What are the issues challenges face a teacher to teach in

public sector school and find their possible solutions?

Challenges and possible solutions:
1)Financial problems:
Due to receiving less financial support, the sector of education has remained the
most under paid and poor in performance. This fact has rendered the education sector as the most

unattractive in the country.

Teacher community being the most finically poor in society, often look for other sources of earning such
as going abroad for working and run their own businesses at the cost of their professional integrity.in
this regard teachers are less motivated towards and take least interest in their school duties.

In many causes’ teachers get salaries without attending the schools because of their businesses this has
retarded the process of quality teaching and learning in schools.

2)Curriculum issues:
Development in Pakistan is a centralized activity. Curriculum is developed and schools are
supposed to implement it without any manipulation. In this regard teacher’s role is that and
implementer.

They cannot contribute towards the process of curriculum development and evaluation neither they are
provided with refresher courses to be in line with the updated.

This tradition has left the teachers ignorant of many aspects of the curriculum which ultimately affects
not only their own performance but also, the process of teaching and learning in schools.

3)Issues of textbooks:
Textbooks is a very important aspect of teaching and learning process. Textbook
development is highly specialized area in curriculum development. Teachers in Pakistani school’s face
problem of instructions due to non-availability of quality textbooks there is a culture of multilingualism
and medium of instruction in schools.

This creates an environment of confusion, difficulty, fatigue and lack of understanding both on the part
of teachers and students. Besides there is lack of training of teachers on how to facilitate or explain
concepts from different textbook.

4)Coordination and cooperation:

The system of education in Pakistan lacks a mechanism of coordination. The
problem has taken rots due to weak communication between the policy makes, staff, parents and the
community. The state of poor coordination in the system has promoted misunderstanding between the
stakeholders.
 Teachers remain at the receiving end in all areas in making of curriculum or any other education policy.
Teachers only participate in the implementation not in the development part. This ends up in the
creation of a culture of a blame game.

5)Burden of more classes:

The unrealistic working conditions in Pakistani schools have added to teacher
buyout. There are no procedures of work in some schools either due to the ignorance of the
administration or laps on the part of teachers to find out the procedures of work.

In the majority of schools particularly in remote areas there is lack of teaching staff. This overburdens
on the other teachers in the schools.

6)Lack of Proper Planning:

Pakistan is a signatory to MDGs and EFA goals. However, it seems that it will
not be able to achieve these international commitments because of financial management issues and
constraints to achieve the MDGs and EFA goals.

7)Social constraints:
It is important to realize that the problems which hinder the provision of
education are not just due to issues of management by government but some of them are deeply
rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would
require a change in attitude of the people, until then universal primary education is difficult to achieve.

8)Gender gap:
Major factors that hinder enrolment rates of girls include poverty, cultural
constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters.
Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to
send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the
difference is 10% only, showing that gender gap is an important factor.

9) Cost of education:
The economic cost is higher in private schools, but these are located in richer
settlements only. The paradox is that private schools are better but not everywhere and government
schools ensure equitable access but do not provide quality education.

10)Technical Education:
Sufficient attention has not been paid to the technical and vocational education in
Pakistan. The number of technical and vocational training institutes is not sufficient and many are
deprived of infrastructure, teachers and tools for training. The population of a state is one of the main
elements of its national power.
It can become an asset once it is skilled. Unskilled population means more jobless people in the country,
which affects the national development negatively. Therefore, technical education needs priority
handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality,
equity, and governance have also contributed in less enrolments.

11)Lack of uniform educational system:

there a crying need for quality which calls for homogeneity among the procedural formalities like the
observance of the curriculum. Had it been uniform the working for it, further extension becomes easier
and getting the intellect skimmed out of masses becomes possible.

Currently, the poor are deprived of education in the elite institutions which are causing the
development of a special class. This class doesn’t work for the nation; they work elsewhere but are fed
through the national resources.

12)Medium of Education:
The system of education in Pakistan is operative in match with the local needs and
ground realities. It is almost a decisive factor that the education in the mother tongue surrenders more
dividends but we have the system more segregated and diversified just contrary to our requirements.
A good example of it is that we fail to decide about the Medium of education over the span of 66 years.
Different mediums are operational in both, public and private sector. This creates a sort of disparity
among people, dividing them into two segments.

13)Disparity of System at Provincial Level:

The Regions of Pakistan in the name of provinces are not at par as

regards the infrastructure, availability of staff, their training, content mastery allocation of resources
and their utilization. This develops a disparity not only in the system but in the turnover too.
There is a need to revisit the schools in Baluchistan (The Largest Province of Pakistan by area) because
these are not that much groomed as that of Punjab (The Largest Province of Pakistan by Population). In
FATA, the literacy rate is deplorable constituting 29.5% in males and 3% in females. The conditions are
to be made more congenial about teaching and learning in all parts of the country without any
discretion.

