A prelude to improving school education in Punjab, Pakistan

Abstract

The current study identifies shortages of infrastructure, poor teacher training, rigid curriculum, and gender gaps as the problems that continue to hinder educational progress. A mixed-methods research design was used to collect data from 100 school administrators and 200 teachers in public and private schools in urban, semi-urban, and rural areas. Findings indicate that 62% of the subjects reported poor infrastructure, and 55.5% reported poor teacher training. A positive relationship between teacher training and the performance of the students was established, with students with trained teachers performing 82.9%, compared to 48.3% with untrained teachers. Rigid curriculum was also a major problem, as it constrained the critical thinking and problem-solving ability of the students. Despite the problems, schemes such as the Female Secondary School Stipend Program (FSSP) and Education Voucher Scheme (EVS) have improved school access and female enrollment. The study advises more investment in infrastructure, structured teacher training, competency-based reforms in the curriculum, and the incorporation of digital learning to effect long-term change. The study calls for continued policy intervention and community engagement to address the educational gaps. The study advises future longitudinal research and inter-provincial comparisons to determine the long-term impacts of education reforms in Pakistan.