SEARCH ARTICLE

08 Pages : 114-126

http://dx.doi.org/10.31703/gssr.2018(III-IV).08      10.31703/gssr.2018(III-IV).08      Published : Dec 2018

Violations of Basic Children Rights at Elementary Level Education

    Violations of children rights are the grey areas in Pakistan that have grave consequences for the educational progress of students especially those studying at elementary level. This study probes the major children rights contravention at elementary level schools located in Pakistan; particularly in government sector schools where the learning course is usually taken by the principals and teachers as a regular affair without any fervent approach. In order to investigate the state of children rights in schools, principal, teachers and students from rural and urban area public sector institutions of Capital Territory Islamabad were taken as the sample for this study so that the state of these institutions in terms of providing basic rights to elementary students could be analyzed and it could be seen if they affect the performance of children in class or not. The result indicates the prevalence of several nuisance areas including corporal punishment, bullying, unhygienic environment, lack of educational facilities and proper infrastructure in these institutions which are directly affecting the performance of children in form of a decline in learning outcomes, specifically in rural areas where the use of physical punishment is reported to be practiced more in ratio as compared to urban areas. The study is significant as it explores issues and causes for children rights violations and suggests the necessary measures that would make the learning environment more conducive for students.

    Children Rights Violation, Corporal Punishment, Elementary Education, Academic Performance
    (1) Syed Azam Shah
    Principal, F.G Public School, HIT Taxila Cantt, Punjab, Pakistan.
    (2) Syed Manzoor Hussain Shah
    Professor, Department of Education, Hazara University, Mansehra, KP. Pakistan.
    (3) Umbreen Ishfaq
    Assistant Professor, Department of Education, The University of Haripur, Haripur, KP, Pakistan.

09 Pages : 127-141

http://dx.doi.org/10.31703/gssr.2018(III-IV).09      10.31703/gssr.2018(III-IV).09      Published : Dec 2018

Teaching Mathematics at High School: A Comparison of Public and Private School Teachers' Practices

    This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

    Teaching Practices, Mathematic Classrooms, Secondary Education.
    (1) Gulnaz Hameed
    PhD Scholar (Education), Department of Education, University of Education, Lahore, Punjab, Pakistan.
    (2) Intzar Hussain Butt
    Assistant Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan.

10 Pages : 142-155

http://dx.doi.org/10.31703/gssr.2018(III-IV).10      10.31703/gssr.2018(III-IV).10      Published : Dec 2018

Issues in Teachers' Education through Distance Education: A Case Study of Allama Iqbal Open University Islamabad, Pakistan

    Allama Iqbal Open University (AIOU) offers teacher education programs from Primary School Teacher to Doctor of Philosophy in Education. The current study is focused on B. Ed., 2-year M.Ed., and Associate Degree in Education (ADE). AIOU has rendered great services in the field of education and particularly teacher education. Distance education internationally is an established system of education but in the context of Pakistan there are certain issues in distant mode of education which if addressed, may improve quality in teacher education. The current study investigated issues from the perspectives of tutors in Khyber Pakhtunkhwa. Data were collected from tutors in 03 districts through interviews. Interview was conducted with total of 20 tutors. The purpose of the study was to get an in-depth understanding of the issues and suggest recommendations for improvement of the teacher education through distance learning from AIOU and the distance education programs offered by other universities.

    AIOU, Teacher Education, Tutors' Perception, Distance Mode
    (1) Itbar Khan
    Lecturer, Department of Education, University of Malakand, Chakdara, KP, Pakistan.
    (2) Farooq Nawaz Khan
    Assistant Professor, Staff Training and Education Center, University of Swat, KP, Pakistan.
    (3) Asghar Ali
    Assistant Professor, Department of Education, University of Malakand, Chakdara, KP, Pakistan.

12 Pages : 173-186

http://dx.doi.org/10.31703/gssr.2018(III-IV).12      10.31703/gssr.2018(III-IV).12      Published : Dec 2018

Possibilities of Agricultural Education for Secondary Level in Pakistan

    Agricultural education is the main component to promote development and production of agriculture. In Pakistan, higher education institutes are offering agricultural education at undergraduate, graduate and postgraduate levels. F.Sc. Pre-Agriculture program has also been started in selected universities of agriculture. At the same time, the subject of agriculture has been part of elementary schools for many years. But, the gap still exists for the provision of agricultural education at secondary level. So, the study aims to review the initiatives of agriculture education at secondary level in national educational policies and five-year plans and to explore the possibilities for the promotion of curriculum for agricultural education according to opinions from agricultural education experts. This offers a descriptive study. The study was conducted in two steps. Documentary analysis technique was firstly used. Further, the need of agricultural education curriculum for secondary level was assessed and possibilities of agriculture education were explored. Purposive sampling technique was used to select subject specialists. The data was analyzed with frequencies, percentages, mean, and standard deviation. The qualitative data was analyzed by themes and analytical approach. This research suggests that agriculture education is highly desirable for introduction at secondary school.

