role of AM in improving writing skills. The authentic materials imparted them a bundle of information. They quickly acquired the skills of writing after deep and keen look at those pieces of authentic materials. Not only this but also, authentic materials stimulate their 148 minds working and planning on a variety of topics. Indeed authentic materials made them free from all dull and dry textbook materials. Now they felt and easiness choosing the topic of their interest .More important, authentic materials made the students mind so sharp that they produced a great diversity in writing. Now they were not limited to write in a particular direction. Thus, using authentic materials opened a new field for the students and made shine their writing as well. The authentic material usage not only polished the students writing but also motivated the teacher’s authentic materials usage. They asked a lot of question about the use of authentic materials and its role in the improving writing skills. The authentic materials imparted them a bundle of information and interesting things such as cartoons, advertisements, weather reports, sports news etc. They quickly acquired the skills of writing after deep and keen look at those pieces of authentic materials. Not only this but also, authentic materials stimulate their minds working and planning on a variety of topics. Indeed authentic materials made them free from all dull and dry textbook materials. Now they felt and easiness choosing the topic of their interest .More important, authentic materials made the students mind so sharp that they produced a great diversity in writing. Now they were not limited to write in a particular direction. Thus, using authentic materials opened a new field for the students and made shine their writing as well. The authentic material usage not only polished the students writing but also motivated the teachers about using authentic materials in the future teaching methods. In the last, the study found that there were statistical differences in the performance of students between the pretest and posttest exercise in both the control and experimental groups. Moreover it was observed that the highest mean score was achieved by the students who were taught through authentic materials.

Recommendation for further studies The researcher spent a month in the research at college and he observed each and every movement of research exercise, student’s behavior, teacher’s interests and the effects of authentic materials on student proficiency. Keeping in view of the findings, the researcher recommends the following developing writing skills at college level. 1 Authentic materials is the best tool to augment the proficiencies of the students regarding writing skills. 149

2 For motivational purpose, the textbooks should be added with felicitous authentic materials. 3 Teachers and instructors should use authentic materials in the class rooms so that understanding and interests of the students would be stimulated. 4 Teachers should use traditional method of grammar translation method but also make it possible the other techniques and styles of modern teaching methods. 5 The teachers should use the weapon of encouragement, as without encouragement, students never take interest in learning the language. 6 The text books should be supplemented with some kind of creative writing activities.

Authentic materials. 7 Teachers and instructors should use authentic materials in the class rooms so that understanding and interests of the students would be stimulated. 8 Teachers should use traditional method of grammar translation method but also make it possible the other techniques and styles of modern teaching methods. 9 The teachers should use the weapon of encouragement, as without encouragement, students never take interest in learning the language. 10 The text books should be supplemented with some kind of creative writing activities. 11 Cramming and copying should be discouraged and teacher should prefer those students who write their original ideas. 12 The class should be students centered, not teacher centered. 13 The participation of the students should be made compulsory by the teachers and back benchers should be motivated in the participation and discussions. 14 The writing skills should be taught practically and make the students to produce a piece of writing in front of teachers by using their minds and thoughts. 15 Teachers should be trained in the all teaching methods of the modern age. 16 Classes should be equipped with all sorts of facilities regarding study. 150

17 Writing skills should be taught in a manner by using newspaper and other pieces of authentic materials. 18 Writing competitions should be made necessary in the class rooms as well as college levels. 19 Good pieces of writing should be appreciated and students should be imparted prizes and gifts. 20 The students should be provided best performance certificates for producing good and impressive pieces of writing.

21 Writing competitions should be made necessary in the class rooms as well as college levels. 22 Good pieces of writing should be appreciated and students should be imparted prizes and gifts. 23 The students should be provided best performance certificates for producing good and impressive pieces of writing.

151

References

Browne, J.W, Lewis, R.B, &Harcleroad, F.F (1983). An instruction technology, media and method. McGraw-Hill. Ahellal, M. (1990, April). Using authentic materials in the class room. Rehman, T. (2002). LANGUAGE, IDEOLOGY AND POWER OUP. The language skills. (1988). Department of English. AIOU. arrian, S. (2001, April –July). Adopting authentic materials for language teaching. Marko, Geoffrey .M. (2010). The authentic materials approach in the teaching of functional writing in the class room. Berry, M. (1995). Thematic options in writing. Martin J .R, (1989). Factual writing: Exploring and challenging social reality. Geelong, Victoria; Oxford University press. Anonymous (2006). Teaching functional English through authentic materials (online) RAHMAWATI, Fauzia, Shiva, (2015). The effectiveness of using authentic materials in teaching procedure text to improve writing ability. Nuttal, c. (1996). Reading skills in a foreign language, oxford: Heinemann. KOSE EVERN. (July, 2005). Impact of dialogue journals on language anxiety and class room affect. Long Cory, (2009). An educator’s guide to their use in the language class room. Crookes, G. (2009). Values, Philosophies and beliefs in TESOL.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Effects of induction of English and General Science Courses in Wifaq- ul Madaris affiliated Institutions of District Quetta, Balochistan.

Muhammad Ali M Phil Scholar, Department of Education, University of Balochistan, Quetta.

Memoona Saeed Lodhi Assistant professor Hamdard University, Karachi

Muhammad Umar Lecturer, Government Boys Inter college Killi Sheikhan, Quetta.

Abstract Madrassa education is well deep rooted in indo Pak subcontinent including, Afghanistan and Bangla Desh. They are engaged in preparing the individuals typically from religious perspective and have engaged about one million youth both male and female across Pakistan. They often memorize the Holy Quran and also get education about Islam, history, basic Arabic courses, Tafseer and Hadith in eight years compulsory course. The curriculum was added with science and English in last decade. This study has been designed to evaluate the effects of induction of these courses in Wifaq-ul Madaris Madrassa functional in district Quetta. All the informations regarding the curriculum were gathered using prestructured questionnaire involving a sample of 300 students selected randomly from 20 different madrassas followed by a focus group discussion with the teachers of the same madrassas. The students who could answer about 50% of the given questions were considered pass. Results revealed that both of the subjects were considered with tertiary importance. Students were very weak in understanding the science concept. Similarly, learning capabilities of English language were also poor. The average qualification of recruited teachers for these subjects was undergraduate level. Further, science laboratory along with suitable conducive environment for these subjects was 153 not found in the madrassa premises. These results depicts real weak picture of these subjects in the madrassas of the area. Government should implement strict and vigilant policies in order to regularize these madrassas and appoint qualified professional Science and English teachers in order to bring the educational standards of the madrassas at par with the globe.

Key Words: Madrassa, Curriculum, English, Science, Quetta

1. Background Educated society plays key role in the success of any country. Government gives a very high priority to developing a high quality, equitable, and widely accessible education system in Pakistan. Overall, literacy rate is 58% in the country. The budget allocated for education is still very less (2% of the GDP) than many countries(Nabil, 2016-17). However, there is sharp increase in the literacy from last decade, but still is far lagging behind the many developing countries. Pakistan is Islamic republic, where 96.2 % populations are to Muslims(Statistics, 2016). Large numbers of students are enrolled in Islamic teaching based schools named Madrassas where huge number of students gets their religious education. Religious education remained a permanent character for many years especially in Indo- Pak Subcontinent. In last decade great changes were observed in the centuries old traditional curriculum of these schools (traditional madrassas) and some subjects such as, Mathematics, English and Science etc, were included in their curriculum (Iqbal & Raza, 2015). Since our society is greatly influenced by western culture due to our colonial past. Our daily life is also under the influence of western community. Meanwhile, it is also necessary that being responsible citizen and member of the society, one should have updated knowledge of every day science in order to make a good placement in the society. Similarly, English language has got central position in our modern education and official affairs of the country, therefore, it becomes important for a responsible citizen to have some command over English language in reading, writing and speaking. It is also a well-known fact that it is the solid foundation of science at all school level coupled with the quality of the scientific research and its application at higher level of education, that enabled advanced countries of the world to banish poverty hunger and also provided for higher standard of living to its citizens. (Tilak, 2001). 154

World has transformed into a global village due to advancement in technology and science. Time, energy and resources have been conserved and distances have been shortened while communication services have been increased. In given conditions all government and private schools teach modern education while madrassas follow old traditional curriculum with old teaching methods. Few researchers stated that curriculum of Madrassas are devoid of modernity and economic growth and also does not support industrialization and business needed for the developed society (Jalal, 2008: Hussain, 2007: Chaudhary, 2005). Urdu is generally the medium of instruction in Pakistani madrassas. However, local languages are also used in far areas (Iqbal & Raza, 2015). Similarly, Tavernise, 2009 also criticized that most of the emphasis in madrassas are on Quran memorization only. While Riaz, 2008 stated that this system of education promotes sectarianism. This statement has also been supported by some other researchers that this system is involved in political activities. They were of the view that madrassas should focus only on educational activities (Magnier, 2009; Fair, 2007, Hussain, 2007). Conversely, Kachru, (1985) holds that Pakistan is one of the countries in the outer circle where English is one of the official languages along with Urdu and it is taught as a single compulsory language in the school. English is and should be more powerful language at university level and a compulsory subject at undergraduate level. Keeping in view the dictates of globalized world and changes posed by advancement in Science and technology, modifications and advancements in syllabus are critical. Accordingly, the new contents and syllabus of most of the organizations are updated with innovative contents. However, for a long time the contents and syllabus of madrassas had remained unchanged. Owing to all the modern day dictates posed by globalization, efforts were made in the last decade by General Pervez Musharraf under the motto of enlightened Moderations, various modern subjects such as Mathematics, General science, and English were incorporated inMadrassa Curriculum.Since then, these subjects are taught in Madrassas. However, absence of empirical and scientific research on madrassas education system in general and curriculum in particular has created many myths and perceptions against these institutions. (Ali, 2005). This study has been designed to evaluate the effects of Science and English subjects in madrassas curriculum. 1.1 Study Objectives. 155

1.To assess the effects of Science and English subjects on students in madrassas curriculum 2.To assess the students abilities towards these subjects. 3.To evaluate the intentions and importance of these subjects in the madrassa teachings. 2.Research Methodology This study was carried out with the help of predesigned questinarae. All the informations regarding the induction of these subjects were gathered from teachers and students of the institutions. Twenty different institutes were selected from urban and rural areas of the Quetta. Most of the students were from both native ethnic group.i.e,Pashtoon and Baloch. Pre informed verbal consent was taken before the study. Similarly, informations were also collected from teachers who either were involved in teaching these subjects or were in the top management of the institute.

2.1 Study Design The population of the study was all the students of madrassas in district Quetta, while the access population was all the students enrolled in different Madrassas associated with Wifaq-ul-Madaris Pakistan and studying English and General Science Courses. Random sampling technique involving 300 students in selected 20 Madrassas having proportional balance of rural and urban divide and Pashtoon and Baloch ethnicity. The Participants were all male and their ages ranged from 15 to 30 years. In terms of class, the participantswere from working class and belonged to Deobandi schools of thought. The instruments used for the collection of data were closed ended questionnaires (Likely Question paper) both for general Science and English courses and a focus group discussion with open ended semi-structured interviews with 20 teachers.All the students were evaluated for their concept about science subjects and English as language subjects. The teachers were also interviewed for their teaching methodology and student scientific and linguistic approach.

3.Results and Discussion The data collected indicatedthe very lethargic approach of the students to both the subjects. As these subjects were considered at tertiary level importance. Their main focus was on the Arabic basic courses and books. The students were very weak in speaking, reading and writing in 156

English. Similarly, they were lacking scientific approach, even they were unable to explain the concept of science.

Discussion on General Science Subject After going through the syllabus and relevant literature, question paper was developed for students Mutawassita level in Madrassas. The question paper was designed to assess the capabilities of madrassa students, aiming to evaluate the standard, quality and impact of introduced subjects. Questionnaire (likely Question paper) was developed from the syllabus of General Science taught to students. The questionnaires was not developed from the given exercises at the end of the lessons but designed conceptually while keeping in sight the ease and difficulty factor. The questionnaire was neither much easy nor too much difficult and was totally from the syllabus taught to students. While framing the questionnaire for general Science, a comprehensive strategy was observed. Firstly, multiple choice questions (MCQs) were included. It is useful because it require less time and material. The obtained results from such activity are more comprehensive and help in the evaluation of the candidate's extent of knowledge. Secondly, True/ False statements were incorporated. The purpose was to evaluate student’s ability and conceptual clarity to identify between true and false statements. This would show whether students were conceptually clear or were using their guess power. Thirdly, Short Questions were incorporated from the syllabus for the purpose to assess student’s ability to have comprehended the syllabus or not. Finally, two Diagrams were also incorporated. Labeling a diagram required applying knowledge of a concept. It is an effective form of self- assessment, enabling, students to check their own understanding. The statistics obtained as a result of data collected and analyzed, it was seen that the madrassa students of district Quetta enrolled in General Science and English Courses did not perform well in General Science subject. In general Science paper, out of four sections, students only performed satisfactorily in one section that is MCQs, section. This pattern suggested that students passed the section having multiple choice questions (MCQs) that is four possible answers, out of which one correct answer is selected. This might have given students the opportunity to guess the right answer. Whereas, other three sections of general Science paper which were having exercises of true/false, answering short questions and labelling diagrams, the students could not rightly answer 50 % questions and 157 considered fail. This pattern proposes that students lacked conceptual clarity and command over the taught syllabus. This also indicated that the teaching methodology adopted for these subjects was questionable because most of the students failed to obtain desired aims and outcomes.

Discussion on English Subject The questionnaire for English course involved the exercises for reading, writing and speaking capabilities. In reading exercises, two selected paragraphs from the syllabus were selected and students were asked to read them. The fluency and pronunciation of words were thoroughly observed. In writing exercise, two sections were made. In first section students were required to write a letter to their Father and request him to send them more money. In section two, ten short questions were made from the taught syllabus to answer according to the lessons. In speaking exercise, students were asked to explain daily routine orally. With regards to statistics obtained as a result of data collected for English subject, out of three sections, students only performed satisfactorily in one section that is reading section. In remaining two sections which involved exercises for writing and speaking, the students failed to answer 50% question correctly and therefore considered fail. This pattern suggested that students passed reading section which was having an unseen passage from the given syllabus to observe proper fluency in reading and pronunciation of words. Reading activity might have be given more time than writing and speaking and therefore students passed this section. Whereas, other two sections of English subject which were having exercises of writing and speaking, the students could not rightly answer 50 % questions and considered fail. This pattern proposed that students lacked conceptual clarity and command over the taught syllabus. This also indicated that the teaching methodology adopted for these subjects was problematic because most of the students failed to obtain desired aims and outcomes. It is pertinent to mention that the questionnaires were answered by students at the end of the session when they were fully prepared for final examination. Both the questionnaires were answered by students on separate days. It was also ensured that the students should take the questionnaires seriously that was possible in the presence of invigilators in an examination center with all required facilities.

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Focus Group Discussion The focus group was arranged with selected 20 teachers who were employed to teach these subjects from 20 selected madrassas. The participants in focus group were allowed to describe their lived experiences, observations in interview with the researcher while the participants were at liberty to present their ideas in written or oral form. The researcher remained non-directive as much as possible without directing or suggesting their description in any way. However, the researcher has encouraged the participants to give a full description of their experience and suggestions. All the results of the questionnaire were discussed and their views were noticed. A few general and open ended inquiries were made from them to comprehend the results. Finally a table is developed to represent the major themes of the discussion

Main themes Sub Themes

Profile of Teachers Mostly FSc /FA, BA level education No Professional training Average Age: 23-30 years

Teaching Experience: 1-4 years

What are your views about poor performance of Actually Students lack background knowledge students in general Science paper? Our system of examination requires writing answers and not concepts Students do not prioritize these subjects equal to others How would you explain the poor performance English language has no utility in higher studies of of students in English subject? madrassa Learning Arabic is preferred over English, due to prevailing environment

How do you see the incorporation of modern It is encouraging and must continue with quality subjects like English and General Science in assurance madrassa curriculum? A Few teachers called it Western agenda Govt is interested to control madrassas These subjects give skills and not knowledge Equally important in order to face the challenges of new millennium.

The data depicted the real picture of the capabilities and command of the students over General Science and English subjects. Actually, most of the students were from rural villages with background of primary school knowledge only. The teachers deputed for these subjects were not 159 specialized in these subjects. Their average education qualification was FA that is Twelve years of Education. Further, in the provincial cultural context, people preferred to live simple life and had inherited hatred against English language. They were of the view that these subjects were just for awareness, but their ultimate aim and focus was on religious books. This surfaced the fact that Madrassa system does not warmly well come the changes with open hands. Further, Madrassas are divided on ideological lines into five different schools of thoughts, showing different sects. These ideological differences have caused gaps among various sects and consequently, weakened madrassas educational system. It was learnt from the focus group discussion that Madrassas were various issues and challenges in the area due to abysmal attention of the subsequent government and fluctuating western interests. The madrassas that were known for free education are under harsh criticism of the media these days. Many internal and external challenges and issues were faced by madrassas in Balochistan. Its luminary past is vanishing. In past they enjoyed public confidence and respect for noble and human social services but presently, they are facing financial hardships. The communications gap between government and madrassas administrators, ideological, sectarian rifts and traditional curriculum and syllabus, apathy towards adapting changes in teaching methodology, have brought many issues and challenges for their system of education in the area. Sitting government should implement strict and vigilant policies regarding their registration, curriculum and make a concrete plan to appoint Science and English professional teachers in these institutes to bring at par these institutes compatible with the rest of the country.

Recommendations 1. Recruitment and professional training of teachers is critical to attain desired goals and students to become productive citizens of the country. 2. Students should be motivated to take interest in these subjects and hatred against English etc must be resolved. 3. As the graduates of Madaris had not been exposed to world views, so they had a narrow approach to the issues. They might be exposed to the world views so they could be in better position to compare them with the Islamic views. 160

5. As the Madaris were established without any feasibility, their standard of education was considerably low. Therefore, it is necessary to make a plan before the establishment of Madaris in the area. 6. In Madaris, the activities were mainly curricular that were carried out through lecture method and were primarily teacher-centered. Students had no exposure to the co-curricular activities. So that they become stronger that had an adverse effect on their growth and development. 7. The Madaris were primarily dependent for their financial needs, and had no mean of resource mobilization. That caused financial crunch, which resulted in substandard education as well as other sub-standard food, boarding and lodging for students, low pay for teachers. There should be their own sources of earning as well as access to the organization of the same faith and philanthropists that could help them for their financial needs. 8. The teachers in Madrassa are paid very less vages as compared to their duties, which also badly affected the standard of education in Madaris. They should be paid salaries and other benefits equal to that of the public sector educational institutions in order keep the standard of education.

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References

Iqbal, A.R & S. Raza. (2015). Madrassa Reforms in Pakistan: A Historical Analysis. Institute for Strategic Studies, Research and Analysis , 40.

Ali, S. H. (2005). Islamic education and conflict: Understanding the Madrasas of Pakistan. Singapore: Working Paper No. 85.

Chaudhry, B. (2005). Bringing Madrasas at par with Modern Schools.The Crisis of Education in Pakistan: State Policies and Textbooks.Lahore: Al- Abbas International.

Fair, C. (2007). Militant Recruitment in Pakistan: A new look at the militancy-Madrasa connection. Asia Policy, 4, pp. 107–134.

Hussain, Z. (2007). Frontline Pakistan: The Trouble with Militant Islam. London: I.B. Tauris& Co. Ltd.

Jalal, A. (2008). Partisans of Allah – Jihad in South Asia. Harvard University Press.

Kachru, B.B. (1985). Standards, codification and 161ociolinguistic realism: The English language in the outer circle. In R. Qurik& H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–36). Cambridge: Cambridge University Press.

Magnier, M. (2009). Pakistan Religious Schools Get Scrutiny. Los Angeles Times. Retrieved from http://articles.latimes.com/2009/may/30/world/fg- madrasa30

Malik, S.R. (1999). The Systm of Education in Pakaistan. National Book Foundation, Islamabad, p.92-96

Nabil, Y. (2016-17). aserpakistan.org. Retrieved from Annual Status Of Education Report: http://aserpakistan.org/blog/A-Restrictive-Budget-and- Education-in-Pakistan

Riaz, A. (2008).Faithful education: Madrasa in South Asia. New Jersey: Rutgers University Press.

Statistics, P. B. (2016). Population By Religion. Islamabad: Pakistan Bureau of Statistics.

Tilak, J. B. (2001). Education and Poverty. Swedish International Development Cooperation Agency, 13. Tavernise, S., (2009). Pakistan,s Islamic School Fill Void But fuel militancy. New York Times.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Exploring the writing anxiety of non-native English secondary school students of Quetta, Pakistan.

Rehan Aziz M.Phil Scholar

Prof. Dr. Zeenat Sana Supervisor

Abdul Manan Assistant Professor Department of Political Science University of Balochistan.

ABSTRACT: This study focuses on the dimension of non-native English anxiety among secondary school students of Quetta, Pakistan. The mode of this study was descriptive and completed by 123 secondary school students. Analysis revealed that majority of the students suffers from physical anxiety when faced with the challenge of English composition, given that their work will be evaluated or shared with other peers. The surprising number of students would actively avoid situations where they might have to formally or informally engage in English Composition. From this situation, it can be inferred that the anxiety in students to speak or write English composition and being evaluated on it has grown significantly such that it potentially obstructs the route for personal growth of the peer himself. Whenever faced with a choice to either or not compose in English, if a person chooses to flee every time, he or she forgoes the opportunity to perfect or better their English composition, in written as well as verbally. Nevertheless, with the inclination of students to learn the English language through different and more engaging mediums, that is books, newspapers, movies and other media, better results may be obtained in the near future regarding students suffering from anxiety during English composition.

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Key words: Non-native English, stress, English styles, secondary school students INTRODUCTION: English assumes an essential part of correspondence all through the world, so verbal and predominant dialect abilities are vital everywhere across the globe. Give this a chance to happen, because numerous individuals who communicate in English appear to be a troublesome errand. Since English not just endeavors to create scientific aptitudes and compose individuals, yet in addition to instructing verbal abilities in English, so this theme requires legitimate consideration and research to revise this circumstance. The presence of other estimations appears to show that outsiders of the English are loaded by different indistinguishable feelings of trepidation, which is a blend with a boost of uneasiness. Like this, the premise of this examination is the investigation of the connection between the Journal of Academic Librarianship, tension and outside uneasiness among understudies who contemplate and live in nations, for example, Malaysia, where English isn't their native language. The vocabulary is mainly decided for this investigation, because a significant portion of the fundamental course readings, perusing materials, online databases, organize assets, and eBooks and diaries are composed in English. Thus, guideline classes in the library unavoidably show procedures and styles of dating in the English style. Also, pointers, call numbers, subject headers, talk connections and open organizations usually utilize English. This article theorizes that the irritating library encounter among understudies who are not local English speakers might be a result of their experience of different feelings of dread, for example, dialect uneasiness showed in the library's tension, the issue is that exercises and projects sorted out libraries are regularly adjusted to the approach "one size fits all". What's more, the prescribed procedures of libraries in Western nations are periodically utilized as reference and examinations. This would be valuable for bookkeepers in countries where English isn't their native language to know the uncertain apprehensions of different understudies that may influence the ideal utilization of library assets and administrations. In this manner, the point of this article is to endeavor to exactly research the connection between outside tension estimations and library uneasiness. The investigation of the connections amongst uneasiness and the acknowledgment of a remote dialect for examine after some time 164 demonstrates confounding and sketchy outcomes. Nervousness isn't only a psychological fragment, and it is hard to relate it totally to taking in a moment remote dialect. As indicated by Chastain, there is a positive connection between the investigation of nervousness dialect and the accomplishments of German and Spanish understudies who considered French customarily, and this positive relationship differentiates the negative relationship experienced with understudies who contemplated utilizing the cutting edge technique in view of Listen. Kleinmann (1977) joined crafted by Parten and looked for the association between the utilization of the principle dialect and the counteractive action of certain etymological applications in science, that is, in the objective dialect. These were the underlying phases of concentrate the structure of the phonetic anxiety, which understudies confront. Kleinmann found an association between the making of complex structures and a solid concern, yet he couldn't appear and demonstrate that this apprehension or fretfulness influences the mouth's capacity. These dispositions were looked for by Beckman (1976) amongst tension and achievement in English among understudies in Venezuela who contemplated English in America. Accordingly, he couldn't discover any association between his accomplishments in a few dialect exams or his evaluation by English educators and different restless measures. In their examinations in English of all kids who contemplated French as an outside dialect, Swain and Burnaby (1976) could locate a negative relationship or connection between the dread of dialect learning and one of the capacities of youngsters in French, however they couldn't locate any correlation, positive or negative, in some other aptitudes. The driving force show was displayed by them to describe the power of dialect learning and to assess it through a particular report. This dread can be far-reaching, yet the dialect of remote research is the dread of ridiculing the class. Dialect understudies are extremely delicate to what other individuals think, regardless of whether they realize that the educator's appraisal truly matters.

LITERATURE REVIEW: One of the primary examinations among individuals, who are not local speakers (Jiao et al., 1996), says that understudies whose local dialect isn't English have an abnormal state library, regardless of taking part in academic courses in the library, as opposed to an English idiom. In another investigation, Jiao and Onwuegbuzie (1997) affirmed their outcomes, 165 showing that individuals who don't talk their local dialect, particularly men, announced a more significant amount of uneasiness related with only library hindrances, passionate boundaries, and mechanical obstructions. , Onwuegbuzie, Jiao and Bostick (2004) ordered their forerunners out of dread of the library of contraceptives, situational and ecological conditions. Proficient contraception alludes to the elements that a man goes into the earth. Situational circumstances allude to factors in the quick term. A natural domain alludes to statistic factors that subject a man to nervousness or occasions in the library that has happened previously. The local dialect as a harbinger of dread of the library was incorporated into the class Ambiente. In a personal investigation of Sudanese understudies utilizing the diary technique (Abusina and Zainab, 2010), 78.4% showed mental obstructions to discovering books and references in the library, and 9.8% said that the dialect impacts their acknowledgment of this assignment. If the book is composed in English, understudies are concerned, mainly if the dialect is terrible.

RESEARCH DESIGN & METHODOLOGY Research Objectives The objectives according to research problems and this particular study layout are as follows: To find the relationship between stress and non-native English secondary school students To find out the actual cause of the anxiety which comes in their way of learning Also to point out the level of anxiety and how it is effecting these students.

METHODOLOGY Study Design: The study design used in this study was descriptive. Study Duration: The duration of this study was 6 months. Setting: This study was conducted in secondary school of Quetta Sample Size: The sample size in this study was 123 indiviuals that included both male and females. 166

Sampling Technique: In this study Purposive sampling technique was used for sampling of all data.

Data collection: The data was collected by means of qualitative semi-structured questionnaire. Every respondent of this research study was given a pseudonym to assure the high standards of confidentiality. The answers that recorded were reviewed multiple times. The questions that were asked to the participants, designed to determine the anxiety of non-native English students.

