REAPPRAISAL OF HIGHER EDUCATION IN PAKISTAN Waseem … of... · The issue of raising the quality of...

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Bi-Annual Research Journal ―JOURNAL OF EDUCATION & HUMANITIES RESEARCH‖ ISSN: 2415-2366

Institute of Education and Research (IER), UOB, Quetta Pakistan VOL.4.NO 2, 2017

REAPPRAISAL OF HIGHER EDUCATION IN PAKISTAN

Waseem Ishaque

Ph D Scholar in International Relations

Shah Abdul Latif University Khairpur

Abstract

No society has prospered without significant and sustained

investment in education. In the ongoing world where the interconnectivity

between the countries is on the finger tips of human being, Higher

Education plays the pivotal role in the development and honing of

intellectual faculties of an in particular and nation in general thus paving

the way for development and economic prosperity of a nation. History is

testimony of the fact the nations who have shown sincerity in the

acquisition and planning of education have always remained at the

forefront of world. Since its inception Pakistan had a checker board

history. Despite being the land housing immense potentials, talent and

quest to excel in every field, inconsistency in policies remained the major

hurdle in its way to reach to the desired ambitions. Education sector was

one of the major sufferer in this regard. Decade of neglect have drawn

Universities in Pakistan and in particular the Higher Education sector to

levels which are incompatible with the ambitions of the country to develop

as a modern society and competitive economy. Lacks of commitment,

conviction and dedication have brought the Higher Education to a level

where the students seemed ill prepared for the challenges lying ahead.

Although every Government aimed at to develop this sector but it

remained only to lip service. The problems are well known, the diagnosis

is identified and well documented but what lacks is the sheer will and

execution.

Key Words: Challenges of Education in Pakistan, Policy Analysis of

Higher Education, Viable Proposals for Enhancing Efficacy of Higher

Education.

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HISTORICAL PERSPECTIVE / REVIEW OF PAST POLICIES

1.1 DEFINITION OF HIGHER EDUCATION 1Higher Education is defined as any of the various types of

education given in post-secondary institutions of learning, and usually

affording, at the end of a course of study, a named degree, diploma or

certificate of higher studies. Higher Educational institutions include not

only universities and colleges, but also various Professional Schools that

provide preparation in such fields as law, medicine, business, art, music,

and engineering. The terms Higher Education, tertiary education and post-

secondary education are used interchangeably.

1.2 SYSTEM OF EDUCATION IN PAKISTAN

It is divided into five levels: primary (grades one to five); middle

(grades six to eight); high (grades nine and ten, leading to the Secondary

School Certificate); intermediate (grades eleven and twelve, leading to a

Higher Secondary School Certificate); and University programs leading to

graduate and advanced degrees. All academic education institutions are

the responsibility of the Provincial Governments. The Federal

Government mostly assists in curriculum development, accreditation and

some financing of research. 2 In Pakistan, Higher Education generally

corresponding to the age bracket of 17-23 years. It is estimated that

Pakistan presently has a population of 18 million in this category, and the

number is expected to increase to 25 million by 2010. Of this segment of

the population, 2.6 % (approximately 475,000) are enrolled in institutions

of higher education. This proportion is one of the lowest in the World. In

India and Iran the figures are 6.2% and 12.7% respectively.

1.3 3THE PURPOSE OF HIGHER EDUCATION

To support and enhance the process of economic and social

development.

To enable individuals to achieve excellence;

To create specialized expertise like in agriculture, medicine,

nuclear, space, chemical, and energy fields.

1. http://www.wikipedia.com

2. UNESCO statistical year book

3. http://www.higher education in Pakistan.com

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

http://en.wikipedia.org/wiki/Middle_school

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/Secondary_School_Certificate

http://en.wikipedia.org/wiki/Secondary_School_Certificate

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/University

http://en.wikipedia.org/wiki/Undergraduate_education

http://en.wikipedia.org/wiki/Post-graduate_education

http://en.wikipedia.org/wiki/Government_of_Pakistan#Provincial_governments

http://en.wikipedia.org/wiki/Government_of_Pakistan

http://en.wikipedia.org/wiki/Government_of_Pakistan

http://www.higher/

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To inspire education at different levels.

To coordinate at the national level.

Human Resources development.

1.4 4MAJOR EDUCATION POLICIES AND COMMISSIONS

Since independence various governments have made efforts to

develop education system in consonance with the national, social,

ideological needs but the proposals made by them were not implemented

in letter and spirit. Recommendations made by Commissions are appended

below:-

1.4.1 Pakistan Educational Conference, 1947

It called for scientific and technical education in order to build

the future economic life of the country, and to instill in the people the

highest sense of honour, integrity, responsibility and selfless service

to the nation.

1.4.2 Commission on National Education, 1959

The Commission was given the mandate of evolving national

system of education which would reflect the spiritual, moral and

cultural values of independent Pakistan. The Commission work was

however not supported sufficiently by funds and political will.

1.4.3 New Education Policy 1970

It was a forward looking and well conceived policy.

Unfortunately, it suffered a premature demise as a consequence of

political disturbances and change of Government.

1.4.4 Education Policy 1972

This policy made recommendations similar to the new

Education Policy 1970. What made it radical with far reaching

consequences was its recommendation for nationalization of all

privately managed institutions.

4 . Usman Ali Isani, ―Higher Education in Pakistan‖ (PhD diss., National University of

Modern Language, 2001.

4

1.4.5 National Education Policy, 1979

The policy aimed at harmonization of education with the

concepts of Islam and the ideology of Pakistan. The major change

introduced through this policy was the use of the national languages

as the medium of instruction.

1.4.6 National Education Policy, 1992

The policy envisaged a qualitative shift for Higher Education

from supply to demand oriented study programs, and placed a heavy

premium upon research. Unfortunately, this policy too fell victim to

the political expediency and instability.

1.4.7 5National Education Policy, 1998-2010

To achieve universal primary education.

Diversify, with a view to transforming the system from

supply oriented to demand oriented.

Prepare students for the pursuit of professional and

specialized education.

Achieve comparability with international standards by

upgrading the teaching, learning and research

processes.

1.5 REVIEW OF THE PAST POLICIES

In nutshell the review of past policies / plan indicates towards the

following major problems:-

1.5.1 Lack of Implementation of Education Policies

Despite the fact that all the education plans and policies

were aimed at for the betterment of education standard in Pakistan

and quite colourful yet once it came to implementation, they did

not match the aims set forth.

1.5.2 Lack of Political Will

5 .Government of Pakistan, National Education Policy (1998-2010). Ministry of

Education Islamabad 1998.

5

Regardless of how effective and meaningful the policies

and plan looks on the paper yet it needs a definite and synergetic

will by the government to implement. Unfortunately this aspect has

been missing in our case.

1.5.3 Quality of Education

The issue of raising the quality of education has been

highlighted in all of the Five-Year Plans yet whatever funds were

available to the education sector were used for quantitative

expansion and not for qualitative improvement.

1.5.4 Implementation across the Board

The need for admission tests at the Universities and

colleges has been highlighted in almost every Five-Year Plan. The

Public Universities have not adopted this policy although funding

was not an issue.

1.5.5 Official Language

Private schools were permitted to use English as the language

of instruction, since they intended to prepare students for foreign

examinations. This policy in effect led to the operation of two

different systems of education in the country, one for the elite and

another for the rest of the country.

PROBLEMS AFFECTING HIGHER EDUCATION INCLUDING

QUALITY ASSURANCE ASPECTS

2.1 STRUCTURAL ISSUES

2.1.1 Divergence of Secondary Higher Education from

Degree Classes

All over the world, Higher Secondary Education is a part of

School Education, whereas in Pakistan it is part of College

Education. Both the levels of education have divergent missions

and administrative control, which leads to diversion of resources

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meant for Higher Education to lower levels and loss of quality of

education.

2.1.2 Short Duration of Bachelor’s Degree

Another problem is awarding of two-year Bachelor‘s level

general degree course at the end of 14 years of schooling. Except

for England, Australia, India and New Zealand, which have a 15

years course for Bachelor‘s degree, the rest of the world follows a

16 years Bachelor‘s degree course.

2.1.3 Affiliation Issues

The other structural problem is the University tradition of

affiliation and examination. Historically and traditionally, the

University charter in Pakistan has been confined to teaching and

affiliating functions and conducting examinations at network of

colleges.

2.1.4 Governance and Management

Another structural problem relates to University

governance which suffers from tracheotomy. As highlighted in the 6World Bank Report, no single authority is in charge of

universities, degree and intermediate colleges, or research

institutions. As a result, the Higher Education and Scientific

Research Sector in Pakistan is devoid of accountability.

2.2 FUNCTIONAL AND INSTRUCTIONAL PROBLEMS

2.2.1 Tilt Towards Arts Education. 7At present the ratio of arts and science students is

approximately 70:30. The present subject balance, therefore, shall

have to be changed to ratio of 50:50 for real progress of the

country.

6 World Bank, Higher Education and Scientific Research; Strategy for Development and

Reform,1992 7 Ministry of Education, Report of Task Force on ‗Improvement of Higher Education in

Pakistan: Challenges and Opportunities, Jan 2002

7

2.2.2 8Shortfalls of Functional/Organizational Structure of

Universities

The organizational structure has following tiers which have

direct impact on routine functioning of Universities:-

The Chancellor is required to perform the functions

which ordinarily are performed by the Governing

Board.

The Departments lack in expertise and vision for

Higher Education besides have very little interaction

with day to day working of Universities.

Although Senate has a broad based membership, it

is too large to discharge any executive overseeing

responsibilities.

Syndicate is the executive body of the University,

responsible for all matters except for changes in the

Statutes.

Academic Council is a council of over 100 members

that considers all curricular matters.

Selection Board is convened whenever needed to

consider appointments and other personal matters.

Treasurer is the chief financial officer of the

University, appointed by the Chancellor and is

responsible for ensuring that all the financial rules

are followed.

Controller of Examinations manages the

examination system.

Registrar enforces administrative policies and

prepares institutional reports.

Deans are appointed by the Chancellor, and have

mainly the academic functions.

Heads of Departments are appointed by the

Syndicate, and have both academic and

administrative powers.

8 ibid

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2.2.3 Quality of Education

Quality refers to the attainment of standards of re-sourcing

and provision in Higher education Sector, and the achievements or

outputs of an institution or System. A more detailed look into these

factors can make us understand the reasons for this lack luster

performance of our Universities:-

2.2.3.1 Qualified Faculty Staff

Shortage of qualified teachers continues to hinder

the progress of Higher Education towards achieving

international standards. 9At present approximately 25% of

the current faculty members hold Ph D degrees.

2.2.3.2 Lack of Suitable and Supportive Infrastructure

At present the Universities especially public lack in

terms of availability of books, journals, scientific

equipment, consumables, teaching aids and high speed

internet connectivity as well as sports and other facilities

like access to research grants and post doctoral training

programs, poor accommodation and administrative

facilities.

2.2.3.3 Out of Merit / Inadequate Admissions

With the establishment of large number of Private

Universities, we find that there exists lot of dichotomy in

the admission mechanism of various institutions.

2.2.3.4 Outdated Curriculum

Curriculum of a subject is said to be the throbbing

pulse of a nation. There exist no system to manage the

curriculum related activities in line with the modern needs.

2.2.3.5 Accreditation of Institutions to Ensure Quality

Control

9 http://www.hec.gov.pk/Quality Assurance/Statistics/Faculty.htm

http://www.hec.gov.pk/Quality

9

There are number of Universities, Campuses and

DAIs which operate illegally, claiming to be the affiliates

or subsidies of foreign institutions.

2.2.3.6 Inadequate Research

Universities in Pakistan have confined their role to

teaching and examinations and research function is rather

limited. This has therefore stopped the growth process in

any disciple.

2.2.4 Inadequate Distant Learning Institutions

Higher Education through Distant learning is gaining

currency now-a-days as it is easily manageable, affordable and

economical for the students of different age groups. Unfortunately,

in Pakistan only one such institution exist i-e Allama Iqbal

University which awards degrees through correspondence courses.

LATEST REFORMS AND DEVELOPMENT STRATEGY

BEING FOLLOWED BY HEC AND ITS ANALYSIS

3.1 10

STRATEGIC VISION OF HEC

Transformation of our institutions of higher education into world

class seats of learning, equipped to foster high quality education,

scholarship and research, to produce enlightened citizens with strong

moral and ethical values that build a tolerant and pluralistic society rooted

in the culture of Pakistan.

3.2 THE ROLE OF THE HEC

HEC has figured out as a key driving force for the provision of

accessible and world class higher education, so that it can serve as an

engine for socio-economic development through linkages with industry,

agriculture and defense, thereby enhancing the quality of education and

life. The key roles are:-

To evaluate, improve and promote Higher Education.

To balance the priorities in line with the challenges.

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http://www,hec.gov.pk

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To build institutional capacity, with a particular focus on

promoting quality in educational institutions.

Maintain a balance between the excellence in teachings,

knowledge transfer and research works.

Promote harmony amongst Universities and industries

Continue to determine the equivalence, validity and

recognition of local and international degrees

Continue to implement mechanisms for the evaluation of

performance of faculty as per the international standards.

Continue to ensure that curricula are modern, challenging

and progressive and in line with the modern needs.

Support innovative ways of delivering life long learning.

Continue to ensure that resources available are used at best

by ensuring proper accountability.

3.3 11

MEDIUM TERM DEVELOPMENT PLAN (MTDF)

The MTDF is a five years plan, formulated and issued in early

2005 by the HEC. It identifies the major issues faced by the higher

education sector with the aims of addressing the issues in a long term

manner.

3.3.1 Strategic Aims

The framework is organized around four strategic aims:-

Faculty Development

Improving access and learning.

Excellence in research

Relevance to National Priorities

3.3.2 Other Core Aims

There are three other supporting aims which have been

formulated and these are:-

Leadership, Governance and Management

Quality assurance: Standards, Assessment,

Accreditation

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HEC, Medium Term development Framework 2005-10

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Infrastructure development.

3.3.3 Faculty Development

To improve upon this aspect following major programs

have been initiated by HEC:-

Initiation of short duration training programs.

Addressing the existing faculty deficiencies through

hiring from abroad.

Rehiring the faculty members on the basis of

productivity.

Increasing the rewards for excellent teachings.

Institutionalize 12

―tenure track‖ system for

appointment of faculty members with

complementary attractive salary packages.

3.3.4 Improving Access

To attain greater access, major programs under taken by

HEC are:-

Provide incentives and encourage private sector

both inside and outside the country to open quality

institutions.

Increasing access to 5% and 10% in next 5 and 10

years respectively by enhancing the available

infrastructure.

Widening the scope of higher education through

distant learning/virtual Universities.

Reducing the burden of expenses on students

through the assistance of donor agencies like

USAID.

In collaboration with the renown Universities,

encourage opening up of their Campuses in Pakistan

and to develop external degree programs.

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This system requires that initial appointment of faculty be on contract, whereas a

permanent tenure is only granted upon the recommendations of a group of renowned

international peers. The holding of Ph.D is mandatory for the appointment in tenure track

system.

12

Initiate University Mega projects.

3.3.5 Promoting Excellence in Learning and Research

Some of the major programs initiated in this field were:-

Awarding research grants to creative researchers to

enable them to conduct R&D.

Strengthen laboratory facilities.

Make available digital library facilities as well as

physical books and journals.

Support Sabbatical leave fellowship programs.

Support schemes to strengthen Science and

Technology labs and libraries.

Establish Hi-technology centralized Resource

Laboratories.

Enhancing the number of national and international

research grant recipients.

Institute annual awards for the best research

publications in various disciplines.

Provide opportunities for faculty members to pursue

Ph.D.-level education.

Implement transition towards 4 years undergraduate

program.

3.3.6 Ensuring Relevance to the Economy: Industrial

Linkages

This objective is being achieved by:-

Establishment of a technology triangle of

Universities, industries and R& D Organizations.

Provide internships in industry and engage business

managers in Higher Education decision-making.

Promote dissemination and application of research

findings.

Make mandatory the creation of ―Career Centres‖

for students.

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Facilitate interaction between Academia and

Industry.

Launch the National Technology Incubator (NTI)

Project.

3.3.7 Developing Leadership, Governance and Management

The programs under taken in this field are:-

Training of young faculty at various Universities on

teaching, research and administrative skills.

Management courses designed for educational

institutions by professional organizations.

Management and Support Staff development and

training.

3.3.8 Enhancing Quality: Quality Assessment and

Accreditation

Major Programs are:-

Collect extensive statistics on all aspects of

institutions in implementation of the programs

initiated.

Establish criteria to ensure quality at the

departmental level.

Continuously revise curricula.

Take measures against institutions that overstep the

legal bounds.

Universities to undergo ISO 9000 Certification

program.

Maintain comprehensive web site to inform the

public on approved and unrecognized institutions.

Establish an Accreditation Council responsible for

accreditation of degree programs.

Implement a mechanism for the ranking of local

Universities against certain basic criteria.

3.3.9 Physical and Technological Infrastructure Development

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Major programs under taken are:-

Ensure that the recurring and development needs of

various public sector Universities are provided for.

Review development projects proposed by

Universities through appropriate authorities.

Fully deploy the Pakistan Education and Research

Network (PERN) to connect all Public and Private

sector Universities.

Provide funds for establishing a computerized infra-

structure.

Complement PERN program by several digital TV

channels.

3.4 ANALYSIS

3.4.1 Faculty Development

Seeing the overall low quality of faculty and the shortfall of

Ph Ds in various Universities, HEC initiated faculty development

programs such as research support, Masters and PH D training in

Pakistan and abroad for current faculty (e.g tenure track system)

and support for post doctoral fellowships.

3.4.2 Improving Access

Increasing access to 5% in next five years and 10% in next

ten years‖ again seems an ambitious step owing to the financial

and infrastructural constraints.

3.4.3 Promoting Excellence in Learning and Research

Research needs are predominantly focused on science and

technology, whereas development of social sciences as a subject

and developing the basic infrastructure like laboratories at college

level has not been given its due treatment.

3.4.4 Developing Leadership, Governance and Management

This objective is aimed at providing more autonomy to the

Higher Education Institutions. However, no such measure is

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suggested/planned whereby these institutions either work

separately or in true coordination with the Provincial and Federal

government.

3.4.5 Infrastructural Development

It houses two major aspects within itself. One, to have

physical infrastructure in terms of accommodation, equipment etc

to address the growing enrolment and second, to develop a

scientific, networking data base for research related activities.

3.4.6 Outdated Curriculum

Despite outlining various objectives for the uplift of higher

education, much is still desired in the curriculum related aspects.

At present the universities/colleges are still following the outdated

curriculum which at times does not focus on the upcoming needs.

3.4.7 Institutional / Program Accreditation / Recognition

HEC has set various accreditation bodies like QAA and

Accreditation Councils to carry out institutional as well as program

accreditation under the federal government control as per Higher

Commission Ordinance, 2002 (Section 10).

3.4.8 Financing/Fee Infrastructure for Students

Though various types of scholarships have been introduced

for the students, however a deliberate and student supportive fee

structure is still missing.

3.4.9 Assistance to Colleges

Most Pakistani students in higher education (about 0.8

million) study in about 700 colleges. These colleges receive

pitifully small funding as compared to Universities.

3.4.10 Distance Learning

The rapidly increasing population of Pakistan and the rising

number of students seeking admissions in institutions of Higher

Learning makes Distance Learning an attractive proposal. The

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Open University experience has been successful, and needs to be

properly guided and administered.

RECOMMENDATIONS FOR THE FUTURE

4.1 UNIVERSITY GOVERNANCE AND MANAGEMENT

To make the system more accountable and transparent, following

is suggested in this regard:-

The Syndicate should include distinguished individuals

from academia, industry, public service, faculty, students

and alumni.

The office of Chairman and the VC under no circumstance

be held by the same person.

In order to increase transparency, bi-annual budgets should

be published by the Syndicate on the performance of the

administration and the University.

VC should appoint principle officers of the University, such

as Registrar and the Pro-VC, by recommending them to

Syndicate. ‗

4.2 ISSUES OF SUSTAINABILITY

In Pakistan, on one hand, we need Higher Education for

sustainable development and on the other hand, we need sustainable

development in the Higher Education. Both of them supplement and

complement each other. The sustainability issue is also having a direct

linkage with the political will and financial commitment of the leaders to

the cause of raising the standards of Higher Education for a sustainable

growth of the economy.

4.3 REVIEW OF PAST POLICIES/MEGA DEVELOPMENTAL

PROJECTS

Based on MTDF 2005-10, HEC initiated number of

projects/programs to achieve the desired goals. However, with the

appointment of new Chairman and the change of Government, there are

chances that the ongoing projects may not receive the desired support.

17

This may result into lot of wastage of resources and effort if the on going

projects are delayed/not implemented.

4.4 FACULTY DEVELOPMENT

Following can be done in this regard:-

The targets set by HEC be revised to make them more

practicable and realistic.

Entire process of revamping the faculty be under taken

gradually with certain time lines.

It must be also ensured that equal attention is given to

develop the faculty of Private sector.

4.5 EMPHASIS ON SOCIAL SCIENCES AND HUMANITIES

SUBJECTS

HEC in its quest for improving higher Education has mostly

focused on science subjects which are relevant to market economy.

Pakistan may depend on advanced IT, more Ph Ds, more foreign

scholarships for its scientists and engineers, but producing good social

scientists is also very crucial for national integrity and social stability of

the nation. We have to come out from this one–directional approach and

look for producing students who are not only good citizens but also have

social awareness, brotherhood and national spirit to serve the nation.

4.6 EMPHASIS ON DISTANCE LEARNING

Following steps are also required to be taken in this regard:-

The Regional Centres of the Open University must be better

staffed and equipped.

Quality concerns must be addressed by the Allama Iqbal

Open University, so that its degrees are at par with other

Universities

Efforts be made to open Distant learning Institutions in

each Province.

4.7 PROMOTING EXCELLENCE IN LEARNING AND

RESEARCH

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Although much has been done by HEC to promote research

activity, however following must be required to bring it to a level where it

proves a worthwhile activity:-

Research laboratories should be established in areas with a

pre-dominance of emerging technologies.

The criteria for faculty promotion and salaries be linked to

performance in research.

Infrastructural development in term of laboratories and

libraries etc be given more attention.

Above all there is a dire need to address the awareness

amongst the students for originality of ideas.

