Education Sector

Citizen Report Card Study

Education Sector

District Okara - Punjab

Goal 4 of the UN Sustainable Goals: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Providing education to all the citizens of the country is a primary responsibility of the Government. Without an educated population, no country can make progress and compete with other nations. In Pakistan, the number of out of school children is huge. As education falls in the Provincial Governments domain, it has to make a determined effort to achieve the goals of the SDGs in the education sector by the year 2030.

To determine the state of the services provided by the Punjab Government in District Okara, Transparency International Pakistan undertook this research. The objective of the study is to provide the Punjab government with an external review of the services offered to the general public with recommendations to address the gaps to improve the state of the education sector in the Province.

This research will be disseminated amongst the Punjab Government, civil society organizations, academia, media, public and other stakeholders. TI Pakistan is confident that the Punjab Government will utilize this report to improve the performance of the Education sector at the district level to improve the facilities provided to the general public.

This research has been made possible due to a grant from Transparency International Secretariat.

Saad Rashid Executive Director Transparency International Pakistan

Ashfaque Ahmed [email protected] [email protected]

Saad Rashid, Executive Director

Transparency International Pakistan would like to thank Ms. Saima Batool President, Sudhar Development Organization (SDO) and members of her team for collaboration in the study.

Every effort has been made to verify the accuracy of the information contained in this report. All information was believed to be correct as of October 2017 as per sources quoted in this report. Nevertheless, Transparency International Pakistan cannot guarantee the accuracy and completeness of the contents beyond the sources verified for the purpose of the study. Nor can Transparency International Pakistan accept responsibility for the consequences of its uses for other purposes or in other contents. Contributions to this report by authors external to Transparency International Pakistan do not necessarily reflect.

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Table of Contents

1. Introduction ...... 9

1.1 Background ...... 9

1.2 Study Objectives ...... 16

1.3 Duration ...... 16

1.4 Scope ...... 16

2. Research Methods...... 17

2.1 Research Design ...... 17

2.2 Focus Group Discussion ...... 18

2.3 Sample Technique and Size ...... 18

2.4 Instrument of Data Collection ...... 18

3. Analysis and Results ...... 19

4. Recommendations ...... 31

5. References ...... 32

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List of Acronyms

CRC Citizen Report Card DSP Differential Stipends Policy FGD Focus group discussion GER Gross Enrolment Ratio GIR Gross Intake Ratio GoP Government of Punjab NEP National Education Policy NER Net Enrolment Rates NFE Non-formal Education NGO Non-Governmental Organization RSU Reform Support Unit SIP School Improvement Plan SMC School Management Committee SSP Standard Stipends Policy TED Teacher Education and Development TI Transparency International

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List of Tables

Table 1. 1 Pakistan Teacher student ratio ...... 13 Table 1. 2 Number of Schools in Okara ...... 15 Table 1. 3 Number of students and teachers in Okara ...... 15 Table 3. 1 Gender ...... 19 Table 3. 2 Tehsil ...... 19 Table 3. 3 Teachers attending school daily ...... 19 Table 3. 4 Teachers' Punctuality ...... 20 Table 3. 5 Teachers' individual attention ...... 20 Table 3. 6 Teachers' qualification ...... 21 Table 3. 7 Teachers performing their duties well ...... 21 Table 3. 8 Incidents of Corporal Punishments ...... 21 Table 3. 9 Condition of School Building ...... 22 Table 3. 10 Maintenance of School building ...... 22 Table 3. 11 School Building for Education Purposes ...... 22 Table 3. 12 Availability of Free Course Books ...... 23 Table 3. 13 Availability of library...... 23 Table 3. 14 Facilities for Differently able children ...... 24 Table 3. 15 Availability of Furniture ...... 24 Table 3. 16 Cleanliness in schools ...... 25 Table 3. 17 Cleanliness around schools ...... 25 Table 3. 18 School Security ...... 25 Table 3. 19 Boundary wall ...... 26 Table 3. 20 Availability of Water ...... 26 Table 3. 21 Availability of clean toilets ...... 27 Table 3. 22 Air Ventilation ...... 27 Table 3. 23 Proper lights in Schools ...... 28 Table 3. 24 Extracurricular Activities ...... 28 Table 3. 25 Unnecessary demand of money ...... 29 Table 3. 26 Administration performing their duties ...... 29 Table 3. 27 Cooperation of school Administration ...... 29 Table 3. 28 Corruption in Schools ...... 30 Table 3. 29 Redressal of Complaints ...... 30