Data Collection Instrument: Data was collected through Semi –structured secondary language anxiety questionnaire.

Data Collection Procedure: After permission was granted from the university head, consent was taken from the patients, and the purpose of the study was explained. The structural questionnaire that was constructed was used. Only the individuals that followed the inclusion criteria were included in the study, and their data were analyzed. There were a total of 123 individuals that were taken for this study. Data Analysis Procedure: Data were analyzed through SPSS 17 (Statistical Procedure of Social Sciences) software. Results: Based on the statistics, the premise that was chosen as the topic for this research has been proven correct given the sample of participants. That is, students in high school feel reluctance in engaging in English composition activities and also suffer from anxiety due to it.

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Based on the results three inferences can be put forth. Firstly, the majority of the students suffer from physical anxiety when faced with the challenge of English composition, given that their work will be evaluated or shared with other peers. Most of the students as stated above, answered to strongly agreed and agreed in these case-based scenarios. Despite having formal education for at least nine years in English, the students still suffering from anxiety points towards either lack of competent teachers in the government sector to adequately deliver learning techniques for English, or lack of attention from the students themselves to learn a foreign yet widely locally spoken language. Another exciting finding through this study was that students would rather not engage in English composition if they were given a choice not to do so. This shows that a surprising number of students would actively avoid situations where they might have to formally or informally engage in English Composition. From this situation, it can be inferred that the anxiety in students to speak or write English composition and being evaluated on it has grown significantly such that it potentially obstructs the route for personal growth of the peer himself. Whenever faced with a choice to either or not compose in English, if a person chooses to flee every time, he or she forgoes the opportunity to perfect or better their English composition, in written as well as verbally. Moreover, discussing the sample size and variety, it might be the case that the results are highly skewed given that the only one school was surveyed. Furthermore, the survey was only concerned with the male gender. It might be the case that on expanding the research to include private sector schools, co-education, and girls’ only schools, the results may slightly differ, yet there is a substantial likelihood that the anxiety among the students to learn a language other than their native language may persist.

Conclusion: The connection between the measure of tension in the library and the nervousness of weirdness in this examination demonstrates that the library's endeavors to guarantee that understudies can make ideal utilization of library assets and administrations ought to be more understudy focused. This additionally demonstrates libraries and administrators cannot be completely in charge of the uneasiness and nervousness about the English. This examination demonstrated a positive relationship amongst nervousness and non-native English language issue. However, a high connection does not 168 give scientists confirmation to create an impression of circumstances and results (Chan, 2003). A direct level of inclination for composing implies that understudies see themselves as equipped for supporting life in dynamic writing (Le, 2004, Luo, H., 2014, Pytash and Li, 2014). Nonetheless, the air of the understudies can influence their dread of composing.

Limitations: The fundamental impediment of this examination was that all members originated from a similar city. The second confinement of this examination was the absence of a top to bottom investigation of respondents' feelings. In spite of the restrictions of this investigation, the outcomes demonstrate that including understudies in refresher courses and composed workshops can enable them to enhance their inclination and, potentially, diminish the level of nervousness in composing.

Recommendation: It is prescribed to research in various settings when you expound on a caution because along with these lines you can better comprehend the reasons for tension when understudies deliver a qualified letter. Enter the different statistic factors for the caution test when recording, and a composed analysis can be helpful to check the aftereffects of this examination.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Revealing Households’ Vulnerability to Earthquake in District Ziarat, Balochistan

Abdul Raheem1 Dr. Ghulam Murtaza2 Dr. Syed Ainuddin3

Abstract In the recent decades, natural disasters research has received considerable attention to the multifaceted vulnerability assessment, for which a number of scholars have proposed various approaches in order to measure vulnerability of any area. However, the objective of this study is to assess earthquake vulnerability in its four dimensions, social, economic, physical and institutional at the households’ level in district Ziarat, Balochistan. For which a sample of 193 households were surveyed using proportional allocation method. The paper illustrates the concept of vulnerability, its components along with their indicators and assessment by employing subjective weighting technique; and eventually developing each indicator’s vulnerability factor and component composite index. The overall aggregate vulnerability index revealed that there is not much difference in level of vulnerability among the four union councils in all dimensions. Nevertheless, union council Manna was more vulnerable in context of social and economic vulnerability, Union council Zaranda was more vulnerable in terms of physical vulnerability and Union council Ziarat’s vulnerability level was the highest in context of institutional vulnerability. Based on achieved results, it is suggested that the populations of the four Union Councils should be given variousnecessary social and economy generating preparations and trainings. Besides initiating essential training programs, spread of awareness and education regarding high seismic areas and high vulnerable situation of households is indispensable. ______1 M.Phil.Research Scholar Department of Disaster Management and Development Studies, University of Balochistan, Quetta 2 Assistant Professor Disaster Management and Development Studies, University of Balochistan,Quetta 3 Associate Professor Disaster Management and Development Studies, University of Balochistan, Quetta 173

Keywords: Vulnerability, Earthquake vulnerability Assessment, Vulnerability Dimensions Subjective weighting technique, Ziarat.

Introduction The catastrophic tragedies of Northridge (US, California) earthquake 1994, resulting in US$14 billion, Kobe (Japan) earthquake 1995, resulting in US$ 150 billion, Kocaeli (Turkey) earthquake 1999 and 2004, 2005 tsunami, Hurricane Katrina and the earthquake of South Asia seemed to be a wake-up call for Social Scientists, Engineers, and for management Scientists to realize the impact of prevailing disasters (JörnBirkmann, 2006; Calvi et al., 2006). It is roughly calculated in the last decade, the number of affected people is greater than 3 billion, and approximately 750,000 lost their lives, which nearly cost higher amount than US$600 billion (Mayunga, 2007). The 1662 Beinjing earthquake accounted for 300,000 lives (Roger Bilham, 2009). The natural hazard like earthquakes, typhoons, debris flow and their far reaching effects have proven to be the most devastating and lethal, because of their unforeseeable nature. And there have been 1.4 million and more earthquakes on the planet per year, and around four thousands per day. Since the 1990s the earthquake alone claims taking lives of 27,000 people per year worldwide (Guha-Sapir &Vos, 2011). However, natural hazard is said to be a disaster either it lays impact on exposed and vulnerable population or unsafe conditions and physical exposures meet hazards (Awal, 2015; Uitto, 1998). The policy makers and emergency arrangements continuously facing challenges of a series of natural disasters founded by millennium, which have given raise to level of uncertainty, natural geo- and hydro-metrological hazards, such as; Kashmir earthquake (2005), Bam earthquake (2003), Indian Ocean tsunami (2005), Hurricane Katrina in New Orleans (2005) and Haiti Earthquake (2009) have led the vulnerable population, communities as well as, societies to greater losses of lives and properties across the globe (Haigh&Amaratunga, 2010). All the natural disasters at the beginning were considered as the wrath of God but now ultimately they are believed to be the ill-development problems (Ainuddin, Mukhtar, & Ainuddin, 2014; Gaillard & Texier, 2010). The West, North, Northeast, and Eastern boundaries of Indian subcontinent have continually been hit by mighty earthquakes that have led a series of damages (Bilham & Hough, 2006). Likewise, Pakistan is located at the edge of Indian plate on west, meeting with Eurasian Plate on North and West and with Arabian Plate on 174 the Southwest (Ainuddin, Mukhtar, &Ainuddin, 2014; Roger Bilham& Hough, 2006; Halvorson & Hamilton, 2007). The Northern parts of Pakistan and the southwestern as well as northern areas of Province Baluchistan (Pakistan) are highly vulnerable to seismic waves called earthquakes (PMD, 2007). Since the last century, Pakistan has confronted a number of deadliest earthquakes of different magnitudes. The Quetta city of Balochistan Province in 1935 experienced an earthquake with 7.5 magnitude leaving 30,000 fatalities alone (Rehman, Lindholm, Ahmed, & Rafi, 2014). The 1945 earthquake of Makran Coast magnitude of 8.0 resulting 4,000 lives, the 6.2 magnitude earthquake of northern Pakistan 1974 causing 5,300 death tolls, and the 2005 earthquake of Pakistan 7.6 magnitude claiming 5,300 deaths (Mahmood& Ingham, 2011). In addition, comprehending factors contributing to huge losses from disasters and the occurrence of ruinous disasters are not only the natural events but also the separation of natural environment from political, economic, and social framework, as these frameworks structure livings and lives of people of different countries, communities, and societies (Blaikie, Cannon, Davis, & Wisner, 2014). The literature reveals that Asia, in terms of both historically and contemporary is placed on top in context of effects of disasters, in the world disaster map. (Uitto, 1998). On account of its high density of population, distribution of population, poverty and variety of other natural factors contribute to generate situations of seasonal and persistent tragedies. For better understanding situation of that ilk it is worth probing the recent record and vulnerability of disaster of that particular region in Asian countries (Alexander, 2000). High intensity shocks of earthquake 6.5 Mb occurred in Chiltan Hills of Balochistan, Pakistan on 29th October, 2008. The shocks epicenters were around 60 km North and Northwest of Quetta and its tremors were recorded in some areas of Balochistan including adjacent areas of Province Sindh. Besides this, on 29th October a huge number of low intensity shocks were also recorded, and no rupture was documented on the surface of land; only few cracks were found on the ground. The mechanism of earthquake was noticed to be strike-slip. The inside earth rupture due to earthquakes indicates the trend that the obscured fault’s direction is towards Southeast and Northwest (Rafi & Ahmed, 2008). However, in the context of Pakistan, there has been much work done on different disaster events particularly on earthquake hazard and vulnerability in Balochistan, Pakistan. Such researchers as; Ainuddin and Routray (2011), But these all work 175 focusing on urban areas of Balochistan. There is not a single work carried out in the rural area of Balochistan, district Ziarat. 1.1 Assessment of Vulnerability Disasters and their risk reduction have turned to be a focal point for development community and humanitarians worldwide. Natural disasters have nearly affected every country of the world but most of damages and losses of lives caused by natural disasters are in third world countries. Therefore, the twentieth century was declared to be the “International Decade for Natural Disaster Reduction (IDNDR)” by the United States (UN). The disaster management community laid emphases on vulnerability and research of disaster management shifted from “hazard assessment” to “vulnerability assessment/analysis” in the last decade (Schneiderbauer& Ehrlich, 2006). The growing interest has not only limited to comprehending the natural hazards and their occurrences but also the areas that are prone to natural phenomena and their characteristics have shifted the attention of several scientists of social sciences towards the study of vulnerability and risk e.g., (Albala-Bertrand, 1993; T Cannon, 1993). There are various schools of thoughts, views, models and concepts on vulnerability systematization in the disaster literature. However, fundamental discrepancy on conceptualizing vulnerability is either to lay focus on technological/biophysical risks and their exposure, the probability of strained social conditions or the amalgamation of the both. The different concepts about measurement of vulnerability resulted confused approach towards understanding and measuring vulnerability to environmental hazards and disasters. At this situation vulnerability may be formed in three distinguishing themes (Cutter, 1996; Dow, 1992). The first theme in the literature emphasis on technological/biophysical hazards, their exposure, sources, occurrences, hazardous condition distribution, and settling on hazardous zones (Ambraseys & Jackson, 1981; Gabor & Pelanda, 1982). The second research theme in the existing literature examines coping capacity, resistance, and resilience level of society to natural hazards and highlighting vulnerability as a social phenomenon which is entrenched in historical background, cultural, economic and social processes (Cutter, 1996; Yarnal, 1994). The third emerging theme focuses on the convergence of the two aforementioned perspectives (the technological/biophysical risks and social response) but relating to a specific geographical area where people as well 176 as places are vulnerable (Ainuddin&Routray, 2011; Degg, 1993; Longhurst, 1995). Above all, vulnerability models and conceptual frameworks are key steps towards developing indicators for measuring vulnerability (T. Downing, 2004). 2 Study Area and Methodology 2.1 Selection of Study Area District Ziarat was chosen as the targeted area for this study, which is located 133 km from the capital city Quetta, with latitude of 30° 22' 56.8" and 67° 43' 32.2" longitude, and is believed as a resort amidst for holidays because of one of the largest forests of Juniper in the world, where some of the Juniper trees are said to be more than 5,000 years old. However,the recent earthquake of 6.4 magnitude that occurred on 29th October, 2008 which caused a big loss in Ziarat, Pishin as well as some area of Quetta and Zhob districts of Balochistan, Pakistan. The National Disaster Management Authority (NDMA) reported around 155 fatalities and more than 375 injuries, media reported higher number than 300 deaths, about 12,000 people were displaced in Ziarat (Balochistan Earthquake Response Plan 2008), hasmade the area an appropriate site for this study.

Figure 1: Map of the Study Area 177

2.2 Sample Size and Data Collection The accomplishment of this researchobjective was made possible through relying on primary and secondary data with a fundamental deductive method using mix quantitative and qualitative approaches with an exploratory nature. The primary data was collected via structured questionnaires survey of 193 households’respondents and the secondary data was gathered from Balochistan Bureau of Statistics and Ziarat district profile 2011. Moreover, sample size was drawn using multistage random sampling method. Arkin and Colton’s formula (1963) given below with a confidence level of 95 percent and an error rate of 7% was employed for drawing sample size from the population in this study. The sample size was further proportionally divided on four Union Councils of the district.

푁푍2푃(1−푃) 푛 = (Equation 1) 푁푒2+푍2푃(1−푃)

Where n = Sample Size N = Population Size Z = Confidence Level (95%=1.96) P = Degree of Variability (50%) E = Sampling Error (±0.07%) Questionnaires were filled by different age groups including literates, illiterates, employees, farmers, shopkeepers, school and college teachers and students. The data is analyzed byStatistical Package for Social Sciences (SPSS). 2.3 Analytical Tools For the achievement of the study objective through formulation of indicators is expressed through vulnerability factor index, however, each indicator was analyzed separately with a different mathematical formula. For instance, indicators that have positive effect on earthquake hazard vulnerability are assessed with below mentioned formula. Vulnerability Factor Index (VFI) of ith indicator = (% value of ith indicator (actual) ÷(% value taken as the level of the vulnerability of the ith indicator). And, indicators that have negative effect on earthquake hazard vulnerability are assessed with this formula. 178

Vulnerability Factor Index (VFI) of ith indicator = (% value taken as the level of vulnerability of the ith indicator ÷(% value of the ith indicator (actual). Furthermore, the quantitative and qualitative data which was acquired from primary and secondary means was analyzed through various statistical tools, by using SPSS (Special Package for Social Sciences) software. Additionally, this study was based on (Blaikie, Cannon, Davis, & Wisner, 2014) crunch model, which takes disaster as combination of two factors: those natural happenings that generate vulnerability and the hazardous natural phenomena. The PAR (Pressure and Release) framework (Crunch Model) frequently uses the equation: Risk = Hazard * Vulnerability. Based on the above equation the assessment of vulnerability involves main three level of categories: underlying/deep rooted causes, which can be featured as basic and important factors of any community/society that forms vulnerability, this can be less or no access to resources and power and also takes in demographic, economic, political and nature of governance that disseminates resources and power in any society/community. The second level dynamic/variable pressures include all those activities that transform the root causes into unsafe conditions. And the third category unsafe conditions encompass physical environment, local economy, social relations and public actions and infrastructures of any community or society(Birkmann, 2006). 2.4 Selection of Vulnerability Variables and Indicators The concept of vulnerability is termed multifaceted and therefore is divided into many contributing components. This paper attempts to reveal an extensive literature based factors of earthquake vulnerability, which are ecological, social, economic, physical, and institutional. It is nearly impossible to assess earthquake vulnerability thoroughly. However, based on secondary data each component has different variables (Table 1) with a set of defined indicators which include social indicators, economic, physical and institutional ones relating to earthquake hazards.

179

Table 1:Selection of Variables and Indicators for Earthquake Vulnerability Assessment

Component/ Impact on Optimum Indicator Explanation Variable Vulnerability Values

Social Vulnerability

Percent of population below 15 and above 60 Extremes of age, too years (S. Ainuddin & J. old or too young face <15 20% K. Routray, 2012; Age mobility constraints Positive Cutter, Boruff, & during or aftermath of >60 15% Shirley, 2003; Cutter, earthquakes Burton, & Emrich, 2010) The higher educational level is, the better understanding level Percent of people with will be, resulting in college education. greater access to Percent of people with evacuation and Negative no high school Educational Level decision taking. The 60% degree/no education (S. lower educational Positive Ainuddin & J. K. level is, the worse will Routray, 2012; Cutter, be the ability to 2003; Cutter et al., 2010) understand warning information and access to evacuation and decision making Percent of population without special physical Handicapped Men, or mental disabilities (S. Women and Children Ainuddin & J. K. physically or Disability Positive 75% Routray, 2012; mentally contribute to Ainuddin, Routray, & evacuation problems Ainuddin, 2015; Cutter during emergencies et al., 2010) Higher the phone Percent of people users, lower is the communicating/ having communication gap Communication phones (Colten, Kates, among people during Negative 50% capacity & Laska, 2008; Cutter et earthquakes and al., 2010) emergency evacuation

Economic Vulnerability

Percent of population Employment helps in Employment employed (S. Ainuddin subsiding level of Negative 50% & J. K. Routray, 2012; vulnerability of 180

Ainuddin et al., 2015; community and Cutter et al., 2008; households as well as Cutter et al., 2010) contributes to community capital Population livingabovepoverty line has moreability to absorb losses and enhance resilience to Percent of People above earthquake hazards. poverty line (S. Wealth enables Poverty Level Ainuddin & J. K. Negative 90% communities and Routray, 2012; Cutter, people to absorb and Mitchell, & Scott, 2000) recover from losses more quickly especially in the aftermath of earthquake Percent of Households Households with with diversified sources multiple sources of of income (S. Ainuddin income provide & J. K. Routray, 2012; alternatives and help Income sources Negative 50% Ainuddin et al., 2015; better in community Norris, Stevens, rehabilitation and Pfefferbaum, Wyche, & recovery from Pfefferbaum, 2008) earthquakes impacts Percent of people owing Higher the level of houses (S. Ainuddin & J. ownership of the K. Routray, 2012; houses is, better will House Ownership Ainuddin et al., 2015; Negative 60% be the quality and Cutter et al., 2003; maintenance of the Cutter et al., 2010; houses. Norris et al., 2008)

Physical Vulnerability

In terms of distance of Percent of houses houses/ population located less than 1km reflects the potential from Mountains or at the losses and effects on Positive Location of foot. recover if strikes by household 40% earthquakes. Less Percent of houses in distance from Negative periphery of the city mountains provide (Ainuddin et al., 2015; less vacant places Taubenböck et al., 2008) around After 1935 Percent of houses Earthquake in following building codes Balochistan, orabove of 30 years (S. Pakistan, building Age of Houses Negative 10% Ainuddin & J. K. codes were Routray, 2012; Cutter et introduced for the al., 2010) first time. Houses constructed before 181

1938 may be more vulnerable to earthquake shocks Vacant rental Percent of vacant rental housings/open places houses/open places (S. can provide shelter to Shelter Capacity Ainuddin & J. K. people victimized Negative 40% Routray, 2012; Cutter et during or in the al., 2010) aftermath of earthquake

Institutional Vulnerability

Increase community safety and facilitate to Percent of population develop and covered by a recent Implement disaster Mitigation hazard mitigation plan risk reduction Negative 50% (S. Ainuddin & J. K. strategy at Routray, 2012; Cutter et community level. al., 2010) Reduces high probability of losses from disasters. Enhance public Percent of population awareness with earthquake knowledge, skills of education (mock drills the community for Public Awareness Negative 60% and programs) (S. safety measures, Ainuddin & J. K. preventive issues, and Routray, 2012) lifesaving information Percent of municipal expenditures for fire and Strongly supports Emergency management during search and Services of system and medical rescue and emergency Negative 50% Municipals services (S. Ainuddin & situation following an J. K. Routray, 2012; earthquake Ainuddin et al., 2015; emergency Cutter et al., 2010) People working Percent Volunteer voluntarily during or Groups/Population after any disaster Volunteer Groups helping during and after commonly reduces Negative 50% disasters(S. Ainuddin & communities’ J. Routray, 2012) vulnerability to natural disasters

The first subcomponent of the earthquake vulnerability is the social vulnerability, which illustrates various social vulnerabilities of a household/community to cope with the impacts of earthquake hazards. These social vulnerabilities are expressed via demographics of the 182 households/community and socioeconomic attributes of the community. The second subcomponent of earthquake vulnerability is the economic vulnerability of the households. The economic vulnerability is thoroughly depended on the economic status households.The third subcomponent of earthquake vulnerability is the households’ physical vulnerability in terms of households’ site, material used in construction of the household, age of the household and distance from the mountains.The fourth subcomponent is institutional one which includes providence of institutions services in terms of mock drills, spreading awareness relating specific natural disaster like earthquake, mitigation plans and trainings. Furthermore, each indicator’s value is presented in percentage to avoid statistical errors and all indicators are assigned percentage of optimum value for compiling vulnerability factor index and composite vulnerability factor index. The optimum values of indicators vary from indicator to indicator (S. Ainuddin & J. K. Routray, 2012) and can be mathematically calculated as: Vulnerability factor index of any component is calculated as the average value of vulnerability index of all variables under that taken component. 푛 퐶표푚푝표푛푒푛푡 푉푢푙푛푒푟푎푏𝑖푙𝑖푡푦 퐼푛푑푒푥 (퐶푉퐼) = ∑ VFI/n 푖=1 Whereas, n is the total number of indicators of the taken component. Likewise, the aggregate of vulnerability index is computed as the average value of all components. It is presented as: 퐴푔푔푟푒푔푎푡푒 푉푢푙푛푒푟푎푏𝑖푙𝑖푡푦 퐼푛푑푒푥 푓표푟 푡ℎ푒 푈푛𝑖표푛 퐶표푢푛푐𝑖푙푠 (퐴푉퐼) 4 = ∑ CVFI/N 푖=1 Whereas, N is the total number of the taken components The study areas’ vulnerability to earthquake is measured via four components of vulnerability such as social component, economic component, physical component and institutional component with carefully selected indicators of each component as discussed with details in table 1, and each component contributes to the households’ vulnerability of earthquake separately. All four components cover area of independent domain and their indicator are measured with the above mentioned positive and negative formulas. 183

3 Results and Discussion 3.1 Respondents’ Demographic Profile Table 2 represents the respondents’ demographic profile by union council. However, the study has illustrated the overall percentage of the four union councils, which is highly skewed towards the male respondents due to two main factors, first one is; the male dominated society and second is female are seldom allowed to come to the forefront because of traditional values. The marital status of the respondents was found slightly above than half married and less than half unmarried. Moreover, the percentage of respondents’ education was varying from primary to higher level. Little more than one-fifth of respondents were illiterate, and about same proportion had bachelor and master degree each, while respondents with primary education were only 7.3%.The ratio of disabilities in the surveyed house holds was 13.5%. The table 2 further depicts occupation of the sampled respondents in terms of percentage. The respondents figured 28.0% students, 29.0% businessmen, 16.6% employed, 21.2% from agriculture field, 1.6% unemployed, and 3.6% private employed. In terms of vulnerability to earthquake impacts, generally women, children less than 15 years of age, elderly people above 60, disabled people, economic dependent (unemployed) and those having no assets, in other word destitute population of a community/society, are considered more vulnerable compare to physically, socially, economically sound population of the area (S. Ainuddin & J. K. Routray, 2012; Cutter, 1996). The overall gender ratioof population is a bit skewed towards the females, who are generally believed to be the vulnerable population to earthquakes. The age groups below 15 years of age of the four sampled union councils are reported to have slight variations in their percentages but overall one third of the population was below 15 years of age and the age group above 60 years is computed as only 6.73% in the four Unions. Another dependent group is the disabled population, which isonly a few numbers of people in the four Union councils. The average household size (table 3)in the four Union Councils is 11.69 members.The average age of the houses was around 14 years old in Kawas, 13 year in Zaranda, 12.41 years in Manna, 12 in Ziarat and the overall average age of the four Union councils was 14 years of old.

184

Table 2: Respondents' Demographic Profile of Each Union Council

Variable UC Kawas UC Zarnda UC Manna UC Ziarat All UCs

Overall Frequency (%) Frequency (%) Frequency Frequency Frequency of

(n=47) (n=51) (%) (n=51) (%) (n=44) the four UCs (%) (n=193)

Male 44 (93.6) 51 (100.0) 51 (100.0) 44 (100.0) 190 (98.4) Gender Female 3 (6.4) 0 (0.00) 0 (0.00) 0 (0.00) 3 (1.6)

Married 31 (66) 29 (56.9) 32 (62.7) 26 (59.1) 118 (61.1) Marital status Unmarried 16 (34) 22 (43.1) 19 (37.3) 18 (40.9) 75 (38.9)

Primary 2 (4.3) 6 (11.8) 4 (7.8) 2 (4.5) 14(7.3)

Middle 2 (4.3) 5 (9.8) 2 (3.9) 4 (9.1) 13(6.7)

Matric 10 (21.3) 5 (9.8) 5 (9.8) 6 (13.6) 26(13.5)

Intermediat 9 (19.1) 7 (13.7) 2 (3.9) 3 (6.8) 21(10.9) e Education Bachelor 13 (27.7) 10 (19.6) 11 (21.6) 6 (13.6) 40(20.7)

Master 9 (19.1) 8 (15.7 9 (17.6) 9 (20.5) 35(18.1)

M.phil 0 (0.00) 0 (0.00) 0 (0.00) 1 (2.3) 1 (0.5)

Madrasa 0 (0.00) 1 (2.0) 0 (0.00) 0 (0.00) 1 (0.5)

Illiterate 2 (4.3) 9 (17.6) 18 (35.3) 13 (29.5) 42(21.8)

Student 14 (29.8) 11 (21.6) 14 (27.5) 15 (34.1) 54 (28.0)

Businessme 13 (27.7) 16 (31.4) 21 (41.2) 6 (13.6) 56 (29.0) n

Agriculture 13 (27.7) 10 (19.6) 12 (23.5) 15 (34.1) 50 (21.2)

Occupation Employed 4 (8.5) 10 (19.6) 2 (3.9) 7 (15.9) 23 (16.6)

Unemploye 2 (4.3) 1 (2.0) 0 (0.00) 0 (0.00) 3 (1.6) d

Private 1 (2.1) 3 (5.9) 2 (3.9) 1 (2.3) 7 (3.6) Employed

3.2 Respondents’ Economic Profile

The households’ respondents’economic condition and average age varied from union to union and the respondents’ ageranged from minimum 16 years to maximum age 68 years, depicted in Table 3. Therefore, the average age structure of the randomly sampled respondents in Union Kawas was 37.40, 33 in Zaranda, 31.08 in Manna, 34.16 in Ziarat Union and the 185 overall four Union Council average ages of the respondents was 33.82 in terms of years. The average income in terms of Pakistani Rupees of the households also differed from area to area and also on the remittances that some of the households receive on the behalf of their relatives living abroad. However, in the Union Council Kawas the average income of per household monthly was Rs: 59070.91, Rs: 37666.67 in Zaranda, Rs: 48382.35 in Manna, 46522.73 in Ziarat and the overall mean income of the four sampled Union Councils was Rs/47729.70. Table 3: Respondents’ Economic Profile

UC Kawas UC Zarnda UC Manna UC Ziarat All UCs F ratio

Variable Overall F-ratio for Mean Mean Mean of the Compariso Mean (n=47) Mean (n=51) (n=51) (n=44) four UCs n of means (n=193) Average Age of the 37.40 32.96 31.08 34.16 33.82 2.84** Respondents Average Household 10.02 13.04 11.90 11.08 11.69 2.27* Size Average Monthly Income of 59070.91 37666.67 48382.35 46522.73 47729.70 the 4.80*** Households (Rupees) Average Monthly Expenditure 51581.55 38568.63 42882.35 45318.18 44416.23 of the 2.05 Households (Rupees) Average 13.96 13.00 12.41 11.68 13.91 House age 2.65* Source: Author’s Calculation. The superscripts *, ** and *** shows significance at 10%, 5% and 1% respectively.

