A COMPARATIVE STUDY OF THE ROLE OF

PUBLIC HIGHER SECONDARY SCHOOLS

IN RURAL AND URBAN SINDH

By
MUHAMMAD IQBAL AHMED

In Partial Fulfillment of the Requirement for the Degree of

Doctor of Philosophy (Ph.D.) in Education

Under the Supervision of

PROF. DR. FARIDA AZEEM LODHI

Hamdard Institute of Education and Social Sciences

HAMDARD UNIVERSITY KARACHI

December 2010
 Preface

The basic aim of education besides awareness and knowledge is to

produce social capabilities like humanity, brotherhood and respect to others.
Education enables a person to have successful life for him and others. For the
achievement of these objectives, educationists, intellectuals and learned people
are always busy. The accomplishment of this task is possible only when students
have mental peace and learning environment which is almost not available in
public higher secondary schools of Sindh. The two years Intermediate college
education is an example of disturbing teenage students instead of continuing
their schooling up to XII in the same school.

Keeping in view the importance of this problem the Researcher has tried
to co-relate the performance of public higher secondary schools with the needs
of education system and tried to present useful suggestions in consultation with
relevant personalities and available literature in this regard. The researcher is
satisfied with his efforts; however future researchers and students will decide
that up to what extant this study is useful for the education and society.

This laborious and hard work could not be completed without the help and
sincere supervision of Professor Dr. Farida Azeem Lodhi. I am proud to work and
complete this research work under her supervision and guidance. I cannot
express my gratitude for her co-operation; she extended to me during the whole
process of this research.

i
 I feel that it is my duty to thank all those reputed persons who helped me
in this research work. First of all I pray for the great scholar, Shaheed Hakim
Muhammed Saeed, who established Hamdard University which became an ocean
of knowledge for the present and future generations. Dr. Abdul Aziz, Dean
Faculty of Education and Social Sciences is the person who made it possible to
complete this research work which was pending since a long time. Dr. Abdul Aziz
has definitely rendered great services to the University according to the vision of
Hakim Muhammed Saeed by making research work for M.Phil and Ph.D.,
functional.

Professor Ejaz Ahmed of Federal Urdu University deserves to be

appreciated for his useful suggestions and co-operation in completion of this
research work. I am also thankful to Dr. Abdul Ghaffar Khan, Dr.Anaya Noor
Jehan, Dr.Farzana Nasim, Dr. Safia Imran, Surgeon Adeena Zayan, Professor Dr.
Ahmed Saeed, Shah Muhammed Munir Alam, Syed Umair Asad, Mr. Mujahid
Waheed, Principals and all related persons for their kind co-operation in
completion of this research work.

In the end, I pray that this research should benefit the Education system
and play its role in the social development of our generation and hope that it will
be Insha’Allah helpful in improving the performance of public higher secondary
schools in rural and urban Sindh.

ii
 Abstract
The overall purpose of this study was to examine how rural and urban
Higher Secondary School differs in their performance and what role they were
playing in the education system of Sindh. The scope of the study was limited to
the Public Higher Secondary Schools province of Sindh only. The population of
the study consisted of Principals of Public Higher Secondary Schools in rural and
urban Sindh. The final sample consisted of 70 Principals, 30 from rural and 40
from urban Public Higher Secondary Schools of Sindh.
Study reviewed research information on some major aspects of Public
Higher Secondary Schools in rural and urban Sindh, its role in education system
including its effectiveness, discipline, performance and examination results. So
the researcher had presented the background of the problem and introduced the
impact of the problem on present education system. Assumptions as well as
hypothesis were formulated.
Education system of Pakistan and other countries were explained in the
study. Education policies, in accordance with Higher Secondary Schools and rural-
urban disparity in access to education in Sindh also discussed. The affects of
Principals, teachers and students on the performance of higher secondary
schools were also observed.
Questionnaire was developed for collection of data by using pre-test and
post-test method. Statistical analysis of data collected was done. All the five
hypotheses were tested using frequency, percent, valid percent and cummulative
percent. Findings of research were also discussed. Recommendations were
prepared to highlight and enhance the role of public higher secondary schools of
rural and urban Sindh, in education.
It was expected that this work will help research scholars and relevant
educationists for further research. The government officials may also utilize this
work in overcoming the problems in Public Higher Secondary Schools and
improve its performance.

iii
 Certificate
This is to certify that Mr. Muhammad Iqbal Ahmed S/o Muhammad Usman has
worked under my supervision and guidance for the preparation of this
dissertation, “A comparative study of the role of public higher secondary schools
in rural and urban Sindh.”

This dissertation satisfies the requirements and regulations relating to the award
of the degree of Doctor of Philosophy in education.

To the best of my knowledge, the work is original and has not been submitted to
any other University or Institution for a degree.

Dated: - 04 December 2010 (Prof. Dr. Farida Azeem Lodhi)

Research Supervisor

iv
 INDEX

Preface i
Abstract iii
Certificate iv

Index vii

Tables’ viii

CHAPTER 01 Introduction 1

1.1 Back ground of the study 1

1.2 Statement of the problem 3
1.3 Objectives of the study 3
1.4 Importance of the study 4
1.5 Justification of the study 6
1.6 Key Terms 7
1.7 Basic Assumptions 8
1.8 Hypothesis 9

CHAPTER 02 Review of the Related Literature 11

2.1 Educational stages in different countries 13

2.2 Historical back ground of education system in Pakistan 21
2.3 Education policies of Pakistan 25
2.4 Higher secondary schools in Pakistan 33

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2.5 Public Higher secondary Schools in Sindh 39
2.6 The role of school Principals in the world 48
2.7 Reflections from school performance 56
2.8 The effects of students performance on education 68
2.9 The role of teachers in learning process. 79
2.10 Assessment and examination in Schools. 85
2.11 Factors affecting performance of schools. 89

CHAPTER 03 Research Methodology 92

3.1 Methodology 92
3.2 Population 92
3.3 Sampling 93
3.4 Research instruments 94
3.5 Coding 95
3.6 Statistical analysis of data 95

CHAPTER 04 Analyses of the Findings 96

4.1 Analysis of Data 97
4.2 Hypothesis Testing 125
4.3 Item Analysis 130
4.4 Analyses of Educationist Interviews 134
4.5 Summary 144

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CHAPTER 05 Summary, Findings, Conclusions and Recommendations
5.1 Summary 150
5.2 Findings 151
5.3 Discussion 151
5.4 Recommendations 162
References 164
Bibliography 168
Appendices 172
Appendix 1. Questionnaire 173
Appendix 2. Notification of up gradation of higher sec. schools 174
Appendix 3. SNE for up graded higher secondary schools. 175
Appendix 4. Up gradation of posts under 4-tier formula. 176
Appendix 5. Institutions, Schools by level and gender in Sindh. 177
Appendix 6. District wise summary of enrollment and teachers. 178
Appendix 7. Student- Teacher, Teacher – School and student – 179
school ratio in public higher sec. schools of Sindh. 180
Appendix 8. List of public higher secondary schools of Sindh. 181
Appendix 9. Examination results statistics of higher schools. 182
Appendix 10. Financing of secondary and higher sec. schools. 183
Appendix 11. Seniority Lists of Subject Specialists & Asstt.Profs. 184
Appendix 12. National educational Senses. 185

vii
 LIST OF TABLES

Table #: Page #:

1- Management of education institutions in united India 1945-46 22

2- Privately Managed Institutions in Pakistan 1967-1968 24
3- Privately Managed schools in selected cities of Pakistan 1967 24
4- Breakup of total cost of education 28
5- Up gradation of Schools in Provinces, 2006 34
6- Teacher student ratio in Pakistan 35
7- Pass percentage in higher secondary schools 37
8- Net enrollment ratio at secondary level 38
9- Primary education participation rate in Pakistan 38
10- Number of higher secondary schools (Year wise) 39
11- The enrollment position in 05 divisions of Sindh 40
12- HSC Examination Results in Sindh 2008 40
13- Higher Secondary Schools in Divisions of Sindh (2010) 42
14- Retention/ Transition Position in higher secondary schools 43
15- Public higher secondary schools in urban Sindh 45
16- Public higher secondary schools in rural Sindh 46
17- Enrollment ratio at primary and secondary levels 47
18- Public higher secondary schools in Sindh 66
19- Gender wise working position of Subject Specialists and 93
Assistant Professors of Public higher secondary schools.

viii
20- Sample for data collection. 93
21- Percentage comparison of sample Principals. 94

ix
 Chapter 1
INTRODUCTION

BACKGROUND OF THE STUDY:

Education plays a vital role to set moral, social and economic standards of
any nation and has a very strong effect on thoughts, believes and planning of
future polices of any country. Developed nations are marching forward because
they have an organized structure for education. They engage intellectuals and
committed professionals to solve their social, economic and educational
problems. The basic reason behind their progress and success is the maximum
utilization of their re-sources. The rapidly growing population of the world
especially in under developed countries, demands proper changes in education
system according to the needs and requirement of their society to achieve their
national objectives.
There are two types of education systems in present world.
1. In sub continent Indo-Pak, education system was divided in primary,
secondary and college. This system was working successfully since long time
and gave satisfactory results.
2. Education was divided in elementary, secondary and higher education
slabs. This was a new experience and it required proper homework for
implementation which was not considered.

Keeping in mind the increasing strength of students in Pakistan, the Government

decided to launch 3-tier scheme of studies in 1979 (National Education Policy,
1979). According to Policy the education was to be distributed in 3 steps:-

1. Elementary Education Class I to VIII

2. Higher Secondary Education Class IX to XII
3. Graduate and Post Graduate Education
Academic ---- B.A/B.Com/B.Sc and M.A/M.Com/M.Sc.
Professional - B.E/MBBS/LLB/B.Ed,M.Ed etc.

1
 After the induction of this scheme, students, parents and community
highly appreciated higher secondary schools. Enrollments in higher secondary
schools were increasing day by day and the parents were much satisfied by the
non political and peaceful environment of these higher secondary schools.
Keeping these facts in view the Education Department Government of
Sindh had upgraded 64 secondary Schools as higher secondary school in 1991,
(Notification No:-F.D. (SR-VI) 1-414/91 dated 7th September 1994) and this
number gradually reached to 206 in November 2010. The success of public higher
secondary schools motivated private sector also and many private higher
secondary schools were established. Some of them are Agha Khan higher
secondary school Karachi, Hamdard higher secondary school Karachi and Pilot
higher secondary school Hyderabad.
According to policy as a 2nd step, all public Intermediate colleges were to
be merged in higher secondary schools and intermediate classes XI and XII of
degree colleges were also to be shifted to higher secondary schools.
The implementation of this part was highly opposed by SPLA (Sindh
Professors and Lecturers Association) and some other corners having vested
interests as they were working under Directorate of College Education and this
setup was to be worked under the Directorate of School Education. This strong
lobby was going to lose its main street power (i.e. Students of XI and XII) as they
pressurize the Education Department and Sindh Government time to time by the
threat of classes boycott and to close Intermediate colleges in favor of their
demands. Similarly the shifting of classes VI to VIII from higher secondary schools
to elementary schools could not be started, so the higher secondary schools were
managing classes from VI to XII instead of IX to XII.
It is a fact that the Government of Sindh has upgraded many higher
secondary schools on political basis in those areas where it was not needed. In
some cases, single faculty public higher secondary schools (only science or arts
subjects) were established with half SNE of teachers so these schools were facing
shortage of teachers (Subject specialists), equipments, furniture and other
necessary facilities.
These public sector higher secondary schools needed more attention in
urban and rural Sindh for the success of this 3-tier scheme of studies as the
increased Enrollment of XI student could not be accommodated in the existing
public and private intermediate colleges.

2
 A comparative study of the role of public higher secondary schools in
urban and rural Sindh may reflect the true picture of situation as well as the
impact of 3-tier scheme of studies in the present education system of Sindh.

STATEMENT OF THE PROBLEM:

In this study the performance of public higher secondary schools was to be
analyzed. It was analyzed that whether the objectives were achieved for which
these schools were established or establishing day by day.
It is generally observed that the performance of higher secondary schools was
not appreciated like intermediate colleges by the students and parents in both
rural and urban areas of Sindh. Neither the Parents like to enroll their children
and nor the students take interest studying in these Government higher
secondary schools. It is believed that there are some factors behind the low
efficiency of higher secondary schools and fewer enrollments have confirmed it
especially in urban Sindh.
The performance of urban and rural public higher secondary schools was
also analyzed and compared in this study. These higher secondary schools were
established to accommodate the students from increasing population on one
hand and on the other hand, it has to fulfill the gap produced by the shortage of
colleges in rural areas of Sindh and to make access for female students in rural
Sindh especially. The efficiency of these higher secondary schools in both the
areas was to be checked that whether these Schools were succeeding in
achieving the objectives set by the Government at the time of their
establishment.

OBJECTIVES OF THE STUDY:

 To find out the factors related to the performance of public higher

secondary schools in urban and rural Sindh.
 To find out the ways and means to improve the higher secondary schools
in rural and urban Sindh.
 To compose the performance of public higher secondary schools in rural
and urban Sindh.

3
 It is a fact that there must be some purposes behind any work and its
completion prove that exercise fruitful. The purpose of this research work was to
make the stake holders i.e. students, teachers, parents and especially education
authorities aware of the present situation of higher secondary schools. The
research work highlighted the demerits and encouraged the merits of the subject
under consideration. The research was also based on certain output oriented
reasons that made it valid for researchers and scholars.
In this study, it was observed that public higher secondary schools were
not become attractive and beneficial for the students seeking admission in it;
however the availability of Intermediate colleges was very rare in rural Sindh.
This study found out the reasons for which the performance of public higher
secondary schools was poor in urban rather than rural areas of Sindh and to
make recommendations for the betterment and effectiveness of them. Following
points were considered.
 Enhancement of the Enrollment in higher secondary schools.
 Improvement of the examination results.
 Development of student’s skills by curricular and co-curricular activities.
 Maintenance of discipline in higher secondary schools.
 Provision of cheap and affordable education.
 Provision of learning environment in public higher secondary schools.

IMPORTANCE OF THE STUDY:

A strong foundation is required to construct a durable building which can
bear the heavy load of an edifice. Education from the beginning is the need of
every society and the education system requires the means to transmit the
knowledge to the students because it is a process of aiding the all round
development of an Individual’s physical, intellectual, social, moral and spiritual
status.
In Pakistan the federal and provincial governments had already
established a large number of educational institutions, like schools, colleges,
polytechnic institutes, professional colleges and universities. The number of
these Institutions increased day by day in accordance with the needs of the
people. These educational institutes were being financed and controlled by the
Government.
The government of Sindh had established 49,125 educational institutions
in all over Sindh. (Sindh Educational Management Information System 2010) but

4
the educational standard is declining day by day almost in all these Institutions.
The reasons of this decline were indiscipline, less attention of teachers, student’s
poor attendance, shortage of teaching and administrative staff and incompetent
Heads of Institutions.
The examination results of class XI showed fall of marks up to 8% from
class X results which caused drop out of students as well as admission problems
in professional colleges after XII. Another big problem was non-availability of
girl’s colleges especially in rural Sindh. The Government had a serious concern to
overcome these problems because higher secondary education (IX to XII) became
an important sector in the entire educational system. This part of education
provided the middle level work force for the economy on one hand and on other
hand it acted as a feeder for the higher level of education. Higher education,
which was expected to produce quality professionals in different fields hinged on
the quality of education.
The Education, therefore, needs to be revamped in such a way that it can
prepare young men and women for the pursuit of higher education as well as
prepares them to adjust to their practical lives meaningfully and productively. To
overcome these problems, the Government established 12 higher secondary
schools in 1987, (Up-gradation notification of secondary schools) to provide
education up to XII in same secondary school to avoid disturbance in their
continuity of education due to change of Institution which causes fall in
examination results and involvement in political activities of student’s
organization in intermediate colleges.
Nomenclature of up-graded higher secondary schools, Government of
Sindh, education department dated 4th September 1994 confirmed that after
success of this pilot project, Government of Sindh upgraded 52 Secondary School
to make the total number of higher secondary schools as 64 by the
recommendation of World Bank in its study of December 91. (See appendix)
In this study, the performance and success of public higher secondary schools in
rural and urban Sindh was observed in accordance with the objectives set by the
education department as per national education policy 2009.

5
JUSTIFICATION OF THE STUDY:
In this study, the performance and success of public higher secondary
schools in rural and urban Sindh has been observed in accordance with the
objectives set by the Federal government as per National Education policy 2009.
Recommendations would be prepared to increase the efficiency of public higher
secondary schools up to the required academic and social levels. Furthermore the
comparison of rural and urban public higher secondary schools will expose the
facts and figures which are closely related with the performance of these
Institutions.
To justify the performance of public higher secondary schools and analyze
it in accordance with the objectives for which they were established. The
performance of rural and urban public higher secondary schools was to be
observed deeply.
In the light of observed facts the recommendations were prepared for
Implementation and to get better results. In this way, these public higher
secondary schools were highlighted with respect to social and educational
aspects.
The comparison method brought out the facts which affected the
performance and efficiency of these public higher secondary schools. The
comparison of rural and urban higher secondary schools brought into picture all
the facts and figures which were closely related with the performance of these
Institutions. The recommendation made in this regard will cause better results.

6
KEY TERMS

HIGHER SECONDARY SCHOOL:-

An Institution where XI and XII classes are being run along with the
secondary classes (VI to X) under single administration.

ROLE:-
The part played or the responsibilities taken by an individual or group of
people, department or Government.

PUBLIC SECTOR:-
An environment in which Government officials (individually or in group)
functions in the frame work of Government policies in co-ordination with
other stake - holders.

URBAN AREA:-
Populated areas, like cities and towns where basic facilities (Schools,
Colleges, Hospitals, Railway Stations, Bus Stands, Airports, Markets, Petrol
Pumps, Hotels etc.) are easily available for the residents.

RURAL AREA:-
The less populated areas which are far from the cities and towns. Access
to basic facilities is difficult and normal life is not easy for the residents of
these areas.

SINDH:-
The southern province of Pakistan attached to Arabian Sea. Karachi, the
biggest city of Pakistan is the capital of Sindh. More than 50% population
of Sindh resides in urban areas and remaining in rural areas of Sindh.

7
BASIC ASSUMPTIONS:
 The public higher secondary schools were established
throughout the province of Sindh.
 These public higher secondary schools minimize the
admission burden on public intermediate colleges.
 The Government favored to promote these public higher
secondary schools.
 The Enrollment of students in these public higher
secondary schools was increasing gradually.
 Public higher secondary schools were running under the
supervision of EDO Schools in their respective districts
and under “Secretary Education” at provincial level in
Sindh.
 The teachers of higher secondary schools were named as
Subject Specialists instead of lecturers.
 Status of Subject Specialists is also definable.
 Higher secondary schools were not given proper
attention as of Intermediate colleges.

8
 HYPOTHESES

HYPOTHESIS - 1
The enrollment in rural and urban public higher secondary schools of Sindh is
gradually increasing.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of rural and
urban public higher secondary schools about increasing enrollment in higher
secondary schools.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural and
urban public higher secondary schools about increasing enrollment in the
schools.

HYPOTHESIS - 2
Same attention is paid by the education department to the public higher
secondary schools in rural and urban Sindh.

NULL HYPOTHESIS H0:-

There is no significance difference between the opinion of Principals of rural and
urban public higher secondary schools about paying same attention towards their
schools.

ALTERNATE HYPOTHESIS H1:

There is significance difference between the opinion of Principals of rural and
urban public higher secondary schools about paying same attention towards their
schools.

HYPOTHESIS - 3
The education department provides the same facilities to the rural and urban
public higher secondary schools of Sindh.

9
NULL HYPOTHESIS Ho:-
There is no significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about getting the same facilities.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about getting the same facilities.

HYPOTHESIS - 4
The arrangements of co-curricular activities are similar in public higher secondary
schools of rural and urban Sindh.

NULL HYPOTHESIS H0:-

There is no significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about the similar arrangements of
co-curricular activities in their schools.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about the similar arrangements of
co-curricular activities in their schools.

HYPOTHESIS – 5
The examination results of students in rural and urban public higher secondary
schools are similar.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about similar examination results.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural and
urban public higher secondary schools of Sindh about similar examination results.

10
 Chapter 2
REVIEW OF THE RELATED LITERATURE

Education began when the first man took birth, since then man has tried
to rule over the nature. To do this he learned to develop rules and regulations.
He started developing pictures and letters to learn language. The rich fabric of
human cultures is woven them from the words of a spoken language. Spoken
language was probably the latest step and almost the most significant one, in the
evolution of the human brain.

Leakey and loin, (2006) stated that the ability to communicate

verbally raised the possibilities of infects education to new and fertile levels and
is incapable as a vehicle for the development and transmission of culture. This is
what really separates human from the rest of the animal kingdom. With the
passage of time man struggled hard to develop society and made the use of
technology. Once occurred an accident of nature now became a piece of
deliberate technology, to be a used profession, a stick for digging up roots, or to
slice the flesh of a dead animal.

The system of education was developed when man became civilized. Man
started understanding different things or got information about a subject
necessary to his needs. He obtain knowledge of experience or study through
either his mind or by people. Dieter Lenzen, President of the Freie University,
Berlin (2007), emphasized that education was the natural response of early
civilization to the struggle of surviving and thriving as a culture.

In order to fulfill the basic needs man had always remained busy to
discover and invent new things. All his activities like taking milk, food, laughing,
weeping, crawling and walking were the results of his learning. In the early period
man became able to develop a society. When cultures extended their knowledge
beyond the basic skills of communicating, trading, gathering food, religious
practices, etc, Formal education and schooling eventually followed.

11
 It is a fact that education plays a vital role in setting moral, political, social
and economic standards in a society. Therefore, the wisdom, thought and
practices of any nation revolve around the educational system developed by the
state. In the present era, those nations developed and civilized themselves whose
educational setup and Institutions were properly organized.

It is observed that whatever the nature of problem, be it political, social,

economic or religious, only professionals of higher knowledge solved these
problems all over the world. All the organs of society are strictly bound and
dependent on education and educationists. Every act of society , be it economical
progress, provision of Justice, recovery of losses, role of law, organization of
administration, works of social welfare and standards of morality are totally
depend upon effective role of education.

Education is integrally linked with the development process. The literacy

rate in Pakistan has increased from 18.3% in 1951 to 57.2%. (Statistical Survey of
Education in Pakistan 2006). Education in the rural areas has been paid much
attention because all sections of society were concerned and conscious about
raising its quality and quantity. For this purpose policies and programs of both
formal and non-formal methods has adapted. Rural education was also a form of
investment to improve the efficiency of productivity of rural manpower on which
the entire development of the country depends. The development of society can
never be imagined without proper education and it was necessary that
educational society must be avoided from negative thinking and must be
optimistic.

To overcome the educational demands of people, different educational

systems were used in different countries as the secondary and higher secondary
schools prepared young people for future life. The schools have very important
role in providing skills to the labor markets as many students have formal
schooling and providing input to the next step of the system, for those who gone
to this level of learning. The system did not provide an adequate base for both
these functions quite apart from the quality of Instructions. A central question
that education playmakers confront was the level of skill development and
preparation that can be achieved by twelve years of School education as a
terminal qualification

12
Educational stages in different countries:

An overall review of 2010 AD confirmed that there were two types of Education
systems in most parts of the world.

1) Education was divided into primary, secondary and college levels. This system
was running in Indo-Pak for many years.

2) Education system was divided into Elementary (1-VIII), Secondary (IX to XII)
and Higher education at University or Professional Colleges.

In both above mentioned system of education, high or higher school play

an important role. So the Researcher went through the term High School and
Higher secondary education in respect of educational systems in different
countries.

The actual term “High School” originated in Scotland with the world’s
oldest being the “Royal High School” Edinburgh, in 1505 AD. It spread to the new
world owing to the high prestige enjoyed by the Scottish educational system
because in the 18th century Scotland had the world’s most literate population. A
number of countries engaged Scottish educators to develop their state education
system. High school was the synonymous with secondary school. The national
education systems in different countries have evolved with the state in such a
way that they appear to flow from each other. This national education system
shared the ideals, objectives and purposes of a state.

The world record confirmed that higher secondary schools were started in
1880, (Net Wikipedia dated 17.11.2010.) before it, higher secondary education
level 06-12 was often offered in high schools.

In India the present education system was mainly comprised of primary

education, secondary education, senior secondary education and higher
education. Elementary education consists of 8 years. Each level of secondary and
senior (higher) secondary education consists of two years. Higher education in
India starts after passing the higher secondary education which was 12th
standard. Completing graduation in India can take 3 to 5 more years. High schools

13
were a gate of education which includes standards VII to X. Standards of XI to XII
are called as higher secondary school or senior secondary schools. Some states
refer to standard IX and X as high school while XI and XII are termed as
Intermediate. Usually students from ages 14 to 18 study in this section. Most
states In India provide schooling through grade 12. Maharashtra, Orissa, Andhra
Pradesh and Karnataka however, have a system of junior colleges where, after
taking the 10th grade board exams, students have to apply to junior colleges to
complete their 11th and 12th grades. Junior colleges are also referred to as Pre-
University Colleges (PUC). Junior colleges were frequently co-located with degree
colleges.

In Australia, the term "high school" referred to secondary school, from

Year 7 to Year 12, varies from state to state. High school follows primary
(elementary) school. In Tasmania and the Australian Capital Territory, the term
"high school" generally refers to level 7-10, whereas the term "college" is used
for level 11-12. Higher secondary of level 12 generally followed this schedule but
with different names for the qualifications awarded. Students may choose to
leave after level 10 (at ages 15 to 17) or continue through level 12. In Urban areas
almost all students finish level 11 and 12 in order to align with University
requirements and are awarded higher school Certificate (HSC) in higher
secondary schools. It is possible to qualify for a high school-completion certificate
HSC after 12 years of education in different parts of Australian.

In Brazil, the term "high school" also known as "Secondary school" refers
generally to schools in grades ten, eleven and twelve. Obligatory subjects taught
in Brazilian high schools are: Physics (theoretical and experimental), Chemistry
(theoretical and experimental), Biology (theoretical and experimental), Math,
History, Geography, Brazilian Portuguese, English, Literature, Sociology,
Philosophy, Physical Education and Writing. High schools in Brazil are aimed to
prepare students for the entrance process to college or university. Every year,
students are evaluated by National High School Examination; the grade obtained
in this exam is often used as a part of University process. The Federal
Government of Brazil offers full (100%) or partial (50%) scholarship in private
Universities for well graded students.

14
 In Canada the term "High School" and "school “refers generally to schools
comprising grades ninth through twelve (In some provinces only from grade 10 to
12). Although each Province and territory has their own system, some provinces
have Junior high schools, while others have post-eleventh grade public schools,
also known as senior high schools. In Quebec, high school comprised grades
seven through eleven, and was followed by a two or three-year junior college.
Canadian students were required to continue their education until at least age
sixteen to eighteen, depending on the province. After graduating from high
school, students can continue their education at College, University, or join the
workforce.

In England different systems were adopted by different counties. In Kent

and other English Counties comprehensive schools were often called as higher
school while in other states grammar schools were performing the same job.
Despite the term "high school" being created in Scotland, its education system is
distinct from other parts of the UK, so in neighboring England and Wales the
terms was used specifically for girls' schools. In certain areas, such as Liverpool,
secondary schools are generally called high schools. Most of the country adopted
a two-tier schooling system, consisting of a "Primary" (Level 1 – 6) and a
"Secondary" (Level 7 – 11). However, some of the country chose a three-tier
system, with the addition of a "Middle" (Level 5 - 8) school, while the Primary and
Secondary schools still exist in those areas where secondary schools are often
referred as "High Schools" to avoid confusion.

Germany has a tripartite school system consisting of many variants. The

most prominent of them was the comprehensive school. Hauptschule, which
ends at grade 9, and Realschule, that ends at grade 10, were often followed by
vocational education or a technical college. Most primary schools already end
with grade 4 but some had grades 5 and 6; the change between different school
types, remained possible throughout the school years. The German equivalent of
the high school was the grades 10 to 12 of Gymnasium, which are called
"Oberstufe". To a lesser degree the vocational education the high school grades
were 11 to 13. Mostly High Schools were of the grade X to XII. After this level
Students could qualify for the admission in University. Traditionally, the High
School grades were XI to XIII but this had been shortened in all Federal Areas to X
to XII.

15
 In Iran, "High school" which is known as "Dabirestan" taught for 3 years,
after the Secondary school (Rahnamai) and before the University-preparatory
school (Pishdaneshgahi). After the first year of high school, students should
choose their general branch of specialization, for example Mathematics, Physics,
Experimental sciences, Social sciences, Arts, etc.

The Japanese word for a high school is kōkō in short. High school in Japan
covers grades 10 to 12. Although it is not mandatory but some 99% of Japanese
people attend high school. The third year of high school in Japan was allotted for
students to prepare for college exams known as "juken" while others may wish to
settle for a job instead. High schools in Japan are referred as "upper secondary
schools." However most persons and sources use the term "high school", for
instance the Tokyo Metropolitan Government Board of Education uses "senior
high school".