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List of Figures

Figure 1. 1 Number of schools at Primary, Middle and Secondary level ...... 10 Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level ...... 11 Figure 1. 3 Overall Enrollment at Primary, Middle & Secondary 2015-16 ...... 11 Figure 1. 4 Enrollment by Gender in Punjab ...... 12 Figure 1. 5 View of a public school in Okara ...... 14 Figure 1. 6 Infrastructure availability in public schools ...... 14 Figure 2. 1 Enumerators with TI Pakistan representative ...... 17 Figure 2. 2 Focus Group Discussion ...... 18 Figure 3. 1 Gender ...... 19 Figure 3. 2 Tehsil ...... 19 Figure 3. 3 Teachers attending school daily ...... 19 Figure 3. 4 Teachers' Punctuality ...... 20 Figure 3. 5 Teachers' individual attention ...... 20 Figure 3. 6 Teachers' qualification ...... 21 Figure 3. 7 Teachers performing their duties well ...... 21 Figure 3. 8 Corporal punishment ...... 21 Figure 3. 9 Condition of School Building ...... 22 Figure 3. 10 Maintenance of School Building ...... 22 Figure 3. 11 School Building for Education Purposes ...... 22 Figure 3. 12 Availability of free Course Books ...... 23 Figure 3. 13 Availability of Library ...... 23 Figure 3. 14 Facilities for Differently able children ...... 24 Figure 3. 15 Availability of Furniture ...... 24 Figure 3. 16 Cleanliness in schools ...... 24 Figure 3. 17 Cleanliness around schools ...... 25 Figure 3. 18 School Security ...... 25 Figure 3. 19 Boundary wall ...... 26 Figure 3. 20 Availability of Water...... 26 Figure 3. 21 Availability of Clean toilets ...... 27 Figure 3. 22 Air Ventilation ...... 27 Figure 3. 23 Proper lights in School ...... 28 Figure 3. 24 Extracurricular Activities ...... 28 Figure 3. 25 Unnecessary demand of money ...... 29 Figure 3. 26 Administration performing their duties ...... 29 Figure 3. 27 Cooperation of school Administration ...... 29 Figure 3. 28 Corruption in Schools ...... 30 Figure 3. 29 Redressal of Complaints ...... 30

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1. Introduction

Education is considered a necessary and basic ingredient to survive and excel in today‟s highly competitive world. Pakistan has to strive to improve the standard of living of its citizens and make best use of its growing population. To achieve this objective, a proper schooling system has to be in place to develop the intellectual capacity of the youth. This would give impetus to the socio-economic development of the country. Efforts need to be made to strengthen the educational system by focusing on its weak areas, address its critical gaps to develop it further.

This Citizen Report Card study was conducted to evaluate the primary and secondary education services provided by the provincial government in district Okara, Punjab. The data of this quantitative study was based on a survey from the relevant sample that experienced the services and is not based on mere perception. The study explored various aspects of education services. Recommends for improvement have been provided at the end of the report.

1.1 Background

The Constitution of Pakistan provides for free and compulsory education to all children between the ages of 5-16 years1.

“Right to education: The state shall provide free and compulsory education to all children of the age of five to 16 years in such manner as may be determined by law.”

After the 18th constitutional amendment, education was transferred to federating units as a move towards provincial autonomy. Before this constitutional amendment, the federal and provincial governments were responsible for educational planning, policy making, curriculum development, syllabus, and maintaining standards of education2. After this amendment. the citizens were expecting improvements in the education sector in general and key education indicators in particular, because the respective provincial governments were in a better position to address educational problems of its provinces.

1 Article 25(A), The Constitution of Pakistan 1973 2 https://nation.com.pk/07-Mar-2018/higher-education-and-the-18th-amendment

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According to Pakistan Education Statistics 2015-16, the educational institutions in Pakistan have been divided into following categories3:

 Pre‐Primary (No separate pre‐primary institutions in public sector for 4.532 million children)  Primary  Middle  High  Higher Secondary  Inter‐Colleges  Degree Colleges  Universities  Technical & Vocational Institutions  Teacher Training Institutions  Non‐Formal Basic Education  Deeni Madaris

The number of primary, middle and secondary schools in Pakistan are4:

100% 90% 20,256 80% 70% 28,818 19,008 60% 50% 40% 125,573 30% 20% 16,862 12,732 10% 0% Primary Middle Secondary

Public Private

Figure 1. 1 Number of schools at Primary, Middle and Secondary level

The above statistics show that 86% of the primary schools are in the public sector. However, the number of public schools in the middle and secondary sections has dropped significantly. Only 37 percent of the middle schools and 40 percent of the secondary schools are in the public domain.

3 http://library.aepam.edu.pk/ 4 Pakistan Education Statistics 2015-16

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Figure 1.2 shows the distribution of students in the primary, middle and secondary schools. In all the three sections, enrollment in public schools varies between 60 to 65 percent of the total.

100% 90% 7.290 2.403 1.209 80% million million million 70% 60% 50% 40% 11.461 4.039 2.227 30% million million million 20% 10% 0% Primary Middle Secondary

Public Private

Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level The number of students enrolled drastically reduces from the primary to the middle and secondary level.5 According to the figures provided by Pakistan Education Statistics 2015-16, there were 18.751 million students enrolled at the primary level but at the middle level the numbers dropped to 6.445 million and further plunged to 3.456 million at the secondary level. The comparison of data between the year 2011-2012 and 2015-2016 shows a decline of 10 percent in the enrollment at primary level, while an increase of 4 percent at the middle level and 11 percent at the secondary level (PES, 2015-16)6. Decreased enrollment at primary level is alarming and if it is because of lack of opportunities, it is the responsibility of the State to provide access to education for all citizens.

18.751

6.445 3.436

Primary Middle Secondary

Enrollment in million

Figure 1. 3 Overall Enrollment Nationally at Primary, Middle & Secondary 2015-16

5 Pakistan Education Statistics 2015-16 6 http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202015-16.pdf

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About 3.2 million children in Punjab did not go to school, which included 290,000 children in the 5-9 age group in Lahore district alone.7 However, the number of out of school children in classes 1-12 from the age bracket of 5-16 years has reduced by 3pc per annum from 25.96 million in 2012-13 to 22.64 million in 2015-16. Punjab has outperformed other provinces by managing to reduce the number by 6pc per annum from 12.87 million to 9.92 million during the same period.8 According to the Figure 1.4, girls‟ enrollment as compared to boys is very low. The enrollment ratio between boys and girls through primary, middle and secondary level remains almost the same. Girls face considerable restrictions and lack of educational opportunities as compared to the boys but it does not diminish their enthusiasm to exercise their right to education.