3.3 Respondents’ Family Occupation

The households’ family occupation also differed from house to house as shown in Figure 1 which states comparison of the three categories of family occupation in each Union Council. The percentage of agriculture occupation in the all union councils is at the peak out of which in UC Ziarat the percentage is leading due to less migration from the area after 2008 186 earthquake compare to UC Kawas, Zaranda and Manna where several households migrated toward cities for new settlements and other occupations are less comparatively. Moreover, the Unemployment ratio is far much greater than employment ratio in all for union councils, the overall employment and unemployed percentage of the four union councils is 3.51%, Unemployed 96.49% with household ownership which is 96.37%. Among whom 47.66%possess assets and only few households receive remittances. Apart from receiving remittances many of the households have taken credit/lone also. 100 90.9 90 78.7280.39 80 70 64.7 60 50 40 35.29 30 19.1415.68 20 10 4.54 2.12 3.92 0 4.54

Ziarat Ziarat Ziarat

Kawas Kawas Kawas

Manna Manna Manna

Zaranda Zaranda Zaranda Agriculture Business Anyother Households Family Occupation

Figure1: Households' Family Occupation

3.4 Households’ Locationand Community trust and

awareness

The following Table 4 describes the sampled households’ location, distance from mountains, open areas near houses for evacuation at the time of emergency, community meetings about earthquake disasters, community programs spreading awareness regarding earthquake vulnerability. All four sampled union council’s respondents’ answers are expressed in percentage in parenthesis. Houses located close to mountains, at the foot of mountains or at the edge of mountains are more vulnerable (Cutter et al., 2003) compare to those located far from mountains. The table 4 illustrates households located less than 1 km from mountains. In union council Zaranda maximum 187 of the households and overall76.68% households were located near to mountains out of which one third of the households were located in at the foot and only few houses were situated at the edge of mountains, which are considered more vulnerable in terms of physical vulnerability.A lot of the households had open places in the nearby vicinity, which can be helpful at the time of emergency evacuation. Besides these, Community meetings regarding earthquakes sowed almost negative result in all four Union councils. Likewise, results of community programs spreading awareness were also miserable; only 6 households’ respondents said yes there are programs spreading awareness. Furthermore, the question “Does DDMA/NGO offers any training programs to people for coping with earthquake disaster?” was responded positively by a very tiny percent of respondents, with very less coordination among working institutions. Majority of the respondents vehemently encouraged and suggested drills/trainings to be initiated regarding earthquake coping strategies. Besides suggesting trainings almost all respondents have a strong communication among them during any disaster or emergency which is a positive sing of community trust.

Table 4: Households’ Location, Distance from Mountain and Community trust and awareness

Overall UC Kawas UC Zaranda UC Manna UC Ziarat UCs

Frequency Frequency Frequency (%) Frequency (%) Frequency (%) (%) (n=47) (n=51) (n=51) (%) (n=44) (n=193)

Distance from 148 Mountain less than 1 29 (61.7) 44 (83.3) 39 (76.5) 36 (81.8) (76.68) kilometer

Houses at the foot of 20 (42.6) 6 (11.8) 27 (52.9) 21 (47.7) 74 (38.34) Mountains

Houses at the Edge 0 (0.00) 3 (5.9) 10 (19.6) 5 (11.4) 18 (9.32) of Mountains

Open place during 124 36 (76.6) 36 (70.6) 29 (56.9) 23 (52.3) emergency (64.24) 188

Community Meeting regarding 4 (8.5) 0 (0.0) 3 (5.9) 2 (4.5) 9 (4.66) Earthquake

Community Awareness 3 (6.4) 0 (0.0) 0 (0.0) 3 (6.8) 6 (3.10) Programs

DDMA/NGOs offers training to 7 (14.9) 2 (3.9) 0 (0.0) 3 (6.8) 12 (6.2) people

Coordination among 4 (8.5) 1 (2.0) 0 (0.0) 5 (11.4) 10 (5.18) working institutions

Do you Suggest any 172 41 (87.2) 49 (96.1) 41 (80.4) 41 (93.2) Drills/trainings? (89.11)

Do People Communicate 182 45 (95.7) 47 (92.2) 49 (96.1) 41 (93.2) during Emergency (94.30) (Community Trust)?

The source of communication among the unit of analysis varied on account of their access. The figure 2 represents different source of communication including comparison of union councils during any disaster. In UC Kawas high number of the respondents uses mobile phones at the time of emergency, and very small number of people uses landline. It is found that In UC Zaranda, Manna and Ziarat most of the communication source is the use of Mobile phones, and very less number of people use land line. The overall result has showed use of mobile phones is the highest source of communication.

90 78.7 72.5 72.7 80 67.4 70 60 47.05 50 43.13 40 30 21.76 13.7 15.9 20 12.8 9.8 5.883.9 4.3 4.5 3.92 4.3 6.8 4.66 6.21 10

Personal…

UC Ziarat UC Ziarat UC Ziarat UC Ziarat

LandLine

UC Kawas UC Kawas UC Kawas UC Kawas

UC Manna UC Manna UC Manna UC Manna

UC Zaranda UC Zaranda UC Zaranda UC Zaranda

MobilePhones No No Communication Mobile Phones Land LinePersonal CommunictionNo CommunicationOverall

Figure 2: Source of Communication 189

3.5 Aggregation of Vulnerability Index All indicators’ values are presented in percent, shown in table 5 after the selection of indicators, subjective weight technique is utilized for less data (S. Ainuddin & J. K. Routray, 2012; Mayunga, 2007) to assign weight to each indicator. Therefore, a percentage weighting scale ranging from zero to maximum is formed. The closet VFI and CVFI values to zero are, the least vulnerable is the Union Council and greater the VFI and CVFI values are to zero, the higher vulnerable is the Union Council. However, the index values are interpreted in terms of percentage to clearly express the level of vulnerability of the study area. The optimum values shown in table 1are drawn from literature(S. Ainuddin & J. K. Routray, 2012) review and applied as benchmarks against the components. 3.5.1 Earthquake Social Vulnerability Yucel and Arun (2012)Argue that the social vulnerability to earthquake includes the education level, age groups, and disabled population. Due to their inability of knowing about ground reality of any disaster and face difficulty in physical escaping during any disasters. S. Ainuddin and J. K. Routray (2012) Stress on community trust, which can play an essential role during or after an earthquake disaster. Nonetheless, the result of social vulnerability to earthquake of the sampled Union Councils households expose somewhat similar situation, but the component vulnerability factor index of Union Mannais comparatively higher than the other Union Councils which indicates higher vulnerabilityof UC Manna to earthquake disaster.Within the social vulnerability component,the vulnerability factor index value of this study revealed that the UC Manna, where a small group of population has high school education, is the most vulnerable union council to earthquake as compare to other unions (Kawas 2.27, Zaranda 2.24, and Ziarat 2.31).In terms of education, Mileti (1999) has stressed that the lower education level is the deciding factor which boosts the hurdles in comprehending necessary information. The education level is crucial in connection with the requirements of disaster trainings that express the important precautions need to be taken before an earthquake disaster, andYucel and Arun (2012)have also stated that earthquake disaster trainings well perform for the support of social behavior of an individual while encountering the earthquake disasters and education is paramount for the actions taken to lessen the impact of disaster in terms of injuries and 190 fatalities.However, The dependent group (children below 15 years of age) is the second major factor that puts a community to high vulnerability level and the VFI value (1.62) of UC Kawas revealed its highest vulnerability level than the other UCs (Zaranda 1.53), (Manna 1.38) and (Ziarat 1.42).In assessing households’ vulnerability, above 60 years of age group is also considered because above 60 years of age population is dependent at the time of emergency evacuation during any disaster. As discussed by (Yeletaysi, Ozceylan, Fiedrich, Harrald, & Jefferson, 2009) that age, particularly elderly and too young individuals, has been identified as another contributing factor to vulnerability. As the elderly and young population are more dependent and suffer from mobility constraints.Flanagan, Gregory, Hallisey, Heitgerd, and Lewis (2011)Arguein the catastrophic event of Katrina the sub vulnerable group was the elderly and young population.In this regard UC Kawas is the least vulnerable union comparatively (Kawas VFI 0.27), (Zaranda VFI 0.56), (Manna VFI 0.43) and (Ziarat VFI 0.47). In terms of disabled population UC Manna is the least vulnerable union VFI value (0.01), where only 1.15% population was found disabled, and is a plus point for the area compare to other unions (Kawas 0.04, Zaranda 0.02 and Ziarat 0.01 population is disabled who cannot help themselves at the time of earthquake or emergency. The social vulnerability result has also exposed higher community trust in all Union Councils during any disaster or emergency.

Table 5: Results of Earthquake Vulnerability Index

UC UC UC UC

Kawas Zaranda Manna Ziarat

Percent Percent Percent Percent Component Indicators with their Value Value Value Value Vulnerability Factor Index (VFI) (VFI) (VFI) (VFI)

Social Vulnerability n = 47 n = 51 n = 51 n = 44

1. Percentage of people with high school 17.62 17.89 14.99 17.31 and above Education (2.27) (2.24) (2.66) (2.31)

2. Percentage of Population < 15 years of 32.48 30.67 27.67 28.4 age (1.62) (1.53) (1.38) (1.42) 191

3. Percentage of Population > 60 years of 4.03 8.42 6.58 7.19 age (0.27) (0.56) (0.43) (0.47)

4. Percentage of population with any 2.76 1.20 1.15 1.36 disability (0.04) (0.02) (0.01) (0.01)

5. Percentage of population 95.7 92.2 96.1 93.2 communicating during emergency (0.52) (0.54) (0.52) (0.53) (community trust) Composite vulnerability factor index 0.94 0.98 1.01 0.95 (mean)

Economic Vulnerability

27.7 19.6 13.9 15.9 6. Percentage of Population Employed (1.81) (2.55) (3.59) (3.14)

7. Percentage of Population above 17.5 19.25 10.33 25.45 poverty line (5.14) (4.68) (8.71) (3.53)

8. Percentage of households with 25.53 19.6 19.6 22.72 multiple source of income (1.96) (2.55) (2.55) (2.20) 95.74 94.11 100 95.45 9. Percentage of Population owing house (0.63) (0.64) (0.0) (0.62) Composite vulnerability factor index 2.38 2.60 3.87 2.38 (mean)

Physical Vulnerability

10. Percentage of households located less 42.6 11.8 52.9 47.7 than 1km from Mountains (1.07) (0.30) (1.32) (1.19) 4.2 9.1 11. Percentage of Households>30 years 2 (0.20) 4 (0.40) (0.42) (0.91)

12. Percentage of vacant/open areas 76.6 70.6 56.9 52.3 nearby households (0.78) (0.85) (1.05) (1.15)

13. Percentage of Houses not made of 85.11 100 100 90.9 Cement as construction material (1.42) (1.67) (1.67) (1.52) Composite vulnerability factor index 0.76 0.45 0.93 1.08 (mean)

Institutional Vulnerability 192

14. Percentage of population not covered 84.1 100 94.1 88.7 by Mitigation plan (1.68) (2.00) (1.88) (1.77)

15. Percent of population without 85.1 96.1 100 93.2 earthquake education (mockdrills and (1.42) (1.60) (1.66) (1.55) programs)

16. Percent of municipal expenditures for 22.3 19.5 21.75 27.67 fire and Emergency management (0.67) (0.77) (0.68) (0.54) system and medical services

17. Percent of Volunteer Groups helping 53.2 56.9 43.1 56.8 during or after disasters (0.94) (1.14) (1.16) (0.88) Composite vulnerability factor index 1.18 1.38 1.35 1.19 (mean) Aggregate Vulnerability index/composite 1.32 1.35 1.79 1.40 index

3.5.2 Earthquake Economic Vulnerability Poor population generally suffer greater crises more occasionally than population that are economically sound because the poor have very little income, a few production options, limited range of resources with less or no savings. They are more prone to vulnerability on account of their slow recovery from any disaster (Cannon, Twigg, & Rowell, 2003). The economic status of the households plays an indispensible role in the compensation of the losses because of disasters. The level of households’ vulnerability increases as the income level of the house holds decreases. Therefore, households’ income can be a positive aspect at arriving more resilient and better shelter (Yucel & Arun, 2012). However, the economic vulnerability result of district Ziarat has revealed alarming situation of the all four union councils (CVFI values 2.38 Kawas, 2.60 Zaranda, 3.87 Manna, and 2.38 Ziarat) and among the economic vulnerable union council, the VFI value has indicated UC Manna the most vulnerable compare to other three Unions. And within economic component UC Manna is the most vulnerable area in terms of employment 13.9% of the population is employed, percentage of above poverty line is only 10.33%and in multiple source of incomehouseholds are only 19.6% population has multiple source of income. The current economic situation has increased community’s vulnerability and compare tothe other UCs but it is least vulnerable area in household 193 ownership, where all of the population owns the houses. Ownership of households is one of the essential components of vulnerability. And the disaster impact level is potentially greater in rural settlements, due to the existence of dominant forms of houses(Cannon et al., 2003). Populations with high economic rate are less vulnerable to any natural disasters as they can quickly recover from material losses compare to those who are suffering rom economic constraints in one or other forms. 3.5.3 Earthquake Physical Vulnerability Yucel and Arun (2012)Argue that physical vulnerability to an earthquake mostly pivots on the non-structural and structural menace to the houses. The result presented gloomy physical condition of the households due to households’ location close to mountains and some even at the foot of mountains. in case of Wenchuna earthquake destruction in China , households located in mountainous regions in the rural settlement received major damages due to landslides rather than houses collapse (Liu, Ruan, & Shi, 2011). And composite vulnerability factor index (Average) (1.08) in terms of physical vulnerability, UC Ziarat is the most vulnerable union. And within the physical vulnerability component UC Manna, where half of the houses are located less than 1km from mountains, makes the community prone to earthquake impact, 9.1% households in UC Ziarat are above 30 years of age, which lasted in 2008 earthquake destruction and received some internal cracks with lack of open areas nearby and with almost all of the houses constructed with Mud, put the community to a high vulnerability level.These households may not tolerate another shock and can easily be damaged. 3.5.4 Earthquake Institutional Vulnerability In the earthquake institutional vulnerability the study has evaluated mitigation plans, mock drills, municipal expenditures and also volunteer groups/population active during or after any disaster. The composite vulnerability factor index(average) of all four union councils’ institutional vulnerability to earthquake has indicated that the respondents are somehow equally vulnerable to earthquake but the composite vulnerability factor index of the union council Kawas has presented its least vulnerability to earthquake compare to other unions. Within the institutional vulnerability component UC Zaranda, where all randomly sampled respondents denied being coved by any mitigation plan, is most vulnerable union in all and in terms of 194 earthquake education (mock drills/ programs) all respondents of UC Manna denied being given any earthquake education (drills/programs), and that can be a negative sign for the community’s survival. However, UC Ziarat is not as much vulnerable as other union councils in terms of municipal expenditure, where municipal spends less amount of its budget on emergency management systems. And UC Manna is most vulnerable to earthquake impacts in terms of volunteer groups’ activeness, where some volunteer groups/population is functional to rescue the victims of earthquake. 4 Overall Vulnerability Index The overall earthquake vulnerability aggregation index of the four union councils households in term of their level of social, economic, physical and institutional vulnerability to seismic shocks have depicted a gloomy side of the district Ziarat. The respondents’ households AVI (Aggregate Vulnerability Index) values have revealed the highest vulnerable union councils of district Ziarat. The AVI value of union council Manna (1.79) has exposed that thehouse holds of Manna are the least capable of coping with earthquake disaster on account of their lowest high educationrate 14.99%, least employment rate 13.9% with few economic activities for generating incomes and high institutional vulnerability have contributed to the union council Manna’s vulnerability in its four dimensions comparatively.The AVI value of UC Ziarat (1.40) indicates that the union council is also highly vulnerable to natural disaster earthquake. UC Ziarat is said to be the downtown of district Ziarat, where education level is slightly higher 17.31% than education level of Manna and being the downtown of district Ziarat, union council Ziarat is economically comparatively sound. The AVI value of UC Zaranda (1.35) exposes its moderate degree of vulnerability to earthquake compare to UC Manna and Ziarat. But earthquake’s impact would be greater on its institutional side where it is critically prone to earthquake disaster and the AVI value of union council Kawas (1.32) is the lowest value in terms of vulnerability. The area was also least affected in 2008 earthquake on account of its distance from mountains, level of education, high communication among people, high employment rate and better volunteer services. However, comparing the overall results of the rural area of Balochistan district Ziarat with the urban area of Balochistan, Quetta city in terms of resilience to earthquake disasters(S. Ainuddin & J. K. 195

Routray, 2012), the results revealed that the urban social, economic, physical and institutional vulnerability to earthquake is lesser than the rural due to high education rate, less economic constraints, more opportunities to disaster education, households materials, public awareness, and active institutions’ services have led the urban area towards somewhat resilience and decreased vulnerability. 5 Conclusion This dissertation paper has revealed the multifaceted concept of vulnerability and its contributing independent domains with essential indicators to earthquake vulnerability assessment in the rural areas of province Balochistan. The households’ vulnerability to earthquake disaster of the Union Councils of district Ziarat is assessed through developing a survey questionnaire including socioeconomic and demographic profile of the areas and by adopting subjective weighting method by assigning weights to various components’ indicators. Vulnerability components to earthquake disasters were adopted based on extensive literature review and the relative values are also drawn from secondary data.The vulnerability results have revealed that immediate reforms and noticeable improvements are highly needed in the four independent domains (Social, economic, physical and institutional) of vulnerability in the Union Councils. Despite experiencing disastrous earthquake in 2008, people were found unaware of social, physical, economic or institutional coping strategies due to economic constraints, low education level, and lack of preparedness program/trainings. Therefore, it is recommended that the populations of the four Union Councils need to be taken out of economic constraints by giving them various necessary social and economy generating skills. Based on the results discussed it is also suggested that earthquake preparation trainings and promotion of education are to be taken as a crucial part of basic trimmings. Besides initiating essential training programs, spread of awareness regarding high seismic areas and high vulnerable household’s situation is very crucial to reducing people’s vulnerability to earthquake disasters.

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Yucel, G., & Arun, G. (2012). Earthquake and Physical and Social Vulnerability Assessment for Settlements: Case Study Avcilar District. Paper presented at the World Conference on Earthquake Engineering.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

ASSESSING THE TRANSFORMATIONAL LEADERSHIP BEHAVIOR: IN PERSPECTIVE OF CONSTITUENTS OF THE EMOTIONAL INTELLIGENCE

Aliya Imtiaz1 Dr. Beenish Malik2 Dr. Tayyaba Arshad3 Dr. Nadeem-u-Zaman4 Sumara Javaid5

ABSTRACT It has been extensively revealed by the Transformational leadership behavior that the performance given by followers exceeds beyond the average level when their leader stimulates them by leading and behaving as a transformational leader. Leadership can be polished through getting knowledge of emotions. This paper has elaborated the effect of Constituents of Emotional Intelligence on the Transformational Leadership Behavior of a teacher in the class being playing the role of a leader where students were considered as followers.

Purpose: This paper aims to investigate whether there exist any positive relationship between the Constituents of emotional intelligence and transformational leadership behavior. Although the four Constituents presented by Wong and law have been studied before but they were studied at organizational level. This study explored about these relationships at secondary school teacher level, whether they behave as transformational leader in class or not. Also, the impact of high emotional intelligence of the teacher having ability to be aware of self-emotions of the teacher himself, the emotions of his/her students, the use and management of those emotions recognized by him / her and at the end the ability to regulate those emotions puts a positive impact on transformational leadership behavior of that teacher. ______1MS Scholar, Sardar Bahadur Khan Women University Quetta, Balochistan 2Faculty of Institute of Management Sciences, University of Balochistan, Quetta 3Faculty of Computer Science, University of Balochistan, Quetta 4Faculty of Management Sciences BUITEMS Quetta 5MS Scholar, Sardar Bahadur Khan Women University Quetta, Balochistan, 200

Research Design/methodology: The cluster sampling was used to distribute questionnaires among secondary schools of Quetta city to collect data from 250 respondents. Among 250 respondents, teachers and students were selected through the simple random sampling to examine how being leader teachers’ emotional intelligence ability influenced the performance of transformational leadership behaviour. Through multiple regression and correlation analysis the results were examined. Findings: Results provided evidence that Constituents of Emotional Intelligence positively predicted behaviour of transformational leaders. The study provided realistic support for the contribution of emotion recognition of ones’ own emotions, other’s emotions, the way he/ she uses and manages those emotions and how he / she regulates those emotions for performing transformational leadership behaviour. Research implications/limitations: The study would contribute to knowledge and would increase the level of awareness. The more essential concern is with reference to secondary school teachers of government schools in specifically Quetta city as they are the building blocks of any nation. Hence, this study starts from the foundation from where leadership behaviour should start to transform. Practical implications: The education department could better utilize its work force when it will be able to aware of the importance of transformational leadership behavior and the level of emotional intelligence of its teachers, which ultimately impacts students’ learning and every activity performed by them. Many other factors other than Emotional intelligence may affect transformational leadership behavior which are left for future research. Self-report as well as others reported data is a strength of this study while sample size can be the possible limitation. Originality/Value: There is no study that explains the transformational leadership behavior of teachers with reference to the effect of Constituents of Emotional Intelligence on it in the Quetta city, at secondary school level, even not in Pakistan. Therefore, it was a dire need to study this subject that could help teachers better understand and educate their students.

Keywords: Transformational Leadership Behavior, Emotional Intelligence, Constituents of Emotional Intelligence

201

INTRODUCTION This paper elaborates the relationship between Emotional Intelligence and Transformational Leadership Behavior in perspective of four Constituents of Emotional Intelligence. The study deals with behavior of the teacher being played the role of Transformational Leader in the classroom with students and makes them not only the learners but also their followers in order to make them future transformational leaders. Leadership is defined to be “eliciting collective behavior from others in pursuit of a goal to be achieved” (McCall, 2002; p.133). Whereas MacGregor(1978) first introduced the concept of Transformational Leadership Behavior as “transforming leadership is a process in which leaders and followers help each other to advance to a higher level of morale and motivation” (p.178). In the relationship with transformational leadership behavior, broadly defining the Emotional Intelligence as the capability to recognize emotion, incorporate emotion to expedite thought, understand emotions, and to regulate emotions in order to encourage personal growth (Mayer & Salovey, 1997). To find the transformational leader in any organization is not an easy task, but when it comes to the secondary school teacher it is more or less impossible for the administrators to find such teachers who could be able to perform as transformational leadership behavior in the class with students. This study gives an idea and creates a concept among the regulating bodies of the education department in Quetta city to consider the teacher as a transformational leader that can make the secondary school students, the building blocks of this nation, future transformational leaders. No one has ever studied the constituents of Emotional intelligence with reference to the secondary school teachers being performing the transformational leadership behavior. Therefore, the study results might contribute in increasing the knowledge as well as escalate awareness. Emotional intelligence and Transformational Leadership Behavior are both rising subjects today as they are considered to be essential to develop and grow an organization. When the teacher performs transformational leadership behavior he gets closer to his/ her students and have a stronger student teacher relationship which creates a bond between them, which ultimately leads them toward success in the form of learning and becoming more productive and skillful. A teacher who performs as a transformational leader in class, by changing his/her 202 attributes in order to bring change and increase motivation in his/her students for better learning, may produce future transformational leaders than an ordinary teacher who just enter the class, teaches the lesson and comes out thinking he/she has achieved his/her goal. LITERATURE When Transformational Leadership is corroborated in its true form then it can truly bring the change while also achieving the high morale, better performance, and of course more motivation in followers. A lot of research has been made on Emotional Intelligence as well as on Transformational Leadership Behavior. That means there is a significance importance of studying this subject. Transformational leadership behavior: At present organizations are accruing the blend of workforce thus increasing the importance of leadership as well (Sparks, Faragher, & Cooper, 2001), while increasing morale and satisfaction level in subordinates the behavior of a transformational leader plays a critical role (Shibru & Darshan, 2011). This approach places an optimistic impact on followers’ behavior (Al-Swidi, Nawaw, & Al- Hosam, 2012). Emotional intelligence: Emotions refers to feelings which arise from one's circumstances, frame of mind, or relationships with people around him /her and Intelligence defined to be the capability to acquire knowledge and skill. The collective meanings of

Emotional Intelligence thus becomes handling interpersonal relationships rationally and sympathetically by being capable to be aware of one’s own emotions, others emotions, managing emotions, and regulating them. Emotional Intelligence combines an Fig. 1 individual’s Source: Bapna, Shrivastava, & Chitnis, (2011). Role of Emotional Intelligence on the Performance of intrapersonal and interpersonal Employee Working in Service Sector. International intelligence (Gardner, 1993). Journal of Multidisciplinary Research, 1(8), 62-72. 203

Constituents of Emotional Intelligence: Emotional intelligence have four Constituents i.e. 1) understanding own emotions 2) understanding others emotions 3) using and managing emotions 4) regulating emotions“(Mayer, Salovey, Caruso, and Sitarenios, 2003, p.83). Ashkanasy and his colleagues (2002) argued that the Constituents of emotional intelligence are highly consistent with transformational leadership behavior. Relationship of Transformational Leadership Behavior with Constituents of Emotional Intelligence: Every individual uses different abilities to understand and predict the behavior of their own as well as other people hence they could resolve the organizational as well as personal issues in a better possible way. That ability creates a relationship between transformational leadership behavior and constituents of emotional intelligence. “Emotional intelligence refers to an ability to recognize the meanings of emotions and their relationships, and to reason and problem-solve on the basis of them” (Mayer, Caruso, and Salovey, 1999: p.267). The four constituents of emotional intelligence can be described while talking about emotions (Mayer et al., 2003) that was: First one, ability to identify emotions means recognizing self-emotions, secondly the ability to build emotional thinking about others, the third one was using and the emotions’ management ability, and the fourth one was ability of regulating those emotions. This hierarchy of abilities regarding emotions showed a flow that was really perfect enough when talking about ones’ emotional intelligence, that means, first of all the leader perceives and recognizes his / her own emotions, then others, after that manages to use those emotions, and lastly he/she becomes able to regulate his/her own emotions as well in order to achieve a common goal with followers (Mayer et al., 2003). The emotional intelligence has the Constituents which were highly consistent with that of transformational leadership behavior (Ashkanasy, 2002). For behaving as transformational leader it is important to have the ability to perceive emotions i.e. “Transformational leaders are sensitive to followers' needs…they show empathy to followers, making them understand how others feel” (Ashkanasy,Tse, 2000: p.232). Ashkanasy and his colleagues (2002) argued that the Constituents of emotional intelligence were exceedingly consistent for performing transformational leadership behavior. Thus there exist a positive and constructive relationship between Emotional Intelligence 204

Constituents and Transformational Leadership Behavior, so we worked on 4 hypothesizes which are as follows: H1: Understanding own emotions positively effects transformational leadership behavior. H2: Understanding others emotions positively effects transformational leadership behavior. H3: Using and managing emotions positively effects transformational leadership behavior. H4: Regulating emotions positively effects transformational leadership behavior.

