Gap between Expectations and Experiences of Equity in Public Schools: A Pupils’ Perspective

Abstract

The study investigated into the lens of pupils from public sector that what constitutes fair and equitable schools in Pakistan. Also the study explored pupils’ expectations from school, how the schools can be transformed into equitable schools in which all students are treated equally and fairly. The study used quantitative approach with multistage sampling in two districts of Punjab, Pakistan. Questionnaire had been conducted on 434 pupils aged between 14-15 years of 9th and 10th class. The return rate of the questionnaire was 85%. Results of descriptive statistical analysis show that pupils receive equitable as well as inequitable treatment with respect to punishment, rewards and marks awarded by teachers in public schools. Results further show that wider the inequitable experiences of pupils in schools, greater are the equity expectations from schools. Also the pupils with various backgrounds differ significantly from each other in terms of inequitable experiences in schools. It is concluded that equitable public school would be the one in which all students are treated in an equitable manner irrespective of differences.

Exploring Traces of Equity in Teachers’ Instructional Practices, Assessment and Treatment with Students in Early Years of Education

“…Achieving equity in education is crucial for Pakistan, as Pakistan is a country that is divided into different layers and strata of advantaged and disadvantaged to which Pakistan's recent educational policy 2009 is also concerned. Hassan (2016) concluded that equitable public school would be the one in which all students are treated in an equitable manner irrespective of differences. The extent to which education system in Pakistan is equitable was explored through exploring equitable treatment, equitable assessment and equitable instructional practices of early childhood school teachers from viewpoint of learners, teachers, head teachers and parents.…”