. 4.8 FUNDING PUBLIC UNIVERSITIES

Some measures which can be taken are:-

Making use of surplus land held with Universities for

commercial projects.

Extending expertise to commercial/industrial sectors thus

earning worthwhile donations for research projects.

Creation of endowments.

Progressive enhancement in fee structure.

Getting rid of un-useful staff and departments.

Economy and control of expenditure.

Expansion of Self Financing Scheme.

4.9 COLLABORATION WITH PRIVATE SECTOR

To encourage the Private sector, following must be done:-

Simplifying existing system of grant of charters.

Necessary financial assistance in term of endowment fund.

Provision of state land on reduced prices.

Relaxation in taxes for any educational related imports.

Exemption of tax duties on Import of all equipment.

4.10 INTERNAL EVALUATION MECHANISM

It is felt that the Universities are still avoiding carrying out internal

academic reviews of departments, programs and faculty at their own,

outside accreditation process to ascertain their educational quality

19

standards. HEC should encourage Universities more vigorously to

undertake this practice.

4.11 IMPROVING QUALITY STANDARDS OF COLLEGES

As already highlighted that Colleges doesn‘t fall within the

authority of HEC but since they are very important link from transition

higher Secondary Education to Tertiary Education, therefore there is a

need to expand quality assurance to the colleges at some time in future.

CONCLUSION

The educational development in Pakistan is almost as exciting as

the social and economic development since its inception. The projected

demand for Higher Education in Pakistan and the objectives being set

forth by the HEC dictates growing realization at all levels. However, the

need now is to learn through experience of past 7 years, refine the rough

corners, bridge the existing gaps, rationalize the priorities and than work

with sincerity to train our generation in a way enabling them to face the

challenges in a befitting manner squarely.

20

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Dearing Report , 1997 available at

http://www.leeds.ac.uk/educol/nclhe/sr_008.htm

Dr Patnaik Jagannath, Higher Education in Information Age, Delhi, 2001

Government of Pakistan, National Education Policy, Ministry of

Education, 1979


Education, Islamabad, 1992


Education, 1998-2010

Government of Pakistan, The Education Policy, Ministry of Education,

Islamabad, 1972

Government of Pakistan, National Education Census 2005, Ministry of

Education

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of Education, January 2002

Hamidullah, Muhammad,‖ Comparison of the Quality of Higher

Education in Public and Private Sector and Institutions in

Pakistan‖, 2005

HEC website, http://www.hec.gov.pk/main

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HEC, MTDF 2005-10, Islamabad

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Rapprochement, Physics today, August, p.49

http://www.leeds.ac.uk/educol/nclhe/sr_008.htm

http://www.hec.gov.pk/main

21

Iqbal, Aleem,‖ Problems and Prospects of Higher education in Pakistan‖,

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22



Islamic Feminism and Social Change:

A Conceptual Framework

Aurangzaib Alamgir1

Zafarullah2

Muhammad Zakir3

Corresponding Author: [email protected]

Abstract

Does religion motivate social change? How Islamic feminists use

Islam as a source of social change and gender equality. Can Islamic

feminist discourses be translated and located into the local cultures of

Muslim societies? To elaborate on these questions, a comprehensive

debate on the discourses and strategies of Islamic feminists is discussed in

this paper. In contributes to a thought that Islamic feminism and its

fundamentals are negotiable and located within the framework of Islam.

Religion and Social Change

Religion is an uncertain expression which suffers from a

comprehensive vocabulary. For instance, as an inclusive term, religion can

be defined as a conviction that unites a society/community, a structured

collective of people with the same belief and a set of standard actions and

practices (Taylor, 1996). In contrast, the exclusive view of religion is that

of a belief in God which recognizes religion as a subject of study and a

potential force of generating social change. The connection between

religion and social change is not permanent and may differ depending on

the character of a particular religion, the society in which it is practiced,

and the kind of social structures at any particular time and place. Anthony

________________ 1. Balochistan University of Information Technology, Engineering and Management Sciences, Quetta

2. Balochistan University of Information Technology, Engineering and Management Sciences, Quetta

3. University of Balochistan, Quetta

23

Gidden also argues that a social construct and structure influences a

particular society in many ways; therefore, the argument of whether or not

religion brings about social change or not is not conclusive because the

relationship between religion and social change is a two-way street

(Giddens, 1984).

Among feminists there is a diversity of views towards religion and

social change. For instance, Anderson (1998) offers a valuable scholarship

on feminist understanding of religion. She argues that feminist

understanding of religion is an informed perspective based on the

experiences of women who have been oppressed and exploited. Feminist

discourses on religion evolve from the fact that women are oppressed by

certain monotheistic sacred dogmata. In this particular sense, feminist

philosophy on religion and social change is significant as it emphasis on

an exceptional consideration of sacred practices – often stimulating gender

characters.

Islamic Feminism and Social Change

In the context of Social change, Islamic feminists involve in

dialogues concerning the dilemma of interpretation, the Arab Muslim

culture, and modern Muslim society that is facing global challenges and

demands change. Islamic feminists engage in discourses that portrays

Muslim women‘s equal rights. They do so by advancing a modern

understanding of religion – one that disapprovingly scrutinizes outdated

clarifications of the text. As they believe it delineates a partial attitude

towards Muslim women (Mohsen-Byadsi, 2009). From a rather Islamic

feminist perspective, the problem is not the religion but the traditional

interpretation that oppresses Muslim women (Barazangi, 2004; Anwar,

2005). For example, in Islam, the repressive nature of religion towards

women was not intended, as issues like forced marriages are not written in

the Qur‘an but come from the cultures that Islam was practiced in.

Furthermore, religion contains in it a dimension of the public and

this is the reason why research on society and gender has to take this

dimension into consideration. Not only that, gender as an analytical tool

also provides significant perspectives for analyzing issues pertaining to

24

women‘s rights. Therefore, the significance of religion in women‘s

everyday life has been acknowledged and emphasized in scholarly

literature (Sarkar, 2002; Jeffery & Basu, 1998). As noted by Randi Warne,

―Gender as an analytical category, and gendering as a social practice, are

central to religion, and the naturalization of these phenomena and their

subsequent under-investigation have had a deleterious effect on the

adequacy of the scholarship that the scientific study of religion has

produced‖ (Warne, 2000: 153). In fact, clarity is needed when gender

issues are debated in a particular religion as their practice may differ.

However, the commonly discussed gender issues which may be the

product of religion are values regarding family and sexual norms, as well

as beliefs about the gender of divinity and the meaning of the human

gender.

Until recently, women in the Third World Countries were all

perceived as backward and oppressed while Western women were

perceived to be forward, modern and liberated (Lindsay, 1980; Jeffery,

1979). This perception is created by the media and the education system.

An example of this is Not without My Daughter – a popular film and book

which exaggerates the implication of veiling as a fence and how it

distinguishes between Muslims and non-Muslims. The movie replicates a

different observation of Muslim women against the authenticity of Muslim

women‘s everyday lives. This is what Said names as ―orientalism‖ (Said,

2001; 1979). The discourse of Orientalism shapes an orient – which is

discursive and linguistic and not merely practically experienced. This

contains in it, dual functions: (1) it asserts the notion of western

dominance and (2) describes ―West‘s normality by attributing the foreign,

the forbidden, and the dangerous to the orient‖ (Ibid).

However, such kinds of writings have been criticized. For instance,

Chandra Mohanty argues that such scholarship portrays Muslim women as

oppressed by characterizing Third World disparities to gender relations.

This portrayal is envisaged by a perception that women in the west are

open-minded, secular, enlightened and exercise control on their life, which

is not the case in the Third World Countries. However, it is apparent that

this liberation and secularization is not the case for every women in the

25

west, as not all western women are liberated – just as not – all women in

Islamic societies match the preconceived image of the Muslim women

(Mohanty, 1988; 2003). Similarly, Islam is not equally perceived by all

Muslim women, as the perceptions of Muslim women about Islam is

subjective to their educational level, background and position in a

particular society. Mohanty further argues that there are many feminist

scholars who write and portray Muslim women as immobilized and had

their rights subjugated but unfortunately only few researchers engage and

explore Muslim women‘s preferences, liberty, and autonomy. They are

agents of change in their respective communities and acquire power and

agency within the family and society. Similarly, feminist theory also

represents Muslim women as immobilized persons lacking political

maturity and therefore can be directed/ guided by Western feminism. In

short, it is not fair and impractical to see all Muslim women as a

homogenous group and overlooking the historical, economical and

geographical dissimilarities between them.

Moreover, the subjugation linked with Muslim women transversely

appears not only by ―patriarchal doctrines‖ but also by religious laws that

are disseminated all in the name of culture (Imran, 2013). As a matter of

fact, gender relations and feminist issues have always been central to

religious and political discourse in the majority of Muslim countries.

Undoubtedly, there exists a bulk of literature on gender roles in Islam and

most importantly women‘s rights in Islam. However, the said literature is

paradoxically altered with a fundamental thought as interpretation the only

source and cause of women oppression (Barlas, 2006; Wadud, 2005,

1999) However, it should be noted that gender and Islam are vast and deep

topics of discussion, both subject to multiple discourses with wide

perspectives.

Islamic Articulated way of Social Change

In this context, an important approach is of Abdul Hamid Abu

Sulayman‘s that Islamic societies are facing multi-dimensional crises –

encompassing education, economic, political and social dimensions

(Sulayman: 1982). Following his approach, I would argue that the above

mentioned crises have anticipated a pessimistic thought about Islam in the

26

Western world. As a result, there is a sense of understanding that Islam is

a religion that opposes social change and that causes the backwardness of

Islamic societies. This view mainly comes from orientalists who may not

be familiar with the ways social change is fortified in Islam. That is the

reason, Islam is regarded as a ―tradition-bound system‖ (Walters &

Timothy, 2005; Cook, 2011). Max Weber is one of the scholars who

argues that ―Islam with its thoroughly traditionalistic ethic directed in the

conduct of life into paths whose effect was plainly opposite to methodical

control of life found among puritans‖ (Weber, 1968: 627). What is

missing in Weber‘s analysis is the realization that Islam in reality shows

flexibility and provides guidance to transform the social formation of a

society if necessary. Its teaching and revelations are aimed at employing

and modifying change in society. Therefore, social change and

transformation should take place within the parameters of Islamic laws

particularly Shari„ah laws. Shari„ah laws can be categorized into two: (1)

fundamental principles, not subject to change in any circumstances such as

the inheritance laws, (2) supplementary principles subject to change based

on the need and progress of the society. These laws work in tandem with

our lives. In such circumstances, Ijtihād (independent reasoning) is used as

a method in decision making (Jameelah, 1981: 153). Based on the definite

nature and rules of Islam it can be concluded that there may be other

reasons for the backwardness of Muslim women and not only attributed to

the religion per se. (Ibid).

Islam‘s way of change is linked with the essential and everlasting

concept of Tawhid (doctrine of oneness of Allah). This suggests that the

philosophy of social change is conditional in Islam and therefore grounded

by Tawhid (Mohamed & Baqutayan, 2011). Parts from Tawhid, there are

also other concepts in Islam like tajdid (renewal) and Islāh (reform).

While explaining the Islamic way of social change, it is important

to make some clarifications that sometimes the cultural obstacles to social

change are also associated with religion, even though they are not Islamic.

Therefore, there is a need to recognize tangible norms and customs that

shape religious perceptions. For instance, pre-existing social structures and

power relations are important factors in formulating social and religious

27

practices. As a result, social practices not associated with religion are

probably in disagreement with the religious text but often justified as

religious norms. Therefore, religion as an ideology has not only the

potential to legitimize existing structures and power relations but can also

be used to challenge them.

From the above discussion, we assume that Islam encourages

social change but within a specific framework namely, the foundation of

Tawhid is maintained and the change is driven from the Qur‘an. Both

these essentials are demonstrated in the philosophy of Islamic feminists

who use the primary source of Islam namely, the Qur‘an to argue for

women‘s rights. For instance, Islamic feminists draw support from the

Qur‘anic verse -- Al-Quran, Surah an-Nur, 24: 30-31 – on the subject of

modesty. This particular verse instructs Muslim men to protect their

modesty by lowering their gaze. This implies that preventing immorality is

the equal responsibility of both men and women (Neo, 2003).

Islamic feminists employ a contextual reading of the Qur‘anic

verses that uphold the principle of justice in Islam. They believe that while

Islam allows polygamy, but at the same time discourages it because the

condition of justice seems almost impossible. They also believe that the

practice of polygamy can be reduced through education and awareness.

Therefore, they educate women on the inclusion of non-polygamy clause

in their marriage contracts by referring to the example of Prophet‘s grand-

daughter – who included a non-polygamy clause in her marriage contract.

By referring to examples from the Qur‘an and the hadith, Islamic

feminists have shown that support can be drawn for Muslim women from

the Islamic text and this is what they call ‗an Islamic framework‘.

Conclusion

It is apparent that contextualizing Muslim women‘s rights in Islam

is of utmost importance. During the course of writing this paper, we

engaged in a sort of discussion that outlines the problems and

complications faced by activists in promoting and advancing the very

cause of women oppression by religion. In conclusion, we have reached to

a finding that the women‘s rights in Islam are notable and in some way

28

analogous with universal human rights. In addition, we are also convinced

that Islamic text renders maximum rights for Muslim women but the male-

controlled clarifications make women oppressive. Moreover, the tents of

Islamic feminism are passable and open to debate and discourse –

therefore making it easy to make consensus on certain issues regarding

women and Islam.

29

References

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and myths of religious belief: Blackwell Oxford.

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International Conference of Islamic Feminism, Barcelona, 27-29

October, 2005.

Barazangi, N. H. (2004). Woman‟s Identity and the Qur‟an: A New

Reading. Gainesville, FL: University Press of Florida.

Barlas, A. (2006). Women‘s readings of the Qur‘an.‘. n‟, in JDMcAuliffe

(ed.), The Cambridge Companion to the Qur, 255-271.

Cook, M.A., Ahmed, A., Sadeghi, B., & Bonner, M. (2011). The Islamic

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Giddens, A. (1984). The constitution of society : outline of the theory of

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Wadud, A. (1999). Qurʾan and woman : rereading the sacred text from a

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Sociology: Bedminster Press.

32



Perceptions of Primary and Secondary PrivateSchool

TeachersRegarding the Effectiveness of Homeworkand

Effect on Learning

Dr. Muhammad Yousuf Sharjeel

1

Kiran Dadabhoy2

Abdul Nasir Kiazai3

Dr Zarina Waheed4

Abstract

Homework assigned to school students is expected to carry the

influence to improve their academic performance directly. The present

study is to study the views of primary and secondary school teachers about

the ways in which they plan homework for their students. The study further

informs the about the level of awareness the two group of teachers have

about the factors of planning homework and the extent to which the

teachers from the two types of schools use these factors when planning

homework for their students. The study also informs whether the teachers

possess expert or amateur view of homework and homework planning.The

study employed interviews, questionnaires and field observations to

collect the data from various private schools operating in the city of

Karachi.

Key terms: Homework, homework planning, private schools, academic

performance.

_________________ 1. Associate Professor-Institute of Education & Social Sciences Hamdard University

2. PhD Scholar Institute of Business Management

3. Director Institute of Education & Research University of Balochistan

4. Lecturer Sardar Bahadur Khan Women University Balochistan.

33

Background of the study

Before the twentieth century, homework was viewed as an

important means of developing disciplined minds in children (Kravloc and

Buell, 2001). The progressive education movement in the early twentieth

century, however, denounced the routine of drill, memorization and

recitation that had been formerly enforced through schooling, as it was

seen as a threat to children‘s physical and mental health. In the 1950s, the

progressive education movement was replaced by a movement focused on

academic excellence and higher standards. The idea of homework returned

during the 1960s, and reformers sought to integrate the traditional drill or

recitation-type homework with principles of progressive education by

assigning homework that was academically oriented, yet enjoyable,

experiential and individualized (Gill and Scholssman, 2004). By

homework, it is meant tasks assigned to students by school teachers that

are meant to be carried out during non-school hours (Cooper, 2001).

According to Cooper and Valentine (2001) homework has little or no

effect on academic achievement of primary students because it has failed

to tune out the irrelevant stimuli from among the students. In other words,

students get distracted by other factors at home that hinder them from

being able to focus on completing their homework assignment.

Elementary school students have undeveloped study habits whereas

secondary and high schools students are mature enough to attend to their

homework and develop key study habits.

Most research shows that homework is beneficial to students in the

secondary and high school Grades; however at the elementary level it has

been a bit more controversial. Also there has been some evidence that

homework can foster negative attitudes such as a dislike of learning and

school work, causing stress in the family home (Cooper, 2003).

Teachers often view homework as a critical tool to improve

academic achievement for students, as it provides students with increased

learning opportunities and encourages them to review materials taught in

class. Research on homework conducted during the past two decades

consistently indicates positive effect of homework on academic

achievement as measured by tests and class grades. Furthermore, the most

34

frequently reported reason for giving homework is that it has immediate

effects on academic achievement by increasing the time students spend on

academic tasks, thereby helping them retain knowledge and develop

increased understanding of course materials (Cooper, Robinson and Patall

2006).

Many educators believe that homework contributes to the

enhancement of school learning and academic achievement. At the

elementary school level, some students reported a positive effect of

homework on academic achievement (Paschal, Weinstein and Walberg,

1984), while others found no difference in students‘ achievement as a

function of time spent on homework (Checkley,1997).In Pakistani context,

according to reports, untrained teachers assign homework without proper

coordination or providing basic knowledge about the topic, which results

in overburdening the students. It is therefore important that teachers plan

out homework in order that students derive maximum benefit out of it.

The study is expected to benefitprimary and secondary teachers to

develop their awareness regarding planning of homework. It will inform

policy makers at school level, curriculum planners and teacher education

institutes as to how to induct the factors of planning homework and how

teachers of various grade levels use homework planning as a source to

enhance the learning of students. It will guide the future researchers to fill

in the gaps that maybe left in this research and to address those limitations

that the researchers of this research have faced.The study will open doors

for researchers who can widen the parameters of the same study. This

study will provide guidance to schools authorities in developing policies

regarding homework and will guide teacher training institutes to

incorporate homework, its planning and its implementation, in the entire

training and education programme.

The study is restricted to the selected samples of primary and

secondary school male and female teachers only. The resources allocated

to gather the data were also limited in terms of effectiveness and

utilization. The major study delimitations also comprised the process of

data collection and its procedures, gathering of opinions of the stated

35

teachers regarding their view about homework planning, implications of

homework, feedback mechanism given to the students, and the effects of

homework on students‘ academic achievements. The periphery of

beneficiary who would benefit from this study are primarily the primary

and secondary school teachers, teacher educators, teacher training

institutes, primary and secondary curriculum developers and the policy

makers.Accessibility of the researchers to the participants and thesample

size also contributed as limitation. The study was could not assess the

teachers‘ knowledge and ability to plan homework, their knowledge about

the implications of homework and timely feedback on learners‘ academic

achievement. Accessibility to the number of school was another limitation.

Problem Statement

The reason for the researchers to select for this study comes from

personal experience of researchers. The researchers observed that an

immense amount of ill-planned and extensive homework was given to the

students by teachers on regular basis. While allocating such extensive

homework the teachers gave minimal consideration to the ability of the

students and minimal consideration to the appropriate amount of

homework for a particular grade level. Teachers failed to provide proper

verbal or written comments as feedback to the student. The teachers

believed that homework was given in order to complete the given content

and make the parents feel that work was given as homework. All these

issues have led the researchers to study the opinion of primary and

secondary school teachers while planning homework for students in order

to accelerate, extend and consolidate students‘ learning.

Teachers, parents, students and school administration are all

conceptually aware of the term ‗homework‘, but are unaware of its process

of planning and implementation and the reasons for giving homework to

students. The problem of homework planning by primary and secondary

private school teachers will be evaluated through related literature.

Objectives of the study

The study aimed to explore the effects of ‗grade level‘ on the

attitudes of primary and secondary teachers in Karachi towards planning

36

of homework and see to what extent the primary and secondary teachers

are aware of the factors which need to be considered while planning of

homework. It also aimed to find out whether the primary and secondary

teachers of private schools are aware of the purposes of assigning

homework.

Review of Related Literature

Cooper (2001) is of the opinion that homework plays a key role in

quality teaching and learning and brings forth prior knowledge so teachers

teach effectively. Cooper states that homework helps the student practice

new learning, leaving more class time for quality instruction. Thus

homework helps the student practice new learning, leaving more class

time for quality instruction. It assists in assessing students‘ understanding

so the teacher after checking the assigned homework can re-teach as

necessary. Home work also sets the stage for the next day's learning and

gives more time for drill and practice to cement the new learning.

According to Glazer and Williams (2001), homework is an integral

part of instructional programs. For a new skill to become automatic or for

new knowledge to become long lasting, distributed and sustained practice

is necessary. Homework provides reinforcement, practice, application,

transference and enrichment of what is taught in class, prepares students

for meaningful class participation and fosters a closer home-school

connection for ongoing parental involvement in the student‘s education.

As students complete their assignments, they become more interested in

and responsible for their learning. Demands are placed on students due to

homework which help them to develop mental skills such as

concentrating, following directions, organizing materials, solving

problems, and working independently which are essential for holistic

development of an individual. It offers a way for students to develop a

sense of competency and independence. The most helpful homework

assignments are carefully planned by teachers and have direct meaning to

students (Marzano & Pollock, 2001).

General Principles of Homework

Sowell (2003) has stated the following six principles of homework

37

1. Homework is a purposeful learning experience which provides

revision and consolidation, extension and enrichment of what was

earlier taught in class. It is an educational activity which arises

from an interesting, stimulating and appropriate school experience

and is seen as consistent with life-long learning.

2. Structured activities set deliberately by the teacher designed to

complement class work (example reading books and collecting

items). As schooling becomes more structured in organization and

as the specific needs of students are more clearly identified, the

teacher may establish more formal homework programs

appropriate to need.

3. Homework fosters the home-school partnership in the education of

the student as it is a means by which the school programs are

introduced in to the home setting.

4. Homework is to be regularly monitored and involves evaluating

the students‘ achievement and assisting them to overcome

difficulties. Monitoring should be carried out as soon as the

homework is complete.