Understandin Understandi Using and Regulatin g Own ng Others managing g Emotions Emotions Emotions Emotions

Transformational Leadership Behavior

Fig. 2: Conceptual Framework. METHODOLOGY For this study target population was teachers of secondary schools of the Quetta city where we collected data from the overall 250 participants, where the self-rated questionnaire was distributed among the teachers of secondary schools of education department in Quetta city, while others rated questionnaire was distributed among the students to rate their class teacher who plays the role of transformational leader in their class. The schools were selected through cluster sampling where four clusters were formed by education department, and the data was obtained from district education office Quetta regarding the cluster where we got four clusters namely 1) Chiltan, 2) Quetta, 3) Zarghoon, and 4) Punjpai. Two clusters were selected which have secondary schools that’s is Chiltan and Zaghoon. Participants were selected from those clusters through simple random sampling. We used multiple linear regression to analyze the strength of association between dependent and independent variable, and among all variables, also to assess that to what extent there exists variance in dependent variable that was enlightened by independent variable. Because all the assumptions of multiple regression analysis met in our data therefor it was appropriate to use 205 this statistical tool to examine the relationships in current study. The Correlation was used to find if there exist positive relationship between our dependent and independent variables. Cronbach’s alpha reliability test was used to check the scale reliability. Measures: Multifactor Leadership Questionnaire (MLQ) was used which was designed by Podsakoff (Podsakoff, MacKenzie, & Bommer, 1996). 27 items’ scale was used to measure Transformational Leadership Behavior through Multifactor Leadership Questionnaire. The Emotional Intelligence Questionnaire developed by Wong & Law (2002), was used to measure self- reported Emotional Intelligence test with 16 items scale. Here the respondent’s self-rating begin and is given a 5 point Likert type scale where 1=”Strongly Disagree” and 5=”Strongly Agree” and also there is a neutral point between these two extremes. The self-assessment questions were mainly concerned with that the respondent knows what he/she feels about him/her and others’ emotions. Is he/she able enough to recognize and understand the emotions or not. Four subscales used to measure the constituents of emotional intelligence which covers the questions for understanding own emotions as “Are you aware of your own emotions?”, for understanding others emotions as “Are you aware of other’s emotions?”, for using and managing emotions as “Are you good at using emotions?”, and for regulating the emotions as “Are you good at regulating/managing your emotions?” (Wong & Law, 2002) were used on a Likert type scale where the respondents were asked to rate to what extent they feel themselves good at understanding these emotions. RESULTS To measure the degree and direction of relationship between Transformational Leadership Behavior and constituents of Emotional Intelligence, the correlation analysis was computed through SPSS. The results of Table.1 suggests that first column shows that other variables were positively and significantly correlated with Transformational Leadership Behavior (TLB) that is all four constituents. It was indicated by the correlation matrix that large correlations exists between Regulating Emotions (.49) and Transformational Leadership Behavior and all other variables were also significantly correlated with Transformational Leadership Behavior. Our Independent variables were highly correlated with each other; that is, Understanding Others Emotions and Regulating Emotions (.48). 206

TABLE 1 Descriptive statistics, Reliability Coefficients, and Correlations a, b Mean S.D. 1 2 3 4 5 1 TLB 3.43 .42 (.72) 2 EIA 4.43 .37 .32** (.87) 3 EIB 4.10 .44 .38** .45** (.82) 4 EIC 4.01 .39 .46** .44** .29** (.83) 5 EID 3.49 .48 .49** .28** .48** .04** (.88) **p<0.01 N = 250. Internal consistency reliability coefficients (alphas) appear on the diagonal. TLB=Transformational Leadership Behavior, EIA=Understanding own emotions, EIB=Understanding others’ emotions, EIC=Using and managing emotions, EID=Regulating emotions

The value of R square was .682 which stated that 68.2% of variance was in Transformational Leadership Behavior. The results displayed in Table. 2 suggests that constituents of Emotional Intelligence predicts significant and positive relationship with Transformational Leadership Behavior (r = .83, p < .01). Here Understanding Own Emotions (β=.59, p<.01) shows that this constituent is significantly and positively predicted the behavior of the transformational leader which supports our first hypothesis, subsequently Understanding Others’ Emotions (β=.19, p<.01) also impacts positively on the performance of transformational leadership behavior supporting the second hypothesis. The third hypothesis was highly supported by the results of the third constituent of emotional intelligence that is Using and Managing others’ emotions (β=.65, p<.01) which was highly significant and positively predicting the transformational leadership behavior of the teacher, while Regulating the emotions (β=.54, p<.01) was also related positively with good significance to the behavior of transformational leader, thus supporting the fourth hypothesis. Therefore, all the said hypothesizes were supported by our results in the current study. The big absolute t and small p value suggested that there is a large impact of predictor variable on criterion variable which means that constituents of Emotional Intelligence, when combined, largely impacts the transformational leadership behavior.

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TABLE 2 Coefficients Variables resulting from Multiple Regression Analysis

Unstandardized Standardized Coefficients Coefficients Model B Std. Beta t Sig.(p) Error 1 (Constant) 3.79 .26 14.82 .000 EIA .95 .07 .59 13.63 .000 EIB .11 .04 .19 4.29 .000 EIC .49 .03 .65 15.75 .000 EID .35 .03 .54 12.97 .000 R .83** ∆R2 .68** F Change 131.44** n = 250 Note. Dependent Variable: Transformational Leadership Behavior **p < .01

DISCUSSION Emotional Intelligence is considered to be a major criterion while talking about Transformational Leadership Behavior (Bass, 1995). Therefore, Emotional Intelligence should be treated as the high priority element while measuring the transformational leadership behavior of teachers. As far as understanding others’ emotions or to which we can say social awareness is concerned, it creates a direct impact on the behavior of teacher as transformational leader because he/she should deal with emotions of students being their followers. The results of this study were aligned with that of Grover (2003) which were, Understanding own emotions helps teachers to make decisions and overcome the gaps in their teaching skills, which encourages skills development (Grover, 2003). The ability of a transformational leader to use and manage others’ emotions allow him/her to handle the diverse workforce (Steele, 1997). Goleman (1998) also found that it was an essential tool to understand others’ emotions, whereas in our study the results revealed the same finding which ultimately authenticates the research findings. Understanding others’ emotions ultimately leads towards problem solving, motivation, and better performs. In order to help followers to manage their emotions, it is essential to keep one’s own emotions. To help others to manage their emotions, it is crucial to keep one’s own emotions controlled, knowing how to control and relax a person who is out of control in his emotions, be a sympathetic listener and assist with planning of goals and their implementation. Basic on constituent of 208 emotional intelligence is understanding and handling other’s emotions (Goleman, 1998). Our findings for an interaction between understanding others’ emotions and regulating those emotions along with emotional management supports previous theories that to bring growth, empowerment and change in follower it is essential to perform the transformational leadership behavior. CONCLUSION The more a teacher is emotionally intelligent the more he performs transformational leadership behavior. Though, Emotional Intelligence is not new but it can be used in the new ways to achieve a better workforce and get better future leaders from school level. This goal can only be achieved if the teachers will perform the transformational leadership behavior in their classes. Understanding own emotions, understanding others’ emotions, then using those emotions and managing them while regulating the own emotions gives the transformational leader strength to lead future leaders towards a common good for the students, for the institutes, and for the country ultimately. According to our results all the hypothesis were accepted and there was a significant positive relationship between these four constituents of Emotional Intelligence and transformational leadership behavior. That displays , when transformational leader achieves that level of emotional intelligence where he/she could recognize his own as well as others emotions and he/she becomes able to use and manage along with regulating his/her own emotions, he becomes able to control himself, his temper, his moods, and he/she becomes able to control others emotions, their temper, and their moods and he/she could be able to use those emotions, then he becomes a real transformational leader and can bring the revolutionary change in the performance of his/her followers. And teacher is the person who can bring that revolution from the base and foundation of the country that is students of secondary schools. Though this study has favorable and good results enough to strengthen the literature and increase the knowledge such as multiple use of data, the 360 degree evaluation of teachers from their students was used, others rated data was collected for authenticity of the results and to lesser the biasness, but few of the limitations need to be addressed. First, this single organization that is Education department and within that only secondary school teachers were selected as leaders. In future more departments and organization could be considered to enhance the study. Sample size may be another limitation. Though the rate of students 209 participation was not that much perfect but somehow it was dependable with rates in former research (Bono & Judge, 2003) and it does not denote that there exist nonresponse error (Krosnick, 1999). Along with constituents of Emotional Intelligence many other variables could affect Transformational leadership behavior, they might be considered by future researchers. Both individual and circumstantial variances and contextual differences can be perceived so that better performance could be achieved of transformational leadership behavior. The studies related to this may provide an ultimate support to organizations who look towards increasing the universality of transformational leadership behavior.

REFERENCES Al-Swidi, A. K., Nawawi, M. K. M., & Al-Hosam, A. (2012). Is the relationship between employees’ psychological empowerment and employees’ job satisfaction contingent on the transformational leadership? A study on the Yemeni Islamic Banks. Asian Social Science, 8(10), 130. Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: The new challenge for managers. The Academy of Management Executive, 16(1), 76-86. Ashkanasy, N. M., & Tse, B. (2000). Transformational leadership as management of emotion: A conceptual review. Bass, B., & Avolio, B. (1995). MLQ multifactor leadership questionnaire. Mind Garden. Bono, J. E., & Judge, T. A. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46(5), 554-571. Burns, J. M. (1978). Leadership New York. NY: Harper and Row Publishers. Gardner, J. (1993). On leadership. Simon and Schuster. Goleman, D. (1998). What makes a leader? Harvard Business Review, 76 (6), 93-102. Krosnick, J. A. (1999). Survey research. Annual review of psychology, 50(1), 537-567. 210

McCall, J. J. (2002). Leadership and ethics: corporate accountability to whom, for what and by what means?. Journal of Business Ethics, 38(1-2), 133-139. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? Emotional development and emotional intelligence: Education Implications. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267- 298. Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2. 0. Emotion, 3(1), 97.

Shibru, B., & Darshan, G. M. (2011). Transformational leadership and its relationship with subordinate satisfaction with the leader (the case of Leather Industry in Ethiopia). Interdisciplinary Journal of Contemporary Research in Business, 3(5), 686-697.

Sparks, K., Faragher, B., & Cooper, C. L. (2001). Well‐being and occupational health in the 21st century workplace. Journal of occupational and organizational psychology, 74(4), 489-509. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American psychologist, 52(6), 613. Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The leadership quarterly, 13(3), 243-274. Potter, E. M., Egbelakin, T., Phipps, R., & Balaei, B. (2018). Emotional intelligence and transformational leadership behaviours of construction project managers. Journal of Financial Management of Property and Construction, (just-accepted), 00-00.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

A Study of test Anxiety on Academic Performance of Secondary School Students in Quetta City

Eroos Sadiq M.Phil Scholar (Education) Balochistan Study Center University of Balochistan.

Dr. Sajida Naureen Assistant Professor Institute of Education and Research University of Balochistan.

Abstract Test anxiety is one of the significant factors that undermines the capabilities of the students and prevent the complete expression of their abilities. The present study aimed at inquiring the test anxiety levels among secondary school students in Quetta and its impact on academic achievement of them. The population selected for our research included all the Secondary schools operational in Quetta city. Achievement Anxiety Test questionnaire (Alpert & Haber, 1960) was translated to obtain secondary data from the students of secondary schools. The questions were culturally adapted to identified variables chosen for the research. The independent variables include Test Anxiety, Exam Pressure, Emotional Distress and the dependent variable is Academic performance. Among these variables around 8 Questions were formed for the Variable of Test Anxiety, 5 Questions were formed for the Exam Pressure, 7 Questions were formed for Emotional Distress and 9 Questions were formed for the dependent variable i.e. Academic Performance of students. A five 5 point scale system is used for obtaining the responses. SPSS software of IBM version 20, for the interpretation and analysis of the following data obtained from the respondents. tests conducted over the acquired data include Correlation Test. Our research sample comprised of 432 respondents in which 162 were male and 270 were female students belonging from high schools in Quetta City. The sample from the selected population included the students aged 212 between 10 - 16 studying in 9th and 10th classes in Quetta city. Total reliability was applied over the translated questionnaire of the research. The result shows that the value was 0.719 which was a good and reliable value for our Questionnaire. The Correlation of the data shows that all the variables are positively correlated to produce a positive effect over academic performance. It indicates that a change of 0.423 in the test anxiety will produce a change in academic performance. Exam Pressure and Emotional Distress are correlated as 0.335 and 0.334 respectively. The value of Test anxiety which is 1.372 indicates that a change in the Test Anxiety by 1.372 will produce a change in the Academic Performance of the students. While a change of 0.106 in the Exam pressure techniques will produce a same change in the Academic Performance. While a change of 0.205 will produce a change in the academic Performance. The test anxiety had been found to have the negative relation with academic performance. The academic performance of the high school students badly suffered from this factor. It impeded the learning goals and objectives and thus ultimately the skilled and learned human capital.

Key words: Introduction and Background The constitution of Pakistan offers the egalitarian perspective for education on the basis of the values that respond to the requirements of the economic growth. In the article 38(d) of the constitution it states of introducing the moral values and of providing education to all the citizens irrespective of caste, creed, gender or race. The article 37(b) explicitly mentions that the state of Pakistan will endeavour to eliminate barriers to eliminate illiteracy and providing free and compulsory secondary education. Article 34 of the constitution of Pakistan requires that the steps would be taken to assure full participation of women in all the quarters of the national life (Daud, 1998). An education system can’t remain isolated of the challenges and opportunities offered by globalization which are in the field of business and commerce, technology, cultural values, identity and many more. Regrettably, a comprehensive national analysis and debate on the potential impact and possible benefits of globalization has remained major deficit. The education goals of vision 2030 emphasize on providing globally competitive and quality education, training and research for the 213 development. Along with the National Education Policy of Pakistan 2009, are the Sustainable Development Goals (SDGs) whose major aim is to boost development through improving social and economic conditions in the developing countries (Mukolwe, 2015). The SDGs focus also emphasize on developing human capital among others. Education remains the key in the human capital. Through examinations the educational outcomes and achievements of learners are assess and graded (Chinta, 2005). In fact, the tests are common in day to day life; from subject specific tests in schools to the tests taken during jobs to move up. This adds an immense pressure on the test achievement and grades. Hence, in most cases, this leads many people to become anxious when subjected to examinations (Huberty, 2010). This form of anxiety is referred as the test or examination anxiety. Spielberger defines test anxiety as “a situation specific trait that refers to the anxiety states and worry conditions experienced during examinations. The level of anxiety can fluctuate over time in response to both internal and external stimulation” (Spielberger & Vagg, 1995). Test anxiety is a nervousness which occurs when a student is subjected to an examinations in any form and at any level (Spielberger & Vagg, 1995). There are plethora of research studies reporting text anxiety as the major cause of underachievement of students and their low performance during various levels of educational life (Oludipe, 2009) and it has been observed that it affected students’ ability to gain from instructions (Schonwetter, 1995). Test anxiety is a prevalent phenomenon when the extreme nervousness arising from an anxiety producing test situation prevents one from demonstrating their true potential and hence lowers performance especially in the educational setting (Karatas, Alci, & Aydin, 2013). According to Crooks, there is a range of factors that contribute to the variance in students’ cognitive and effective outcome. Some of these factors are maturity, capability of students, teaching methodologies, motivational levels, environment at homes and the peer group inside and outside the classroom (Crooks, 1988). There are many factors, which have effect on achievement of students in different subjects, like test anxiety, attitude, gender, race, socioeconomic status, self-efficacy, peers, teachers, parents, motivation, ability, and learning environment etc (Rodriguez, Jones, Pang, & Park, 2004). 214

The strain of tests and examinations is considered to keep some individuals to reach their academic potential. It’s been pointed out that students constantly perceive examinations as a source to elevate anxiety and any situation full of unfairness /uncertainty to let them exhibit their true potential (Spielberger & Vagg, 1995). According to McDonald, about 2/3rd of the students of high school appear to have been experiencing extremely high levels of test anxiety. Undoubtedly, for many students the high school examinations and higher exams are the most anxiety-inducing experiences during their academic career. Test anxiety is found to have a negative relationship with academic success (McDonald, 2001). Test-anxious children have been found to be more likely receiving poor grades, repeat their grades and perform below par on tasks that require new learning (Beidel, Turner, & Trager, 1994). Similarly, a study carried out by Nicholson to find out the effects of test anxiety on the achievement of students in 11 students, which revealed that the anxiety and achievement are related to each other (Nicholson, 2009). These anxiety related behaviors during testing conditions affect the academic performances of students in one way or the other. Of course a minute amount of anxiety is required to stimulate human beings in order to respond rapidly and proficiently but when it exceeds it may render poor responses (Jing, 2007). Therefore, higher anxiety during examination interferes with the focus of students over the test, hence lowering their performances in examination. Due to the significance of the exam points, students are supposed to develop test anxiety symptoms as soon as their examination approaches near (Huberty, 2010). Most of the research work that has been done on the effects of test anxiety over academic performance of students indicates a negative relationship between performance and test anxiety (Huberty, 2010). The present study aimed at exploring the impact of test anxiety among the secondary school students and how these levels of anxiety, if any, affects the academic performance of the students in class as well as during examination in private and public schools of Quetta city. Statement of the Problem Anxiety is one of the prevailing mood states associated to the anxiousness, feelings of strain and worry, nervousness and apprehension. It exhibits among students as the feelings of worriedness and nervousness 215 generally known as test anxiety. In their educational career number of the students undergo test anxiety and get to suffer through lowered academic achievements. However, if it is identified, it can be lowered to the point at which it has the minimal affect on students’ academic performance. Thus, it was important to investigate and consider the relationship between exam anxiety and academic performance of students in Quetta and also considering the relationship between exam anxiety and academic performance with consideration of the gender and medium of education. In addition, due to scarcity of research literature on these variables locally, it was important to investigate variables to add more research literature relating to the widely publicized influence of examination anxiety on academic performance of students. Objectives of the Study 1. To evaluate the impact of test anxiety on the academic achievement of students. 2. To evaluate the impact of test anxiety on the academic achievements under emotional distress. 3. To assess the different anxiety levels among matric level students of under exam pressure. Research Tools This research was based on quantitative research method. Secondary data and the culturally adapted Achievement Anxiety Test by Haber was used in this research as a tool. Population and sample Population of the study was the students of the secondary schools of Quetta studying in 9th and 10th grade. Following 11 schools were randomly selected for the purpose of data collectoion a. Govt. Sandeman Boys High School Quetta. b. Govt. Girls High School Mission Road Quetta. c. Govt. Technical Boys High School Quetta. d. Govt. Ahmed Boys High School Quetta. e. Govt. Satellite Town Girls High School Quetta. f. Govt. Lady Sandeman Girls High School Quetta. g. Islamia Girls High School Quetta. h. Folkways City High School Quetta. i. Tameer-i-Nau Model School Quetta. 216

j. Garrison Academy High School Quetta. k. Wisdom Public School Quetta. Methodology Research Design The present study was correlational based on observation. Correlational design explores the relationship between variables using statistical analysis. However it does not affect cause and effect it is mostly observational in nature Instrument The researcher culturally adapted the standardized scale to measure the variable of the study. Items to measure exam anxiety were adopted from Dr. Ralph Norman Haber’s AAT to evaluate academic achievement and test anxiety. Sample Selection The sample of our research included students from the higher schools of Quetta city studying in secondary classes i.e 9th and 10th class. The sample was chosen by the method of making equal groups/ strata from the selected population for the research. the respondents were selected according to the method of random sampling method. In this method every respondent had an equal opportunity to be selected for the response. Sample comprised of 432 respondents in which 162 were males and 270 were female students belonging from high schools of Quetta city. Conceptual framework In the foregoing description of the problem investigated in this study and the theoretical guidelines to the study. The following conceptual framework was developed by the researcher to aid in the conceived relationship between independent and dependent variables of the study. The variables used for our research included the following. Independent Variables: Test Anxiety, Exam Pressure, Emotional Distress. Dependent Variable: Academic performance of Students in School. All these variables were allocated specific Questions in order to reach the specific results that are required. Among these variables around 8 Questions were formed for the Variable of Test Anxiety, 5 Questions were formed for the Exam Pressure, 7 Questions were formed for Emotional Distress and 9 Questions were formed for the dependent variable i.e. Academic Performance of students.

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Independent Variable Dependent Variable

 Test Anxiety  Academic  Exam Pressure Performan  Emotional ce Distress

Data Analysis The collected data was analyzed through SPSS and the results were presented in the tables.

Analysis and Results Total Reliability Statistics: The value of cronbach’s alpha is 70% obtained from the three independent and 1 Dependent variable used in the research as shown in the table below

Table 4.1 Individual Reliability Statistics:

Table 4.2 According to the above results it is clear that for each and every individual variable the values are quite reliable and they are feasible for collecting the data and for analyzing each variable. In the above table the lowest value is for test anxiety which is 67% leading to 70% whereas all the other variables have the value of alpha greater than 70%.

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Test for Normality of Data:

The Normality Test for the data shows all the bars are lying in the bell shaped structure in above graph. This means that the data is normally distributed and we can assume the assumption of normal distribution for our data, as shown above. Test for Linearity of Data The Linearity Test for the data shows all the dots are lying on the straight line as shown above. It indicates that data follows a linear approach and are not resulting in any strange and unexpected results other than the research format.

Graph 2 Correlation Analysis: 219

The Correlation Analysis of the data shows that all the variables are positively correlated to produce a positive effect over the Dependent Variable i.e. Academic Performance, as shown above. Among all these variables the most affecting variable

is test anxiety which is 0.4232 (Correlated) with the dependent variable. It indicates that a change of 0.423 in the independent variable (Test Anxiety) will produce a change in the dependent variable i.e. Academic Performance. While other variables i.e. Exam Pressure and Emotional Distress are correlated as 0.335 and 0.334 respectively. Discussion Test anxiety is a significant and influential aspect in learning. The aims of teaching are impeded by the test anxiety and the hindrance in learning results in inadequate knowledge retention and poor academic outcomes. The results of the present study also endorse and reflect it. The two tailed Pearson correlation test presents a positive correlation between the variables. The most significant correlation is found between the test anxiety and the academic performance i.e .423. Other variables also have a positive correlation which means the dependent variable will be affected if the independent variables are subjected to change. The correlation value of exam pressure was .335 and that of emotional distress was .334 The individual reliability statistics applied on the questionnaire showed that the each variable is feasible, consistent and reliable for conducting the data collection and drawing out reliable results through analysis. Significantly the chronbach’s alpha value of academic performance came out 0.726 with shows its high reliability along with that of test anxiety .674, exam pressure .725 and emotional distress .721. Now taking into consideration the Education has proven to be a key in human capital and the means of its measurement are the examinations. 220

The results of the present study reflect the results of the previously conducted studies over time in which the examinations have been a cause of concern and worry among students and eventually resulting in the lower grades and poor academic performance. The test and examination stress has been found to prevent individuals from expressing their true academic potential and this fact is endorsed by previous studies (Spielberger & Vagg, 1995; Zollar & Ben-Chain, 1990). The present study found out that the apprehension of exam lowers the concentration and focus of the students. A study by Cassady & Johnson also revealed that too much anxiety during examination may interfere with students’ concentration on the test, thus lowering their performance in examination (Cassady & Johnson, 2002). Conclusion In the light of above discussion following conclusions can be drawn out; 1. The test anxiety is one of the major cause of the poor academic performance of the students. 2. The inadequate academic performance results into the shattered and lower confidence among the students than those of the peers who are performing better. 3. The reduced academic performance is responsible for the unsatisfactory human capital despite the huge spending under the head of education budget. 4. The test anxiety can be a significant factor in hindering achieving SDG for Education which demands that by 2030 it should be ensured that all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development. Recommendations The recommendations for the policy makers, educationists and the researchers are as follows. 1. Curricula development should be more focused on assessing the learning and retention. 2. The barriers in learning should be mitigated than merely grading the students in examinations. 3. Physical barriers needs to be removed in order to provide a healthy environment of learning for the students. 221

4. The psychological barriers should also be taken into consideration during curricula development and teaching. 5. Effective teaching strategies and pedagogical practices needs to be implemented in the class rooms in order to enhance the learning process. 6. Feedback technique could prove most effective in order to evaluate the learning and retention in the class rooms. This will eventually boost up the confidence of the text anxious students and make them able to cope with test anxiety. 222

References Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207. Beidel, D. C., Turner, M. W., & Trager, K. N. (1994). Test anxiety and childhood anxiety disorders in African American and White school children. Journal of anxiety disorders, 8(2), 169-179. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary educational psychology, 27(2), 270-295. Chinta, R. (2005). Exam anxiety effect on exam performance: An empirical replication in the Middle East. Paper presented at the Proceedings of the International Business Research Conference Athens. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of educational research, 58(4), 438-481. Daud, M. (1998). The Constitution of the Islamic Republic of Pakistan, 1973. Lahore: Irfan Law Book House. Huberty, T. J. (2010). Test and performance anxiety. The Education Digest, 75(9), 34. Jing, H. (2007). Analysis on the relationship among test anxiety, self-concept and academic competency. US-China Foreign Language, 5(1), 48-51. Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students' test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919. McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational psychology, 21(1), 89-101. Mukolwe, A. N. (2015). Selected correlates of examination anxiety and academic performance of students in public secondary schools in Khwisero Sub-County, Kakamega County, Kenya. Kenyatta University. Nicholson, A. M. (2009). Effects of test anxiety on student achievement (ACT) for college bound students. Trevecca Nazarene University. School of Education. Oludipe, B. (2009). Influence of test anxiety on performance levels on numerical tasks of secondary school physics students. Academic Leadership: The Online Journal, 7(4), 19. Rodriguez, J. L., Jones, E. B., Pang, V. O., & Park, C. (2004). Promoting academic achievement and identity development among diverse high school students. The High School Journal, 87(3), 44-53. 223

Schonwetter, D. J. (1995). Academic Success in College: An Empirical Investigation of Gender Differences by Test Anxiety Interaction. Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: Theory, assessment, and treatment: Taylor & Francis. Zollar, U., & Ben-Chain, D. (1990). Gender differences in examination type, test anxiety, and academic achievement in college science: a case study. Science Education, 74(6), 597-608.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

STUDY OF BENAZIR BHUTTO AS REFORMATORY POLITICAL LEADER:A FEMINISTIC POLITICS IN PAKISTAN

Habiba Mushtaq M.phil Scholar Department of Political Science University of Balochistan

Dr Abdul Qadir Khan Department of Political Science University of Balochistan

Abstract Current research was determine the Benazir Bhutto political vision and leadership style as the reformatory political leader. Present investigation by nature was a quantitative investigations. One hundred 100 participants among than civil society members, historians, leaders and party workers and personnel’s were taken as simple size by using the simple random sampling. The demographic results revealed that (54%) of respondents were in age category of 46-55. Majority (89%) were male. Majority 47% of respondents had graduate. Respondents were believed they have married (62%). One third (33%) were believed that Bhutto leadership as cognitive ability while most (30%) were believed Benazir political leadership. Most 45% respondents were believed that Bhutto better administration. Majority 62% respondents were believed that Bhutto has transformational leadership style and having democratic style, team leader and model role. Based on achieved outcomes, following suggestion as recommendation were advised. Bhutto, in this manner, ultimately gives another worldview which prompts balance, strategy, exchange and compromise between progressive political schools of thought in this regard, political school must be established and strengthen. Hence, a truly supportive tools between the females development and women's liberation should be stimulated and so as to particular verbalizations of the social, political and economic motives should be promoted.

