Availability Of Educational Facilities

The concept of quality in every field is a complicated concept. It is complex in

nature, elements, components, and every esteem. Quality is the most honorable but the

slipperiest term in the field of education. Sometimes it is employed in evaluative sense, for

example as range of goodness. Sometimes it is implied to seek some distinguishing

characteristics. The product quality in education refers to the typical of management,

educational facilities, curriculum, methods of coaching, students, exanimation system,

teaching personnel etc.

The quality of education is poor at all levels in expanding and under

developed countries, Iqbal (1987) explained that "Students in developing countries have a

mean degree of accomplishment below that in professional countries and their performance

shows a much increased variation across the mean". Matching to a written report of the World

Bank (1999), the key ways that governments can help to improve the quality of

education are setting up standards, supporting inputs to boost, achievements, adopting

flexible approaches for the acquisition and use of inputs, and monitoring performance.

Generally the spaces are not considered because of the weight of the prevailing education speeding and management tactics. Learning requires five inputs: the students learning capacity and motivation, the topic to be learned, teacher that has good knowledge of subject can teach that subject, time for learning and tools for teaching and learning.

Historical Record:

Pakistan made an appearance on the map of the world on 14th of August 1947 and inherited its system of education from United kingdom colonial era. There have been two types of educationalinstitutions which were working during independence insub-continent, i. e. DeniMadaris and Formal Academic institutions set-up by the BritishGovernment.

The Country wide Education Insurance plan (1998) reveals statistically the picture of

educational institutes of that time. For example, Pakistan inherited two Universities, 2, 900 principal colleges in East Pakistan and 5, 500 primary schools in Western world Pakistan outof 39, 000 major schools which were present in those days in the Subcontinent. In addition, the new-born country inherited 83 schools, 3 engineering colleges and 71Agriculture/Technical organizations. India received the lion's share of the financial and military services resources. But to make things worse India received the majority of the skilled manpower because almost all of the industry and commercial establishments were on the Indianside of the boundary (Govt. of Pakistan, 1998). Following the emergence of Pakistan the firstthing noticed was to build up the machine of education for an independent and sovereignIslamic status.

Research Questions:

Q1. Why do not people send their children in Universities?

Q2. Why people cannot bear the dues of institutions?

Q3. Why are facilities not fully available in Pakistani Classes?

Q4. How can we improve the literacy rate of people in Pakistan?

Significance of the study:

Public Classes:

Public classes have large, spacious and relating to standard college buildings.

Instructors are long term, highly licensed and trained. All facilities including building, hall, collection, furniture and utilities like electricity, drinking water supply, and gas etc are provided and financed by federal government.

Education is completely release to matriculation level. General public schools enroll nearly all students owned by midsection and lower middle income families. Education is better at secondary level than private academic institutions. Public academic institutions have larger category size.

Physical Facilities:

The inside efficiency of the education system relates to the improvement of

modern facilities, because physical facilities at college level had a very positive impact

on the performance of the students. There is a vital role of academics institutions, qualified personnel, and facilities which were helpful in the uplift of the child. EDO (Exec District Official) and DEO (Area Education Official) must be sure the provision of physical facilities to the academic institutions' in theirrespective districts for the improvement of quality education at principal level in the united states.

Facilities in Classes:

The amount of rooms is determined by the facilities provided in the school. Normally each portion of the class should have a separate room. We can separate the schoolrooms in to the pursuing three categories

1. Training Room, the classrooms and laboratories.

2. Non-instruction rooms, as headmaster's office clerks office, staff-room, catalogue room etc

3. Miscellaneous room as tuck shop, store, drinking water rooms etc.

Playgrounds are necessary for out-door activates. In Pakistan the necessity of grounds is even more apparent as most of the school properties are outdated and in hygienic. This insufficiency could only be paid out with the playgrounds.

Each classroom should have sufficient volume of desks or benches for the students. The design of the tables should be in a way that light be cost about them form the left.

A good catalogue is essential in a university. No institution can function successfully

without a well-equipped collection. It's important both for educators and taught. Every teacher should devote plenty of time in learning he various books to elaborate his lessons and also increase his standard knowledge. Extra reading is very helpful for children also. Library books tend to be interesting and attractive however they are as useful as textbooks for as learning is concerned. The library catalogs elaborate the lessons of the books. Without catalogue facilities, the textbooks become dry and difficult.

The knowledge laboratory should be effectively equipped with the present day methodical equipment and chemicals that are needed at the secondary stage.

