Citizen Report Card Study · 2019. 12. 19. · CRC Citizen Report Card DSP Differential Stipends...

Citizen Report Card Study Education Sector District Okara - Punjab

Goal 4 of the UN Sustainable Goals: ‘Ensure inclusive and equitable quality education

and promote lifelong learning opportunities for all’. Providing education to all the

citizens of the country is a primary responsibility of the Government. Without an

educated population, no country can make progress and compete with other nations.

In Pakistan, the number of out of school children is huge. As education falls in the

Provincial Governments domain, it has to make a determined effort to achieve the

goals of the SDGs in the education sector by the year 2030.

To determine the state of the services provided by the Punjab Government in District

Okara, Transparency International Pakistan undertook this research. The objective

of the study is to provide the Punjab government with an external review of

the services offered to the general public with recommendations to address the

gaps to improve the state of the education sector in the Province.

This research will be disseminated amongst the Punjab Government, civil

society organizations, academia, media, public and other stakeholders. TI Pakistan

is confident that the Punjab Government will utilize this report to improve the

performance of the Education sector at the district level to improve the facilities

provided to the general public.

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

International

Secretariat. Saad Rashid Executive Director Transparency International Pakistan

© 2018 www.transparency.org.pk

Ashfaque Ahmed

[email protected] [email protected]

Saad Rashid, Executive Director

Transparency International Pakistan would like to thank Ms. Saima Batool President,

Sudhar Development Organization (SDO) and members of her team for collaboration

in the study.

Every effort has been made to verify the accuracy of the information contained in this

report. All information was believed to be correct as of October 2017 as per sources

quoted in this report. Nevertheless, Transparency International Pakistan cannot

guarantee the accuracy and completeness of the contents beyond the sources

verified for the purpose of the study. Nor can Transparency International Pakistan

accept responsibility for the consequences of its uses for other purposes or in other

contents. Contributions to this report by authors external to Transparency

International Pakistan do not necessarily reflect.

2

TRANSPARENCY INTERNATIONAL PAKISTAN

5


Table of Contents

1. Introduction ..................................................................................................... 9

1.1 Background ................................................................................................... 9

1.2 Study Objectives ......................................................................................... 16

1.3 Duration ....................................................................................................... 16

1.4 Scope ........................................................................................................... 16

2. Research Methods.......................................................................................... 17

2.1 Research Design .......................................................................................... 17

2.2 Focus Group Discussion ............................................................................. 18

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

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

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

4. Recommendations ......................................................................................... 31

5. References ..................................................................................................... 32

6


List of Acronyms

CRC Citizen Report Card

DSP Differential Stipends Policy

FGD Focus group discussion

GER Gross Enrolment Ratio

GIR Gross Intake Ratio

GoP Government of Punjab

NEP National Education Policy

NER Net Enrolment Rates

NFE Non-formal Education

NGO Non-Governmental Organization

RSU Reform Support Unit

SIP School Improvement Plan

SMC School Management Committee

SSP Standard Stipends Policy

TED Teacher Education and Development

TI Transparency International

7


List of Tables

Table 1. 1 Pakistan Teacher student ratio ........................................................................ 13

Table 1. 2 Number of Schools in Okara ............................................................................. 15

Table 1. 3 Number of students and teachers in Okara ..................................................... 15

Table 3. 1 Gender .............................................................................................................. 19

Table 3. 2 Tehsil ................................................................................................................ 19

Table 3. 3 Teachers attending school daily ....................................................................... 19

Table 3. 4 Teachers' Punctuality ...................................................................................... 20

Table 3. 5 Teachers' individual attention .......................................................................... 20

Table 3. 6 Teachers' qualification ..................................................................................... 21

Table 3. 7 Teachers performing their duties well ............................................................. 21

Table 3. 8 Incidents of Corporal Punishments .................................................................. 21

Table 3. 9 Condition of School Building ............................................................................ 22

Table 3. 10 Maintenance of School building ..................................................................... 22

Table 3. 11 School Building for Education Purposes ......................................................... 22

Table 3. 12 Availability of Free Course Books ................................................................... 23

Table 3. 13 Availability of library....................................................................................... 23

Table 3. 14 Facilities for Differently able children ............................................................ 24

Table 3. 15 Availability of Furniture .................................................................................. 24

Table 3. 16 Cleanliness in schools ..................................................................................... 25

Table 3. 17 Cleanliness around schools ............................................................................ 25

Table 3. 18 School Security ............................................................................................... 25

Table 3. 19 Boundary wall ................................................................................................. 26

Table 3. 20 Availability of Water ....................................................................................... 26

Table 3. 21 Availability of clean toilets ............................................................................. 27

Table 3. 22 Air Ventilation ................................................................................................ 27

Table 3. 23 Proper lights in Schools .................................................................................. 28

Table 3. 24 Extracurricular Activities ................................................................................ 28

Table 3. 25 Unnecessary demand of money ..................................................................... 29

Table 3. 26 Administration performing their duties ......................................................... 29

Table 3. 27 Cooperation of school Administration ........................................................... 29

Table 3. 28 Corruption in Schools ..................................................................................... 30

Table 3. 29 Redressal of Complaints ................................................................................. 30

8


List of Figures

Figure 1. 1 Number of schools at Primary, Middle and Secondary level .......................... 10

Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level ......................... 11

Figure 1. 3 Overall Enrollment at Primary, Middle & Secondary 2015-16 ....................... 11

Figure 1. 4 Enrollment by Gender in Punjab ..................................................................... 12

Figure 1. 5 View of a public school in Okara ..................................................................... 14

Figure 1. 6 Infrastructure availability in public schools .................................................... 14

