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Role of Private Schools in Providing Quality Education in District Hyderabad’s

Taluka City.
CHAPTER-I
Introduction
1.1 Background

Education makes a well-known personality and respects. It increases the


ability of thought and gives the address of right things. We knew the real nature by the
education. It improves us and stands on a head. It makes the nation. We have come to
near Islam in the light of education. It is the big source of evolution. It reached us to the
present age of science and new technology.

No development is possible without a skillful and trained human


resource. Through education, more skilled people can be produced who can make the
country developed. Economy of any country cannot get progress until citizens don’t
understand the economic progress of a country. Secondly economy is the base of
development and progress. It helped the man to understand and protect environment for
healthy atmosphere. It helped the word and changes it in the field of science fiction,
agriculture, machineries and other latest instruments. It seeks the knowledge of flying in
the air and swimming in the blue sea.

It helped the man to make new and major technologies like as mobile
communication where people touch to other. Television also is the example of education
through which we know all real facts of world and make us up-to-date. Aero plane and
helicopter is the technologies from which we travel from one place to another and
overcome the difficulties in the traveling. Aero plane is the source of fast and time
saving. This is the real facts of importance of education in Pakistan.

Education is very helpful for us because it helped the man whom makes
the atomic bomb to escape our enemy and make our civilian strong. People are going to
make new things like gun because it is very useful thing. I cannot explain the importance
of education in Pakistan because every man and woman is struggling in the importance
of education.

At its most basic level, education is important because it gives people the
baseline skills to survive as adults in the world. These skills include basic literacy and

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numeracy, as well as the ability to communicate complete tasks and work with others.
Education is essential for nearly every type of job or career, and in many cases,
education makes the difference between being able to perform a job safely and
accurately and being unable to perform a job at all.

However, many people believe that education is important in life for


reasons beyond basic survival skills. Eleanor Roosevelt famously said that education is
essential to good citizenship and that education is important to life because it enables
people to contribute to their community and their country. Others believe education is
important because it helps to answer life's big questions, including questions of how to
live, work and love. Still others believe that education is important because it teaches
people about the world around them.

Education is almost necessary in today’s highly competitive world. When


it comes to countries like Pakistan, it is almost impossible to survive without proper
schooling. Education is not just about getting a degree or a piece of paper, education is
about respect, dignity and self-confidence. An educated person will always be provided
with limitless options throughout his/her life. But of course there are always a few
exceptions. Sometimes even a literate person may not be able to relish the life he/she
wished for. If we look at the broader picture, the people of Pakistan need to understand
the importance of education keeping aside all negative thoughts and opinions.

1.2 Purpose of Study

In this research thesis an attempt has been made to evaluate the outcomes
of public sector investment in education by government of Sindh at Hyderabad district
that what are the results of government initiatives taken to improve the quality of
education and educational development .what facilities are available for students of
Hyderabad at Higher Secondary Level.

1.3 Hypothesis of Study


 Traditional teaching methods are likely to be the cause of rising private school
education.
 Whether the teachers of government schools are not aware of new strategies of
teaching and Private schools preferring the strategies of teaching.

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 Non-serious attitude of government school teachers is likely to be cause of
private schooling.
 This was also May possible that teachers of government schools don’t take the
subjects serious and beneficial for student’s progress

1.4 Objectives of Study

1. To illustrate the teaching and management strategies at Privates School.


2. To analyze the facilities available for teaching learning process in Private
Schools.
3. To evaluate the outcomes in education by Private Schools.

1.5 Limitation

In order to consider the private sector education effectiveness and role of


private schools for providing quality education at Hyderabad district, the research
concluded and investigates the case study only in Taluka City of Hyderabad district.

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CHAPTER-II

Review of Related Literature

2.1 Education

Education is the process of facilitating learning, or the acquisition of knowledge, skills,


values, beliefs, and habits. Educational methods include storytelling, discussion,
teaching, training, and directed research. Education frequently takes place under the
guidance of educators, but learners may also educate themselves. Education can take
place in formal or informal settings and any experience that has a formative effect on the
way one thinks, feels, or acts may be considered educational. The methodology of
teaching is called pedagogy.