100% 90% 80% 8.280 2.798 1.475 million million 70% million 60% 50% 40% 30% 10.471 3.647 1.961 million million 20% million 10% 0% Primary Middle Secondary

Boys Girls

Figure 1. 4 Enrollment by Gender in Punjab Another important indicator to determine the standard of education is the teacher student ratio. As the number of students per teacher gets higher, the performance of students drops. A suitable class size helps the teacher to give individual attention to students. A study was conducted in Turkey to identify if there is a correlation between number of students per teacher and students‟ achievement. The results showed a moderate negative correlation between the number of students per teacher and the student‟s achievement. The study revealed that the cities with greater number of students per teacher tend to have a low achievement in Turkey's Transition to Higher Education Exam.9

7 https://www.dawn.com/news/1097182 8 https://www.dawn.com/news/1319300 9 https://doi.org/10.1016/j.sbspro.2015.02.335

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Table 1. 1 Pakistan Teacher student ratio10

Primary Middle Secondary Pakistan 32 22 24 Punjab 31 23 25 Sindh 28 23 24 KPK 43 16 21 Balochistan 25 16 20

Teacher-student ratio vary widely among developed countries11. In primary education, the average teacher-student ratio among members of the Organization for Economic Cooperation and Development (OECD) is just below 16, but ranges from 40 in Brazil to 28 in Mexico and is 11 in Hungary and Luxembourg. In 2016 the government of Punjab launched the Enrolment Emergency Campaign directing the School Education Department (SED) to ensure 95 percent enrolment of school children. However, the department failed to achieve its own targets12. According to a report by Academy of Educational Planning and Management 2016, 15 percent schools in Punjab have a single teacher giving classes to multiple grades13. Besides improving quality of education, low enrollment, untrained teaching staff and vacant teaching posts are the most critical issues faced by the government.14.

The Punjab government allocated Rs345 billion for education in the 2017-18 budget, which is 17.51 per cent of the total budget. This budget has been allocated for development, schemes related to school education, development programmes of special education and literacy.15 According to 2013-2018 Five Years Education Reform plan, the government of Punjab is focusing on improving key critical indicators such as higher enrolment and retention, improved learning outcomes, quality of education and a better managed, monitored and administered education sector in tackling the education crisis in Punjab. However, the gains of the reforms enacted are still fragile.16 The government of Punjab claims that Public- Private Partnerships helped the accountability and policy making processes and ensures timely solutions of education problems.17

10 Pakistan Education Statistics 2015-16 (p.27) 11 OECD 2014, p. 447. 12 https://tribune.com.pk/story/1279913/punjab-schools-struggle-overcome-problems/ 13 http://www.aepam.edu.pk/ 14 https://thediplomat.com/2017/11/is-the-province-of-punjab-meeting-its-education-challenge-effectively/ 15 https://tribune.com.pk/story/1426110/punjab-education-budget-increases-10/ 16 https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 17 https://nation.com.pk/07-Mar-2018/alif-ailaan-releases-report-on-education-reforms-by-punjab-govt

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Figure 1. 5 view of a public school in Okara A substantial improvement in the school facilities or school infrastructure has taken place over the last five years.18 The Punjab Education Department collected data on indicators like availability of boundary wall, drinking water, toilets, electricity, and condition of school buildings on the province. The Punjab Education Report 2018 published the results of the study as shown in Figure 1.5. According to the report there has been an improvement in infrastructure at primary and secondary school levels. Investment in infrastructure has a positive influence on the achievements of the students. Research conducted by Earthman, Glen. (1998) on the Impact of School Building Condition and Student Achievement, and Behavior shows improvement in students‟ achievements; the better the environment is, the more positive the impact on students' test scores is.19 Similar findings were concluded by Berner (1993)20

Secondary Schools Primary Schools

percentage of schools with boundary walls

percentage of schools with toilets

percentage of schools with drinking water

percentage of schools with electricty

Percentage of schools with satisfactory…

0 20 40 60 80 100

Figure 1. 6 Infrastructure availability in public schools21 Citizen Report Card (CRC) is a social accountability tool in which citizens hold public bodies accountable through their feedback. The system of accountability is not new in Pakistan such as Ombudsman in the Zia-ul-Haq regime, FIA under

18 Punjab Education Report 2018 19https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Condition_and_St udent_Achievement_and_Behavior 20 https://www.nap.edu/read/11756/chapter/10#121 21 Punjab Education Report 2018

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Zulfiqar Ali Bhutto‟s leadership, Ihtisab Cell set up by Nawaz Sharif and NAB through an ordinance by President Pervaiz Musharraf.22 In a broader perspective, social accountability tools improve government‟s performance and, benefit citizens.23 CRC study, as a social accountability tool, systematically forwards user feedback (of the services provided by the government) to the government for service improvement.24 Table 1. 2 Number of Schools in Okara

Level Male Schools Female Schools

H.Sec. 5 4 High 109 76 Middle 109 176 Primary 584 445 Madressa 59 0 Total 866 701 Source: School Education Department25