Keywords: Benazir Bhutto, Feministic, Political Leader, Reformatory 225

Introduction Politics, in its comprehensive texture, is the activity via which people make, preserve and amend the general regulations underneath which they live. Although politics is also an abstract status quo and mode of action so as to achieved the desirable outcomes and everlasting benefits for the general public through the formal procedure. Political defilement may cease the desirable result indistinguishably associated with the phenomena of cooperation’s and benefits. On the only hand, the standard political styles may fulfil the needs of masses and reflecting the desirable impact on humanity. However, politics in this regard, has a better options for masses or general public that search for struggle about better standard of living and resolved the longer conflicts and issue at dynamic mode(GoP, 2007). Politics mostly need to respective of the truth that address most vital problems of the public. The masses political institutions phrases and isolated into diverse sections. Whereas most of the people reminiscence their economics, geography, history and environment, in fact as educational topics, few people come to politics without preconceptions. Many, for instance, instinctively anticipate that students and instructors of politics must in some manner be biased, finding it tough to consider that the scenario can be approached in an impartial and dispassionate manner. Politics is generally notion of as a ‘grimy’ word: it evokes pictures of problem, disruption and even violence at the high-gradeinfluence, and deception, manipulation and opposite (WP, 2008).

Benazir political dynamics Starring role of leadership in the political affairs or legislative matters is basic that unfurls multi-layered significance; in welfare, advancement, thriving and self-esteem of any republic jurisdiction. One can appraisal that most recent link of decades aphorism, the development of some renowned female innovators as a politician in the worldwide political field. These female politicians or leaderships like Bandaranaike in Sri Lanka, Margaret Thatcher in Indra Gandhi in India British, Golda Meir in Israel though, and Benazir Bhutto in Pakistan; accepted powers in horizontal, competent and deliberate popularity based way. In any case, Benazir Bhutto not just gone up against with political difficulties, tyrannical administration and hardships in her battle for rebuilding and fortifying majority rules system in Pakistan yet additionally 226 confronted male high and mighty governmental issues, customary religious Ulamas, deep-rooted military and bureaucratic elites which were threatening to Benazir Bhutto father dogmatic legacy. Benazir Bhutto was a political leader who helped in by way of the PM from 1988 to 1996 repeatedly. Benazir Bhutto was main lady and head of party and popularity based in a Muslim larger part country. Ideologically generous as well as a secularist, Bhutto led the (PPP) and anticipation of her demised and assassinated in the age of 54 in in 27 December 2007. Bhutto was an undisputable political figure. Bhutto was regularly scrutinized as actuality electorally unpractised, degenerate, confronted abundant restriction since Pakistan's campaign and modernizing motivation. Bhutto by the by remained locally prominent and furthermore pulled in help from Western countries, for whom she was a hero of popular government and ladies' rights (Sattar, 2017). Benazir Bhutto possesses an exceptional place in the political history of Pakistan. Twice chose executive of the nation and the primary woman head of government in Muslim state. Powerlessness to satisfy this desire gouged her picture fairly. Permitted to finish neither of her two terms and nagged starting with one court then onto the next for quite a while, Benazir Bhutto was constrained to spend 10 years in self-banish. However, the foundation feared constantly her as a potential distinct advantage; a risk that must be deflected with physical liquidation. A few elements added to her colossal prevalence toward the beginning of her political vocation (Sattar, 2017).

Feminism and Benazir Bhutto In the event that anybody embodied the women's feminist confab in Pakistan, it was Benazir Bhutto. By and by she tested custom, male centric standards and challenged social limits. Politically her character stayed bound to the furthest reaches of male-characterized legislative issues, conjugal standards and religious confidence. She kept her original surname yet additionally kept the dupatta. These inconsistencies made her all the while the vault of expectation and focus of feedback on the woman’s question.

Research problem The Benazir Bhutto is considered as the effective transformation political leader. The personality as a political leader had been a major subject of discussion a number in all era by the acolytes, intellectuals, academicians 227 as well as politicians. Benazir Bhutto has leader had possessed colossal political quality and space in international politics, particular in Pakistan. In the past no longer lots systematic and scientific studies has been performed in Pakistan at the struggle of Benazir Bhutto for the healing of democracy and for the dire rights of the human beings of Pakistan. It is a difficulty of remarkable trouble for political leader, historians and social scientists to document her struggle; how, as a woman, she struggled to get to her position. She became the first female to ever maintain this form of immoderate characteristic in Pakistan’s government. Benazir Bhutto serves as a long- lasting role version in the history of the world. Therefore, research was determine the political role as the reformatory politician and political personality of Benazir Bhutto as leader.

Objectives of the Study 1. To demonstrate the demographic and socio-economic information’s of the respondents. 2. To analysethe role of Benazir Bhutto leadership style and political vision within Pakistani politics.

Research methodology A descriptive research design within term of qualitative investigations was used in this study as so to achieve the objectives (Dey, 1993). Qualitative research gave more prominent understanding into powers (both positive and negative) regarded by the Benazir Bhutto as political leader, in this regard, qualitative research was appropriate for examining the issue explanation of this investigation and the difficulties of political administration against her (O'Donoghue and Punch, 2003; Wolcott, 2001). Qualitative inquire suitable to determine for visionary administration ability of Benazir Bhutto (Wolcott, 2001; Morrow et al., 2000). One hundred (100) respondents were perceived to provide their perception about Benazir Bhutto political efforts. One hundred 100 participants among than civil society members, historians, leaders and party workers and personnel’s were taken as simple size by using the simple random sampling. However, exploratory idea of the examination and it created far reaching information and most valuable data about Benazir Bhutto. Keeping in the view objectives of the investigation an inquiry form was settled. The inquiry form was bifurcated into stage that are socio-economic data and broad actualities. Field level data 228 was gathered, face to face commination was considered as most appropriate and applicable process to collect the data. In this connection, the graphics depiction and information were utilized. Accordingly, the information and statistic put into MS Excel, 2013 and SPSS for further analysis. Before, data analysis the information put entry in to the installed in tally sheet. Thus, the information was into process in data coding and data summarizing. Analysis of variance was also used so that found the variations among variables.

Results and discussions Present chapter was emphasised the Benazir Bhutto as reformatory political leader and scope of feministic politics in Pakistan in context of political personality of Benazir Bhutto. In this feature, the raw evidence were composed to facilitate to perceive the respondents perceptions almost Benazir Bhutto as reformatory political leader theme.

Socio-economic status Socio-economic information as provided by the respondent within term of independent variables. In this connection the information was presented in figure-1. Figure-1: sample distribution about age aspect.

The questionnaire was administrative so as to record the respondent’s opinion as shown in figure-2. Perceived perception revealed that more than 229 half (54%) of respondents were agreed that they fall in age category of 46- 55 years of age. While23 and 13% of respondents were agreed that they fall in age category of 26-35 years and 18 and 25 year of age respectively. Figure-2: sample distribution about gender status.

The information about data regarding gender status as shown that vast majority (895) of the respondents by gender were male. However, remaining (11%) were female (figure-2). Figure-3: sample distribution about educational level.

Education level was considered as the imperative variable as presented in figure-3 Majority 47% of respondents had graduate level education and degree. Whereas, 18% of respondents having the intermediate educational level certificate. Only 12% of the respondents were perceived that they had primary level of schooling.

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Figure-4: sample distribution about marital status. When the respondents were asked about marital status. Most of the respondents were believed that they have married (62%). While 31% of the respondents were believed that they did not arranged or engaged in married status. General information The general information were included the dependent variables. Most of the variable were consisted the leadership quality, leadership vision, leadership theme and so forth. However, in this regard, the data were gathered about diverse variables. Figure-5: sample distribution about political vision of Bhutto leadership.

When the respondents were asked about political vision of Bhutto leadership. In this aspects of data were presented in fgure-5. One third (33%) of respondents were believed that Bhutto leadership as consisted with cognitive ability. Whereas, 21% of respondents were believed that Bhutto leadership as contained with supportive and broad minded. While achievement drive, honesty and integrity, motivational and inspirational and competency and intelligent were 14-12-11-9% respectively.

Figure-6: sample distribution about role of Bhutto as the leader. 231

Most 40% of the respondents were believed that Bhutto has the task role as political leader. However, 30% of the respondents were believed that Bhutto has the dysfunctional role as political leader. On the other hand, similar, 30% of the respondents were believed that Bhutto has the maintenance role respectively (figure-6).

Figure-7: sample distribution about Bhutto as the leadership.

Imperative aspect of the present research was the perceived perception about Bhutto as the leadership as revealed in figure-7. Most 40% of the respondents were believed that Bhutto had supportive leadership quality. However 38-14% of the respondents were believed that Bhutto had achievement-oriented and participatory quality of leadership respectively. Figure-8: sample distribution about Bhutto leadership style.

The outcome of figure-8 show that majority of 62% of the respondents were believed that Bhutto administration had possessed the transformational leadership style, while remaining (38%) of the respondents were believed that Bhutto administration had possessed the transactional leadership style and quality.

Figure-9: sample distribution Bhutto leadership technicality and ability. 232

Similar trends in this regard were detected by the respondents (figure-9). Sound technical skills about politics was got highest score (31%). However, sound politics skills was got second highest score (25%). However, sound decision-making skills politics skills was got third highest score (23%). Hence, when the compiled the all variables in aggregate form the leadership skill highest in raking (54%).

Conclusions and recommendations Benazir Bhutto used to tell the author that presentation in governmental issues is perilous and low profile is a decent profile to win a long war. Resultantly, it might empower them to chalk out methodologies for countering your plans. Once the author talked in an open gathering and said that one million individuals would get Benazir Bhutto on her landing in the Lahore air terminal. Since if the informal one doesn't appear, the picture of the administration in general society eye may be lessened. Following recommendation were suggested:Bhutto, in this manner, ultimately gives another worldview which prompts balance, strategy, exchange and compromise between progressive political schools of thought in this regard, political school must be established and strengthen. Transformational leader mark ideas, shape esteems and engaged change and empower the masses at grass root level. In this regard, political empowerment of female should be setup at local level so as to improve and change the trends.A steady and maintained pressure between the females' development and feminism rights should be removed, and also political ferocity towards women should be denied. To encourage the female politics motivation and mainstream ethos of female should be promoted. A truly supportive tools between the females development and women's liberation should be stimulated and so as to particular verbalizations of the social, political and economic motives should be promoted. 233

References Dey, I. (1993). Qualitative Data Analysis Routledge Taylor and Francis, New York. GoP, (2007). Pakistan ends Zina. Business Line. 23 February 2007.

Morrow, S. L., and Smith, M. L. (2000). Qualitative research for counselling psychology. In S. D. Brown and R. W. Lent (Eds.), Handbook of coun-seling psychology (3rd ed., pp. 199 –230). New York: Wiley.

O'Donoghue,T. Punch, K. (2003). Qualitative Educational Research in Action.

Sattar, B. (2017). Benazir and feminism: The News.

Wolcott H. (1990). Writing up qualitative research:. Newbury Park. Ca: Sage.1990.

WP, (2008). Women in Pakistan: Disadvantaged and denied their civil rights". Amnesty International. 6 December 1995. Archived from the original on 12 October 2008. Retrieved 4 August 2008.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

THE BEGINNING OF POLITICAL MOVEMENTS IN BALOCHISTAN

Sajida Abbas M.Phil Scholar

Dr. Surryia Bano Research Supervisor Assistant Professor Pakistan Studies

Prof. Dr. Abdul Hameed Shahwani Ex-Dean, Faculty of Languages, University of Balochistan, Quetta

Abstract: This research Article deals with the national movement in Balochistan and its background and its impacts. The basic purpose or the objects of this study is to high light different events occurred in Balochistan, Political vicissitudes, History of Balochistan from beginning till British occupation and then the movements started after occupations. Moreover, the impacts of other freedom movements which compelled Britians to leave subcontinent. All These points have been incorporated chronologically in this research thesis. Many freedom movements were there in Balochistan during British occupation. An effort has been made in this thesis not only to make educated brains aware of such movements but to give awareness to common people and foreigners as well. This article is written about Balochistan, the national movements, history of Balochistan and the impacts of national movements on it. The basic purpose of this research is to high light the important events, political vicissitudes, the history of Balochistan from the beginning to the British occupation on this region. It also deals with the movements which started in this region. These national movements compelled Britishers to leave subcontinent. The objects of this study are to make aware the bright brains, the common masses and foreigners of the facts regarding history of Balochistan and various national and political movements. 235

In Balochistan the mode of government was mostly based on ancient tribal system, Sardars and Khans of Kalat who had feudalistic thoughts. There was no strong government. All this had paved the way for international, Political movements. These movements penetrated into the social system of Balochistan. Whether it was Iranian Baloch, Afghanistanian Baloch or the natives of Balochistan, which was their own homeland and where they themselves were the rulers, all suffered equally because of the tribal calumnies, court intrigues and such other problems. In order to strengthened the feudalism the Sardars (Chiefs) depended upon the above mentioned issues. The intellectuals of Balochistan realized these issues sensitively they noticed that Balochistan was suffering because of political, Social and economic inequalities. More over the violation of human rights had distorted its picture. so they decided to support such political and social movements which were active outside Balochistan or with in Balochistan, start movements having sustainable political effect. In the light of such thoughts some political movements were started. Their detail isas under. In Russia, a movement was going on against zesar rule. Its back ground was political, social and economic inequality. There was inequality between the industrialists and working class. It created a wide gap between two parties. All these factors resulted in the form of a movement. The slogans of socialism were very attractive and heart catching. They created a tumult among the masses of Eastern Europe and Asian countries. These political movements affected their thoughts a lot. Balochistan was not legging behind. Here too, the masses gradually became the part of such political movements which were against feudalism. An unsuccessful revolution of Russia occurred in 1905 effected the, eastern nations very badly. In 1907 the peasants mutinies of eastern Punjab effected the northern areas of Balochistan. People of these areas were angry and aggressive because of the support of Khan – e – Kalat and other chiefs to Britishers. They suppressed their aggression but because of such political movements they expressed their views openly.

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THE BALOCH MUTINIES

These political movements became powerful even in Iranian Balochistan. There, the Balochs very quickly strengthened their political vision. In 1907 the Iranian Balochs under the leadership of Mir Behram Khan Baranzai rebelled against Iranian government. They defeated the Iranian garrisons at Bampur and Kharij, dispersed Iranian army and ruled for some years. After some time Iranian army deeatedBehram Khan and possessed again the occupied Bampur. Bahram Khan along with his faithfuls absconded in mountainous area. The two big mutinies under the leader ship of Hussain Khan Naroey and Behram Khan Barozai were against the extored government of Qachar. These leaders were feudalists and the purpose of mutiny was to be the part of government. The Baloch peasants and nomades favoured them because in their point of view, these feudalists were far better than Qachars cruel people. May a time it happened that these oppressors took away the women of poor peasants because they could not pay revenue. Once they (Qachars) took away three hundred girls and sold them to Turkmans. 1 (Shah Mohammad Mrri. 2000. P.245) In the beginning of 1st World War, 1914 another movement started from Jhalawan and a war was declared against Britishers. Noor ud Din Mengal, born in 1889 and got his early education from his area. He completed his education from Ali Garh. During this movement which was against imperialistic government, many a times he went to Iran through dangerous routes to get arms. He, and his companions camped in salman Tank in order to attack at Britishers posts. After defeating them Noor ud Din went to Sindh to attack at more posts of English army. The Britishers second time attacked at Jhalawan and in it Guhram Khan along with his forty companions was killed (became martyrs). In this war two British colonels, one Lieutenant and 70 soldiers were killed. 2 (Ibid. P.246) But Noor ud Din did not withdraw from the war. He went to Kharan in order to get more arms. Mir Habib Ullah Khan, the ruler of Kharan made him arrest and handed over to Britishers. This traitor (Mir Habib Ullah Khan) was given the title of ‘Nawab’ by Britishers. Noor ud Din, after his arrest was imprisoned in Karachi. Afterwards he was allowed to go back to Balochistan. Due to the Ist world war (1914 - 1918) the crisis, particularly the crisis of capitalism became more acute. This made the people of Hindustan 237 politically aware and freedom movement, strong. In 1917 Lenin brought socialist revolution in Russia. Aman Ullah Khan was imprisoned in Afghanistan. He, there prepared Afghans to fight against Britishers for freedom. Turkey too, declared Jehad (war)against Britishers. In this way these political movements spread all around and people from the borders of Sindh to every nook and corner of Balochistan accepted their effects. Balochs also were engaged in mutiny on smaller scale. In 1818 in Sibi Darbar, Lord Ramzeyasked for youth from Sardars to recruit in army. The sardars agreed but in Kahan Sardar Khair Bakhsh Mari who was the chief of that area refused to do so.

BALOCHS AND BALSHAWIK REVOLUTION In order to strengthen the Balshawik revolution in 1917, the communist leaders had to face severe problems and difficulties. In these circumstances a Baloch leader, Sardar Karim Khan Baloch helped a lot the red army. The purpose of this help was to strengthen the communist rule and social reforms in central Asia. 3 (Ibid. P.266) INTERNATIONAL COMMUNIST MOVEMENT AND BALOCHISTAN In 1920 a conference of eastern nations was held at a Russian state, Azarbijan. In it altogether 1891 participants from Turkey, Pershia, Egypt, India, Afghanistan, Balochistan, Kashghar, China, Japan, Korea, Arab, Syria, Palestine and Soviet central Asia participated. Soviet Leader Lenin supported and had sympathies with the Baloch freedom movements. He ordered his ambassador, deputed at Kabul that the freedom movements of Hindustan and Balochistan against British imperialism must be helped. These instructions of Lenin were passed to ambassador through a letter who was deputed in 1919 at Kabul. There was a difference between the freedom movements of Hindustan and of Balochistan. There were industries in Hindustan in which the labour was on wages. In these industries, there were legal organizations of labourers. They were politically very mature. As the people (Muslims) of Hindustan had been struggling since long to achieve freedom from Britishers, the soviet support enhanced their struggle. But in hindu society there was class difference inequality and such other social unjust. 238

More over the relationship between industrialist and worker was not cordial. Therefore the moral and practical support of soviet Union not only encouraged the freedom movements of Hindustan but the labour revolution which was to bring prosperity to working class enhanced their struggle too. The problems of Balochistan were entirely different. There were neither industries nor any workers welfare organization here. Without industries the concept of working class was nil. Moreover in Balochistan the feudalism was very strong but no organization of peasants existed. The political circumstances were under the control of very strong tribal and feudal system. Majority of peasants were non Baloch who were commonly called ‘Jaat or Jadgaal’. In a feud which occurred between Khan Abdullah Khan and Kalhor tribe, Khan Abdullah Khan was Killed.After wards reconciliation was done by Ahmad Shah Abdali between two parties. In this reconciliation the leaders of Kalhores were pardoned and their lives were guaranteed, but the agricultural lands in Kachi and Naseerabad were taken from them and after wards were distributed among those tribes who supported Khan Abdullah Khan in the feud. Therefore the feudalists, Sardars and peasants remained suppressed particularly while their own lands were snatched from them and given to Sardars. For centuries, the peasants had been leading a miserable life. In such conditions the existence of any organization was out of question even they could not be the part of any movement. This inequality was the very reason that Balshwakrevolution could not be successful. So the political movement was only in the hands of those educated Balochs who had studied in various educational institutes of Hindustan. Following were the objectives of Baku Conference.  To acknowledge the right of self-determination to all nations and to make an appeal for an international revolution. On the basis of points approved in conference an appeal to eastern nations, to start declare war for liberation of east to stop exploitation there. More over to set a system based on equality, without any decimation of language, color race and any religious sect.  In Baku conference a duty was assigned to a group to translate communist literature in to Persian, Urdu, Morocco, Arminian, Georgian, Pashto and Balochi Languages. 239

 In Baku conference the leader and representative from Balochistan was Mir Misree Khan Kehtran. Many decisions were done by different countries and Balochistan was presented as a country.  The communist thoughts had spread in Balochistan. The effects of Russian Balshawak revolution spread in eastern Europe and central Asian countries too the literature related to balshawak spread in families associated with politics in Asian countries. It is very unfortunate that before and after partition in Pakistan no pro socialist leader of worker could be produced. There was no one in Pakistan who could run socialist party successfully Pakistan did not exhibit any remarkable role since its existence to the breakage of Russia. Some members of communist party afterwards joined Muslim league, people’s party or some other nationalist parties and introduced themselves as bourgeois or petit bourgeois communists. The foundation of communist movement was laid in Hindustan after Baku conference. In Hindu society the non-cooperation between capitalists and workers, in equality sectorial, discrimination and other social injustices strengthened the communist movement in Hindustan. In 1920 it came on screen as a political organization and till date the communists are ruling over western Bengal. On the other hand though the process of political awareness was slow but was alive. Being the neighbour of Hindustan the effects of Hindustan’s political movements were quite vivid on Balochistan and on its suppressed people. This was the very reason that the educated Balochs were quite aware of the politics. The effects of Balshawak revolution and Hindustans political movements kept Balochs politically very active. In such circumstances a Baloch intellect and freedom loving leader, Mir Abdul Aziz Kurd became in. He founded a political organization bearing the name ‘Anjum-e-Ethehad Balochistan’. Its main objective was to protect the jobs of local people. Its initial name was ‘Young Baloch’. When this organization was formed in Balochistan, in Hindustan national congress had been formulated. This underground organization of Mir Abdul Aziz Kurd was working actively. In 1929 Mir Yousaf Aziz Magsi openly declared that he would defend Balochs interests, work for freedom and would be active in establishing an independent state for Balochs. Yousaf Aziz Magsi made an article publish in a magazine of Lahore under the title Faryad-e-Balochistan. After the publication of this article, the political movements in Balochistan got 240 strength. Hisendeavours were not liked by the government, so he was arrested and sent to Jail in 1930. Mastung has got a special importance in History. Mastung is situated at the border of British Balochistan and state of Balochistan in Kalat. During British rule almost all pacts between Balochistan and Britishers were signed here (Mastung).Before and after partition this city played a very remarkable role. It was a central place. Whenever the Pakistani leaders came here they stayed in Mastung. Many pacts were signed here in past. The case of Yousaf Aziz Magsi was presented before the chiefs of Kalat in 1930. In Jirga, he was accused. The charges against him were set that he spread congress thoughts among people. One year imprisonment, thirteen thousand fine was his punishment. He was confined under his maternal uncle’s watch in Zehri ghost. Moreover ten thousand rupees had to deposit as security, assuring that his character was unblemished. When Yousaf Aziz Magsi was in Jail in Mastung, the representatives of ‘Anjuman-e-Ethad Balochistan’ used to visit him and discussed the aims and objectives of the movement. After one year he was released and was welcomed warmly by the workers of Anjuman. In Balochistan as well as in Kalat state the formation of a political party was openly declared. 4 (Yousafzai. N.D. P. 28) Mir Yousaf Aziz Magsi was appointed as president while Abdul Aziz Kurd was the general secretory. In those days Khan of Kalat Mehmood Khan was ill. His younger brother, Mir Azam Khan was the worst enemy of Prime Minister Sir Shams Shah. He was trying hard to be the chief (Khan) Mir Azam Khan contacted the party through Mir FaizM.Shahwani and asked for support. He promised that after gaining power he would cooperate with the party. The party declared Khan Azam Khan the chief. The Britishers and Sir Shams Shah were desirous to transfer power to Mir Anwar Khan who was the eldest son of Mehmood Khan. After Mehmood’s death a tension created between Prime Minister and the party and the party made a pamphlet published bearing the title, ‘Shams Gardi’ and announced agitation against the cruelty of Shams Shah. The party was blamed that it wanted to make greater Balochistan, had its links with Afghanistan and was involved in intrigues. Moreover it wanted to topple Shams Shah’s government and was active to get rights. This declaration of party became famous as Magsi’s agitation. 5 (Ibid. P.29) 241

The state government and Britishers sent Nawab Yousaf Aziz Magsi very trickly to London. Their objective was that in his absence his party would break or disperse but Yousaf Aziz came back after almost eight or nine months. It was early 1935 and Mir Ahmad Yar Khan had been appointed as chief of Kalat after the death of his father Khan Azam Jan. Mir Ahmad Yar Khan had good relations with Mir Aziz Kurd and Yousaf Aziz Magsi. It is very unfortunate that Yousaf Aziz could not live longer and died on 31st May 1935 in earthquake occurred in Quetta. He started his political career at an early age and served remarkably Balochs and Balochistan. After his death his party could not survive longer. In October 1932, in Mastung an educational club was formed and its active members were Abdul Rahim Khawjakhail, Mir M. Azam Shahwani and Mir Bakhtiyar Khan M. Shehi. On 5th Feb. 1937, a youth convention was held in Sibi. In this convention an announcement was made for the establishment of a political party named ‘National Party’. It was founded in Kalat. Mir Abdul Aziz Kurd was president while MalakFaiz M. Yousafzai general Secretary and Mir Gul Khan Naseer was selected as vice president. Moreover a working committee comprising twelve members was formed. The Main Points of party’s agenda were  To establish a responsible government.  To bring reforms in Jirga System  To Take back the borrowed and no borrowed areas and make them the part of Kalat.  To develop the country educationally, economically and socially.