Education is commonly divided formally into such stages as preschool or kindergarten,


primary school, secondary school and then college, university, or apprenticeship.

The Department of Education and Training is responsible for national policies and
programs that help Australians access quality and affordable early child care and
childhood education, school education, higher education, vocational education and
training, international education and research.1

2.2 Purposes and Functions of Education

To make matters more complicated, theorists have made a distinction between the
purpose of education and the functions of education. A purpose is the fundamental goal
of the process—an end to be achieved. Functions are other outcomes that may occur as a
natural result of the process—byproducts or consequences of schooling.

For example, some teachers believe that the transmission of knowledge is the primary
purpose of education, while the transfer of knowledge from school to the real world is
something that happens naturally as a consequence of possessing that knowledge—a
function of education. Because a purpose is an expressed goal, more effort is put into
attaining it. Functions are assumed to occur without directed effort. For this reason it’s
valuable to figure out which outcomes you consider a fundamental purpose of education.
Acquisition of information about the past and present: includes traditional disciplines

1
https://en.wikipedia.org/wiki/Education

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such as literature, history, science, mathematics Formation of healthy social and/or
formal relationships among and between students, teachers, others2

“The purpose of education is to develop student’s desire and ability to think and learn
about the world around them. Further, the purpose is to learn how to develop
relationships that will enable students to work with their peers, throughout their
schooling and beyond."

To prepare our children for higher education, teach them to navigate social interactions
with peers from different backgrounds, and to help them become tax paying members of
society. It is to provide them with the building blocks to figure out what they want to do
with their lives and to spark their curiosity to learn more and to build on the skills that
they already have. In the case of children with disabilities it is also to teach them
functional skills so that they can function on their own once they leave school behind and
to potentially obtain and keep a job for those that are high functioning.3

“The one continuing purpose of education, since ancient times, has been to bring people
to as full a realization as possible of educational purpose have also been widely accepted:
to develop the intellect, to serve social needs, to contribute to the economy, to create an
effective work force, to prepare students for a job or career, to promote a particular social
or political system. These purposes offered are undesirably limited in scope, and in some
instances they conflict with the broad purpose I have indicated; they imply a distorted
human existence. The broader humanistic purpose includes all of them, and goes beyond
them, for it seeks to encompass all the dimensions of human experience.”—Arthur W.
Foshay, “The Curriculum Matrix: Transcendence and Mathematics,” Journal of
Curriculum and Supervision, 19914

2.3 Quality Education

A good quality education is one that provides all learners with capabilities they require to
become economically productive, develop sustainable livelihoods, contribute to peaceful
and democratic societies and enhance individual well-being. The learning outcomes that
are required vary according to context but at the end of the basic education cycle must

2
https://www.stoa.org.uk/topics/education/The%20Meaning%20of%20Education.pdf

3
http://www.parenting.com/blogs/mom-congress/melissa-taylor/what-purpose-education
4
http://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf

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include threshold levels of literacy and numeracy, basic scientific knowledge and life
skills including awareness and prevention of disease. Capacity development to improve
the quality of teachers and other education stakeholders is crucial throughout this
process.5

According to Article 26 of the Universal Declaration of Human Rights, "Education shall


be directed to the full development of the human personality and to the strengthening of
respect for human rights and fundamental freedoms.6

Equal access to high-quality education is imperative for the development of a country.


Among the factors that affect the quality and accessibility of education are qualified
teachers, adequate facilities, proper funding, comprehensive curriculums, affordable
tuition fees and the availability of scholarships. All of these factors are dependent to a
certain degree on budget. For accessible quality education, a serious financial
commitment by the federal government is necessary, but often not sufficient to support
education spending at institutions.7

Leaders must become aware of the importance that education and training have on
employment and local businesses. In addition to the economic return to individuals and
to society as a whole, higher education improves quality of life in a variety of other
ways, including better health practices, social variables such as participation in charities
and volunteer work, and the better education of children ("Investing in higher education",
Dawn Education, Nov 11, 2007).