The Punjab Government claims to have carried out improvements in its education system. To verify these claims, TI Pakistan conducted a citizen report card study in district Okara.26 Okara is a district of Sahiwal division that has three tehsils: Okara, Depalpur and Renal Khurd27. According to the School Education Department of Government of Punjab, Table 1.2 shows the number of schools in Okara.28 Table 1. 3 Number of students and teachers in Okara

Level Male Students Female Students Male Teachers Female Teachers H.Sec. 4964 4965 189 116 High 71881 59236 2266 1515 Middle 39906 49421 1087 1602 Primary 92659 54532 1639 1693 sMosque 4557 0 82 15 Total 213967 168154 5263 4941 Source: School Education Department

22 http://sdpi.org/media/media_details179-press-2011.html 23 https://doi.org/10.1108/IJPSM-01-2017-0010 24 https://www.cohesiveindia.org/social-accountability 25 https://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara 26 https://www.politicpk.com/okara-district-uc-list 27 www.pbscensus.gov.pk 28 http://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara

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1.2 Study Objectives

To raise citizen‟s awareness and improve public service delivery mechanism, Citizen Report Card (CRC) is used as a social accountability tool. CRC has a survey-based approach that analysis user feedback to determine the quality and performance of public services.29 The CRC in district Okara measures/evaluates the availability, functioning, and the quality of education services in the district. The main objectives of the CRC study were:

1. To evaluate the delivery of education services from the end-user perspective. 2. To identify gaps in service delivery processes and appraise the good practices. 3. To provide a quantitative feedback to all the stakeholders, particularly the education department about the service quality, pointing out weak areas for future planning and budgeting. 4. To provide a basis for future research in the same area.

1.3 Duration

The estimated duration of the study was four months. It started on October 1, 2017 ended on December 31, 2017. During this period, all work of research design, data collection and analysis was carried out.

1.4 Scope

The scope of the study is defined to the extent of the content that will be covered by the means of the research. It means all those things that will be covered in the study.30 The data collected during this study was based on the sample taken from district Okara. Hence its findings can only be generalized to that district. The measurement instrument which was used in data collection process was developed after a detailed and thorough secondary research. The nature of the data is quantitative and descriptive statistics is used to formulate the results. Due to financial and time constraints, this study took data only from Okara district whereas other districts were excluded from the study.

29 http://www.civicus.org/documents/toolkits/PGX_H_Citizen%20Report%20Cards.pdf 30 http://www.phdthesis.in/scope-of-the-study/

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2. Research Methods

Research method is an important aspect of research study which has four main elements; research design, sampling design, data collection and data analysis.31 The result of a research depends significantly on the appropriateness of these elements and the manner in which they are executed.32 If inappropriate methodology is used, or if appropriate methodology is used poorly, the results of a study could be misleading.

2.1 Research Design

Research design specifies the information that needs to be collected to address the research questions, the target group and the method of obtaining the information. Research design identifies sampling frame, sample size, sampling method and the statistical techniques to analyze the collected data.33

In Citizen Report Card study, normally a survey method is used which has structured questionnaire to get the user-response by providing possible options to the question. In this CRC, the respondents were the parents of children enrolled in public schools of Okara district. In the development of the questionnaire, an integrated approach was used by applying both deductive and inductive methods.34&35

Through secondary research, a questionnaire was initially developed which was later validated through a focus group discussion conducted in Okara. A team of dedicated people were selected for the survey, who were given a detailed briefing on the subject, the questionnaire and the objectives of the study. Where needed, the team translated the questions into Punjabi for the respondents to understand it. The survey was conducted in all the three tehsils of district Okara. The experienced enumerators also included females.

After collecting the data, it was Figure 2. 1 Enumerators with TI Pakistan representative analyzed on IBM SPSS software. The results were compiled with graphical representation for easy understanding.

31 http://libguides.usc.edu/writingguide/methodology 32 https://www2.gwu.edu/~litrev/a06.html 33 http://libguides.usc.edu/writingguide/methodology 34 https://doi.org/10.1108/13522759910270016 35 Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace , (2016),"Measuring university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 - 104

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2.2 Focus Group Discussion

The Focus Group Discussion is an important aspect of CRC as it provides qualitative input into the research.36 On 18th October 2017, a focus group discussion, conducted in district Okara, helped to validate the questionnaire and modify it before finalization. Teachers, parents and members from civil society organizations participated in the discussion. Initially the questionnaire was developed through secondary sources based mainly on previous researches, newspaper articles and information given on relevant websites. In the focus group, each Figure 2. 2 Focus Group Discussion question was discussed in detail exploring multiple facets of services provided and their implications on users. The participants also gave valuable input and shared their experiences making it more holistic. Several aspects of education services were discussed including teachers‟ behavior, their punctuality, extra-curriculum activities, learning output, availability of drinking water, toilets, boundary walls and communication of parents with school management. The session was moderated by the Project Coordinator of TI Pakistan. In the end, 32 questions were finalized.

2.3 Sample Technique and Size

This CRC study adopted a non-probabilistic convenience sampling approach. The selection of this approach is based on previous studies, available time and financial constraints. However, sample was taken from all three tehsils of district Okara from diversified groups of people including minorities. This approach is not new as majority of the survey researches follow the same sampling technique. The total sample size was 200 which is a suitable to address the research questions and to draw a generalization about the district.

2.4 Instrument of Data Collection

Choosing an instrument for data collection is an important part of the research as it directly influences the results. The instrument of data collection for this CRC is a questionnaire containing 32 items. Each item has few options based on the type of the required data. The questions asked in this CRC were about teachers, school management, quality of education, school infrastructure, and facilities available at school.