Figure 2. 1 Enumerators with TI Pakistan representative ................................................ 17

Figure 2. 2 Focus Group Discussion .................................................................................. 18

Figure 3. 1 Gender ............................................................................................................ 19

Figure 3. 2 Tehsil ............................................................................................................... 19

Figure 3. 3 Teachers attending school daily ...................................................................... 19

Figure 3. 4 Teachers' Punctuality ..................................................................................... 20

Figure 3. 5 Teachers' individual attention ........................................................................ 20

Figure 3. 6 Teachers' qualification .................................................................................... 21

Figure 3. 7 Teachers performing their duties well ............................................................ 21

Figure 3. 8 Corporal punishment ..................................................................................... 21

Figure 3. 9 Condition of School Building ........................................................................... 22

Figure 3. 10 Maintenance of School Building ................................................................... 22

Figure 3. 11 School Building for Education Purposes ....................................................... 22

Figure 3. 12 Availability of free Course Books .................................................................. 23

Figure 3. 13 Availability of Library .................................................................................... 23

Figure 3. 14 Facilities for Differently able children ........................................................... 24

Figure 3. 15 Availability of Furniture ................................................................................. 24

Figure 3. 16 Cleanliness in schools .................................................................................... 24

Figure 3. 17 Cleanliness around schools ........................................................................... 25

Figure 3. 18 School Security .............................................................................................. 25

Figure 3. 19 Boundary wall ............................................................................................... 26

Figure 3. 20 Availability of Water...................................................................................... 26

Figure 3. 21 Availability of Clean toilets ............................................................................ 27

Figure 3. 22 Air Ventilation ............................................................................................... 27

Figure 3. 23 Proper lights in School .................................................................................. 28

Figure 3. 24 Extracurricular Activities ............................................................................... 28

Figure 3. 25 Unnecessary demand of money ................................................................... 29

Figure 3. 26 Administration performing their duties ........................................................ 29

Figure 3. 27 Cooperation of school Administration .......................................................... 29

Figure 3. 28 Corruption in Schools .................................................................................... 30

Figure 3. 29 Redressal of Complaints ................................................................................ 30


9

1. Introduction

Education is considered a necessary and basic ingredient to survive and excel in

today‟s highly competitive world. Pakistan has to strive to improve the standard

of living of its citizens and make best use of its growing population. To achieve

this objective, a proper schooling system has to be in place to develop the

intellectual capacity of the youth. This would give impetus to the socio-economic

development of the country. Efforts need to be made to strengthen the

educational system by focusing on its weak areas, address its critical gaps to

develop it further.

This Citizen Report Card study was conducted to evaluate the primary and

secondary education services provided by the provincial government in district

Okara, Punjab. The data of this quantitative study was based on a survey from the

relevant sample that experienced the services and is not based on mere perception.

The study explored various aspects of education services. Recommends for

improvement have been provided at the end of the report.

1.1 Background

The Constitution of Pakistan provides for free and compulsory education to all

children between the ages of 5-16 years1.

“Right to education: The state shall provide free and compulsory education to all

children of the age of five to 16 years in such manner as may be determined by

law.”

After the 18th constitutional amendment, education was transferred to federating

units as a move towards provincial autonomy. Before this constitutional

amendment, the federal and provincial governments were responsible for

educational planning, policy making, curriculum development, syllabus, and

maintaining standards of education2. After this amendment. the citizens were

expecting improvements in the education sector in general and key education

indicators in particular, because the respective provincial governments were in a

better position to address educational problems of its provinces.

1 Article 25(A), The Constitution of Pakistan 1973

2 https://nation.com.pk/07-Mar-2018/higher-education-and-the-18th-amendment

10


According to Pakistan Education Statistics 2015-16, the educational institutions in

Pakistan have been divided into following categories3:

Pre‐Primary (No separate pre‐primary institutions in public sector for 4.532 million

children) Primary

Middle

High

Higher Secondary

Inter‐Colleges

Degree Colleges

Universities

Technical & Vocational Institutions

Teacher Training Institutions

Non‐Formal Basic Education

Deeni Madaris

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

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

The above statistics show that 86% of the primary schools are in the public sector.

However, the number of public schools in the middle and secondary sections has

dropped significantly. Only 37 percent of the middle schools and 40 percent of

the secondary schools are in the public domain.

3 http://library.aepam.edu.pk/

4 Pakistan Education Statistics 2015-16

125,573

16,862 12,732

20,256

28,818 19,008

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Primary Middle Secondary

Public Private


11

Figure 1.2 shows the distribution of students in the primary, middle and secondary

schools. In all the three sections, enrollment in public schools varies between 60

to 65 percent of the total.

Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level

The number of students enrolled drastically reduces from the primary to the

middle and secondary level.5 According to the figures provided by Pakistan

Education Statistics 2015-16, there were 18.751 million students enrolled at the

primary level but at the middle level the numbers dropped to 6.445 million and

further plunged to 3.456 million at the secondary level. The comparison of data

between the year 2011-2012 and 2015-2016 shows a decline of 10 percent in the

enrollment at primary level, while an increase of 4 percent at the middle level and

11 percent at the secondary level (PES, 2015-16)6. Decreased enrollment at

primary level is alarming and if it is because of lack of opportunities, it is the

responsibility of the State to provide access to education for all citizens.