2.4 Educational Development

All the work that is done systematically to help faculty members to do their best to foster
student learning” . (Knight & Wilcox, 1998, p. 98)

The term was broader than faculty development, in that it encompassed instructional,
curriculum, organizational, and some aspects of faculty development. In another sense,
the term was narrower in that it focused on the teaching domain, as opposed to all
aspects of academic career development.”(Bédard, Clement & Taylor)8

5
http://www.vvob.be/vvob/en/education/our-vision-on-quality-education
6
http://www.right-to-education.org/issue-page/education-quality
7
http://www.interface.edu.pk/students/Aug-10/Quality-education-in-Pakistan.asp
8
http://www.hirosaki-u.ac.jp/jimu/gakumu/fd/20/05.pdf

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2.4.1 Faculty Development

Specialists in this area provide consultation on teaching, including class organization,


evaluation of students, in-class teaching methods, active learning strategies, emerging
teaching and learning technologies, and all aspects of design and presentation. They also
advise instructors on other aspects of teacher/student interaction, such as advising,
tutoring, discipline policies and administration.

An additional frequent focus of such programs is the instructor as a scholar and


professional. These programs offer assistance in career planning, professional
development in scholarly skills such as grant writing, publishing, committee work,
administrative work, supervisory skills, and a wide range of other activities expected of
faculty. For graduate and professional students, these programs might take the shape of
Preparing Future Faculty or Preparing Future Professionals, designed to prepare them for
future career directions

2.4.2 Instructional Development

Instructional Development takes a different approach for the improvement of the


institution, with a focus on the course, the curriculum and student learning. In this
approach, instructors become members of a design or redesign team, working with
instructional design specialists to identify appropriate course structures and teaching
strategies to achieve the goals of instruction.

Instructional development programs can also examine how a course fits into the overall
departmental and institutional curriculum; they help define instructional goals and
methods that will maximize learning; they evaluate course effectiveness in terms of goal
achievement; they support faculty in selecting and using teaching and learning
technologies; and they produce or evaluate learning materials for use in the course.

2.4.3 Organizational Development

Organizational Development provides a third perspective on maximizing institutional


effectiveness. The focus of these programs is the organizational structure of the

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institution. The philosophy is that if one can build a structure that will be efficient and
effective in supporting faculty and students, the teaching/learning process will thrive.9

2.5 Education System in Pakistan

Education in Pakistan is overseen by the Federal Ministry of Education and the


provincial governments, whereas the federal government mostly assists in curriculum
development, accreditation and in the financing of research and development. Article 25-
A of Constitution of Pakistan obligates the state to provide free and compulsory quality
education to children of the age group 3 to 16 years. "The State shall provide free and
compulsory education to all children of the age of five to sixteen years in such a manner
as may be determined by law".

The education system in Pakistan is generally divided into six levels: Preschool (for the
age from 3 to 5 years); primary (grades one through five); middle (grades six through
eight); high (grades nine and ten, leading to the Secondary School Certificate or SSC);
intermediate (grades eleven and twelve, leading to a Higher Secondary (School)
Certificate or HSC); and university programs leading to undergraduate and graduate
degrees.10

Primary Stage: It is from class 1 to 5. It has duration of 5 years. Children of 4-5 years
take admission in class 1.

Middle Stage: It is from class 6 to 8. It has duration of 3 years. Children who have
passed the primary take admission in class 6.

Secondary stage: It is from class 9 to 10. It has duration of 2 years. The secondary board
issues SSC certificate on passing the secondary exam.

Higher Secondary Stage: It is from class 11 to 12. It has duration of two years. The
higher secondary board issues HSC certificate on passing the higher secondary exam.

University Level: The students after passing the higher secondary exams can get
admission in a college for a degree course. It has duration of 4 years now.11

9
http://podnetwork.org/about-us/what-is-educational-development/
10
https://en.wikipedia.org/wiki/Education_in_Pakistan
11
http://www.awamipolitics.com/structure-of-formal-education-system-of-pakistan-3089.html

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Although the academic standard in government schools remains dismal in Hyderabad,
the schools in the rural parts of the district seem to be faring better than their urban
counterparts. These findings were reported in a study carried out by the Institute of
Social and Policy Science (I-SAPS) in collaboration with AlifAilaan.