5. When assigning homework,practical and useful opportunities are

provided by teachers who recognize differing needs or encourage

differing talents among students. Students with special talents are

to be stimulated and challenged while slow learning students are to

be given homework which allows them to do it to the best of their

abilities.

6. The amount of time that students are expected to spend on

homework will depend upon the age, ability, home environment

and extra -curricular activities of students, including family and

cultural obligations. It is important that students of all ages have

opportunities for free time, leisure and physical activities outsides

school.

Characteristics of Homework Assignments

Homework assignments must be meaningful, relevant and must

complement the curriculum.Homeworkis a cost effective instructional

technique. A properly designed homework which truly complement‘s the

curriculum will leave positive effects on student achievement and

38

character development and can serve as a vital link between the school and

family. Homework, along with sports, special programs, and other

activities, is an important component of the total educational program

(Bempechat, 2004).

Chaniotakis and Thiodis (2007) state that one of the characteristic

of a well-designed homework assignmentis that it is directly related to

what has being taught in the classroom, another characteristic is that it

extends students‘ learning beyond the classroom. They also claim that

student achievement rises significantly when teachers regularly assign

meaningful homework and students conscientiously do it. The purposes of

the assignment should be clear to the teacher and to the students. It should

also be made very clear by the teachers how the students should profit and

what they should learn from the assignment.

Willingham (2002) states that a characteristic of homework

assignment is it is most effective for the learning of simple tasks. Students

should not be expected to teach themselves complex skills at home.

However, if the purpose of homework is to generate interest in a topic, it is

appropriate to provide more challenging assignments that require the use

of high order thinking skills and the integration of different domains of

knowledge. Activities such as explaining what is seen or read in class,

comparing, relating, and experimenting with ideas and analyzing

principles are examples of assignments that are more interesting and

thought provoking to students. They also teach students to be independent

learners.

Exogenous factors to be considered by the teachers while planning

homework are the students‘ abilities, study habits and grade level

(Eggens& Kauchak, 1999). Individual student differences regarding

academic abilities need to be considered when providing homework that is

grade level appropriate. Educators should adjust teaching strategies,

including the use of time spent on homework according to the individual

needs and abilities. It is the duty of the teachers to determine if students

have the concepts and skills necessary to complete the assignment as

insufficient preparation for homework may result in high levels of student

39

frustration. Teachers must also match the homework assignments to the

skills, interests and needs of students in order to make them into

meaningful experiences, allowing the student to feel competent. They

should allow students to choose their assignments and create variety from

time to time (Cooper, Lindsey and Nye, 2000).According to Willingham

(2002) homework policies are essential in setting appropriate guidelines

for each grade level and establishing realistic demands on students.

Elementary, middle school, and high school guidelines should be provided

to enhance the clarity of homework assignments and to control homework

load, especially for students with a different teacher for each subject.

Initial factors to be taken care of while teachers assign homework

to students are provisions of material and facilitations in order to complete

their task successfully (Eggens, 1999).Mc Garvey (2003) says that it is

often useful to start a homework assignment in class to make sure students

understand the assignment. Homework assignments should include

material taught in previous weeks and even months. (Willingham, 2002).

When teachers prepare written instructions and discuss homework

assignments with students, the students take the assignments more

seriously than if they were just announced. According to Butler (2002),

written feedback on homework assignments has proven to be an effective

way to correct student errors and to promote learning. Primary students

learn to understand the relationship between effort and grades over time as

they are quizzed frequently and their homework is scored and returned

quickly.

Hong and Milgram (2000) are of the opinion that properly

designed follow-up contributes to learning. To be most effective,

homework should be collected, scored and included in the grading system.

Cooper (2001) claims that when teachers prepare written instructions and

discuss homework assignments and its follow-up and grading procedure

with students, the students take the assignments more seriously than if

they were just announced. Students are more willing to do homework

when they believe it is useful, when teachers treat it as an integral part of

instruction, when students know that it will be evaluated by the teacher,

and when completion of the assignments counts toward the total class

40

participation and grade. Teachers comments provided on homework,

particularly positive ones, tend to produce better learning. The comments

also demonstrate that teachers find the homework valuable and important.

According to Mc Garvey (2003) homework assignment is a useful

diagnostic tool for teachers as it provides information about the student‘s

level of learning and understanding of the topic.

Review or reinforcement of assignments is conducted by teachers

so that homework is not an isolated entity. If the tasks assigned as

homework has a worthwhile purpose in the first place, they should be

worth following up in class (McGarvey, 2003). Cooper, Robinson and

Patall (2006) claim that teachers often view homework as a critical tool to

improve academic achievement for students, as it provides students with

increased learning opportunities and encourages them to review material

taught in class. They further add that homework has positive effects on

achievement as measured by tests and class grades. Homework has

immediate effects on achievement by increasing the time students spend

on academic tasks, thereby helping them retain knowledge and develop

increased understanding of course materials.

Statement of the Hypothesis

The researcher has developed the following hypotheses after a

thorough review of literature which are stated in both alternate and null

form.

Ho1: There is no significant difference in the opinions of primary and

secondary school teachers regarding the effects of the ‗characteristics of

assigned tasks‘ while planning homework.

H02: There is no significant difference in the attitudes of primary and

secondaryschool teachers regarding the effects of ‗exogenous factors‘

while planning homework.

Methodology of the Study

Causal comparative research methodology was employed which is

a quantitative approach. The study employed the steps that included

formulation of hypothesis, design the study, selectionof samples and

instruments, collection of data, analysis of data and drawing conclusion.

41

The target population for this study was the primary and secondary private

school teachers in the city of Karachi-Pakistan. The selection of schools

for this study was based on the selection of both primary and secondary

private school teachers who assign homework to their students. The

sample selected for this research study was a group of secondary and a

group of primary private school teachers who planned and assigned

homework to their students. The sample was made up of class teachers,

subject teachers. There were teachers with a minimum of 2 years of

experience to a maximum of 10 years of experience. These teachers taught

a minimum class size of 20 to a maximum class size of 40 students‘ per

class. Majority of the primary teachers were intermediate or high school

pass whereas majority of the secondary school teachers were graduates. In

the sample, there were 5% males and 25 % female teachers.

Instrumentor the Data collection tool

The instrument was developed after several consultation with the

mentor and literature reviews. As a result, the instrument was designed

and developed to collect opinion of teachers. It was designed to gather the

opinion of primary and secondary school teachers regarding the influence

of the various factors which affected the ‗planning of homework. The

questionnaire was made up of four sections which consisted of statements

relating to the four hypotheses of the study. The opinion of the teachers‘

were gathered in each section using a five point Likert scale with the

categories of Strongly Agree (SA), Agree (A), Undecided (U), Disagree

(D) and Strongly Disagree (SD).

Data Analysis Test Statistics

Primary agreement of using

characteristics of assigned tasks

Secondary agreement of using

characteristics of assigned tasks

Chi-square .600a .600a

df 3 3

Asymp. Sig. .896 .896

The asymptotic significance in the above table is p-value 0.896>0.05.

Therefore we fail to reject the Ho and conclude that there is no significant

difference in the levels of agreement between the primary and secondary

42

teachers in using the characteristics of assigned tasks while planning

homework.

Test Statistics

Primary agreement levels

of using exogenous factors

Secondary agreement levelsof using

exogenous factors

Chi-square .000a .000a

df 4 4

Asymp. Sig. 0.756 0.756

The asymptotic significance in the above table is p-value 0.756 > 0.05.

Therefore we fail to reject the Ho and conclude that there is no significant


teachers in using the exogenous factors in using homework plans.

Findings

From the test of hypothesis, it can be ascertained that both the

primary and secondary teachers‘ who plan homework do consider the two

essential factors of planning homework. Theirconsideration of thetwo

factors make homework planning and its implementation purposeful,

relevant and beneficial for their students. All the four null hypotheses

tested using chi square at 0.05 level of significance failed to be rejected.

Therefore the chi square test results confirm thatthere is no significant


school teachers in using the two factors while planning homework. Both

the primary and secondary school teachers were well aware of the

necessary factors while planning homework and there was no significant

difference in their planning.

On the basis of this research, it can be concluded that homework is

an effective teaching technique which if planned, implemented and

evaluated or assessed timely by teachers can prove to be beneficial in the

academic achievements of the learners‘. They must also consider the

amount of homework they assign and provide accurate and timely

feedback in order for the students to become independent and efficient

learners.

43

References

Bempechat, J. (2004). The motivational benefits of homework: A

social-cognitive perspective. Theory into practice. 43(3),

189-196.

Butler, J. (2002). Importance of Homework. Oxford University Press.

London.

Chaniotakis, N. Thiodis, I. (2007). Teachers‘ perception about homework,

School and family, 6 (4), 97-135.

Checkley, K. (1997). A new look at an age of old practice. Education

Update, 39 (7), 12-34.

Cooper,H., Lindsay, J.J., MuhlenBruck, L., & Nye, B. (1999). Homework

and achievement: Explaining the different strengths of relation

at the elementary and secondary schools. Social Psychology of

Education 3, 295-317.

Cooper, H., & Valentine, J.C. (2001). Using research to answer practical

questions about homework. Educational Psychologist, 36 (4), 143-

152.

Cooper, H. (2003). Homework for all- in moderation. Educational

leadership, 58(7), 34-45.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework

improve academic achievement? A synthesis of research,

1987–2003. Review of Educational Research, 76(1), 1–62.

Eggen, P. & Kauchak, D. (1999). Educational Psychology: Windows on

classroom. (4th

ed). New Jersey: Merrill.

Gill, B.P. & Schlossman. S.L. (2004) The American discourse on

homework. Theory into practice, 24 (4), 34-89.

44

Glazer, N., & Williams, S. (2001) Averting the homework crisis.

Educational leadership, 58 (7), 39-42.

Hong, E. & Milgram, R. (2000). Homework: motivation and learning

preference. Westport: Bergin & Garvey.

Kravloc, E. & Buell, J. (2001) End homework now. Educational

leadership, 58(7), 39-42.

Marzano, R. & Pollock D.J. (2001) Classroom instructions that work.

Alexandria: Association for Supervision and Curriculum

Development

Mc Garvey, B. (2003). The war on homework. Education update, 49(1),

64-86.

Paschal, R.,Weinstein, T.Walberg, H.J. (1984). Effects of homework: a

quantitative synthesis. Journal of educational research,78(4),

97–104.

Sowell, E. J. (2003) Educational research: An integrative introduction.

Boston: McGraw- Hill.

Willingham, D. (2002). Allocating Student Study Time. American

Educator,

Retrievedfromhttp://www.aft.org/pubsreports/american_educator/authors5

.htm.

45



Effect of Corrective Feedback Mechanism on the Performance of

Grade VI English Language Students in Private Sectors Schools in

Karachi

Erum Khan1

S.M. Danish2

Dr. Muhammad Yousuf Sharjeel3

Abstract

Several Pakistani secondary school students from various popular

institutes undergo a variety of problems and difficulties due to their

inability to demonstrate a genuine and natural skill to use English

language in real life. The situation under which English at the secondary

level is taught in Pakistan is not as favorable to teaching and learning of

the language as it ought to be. The courses taught lack precise curricular

objectives as English language teachers are not prepared with resourceful

academic tools. The majority of English language teachers depend upon

outmoded instructional modus operandi. In addition, inapt textbooks are

selected to teach English as a Second Language and language teaching

amenities are not operational with audiovisual aids; the examination

system is flawed as it lacks determining achievement and the education

system is deficient of an observation and feedback system.

The paper serves as a measure to identify the current gaps in

teaching quality of English teachers in secondary school and the impact of

corrective strategy and its significance on writing skills of Grade VI

private sector English language students with emphasis on mechanism

and explanations on various aspects of language learning.

The study shows that corrective feedback strategy has a significant

impact on writing skills, linguistic mechanism, explanations and written

______________________ 1. M.Phil Research Fellow Hamdard University

2. M.Phil Research Fellow Hamdard University

3. Associate Professor, Hamdard University

46

corrective feedback on various aspects of language learning. Students‟

responses in essay questions affect their overall English language

performance under the principles of corrective feedback mechanism.

Key Terms

Skill-oriented language teaching, secondary students, linguistic

competency, conventional language teaching styles, language-deficient

performance, Corrective feedback, language tools

Background of the Study

Currently in Pakistani secondary schools, the assessment system

prevailing in the majority of the secondary schools is not continuous

summative, but still only summative in nature. This trend leads to the

students relying on efforts to score well in the written assessments only

disregarding the development of other English Language skills essential

for the professional scenario. In order to measure eventual achievement,

development or aptitude in language skills, skill-based teaching and

formal tests should be conducted without corrective feedback. In terms of

writing, each of the above mentioned qualities can be evaluated. For

example, after using corrective feedback techniques to teach, analysis of

the students‘ grasp of the language at the phonological stage, an

assessment of achievement in understanding the written language can be

administered. Such a test could be of the students‘ understanding

regarding second language writing. Related tests can be considered to

evaluate the other skills of English language rather than giving corrective

feedback. The gap is very obvious because nearly all assessments in

Pakistan are subjective and this is the main reason they only test the

writing skills of the students. These subjective tests do not assess the

secondary school students‘ performance of the language rather limit them

by only measuring the learners‘ knowledge of it.

Problem Statement

Corrective feedback in classes of English writing skills in

secondary schools in Pakistan does not assess the written skills which are

required in the real professional work. This research explained efforts to

assess the aptitude of the secondary English language learners for

47

developing skills focusing corrective feedback to enhance writing

competency and grammatical structure. The study intended to shed light

upon English language writing skill testing strategies which focus on skill

development pedagogy rather than the conventional practice of testing

secondary English language students with a summative written test only.

In Pakistan, secondary education institutions do not focus on skill-based

language teaching strategies and valid language tools are not utilized to

teach and test English Language, competency effectively (Malik 2009).

The existing procedures of assessment in Pakistan secondary

schools are deficient in employing corrective feedback strategies so as to

lessen the differences and problems between teaching and testing of the

English language to higher secondary learners. Gronlund (2000) also

substantiates that skill-based corrective feedback test composed according

to an instructional framework performs a very important part in

undertaking the extent of the success or failure of language teaching

program. Hambleton & Patsula (1991) explain the value of enhancing the

validity of adapted language tests, stress upon avoiding myths and

recommend guidelines in order to improve language testing.

Study Objectives

1. To study the difference in performance between secondary students

taught through corrective feedback mechanism

2. To investigate linguistically competent procedures that ensures effective

English language proficiency at private secondary schools

3. To analyze the effect of corrective feedback on the language students

4. To evaluate the extent to which corrective feedback is effective in

English language teaching practice can meet the national secondary

education objectives

Research Question

Is there effect of corrective feedback on performance of Grade VI

English language students in private schools in Karachi?

Research Hypotheses

48

There is a significant difference in the written test score achieved

in English by secondary English language students taught wit through

corrective feedback mechanism.

Types of Feedback

Formative feedback is intended to facilitate improvement in 1 of

the 3 competency domains of knowledge, skills, or attitudes. Specific

feedback is linked to a specific statement or behavior demonstrated in the

encounter by the student. General feedback is not linked to specific

statement or behavior demonstrated in the encounter by the student.

Positive feedback is intent of reinforcing successful performance.

Corrective feedback is with intent of pointing out deficit in performance

for future improvement. Summative feedback is feedback providing

overview of student performance in the encounter without specifically

referring to one of the competency domains of knowledge, skills, or

attitudes.

Cognition and Metacognition in Language

This introduces the basic concepts of metacognition and self-

regulated learning, explores how learners take an active part in their

learning through self-regulation. We study different models of self-

regulated learning (SRL). We discussed the theory of metacognition and

SRL and show how these basic cognitive processes motor learning in

academic settings, as well as how to facilitate SRL in the secondary

classroom.

In educational settings, applications of learning strategies related to

cognitive psychology focus on understanding the impacts of strategy

training for diverse types of works and students. Results from these

researches usually signify that strategy training is valuable in enhancing

the performance of English language learners on an extensive variety of

reading and problem-solving tasks (Brown, Bransford, Ferrara, and

Campione 1983). Significant conclusions from these researches show that

English language learning strategies include an executive, or

metacognitive, function inclusive of cognitive processing.

49

Flavell (1979) says that language-based cognition is the process of

knowing and perception through thinking, experience, and the mind.

Human cognition is mindful and unaware, tangible or intangible, as well

as instinctive, like knowledge of a language and theoretical background

like a model of a language. Vygotsky hypothesized that learners build up

the capability for self-regulation during communication with more well-

informed others. (Vygotsky, 1978).

Pintrich (2002) states that language learners who are aware about

the various types of methodologies for learning, thinking and problem

solving are more liable to utilize them. Efficient secondary English

language students have various learning strategies suitable to the

characteristics of the task, to the learning material, to personal goals and

level of learning (Skehan, 1991). Research conducted upon learning of

language have given significance to cognitive and meta cognitive learning

strategies like the formation of hypothesis or language practice which is

cognitive and planning and evaluating one‘s own learning which is meta

cognitive (Oxford and Cohen, 1992).

Dunning, Johnson, Ehrlinger, and Kruger (2003) in their study

―Why People Fail to Recognize Their Own Incompetence‖ discovered that

generally people are ignorant of their lack of ability, lack awareness about

deficits in their academic and communal skills. They recognized this

design across many areas like test-taking, writing grammatically and

thinking logically. This research suggests that amplified metacognitive

capability, to learn explicit and correct skills, how to identify them, and

how to apply them is required in several situations. Tanner (2012) asserts

that learners to become further metacognitive must be educated about the

idea and its language clearly and not in a content-delivery model like

simply a reading or a lecture and also not in a single lesson. This kind of

explicit instruction will assist learners enlarge or substitute existing

learning strategies with innovative and more valuable ones.

Kaplan (2001) advocates that skill-oriented language teaching and

testing strategy needs to be seen as a vital component of contemporary

secondary education English language curriculum as the skills needed in

50

the real professional world provide the experiential foundation to language

students to practice in later life. McNamara (2001) says that most

internationally renowned secondary education institutions have also

realized that the pre-existent supremacy of English skills around the world

in professional contexts insists on them to prepare the secondary school

students for the upcoming real world demands and challenges. The skills

of secondary students of English are therefore, a fundamental feature to be

developed.

Writing Skills

Writing is the inscription of characters on a medium, intending to

create words or other constructs of language. By writing well, one earns

respect as it clarifies thoughts, makes better learning and enhances the

effective use of words in speech, both oral and written. Experts in applied

language teaching are of the opinion that power to write good ideas in

good English with clarity and confidence will always profit an individual.

Writing has always been recognized as an extremely essential skill in

English language acquisition. It is a vital part of language learning because

when an individual writes, thoughts and information are blended to

cultivate a meaning that is unique. This leads to the identification of

writing on more complex issues by secondary students.

The question here is whether a single measure can, for example a

written test, provide a complete framework to test the overall proficiency

in all modes of English communication. Studies have shown that although

testing one or two English language skills may provide an indirect

indication of other skills, they provide no comprehensive assessment of

communicative ability. The four skills have very strong correlation, but

not to the extent that assessment of one can take place for another.

Logically, they have to be assessed individually and failing to assess all of

them proficiently may leave gaps which are critical. These gap need to be

addressed adequately at all forums of language teaching.

Socio-cultural theory and Corrective Feedback

Much of the preceding discussion of CF has been based on an

interactionism/cognitive view of L2 acquisition according to which CF

51

facilitates acquisition by activating internal processes such as attention and

rehearsal that make acquisition (conceived as something that goes on inside

the learner‘s head) possible. In this section, a different view of acquisition

and the role played by CF will be outlined. Drawing broadly on both

interactionism/cognitive and SCT views of CF, the study proposes the

following general guidelines for correcting learner errors. These guidelines

constitute an explicit set of principles that teachers can reflect on when

determining their own policy for CF.

1. Teachers should ascertain their students‘ attitudes towards CF, apprise

them of the value of CF, and negotiate agreed goals for CF with them. The

goals are likely to vary according to the social and situational context.

2. CF (both oral and written) works and so teachers should not be afraid to

correct students‘ errors. This is true for both accuracy and fluency work,

so CF has a place in both.

3. Focused CF is potentially more effective than unfocused CF, so

teachers should identify specific linguistic targets for correction in

different lessons. This will occur naturally in accuracy work based on a

structure-of-the-day approach, but can also be usefully applied in fluency

work.

4. Teachers should ensure that learners know they are being corrected (i.e.,

they should not attempt to hide the corrective force of their CF moves

from the learners). Whereas it will generally be clear to learners that they

are being corrected in the case of written CF, it may not always be clear in

the case of oral CF.

5. Teachers need to be able to implement a variety of oral and written CF

strategies and to adapt the specific strategies they use to the particular

learner they are correcting. One way of doing this is to start with a

relatively implicit form of correction (e.g., simply indicating that there is

an error) and, if the learner is unable to self-correct, to move to a more

explicit form (e.g., a direct correction). This requires that teachers be

52

responsive to the ―feedback‖ they get from learners on their own

corrective feedback.

6. Oral CF can be both immediate and delayed. Teachers need to

experiment with the timing of the CF. Written CF is almost invariably

delayed.

7. Teachers need to create space following the corrective move for

learners to uptake the correction. However, whether the correction is or is

not appropriated should be left to the learner (i.e., the teacher should not

require the learner to produce the correct form).

8. Teachers should be prepared to vary who, when, and how they correct

in accordance with the cognitive and affective needs of the individual

learner. In effect this means they do not need to follow a consistent set of

procedures for all students.

9. Teachers should be prepared to correct a specific error on several

occasions to enable the learner to achieve full self-regulation.

10. Teachers should monitor the extent to which corrective feedback

causes anxiety in learners and should adapt the strategies they use to

ensure that anxiety facilitates rather than debilitates.

These guidelines should not be presented to teachers as mandatory, but

rather as a set of propositions that they can reflect on and debate. They

serve as a basis for teacher development. Richards and Farrell (2005)

define teacher development as follows: Ellis Corrective Feedback L2

Journal Vol. 1 (2009) 15 Teacher development…seeks to facilitate growth

of teachers‘ understanding of teaching and of themselves as teachers. It

often involves examining different dimensions of a teacher‘s practice as a

basis for reflective review. (p. 4).