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

5 Pakistan Education Statistics 2015-16

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

11.461 million

4.039 million

2.227 million

7.290 million

2.403 million

1.209 million

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Public Private

18.751

6.445 3.436


Enrollment in million

12


About 3.2 million children in Punjab did not go to school, which included

290,000 children in the 5-9 age group in Lahore district alone.7 However, the

number of out of school children in classes 1-12 from the age bracket of 5-16

years has reduced by 3pc per annum from 25.96 million in 2012-13 to 22.64

million in 2015-16. Punjab has outperformed other provinces by managing to

reduce the number by 6pc per annum from 12.87 million to 9.92 million during

the same period.8 According to the Figure 1.4, girls‟ enrollment as compared to

boys is very low. The enrollment ratio between boys and girls through primary,

middle and secondary level remains almost the same. Girls face considerable

restrictions and lack of educational opportunities as compared to the boys but it

does not diminish their enthusiasm to exercise their right to education.

Figure 1. 4 Enrollment by Gender in Punjab

Another important indicator to determine the standard of education is the teacher

student ratio. As the number of students per teacher gets higher, the performance

of students drops. A suitable class size helps the teacher to give individual

attention to students. A study was conducted in Turkey to identify if there is a

correlation between number of students per teacher and students‟ achievement.

The results showed a moderate negative correlation between the number of

students per teacher and the student‟s achievement. The study revealed that the

cities with greater number of students per teacher tend to have a low achievement

in Turkey's Transition to Higher Education Exam.9

7 https://www.dawn.com/news/1097182

8 https://www.dawn.com/news/1319300

9 https://doi.org/10.1016/j.sbspro.2015.02.335

10.471 million

3.647 million

1.961 million

8.280 million

2.798 million

1.475 million

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Boys Girls

https://doi.org/10.1016/j.sbspro.2015.02.335


13

Table 1. 1 Pakistan Teacher student ratio10


Pakistan 32 22 24

Punjab 31 23 25

Sindh 28 23 24

KPK 43 16 21

Balochistan 25 16 20

Teacher-student ratio vary widely among developed countries11. In primary

education, the average teacher-student ratio among members of the Organization

for Economic Cooperation and Development (OECD) is just below 16, but ranges

from 40 in Brazil to 28 in Mexico and is 11 in Hungary and Luxembourg.

In 2016 the government of Punjab launched the Enrolment Emergency Campaign

directing the School Education Department (SED) to ensure 95 percent enrolment

of school children. However, the department failed to achieve its own targets12.

According to a report by Academy of Educational Planning and Management

2016, 15 percent schools in Punjab have a single teacher giving classes to

multiple grades13. Besides improving quality of education, low enrollment,

untrained teaching staff and vacant teaching posts are the most critical issues

faced by the government.14.

The Punjab government allocated Rs345 billion for education in the 2017-18

budget, which is 17.51 per cent of the total budget. This budget has been allocated

for development, schemes related to school education, development programmes

of special education and literacy.15 According to 2013-2018 Five Years Education

Reform plan, the government of Punjab is focusing on improving key critical

indicators such as higher enrolment and retention, improved learning outcomes,

quality of education and a better managed, monitored and administered education

sector in tackling the education crisis in Punjab. However, the gains of the

reforms enacted are still fragile.16 The government of Punjab claims that Public-

Private Partnerships helped the accountability and policy making processes and

ensures timely solutions of education problems.17

10

Pakistan Education Statistics 2015-16 (p.27) 11

OECD 2014, p. 447. 12

https://tribune.com.pk/story/1279913/punjab-schools-struggle-overcome-problems/ 13

http://www.aepam.edu.pk/ 14

https://thediplomat.com/2017/11/is-the-province-of-punjab-meeting-its-education-challenge-effectively/ 15

https://tribune.com.pk/story/1426110/punjab-education-budget-increases-10/ 16

https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 17

https://nation.com.pk/07-Mar-2018/alif-ailaan-releases-report-on-education-reforms-by-punjab-govt

https://en.wikipedia.org/wiki/Primary_education

https://en.wikipedia.org/wiki/Primary_education

https://en.wikipedia.org/wiki/Organization_for_Economic_Cooperation_and_Development

https://en.wikipedia.org/wiki/Organization_for_Economic_Cooperation_and_Development

14


Figure 1. 5 view of a public school in Okara

A substantial improvement in the school facilities or school infrastructure has

taken place over the last five years.18

The Punjab Education Department collected

data on indicators like availability of boundary wall, drinking water, toilets,

electricity, and condition of school buildings on the province. The Punjab

Education Report 2018 published the results of the study as shown in Figure 1.5.

According to the report there has been an improvement in infrastructure at

primary and secondary school levels. Investment in infrastructure has a positive

influence on the achievements of the students. Research conducted by Earthman,

Glen. (1998) on the Impact of School Building Condition and Student

Achievement, and Behavior shows improvement in students‟ achievements; the

better the environment is, the more positive the impact on students' test scores

is.19

Similar findings were concluded by Berner (1993)20

Figure 1. 6 Infrastructure availability in public schools

21

Citizen Report Card (CRC) is a social accountability tool in which citizens hold

public bodies accountable through their feedback. The system of accountability is

not new in Pakistan such as Ombudsman in the Zia-ul-Haq regime, FIA under

18

Punjab Education Report 2018 19

https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Condition_and_St

udent_Achievement_and_Behavior 20

https://www.nap.edu/read/11756/chapter/10#121 21

Punjab Education Report 2018

0 20 40 60 80 100

Percentage of schools with satisfactory…

percentage of schools with electricty

percentage of schools with drinking water

percentage of schools with toilets

percentage of schools with boundary walls

Secondary Schools Primary Schools


15

Zulfiqar Ali Bhutto‟s leadership, Ihtisab Cell set up by Nawaz Sharif and NAB

through an ordinance by President Pervaiz Musharraf.22

In a broader perspective,

social accountability tools improve government‟s performance and, benefit

citizens.23

CRC study, as a social accountability tool, systematically forwards user

feedback (of the services provided by the government) to the government for

service improvement.24

Table 1. 2 Number of Schools in Okara

Level Male Schools Female Schools

H.Sec. 5 4

High 109 76

Middle 109 176

Primary 584 445

Madressa 59 0

Total 866 701

Source: School Education Department25

The Punjab Government claims to have carried out improvements in its education

system. To verify these claims, TI Pakistan conducted a citizen report card study

in district Okara.26

Okara is a district of Sahiwal division that has three tehsils:

Okara, Depalpur and Renal Khurd27

. According to the School Education

Department of Government of Punjab, Table 1.2 shows the number of schools in

Okara.28

Table 1. 3 Number of students and teachers in Okara

Level Male Students Female Students Male Teachers Female Teachers

H.Sec. 4964 4965 189 116

High 71881 59236 2266 1515

Middle 39906 49421 1087 1602

Primary 92659 54532 1639 1693

sMosque 4557 0 82 15

Total 213967 168154 5263 4941

Source: School Education Department

22

http://sdpi.org/media/media_details179-press-2011.html 23

https://doi.org/10.1108/IJPSM-01-2017-0010 24

https://www.cohesiveindia.org/social-accountability 25

https://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara 26

https://www.politicpk.com/okara-district-uc-list 27

www.pbscensus.gov.pk 28

http://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara

https://doi.org/10.1108/IJPSM-01-2017-0010

16


1.2 Study Objectives

To raise citizen‟s awareness and improve public service delivery mechanism,

Citizen Report Card (CRC) is used as a social accountability tool. CRC has a

survey-based approach that analysis user feedback to determine the quality and

performance of public services.29

The CRC in district Okara measures/evaluates

the availability, functioning, and the quality of education services in the district.

The main objectives of the CRC study were:

1. To evaluate the delivery of education services from the end-user

perspective.

2. To identify gaps in service delivery processes and appraise the good

practices.

3. To provide a quantitative feedback to all the stakeholders, particularly the

education department about the service quality, pointing out weak areas

for future planning and budgeting.

4. To provide a basis for future research in the same area.

1.3 Duration

The estimated duration of the study was four months. It started on October 1,

2017 ended on December 31, 2017. During this period, all work of research

design, data collection and analysis was carried out.

1.4 Scope

The scope of the study is defined to the extent of the content that will be covered

by the means of the research. It means all those things that will be covered in the

study.30

The data collected during this study was based on the sample taken from

district Okara. Hence its findings can only be generalized to that district. The

measurement instrument which was used in data collection process was developed

after a detailed and thorough secondary research. The nature of the data is

quantitative and descriptive statistics is used to formulate the results. Due to

financial and time constraints, this study took data only from Okara district

whereas other districts were excluded from the study.

29

http://www.civicus.org/documents/toolkits/PGX_H_Citizen%20Report%20Cards.pdf 30

http://www.phdthesis.in/scope-of-the-study/


17

Figure 2. 1 Enumerators with TI Pakistan representative

2. Research Methods

Research method is an important aspect of research study which has four main

elements; research design, sampling design, data collection and data analysis.31

The

result of a research depends significantly on the appropriateness of these elements

and the manner in which they are executed.32

If inappropriate methodology is used,

or if appropriate methodology is used poorly, the results of a study could be

misleading.

2.1 Research Design

Research design specifies the information that needs to be collected to address the

research questions, the target group and the method of obtaining the information.

Research design identifies sampling frame, sample size, sampling method and the

statistical techniques to analyze the collected data.33

In Citizen Report Card study, normally a survey method is used which has structured

questionnaire to get the user-response by providing possible options to the question.

In this CRC, the respondents were the parents of children enrolled in public schools

of Okara district. In the development of the questionnaire, an integrated approach

was used by applying both deductive and inductive methods.34&35

Through secondary research, a questionnaire was initially developed which was later

validated through a focus group discussion conducted in Okara. A team of dedicated

people were selected for the survey, who were given a detailed briefing on the

subject, the questionnaire and the

objectives of the study. Where

needed, the team translated the

questions into Punjabi for the

respondents to understand it. The

survey was conducted in all the

three tehsils of district Okara.

The experienced enumerators

also included females.

After collecting the data, it was

analyzed on IBM SPSS software.

The results were compiled with graphical representation for easy understanding.

31

http://libguides.usc.edu/writingguide/methodology 32

https://www2.gwu.edu/~litrev/a06.html 33

http://libguides.usc.edu/writingguide/methodology 34

https://doi.org/10.1108/13522759910270016 35

Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace , (2016),"Measuring

university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 - 104

https://doi.org/10.1108/13522759910270016

18


2.2 Focus Group Discussion

The Focus Group Discussion is an important aspect of CRC as it provides qualitative

input into the research.36

On 18th

October 2017, a focus group discussion, conducted

in district Okara, helped to validate the

questionnaire and modify it before

finalization. Teachers, parents and

members from civil society organizations

participated in the discussion. Initially

the questionnaire was developed through

secondary sources based mainly on

previous researches, newspaper articles

and information given on relevant

websites. In the focus group, each

Figure 2. 2 Focus Group Discussion question was discussed in detail exploring

multiple facets of services provided and their implications on users. The participants

also gave valuable input and shared their experiences making it more holistic.

Several aspects of education services were discussed including teachers‟ behavior,

their punctuality, extra-curriculum activities, learning output, availability of drinking

water, toilets, boundary walls and communication of parents with school

management. The session was moderated by the Project Coordinator of TI Pakistan.

In the end, 32 questions were finalized.