The organizations based this study on the six constituencies of the Sindh Assembly in
Hyderabad, ranking each of them against their standards of quality and their facilities.
“We believe that [the] education reforms have not been successful in the province
because we have never considered the political aspect of it,” contends Abdullah Alam,
the I-SAPS research fellow who conducted the study. He believes that, like the
bureaucrats and the education officials, the electorate of a constituency can hold their
representatives accountable for the education standard as well.

“We believe that [the] education reforms have not been successful in the province
because we have never considered the political aspect of it,” contends Abdullah Alam,
the I-SAPS research fellow who conducted the study. He believes that, like the
bureaucrats and the education officials, the electorate of a constituency can hold their
representatives accountable for the education standard as well. The study observes that
around 40 per cent of schools in PS-50 and PS-49 lack clean drinking water, while the
same percentage of schools in PS-49 are without electricity. The latter constituency falls
in Latifabad, which is an urban area, and the former in the rural area. Alam said they
widely disseminate the findings among the stakeholders. “The rankings create a sort of
competition among the politicians and the community,” he believed. The highest number
of schools without drinking water facilities, boundary walls, toilets and electric supply
also happen to be in the rural taluka. Around 25 per cent of them are without electricity
and toilets and more than 40 per cent have no water. Slightly over 13 per cent of the
schools do not have boundary walls. Published in The Express Tribune, September 22nd,
2015.

Mr. Ali a research fellow considers lack of government schools and the dwindling
quality of education has increased the number of private schools in the province. In the
past five years, nearly 1,500 new private schools have been registered in Karachi.The
Sindh directorate of inspection of private institutions registered 257 schools in 2013, 341
in 2014, 220 in 2015, 322 in 2016 and 274 in 2017. Private schools have been increasing
in the city and a new school is opened each day, which is why we see a new school in

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every nook and cranny of Karachi. In the past five years, nearly 1,500 new private
schools were registered in the city. According to the directorate, there are nearly 20,000
private schools, out of which 12,000 are registered while others are unregistered. The
World Bank is being approached for the enumeration of the private schools, which is
expected to be completed in the next six months. The quality of education is suffering
the most with this increased mushrooming of schools in Sindh in general and Hyderabad
in particular.

The published blog in Express Tribune on January 25 2017 that minister of education
Sindh accepts the failure of education emergency in Sindh, as the results are not
fascinating enough to combat dropout of children after passing grade three or five and
the statistics for the close schools has not been much decreasing even after passing one
year. No significant change occurred in literacy ratio andstate of primary and secondary
education of Sindh.

THE EXPRESS TRIBUNE PAKISTAN

Public education: Study finds negligence in fund dispersal, allocations

These are some of the disturbing findings in government schools brought to light in a
survey report titled ‘Do Schools Get Money?’, published by the Pakistan Coalition for
Education (PCE), in collaboration with Oxfam.

As of September, nearly 57 per cent of public schools lacked usable toilet facilities,
while 26 per cent do not have access to clean drinking water.

The coalition surveyed fund allotments and their utilisation in public schools across the
country. The study also focused on ‘co-dependent factors’, such as student enrolments,
attendance, teacher allocations and the working mechanisms of school management
councils (SMCs).

Sample data was collected from 2,312 government primary schools; 10 districts from
Punjab, six from Sindh, five from Khyber-Pakhtunkhwa, two from Baluchistan and one
from Kashmir.

A significant finding from the study is the increasing rate of female student dropouts
among girl schools. On average, around 24 female pupils are enrolled in class one; this

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number goes down to 13 by the time they are promoted to class five. By comparison,
dropout rates in boy schools were found to be slightly lower for the same classes.

In addition, 15 per cent of the teachers in government schools have a matriculation


qualification, while 16 per cent have intermediate degrees. Nearly 36 per cent were
found to have bachelor degrees, while the remaining 32 per cent held masters.

Access to books through libraries stands at a mere 13 per cent in all the schools
surveyed.

Approximately half of the schools surveyed had either one or two teachers for all classes;
19 per cent of schools had just a single teacher, while 32 per cent of schools had two
teachers. Nearly 19 per cent of schools reported having three teachers, while 11 per cent
had four.

Only 20 per cent of the primary schools surveyed had five or more teachers.

Given the lack of facilities on the ground, the research revealed that nearly 68 per cent of
surveyed schools did not receive their school council grants for the fiscal year of 2014-
15; with 50 per cent reportedly having received the funds at the end of the fiscal year.