In Malaysia, the term "secondary school" is almost always used in the

place of "high school". Secondary education is compulsory and it usually begins
with forms one at the age of 13 and goes on until form five at the age of 17. After
completing Form Five, the students have a choice of entering Form Six, before
proceeding to their further studies elsewhere. A number of standardized tests is
taken by students throughout their schooling years. To continue the secondary
schools, primary school students must undergo the Primary School Evaluation
Examination in their sixth and final year. At the age of 15 in form three, the pupils
sit for the Lower Secondary Assessment examination. Depending on their results
in that examination, students can choose to enroll in one of several specific
streams available upon entering form four. At the end of secondary education,
the pupils sit for Malaysian Certificate of Education examination. If they choose
to continue to form six, they are required to sit for the Malaysian higher school
certificate examination. Once the pupils have completed form five (or form six for
certain students), they have officially completed secondary school.

In Mexico, the term "high school" usually comprising grades 10-12, when
the student's age is 15 to 18 years. It may prepare the student with basic training
for a job and was the required step before Enrollment into a college or university.
Traditionally upper education consists of 3 years , divided into 6 semesters, with
the first 4 semesters having a common curriculum and the later ones allowing

16
some degree of specialization, either in physical sciences (electricity, chemistry,
biology, etc.) or social sciences (commerce, philosophy, law, etc.).The term
preparatoria is most commonly used for institutions that offer a 3-year
educational program that prepared the student with general knowledge to
continue studying at a university. In contrast, the term bachillerato is most often
used for institutions that provide vocational training, either in 2 or 3 years, so the
graduate can get a job as a skilled worker, for example, an assistant accountant, a
secretary or an electronics technician.

In China, the term 'high school' often refers to the senior part of the
Chinese secondary education. Students who have finished six years of primary
education continue three more years of academic study in middle schools at the
age of twelve. This is not compulsory for senior secondary education, where
junior graduates may choose to continue a three-year academic education in high
schools, which will eventually lead to university, or to switch to a vocational
course in vocational high schools.

Generally, high school years usually have two semesters. Number of

lessons offered by school on a weekly basis is very subjective, largely depends on
the school's resource. The academic curriculum consists of Chinese,
Mathematics, English, Physics, Chemistry, Biology, Geography, History, politics,
Music, Fine Arts, Physical Education, Technology, Computing etc. Some schools
may also offer vocational subjects. All students especially males, were
encouraged to attend secondary school if it would lead to entrance to a college
or university and escape from village life. In China cities, the majority of high
school graduates will go onto universities or vocational colleges.

High school in the Philippines refers to 4 years of education after 6-7 years
of grade school. Children normally enter high school from age thirteen or
fourteen and complete it when they reach age sixteen or seventeen. Everyone
who finished high school normally received a high school diploma. This high
school diploma is a requirement in entering college/university. The levels were
usually identified as First, Second, Third and Fourth Year and informally
identified.

17
 The secondary education in Taiwan includes junior high school, senior high
school, vocational high school, military school and complete high school. The
traditional secondary education institutions were established during the
Japanese colonial era (1895–1945). After six years in elementary school, the rules
state that children must enter junior high school, or their parents may be fined.
There are three grades in junior high Schools. Children who achieve the third
grade can choose to enter senior high school, vocational high school or complete
high school. If children want to continue their formal education, they must sit for
an examination.

Senior high school has three grades. Graduates from senior high school
often continue on to university. Vocational high school has three grades as well.
Children who complete vocational high school can then enter a technological
university. Complete high school is like that of American high schools, in that it
has grades seven to grade twelve.

In Singapore, schooling for those in the age range of 13 to 16 takes place in

a secondary school. Some schools are known as high schools and these schools
follow U.S. curriculum and syllabus in addition to British "O" levels or incorporate
core elements of U.S. education System. Junior College (JC) is equivalent to a
Higher Secondary School in the United Kingdom. After the GCE 'O' level
examinations in Secondary, students may apply for admission to either a JC or a
polytechnic. The two years spent their culminate in a GCE 'A' level certificate
which is the most common qualification used for university admission.

In South Africa, high school began in grade 8. Students study for five years,
at the end of which they are known as "Matric”. From 2008, students sit in the
National Senior Certificate examinations, which replaced the Senior Certificate
and Training Certificate. To progress on to university, students must attain a pass
in their Home Language, an Additional Language, Mathematics and Life
Orientation, as well as at least three electives. An alternative Matric examination
is offered by the Independent Examinations Board (IEB), a body representing
several of the private schools in South Africa. The I E B examinations were
considered valuable by the teachers, parents and students both in South Africa
and abroad, as more challenging than the state equivalent.

18
 In South Korea, students from grades 10 through 12 attend high schools;
these high schools may also have subject specialty tracks. For example, students
who have a talent for science, foreign language, physical activity, art, etc, may
choose to go to an academic science or foreign language and other specialty high
school. These high schools are often hard to get into, especially Science and
foreign language, which creates competition to go to a good high school. Unlike
most developed countries, high schools in South Korea are neither free nor
compulsory. However, 97 percent of Korean students do complete high school,
according to a 2009 study.

In the United States a high school is an upper secondary school which

educates children from grade nine through grade twelve. Individual states,
counties, and school districts have considerable leeway in choosing to their
school levels. Students generally became graduates from high schools in 18th
year but this varies by state depending, on the kindergarten cut-off date. A few
American schools still incorporate grades 7 through 12, but it is usually either
grades 9-12 or grades 10-12 although some states split grades 9-10 and 11-12
into a high school and senior high schools. For purposes of the Grade Point
Average (GPA) and subject requirements used for college admission, grade 9 is
usually considered the first year of high school regardless of whether the student
is in the last year of a 7-9 junior high program, or the first year of a 9-12 high
school program. There are some senior high schools that cover only grades 10-12
and typically accept students from a junior high school that includes grades 7-9.
Some states consider grades 7-12 to be secondary education, while others
consider grades 6-12 to be secondary education.

Students who have failed a grade may remain in high school past the age
of 18. In general, students over 19 attend remedial classes to receive a high
school diploma or General Educational Development (GED) certificate. State laws
vary on the cut-off age for students to receive free public education services.
Many states have adult high schools for people generally 18 and over. Students
can stay in high school past the age of 18 if it is deemed appropriate. They cannot
stay past a certain age depending on the state. On average 71% of American
students graduate from high school. A high school diploma or GED certificate is
usually required for entrance into a two or four-year College or university and to
other post-secondary education programs.

19
 In Pakistan, the term "high school" is used to describe schools from level VI to
level X. Two high school systems are prevalent there. First is the local
matriculation system which is administered by both Federal and Provincial
Boards of Education and includes grades 9 and 10 after which pupils may be
admitted into college. The second major education board there is the Cambridge
International Examination GCE Ordinary Level conducted by the British Council.
Pakistan has different type of Institutions.

i) Primary School Level I -V

ii) Lower Secondary School Level VI - VIII

iii) Middle School Level I – VIII

iv) Secondary School Level VI – X

v) Model School (very rare) I–X

vi) Higher Secondary School Level VI – XII

vii) Public School Level I – XII

viii) O-level/ A-level School

ix) Inter Colleges Level XI – XII

x) Degree College Level XI – XIV

xi) University Level XIII – XVI. (Honors Program / Master’s

Degree)
XV – XVI (Master Program)
xii) Professional / Vocational Institutes.

xii) Deeni Madarsah Certificate of Aalim, Fazil, Shahdate Aalimia (16 years)

20
Historical background of education system in Pakistan:

The education in Pakistan at its independence on 14th August 1947 was

very much influenced by the effects of previous system exercised in pre-
independence period. During this period there were many organizations as
described in detail by English Tourists. In this regards the report of Mr. Adam
carries great importance. (Keller, Harper and brothers, 1955.) The report consists
of three parts. This report indicates that there were one lac privately managed
educational institutions of (Madressah) only in Bengal. In Punjab there was one
Madressah for every thirty two students. Another report was of Max Miller
(1945), who gave full detail of Education in Punjab. Mr. Ward also agreed with
the above mentioned schools and said that there was the network of Madressah
in every village and town where much emphasize was given on reading, writing
and math. The indigenous type of schools, maktabs, madressahs and
dharamshalas, were existing in sub continent before the establishment of British
Empire. Education in these institutions consisted of oriental languages and
religious instructions.

In provincial plan of action Sindh (2001 – 2015), it was stated that the
primary education in Sindh had a system even before 1843 AD when British
conquered Sindh. There was a network of indigenous education system. The
primary schools were called Maktabs and Patshalas. The Maktabs taught Persian,
Muslim History and a little Arithmetic. The patshalas on the other hand
emphasized on commerce and arithmetic. These educational organizations were
privately managed and donated by different stake-holders. The Muslim rulers
and the well to do, people were generous enough in giving their properties to the
trusts for the well being and welfare of the society. The organizations were
running quit smoothly in a systematic manner.

It was stated in provincial plan of action Sindh that the above education
system was working so effectively that some of the European missionaries were
struck by the economy with which the children were taught to read and write in
elementary schools. They were particularly impressed by the system of mutual
instructions according to which the more advance scholars were teaching the less
advanced and at the same time the former confirm their knowledge.

21
 British ruled the sub continent from 1813 to 1947 AD. Charles Grants was
the pioneer of the educational development in Indo-Pak. His interest was to
convert Indians into Christians. The British had formulated their own educational
plan according to their needs. The responsibility of education was given to East
India Company. In the year 1813 AD the East India Company was allowed to
spend one lac rupees annually on Education for its promotion. The company
directed the Governor of Bengal to provide western Education to the local elite
and to others. This education should be such that they may be offered
government jobs. The English rulers believed in “down ward filtration” policy and
laid emphasis on secondary education in comparison to primary education
because they needed qualified persons for doing clerical jobs in offices.

According to plan, (Provincial Plan of action Sindh 2001 – 2015), the British
were less interested in mass education which was well indicated from the fact
that the East India company took control of education under charter act of 1813
AD where as in England the state accepted the responsibility of education in 1833
AD i.e. 20 years later and introduced compulsory education act 1870 AD. But in
Indo-Pak a bill regarding compulsory education presented in 1912 AD was
rejected at committee level.
After independence of Pakistan, the inherited system of education which
was introduced by the British Government to produce limited man power for the
low grade jobs and only minimally for the higher cadres of employment,
continued. The basic character of this system was non technical and non
professional with an emphasis on the study of humanities, although with the
passage of time it did train a limited number of people in scientific and other
professions.
At the time of independence, a large number of educational institutions were
existing. The table given below presents the share of private sector, government
sector and local bodies in promotion of education in United India. (Fundamentals
of education 1953.)

Institutions Private Sector Local Body Government

Primary Schools 42.64% 53.23% 4.50%
Middle Schools 47.09% 50.24% 2.65%
High Schools 82.73% 8.09% 9.18%
Table-1:- Management of education institutions in united India 1945-46

22
 These figures indicated that in the pre-partition times 42.64 percent of the
total primary schools were in the private sector. The share of Private middle
schools and high schools is greater. The table also indicates that local bodies also
contributed significantly at all levels while the government owned a very small
number of schools. These institutions were of various types, which can be
broadly classified under following categories.

Private Public Schools:

During the British period, the government created public schools for the
education of the children of elite groups. The Chief College Lahore, some public
schools in Murree and Abbottabad belonged to this category. Most of these
schools were wholly or partially financed by the government. These schools
offered a superior standard of education but were inaccessible to the poor
sections of the society.

Aided Schools:
These institutions were either managed by the individuals under the
umbrella of Board of Governors or by various organizations. These schools
regularly received grants from the provincial government or federal government
or both. Being recipient of government grants, they followed government’s
curriculum and admission policies.

Unaided Schools:
These institutions did not get any financial assistance from the
government. These were managed either by welfare organization and Trusts or
by well-to-do persons or communities. These schools were depended on their
own financial resources as they charged tuition fees. Their standard of education,
quality of staff and other education facilities remained always of questionable
standard.

Madressahs:
These were the traditional Islamic institutions, having their own admission
policies, curriculum and administrative set up. Education was free in these
Madressahs as their main source of income was charity and assistance provided
by the local communities. These institutions were concentrated in rural areas and
they were not counted in the official statistics.

23
Missionary schools:
There were English Medium schools run by local and foeign Christian
missionaries. International missionaries were also included in this category.In the
table it may be observed that in pre-partition days 42.64% of the total schools
were in private sector in the development of primary education in Pakistan.

Institutions Private Sector Local Body Government

Primary Schools 4.00% 2.79% 93.18%
Middle Schools 10.30% 2.08% 87.60%
High Schools 39.65% 25.64% 34.71%
Colleges 50.78% 6.20% 43.21%
Table -2 Privately Managed Institutions in Pakistan 1967-1968

Figures before partition and after partition differ on priorities. During pre-
partition days, this position played a significant role in the development of
primary education, but after partition it shifted its emphasis to higher education.
The possible reasons for this change in priority could be that from commercial
point of view, primary education was not a profitable enterprise. Since
government schools charge very small tuition fees, parent preferred to send their
children to government schools or local-body schools. Especially the rural
population which is comparatively poor could not afford education if not
subsidized by the government. Nevertheless the private sector significantly
contributed to the development of primary education in urban areas.

Big Cities Private Sector Government Local Body

Hyderabad 23.41% 39.65% 36.93%
Lahore 29.20% 28.28% 42.51%
Rawalpindi 35.68% 33.33% 30.98%
Table-3. Privately managed schools in selected cities of Pakistan 1967

Table indicated that in big cities like Hyderabad, Lahore and Rawalpindi
more than one third of the primary schools were maintained by the private
sector. This means that the private sector flourished in big cities where people
could afford and school could collect tuition fees. Commission on National
Education 1959 urged the government to give grants-in-aid to private primary

24
schools but there was no evidence that government ever aided private primary
schools.

Education Policies of Pakistan:

Education in Pakistan was a highly selective process. The ideology of

Pakistan laid down two important obligations for the Government. Firstly
education would be accessible to all citizens; secondly it shall enable them to
prepare enlightened and civilized individuals committed to the cause of Islam.
Only about 10% of the children who entered primary schools a decade earlier
remained in schools for the Intermediate stage. Equity at the Secondary and
Intermediate stages has two aspects. Do the Boys and Girls who had completed
Middle School have equal chances of entering Secondary and then Intermediate
stage and did students in rural areas have chances equal to those in urban areas.

A policy on education reflects the country’s ideological aspiration, its political

options, its traditions, its values, its culture, its socio-economic needs, its
emerging trends and its concept on future. Following educational policies were
formed as well as implemented in the history of Pakistan since its birth in 1947.

 The first national education conference 1947.

 National education commission, 1959.
 Hamoodur Rehman Commission 1966.
 Education policy 1970.
 Education policy 1972-80.
 National education policy 1979.
 Literacy and mass education commission 1981, (Nai roshni schools program).
 National educational policy 1998-2010.
 National educational policy 2009.

These policies were made for implementation but unfortunately in the history
of Pakistan, most of the policies were made as written document form and
implementation did not take place. Progress may be the result or outcome of
implementation process and the policies must be implemented in such a way to
indicate it. With the reference of above mentioned policies, progress in education

25
could be analyzed. The UNESCO’s Education for All (EFA), Global Moniturno
report mentioned that in spite of atomic power; Pakistan is under starvation in
education as compared to Ethiopia. According to reports published, the literacy
rate was 11% in 1947AD which was raised to 54% in 2010 AD. Let’s review
educational progress which resulted after the implementation of several policies
of Pakistan.

National Educational conference 1947:

First educational conference was held in Karachi, to review educational

situation and to consider the needed reforms. At this conference the founder of
the state and the father of the nation, Quaid-e-Azam Muhammad Ali Jinnah,
outlined the national education policy in cogent and concrete terms. His
statement had since been widely quoted in educational documents and has
formed the theoretical basis of educational policy in Pakistan. “In order to build
the future economic life of the country, it is essential to impart scientific and
technical education to the people in a manner which instills in them the highest
sense of honor, integrity, responsibility and selfless service to the nation”. It was
recommended to the Constituent Assembly that Urdu should be recognized as
the Lingua Franca (National Language) of Pakistan so Urdu must be taught as a
compulsory language in all schools.

Later on the basis of outlines provided in National Education Conference

1947, a document was declared in the form of a compendium of statistical data
and a summary of up-to-date educational thinking, called “The six year
Educational Development Plan 1952-58”. This plan was cut short in 1954 and
over taken by the preparation and release of the “First Five Year Plan 1955-
1960”, released in 1957.The policy framed in this conference was the foundation
stone of Pakistani education. According to the views of Quaid-e-Azam
Muhammad Ali Jinnah the conference emphasized that education must prepare
good citizens and good Muslims by the learning in schools.

26
National Education commission 1959:

The main objective of this commission was to evolve a national system of

education which could reflect the spiritual, moral and cultural values of
independent Pakistan. Some important recommendations were as follows:-

i) Examinations should be an assessment of the student’s ability and not of

his memory and data retention capacity.
ii) Program of counseling and guidance should be developed for each and
every student.
iii) Students should not be allowed to participate in politics.
iv) Professional education like Medical, Engineering, Agricultural and Legal
education must be enhanced.

The researcher observed that these recommendations were partially

implemented. For example:-
i) Curricula for primary and secondary education were revised in 1961.
ii) Islamic studies was made a compulsory subject for classes I—VIII and an
optional subject for classes IX—X.
iii) Intermediate education was separated from Universities and Boards of
Intermediate and Secondary Education were established.
iv) Evening classes were started in polytechnic and other vocational
institutions.

Hamood-Ur-Rehman Commission 1966:

The report of the commission on national education was introduced with the
aim to match the values and aspirations of society with the role and objectives to
which the system of education should meet. The major theme underlying the
recommendations of the commission was the recognition of the fact that
education is a vital national investment. This commission was called as the
commission of student’s welfare. As a result of its recommendations:-

 Primary education was emphasized.

 University grants commission was established.
 To encourage research, advance increments to teachers were given. It

27
 also responded to the student’s problem. These steps improved the
national structure of education in Pakistan and setup the most useful new
education policy.

Because the recommendations of the commission were not fully

implemented so the objectives set in this policy could not provide the stated
welfare to the students. However it was a good future planning.

The Education Policy 1970:

The new Education Policy laid great emphasis on universal enrollment up

to class V by 1980. This education policy also proposed to decentralize the
administration of educational institutions. It recommended high priority to
elementary education and to emphasize reformation of literacy corps. Its
recommendations towards various level of education were in written form never
implemented due to a big political unrest which finally separated East Pakistan.
The remaining smaller Pakistan was also suffered with big challenges like
prisoners of wars, occupied Pakistani territory and War affected economy so that
this education policy could not be implemented. The program under the new
education policy for implementation during the fourth 5-year plan was estimated
to cost Rupees 892 crores.

Recurring Amount Capital Amount Total Rs. In Crore

East Pakistan 232 195 427
West Pakistan 305 115 420
Center 15 30 45
Total 552 340 892

Table 4: - Break-up of the total cost on Education.

It was observed that the Fourth Five Year plan (1970-75) was shelved and
was not succeeded by the Fifth Five Year Plan in 1976 because of uncontrolled
political and economical situation of country.

28
The Education Policy 1972-80:

On March 15th, 1972, a new education policy was announced which promised
to revolutionize the entire system of education. The following were the salient
features of the new education policy (1972-80)
 Nationalization of all privately managed schools and colleges.
 Nationalization and selective admission policy for all exclusive public schools.
 Elementary education will become universal up to class VIII, for boys up till
1982 and for girls up till 1987.

By the implementation of nationalization program the non development

expenditures rose about six times which put severe constrains on the national
exchequer. However this education policy aimed to weed out the complexities
and pulled the nation out of the sloth without loosing the spirit of religion, finer
tradition and culture.

The researcher found out that this long term policy could not the
implemented fully but it can be said that partially it was a successful effort to
develop the education on realistic basis. As this was the first policy prepared by
the elected government of Pakistan but unluckily the political crises badly
effected its implementation. However it was a most comprehensive document
and the quality of education was keenly observed by the measures taken
according to this policy.

National Education Policy 1979:

The basic aim of this policy was the harmonization of education with the
concept of Islam and the ideology of Pakistan. It focused on to improve the
momentum of education and declared that Urdu would be used as medium of
instructions.

The policy maintained that the existing 4-tier system of education, namely
primary, secondary, college and university would be replaced by a 3-tier system
i.e. Elementary, Higher secondary and University education in a phased manner.
Classes IX and X would be added to all Intermediate colleges while classes XI and
XII should be added to secondary schools. Under this system all the secondary

29
schools were to be upgraded to higher secondary schools having classes XI, XII.
Middle sections of higher schools were to be linked with primary schools.

1. Elementary school level 1-8

2. Higher secondary school level 9-12
3. Degree college level 13-16

It was observed that this policy had limited success as implementation

started on 3 tier system but it was too slow that its first step was not completed
up till now. Another drawback of this policy, the private sector was allowed to
open English medium schools by reversing the nationalization policy which badly
affected the enrollment in government schools as their medium of instruction
was Urdu.

Literacy and mass education commission 1981:

This commission presented a series of initiatives in the field of education. A

nationwide literacy program introduced known as “Nai Roshni” which was
implemented in the period 1986-90. The policy target was to:-

 Agitate the minds towards importance of literacy.

 Provide employment opportunities.
 Reduce drop out of school children.
 Introduce a non formal education system.

It was understood that the formal education was not paid proper attention
according to this policy because the main focus in this policy was the non formal
primary education. It can be said that this policy was partially successful and it
provided facilities to working children mostly.

National Education Policy 1992:

The basic objective of this policy was to restructure the existing

educational system on modern lines. This was to be achieved by universalizing
primary education, improving the quality of education, creating high moral,
ethical and civic values among students. This policy tried to make dynamic

30
changes in initial stages. The problems were identified; solutions were presented
to the Federal cabinet through Ministry of Education. Innovative approaches
were recommended in this policy with reference to higher education. The
content of policy was dominated by a curriculum of general nature to meet the
increasing need of middle level skilled workers in the country.

In view of researcher this policy made endeavor to fulfill the basic need of
the country by streamlining the education which has fallen victim to both
external and internal inefficiencies. Rapid increase of population was another
obstacle in the way of educational development.

National Education Policy 1998-2010:

This policy provided the middle level workforce for the economy as well as
acted as a feeder for higher level education. This policy made the education
accessible to all sections of people. The problems were identified to improve the
quality of education at all levels. This policy emphasized the teaching of XI and XII
classes into higher secondary schools instead of intermediate colleges. According
to this policy the Intermediate stage was to be a School stage taught in higher
secondary schools.

Programs laid down in this policy for improvement of secondary education were
as follow:-
 Setting up one model school initially at each district level.
 Introduction of a definite vocational career at secondary level.
 Revision of curricula for secondary and higher secondary level.
 Multiple text books would be introduced at secondary school level.
 A comprehensive in service and pre service teachers training program would
be launched in the area of assessment and evaluation for the improvement of
examinations.
 Project method of teaching would be initiated at secondary level.
 Education service commission would be established for recruitment of
teachers.
 Salary structure of teachers would be based on qualification.
 Education card would be provided to needy students.

31
 According to this policy higher secondary education (IX—XII) was an
important sub sector of the entire education system of Pakistan. The Researcher
has a view that the policy makers have pointed out some weaknesses in
secondary education such as:-
a) Secondary education had not attracted attention in terms of efforts and
investment in the past.
b) There had been unplanned expansion in secondary education and
irrational establishment of higher secondary schools.
c) The provision of science and math’s teachers had not been considered
seriously.
d) The introduction of technical and vocational education at secondary level
remained a controversial issue.
e) Physical facilities and text books were inadequate.

National Education Policy 2009:

The policy emphasized that efforts should be made to develop attitudes in the
students of elementary stage which will create in them motivation for productive
service for the welfare of the community. Its main targets were:-
 Increase in literacy rate.
 Increase in enrollment at primary level.
 Preference to technical education.
 Teachers training.
 Reformation and changes in curriculum.

It was observed that National Education Policy 2009 provided very clear
program for future steps to revise the trends in education according to needs of
the time, keeping in view the ground realities as the policy suggested reforms in
social sector, economic, educational and institutional sector.

The study of different education policies brought out that there has been
concern regarding the need to reform education. The reforms have also been
clearly spelled out; however the implementation has never matched the fine
words of policies. Financial allocations have been inadequate. The result is that in

32
Pakistan, education in general and higher secondary education in particular gives
the looks of an abandoned child. The stake holders must think about it.

Higher secondary schools in Pakistan:

In 1987, some steps were taken to implement the 3-tier Education system.
In first phase of implementation, lower Secondary Schools had to be merged with
primary School but due to large number, all primary Schools could not be merged
and upgraded as elementary Schools and about 80% of Primary Schools are still
running with level 1-5. The post of Director Primary Education was renamed as
Director Elementary Education. Similarly in some big Secondary Schools,
Intermediate Classes were introduced and Director Secondary Education was
renamed as Director Secondary and Higher secondary Education.

Most of the higher secondary schools in Pakistan have reached to their

present status through a process called “Up gradation” in which a new stage is
added to an existing School. The outcome of the process is always to add a full
stage, although the up gradation is sometimes accomplished by adding 1 grade a
year until the full stage is accommodated. The process is a low cost method of
expanding access to higher grades of Schooling. However its implementation in
Pakistan had 03 major short comings:

1. The choice that which School was to be upgraded has rarely been made as
a result of systematic process such as school mapping, location etc, but
rather in response of pressures from prestigious local and political
authorities.

2. All new and even existing facilities and equipment were allocated
preferentially to the higher grades, so that the conditions of learning for
students in lower grades are almost worst after “up gradation” than
before.

3. The upgraded schools came under the jurisdiction of the governmental

authorities’ in charge of the higher stage. For example supervision of a
higher secondary school with secondary classes was handled by those
responsible for supervision the secondary stage.

33
 Rural and urban areas have different patterns of “up gradation” and therefore
change concentrations of these types of schools. In Rural areas most “up
gradation” began with a primary school, which then became a middle school and
sometimes high school. Therefore, middle schools were most common in rural
areas. In urban areas there were few middle schools. Instead one found free
standing primary schools and high schools that may or may not include the
primary stage but always the middle, as well as the secondary stage. Similarly
higher secondary schools have the same pattern. Before “up gradation” these
schools had classes from VI to X and when intermediate classes XI and XII were
started, these schools were connected with Intermediate Board in addition to
Secondary Board of Examinations.

The process of “up gradation” gradually produced 386 higher secondary

schools in Punjab, 168 higher secondary school in Sindh, 238 higher secondary
schools in Khyber Pakhtoonkhwa, 40 higher secondary schools in Baluchistan, and
42 higher secondary schools in Azad Kashmir.

Provinces Schools
Punjab 386
Sindh 168
Khyber PK 238
Baluchistan 40
Azad Kashmir 42
Table 5: - Up gradation of Schools in Provinces of Pakistan.

The number of higher secondary schools was increasing day by day and
enrollment in these Schools was also increasing but differences had also
appeared with the administration. Especially in Khyber Pakhtoonkhwa college
teachers have reservations in accordance with their service seniority. The
Researcher had a view that these differences could be resolved easily. However it
could be accepted that higher secondary schools in general, could not achieve
the target for which they were established throughout the country.

34
 It was observed that secondary schools students get education in a
disciplined manner according to their physical age and psychological needs and
they enter into college with a changed attitude of liberty and freedom, which was
not possible in higher secondary schools. The students from Class VI to X studied
under a controlled environment and there were no free period, common rooms
or students organization’s political activities like colleges. So the students of
higher secondary classes in these schools feel inferiority with the college students
which affects negatively on their personality development.

In some higher secondary schools, especially in urban areas secondary

students of these schools became undisciplined and irregular observing the
attitude of their senior colleagues of higher secondary classes. The Researcher
understood that due to this reason enrollment could not raise in urban areas as
much as expected. Up to 2009, the enrollment in higher secondary schools of
Punjab was 392742, in Sindh 141545, in Khyber Pakhtoonkhwa 169379 and in
Azad Kashmir 11693.

The Teachers posted in the higher secondary schools of Punjab were

11062, in Sindh 15468, in Khyber Pakhtoonkhwa 6379 and in Azad Kashmir 1066.
According to these figures the teachers-students ratio became 1:36 in Punjab,
1:26 in Sindh, 1:27 in Khyber Pakhtoonkhwa and 1:11 in Azad Kashmir.

Punjab Sindh Khyber PK Azad Kashmir

Enrollment 392742 241545 169379 11693
Teachers 11062 15468 6379 1006
Teacher, student
1:36 1:16 1:27 1:11
ratio

Table 6:- Teacher student ratio in Pakistan.