2.3 Sample Technique and Size

This CRC study adopted a non-probabilistic convenience sampling approach. The

selection of this approach is based on previous studies, available time and financial

constraints. However, sample was taken from all three tehsils of district Okara from

diversified groups of people including minorities. This approach is not new as

majority of the survey researches follow the same sampling technique. The total

sample size was 200 which is a suitable to address the research questions and to

draw a generalization about the district.

2.4 Instrument of Data Collection

Choosing an instrument for data collection is an important part of the research as it

directly influences the results. The instrument of data collection for this CRC is a

questionnaire containing 32 items. Each item has few options based on the type of

the required data. The questions asked in this CRC were about teachers, school

management, quality of education, school infrastructure, and facilities available at

school.

36

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


19

3. Analysis and Results

A total of 27 questions were analyzed in the report. The response of each question

is presented separately. Out of 200 respondents, 59 percent were females while 41

percent were males.

Table 3. 1 Gender

Frequency Percent

Male 83 41.5

Female 117 58.5

Total 200 100.0

Among the 200 respondents, 45 percent were from

Okara,25 percent from Depalpur and 30 percent from

Renala Khurd. Respondents were selected to represent each tehsil.

Table 3. 2 Tehsil

Frequency Percent

Depalpur 51 25.5

Renala Khurd 60 30

Okara 89 44.5

Total 200 100

Q.1. Do the teachers attend school daily?

The objective of this question was to determine

punctuality from user point of view.

Table 3. 3 Teachers' attending school daily

Frequency Percent

Yes 196 98

No 4 2

Total 200 100

According to our findings, 98 percent responded “Yes”

while only 4 percent responded „No‟. With the

introduction of biometric attendance in schools,

punctuality of students, staff and teachers has been improved.37

The biometric

system would be more beneficial if the attendance of students and teachers of

each school are checked on tablets in real time.

37

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

Yes 98%

No 2%

Figure 3. 3 Teachers' attending school daily

Male 41%

Female 59%

Figure 3. 1 Gender

Depalpur 25%

Renala Khurd 30%

Okara 45%

Figure 3. 2 Tehsil

20


Q2. Are the teachers punctual?

In the school system, punctuality is one indicator which determines teachers‟

commitment with their profession. Particularly in villages where students cover a

long distance to reach school, it is a great loss for them to wait for their teachers

to take classes.

According to our survey, 97 percent responded that teachers

are punctual and they come to school on time.

Table 3. 4 Teachers' Punctuality

Frequency Percent

Yes 195 97.5

No 5 2.5

Total 200 100.0

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

A number of researches support the argument that teachers‟ individual attention is

beneficial for students.38

A research in British Journal of Educational Psychology

points out two important characteristics of a good teacher. One of them is their

ability to engage students individually in learning activities.39

Table 3. 5 Teachers' individual attention

Frequency Percent

Yes 185 92.5

No 3 1.5

To some extent 12 6.0

Total 200 100.0

According to this CRC, 92 percent responded that teachers pay

individual attention, while 6 percent responded to some

extent.

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

Many researches have been carried out on teacher qualifications and teacher

education programmes and their effect on the quality of teaching. In the Journal

of Education for Teaching, the research findings show that teachers‟ exposure to

38

http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy-classroom-

carousel-day/ 39

British Journal of Educational Psychology (2001), 71, 185-201

Yes 92%

No 2%

To some extent

6%

Figure 3. 5 Teachers' individual attention

Yes 97%

No 3%

Figure 3. 4 Teachers' Punctuality


21

new knowledge and perspectives has an impact on their classroom practice and

their influence on school-wide practices.40

72 percent respondents were satisfied, while 25 percent were

satisfied to some extent

Table 3. 6 Teachers' qualification

Frequency Percent

Yes 145 72.5

No 6 3.0


Total 200 100.0

Q.5 Are the teachers performing their duties well?

In response to this question, the analysis shows

that 79 percent responded „Yes‟, while 19 percent responded

„To some extent‟ and 2 percent responded „No‟

Table 3. 7 Teachers performing their duties well

Frequency Percent

Yes 158 79.0

No 5 2.5


Total 200 100.0

Q.6 Are there any incidents of corporal punishment in schools?

There is a complete ban on corporal punishment in the

Punjab‟s schools.41

Table 3. 8 Incidents of Corporal Punishments

Frequency Percent

Yes 23 11.5

No 120 60.0


Total 200 100.0

40

Ruth Williams (2011) The contribution of gaining an academic qualification to teachers‟ professional

learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49 41

http://www.glxspace.com/2018/01/27/notification-complete-ban-corporal-punishment-punjab-school-

education-department/

Yes 79%

No 2%

To some extent 19%

Figure 3. 7 Teachers performing their duties well

Yes 11%

No 60%

To some extent 29%

Figure 3. 8 Corporal punishment

Yes 72%

No 3%

To some extent 25%

Figure 3. 6 Teachers' qualification

22


However, according to this survey, 11 percent responded that the practice is still

continuing in public schools of Okara. While 60 percent responded No, and 29

percent responded that the practice is continuing to some extent.

Q.7 Are the school buildings in good condition?

According to Punjab Education Statistics 2015-16, out of 52,314 schools 17,041

buildings need repair while 6,323 are in poor condition and 150 schools do not

have any buildings at all.

Table 3. 9 Condition of School Building

Frequency Percent

Poor 17 8.5

Good 183 91.5

Total 200 100.0

According to this CRC report of Okara, 8 percent responded

“Poor” that the buildings are not in good condition and need

repairing while 92 percent respondents were satisfied with the

condition of the school buildings in district Okara.