Preliminary Literature Review:

IMPORTANCE OF EDUCATION:

Education is a powerful catalyzing agent, which provides mental, physical,

ideological and moral training to individuals, to be able to enable those to have fullconsciousness of their mission, of their purpose in life and also to equip these to achievethat purpose. It really is a musical instrument for the spiritual development as well as the materialfulfillment of human beings. With in the framework of Islamic - conception, education isan device for producing the attitudes of individuals relative to the valueof righteousness to help build a sound Islamic culture (Govt. of Pakistan, 1998).

Education plays an important role in human resource development. It increases the

productivity, efficiency of people and produce skilled manpower that is suitable ofleading the economic development. Importance of Education for individuals resourcedevelopment does not need any justification and clarification. The developed countriesattach highest main concern to education; same is the case with the expanding countries. The constitution of Pakistan accepts education as one of the fundamental rights of acitizen as well as constitutional commitment of the federal government accepts to provideaccess to education to every citizen (Govt. of Pakistan, 2000).

EDUCATION SYSTEM IN PAKISTAN:

The education system in Pakistan contains lots of stages, most important,

middle extra, higher secondary/intermediate, and college or university and college or university levels.

These categories overlap therefore does the supervision of companies overlap in each

category. For instance, there are schools/colleges offering education from nursery to

degree level (course XIV), even to experts' level. Principals of such universities areresponsible for over-all administration of the schools. But staff of that university/schoolmay be under the directorate of classes or colleges for the purpose of transfers, promotions and placing etc. The composition of formal education system in Pakistan canbe summarized as pursuing.

Level Schooling Age

1. Major Five years 5-9 years

2. Midsection Three 10-13

3. Extra Two 14-15

4. Higher Supplementary/Intermediate Two 16-17

5. Higher (University) Two 18-19

6. Higher (University) Two to Five 20 and above

Objectives of Education:

The National Association of Secondary College Principals identified pursuing goals for supplementary education.

· All young ones need to build up salable skills and those understandings and behaviour that make the worker an intelligent and productive participant in monetary life.

· All young ones need to develop and maintain good health and physical fitness.

· All youth need to comprehend the rights and responsibilities of the citizen of an democratic society and be diligent and competent in the performance of their obligations as participants of the city and citizens of the state of hawaii and nation.

· All children need to comprehend the methods of knowledge, the effect of research on individual life, and the key scientific facts regarding the characteristics of the world and of man.

· All youth need opportunities to develop their capacities to understand beauty in books, skill, music and mother nature.

· All youngsters need to develop respect for other folks to increase in their perception into ethical values and principles, also to have the ability to live and work cooperative with others.

Methodology:

The major purpose of the study was to compare the grade of education in

Public and Private secondary colleges of Pakistan. Because of this, study was conducted to get the views of the respondents. Hence, the type of study was descriptive type. Following methods and strategies wereadopted to perform this proposed research.

POPULATION:

All the institutions in public and private sector of Pakistan, their heads,

secondary school educators and students constituted the population of thestudy.

SAMPLE:

Random sampling technique is utilized and information of sample is really as follow.

Sample of Schools:

Total 2 hundred and sixteen extra schools in public areas and private sector

(twenty- four extra schools from each test district) were arbitrarily selected. The proportion of general population sector universities and private sector colleges, males and girlsschools was fifty- fifty.

Sample of Heads:

All the mind of already sampled 216 secondary schools of public and private

sector (the percentage of general public sector universities and private sector institutions, boys andgirls universities was equal) included in sample.

Sample of Educators:

One thousand and eighty professors teaching extra classes (120 teachers

from each test area) were randomly selected where percentage of male femaleteachers was fifty fifty. In such a way that from each test district, the proportion ofthe open public and private and male and female teachers are equivalent.

Sample of Students:

Four thousand three hundred and twenty students (480 students from each

sampled area) were randomly selected where proportion of male female studentswas fifty fifty. So that from each test district the percentage of thepublic and private and male and female students were similar.

Conclusion:

The study exposed that private sector classes acquired actually less quantity of

students and educators at secondary level as compared to public sector classes. With respect to ownership of creating almost 98% public sector schools possessed their own buildings while most private colleges were operating in rented structures. In public academic institutions, studentteacher percentage was greater than private schools. The grade of education is the most consuming issue of the day. Administration is considered to be the main ingredient of any corporation, for it serves as the property for the most past resources of the nations that happen to be educational institutions. The entire study shows that mind of private sector extra schools are much better than heads of open public sector secondary schools regarding involvement of other staff in decision making, keeping themselves as part of team while leading them and carrying out the tasks in a well organized fashion.

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