These annual grants are given to SMCs to help school administrations maintain their
facilities. These school councils are composed of the parents of enrolled students, and
teaching staff and community members.

The report showed that around 50 per cent of the total school council funds were utilized
on repairs, installments and whitewash at the schools.

The report shows that school council formulation requires half the members to be the
parents of students. In the absence of a minimum education requirement on membership,
the report claims that these councils are likely to make less informed decisions and
demands.

“We need to drop the formulaic education system, which measures its performance on
numbers rather than quality,” said AmimaSayeed, PCE chairperson and co-author of the
report.

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Jerry Longfield wrote in “The role and impact of private schools in Developing
countries” the interpretation of some assumptions appears designed to lead to a negative
appraisal of the role of private schools. For instance, on equity (geographically reaching
the poor), the assumption appears to be interpreted to mean that an unspecified but very
large percentage of the poor and poorest should already be in private schools. With this
interpretation, the Rigorous Review finds only ambiguity and no positive evidence in
favor of private schools. A more realistic interpretation, bearing in mind that this is an
initiative that has arisen from within poor communities themselves, is that private
schools serve at least significant minorities of the poor and poorest. With this alternative
interpretation, the evidence becomes positive in favor of private schools.

There is a lot at stake if the people themselves appear to be rejecting sixty-five years of
development consensus that emerged from the Universal Declaration of Human Rights in
1948.

Strong findings in favor of private schools: This is a very important and robust
finding: that private schools are better quality than government schools. For instance,
excellent studies from India include Desai et al. (2008) and French and Kingdon (2010),
which show ‘positive private school achievement advantage based on standardized test
scores’ even after controlling for observable and unobservable household factors
(Rigorous Review, p. 15). Other rigorous studies find similar effects from other settings,
including Africa (Rigorous Review, p. 16).

Negative evidence: As far as ‘counter-evidence’ is concerned, the Rigorous Review


notes ‘Another way of approaching the private sector advantage is by analysing rates of
transition from primary to secondary schools’ (p. 17). This is an odd suggestion, true
only if the transition between primary and secondary school was due solely to the quality
of schooling received at primary level, rather than other factors such as poverty,
motivation for schooling or government policy. This seems unlikely. One study is cited
here: Ohba, researching in Kenya, ‘finds that government primary school leavers were
more likely to enter government secondary schools than private school leavers’ (2012:
17). This is given as counter-evidenceto the assumption that private schools are superior
in terms of quality. Now, Ohba (2012) is a small-scale study, with twelve
opportunistically chosen private schools and two government schools, so it is odd that
the Rigorous Review assumed it was possible to generalise from the results. Further,

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Ohba admits that ‘data obtained from the two government schools were not as reliable as
those obtained from the private schools’ (2012: 770). It turns out that the private schools’
owners, with admirable concern for their charges, knew of ‘the whereabouts of each
primary school leaver’ (p. 769), whereas the government head teachers thought that
‘once pupils had graduated, they were no longer the school’s responsibility and there was
thus no obligation to track their progress’ (p. 770). In the end, the government head
teachers had to ‘guess the whereabouts of each school leaver’ (p. 770, emphasis added).
So the government evidence is likely to overestimate retention to secondary school,
particularly as the government head teachers ‘assumed that those who had performed
well must have gone on to and stayed on at secondary school’ (pp. 773–5). (Ohba
specifically states on pp. 773 and 775 that the government figures in particular are likely
to be an overestimate.)

Based on the findings synthesized above, further research in the following areas could
strengthen the evidence base on the role and impact of private schools in developing
countries.

• Quality: There is a need for more research on whether private schools provide quality
education in absolute terms, and not just by comparison with state schools. This is
particularly important in the context of the worryingly low overall learning levels in
government and private schools in rural areas in many countries. The review has also
identified the need for more studies using rigorous methodologies accounting for pupil
social background to attempt to identify more rigorously the true extent of the private
school effect on pupil learning outcomes. Finally there is a need to research the nexus
between quality of teaching, teacher accountability, teachers’ salaries and working
conditions given the concern raised in some of the literature as to whether these are
compromised in private schools, and particularly LFPs.