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

If the school building is in good condition, does the administration

frequently repair it? 94 percent responded „Yes‟

and agreed that the school administration repaired the

building regularly while only 6 percent responded „No‟.

Table 3. 10 Maintenance of School building

Frequency Percent

Yes 189 94.5

No 11 5.5

Total 200 100.0

Q.9 Is the school building used only for education

purposes only?

School is a place where education is imparted to the

students, and the place and its resources should only be used

to serve this purpose.

Table 3. 11 School Building for Education Purposes

Frequency Percent

Yes 183 91.5

No 17 8.5

Total 200 100.0

Yes 8%

No 92%

Figure 3. 9 Condition of School Building

Yes 94%

No 6%

Figure 3. 10 Maintenance of School building

Yes 91%

No 9%

Figure 3. 11 School Building for Education Purposes


23

According to this survey, 91 percent responded that the school buildings are only

used for education purposes, while 9 percent of them responded that the building

is used for other purposes too.

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

The government of Punjab has taken measures to provide free text books to all

students till matriculation. Some of the digital material is also available on the

website with audio and video support.42

Table 3. 12 Availability of Free Course Books

When the respondents were asked whether free text books are

available, 53 percent responded „Yes‟ while 44 percent

respondents informed that they got some of the books.

Q.11 Is there a library in your school?

School libraries provide young minds food for thought. They have a significant

impact on the achievements of students43

. Libraries not only provide knowledge

on various subject but also increases the appetite for students to learn something

new. Students demonstrate high achievements in schools where there is an

established library.44

For the promotion of education, the Punjab government established e-libraries in

20 districts of the province.45

About the question whether schools have libraries,

54 percent responded „No‟ while 46 responded „Yes‟.

Table 3. 13 Availability of library

42

http://elearn.punjab.gov.pk 43

www.asla.org.au/site/defaultsite/filesystem/documents/research.pdf 44

American Library Association 45

https://www.pitb.gov.pk/

Frequency Percent

Yes 106 53.0

No 6 3.0

Given Incomplete course

books

88 44.0

Total 200 100.0

Frequency Percent

Yes 92 46.0

No 108 54.0

Total 200 100.0

Yes 46%

No 54%

Figure 3. 13 Availability of Library

Yes 53%

No 3%

Given Incomplete Course

Book 44%

Figure 3. 12 Availability of free Course

24


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

During the FGD, participants pointed out this issue which needed to be asked

from the respondents. To the question, 99 percent responded „No‟ that extra

facilities are not available for differently-abled children. They also demanded new

schools with trained staff to educate such students.

Table 3. 14 Facilities for Differently able children

Q.13 Is the essential furniture available at your child’s

school?

People have different interpretation about essential furniture. During our survey

lots of people mentioned benches, tables, cupboards as essential furniture that are

required in schools. In our survey, 93 percent responded “yes” that schools have

the essential furniture, only 6 percent gave a negative response

Table 3. 15 Availability of Furniture

Frequency Percent

Yes 187 93.5

No 12 6.0

To some extent 1 .5

Total 200 100.0

In Pakistan while the government is providing essential furniture in all

schools, in developed countries, researchers are discussing the

impact of furniture design on students‟ learning. It was found

that children showed a modest but significant improvement in on- task

behaviour and a marked change in sitting positions following the

introduction of the newly-designed furniture 46

Q.14 Is cleanliness satisfactory in the school?

A recent survey shows an impact of cleanliness on students‟

performance and their retention rate in school. 44 percent

students draw a direct link between their performance and

cleanliness around them.47

46

Knight, G., & Noyes, J. (1999). Children‟s behaviour and the design of school furniture. Ergonomics,

42(5), 747–760 47

https://visual.ly/community/infographic/education/how-cleanliness-can-impact-performance-schools

Frequency Percent

Yes 3 1.5

No 197 98.5

Total 200 100.0

Yes 1%

No 99%

Figure 3. 14 Facilities for Differently able children

Yes 93%

No 6%

To some extent

1%

Figure 3. 15 Availability of Furniture

Yes 96%

No 4%

Figure 3. 16 Cleanliness in schools


25

Table 3. 16 Cleanliness in schools

Frequency Percent

Yes 192 96.0

No 8 4.0

Total 200 100.0

According to our CRC findings, 96 percent responded that schools are clean while

only 4 percent responded in the negative.

Q.15 Is the surrounding of the school clean?

Majority of the survey participants responded positively

about the cleanliness of schools. However, it was

equally important for a school‟s administration to keep

the school‟s surrounding clean as well. According to the

findings of CRC, 97 percent of the respondents found

schools‟ surroundings clean.

Table 3. 17 Cleanliness around schools

Frequency Percent

Yes 195 97.5

No 5 2.5

Total 200 100.0

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

After the Peshawar school attack, school security has been a serious concern of all

parents. In the whole country, schools have been categorized according to the

perceived threat assessment. Standard operating procedures

are also issued which include raising boundary walls, hiring

security guards and installing closed-circuit camera systems.48

Table 3. 18 School Security

Frequency Percent

Yes 137 68.5

No 63 31.5

Total 200 100.0

According to this CRC, 68 percent responded that there is

reasonable arrangement of security in the schools, while 32

percent are not satisfied.

48

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

Yes 68%

No 32%

Figure 3. 18 School Security

Yes 97%

No 3%

Figure 3. 17 Cleanliness around schools

26


Q.17 Do the schools have boundary walls?

Another question related to the security of schools is the presence of boundary

wall. In case of female educational institutes, it is one of the most essential

requirement. According to the results, 98 percent

responded „Yes‟ that schools have boundary walls. The

results are consistent with Pakistan Education Statistics

2015-16.49

Table 3. 19 Boundary wall

Q.18 Is drinking water available in your school?