CONCLUSION: Balochistan had been an independent status on world’s map from 1466 – 1948. During this period it faced many ups and downs. Many governments of Khawaneen –e – Kalat had been there which were tribal in nature. There were many court intrigues and domestic strifes which kept the Governments disturbed. The great General, Commander and King of Balochistan, Mir Naseer Khan Noori established army institutions in Balochistan. He organized the tribes socially and politically. He laid the foundation of a regular army comprising different nation of Balochistan. Mir Naseer Khan Noori himself 242 was the Commander of this army which always used to be under the Khan some tribes had unpleasant relations among them, Mir Naseer Khan played a vital role in reconciliation and because of his sincere efforts all tribes became united. Social and Political reforms were done. After wards many governments engaged in domestic strifes and conflicts and they did not pay attention to organize the legal army on modern grounds. Later governements had nothing but repentance. There were 13000 – 15000 persons in the army of Balochistan. Having such a strong and large army it was under stood that nobody would dare to show even bad intentions towards Balochistan. But the situation was otherwise. When Britishers attacked at Kalat in 1839, Mir Mehrab Khan was the ruler of Kalat. He accepted martyrdom along with only eight companions. Now the question arises that where was that huge army which was formed by Naseer Khan. The answer is that there were such people in the could of Mehrab Khan who were always busy in court intrigues and always tried to creat chasm between Khan and his subjects. Khan Khudai Dad Khan ruled for twenty years. During his long reign there were domestic strifes at the time. To end thesestrifeSandeman, a very wicked man and many some others like him interfered. The government of Khan Khudai Dad was established in 19th century. For Europe, it was a time of social, political and scientific development. But in Balochistan there was no established institution. There was neither any College or University nor any remarkable hospital. Even there was no regular army here that could protect the political and geographical boundaries of Balochistan. There were no such educational institutes where modern and technological education could be provided. Afterwards during the reign of Mir Ahmad Yar (1933 - 1958) some reforms were done. These were social and political reforms. He laid the foundation of House of Lords and House of Commons to run the Government. Laws were made in these institutions to run the Government affairs. It must be noted that during the Government of Mir Ahmad Yar Khan in 20th century. There was no remarkable development during his reign. There was neither any army and foreign minister nor any army pact occurred with any Country. Freedom movements had started in Hindustan. There people had turned against Victorian reign. Mir Ahmad Yar Khan was having his own considerations. Therefore he failed badly in retaining his independent status. 243

He hired the services of M. Ali Jinnah and appointed him his legal advisor to save his state. Muhammad Ali Jinnah himself was the part of that movement which was struggling for an independent state, rather he was leading this freedom movement. Two leaders of Hindustan’s freedom movement analyzed the political situation of Balochistan and kept themselves aloof from freedom movements of Balochistan.

REFERENCES:

1) Shah M. Mari, Baloch QoamEhad-e-Qadeem se Asar-e-Hazirtk, Page # 245 2) Shah M. Mari, Baloch QoamEhad-e-Qadeem se Asar-e-Hazirtk, Page # 246 3) Shah M. Mari, Baloch QoamEhad-e-Qadeem se Asar-e-Hazirtk, Page # 266 4) MalakFaiz M. Yousafzai, Yadaashten, Page # 28 5) Yousafzai, Malik Faiz Mohammad., Yadaashten, Page # 29

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

A POST-COLONIAL PERSPECTIVE OF KHUSHWANT SINGH TRAIN TO PAKISTAN

Aamir Shehzad PhD scholar at National University of Modern Languages Islamabad Pakistan. E-mail: [email protected]

Dr. Shaheena Ayub Bhatti Director WRRC Fatima Jinnah Women University Rawalpindi Pakistan

Abstract Colonialism exerted a great influence on the lives and literature of the ex-colonies; and that postcolonial literature of these former colonies and their descended addresses the issues pertaining to colonialism. “Train to Pakistan” is a historical novel by Khushwant Singh; it was published in 1956, with the backdrop of Indian partition holocaust of 1947 that displaced around twenty million people and killed over a million. Instead of chronicling the partition of British India in terms of only the political events surrounding it, Khushwant Singh digs into a deep locale providing a human dimension which brings to the event a sense of reality, horror and believability. The present study offers a discourse analysis of Khushwant Singh’s novel “Train to Pakistan” to ascertain the colonialism and its impact on postcolonial writings, particularly writings of postcolonial India. The novel is analyzed in the backdrop of colonialism and highlighting some of the major issues and debates of postcolonial discourse with particular focus on issues of representation and resistance, and appropriation of language.

Keywords: colonialism, postcolonial discourse, representation, resistance, appropriation.

Introduction Colonialism is a practice by which strong nations exert their power and dominance over the weaker ones. Colonialism has ever been like a 245 nightmare for the colonized and a privilege for the colonizers. Its impact on the lives of the people of former colonies and their descendents has been universally acknowledged. There have been so many views regarding the effects of colonialism. These views depend on the political and ideological situatedness of those who propagate them. Some of views claim that in spite of the ugly face of colonialism, it did a lot of good to the colonies. It brought to the colonized a kind of new inspiration of life, mainly western and advanced. It did strengthen a strong sense of national unity and national culture. It also brought industrial revolution and modern economy to the colonies; and above all it highly developed cultural and social life where it occurred. In these claims, mentioned above, is the colonizer’s high moral grounds and good attributes are implicit. On the other hand, there is the view that colonialism is pure physical and psychological oppression, exploitation, immoral, evil, and nothing more than a form of slavery. As a result, it could not bring any good to the colonized, as no possible good could come out of such a disguised evil, and that it should be combated with sheer force and continuous repulsion. This fundamental view not only denies any positive effect of colonialism, but also accuses those so-called apologists for colonialism. The impact of colonialism is so intrinsic that almost all the ex- colonies are still in the firm clutches of colonialism in the form of neo- colonialism; that they can not shake off the imprint of colonialism. The imperial image of colonizer has become a myth that it can not be shaken. Commenting on the idea of imperial colonizer, George Lamming (2004) says; [t]his colonialism has become a kind of systematic knowledge and over the time it has become a solidified myth. Laws can be changed over night, but this myth of imperial colonizer is impossible to displace. (p. 15) Post colonialism is usually referred to time period after the World War 2nd marking the end of colonialism. With the wake of postcolonial discourse, the pioneers of Post-colonialism like Edward Said, Frantz Fanon, Homi Bhabha, and Gayatri Spivak among others concerned themselves with the social, cultural, moral and psychological effect of colonization on the former colonies around the world. They regarded the way in which the occident paved its means of access to the orient and the rest of the world as based on unconfounded truths. They asserted in their discourses that no culture or nation is better or worse than other culture and consequently they nullified the logic of the colonialists. In their readings of colonial and post- 246 colonial literature and other forms of art, post-colonial critics relied heavily on other available literary theories. They manipulated various social, cultural and political theories like Marxism, New Historicism, Psychoanalysis, Post- structuralism and Deconstruction to serve their purposes. Edward Said, in his book Orientalism (1978), challenges the western construction of the Orient, and the difference between occident and orient, between east and west, between civilized and uncivilized; and he offers his influential ideas about the Orientalism. According to him, Orientalism is the western style for, “Restructuring the image of orient, dominating it, and having Authority over it” (Said 1978, p. 3). While discussing the issue of representation and resistance, Said argues that the representation of the orient by the occident is artificial and prejudiced one and therefore needs to be restructured and reformed. As this study research is about colonial impact on the literature and it requires interpretation. We have based the research in hermeneutical and postmodern epistemology. Hermeneutics is concerned with the interpretation of text, speech or a piece of art in order to make meaning, “Hermeneutics is the theory that is concerned with the philosophy of the interpretation of meaning of an object (a text, a work of art, human action, the utterances of another speaker and so on” (Schwandt 2000, p. 62). We will conduct a Discourse Analysis of the text under study with the backdrop of postcolonial literary theory in order to gain a better understanding of the hidden structures of language that are involved in the debate of representation and resistance. Through discourse analysis, various aspects of language, such as how much space is given to a character, what sort of words the author employs, what is the social, cultural and historical situatedness of the characters etc, will be looked into. It will also be helpful for investigating the author’s ideological dispositions evident in text. Owing to the constraint of time and space, we just focused on the two issues pertaining to post-colonial debate namely the issue of representation and resistance, and appropriation of language. Statement of the study The present study is undertaken to investigate the issue of representation and resistance in Khushwant Singh’s novel “Train to Pakistan”. In developing the parameters of this inquiry, the following objectives are established. To understand the impact of colonialism in the novel. 247

To analyze the form of resistance offered by the writer against colonial rule. To examine how writer shows the interaction between the colonizers’ culture and the indigenous culture in terms of the appropriation of language. Theoretical perspective Post-colonialism or postcolonial theory is an intellectual discourse that came to existence after Second World War. This academic discussion got developed as the former colonies became independent around the middle of twentieth century. Even though the colonial era ends after the Second World War as the colonies all around the world got independence, but still the influence of colonialism is very much rampant in the former colonies. Intellectuals and scholars from these colonies contest against the evils of colonization and try to set free the minds of people from the firm clutches of colonialism. Post-colonial discourse involves academic discussion that investigates the diverse issues related to the colonialism, colonial rule and its impact on the colonized people and their descendants. It also deals with conflicts of national identity and cultural belonging, the issues of representations and resistance against monolithic (Eurocentric) ideas of the superiority of colonizers and inferiority of colonized. When colonialism began and colonial power was exercised in the colonies by the foreign states; it brought a great influence on the subjugated colonies and annihilated main parts of indigenous tradition and culture. This often led to conflicts when these countries got independence and suddenly faced the challenge of developing a new nationwide identity and self-confidence. The challenges for all these countries to find out an individual way of proceeding on their own, were of two sorts; first they could not shake off of the Western dominated imperial culture and manage to create a completely new and solidified culture for themselves. Second, the former colonial power had to change their self-assessment. Representation and resistance are the important areas on which the enormous edifice of postcolonial discourse exists. Resistance against colonialism is one of the most important and intrinsic issue in postcolonial discourse, as it is commonly said that every oppression has a resistance. Writers from the ex-colonies around the world discuss this issue through their texts; it has become central to postcolonial debates. Representation of occident and occident within the textual archive were situated as normative, and these representations were re-projected to the colonized – through formal education or general colonialist cultural relations – as authoritative 248 pictures of themselves. Representation from the outside other is not authentic because of the ulterior motifs on the part of representer, “such representations of occident of orient were based on the ulterior motives of the Europe’s domination of Asia, they represented orient as uncivilized and put before them the task of civilizing them, by ruling them” (Ashcroft et al 1998, p. 35). Edward Said, in his most important and influential post-colonial text Orientalism (1978) examines the process by which this discursive formation emerged and continues to develop over the time; and he challenges the western constructed concept of orientalism and difference between powerful occident and weaker orient, civilized occident and uncivilized orient; and offers his influential ideas about western prejudiced representation of the others (orient). Another important issue pertaining to postcolonial discourse is the issue of language. As Ashcroft et al (2003) puts it, “Language is a basic tool of struggle used for postcolonial discourse because the colonial process it self begins in language” (p.85) Language is the intellectual means by which postcolonial communication and reflection takes place. This is essentially important as the most colonial powers tried to integrate the major aspect of their civilized culture, in the foreign colonial societies. Language is not a simple phenomenon; rather it is a complex phenomenon. It mediates power structure; the language of powerful people dominates in the country. For example, when William the Conqueror defeated the English king Herald in the battle of Hasting in 1066, the French language gained the place of English. It gained the status of a dominant language in the country. Earlier, English was the language spoken in the country but by the invasion of French, English lost its status and thrown to the secondary position. Similarly, in the sub-continent, due the British imperialism, English language dominated for considerably long time, even now it is regarded as superior language than the native languages. People speaking English language enjoyed superior position in the society because of its association to the colonizers therefore, “the English language was part of the pose and power” (Kachru 1986, p. 5) There are numerous responses to the concept of the dominance of imperial language of colonizers, but among these two most influential reactions present themselves immediately in the process of decolonization – namely abrogation and appropriation. Abrogation is simply defined as the 249 rejection to use imperial culture including its language; it involves the complete denial of imperial English language and use of indigenous language. The African writer Ngugi Wa Thiong’o (1994), took the stance of abrogation of English language. He was of the view that language is the embodiment of culture and civilization, and it transforms the culture from one generation to another. By using language of colonizer to represent the indigenous culture we are just moving ourselves away from our roots, therefore he preferred to write in African language than in English language. As he says, “Thus language and literature (of colonizers) were taking us further and further from ourselves to other selves, from our world to other worlds” (Thiong’o 1994, p. 288). Appropriation is another rebellious strategy of appropriating English into local needs. In the process of appropriation of language different techniques are used such as the use of untranslated words, fusion of English and native languages, code-switching etc. Chinua Achebe, another African writer, who chooses for English language to reach out and express to the world about the sufferings of Africans under colonial rule in Africa. He shows flexibility in his attitude towards using colonizer’s language and takes the stance of appropriating English language. As Chinua Achebe (1964) wrote, I believe that the English language, above all languages, will be the most suitable choice to carry the weight of my African experience. But it will have to be new English, still in full relationship with its ancestral home but changed to suit the new African surroundings and experiences. (p. 62) The use abrogation and appropriation of language by the postcolonial writers gives these texts cultural and indigenous touches. When this postcolonial literature came to the forefront, the presumption that literature produced in the former colonies was incapable of its universal application and inferior to the colonizer’s text, was seriously questioned and even destabilized the position taken by the colonizer in the field of literature and the worth of these texts was realized all around the world.

Colonialism in India British colonialism began in India when Britain founded “British East India Company” in 1756 by the British colonialists to control most of the important parts of India like Calcutta, Madras and Bombay. In 1857, the first big rebellion against British rule took place in the north of India, known 250 as “First War of Indian Independence”. It was the first time Indians rebelled against the presence of Britain and its imperial rule in India, in massive numbers. In 1885, the “National Indian Congress” was founded, which demanded for the Indians legitimate representation and appropriate share in the government. Besides, a Muslim anti-colonial organization called “Muslim League” was established in 1906. While most of the Indian population remained loyal to the British colonial power. The resistance against British colonial rule mainly instigated and organized by Gandhi, Quid e Azam, and Nehru, finally led to independence in 1947; and huge British colony was split into two nations, Pakistan and India. This partition led to the huge movements and ethnic conflicts across the Indian – Pakistan borders. Around 10 millions Muslims were expelled from India and in the same number Hindus and Sikhs crossed the border from India to Pakistan. Numerous people died in these conflicts and these conflicts gave rise to tension between Pakistan and India, which culminated to different wars particularly over the Kashmir issue. Concerning the postcolonial India literature, most of the Pakistani and India writers took the stance to write about the evils of British colonial rule in India. Train to Pakistan is a historical novel by Khushwant Singh, it was published in 1956, with the backdrop of Pakistan-Indian partition of 1947 that caused the displacement of twenty million people and killed over a million. Instead of just narrating the partition of British India in terms of only the historical or political events surrounding it, Khushwant Singh tries to give this event multiple facets, and bring forth horrors and terrors underlying it. Situated in the postcolonial India Train to Pakistan addresses a number of issues related to post colonialism such as representation and resistance, abrogation and appropriation of language, racial issues and hybridism etc. in this study I just focused on the two issues; of representation and the appropriation of language. Now I analyze the novel as a postcolonial text with particularly focus on these two issues.

Representation and Resistance Train to Pakistan (1956) is a novel, set in the time period of immediate post-partition of sub-continent. It is the story of a peaceful and harmonious village name Mano Majra, located along the Pakistan-Indian border; where Muslims and Sikhs live together with peace and harmony with out being conscious of racial discrimination, till the hatred was infused in 251 them. The story begins with a dramatic incident of dacoity that took place one peaceful night, when the village money lender Ram Lal was murdered by a neighboring village dacoit. But as suspected murderer, two young men were taken to prisoner; Iqbal, newly arrived social worker and Jugga, a notorious young man of the village. In this novel Khushwant Singh offers resistance against British colonial rule in India. Partition (Great Division of 1947) was an act of get riding of colonialism, but even after the withdrawal of Britain from India, still the imprint of imperialism evident. Some people, who were benefited from British Imperialism, were contended to remain under the colonialism. But most of the population resisted against and wanted to get rid of colonialism. As Iqbal angrily asks two people; “Why people of our country do not want to be free from the evils of slavery? I am wondered why do they want to remain slaves all their lives?” (p. 44). There were also some common people, whose lives were so monotonous that they could not find out any traces of prosperity; Khushwant Singh presents the voice of these people; “Freedom, truly, is a good thing. But what will we get out of it because it is not meant for we common people. Educated people, will be awarded the jobs the English had?” (p. 45). In away both the people resisted against British rule, they wanted to have freedom of any sort. Colonization disrupted the identify and self image of the peoples that now they are devoid of what is called national identity. They wanted to have their own identity, ideology and representation. The image of imperial colonizer has become so much deep in the life of India that even in the police station and other government official offices, the whole system is run according to British rule. As Khushwant Singh presents it in the description of police station, where Iqbal and Jugga were taken; this shows the imperial image of colonizer that has generated a strong impact on the minds of colonized; “In the police office, there was an old framed picture of King George VI, hanging on the wall behind the table and with a placard stating in Urdu, BRIBERY IS A CRIME” (p. 62). Another fruit of colonization was the class consciousness. During colonization, British colonialists exercised the power through investing power and prestige to the native elite class. The native upper class gentry, who were favored by the Britishers, looked down upon the middle or lower class. Consequently, there existed different classes among the people in the society. This hierarchy of classes was there during the colonial rule and it 252 was also prevalent even after the end of colonial rule in India. The bourgeois and lower class gentry agitated against this class discrimination through different ways. Several postcolonial writers challenge against this class distinction and offer their resistance against this hierarchy. Khushwant Singh also resisted against this hierarchy through the contrast of two characters; Iqbal and Jugga. Iqbal is an educated social worker and Jugga is a village notorious young man. When both are arrested and brought to the police station, they got different treatment. Jugga was treated as lowly criminal given hard cement floor as bed; while Iqbal was given protocol and a chair, table and charpoy were put in his cell. Khushwant Singh resisted against this class discrimination in the following lines; A country which had accepted caste distinctions for many years under the colonial rule, discrimination or inequality between human being had become their inborn mental disposition. If this caste disparity was to be eradicated by legislation, it came up in other forms of class distinction. In thoroughly Westernized circles like that if the civil servants in the government secretariat in Delhi, places for parking cars were marked according to seniority, and certain entrances to offices were reserved for higher officials…with such a mental make-up which was so much thoroughly influenced by the imperial sectionalized and grading according to their social status, even people who were charged or convicted of the same offence were treated differently due to their status in the society. Iqbal was A-class. Jugga was at the rock-bottom C.” (p. 64) Such was the class distinction given by the imperial colonizers, which was prevalent in the country at the time of the physical presence of colonizer and it can be witnessed even now after a long time of their departure from the country. The impact of the colonizer on the colonized was so much strong that later was unable to shake off and get rid of that. Khushwanth Singh resisted against this class discrimination bestowed on the Indians by the Britishers and wanted to get rid of this evil.

Appropriation of Language The most important and interesting feature of the novel “Train to Pakistan”, is the appropriation of language by Khushwant Singh. He denies the concept of Standard English of colonizers and makes it a vehicle to communicate the Indian culture. English is no longer the colonial language; rather it has become a global language. During British rule in the India, 253

English language came out as a dominant language and spoken all around the country. Khushwant Singh’s use of English language in the novel reveals to us his three strands of using language. First, his use of standard English narration. Second, his native language which is translated into English language. Third, code-switching or the use of phrases and idioms of native language. Khushwant Singh’s use of standard English language to narrate the story could be the reflection of his own attitude towards this language. English was introduced in the British colonial rule as a mean of imperial control. Latter on it became the medium of continuation of hierarchical power structure and used as a tool of power to cultivate a group of people who will be conscious to identify themselves with the cultural and other standards of the political elite. Along with its influential political role, English was also the language of knowledge and media. The first strand of appropriation of language is the standard English language, which shows the writer’s mastery over the English language. The following line from the text is a good example of writer’s use of standard language; “Twilight gave way to the dark of a moonless night. In the swamps by the river, frogs croaked. Cicadas chirped in the reeds. The bearer brought out a hissing paraffin lamp which cast a bright bluish light” (p. 20). The second strand of Khushwant Singh’s use of English language is the occurrence of native language which is interestingly translated. He presents such phrases and words which are frequently used in local dialects and are embodying the local color, and these are translated in English language in order to give the text indigenous flavor. The following lines from the novel are presented as example and are enough to justify the point; “Whatever you say is right to the sixteenth anna of the rupee” (p. 47). Here in the above mentioned line the word ‘sixteenth anna of the rupee’ is a native expression, translated into English, which is often used to refer as something hundred percent right. An Indian rupee contains one hundred paisas, but these hundred paisas are divide into two halves or sixteen annas, the half fifty paisas are known as eight anna. These sixteen annas are equivalent to hundred paisas and are therefore referred to the hundred percent of something. Similarly another example of native expression being translated into English, is as under; “They are the four-twenties. He said vehemently” (p. 44). Here in this line ‘four-twenties’ is used to refer to the section 420 of the Indian Penal Code, which defines the offence of cheating. 254

The third strand used by the writer is code-switching or the use of phrases from the native language. Khushwant Singh uses different words from his native tongue like Babu Sahib, Chacha, Sat Sri Akal Bhaiji, Budmash, Zulum etc. these are the words which give narration a local flavour and enrich the English language with indigenous culture and traditions. Thus, the process of appropriation of language is explicit in the novel. Khushwant Singh uses different strands of English language in order to narrate the story. It has the local color as well as the standard pattern, it might be appear strange to native English speaker.

Conclusion The foregoing discussion proves the fact that Postcolonial literature, generated in any part of the world, discusses the issues and debated pertaining to colonialism. It involves discussion about experience of various kinds; migration, slavery, identity, suppression, resistance, representation, race, gender and responses to the influential master discourses of imperial Europe such as history, philosophy and linguistics, and the foundational experiences of speaking and writing by which all these come into being. Khushwant Singh’s novel Train to Pakistan can be read as a postcolonial text. He discusses some of the major issues related to the British colonialism and its impact on literature; mainly the issues of representation and resistance, and appropriation of language. He resists against colonial rule in India and also appropriates English language to present the situations and surroundings of his contemporary culture.

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References Achebe, Chinua. (1975). The African writer and the English language. Morning yet on creation day. Garden City, New York: Anchor Press. Ashcroft, B., Griffiths, G., & Tiffin, H. (2003). The empire writes back: Theory and practice in post-colonial literatures. New York: Routledge. Ashcroft, B., Griffiths, G., & Tiffin, H. (1998). Key concepts in postcolonial studies. London: Psychology Press. Bhabha, H. (1984). Of mimicry and man: The ambivalence of colonial discourse. October, 28, 125-133. Kachru, B. B. (1986). The alchemy of English: The spread, functions, and models of non-native Englishes. University of Illinois Press. Lamming, G. (1960). The pleasures of exile. New York: University of Michigan Press. Said, E. (1979). Orientalism. New York: Vintage. Said, E. W. (1995). Orientalism: western conceptions of the Orient. 1978. Harmondsworth, London: Penguin. Schwandt, T. A. (2000). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism. Handbook of qualitative research, 2: 189-213. Wa Thiong'o, N. (1994). Decolonising the mind: The politics of language in African literature. Nairobi: East African Publishers.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Street Begging and its Socio-psychological Impacts in Sindh, Pakistan

Abdul Jaleel Mirjat1 Dr. Bahadur Ali Soomro2 Prof. Dr. Naimatullah Shah3 NaziaBarkat4

Abstract This study is set out to examine the street begging and its socio- psychological impacts inSindh, Province- Pakistan. For the present study, the four research questions have been utilized to explore the purpose of street begging. Furthermore, theinstrument put into use for data collection like a face-to-face and self-developed questionnaire. Hence, the results relate that there are the different factors and the reasons of street begging that resort to individuals for begging in a civil society. However, the individuals who lack in education factor they are easily resorted to the street begging in Sindh – Pakistan. Such the socio-psychological impactbeing contributed by the individuals of the country. Meanwhile, socio-psychological impacts have been recognized through such the individuals with respect to other factors which move the persons for street begging in a civil society of the province like lack of social interaction, high level of poverty; loss of self –confident and development of inferiority of complex among the individuals of the province.The factual items which assist to remove the street begging from Sindh- Pakistan have been recognized through the individuals of human society comprising of shelter, food, rehabilitation, monthly allowance for desirable people like disable, migrated, homeless, family problems and needy persons of society. Furthermore, focusing on the recommendation for solution of the street begging as the following factors would be used by policy planners who had better introduce the particular and specific frame work on such the perspective. Moreover, the planners should develop theinnumerable tactics so as to improve the lives of street beggars for the

______1Department of Sociology, University of Sindh, Jamshoro 2Area Study Centre (FESEA), University of Sindh, Jamshoro 3College of Business Administration, Al Yamamah University, Riyadh, Saudi Arabia and Department of Public Administration, University of Sindh, Jamshoro 4Pakistan Study Centre, University of Balochistan, Quetta 257

presence of such impacts on lives of the street beggars in all four categories. Hence forth, precaution and prevention work carried out against the individuals to stop from begging on the streets of the province.

Keywords: Street begging; Socio-psychological; lack of social interaction; poverty; loss of self –confidence; development of inferiority of complex; Sindh

1. Introduction Broadly, Street begging is acommon socio-economic and physical issue in Sindh- Pakistan, and growing daily in the cities of the province owing to the various reasons that produced the different types of beggars in the civil society. As categorized individuals involved in begging like poverty-stricken persons and mentally –derailed people engaged in the begging at the urban regions of Sindh. The then, these individuals remained stable residents of the cities of the province. Nevertheless, the efforts were taken by the government and other institutions for improvement and rehabilitation of beggars in a proper way instead of their illegal settlement on the encroached locales.They remained stay on the streets on account of no more placement and settlement from any authority for such the individuals as the government sectors exhorted to leave such the streets and stay somewhere locations of rehabilitation in one form or another settlement (Esan, 2009).

Intensive actions of government regarding street begging indicated that she should not allow the beggars to beg on the streets in spite of being illegally settledin the streets whereas individuals resort to begging for the different factors and of the various categories and characteristics in human society they might be temporary basis or part-time jobs for a time beings. However, street begging is taking place at the most of urban regions of Sindh province- Pakistan irrespective to this, other factors like famine and drought as well and economic activities. These elements deepened the individuals into street begging at the urban areas of Sindh (Gans, 1995).