Critical Debate in the Literature

Beuningen (2010) argues that corrective feedback looks at in the

context of second language learners as it relates to second-language

53

acquisition, but is very useful for low-achieving writers .The researcher is

merely saying be selective and don't try to mark up every mistake on the

paper. This is useful. Perhaps you are trying to teach adverbs and you are

assessing adverbs through a writing assignment. The author also looks at

other, more positive ways of offering feedback in grammar correction.

That one is my favorite and one that I have adopted in my teaching.

Another study on corrective feedback by AL- Bakri, (2015) states

that teachers‘ beliefs and their practices are extremely significant in the

context of giving students feedback in L2. This study is particularly design

in Omani context. On contrary, Aljaafreh & Lantolf (1994) states that

negative feedback also has very prominent impact on second language.

Ashwell (2000) stated the responses of student‘s writings in more than one

drafts also has positive responses. Feedback forms followed by content

feedback gratified the students to write their responses. Bitchener (2008)

states that corrective feedback has powerful role in writing skill ,it give

positive and approach to the second language learner, it is evident in most

of our researches and researchers are agreed that corrective feedback is a

good technique .

According to Brown (2012) there is a new debate stated about

corrective feedback is that now teacher should go for written corrective

feedback for compositions. Some researches states that it is not as straight

forward and early to change the approach. According to Schachter (1991),

corrective feedback, negative evidence, and negative feedback are three

terms used respectively in the fields of language teaching, language

acquisition, and cognitive psychology. Different researchers often use

these terms interchangeably. The feedback can be explicit (e.g.,

grammatical explanation or overt error correction) or implicit. Implicit

correction includes, but is not limited to, confirmation checks, repetitions,

recasts, clarification requests, silence, and even facial expressions that

express confusion.

There is further evidence of the role of corrective feedback in the

hypothesis testing models of acquisition. In these models, the learner is

assumed to formulate hypotheses about the TL, and to test these

54

hypotheses against the target norm. In this model of learning, corrective

feedback, or negative data, plays a crucial role (Bley-Vroman, 1986,

1989). Ohta (2001) takes corrective feedback a step further by showing

that if the correct form is provided, learners may have the chance to

compare their own production with that of another. In this way, corrective

feedback may stimulate hypothesis testing, giving the learner the

opportunity to grapple with form-meaning relationships. Corrective

feedback that does not provide the correct form, on the other hand, may

force the learners to utilize their own resources in constructing a

reformulation. In either case, corrective feedback may facilitate L2

development. According to Chaudron (1988), the information available in

feedback allows the learners to confirm, disconfirm, and possibly modify

the hypothetical, transitional rules of their developing grammars. Finally,

Schachter (1991), with reference to the above views, points out that it is

due to the corrective feedback the learners receive that they abandon their

wrong hypotheses and immediately switch to formulating new ones.

According to Ur, ―The learner needs feedback on how well he or

she is doing‖ (Ur, 1996, p. 243). However, in the post-method era,

language teaching methodologists are less inclined to be so prescriptive

about CF, acknowledging the cognitive contribution it can make while

also issuing warnings about the potential affective damage it can do. Ur

recognized that ―there is certainly a place for correction‖ but claimed ―we

should not Ellis Corrective Feedback L2 Journal Vol. 1 (2009) 5 over-

estimate this contribution‖ (because it often fails to eliminate errors) and

concluded that she would rather invest time in avoiding errors than in

correcting them—a position that accords with a behaviorist view of

language learning. Other methodologists, however, distinguish between

―accuracy‖ and ―fluency‖ work and argue that CF has a place in the

former but not in the latter.

Harmer (1983), for example, argued that when students are

engaged in communicative activity, the teacher should not intervene by

―telling students that they are making mistakes, insisting on accuracy and

asking for repetition‖ (p. 44). This is a view that is reflected in teachers‘

own opinions about CF (see, for example, Basturkmen, Loewen, & Ellis,

55

2004). Harmer‘s advice has the merit of acknowledging that CF needs to

be viewed as a contextual rather than as a monolithic phenomenon.

However, as we will see later, SLA researchers—especially those working

within an interactionist framework (see, for example, the collection of

papers in Mackey, 2007)—take a different view, arguing that CF works

best when it occurs in context at the time the learner makes the error.

SLA researchers also disagree about the role CF plays in L2

acquisition. Krashen (1982) called error correction ―a serious mistake‖ (p.

74). He offered two main reasons for this view. First, error correction has

the immediate effect of putting the student on the defensive‖ (p. 75) with

the result that the learner seeks to eliminate mistakes by avoiding the use

of complex constructions. Second, error correction only assists the

development of ―learned knowledge‖ and plays no role in ―acquired

knowledge.‖

Various proposals have been advanced regarding which errors to

correct. Corder (1967) distinguished ―errors‖ and ―mistakes.‖ An error

takes place as a result of lack of knowledge (i.e., it represents a gap in

competence). A mistake is a performance phenomenon, reflecting

processing failures that arise as a result of competing plans, memory

limitations, and lack of automaticity. Burt (1975) suggested that teachers

should focus on ―global‖ rather than ―local errors.‖ Global errors are

errors that affect overall sentence organization. Examples are wrong word

order, missing or wrongly placed sentence connectors, and syntactic

overgeneralizations. Local errors are errors that affect single elements in a

sentence (for example, errors in morphology or grammatical functors).

Krashen (1982), as noted above, argued that CF should be limited to

features that are simple and portable (i.e., ―rules of thumb‖). Ferris (1999)

similarly suggested that written CF be directed at ―treatable errors‖ (i.e.,

errors relating to features that occur in ―a patterned, rule-governed way‖

(p. 6). Others, including myself (Ellis 1993), have suggested that CF be

directed at marked grammatical features or features that learners have

shown they have problems with.

56

Some CF strategies automatically place the burden of correction on

the learner—for example, signaling an error by means of a clarification

request or by simply repeating the erroneous utterance. In the case of

written CF, ―indirect correction‖ (e.g., indicating the presence of an error

without supplying the correct form or using an error-coding system to

signal the general category of an error) constitutes a half-way house—the

teacher takes on some responsibility for correcting but leaves it up to the

individual student to make the actual correction. There is evidence to

suggest that prodding the learner to self-correct is effective in promoting

acquisition (e.g., Lyster, 2004; Ferris, 2006). There are, however, a

number of problems with learner self-correction. First, learners typically

prefer the teacher do the correction for them. Second, and more

importantly, learners can only self-correct if they possess the necessary

linguistic knowledge. That is, in Corer‘s terms, they can correct their

―mistakes‖ but not their ―errors.‖ Other (typically teacher) correction will

be necessary to enable learners to identify forms that are not yet part of the

interlanguage. Third, although output-prompting CF strategies signal that

there is some kind of problem with the learner‘s utterance, they do not

make it clear that the problem is a linguistic one (as opposed to just a

communicative one)

Such a system is somewhat crude; however, as it fails to

acknowledge the variation that can occur in the performance of a single

CF type. Recasts, for example, can take many different forms as Sheen

(2006) and Loewen and Philp (2006) have shown. For example, a recast

may occur by itself or in combination with another CF strategy; it may or

may not include prosodic emphasis on the problematic form; it may be

performed with rising intonation (i.e., as a confirmation check) or with

falling intonation (i.e., as a statement); it may be partial (i.e., reformulate

only the erroneous segment in the learner‘s utterance) or complete (i.e.,

reformulate all of it); and it may involve correcting just one or more than

one feature. Depending on the particular way the recast is realized, it may

be implicit (as in the case of full recasts performed in isolation, as a

confirmation check, and without any prosodic emphasis) or much more

explicit (as in the case of partial recasts performed in conjunction with

57

another CF strategy, such as repetition, and as a statement with prosodic

emphasis).

1. Recast. The corrector incorporates the content words of the immediately

preceding incorrect utterance and changes and corrects the utterance in

some way (e.g., phonological, syntactic, morphological or lexical). L: I

went there two times. T: You‘ve been. You‘ve been there twice as a

group?

2. Repetition. The corrector repeats the learner utterance highlighting the

error by means of emphatic stress. L: I will show you. T: I will SHOWED

you. L: I‘ll show you.

3. Clarification request. The corrector indicates that he/she has not

understood what the learner said. L: What do you spend with your wife?

T: What?

4. Explicit correction. The corrector indicates an error has been

committed, identifies the error and provides the correction. L: On May. T:

Not on May, In May. We say, ―It will start in May.‖

5. Elicitation The corrector repeats part of the learner utterance but not the

erroneous part and uses rising intonation to signal the learner should

complete it. L: I‘ll come if it will not rain. T: I‘ll come if it ……?

6. Paralinguistic signal the corrector uses a gesture or facial expression to

indicate that the learner has made an error. L: Yesterday I go cinema. T:

(gestures with right forefinger over left shoulder to indicate past)

The teacher has to select both the particular strategy to use in

response to a learner error and the specific linguistic devices for realizing

that strategy. This calls for considerable pragmatic and pragma linguistic

competence, and it is likely that teachers Ellis Corrective Feedback L2

Journal Vol. 1 (2009) 10 respond intuitively to particular errors committed

by individual students rather than knowingly in accordance with some

predetermined error-correction policy. This may explain two general

58

characteristics of teachers‘ error correction practices—they are imprecise

and inconsistent. Imprecision is evident in the fact that teachers use the

same overt behavior (e.g., ―repetition‖) both to indicate that an error has

been made and to reinforce a correct response (Leyster, 1998). Nystrom

(1983) commented that ―teachers typically are unable to sort through the

feedback options available to them and arrive at an appropriate response.‖

Inconsistency arises when teachers respond variably to the same error

made by different students in the same class, correcting some students and

ignoring others. Such inconsistency is not necessarily detrimental,

however, for, as Wrights (1975) has pointed out, it may reflect teachers‘

attempts to cater for individual differences among the students. Edge‘s

(1989) Mistakes and Correction and Mishra‘s (2005) amendments of Error

in English. A wide range of pedagogical practice is reflected in this

literature but it is simple and clear that there is an open agreement about

what constitutes productive practice.

METHODOLOGY

The research questions of this study posed the problem as to what

extent the corrective feedback at secondary English language students in

their performance give positive impact if taught and tested using the

teaching strategies that are majorly skill- oriented. This study adequately

depended on the experimental design as it was framed for this format of

research. The study endeavoured to control the effect of many

confounding variables as it was necessary for the researcher to employ the

experimental research design. This design is also effective in eliminating

the effects of external and intervening variables to a great extent. The

experimental design in this experimental research was the predictor

variable, being the strategic skill-oriented teaching which affected the

performance of the treatment group. This performance is also known as

the criterion variable.

Random sampling procedure with true experimental design was

used in this study with n= 143 (74 experimental samples and 69 control

samples) male and female students. Two groups of secondary English

language students with initial homogeneity were employed to minimize

bias and ensure randomization. The investigator adopted simple random

59

sampling strategy as the probability of the effect size on both selected

sample was unknown and equal for all study participants from population

of interest.

A true experimental design in an educational setting focused upon

the research participants who were selected randomly in order to study the

impact of the treatment. Chance occurrence was what could have caused

some difference in the two groups, control and experimental. Sampling

error and sampling bias were controlled to a great extent. The true

experimental design defined the true characteristics of the cause and effect

relationship when the treatment group was given the treatment under the

decided conditions and therefore was integral to this research. This design

also ensured higher level of internal validity reducing internal threats to

validity. The true experimental method of research measured what it was

intended to measure. In educational research, when this design is

employed, it provides and augments a strong comprehension of the

impacts of the treatment upon the group which has been experimented

upon.

Procedure

Using standardized essay type test which follows the formats of,

the competency of participating secondary English language students was

tested. In order to make sure randomization and non-biased impacts upon

the control and experimental groups of participants, pre-experiment testing

was conducted employing a test of homogenous control variables. The

pre- decided treatment was administered to the experimental group for a

period of four months as defined by authorities in educational research.

After the experimental group underwent the treatment, the results

were compared with the control groups‘ performance. SPSS paired sample

T test was used for ensuring accuracy and the results assisted to test the

hypothesis. This procedure informed the investigator whether or not the

treatment of corrected feedback language teaching strategy was better than

the traditional method of teaching English to secondary school students.

Class VI secondary English language students were the target population

of the study. The sample was drawn from chartered and recognized

60

secondary schools in Karachi comprising male and female students. All

the students of secondary schools were the target population. Pertinent

information was obtained related to corrected feedback teaching and

testing strategies through the investigations in the desired direction.

This proposed model was used to assist the teachers of secondary

schools offering English language classes to improve their academic

capabilities. Along with the data obtained through the experiment i.e essay

writing, pre and post test was conducted which focused on the standard

operating procedures of the corrective feedback of English language

teaching and testing practices. With regards to the impact on secondary

English language students‘ performance, the middle, class VI English

language teachers‘ pedagogic skills, content knowledge, competency,

Corrective feedback and testing skills were also analyzed. Secondary

English language teachers‘ pedagogic skills, content knowledge and

competency were also studied with regards to their impact on students‘

motivation and knowledge. Effect of summative and formative

assessments in English language competency formed the basis to identify

the strength and weaknesses of the two strategies employed by the

teachers. Significance level to test the developed hypotheses was set on

0.05. Paired sample t-test, Multi linear Regression Analysis and the

Pearson Coefficient of Correlation were used as tools to test the developed

hypotheses.

The results acquired through the test administered on experimental

group were compared with that of the control group after the treatment.

The control group was taught through traditional method, then corrective

feedback was given, then posttest was taken with. Prior to the

randomization process, the effect of control variables on the two groups

was ensured through a pre-test instrumentation process.

Research Instrument

The self-developed research instrument comprised the skill-

oriented test with various items focusing various aspects designed by the

experts in the field of linguistic testing. The instrument was administered

on the experimental group whereas the control group was taught

61

conventionally. This technique helped ascertain that the two groups were

not chosen on prior assumptions and that the pre-test effect obtained

through the homogeneity of the participants was not significantly

different. The other components of the instrument were essays and

observation. Dichotomy, Likert scale, semantic differential scale, multiple

choice and rank order scale, open-ended and close-ended questions were

used to collect descriptive data. The reliability coefficients were also

estimated on these aspects.

Pilot Study

The pilot study was conducted with n= 28 secondary students

enrolled in the regular English language courses offered at various private

secondary schools across the city of Karachi. The study constituted the

basic framework to estimate the instrument reliability and validity. Other

significant changes were made after the data had been obtained through

the pilot study. This was a self-administered recognized test of English

language skills.

Instrument Reliability/Validity

The reliability of the essay and observation were ensured prior to

administering the entire instrument to the participants. Statistical

reliability was estimated through Cronbach Alpha using SPSS v.20.

Content validity, criterion validity and construct validity of the instrument

was particularly addressed using the techniques advocated by L.R.Gay, an

expert in educational research.

Method of Data Collection

Study participants were contacted through a consent-seeking letter

after they had been randomly selected for the study. This random sampling

method was selected for the reasons that experimental studies are best

when done with random samples to avoid research bias to best possible

extent. In case of their non-availability, they were contacted through

ordered telephone calls and e-mails. Both the groups were asked for their

opinion after the treatment. This technique was disguised strategy in

which the researchers did not disclose to respondents that the control

group was also asked the same questions the same time to ensure that

62

internal validity threats do not interfere with the results and its

generalization. The filled questionnaires were collected from the

respondents through e-mails and personal visits.

Incorrectly filled out and late submission of the questionnaires

were not granted approval to be included in the data analysis process. The

researchers ensured that the minimum rate of return and rate of response

were 95%. The questionnaire was personally administered by the

investigator and the team trained by the investigator. This process was

monitored and evaluated adequately as and when need arose for

intervention. During the data collection, it was ensured that the process of

data collection was error free and no respondent answered the

questionnaire or interview items vaguely. A voice recording system and

videotaping strategy was also used with prior notice and permission to

ensure that the data collection was bias free. The evidence of students‘

confidence level, perceived stress, experienced stress, achievement level

of the two groups after the treatment was emphasized in the data collection

process.

Results and Findings

Hypothesis

There is no significant difference in the writing test score of secondary

English language students taught by corrective feedback and those who

are not taught by corrective feedback.

Table 1: Writing Test Score of Grade VI Students

Independent Samples Test

1.318 .252 -2.922 225 .004 -.66193 .22654 -1.10834 -.21552

-2.935 223.507 .004 -.66193 .22554 -1.10638 -.21747

Equal variances

assumed

Equal variances

not assumed

Writing Score

F Sig.

Levene's Test for

Equality of Variances

t df Sig. (2-tailed)

Mean

Difference

Std. Error

Difference Lower Upper

95% Confidence

Interval of the

Difference

t-test for Equality of Means

Levene‘s test for equality of variance and t-test for equality of

means in Table 1 suggest that the test is significant. The F test value reads

1.318 which is significant and so is the t-test value which reads -2.922.

The two-tailed independent sample t-test is significant with a mean

63

difference between the two groups which reads -0.66193. The test

significance is also evident from the fact that the upper and lower

confidence interval values at 95% significance level is a non-zero value

which rejects the probability of equal means.

Conclusion

When secondary English students learn through corrective

feedback, they enjoy learning English language more as there are various

opportunities to express emotions. Similarly, corrected feedback language

teaching strategy is more durable as a teaching method as in conventional

settings, teachers seem to dominate the process of teaching and learning

entirely through their planned lectures. The other glaring findings drawn

through this research was that in corrected feedback secondary English

language class, students also get to written various types of native and

non-natives of English and express feelings at the end of every writing

comprehension exercise.

On the other hand, in a corrected feedback lesson, secondary

students work in pairs and groups to discuss various events when the

teacher arranges an activity for written communication. This opportunity

is denied otherwise in conventional lecture-based and translation-based

teaching practices. The study also concludes that class VI English students

enjoy different forms of writing exercises in groups and pairs. . This

opportunity is denied in conventional lecture based teaching methodology.

The other significant conclusion drawn from the study is that there is

prominent difference seen writing possible in this form of teaching

English language with corrective feedback mechanism.

64

References

Van Beuningen, C. (2010). Corrective feedback in L2 writing:

Theoretical perspectives,empirical insights, and future

directions. International Journal of English Studies, 10 (2), 1-27.

Al-Bakri, S. (2015). Written corrective feedback: Teachers¹ beliefs,

practices and challenges in an Omani context, Arab Journal

Aljaafreh, A. & Lantolf, J.P. (1994). Negative feedback as regulation and

second language learning in the zone of proximal development.

Modern Language Journal, 78 (4), 465–483.

Retrieved from http://www.jstor.org/stable/328585

Ashwell, T. (2000). Patterns of teacher response to student writing in a

multiple-draft composition classroom: Is content feedback

followed by form feedback the best method? Journal of Second

Language Writing, 9 (3), 227–257. doi:10.1016/S1060-

3743(00)00027-8

Bacha, N. N. (2002). Developing learners' academic writing skills in

higher education: A study for educational reform. Language and

Education, 16(3), 161-177.

Bacha, N. N. (2002). Developing learners' academic writing skills in

higher education: A study for educational reform. Language and

Education, 16(3), 161-177.

Cole, J., & Feng, J. (2015). Effective Strategies for Improving Writing

Skills of Elementary English Language Learners. Online

Submission.

Gronlund (2000). How to write and use language instructional objectives.

(6th Ed.). Prentice Hall. NJ.

http://www.jstor.org/stable/328585

http://dx.doi.org.ezproxy.library.uvic.ca/10.1016/S1060-3743(00)00027-8

http://dx.doi.org.ezproxy.library.uvic.ca/10.1016/S1060-3743(00)00027-8

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Hartman, H. J. (Ed.). (2001). Metacognition in learning and instruction:

Theory, research and practice. New York: Springer.

Johnstone, K. M., Ashbaugh, H., & Warfield, T. D. (2002). Effects of

repeated practice and contextual-writing experiences on college

students' writing skills. Journal of Educational Psychology, 94(2),

305.

Malik, F (2009). The Teaching of English in Pakistan. Lahore: Vanguard.

Olson, C. B., & Land, R. (2007). A cognitive strategies approach to

reading and writing instruction for English language learners in

secondary school. Research in the Teaching of English, 269-303.

Oxford, R. L., & Cohen, A. D. (1992). Language Learning Strategies:

Crucial Issues of Concept and Classification. Applied Language

Learning, 3, 1-35.

Pintrich, Paul R. (2002). The Role of metacognitive knowledge in

learning, teaching, and assessing.Theory into Practice, 41(4). 219-

225.

Rahman, T. (1999). Language, Education and Culture. Karachi: Oxford

University Press. Rao, Z. (2007). Training in brainstorming and

developing writing skills. ELT journal, 61(2), 100-106.

Schellekens, P., & Berry, V. (2013) Setting standards for professional and

academic contexts Siegel, J. (2013). Second language learners'

perceptions of listening strategy instruction. Innovation in

Language Learning and Teaching, 7(1), 1-18

Shamim, F. (2009) Linguistic inequalities in Pakistan: Texts, contexts and

identities. Karachi University Press. Karachi

http://cmapspublic2.ihmc.us/rid=1JTPTQ9XB-1142BSK-17N3/A01-004.pdf

http://cmapspublic2.ihmc.us/rid=1JTPTQ9XB-1142BSK-17N3/A01-004.pdf

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Shamim, F. (2011). English as the language for development in Pakistan:

Issues, challenges and possible solutions. Dreams and realities:

Developing countries and the English language, 291-310

Skehan, P. (1991). Individual differences in second language learning.

Studies in second language acquisition, 13(02), 275-298

67



Role of Female Teachers in Developing awareness and

Controlling Deviance among Secondary School Students in

Public and Private Sector

Dr. Misbah Malik1

Dr. Ghulam Fatima2

Mrs. Sadia Suleman3

Abstract

This survey study was aimed to assess the role of female teachers

in controlling deviance practices among secondary school students.

Population of the study included all the students enrolled in public and

private secondary schools in Lahore. A sample of 345 secondary school

students was selected randomly. A self developed and validated instrument

was used to get students' perceptions about their teachers‟ practices

related to the development and control of their deviance practices. The

pilot study showed reliability index Cronbach Alpha = .77 which was

statistically significant. Data was analyzed through SPSS version 20.

Descriptive statistics were applied to assess the teachers‟ role, and t-test

was used to identify the difference in the practices of public and private

sector teachers regarding the development of their students‟ social

awareness of deviance. Results showed that teachers in private schools

were more inclined to develop awareness of deviance practices among

their students. Mean scores showed that female teachers were more

tended to endorse social development among students at secondary level.