Water helps in digestion, blood circulation and makes up more than half of

children‟s body weight and is needed to keep all parts of the body to function

properly.50

UNICEF pointed out that lack of safe water and sanitation on

educational institutions affect children‟s learning.51

Considering its importance, a question was asked in the survey about the

availability of drinking water in schools. According to the findings 33 present of

the respondents reported that drinking water is not available in the schools of

Okara while 67 percent responded that it is available.

Table 3. 20 Availability of Water

Frequency Percent

Yes 135 67.5

No 65 32.5

Total 200 100.0

Access to tap water is very low in rural areas - 13 per cent - as

compared to 43 per cent in urban areas of Punjab. The quality of

this drinking water is questionable as the major source of the water is through the

use of hand pumps.52

49

Pakistan Education Statistics 2015-16, p-29 50

https://pediasure.co.za/child-nutrition/why-water-is-important-for-children 51

https://www.unicef.org/media/media_53234.html 52

https://nation.com.pk/03-Dec-2017/provision-of-safe-drinking-water-top-priority-of-punjab-govt

Frequency Percent

Yes 197 98.5

No 3 1.5

Total 200 100.0

Yes 98%

No 2%

Figure 3. 19 Boundary wall

Yes 67%

No 33%

Figure 3. 20 Availability of Water


27

Q.19 Are clean toilets available in schools?

According to a study water, sanitation and hygiene in schools

contribute to better health and educational outcomes

among school-aged children.53

It is surprising to mention

that many schools in our country are deprived of this basic

facility.54

The situation in Punjab, however, is much better.55

According

to this CRC, 97 percent responded that clean toilets are

available in the public schools of Okara.

Table 3. 21 Availability of clean toilets

Frequency Percent

Yes 194 97.0

No 6 3.0

Total 200 100.0

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

School is the place where young people spend most part of their day. A proper

ventilation system helps maintain good indoor air quality. There are other

elements as well which maintain temperature at a comfort level; like heating and

air-conditioning.

The right of children to have good air quality at school is recognized worldwide

and many efforts are made to ensure it.56

According to this CRC, 98 percent of respondents said that the

schools are properly ventilated to provide fresh air to students

during hot season.

Table 3. 22 Air Ventilation

Frequency Percent

Yes 197 98.5

No 3 1.5

Total 200 100.0

53

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4483696/ 54



https://www.rehva.eu/publications-and-resources/rehva-journal/2011/022011/ventilation-systems-and-iaq-

in-school-buildings.html

Yes 97%

No 3%

Figure 3. 21 Availability of Clean toilets

Yes 98%

No 2%

Figure 3. 22 Air Ventilation

28


Q.21 Are the schools well lit?

Comparing to the International Standards where a certain level of light is

maintained for proper visibility, it could not be ascertained that such standards are

being followed in government run schools.

According to British and European Standard 12464-1 (Lighting of Indoor Work

Places), the recommended lux57 levels applicable to schools listed by the

application are58

Corridors: 100 lux

Foyers, entrance halls, canteens: 200 lux

Libraries, sports halls, gymnasiums, lecture theatres,

classrooms, computer rooms: 300 lux

Laboratories, kitchens: 500 lux

Technical drawing room: 750 lux

Table 3. 23 Proper lights in Schools

Frequency Percent

Yes 194 97.0

No 6 3.0

Total 200 100.0

According to the survey, 97 percent responded that the schools were well lit while

only 3 percent responded they were not.

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

Research indicates that participation in extracurricular activities affects students‟

academic performance but the effect depends on the specific activities in which

the students are involved.59

According to the CRC in Okara, 50 percent responded that

extra-curricular activities are organized, while the other 50

percent gave a negative response.

Table 3. 24 Extracurricular Activities

Frequency Percent

Yes 101 50.5

No 99 49.5

Total 200 100.0

57

The lux (symbol: lx) is the SI derived unit of illuminance and luminous emittance 58

https://www.lyco.co.uk/advice/lighting-for-schools-colleges-and-universities/ 59

https://www.kon.org/urc/v5/fujita.html

Yes 97%

No 3%

Figure 3. 23 Proper lights in School

Yes 50%

No 50%

Figure 3. 24 Extracurricular Activities


29

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

students?

There are many complaints regarding private schools charging/taking unnecessary

money from the students. Whether this practice exists in public schools in Okara,

the survey included a question about it.

Table 3. 25 Unnecessary demand of money

Frequency Percent

Yes 21 10.5

No 179 89.5

Total 200 100.0

The result showed that 90 percent of the respondents said that

no such demand was made from them, while 10 percent

responded „Yes‟.

Q.24 Is the school administration performing their duties?

In another question, respondents were asked whether the

school administration performed its duties. Among the

three given options, 67 percent responded „Yes‟ 30 percent

responded „to some extent‟ and 3 percent responded „No‟.

Table 3. 26 Administration performing their duties

Q.25 Does the school administration cooperate with parents?

Cooperation between school and parents makes the educational process

effective. In response to this question whether school administration

cooperates with parents, 98 percent responded that school‟s

administration cooperate with parents in district Okara

Table 3. 27 Cooperation of school Administration

Frequency Percent

Yes 196 98.0

No 4 2.0

Total 200 100.0

Frequency Percent

Yes 135 67.5

No 6 3.0


Total 200 100.0

Yes 10%

No 90%

Figure 3. 25 Unnecessary demand of money

Yes 67% No

3%

To some extent 30%

Figure 3. 26 Administration performing their duties

Yes 98%

No 2%

Figure 3. 27 Cooperation of school Administration

30


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

Gross irregularities and charges of corruption have been

reported in the news in which NAB took action.60

In

order to get the feedback from the citizens, this question

was asked from them. 95 percent responded „No‟.