36 https://www.odi.org/publications/5695-focus-group-discussion

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3. Analysis and Results

A total of 27 questions were analyzed in the report. The response of each question is presented separately. Out of 200 respondents, 59 percent were females while 41 percent were males.

Table 3. 1 Gender Male Frequency Percent 41% Male 83 41.5 Female 117 58.5 Female 59% Total 200 100.0

Among the 200 respondents, 45 percent were from Figure 3. 1 Gender Okara,25 percent from Depalpur and 30 percent from Renala Khurd. Respondents were selected to represent each tehsil.

Table 3. 2 Tehsil

Frequency Percent Depalpur Depalpur 51 25.5 Okara 25% Renala Khurd 60 30 45% Okara 89 44.5 Renala Total 200 100 Khurd 30% Q.1. Do the teachers attend school daily? Figure 3. 2 Tehsil

The objective of this question was to determine punctuality from user point of view. No 2%

Table 3. 3 Teachers' attending school daily Frequency Percent Yes 196 98 No 4 2 Total 200 100 Yes According to our findings, 98 percent responded “Yes” 98% while only 4 percent responded „No‟. With the Figure 3. 3 Teachers' attending school introduction of biometric attendance in schools, daily punctuality of students, staff and teachers has been improved.37 The biometric system would be more beneficial if the attendance of students and teachers of each school are checked on tablets in real time.

37 https://www.thenews.com.pk/print/286507-system-to-check-attendance-of-students

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Q2. Are the teachers punctual?

In the school system, punctuality is one indicator which determines teachers‟ commitment with their profession. Particularly in villages where students cover a long distance to reach school, it is a great loss for them to wait for their teachers to take classes. No According to our survey, 97 percent responded that teachers 3% are punctual and they come to school on time.

Table 3. 4 Teachers' Punctuality Frequency Percent Yes 195 97.5 No 5 2.5 Yes 97% Total 200 100.0 Figure 3. 4 Teachers' Punctuality

Q.3 Do the teachers give individual attention to their students?

A number of researches support the argument that teachers‟ individual attention is beneficial for students.38 A research in British Journal of Educational Psychology points out two important characteristics of a good teacher. One of them is their ability to engage students individually in learning activities.39

To some Table 3. 5 Teachers' individual attention No extent 2% 6% Frequency Percent Yes 185 92.5 No 3 1.5 To some extent 12 6.0 Total 200 100.0 Yes According to this CRC, 92 percent responded that teachers pay 92%

individual attention, while 6 percent responded to some Figure 3. 5 Teachers' individual attention extent.

Q.4 Are you satisfied with the qualification and abilities of the teachers?

Many researches have been carried out on teacher qualifications and teacher education programmes and their effect on the quality of teaching. In the Journal of Education for Teaching, the research findings show that teachers‟ exposure to

38 http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy-classroom- carousel-day/ 39 British Journal of Educational Psychology (2001), 71, 185-201

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new knowledge and perspectives has an impact on their classroom practice and their influence on school-wide practices.40 72 percent respondents were satisfied, while 25 percent were satisfied to some extent

Table 3. 6 Teachers' qualification To some Frequency Percent extent Yes 145 72.5 25% No 6 3.0 No 3% To some extent 49 24.5 Yes Total 200 100.0 72%

Q.5 Are the teachers performing their duties well? Figure 3. 6 Teachers' qualification

In response to this question, the analysis shows that 79 percent responded „Yes‟, while 19 percent responded „To some extent‟ and 2 percent responded „No‟

To some Table 3. 7 Teachers performing their duties well No 2% extent Frequency Percent 19% Yes 158 79.0 No 5 2.5

To some extent 37 18.5 Yes Total 200 100.0 79%

Figure 3. 7 Teachers performing their duties well Q.6 Are there any incidents of corporal punishment in schools?

Yes There is a complete ban on corporal punishment in the 11% 41 To some Punjab‟s schools. extent 29% Table 3. 8 Incidents of Corporal Punishments Frequency Percent Yes 23 11.5 No No 120 60.0 60% To some extent 57 28.5 Figure 3. 8 Corporal punishment Total 200 100.0

40 Ruth Williams (2011) The contribution of gaining an academic qualification to teachers‟ professional learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49 41 http://www.glxspace.com/2018/01/27/notification-complete-ban-corporal-punishment-punjab-school- education-department/

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However, according to this survey, 11 percent responded that the practice is still continuing in public schools of Okara. While 60 percent responded No, and 29 percent responded that the practice is continuing to some extent.

Q.7 Are the school buildings in good condition?

According to Punjab Education Statistics 2015-16, out of 52,314 schools 17,041 buildings need repair while 6,323 are in poor condition and 150 schools do not have any buildings at all. Yes

8% Table 3. 9 Condition of School Building Frequency Percent Poor 17 8.5 Good 183 91.5 Total 200 100.0 No 92% According to this CRC report of Okara, 8 percent responded “Poor” that the buildings are not in good condition and need Figure 3. 9 Condition of School Building repairing while 92 percent respondents were satisfied with the condition of the school buildings in district Okara.

Q.8 Is the school building maintained properly by the school administration?

If the school building is in good condition, does the administration No frequently repair it? 94 percent responded „Yes‟ 6% and agreed that the school administration repaired the building regularly while only 6 percent responded „No‟.