According to statistical survey the Researcher noted that as the number of

35
higher secondary schools was increasing the enrollment was also increasing but
the “Interface” by political and other pressures caused many problems in higher
secondary schools especially in the matter of transfers, promotions and posting
of teachers badly affected the administration to achieve the aims and objectives.
The Researcher after forgoing analysis revealed that Pakistan had made progress
on a number of education indicators in recent years. Notwithstanding the
progress, education in Pakistan suffers from the key deficiencies. At all levels,
excess to educational opportunities remained low and the quality of education
was weak, not only in relation to Pakistan’s goals themselves but also in
International comparisons with the referred countries.
According to National Education Policies announced by the Federal Government
of Pakistan, the objectives of the education were as under:-

General Objectives:

1. To promote national cohesion by respecting each other’s faith and religion.

2. To promote social and cultural harmony.
3. To provide and ensure equal educational opportunities to all citizens of
Pakistan.
To develop a self reliant individual and responsible member of global
society.
4. To revive confidence in public secondary education system.
5. To widen access to education for all, to meet the needs of the economy.
6. To equalize access to education for girls and boys alike.

Specific objectives for higher secondary schools:

1. To provide education of Intermediate classes in rural areas where colleges

were not available.
2. To provide the education near to residence.
3. To minimize the rush of students in colleges.
4. To provide Intermediate education to girls especially in rural areas.
5. To accommodate the rising number of students seeking admission.
6. To improve quality of education by continues studies without any
disturbance.

36
7. To promote teachers of secondary schools possessing higher qualifications as
subject specialists.

It was observed that in urban areas the ratio of student enrollment is less
then college enrollment. The reason was the mindset of parents and students as
they preferred colleges which were famous and established many years before.
Students like to be called as “college student” instead of “school boys”. However,
according to Pakistan Educational Statistics, the examination results of higher
secondary schools were continuously increasing since 1993 to 2008.

In 1993, the pass percentage was 22 in Punjab, 59 in Sindh, 36 in Khyber

Pakhtoonkhwa, 40 in Baluchistan and 25 in Azad Kashmir. In 2008 pass
percentage increased to 67 in Punjab, 64 in Sindh, 63 in Khyber Pakhtoonkhwa,
56 in Baluchistan and 45 in Azad Kashmir.

Pass % age 1993 2008

Punjab 22 67
Sindh 59 64
Khyber PK 36 63
Baluchistan 40 56
Azad Kashmir 25 45

Table 7: - Pass percentage in higher secondary schools of Pakistan.

These statistics proved that the pass percentage is increasing side by side
with the enrollment in higher secondary schools. Keeping these facts in view, the
Researcher concluded that the higher secondary schools were progressing
towards their object and if financial and administrative problems (like Teacher
shortage and lack of facilities) may be resolved then better results can be
achieved by these public higher secondary schools.

According to statistical survey by AEPAM, Ministry of Education,

Government of Pakistan, Islamabad 2009,(Ref: 11) the Net Enrollment Ratio, at
secondary Level in Punjab is 26%, in Sindh 21%, in Kyber Pakhtoonkhwa 25%, in

37
Baluchistan 10% in Azad Kashmir 30% and in FATA 12%. This Enrollment Ratio
also confirms the need of up gradation of secondary schools into higher
secondary schools especially in rural areas of Pakistan.

Azad
Punjab Sindh Khyber PK Baluchistan FATA
Kashmir
26% 21% 25% 10% 30% 12%

Table 8: - Net enrollment ratio at secondary level.

In Ph.D. thesis Higher Education in Pakistan, weaknesses and remedies

(2002)”, Dr. Muzaffar Abbas mentioned that before independence of Pakistan, in
1800 AD the concept of higher secondary schools was introduced but the then
deputy director education and controller examination opposed this concept.
After independence in 1947 A.D. comprehensive schools were renamed as higher
schools. (World Bank Report, “Review of Secondary and Intermediate Education”
Dec 30, 2006).

In 1959 AD, national education commission proposed that intermediate

classes may be attached with secondary classes instead of university classes. The
Researcher also observed disparity between participation rates from urban and
rural areas was greater than other provinces: The primary participation rate 72%
for Urban Areas contrasts with 41% for rural areas. The proposition of high
Schools in rural Sindh is 22% compared with 49% for Baluchistan, 56% for Punjab
and 79% for Khyber PK. (Pakistan Education Statistics 2006).

Punjab 56
Sindh 22
Baluchistan 49
Khyber PK 79

Table 9:- Primary education participation rate in provinces of Pakistan.

38
PUBLIC HIGHER SECONDARY SCHOOLS IN SINDH:

To implement the recommendation of National education policy in 1987,

the Government of Sindh upgraded 12 comprehensive / higher secondary schools
out of which 04 were in Karachi, 02 in Hyderabad, 03 in Sukkur, 02 in Larkana and
01 in Mirpurkhas division. After analyzing the position of higher secondary
schools in Pakistan and conducting a review of related literature the Researcher
understand that as well as number of higher secondary schools were increasing
in the province of Sindh, the number of students enrolled was also increasing.
(Government of Sindh notifications for up gradation of higher secondary schools).

Year Number of Higher Secondary Schools

1987 12
1994 64
2001 128
2006 168
2009 205
2010 206
Table 10: - Number of higher secondary schools. (Year wise)

The process of up gradation was continued, hundreds of secondary

schools were waiting for “up gradation”. Out of 206 existing public higher
secondary schools, at present 72 higher secondary schools were for girls, 73
higher secondary schools for boys and 61 higher secondary schools had co
education, however they were established for boys but due to non availability of
colleges or girls higher secondary schools in nearby areas, the Government of
Sindh permitted the Principals of concerned higher secondary schools to allow
admissions for girls students also. These girls students sit behind the boys
students and leave the class rooms 05 minutes before the boys students to avoid
any mishaps.

39
 Division Boys Girls Total
Karachi 26855 30554 57409
Hyderabad 19301 10928 30229
Mirpurkhas 9546 5139 14693
Sukkur 15681 9574 25255
Larkana 12528 4283 16811
Table 11: - The enrollment position in 05 divisions of Sindh.

These figures verified that a large number of male and female students
were studying in the public higher secondary schools but that much number of
students yet not enrolled which could match the increasing population and
educational needs of rural and urban Sindh. The students enrolled in the public
higher secondary schools had got the pass percentage in 05 divisions of Sindh as
follows:

In Karachi division 30387 students were passed, out of 57409 enrolled students,
the pass percentage became 52.93, in Hyderabad division 22580 students
declared passed out of 30229 and pass percentage was 74.69, in Mirpurkhas
division 13337 students were passed out of 14694, the pass percentage became
90.77, in Sukkur division 16051 students declared passed out of 25255 enrolled
students, their pass percentage became 63.55 and in Larkana division 13306
students passed HSC examination, out of 16811 enrolled students making the
past percentage as 79.15.

pass
Division Enrolled Passed
%age
Karachi 57409 30387 52.93
Hyderabad 30229 22580 74.69
Mirpurkhas 14694 13337 90.77
Sukkur 25255 16051 63.55
Larkana 16811 13306 79.15

Table 12: - HSC Examination Results in Sindh 2008.

40
 The policies related to rural-urban educational inequality, gave evidence
about disparities in access to primary and secondary education when data
analyzed from the survey which focused on children in two age overlapping
groups: “compulsory age,” or 7 to 12 year-olds and “secondary age” or 13 to 18
years old, for providing education.
Analyses showed that the level of education in rural and urban areas was
increased rapidly and that a large majority of urban and rural compulsory age
children were enrolled. Among the few children who remained out of access to
compulsory education, the vast majority in rural children and children in urban
region were disproportionately represented and girls were slightly under-
represented. It showed that rural access to secondary level schooling had risen.
There were significant geographic and ethnic disparities in the rural-urban gap.
The specific educational penalty for living in a rural area varied across regions,
particularly at the secondary level. Moreover, the researcher analyses indicated
that on average, the educational penalty for living in a rural area was
substantially greater for girls than for boys, at both the compulsory and
secondary ages for education.
Education had an increasingly important role to play in rural-urban
inequality in the province of Sindh. In general a person’s access to education has
begun to matter a lot for his life time economic security. The education in urban
areas had been rising since the market reform period in the late 1970s; returned
nearly tripled during the period 1992 to 2009, rising from 4.0 to 11.4 percent. In
rural areas, by the year 2001, education increased wages by 6.4 percent among
those engaged in wage employment and education was becoming the dominant
factor. Historically, children in rural areas had faced substantial disadvantages in
securing education but the trend in recent years, the incomes, inequality and
educational costs had all risen. It should be reviewed that policies sought to
address the urban rural gap in recent years.
Using a multistage, random cluster process to draw a sample from diverse
districts that differ by level of economic development, public resources and
health indicators, the province of Sindh was covered in the sample. The urban
and suburban neighborhoods within the cities were selected randomly. Data
used from the rural and urban Sindh to investigate the trend in educational
disparities over time.
The survey also presented descriptive analyses of enrollment using unit-
record data from 0.95 per thousand micro samples from the population. The

41
sample offers two features that complement some of the shortcomings. First, the
survey covered all districts, given the possible high degree of regional disparity in
education. Second, the survey allowed considering minority status in rural
residence. Measurement of ethnicity in the Sindh was limited.
From the perspective of educational access, among the most important
education reform in recent decades has been the 1998 – 2010 policy on the
reform in Education Structure. The policy included many initiatives, such as five
years of compulsory education, the expansion of vocational education, the
strengthening of educational leadership and increased local involvement in
education. A shift of financial responsibilities form the provisional government to
district level was the foundation of the reforms made for quality education for
the students of rural and urban Sindh. District levels of government were given
the responsibility for spending educational revenue. In practice, federal
government took on the provision of higher education and transferred the
responsibility for the arrangements of compulsory education to lower levels,
provincial and district governments.
In Pakistan law on Compulsory Education, designating five years of primary
education was compulsory for all children. Plans were set for different regions to
achieve full compliance of the law. However, the law fell short of guaranteeing
the funding for education. Decentralization and privatization created new
barriers to access for the poorest children and the reform did not effectively
mobilize the resources.

Boys Girls Total

Division of Sindh
Schools Schools Schools
Karachi 17 18 35
Hyderabad 39 14 53
Sukkur 35 19 54
Larkana 19 12 31
Mirpur Khas 27 6 33
Total 137 69 206
Table 13: Higher Secondary Schools in Divisions of Sindh (2010).

The government had responded to concern about access problems under

the decentralized system. For example, the Education Policy of 1979 affirmed the
government’s commitment to equality of educational opportunity regardless of

42
race, sex, occupation, property conditions or religious belief. (National Education
Policy 1979). It also specified that the state should support education
development in remote areas and poverty-stricken areas. In 1979, the
Government formulated plans for the development of rural education, with a
focus on protecting access to an improving the quality of compulsory education
in rural areas. Among the ideas to establish an affective system on sponsorship
for poor students receiving compulsory education, such as by exempting poor
students from all miscellaneous fees and textbook charges and to provide them
monthly honorariums.
In 1987, it was announced that the government would help improve
education in rural areas and many secondary schools were upgraded as higher
secondary schools to save heavy amounts required to establish new colleges. The
federal government launched a massive education project for the children living
in poor areas between 1995 and 2000 with a total investment of 1.2 billion
rupees, the most intensive allocation of educational funding in the last 50 years.
The 1998 action plan for revitalizing education in the 21st century confirmed a
commitment to implement compulsory education across the country and
especially in rural areas.
A mechanism was established to ensure the grades of rural middle and
elementary school teachers and to provide them unattractive area teaching
allowance. The result of this policy showed favorable trends in enrollment and
retention at the stage of compulsory education. For example, in 1990, five-year
retention rates for schools were around 51 percent; they rose to 75 percent by
2000, and rose again to 88 percent in 2003. The official transition rate from
primary to lower secondary was 68 percent in 1995, and had reached 72 percent
in 2001. Three-year retention rates from middle school rose from 63 percent in
1990 to 72 percent in 2008.

Year Retention Rate Transition to Upper Education

1990 51% 63
2000 75% 68
2008 80% 72
Table 14: Retention/ Transition Position in higher secondary schools.

43
 Research analyses showed that the level of education in rural and urban
areas was increasing rapidly and that a large majority of urban and rural
compulsory age children were enrolled. Among the few children who remained
out of access to compulsory education, the vast majority was enrolled and girls
were slightly under-represented. The analysis of secondary age children showed
that although rural access to secondary level schooling had raised so as urban
access but a rural penalty exists.
There were significant geographic and economic disparities in the level of
rural access and in the rural urban-gap. Specifically, the enrollment penalty for
living in a rural area varies across regions, particularly at the secondary level.
Moreover, these analyses indicated that on average, the enrollment penalty for
living in a rural area is greater for girls than boys at both the compulsory primary
and secondary ages. The girls were experienced a disproportionate penalty for
rural residence, in particular.
The findings attested to notable successes in raising access to education in
rural areas a trend that brought important benefits to rural society via improved
literacy and numeracy skills. Rural residents had changed in a material way with
educational expansion as the analyses of enrollment in 2010 confirmed it as
similar insight of absolute improvements and persisting inequalities. At present
one of the goals in the latest Five-Year Plan, aims to give rural children the same
educational opportunities as their urban counterparts and arrangements had
been made to address significant finance and human resource problems in rural
schools of sindh.
Initiatives in place to address problems of rural were partly addressed but
additional policy attention had targeted rural areas. In education, policy makers
have supported increased protection of language rights, subsidies for students,
the establishment of boarding schools, special classes, and support post
matriculation by establishing higher secondary schools and subsidized
Government schools and colleges including teacher training colleges, domestic
and international projects had also sought to support five-year compulsory
primary education. The absolute and relative position of rural students will be a
critical determinant of future progress of Sindh and generally of Pakistan.
The question of access and exclusion at the base of the educational system was
just one piece of the overall picture for educational satisfaction. Urban-rural
inequality was a most important issue as rural student’s access to primary, higher
secondary and higher education. The problems faced by children at the higher

44
secondary level had addressed particularly with up gradation of secondary
schools.
Dearness remained the significant barrier to poor families at this level.
Little evidence is available about the rural-urban sorting and choice went on for
education in rural Sindh. Higher secondary education has expanded rapidly
during the last decade, with many new Institutes, on the other hand the
university exam fees and tuition fees were barriers to rural students as compared
to urban students. Survey of access to higher education found that approximately
32 percent of university students were from rural areas during the period 2006 to
2008, compared with 68 percent from urban areas.

Urban districts of Sindh Boys Schools Girls Schools Total Schools

Karachi west 2 2 4
Karachi South 5 5 10
Karachi Central 3 6 9
Hyderabad 6 4 10
Mirpur Khas 4 1 5
Sukkur 5 5 10
Khairpur 14 1 15
Nawab Shah 4 3 7
Larkana 6 5 11
Total 49 32 81
Table 15:-Public higher secondary schools in urban Sindh.
Urban-rural inequality in higher education had decreased as opportunities for
higher education had expanded. Complicating the picture was the great and
growing diversity of institutional types within the higher education system in
Pakistan. Analysis comparing four-year University’s education to adults suggested
that rural youth were benefitted from more access to lower status adult
education. The urban residents were increased their relative advantage in four-
year higher education. To understand the contribution of education to rural
students and rural-urban inequality, researchers need to address an important
dearth of information about both overall gaps in access to higher levels of
education and about the quality of education being accessed by urban and rural

45
youth. Studies of student achievement in Asia, Africa and industrialized countries
indicated poorer educational performance of rural students compared to urban.
Rural districts of Sindh Boys Schools Girls Schools Total Schools
Karachi East 3 2 5
Malir 4 3 7
Matiari 3 1 4
Tando Allahyar 1 2 3
Badeen 4 1 5
Thatta 9 1 10
Dadu 9 3 12
Tando Muhammad Khan 2 - 2
Jamshoro 5 2 7
Umer kot 8 2 10
Sanghar 9 3 12
Thar parker 6 - 6
Ghotki 2 2 4
Nausheroferoz 10 8 18
Shikarpur 4 1 5
Jacobabad 2 2 4
Kashmor 2 - 2
Qamber Shehdadkot 5 4 9
Total 88 37 125
Table 16:-Public higher secondary schools in rural Sindh.
The relative disadvantage of the rural areas compared with the urban
became evident from the secondary level and above. At the primary level the
GER for the urban Areas is 86% better than 92% of rural areas during 2007-08.
The rural disadvantage at the secondary level GER is rather large, 48% urban
verse 22% rural. The percentage gap between the two areas has widened from
20 points in 2001-02 to 26 points in 2007-08 as well. (Ref. 16: Pakistan Statistical
Analysis, Ministry of Education, Government of Pakistan, Islamabad – 2009).

46
 GER Urban Rural

Primary 861 92%

Secondary 48 22%
Table 17: Enrollment Ratio at primary and secondary levels.

According to Sindh Education Information Management System, the rural

Sindh had one intermediate college and no degree college while urban Sindh had
38 degree and 96 inter Colleges. Thus the secondary education in Sindh is largely
and intermediate education entirely, an urban phenomenon. Keeping this fact in
view, Schooling at grade XI and XII was designed to prepare students for further
study especially in rural areas of Sindh at higher secondary schools.

The government of Sindh had upgraded and established 206 public higher
secondary schools throughout the province of Sindh to facilitate the students and
specially, the rural students. The Principals of higher secondary schools were
responsible to provide quality education and to made successful professionals to
the students enrolled in their institutions. These are the Principals who can
convert their institutions into center of excellence by their commitment and good
governance.

47
The role of school Principals in the world:

The principal plays a key role in the management of his school. He can
raise the standard of education with his skills and efforts. According to Keith
jenning; Laurie Lomas (2003) discussed in the article, “Implementing
performance management for head teachers in English secondary schools” that
the performance management with in the public sector and specifically analysis
the impact of new statutory head teacher performance management scheme in a
sample of Kent’s secondary schools. Secondary Head Teachers in east Kent
appear to have responded positively to the new scheme and are effectively
establishing are performance management culture within their schools. Major
improvements brought about by the performance management scheme would
appear to be a closer linkage between school and staff management system.
There is some disagreement, however; about the role that performance
management has had in raising standards in the class room and also whether
performance management has enhanced target setting and review procedures.
The article concludes that it would be useful to be re-examining the data at a
later date when the performance management scheme has settled and to extend
it to the primary education sector across a variety of geographical location.
(Educational Management Administration and Leadership. Vol. 31, 2003)

The evaluation of the school’s head performance enables to determine the

strength or weakness of his decisions as per the statement of Jasem M Al-
hamdan; Ali M Al-Yacoub (2005) discussed in the article “Evaluation of section
Head’s performance at Kuwait secondary schools” that purpose of the study was
to examine the view points of those involved in evaluating the performance of
section heads in Kuwait secondary schools, mainly section heads themselves,
supervisors and Principals. It sets out to determine the strength and weakness in
the performance evaluation form designed for section heads. A study was
conducted on a sample of section heads, Principals and supervisors at secondary
schools in six educational districts of Kuwait with 15 item questionnaire.

Findings of the sample believe that the performance evaluation form

designed for the section heads, enables self evaluation; contributes by content to
the principle of self evaluation; encourages discipline at work by minimizing
absence them to develop their performance in the next semester of the study

48
year; contributes to defining training requirement and encourages taking training
courses. The study was important for several reasons. First, according to
researchers, this was the first field study that examines the view points of Kuwait.
Second, it provides recommendations and proposals for designing an evaluation
form for section heads based on the outcome of a field survey and previous
study. Third it helps lay down criteria for selecting heads. Finally, it examines the
viewpoint of researched participants involved in the evaluation of section heads,
showing potential differences of opinion with regard to the performance
evaluation form designed for section heads.( International Journal of Educational
Management, 2005.)

The vice principal also plays a vital role in the management of the school.
He not only assists the principal but also take active part in all school activity, it
can be reflected according to Neil Cranston; Carla Tromans; Maj Reugebrink’s
article (2004), “Forgotten Leaders: what do we know about the deputy Principal
ship in secondary schools?” that this article examined the roles of deputy
principal (assistant Principals, deputy heads) in secondary schools and thus
contributed to an under-researched area often overlooked in discussions about
school leadership. Typically, these discussions have focused on the Principal ship
alone. Data were collected from deputy Principals in one large government
education system in Australia using a specially designed questionnaire,
comprising closed and open items. Respondents reported high pressure in the
role, and an increase in recent times in the number of hours worked and in the
variety and diversity of the role. The fact that the majority were satisfied with
their role as a deputy principal, while about 40% intending to seek promotion
to the Principal ship.

Lifestyle decisions were the overwhelming deterrent to seeking

promotion. The level of satisfaction with their role related to how well the nation
of team among school administration team members was developed and the
alignment in their roles between what deputy Principals saw as their real role
with their ideal role. The closer the real and ideal role was aligned, the higher the
level of satisfaction. Deputy Principals identified strong interpersonal/ people
skills, inspiring and visioning change, delegation and empowerment and being a
good manager as key skills for their role. Professional development areas of need

49
for them included financial management and leadership skills. (International
Journal of Leadership in education. Vol. 7; No. 3, 2004)
Principals/Head teachers play the vital role in creating a good school
environment with his skills and abilities. This was well stated by Joan G.
Dejaeghere; Rhiannon Williams; Robinah Kyeyune (2009) in their article,
“Ugandan secondary school Head teachers’ efficacy: what kind of training for
whom?” that with increasing pressures from growing demand and for higher
quality on secondary schools, head teachers play a crucial role in creating
successful school environments. Within Uganda and across many countries in
sub-Saharan Africa, head teachers were not adequately prepared for their roles
and few professional development opportunities exist to provide them with the
skills they were needed. This article reported on a study that assessed head
teachers’ efficiency in the areas of leadership, management, instructional
supervision, and community relations. One of the policy arguments for
educators’ professional development was to create a coherent, cost-effective
training program. However, the findings from the study suggested the need for
designed training to target gaps in specific skill domains and to give attention to
the differing roles and responsibilities of head and deputy head teachers, the
school size and resources, gender and the location of the population that the
school served. In fact, training should be contextualized and targeted.
(International Journal of Educational Development. Vol. 29; No. 3, 2009.)

The school principal played a specific ideal behavior having student

teacher relations according to article by Theodory, George C. (2007), to develop
and validate role-specific ideal behaviors of secondary school Principals in
Lebanon; this study surveyed 14 private and 6 public Lebanese secondary
schools. In the first stage of the six-week data collection process, interviews with
Principals, teachers and students resulted in a list of 25 role-specific behaviors for
Principals which are narrowed in stage 2 of 20 according to their relative
importance as indicated by those interviewed. The final stage involved ratings of
the extent to which Principals actually practiced or exhibited such behaviors and
rankings of their importance specifically for Lebanese secondary school
Principals. Survey results; reject the study’s two initial hypotheses that no
significant differences exist among principal’s teachers and students perceptions
regarding either the importance or rankings of the proposed role-specific
behaviors in private and public schools. Principals’ and teachers’ perceptions

50
differed significantly from those of students, whose ratings of Principals were
unrealistically high. Of the nine role-specific behaviors agreed upon by all
respondents, all but two focused on administrative tasks and skills. (Assessment
of ideal and actual Principal’s role-Specific behaviors in Lebanese secondary
schools.)

The principal can promote the academic performance of the school as

stated by Musungu, L.L.; Nasongo, J.W. in article, “The head teachers’ role is to
promote academic performance.” It was therefore important that the
performance of a school was appraised against the performance of the person
who leads it. The purpose of the study was to investigate the instructional role of
the head-teacher in academic achievement in Kenya Certificate of Secondary
Education Examination (KCSE) in Vihiga district of western provinces. The
population of the study comprised 84 head-teachers and 1280 teachers serving in
the 84 secondary school. Saturated sampling technique was used to select a
sample from the high and average performing schools, while stratified random
sampling technique was used to select a sample from the low performing school.
The sample comprised 7 high performing schools, 17 average performing schools
and 20 low performing schools.

All the 44 head teachers of the selected schools formed part of the sample
for the study together with 8 teachers from each school sampled randomly. Data
was collected by use of questionnaires, in-depth interviews and documents
analysis guide. Data was analyzed by the use of descriptive statistics of
frequencies and percentage. The findings of the study showed that head-teachers
instructional role included regular checking of teacher’s professional records,
regular classes’ supervision and management plan for carrying out curriculum
goals. Therefore, since the role of the head-teacher was associated with high
student achievement, the study recommends that head-teachers should enhance
internal supervision of teachers. (The Head-teacher’s instructional role in
academic achievement in secondary schools in Vihiga district, Kenya.)

The principal can fulfill the gap between teachers and students with his
skills as per Mercer, David; RI, Lai stated that the role of heads of department in a
small sample of secondary schools in the People’s Republic of China. The research
which underpins the article consisted of data collected from school teachers and

51
head teachers of the case study schools. The outcome was that there is a large
gap between how middle managers perceive their actual responsibilities and
what they wish those responsibilities might be. The situation revealed by the
research was contrasted with the situation common in Western schools as we
move toward a situation of distributed leadership of a means of developing
effective schools. While it is recognized that cultural differences exist and that
such differences must be taken into account in any comparative exercise, the
research concludes that there is a need for schools in China to review their
thinking with regard to the role of the head of department. (Closing the gap: The
role of head of department in Chinese secondary schools.)

The specific behavior of the Principals was the key element for schools as
per Theodory, George C. field study profiles (1983), the role of secondary school
principals in Lebanon, focused on four areas:

i) Role-specific behaviors necessary for success.

ii) The degree of significance attached to each of the behaviors by Principals,
teachers and students.
iii) The extent to which such behaviors were actually founded.
iv) The consequent picture of ideal principal behaviors.

Using a nationwide sample of 800 subjects (Principals, teachers, and

students). The study specified 25 role-specific behaviors, ranked by the sample
subjects in order of importance and actual occurrence. Significant differences in
the perceptions of Principals, teachers and students were found regarding the
behaviors necessary for making a principal successful, as well as disagreements
about the relative importance of the baseline behaviors. (Development and
validation of principal’s role specific behaviors in Lebanon secondary schools.)

The principal has ability to improve large scale project in primary,

secondary or higher secondary school through his leadership as Vanderburgh
Roland (2007), stated that the effects of large-scale improvement projects and
the trend toward decentralization on the principal’s role in primary and
secondary schools in Belgium were explored in the paper. Particular focus was on
the ways in which sociopolitical changes influenced the nature of school-level
leadership and on strategies that Principals used in response to government-

52
mandated decentralization efforts. Within the turbulent policy environment of
the Belgium educational system, decision making must always be justified. A
review of three studies of primary schools involved in reform projects examined
two areas of decision making and justification: the organization of linkages with
external and internal support structures. Findings indicated that local factors,
particularly the Principals shaped the nature and quality of change. Variability
was therefore natural and inherent in the educational system.

The local capacity to organize internal support and local willingness to

work productively with external support were important factors for the success
of innovative efforts. The recommendation was made for collaboration between
the leadership team and a local council to develop internal and external support
structures and an assessment centre. Because local policy and changes in policy
were the result of interaction between many events and activities, the history of
critical decisions within a school and their impacts on the improvement process
must be examined to obtain information about the underlying justification
process. (The changing role of school Principals in primary and secondary schools
in Belgium.)

The principal impart an ideal role in emerging power of decision in schools.

According to Aerosmith Trevor (2008), distributed leadership was an emerging
form of power distribution in schools which extends authority and influence to
groups or individuals in a way which was at least partly contrary to hieratical
arrangements. The author presented the findings of his study that aimed to
answer to questions:

i) What do head teachers do to sustain DL (Distributed Leadership)?

ii) What is the impact of DL on the role of the head teacher?

The author’s study involved six English secondary schools of contrasting

character, using a case study, ethnographic methodology. Findings suggested
that there was an emerging degree of consistency as to the generic role of the
head in the development of DL. The head teachers also saw DL as useful if not
essential in allowing them to make a qualitative difference to the work of the
school by focusing on particular aspects of the board head teacher job

53
description. (Ref. 26: Distributed Leadership in secondary schools in England: The
impact on the role of the Head teacher and other issues.)

The leadership of principal of school was necessary for the improvement

of school. According to Brown, Marie, Rutherford, Desmond, Boyle Bill (2008);
that a UK study shadowed and interviewed 32 secondary-school department
heads to identify their leadership/ management styles’ sense of empowerment;
and initiatives for and obstacles to improving teaching, learning, and
achievement in classrooms. Shared power among senior and middle managers in
UK schools was rare; training must change radically present situation in
secondary schools. (Leadership for school improvement. The role of the head of
department in U.K. secondary schools.)

The real decentralization and skilled management of principal played a

vital role in the school. As per Brown, Marie; Boyle, Bill; Trudy(2008), stated that
the research examined how department heads in British secondary schools
perceive their management roles and their access to the real decision-making
power that occurred outside departmental confines, but within schools. In
structured interviews, 30 department heads from 21 schools were encouraged to
reflect on opportunities for collegial collaboration, use of cross-departmental
planning models, correlation of departmental priorities with whole-school
priorities, involvement in whole-school management roles, interrelationship of
departmental and school budgets, departmental and whole-school evaluation
policies and related issues.

Three distinct patterns of school management styles emerged, ranging

from a high commitment to collegial decision making too few opportunities for
shared management. Department heads of all three school types said they saw
value in cross-departmental collaboration, but were not always asked to
contribute meaningfully to departmental planning decisions or to whole- school
issues. A majority voiced cynicism about consultation exercises and dialoguing
with their senior management team. The head teacher’s centrality may impede
improvement of school organization. Using the senior management team in more
collaborative leadership patterns may extend middle-management team
contributions. (The effect of decentralization of the shared management role of
the head of department in secondary schools in England.)