Albeitpoverty is found more at the urban regions and beggars are common at every venue of urban locations. Furthermore, regions of urban 258 regions lacking in different things like ill-health, dearth of safe drinking water, lack of educational facilities and minimal infrastructural strategies which take the individuals to beg in a civil society (Mafimisebi, 2002). Socio-economic factors resulted the individuals for begging in a civil society (Mudanssir, 2010). However, begging is recognized as a social problem witnessing psychological effect in the form of inferiority complexities and complications and even damaging social structure of urban regions with respect to geographical settings, furthermore, the present study attempts to cover all divisions of Sindh- province comprising of Karachi, Hyderabad, Mirpurkhs, Sukkur, Larkana, Banboreand ShaheedBenazirababd. As per selection of regions of such the divisions, the study highlight a cross socio- cultural analysis. Further, it remains an obligatory for a study on account of increasing rate of population in urban areas and the diverse socio-economic factors that is why the issue of begging is multiplied in these regions, and beggars are commonly seen at road sides and other busy places of the divisions. The samples for this study selected street beggars of all divisionsof Sindh –Province, after that research questionnaire developed for examining socio-psychological impacts of being in streets for begging purpose. The research questionnaire mentioned as:

1. What are the main reasons of street begging in Sindh- Province? 2. What are the outstanding factors contributing to street begging in Sindh- Province? 3. What are the socio-psychological impacts of street begging in Sindh- Province? 4. What are the specific solutions to street begging in Sindh- Province?

2. Characteristics of Beggars Ostensibly, Begging is a social problem of a human society , and beggars are such the individuals who have been engaged in begging owing to the different factors and characteristics involving the high rate of poverty, illiteracy, homeless, unemployment and other social facts and problems like ill health, drug addiction, criminal aptitude, alcoholism, mental illness, suicidal action, migration ,separation and isolation from the respective families and lack of assistance in the walks of life. Besides to it, begging is 259 connected with human actions with sound intention for survival in a human society (Dahrendorf, 2005). However, begging is associated with human communication intentionally with public explicitly while bowing or sitting on specific slots having a cup for bringing an attention of the public to acquire money or any other necessary items from the people of society. Hence forth, begging is considered as unofficial way of making economy strong in a human society, and this activity is practiced on regular basis outside of home or house to support the family (World Bank, 2000). Beggars are supposed to be engaged in begging on account of semi monetary or monetary return as per receiver of gifts from the public. Thus, begging is based on intentions and way of getting benefits for beggars. There by, begging is common in public space and depend on street economic strategies and activities.As the most of the individuals present at traffic venues for begging purpose from the public as they are on motorized or pedestrian position for something from the public. Therefore, begging is taken as urban phenomenon indicating the association between the giver and the receiver is explicitly based on non-reciprocal. In the same way alms are not a part of an actual gift association as found dominant in lieu of literature as per relationship (Harris, 1945).

3. Types of Beggars in Sindh As usual, beggars can be classified into two categories: professional and non-professional. The non-professional beggars are such the individuals looking in the real sense needy ones and considered as the very poverty- stricken can hardly maintain and sustain their lives in spite of high level of expenditure in human society. Furthermore, such the individuals do not get and ask any one for charity as they have to maintain their veneration in human society. For them, generosity and religious assistance like alms,zakat, fitra, and other funds for compensating their human needs for survival strategies in human society. They are absolutely outcome of such the circumstances and positions. On the other way, professional beggars are such the persons who earn their livelihood through acquiring task while feeling easiness in beggary for looting the public with strange expression and outstanding looks for capturing the nature and mind of the individuals. Sometimes, they have baby on lap for sympathy from public as to get the charity and money. Hence forth, the beggars have created nuisance and miserable conditions for public and teasing and annoying them through 260 begging as the presence on the public space for demanding money on a constant appeal in every nook and cranny of the various regions. Furthermore, beggars are divided into the eight categories as mentioned below:-

Able bodied beggars-Physical able bodied beggars are at majority and roaming for charity owing to unemployment and poverty. The then, they graduallybecome professionals. However, such the beggars are fed freely because of poor being the presence at the religious places. According to Osagbemi (2001), the able bodied beggars are mostly indolent and roving around busy regions of the public. Furthermore, they lack an interest for any private or government jobs but, they cajole and harass the people of a society for the charity and human assistance as per need for maintenance of lives.

Religious beggars-However, religious persons support to the poor and needy persons as an assistance point of views. Such the beggars are given thebenefits from the religious people; they are found at the religious places where the people visit for prayers and they get the charity from such the devotees of the religious places the then, the beggars just need charity and would pray as usual the most of devotees; they are for money and charity from the devotees as the devotees return back from such religious places, these beggars flock and peruse for charity in the form of groups. Apart from, the true religious beggars always hide themselves under a firm faith of religious instructions from the public avoid mingling with any one of a society (Jelili, 2006). They are in real sense seen at the religious places like mosques, temples and churches and other the very pious locations, but visiting such the holy places from one place to another place for understanding the reality and fact of human life and the actual journey of man here and here after the World. On the special occasion, they seemed as busy in thoughts and considerations for temporary world and understand the next one that is unknown for human beings.Physically Handicap beggars- Human history witnesses that the disfigured people haveresorted for begging inthe history throughout the world. Hence forth, they have relied on charity and money and other kind of items from the public. As from them, other categories of beggars like deaf, dumb, mute , crippled, deformed and blind and other disfigured beggars practice begging in a human society due to such the characteristics found among them in a civil society(Okoli, 1993).

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Mentally handicap beggars- such the beggars are of the feeble-minded in human structure and suffering from mental deficiency. Hence, these beggars are classified into two ways – the first like micro cephalic (having small skull and abnormally nature), the second as hydrocephalic (possessing a largerskull, and having water on the brain) the traumatic and the paralytic. However, these beggars are seen moving on the streets for charity from the public, but sometimes, they create nuisance for public owing to mental illness throwing stones and using abusive language with them. They are unconscious in their nature and failed to realize the nature and timing of urinating and location for call of the nature within a due time due to mental disorders (Okoli, 1993).They are seen sitting at one place for a long time and having filthy conditions covered with lice, mosquitoes germs, flies and other vermin that being attached on body and making them more dirty and uneasy among other members of human society. A part from this, that there is no any persons in society who goes to take care of such filthy persons and save a blessed life of them.

Diseased beggars- In addition to discussing mentally and physical feeble persons involved in begging, but the many under shadow of chronically diseased bodily persons resorted to begging having the different distorted bodily structures showing weakness and troubles inside the human organs for sympathetic appeal from the public. Such the beggars victimized of the different diseases like epilepsy, leprosy, tuberculosis and various skin as well facial diseases.

Weak beggars- Generally, these kinds of beggars suffer from for the time being feebleness as resulted of starvation and malnutrition while beggars reply on one time a day for food, but sometimes, two times food as they take for survival in a human society meanwhile nothing other items related to a supplementary like fruits or milk utilized as they lack physical strength for any sort of work in a society, therefore, they resort to begging among others in a civil society.

Old beggars - Old people are considered as a burden on human society while the most of joint family where the old people are suffering and not given proper care from their respective families as they are the aged and feeble in physical structure. The youths are mostly sentimental in nature so as they avoid assisting such the feeble people of a society,ignorance, unsocial attitude and unethical behavior of the family resorting them to begand 262 depending on the charity from others. In real sense, they are ignored from their children and left on pity and sympathy of the public (Cuff, 1990).

Child beggars- Thechildren are recognized as an unpaid or paid supportive figure to the seasonal beggars. Children are main sources for beggars and making profitable business as to attract the public for charity. These children are real assets for beggars in getting other kind of items, but sometimes for acquiring more money; they are mortgaged, sold and bartered in this way (Kennedy, 2001). These children slowly learn the tactics of begging and inclined to profession and become professional beggars. Besides to it most of separated family children rely on begging in a civil society.

Eunuch beggars: (locally recognized as ‘hijras’) these beggars reside on the very low status in social milieu of human society. These beggars are provided less employment opportunities in a civil society. The most of beggars earn money through performance on the different functional and ceremonies, they sometimes involve in sexual attachment like prostitution work in a civil society. They often present at the busy location like parks, functions and other public space, they are seen on streets, hotels, buses, trains and other venues for demanding money from the public. As they use the different gestures on denial of charity from the public and using profane language and obscenegestures as well sexual advances for sake of charity from the public.

Addicted beggars –Addicted beggars are generally resorted to begging for funds so as to get narcotics and other chewing items for survival in a human society.

4.Methods of Begging in Sindh Broadly, Beggars apply enormous methods so as to get the attention of the public. Meanwhile these beggars move to such places where the people are at majority and they stop showing them their cup or hand in front of them for charity. It indicates that such the methods for begging being resulted of the different factors like touching passersby, taunting and threatening the persons on denial of charity and tries to coerce so as to give money to them. Mostly begging takes place in a passive manner. However, begging may be stood for intimation on the one way while on the other side, beggars having 263 the different behavior for begging towards the public (Oladepo, 2006). Hence, beggars use the specific tricks and methods successfully for sake of attention of the public so as to get charity and other kind of items from them. Simply nature people are easily enticed by these beggars on account of apparent nature and habit as per routine in the walks of life.

1) Silence- This method is broadly focused on exposure of physicaland mental deformities for sake of soliciting charity by explicit of their damaged as well diseased parts of body, and extending out an open palm, causing disorders and injuries on self and so on.

2) Slogan- this method indicates that beggars chant a slogan whenever they feel hunger and other needs for charity as a weapon in the name of Allah and prayfor blessings.

3) Showing their deformity or handicap- The method is associated with such the category of beggars who are disfigured in physical structure and such abnormality is tool for getting charity from the public. On the basis of deformities; they get sympathy from the passersby and ask them for charity. These beggars are present at most of commercial and public busy centers ,religious venues and other places of the people there is a great movement of the public; they have been roaming for charity.

4) Using infants – this method is based on using children for sake of charity from the public. Meanwhile female beggars take a child on lap asking for charity and sharing strange stories related to child that is hungry since night or morning or have bandage on body showing that child is suffering from the strange diseases, and unable to walk and eat properly so therefore, money be given on the name of child. These female beggars are found at the various venues like at the gate of temple, mosque,church,bazaar, hotels, railway station and residential regions of the public.

5) Other Methods-  Long stories technique- Beggars mostly start telling long and strange stories to the public for obtaining a huge money from them and saying that we have no money to reach at home or someone has picked our pocket on the bus or vehicle; they try to befool the public for charity and other kind of items.  A direct Personal Request- this method is directly related with communicative style without any hindrance, and they openly ask for 264

charity and money for medicines and food for family members showing sympathetic expression to such the individuals of the human society.  Torture method-Beggars torture themselves while sitting the whole time on sunlight or dirty place during hot summer and winter days.  Stagnant position-Beggars are at stagnant position and seated at on specific location like traffic venues the whole time for charity from passengers and public soliciting the charity and getting donations , but sometimes, for more money , they leave place rush to vehicle for charity not caring of getting an accident of the vehicles.  Collective method-Beggars with specific lamp or chadar/clothe on hand for collecting money in groups singing songs or knocking pot or steel pot for making public attentive as to get charity. Sometimes, they use money for their pilgrimage purpose.

4. Causes of Begging in Sindh There are the various causes that lead the individuals to beg for survival facts in human society (Kennedy, 2001). Meanwhile some causes of begging are given as below:-

Poverty: Poverty is related with the measurement of particular incomes per capital to the expenditure of an individual or group at the mentioned time (Federal Office of Statistics, 1996). The main obvious clues of poverty indicated like lack of shelter, death of food, the presence of malnutrition and poverty-stricken structure of the individuals. As mostly the mother of children left on the streets for survival factors and depending on begging from the public(Akinbola, 2002).

Homelessness: UNICEF reportedly emphasized that 100 million children worldwide are homeless. As per thestatisticssurvey, 43% of beggars were homeless, of which, 71% of them barely go for sleep(Hoyt, 1939).

Break down of the family system: As the children escaped from their family because of ill-treatment from the step –parents resulting that they beg on the streets for survival strategies(Adedibu, 1989).

Mental illness and drugs: As sometimes, these beggars are associated with drug dependency/alcohol because of addictive disorders. These beggars beg for acquiring money and buy items for their children, but they go to get 265 addictive items like tobacco, drugs, alcohol and chewing items(Egeonu, 1988).

Unemployment: Beggars are mostly without a job, with 82% being jobless for a long time (Okunmadewa, 2001). The most of them beg for children and for survival of family; they develop their economic slot in a civil society.

4. Consequences of Street Begging in Sindh Begging has brought negative impact on personality and health of the persons in a civil society. Meanwhile some factors are given as:-

Sexual abuse: Moreover, Female beggars are generally abused sexually by men who seem to tempt them to bed with the assurance of money; some of them have been recognized as victims of HIV/AIDS (Ogunkan, 2009).

Kidnapping: As children are kidnapped for cause of begging in a civil society that is an illegal activity in a human society (Burgess, 2005).

Crime: Beggars are involved in criminal activities; they may have on secret work and begging is their hidden job in a civil society (Ogunkan, 2010).

Accident risks: The most of Beggars feel risk or hit byvehicles when they involve in begging at busy regions.

5. Socio-Psychological Impacts on Street Begging in Sindh The participants identified the relative psycho-social effects towards the begging in Sindh, Pakistan.We observed the relationship and impact of psycho-social variables on street begging in Sindh, Pakistan. The weights of correlation and multiple regression show that the predictors such as development of inferiority complex, lack of social interaction, loss of self- respect and dignity, increased mind set of poverty and loss of self-confidence are positively and significantly associated with begging in Sindh (Table 1).

Table 1. Impact of psycho-social factors on street begging in Sindh 266

6. Suggested Solutions to Street Begging Meanwhile, many strategies have been employed by the government, NGOs, organizations and public spirited individuals in Sindh - Pakistan and abroad for combatingover sucha situation.

 Rehabilitation center It is stated that the present rehabilitation for beggars remained as mockery and insulting the dignity of the individuals as lacking the basic amenities of life that is why it is not valid strategy so as to stop begging in a civil society (Okunmadewa, 2001). Moreover, suitable strategies can be applied for maintaining rehabilitation slot and providing all facilities for survival strategies.

 Provision of food for children involved in begging However, the most of children engaged in begging in a civil society; they are not cared by their respective family for that they move for begging, and state of government impose job o feeding such children properly as per direction of Islamic teachings and fact of humanity (Adedibu, 1989). Hence, these children are stopped to beg further in a society.

 Counseling implications In this manner, counselors can utilize their strategies for vocationaleducational-social counseling that would assist beggars to find out substitutive ways for the application of strategies.

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7. Conclusion As the factual knowledge and results of the study illustrated such the factors and reasons which resort the individuals to become the street beggars as per having multifaceted, diverse nature and other qualities form begging in a civil society. The most factors are social problems of human beings that lead the individuals for beggary. Hence, children can be given a proper care, love, kindness and other necessary items for survival while lacking of love and respect from parents’ side brings them for begging in a civil society. Government should take a step to control the individuals from street begging.

8. Recommendations To address the problem of street beggars and begging activities, the recommendations given below:  Policy planners must bring into usages of variousapproaches impacting on lives of the beggars as per structure and need of the individual in the walk of life.  More efforts should be practiced on altering the begging nature of community involved in begging and their children imparted with education.  Governments and other stakeholders should produce such the strategies for opportunities ofstreet beggars rather than depending on others’ income.  Rehabilitation centers should be smoothly retained with primary resources like water, gas and others for pleasure of others.  The Federal Government should support thestate Government (where there are Islamic schools) inproviding food for students, in the hope that they will nottake to the streets.  The Diverted Giving Scheme should be launched with collaboration of social welfare agencies allocating fundsfor the underprivileged or less advantaged individuals.

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10.References Adedibu, A. A. (1989). Begging and Poverty in Third World Cities: A case study of Ilorin, Nigeria. Ilorin Journal of Business and SocialScience (IJBSS), 1, 25-40. Akinbola G. E. (2002). Poverty Reduction through the Crop Sub-sector in Nigeria: A Regional Perspective in Okunmadewa, F. Y. (edn), Poverty Reduction in the Nigeria. Becker, H. (1963). Outsiders. New York: Free Press. Burgess, E. (2005). The Growth of the City. Chicago, University ofChicago Press. Cuff, S. F. (1990). Perspectives in Sociology. 3rd edition. Boston: Unwin Hyman. Dahrendorf, R. (2005). Towards a Theory of Social Conflict. Journal of Conflict Resolution,pp. 170-183. Egeonu, D. (1988). Sick Beggars Pose Health Hazard. Sunday Times, April 17, pp. 8-9. Esan, O. I. (2009). Panhandlers as Rhetors: Discourse Practices of Peripatetic Beggars in Southwestern Nigeria. California Linguistic Notes, spring, 34(2), 1-18. Federal Office of Statistics (1996). Nigerian Population Censuses. Lagos, Federal Government Press. Gans, H. (1995). The War against the Poor: The Underclass and anti-poverty Policy, New York: Basic Books. Harris, U. (1945). The Nature of Cities. Annual American Academy of Political and Social Science, pp. 7-17. Hoyt, H. (1939). The Structure and Growth of Residential Neighbourhoods in American Cities. Washington: Federal HousingAdministration. Jelili M. O. (2006). Environmental and Socio- economic Dimensions of Begging in Ilorin and Ogbomoso. LadokeAkintola University ofTechnology, Ogbomoso, Nigeria. Kennedy, F. (2001). Begging, Rough sleeping and Social Exclusion: Implication for Social Policy. Journal of Urban Environment, 38(11), 2001 -2016. Mafimisebi, T. E. (2002). Rural Infrastructure and Poverty Reduction in Nigeria. Ibadan: Elshaddai Global Ventures Ltd. Mudanssir, A. Y. (2010). Street begging and Islamic injunctions: Positive or negative? Daily Triumph (Wednesday, August, 25). 269

Ogunkan, F. (2009). Incidence and socio economic Dimensions of begging in Nigerian cities: the case of Ogbomoso. International NGOJournal, December. Ogunkan, J. (2010). The influence of land use on spatial variation of begging in Ogbomoso, Nigeria. Journal of Geographical and RegionalPlanning, April. Okoli, C. (1993). The Menace of Organised Street Begging in Lagos, Nigeria. Newsletter, Disability Awareness in Action (September). Okunmadewa, F. Y. (2001). Poverty Reduction in Nigeria: A Four-Point Demand. An Annual Guest Lecture of the House, University ofIbadan. Oladepo, O. P. (2006). Environmental Implication of Street Begging in Osogbo. LadokeAkintola University of Technology, Ogbomoso,Nigeria. Osagbemi O. M. (2001). Socio-economic Characteristics of Beggars and Level of Participation in Street Begging in Jos. Journal ofEnvironmental Science, 5(1), 88 - 102. World Bank (2000). World Development Report 2000/01: Attacking Poverty. Oxford: Oxford University Press.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

Are we there yet? Technology integration in English language teaching in Balochsitan, Pakistan

Zualfiqar Ali Faculty of Education, Monash University, Australia

Sumaia Azhar Institute for Education Development, Aga Khan University, Karachi, Pakistan.

Abstract Pakistan is one of the countries of the world striving to improve the quality of education since 1947, adopting the emerging innovative ways of learning and teaching. Technology integration in education is one such practice, where technological devices, computers with an internet connection have been provided in the schools with an aim to expedite students’ engagement in the learning and teaching tasks and so their learning process. Current study provides insights into the ground practices of the school-based stakeholder (SBSs), i.e. headteachers, teachers and students regarding technology integration in the English language learning and teaching at secondary level, in the context of Balochistan, Pakistan. Qualitative exploratory case study method was employed to carry out the study. Findings of the study depicted not only the existing practices of SBSs, but also the challenges faced by them during their attempt to integrate technology in English language teaching. This article also provides some recommendations for the community of education with a particular focus on Balochistan, Pakistan, for effective technology integration so as to maximize the benefits of technology integration in schools.

Keywords: Technology integration, English language teaching, School-based stakeholders (SBSs). 271

Introduction Pakistan has been putting its all efforts to uplift the quality of education trough adopting the emerging techniques into education, since independence. To serve this purpose, first educational conference in Pakistan has fully recognized the effective role of technology in education, intended at utilizing available technological devices to expediate the learning and teaching. These Technological devices included radio, films, projectors, gramophone, magic lanterns, educational films’ dubbing and broadcast systems in Schools (GOP-ED, 1951). This was also evident in the Balochistan education sector Plan 2013-2018, aiming to access the experts to develop the expertise of local educationists using ICT (PPIU-ED-GOB, 2013) after 18th amendment which conferred the education to be a provincial matter (Final Report of Implementation Commission, 2010). Computer labs in each secondary school were established to integrate technology in education to engage learners in the learning process in 2002. Moving ahead, Pakistan has also integrated technology in pre-service teacher education programs. For instance, Associate Diploma in Education (ADE) and Bachelor of Education (Honours), (B.Ed. Hons) teach technology integration in education in third semester, to provide hands on experience to prospective teachers (Higher Education Commission, 2012). Earlier, it was also conveyed through the National Education policy that every teacher should not only possess the ICT skills but also have enough competency to effectively integrate it into subject area (MOE-GOP, 2009) further emphasized by ICT policy (MoIT-GOP, 2012). In the meantime, it is also obvious that policy intents are the set objective conveyed through top-down approach, to be achieved by the policy implementors at school and classroom level (Fung & Lui, 2017) as is the case of technology integration. In this regard, administrative support plays significant role to expedite or impede the technology integration in education including English Language Teaching (ELT) at school level (Machado & Chung, 2015). Moreover, English language teachers are responsible to effectively integrate technology in their classroom to facilitate students with different opportunities to learn English language (Gunuç & Babacan, 2017). Most significantly, student is the ultimate beneficiary of the entire education system (Mafuraga & Moremi, 2017). So, investigating the experiences of headteacher, English Language Teachers and students could portray much 272 better sketch of technology integration in English language teaching or vice versa.

Literature Review This part is divided into two sections, first section sheds light on the benefits of technology integration in education around the globe and the second section discusses the challenges faced during the technology integration in education including English language teaching.

Benefits of technology integration Technology integration in education has been done across the globe including Pakistan as it has been the focus of education policies since last four decades (UNESCO-UIS, 2013). In Pakistan, it was evident in the first educational conference held on December 4, 1951 at Karachi, which apprehended that all available technological resources would be integrated in education to facilitate the learning and teaching process. Let us take an example from the first educational conference “Where facilities for broadcasting or the exhibition of films do not exist, the epidiascope, the gramophone or the magic lantern can be used. These aids to education accelerate the process of learning by encouraging and implementing it” (GOP-ED, 1951. p.451). Additionally, it would be significant to mention that UNESO has developed indicators’ set for Information and Communication Technology (ICT), so as to facilitate the countries of the world to not only integrate technology in education but also assess the level of technology integration in education according to the national and international level (UNESCO Institute for Statistics, 2009). In this regard, the future classroom toolkit, was found to be very beneficial to enhance the quality of technology integration in education since it has been developed and piloted in 2500 classrooms in Europe and it yielded encouraging results (Ellis, Blamire, & Assche, 2015). Many researches have been done to explore the ways to effectively integrate technology in English language teaching and on the benefits of technology integration in English language teaching. In this connection, Çakici (2016) explicated that technological devices like computer, smartboards, internet, mobile phones, video games and media players are being utilized in English language teaching in schools. Moreover, on the basis of an extensive literature review Azmi (2017) explained that 273 technology integration in English language teaching improves students’ language acquisition/learning, motivates them to have language mastery through independent learning and assists English language teachers to maximize learning objectives. Similarly, he further explained that technology integration in English language teaching makes the process of learning and teaching more engaging through the use of multiple text (multimodality) and provides access to a variety of information around the globe. Simultaneously, it provides opportunities for the teachers to give individual feedback to the students. Concurrently, it enhances students’ motivation, commitment, collaboration and communication among students. In addition, Rabah (2015) explored in his research in Canada that technology integration in English language teaching increased students’ engagement in the tasks, improved the learning process and gave rise to the glocalization in this 21st century. Simultaneously, Muyia and Nafukho (2015) have suggested the use of social media, blogs, twitter, Facebook, YouTube, LinkedIn, Myspace, Google C and Virtual worlds for the purpose of training and development in organizations. Due to the fact that these platforms provide opportunities to the users to collaborate, create and share knowledge synchronously and asynchronously, proposing a model of its usage. In the similar way, Becker, McCaleb and Baker (2015) argued that technology integration in education possess the capability to enhance students’ engagement in the task through purposefully designed activities. Moreover, they suggested that online/hybrid courses could be an appropriate medium for course delivery in the 21st century.

Challenges faced during technology integration Rabah (2015) in the research conducted in Canada pointed out some significant challenges in technology integration in English School. These challenges were lack of support from school leadership, fluctuation of investment in technological equipments, resources and infrastructure, lack of additional professional development support, technology integration in assessment and curriculum plans. In the same manner, Ahad, Hasan, Hoque and Chowdhury (2018) in their study in Bangladesh highlighted the challenges faced during technology integration. These were that loss of work due to sudden shutdown of the system and lack of technical ability to use technological devices in the institutions. Additionally, Çakici (2016) identified that technology integration carries the challenge of lack of 274 teachers’ technological skills, classroom management issues, requirement of technical support and teachers’ lack of confidence to effectively integrate technology into their classroom practices. Most significantly, Azmi (2017) notified that absence of planning to use technology in English language teaching and lack of smart objectives could lead to the waste of efforts and time, leading to the failures of language objectives’ achievement. Furthermore, it might demoralize English language teacher and negatively influence technology integration in English language classroom.

Research Method The main focus of the study was to explore the experiences of school- based stakeholders (SBSs) in a public sector secondary school. So, three subsidiary questions were developed to answer the main research question.

Main research question What are the experiences of school-based stakeholder (SBSs) of technology integration in English language teaching?

Subsidiary research questions. 1) What are the experiences of headteacher regarding the technology integration in English language teaching at secondary level in the school? 2) What are the experiences of English language teachers to facilitate the technology integration in their English language teaching in secondary level of a public sector school? 3) What are the experiences of students about technology integrated English language learning in secondary level in a public sector secondary school? This research was carried out through the qualitative research paradigm since it provides opportunities to generate an in-depth data unlike quantitative research which generates generalizable data. Moreover, it carries a lot of benefits. For example, it facilitates to contextualize the study, assists to explore the meaning-making process since meaning-making directs the practices of individuals, provides flexibility to modify the research tools, site and participants (Creswell, 2014). Moreover, it supports to investigate the phenomenon through different perspectives involved in technology integration in English language learning and teaching in Balochistan, Pakistan (Busch, & Danby, 2016). To serve the purpose of the study exploratory case study method was adopted (Ponelis, 2015). Research site was a public sector secondary school and research participants included one 275

Headteacher, two English language teachers and 12 students (6 each from class 9 and 10) through Purposive sampling (Fraenkel, Wallen, & Hyun, 2012). Out of six students from the two classes, two high achievers, two mediocre and two low-achievers were selected to represent all categories from their classes based on their previous class results. Two semi-structured interviews of the headteacher and each English language teacher were conducted, two focused group discussions of each group of students were also conducted. Two classroom observations (one each) were also carried out.