Key Words: Social awareness, deviance, female teachers, public and

private sector schools

___________________________ 1. Assistant Professor, Township Campus, University of Education, Lahore.Email: [email protected]

2. Assistant Professor, Department of Special Education, University of the Punjab, Lahore

Email: [email protected]

3. Assistant Professor, Sardar Bahadur Khan University, Quetta

mailto:[email protected]


68

Introduction

Over the past decade, multiple surveys indicate that educators,

parents and public recognize the need for broad educational agenda to not

only improve academic performance but also to enhance students‘ social-

emotional competence, character, health, and civic engagement (Metlife,

2002). Some studies have reflected that the deteriorating relationship

between teacher and students is the major reason for students to stay away

from school or have disruptive behaviour. Teachers, in order to anticipate

and prevent possible challenges to their authority, will develop strategies

to control the students such as stereotyping individual pupils according to

their capacity to create troubles.

Similarly, since 2006 and even prior, Barbados has been

experiencing deviance in many forms by adolescents in the secondary

school system. Barbados has now regarded the issue of student deviance to

be an escalating problem (UNICEF, 2010). Media reports in Barbados

generally portray adolescents as exhibiting more aggressive and

disrespectful acts of deviance. According to Thompson (2009) cursing of

classmates and students talking while the teacher is talking are the most

frequently occurring behaviors within the schools in Barbados. Over the

past months, the frequency in the number of deviant behaviors and

misbehaviors in schools has become alarming. The increase in deviant

behavior in schools has left stakeholders challenged with trying to find a

solution to end this terrible nightmare.

In recent times, many of our secondary schools, particularly state

schools, have been plagued by a high incidence of student indiscipline and

student violence. In response, many schools have attempted to implement

various disciplinary measures to curb or entirely eliminate deviant

behavior. However, there has been little success

According to labeling theorists, the identification of deviant

behavior or the deviant student is extremely subjective process and

depends very much on the expectations and tolerance levels of the

individual teacher. Through the process of defining student's deviant

behavior, students will be inevitably labeled by teachers as deviants and

69

the consequences of this labeling will negatively affect students‘ academic

and behavioral performances in school. Their negative labeling will.

Further induce students to commit deviant behavior as predicted by

labeling theory. Reversely, if teachers can give more tolerances and

chances to students to correct rather than label them, the result may be

completely different (Yuk-chi, 1994).

As a result, to understand the problem of students‘ involvement in

unruly and delinquent behaviour, the deteriorating relationship between

teachers and students must be taken into consideration. Students

committed the unruly and delinquent behaviour will be defined by

teachers as deviants and the consequences of teachers‘ reactions may then

induce further impacts on students' behavioral performances (Yuk-chi,

1994).

Socially and emotionally competent teachers set the tone of the

class room by developing supportive and encouraging relationships with

their students, designing lessons that build on student strengths and

abilities, establishing and implementing behavioral guidelines in ways that

promote intrinsic motivation, coaching students through conflict

situations, encouraging cooperation among students, and acting as a role

model for respectful and appropriate communication and exhibitions of

pro-social behavior. These teachers' behaviors are associated with optimal

social and emotional classroom climate and desired student outcomes. An

optimal classroom climate is characterized by low levels of disruptive and

deviant behavior (Jennings & Greenberg, 2009)

Objectives of the Study

The study was conducted to achieve the following objectives:

To identify female teachers‘ role in the development of their

secondary school students‘ social awareness of deviance.

To identify difference in perceptions of boys and girls regarding

control of teachers on their deviant practices of students.

To identify difference in perceptions of students in public and

private sector schools regarding control of teachers on their deviant

practices.

70

Research Hypotheses

The following hypotheses were formulated for the study:

H1: There is significant difference in the perceptions of boys and girls

regarding control of teachers on deviant practices of students.

H2 : There is significant difference in the perceptions of students

regarding control of teachers on deviant practices of students in public

and private sector.

Methodology

The study was quantitative in nature. The population of study

consisted of all male and female students enrolled in public and private

sector secondary schools in Punjab. A sample of 516 students (male= 142,

female=376) were selected randomly from two public (254 students) and

two private (264 students) sector secondary schools. An indigenously

developed instrument on five point Likert type scale consisting of 16

statements on control on deviant behaviors was used to collect data from

the students.

Data Collection Procedure

First of all, the consent of the heads of public and private sector

secondary schools was taken for collection of data from students studying

in class 9th

. On the scheduled days the randomly selected students were

given briefing about the nature of questionnaire. They were also assured of

keeping the information given by them confidential. Data were collected

personally and it took approximately 15 minutes in filling up one

questionnaire.

Data Analysis and Results

Table 1

Table of descriptive statistics of the questionnaire

S# STATEMENTS

Mean Std.

Deviation

1 Our teachers forbid us from misbehaving with others. 4.12 1.115

2 Our teachers punish us on misbehaving with others. 4.03 1.216

3 Our teachers stress us to keep away from steeling. 4.05 1.129

71

4 Our teachers punish us on steeling. 3.74 1.314

5 Our teachers forbid us from disobeying others. 3.84 1.240

6 Our teachers punish us on disobeying others. 3.84 1.138

7 Our teachers force us to follow rules and regulations. 4.13 1.212

8 Our teachers punish us on breaking rules and

regulations.

4.36 1.042

9 Our teachers forbid us from fighting/quarreling with

others.

3.85 1.382

10 Our teachers punish us on fighting/quarreling with

others.

4.05 1.279

11 Our teachers forbid us fromcheating. 4.00 1.356

12 Our teachers punish us on cheating. 4.06 1.273

13 Our teachers take notice of abusive language. 3.92 1.355

14 Our teachers punish us on using abusive language. 3.87 1.372

15 Our teachers advise us to do home work. 3.86 1.376

16 Our teachers punish us on not doing home work. 4.06 1.335

Table 1 shows the mean and standard deviation of the statements

for students' responses on control of teachers on deviant practices of

students.

Table 2

Independent sample t-test to identify difference in perceptions of boys and

girls regarding control of teachers on deviant practices of students

Gender N Mean Std. Deviation df. t-value sig.

Total Girls 376 32.73 6.030 516 -3.361 .001

Boys 142 34.57 4.066

Table 2 shows the results of Independent sample t-test to identify

difference in perceptions of boys and girls regarding control of teachers on

deviant practices of students. Values of the independent sample t-test

show that there was significant difference in perceptions of boys and girls

regarding control of teachers on deviant practices of students t(516) = -

3.361, p = .001. So our research hypothesis that" there is significant

difference in the perceptions of boys and girls regarding control of

teachers on deviant practices of students‖ is accepted. And it is concluded

72

that female teachers control boys‘ deviant practices more strictly than

girls.

Table 3

Independent sample t-test to identify difference in perceptions of students

in public and private sector schools regarding control of teachers on

deviant practices

School N Mean Std. Deviation

Total Public 254 32.86 5.592 516 -1.478 .140

Private 264 33.59 5.630

Table 3 shows the results of Independent sample t-test to identify

difference in perceptions of students regarding control of teachers on

deviant practices of students in public and private sector schools. Values

of the independent sample t-tests show that there was no significant

difference in perceptions of students regarding control of teachers on

deviant practices t(516) = -1.478, p = .140. So our research hypothesis

that" there is significant difference in the perceptions of students regarding

control of teachers on deviant practices of students" is rejected. And it is

concluded that in public and private sector schools the perceptions of

students are same regarding control of female teachers on deviant

practices of students.

Conclusion

On the basis of major findings, it can be concluded that female

teachers working in public and private sector secondary schools were

paying more attention to control the deviant behaviors of male students

than female students. The reason behind this may be the cultural, social,

and familial norms of the eastern society where parents and other elders

keep a vigilant eye on the activities of boys as compared to girls. It is also

noteworthy that no significant difference has been found in the perceptions

of students enrolled in both public and private sector regarding female

teachers‘ control over deviant behaviors of students. It reflects that all

female teachers, irrespective of their affiliation with public or private

sector, are equally sensitive to controlling the deviant behaviors prevalent

in students.

73

Recommendations

The following recommendations can be made on the basis of major

findings:

Further research studies should be conducted to investigate

teachers‘ control of students‘ deviant behaviors at other

educational levels.

It should be mandatory in all syllabi of teacher training programs

to incorporate strategies of controlling deviant behaviors prevalent

in both male and female students.

References

Metlife, (2002). The Metlife survey of the American teacher 2002-Student

life: School, home and community. New York: Author.

Jennings, P. A & Greenberg, M. T. (2009). The Prosocial Classroom:

Teacher Social and Emotional Competence in Relation to Student

and Classroom Outcomes. Review of Educational Research, 79(1),

491-525

Lee, Yuk-chi. (1994). A study on the deviant behaviour of secondary

school students. Unpublished d Masters thesis, University of Hong

Kong.

Thompson, B. (2009). An Investigation into the relationship among certain

psychosocial variables and classroom disruptive behaviours among

adolescents in barbadian secondary schools .

UNICEF. (2010). Views on Juvenile Offending in Barbados, Dominica

and St. Lucia. Report on National Surveys.

74



THE ROLE OF NGOS FOR IMPROVEMENT OF EDUCATION

SYSTEM IN QUETTA DISTRIC, BALOCHISTAN.

ZAHOOR AHMED LEHRI1

MUHAMMAD ZAKIR2

Corresponding author: [email protected]

ABSTRACT

The purpose of this research study was to analyze “The Role of

Non-Governmental Organization for Improvement of Education System in

Quetta District, the Capital of Balochistan”. Survey strategy was chosen

by the researcher. By selecting the random sampling from a targeted

population the researcher got the replies of randomly selected common

people and NGOs representatives working in the field of education. Data

was collected by using the mixed research method. The data was amassed

through the aid of the questionnaire specially designed for NGOs

representatives and common people. For the questionnaire a simple of

100 People was selected. After analyzing the replies that many NGOs are

working in Quetta district for the promotion of education but only few of

them are well known and their work is being appreciated. Some NGOs are

well known and they are playing vital role on grass root for the

improvement of basic education system in the district. Balochistan

Government has also encouraged these NGOs workers and teachers who

worked hard for the promotion of education in Quetta city. Government is

responsible about law and order issue. Process to register NGO should

not be complicated so that more people can work in the field but proper

check and balance is necessary. Media and Government have to play

active role to promote education. It is the need of time to promulgate

____________________ 1. lecturer Department of Sociology, University of Balochistan Quetta

2. lecturer Department of Sociology, University of Balochistan Quetta


75

education and bring further reforms in education policies. Therefore it

was recommended that check and stability with the term of monitoring and

evolution process may accelerate as an dynamic force in order to stopover

absenteeism within department and the findings of study may be helpful

for the government, parents and teachers to make strategies in order bring

further improvement in the system of education in Quetta district.

KEYWORDS: Balochistan, Education system, NGOs, Improvement,

Quetta.

INTRODUCTION

In 20th century, the Non-governmental Organization exchanged

the quantity of issues to its successor concerning social areas. Maybe

among those the most indispensable work is "The role of NGOs in the

field of education setup. Education has the vital weapon that modified the

trend and influences the destiny of individuals and society as a whole. The

province in the age of hazard a comparatively low level of social

achievements such as worse communication pattern, little human indexes,

poor health condition of communities, low education level among masses,

low human indicator, squat economic development and miserable physical

infrastructure (Hussain, 2003).Without a doubt, detachment, ecological

brittleness and topographical diversity might be observed as crucial the

term of development in the province (Gazdar, 2007). Diverse research

studies reveals that seventy (70percent) of the masses either rural or urban

cannot afford to send their offspring for quality education at province

level.

Education plays a very significant role in every one's life. It is a

human right and an essential tool for achieving equality as specified to

impart the learning realm such as knowledge, skills attributions and

attitudes toward intended beneficiaries in order to achieve pre-determined

goals of education. Comparatively, Balochistan regarded as the largest

province of the country (approximately more than 43%) as a whole land

masses. With the term of financial and social development the province

has seems to intimidating issues and challenges. The province has the

pathetic socio-economic indicators as compared to other provinces of

76

Pakistan and has extremely levels of poverty existence, squat educational

pattern and negligible industrialization. The challenge to economic,

political, environmental, social and economic enlargement (including

educational reform) efforts gets more complex by the broad-based and

bilingual population (GoB, 2014).

Getting education has fundamental right of every human either

male or female. Education has the vital weapon that modified the human

behavior as substantial accurate trend. In the context of Balochistan

province role of education in the development process has diverse

actualities and practicalities.(GOP,2008)

―Quantity in education in any country is regarded as symbol of

stability and peace, which is believed as paved path for progress and

prosperity. To measure or estimate this quantity in masses is called

literacy ratio of the country concerned through which specific reading and

writing skill of masses are considered. It is beyond doubt a reality that the

development of any country is measured through its literacy ratio‖

(Government of Pakistan, 2003).

NGOs are directly or indirectly involved for the improvement of

education in Balochistan province.

The concerned NGOs are being observed actively for the

improvement of sustainable education in the district, the following NGOs

are

1. Balochistan Rural Support Program (BRSP)

2. Society for Community Primary Education in Balochistan

(SCPEB)

3. Balochistan Education Foundation

4. Strengthen Participatory Organization (SPO)

The basic objective of the present study was to study the role of

NGOs for improvement of education in Quetta district as perceived by

respondents. In this regard, to acquire these objectives, the respondents

were interviewed, based on the information acquired by NGOs

representative following were the aims of each NGO.

77

Different NGOs their consist areas and focal points in district

Quetta:

1. UNICEF

The UNICEF is working on primary education promotion at province

level. Due the safety and security most of the NGOs limited their

activities.

2. Society for Community Primary Education in Balochistan

(SCPEB)

The SCPEB is working on women and development, education, human

resource development and community development.

3. Balochistan Rural Support Program (BRSP)

Education, rural development, income generation, forestry, micro credit,

Poverty alleviation, environment health, sanitation, human resource

development.

4. Strengthen Participatory Organization (SPO)

Water, capacity building, education, sanitation, health, humanitarian relief,

human right, community development and rural development.

STATEMENT OF THE PROBLEM

Ground realities, facts and figures show that the education setup of

Balochistan province has gone at bottom of the ranking as compared to

other provinces of Pakistan. The main challenges and issues in the

province education set-up is absenteeism of teaching staff, worse physical

infrastructure, far-flung areas, inactive geographical mobility of education

department, lack of resources, weak governance, low competency level of

teaching staff and so on. Therefore it is dare need to stimulate and enhance

the quality of education at province level. Therefore, present research was

designed in order to examine the NGOs involvement for improvement of

education structure in Quetta district, Balochistan Pakistan. It was

visualized that the results of this research would be supportive in

confirming or negating. Following were specific objectives of present

study.

78

OBJECTIVES OF THE RESEARCH:

To study the role of NGOs for the development of

education system in district.

To find out the NGOs efforts regarding basic education

improvement.

To study the role of NGOs by initiating different

educational improvement programs in Quetta district.

SIGNIFICANCE OF RESEARCH STUDY.

The significance of research study would be based on the following

parameters.

1) This research study provides a guideline to overview the various

parameters of education regarding the role of NGOs in our education

set up.

2) This study also useful for the educationist and students who have

innovative programs about basic education improvement in future.

3) The study may provide father re-search for the rate development of

education in the district and also improve over all development index

of the country in the world ranking.

4) The educational improvement model to be developed may lead to

narrowing down the existing disparities between the various

segments of by increasing literacy rate.

RESEARCH METHODOLOGY

Research procedure it is a parameter symbolizing those ideologies,

plans and actions, which govern the scope of study, methods to gather data

and its enquiry to found association between variables of the study (Matin,

1989). The planned in present study was exploited by using sample survey

method. In sample survey method was appropriate to perceptive the

individuals acuities on socio-realities and facts in current ailment

(Trochim, 2000).Present study was conducted in Quetta district

Balochistan province. The target population for this study was included of

NGOs representatives and common people. Sample size of 50 respondents

for NGOs representatives and 50 for common people drawn from Chiltan

and Zarghoon towns with the help random sampling technique. The data

79

was collected by using quantitative research method. The quantitative data

was amassed by using the fixed-ended questions in the questionnaire

Descriptive statistics were uses to calculate, interpret and discuss results

and suggest the recommendation.

RESULTS AND DISCUSSION

The fundamental purpose of present research was to find-out the

perceptions of NGOs representatives and common people. The primary

data was analyzed through simple descriptive methods of statistics in order

to observe the NGOs representative and common people perceptions

regarding improvement of education system on sustainable basis in Quetta

district, the province of Balochistan.

On the basis of analyzed data the following findings have been made:-

The results show that the Non-governmental Organizations

play very vital role to bring improvement in the education

system and also have strong policies in future.

The common people encouraged the role of NGOs

regarding the improvement of education in the district.

The NGOs projects regarding basic education have positive

impact on people which have increased the literacy rate

amazingly in the district.

The finding facts show that the Non-Government

Organizations have to initiate more useful programs to

improve their performance regarding education setup.

Common people appreciate the programs of NGOs. But it

is also a fact that a few persons in their locality against such

programs.

The NGOs projects were very useful in the less privileged

areas of districts Quetta to boost up education system.

NGOs have brought reasonable changes in the lives of

common people.

80

The results show that NGOs enlightens the social life of

common person through their educational projects which

needs more energy to work on it.

The findings prove that the Non-Government

Organizations need to concentrate more on this issue of

educational problems.

The findings reveal that such educational projects are not

flawless. Improvement is needed to enhance the quality of

these programs in future.

The results show that community people believe that the

number of NGOs program should be extended to other

districts of Balochistan.

Most of the community people agreed with the phenomena

of updated programs to be commenced in order to

increase the quality of such programs in our education

setup.

CONCLUSION

It has been confirmed that education has got fundamental place

every part of society and only way to progress as an individual or a nation.

Education not only changes the current behavior pattern of the respondents

but also reflect the positive impact in overall attitude of the human

behavior. Quetta is the capital of Balochistan and comparatively well

developed and progressive than other areas of Baluchistan but still its

countryside are deprived of basic education and health facilities. So NGOs

have started working over here for the betterment of situation and they are

quite successful to enhance the basic education system in the district. In a

situation of traditional tribal area of Balochistan, it was not easy to move

ahead especially in the field of women education. They don‘t like their

women out of houses and yet working in such areas with a lot of fear and

zeal, the good results were in doubt which came positive in the end. No

doubt the works of NGO workers are like walking on rope but they did

their job quite well.

81

RECOMMENDATIONS

More NGOs should be in the field of education in order to

bring quality in education system.

The license should be issued to NGOs freely.

Transparency is needed in programs.

Trained and skillful persons must be given chance to go

forth.

In education system proper check and balance is need of

the time.

Candidates must be given jobs who are well trained.

Community people can be motivated through social media.

Every individual of society must try to overcome

educational problems in the district and some positive

move towards educational improvement.

82

REFERENCE

Gazdar, H. (2007). Balochistan Economic Report: Background Paper on

Social Structures and Migration. Collective for Social Science

Research: First Draft - Do Not Cite. TA 4757-PAK.

GoB, (2008). Balochistan Economic Report: From Periphery to Core (In

Two Volumes) Volume II: Report No. 40345-PK.

GoB, (2014). Balochistan Educational Sector Plan. Outline documents:

PPIU, Education Department.

Hussain, A. (2003). Pakistan national human development report 2003:

poverty, growth and governance. Karachi, Pakistan: Oxford

University Press.

Matin, A . (1989). Methods of Research for Business and Social Sciences.

University Grants Commission, Islamabad.

McCall, C. (1980). Sampling and Statistics Handbook for Research in

Education: National Education Association: USA. .

Trochim, W. M. (2000). The Research Methods Knowledge Base, 2nd

Edition. Atomic Dog Publishing, Cincinnati, OH.

83



CHILD LABOR IN COAL FIELDS OF BALOCHISTAN.

(A Case Study of Mach Coal Fields Balochistan)

MUHAMMAD ASIF1

Dr. NAIMA SAEED2

MUHAMMAD ISHAQ3

IFTHIKHAR SHAFIQ4

ABSTRACT

The major purpose of this paper is to know the level of child labor

in coal fields at Tehsil Mach, as Balochistan is the most backward

province of Pakistan where literacy rate is very much low as compare to

other provinces Balochistan has low life style in all fields of life, though it

is the biggest province in terms of land but least populated province also,

Balochistan is very much rich in its minerals, low literacy is not the only

reason behind the child labor, poverty can be the other major source of

child labor in province, it has the highest rank in poverty also,

According to one report by ILO in 2013 that some 500 children are

working in Loralai coal fields, the situation is very much similar in other

coal fields of Balochistan including Mach coal fields, the children are

found in all coal mines at Mach coal fields while working to support their

families financially, the child labor is found inside and outside the black

hole while prone to all hazards, working at coal fields without any safety

kits and prone to all disease which are caused by coal dust,

The children are mostly from Tehsil Mach but other than this the children

from KPK and Afghanistan are also seen in coal fields, the children in

coal fields are not safe from all type of hazards, their rights are being

violated and they are exploited physically and sexually, the child labor is

seen due to many reasons at coal fields the major reason is seen as

poverty, health and safety issues are being faced by the children, the

___________________

1. M. Phil Scholar, Balochistan Study Center University of Balochsitan. 2. Assistant Professor University of Karachi.

3. M;Phil Scholar, Balochistan Study Center University of Balochsitan.

4. M;Phil Scholar, Balochistan Study Center University of Balochsitan.

84

children at Mach fields are deprived from the all basic rights such as

education, health, entertainment, the heavy work is being taken from them

while working six to eight hours at coal fields.

Key words. Child labor, Coal Mine, Chronic Diseases, Poverty.

Introduction.

The aim of this study is to elaborate the condition of children who

are working in coal mines of Balochistan, it is the largest province of

Pakistan in terms of land and territory but the least populated province,

and very much rich province in term of natural resources, the province has

been producing several type of minerals for many years, it has huge

contribution of natural gas in country, the long costal belt has been

producing see foods and the hub for business the Gwadar port would be

the big source of income not only for province but also for country,

according to world bank report that in 2008 there were 39 minerals which

were being mined in Balochistan, the other report by geological survey of

Pakistan GSP that 80% minerals come from Balochistan.