54
 The principal had ability to set the tone of school and create vision to
change the defaults of the school. Nunnelley, Jeanettec; Whaley Janie; Mull,
Rhonda; Hott, Gelnda (2003), stated that the Principals set the tone and create
visions for innovation and change. Mounting research about the brain tempered
with cautions of over interpretations can aid the Principals to provide leadership
in implementing more brain compatible schools. Practical strategies encompass
the emotional environment of the school, policies, and procedures that support
brain-based teaching strategies, professional development and alignment with
standards. (Brain compatible secondary schools: The visionary Principal’s role.)

The training of principal was necessary for an effective management.

Mailer, Andre; Lyons, Geoff (2007) stated that programs for developing the
managerial capacities of department heads in secondary schools tend to be of
two types. One type concentrates on the dynamics of interactions between
participants during the program. In this type of program, consultants either call
for active involvement of the participants in the analysis of their interactions, or
provide that analysis for them. The second type focused on the presentation to
participants of the conceptual, empirical and practical developments in the
relevant management studies areas. Participants either actively engaged in
applied research directly related to their particular situations, or more passively
received less directly relevant information from consultants. A program
incorporating the active aspects of both approaches in advocated in this
document and examples of such a program in action were provided. (Training
heads of departments in secondary schools for an effective middle management
role.)

In the light of above review, it was cleared that the Principals play most
important role in the development and performance of a public higher secondary
school. In the province of Sindh, the Principals could not play their role as a
leader and motivator. The post of principal has beaurucratic authority but
according to the interviews taken in research process, it was observed that
majority of the Principals were not committed with their job and they were
paying their duties without any interest and just for the sake of their monthly
salary.

55
 Another barrier was that the post of Principals in higher secondary schools
was of grade- 19 in Sindh, while up to the month of November 2010, only 50
Principals (BS- 19) were posted in higher secondary schools and remaining 156
higher secondary schools were working under in charge Principals of lower
grades. These in charges could not look after the matters and could not exercise
the authority like permanent Principals (BS-19) which caused lack of
administration and mismanagement.

Reflections of schools performances:

It is a fact that competition improves the performance. Those schools

participated in different events like science exhibition; debates etc. improved
their skills by observing other’s activities. Rosalind Levacic (2004) discussed in
the article, “Competition and the performance of English secondary schools”,
that both advocates of competition as a means to better school performance and
economics-based research on this issue assumed a direct relationship between a
more competitive market structure and better school performance. This was an
application to schools of the structure conduct-performance model. It was
assumed that head teachers and other professionals were motivated solely by
self interest, so that lake of competition resulted in low-inefficiency. However, if
educational professionals were motivated by other considerations, in particular
their values and beliefs, there was no automatic link between competitive
structure and forms of competitive conduct that lead to better school
performance. Since it was competitive conduct that affected school performance,
the hypothesis of a positive relationship between competition and performance
was investigated in the study by collecting and analyzing data on perceptions of
competitive conduct from a survey of head teachers. An analysis of these data
combined with administrative data. (Education Economics. Vol. 12; No. 2, 2004).

Observing and checking can improve the performance of schools which is

directly linked with the performance of students. Peter Davies; shqiponje Telhaj;
David Hutton; Nick Adentt; Robert Coe (2009) stated in article, “Competition,
cream- skimming and department performance within Secondary Schools”, that
the performance of departments has been largely neglected in previous studies
of subject choice in secondary schools. This was a significant omission because
analyses at departmental level enabled a fuller assessment of the effects of

56
competition and specialization on pupil performance. The study examined
relationships between both absolute and value-added measures of departmental
performance and the likelihood of students being entered for examination in a
subject. It examined these relationships with reference to four option subject:
French, German, Geography and History. It utilized data from an Economic and
Social research Council-funded study which examined trends and patterns in
departmental effectiveness using a sample of 664 schools which participated in
the Yellis monitoring system for a minimum of five years during the period 1995-
2002. (British Educational Research Journal. Vol. 35; No. 1; 2009).

Quality education cannot be provided without proper resources. In other

words performance of a school is directly proportional to resources provided to
it. Rosalind Levacic Jason Hardman (1998) stated in article, “Competition for
resources: the impact of social disadvantages and other factors on English
secondary schools financial performance” that the 1998 education reforms act
introduced a schools quasi-market intended to reward schools financially for
recruiting pupils and to give them a financial incentive for good educational
performance. The paper examined this linkage by analyzing data on financial
performance for over 300 English Local Education Authority (LEA) and Grant
Maintained (GM) secondary schools from 1990-91 to 1995-96, correcting for
inflation and changes in LEA delegation ratios.

On average over 6 LEA areas, real school budgets per pupil declined by
0.6% a year while examination performance at GCSE improved. Statistical analysis
showed that while change in pupil numbers was the most important variable
explaining school budget change, half as much as explained by variations in LEA
and government financial policy, thus weakening market incentives. It was also
found that the proportion of socially disadvantaged pupils, as measured by free
school meals, was associated with a loss of pupils over time and hence a decline
in budget. GM status had no effect on pupil recruitment, once social
disadvantage and other explanatory variables were taken into account. It was
suggested that both ecological and open systems theories of how organizations
change in response to external environmental pressures explain the differential
success of schools in attracting resources. (Oxford Review of education. Vol. 24;
No. 3; 1998)

57
 The services provided to any school enhance its performance. In rural and
urban Sindh most schools were facing lake of services like electricity, fresh water
and other basic necessities. A.Karatzias; K.G.Power; V. Swanson (2001) stated in
the article, “Quality of schools life: Development and preliminary standardization
of an instrument based on performance indicators in Scottish secondary schools”
that improvement of the services offered by secondary schools in the UK has
been major concern for the educational authorities. One of the most widely
accepted ways to test the quality of school services was the performance
indicators approach. Performance indicators, as they stand, were quite
complicated to use. Many of them could be criticized for not considering pupils
views about their school but rather gathering adult-centred information since
these were teachers and not pupils who do the assessment. Therefore a new
student scale had been developed, based on performance indicators and its
properties were described. The new quality of school life scale had shown good
psychometric properties and it has proven easy to use and administer. It had
been shown to reliably and validly measure pupil’s views about their quality of
school satisfaction. Results are discussed in relation to potential future use of the
scale by educationalists. (School effectiveness and school improvement. Vol. 13;
No. 3; 2001).

The teachers and students have different opinion about the poor
performance of public schools in their own perspective but the fact was there.
Asikhia O. A (2010) stated in the article, “Students and teachers perception of the
causes of poor academic performance in ogun state secondary schools Nigeria”,
that the study examined the perception of students and teachers on the causes
of poor academic performance among secondary school student in Ogun State,
Nigeria. Subjects for the study were one hundred and thirty-five (135) students
and fifty (50) teachers randomly drawn from five secondary schools in Odogbolu
local Government Area of Ogun State. Responses of teachers showed that
teachers qualification and students environment do not influence students poor
performance but teaching methods affect poor academic performance. Student’s
response on the other hand showed that teacher’s qualification and student’s
environment influence student poor performance, teaching method and learning
materials do not. The implication of these findings for secondary school guidance
counselors interested in counseling adolescents for good academic performances
was discussed. (European Journal of Social Science Vol. 13; No. 2; 2010).

58
 The principal is the center of administration in any school. If he works with
merits, justice and produce trust among teachers then organization will perform
excellently. Thiyagarajan Annamalai; Abdul Ghani; Kanesan Abdullah; Naser Jamil
Alazidiyeen (2010) stated in the article, “The mediating effects of perceived
organizational support on the relationships between organizational justice, trust
and performance appraisal in Malaysian secondary schools” that the study aimed
to identify the influence of organizational justice and trust towards teachers,
(organizational level) and teachers satisfaction in performance appraisal
(individual level) with organizational support as a mediator variable. Data was
collected from 714 teachers who were randomly chosen from 102 secondary
schools from the northern states of Peninsular Malaysia. The analysis proved that
organizational justice had a positive influence on both teachers trust towards the
organization and teachers satisfaction in performance appraisal. The study also
showed that organizational support did not react as a mediator on the
relationship between organizational justice and teachers trust towards
organization. The implications of this study in items of theory and research
methodology and its contribution towards improving school management were
also discussed. (European Journal of Social Science Vol. 13; 2010)

When a student enters in to a university he feels comfortable if he was

satisfied with his previous studies at higher secondary school. Brady, Patrick;
Allingham, Philip (2008) stated that the transition from secondary school to
postsecondary education posses numerous challenges for first-year university
students. Two hundred and fifty, second year students, attending a small
Canadian university were surveyed regarding to ease or difficulty with which they
adjusted, in the previous year, to the next phase in their formal education.
Quantitative and qualitative data analysis revealed that in attempting to assist
their senior to meet the academic requirements necessary for university
admission, secondary schools may inadvertently by preventing a significant
minority of students for making a smooth transition to tertiary education.
Specifically, participants cited the difficulty in adjusting to a reduced level of
support from their instructors as well as an increased requirement to engage in
independent study as being especially problematic. (Help or Hindrance? The role
of secondary schools in a successful transition to University.)

59
 The principal of a higher secondary school has to play a multi dimensional
role to enhance the progress in different aspects. Boscardin, Mary Lynn (2009)
stated that the role of secondary administrators, including but no limited to
Principals, guidance directors, curriculum supervisors, department chairs and
special education directors, was important to the success of students with
disabilities, administrators equipped with the knowledge and skills to support the
implementation of evidence-based practices of teachers in inclusive and
accessible instructional environments were poised to be effective advocates of
improved educational outcomes of all students by examination of two ways in
which administrators facilitate the development, adoption, use and evaluation of
evidence-based educational interventions within secondary schools. One
considered refusing the administrator role from one of the manager to one of the
effective instructional leader. The other focuses on key leadership strategies for
improving the instructional practices of teacher and the educational outcomes of
students with disabilities. (The administrative role in transforming secondary
schools to support inclusive evidence-based practices.)

The School is stated as a second home for a student so a strong relation

between home and school enhance the progress of students. The home work of
school is a way to keep in touch to student with the school at home. Rose,
Richard (2008) stated that the establishment of positive relationships between
home and school had long been recognized as a desirable state which can have a
significant bearing upon the success of student both academically and socially. If
relationships between schools and parents or career falter, the consequences can
be detrimental to all parties and in some instances can lead to disaffection and
the perpetuation of negative attitude towards schooling. The agenda established
by the UK government emphasized the need for schools to consider the
development of all students. Not only in respect of academic attainment, but also
with due regard to their social, economic and health needs. This demand had
come as recognition that this ambition requires much greater cohesion across
professional and voluntary services working in partnership with schools.

Government initiatives such as the establishment of full service extended

schools, excellences in cities and sure start have led to innovative approaches for
the support of young people who may be at risk of exclusion, disaffection or
disengagement with the educational system. Evaluations of such initiatives were

60
only just being made and it is therefore important that researches gather data,
which may inform further developments and policy at school, local authority and
national levels. The paper described one initiative, the use of family workers in
schools and considerd how service users perceived this system. Research into the
efficacy of two extended secondary schools afforded the author an opportunity
to examine in detail how the role of family workers had been developed within
those schools and what their impact was upon students, parents and the schools
themselves. (Encoruaging engagement: An emerging role for school based family
workers in English secondary schools.)

The under previlged area schools faced the problem of absenteeism as

compared to the previliged area schools. The poor students had to assist their
parents in economic activities so they could not attend their schools regularly.
Garcia- Maribel presented in his article the analysis of the reactions to
absenteeism in public secondary schools in underprivileged areas of the city of
Barcelona, Spain. The data presented were part of doctoral thesis undertaken
after the implementation of the Spanish comprehensive education reform and
they draw attention to important differences between schools. The study
examined schools practices in the face of absenteeism and assesses their
proactive or reactive responses to the requirements of student inclusion,
studying their working method and teacher cultures. (Role of secondary schools
in the face of student absenteeism: A study of schools in socially underprivileged
areas.)

By counseling process, students emotional and psychological problems can

be solved which helps them study with mental piece provided by this process.
Tennyson, W.W. Wesley, surveyed 155 secondary school counselors from schools
organized along three different structures (elementary schools, secondary
schools, higher secondary schools) to examine how the counselors perceived
their roles. Counselors in higher secondary schools reported spending greater
amounts of time doing educational and vocational guidance. Differences found
were examined in relationship to expectations set forth in professional
guidelines. (Ref. 41: How they view their role: A survey of counselors in schools.)

61
 Community plays an important role for quality education. By the help of
neighborhood revitalization, healthy atmosphere can be produced in a school.
During the 1995-96 school years, 387 non public schools of Chicago (Illinois)
enrolled 104636 students, while the 550 public schools had an enrollment of
412,912. One of every five Chicago students attended a non public school. About
10% of Chicago private school students were in schools that cater to the upper
and middle class, more than 300 schools, serve working class and white collar
households. Fifty-one percent of these schools were Catholic. These schools
specialized in mainstreaming the urban poor and pluralism was their hallmark.
The typical Chicago non public school was a neighborhood-based institution,
usually associated with a local church.

On the whole, these were fragile institutions operating on shoestring

budgets. They strived to keep tuition down and they struggle to pay teachers
salaries that were less than they could earn in the public schools. To survive,
these schools depended on a combination of increasing tuition, underpaid staff,
and dogged leadership, low overhead dedicated volunteers, reassuring security
scholarships and subsidies from religious bodies. They have higher graduation
rates than the public schools and they enjoyed a reputation for strict discipline,
low absenteeism, negligible dropout rates, shared values and rare vandalism. In
Chicago, the diversity of these schools was noteworthy. They attracted parents
who desire a religiously oriented education for their children but they also
offered viable options for parents, who were displeased with the public schools,
but choose to live in the city. Upwardly mobile families were often willing to risk
being urban pioneers if they can find an alternative to the local public school. The
non public schools of the city often escort students and their parents into the
urban mainstream. The desirability of Chicago to families with school-age
children depended in no small measure on the continuing presence of variable
non public schools. (Chicago’s private elementary and secondary schools: Their
role in neighborhood revitalization.)

A school can achieve all the targets and its objectives if teachers have
command in their respective subjects. These subject specialists’ teachers can
convert the schools in to an ideal school. Poultney, Val, Bennett et al. (2007),
stated in their report “National College for School Leadership on the role and

62
purpose of middle leaders (Subject specialists) in secondary schools”, that two
areas were identified for research, first was the nature of effective subject
leadership and second was the Subject Leader’s “pivotal role in leading and
managing cultural change and the extent to which they were creating” a new
professionalism “that tackles the tension of managerial and educational aims”.
The paper considered evidence from subject and senior teachers and their
subject’s leaders about their perceptions of characteristics of effective subject
leadership. The research drew on a sample of 11 schools, aimed at giving a
representative range of secondary schools from successful independence to
comprehensive school under special measures.

A survey approach was used to collect data: questionnaires and telephone

interviews. In their evaluation of well-led departments, all teacher groups were
agreed that the benefits of good leadership would be overall improvements to
teaching and learning for both pupils and staff. All groups were also aware that
subject’s leadership of an effective department required efficient management
skills to provide a framework, routines and support for subject teachers to carry
out their teaching roles. Whether or not they understand the differences
between leadership and management, they do recognize that effective
departments were run by Subject Leaders who have energy, enthusiasm, drive
and motivation for their work and who will be prepared to stay in post for a
longer period of time to bring some stability to the work of department. (The role
of the effective subject leader: Perspective from practitioners in secondary
schools.)

Schools are the places where parents and other community people meet
and work together for its betterment. Social and cultural activities of the school
make the task possible. Oder, Elizabeth (2008), stated that Schools have long
been recognized as key institutions affecting social cohesion. Schools foster on
retard student tolerance, respect for diverse others and sense of over arching
common identity and values. They prepare citizens with the knowledge and skills
needed to participate affectively in a democracy. Schools themselves were an
object of democratic participation. Thus schools provide social cohesion both
through their affects on students and through their conduct as societal
institutions. The article reviewed a variety of means by which schools can either

63
promote or erode social cohesion. (The social cohesion role of educational
organizations: primary and secondary schools.)

School laboratories are the places where students verify the theories
taught by their teachers in completion of their subject syllabus. They become
practical in life as well by the practical work done over here. Musoko, Joyce
Nasambu (2006), reported that his study was designed to:
i) Determine the extent of the availability of Sciences laboratories in higher
secondary schools.
ii) Assess the quality of the laboratories in terms of how well they were
equipped, how much it costs to equip them and how often materials were
purchased.
iii) Assess the quantity of laboratory work done in terms of time spent doing
practical work.
iv) Examine the quality of investigative laboratory work, considering to what
extent objectives for practical work have been met and whether the work
done in the laboratory was individual group or teacher-centered.
v) Assess the effect of laboratories on the performance at examinations.

Data were obtained from schools personnel using questionnaires and

interviews, laboratory observations using Flanders interaction analysis and the
Laboratory Programs variables Inventory. Results were provided in separate
sections for each of the five areas examined. Recommendations based on these
results included ensuring the availability of a science laboratory for all schools
regardless of the course taught, setting a minimum quantity of laboratory
equipment in all higher secondary schools and providing support materials when
changes were made in the syllabi. (The Role of the science laboratory in the
teaching of chemistry zoology, botany and physics in secondary schools. African
studies in curriculum development and evaluation.)

Civic participation makes the school’s curricular and co-curricular activities

successful and by community encouragement, school performance becomes
better. Raskoff, Sally; Sundeen, Richard A.(2007), stated that Interviews were
held in 277 public and 116 private secondary schools in Los Angeles County to
verify the hypothesis. They observed that the private schools were more likely to

64
offer opportunities for community service. However, nonsectarian private
schools were less likely than public schools to offer them. Both types of private
schools were more likely to require community services. (Youth socialization and
civic participation: The role of secondary schools in Promoting Community
Service in Southern California, America.)

Computer teachers are very important for any school as information and
communication technology (ICT) is the most important subject of today. ICT is not
only a subject but is a skill which benefits students through the whole life.
According to Lai, Kwok-Wing; Pratt, Keryn (2002), a study was conducted in to
evaluate the use of (ICT) in 21 secondary schools in one region of New Zealand.
As a part of the study, the role of the ICT coordinator was investigated. All the ICT
coordinators were surveyed and 14 of them were interviewed in-depth. It was
found that they were all well-equipped to take up a significant leadership role in
their schools and some of them had already demonstrated visible leadership. The
paper also identified some obstacles that have reduced their effective leadership
in ICT used in their schools. (Information and communication technology in
secondary schools: The role of the computer co-ordinator.)

An analysis after examination may help the school to plan its future
programs and by the help of this analysis school can overcome its shortcoming.
Mancebon, Maria-Jesus; Bandres, Eduardo (2007), evaluated efficiency of a
sample of Spanish secondary schools, focusing on the measurement model’s
theoretical specification and the “ex-post” analysis of results. They characterized
and differentiate the most efficient schools from the least efficient. Stress must
be given on the importance of employing information supplied by both
quantitative and qualitative sources. (Efficiency evaluation in secondary schools:
The key role of model specification and of “Ex -Post” analysis of results.)

Every day context has created good results in improving schools

performance. Kasanda, Choshi; Lubben, Fred; Gaoseb, Noah; Kandjeo-Marenga,
Utji; Kapenda, Hileni; Campbell, Bob(2007), stated the reports on the use of out-
of-school everyday contexts in science classrooms. This was used as portray
against the backdrop of an explicit educational philosophy of learner-centered
teaching. Data were collected through audio-taped, teacher-learner interactions
and non-participant field notes in 29 junior and senior science classes taught by

65
12 teachers in six schools. An existing typology was applied to classify episodes of
use of everyday contexts and identify teachers’ pedagogic strategies for their use.
The results showed that more everyday contexts were used in junior secondary
than in senior secondary classes. Only a limited range of types of everyday
contexts were used at both levels and that their use often followed theoretical
exposition or teacher questioning. These findings were related to three
interpretations of learner-centered teaching. Recommendations for a fuller
implementation of learner-centered teaching were made. (The role of everyday
contexts in learner-centered teaching: The practice in Namibian secondary
schools.)

The choice to get admission in Intermediate classes was comparatively

narrow in rural Sindh so it helped the performance of public higher secondary
schools of rural areas as intelligent students also got admissions along with weak
students. In urban areas of Sindh only weak students admitted in public higher
secondary schools because of choice available to them. The Government of Sindh
focused on rural areas and established a large number of public higher secondary
schools in rural areas of sindh.

Boys Girls Total

District of Sindh
Schools Schools Schools
Karachi East 3 2 5
Karachi west 2 2 4
Karachi South 5 5 10
Karachi Central 3 6 9
Malir 4 3 7
Hyderabad 6 4 10
Matiari 3 1 4
Tando Allahyar 1 2 3
Badeen 4 1 5
Thatta 9 1 10
Dadu 9 3 12
Tando Muhammad Khan 2 - 2
Jamshoro 5 2 7

66
 Mirpur Khas 4 1 5
Umer kot 8 2 10
Sanghar 9 3 12
Tharparker 6 - 6
Sukkur 5 5 10
Ghotki 2 2 4
Khairpur 14 1 15
Nausheroferoz 10 8 18
Nawab Shah 4 3 7
Larkana 6 5 11
Shikarpur 4 1 5
Jacobabad 2 2 4
Kashmor 2 - 2
Qamber Shehdadkot 5 4 9
Table:18 Public Higher Secondary schools in Sindh.

In the light of the above review, the performance of the school depends
upon the Principal and the other authorities. If they co-ordinate with parents,
NGOs and community then all the facilities may be provided by their support. In
this way, the school performance may be improved. The interest of parents and
guardians enhance the school performance.
It was indicated that the performance of urban higher secondary schools was
rather weak because the Principals were not taking interest in the quality
performance of higher secondary schools which could be indicated by co-
curricular activities, interaction with the society and basic facilities like electricity,
fresh water, furniture and wash rooms. The Researcher is of the view that if the
performance of school was low graded than it caused poor enrolment. It was
observed during the research work that most of the Principals of rural and urban
public higher secondary schools were just passing time and they did not worry
about school performance.

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The effects of student’s performance on education:

Educationist confirmed that there were many factors which affect the
education aspirations of the adolescent students which must be considered and
addressed. Andrea Madarasova Geckova; Peter Tavel; Jitse P Van Dijk; Thomas
Abel; Sijmen A Reijneveld (2010) discussed in the article, “Factors associated
with educational aspirations among adolescents: Cues to counteract
socioeconomic differences?” that background of their study aimed to follow the
effort and to explore the association between health, socioeconomic
background, school-related factors, social support and adolescent’s sense of
coherence and educational aspirations among adolescents from different
educational tracks and to contribute to the existing body of knowledge on the
role of educational aspirations in the social reproduction of health inequalities.

They expect that socioeconomic background will contribute to the

development of educational aspirations, but this association will be modified by
available social and individual resources, which may be particularly favorable for
the group of adolescents who were on lower educational tracks, since for them
such resources may lead to gaining a higher educational level. Methods they
collected data on the socioeconomic background (mother’s and father’s
education and employment status, doubts about affordability of future study),
school-related factors (school atmosphere, school conditions, attitudes towards
school) and perceived social support sense of coherence (manageability,
comprehensibility, meaningfulness). They assessed the association of these
factors with educational aspirations, overall and by educational tracks like
grammar schools, specialized secondary schools, vocational schools.

Results were found statistically significant associations with educational

aspirations for the factors parental educational level, father’s unemployment,
doubts about the affordability of future study, school atmosphere, attitude
towards school, social support from the father and a sense of coherence. Social
support from the mother and friends was not associated with educational
aspiration, nor was self-related health. Besides affinity towards school, the
determinants of educational aspirations differed among adolescents on different
educational tracks. Educational aspirations of grammar school students were
associated with father’s education, while the aspirations of their peers on lower

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educational tracks had a stronger association with mother’s education and
perceived social support from father and friends. Moreover, a sense of coherence
contributes to the reporting of educational aspiration by students on different
educational tracks. Conclusions characteristics of the school environment, the
family and the individual adolescent were all associated with the level of
educational aspiration, but in a different way for different educational tracks.
Interventions aimed at reducing socioeconomic inequalities in health via the
educational system should, therefore, take this variation and the rather pivotal
role of the father into account. (BMC public health. Vol. 10; Year 2010.)

The students in a popular school have pressures to work hard as the

society expects excellent results from them because they have good
opportunities for it. Andrew B. Morris (2007) stated in article “Post-16 Pupil
performance in catholic secondary schools in England”, that recent government
initiatives encouraging diversity and the expansion of popular and successful
schools have proved controversial, encouraging debate about the efficiency of
faith schools. The paper took a longitudinal approach drawing together 10
inspection reports and examination data to compare levels of academic
attainment of catholic and other schools in the post-16 phase of education.
Pupil’s levels of achievements vary according to the size and status. Tentative
hypotheses to explain the somewhat equivocal finding were for further research
suggested. (Educational Review. Vol. 59; No. 1; 2007)

According to educationists sex factor plays an important role in students

performance because it creates competition among the male and female
students and creates interest to attend classes due to natural attraction. Micheal
Melkonian; Emilios Ierokipiotis (1997) stated in their article, “The effect of age-
position and sex on academic performance”, that the present study examined
one aspect of the season of birth phenomenon, the variations in educational
achievement effected by a child’s age-position within the class. Sex differences in
achievement were also examined. An analysis based on a sample of nearly 4,000
high school examination results was conducted. The research analyzed the Greek
language grade, Mathematics grade and the overall high school grade, obtained
by 17+ year old students who graduated at the end of the 1992-93 and 1993-94
academic years. The presence of an age-position related effect was found, but in
contrast to similar research studies the younger students, outperformed the

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oldest students. Nevertheless, this finding is consistent with research studies
related to the age-position effect when framed within the context of the Cypriot
educational policy of promotion by examination. It was found that the youngest-
born pupils in a year group made up the highest percentage of repeaters.
However, the findings do suggest a need for a re-evaluation of the nature of the
age-position effect. It was also found that, female students attained significantly
higher grades than male counterparts. (Educational Research. Vol. 39; No. 3;
1997)

A confident student who is aware of his abilities can perform much better
by utilizing them. Azizi Yahaya; Jamaludin Ramli; Yusof Boon; Muhammad Najib
abd Ghaffar; Zunhanmi Zakarya (2009) stated in the article, “Relationship
between self concepts, personality and students academic performance in
selected secondary schools”, that the purpose of the research was to determine
the relationship between the self-concept and personality of students with
academic achievement. The sample consists of 270 students from six secondary
schools were chosen by using stratified randomly method in kluan, Johor. The
pilot study was done in order to determine the reliability and suitability of the
questionnaires. The reliability value of Cronbach Alpha for the whole set of
questionnaires used was 0.8432. The questionnaire for self-concept was modified
from Tennessee Self-concept and Scale that was created by Fits.

Meanwhile the questionnaire for personality was modified from the junior
Eysenck Personality Inventory. The descriptive statistics such as frequency,
percentages, mean and standard deviation were used to analyze the dominant
dimension in student’s self-concept. Other than that, inferential statistic such as
t-test was used to analyze the difference between the self-concept and
personality of students according to gender. Meanwhile, Pearson correlations
were used at significant level 0.05 to analyze the relationship between self-
concept and personality of students with their academic achievement. The
research finding showed that the dominant dimension was family self-concept.
Besides that, t-test analysis showed that there was no significance difference
between dimension of self-concept and personality of students according to
gender. Pearson correlations analysis showed that there was no significance
relation between dimension of self-concept and personality with student’s
academic achievement. Therefore, suggestions were made to increase the

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student’s self-concept and the tendency of their positive personality in order to
enhance their academic achievement. (European Journal of Social Science Vol.
11; No. 2; 2009)

Absenteeism is a major problem for schools. Learning process is just like a

chain and if it is broken by absence the students suffer a lot so punctuality plays
an important role in student’s performance. Shahrin Hashmi; Muhammad Ali
Ibrahim, Hamdan Bin Hj., Abdul Kadir; Raja Roslan; Raja Abdul Reh (2010) stated
in the article, “The effect of various modes of absenteeism problem in school on
the academic performance of students in secondary schools” that the article
highlighted some of the major research findings regarding the problem of school
discipline and demonstrated its importance for schools and academic
achievement of lower secondary students. The respondents for this study were
80 students from form 1, 2 and 3. They were randomly chosen as respondents
through simple random sampling. The data collected was analyzed by using the
Statistical Package for Social Science for Windows (SPSS 11.5) to find the mean,
frequency and standard deviation by using descriptive statistics. The findings
showed that the causes of truant were at the medium level and types of truant
were at the low level. Activities done during truant such as helping the family,
joining the negative groups, crime were at the low level and working part-time
together with loafing were at the medium level. (European Journal of social
science Vol. 12; No. 4; 2010)

All schools are different up to some extent as their teachers, methods,

then skills and environment are not similar, If a student is admitted in a school of
his choice then he satisfactorily completes his studies. Anne West’ Audrey Hind
(2007) stated in the article, “School choice in London, England: characteristics of
students in different types of secondary schools”, that in England, parents made
“choices” for the state-maintained secondary schools; they wish their child to
attend. If there were more applicants than places, the school’s published
admissions criteria were used to give priority to applicants. The article examined
how school composition in London varies by first comparing schools that were
academically selective with those that were nominally “comprehensive” (all
ability); second, comparing “comprehensive” schools that control their own
admissions with those that do not’ third, comparing schools without selective
admissions criteria; and fourth, comparing schools that use religious criteria with

71
those that do not. We find that school compositions vary. Academically selective
schools had fewer students from poor households than comprehensive schools in
the same area and have fewer Black and more Indian, Chinese and other Asian
students. Comprehensive schools with autonomy over admission admit higher
attaining students and have fewer students from poor households and with
special educational needs and those with selective admissions criteria admit
higher performing children. There were fewer Bangladeshi, Pakistani students
and more Black students in schools with a religious character than in those
without. Although a range of factors were likely to play a role in explaining the
variation in school composition, the evidence suggested that there was “selecting
in” and “selecting out” of more desirable students by some schools. Implications
for policy were highlighted. (Peabody Journal of education. Vol 82; No 2 and 3;
2007.)