    Agriculture Education, Secondary level, National Educational Policies
    (1) Kiran Akhtar
    PhD Scholar (Education), Department of Education, PMAS-Arid Agriculture University Rawalpindi, Punjab, Pakistan.
    (2) M Imran Yousuf
    Associate Professor, Department of Education, PMAS-Arid Agriculture University Rawalpindi, Punjab, Pakistan.
    (3) Qaisara Parveen
    Assistant Professor, Department of Education, PMAS-Arid Agriculture University Rawalpindi, Punjab, Pakistan.

13 Pages : 187-200

http://dx.doi.org/10.31703/gssr.2018(III-IV).13      10.31703/gssr.2018(III-IV).13      Published : Dec 2018

Parameters for Textbook: Improving Quality of Primary Education

    This research explores the parameters of quality textbook and the current status of 5th class textbooks. Textbook counts due to its importance in attaining required goals of quality education. Quality textbooks have the capacity to improve the required skills of learners and consequently support the improvement of quality education as quality education is mostly connected to students’ outcomes. A survey was conducted wherein officers of the Textbook Board Khyber Pakhtunkhwa participated and head teachers and teachers from public primary schools also took part. An interview was conducted for the Textbook Board officers to find out the parameters of quality textbook that improve the outcomes of the students. In this regard a questionnaire administered for head teachers and teachers to investigate the present status of 5th class textbook. 10 officers of Textbook Board, 281 primary school teachers and 256 head teachers were taken as sample from six districts of Khyber Pakhtunkhwa.

    Quality, Quality Education, Quality Textbook, Parameters
    (1) Mohammad Nabi
    Ph.D Scholar, Department of Education, Sarhad University of Science and Information Technology, Peshawar, KP, Pakistan.
    (2) Muhammad Javed Iqbal
    Director Mass Education, Department of Education, Sarhad University of Science and Information Technology, Peshawar, KP, Pakistan.

14 Pages : 201-211

http://dx.doi.org/10.31703/gssr.2018(III-IV).14      10.31703/gssr.2018(III-IV).14      Published : Dec 2018

Assessing Quality of Various Aspects of Secondary Education in Punjab

    This study examined various aspects of quality in secondary education of Punjab. Population of the study was constituted all principals, teachers and students of degree colleges, intermediate colleges and higher secondary schools. A randomized sample of forty degree colleges was selected comprizing forty intermediate colleges and forty higher secondary schools (gender-wise equal). Participants’ responses were collected via questionnaire. After the data tabulation, it was examined and explained in the light of research objectives. Statistical tests like mean, standard deviation, standard error of mean and estimated population mean were employed. The study revealed that from the findings of the study A.V Aids were not appropriately used, teachers’ pay scales were not satisfactory and secondary level curriculum did not meet the academic needs. Therefore, the researchers consider provision of modern audio-visual aids to the institutions to be important, besides the teachers training and motivation to utlize these audiovisual aids for enhancement of instructional process. Moreover, it is suggested that adequate budgetry allocation for education and improving the pay scales of the teachers will enhance the quality of education.

    Quality Education, Secondary Education, AV Aids, Pedagogy
    (1) Saqib Shahzad
    Associate Professor, Department of Education, Abdul Wali Khan University Mardan, Mardan, KP, Pakistan
    (2) Ishtiaq Hussain
    Associate Professor, Institute of Education and Research, Kohat University, Kohat, KP, Pakistan.
    (3) Makhdoom Ali Syed
    Chairman, Department of Education, University of Kotli, Azad Jammu & Kashmir, Pakistan.