But the socio economic condition of people in province are very

much week, the major number of people suffer due to poverty the large

number of people live under the line of poverty, the province lacks all the

basic facilities such as education and health, instead of sharing huge

natural minerals ,the ratio of poverty is very much high as compare to

other provinces, the statistics regarding the poverty and unemployment

does not show good picture according the report in 2013, that 45.68%

people live under the poverty line but the ratio has been increased to 52%,

the province is also suffering due to lack of safe drinking water only 20%

people have access to safe drinking water and 86% in rest of Pakistan, just

25% villages in Pakistan have electricity, the infant mortality rate is also

high as compare to rest of country in spite these all the province has been

suffering due to drought weather, that badly affected the livestock which

is the largest source of livelihood in province because just 6% land is

cultivated, the report published by institute of sustainable development

policy that half of population in Balochistan just earn 1.25$ per day , the

85

poverty and unemployment are causing several issues in province

including the illiteracy or quality education.

None of constitution in Pakistan permits children to work as child

labor is defined by the ―International Labor Organization‖ ILO that

those children who are deprived of their dignity, childhood are called child

labor and such activities which are harmful for the physical and mental

developments deprive children from education, Ray, R. (2000) in Pakistan

the age of children which is mentioned in 18th

amendment is below 14

however the United Nations convention on the rights of children(CRC)

mentions the age of children under 18 year.

Child labor in Balochistan

Child labor is extensively predominant in country which can be

found in every field of economy, there are large number of child labor

which are not visible normally because they mostly work in predominantly

in at informal sectors, the child labor is highly accepted in society, child

protection laws are not implemented completely, in Pakistan there is no

any type of authentic survey which indicate the prevalence and extension

in child labor because the last survey in country was carried out by Federal

Bureau of Statistics, in 1996 in collaboration with international labor

organization ILO, according to that data 3.36 million children in ages 5 to

14 were child labor .

Child labor is universal issue in all over the world mostly in

developing countries; however in Asia and Africa 90% child employment

is noticed Patrinos, H. A. (1995). In these countries child labor is mostly

seen in rural areas where mining and agricultural activities are carried out,

also lack of educational institutes are observed in rural areas of developing

countries, children are the major contributor to their families in terms of

family economy however the children are not well or paid enough for the

work which they do, there can be several reasons why the parents prefer to

send their children for earning some money rather than sending them to

schools , the reason might be the lack of good educational institutes or

quality of education, in Asia the India has the highest number in child

labor which is 44 million and in Pakistan the child labor is some 10%

86

though the child labor is banned in these Asian countries (Weiner 1991).

According to ILO report that child labor is also seen in South America

such as the child labor in Brazil is some seven million. (ILO 1992).

The child labor is one of the major issues in Pakistan, there is no

enough or reliable statistics regarding the child labor in Pakistan but

according to one estimate that in Pakistan there are 11 to 12 million

children working in different fields(HRCP2015) major number of children

are under the age of 10, the children are mostly seen in technical activities

and child labor is the quarter of skilled labor, even there are few industries

which cannot survive without children such as motor garages, brick

making and carpet making, each year huge number of children enter in

the labor force where they face or compete with adults however it has

observed that in many cases they work combined with their parents, the

child labor is found irrespective of fields means even mostly children are

seen in domestic labor as well, the high class society mostly prefer women

for their domestic or kitchen works where the girl children work with their

mother or many times with their parents, in Metropolitan cities Pakistan

the child labor is normally seen in different places, while in collecting

garbage, in streets, working in restaurants or working in motor garages.

Anker, R. (2000).

This is fact and all the world has understood this phenomena that

the children are the future of any nation and child labor does not have

positive impacts on any society, the children who are working or involved

in child labor can bring disturbance in society due to illiteracy or

ignorance, the children remain far from the education, which created

disharmony in the society, there would be violation of laws, in such

society the all institutions of society cannot function properly because

society is not going smoothly, child labor does not cause just illiteracy but

it also deprives the children from their childhood, removes their freedom

and dignity, the children are deprive form their basic education though

after the 18th

amendment it is decided that education is basic right of

everyone . Hassan, S. A. (2012).

87

The poverty is the major reason of child labor in developing

countries and all form of child labor are in available in these countries,

there are several reasons of child labor in Balochistan, such as poverty,

unemployment, lack of educational institutes, according to one N0n-

governmental organization ―Alif Ailaan‖ that 66% children between ages

5-16 are out of school, further it was revealed by them that that in 2016

1.8million children do not attend school in Balochistan.

Child labor at coal fields in Balochistan

There are six big coal fields in Balochistan which all are located

near Quetta district the capital, coal mining has been carried out in

province for last several decades, before the British era just open cast coal

mining was carried out but underground coal mining was started in British

era, the coal mining is the most hazards work in the world, the coal dust

directly hits the people‘s lung and creates chest and cardiac issues not

among the workers but also the population living near by the coal fields,

the unsafe and fangled methods of mining are making more hazard

because the workers are prone to many physical and mental threat due to

unsafe mining. The Mach coal fields are located 60km far from the capital

Quetta city, and situated in Kachi district, where there are 213 million ton

coal reserves at tehsil mach.(GSP,2013)

Child labor is one of the major issue at all six coal fields of

Balochistan, the children are found in all fields of coal mining weather

inside the coal for excavation of coal or outside of coal fields while

transporting the coal, the condition of children in coal mining is similar in

all six fields The child labor is also in peak at Sharagh coal fields, the all

coal fields are situated in rural areas where they lack all the basic facilities,

the coal mine workers live under serious conditions, there is no public

schools for their children, due to poverty the children also work with their

parents, and same is the condition in health the workers and their children

do not get health facilities from the contractors or coal mine owners , the

1923 mines act is not properly implemented in coal fields the owners with

the collaboration of mines department always violate the law and however

the 1923 act does not fulfill the current requirements.

88

Research Methodology.

The universe of this study is Mach coal fields located at Tehsil

Mach district Kachi, the population of this study is child labor who are

working in coal fields This is a mix method research, qualitative and

quantitative methods are applied in this study, different type of methods

are used to collect data such as interview, questionnaire, FGDs, key

informants, researcher observation, the sample unite is child labor and the

sample size is 100 children from 20 coal fields out of 40

Child labor at Mach coal fields.

In Mach coal fields the children are forced to mine irrespective of

coal hazards , in this study hundred children are interviewed, the children

at Mach coal fields have no choice the only choice is to work at coal fields

, their aim is to earn and support their family, the all children who are

found at Mach coal fields they do not go to school, the majority of the

children are not completed their early or primary education, in this study

the coal mine workers who are working in coal fields are also interviewed

regarding their children weather their children working in coal fields the

following chart shows the children who are working with their

father/brother or guardians in Mach coal fields.

The children in Mach coal fields are directly working in coal fields,

majority of the children father are asked for sending their children to

schools but large number of respondents complained that near coal fields

there is no any school located neither for boys nor for girls.

The children from all ages are found in coal fields, and can be seen while

performing the most hazards and heavy works, the following chart shows

the ages of children working at coal fields.

89

The children are paid less than other coal mine workers, majority

of the children working at coal fields even do not know about their

wedges because their wedges are mostly paid to their fathers according

to this study that 40% children are not aware about their wedges because

they are mostly paid by the Munshi or Jamadar who arranges labor in

market, this study also reveals that 60% children in coal fields get petty

amount the large amount is taken by their elders or family head, 30%

children give extra time to their work in order to save small amount of

money for themselves only 10% children are given smart amount or the

amount which they earn.

The chart shows the children daily wedges

Despite these all the children work at coal fields which

environment never supports the children and children at coal fields are

subjected to different type of psychological and physical abuses by their

employees or peers, this study shows that 18% children at coal fields are

90

physically abused and 30% children had been affected by several chronic

diseases, the study also shows the diseases which effect the children at

coal fields, there is not only single health issues faced by the children but

also the children feel trouble while working inside the dark hole such as

3% children terror due to blackness inside the coal fields and 14%

children are victim of interiority complex, due to long working hours

inside the coal the below chart shows the percentage of hours daily given

by the children to coal fields

According to research the mental and psychological issues faced

by the children who are working in coal mines that 3% children would

suffer from night terrors and some 14% children were victims of extreme

inferiority complex that they have reached to the mental breakdown due to

long working hours and hazards environment at coal fields , many children

have developed serious lung diseases due to dust found in coal after

working eight to ten hours in coal field they return to their home with

bleeding hands and foot due to lack of safety tools apart from this there

were the continuous threats of sexual exploitation during research 26%

children omitted that they have been touched inappropriately by the people

around them and 17% were directly abused by them. The children at coal

fields were very much young even in childhood they were brought to coal

fields with their elders in order to perform easy or light works and major

number of children have stepped into adult age in coal fields the following

chart shows the percentage of children working experience at coal fields

of Mach.

91

Due to several reasons The children at Mach coal field are not

satisfy from their work or workplace environment, 90% children are not

satisfied with coal mining and only 10% children are satisfied to some

extent because of heavy and unhealthy work, the children face several

type of tensions at workplace, because of low wedges and coal dust the

environment is very much polluted.

The following chart shows the tensions which are being faced by

the children at coal fields,

The children are facing severe health issues at coal mining due to

lack of medical and health facilities the mine workers do no display

positive picture there is only one BHU at Mach city while lacking all the

basic health instruments including professional doctors, the data shows

that only 6% children at coal fields are healthy or they don‘t have health

problem yet, however 33% children are in between they feel some health

92

issues but not such bad or chronic disease but major number of children

are unhealthy, this study shows that 61% children are unhealthy means

they don‘t have good health due to coal mining and coal dust is causing

several health issues and the old method or wooden method is causing

several joint issues because while drilling or excavation inside the coal

mine the workers cannot work properly, loading and unloading, the

water which comes out form the coal mine is full of different chemicals

which are hazards for health, the children give their full day to coal

fields because majority of the workers live near the coal fields and their

children also live with them which is also major cause of health issues.

The safety tools are not applied in coal fields the children who are

working in coal fields even lack basic safety kits, which is the another

major reason of being unhealthy, though it is the responsibility of mines

owner to provide all the safety kits to the all workers who are engaged in

coal mining, while it is revealed in this study that the children are not

provided none of the safety tools such as uniform, gloves, helmet, face

mask, safety shoes, safety glasses, and even large number of children are

found without shirt, such unsafe methods are causing minor and major

accidents inside and outside the coal fields, if the safety measures are

taken properly such accidents can be controlled and the health issues can

be reduce because the lung diseases are due to coal dust while covering

their faces with the help of face mask the worker including children who

are working at coal fields can be protected from coal dust, the following

chart shows the accidents which occur at coal fields.

93

Summary

There are many reasons behind the child labor at Mach coal fields

few are identified in this study as the family members especially the

mother education must be improved which can have positive impact on

child socialization, although it is the responsibility of mines labor

organization to provide education to the coal mine worker‘s children,

because illiteracy is very much high among the children in coal fields

which is causing many other social issues, the situation in coal fields

never supports the coal mine workers and their family because of their

living areas and conditions, there health issues must be solved and the

children must not be involved in such activities which directly affects

their mental and physical health, the children at coal fields must be given

opportunity to play different indoor and outdoor games, technical

education should be provided to the children, the government, coal mine

owner or contractor must provide all the basic facilities to the family

members of coal mine workers, there is no proper medical checkup of

children who are working or living near the coal fields because the dust

which is produced form coal can even effect the population living nearby

coal such as the whole Mach city is effected by coal dust because the

coal is dumped at the middle of city, the children come early morning

and leave at late night, those children who are working as loader or for

transportation of coal are mostly abused sexually and physically, those

children who are working with their father or elder brothers, the wedges

of their father or guardian must be increased that they should not bring

their children to coal fields, the wedges system must be improved

because the lion share is taken by the owner or contractor the workers

get small amount, there is no awareness among the children regarding

the mental and physical health or related to issues which are being

caused by coal or coal dust. No doubt children are the future of any

nation and the progress and prosperity of nation or country depends on

their youth, the coal mining can change the life of people while utilizing

it in positive way, the precious lives of children must not be given to

black hole, the underground coal mining should not be applied in order

to save the children and family members of coal mine workers, the

children are sent to underground up to 3000ft

94

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97



POOR PERFORMANCE IN MATHEMATICS AT SECONDARY

LEVEL

Asifa Tahir1

Dr.Memoona Saeed Lodhi2

Prof.Dr.Jawaid Ahmed Siddiqui3

ABSTRACT

The progress of the country depends upon the progression of the

skill and scientific knowledge. The scientific knowledge can be progressed

in the students by offering them. Steadiness curriculum enhanced

education facilities and well qualified teachers. Therefore, it is the

necessity of well prepared and methodical curriculum of science

education. The education of science is based predominantly the science

curriculum. The study was originated to observe the factors that

indication to students‟ poor performance in mathematics. The study was

carried out Manzoor colony, Karachi, Pakistan. The mathematics which is

being educated in the entire schools of Manzoor colony is not gratifying

the needs of teachers and students. They are facing problems in explaining

and considerate the topics. It illustrates the difficulties of the content.

The study addressed the poor performance in mathematics at

secondary school. The study was carried out in Manzoor colony, Jamshaid

town Karachi. Overall strategy of research was survey. The population of

the study consisted of the teachers working in the government and private

schools in the area. The total numberof schools are approximately 150

and numbers of male and female teachers are about 300 and 4320

students. Stratified random sampling design was adopted. Total sample

size was 50 teachers and 100 students drawn from 180 schools.

Questionnaire was used for collection of data .questionnaire was ______________________________

1. Research Scholar.

2. Faculty of Humanities & Social Sciences,Hamdard University Karachi.

3. Faculty of Humanities & Social Sciences,Hamdard University Karachi.

98

personally administrated by the using the data was analyzed by using

inferential chi-square statistical procedure table with the frequencies were

used. The significant factors leading the poor performance included

insufficient teaching faculty, students‟ absenteeism, poor assessment

techniques and poor teaching methods. Teachers were showing concern

about training programs, actively based curriculum, and improve the

quality of the text books. It was recommended that training programs were

accompanied and quality of text books were improved.

Key Words: Poor Performance, secondary level

INTRODUCTION

Mathematics is playing a vital role in every field of life. It is such a

broad subjects it perhaps used in so many other subjects. Its application

and Implication has been found in every field of our daily lives .The

importance of Mathematics imagine in our lives without it the life can

come to standstill. Mathematics coaching necessitate skills, knowledge,

understanding and great ability. For numerous pupils, mathematics is a

series of challenges and hurdles, which they face with passion and

determination. For many others however, Mathematics is a daily

experience of continued failure and irrelevance. Mathematics education

fails too many students. It fails students on the margins of society, it fails

children from ethnic minorities, and it fails students from social and

cultural backgrounds that are different from the majority of mathematics

teachers. Mathematics is not just a complex collection of skills, perception

and beliefs. Mathematics education in particular is the only route through

which we can create a more socially just society. if mathematics outside

school constructs a reality over which individuals may feel powerless

,then mathematics within school also help to construct individuals through

feelings of belonging and exclusion. The noteworthy factors leading to

poor performance included insufficient teaching force, students‘

absenteeism, poor entry marks, poor assessment system and meager

teaching methods. The intermediation strategies proposed included

completing the syllabus in time. Establishment of acceptable and qualified

teaching force and in- service programs.

99

Greaber and weisman (1995) agree that mathematics helps the

individual to understand the environment and to give accurate account of

the physical phenomena around every person. Setidisho (2001) propose

that no other subject forms a strong binding force among various branches

of science as mathematics, knowledge of the science without it often

remain superficial. McGuire (2000) indicate many factors in low

performance of students ,but this study emphasis on the context of three

classified factors, first is the teacher factor ,which is comprise of mastery

of the subject matter , instructional skills and strategies , class room

management , communication skills and personality . Second is student

factor which includes study routine, time management, and superiority and

curiosity toward mathematics. Third is environmental factor such as

parents‘ values, assertiveness, class room sittings, and classmates. In

Manzoor colony,

INTRUDCTION.

In this chapter the review focuses on the factor that are responsible

for the student low performance in mathematics of secondary school some

of the reasons aspects to the low performance in mathematics by scholars

comprises, shortage of qualified mathematics teachers, teaching methods

poor facilities, poor assessment lacking of ability to translate mathematical

measuring to real words meaning, lack of practice and lack of

mathematical interest. The quality of text book negative attitude towards

mathematics and un-suitable teaching method has been viewed as possible

factors responsible for low performance in mathematics. Use of traditional

chalk and talk methods (Edward & Knight, 1994), Mathematics thing and

(fright and George will, 1990), limited background in mathematics freight

and anxiety, and some government policies (Avimbade 1995), lack of

problems solving abilities and self-concepts and achievement

Motivation, Akinsola, 1994, the present study therefor, factor

responsible for the low performance in mathematics what encouragement

there are and to find out some of the most important factors that influence

the low performance in mathematics in Manzoor Colony Secondary

Schools with the aim of recommending and preferred solution. This will

be reviewed under the following.

100

1. The teachers / Principal factors.

2. Student approach and commitment.

3. Method of teaching mathematics.

4. The use of instructional materials in mathematics teaching.

5. The school environment factors.

TEACHING MATHEMATICS.

2.21.1 TEACHING MATHES.

The initiation teacher of mathematics is able to:

Apply correct mathematical reasoning to derive endorsed

conclusions from a set of grounds.

Apply standards of inductive reasoning to make inferences and use

deductive methods to evaluate the validity of inferences.

Use formal and informal thinking to explore, investigate and

justify mathematical ideas.

Recognize example of erroneous reasoning.

Appraise mathematical arguments and proofs, and provide

conclusive arguments for mathematical theorems.

Use the language of mathematics as a specific means of expressing

mathematical ideas.

Evaluate the structure of mathematical systems and use the

structural properties of mathematical system.

Explore and apply essential number theory concept and principals

in a variety of situations.

Researchers have been trying to distinguish critical components of

mathematics teacher‘s knowledge. Shulman (1986) suggested that there

are at least three components of knowledge for teaching, subject matter

content knowledge, curricular knowledge and pedagogical content

knowledge. The extremely structured knowledge packages these teachers

seem to reveal characteristic of all three types of knowledge Shulman

hypothesized. Ball & Bass (2000a, 200b) suggest that mathematical

knowledge for teaching is different from the mathematical knowledge

used by other specialists, just as the mathematical knowledge for

101

accounting; engineering is different from the mathematical knowledge

essential for physics.

2.21.2 STUDENTS EXPECTANCY

Mathematics is a language we use every day ,it builds and draws

on intangible understanding ,skills and helps us make decisions and solve

problems .students are expected to;

Determine when it is most advantageous to use technology in

solving a problem, and choose what algebraic or geometric

manipulations are necessary to make best use of technology.

Experiment, perceive patterns, classify relationships, make and test

mathematical inference, and find counter examples.

Distinguish between relevant and extraneous information, identify

missing information, sequence arrange information.

Indicate the virtual advantages of exact and approximate solutions

to problems and give answers to a specified degree of exactness.

Explain, check, justify, prove, and judge the reasonableness of

results using sound mathematical reasoning.

Express solutions clearly and reasonably using appropriate

mathematical notation, terms and clear language, support solutions

with evidence, in both oral and written.

2.21.3 TEACHER QUALIFICATION.

Who is not certainly worn out by the system (size, 1984) .based on

concise definition Farrell (1984) consequential the indicators of teacher

proficiencies in mathematics teaching and learning. Two types of abilities

were identified. The first type is as mastery and the second is labelled

elaboration types. Moreover; it was suggested that the first type of skill is

a definite ability that secondary school mathematics teachers should

assured possess. Farrell (1979) cautioned the over –use or abuse of the

mastery style of teacher skills. She claimed this class of proficiency should

be combined with the progressive type. As an instance, following the signs

of mathematics teacher skills provided base- line information for readers:

1. Teacher give history, etymology of terms & symbols.

102

2. Teacher explain why practices are being demonstrated.

3. Teacher before practice counting and measuring examples before a

new formula is developed and points out the effectiveness of the

formula.

From research testimonies, econometric analysis have indistinctly

demonstrated that, some teachers are significantly more effective than

others and that these differences have lasting effect on student learning.

Whitty (1996) classifies two sets of qualities that distinguishing a

successful professional teachers, professional feature and professional

training, communication and association as well as creation and

application.

Professional capabilities include knowledge and considerate of

children and their learning. Subject acquaintance curriculum, the

educational system and the teacher role. A number of studies approved

have indicated the need for teacher‘s academic qualification in their

various teaching subjects

Swan & Jones‘ (1985) conclude that teachers should collect

applicable training in the subject concern areas so that their class room

training could be above board.

The national policy on Education (revised edition, 2004) indicated the

persistence of teacher education to be:

1. To produce highly ambitious, meticulous and efficient classroom

teachers for all levels of our education system.

2. To provide teachers with the knowledgeable and professional

background acceptable for their assignment and make them adaptable

to any changing situation, not only in the life of their own country but

in the world wider.

3. To improve teachers commitment to the teaching profession.

The National mathematical center (NMC) in 1989 sets among its

objective , to train and develop high level personnel and in the

mathematics sciences including mathematics , mathematics education ,

computer science , theoretical physics and statistics for the institution

103

through research , lecture series , workshops conferences seminars and

linkages .

For effective teaching the teacher must acquire a basic

qualification in the subject, professional training, assignation in

professional activities and personal passion for mathematics.

2.21.4 TEACHING EXPERIENCE.

The mathematics teacher should get prospect of observing a few

demonstration lessons by more experienced teachers and then should be

required to teach lesson. Hansen (1988) postulated that teacher who have

spent more time studying and teaching are more effective overall and they

settled higher order thinking skills for meetings the needs of assorted

students and hence increasing their performance.

Felter (1999) investigated the relationship between the measure of

teachers experience and Student‘s accomplishment in science and

Mathematics. He initiate that teaching experience as measured by years of

service correlated positively with students test results. Other studies on the

influence of teacher experience on the students learning have set up a

positive relation ship between teacher‘s efficiency and their years‘

experience, a part from of the differences in these findings and how

current novice teachers may finally become, during the first year of

teaching they are clearly less effective than more experienced teachers and

whatever be the case and experience matter (colt felter, 2007).

2.21.5 THE SCHOOL ENVIRONMENT.

The physical environment of the school influence academic

performance of the students.