• Equity: Further research is needed in a range of contexts to investigate who is


accessing private schools, particularly given their increased prevalence in rural areas, and
whether private schools are meeting the needs of an underserved population. In particular
research that clearly disaggregates the effects of class, caste, gender, ethnicity or social
exclusion on access and affordability is needed.

• Cost-effectiveness: More detailed case study data and analysis of private schools’
costs, inputs and outputs are necessary to arrive at a more reliable account of their cost-

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effectiveness. Further research is also needed on the financial sustainability of private
schools, and the comparative sustainability of different funding models over time. 5.
Synthesis of the evidence and gap analysis.

• Affordability: There is a need for more long-term studies that can track the total costs
of private schooling over a sustained period on lower-income household expenditure, to
identify the extent and types of welfare and other sacrifices households make in order to
pay private school fees, and to assess the value of the trade-offs households make.

• Choice: Future studies could grapple with the conceptual challenge of understanding
how parents/guardians form views of quality and expectations of private and state
schools in different contexts, in particular how information is communicated, and how it
influences choices. Do parents make ‘active’ choices or are they bound into a political
economy of ‘choice’ –for example, how socioeconomic status influences school options
at the local level?

• Accountability: More research is needed on how everyday accountability relationships


between schools and users operate in practice, and whether and how these differ between
private and state schools. Further examination of the factors, including gender, and
informal power relationships, affecting the extent to which parents/guardians exert
pressure on schools is needed to understand the political economy of accountability.
Alongside this, studies of whether and how schools respond to parental pressure or
engagement, and whether parents disappointed with school quality or teacher attendance
withdraw children from schools, would help clarify the prevalent but largely untested
assumptions about the operation of accountability in market and state systems.

• Enabling environment: There is a dearth of high quality empirical studies focused on


the enabling environment. This includes both the influence of the overall political and
market conditions within which education providers operate, and the effects of the
relationship between the public and private sectors. As this review shows, we do not
have sufficient evidence to understand whether education markets drive up quality,
whether regulation and interventions such as state financing and partnership distort or
support education markets, or whether support for private schools diverts donor and
government support and/or students away from public schools thereby reducing their
quality. The effects of different financing models currently being applied and supported
by development agencies and governments, including subsidies and vouchers, are not

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widely interrogated in published research. Studies reporting on the impact of new
interventions and policies, some of which are underway but unpublished, could begin to
fill this gap.

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CHAPTER-III

Research Methodology

3.1 Research Design

Research design is the method of investigation the existing issues with the
use of research methodology. In order to collect data from respondents the researcher
analyzed and interpreted data through the descriptive approach utilization for this
research. Action research approach is used commonly to identify and evaluate the quality
of ongoing process.

Why Action Research?

Action research generally involves inquiring into one's own practice


through a process of self- monitoring that generally includes entering a cycle of
planning, acting, observing and reflecting on an issue or problem in order to improve
practice. Wallace (1991: 56-7) maintains that action research can have 'specific and
immediate outcome which can be directly related to practice in the teacher's own context'
and is 'an extension of the normal reflective practice of many teachers, but it is slightly
more rigorous and might conceivably lead to more effective outcomes'. Conducting an
action research project usually results in some kind of transformation of the research into
actual and observable actions. Action research has more practical implications in daily
life in order to propose solutions to any social problems that exist in society. This
chapter outlines and discusses how reflective is Role of Private Schools in Hyderabad,
through conducting action research.

3.2 Population

The targeted population in this research study is all the students of Private
Schools Hyderabad Taluka City .

3.3 Sampling

A sample is small proportion of population selected which represented the


whole population..The researcher used the strategy of selecting sample randomly from
students of private schools at Hyderabad City Taluka and collected data from 40
students, 10 students from each School

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3.4 Research Tool

In order to know and become aware from qualitative and quantitave


development at private Schools of Hyderabad the researcher developed the questionnaire
tool to analyzed the data and to put forward suggestions for betterment of ongoing
teaching learning process.

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CHAPTER-IV

Analysis and Interpretation of Data

4.1 Analysis of the Questionnaire responds by the Students

Q1. School has sufficient number of classrooms with wide area.