29 Pages : 427-440

http://dx.doi.org/10.31703/gssr.2018(III-IV).29      10.31703/gssr.2018(III-IV).29      Published : Dec 2018

Studying the Operational Management Strategies for Promoting Quality of Secondary Education

    This study examined the operational management strategies for promoting the quality of education at the secondary level in Punjab Province. The secondary school heads, teachers and students were subjects of the study. It used three questionnaires developed for them respectively. The findings suggest that the head teacher perceived his role as an operation manager. These role dimensions indicate that the head teacher acts as an educational manager by using operational management strategies deliver professional support to teachers by; solving the school-based problems of their teachers, promoting a culture of discipline in the school, conducting a performance evaluation of school staff and checking lesson plans regularly, consulting teachers in academic decisions, holding periodic meetings of teachers regarding coverage of syllabus and maintaining conducive to the working environment in their schools.

    Operational Management, Quality Education, Strategies, Administration, Secondary Education.
    (1) Muhammad Ismail Durrani
    PhD Scholar, Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan.
    (2) Irshad Hussain
    Professor (Chairman), Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.
    (3) Muhammad Ali Rasheed
    PhD Scholar,Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan.

31 Pages : 456-471

http://dx.doi.org/10.31703/gssr.2018(III-IV).31      10.31703/gssr.2018(III-IV).31      Published : Dec 2018

Development of Islamic Integrated Education in Pakistan since 1947: Current Needs for the Globalized World

    Education entails much significance and prominence for building a nation. Every country has certain policies and planning in terms of how their education system should work. Since Pakistan has been independent of Islamic values and religious autonomy, Islamic education is the fundamental and most crucial element. In this regard, this research paper has aimed to discover the timeline of how Islamic education was integrated into the Pakistani curriculum. The research findings have suggested that the educational policies of Pakistan from 1969 to date are emphasizing the inclusion of Islamic education into the modern secular system. However, most Islamic-educated colleges are not effectively addressing Islamic education as required in national policies as part of the compulsory part of the curriculum. Nevertheless, a more effective balance between secular education and Islamic education is found between new Islamic integrated schools to prepare students for the challenges of this globalized world.

    Historical Development, Islamic Integrated Education, Globalized World
    (1) Waqar Un Nisa Faizi
    Assistant Professor, Department of Education, Islamia College Peshawar, Peshawar, KP, Pakistan.
    (2) Anila Fatima Shakil
    Associate Professor, Department of Education, Jinnah University for Women Karachi, Karachi, Sindh, Pakistan.
    (3) Abdur Rehman
    Assistant Professor, Department of Teacher Education, Qurtuba University, D.I.Khan, KP, Pakistan.

32 Pages : 472-485

http://dx.doi.org/10.31703/gssr.2018(III-IV).32      10.31703/gssr.2018(III-IV).32      Published : Dec 2018

The Attitude of Prospective Teachers towards Guidance and Counseling Services in Distance Education of Pakistan

    This study evaluated the attitude of prospective teachers towards “guidance and counseling services” in distance education. The survey method was used for data collection from 730 B.Ed. learners of the AIOU by using questionnaires on a five-point rating (Likert) scale. The results indicated that the majority of the prospective teachers (80.24%) appeared to be satisfied with information services and the channels of providing such services by AIOU. More than half of the respondents (57.81%, 57.59%, and 57.81%) appeared were unsatisfied with the provision of tutors information, guidance by their tutors on writing assignments, and tutorial meetings (respectively). Overall, more than half of the respondents appeared with their positive perception about “guidance and counseling services”. The study recommended tutors training on how to tutor in distance education; how-to guide and facilitate distance learners in writing good assignments.

    Prospective Teachers, Guidance and Counseling Services, Tutor, Student Counselor, Distance Education
    (1) Muhammad Abdul Malik
    PhD Scholar, Preston University Kohat, Islamabad Campus, Islamabad, Pakistan.
    (2) Irshad Hussain
    Professor (Chairman), Department of Education, The Islamia University of Bahawalpur, Bahawalpur, Punjab, Pakistan.

34 Pages : 498-514

http://dx.doi.org/10.31703/gssr.2018(III-IV).34      10.31703/gssr.2018(III-IV).34      Published : Dec 2018

Impact of Formative Assessment and Feedback on Higher Education

    This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

    Formative Assessment, Feedback, Higher Education.
    (1) Muhammad Naseer Ud Din
    Associate Professor,Institute of Education & Research,Kohat University of Science & Technology, Kohat, KP, Pakistan.
    (2) Waqar Un Nisa Faizi
    Assistant Professor, Department of Education,Islamia College Peshawar, KP, Pakistan.
    (3) Abdul Majeed Khan
    Assistant Professor, Department of Education, University of Mianwali, Punjab, Pakistan.