Onwuchekwa (1985) explained that the physical scenery of the

class room, teaching aids to Mention a few; develop teaching, learning and

attainment. It is a fact that adjacent environment of the students inspiration

their performance. For instance the quality of the school building has

direct effect on students, performance. Students perform enhanced

academically in better buildings.

104

Researchers (Carols, 1993, Lackney, 1999, Black, 2001) have

found that students in old buildings scored 5-7 % points lower than

students in new buildings and so established

In independent findings that there is a relationship between the school

building condition and

Students‘ accomplishment.

2.21.6 STUDENTS’ ASSERTIVENESS AND COMMITMENT.

Ezewu (1985) confirmed that a child who has a positive attitude

towards what he learns will be highly encouraged to participate in

activities that support learning thereby evolving a positive self – concept

in relation to the total teaching environment. One of the most significant

factors for improving performance is students‘ participation by

participation it means how much time, energy , determination students‘

devotion to the learning process assertiveness therefor relate to the

approach we act or react and the style we perform our thinking is what

result in our assertiveness. Our action depends on our attitude. There is

now a beneficial deal of research sign to suggest that the more time and

struggle students devote in the learning process and the more extremely

they engage in their education the superior will be their evolution and

attainment. Their contentment with their educational experiences and their

determination in school, and the more probable they are to continue their

learning.

Assertiveness therefor is vital to the dynamics of behavior and

determine how far a student‘s Learns. If student has a positive attitude

towards mathematics, he will not only adore studying it but will also

develop pleasure from the knowledge of mathematical ideas he gains.

Obodo (2002) explain further, if a students has a positive attitude

to mathematics he will absolutely be interested in its teaching and learning

the chief incentives for the emerging

Maintaining the students‘ interest in mathematics. With

hypocritical attitudinal change, continuous interest and perpetual challenge

, mathematics would no longer seems to the students boring and useless to

105

real life issues and increasingly incomprehensible but a subject that will be

longed for the aim of indulgent such an investigation , the researcher

hoped would be useful forteachers of mathematics in secondary school

manzoor colony Karachi .

RESEARCH METHODOLOGY

3.1 INTRODUCTION.

This chapter gives an indication of what was done to achieve the

goals of the present study purpose was to survey that investigating the

factors responsible for students low performance in mathematics of

secondary school examination in Manzoor colony, in Jamshaid town,

Karachi. In this regard, the chapter describes the method and techniques

used in collection of data, the research design, population and sampling,

research instrument used and how data was analyzed.

POPULATION AND SAMPLE

The target population for this study consists of all mathematics

teachers in selected secondary school of Manzoor colony Karachi. The

sample was made up of 45 teachers and 100 student who were randomly

from thirty schools which were randomly selected from all the secondary

schools in Manzoor colony Karachi.

These nine schools are:

1. Al-Farooq Secondary School

2. AWADH Public School

3. Green Flag Secondary School

4. Al-ILM Secondary School

5. NABI BAGH Secondary School

6. HI-RANK Secondary School

7. THE ASIAN GRAMMAR Secondary School

8. AL-SHAFAQ Secondary School

9. AL-SEHAR Secondary School

10. MALIR Government Secondary School.

11. AFAQ Boys Secondary School

12. AL-QUBA Secondary School.

13. SADIQ FOUNDATION Secondary School.

106

14. GOHER Secondary School.

15. HIRA PUBLIC Secondary School.

16. AL-KHAIR Secondary School.

17. ELAZIAN Secondary school.

18. MADNI FOUNDATION Secondary School.

19. MEEZAN Secondary School.

20. AL-FURQAN Secondary School.

RESULT AND DISCUSSION

4.1 SURVEY OF FINDINGS

The survey findings analyzed linearly in order to have a better

comprehensive and understanding between the relationship of dependent

and independent variables , the total sample of 45 teachers and 100

students has been extracted from the nine schools of Manzoor colony

Karachi.

DEMOGRAPHIC INFORMATION.

4.1.1 GENDER

TABLE- 1

MALE FEMALE TOTAL

16 29 45

Major sample collected from female respondents (total 29, 64.5%) total

sample size respondent to the research while male (total 16, 35.5%) of

sample size.

107

GRAPH NO 4

EXPERIENCE (IN YEARS)

4.1.4 EDUCATION.

TABLE 4.

POST

GRADUATES

GRADUATES INTERMIDIATE MATRIC TOTAL

4 32 7 2 45

The above table shows that 32 respondents were graduates and 7

respondents were intermediate whereas only 4 respondents are post

graduate and 2 have obtained matriculation certificate so it is calculated

that at majority of respondents i ,e 32 were graduates following graph

shows the pictorial diagram of the data.

GRAPH NO.4

108

ITEM NO 2

Teachers are properly trained to teach mathematics.

TABLE # 4.2 Application of chi- square ( 2 is as follws : Conditions

f0 Fe

f0 - fe ( f0 - fe)2 (f0 -fe)2/fe

Strongly agree

S A

11 9 2 4 0.4

Agree

A

10 9 1 1 0.1

Undecided

U

5 9 -4 16 1.7

Disagree

D

14 9 5 25 2.7

Strongly disagree

SD

5 9 -4 16 1.7

TOTAL

∑ (f0 - fe)2/fe 6.6

Conclusion:

df = K- 1

5 - 1 = 4

α = 0.05

Tabulated 2 = 9.48

Referring to tabulated of 2 at α = 0.05in the 4 degree of freedom

the tabulated 2 = 9.48 is greater than the computed 2 =6.6 the null

hypothesis is accepted and it is conclude that teachers are properly trained

to teach mathematics.

GRAPH

109

The above graph shows that mostly respondents are dis agree (total

14, 31.1%) and then followed by strongly agree (total 11,24.4%) and then

agree (total 10,22.2%) while respondent of undecided and strongly

disagree both same (total 5 ,11.11%) so, conclude that teachers are

properly trained to teach mathematics.

ITEM NO 3

Administration of institution provides all necessary facilities to

teacher.

Analysis of the problem

H0 : F0 = Fe

H1 : F0 ≠ Fe

α : 0.05

Decision Rule : Reject H0 if 2 ≥ 2 α

Statistical Test (Audrey et al., 1969) : 2

2 = ∑ (f0 _-__ f e )2

f e

Where

∑ = sum of

f0 = observed frequency f e = Expected frequency

TABLE # 4.3 Application of chi- square ( 2 is as follws :

Conditions

f0 fe

f0 - fe ( f0 -fe)2 (f0 -

fe)2/fe

Strongly agree

S A

3 9 -6 36 4

Agree

A

7 9 -2 4 0.4

110

Undecided

U

9 9 0 0 0

Disagree

D

20 9 11 121 13.4

Strongly disagree

SD

6 9 -3 9 1

TOTAL 45 45

∑ (f0 - fe)2/fe 18.8

Conclusion:

df = K- 1

5 - 1 = 4

α = 0.05

Tabulated 2 = 9.48


the tabulated 2 = 9.48 is less than the computed 2 =18.8 the null

hypothesis is rejected and it is conclude that administration of institution

do not provide all necessary facilities to teacher.

GRAPH

The above graph shows that mostly respondents are dis agree (

total 20,44.44%) and then followed by undecided ( total 9,20%) and then

agree (total 7,15.6%) while respondent of strongly disagree (total

6,13.33%) and respondent of strongly agree (3,6.7%) so, conclude that

administration of institution do not provides all necessary facilities to

teacher.it is importance to note that lack of interest of administration are

111

the root of the poor performance of student‘s in mathematics of secondary

school (Manzoor colony).

ITEM NO 4

Mathematics teachers apply different teaching techniques to teach

mathematics effectively.

Analysis of the problem

H0 : F0 = Fe

H1 : F0 ≠ Fe

α : 0.05

Decision Rule : Reject H0 if 2 ≥ 2 α

Statistical Test (Audrey et al., 1969) : 2

2 = ∑ (f0 _-__ f e )2

f e

Where

∑ = sum of

f0 = observed frequency f e = Expected frequency


Conditions

f0 Fe

f0 - fe

(f0 - fe)2

( f0 -

fe)2/fe

Strongly agree

S A

11 9 2 4 0.4

Agree

A

14 9 5 25 2.7

Undecided

U

5 9 -4 16 1.7

Disagree

D

9 9 0 0 0

Strongly disagree

SD

6 9 -3 9 1

TOTAL 45 45

∑ (f0 - fe)2/fe 5.8

112

Conclusion:

df = K- 1

5 - 1 = 4

α = 0.05

Tabulated 2 = 9.48


the tabulated 2 = 9.48 is greater than the computed 2 =5.8 the null

hypothesis is accepted and it is conclude that is mathematics teacher

apply different teaching techniques to teach mathematics effectively.

GRAPH#

The above graph shows that mostly respondents are agree( total

14,31.1%) and then followed by strongly agree ( total 11,24.4%) and then

disagree (total 9,20%) while respondent of strongly disagree (total

6,13.3%) and undecided(total 5,11.11%) and conclude that mathematic

teachers apply different teaching techniques to teach mathematics

effectively.

ITEM NO 7

Most of teachers try to make mathematics subject more interesting.


Conditions

f0 Fe

f0 - fe

( f0 - fe)2

(f0 -

fe)2/fe

Strongly agree

S A

13 9 4 16 1.77

113

Agree

A

15 9 6 36 4

Undecided

U

10

9 1 1 0.11

Disagree

D

6 9 -3 9 1

Strongly

disagree

SD

1 9 -8 64 7.11

TOTAL 45 45

∑ (f0 - fe)2/fe 13.99

Conclusion:

df = K- 1

5 - 1 = 4

α = 0.05

Tabulated 2 = 9.48

Referring to table of 2 at α = 0.05 with degree of freedom = 4 the

tabulated 2 = 9.48 is less than the computed 2 =13.99 the null

hypothesis is rejected and it is concluded that most of teachers do not try

to make mathematics subject more interesting and lack of preparation are

the root of low performance in mathematics of secondary school (Manzoor

colony Karachi).

GRAPH

The above graph shows that mostly respondents are agree (total 15,

33.33%) and then followed by strongly agree (total 13, 28.9%) and then.

undecided (total 10, 22.22%) while respondent of strongly disagree (total

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6, 13.33%) and then strongly disagree (1, 2.22%) concluded that most of

teachers try to make mathematic subject more interesting.

ITEM NO 8

MATHEMATIC TEACHERS TEACH ACCORDING TO MENTAL

LEVAL OF STUDENT.


Conditions f0 Fe

f0 - fe

(f0- fe)2

(f0 -fe)2/fe

Strongly

agree

S A

17 9 8 64 7.11

Agree

A

20 9 11 121 13.44

Undecided

U

2

9 -7 49 5.44

Disagree

D

5 9 -4 16 1.77

Strongly

disagree

SD

1 9 -8 64 7.11

TOTAL 45 45

∑ (f0 - fe)2/fe 34.87

Conclusion:

df = K- 1

5 - 1 = 4

α = 0.05

Tabulated 2 = 9.4

Referring to table of 2 at α = 0.05 with degree of freedom = 4 the

tabulated 2 = 9.48 is lessthan the computed 2 =34.87 the null hypothesis

is rejected and it is concluded that most of teacher do not teach according

to mental level of student.

115

GRAPH

The above graph shows that mostly respondents are agree (total 20,

44.44%) and then followed by strongly agree (total 17,37.77 %) and then.

disagree(total 5, 11.11%) while respondent of undecided (total 2, 4.44%)

and then strongly disagree (1, 2.22%) concluded that most of teacher teach

according to mental level of student.

C. CONCLUSION

Education is a three crease process of informing knowledge,

developing skills and instructing proper interest attitude and morals. The

schools are mostly concerned with the first part of the development.

Imparting knowledge. In our institutions the process was carried out in an

unsatisfactory way. The curriculum places an emphasis on transmitting

learning there is no satisfactory provision for practical actions and

experiences. It is mainly controlled by external assessment. more over as

the elaboration of useful skills and the inculcation of the right of interest

attitudes and ethics are not given necessary accent the curriculum becomes

not only out of stop with modern knowledge but also out of fun with the

life style of the people .there is thus urgent need to revise up grade and

improve the school curriculum.

This current study was expected at surveying the factors

responsible for students‘poor performance in mathematics secondary

school (Manzoor colony) Karachi.

The findings of this survey definite the fact that ,teacher factor , students

approach and assurance .technique of teaching mathematics , use of

instructional materials and the school environment are to great scope valid

116

factors that influence students‘ poor performance in mathematics in

secondary school ( Manzoor colony) . These findings therefore would be

of excessive relief to governments, teachers, students, professional policy

makers and presents in providing a solid springboard to launch a new

outline to finding a lasting solution to t perpetual poor performance issues

in mathematics at secondary school (manzoor colony).

Conclusion strained from the findings of teacher‘s questionnaire are as

under:

1. Majority of mathematics teachers were not competent according to

the changing world of knowledge, so in-service training should be

arranged.

2. Most of the teachers were agree to develop the activity based

curriculum of mathematics as students take more interest.

3. The examination system is not evaluating properly .students focus

on getting marks rather than learning, so examination system

should focus on learning rather than trend of getting marks.

4. Teachers identify the problems of students and needs of society

therefore maximum contribution of teachers be ensured in the

curriculum elaboration process.

5. Most of teachers agree that mostly students face challenging to

understand the concepts. Therefore, practical application should be

focused.

6. Majority teachers were agreed that number of solved sample

should be increased, which create the interest in students.

7. The content helped in understanding the basic concepts of

mathematics although their efficiency for developing critical

thinking was undefined.

117

Quality of education vary on the quality of teachers and reflects on

the measures both qualitative and quantitative of teacher education such as

improvement and management teacher education programs , providing

infrastructure pre – service and in – service education of teachers and

teacher educators , curriculum gratified and methods.

RECOMMENDATION

In view of the findings of this survey, the following are the major

recommendations;

1. Since the existing study was limited to secondary school (Manzoor

colony), similar studies could be carried out to inlet the junior &

middle schools as well as other sector of education.

2. The academically expert and professionally skilled mathematics

teachers may be appointed in the secondary schools.

2. Mathematic teachers‘ pre –service and in- service training must be

encouraged and supported.

3. Religious references may be explained in the book where required.

4. Sufficient audiovisual aids may be avoided to teachers in order to

improve the efficiency of the process.

5. It is fundamental to regulate science education in association with

Pakistan science and research council.

6. There is need to provide student opportunity of listening to skilled

teachers from outside and arrange mathematical demonstrations

and presentation.

7. Burdened curriculum may be escaped; curriculum may be

designated according to the available academic time period.

118

8. The selection of content for secondary level may be based upon the

interest and requirement for development of scientific expertise

and attitude of students.

9. The students acquire the opportunities of mathematics hobbies,

amusing mathematics, mathematical projects, mathematical

games mathematical innovation and mathematical discussion and

debates.

11. Government and educational policy makers at the national and state

levels must provide all school ascetically equal to enhance

teaching learning competence and positive achievement.

Acceptable funding to empower the provision infrastructure

facilities, enlistment of qualified teachers, conducive school

environment, improved conditions of service for teachers and

mechanism for periodic supervision and system checks.

12. Climate of school and class may be improved by using the boards

and charts.

13. The teacher should be destined to plan his lesson it is further

recommended that the reflective and critical thinking approach

should be used.

14. Government should accelerate and boost formation of active parent

– teacher association by providing technical and financial

encouragement for their activities.

15. The parent‘s should collaborate with the teachers for counseling

and direction of students.

16. Internal evaluation system should be introduced.

119

References

1. Andrews. (1995) Return to Budapest, Mathematics teaching 151 ,

23-5. Andrews,P. (1997) A Hungarian perspective on Mathematics

education :The results of a conversation with Sari Palfalvi, Eva

Szeredi, Vera Sztrokay and JuditTorok , Mathmatics Teaching 161

,14-17.

2. Andrews,P.(1999) Looking behind the rhetoric: some new insights

from Hungary , Mathematics Teaching 167 , 6-10.

3. Ball, D.L. (1993). With an eye on the mathematical horizon:

Dilemmas of teaching elementary school mathematics. Elementary

School Journal 9, p. 373-397.

4. Beaton, A. E., Mullis, I. V., S., Martin, M. O., Gonzalez, E. J.,

Kelly, D. L., & Smith, T. A. (1996). Mathematics achievement in

the middle school years: IEA's Third International Mathematics

and Science Study. Chestnut Hill, MA: Boston College.

5. Beaton, A. E., &O'Dwyer, L., M. (2002). Separating school,

classroom and student variances and their relationship to

socioeconomic status. In D. F. Robitaille& A. E. Beaton (Eds.),

Secondary analysisofthe TIMSS data (pp.2 11-231). Boston, MA:

Kluwer Academic Publishers.

6. Bloom, B. (1976). Human Characteristics and School Learning.

New York: McGraw Hill, Inc.

7. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How

People Learn: Brain, Mind, Experience, and School: Expanded

Edition. Washington, D.C.: National Academy Press.

8. Brophy, J.E. (1990). Teaching social studies for understanding and

higher-order applications. Elementary School Journal, 90 (351-

417).

9. Broussard, S. C., and Garrison, M. E. B. (2004). The relationship

between classroom motivation and academic achievement in

elementary-school-aged children. Family and Consumer Sciences

Research Journal, 33(2), 106-120.

120

10. Brown, C. A. (1985). A study of the socialization to teaching of a

beginning secondary mathematics teacher. Unpublished doctoral

dissertation. University of Georgia.

121



Socioeconomic Status of Women in Mastung & Muslim

Bagh Districts of Balochistan

with special reference to education

Shakira Bukhari1

Dr. Jahangir Khan2

Sadia Bareach3

ABSTRACT

The Socio-economic status of women play an important role in identifying

the factors affecting their involvement in economic activities. The

information on the important indicators was collected in order to

ascertain the relationship between their socioeconomic characteristics

and type of economic activities women are involved in. Regarding the age

group, 80% of the respondent were falling under the age limit of 21-60.

Among them 67% were married. 59% of the total was living in a joint

family system where the average size of the households was 10 persons

per household.

The education level of the women was reported to be very poor where a

big majority (82%) of respondents was found to be totally illiterate. This

indicates that most of the women lack the level of education required for

getting government jobs. The educational level of their husbands was also

not adequate, more than half of the husbands were found totally illiterate,

indicating that most of them are not having the required level of education

for availing jobs in public sector. In both the sample areas, husbands were

mostly involved in daily wage labourers; self-employed; private employees

and government employees with majority employed in the first category.

The income from their occupations was very low in both the sample areas

and cannot fulfil even the basic needs of the family. Faced with the

_____________ 1. Assistant Professor Commerce Department University of Balochistan Quetta Pakistan

2. Associate Professor Economics Department University of Balochistan, Quetta Pakistan

3. Assistant Professor, Social Work Department, University of Balochistan, Quetta Pakistan

122

situation, women in rural areas are forced to participate in economic

activities in order to share the financial burden with their husbands,

besides performing household responsibilities.

Key Words: Women, Socio-economic Status, Education, Balochistan

Introduction:

The parameters such as education, income, and occupation are

mainly included in the measurement of socioeconomic status. The

disparities in socioeconomic status, including differences in the

distribution of wealth, income, and resources as well as access to

education and health affects everyone; however, women are the one

effected by these disparities the most because of the incidence of poverty

among them viz a viz their male counterpart. The socioeconomic standing

of women got a direct correlation with the well-being of future

generations. The more the women is stable socioeconomically the brighter

would be the future of the generation to come and vice versa. Research

indicates that socioeconomic status is a key factor in determining the

quality of life of women, with resulting effects on the lives of children and

families. Inequities in wealth and quality of life for women are long

standing and exist both locally and globally. Low socioeconomic status

among women and its correlates, such as poverty, lower education and

poor health for children and families, ultimately affect the society as a

whole. The social scientists through their research studies have been

successful in chalking out strategies that could pave the way in alleviating

these disparities not only at individual level but also at societal levels.

Keeping in view the above background, a research study was

conducted in two districts of Balochistan namely Mastung & Muslim

Bagh. The districts are selected one each from Baloch and Pashtoon belt in

order to give equal representation to both ethnic groups of the province. A

representative sample comprising about 50 respondents from each District

was drawn and interviewed. For this purpose 50 households from each

District were selected through random sampling technique and from each

household one female member was interviewed. The data was collected

123

through a questionnaire-developed in line with the objectives of the

research.

Socio-economic Status of Respondents

The information regarding the socioeconomic status of women was

collected with the objective to be analyzed in identifying the factors

responsible for their involvement in economic activities. In this regard,

information on age distribution, sex, marital status, family system,

educational level, occupational status and income levels etc. was gathered.

This background information will help us control the variance of the study

and will facilitate data analysis.

Age Groups:

Without knowing the age status of the respondents it is difficult to

know whether the given population has the potential to work as labour

force. For this purpose the women respondents were asked to provide

information regarding their age status. The respondents were divided in

six age groups. The first age group was between the age of 10-20 years

and the last group of respondents was between the ages of 61-70 years. In

both the Districts, Mastung and Muslim Bagh the following was the

arrangement.

Table 1: Age of the Respondents

No. Age Group Mastung Muslim Bagh Total

1 10-20 13 5 18

2 21-30 16 9 25

3 31-40 12 15 27

4 41-50 5 10 15

5 51-60 4 10 14

6 61-70 0 1 1

Total: 50 50 100

The above comparisons show that excluding the first and last age

group the rest four groups falls under the age limit of 21-60, the potential

population emerging as labour force. They are 81% of the total

respondents.

124

Family Status:

Responding the question regarding the type of the family in which

the respondent was living, 59% of the total was living in a joint family

system. Out of them 39% of such women respondents belonged to

Mastung and 61% from Muslim Bagh. Women living in nuclear family

came out as 41% of the total respondents in both districts.

Table 2: Family Status of the Respondents

No. Type Mastung Muslim Bagh Total

1 Joint 23 36 59

2 Nuclear 27 14 41

Total: 50 50 100

Marital Status:

The women respondents were asked about their marital status. A

big majority 67% of the total respondents were married. While 17% of the

responding woman were reported as unmarried. 16% of the respondent

women were widows. Out of the 67 married respondents 52% were from

Mastung and the rest from Muslim Bagh.