Table 3. 10 Maintenance of School building

Frequency Percent Yes Yes 189 94.5 94% No 11 5.5 Figure 3. 10 Maintenance of School Total 200 100.0 building

Q.9 Is the school building used only for education purposes only? No 9% School is a place where education is imparted to the students, and the place and its resources should only be used to serve this purpose.

Table 3. 11 School Building for Education Purposes Yes 91% Frequency Percent Yes 183 91.5 No 17 8.5 Figure 3. 11 School Building for Education Purposes Total 200 100.0

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According to this survey, 91 percent responded that the school buildings are only used for education purposes, while 9 percent of them responded that the building is used for other purposes too.

Q.10 Are free course books provided by the government easily available?

The government of Punjab has taken measures to provide free text books to all students till matriculation. Some of the digital material is also available on the website with audio and video support.42 Table 3. 12 Availability of Free Course Books Given Frequency Percent Incomple te Course Yes 106 53.0 Yes Book 53% No 6 3.0 44% Given Incomplete course 88 44.0 books Total 200 100.0 No When the respondents were asked whether free text books are Figure 3. 3%12 Availability of free Course available, 53 percent responded „Yes‟ while 44 percent respondents informed that they got some of the books.

Q.11 Is there a library in your school?

School libraries provide young minds food for thought. They have a significant impact on the achievements of students43. Libraries not only provide knowledge on various subject but also increases the appetite for students to learn something new. Students demonstrate high achievements in schools where there is an established library.44

For the promotion of education, the Punjab government established e-libraries in 20 districts of the province.45 About the question whether schools have libraries, 54 percent responded „No‟ while 46 responded „Yes‟.

Table 3. 13 Availability of library Frequency Percent Yes 46% Yes 92 46.0 No No 108 54.0 54% Total 200 100.0

Figure 3. 13 Availability of Library

42 http://elearn.punjab.gov.pk 43 www.asla.org.au/site/defaultsite/filesystem/documents/research.pdf 44 American Library Association 45 https://www.pitb.gov.pk/

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Q.12 Are there any facilities for differently-abled children in the school?

During the FGD, participants pointed out this issue which needed to be asked from the respondents. To the question, 99 percent responded „No‟ that extra facilities are not available for differently-abled children. They also demanded new Yes schools with trained staff to educate such students. 1%

Table 3. 14 Facilities for Differently able children Frequency Percent Yes 3 1.5 No 197 98.5 Total 200 100.0 No 99%

Q.13 Is the essential furniture available at your child’s Figure 3. 14 Facilities for Differently able children school?

People have different interpretation about essential furniture. During our survey lots of people mentioned benches, tables, cupboards as essential furniture that are required in schools. In our survey, 93 percent responded “yes” that schools have the essential furniture, only 6 percent gave a negative response To some extent Table 3. 15 Availability of Furniture 1% No Frequency Percent 6% Yes 187 93.5 No 12 6.0 To some extent 1 .5 Total 200 100.0 Yes In Pakistan while the government is providing essential furniture in all 93%

schools, in developed countries, researchers are discussing the Figure 3. 15 Availability of Furniture impact of furniture design on students‟ learning. It was found

that children showed a modest but significant improvement in on- No task behaviour and a marked change in sitting positions following the 4%

introduction of the newly-designed furniture 46

Q.14 Is cleanliness satisfactory in the school?

A recent survey shows an impact of cleanliness on students‟ performance and their retention rate in school. 44 percent students draw a direct link between their performance and Yes 96% cleanliness around them.47 Figure 3. 16 Cleanliness in schools

46 Knight, G., & Noyes, J. (1999). Children‟s behaviour and the design of school furniture. Ergonomics, 42(5), 747–760 47 https://visual.ly/community/infographic/education/how-cleanliness-can-impact-performance-schools

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Table 3. 16 Cleanliness in schools Frequency Percent Yes 192 96.0 No 8 4.0 Total 200 100.0

According to our CRC findings, 96 percent responded that schools are clean while only 4 percent responded in the negative.

Q.15 Is the surrounding of the school clean?

Majority of the survey participants responded positively about the cleanliness of schools. However, it was No 3% equally important for a school‟s administration to keep the school‟s surrounding clean as well. According to the findings of CRC, 97 percent of the respondents found schools‟ surroundings clean.

Table 3. 17 Cleanliness around schools

Frequency Percent Yes Yes 195 97.5 97% No 5 2.5 Figure 3. 17 Cleanliness around schools Total 200 100.0

Q.16 Is there reasonable arrangement of security in the school?

After the Peshawar school attack, school security has been a serious concern of all parents. In the whole country, schools have been categorized according to the perceived threat assessment. Standard operating procedures are also issued which include raising boundary walls, hiring security guards and installing closed-circuit camera systems.48

Table 3. 18 School Security No 32% Frequency Percent Yes 137 68.5 No 63 31.5 Yes Total 200 100.0 68%

According to this CRC, 68 percent responded that there is reasonable arrangement of security in the schools, while 32 Figure 3. 18 School Security percent are not satisfied.

48 https://www.dawn.com/news/1155110

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Q.17 Do the schools have boundary walls?

Another question related to the security of schools is the presence of boundary wall. In case of female educational institutes, it is one of the most essential requirement. According to the results, 98 percent responded „Yes‟ that schools have boundary walls. The No 2% results are consistent with Pakistan Education Statistics 2015-16.49

Table 3. 19 Boundary wall Frequency Percent Yes 197 98.5 No 3 1.5 Yes Total 200 100.0 98% Figure 3. 19 Boundary wall

Q.18 Is drinking water available in your school?