The main objective of education is to produce good citizen and the

teachers can achieve this target by making perfect understanding with their
students. Andrew Peterson; Catherine Knowles (2009) discussed in the article,
“Active citizenship: A preliminary study into student teacher understandings”,
that the last two decades had witnessed an increase interest in education for
citizenship in a number of westernized democracies. In England, citizenship
education has been a statutory subject within the secondary national curriculum
since August 2002. As a relatively new subject within the curriculum, practice in
citizenship education was in a developmental stage. A number of terms and
concepts within citizenship education were therefore being defined and re-
defined and re-defined both through practice and research, including the central
concept of active citizenship. To support the introduction of citizenship
education, initial teacher education programs had been established in a number
of higher education institutions across England to train specialist teachers of
citizenship education. The aim of this study was to explore the understanding of
active citizenship held by student teachers undertaking specialist pre-service post
graduate certificates of education programs in England.

The student teachers were training to teach citizenship education to pupils

in the 11-16 or 11-18 age range. In view of the relatively small population from
which can inform further research within the field. Sample: Specific questions
were formulated in relation to issue relevant to student teachers; understanding

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of active citizenship, in terms of its nature and application. A three-and five-point
Likert scale was employed as a reliable and effective means of enabling
respondents to answer the questions. However, the questionnaire was not
intended to establish an overall scale. Because there were multiple questions
being investigated within individual questions, with non-random allocation to
groups, significance testing was considered inappropriate in the exploratory
study.

However, as an approximate guide, all associations mentioned in the text

produced significance at the 5% level in the Kruskal-Wallis test, where association
was employed as a means of explaining some of the variation between response
and HEI attended – i.e. student teacher views may had been influenced by the
HEI attended. Whether the student teachers did or did not perceive active
citizenship to be a coherent concept did not seem to have impacted on nor
influenced their responses to the other questions in the questionnaire.
Concluding results from this exploratory study suggested that citizenship student
teachers perceive active citizenship to play an important part in providing active
learning activities for pupils within community, whole-school and classroom
settings. However, the research raised a number of questions that deserved the
attention of citizenship teacher educators. If active citizenship had indeed,
become part of the new vocabulary of citizenship education, then it was essential
that the specialists, who will forge the curriculum in our schools, were aware of
wider debates and issues surrounding the subjects, its role and its meaning.
(Educational Research. Vol. 51; No. 1; Year 2009.)

Now day’s different types of pollution are the real threat to the world. The
importance of environment must be rationalized by the students. To be a good
citizen environmental consciousness is a must. Stephen Pui-Ming Yeung; (1998)
discussed in the article, “Environmental consciousness among students in (senior)
higher secondary schools: The case of Hong Kong”, that environmental
consciousness of students in an education system where curriculum objectives
emphasized in the classroom were often strongly shaped by public examinations.
The study sample was drawn randomly in 1999 from geography classes taught by
teachers who had earlier completed a survey on style and emphasis in the
teaching of environmental issues. Respondents were asked to complete a
questionnaire on environmental understanding, attitude and behavior. A sample

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of them was given a further set of questions on participation in activities and
lifestyle patterns with an environmental bearing.

Findings indicated that respondents had only a limited understanding of

environmental issues. In terms of attitude and behavior the decree of concern for
environmental quality was also limited. Most respondents did not show much
willingness to take an active role in environmental protection in cases where
conflicts with personal freedom or demands on physical effort, expression of
opinions or attempts to influence other people were involved. To a certain extent
this pattern was the result of the rapid growth of materialistic values in society
and the lack of attention to attitudinal and behavioral objectives in classroom
teaching and public examinations. The coordinated efforts of teachers and
supporting teams like curriculum planners, examiners and environmentalist
associations were certainly required to improve the situation and promote the
balanced development of environmental consciousness in schools.
(Environmental education research. Vol. 4; No. 3; Year 1998.)

Inequality in status, economic position and living standard are the barriers
of satisfactory learning in class rooms. Uniform dress in schools and colleges
broken these barrier up to some extent but more much is to be done. Kathleen
Lynch; Claire O’riordan; (1998) discussed it in the article “Inequality in higher
education: A study of class barriers”, that a study was conducted among four
groups of people who have direct experience of how social-class position affects
students participation in higher education. Intensive interviews were undertaken
with 122 people deliberately chosen from a range of counties, schools and higher
educational institutions in Ireland. Interviews were undertaken with 40 low-
income working-class second-level students, 40 others at third level, 10
community workers who were both activist and parents in working-class
communities, 16 teachers and school Principals including four from fee paying
schools, and 16 second-level students from fee-paying secondary schools. The
aim of the study was to examine the barriers experienced by low-income
working-class students in accessing and succeeding in higher education. The
study also set out to identify strategies for change as seen from the perspectives
of the different groups and to examine the ways in which more privileged
students were able to maintain their educational advantages.

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 The study identified three principal barriers facing working-class students:
economic, social and educational. The findings were in general concurrence;
however researchers suggested that while economic barriers were of prime
importance, cultural and educational barriers were also having great significance.
The three sets of barriers were also found to be highly interactive. The research
challenges the view of both resistance and rational action theorists as to the
value of structuralism analysis. It argued for a dynamic view of structures as sets
of institutions and social relations which were visible, accountable and open to
transformation. It was suggested that the dynamic view of structures as sets of
institutions and social relations which were visible, accountable and open to
transformation. It was suggested that the dynamic role of the state and its
collective and individual actors, in creating and maintaining inequality, needs to
be more systematically addressed, especially in centralized education systems.
(British Journal of sociology of education. Vol. 19; No. 4; Year 1998.)

Dieting behavior and body mass index of students are different in rural
and urban areas of Sindh and all over the world. This difference must be
considered for quality education according to the psychological needs of the
students. Roxana Dev Omar Dev; Vasanthi Permal; Muhammad Sofian Omar
Fauzee (2009) discussed in the article, “Rural urban differences in body image
perception, body mass index and dieting behavior among adolescent Malaysian
school girls”, that body image played an important role in managing one’s body
weight especially in female youth. The research identified the different body
image perception, body mass index (BMI) and dieting behavior among female
secondary school students in urban and rural areas of Gombak district, Malaysia.
Body mass index (BMI) was carried out on 300 Malay students at four secondary
schools around Gombak. It was found that there was no significant difference in
BMI of female students in the urban secondary schools (19.27 + 3.83kg/m2) and
rural secondary schools (18.65 + 3.60kg/m2). Average age of respondents in
urban area is 14.53 + 0.520 years and the rural areas are 4.56 + 0.47 years.

There was significant difference between rural and urban respondents in

the body image perception and the desired body image [t (198) = 4.57, p<0.05].
Overweight was found to occur among rural female as compared to urban female
adolescents because of the economic status of the urban adolescents being
higher than their rural counterparts. Furthermore, body image perception among

75
urban and rural adolescents differed from their mother’s perception. Meanwhile,
Index of Mild Dieting showed high and moderate mean score while Index of
extreme dieting behavior showed moderate and low mean scores, indicating that
the respondents generally were somewhat taking actions to control their dietary
intake. Urban adolescents seemed to score more on the index of mild dieting and
index of extreme. Dieting behavior, significant differences were seen with their
rural counterparts (t = 3.2, p=0.02; p<0.05) and rural urban differences in body
image perception, body mass index and dieting behavior. The result of this
research shows that Body image and dieting behavior should also be given more
attention in promoting healthy living style especially among female adolescent
students. (European Journal of scientific research. Vol. 34; No.1; Year 2009.)

Integration of science subjects can make them easily understandable as

science subjects have co-relation with each other. For example, some text of
chemistry is included in Physics similarly a part of Physics is included in Math.
Oludipe Bimbola; Oludipe I. Daniel (2010) discussed in the article, “Effects of
constructive-based teaching strategy on academic performance of students in
integrated science at the junior secondary school level”, that Integrated science
played vital role in Nigerian science education program because it prepared
pupils at the Junior secondary school level for the study of core science subjects
at the senior secondary school level which in turn bring about students’ interest
in science oriented courses at the tertiary institutions. Despite government’s
efforts to encourage science teaching and learning among Nigerian students right
from the Junior Secondary School level, the enrollment of students in core
science subjects and science oriented courses at the senior secondary school
level and tertiary institutions level respectively, was not encouraging.

Junior secondary school students’ had negative attitude towards

integrated science. Research reports on the effectiveness of constructivist-based
teaching strategy on academic performance in integrated science by junior
secondary school students in South-West Nigeria. Quasi-experimental research
design was used to achieve the purpose of this study. Participants were 120
junior secondary school students randomly selected from four out of the 25 co-
educational junior secondary schools in west Nigeria. Findings revealed that the
constructivist instructed students had higher scores on the post test compared to
those exposed to conventional lecture method of teaching. They concluded that

76
if integrated science teachers could incorporate constructivist-based teaching
strategy into their teaching methods, there would be an improvement in
academic performance of junior secondary school students in integrated science.
(Educational research and reviews. Vol 5; No. 7; Year 2010. )

Use of drugs is becoming common habit in European and American

students. Fortunately local students are less affected with this evil. we have to
take serious notice of this problem because a student neither concentrate nor
continue his studies if he use drugs. We have three volumes report on findings of
a student’s survey among a random sample of 2,777 junior high and senior high
school (higher secondary school) students. Volume one presented the overall
findings: the typical student believers that drug use and experimentation were
not common, except for marijuana, alcohol, cigarettes, and glue; believed that
drug use in increasing; was not fully convinced of the dangers; may well try drugs
some day and both needs and not fully convinced of the dangers; may well try,
drugs some day and both needs and wants instruction. Volume two, an analysis
of the data about students’ self reports regarding involvement with marijuana,
indicated that “users” view the teenage drug scene very differently from “non-
users”. This was elaborated upon. In the third volume, data was used for
developing a procedure for comparing climate for drugs among different groups
of teenagers living in different neighborhoods and attending different schools. A
survey given to teachers indicated that they feel that the school, the home,
public health agencies and other social institutions should share the responsibility
for drug education, and were committed to a school program of instruction as a
major response to problems”. (A survey of secondary school students’
perceptions of attitudes toward use of drugs by teenagers.)

Counseling with student and guidance provide them assistance in

personality development. By counseling students can solve their problems and
concentrate at studies. Ajowi, Jack O.; Simatwa, Enose M.W.(2005), in their study
examined the role of guidance and counseling in promoting student discipline in
secondary schools. The study population comprised 4,570 students, 65 head
teachers, 65 deputy head teachers, and 65 head of guidance and counseling
department from all the 65 secondary schools in a district of Kenya. Out of this, a
sample of 22 head teachers, 22 deputy head teachers, 22 head of guidance and
counseling and 916 students from 22 secondary schools were selected through

77
the simple random sampling technique. Two instruments were used to collect
data for the study. These were interview schedule and a questionnaire.

The data collected through questionnaire were analyzed using descriptive

statistics in form of frequencies and percentages. While data collected using
interview schedule were audio taped and transcribed into themes, categories and
sub-categories as they emerged from the data. They were analyzed using
summary tables for the purpose of data presentation and interpretation. The
findings show that guidance and counseling was minimally used to promote
student discipline in secondary schools in Kisumu district.

Corporal punishment was widely used to solve disciplinary cases in all

schools. It was however; found that there were no policy guidelines from the
Ministry of Education on how the schools could use guidance and counseling to
manage the student disciplinary cases. Based on the findings, it was
recommended that Ministry of Education should provide policy guidelines on the
use of guidance and counseling for the management of discipline in secondary
schools. Increased efforts should also be made by the ministry of education,
department of quality assurance and standards to regularly supervise and
monitor the schools which were not adhering to the ban on corporal punishment
and were violating the child rights. (The role of guidance and counseling in
promoting student discipline in secondary schools in Kenya: A care study of
Kisumu district.)

The parents are the stake holder of education triangle along with students
and teachers so their role is vital. The community has a strong effect on learning
process also. Nana Adu-Pipim Boaduo F.R.C; K. S. Milondzo; Alex Adjei (2009)
stated in article, “Parent-community involvement in school governance and its
effects on teacher effectiveness and improvement of learner performance”, that
they surveyed 45 selected primary and secondary schools in Botswana which
aimed to identify how parents and community involved in the governance of
schools, affect teacher effectiveness and improvement of learner performance.
The study started from January 2005 to December 2006. Literature review,
administration of questionnaires, interview schedules and local conferencing at
the chief’s palaces (kgotla) and in churches were used to gather data. The
conclusion was that in schools where parents and community involvement was

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visible, teachers were highly effective and this contributed to learners positive
behavior and improvement in their performance. (Educational research and
reviews. Vol. 4; No. 3; 2009)

It was observed in broader sense that the world’s education process

focused the development of students in educational and professional fields and
the main theme of education was the personality development of students by
their character building, making them good member of the society and patriot
citizens of their country. Every education system made bold experiments to
develop the performance of the students. In this prospective, the performance of
the students was counted as a parameter of the performance of schools in every
society and it was reflected by the related review.

The role of teachers in learning process.

Teachers play a key role in the academic performance of students. If the

teacher has good command in his subject, uses’ teaching skills and his attitude is
attractive then definitely students get a lot from him. A.A Adediwura ; Bada Tayo
(2007) stated in article, “Perception of teachers knowledge, attitude and teaching
skills as predictor of academic performance in Nigerian secondary schools” that
the study investigated the effects of students perception of teachers knowledge
of subject matter, attitude to work and teaching skills on students academic
performance. The population consisted of students in south west Nigeria senior
secondary schools. The study sample consisted of 1600 purposively selected
students from 15 selected secondary schools.

Questionnaire with four sections was developed and administered on the

subjects. Its section A, contain the demography data and the remaining three
sections contain twenty items each. The instrument has test-retest reliability. The
collected data was analyzed using simple percentages, Pearson product moment
correlation and chi-square statistics to test the three hypotheses generated in the
study. The result showed that student’s perception of teacher’s knowledge of
subject matter, attitude to work and teaching skills have a significant relationship
on student’s academic performance. (Educational research and reviews. Vol. 2;
2007)

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 The teachers are aware of student’s sentiments and emotions as they are
in direct and continue contact with them. If teachers may be given a chance to
decide curriculum of their subject, it will become more practical and useful for
the students. Ann Macphail (2004) stated in the article, “The social construction
of higher grade physician education: The impact on teacher curriculum decision-
making”, that it was important to identify the factors that impinged on teachers
in making decisions regarding the teaching of a syllabus in order that source
factors can be addressed in the construction and dissemination of a syllabus.
Related to this was the centralization of certain agents in the production of
curriculum structure and syllabus and teachers role in curriculum development.

The paper illustrated how Bernstein’s model of the social construction of

pedagogic discourse was one way to understand teacher curriculum decision-
making and was concerned with assessing to what extent teachers interpretation
and views of higher grade physical education influence curriculum decision
making. By reporting data from 151 questionnaires returned from a sample of
170 Scottish secondary schools, it was evident that teachers interpretations of
the HGPE course and what was entailed were not explicit reasons of curriculum
decision-making. Rather, teacher’s reasons for curriculum decision-making were
more likely to be embedded in the context in which individual’s works. (Sports,
Education and Society. Vol 9; No 1; Year 2004.)

The teachers play an effective role in education besides that what strategy
he applies for his teaching and learning process. Katerlina Zounhia; Kostas
Emmanouel; Irini Kossiva; Dimitris Hatziharistos (2002), discussed in the article
“Perceived effectiveness of Greek secondary school teachers” that the purpose of
the study was to explore differences in instructional and pedagogical
effectiveness among the Greek secondary school teachers of different subjects,
as perceived by pupils. In the study 165 pupils (aged 13-15 years) from 33
secondary schools in Athens, Greece, completed questionnaires regarding the
effectiveness of 253 teachers within the framework of teacher preparation at
university.

The results indicated no significant differences in instructional and

pedagogical effectiveness between those who attended courses in pedagogy,
psychology and instructional knowledge and those who did not. However, pupils

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perceived the instructional role of teachers to be higher than the pedagogical
role. Moreover, in teachers of different subjects, instructional and pedagogical
effectiveness were associated and correlated to each other. (Physical education
and Sports pedagogy. Vol. 7; No. 1; Year 2002.)

It is observed that the science teachers are more active than the other
subject teachers because they are more practical in approach. Shwu-yong L.
Huang; Barry J. Fraser (2009) discussed in the article, “Science teachers’
perceptions of the school environment: gender differences”, that because the
school environment had been shown to play an important role in teacher and
student performance, they undertook research into the assessment of school
environment, differences between female and male science teachers’
perceptions of their school environments and associated between these school
environment perceptions and teachers’ background characteristics.

Although gender differences in science education have attracted both

public concern and academic interest, little research had specifically addressed
the issue in terms of the school environment. Data were collected from a large
sample of 300 female and 518 male science teachers from secondary schools in
Taiwan. Statistically significant gender differences were found in most aspects of
the school environment with female science teachers, higher gender equity
among students, stronger professional interest with male science teachers
perceiving lower work pressure and better teacher-student relations. Gender
differences in science teachers’ perceptions of collegiality, work pressure, and
gender equity in the school environment persisted even after controlling for
teachers’ background and school characteristics. Among the implications were
recommendations about administrative policy for improving the school
environment for both male and female teachers and about future research on
factors associated with teacher’s perceptions. (Journal of research in science
teaching. Vol. 46; 2009.)

The training of teachers definitely improves their skills and effectiveness

so they must be provided training of new trends time to time to improve their
methodology. David Blake; Vincent Hanley; Mike Jennings; Michele Lloyd; (1997),
discussed in the article, “The role of the higher education tutor in school-based
initial teacher education in England and Wales”, that recent changes in teacher

81
education in England and Wales had led to an increased concentration on the
role of the school in the process of teachers training. There have been interesting
developments in mentorship arrangements, often involving training for teachers
who would take more responsibility for the supervision of trainees in school.
What had been less discussed is the future role of higher education in the
training of teachers and the role of the higher education tutor. The article
presented an analysis of the role of the tutor set in the policy context of initial
teacher education in England and Wales. Contrasts were drawn with
international developments in teacher education, where the direction of policy
was towards the involvement of higher education rather than away from it. The
selection, induction, career development and the capabilities of teacher
educators were considered. It was concluded that higher education tutors had a
distinctive part to play in the initial preparation of teachers. The location of all,
teacher training in schools risks the loss of an important resource in teacher
preparation. (Teachers and teaching: theory and practice. Vol. 3; No. 2; Year
1997.)

Teacher’s education, both academic and professional has an important

role in his performance. Highly qualified teacher’s perform better than less
qualified teachers because education produces confidence in them and improve
their knowledge. Anne Williams; Allan Soares; (2000) discussed in the article,
“The role of higher education in the initial training of secondary school teachers:
The views of the key participants” that the role of higher education in
postgraduate secondary initial teachers training in England. Views about the role
of higher education were sought from student teachers, school-based mentors
and HE tutors through a postal questionnaire and telephone interviews. The main
reasons advanced for the continued involvement of HE fell into three categories.
It was suggested that it was easier for schools if HE takes responsibility for
administrative arrangements. The second related to the breadth of perspective
which enabled Higher Education to take an overview ensuring greater
consistency of quality and standards. The third identified a distinctive expertise
within HE. They suggested that, while the first two did not constitute particularly
strong grounds for the retention of a role for Higher Education, the third did,
especially in the context of the current drive towards teaching as a research-
based profession. (Journal of education for teaching. Vol. 26; No. 3; Year 2000.)

82
 In Pakistan and other developing countries, teaching was not an attractive
and respectable job so the people recruited for teaching did not work with the
required commitment and satisfaction. Govind Desai; Tom Whiteside (1999)
discussed in the article, “Vocational teachers in higher secondary schools in
developing countries: A case study of Gujarat”, that a common theme in the
debate about the role of diversified secondary education in developing countries
has been the ability of school systems to recruit and retain competent teachers.
The article examined the position of vocational teachers in higher secondary
schools in Gujarat, India– a country committed to further expansion of vocational
education at junior and Higher secondary level.

It presented evidence from an extensive survey of 21 schools offering

vocational courses drawing on information collected from Principals, teachers,
students, ex-students and employers. The study found that vocational teachers
were mainly the product of academic route ways, possessed little or no industrial
experience and were not attracted to their position by a positive orientation to
vocational education. The article concluded with an examination of three major
staff related issues which confront those planning for improvement in vocational
education and higher secondary education. (Research in post-compulsory
education Vol. 4; No.3; Year 1999.)

Media has an important role in educating the readers, listeners and

viewers. It has a huge effect on students, teachers and all sections of the society.
Taiwo, Sunday (2005), conducted a study on evaluation of teachers’ perception of
the role of media in Oyo State of Nigeria. A total of 150 secondary school
teachers of Oyo State participated in the study: 110 trained and 40 untrained
teachers randomly selected from ten secondary schools at two gender level (70
females and 80 males). Two media roles were selected for the study:

i) Media used to supplement the teacher by enhancing his effectiveness in

the classroom.
ii) Media used to substitute the teacher through instructional media system.

The research tested three hypotheses. The findings revealed that there
were significant differences in the perceptions of teachers about each of the two
roles of media identified for the study. In addition there were significant

83
differences found between the perceptions of trained and untrained teachers.
However, the teachers’ gender was not significant. The article discussed the
findings and made some recommendations. (Teacher’s perception of the role of
media in classroom teaching in secondary schools.)

English as an international language can provide the knowledge to the

students of those facts which are not provided to them in their native language.
Kirkpatrick, T.A.(2004), stated that Singapore’s grammar-based English language
syllabus and the wide range of native language and English oral ability among
secondary school students made the second language teaching situation complex
and the use of the communicative approach challenging but not impossible.
While grammar was an essential element of second language proficiency, it was
not sufficient in itself. The grammar-based and communicative approaches were
often complementary and fluency exercises were an important correlate to
communicative grammar teaching. Communicative teaching had the additional
advantage of helping school children to develop cross-cultural awareness and
learn communicative strategies of the language to be learned. However,
additional materials designed to help Mandarin speakers learn certain English
communicative strategies, especially those of information sequencing, would be
helpful. (The role of communicative language teaching in secondary schools with
special reference to teaching in Singapore.)

The teacher’s collaboration and co-operation widen the scope of students

as they observed the methods and syllabus of other institutions and compare it
with their own methods and syllabus. Thornton, Hilary (2006), stated that
teacher collaboration and support given from one teacher to another, focused on
improving teaching and learning in the classroom were notable by their absence
in secondary schools in Bangladesh. The article identified a number of constraints
to develop a collaborative culture including the difficulty of the curriculum, the
perceived low ability of many students, the teacher’s own educational
background and contextual factors which influence teachers’ motivation. It was
suggested that informal collaboration for mutual support had the potential to
increase teacher motivation but that would only be achieved through building
more collaborative ways of working through formal programs grounded in
classroom observations. It questioned the validity for Bangladesh teachers of the
model of teacher development programs focused on teacher collaboration which

84
emphasize teaching the “perfect lesson” and suggested that without attention to
student learning, such programs were unlikely to lead to increased collaboration
or improved teacher practice in schools. (Teachers talking: The role of
collaboration in secondary schools in Bangladesh.)

Assessment and Examinations:

Jean Mangan; Geoff Pugh; John Gray (2005) stated in article, “Changes in
examination performance in English secondary schools over the course of a
decade”, that the article explored changes in the examination performance of
random samples of 500 English secondary schools between 1992 and 2001. Using
economy methods, it concluded that “there was an overall deterministic trend in
school performance but it was not stable, making prediction accuracy poor; the
aggregate trend did not explain improvement over time at school level, where
there was very considerable variation in improvement path; there was a degree
of persistence with respect to changes in performance at schools level but it was
short-lived; whilst there was evidence of a general upward trend across schools,
there was a large amount of year to year variation and title evidence of sustained
improvement at school level; and the model applied had little ability to forecast
the direction of change for particular schools in the following years. (School
effectiveness and school improvements. Vol. 16; 2005)

Ramzi N Nasser (2008) discussed in the article, “A formative assessment of

information communication technology in Lebanese schools”, that information
communication technology (ICT) device as servers, personal computers (PCs),
hubs and other artifacts make-up these technologies important role in the
educational development in public and private schools. The paper measured the
level of ICTs in Lebanese public and private schools for the academic year 2005-
2006 and evaluated the effectiveness of ICT on student school performance. The
number of PCs, servers, printers, hubs, UPSs, Scanners, LCDs modem/fax, and e-
mail access were measured and ICT indicator values were calculated. No
significant differences were found between private and public schools on the
aggregate level of ICT or computers per school or per student. A significant
difference between public and private schools was found, but no differences
between the two ICT levels (high/low) or PC levels (high/low) per student. ICT
levels in private schools did not impact student performance specifically, passing

85
the baccalaureate examinations. Although ICT levels were higher in private
schools, the differences were not significant at the 0.05 level. (International
Journal of education and development using information and communication
Technology. Vol. 4; No. 3; Year 2008.)

Jacob lyoll (2003) stated in his article, that in present education system,
particular attention was paid to the pivotal role of external examinations in
secondary modern schools quest for parity of esteem with grammar schools.
Secondary modern schools had explored an aspect that has received
comparatively little attention. The role of external examinations in determining
the character and fate of schools during the 20 year period when they educated
the “large majority” of pupils in the 11 to 15 age range was important. Various
functions performed by external examinations were considered. It was observed
that while some sections worked against the interest of secondary modern
schools, individual schools were able to turn other to their own advantage. The
consideration of a darker side to examining which was asserting itself as this brief
period of history drew to a close.

Tests, examinations, analysis of school issues and educational assessment

were significant but the real issue was the decline in educational standards,
which decreased the public confidence in educational practice. Global patterns in
educational testing and the assessment systems of the United Sates, the British
Isles, other parts of Europe and Asia were compared arguments against system-
wide external examination can be summarized as:

i) The trend was away from such examinations.

ii) The tests may encourage classroom competition rather than cooperation.
iii) Failure may become institutionalized.
iv) Reforms might be frustrated by external examinations.
v) Inequalities might be supported by test results.
vi) Tests did not necessarily work to raise standards.
vii) Tests denied the realities of individual differences.
viii) The validity of tests was in question.
ix) Improper test used could give inaccurate portrayals of achievement.

86
 Proponents of standardized assessment as given by those objective system
wide tests negate the potential prejudices of subjective assessment and facilitate
advancements of rural areas. (The role of external tests and examinations in the
assessment of student achievement at the secondary level.)

Impact of Subject:

Graham Butt; Paul weeden; Steven Chubb; Anne Srokosz (2006) stated in
article “The state of Geography education in English secondary schools”, that
over the last 20 years policy makers had introduced a number of measures
intended to improve the quality of education provided by state secondary
schools in England. The survey reported undertaking at the request of the
qualifications and curriculum authority (QCA), offered an inside into geography
education in such schools with particular reference to assessment. A small
national sample of school geography departments, most of which were in
partnership with their local higher education institution (HEI) for the provision of
initial teacher training, provided the data. The results created a snapshot of
geography education and its assessment across rang of state secondary schools.
However the diversity of the schools some time led to very specific results. There
were trends in performance which appeared despite variations in the schools
location, size and catchment areas. (International research in geographical and
environmental education. Vol. 15; 2006)

Lucia Pombo; Nilza Costa (2009) stated in the article, “The impact of
biological / geology school teachers masters courses on the Improvement of
science education quality in Portugal”, that in the report a large-scale study was
designed to evaluate the impact of masters courses on the professional
development of science school teachers and on the improvement of the quality
of science education. The underlying assumption of the study was that master’s
teachers were widely recognized as assuming a relevant role to establish bridges
between education research and practices, not only as knowledge producers but
also as mediators and privileged users of the knowledge produced by research.

The empirical study was conducted with science teachers and experienced
advanced professional education programs, leading to master’s degree in science
education. Data was collected through a written questionnaire answered by 81

87
master’s teachers who concluded their master’s courses between 2001 and 2005
in 12 Portuguese universities. The results indicate that the majority of
respondents (80%) considered the existence of an impact on their professional
practice, namely:
i) Stronger critical attitudes about the teaching and learning process.
ii) The use of more diversified teaching strategies.
iii) A deeper professional knowledge.
iv) A higher confidence in discussion with their peers.