However, 5 percent responded „Yes‟.

Table 3. 28 Corruption in Schools

Frequency Percent

Yes 11 5.5

No 189 94.5

Total 200 100.0

Q.27 Does the school administration respond to your complaints?

According to this survey, 97 percent respondent reported that their complaints are

addressed by the school administration. Most of these complaints are

informal. The headmasters/teachers listen to such complaints and address

them accordingly.

Table 3. 29 Redressal of Complaints

Frequency Percent

Yes 194 97.0

No 6 3.0

Total 200 100.0

60

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

schools-lahore-city/

Yes 5%

No 95%

Figure 3. 28 Corruption in Schools

Yes 97%

No 3%

Figure 3. 29 Redressal of Complaints


31

4. Recommendations

Out of 27 questions analyzed, the results show that the situation is satisfactory in

the Education sector in district Okara. However, certain areas need further

improvement. Our recommendations with respect to these areas are listed below:

1. Although teachers give individual attention to the students, it should be

improved by taking it to a higher level. This may include strategic seating,

effective grouping, use of technology or project base learning.

2. More emphasis should be given to effective implementation of the training

system and evaluation of the teachers. They should be equipped with modern

teaching methodologies and assessment tools which will help them to teach

better.

3. Although corporal punishment is prohibited in the province, it is still practiced

in some parts of the district. The government should ensure the

implementation of the policy. Teachers should be provided training of using

alternative ways to motivate students towards desired behaviors.

4. The government should ensure that safe drinking water is available in the

public schools as the ground water, the main source of drinking water in the

province, is polluted.

5. Extra-curricular activities enhance learning experience. Keeping in view the

security reasons, extra-curricular activities should be carried out within the

premises of schools along with co-curricular activities. Arts, literature, science

clubs should be established. Sports facilities should be arranged for the school

children. The idea of academic competitive teams is also very useful for

students‟ development.

6. Free text books for all subjects and uniforms should be made available for

each student in a transparent manner.

7. To strengthen security in schools, security drills should be made part of school

learning. Parents should also be informed about the security measures taken

by the school administration.

8. The school library and the science laboratory is integral to the teaching and

learning process. All students should have access to a library preferably within

the school premises.

9. Facilities for students with disabilities should be made available so that they

are able to attend regular school. The government should address the

challenges that may be faced by the school administration to set up these

facilities.

10. It should be made sure that all school buildings should be used only for

educational purposes only.

32


5. References

1. Article 25(A), The Constitution of Pakistan 1973 2. Academy of Educational Planning and Management; http://library.aepam.edu.pk/ 3. Pakistan Education Statistics 2015-16 4. The Impact of Number of Students per Teacher on Student Achievement

https://doi.org/10.1016/j.sbspro.2015.02.335 5. The Organization for Economic Co-operation and Development OECD 2014, Report p. 447. 6. Academy of Educational Planning and Management; http://www.aepam.edu.pk/ 7. Alif Ailaan ; https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 8. Punjab Education Report 2018 9. The Impact of School Building Condition and Student Achievement, and Behavior

https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Condition_and_Student_Achievement_and_Behavior

10. Importance of Citizen Report Card is Vital to Ensure Social Accountability http://sdpi.org/media/media_details179-press-2011.html

11. Social Accountability and Healthcare Delivery; https://www.cohesiveindia.org/social-accountability

12. Pakistan Bureau of Statistics ;www.pbscensus.gov.pk 13. USC Libraries: Research Guides http://libguides.usc.edu/writingguide/methodology 14. Tools for Preparing Literature Review ;https://www2.gwu.edu/~litrev/a06.html 15. Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace ,

(2016),"Measuring university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 – 104

16. Research tools: Focus group discussion https://www.odi.org/publications/5695-focus-group-discussion

17. How to Give Students Individual Attention In A Busy Classroom-Techthough http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy-classroom-carousel-day/

18. British Journal of Educational Psychology (2001), 71, 185-201 19. Ruth Williams (2011) The contribution of gaining an academic qualification to teachers’

professional learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49

20. Knight, G., & Noyes, J. (1999). Children’s behaviour and the design of school furniture. Ergonomics, 42(5), 747–760

21. Visually: https://visual.ly/community/infographic/education/how-cleanliness-can-impact-performance-schools

22. Why Water Is Important for Children – Pediasure https://pediasure.co.za/child-nutrition/why-water-is-important-for-children

23. Lack of safe water and sanitation in schools affects children’s learning – and their lives – UNICEF ;https://www.unicef.org/media/media_53234.html

24. Mitchell R.B & Weiler Susan (2011), Developing next-generation climate change scholars, Journal of Environmental Studies and Sciences, Volume 1, Number 1 / 2011

25. Ventilation systems and IAQ in school buildings; https//www.rehva.eu/publications-and-resources/rehva-journal/2011/022011/ventilation-systems-and-iaq-in-school-buildings.html

26. The Effects of Extracurricular Activities on the Academic Performance of Junior High Students https://www.kon.org/urc/v5/fujita.html

http://library.aepam.edu.pk/

https://doi.org/10.1016/j.sbspro.2015.02.335

http://sdpi.org/media/media_details179-press-2011.html

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




33

34


Citizen Report Card Study · 2019. 12. 19. · CRC Citizen Report Card DSP Differential Stipends...

Documents

Transcript of Citizen Report Card Study · 2019. 12. 19. · CRC Citizen Report Card DSP Differential Stipends...