Water helps in digestion, blood circulation and makes up more than half of children‟s body weight and is needed to keep all parts of the body to function properly.50 UNICEF pointed out that lack of safe water and sanitation on educational institutions affect children‟s learning.51

Considering its importance, a question was asked in the survey about the availability of drinking water in schools. According to the findings 33 present of the respondents reported that drinking water is not available in the schools of Okara while 67 percent responded that it is available.

Table 3. 20 Availability of Water No Frequency Percent 33% Yes 135 67.5 No 65 32.5 Yes Total 200 100.0 67%

Access to tap water is very low in rural areas - 13 per cent - as Figure 3. 20 Availability of Water compared to 43 per cent in urban areas of Punjab. The quality of this drinking water is questionable as the major source of the water is through the use of hand pumps.52

49 Pakistan Education Statistics 2015-16, p-29 50 https://pediasure.co.za/child-nutrition/why-water-is-important-for-children 51 https://www.unicef.org/media/media_53234.html 52 https://nation.com.pk/03-Dec-2017/provision-of-safe-drinking-water-top-priority-of-punjab-govt

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Q.19 Are clean toilets available in schools? No 3% According to a study water, sanitation and hygiene in schools contribute to better health and educational outcomes among school-aged children.53 It is surprising to mention that many schools in our country are deprived of this basic facility.54 The situation in Punjab, however, is much better.55 According Yes to this CRC, 97 percent responded that clean toilets are 97% available in the public schools of Okara. Figure 3. 21 Availability of Clean toilets

Table 3. 21 Availability of clean toilets Frequency Percent Yes 194 97.0 No 6 3.0 Total 200 100.0

Q.20 Do the schools have a proper ventilation system?

School is the place where young people spend most part of their day. A proper ventilation system helps maintain good indoor air quality. There are other elements as well which maintain temperature at a comfort level; like heating and air-conditioning. The right of children to have good air quality at school is recognized worldwide and many efforts are made to ensure it.56 According to this CRC, 98 percent of respondents said that the No 2% schools are properly ventilated to provide fresh air to students during hot season.

Table 3. 22 Air Ventilation Frequency Percent Yes 197 98.5 No 3 1.5 Yes Total 200 100.0 98%

Figure 3. 22 Air Ventilation

53 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4483696/ 54 Pakistan Education Statistics 2015-16, p-142 55 Pakistan Education Statistics 2015-16, p-143 56 https://www.rehva.eu/publications-and-resources/rehva-journal/2011/022011/ventilation-systems-and-iaq- in-school-buildings.html

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Q.21 Are the schools well lit?

Comparing to the International Standards where a certain level of light is maintained for proper visibility, it could not be ascertained that such standards are being followed in government run schools. According to British and European Standard 12464-1 (Lighting of Indoor Work Places), the recommended lux57 levels applicable to schools listed by the application are58  Corridors: 100 lux

 Foyers, entrance halls, canteens: 200 lux No  Libraries, sports halls, gymnasiums, lecture theatres, 3% classrooms, computer rooms: 300 lux  Laboratories, kitchens: 500 lux  Technical drawing room: 750 lux

Table 3. 23 Proper lights in Schools Frequency Percent Yes 97% Yes 194 97.0 No 6 3.0 Figure 3. 23 Proper lights in School Total 200 100.0 According to the survey, 97 percent responded that the schools were well lit while only 3 percent responded they were not.

Q.22 Are extra-curricular activities organized in school?

Research indicates that participation in extracurricular activities affects students‟ academic performance but the effect depends on the specific activities in which the students are involved.59 According to the CRC in Okara, 50 percent responded that extra-curricular activities are organized, while the other 50 percent gave a negative response.

Table 3. 24 Extracurricular Activities No 50% Yes Frequency Percent 50% Yes 101 50.5

No 99 49.5 Total 200 100.0

Figure 3. 24 Extracurricular Activities

57 The lux (symbol: lx) is the SI derived unit of illuminance and luminous emittance 58 https://www.lyco.co.uk/advice/lighting-for-schools-colleges-and-universities/ 59 https://www.kon.org/urc/v5/fujita.html

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Q.23 Do schools’ administration make unnecessary demands for money from students?

There are many complaints regarding private schools charging/taking unnecessary money from the students. Whether this practice exists in public schools in Okara, the survey included a question about it.

Yes Table 3. 25 Unnecessary demand of money 10% Frequency Percent Yes 21 10.5 No 179 89.5 Total 200 100.0 No 90% The result showed that 90 percent of the respondents said that no such demand was made from them, while 10 percent Figure 3. 25 Unnecessary demand of money responded „Yes‟.

Q.24 Is the school administration performing their duties?

In another question, respondents were asked whether the school administration performed its duties. Among the To some three given options, 67 percent responded „Yes‟ 30 percent extent responded „to some extent‟ and 3 percent responded „No‟. 30%

Yes Table 3. 26 Administration performing their duties No 67% 3% Frequency Percent Yes 135 67.5 Figure 3. 26 Administration performing their duties No 6 3.0 To some extent 59 29.5 Total 200 100.0

Q.25 Does the school administration cooperate with parents?

