An Evaluative Study Of Primary Education In The Light Of Policies And Plans In Pakistan (1947 2006)

Parveen, Shahida

doi:10.19030/tlc.v5i7.1243

Cited by 3 publications

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“…In the year the NEAS apprehended the three assessments, the one to four classes assessed by primary school administrations. The five and eight grade students appeared in the essential public examination in discussion (Parveen & Shah, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission

Nisa

2021

IJITL

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This study investigates the elementary teachers’ perceptions about stakeholders’ (parents, heads, students) attitude towards subjects not assessed by Punjab Examination Commission (PEC) in public elementary schools. The study focuses on the quantitative research method and survey research design. The study includes population of 254 elementary public schools of Sialkot. However, the researchers have chosen only 95 public elementary schools of Tehsil Sialkot as the target population. Likewise, the study has focused only 48 public elementary schools of Tehsil Sialkot as sample for this research using simple random technique. Similarly, the study deploys Self-tailored questionnaires for data collection. The study has analyzed the collected data on the theoretical framework of the descriptive (Mean, Frequency), inferential (t test), and p value. The study concluded that the respondents’ attitude towards non-assessed subjects in public elementary schools Sialkot has been at a low level. The study recommends that government must revise teachers’ evaluation policy, which is only based on students’ scores. The study suggests that the teachers’ evaluation criteria must be broadened in order to and some other factors may also be considered while evaluating teachers. Keywords: Stakeholders’ attitude, teachers’ perception, Punjab Examination Commission, non-assessed subjects

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Section: Literature Reviewmentioning

confidence: 99%

Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission

Nisa

2021

IJITL

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“…Later policies falling well short of the target mark for Universal Primary Education, have not hesitated to propose a new target period (Bhatti, Bano, Khanam, & Hussain, 2016). Numerous commissions and committees have been established and have presented their comprehensive reports; but, the ground realities have remained relatively unchanged owing to bad governance, corruption, the short tenure of governments, contradictory policies, and lack of direction (Khalid & Khan, 2007; Parveen, 2008).…”

Section: A Historical View Of Educational Planning In Pakistanmentioning

confidence: 99%

An Ethnographic Account of Educational Landscape in Pakistan: Myths, Trends, and Commitments

Bilal

2019

American Educational Research Journal

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Education in Pakistan is no longer a matter of indifference to the rest of the world. Typically, concern is focused on the role played by the madrasah (Islamic religious school; plural madaaris) as the dominant provider of education. The rise in the number of English-medium education institutions countrywide does not enter such accounts. This ethnographic study relates this topic to the pedagogic aspirations of Pakistanis asking, What is the role of English-medium schools in Pakistan and is it even the case that the majority of Pakistanis are markedly in favor of a predominantly religious education for their children? The study suggests that formal English-medium education is most parents’ real-world priority, fluency in English being a prerequisite for higher paying jobs in Pakistan.

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“…In 1948, the Central Advisory Board of Education was established for the discussion of educational problems (Peshkin, 1963). In 1972, the government of Pakistan took a step to nationalize the private education institutions, restating a commitment to universal free education (Parveen, 2008). Education policy 1979 gained much significance in the educational discourses because of its significant contribution to bringing an ideological shift in the social cognitive makeup of the local people through Islamic ideology and cultural development (Shah, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Discursive Constructions in School: A Qualitative Assessment of Value Conflicts Between School Ethos and Everyday Life

Misri

Bilal

2019

Pak. j. educ.

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The debate of quality education in Pakistan revolves around three basic systems of education – Elite English Medium Education System, State Urdu Medium Education System and Madrassa Education System. However, the history and discourse of educational planning and development in Pakistan demonstrate that role of school socialization has largely been ignored when addressing the development issues of children. While focussing on the psychological and cultural incongruences in the socialization experiences of children, this paper asks that what are the major realms where school going children experience conflicts between the school ethos and real-life practices? The ethnographic study was conducted in Chakwal city, located in Punjab Province, involving participant observation in private and public schools. In-depth interviews were also conducted to acquire a holistic understanding of emerging trends of school ethos among students. The sample was selected through purposive sampling which includes students, parents and teachers belonging to different educational levels and diverse socio-economic backgrounds. The findings suggest that discordance between school socialization and what children experience in wider society engenders conflicting worldviews eventually creating everyday value-conflicts and identity crisis among children.Keywords: school ethos, socialization, value-conflict, identity, Pakistan

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An Evaluative Study Of Primary Education In The Light Of Policies And Plans In Pakistan (1947 2006)

Cited by 3 publications

References 0 publications

Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission

Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission

An Ethnographic Account of Educational Landscape in Pakistan: Myths, Trends, and Commitments

The Discursive Constructions in School: A Qualitative Assessment of Value Conflicts Between School Ethos and Everyday Life

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