Data analysis Data analysis was a continuous process from the beginning of the study till the completion of data collection. Audio-recorded interviews were audio transcribed into English, directly. Transcriptions were re-read to segregate codes to generate micro theme for cross thematic analysis. This not only facilitated to separate the themes along with noticing the emerging thematic relations with each other but to prepare the questions for the next semi-structured interview and focused group discussions as well to enrich the data. Followingly, all the themes were summed up in the entirety. Most significantly, interviews translations and summaries were shared with the participants for the verification purposes to enhance the validity of the data analysis process.

Findings Findings of the study has been presented into two sections. Section one, talks about the experiences of SBSs of technology integration in English language teaching in secondary level. Section two, sheds light on the challenges faced by SBSs during their attempt to integrate technology in English language teaching.

Experiences of integrating technology in English language teaching SBSs were integrating technology in English language teaching at secondary level. Their experiences are explained as under.

Useful websites were recommended. It was consistently evident during the study that the SBSs were fully aware with the usefulness of websites in the English language teaching referring it to the students. 276

Headteacher shared, “I instructed both English language teachers (teacher A and teacher B) to guide the students regarding useful websites to facilitate their English language learning”. Moreover, it was also observed during the English language classroom observation that teacher A guided the students to utilize google and online oxford dictionary to find the meanings of difficult English words. In the same manner, Teacher B reported, “I perceive that sharing the links of English language learning websites supports students to learn English anywhere, anytime”. Students also endorsed it in the focused group discussion that English language teachers shared with them some useful websites’ links google, online Oxford dictionary, yahoo answers and YouTube. As one student shared, “I use google and yahoo answers to explore the meanings of difficult words and to learn grammar. (St C, C10). Similarly, another student expressed “Our teachers are so nice as they refer useful websites to learn English. To do so, I have to use my android phone as we have limited computers in the school computer laboratory (St B, C9). It indicated that SBSs were sharing useful websites with each other as a strategy of technology integration in English language teaching.

Using technology to connect and to communicate. The second main finding was the utilization of technology as a medium to connect and to communicate. This was not only limited to the effective learning and teaching of language English, but it was also used for task delegation, accessing parents and responding parents’ queries, using personal devices. For example, Headteacher shared “I remain connected with via the English language teachers A and B through mobile phone and with the parents to inquire about the absence of a student and sharing the progress of students.” Simultaneously, teacher B expressed, “I delegate different tasks to the class CR and he communicates it to the entire class”. Additionally, teacher A put forwarded another dimension, “Parents also remain in contact to inquire the progress of their children without coming to school”. Students also uttered the same as one student stated, “Technology supported us to communicate the classroom tasks with each other. We also remain connected to seek each other’s support to learn English language, using Facebook messenger and text messages (St A, C10)”. Another student articulated “Being Class Representative [CR] of the class, I communicate the tasks as per Sir B instructions. We also remain connected with our English language teachers Sir A and Sir B to learn English grammar (St D, C9). It was also observed 277 during the focused group discussions that all students possess personal android mobile phones. This technological usage was keeping SBSs connected with each other to communicate to learn English language and with parents to respond to their queries regarding their children, saving parents time and money to come to school.

Enhanced students’ engagement and student-centered learning. The third finding of the study was the experiences of enhanced students’ engagement and student-centered learning as a result of technology integration in English language teaching. As Headteacher expressed, “Technology facilitates individuals to learn language. I have observed that students who take support from technology remain more engage in English language tasks. So, I encourage teachers and students to use technology for English language learning and teaching”. In the same way, teacher A revealed, “I personally improved my speaking through audio-clips available at some English learning websites. Similarly, the students remain engaged because, they can learn English by themselves, like finding meanings, learning grammar and improving their pronunciation”. Teacher B added, “Students ask more questions in the classrooms as they have learnt the basics of grammar of English through some grammar teaching websites, so we have healthy discussions in our English language classrooms”. A student expressed, “The day, I had started taking support of technology, I have improved my pronunciation and I started enjoying learning English, without relying only on the teacher (St E, C10)”. Another student explained, “I seek correct pronunciations of different words on internet and I also help my friends improving their pronunciation (St F, C9)”. Another student expressed, “I improved my spellings and grammar with the support from the technology (St C, C9)”. It revealed that technology was a motivator and was facilitating student-centered learning in English language teaching in the school.

Challenges faced by SBSs Poor Technological skills of ELTs and lack of technological pedagogical and content knowledge. This was the unique finding that SBSs were not confident about their technological skills and different ways to integrate technology in their English language classroom. Headteacher pointed it out, “Perhaps, they do not have sound technological knowledge, 278 this might be the reason that they do not integrate technology in their daily English language classrooms”. In the same way teacher B explicated, “I know how to use technology, but I don’t know how to integrate it in English language teaching. So, I feel, it is better to avoid it”. Teacher A added, “neither technology was taught to me in my pre-service teacher education programs nor the ways to integrate it in English language teaching”. One students pointed, “our teacher shares links of useful with us, responds to our questions on Facebook messenger, but does not integrate it during the English language classroom teaching (St D, C9)”. Another student reported, “our ELT has his own computer center, he teaches us MS office in computer lab, but he does not use technology while teaching English (St E, C10). It was evident that English language teachers not only lack technological skills, but they also lack technological pedagogical content knowledge.

Lack of technical and financial support. Another significant challenge faced by the SBSs was the lack of technical and financial support to facilitate the maintenance of computers and to assist English language teachers to learn technology. As Headteacher shared, “due to lack of financial support, we cannot maintain and update the computer lab. Moreover, the post of an I.T teacher is also lying vacant, so we also lack technical support”. In the same way, teacher A narrated “We do not have an I.T expert to resolve computer related issues. I try to do it on my own, but I am not an expert”. Teacher B explained, Due to unavailability of funds, malfunctioning computers were not repaired. Many computers are not functioning due to minor issues. Some of them have broken mouse, some produce unusual noise while turning on and some runs very slowly. Moreover, unavailability of I.T teacher is also a hinderance to resolve different technical issue like connecting to the internet, printing issue and installation and upgradation of windows. Students also narrated the same issues. As one student shared “one day, during the computer period, I asked the teacher, why many computers are not functioning? The teacher replied, because, neither we have funds nor an I.T. teacher to resolve these issues (St F, C10)”. This depicts that lack of technical and financial support was also a hindering factor in the effective technology integration in English language teaching at the public sector secondary school. 279

Discussion Findings of the study have shown a basic level of technology integration in English language teaching. Such as sharing of useful websites’ links with students, using it as a medium of communication and connection, increasing students’ engagement and student-centered learning in English language teaching. It depicts the poor implementation of technology integration in English language teaching. Since, this poor implementation of policy intents is un-desirables due to the fact that a lot of investment had been done to establish computer labs in every school across Pakistan. Furthermore, clear instructions of technology integration in English language teaching are available, but due to unavailability of technical and financial support and teachers’ poor technological and technological- pedagogical and content knowledge skills, the policy intents’ implementation at the classroom level has not been fully achieved yet. On one hand, it is a waste of physical and human resources, one the other hand, it is hindering students to learn English language through technology integration. It leads to their under-performance in the examination and their poor English language skills. Most significantly, it is also leading to the existing BESP’s (PPIU-ED-GOB, 2013) failure. According to Wang and Woo (2007) technology integration means incorporating technology in curriculum, topic and lesson. Particularly, Koehler and Mishra (2009) model of Technological, Pedagogical and Content Knowledge (TPACK) is also very useful for effective integration of technolog in English language teaching. In this regard, critical role of in-service teacher education institutes should not be ignored, since they are responsible for all cadres’ in-service trainings across Pakistan. So, these institutes should not restrict themselves to donor-driven trainings. Instead, they should become pro-active and align the in-service trainings with the guidelines of policy intents. This study is a nudge for the in-service training institutions. Another relevant aspect is performance of I.T. section of education department. For an example, non- allocation of maintenance and upgradation budget for the computer labs and keeping the I.T. teachers’ post vacant without any justification posing consequences to the students’ English language skills. In the same vein, it seems that due to lack of funding universities are also unable to intervene to conduct action research and to design and implement in-service teacher trainings. Concurrently, there might be a possibility that BESP (PPIU-ED- GOB, 2013) has not catered the in-service teacher trainings needs, as it was 280 evident during this study. Bhola (2014) is of the view that policy implementation is significant component of policy process. Due to implementation of policy without satisfying necessary requirements, like teacher trainings related to technology and technology integration, teachers under performance in technology integration in English language teaching is obvious. Without proper trainings English language teachers could not integrate technology effectively in English language teaching. Furthermore, they are also unable resolve technical issues and incapable to upgrade the system. These findings also depict the need of alignment of governance with the policy intents. For instance, governance by the higher authorities has not considered the significance of technology integration in English language teaching so it led to poor policy implementation at the classroom level. Although trial and error plays important role in the policy implementation, but it would not be beneficial in long run for effective policy implementation. Considering the fact that English language has significant role in Pakistan. Because it not only opens doors for high profile jobs but it also opportunities to move abroad. It should lead to the realization that students are the central beneficiaries of our education system who make the future of Pakistan. To achieve a better future, we cannot leave SBSs without appropriate guidance which leads to the waste of time, finances and other resources. We might facilitate them through appropriate trainings and assisting them regularly in their efforts to embrace students with the benefits of technology integration in English language teaching. This could be an appropriate strategy with following recommendations to ensure the effective technology integration in English language teaching. However, it depends on our decision that whether we want to improve the current situation or not. It only requires to take the first step the begin the journey of success.

Recommendations  In-service teacher training institutes should play their role actively through identifying the training needs using research pathways to align teachers’ skills with the policy intentions.  I.T section should immediately appoint competent individuals on the vacant positions of I.T. teachers and budget should be allocated for the maintenance and upgradation of computer labs.  The co-ordination mechanism should be developed and implemented among different branches of education department, Bureau of 281

curriculum, pre-service and in-service teacher training institutes, policy development wing, provincial directorate and secretariat.  Incentives and awards should be introduced for the English language teachers and the schools for an effectively integration of technology in English language teaching.  Improved accountability mechanism should be developed and implemented for an effective technology integration in English language teaching.  More researches should be carried out to further explore the status of technology integration in English language teaching at primary, secondary and higher secondary level.  Universities should also conduct research in this area, especially, action research could be a good strategy to respond the issue.  Universities should also design and implement in-service teacher trainings.

Recommendations for further researches  Action research is desirable in this arena to enhance in-service teachers’ technological skills and also to equip English language teachers with the TPACK model.  The same study could be replicated in the elementary and/or secondary level schools.  Study with mixed-method approach could also be done with the same objectives.

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Bi-Annual Research Journal “Journal of Education & Humanities Research” ISSN: 2415-2366 Institute of Education and Research (IER), UOB, Quetta Pakistan Vol.6.NO 2, 2018

China-Pakistan Economic Corridor - a mutual security and Development project

Rubina Iqbal, M.Phil Scholar, Political of Department, University of Balochistan

Dr. Naheed Anjum, Supervisor

Prof. Dr. Saeeda Mengal Chairperson Department of History University of Balochistan. Abstract Any financial and connectivity corridor aims to enhance security and stimulate development in a given region. The China-Pakistan Economic Corridor (CPEC) has similar aspirations and goals to achieve. This study explores how the financial corridor is a mutual security and development undertaking and how it plans to carry out such an ambitious and strategic common objective. Some regions of Pakistan and the western regions of China are wracked by chronic violence and insurgency. Both countries intend to eliminate extremism, separatism and grievances of these regions which feel neglected and marginalized. This article argues that the CPEC, among other purposes, is a mutually beneficial security and development project; and once completed, it will bring political stability and energy, economic and security for both Pakistan and China.

Key words: CPEC, Corridor, Energy, Pakistan, China

Introduction The diplomatic relationship between China–Pakistan stands strong like a rock and is eternally improving and becoming friendlier and stronger with each passing day.iBoth countries have made considerable efforts to maintain their “extremely close and cooperative relationship” by exchanging regular visits and high-level meetings at the highest level and have regularly 287 exchanged high-level visits to keep like a flower producing beneficial results. ii The recent economic project China-Pakistan Economic Corridor between two countries is a transforming and culminating point of mutual friendship, interdependence and trust. CPEC is a financial and security corridor – a throng of short and long term projects, some are constructed and the rest is currently under construction costing more than a big fat sumof $56 billion. CPEC aims “to facilitate trade along with an overland route that connects Kashgar-China and Gwadar-Pakistan, through the construction of a network of highways, railways, energy sectors, cables and pipelines”.iiiIt is targeted for completion by 2030. In addition, CPEC also aims to increase cooperation between the two countries in other areas such as science and technology, agriculture, tourism and culture. The corridor will “rapidly expand and upgrade Pakistani infrastructure, as well as deepen and broaden economic links between Pakistan and the People’s Republic of China”. Described by the Chinese officials as the crown and flagship part of the Belt and Road Initiative (it consisted of six economic and transit corridor), the strategic significance of the economic corridors is clearly reflected by the fact that it is included in the 13th five-year development planiv. The idea of this huge connectivity and development project came in 2006 when the Pakistani authorities entertained the suggestion of constructing “a financial and strategic corridor” with the longtime friend, China. Seven years later, both countries signed “a series of agreements and Memorandum of Understandings, which officially started off the construction of the China-Pakistan Economic Corridor. Pakistan’s geo- strategic location, nestled between powerful economies, like China, South Asia (SAARC member countries), West Asia, and Central Asia Republics has been long recognized”.v For China, Pakistan is “a gateway to the Europe, Africa, and the Middle East, where China seeks to showcase its soft power and develop trade and diplomatic links, where although China has certainly secured a foothold over the past few years”.viUsing the CPEC initiative, China will secure an easy route to the Indian Ocean via the deep sea port of Gwadar in order to materialize its diplomatic and political ambitions smoothly and without any interruption. Moreover, the economic and transit corridor will facilitate China to establish its military presence in the Indian Ocean Region to constrain Indian regional aspirations. vii 288

A project of mutual security and development Both China and Pakistan have areas which are far backward. Due to this, they are becoming increasingly threatening for national security purposes. Because of economic backwardness and political alienation, these regions are turning into growingly centrifugal forces. For China its western autonomous regions pose a serious threat and for Pakistan its tribal areas and Balochistan threaten the state structure. Both countries intend to bring developmental projects in these areas, so that they are mainstreamed and politically stable. The financial corridor is, among other goals, meant to meet this mutual goal and this paper mainly revolves around this particular aspect of CPEC. viii The economic corridor as the crown project of the BRI, which is described by China experts as “the Foreign Policy expression of President Xi’s ideological master narrative of the China Dream of great national rejuvenation” intends to achieve in the western region of Xinjian the two centenary goals of Chinese Communist Party—“becoming a moderately prosperous society by 2021 and a prosperous, strong, and harmonious country by 2049”. Same is the case with Pakistan. Since Pakistan faces many internal security challenges from peripheral areas emerges due to sense of deprivation and backwardness. Be it Balochistan or many areas of KPK and Gilgit-Batistan, people from these area have continuously challenged the writ of state time after time owing to their alienation from mainland. Connecting these areas to centre and bringing development to them automatically decrease their sense of deprivation and lessen the internal security challenges. Thus for Pakistan, it is to bring infrastructure development and increase internal connectivity to bring the different slices of the country at par both socially and economically to promote harmony, peace and prosperity. ix Moreover, the financial corridor is also intended to meet a chronic civilian problem for Pakistani civilian leadership – to bring fast and holistic growth and secure their electoral arithmetic and public trust and confidence in them. The civilians are best known for abortive development projects or for overwhelming corruption and inefficiency to deliver social services to their lot. The financial corridor as a key artery of BRI is more “a domestically oriented strategy to embed the legitimacy of the Chinese Communist Party”. The Pakistani political parties are using it similarly and touting it as a 289 domestic fate changer to their voters and each one is trying its best toprove the project is a result of its efforts. Two sides will get enough to placate the general public and legitimize their existence: Communist Party by achieving its “two centenary goals will consolidate party rule domestically and Pakistani civilian leadership will get rid of their chronic inefficiency label”. xRegaining public trust will significantly contribute in the steady consolidation of democracy and make it secure from the proverbial empire’s finger. Similarly, meeting these goals will also “provide Islamabad and Beijing with the capacity to preserve a peaceful external political and security environment”. Apart from its home states, the economic corridor will also “benefit the people of the entire region, as it is based on principles of peace, development, and cooperation and win-win relations”.xi Furthermore, the corridor is driven by Chinese“geopolitical goals to break perceived U.S. encirclement in the Asia-Pacific region, overcome the Malacca Dilemma and constrain the regional aspirations of India. Some observers see the BRI initiative as China’s desire to break the country’s economy out of its post-Global Financial Crisis slowdown, or as a soft power push to burnish China’s image”.xiiTherefore, they argue that China will outsource its low-valued manufacturing industries outside, to poorer countries where labour is cheap. Pakistan is one of such destinations with a huge population. Politically, the financial corridor is motivated by Beijing’s ambitions to strengthen Islamabad economically so that it can compete with Indian aspirations such as arms race and modernization of military.xiiiAlong, the economic corridor also intends to fulfil the ongoing state-building agenda by China in its traditional frontier regions (such as Xinjiang, Tibet and Inner Mongolia) that “have historically been defined by their non-Han Chinese populations, separatist sentiment and economic under-development”. However, political analysts believe that with the CPEC initiative, such irritants will give way to peace and harmony by converting those regions into developmental and industrial hubs. Xinjiang, for instance, will be “a central hub of the China–Central Asia–West Asia corridor and the China-Pakistan Economic Corridor (CPEC), while inner-Mongolia will become a gateway to Mongolia and Russia’s Far East”.xiv With the greater initiative, the CPEC project will engage and entangle China in the affairs of some strategically important regions and 290 security dilemmas—such as those in the Middle East and South Asia—in which it has historically had both a limited role and capability to influence events, therefore project and securing its economic and political clout.xv The financialproject promises to mainstream and connect the ignored and deprived far-flung areas within Pakistan and China. The insurgency wracked Pakistani province of Balochistan and the landlocked Xinjiang province of China will receive development and financial means both for privately-owned and state-owned business enterprises to improve, modernize and enhance the scope, capacity and financial activities and create labour opportunities both for skilled and unskilled workers in such extremely inhospitable and under-developed regions.

Development projects Energy and infrastructure projects constitute the core of the China Pakistan Economic Corridor initiative. Considering the power-starved national grid of Pakistan, the financial corridor rightly allocates the lion’s share to this department. Lack of economic and social development is largely attributed to a chronic energy shortfall, as it has not only repelled external interest to invest in Pakistan but also forced Pakistani investors to look for more convenient and business friendly destinations outside the country. The economic corridor promises to add more than 17,000 megawatts of power to the national grid station which suffers an acute shortage. The completion of these projects will easily overcome the existing power shortfalls, and some observers even claim that by 2030, Pakistan will produce surplus electricity. These energy projects consist of solar power, coal power plants, hydropower, and wind power. However, during the recent summit of the Belt and Road initiative five energy projects were dropped by the relevant authorities because of technical unfeasibility. It is said that they are predominantly coal power plants; after a revision, new projects will be included which will be Hydle – a much cheaper and cleaner source of power generation. Needless to say, Pakistan has suffered a lot because of intermittent power outages. However, with the completion of energy projects under the aegis of the CPEC, the country will get rid of this malignant issue and will witness a resurge in investment activities. 291

Similarly, establishment reaches out under the aegis of CPEC will cross the length and broadness of Pakistan, and will over the long haul interface the Pakistani city of Gwadar in south western to China's north western independent district of Xinjiang by methods for a tremendous arrangement of roadways and railways. Proposed infar“are worth approximately $11 billion, and will be financed by heavily- subsidized concessionary loans at an interest rate of 1.6% that will be dispersed to the Government of Pakistan by the Exim Bank of China, China Development Bank, and the Industrial and Commercial Bank of China”.xvi These infrastructure projects include road, motorways, railway tracks and an airport. They are: (a) development of 1,100 KMs in length motorway running through Karachi and Lahore; (b)A motorway of 1350 kilometre that will connect key cities and chines border with Gwadar will be constructed.Six lane motorways are in progress presently to link Gwadar with Quetta. (c) an alternate twofold carriage framework will be worked among Gwadar and each and every main City partner Gwadar with Chinese Border and Afghan periphery, which will be only for transportation of containers; (d) updating and modernizing the railway line among Karachi and Peshawar for quick – 160 KMs for every hour;(e) Pakistan's railway framework will moreover be contacted over the long haul interface with China's Western Xinjian in Kashgar. This track will be laid near to Karakoram Highway for which Chinese designers have recently started paper work; (f) an arrangement of pipelines to transport dense vaporous petroleum and oil will in like manner be laid as a noteworthy part of the undertaking, including a $2.5 billion pipeline among Gwadar and Nawabshah to transport gas from Iran (g) at Gwadar a forefront general plane terminal will be worked with two separate terminals. One for stack transportation among Gwadar and China, the second for worldwide flights as a colossal number of air transportation is typical through Gwadar widespread plane terminal. Furthermore, both countries have also announced cooperation in the area of technology. The Karamay declaration will engage Pakistan and China to work mutually to improve communications lines between each other and in the region. Bilateral collaboration on space technology will “take Pakistan-China relations to new heights; joint space missions will take place”.xvii 292

It is timely. Pakistan has badly needed an overall infrastructure overhaul. The completion of these ambitious linking projects will connect the entire country internally and link it with China and other regions externally. This will have huge dividends for Pakistan generally and for its people particularly. The far-flung areas of Pakistan will be connected with the urban centers easily, eradicating long-held grievances against the central governments. People will get various job opportunities. It is expected that the projects will create more than four million jobs. For China, the financial corridor promises to open up remote, disconnected, backward, neglected and landlocked Xinjiang region and generate financial spur and encouragement for different enterprises, swelling economic activities in this grossly underdeveloped region, generate job and financial opportunities. The development of Kashgar will also reduce the isolation of the restive Xinjiang province; deepen its engagement with mainstream China.

Expected Financial Gains China has become the world’s largest oil consumer, requiring 6- million barrel of oil for daily uses. Current estimation shows that Chinese ships have to travel some 12000 kilometres to reach mainland China. Not only an arduous journey but also full of dangers because of the Strait of Malacca dilemma. The CPEC will reduce both the distance (some 3,000 KMs) and the risks significantly – saving China 20 billion USD per annum and Pakistan will cash 5 billion USD beside the facility. It is quite a win-win situation for both traditional friends. Moreover, approximately it is estimated that per month 80,000 containers will travel toward Gwadar Port from China once the transit corridor is fully operational. Such a facility will provide Pakistan with the opportunity to earn a handsome amount from charging the trucks with entry taxes. Along, a quarter of the mentioned amount of trucks will cross Pakistan to access Gwadar port from the Central Asian countries and this facility will definitely increase a good amount in the country’s cash-starved exchequer in shape of dollars. Such a huge network of roads, railways and pipelines will create an abundant amount of job opportunities for common laborers, technicians, engineers, management graduates and highly technical personnel. Such a development will not only bring employment for the unemployed lot but also contribute to the national exchequer. xviii 293

Security enhancement It is beyond doubt that economic development and well-being in any region brings along peace and stability. So does the expected development projects under the aegis of the China-Pakistan financial corridor. China Pakistan Economic Corridor, which “includes upgraded highways and rail lines, new power plants and the deep water port at Gwadar to ease the path for exports from western China, is creating new, positive confidence in Pakistan’s security and foreign policy establishment” said Hussain Nadim, a Pakistan expert at USIP and a former special assistant to the country’s minister of planning, development and reforms. While political battles “continue over local opportunities created by CPEC projects, its overall impact has been to reduce tensions among the country’s fractious regions and political parties, while the strengthening ties with China are fostering a broader internationalist outlook”Nadim said in the December event. “Even ethnic nationalist parties that may have had separatist tendencies in the past are very keen on partnering with China and benefiting from the influx of Chinese capital that can increase jobs, electricity and improve livelihoods,” contended Arif Rafiq, a fellow at the Center for Global Policy and president of Vizier Consulting. Neither he nor his firm is involved with the project. “There’s also an electoral advantage” he maintained.xix

Conclusion The China-Pakistan Economic Corridor (CPEC) is a unique development and security project. It is a Chinese dream of connectivity, state building and counter separatism and extremism mechanism. Through development, China and Pakistan believe, they will connect and develop the far-flung and ever-neglected areas to frustrate breakaway efforts and increasing militancy and extremism. Arguably, there is no better way to promote mutual development, security, prosperity and political stability than developmental projects. Certainly, the improved security situation and infrastructure attract foreign investors to invest in development projects which undoubtedly bring more opportunity and prosperity for the people of this region. It is rightly observed byDr.Kaisar Bengalixx that to tackle separatism and extremism, instead of bombs, the government needs to bombard such regions with development and job opportunities instead of bombs. It seems that China and Pakistan are precisely doing the same. The 294

CPEC projects will bombard the troublesome areas with developmental initiatives promoting exceptional and healthy financial progress. Apart from this, the CPEC projects will overcome the chronic energy and infrastructural problems of Pakistan, initiating a new and vigorous era of development and stability for Pakistan.

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iHussain, E. Pak-China Ties – from inception to expansion, (Daily Times, 2017) iiRamay, S.A., China-Pakistan Economic Corridor: A Chinese Dream Materialized Through Pakistan, (SDPI, 2016) iii Ibid iv Pakistan Today, CPEC made part of China’s 13th 5-year development plan, published November 23, 2015, accessed June 12, 2017 v Jan, M. China-Pakistan Economic Corridor: Future Objectives and Obstacles, Pamir Times, published: April 25, 2017, accessed: June 17, 2017 vi Ibid viiFels, E. Shifting Power in Asia-Pacific? The Rise of China, Sino-US Competition and Regional Middle Power Allegiance, (Springer, 2016), P. 485-487 viiiIbid, Ramay, S.A. ix Clarke, M. China’s Dream of Economic Power May Come With Great Risks, The National Interest, Published: June 14, 2017, Accessed on: June 17, 2017 x Ibid xiRashid, I.A game-changer but for whom? The Express Tribune, Published on: May 17, 2017, Accessed on: June 16, 2017 xiiIbid, Clarke, M. xiii Ibid, Fels, E. Shift Power in Asia-Pacific. P. 487 xivIbid, Clarke, M. xv Ibid xvi Tariq, M. China-Pakistan Economic Corridor: an insight (The Daily Times) published on: 16 Feb, 2017, accessed on: 14 June, 2017 xvii Ibid xviii Ibid xixStrasser, F. China-Pakistan Economic Corridor: A Road to Peace? (United States Institute of Peace, 2016) xxDr. Kaiser Bengali is a prominent Economist and Consultant for Economic Affairs& Head, Chief Minister’s Policy Reform Unit Government of Balochistan.