Cooperation between school and parents makes the educational process effective. In response to this question whether school administration cooperates with parents, 98 percent responded that school‟s No administration cooperate with parents in district Okara 2%

Table 3. 27 Cooperation of school Administration Frequency Percent Yes 196 98.0 No 4 2.0 Yes Total 200 100.0 98%

Figure 3. 27 Cooperation of school Administration

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Q.26 Is the school administration involved in any corruption?

Gross irregularities and charges of corruption have been 60 reported in the news in which NAB took action. In Yes order to get the feedback from the citizens, this question 5% was asked from them. 95 percent responded „No‟. However, 5 percent responded „Yes‟.

Table 3. 28 Corruption in Schools Frequency Percent Yes 11 5.5 No No 189 94.5 95% Total 200 100.0 Figure 3. 28 Corruption in Schools

Q.27 Does the school administration respond to your complaints? According to this survey, 97 percent respondent reported that their complaints are addressed by the school administration. Most of these complaints are No informal. The headmasters/teachers listen to such complaints and address 3% them accordingly.

Table 3. 29 Redressal of Complaints

Frequency Percent Yes 194 97.0 No 6 3.0 Yes Total 200 100.0 97%

Figure 3. 29 Redressal of Complaints

60 https://tribune.com.pk/story/1642242/1-tower-corruption-irregularities-rs173-million-unearthed-daanish- schools-lahore-city/

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4. Recommendations

Out of 27 questions analyzed, the results show that the situation is satisfactory in the Education sector in district Okara. However, certain areas need further improvement. Our recommendations with respect to these areas are listed below:

1. Although teachers give individual attention to the students, it should be improved by taking it to a higher level. This may include strategic seating, effective grouping, use of technology or project base learning. 2. More emphasis should be given to effective implementation of the training system and evaluation of the teachers. They should be equipped with modern teaching methodologies and assessment tools which will help them to teach better. 3. Although corporal punishment is prohibited in the province, it is still practiced in some parts of the district. The government should ensure the implementation of the policy. Teachers should be provided training of using alternative ways to motivate students towards desired behaviors. 4. The government should ensure that safe drinking water is available in the public schools as the ground water, the main source of drinking water in the province, is polluted. 5. Extra-curricular activities enhance learning experience. Keeping in view the security reasons, extra-curricular activities should be carried out within the premises of schools along with co-curricular activities. Arts, literature, science clubs should be established. Sports facilities should be arranged for the school children. The idea of academic competitive teams is also very useful for students‟ development. 6. Free text books for all subjects and uniforms should be made available for each student in a transparent manner. 7. To strengthen security in schools, security drills should be made part of school learning. Parents should also be informed about the security measures taken by the school administration. 8. The school library and the science laboratory is integral to the teaching and learning process. All students should have access to a library preferably within the school premises. 9. Facilities for students with disabilities should be made available so that they are able to attend regular school. The government should address the challenges that may be faced by the school administration to set up these facilities. 10. It should be made sure that all school buildings should be used only for educational purposes only.

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5. References

1. Article 25(A), The Constitution of Pakistan 1973 2. Academy of Educational Planning and Management; http://library.aepam.edu.pk/ 3. Pakistan Education Statistics 2015-16 4. The Impact of Number of Students per Teacher on Student Achievement https://doi.org/10.1016/j.sbspro.2015.02.335 5. The Organization for Economic Co-operation and Development OECD 2014, Report p. 447. 6. Academy of Educational Planning and Management; http://www.aepam.edu.pk/ 7. Alif Ailaan ; https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 8. Punjab Education Report 2018 9. The Impact of School Building Condition and Student Achievement, and Behavior https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Con dition_and_Student_Achievement_and_Behavior 10. Importance of Citizen Report Card is Vital to Ensure Social Accountability http://sdpi.org/media/media_details179-press-2011.html 11. Social Accountability and Healthcare Delivery; https://www.cohesiveindia.org/social- accountability 12. Pakistan Bureau of Statistics ;www.pbscensus.gov.pk 13. USC Libraries: Research Guides http://libguides.usc.edu/writingguide/methodology 14. Tools for Preparing Literature Review ;https://www2.gwu.edu/~litrev/a06.html 15. Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace , (2016),"Measuring university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 – 104 16. Research tools: Focus group discussion https://www.odi.org/publications/5695-focus-group-discussion 17. How to Give Students Individual Attention In A Busy Classroom-Techthough http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy- classroom-carousel-day/ 18. British Journal of Educational Psychology (2001), 71, 185-201 19. Ruth Williams (2011) The contribution of gaining an academic qualification to teachers’ professional learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49 20. Knight, G., & Noyes, J. (1999). Children’s behaviour and the design of school furniture. Ergonomics, 42(5), 747–760 21. Visually: https://visual.ly/community/infographic/education/how-cleanliness-can-impact- performance-schools 22. Why Water Is Important for Children – Pediasure https://pediasure.co.za/child-nutrition/why-water-is-important-for-children 23. Lack of safe water and sanitation in schools affects children’s learning – and their lives – UNICEF ;https://www.unicef.org/media/media_53234.html 24. Mitchell R.B & Weiler Susan (2011), Developing next-generation climate change scholars, Journal of Environmental Studies and Sciences, Volume 1, Number 1 / 2011 25. Ventilation systems and IAQ in school buildings; https//www.rehva.eu/publications-and- resources/rehva-journal/2011/022011/ventilation-systems-and-iaq-in-school-buildings.html 26. The Effects of Extracurricular Activities on the Academic Performance of Junior High Students https://www.kon.org/urc/v5/fujita.html

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