Looking deeply at concrete examples of impact, the results showed that

63% of answers were examples of micro-impact, e.g. an impact in the classroom.
However, some master’s teachers (20%) mentioned little impact on their
professional practice, as the content of the course was not articulated with the
reality of school practices. There was an overlap of the results found here with
other studies which suggested that there was a need to increase the links
between higher education universities, responsible for teacher education
programs and secondary schools. The main obstacles to transferring research
knowledge, developed during the master’s course, to professional activities were
found and some suggestions for overcoming them were proposed. (Research in
science and technological education. Vol 27; No. 1; Year 2009.)

The related review proved that the teachers had the main role in
performance of any school as well as performance of students. Teachers as a
guide and facilitator played most important part in learning process. When the
behavior, attitude, body language and brain storming of the teacher got attention
of the students completely, the learning became effective and attractive for
them. These were the teachers who play vital role to obtain objectives of the
education (both curricular and co-curricular), needs of the society and change the
negative behavior of the students.

The Researcher observed that an active teacher can mobilize and motivate
the students in every field of life. Performance of the teacher was reflected by
the success of his students and the success of their schools but in higher
secondary schools of sindh, the performance of teachers was found below
average. The reasons for this very poor performance were the obstacles
produced by the present pressurized system like teachers appointments without

88
merit, un-necessary workload of census, elections and referendum etc.
unsuitable place of posting and outside interference etc.

Factors affecting Higher Secondary Schools performance:

i) The High School Teachers (B-16) working in schools of Sindh were

promoted as Head Masters (B-17) according to service seniority only
but the HST’s, who possessed Master’s degree in a subject taught in
Intermediate classes like English, Urdu, Sindhi, Physics, Chemistry,
Economics, Political Science etc. could be promoted as Subject
Specialist (B-17) for teaching to higher secondary classes according to
subject seniority and not only by the general seniority. In some cases
HST’s enjoy the promotion as subject specialist (B-17) before their
seniors who were only B.A/B.Sc, B.Ed. It sometimes became painful for
them so they opposed higher secondary schools.

ii) The major reason for the weak performance of higher secondary
schools was that most of the educational authorities did not like these
higher secondary schools because they belonged to Head Master
cadre, so they had professional jealousy with the officials of higher
secondary schools cadre.

iii) Head Masters were against the subject specialists and the higher
secondary school system so they struggled with their full capacity to
fail this higher secondary scheme. All the education officers like District
officer education, Executive district officer education, Director Literacy,
Chairman and Secretary Boards of Education and some officers in Sindh
secretariat education department belong to HM cadre and they
consciously planned to prove this scheme as a failed scheme.

89
iv) The implementation of this scheme was highly opposed by Sindh
Professors and Lecturers Association due to vested interests as they
were going to lose its main street power (i.e. Students of XI and XII)
because they pressurized the Education Department time to time by
the threat of classes boycott in favor of their demands.

v) Proper awareness was not provided so the higher secondary schools

were not appreciated by the community. The students and their
parents prefer colleges for admission so higher secondary schools were
facing less admission and enrolled students had poor educational
background.

“Students prefer to attend grade 11 and 12 in a college for many reasons.

They also perceive correctly that the quality of facilities and the
educational qualification of staff were more in colleges. Both students and
parent’s believed that entrance in to grade 13 is better facilitated for
students in degree colleges. Thus, there was a clear hierarchy of Institution
offering grade 11 and 12 , degree colleges were best, intermediate
colleges were next best and higher secondary school were last resort. In
the face of such wide spread beliefs, the Government has founded
virtually impossible to move grade 11 and 12 out of Colleges in to Higher
Secondary school.” (World Bank Report on Pakistan.)

vi) Mostly up gradation of higher secondary schools were made on

political pressures. Some higher secondary schools up graded in a
locality which was not suitable and no secondary school was near to it
to feed it. In some cases higher secondary schools established in an
area where colleges were also working.

vii) 206 higher secondary schools were established up till November 2010;
in those public higher secondary schools 3708 Subject Specialist
teachers were to be posted@18 Subject specialist/school. Up till July
2010 only 1482 Subject Specialists and Assistant Professors were

90
 working in rural and urban higher secondary schools of Sindh.
(Seniority lists of Subject Specialists and Assistant Professors.)

Subject Specialist teachers avoid to take metric classes and expect HST’s to
take Intermediate classes of those subjects in which Subject Specialist
were not available The behavior of Subject Specialist with HST’s was not
good, they projected that Subject Specialist were gazetted officers and
superior to HSTs.

viii) Almost all education officers belong to HM cadre and mostly they were
B.A/B. Ed. They feel guilty as MA/ M. Ed Principals of higher secondary
schools were working under them. These less qualified officers were
opposing and discouraging higher secondary school scheme.

91
 CHAPTER 3
Research Methodology:

This chapter deals with the organizing and analyzing of the data collected
during field work which the Researcher conducted in the form of questionnaire
and Interviews and got filled the questionnaire by the Principals of public higher
secondary schools of rural and urban Sindh.

The findings, which had been presented, were based on quantitative analysis. In
addition, the Researcher had triangulated the results with qualitative analysis of
the acquired data. The Researcher had presented some significant problems that
emerged during his thoughtful endeavor in the study. The problems included:
shortage of teachers for specific subjects, lack of facilities, completion of syllabus,
co-curricular activities, sports facilities commitment of the stake holders etc.

In the field research, generally data was collected qualitatively whose numerical
analysis was not possible so it was shifted to the planned coding quantitatively.
After that arrangement, organization and classification of data was done through
scientific method.

The proper completion of work required to be done according to the set rules
and regulations. In order to complete the research work, experts have pointed
out some steps and if these steps applied practically they resulted the process as
scientific and having objective pattern.

Population:
In population Researcher had included the on duty Principals serving in
public higher secondary schools. Due to limited time and resources, the
Principals from public higher secondary schools of Sindh province had been
populated whose total number was 206. (See appendix).

92
The number of Subject specialists and Assistant professors working in public
higher secondary schools in all the five divisions of Sindh were as follows:

Division Male Teachers Female Teachers Total Teachers

Karachi 159 105 264
Hyderabad 267 109 376
Sukkur 358 124 482
Larkana 197 O95 292
Mirpur Khas 041 027 068
Table-19 Gender wise working position of Subject Specialists/ Asstt.Professors.

Sampling:
The portion which represents the whole population was taken as sample
population. In other word the population was a whole and sample was its part or
portion. It possessed as all such characteristics like the whole.
The criterion of the sampling in this research was random, equal and scattered
scientific sampling. The researcher followed the set rules of research, selected 70
Principals of public higher secondary schools (30 rural and 40 urban principles)
according to the standard to get data under stratified sampling. The number of
Boys public higher secondary schools is 127 and Girls public higher secondary
schools is 69.

Sample Groups Boys Schools Girls Schools Total Schools

Urban 22 18 40
Rural 18 12 30
Total 40 30 70
Table 20:- Sample for data collection.

93
According to the figures mentioned in above stated chart, the participation
percentage of Principals from different divisions of Sindh was as under:-

Division Total Teachers Sample %age

Karachi 264 24 34.28
Hyderabad 376 17 24.28
Sukkur 482 14 20.00
Larkana 292 06 08.57
Mirpur Khas 068 09 12.85
Table 21:- Percentage comparison of sample Principals.

Research Instruments:

The Researcher had applied following steps to develop the scientific

research tool. Questionnaire was constructed in order to collect data for
measurement. Items in Questionnaire were 28 while Interviews were also taken
as research tool.

Interviews:

The Researcher met face to face with 20% sample of population and
informed them about the nature of research problem and got detailed facts
about the concerned study. Face to face interviews were also conducted with the
Principal of Public higher secondary school, Principal Government Degree
College, E.D.O. School Education, Officials of Board of intermediate education
and Directorate of College Education.

Pre-test:
In order to maintain reliability and objectivity of data collection tool, pre-
testing was conducted for the rectification of any sort of error, as sentence
structure, number of questions etc.

Post-test:
After 03 months of pre-test, the researcher conducted the post-test
among 07% of the sample to maintain validity and objectivity of the
questionnaire.

94
Final Questionnaire:
Final questionnaire was developed for data collection. It was enclosed in
Annexure as well.

Coding:
Statistical analysis was a vital part for finding the results, therefore
qualitative data was converted into codes for manipulation.
Yes 1
Up to some extant 2
No 3
Table: - 22 Coding Schedule

After coding, following steps were easily taken.

i) Organization of data.

ii) Explanation of data.

iii) Manipulation of data.

Statistical analysis of data:

i) All the items in questionnaire were examined in the phase of data

analysis; answers had been converted into numbers in order to find out
the frequency, percent, valid percent, and cumulative percent. Chi-
square was applied and all the statistical analysis was done by SPSS.

ii) The hypothesis testing was also done by chi-square on SPSS.

iii) On the basis of calculation positive and negative impacts were

enlightened by the responses of respondents.

95
 CHAPTER 4
Analysis of the Findings

The purpose of the study had been drawn from the idea that the
performance of public higher secondary schools should be assessed and
compared in rural and urban Sindh with the passage of time because it can affect
the whole Education System especially to the Students of Intermediate classes.
The availability of teaching staff and required facilities had been emerged as a
significant problem affecting school performance and students achievements.

In order to explain the collected data vertical bar diagrams were made in
accordance with the rate of percentage of each question.

For statistical assessment chi-square method was used therefore each

question and each hypothesis was categorized according to the responses of the
respondents through contingency tables. Item analysis was also done.

In the last step the data about hypothesis was shown through parallel bar
diagrams. In this way arrangement and organization of the collected data was
statistically analyzed which reflected the proper representation of scientific
method.

96
Q1: How many students are enrolled in XI (HSC-I) at your higher secondary school this
year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 28 40.0 41.8 41.8
101-200 24 34.3 35.8 77.6
201-300 7 10.0 10.4 88.1
ABOVE - 300 8 11.4 11.9 100.0
Total 67 95.7 100.0 -
Missing 3 4.3 - -
Total 70 100.0 - -

Q1
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q1

97
Q2: How many students were enrolled in XI (HSC-I) at your higher secondary school last
year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 28 40.0 42.4 42.4
101-200 24 34.3 36.4 78.8
201-300 8 11.4 12.1 90.9
ABOVE - 300 6 8.6 9.1 100.0
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q2
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q2

98
Q3: How many students are enrolled in XII (HSC-II) at your higher secondary school this year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 30 42.9 45.5 45.5
101-200 25 35.7 37.9 83.3
201-300 6 8.6 9.1 92.4
ABOVsE –
5 7.1 7.6 100.0
300
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q3
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q3

99
Q4: How many students were enrolled in XII (HSC-II) at your higher secondary school last year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 30 42.9 45.5 45.5
101-200 24 34.3 36.4 81.8
201-300 7 10.0 10.6 92.4
ABOVE - 300 5 7.1 7.6 100.0
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q4
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q4

100
Q5: Do you have proper teachers for the subjects taught at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 21 30.0 30.0 30.0
TO SOME EXTENT 32 45.7 45.7 75.7
NO 17 24.3 24.3 100.0
Total 70 100.0 100.0 -

Q5
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q5

Q5
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 5 14 3 22
School Expected Count 6.6 10.1 5.3 22.0
Count 7 5 6 18
Rural Boys School
Expected Count 5.4 8.2 4.4 18.0
Urban Girls Count 5 8 5 18
School Expected Count 5.4 8.2 4.4 18.0
Count 4 5 3 12
Rural Girls School
Expected Count 3.6 5.5 2.9 12.0
Count 21 32 17 70
Total
Expected Count 21.0 32.0 17.0 70.0
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 5.525(a) 6 0.478
4 cells (33.3%) have expected count less than 5. The minimum expected count is
2.91.

101
Q6: Is the teacher / student ratio maintained at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 31 44.3 44.3 44.3
TO SOME EXTENT 17 24.3 24.3 68.6
NO 22 31.4 31.4 100.0
Total 70 100.0 100.0 -

Q6
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q6
Q6
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 9 8 5 22
School Expected Count 9.7 5.3 6.9 22.0
Count 9 3 6 18
Rural Boys School
Expected Count 8.0 4.4 5.7 18.0
Urban Girls Count 8 3 7 18
School Expected Count 8.0 4.4 5.7 18.0
Count 5 3 4 12
Rural Girls School
Expected Count 5.3 2.9 3.8 12.0
Count 31 17 22 70
Total
Expected Count 31.0 17.0 22.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 3.276(a) 6 0.774
4 cells (33.3%) have expected count less than 5. The minimum expected count is
2.91.

102
Q7: Do the education officers visit your higher secondary school regularly?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 30 42.9 42.9 42.9
TO SOME EXTENT 26 37.1 37.1 80.0
NO 14 20.0 20.0 100.0
Total 70 100.0 100.0 -

Q7
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q7
Q7
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 6 10 6 22
School Expected Count 9.4 8.2 4.4 22.0
Count 10 6 2 18
Rural Boys School
Expected Count 7.7 6.7 3.6 18.0
Urban Girls Count 9 4 5 18
School Expected Count 7.7 6.7 3.6 18.0
Count 5 6 1 12
Rural Girls School
Expected Count 5.1 4.5 2.4 12.0
Count 30 26 14 70
Total
Expected Count 30.0 26.0 14.0 70.0

Asymp. Sig. (2-

Chi-Square Tests df
sided)
Pearson Chi-Square 6.889(a) 6 0.331
5 cells (41.7%) have expected count less than 5. The minimum expected count is
2.40.

103
Q8: Are the government funds provided to your Higher secondary school are similar as nearby
Intermediate college?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 5 7.1 7.1 7.1
TO SOME EXTENT 7 10.0 10.0 17.1
NO 58 82.9 82.9 100.0
Total 70 100.0 100.0 -

Q8
100

80
Percent

60

40

20

0
YES TO SOME EXTENT NO

Q8
Q8
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 3 2 17 22
School Expected Count 1.6 2.2 18.2 22.0
Count 1 0 17 18
Rural Boys School
Expected Count 1.3 1.8 14.9 18.0
Urban Girls Count 1 3 14 18
School Expected Count 1.3 1.8 14.9 18.0
Count 0 2 10 12
Rural Girls School
Expected Count 0.9 1.2 9.9 12.0
Count 5 7 58 70
Total
Expected Count 5.0 7.0 58.0 70.0
Chi-Square Tests
Asymp. Sig. (2-
Value df
sided)
Pearson Chi-Square 5.865(a) 6 0.438
8 cells (66.7%) have expected count less than 5. The minimum expected count is.86

104
Q9: Do the inspection teams of educational authorities properly check to your higher
secondary school as other higher secondary schools?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 30 42.9 42.9 42.9
TO SOME EXTENT 22 31.4 31.4 74.3
NO 18 25.7 25.7 100.0
Total 70 100.0 100.0 -

Q9
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q9
Q9
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 4 10 8 22
School Expected Count 9.4 6.9 5.7 22.0
Count 12 4 2 18
Rural Boys School
Expected Count 7.7 5.7 4.6 18.0
Urban Girls Count 7 6 5 18
School Expected Count 7.7 5.7 4.6 18.0
Count 7 2 3 12
Rural Girls School
Expected Count 5.1 3.8 3.1 12.0
Count 30 22 18 70
Total
Expected Count 30.0 22.0 18.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 11.454(a) 6 0.075
4 cells (33.3%) have expected count less than 5. The minimum expected count is a
3.09.

105
Q10: Has the teacher's transfer done on pressure basis in your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 21 30.0 30.0 30.0
TO SOME EXTENT 15 21.4 21.4 51.4
NO 34 48.6 48.6 100.0
Total 70 100.0 100.0 -

Q10
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q10
Q10
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 5 7 10 22
School Expected Count 6.6 4.7 10.7 22.0
Count 5 1 12 18
Rural Boys School
Expected Count 5.4 3.9 8.7 18.0
Urban Girls Count 8 3 7 18
School Expected Count 5.4 3.9 8.7 18.0
Count 3 4 5 12
Rural Girls School
Expected Count 3.6 2.6 5.8 12.0
Count 21 15 34 70
Total
Expected Count 21.0 15.0 34.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 7.701(a) 6 0.261
5 cells (41.7%) have expected count less than 5. The minimum expected count is
2.57.

106
Q11: Are the teachers punctual in their duties at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 47 67.1 67.1 67.1
TO SOME EXTENT 15 21.4 21.4 88.6
NO 8 11.4 11.4 100.0
Total 70 100.0 100.0 -

Q11

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q11
Q11
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 10 9 3 22
School Expected Count 14.8 4.7 2.5 22.0
Count 13 2 3 18
Rural Boys School
Expected Count 12.1 3.9 2.1 18.0
Urban Girls Count 15 1 2 18
School Expected Count 12.1 3.9 2.1 18.0
Count 9 3 0 12
Rural Girls School
Expected Count 8.1 2.6 1.4 12.0
Count 47 15 8 70
Total
Expected Count 47.0 15.0 8.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 11.301(a) 6 0.080
8 cells (66.7%) have expected count less than 5. The minimum expected count is
1.37.

107
Q12: Are the courses of studies be completed in specified schedule at your higher secondary
school?
Valid Cumulative
Scale Frequency Percent Percent Percent
YES 45 64.3 64.3 64.3
TO SOME EXTENT 15 21.4 21.4 85.7
NO 10 14.3 14.3 100.0
Total 70 100.0 100.0 -

Q12

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q12
Q12
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 11 7 4 22
School Expected Count 14.1 4.7 3.1 22.0
Count 13 2 3 18
Rural Boys School
Expected Count 11.6 3.9 2.6 18.0
Urban Girls Count 14 2 2 18
School Expected Count 11.6 3.9 2.6 18.0
Count 7 4 1 12
Rural Girls School
Expected Count 7.7 2.6 1.7 12.0
Count 45 15 10 70
Total
Expected Count 45.0 15.0 10.0 70.0

Chi-Square Tests
Asymp. Sig. (2-
Value df
sided)
Pearson Chi-Square 5.871(a) 6 0.438
8 cells (66.7%) have expected count less than 5. The minimum expected count is 1.37.

108
Q13: Is the discipline maintained properly at your public higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 50 71.4 71.4 71.4
TO SOME EXTENT 14 20.0 20.0 91.4
NO 6 8.6 8.6 100.0
Total 70 100.0 100.0 -

Q13
80

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q13
Q13
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 12 8 2 22
School Expected Count 15.7 4.4 1.9 22.0
Count 14 3 1 18
Rural Boys School
Expected Count 12.9 3.6 1.5 18.0
Urban Girls Count 14 1 3 18
School Expected Count 12.9 3.6 1.5 18.0
Count 10 2 0 12
Rural Girls School
Expected Count 8.6 2.4 1.0 12.0
Count 50 14 6 70
Total
Expected Count 50.0 14.0 6.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 8.912(a) 6 0.179
8 cells (66.7%) have expected count less than 5. The minimum expected count is
1.03.

109
Q14: Is proper sitting arrangement is available for the students of your higher secondary
school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 44 62.9 62.9 62.9
TO SOME EXTENT 18 25.7 25.7 88.6
NO 8 11.4 11.4 100.0
Total 70 100.0 100.0 -

Q14

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q14

Q14
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 10 11 1 22
School Expected Count 13.8 5.7 2.5 22.0
Count 14 2 2 18
Rural Boys School
Expected Count 11.3 4.6 2.1 18.0
Urban Girls Count 11 3 4 18
School Expected Count 11.3 4.6 2.1 18.0
Count 9 2 1 12
Rural Girls School
Expected Count 7.5 3.1 1.4 12.0
Count 44 18 8 70
Total
Expected Count 44.0 18.0 8.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 12.331(a) 6 0.055
7 cells (58.3%) have expected count less than 5. The minimum expected count is
1.37.

110
Q15: Are the Laboratory facilities available for the Students of Science (XI and XII) at your
higher secondary school for; (1) Physics, (2) Chemistry,(3) Zoology, (4) Botany.
Cumulative
Scale Frequency Percent Valid Percent
Percent
YES 41 58.6 58.6 58.6
TO SOME EXTENT 13 18.6 18.6 77.1
NO 16 22.9 22.9 100.0
Total 70 100.0 100.0 -

Q15
School Type Frequency Total
YES TO SOME EXTENT NO
Count 14 6 2 22
Urban Boys School
Expected Count 13 4 5 22
Count 11 2 5 18
Rural Boys School
Expected Count 11 3 4 18
Count 12 1 5 18
Urban Girls School
Expected Count 11 3 4 18
Count 4 4 4 12
Rural Girls School
Expected Count 7 2 3 12
Count 41 13 16 70
Total
Expected Count 41 13 16 70
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
a
Pearson Chi-Square 8.891 6 .180

7 cells (58.3%) have expected count less than 5. The minimum expected count is 2.23.

111
Q16: Is the library facility available for the Students at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 25 35.7 35.7 35.7
TO SOME EXTENT 17 24.3 24.3 60.0
NO 28 40.0 40.0 100.0
Total 70 100.0 100.0 -

Q16
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q16
Q16
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 7 5 10 22
School Expected Count 7.9 5.3 8.8 22.0
Count 6 6 6 18
Rural Boys School
Expected Count 6.4 4.4 7.2 18.0
Urban Girls Count 11 3 4 18
School Expected Count 6.4 4.4 7.2 18.0
Count 1 3 8 12
Rural Girls School
Expected Count 4.3 2.9 4.8 12.0
Count 25 17 28 70
Total
Expected Count 25.0 17.0 28.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 10.873(a) 6 0.092
5 cells (41.7%) have expected count less than 5. The minimum expected count is
2.91.

112
Q17: Does a dispensary exist at your higher secondary school for the Students?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 7 10.0 10.0 10.0
TO SOME EXTENT 9 12.9 12.9 22.9
NO 54 77.1 77.1 100.0
Total 70 100.0 100.0 -

Q17
80

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q17
Q17
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 5 4 13 22
School Expected Count 2.2 2.8 17.0 22.0
Count 0 0 18 18
Rural Boys School
Expected Count 1.8 2.3 13.9 18.0
Urban Girls Count 0 2 16 18
School Expected Count 1.8 2.3 13.9 18.0
Count 2 3 7 12
Rural Girls School
Expected Count 1.2 1.5 9.3 12.0
Count 7 9 54 70
Total
Expected Count 7.0 9.0 54.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 14.936(a) 6 0.021
8 cells (66.7%) have expected count less than 5. The minimum expected count is 1.20.

113
Q18: Is the facility of ground for playing outdoor games available at your higher secondary
school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 47 67.1 67.1 67.1
TO SOME EXTENT 10 14.3 14.3 81.4
NO 13 18.6 18.6 100.0
Total 70 100.0 100.0 -

Q18

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q18
Q18
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 9 9 4 22
School Expected Count 14.8 3.1 4.1 22.0
Count 16 0 2 18
Rural Boys School
Expected Count 12.1 2.6 3.3 18.0
Urban Girls Count 13 0 5 18
School Expected Count 12.1 2.6 3.3 18.0
Count 9 1 2 12
Rural Girls School
Expected Count 8.1 1.7 2.2 12.0
Count 47 10 13 70
Total
Expected Count 47.0 10.0 13.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 21.444(a) 6 0.002
8 cells (66.7%) have expected count less than 5. The minimum expected count is
1.71.

114
Q19: At your higher secondary school, do you have playing teams for; (1) Football, (2) Cricket,
(3) Hockey ,(4) Volleyball, (5) any other.

Valid Cumulative
Scale Frequency Percent
Percent Percent
TO SOME EXTENT 61 87.1 87.1 87.1
NO 9 12.9 12.9 100.0
Total 70 100.0 100.0 -

Q19
School Type Frequency Total
TO SOME EXTENT NO
Urban Boys Count 21 1 22
School Expected Count 19 3 22
Count 17 1 18
Rural Boys School
Expected Count 16 2 18
Urban Girls Count 13 5 18
School Expected Count 16 2 18
Count 10 2 12
Rural Girls School
Expected Count 10 2 12
Count 61 9 70
Total
Expected Count 61 9 70

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 5.945a 3 .114

4 cells (50.0%) have expected count less than 5. The minimum expected count is 1.54

115
Q20: Is proper maintenance of building being done in your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 27 38.6 38.6 38.6
TO SOME EXTENT 22 31.4 31.4 70.0
NO 21 30.0 30.0 100.0
Total 70 100.0 100.0 -

Q20
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q20
Q20
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 9 7 6 22
School Expected Count 8.5 6.9 6.6 22.0
Count 8 4 6 18
Rural Boys School
Expected Count 6.9 5.7 5.4 18.0
Urban Girls Count 7 4 7 18
School Expected Count 6.9 5.7 5.4 18.0
Count 3 7 2 12
Rural Girls School
Expected Count 4.6 3.8 3.6 12.0
Count 27 22 21 70
Total
Expected Count 27.0 22.0 21.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 5.808(a) 6 0.445
3 cells (25.0%) have expected count less than 5. The minimum expected count is
3.60.

116
Q21: Is proper repair of furniture done at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 27 38.6 38.6 38.6
TO SOME EXTENT 26 37.1 37.1 75.7
NO 17 24.3 24.3 100.0
Total 70 100.0 100.0 -

Q21
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q21
Q21
School Type Frequency TO SOME Total
YES NO
EXTENT
Urban Boys Count 8 11 3 22
School Expected Count 8.5 8.2 5.3 22.0
Rural Boys Count 9 4 5 18
School Expected Count 6.9 6.7 4.4 18.0
Urban Girls Count 6 5 7 18
School Expected Count 6.9 6.7 4.4 18.0
Rural Girls Count 4 6 2 12
School Expected Count 4.6 4.5 2.9 12.0
Count 27 26 17 70
Total
Expected Count 27.0 26.0 17.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 6.853(a) 6 0.335
5 cells (41.7%) have expected count less than 5. The minimum expected
count is 2.91.

117
Q22: Are there airy class rooms available for the Students of your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 51 72.9 72.9 72.9
TO SOME EXTENT 12 17.1 17.1 90.0
NO 7 10.0 10.0 100.0
Total 70 100.0 100.0 -

Q22
80

60
Percent

40

20

0
YES TO SOME EXTENT NO

Q22

Q22
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 13 7 2 22
School Expected Count 16.0 3.8 2.2 22.0
Count 13 4 1 18
Rural Boys School
Expected Count 13.1 3.1 1.8 18.0
Urban Girls Count 13 1 4 18
School Expected Count 13.1 3.1 1.8 18.0
Count 12 0 0 12
Rural Girls School
Expected Count 8.7 2.1 1.2 12.0
Count 51 12 7 70
Total
Expected Count 51.0 12.0 7.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 12.552(a) 6 0.051
8 cells (66.7%) have expected count less than 5. The minimum expected count is
1.20.

118
Q23: Are the co-curricular activities performed at your higher secondary school?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 35 50.0 50.0 50.0
TO SOME EXTENT 27 38.6 38.6 88.6
NO 8 11.4 11.4 100.0
Total 70 100.0 100.0 -

Q23
50

40
Percent

30

20

10

0
YES TO SOME EXTENT NO

Q23
Q23
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 8 13 1 22
School Expected Count 11.0 8.5 2.5 22.0
Count 11 6 1 18
Rural Boys School
Expected Count 9.0 6.9 2.1 18.0
Urban Girls Count 10 5 3 18
School Expected Count 9.0 6.9 2.1 18.0
Count 6 3 3 12
Rural Girls School
Expected Count 6.0 4.6 1.4 12.0
Count 35 27 8 70
Total
Expected Count 35.0 27.0 8.0 70.0

Chi-Square Tests
Asymp. Sig. (2-
Value df
sided)
Pearson Chi-Square 8.841(a) 6 0.183
5 cells (41.7%) have expected count less than 5. The minimum expected count is
1.37.

119
Q24: Do the parents pay proper attention to their children's studies?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 19 27.1 27.1 27.1
TO SOME EXTENT 24 34.3 34.3 61.4
NO 27 38.6 38.6 100.0
Total 70 100.0 100.0 -

Q24
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q24
Q24
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 7 8 7 22
School Expected Count 6.0 7.5 8.5 22.0
Count 6 5 7 18
Rural Boys School
Expected Count 4.9 6.2 6.9 18.0
Urban Girls Count 4 6 8 18
School Expected Count 4.9 6.2 6.9 18.0
Count 2 5 5 12
Rural Girls School
Expected Count 3.3 4.1 4.6 12.0
Count 19 24 27 70
Total
Expected Count 19.0 24.0 27.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 1.974(a) 6 0.922
5 cells (41.7%) have expected count less than 5. The minimum expected count is
3.26.