Graph 1: Marital Status of the Respondents

Married67%

Unmarried17%

Widow16%

Married

Unmarried

Household Size:

The respondents were asked about the number of persons living in

their household. The information provided by the women reveals that the

125

average size of the households for both the sample areas was 10 persons

per household. 44% of them were living in a household comprising

between 9-12 persons. The next high number was 26% representing the

household size of 5-8 family members. 14% were living in household

ranging between 13-16 people. An equal percentage (8%) of the

respondents was living in a household that contained between 17-22

people and less than 4 persons.

Table 3: Household Size of the Respondents

No. Group Mastung Muslim Bagh Total

1 2-4 8 0 8

2 5-8 17 9 26

3 9-12 20 24 44

4 13-16 5 9 14

5 17-22 0 8 8

Total: 50 50 100

Educational Level of Respondents:

The educational level of the respondents in both the sample areas

of Mastung and Muslim Bagh indicates that the situation is not that good.

The highest percentage (82) of respondents was found to be totally

illiterate. 7% of the women had studied up to primary level only. 5% of

them had the qualification of 8th

class. 5% of the respondents were

reported to be holding metric degrees. While only 1% of the respondents

had studied up to the level of Intermediate. A big majority 89 women out

of 100 were either uneducated or with primary level of education which

included very basic education in their local languages. It shows that about

90% respondents were uneducated or with very low level of education.

This indicates that most of the women lack the level of

Table 4: Educational Level of the Respondents

No. Education Mastung Muslim Bagh Total

1 Illiterate 40 42 82

126

2 Primary 4 3 7

3 Middle 3 2 5

4 Metric 3 2 5

5 FA/F.Sc. 0 1 1

Total: 50 50 100

education required for playing active role in the economic field. It shows

that based on their educational level, one should not expect too much from

them in their role as active economic agent. Keeping in view their low

literacy rate and absence of required educational level, there seems to be

high chances for the majority of the women in both the sample areas of

Mastung and Muslim Bagh to be involved in small scale home based

business activities rather than engaged in government jobs which mostly

require at least Middle or Metric level education.

In comparison to the Piecework Labour‖ in Lahore city the

research study conducted by Farida Shaheed and Khawar Mumtaz by

taking a sample of 300 households, which yielded 204 women, the

researchers found that 62% women were illiterate and among them 92%

were the sole breadwinners for their families. Despite low wages the

home-working women interviewed for this survey reported positive

feelings about their work and wanted their daughters to learn some trade to

support themselves and their families. In our case too, the women

respondents were found to be concerned about the education of their

children specially daughters. They were found to be quite conscious about

the education facilities for girls in their areas.

Educational Level of the Husbands:

More or less the same trend is reported in case of the educational

level of the husbands in both the sample areas of Mustung and Muslim

Bagh. More than half (52%) of the husbands were found totally illiterate.

However, in Muslim Bagh district the condition was not that bad compare

to Mastung where out of the total illiterate 70% were from there. In case

of all the levels of education the husbands belonging to district Muslim

Bagh had an edge over their counterpart from Mastung district. The

highest percentage (82) of respondents was found to be totally illiterate.

127

Table 5: Educational Level of the Husbands

No. Status Mastung Muslim Bagh Total

1 Illiterate 37 15 52

2 Primary 6 17 23

3 Middle 2 3 5

4 Metric 4 10 14

5 FA/F.Sc. 1 5 6

Total: 50 50 100

75% husbands out of the total were registered either uneducated or with

primary level of education. It shows that each three out of four husbands

were found to be uneducated or with very low level of education. This

indicates that majority of the husbands lack the level of education needed

for getting jobs. So the remaining 25% having education level of middle

and above are the ones who would be expected to have the potential to

apply for jobs in the public sector.

Occupation of the Husbands:

When the women were questioned about the occupation of their

husbands, the answers that came were of a large variety. The highest

number (23%) was engaged in daily wages work as labour or mason.

Graph 2: Occupation of the Husbands

Pensioner8%

Livestock1%

Teacher13%

Labour/Mason23%Bazgari/Farme

r22%

Coductor/Driver

14%

Gunman/Constable6%

Shopkeeper3%

Others10%

128

The next category represented by 14% of the husbands was drivers

and conductors. 13% of husbands were working as teachers. 10% were

engaged in other miscellaneous occupations. Those who had retired and

were living as pensioners were 8%. Gunman and constables were 6%.

While those who were working as shopkeepers came out as 3%.

Income of the Husbands:

In the tribal society like in the case of Balochistan, women are

mostly dependant on father and brothers before marriage. After marriage

the dependency continues with the difference that now husband has to

shoulder the financial responsibility and earn money for daily

expenditures of the family. In this connection the respondents were

questioned about the range of earnings of their husbands:

Table 6: Income Level of the Husbands

No. Money Earned Mastung Muslim Bagh Total

1 3000-6000 19 3 22

2 6001-9000 8 17 25

3 9001-12000 19 22 41

4 12001-15000 3 6 9

5 No Income 1 2 3

Total: 50 50 100

The information reveals that 22% of the husbands brought an

income of about Rs. 3000 - 6000 per month. Those who were earning

between Rs. 6001 to 9000 came to be one fourth (25%) of the total. There

were 41% husbands who were earnings an amount of Rs. 90001 to 12000.

While 9% were receiving an amount of Rs. 12001to 15000 from the

profession they are involved in. A small number (3%) of them had no

source of income and were not earning anything.

The economic situation of the people in both the sample areas does

not show any remarkable improvement when we look at the income levels.

The majority (47) were reported to be earning less than 9000 rupees per

month. Only 9% were receiving income up to 15000 rupees per month.

129

The poor income levels of the husbands emerges the main cause

behind the women involvement in economic activities. The income level

being very low cannot fulfill even the basic needs of the family. Faced

with the situation, women, besides performing household chores are

mostly compelled to come forward and participate in economic activities

in order to share the financial burden with their husbands.

Conclusions:

As the Socio-economic characteristics of respondents play an

important role in identifying the factors affecting their involvement in

economic activities, the information on the important indicators was

collected in order to facilitate the data analysis. Regarding the age status

the comparisons reflected that more than 80% of the respondent falling

under the age limit of 21-60, emerged as the potential population for

labour force. Out of the total, a big majority 67% of the respondents were

married. Regarding the type of the family in which the respondent was

living, some 59% of the total was living in a joint family system. While

respondents women living in nuclear family were 41% of the total in both

districts. In both the sample areas, the average size of the households was

10 persons per household. The information regarding the education level

of the respondents present bleak picture in both the sample areas but the

conditions were a little better in Muslim Bagh compare to district

Mustung. A big majority (82) of respondents was found to be totally

illiterate. This indicates that most of the women lack the level of education

required for getting government jobs. Keeping in view their low literacy

rate and absence of required educational level, there seems to be high

chances for the majority of the women in both the sample areas of

Mastung and Muslim Bagh to be involved in small scale home based

business activities rather than engaged in government jobs which mostly

require education levels of at least Middle or Metric. Similarly, the same

trend is reported in case of the educational level of the husbands in both

the sample areas of Mustung and Muslim Bagh where more than half of

the husbands were found totally illiterate. However, the education levels

of husbands in Muslim Bagh district was slightly better compare to

Mastung where they had an edge over their counterparts. Only 18%

respondents reported their husbands as literate the rest of respondents were

130

found to be totally illiterate, indicating that most of them were not having

the required level of education for availing jobs in public sector. In both

the sample areas, husbands were mostly involved in four broad categories:

daily wage labourers; self-employed; private employees and government

employees with majority employed in the first category. The income from

their occupations was very low in both the sample areas. Almost one half

were reported to be earning less than 9000 rupees per month. The poor

income levels of the husbands emerges the main cause behind the women

participation in economic activities. The income level being very low

cannot fulfil even the basic needs of the family. Faced with the situation,

women in rural areas are forced to come forward and participate in

economic activities in order to share the financial burden with their

husbands, besides performing household responsibilities.

131

REFRENCES

Ahmed, Nigar (1986) Socio-Economic status of women in five villages of

the Punjab Women‘s division, Government of Pakistan.

Ayub,(Aslam Shah) Nasreen. (1993)The self-employed woman, in

women‘s march Karachi, Pakistan association for women‘s studies

Karachi – Pakistan.

Choudhry. M. G and Khan. Z. (1987) Female Labor participation rates in

rural Pakistan. Islamabad. P.I.D.E.

Government of Pakistan (2015) Economic survey of Pakistan, Economic

Wing Finance Division, Islamabad, Pakistan.

Kazi, Shahnaz & Bilqees Raza. (1988) ―Women in informal sector: home

based workers in Karachi‖ in the Pakistan development review, 28:

4 (part II).

Kahild, Jaweria.(1990) Rural women, poverty and feminist methodology

Lahore ASR publications.

Mumtaz Khawar and Farida Shaheed (1987) Women of Pakistan: Two

steps forward. One step back. Lahore. Vanguard Books Ltd.

Shehla Abbasi.(1990) Profile of women of Balochistan Quetta

Government of Balochistan and UNICEF

Shahnaz Kazi.(1994) A strategy for supporting employment and income

generation of poor women in Pakistan.

Nasreen Ayub( Aslam shah). (1992) Functional literacy and Self-

Employed Women in Kachi Abadis of Karachi Pakistan

association for Women‘s Studies.

132

Shaeed, Farida & Mumtaz, Khawar (1990) women‘s economic

participation in Pakistan: a status report. UNICEF Islamabad

Pakistan,

UNICEF (2008) Socio-economic Survey of rural areas of Balochistan.

133



DEVOLUTION OF POWER PLAN:

CONTRADICTION BETWEEN FRAME WORK AND

IMPLEMENTATION

Dr. Adil Zaman1

Mumtaz Ali2

ABSTRACT

After the inception of Pakistan, the system of local government was

strongly supported by military regimes instead of civilian rulers. In the

political history of Pakistan, mostly military regimes played a prominent

role in the establishment of government at local level. Most dominant

military leaders, who introduced their own planned systems of local

governments were Ayoub Khan, who introduced “Basic Democracies”,

Zia ul Haq, who provided a local government system as “Local Bodies”,

and General Pervez Musharraf, who launched another system of local

government introduced in 2001 as “Devolution of Power Plan” under the

conception of Decentralization of authorities. Former President of

Pakistan General Pervez Musharraf introduces the plan of devolution of

power under the local government ordinance 2001. But this plan was not

completely implemented throughout the country and there were lots of

contradictions between the framework and implementation.

For first time in the political history of Pakistan, the change in the

structure of local government was more effective than previous systems. In

order to maintain the complications and difficulties of masses at grass

root level, it was decided that the bureaucrats shall work under the

subordinate of elected representatives of masses. The bureaucrats under

the elected representatives could not perform their duties as they could do

in a perfect manner. As a result, the Devolution plan could not be

implement in the way it was made. There were lots of cleavages and gaps

_________________ 1. Associate Professor Department of Political Science, University of Balochistan,Quetta.

2. Assistant Professor Department of Political Science, University of Balochistan, Quetta.

134

in the implementation. Consequently with the end of General Pervez

Musharraf‟s era this system also ceased to exist. There were lots of

cleavages and gaps in the implementation.

Key words: Devolution of Power, Local Government Ordinance, National

Reconstruction Bureau, Union Council.

INTRODUCTION

Since the time of its inception Pakistan has undergone several

challenges regarding political administrative purposes, such as political

structural impairment of governing institutions, dysfunctioning of local

administrative organs, shuffling and rearrangement of governmental

frameworks etc. Emergence of these difficulties were mainly due to the

enforcement of martial law at several times (Chatterji, 1991). Therefore,

due to these disruptions and lack of the sincerity of rulers, the structure of

local bodies could not be evolved and improved as compare to the federal

and provincial administrations (Nadeem, 2007).

Devolution usually means, for the sake of good governance, the

powers and authorities have to devolve at local level. For the

establishment of genuine democracy at grass root level, decentralization of

financial and administrative authorities is the most required objective

(Abid, 2002). The participation of local people requires ensuring the

transparency of decision making and delivery of service in an effective

way. The primary principles of devolution of were decentralization of

administrative authority, decentralization of management function,

diffusion of power authority, nexus and distribution of resources at the

level of district.

Musharraf applied all these strategies in this plan which were also

attempted by General Ayoub Khan in his produced system i.e. Basic

Democracies. The main objectives of these strategies to get more and

more power. His released system also reduced the political power of

leadership at national level. But at local level it performs dominantly. In

the era of British rule, the elected local political leadership was

subordinate under the bureaucrats and most of the influential functions

135

were performed by bureaucrats in the local administrative system. But

after the emergence of Pakistan, the elites who had governing authorities,

bureaucrats were pressurized through them. It was happened for first time

in the political scenario of Pakistan that the bureaucrats started performing

their duties under the supervision of elected representatives at local level.

Due to the subordinate designation and less authoritative replacement,

bureaucrats were opposed to the devolution of power (Anjum, 2001:845-

867). In Pakistan, the local administrative structure does not have

constitutional status. This must be the main reason that the local

administrative institutions could not existed for long time duration.

Structure of Administrative Institutions in Pakistan

The administrative structure of Pakistan has been designed in the

shape of federal setup, which is also prescribed by the constitution 1973

(Mahmond, 2009). The bicameral legislature contain upper and lower

house i.e. senate and national assembly. The members of national

assembly elected directly voting for the tenure of five years of their

offices. The member of national assembly elects prime minister as the

leader of executive. The four provinces of Pakistan also have their own

legislative assemblies and chief ministers. The description of separation of

powers and functions of the federal and provincial administrative

institutions are interpreted in constitution of Pakistan (PILDAT, 2007).

Before the organization of local framework order, the local administrative

system was considered as the extension of the provincial governments.

Historical Background of Local Administrative System in Pakistan

Historically, the local administrative system in Pakistan has been

inherited from the colonial set up in British India (Basham, 1954).

Through the imposition of Local Government Ordinance (LGO),

devolution plan was implemented for the sake of empowerment and to

boost up the system of administration at local level. The intensions of

imposing every political reform in Pakistan, was to develop the

administrative and financial authorities at local level. First of all General

Ayoub Khan provide the concept of ―Basic Democracies‖ for

implementation of its local government system. This system was applied

under the concept of ―Basic Democracies Order‖ of 1959 for the

136

administration of rural areas and 1960 Ordinance of Municipal

Administration for the governmental structure of urban areas. The local

government plan of Ayoub Khan contained four tiers i.e. the union council

for rural areas and the union and town committee for urban areas. These

tiers were represented in rural areas by thana or tehsil councils and in

urban areas the similar tiers were represented through the municipal

committee and cantonment boards (District Census Report, 1998). The

two tiers were identical for rural and urban areas, which were represented

by district council in both rural and urban areas. The bureaucrats remained

as controlling authority in this administrative structure (Blair, 2000:21-

39). Bureaucrats had authority to proceed and suspend the resolution

promulgated through the local administrative bodies. The system of ―Basic

Democracies‖ was abolished in 1970. On the basis of adult franchise, the

first general elections in Pakistan were held in 1970. Due to the political

disturbance in east Pakistan as well as the problem of shifting of power to

the newly elected government, various conspiracies emerged which

ultimately led to between India and Pakistan in December 1971. As a

result of this war the East Pakistan was declared as independent state,

Bangladesh (GOP, 1995). On the other hand, in Pakistan, a democratic era

was started under the premiership Zulfiqar Ali Bhutto. But again in July

1977, General Zia ul Haq, then Army Chief of Staff, overthrew the elected

government of Zulfiqar Ali Bhutto in a military coup. On assuming the

power, Zia ul Haq implemented the ordinance of local government, which

was also implemented by Musharraf after two decades. This access to the

government is accordance with the army‘s old strategy of ―Divide and

Rule‖ (International Crisis Group (ICG), 2004). In Musharraf‘s plan there

was a bit difference in functional and financial structures as compare to

the Zia and Ayoub strategies (Keefer, 2005). Urban rural divide was

maintained by the union council and the mobility of resources from urban

to rural was excluded. According to the Zia‘s strategy, bureaucrats did not

perform their duties at local level and all the members were elected

directly or indirectly until elections were held at nonparty bases. After

Zia‘s regime, the local administrative system continued and did not finish

in the provincial and federal governments gaining the essential place. Due

to the less political status of government at local level, they did not pay

attention in their functions. The perpetual tension started between the tiers

137

of local and provincial level. As a result, the local administration was fully

suspended from 1993 to 1998. In October 1999, General Pervaiz

Musharraf, then Chief of Army Staff, deposed the democratically elected

Prime Minister, Nawaz Sharif in a successful coup and later on released

his devolution of power plan.

General Pervez Musharraf’s Devolution Plan 2000 and Local

Government Ordinance 2001.

With the beginning of the era of General Pervez Musharraf, the

efforts for decentralization were put into consideration. General Pervez

Musharraf addressed his seven point agenda on late night 12 October

1999.which are following,

1. Rebuild National confidence and morale.

2. Strengthen Federation, remove Inter-Provincial disharmony and

restore National cohesion.

3. Devolution of power to the grass root level.

4. Revive Economy and restore Investor confidence.

5. Ensure law and order and dispense speedy justice.

6. Depoliticize State institutions.

7. Ensure swift and across the board accountability (Baxter, 2004:55).

National Reconstruction Bureau. (NRB)

After a month of the takeover of the power, Pervaiz Musharraf

established National Reconstruction bureau (NRB) in November 1999, a

month after he takeover the power. The purpose of establishing NRB was

to formulate policies for the economic and national reconstruction.

Besides, the strategy to strengthen democracy and promote good

governance through local government setup was promulgated by this

federal institution NRB (Kennedy, 2003:xix).

Local Government Ordinance (LGO).

In May 2000, NRB proposed a plan of ―Devolution of Power‖

under the local government ordinance 2001, which aimed to establish a

genuine democracy at grass root level (Majumdar, 1960). It was

promulgated in order to establish a good governance also to empower the

masses. Local government ordinance which was promulgated by each

138

provincial government, was given the protection under the constitution on

the basis of legal framework ordinance (LFO). But even then the

governments at local level did not recognized constitutionally (Keefer,

2003).

Primary Principles of Devolution of Power.

Devolution of power was based on five principles which were also

known as 5Ds i.e.

(i) Devolution of Political Power

(ii) Decentralization of Administrative Authority

(iii)Decentralization of Management Functions

(iv) Diffusion of Power Authority Nexus

(v) Distribution of Resources to the district level ((Jamil, 2002)

(vi)

Representation at Local Level.

The essential function of devolution is to bridge the gaps between

government and masses.

Union Councils

Union council consists 21 members in which 12 seats are reserved

for Muslim members, 4 seats for women, 6 assigned for peasants, 1 seat

for minorities and 2 seats are also reserved for Nazim and Naib Nazim.

They are elected through direct election process (Khan, 1999).

Tehsil

Tehsil is another tier of the local government. In Tehsils Naib

Nazims of each union council were elected directly for two third seats and

remaining seats were reserved for indirect elected members. 33 per cent

seats were reserved for women and 5 per cent for peasants and 5 per cent

assigned for minorities. The heads of the tehsil councils also elected

indirectly.

District or Zila

Zila or district council was the final council of the government.

The district council contains all Nazims of the councils who were elected

directly. One third of the seats were assigned for the women, minorities

139

and peasants (Alam and Wajidi, 2013). All the members of the union

councils are the electorates for the district and tehsils councils. The citizen

community board was another representative structure in the devolution

plan in rural and urban both areas.

Structure of Administrative System.

In the structure of administration at local level, considerable

changes occurred after implementation of devolution of power plan. For

making accountability of local tier of provincial bureaucracy in front

elected officials, the administration at local level of provinces and elected

government were merged at the tehsil and district level (Abbasi and

Mussart, 2015:891-901). Another change emerged in the past

administration, except four city districts, the rural and urban

administration was merged. Mostly all the departments of provinces were

devolved at the level of district. Each department was given under the

executive district officer (EDO) with the assistance of (DDO) at sub

district level. The deputy commissioner was replaced with the District

Coordination Officer (DCO). (Mazzera, 2010) The tehsil municipal

administration was placed under the district civil administration, who

reported to the tehsil Nazim through tehsil municipal officer.

Representation at Local Level.

Under the devolution of power plan, the election were conducted

twice for the different tiers of local government. The first one was held

between December 2000 and September 2001, another in 2005. Apart

from Baluchistan, the level of contesting the election seems to be high in

other provinces (Pakistan Devolution, 2002). Some candidates take part in

these elections without contesting from different region because of the

tribal system influence; they want to ensure the representation of such

tribes. In the province of Baluchistan, the 40% seats of union council were

without contesting the local election 2000 and 2001. But this per cent age

has been reduced to 17% in 2005 local election.

CONCLUSION

In democratic country, the local government system must be

implemented. Because local government system plays most important role

140

in strengthening the democracy at grass root level and empowering the

local masses to participate and legislate in political affairs. So that‘s why

election at local level must be held on time. But in Pakistan this issue

emerged again and again and violating the devolution plan. And due to the

delays in election the corrupt rulers take advantages. There was no

recommended criteria implemented which must be required for

membership. Due to this negligence the unqualified and unfit persons

elected as member. So the unfit person could not tackle and deal with

political affairs. And the cause of the non-merit based staff the

dysfunctions in administrative departments‘ was emerged. As following

the devolution of power plan, the recommendation of criteria must be

applied for the sack of good governance. During the Musharraf‘s era,

nepotism problem originated in a massive scale. In pursuing of power

administrative, elected members grant the opportunities to their relatives

who may be not eligible for the post and ignore the eligible masses.

Under the influence of nepotism most of member violates the rules of

devolution of power plan. For the sack of getting more and more power,

they mostly preferred their kith and kin. Therefore under the influence of

nepotism, the local masses could not get opportunity to participate in

political affairs. And without participation of local masses, the

establishment of grass root level democracy was seemed as impossible.

Under the influence of nepotism, accountability also ignored and

noncooperation issues between bureaucrats and elected member were

emerged. Unnecessary interference of political elites in local government

makes the administration inoperative which create lots of problems in the

administrative function at local level. Through power and authority,

political elites applied their own rules for the achievement of their vested

interests which violate the rules which were prescribed by devolution plan.

To generate revenue and funds at local level is very difficult due to the

delay transfer of funds. Local governments heavily depended on

provincial governments. They also cannot perform their duties due to the

poor funding from the provincial government. irresponsibility was

emerged, and developing projects cannot run. Due to the irresponsible

behavior of government and poor funding, the genuine democracy cannot

be established.

141

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