Table No.4.01

Result:
Total Students Agree Uncertain Disagree

40 32 80% 04 10% 04 10%

number of classrooms

Agree
Uncertain
Disagree

Analysis: The analysis of above statement responded by student shows that 80% students
of private schools are satisfied with the facility of classroom having wide space and
suitable for learning process. While 10% students remained unsatisfied.

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Q2. Private Schools will strengthen the basis of student′s learning.

Table No.4.02

Result:
Total Students Agree Uncertain Disagree

40 34 85% 06 15% 00 00%

student′s learning

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of private school it is


observed that 85% students are satisfied that private school teaching and administration
strengthen basis of students learning.

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Q3. Science laboratory is well equipped at School for practical teaching/ assessment.

Table No.4.03

Result:
Total Students Agree Uncertain Disagree

40 32 80% 06 15% 02 05%

Science laboratory

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of Private Schools


shows that 80% students are satisfied with facility of science laboratory that they have
well equipped science lab for practical’s and experiments. While 20% remained
uncertain regarding facilities at science laboratory.

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Q4. Computer lab facility is available in School.

Table No.4.04

Result:
Total Students Agree Uncertain Disagree

40 36 90% 00 00% 04 10%

Computer Lab

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of private schools


shows that 90% students are satisfied regarding computer laboratory in their school .

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Q5. Drinking water, washroom and School is having a better arrangement of cleanliness.

Table No.4.05

Result:
Total Students Agree Uncertain Disagree

40 36 90% 00 00% 04 10%

Arrangement

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of private schools


shows that 90% students are satisfied with cleanliness condition in their private schools

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Q6. Play ground facility is available at school for athletic activities.

Table No.4.06

Result:
Total Students Agree Uncertain Disagree

40 11 27.5% 08 20% 21 52.5%

Play Ground

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of Private Schools


shows that 52.5 % students are unsatisfied regarding availability of playground area for
enhancing their athletic skills. While only 27.5 % students are satisfied with play ground
in their college.

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Q7. School provides co-curricular activities to students (i.e. debate, speech, quiz
competition etc in order to enhance learning of students.

Table No.4.07

Result:
Total Students Agree Uncertain Disagree

40 34 85% 03 7.5% 03 7.5%

Cocurricular activities

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of government


colleges shows that 85% of students are satisfied that their college management provides
them opportunities to participate in co-curricular activates. While 7.5% students are
disagreed with the statement.

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Q8. Teachers in this school teach with perfection and responsibility and well prepared
before delivering the lecture.

Table No.4.08

Result:
Total Students Agree Uncertain Disagree

40 30 75% 09 22.5% 01 2.5%

perfection in teaching

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of private schools


shows that 75% students are agreed that their teachers teaches them with perfection and
responsibility and they are well prepared regarding lecture they will deliver. While
22.5% students remained uncertain about preparation of their teachers before teaching
them.

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Q09. Teachers and School administration promotes confidence and self esteem of
learners.

Table No.4.09

Result:
Total Students Agree Uncertain Disagree

40 35 87.5% 03 7.5% 02 5%

Confidence and selfesteem

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of Private school


shows that 87.5% students are agreed that both school administration and teachers
promotes and help them in building their confidence and self esteem.

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Q10. Teachers and School administration is co operative with students.

Table No.4.10

Result:
Total Students Agree Uncertain Disagree

40 36 90% 03 7.5% 01 2.5%

coperation with students

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students shows that 90% are
agreed that teachers and school administration is cooperative with students and remains
in front regarding solution of student’s problems and issue in learning process. While
7.5% students are remained uncertain regarding provided statement.

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Q11. Teachers assigned homework/assignments/group task to students.

Table No.4.11
Result:
Total Students Agree Uncertain Disagree

40 32 80% 04 10% 04 10%

homework/assignment

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students shows that 70%
students are agreed that their teachers assigned homework/assignments to students.
While 22.5% remained disagreed on above provided statement.

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Q12. Teachers are very regular and punctual in taking classes.

Table No.4.12

Result:
Total Students Agree Uncertain Disagree

40 36 90% 02 5% 02 5%

Punctuality

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students shows that 90% are
agreed that teacher in their colleges are very regular and punctual in taking classes.