120
Q25: Do the parents attend the S.M.C (School Management Committee) meeting?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 39 55.7 55.7 55.7
TO SOME EXTENT 23 32.9 32.9 88.6
NO 8 11.4 11.4 100.0
Total 70 100.0 100.0 -

Q25
60

50
Percent

40

30

20

10

0
YES TO SOME EXTENT NO

Q25
Q25
School Type Frequency TO SOME Total
YES NO
EXTENT
Urban Boys Count 9 11 2 22
School Expected Count 12.3 7.2 2.5 22.0
Rural Boys Count 13 4 1 18
School Expected Count 10.0 5.9 2.1 18.0
Urban Girls Count 11 4 3 18
School Expected Count 10.0 5.9 2.1 18.0
Rural Girls Count 6 4 2 12
School Expected Count 6.7 3.9 1.4 12.0
Count 39 23 8 70
Total
Expected Count 39.0 23.0 8.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 6.487(a) 6 0.371
5 cells (41.7%) have expected count less than 5. The minimum expected count is 1.37.

121
Q26: Are the overall examination results of XI students of your higher secondary school better
than nearby intermediate college?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 28 40.0 40.0 40.0
TO SOME EXTENT 21 30.0 30.0 70.0
NO 21 30.0 30.0 100.0
Total 70 100.0 100.0 -

Q26
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q26
Q26
School Type Frequency TO SOME Total
YES NO
EXTENT
Urban Boys Count 3 9 10 22
School Expected Count 8.8 6.6 6.6 22.0
Rural Boys Count 11 4 3 18
School Expected Count 7.2 5.4 5.4 18.0
Urban Girls Count 9 6 3 18
School Expected Count 7.2 5.4 5.4 18.0
Rural Girls Count 5 2 5 12
School Expected Count 4.8 3.6 3.6 12.0
Count 28 21 21 70
Total
Expected Count 28.0 21.0 21.0 70.0

Chi-Square Tests
Asymp. Sig. (2-
Value df
sided)
Pearson Chi-Square 12.729(a) 6 0.048
3 cells (25.0%) have expected count less than 5. The minimum expected
count is 3.60.

122
Q27: Are the overall examination results of XII students of your higher secondary school better
than nearby intermediate college?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 25 35.7 35.7 35.7
TO SOME EXTENT 24 34.3 34.3 70.0
NO 21 30.0 30.0 100.0
Total 70 100.0 100.0 -

Q27
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q27
Q27
School Type Frequency Total
YES TO SOME EXTENT NO
Count 3 9 10 22
Urban Boys
Expected
School 7.9 7.5 6.6 22.0
Count
Count 9 6 3 18
Rural Boys School Expected
6.4 6.2 5.4 18.0
Count
Count 9 6 3 18
Urban Girls
Expected
School 6.4 6.2 5.4 18.0
Count
Count 4 3 5 12
Rural Girls School Expected
4.3 4.1 3.6 12.0
Count
Count 25 24 21 70
Total Expected
25.0 24.0 21.0 70.0
Count
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 10.101(a) 6 0.120
3 cells (25.0%) have expected count less than 5. The minimum expected count is
3.60.

123
Q28: Is the ratio of admission in professional colleges from the students of your higher
secondary school better than nearby intermediate college?

Valid Cumulative
Scale Frequency Percent Percent Percent
YES 17 24.3 24.3 24.3
TO SOME EXTENT 25 35.7 35.7 60.0
NO 28 40.0 40.0 100.0
Total 70 100.0 100.0 -

Q28
40

30
Percent

20

10

0
YES TO SOME EXTENT NO

Q28

Q28
School Type Frequency Total
YES TO SOME EXTENT NO
Urban Boys Count 1 10 11 22
School Expected Count 5.3 7.9 8.8 22.0
Count 8 5 5 18
Rural Boys School
Expected Count 4.4 6.4 7.2 18.0
Urban Girls Count 6 7 5 18
School Expected Count 4.4 6.4 7.2 18.0
Count 2 3 7 12
Rural Girls School
Expected Count 2.9 4.3 4.8 12.0
Count 17 25 28 70
Total
Expected Count 17.0 25.0 28.0 70.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 11.677(a) 6 0.070
5 cells (41.7%) have expected count less than 5. The minimum expected count is 2.91.

124
HYPOTHESES TESTING:
HYPOTHESIS NO.1 TEST BY CHI-SQUARE (SPSS)
Ho: “There is no significance difference between the opinion of the Principals of rural and urban
public higher secondary school about increasing enrollment in these schools”
H1: “There is a significance difference between the opinion of the Principals of rural and urban
public higher secondary school about increasing enrollment in these schools”

Higher secondary Responses

school Q5 to Q12 YES TO SOME EXTENT NO Total
Urban Boys Count 53 67 56 176
School Expected Count 72 47 57 176
Count 70 23 51 144
Rural Boys School Expected Count 59 38 47 144
Urban Girls Count 67 30 47 144
School Expected Count 59 38 47 144
Count 40 29 27 96
Rural Girls School Expected Count 39 26 31 96
Count 230 149 181 560
Total Expected Count 230 149 181 560
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 26.241(a) 6 .000
0 cells (0%) have expected count less than 5. The minimum expected count is 25.54

Bar Chart

70 Responses
YES
TO SOME EXTENT
60 NO

50
Count

40

30

20

10

0
Urban Boys School Rural Boys School Urban Girls School Rural Girls School

School Category

Result: - The above analysis showed that null Hypothesis is accepted.

125
HYPOTHESIS NO.2 TEST BY CHI-SQUARE (SPSS)
Ho: “There is no significance difference between the opinion of the Principals of rural and urban
public higher secondary school about the attention towards their schools”
H1: “There is a significance difference between the opinion of the Principals of rural and urban
public higher secondary school about the attention towards their schools”

Responses
Higher secondary school Q 13 and Q14 YES TO SOME EXTENT NO Total
Count 22 19 3 44
Urban Boys School Expected Count 30 10 4 44
Count 28 5 3 36
Rural Boys School Expected Count 24 8 4 36
Count 25 4 7 36
Urban Girls School Expected Count 24 8 4 36
Count 19 4 1 24
Rural Girls School Expected Count 16 5 2 24
Count 94 32 14 140
Total Expected Count 94 32 14 140
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 19.445(a) 6 .003
4 cells (33.3%) have expected count less than 5. The minimum expected count is 2.40

Bar Chart

30 Responses
YES
25 TO SOME EXTENT
NO
20
Count

15

10

0
Urban Boys Rural Boys Urban Girls Rural Girls
School School School School
Result: - The above analysis showed
School that null Hypothesis is accepted
Category

Result: - The above analysis showed that null Hypothesis is accepted.

126
HYPOTHESIS NO.3 TEST BY CHI-SQUARE (SPSS)
Ho: “There is no significance difference between the opinion of the Principals of rural and urban
public higher secondary school about getting the same facilities.”
H1: “There is a significance difference between the opinion of the Principals of rural and urban
public higher secondary school about getting the same facilities.”

Responses Total
Higher secondary school Q15 to Q22 YES TO SOME EXTENT NO
Count 51 43 38 132
Urban Boys School Expected Count 58 30 44 132
Count 52 18 38 108
Rural Boys School Expected Count 47 25 36 108
Count 50 15 43 108
Urban Girls School Expected Count 47 25 36 108
Count 31 20 21 72
Rural Girls School Expected Count 32 16 24 72
Count 184 96 140 420
Total Expected Count 184 96 140 420

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 15.926(a) 6 .014
0 cells (0%) have expected count less than 5. The minimum expected count is 16.46.

Bar Chart

60 Responses
YES
TO SOME EXTENT
NO
50

40
Count

30

20

10

0
Urban Boys School Rural Boys School Urban Girls School Rural Girls School

School Category

Result: - The above analysis showed that null Hypothesis is accepted.

127
HYPOTHESIS NO.4 TEST BY CHI-SQUARE (SPSS)
Ho: “There is no significance difference between the opinion of the Principals of rural and urban
public higher secondary school about the similar arrangement of co-curricular activities in their
schools.”
H1: “There is a significance difference between the opinion of the Principals of rural and urban
public higher secondary school about the similar arrangement of co-curricular activities in their
schools.”
Responses
Higher secondary school Q23 to Q25 YES TO SOME EXTENT NO Total
Count 24 32 10 66
Urban Boys School Expected Count 29 23 14 66
Count 30 15 9 54
Rural Boys School Expected Count 24 19 11 54
Count 25 15 14 54
Urban Girls School Expected Count 24 19 11 54
Count 14 12 10 36
Rural Girls School Expected Count 16 13 7 36
Count 93 74 43 210
Total Expected Count 93 74 43 210

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 10.817(a) 6 .094
0 cells (0%) have expected count less than 5. The minimum expected count is 7.37.

Bar Chart

40 Responses
YES
TO SOME EXTENT
NO

30
Count

20

10

0
Urban Boys School Rural Boys School Urban Girls School Rural Girls School

School Category

Result: - The above analysis showed that null Hypothesis is accepted.

128
HYPOTHESIS NO.5 TEST BY CHI-SQUARE (SPSS)
Ho: “There is no significance difference between the opinion of the Principals of rural and urban
public higher secondary school about their examination results.
H1: “There is a significance difference between the opinion of the Principals of rural and urban
public higher secondary school about their examination results.

Responses
Higher secondary school Q26 to Q28 YES TO SOME EXTENT NO Total
Count 7 28 31 66
Urban Boys School Expected Count 22 22 22 66
Count 28 15 11 54
Rural Boys School Expected Count 18 18 18 54
Count 24 19 11 54
Urban Girls School Expected Count 18 18 18 54
Count 11 8 17 36
Rural Girls School Expected Count 12 12 12 36
Count 70 70 70 210
Total Expected Count 70 70 70 210

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 32.601(a) 6 .000
0 cells (.0%) have expected count less than 5. The minimum expected count is 12.00.

Bar Chart

Responses
YES
TO SOME EXTENT
30 NO
Count

20

10

0
Urban Boys School Rural Boys School Urban Girls School Rural Girls School

School Category

Result: - The above analysis showed that null Hypothesis is accepted.

129
Item Analysis:

Q1: How many students are enrolled in XI (HSC-I) at your higher secondary school this year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 28 40.0 41.8 41.8
101-200 24 34.3 35.8 77.6
201-300 7 10.0 10.4 88.1
ABOVE - 300 8 11.4 11.9 100.0
Total 67 95.7 100.0 -
Missing 3 4.3 - -
Total 70 100.0 - -

Q1
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q1

ANALYSIS:
Question shows that the present enrollment of higher secondary schools is as follows:
1 – 100 = 40%, 101 – 200 = 34.3%, 201 – 300 = 10%, above 300 = 11.4%
RESULT:
The present enrollment of students in XI is increasing in those areas where colleges are not
available.

130
Q2: How many students were enrolled in XI (HSC-I) at your higher secondary school last year?

Valid Cumulative
Scale Frequency Percent Percent Percent
01-100 28 40.0 42.4 42.4
101-200 24 34.3 36.4 78.8
201-300 8 11.4 12.1 90.9
ABOVE - 300 6 8.6 9.1 100.0
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q2
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q2

ANALYSIS:
Question shows that the enrollment of higher secondary schools last year was as follows:
1 – 100 = 40%, 101 – 200 = 34.3%, 201 – 300 = 11.4%, above 300 = 8.6%
RESULT:
The enrollment is increasing in those higher secondary schools where number of students is too
much. In those Schools where enrollment is less than 200, student’s enrollment is decreasing.

131
Q3: How many Students are enrolled in XII (HSC-II) at your higher secondary school this
year?

Frequ Valid Cumulative

Scale ency Percent Percent Percent
01-100 30 42.9 45.5 45.5
101-200 25 35.7 37.9 83.3
201-300 6 8.6 9.1 92.4
ABOVE – 300 5 7.1 7.6 100.0
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q3
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q3
ANALYSIS:
Question shows that the present enrollment of higher secondary schools is as follows:
1 – 100 = 42.9%, 101 – 200 = 35.7%, 201 – 300 = 8.6%, above 300 = 7.1%
RESULT:
The present enrollment of students in XII is increasing in those areas where colleges are
not available.

132
Q4: How many students were enrolled in XII (HSC-II) at your higher secondary school
last year?

Scale Frequency Percent Valid Percent Cumulative Percent

01-100 30 42.9 45.5 45.5
101-200 24 34.3 36.4 81.8
201-300 7 10.0 10.6 92.4
ABOVE – 300 5 7.1 7.6 100.0
Total 66 94.3 100.0 -
Missing 4 5.7 - -
Total 70 100.0 - -

Q4
50

40
Percent

30

20

10

0
01-100 101-200 201-300 ABOVE - 300

Q4

ANALYSIS:
Question shows that the enrollment of higher secondary schools last year was as
follows:
1 – 100 = 42.9%, 101 – 200 = 34.3%, 201 – 300 = 10%, above 300 = 7.1%
RESULT:
The present enrollment of students in XII is increasing in those higher secondary schools
where number of students is too much.

133
Analyses of Educationist Interviews:

To keep in consideration all the aspects of the problem it was necessary to

contact the entire stake-holders. The Researcher met personally for face to face
interview with a principal of public higher secondary school, a principal of
Government degree college, Executive District Officer (Schools), High Officials of
Directorate of Colleges and Board of Intermediate Education. Their views were as
under:-

Interview 1:
Q. 1: Why higher secondary schools were established?
Ans. 1:
There were two basics purposes of the establishment of public higher
secondary schools:
a. In many countries the students get there education up to XII in schools. On the
recommendation of the World Bank the Federal Government had decided in
1979, to upgrade secondary schools as higher secondary school gradually and
intermediate colleges had to be merged in it. It has been under process since
many years. In Sindh about 200 secondary schools had been declared as higher
secondary school up till now.
b. In rural areas of Sindh where colleges are very far, a higher secondary school
can provide intermediate education to the students more easily. The schools near
to residence become useful for girls in particular.
Q. 2: Up to what extant these higher secondary schools are useful?
Ans. 2:
In rural areas as compared to urban areas these higher secondary schools
have been very successful and a lot of students are studying in these schools. In
urban areas the girl’s higher secondary schools are very crowded and more
successful because parents prefer the nearest school to their residence for girls.
Q. 3: Why enrollment is low and not increasing in these schools?
Ans. 3:
In urban areas, only those students who got C, D, E, grades came for
admission in higher secondary schools because colleges are available to them.
When students do not find the college atmosphere in higher secondary schools;
they try to get themselves transferred to colleges. In rural areas enrollment is
good and increasing day by day.

134
Q. 4: Is the staff in these higher secondary schools fulfilling their duties properly?
Ans. 4:
Two types of teachers are found in higher secondary school, one who are
promoted from secondary schools and the others who directly appointed by
public service commission. It is observed that those teachers came from direct
recruitment take more interest in teaching but the teachers promoted from
secondary schools do not take similar interest in higher secondary classes as they
have taught secondary students for many years. The teachers from Sindh Public
Service Commission feel disgrace in teaching to secondary classes, 1X-X. More
over the number of subject teachers in about all higher secondary schools is also
in-sufficient which also badly affects the teaching process in public higher
secondary schools.
Q. 5: How much attention is paid to these higher secondary schools by
educational authorities?
Ans. 5:
Very less, the main cause of low performance of higher secondary schools
is that the higher authorities do not pay proper attention and do not execute
their responsibilities sincerely and honestly. The SNE of each higher secondary
school has not yet been filled because the promotion of teacher is a very difficult
task and the posts of commission remain vacant. The lack of facilities like labs,
library and sports also detach the students with higher secondary school. There is
no proper teacher to teach the commerce subjects and English in higher
secondary schools in a large number of students seek admissions in commerce
group. These higher secondary schools cannot progress properly until the higher
authorities take proper interest.
Q. 6: What role CAP is playing in XI admissions for these higher secondary schools
as compared to intermediate colleges?
Ans. 6:
Because of the dual admission policy by the CAP, the higher secondary
school have become helpless and have to face shortage of admissions as there is
no proper representation of higher secondary schools in the CAP committee. So
CAP ignored the public higher secondary schools.
Q. 7: How these higher secondary schools become successful and beneficial for
intermediate students?

135
Ans. 7:
For the success of this scheme it is necessary to admit as many students as
possible to higher secondary school through CAP and other means outside
Karachi schools. The teacher’s shortage must be resolved immediately. Labs must
be equipped. All the facilities and co-curricular activities must be provided. The
higher secondary school must be established where there is more population and
the college is far from the higher secondary school. If possible transport facilities
may also be provided.

Suggestions:

The higher authorities must take sincere interest for the success of this
scheme. More and more schools may be upgraded as higher secondary schools.
SNE must be fulfilled through timely promotions. The students passing the Matric
must be bonded to seek admission in the same higher secondary school. Change
of institution should not be allowed. Half of the members of CAP must be taken
from higher secondary side. At least 40% of the students must be admitted in to
higher secondary schools. Public Higher secondary schools must be established in
those localities where there is no college so that students can take admission in
higher secondary schools easily. A competent and skilled Principal may be
appointed with the moral support of the higher authorities to supervise School
administration confidently.

Interview 2:
Q. 1: Why higher secondary schools were established?
Ans. 1:
In Pakistan there were two main causes of the establishment of higher
secondary schools.
 Throughout the world the intermediate education is provided in schools.
Keeping in view the same fact the higher secondary schools were established.
 In rural areas where there was no college or very few colleges, higher
secondary schools were established to provide intermediate education to all
the students passed metric from the secondary schools.

136
Q. 2: Up to what extant these higher secondary schools are useful?
Ans. 2:
These higher secondary schools have been very successful in rural areas. In
urban areas, the girl’s higher secondary schools have been successful as
compared to the boy’s higher secondary schools. The boys prefer change of
institution where as girls prefer to take education near to their residence.
Q. 3: Why enrollment is low and not increasing in these schools?
Ans. 3:
The number of admissions in the higher secondary schools did not
increase because of the partial CAP policy in Karachi which prefers colleges to
higher secondary schools. The college lecturers and professors do as they wish
and no higher authorities look in to the matter sincerely. In other areas the lack
of facilities was also a main cause of least admission in higher secondary schools.
In the absence of teachers, lab equipments and other requirements the students
did not take interest in public higher secondary schools.
Q. 4: Is the staff in these higher secondary schools fulfilling their duties properly?
Ans. 4:
The available staff at higher secondary schools is executing their
responsibility properly. The teachers appointed by Sindh Public Service
Commission take interest in Intermediate classes and feel insult to teach
secondary classes while the teachers promoted from secondary schools are more
interested to take secondary classes as they have much experience. Any how
these promoted subject specialist take less interest in Intermediate classes.
Q. 5: How much attention is paid to these higher secondary schools by
educational authorities?
Ans. 5:
The concerned higher authorities have never pay proper attention to the
higher secondary schools. They neither visit the higher secondary schools nor get
informed about the lacking facilities in these schools. The Principal has no power
to appoint any teacher as per need of the higher secondary schools. The SNE is
never filled up fully; a lot of posts were lying vacant since a long period. Even
after several request no action is taken in the matter. The higher secondary
schools have been treated as stepsons or stepdaughter by the higher authorities
as compared to the Intermediate Colleges.
Q. 6: What role CAP is playing in XI admissions for these higher secondary schools
as compared to intermediate colleges?

137
Ans. 6:
As stated earlier, the dual admission policy of CAP made the scheme of
higher secondary schools, failed. Few students of C, D and E grade are directed
for admission in higher secondary schools. The commerce section in higher
secondary schools has been badly neglected. No competent teacher of
commerce group has yet been posted at any higher secondary school of urban or
rural Sindh. The Principal has to face a lot of difficulties in satisfying the students
of XI and XII commerce group.
Q. 7: How these higher secondary schools become successful and beneficial for
intermediate students?
Ans. 7:
Higher secondary schools can be made successful if the CAP committee
honestly justifies the distribution of students among higher secondary schools
and colleges in Karachi. In anterior Sindh if the higher authorities fulfill the entire
need of higher secondary schools, it can be made more successful. Higher
secondary schools should be established where the colleges are not available or
very far from the access of student. The higher secondary School’s thick
enrollment will certainly attain the attention of the students and parents.

Interview 3:
Q. 1: Why higher secondary schools were established?
Ans. 1
In Pakistan higher secondary schools were established keeping in view, the
lowering down standard of education because in developed countries, education
up to XII is conducted in schools only and students are not disturbed after passing
class X. But in Pakistan, higher secondary students are forced to take education in
a free and political atmosphere for two years in Intermediate college. This change
looses the concentration of the students and their interest in education.
Q. 2: Up to what extant these higher secondary schools are useful?
Ans. 2
These higher secondary schools are not successful due to some reasons.
 These schools are up graded on political ground without working on their
feasibility and suitability.

 Neither higher authorities nor the staff of higher secondary schools wants to
make it successful. As far as the higher authorities are concern, they are not

138
 aware of its importance and the staff working in higher secondary schools is
more careless and irresponsible as compared to the college staff. The Subject
Specialists of higher secondary schools have no interest in teaching and they
want to be posted on profitable post, the remaining Subject Specialist want to
remain busy in their personnel activities.
 When a student passed metric and wants to take admission in XI, he
compares higher secondary schools with intermediate college and decided to
take admission in college because complete departments of each subjects,
fully equipped labs, well experience professors and other facilities are
available in colleges which are not available in higher secondary schools.
Q. 3: Why enrollment is low and not increasing in these schools?
Ans. 3
Enrollment in higher secondary schools is not increasing properly because
parents want to admit their child in an institution where he can increase his
knowledge under the supervision of experience teachers. Facilities of Physics,
Chemistry, Zoology, Botany and computer labs, library, play ground, common
room etc. are available to groom their child. In higher secondary schools these
requirements are not available, so students go towards colleges. Those students,
who cannot get admission due to their poor grade like D and E in matric, come
for admission in higher secondary schools so enrollment remained less in higher
secondary schools.
Q. 4: Is the staff in these higher secondary schools fulfilling their duties properly?
Ans. 4
No, the staff has no interest in their duties. In higher secondary schools
half of the subject specialists are promoted from the higher school teachers.
These teachers have a wide experience to tech secondary classes but they have
no experience of intermediate class. Near to end of their service, these teachers
have no interest to learn new syllabus of XI and XII and to teach it to the higher
secondary classes. The remaining 50 % subject specialists are recruited by SPSC.
They have to pass written exam and interview by the commission. These young
and energetic Subject Specialists has no teaching experience or professional
knowledge. They generally pose them superior to promoted Subject Specialist.
This difference of opinion creates disturbance in school atmosphere also.
Q. 5: How much attention is paid to these higher secondary schools by
educational authorities?

139
Ans. 5
Very poor, higher authorities have no interest in education as most of the
time they are busy in useless activities. The rest of the time they want to do some
beneficial work for their own betterment and not for the betterment of
education. Only few officers are excluded otherwise almost all the officers do not
know even their official responsibilities.
Q. 6: What role CAP is playing in XI admissions for these higher secondary schools
as compared to intermediate colleges?
Ans. 6
CAP plays negative role in admissions of higher secondary schools. All the
member of CAP belongs to college cadre and higher secondary schools have no
representations. The members do not know the philosophy of government to
establish the higher secondary schools. The CAP members resist admission in
higher secondary schools due to professional jealousy.
Q. 7: How these higher secondary schools become successful and beneficial for
intermediate students?
Ans. 7
Higher secondary schools can be made successful and beneficial for the
intermediate students if teachers according to SNE may be posted immediately in
higher secondary schools. Facilities of labs, sports, co-curricular activities and
transport may be provided to the students. The new higher secondary schools
must be up-graded/established far from the college. Education officers make
surprise visits in higher secondary schools. Proper funds may be allocated and
awareness campaign must be launched to promote higher secondary schools.

Interview 4:
Q. 1: Why higher secondary schools were established?
Ans. 1
To facilitate rural students especially, female students who has no access
to an Intermediate college, these higher secondary schools were established.
Q. 2: Up to what extant these higher secondary schools are useful?
Ans. 2
The public higher secondary schools were useful for rural students where
there is no any institution for Intermediate classes but in urban areas these public
higher secondary schools were less useful because students prefer to take
admission in colleges.

140
Q. 3: Why enrollment is low and not increasing in these schools?
Ans. 3
The basic reason of low enrollment is the poor performance of these
public higher secondary schools. Proper Subject teachers and other supporting
staff were not available in it. No sports and co-curricular activities are arranged in
these schools. Teen-agers wanted to be called as “college student”.
Q. 4: Is the staff in these higher secondary schools fulfilling their duties properly?
Ans. 4
Yes. I think that Teacher’ strength is too less in these schools so that they
are compelled to teach different subjects in addition to their own subject. This is
another drawback of these higher secondary schools.
Q. 5: How much attention is paid to these higher secondary schools by
educational authorities?
Ans. 5
Very less. In 2001, a delegation of Sindh Professors and Subject Specialists
Association (Regd.), met the then Chief Secretary, Government of Sindh in
presence of Education Secretary, to discuss the problems of higher Secondary
Schools and requested him to advise the Director of College Education to include
Subject Specialists of Chemistry, in a three days workshop on “Changed Text
Book of Chemistry” as he invited only the College Teachers, while thousands of
students were also studying in public higher secondary schools of Sindh. The
Chief Secretary and Secretary Education Surprised on the request and asked that
“What were the Intermediate students doing in Schools?” However the Higher
Secondary Scheme was introduced in 1979 and a lot of students were studying
under their supervision in higher Secondary Schools of Sindh. This is an example
of interest and sincerity of higher authorities.
Q. 6: What role CAP is playing in XI admissions for these higher secondary schools
as compared to intermediate colleges?
Ans. 6
All the members of CAP belonged to College cadre and they are against
the Higher Secondary Scheme since its beginning due to their vested interests.
They excluded higher secondary schools and not considered them for admission
since last three years. In 2010, CAP considered higher secondary schools on
media pressure.

141
Q. 7: How these higher secondary schools become successful and beneficial for
intermediate students?
Ans. 7
Education department must pay proper attention on Public higher
Secondary Schools and introduced this scheme by print media and electronic
media to the people especially to the Educationists of the Sindh province. The
high ups must patronize these higher secondary schools because it has two
advantages over the Colleges:
i) Professional as well as academic degree holders (B.Ed. and M.A/M.Sc.)
Teachers are posted in these Schools.

ii) Students can continue their studies in same School after passing Matric
(S.S.C.) without disturbance of change of Institution.

Interview 5:

Q. 1: Why higher secondary schools were established?

Ans. 1
To provide education to those students who resided in far flung areas and
cannot attend classes’ away from their residence. Girls especially cannot travel
easily outside their villages and towns for education purpose.
Q. 2: Up to what extant these higher secondary schools are useful?
Ans. 2
Public higher secondary schools are totally failed because higher
secondary scheme was planned only for rural areas and it was implemented in
both urban and rural areas of Sindh. In urban areas well established colleges with
all facilities were available so the students did not want to take admission into a
higher secondary school. Due to this reason, Higher Secondary Schools did not
become useful for the Intermediate Students.

Q. 3: Why enrollment is low and not increasing in these schools?

Ans. 3:
No student wanted to take admission into a higher secondary school
where basic facilities were not available, due to shortage of teachers and
ministerial staff, students could not learn as much as colleges. So the Parents as
well as students disliked admission into a higher secondary school.

142
Q. 4: Is the staff in these higher secondary schools fulfilling their duties properly?
Ans. 4
No. They are careless and irresponsible according to the overall culture of
education. Most of the Subject Specialists wanted to be post as an Administrative
Officer like A.D.O., Head Master or any other post. Majority of them did not want
to teach in higher secondary schools.

Q. 5: How much attention is paid to these higher secondary schools by

educational authorities?
Ans. 5
Very less. The educational authorities are well known that higher
secondary scheme is a failed program so they are against it.

Q. 6: What role CAP is playing in XI admissions for these higher secondary schools
as compared to intermediate colleges?
Ans. 6
CAP has preferred colleges as compared to the higher secondary schools
because of facilities and staff. Members of CAP do not want to spoil the career of
students in these higher secondary schools.

Q. 7: How these higher secondary schools become successful and beneficial for
Intermediate students?
Ans. 7
There is no way out for it. This step must be revised and all public higher
secondary schools should be merged in nearby Intermediate Colleges.

143
Summary

The Teacher, expert in his subject plays an important and key role for
quality education. He achieves confidence through required educational degree
and experience converts him into an asset. Such skilled teachers play an
important role in Government higher secondary schools. The presence of these
teachers can increase the interest in education and the students pay more
attention to the subject they taught. The number of teachers in proper ratio is
essential according to the number of classes. In any educational institution there
must be enough number of teachers required for the strength of students.
Similarly if the class is crowded then it becomes quite difficult for the teacher to
explain the curriculum. Researches proved that a teacher can teach about 25
students in a class room with proper concentration and better results can be
achieved. Hence the ratio of teacher and student has been fixed as 1:25.

If the educational authorities keep on visiting the higher secondary schools

properly, the teachers and other administrative staff remain punctual and active
which makes the discipline and administration of the higher secondary schools
much better. In the same way, if educational authorities visit the schools
suddenly; the school discipline became smooth and productive. So the visits of
administrative authorities can provide relief to the students. Lack of facilities also
creates problems in higher secondary schools. The educational process needs
continuous funding so the provision of resources plays an important role and by
Government funds necessary facilities can be provided. In colleges not only the
funds but grants are also provided in different heads. In the same manner higher
secondary school may also be provided funds so that the students of
intermediate classes may also avail the same facilities as availed by the students
of Inter colleges. This can also increase the enrollment in higher secondary
schools. The problems faced by the teachers and students are to be checked by
the higher authorities.