14)Low allocation of funds:

The allocation of funds for education is very low as it never went beyond 1.5 to 2.5 percent of the total
GDP. Even this amount was not utilized and had to be surrendered back to the government because of
want of expertise and the knowledge of coda formalities and in time release of funds. There is a need to
increase it around 7% of the total GDP keeping in view the allocations by the neighboring countries,
there is also a need to rationalize the share at the different levels not ignoring any.

15)Inefficient Teachers:
Government fails to attract the potential candidates for teaching with the zeal vigor
and excellent carrier. Teaching is rated as the lowest among the jobs for the youth, because of lesser
incentives, slow promotions and lesser fringe benefits. The teachers in government schools are not well
groomed and equipped with knowledge and training. People who do not get job in any other sector,
they try their luck in educational system. There is a need to reorganize pre-service and in-service
trainings making them matched with the requirements rather to keep them ideal, unique and novel.

16)Poverty:
Poverty is growing over the years. The average class is vanishing like anything. It happens to be
a curse for the nation that exists without having the average income group. The escalation of poverty
has restricted the parents to send their children to tasks for child labor or at least to public or private
schools. In these schools, the drop out is very high because schools are not the attractive places, the
curriculum is dry and the teaching does not match the live situations. Poor parents are constrained to
send their children to Madrassah where the education is totally free.

17)Corruption:
Corruption causes the educational policies, plans and projects to fail because of being the
major contributing factor. There is no accountability and transparency in the system, the salaries are
low, the incentives are too less to be accounted and even those are uneven.

The chances of ghost schools should be evaded by involving the community in the processes of
inspection and monitoring.

18)Social imbalance:
Multiplicity of Systems are leading to Social Imbalance, bifurcating the people into
social and economic classes. The students from the elite class follow the "O" and "A" levels curriculum
instead of Pakistan's routine orthodox and stagnant curriculum.
They have little or no awareness of their religion and culture whereas those passing out from Urdu
medium schools are usually destined to work in clerical and lower level positions. Religious Madrassas,
another class that is usually unaware of the world outside their own perception.

19)Mismanagement of System:
Poor Delivery of Services lead to Low enrolment in Schools; teachers’
absenteeism, poor professional training, sub-standard materials and obsolete teaching methods act as
the major contributive factors towards the low enrolment in schools.
They are found imparting education of second-rate quality through substandard textbooks and curricula
that do not cater the needs of the 21st century. The education should be based on learning outcomes
through suggesting multiple books rather than following a single book as an obligation.

20)Increase in population
Literacy in Pakistan has risen from 45 to 57 percent within the span of 2008 to
2013, simultaneously primary enrollment rates have also increased from 42 to 52 percent. The
population explosion could not enable to catch the targets. In spite of the increase in the certain
parameters, the participation rate in Pakistan remains the lowest in South Asia. Alongside it, there are
marked male-female, inter-regional and rural-urban disparities:
Only 22 percent of girls, compared to 47 percent boys, complete primary schooling. Female literacy in
rural Baluchistan is only 32 percent compared to high urban male literacy rates ( 80 percent among the
urban male in Sindh).

21)Lack of attention of the authorities:

Most of the criticisms leveled against the education procedures and
practices may be rationalized through improving governance and accountability. It would be tangible
and workable if we could go for considering the merit, enabling capacity building, increasing
investments in education as an industry and finally giving the heir and fire powers to the administrative
heads.
The private sector and the banks should finance the educational milieu with confidence, as at the
moment, we are spending 2.3 percent of GDP which is the lowest in South Asia.

22)Medium of Instruction:
We took a long period in deciding that what our medium of instruction would be,
till now we don’t have a clear picture before us. It is good to have the National language as the medium
of communication provided; we have a rich treasure of knowledge. In our case, we do not fail to develop
Urdu to cope with the intellectual needs nor do we translate the treasure of knowledge available for our
national use.

23)Education as a business:
Education has been pursued by some of the people as an industry but because of
being illiterates, they fail to cope up with the stipulated standards. The leader with vision spoils the
mission as well as the projects undertaken. Their only intent is money making, that has caused the decay
in the standards, induction of sub-standard staff, and depriving the deserving to grow. They don’t want
to catch with the move of success but they try to be good entrepreneur
24)Leadership problem:
Leadership doesn’t always support second-order change, and those in potential
leadership roles,
such as teachers and librarians, aren’t always empowered to help effect change.
25)Social imbalance:
Communities and cultures are resistant to change, including technology-based change.
26)Education budget:
Education budgets aren’t always flexible enough to support the cost, sustainability,
or scalability of

27)Evaluation process:
School districts do not have evidence-based processes to evaluate, select, and monitor digital

content inclusive of aligned formative assessment

28)Old traditional method:

Current and traditional instructional methods leave students less engaged and less
inclined to take ownership of their learning

Solutions
On the basis of findings of this study it is suggested that the problems of
teachers in particular and Pakistan in general could be solved through the following ways:

1.Betterment of education policies and teachers workshop:

In the view of importance of education, the Government should take

solid steps towards implementation instead of projecting policies. In this regard, the allocations
should be made easy and timely from provinces to districts and then to educational institutes.
Workshops must be arranged for teachers as a continuous feature for learning.
2.English should be medium of Instruction:

English language should be the medium of instruction from beginning to

the higher levels of learning. National language should be a supporting language usage for
communication facilitation and every day business. Efforts should be made to enhance the
knowledge treasure in the national language through translation of the research based
information.