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Q13. AV aids are properly utilized in classroom.

Table No.4.13

Result:
Total Students Agree Uncertain Disagree

40 28 70% 04 10% 08 20%

AV Aids

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students shows that 80%
students are satisfied regarding validity and usage of Av aids in teaching learning
process.

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Q14. Teachers encourage students when students ask questions in classroom.

Table No.4.14

Result:
Total Students Agree Uncertain Disagree

40 33 82.5% 02 05% 05 12.5%

Encouragement

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of government


colleges shows that 82.5% students are agreed that their teachers encouraged them in
asking question regarding clarification of their concepts. While 12.5% students are
disagreed with the above provided statement.

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Q15. School is having an appropriate assessment policy? Weekly /monthly assessment
increases ability of students to perform well.

Table No.4.15

Result:
Total Students Agree Uncertain Disagree

40 31 77.5% 04 10% 05 12.5%

Assessment policy

Agree
Uncertain
Disagree

Analysis: From analysis of above statement responded by students of government


colleges shows that 77.5 % students are agreed that their college is having an
appropriate assessment policy of Weekly /monthly assessment that increases the ability
of students to perform well in annual examination. While 12.5% students are disagreed
on above provided statement.

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CHAPTER-V

Findings and Conclusion.

5.1 Findings

After analyzing the data received from research tool –questionnaire, the
researchers reached at different point about this research. These points are described as
under:

 The computer lab facility is available to helps students in learning process.

 Lack of playground facility abstain student’s athletic skills development.

 Availability of Audio visual aids, over head projectors etc to help students in

learning process.

 Teachers are abiding toward their duties and performed their job in an

appreciable manner.

 Teachers promote self-esteem and encourage student to participate in classroom

discussions.

 School administrations are having a friendly attitude toward providing solution of

student’s grievances and facilitate them in well manners.

 Because of effective and efficient teaching practice in school students become

enable to secure excellent grades in annual examination-summative evaluation.

 School provides co-curricular activities to students (i.e. debate, speech, quiz

competition etc in order to enhance learning of students.

5.2 Conclusion

From this research study we can concluded that education in private school is result
orients , the private sector investment and initiatives are beneficial , effective and
efficient toward providing quality education and educational development at Hyderabad
city’s Taluka for students to fulfilling their needs toward pre professional education

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Bibliography

1986, Ahmed N.K, Evaluation Process in the Educational System in Pakistan AIOU,
Islamabad, Pakistan

1987, Arcaro J.s, Quality in Education. Deep and Deep Publication, New York, USA.

1987, Arcaro J.s, Quality in Education: An implementation Hand Book.

1987, H.S.G Bhatta, Secondary Education in Pakistan: Perspective Planning, National


Educational Council, Islamabad, Pakistan.

1987, F.Saeed, Secondary Education in Pakistan, |National book Foundation Islamabad,


Pakistan.

1995, K.Singh, Toward Quality of Secondary Education Agenda for 21st Century
Vikas Publishing House, New Delhi.

1997, James j Johns, Secondary School Administration, , McGraw Hill Company


Chapter No.5 Organizing Secondary School

1995, E mark Hanson Educational Administration and Organizational Behavior,


University of California

1991, World Bank, Review of Secondary and Intermediate Education in Pakistan.

Web Pages
1.
https://en.wikipedia.org/wiki/Education
2. The Meaning of Education, Judith Lloyd yero
https://www.stoa.org.uk/topics/education/The%20Meaning%20of%20Education.
pdf
3. http://www.parenting.com/blogs/mom-congress/melissa-taylor/what-purpose-
education
4. What is Purpose of Education
http://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf

5. http://www.vvob.be/vvob/en/education/our-vision-on-quality-education
6. http://www.right-to-education.org/issue-page/education-quality
7. http://www.interface.edu.pk/students/Aug-10/Quality-education-in-Pakistan.asp
8. Educational Development: redefining the scope and meaning of education
http://www.hirosaki-u.ac.jp/jimu/gakumu/fd/20/05.pdf
9. http://podnetwork.org/about-us/what-is-educational-development/
10. https://en.wikipedia.org/wiki/Education_in_Pakistan

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Appendix-A

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