The schools are rarely visited by the authorities which badly affects the
output of the public higher secondary schools. Inspection plays an important role
in making the discipline of educational institution. Only the inspection teams may
examine the performance of educational Institutions properly. If Inspection
system remained effective, the achievements can be obtained. Short comings of

144
the educational Institutions were transmitted to the concerned officials. A major
cause of these detritions of education institution is lake of inspection.

The role of qualified teachers play vital role in higher secondary schools. In
any public higher secondary school, the qualified, experienced and laborious
teachers enhanced the interest of the students in education. A better educational
atmosphere is just like oxygen to the students if the teacher takes interest in the
personal problems of the students in addition to his studies. Hence there should
not be any communication gap between the teacher and students. The transfer
of such favorite Teacher is an emotional jerk for regular students. Teacher having
some problems or personal interest, try for their transfer and use references of
high officials which damage the interest of the students of educational
institution.

The educational standard may be raised if the teachers remain regular and
punctual. The punctuality of the Teachers leaves good impression on students
because if teachers do not care of time, perform teaching work half heartedly,
remain absent from classes and making dis-continuity in their subject; the
student could not learn the subject properly. In the higher secondary schools
where the teachers were punctual, maintained the discipline and cared for
educational standard proved much better than other higher secondary schools.
The academic session seems to be too short for the completion of syllabus. With
the completion of syllabus in time, the students may go through the educational
process more easily because they not only find enough time for revision but
before the examination they can select some important questions which caused
better results in the examination. If the syllabus is not completed in time, the
students become confused because of tension. Sometimes the syllabus is
completed in last days before examinations, in this condition the students cannot
be benefited practically.

The school atmosphere must be disciplined to achieve the better results.

Discipline is that basic part which deeply affects the whole system. For example,
even a good teacher cannot teach a class which is disturbed. The noise making
and inattentive students may not only keep themselves away from the
knowledge imparted but the entire class remains fruitless. If the surrounding
atmosphere was not convenient, students could neither listen nor understand.

145
The school building must be properly equipped with furniture according to the
needs of students. To understand the lesson taught by the Teacher, it is
necessary that the students must be seated comfortably. If there is no proper
seating arrangement or the seat is congested or uncomfortable, then the student
is mentally disturbed and would not be benefited properly through teacher’s
work. Hence it is essential to provide the student a better atmosphere with a
comfortable seat.

Practical work in laboratories plays an important role in understanding the

theory of the subject. So whatever the students learn in theory, they examine it
experimentally because it is very helpful in understanding the theory. That is why
practical were included in Science subjects and the students examine the theory
practically in proper laboratories. Hence at Intermediate level there must be
separate laboratories for Physics, Chemistry, Zoology and Botany for performing
practical which must be equipped properly. The teachers and students need
reference books and other articles to increase their knowledge. Till a few years
ago, library was necessarily established in each educational institution where
students used to study reference books along with Text books. Scientific journals
were also being studied with the literary magazines to increase the knowledge
and students were connected with their text books. The habit of study helps
them in future life. Now a days the students use internet instead of reading
books which is better in the sense that it saves time but some of its websites
produced bad affects on student’s character. Hence library is a must in each
higher secondary school these days which has no bad effects on character.

In most of the public higher secondary schools there are no proper

arrangements of first aid; dispensary is a compulsory need of every higher
secondary school. In case of injury in games or accidents first aid is needed
before access to hospital to avoid heavy loss. Therefore in every higher secondary
school where hundreds of students were studying, a dispensary with a
competent doctor or dispenser was necessary. The students take interest in co-
curricular activities which also provide the mental and physical fitness. “A healthy
body keeps a healthy mind in it”. For the achievement of knowledge, a healthy
mind is required and for a sound health games and exercise are necessary. That is
why a play ground is necessary for each higher secondary school, where the
students could play out door games with other students. Games and exercise also

146
develop character as well as sound health. In higher secondary schools during the
games, the teachers also remain present and sometimes they themselves
participate in games where they control the students from loss talks and anger. In
educational Institutions, Cricket, Football, Volleyball, Hockey and other teams
develop the mental and social fitness of the students. Sportsman spirit produced
in students when they play with others. Only to get success is not the ultimate
result of the play but also to share this success with others and to lose is also a
part of game. Therefore the teams provide training of co-ordination with other
people of the society along with the strength of the body.

The building of the public higher secondary school attracts the students if
it is good looking. Quality education is possible only in a better teaching
environment. If the building of the higher secondary school is in a bad condition
it will badly affect the students and education. Therefore the educational
Institutions must be neat and clean, attractive and useable up to the possible
limits. The renovation of the higher secondary school building is necessary in due
period of time which will assist in maintaining positive effects on teaching
process. The maintenance of furniture is also an essential in the school. The
furniture used by the students in public schools is often broken and sub standard,
hence regular repair of furniture is necessary otherwise unsuitable furniture will
badly effect the education of the students and reduce the interest of the
students in learning process. If the school building is well furnished and class
rooms are specious and airy then the students feel comfortable in airy and
spacious class rooms and pay more attention on their studies in pleasant
atmosphere. All the cities and villages of Sindh are badly suffering from electric
load shedding hence in this situation only the airy rooms can make the teaching
process possible otherwise the students will become anxious and the teacher will
feel difficulty in teaching to them.

For the development of balanced personality, co-curricular activities are

very important as it reveal the hidden abilities of the Students. Great Actors,
Singers, Naat khoan, Writer, Players, Politicians and famous Persons of all walks
of lives confirmed that the school life was their basic training center. It reveals
that the school training is a fundamental chapter in the co-curricular activities.
Co-curricular activities have a deep relation with formal education because in the

147
supervision of the teachers, they are polished. The relations of teacher with
students help in the better teaching process. Sometimes the subjects of text book
were also made a part of drama, tableau and other co-curricular activities. It was
observed that the higher secondary schools which conduct co-curricular activities
more, made the teaching process better and the overall results of the students
are also improved.

The education systems depend on teachers, students and parents. The

interest of the parents in student’s activities also became a cause of their
encouragement. The teacher’s pay more attention on those students whose
parents visit the school to know the progress of their children regularly. During
the checking of home work, the teachers pay more attention on the students
whose parents used to discuss about the home work or the educational status of
their children while the other students are not cared. The problems of school
may be solved with the help of neighboring persons. The Government has framed
School Management Committee (S.M.C.) in all public higher secondary schools to
give participation to the parents and community members in the School affairs.
The Principals, a senior teacher and three members including parents and the
dignitaries of the locality are included in the SMC who conduct monthly meeting
to discuss the school affairs. Good results were achieved in those higher
secondary schools where the parents and the respectable persons of the
community attend the meeting, share their useful advices and provide a better
educational environment. Majority of the problems were related with the
Finances. Some affairs are solved with the co-operation of the neighboring
people. For example discipline problem outside the school building. Many
problems like safety of the School building after school timing from addicted
people, supply of electricity and fresh water can be solved with the help of
parents and community.

If the students keep on changing the schools, their result will be badly
affected. For example, the results of XI are badly affected with the change of
environment, transfer of teachers, change of class rooms and teaching methods
etc. In particular the first few months are very disturbing in colleges but in higher
secondary schools, the students who have passed the matriculation from the
same School, feel nothing changed so they obtained better examination results

148
as compare to those who got admission in colleges. If the result of XI is not
satisfactory, the result of XII may also be the same. The students of class XII
studying in higher secondary school maintained the same result as of XI, because
of no change of teacher or institution disturb them while the students of colleges
after passing the first year feel some relief and obtained much better results in
XII. The pressure of student’s organization causes some problems of discipline
and administration in colleges whereas no student organization exists in higher
secondary schools. The students admitted in class VI are very young and they are
habitual to obey the teachers, so they do not create problems in higher
secondary classes.

The students usually take interest in college as compared to higher

secondary school. As a result, the number of students of higher secondary
schools seeking admission in professional colleges likes Medical College,
Engineering College, Law College, etc. when compared to the students of Inter
college’s shows less number because of the fact that usually the students seeking
better grade in Matric prefer to seek admission in a college instead of higher
secondary school. The students who could not get admission in college make
them admitted in higher secondary school. In figures perhaps more students
admitted in professional colleges passed Intermediate from a college but in fact
the students achieving C and D grade in Matric got admission in higher secondary
schools, may not be compared with the colleges.

149
 CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The preceding chapters introduced the study, reviewed the consulted

literature, outlined the methodology and set forth the findings of the study by
analysis of data and hypothesis testing. This chapter presented a summary of the
whole study, its major findings, a discussion of its results, conclusions and some
concrete recommendations.

SUMMARY:
The overall purpose of the study was to examine how rural and urban
higher secondary schools differ in their performance and what role they were
playing in the education system of Sindh. The scope of the study was limited to
the province of Sindh only.
The population of the study consisted of Principals of public higher
secondary schools in rural and urban Sindh. The final sample consisted of 30 rural
and 40 urban Principals of public higher secondary schools drawn on the basis of
stratified random sampling.
Custom made questionnaire consisting of 28 items for Principals were
used to collect data. The data was analyzed by SPSS, both descriptive and
inferential statistical techniques including X2 test, 04 groups of respondents (rural
male, rural female, urban male and urban female,) had been used for the
analysis.
The study reviewed research information on some major aspects of public
higher secondary schools in rural and urban Sindh, its role in education including
performance, effectiveness, enrollment, results, discipline and individual
attention on students were analyzed.
Initially the study tested 05 hypothesis related to significant differences in
the opinions of the respondents in accordance with the above stated aspects of
the public higher secondary schools. A pre-test was also conducted before the
formulation of questionnaire, post test was also prepared and then questionnaire
was finalized on its basis. Face to face interviews were also conducted to enhance
the credibility of the study.

150
FINDINGS:
The analysis of data confirmed some significant differences between the
rural and urban public higher secondary schools of Sindh which are discussed as
follows:
In the under study research problem, the question was raised that what
role was played by the public higher secondary schools in rural and urban Sindh.
In other words the analysis of public higher secondary schools was to be done
according to their impact. The Researcher framed 28 questions in accordance
with the 05 hypothesis. The collected data and analysis proved the hypothesis,
positive.

DISCUSSIONS:
The Researcher understands that the performance of public higher
secondary schools was satisfactory in present conditions in rural and urban Sindh
as the hypotheses were accepted.

HYPOTHESIS - 1
The enrollment in rural and urban public higher secondary schools of
Sindh is gradually increasing.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of

rural and urban public higher secondary schools about increasing enrollment in
their schools.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural

and urban public higher secondary schools about increasing enrollment in their
schools.
Q. 5 to Q. 12 were included to check this hypothesis. As a result of chi-
square test null hypothesis was accepted. It was confirmed that the enrollment in
public higher secondary school was increasing in both rural and urban areas of
Sindh. On the basis of acceptance of null hypothesis the Researcher observed

151
that only 30% Principals of higher secondary schools mentioned that enrollment
was increasing where as 24.3% Principals did not agree with it. Similarly 45.7%
Principals said that up to some extent enrollment had increased. It means that
enrollment in higher secondary schools was increased but its ratio was under
expectation especially in those areas where Intermediate colleges were available.
It was observed that the teacher: student ratio was 44.3% while 33.4% Principals
did not agree that the teacher: student ratio was not sufficient and the remaining
24.3% Principals of public higher secondary schools stated that student: teacher
ratio was satisfactory up to some extent. According to statistical analysis the
Researcher understands that the enrollment of students was not increasing
because student: teacher ratio was not sufficient so the students did not get
proper attention and because of it, increase in enrollment was not appreciable.
For administrative supervision of higher secondary schools, the visits of
education officers remained 42.9%, while 37.1% Principals stated that the visits
were up to some extent and 20 % Principals disagreed and said that “Education
Officers did not visit higher secondary schools properly.” The Researcher is of the
view that higher secondary school situated in those areas where conveyance was
easily available educational visits took place but in far flung areas, higher
secondary schools were not visited.
The Researcher observed that important reasons of low enrollment were
shortage of teaching and non teaching staff, lack of facilities and mismanagement
in public higher secondary schools. In fact parents avoided those educational
Institutions for admissions of their children where management was not good.
The parents considered such educational Institutions only if they had no other
choice and they were compelled for it. The acceptance of null hypothesis also
mentioned that 82.9% Principals stated that public higher secondary schools
were not provided Government funds as much as Intermediate colleges, so these
schools could not fulfill their basic needs due to the shortage of funds and
furthermore the government had established these public higher secondary
schools unwillingly and without taking proper interest in its planning. These
public higher secondary schools were not provided sufficient funds, so co-
curricular activities were not arranged in these public higher secondary schools
properly which was one of the reasons of low enrollment in these Institutions.
The acceptance of Hypothesis-1 also proved that the higher authorities of
education department did not visit the public higher secondary schools regularly.
It was confirmed by 25.7% Principals, while 31.4% said that up to some extent

152
visits were made and 42.9% agreed that visits were not made. However 56%
Principals agreed that visits were not regular.
It was also observed that in public higher secondary schools usually
teacher’s transfers were not done on pressure basis as stated by 48.6% Principals
while 30% Principals had opposite opinion and 21.4% Principals stated that
sometimes it was done. This indicated that those teachers, who had political
/social relations or personal contacts got them transferred easily by using
different channels. The results of chi-square test also confirmed that teachers
transfers were made on the basis of different pressures but the fact cannot be
denied that 67.1% Principals were agreed that teachers were punctual in their
duties and only 11% Principals accepted that teachers were not punctual while
24.1% Principals stated that up to some extent Teachers were punctual. These
figures had created a doubt about Principals that they wanted to show their
performance much better as compared to actual position. Chi-square test also
showed that teachers were punctual. It also exposed that 64.3% Principals were
agreed that in public higher secondary schools of rural and urban areas of Sindh,
curriculum was completed in specified time while 21.4% Principals stated that it
was done up to some extent and 14.3 % said that curriculum was not completed
in time. It was a fact that in those public higher secondary schools where subject
wise teachers (Subject Specialists of each subject) were not available, completion
of the subject satisfactorily in time was not possible. In case when Principals
depute a Subject Specialist of another subject or a teacher from secondary
section, then 41.3% Principals said that syllabus could not be completed in time
by them. It confirmed that non- completion of syllabus badly affected the proper
increase in enrollment also. The acceptance of null hypothesis Ho also confirmed
that enrollment was increasing but in rural and urban public higher secondary
schools of Sindh its ratio was not satisfactory.

153
HYPOTHESIS - 2

Same attention is paid by the education department to the public higher

secondary schools in rural and urban Sindh.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of

rural and urban public higher secondary schools about paying same attention
towards their schools.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural

and urban public higher secondary schools about paying same attention towards
their schools.

Q. 13 to Q. 14 were included to check this hypothesis. By the statistical

analysis of hypothesis and observation of results of chi-square test (SPSS), Null
hypothesis Ho was accepted and alternate hypothesis H1 was rejected. This
position confirmed that the Principals of public higher secondary schools were
paying proper attention at their schools. Respondents exposed that discipline
was properly maintained in public higher secondary schools of rural and urban
Sindh. This was stated by 71.4% Principals, 20% Principals said that discipline was
maintained up to some extent and 8.6% Principals were not agreed with it and
viewed that Principals did not pay proper attention to their higher secondary
schools. It seemed to be a ground reality that where there was a good
management, the Institution performed better and gave good results but the
enrollment in public higher secondary schools, quality of education and overall
performance of teachers were remarkable.
The Researcher is of the view that those Principals who stated that some
of them were not performing their duties honestly, wanted to hide their poor
performance and to cover the factual position. Similarly statistical analysis of
question 14 confirmed that sitting arrangement for students was proper, as

154
stated by 62.9% Principals while 25.7% said that it was good up to some extent
and 11.4% Principals denied and according to them sitting arrangements for
students were not proper. It is a fact that the furniture provided to public higher
secondary schools was not according to their requirement. In rural areas, public
higher secondary schools did not have sufficient furniture for their strength of
students.
The Principals fixed the responsibility to provide furniture on the shoulders
of education department because public higher secondary schools did not have
sufficient funds because Education department did not provide funds as much as
Intermediate colleges. However Principals worked on it and raised this problem
in writing and verbally in the meetings with higher authorities and during their
visits to public higher secondary schools. Keeping all these facts in view, the
Researcher understands that the Principals should pay more attention to their
public higher secondary schools which was also confirmed by the statistical
analysis.

HYPOTHESIS - 3

Education department provides same facilities to the rural and urban

public higher secondary schools of Sindh.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of

rural and urban public higher secondary schools of Sindh about getting the same
facilities.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural
and urban public higher secondary schools of Sindh about getting the same
facilities.

In hypothesis-3, it was observed that whether the rural and urban public
higher secondary schools were provided with same facilities or there was any
desparity? For this Q. 15 to Q. 22 were established for collection of data. The
acceptance of Hypothesis by chi-square test showed that all public higher

155
secondary schools were facilitated. So, 64% Principals of higher secondary
schools stated that the facilities of Science laboratories were available in urban
public higher secondary schools while 27% Principals said that up to some extant
these facilities were available and 9% Principals confirmed that laboratories
facilities were not provided. These statistics showed that in urban public higher
secondary schools only 9% and in rural areas 28% public higher secondary
schools did not have laboratory facilities which showed a big difference. Similarly
in 67% urban girl’s public higher secondary schools laboratory facilities were
provided as compared to 33% in rural areas. It showed that urban girls public
higher secondary schools were more facilitated than rural girls schools. The
Researcher by comparison concluded that there was a clear difference in
providing laboratory facilities to rural and urban public higher secondary schools
of Sindh.
The facilities of library were also provided in public higher secondary
schools However 40% Principals accepted it, only 24.3% Principals said that up to
some extent library facility was available. It is fact that however a complete
library was not available in some public higher secondary schools but up to some
extent this facility was arranged by the Principals locally because neither the
Government paid proper attention to this facility nor they were aware of its
importance. Similarly, 77.1% Principals of public higher secondary schools both
from rural and urban areas of Sindh had confirmed that facility of dispensary was
not available while 10% said that up to some extant this facility was available
while 12.9% Principals indicated that the dispensary facility was available.
As regards of play ground and outdoor games facility, it was observed by
the data collected that 67.1% Principals confirmed its availability while 14.3%
Principals agreed with it partially and 18.6% Principals denied it. It was a fact that
many play grounds became demolished or vanished due to encroachments. In
rural and urban public higher secondary schools of Sindh, the collected data
confirmed that in urban boys, rural boys, urban girls and rural girls public higher
secondary schools, 70 - 80 % Principals stated that they formed student’s teams
for sports.
As regard of building maintenance, 38.6% Principals explained that this
facility was available while 31.4% Principals confirmed that up to some extant
maintenance was done and 30 % Principals said that maintenance of building was
not done in their schools. The statistics showed that the school buildings were

156
not maintained properly as per requirement but it was confirmed that
maintenance was done in public higher secondary schools.
The facility of furniture repair was available but in public higher secondary
schools of far-flung areas, as stated by 24.3% Principals it was not available
because of mismanagement of Principals and carelessness of educational
authorities. According to analysis of data it was proved that 72% public higher
secondary schools had wide and airy class rooms. The acceptance of hypothesis-3
and analysis of data showed that similar facilities were provided to all public
higher secondary schools except those where Principals did not take interest.

HYPOTHESIS - 4

The arrangements of co-curricular activities are similar in public higher

secondary schools of rural and urban Sindh.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of

rural and urban public higher secondary schools of Sindh about the similar
arrangements of co-curricular activities in their schools.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural

and urban public higher secondary schools of Sindh about the similar
arrangements of co-curricular activities in their schools.

To analyze the hypothesis-4, Question 23, 24 and 25 were developed and

Principals of rural and urban public higher secondary schools of Sindh were
consulted and in response of this exercise the null hypothesis was accepted. The
Researcher is of the view that in rural and urban public higher secondary schools
of Sindh co- curricular activities were arranged properly. The collected data in
this regard was processed through SPSS and chi-square test was applied which
confirmed that in public higher secondary schools of rural and urban areas co
curricular activities were arranged properly.

157
 About 50% Principals of public higher secondary schools in rural and
urban Sindh stated it while 38.6% Principals said that it was up to some extent
and 11.4% Principals did not agree with it and according to them co- curricular
activities were not arranged in public higher secondary schools. It was a fact that
public higher secondary schools were not provided proper funds. There was no
proper sitting arrangement in it and teacher student ratio was not maintained
properly and it was impossible to arrange co-curricular activities in these
conditions. But in those Schools where facilities were available, co-curricular
activities were arranged. The Researcher also came to know that only 27.1%
parents paid attention to their children while 38.6% parents did not care as
illiterate parents were not aware of education’s importance especially in rural
areas. 34.3% parents paid some attention on their child’s education as these
schools had some literate parents also. So the Researcher is of the view that
parents paid attention to the learning of their children, according to their
knowledge and position which was also confirmed by chi-square test.

The acceptance of Hypothesis explained that Parents attended the School

Management Committee meetings. In these meetings students related, School
related problems and over all educational condition were analyzed. According to
statistical analysis 55.7% parents attended the SMC meeting while 32.9% parents
attended SMC meeting irregularly because all parents were not the members of
School Management Committee, so all the parents were not called to attend the
meeting. On the basis of this fact 11.4% parents did not attend the SMC meeting.
The overall results on the basis of statistical analysis was that the parents
attended the SMC meetings. This was also proved by chi-square test (SPSS). It
was understood that parent’s awareness, increased the activities by SMC
meetings so they must pay more attention to their children and encourages them
for co-curricular activities. It was also proved that there was no difference
between the opinion of Principals from rural and urban areas.

158
HYPOTHESIS – 5

The examination results of students in rural and urban public higher

secondary schools are similar.

NULL HYPOTHESIS Ho:-

There is no significance difference between the opinion of Principals of

rural and urban public higher secondary schools of Sindh about students
examination results.

ALTERNATE HYPOTHESIS H1:-

There is significance difference between the opinion of Principals of rural

and urban public higher secondary schools of Sindh about students examination
results.

To analyze the hypothesis-5, Question 26, 27 and 28 were developed. The

acceptance of hypothesis confirmed that the results of public higher secondary
schools were better than the Intermediate colleges in some areas of Sindh where
public higher secondary schools were fully facilitated; For example: teachers
availability for each subject, fully equipped laboratories, proper sports and all
other facilities but in remaining schools, the examination results of the public
higher secondary schools were not up to the mark.
The statistical Analysis of Q. 26 showed that 40% Principals of public
higher secondary schools were agreed that their examination results were better
than Intermediate colleges and it was confirmed by the student of public higher
secondary school Shahpur chakar who secured 1st position in HSC Examination
2006 conducted by Mirpur Khas Board of Examination and student of APWA
Government higher secondary school liaquatabad Karachi who secured 1st
position in HSC examination 2005 conducted by Board of Intermediate Education
Karachi. 30% Principals said that up to some extent their examination results
were better than Intermediate colleges and 30% Principals did not agree with it.
It was a fact that in some public higher secondary schools in urban areas where
subject wise teachers and facilities were not available the examination results
were poor.

159
 In Q. 27’s statistical analysis, 24.6% Principals stated that the results of XII
students were better than the intermediate college students while 35.4%
Principals agreed up to some extent and 40% did not agree with it. It was a fact
that the XII students passed the examination in public higher secondary schools
where facilities were not proper which was also confirmed by chi-square test.
The Analysis of Q. 28 indicated that the number of students from public higher
secondary schools got admission in Professional colleges was less as compared to
the students of Intermediate colleges. This was stated by 40% Principals while
35.7% said that sometimes it was true and 24.3% Principals confirmed that their
students got more admission as compared to Intermediate colleges. The fact was
that due to fix quota and some other reasons, students from certain districts got
admission in professional colleges but the overall situation was not so. Neither
the results of public higher secondary schools were better than the colleges nor
did their students get admission in professional colleges more than the college
students.

Item Analysis
All the five (05) Hypotheses were analyzed on the basis of collected data
and obtained results which were already discussed above but Questions 01, 02,
03 and 04 were individually analyzed. The facts which were obtained as Item
analysis were discussed as under.

Q.1: It was observed from the collected data that the enrollment of students in XI
had risen in those areas where access to colleges was not possible. The Principals
confirmed that in 40% higher secondary schools enrollment was 01 – 100 and in
34.3% schools it was 101–200. In 10% higher secondary schools, reported
enrollment was 201–300 whereas 11.4% higher secondary schools had more than
300 students in XI year.
Q.2: According to the analysis it was observed that the enrollment was increasing
in those higher secondary schools where number of students was too much. The
Principals confirmed that 40% higher secondary school’s enrollment was 01– 100
and in 34.3% schools it was 101–200. In 11.4% higher secondary schools reported
enrollment was 201–300 whereas 8.6% higher secondary schools had more than
300 students in XI year. It was proved that big schools attracted the parents and
students.

160
Q.3: It was observed by the collected data that the enrollment of students in XI
had risen in those areas where colleges were not available. The Principals
reported that in 42.9% higher secondary school’s enrollment was 01 – 100 and in
35.7% schools, it was 101–200. In 8.6% higher secondary schools reported
enrollment was 201–300 whereas 7.1% higher secondary schools had more than
300, XII year students.

Q.4: According to the analysis it was observed that the enrollment was increasing
in those higher secondary schools where number of students were too much. The
Principals confirmed that in 42.9% higher secondary schools enrollment was 01–
100 and in 34.3% schools it was 101–200. In 10% higher secondary schools
reported enrollment was 201–300 whereas 7.1% higher secondary schools had
more than 300 students in XII year. It was proved that big schools attracted the
parents and students.

161
RECOMMENDATIONS:

 Higher secondary schools may be renamed as “Intermediate School” or

“Higher Secondary College” for classes IX-XII.

 Intermediate colleges may be merged in to higher secondary schools

according to recommendations of National Education Policy 2009.

 Facilities like computer laboratory, Science laboratory, library, play

ground, etc. must be provided in each higher secondary school.

 Full staff according to SNE must be provided to every higher secondary

school of rural and urban Sindh.

 Subject Specialists for each subject must be provided to every higher

secondary school of rural and urban Sindh.

 Subject Specialist may be renamed as lecturers.

 The Subject Specialist with best results must be awarded timely and bad
results Teachers must be punished with Principals.

 Subject Specialist may be advised to take classes from IX to XII and not the
classes from VI to VIII.

 Local subject specialists may be posted in higher secondary schools.

 No subject specialist may be transferred before completion of three years

in the institution.

 In rural areas, desert area teaching allowance must be allowed to subject

specialists, like college lecturers.

 In rural areas hostel facilities may be provided to the Subject Specialists

posted from long distance areas.

162
 No higher secondary school may be established without feasibility report
and Political up gradation of higher secondary schools must be stopped.

 Higher secondary schools must be established away from the colleges.

 Counseling at higher secondary level must be provided for the career

concerns of young students to take up studies as per their aptitude.

 Higher secondary schools shall be made more attractive by adding

community service programs.

 The promotions of HST’s as Subject Specialist may be made on their

professional need basis.

 Special increments may be allowed to M.Phil /Ph. D. Subject Specialists

working in public higher secondary schools.

 Separate Directorate of higher secondary schools may be established.

 Students must be forced to continue XI after passing class X in same higher

secondary school.

163
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 APPENDICIES:

Appendix 1. Questionnaire
Appendix 2. Notification of up gradation of higher secondary schools
Appendix 3. SNE for up graded higher secondary schools.
Appendix 4. Up gradation of posts under 4-tier formula.
Appendix 5. Institutions, Schools by level and gender in Sindh.
Appendix 6. District wise summary of school enrollment and teachers in
Sindh, 2009.
Appendix 7. Student- Teacher, Teacher–School and student–school ratio
in public higher secondary schools of Sindh.
Appendix 8. List of public higher secondary schools of Sindh.
Appendix 9. Examination results statistics of public higher secondary
schools.
Appendix 10. Financing of secondary and higher secondary schools of
Sindh.
Appendix 11. Seniority Lists of Subject Specialists & Assistant Professors.
Appendix 12. National educational senses and Education for All-2008

172
 Appendix 1.

Questionnaire

173
 Appendix 2.

Notification of up gradation
of higher secondary schools

174
 Appendix 3.

SNE for up graded higher

secondary schools.

175
 Appendix 4.

Up gradation posts of
under 4-tier formula.

176
 Appendix 5.

Institutions by level and

gender in Sindh.

177
 Appendix 6.

District wise summary

Of school enrollment
and teachers 2009.

178
 Appendix 7.

Student-Teacher, Teacher -
School and student –school,
ratio in public higher
secondary schools of Sindh.

179
 Appendix 8.

List of public higher

secondary schools of Sindh.

180
 Appendix 9.

Examination results statistics

of public higher secondary
schools.

181
 Appendix 10.

Financing of secondary and

higher secondary schools of
Sindh.

182
 Appendix 11.

Seniority Lists of Subject

Specialists & Assistant
Professors.

183
 Appendix 12.

National educational senses

and
Education for All-2008

184