Education is a social entity and takes input from the society and returns output to it as well. University education is considered as the hub that produces human capital into the market. Universities shall play their role to promote social justice and equity for people from all spheres of the society. This study was focused to explore the perceptions of teachers about the social injustice and inequity in universities of Pakistan. The aim was to promote social justice and equity in education by highlighting the factors that cause injustice and inequity, to find out the imbalance in the market value of our educational system, and to find the administrative measures that could promote social justice and equity. For that purpose the experienced teachers and administrators were purposely selected to participate in this research. Interviews were conducted with prior permission to record it. The data generated from 12 participants (10 males and 2 females) were analyzed by Thematic Description Approach under qualitative data analysis techniques. The themes for each question from the transcribed interviews were identified and coded. Major factors were identified and significant differences were revealed on behalf of the interviewees' perceptions. Suggestions were given to take effective administrative measures. Results revealed practical implications for educationists and policy makers to promote social justice and equity.
<p align="left">Concerns have been raised about the failure of students in quality of academic performance in public sector school over the past few years. Therefore, this research study was conducted to explore the factors which affect the quality of academic performance of students in public sector schools. Mixed methods research design was used to explore this phenomenon in the district Sheikhupura. Using multi-stage random sampling techniques out of 45 boys and girls school in the district 10 boys’ and 10 girls’ schools were selected. All stakeholders— students, parents, teachers, and heads from those schools were selected in the sample of total 300. Quantitatively close ended self-developed questionnaires were used to collect data from 120 students and 120 parents. Qualitatively semi-structured interviews were used to generate data from the participants—40 teachers and 20 heads from the schools. Descriptive and inferential statistical techniques and thematic description approach was used to analyze the different data sets. Various causes of students’ failure and remedial suggestions were discovered in the analysis. The results have serious implications for school education department of the province, Punjab. </p><p align="left"><strong>Keywords:</strong> academic performance, failure, public sector schools, students</p>
In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
Academic performance of students has always been the area of concern for educational institutions as it is a key indicator of institutional quality. In order to have a better quality output the higher education institutions set some admission criteria such as scores on specified international standardized tests, previous academic qualifications, and admission tests of students or a combination of such scores. Virtual University of Pakistan (VU) is a technology-based distance learning institution that facilitates students who are unable to attend traditional institutions of higher education for a variety of reasons. It was of interest to the researchers to study the entry qualifications of students i.e. the admission criteria, as predictor of their academic performance in various degree programs at VU. For that purpose, the data of 5825 graduates in different two years masters programs in 2015-16 were taken as sample. The entry qualifications of students, and cumulative scores of their previous academic qualifications were taken as predictors of their performance i.e. cumulative grade point average (CGPA,) in relevant degree program. Descriptive (range, percentage) and inferential (pearson r, multiple regression) statistics were applied after grouping the students into low, average and high achievers on cumulative scores as well as entry qualification scores. The results showed significant differences in the predictions and their implications are useful for policy makers and relevant departments of the university as well as for other distance learning educational institutions.
Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.
This research study was conducted to explore the teachers' thoughts on extremism in education in Pakistan. The idea of research in this aspect was inspired by the recent acts of terrorism in some leading educational institutions of Pakistan. University teachers were interviewed by the researcher. Questions asked by the researcher were developed from the relevant factors taken from respective literature. The researcher validated these questions with the expert opinion of his supervisor. After validation of questions of interview, data were collected from nine university teachers including three female and six male teachers, belonging to different universities of Pakistan. The sample was purpose drawn from teachers who belonged to different sects, castes, environment and culture, so that a comprehensive opinion come. The interview protocol followed all ethical considerations. The interviews recorded were translated into English with especial focus on the meanings. The collected data were then analyzed according to thematic description approach. The themes were identified and coded and then interpreted into meaningful answers to the research questions. Teachers believed that there were different types and nature of extremism in educational institutions. The major factors identified by the teachers were financial, power politics, deprivation of rights, over-ruling of merit, straying away from the true path of Islam and lack of economic opportunities. Teachers also suggested some recommendations for controlling extremism in universities of Pakistan.
Over the last few decades quality of education has been given special attention in the academic world. After many reforms and efforts, Pakistan still lags in providing quality education. However, some private school systems are making good efforts in providing quality education and that too at affordable fees. The Trust School is one of this kind and in a short span of time it has achieved a significant position among quality driven schools. The purpose of this research was to study the quality of education provided by The Trust School in detail. For that, the researchers took case study design to take into account all the aspects of the "Trust school". Using exploratory case study design, the researchers used triangulation of the data sources including principals/heads, teachers and class teachers, students of class 9th and 10th, and previous board examination results of "Trust School" students to understand the phenomenon of quality of education.Semi-structured interviews, close ended questionnaires, and observation checklists were developed by the researchers after a comprehensive review of the literature; all these were validated through expert opinion evidence. thematic description approach analysis on qualitative data and descriptive statistical techniques on quantitative data revealed different factors that played a role providing quality of education. The results of this research have implications for understanding why and how to provide quality education and the dissemination of this case study can serve as a model for other schools to replicate it for providing and maintaining quality of education.
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