3.Talented and qualified Staff:

Hiring should be made from amongst the highly qualified and the teachers
should be paid not according to the level of education but the qualification of the staff.

4.Fulfill the lack of teachers:

 The number of teachers will have to be enhanced, leading to the rise in
number of teachers and enabling the competent persons to be inducted to the system of
education.
5.Primary education should be made compulsory:

Primary education should be made compulsory and free (it is already free of cost but not
compulsory). It should also be made appealing, impressive, interesting and utilitarian to attract
the general masses.

6.Increase in teachers incentives:

Teachers should be offered more financial benefits by increasing their pays. The
handsome salary must be paid to them.

7.Translation of foreign research to local language:

University professors should be encouraged to conduct and share the

research to the concerned stakeholders. They should also be asked to translate the foreign
research into local languages for sharing it with the lower formations of education enabling
them to implement/take benefit out of it.

8.Check on distinctive education:

Government should strictly check all private educational institutions for keeping a balance of
standards and level of practices.

9.Scholarships and financial support to students:

Students should be offered more scholarships and government should support the intelligent
and outstanding students to prosper, develop and serve their local community rather than
migrating to the big cities.

10.Special Financial packages:

The dilemma here in Pakistan is that students are genius but they
use their intelligence in negative way, hence, contributing nothing towards the development of
country. Another problem with Pakistan is brain drains.
Capable and outstanding professionals prefer foreign jobs instead of serving in their own
country. This is due to the low financial benefits and indifferent attitude of government
towards them. Recently Government should provide them facilities and special financial
packages to encourage them to stay in their own country.

11.Promotion of primary education:

 Promotion of the primary education should be made possible by
consulting teachers, professors and educationists while devising any plan, syllabus or policy for
it. There should be a balance in reliance on public and private for enabling education to reach
the general masses in its true shape. Students’ outlook is to be broadened by taking them out
of the books into the practical realities. Education is the only cure of disability of the state and
for bringing revolution through evolution and by eradicating the social evils through education
11.To retain the interest of teachers in the teaching profession government may increase facilities
for teachers. This will enhance in their motivation level. It will have a positive impact upon the

overall teaching and learning process.

12.Teachers are the key in the process of education. Teachers participation in the curriculum
development will enhance the degree of quality of education in schools. For this purpose, it is

recommended that teachers may be provided opportunities to participate in the process of

curriculum development.

13.In order to solve the problem of textbook teachers could be advised to relate the knowledge
to daily life experiences of the students. Instead of teaching the book. Teachers may be advised

to teach ideas by using other sources such as newspapers.

14.For effective schools effective system of coordination is essential. Teachers may be

communicated properly about the different developments taking place in the system of

education like polices, programs and so on

15.There is a need for implementation of national education policy and vision 2030 education goals. An
analysis of education policy suggests that at the policy level there are several admirable ideas, but
practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in
the country, but a uniform curriculum can be introduced in educational institutes of the country. This
will provide equal opportunity to the students of rural areas to compete with students of urban areas in
the job market.

16.Since majority of Pakistani population resides in rural areas and the access to education is a major
problem for them, it seems feasible that a balanced approach for formal and informal education be
adopted. Government as well as non-government sector should work together to promote education in
rural areas.
The government should take measures to get school buildings vacated which are occupied by feudal
lords of Sindh, Baluchistan and Punjab. Efforts should be made to ensure that proper education is
provided in those schools.

Reference:

https:/academia.edu/19906921/Education_in_Pakistan_Problems_and_Their_Solutions
https://ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/

www.krepublishers.com/02-Journals/IJES/IJES-03-0-000-11-Web/IJES-03-1-000-11-Abst-PDF/IJES-
ISSUE CHALLENGE FACE A TEACHER TEACH IN PUBLIC SECTOR AND
THEIR SOLUTIONS
(ASSIGNMENT# 01 SEMESTER FALL 2019)
11, SEPTEMBER, 2019
SUBMITTED BY:
IRSH MAKHDOOM
ROLL NO
18110701-026
SUMITTED TO:
MAM NAZISH
COURSE CODE (Edu-411)
COURSE NAME (TEACHING OF ENGLISH)
MASTER OF EDUCATION