Students Perception of Quality in Education

Yasmeen Zafar
Uzma Rashid M A Education Muhammad Aslam M Ed

A study in the partial fulfillment for the degree of M.A and M.Ed Education

DEPARTMENT OF EDUCATION UNIVERSITY OF SARGODHA

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SARGODHA

IN THE NAME OF ALLAH THE MOST MERCIFUL THE MOST COMPASSIONATE

DEDICATION To ALMIGHTY ALLAH (Creator of the Universe)

Holy Prophet Hazrat Muhammad (PBUH) (The Greatest Human Educator) &

Our respectful parents, teachers, supporters and well-wishers,specially Dr Riffat unNisa, Dr Sarwar, Uzmas uncle Faryad Hussain and Yasmeens brother Muhammad Imran whose Inspiration, encouragement, affection, sacrifices moral, financial support Guidance, experience, wisdom and knowledge made this study possible & successful.

ACKNOWLEDGEMENT
All praise to ALLAH Almighty the lord of Worlds. In the former and the latter, praises be to the ALLAH Almighty, the creator of the heaven and the earth. Glory and praise to be ALLAH Almighty, who created the man, taught him the utterance, honored the human being and perfected him above many of the creatures with marked performance. . Glory and praise to be ALLAH Almighty in His beloved way till He become well pleased, who created and bestowed us countless potentials, talents and abilities. After the glorification of ALLAH Almighty the researchers specially want to offer thanks to Dr.Sarwar who always welcomed the curiosity of the researchers and provided guidance to the researcher at each and every step during the research. Researchera want to pay gratitude to their parents who spread them for study and research project and provided moral support and cooperation to the researchers.

Y.Z

U.R

M. A 5

ABSTRACT
The main purpose of this thesis was to find out the students perception of quality in education in the students of M A education of the University of Sargodha.The researchers development a questionnaire to collect the data from the students of M A education of University of Sargodha. All master level students were the population of this study. Seventy-eight students were selected by using the technique of convenient sampling from education Department of Sargodha University. In this sample students of 2nd and 4th semester were included. Questionnaire was the tool of the research in this study and it was discussed with the experts for the sake of validity. The questionnaire was consisted of forty four items. The objectives of the study were to find out the quality of management, to investigate the quality of infrastructure, to assess the quality of teachers, to examine the quality of examination, The colleted data were analyzed and interpreted in percentage. In the light of data analysis, the results about quality in education were not found fruitful. Majority of the students are not aware to the quality of education in the University of Sargodha.

CHAPTER 1 INTRODUCTION
Education is a set of processes and outcomes that are defined qualitatively. The achievements of universal participation in education will be fundamentally depending upon the quality of education available. Education just changing human tendency to develop gradually and to spread upon it till last breathe form womb to tomb. Human beings continue to learn and develop gradually to be. Education facilitates this evaluation of the individual. Quality is a changing idea and there is no agreed upon definition that applies to every area of knowledge. Quality can be used both as an absolute and relative concepts, so some of the confusion over the meanings of quality arises. Quality mainly used an absolute in everyday conversation. It means that quality is permanent, ultimate and free of any relation. It is valid and undoubtedly. People use it to describe costly restaurants and luxury and expensive cars. Absolute quality is similar in nature to goodness, beauty; truth and ideal which can no compromise, so quality is an idea or a principle that is believed to be true or valid in any situation. Quality can also be used as a relative concept. In total quality management, this is the sense in which it is used as a relative concept. Quality is not an attribute of a product or service, but as something, which is ascribed to it. It means that quality is interdependent means depend on or interconnected with something. In functional terms, quality means the totality of features and characteristics of a product or service that bare upon its ability to satisfy the customer needs. Quality also 8

means all attributes, or characteristics of a thing, but relation and quantity are not included. Quality is an essential characteristic, property or attribute, superiority and excellence of anything. It is the exact to which something has features, especially that features which are good and good quality is a function of adequate investment, sufficient training, appropriate instructional material etc. The human beings are the sensitive creation on earth, because we deal with them. Defining quality is a big challenge. Industrial products are finished goods take them or leave them. Nothing can be done once or when they are finished. Service is here and no. You can look for better quality only next time, Education has no such finished products nor even the graduate. They are on the way to be. When we learn so something that is useful for us that are quality education. , Quality, for different people vary teaches people to analyze and solve problems. Its the basic target for achieving quality in education. Different people have different opinion about quality. But in education we know gain when students are learning, schools and universities create value for those they serve and those who serve them. These broad concepts can guide improved teaching and learning in way those teachers; students, administrators and the community will notice and appreciate on a daily base. Quality management is a method for ensuring that all the activities necessary to design, develop and implement a product or service are effective and efficient with respect to the system and its performance. The low quality can be changed into high quality, if the nation shows commitment and its political leadership is serious in developing its human resources because of the

nation becomes very strong due to good quality in higher education. It means that the strength of nation depends on the quality of its higher education. The example of developed countries shows a direct correlation between the quality of its education, institutions and the quality of life. The development of the higher education thus stand out as the single most important factor where investment would have immediate returns for socio economic development and would brighten the future of county. The nation needs to assure itself only through appropriate higher, scientific and technological education. We can achieve a respectable loved of human development and an impressive status in the comity of nation (Govt. of Pakistan, 1998). The quality principles in higher education are meeting customer need, continuous improvement, leadership and human resource development in the system for reduction, recognition and reward teamwork, measurement and systematic problem solving. His emphasis is on processes rather than products. (Seymour, 1992) Learning to know, learning to do, learning to be and learning to live together be the four pillars of learning these must supports quality education. (UNESCO, 1996). Empirical research in education raises different quality related issues. The most important controversy is that the effectiveness is the indicator of quality. So the researches decided to research the quality.

1.1

Statement of the problem

The purpose of this was to investigate students perception of quality in

education in the University of Sargodha.

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1.2

Objectives of the study

Main objectives of the study are as follows; 1. To find out the quality of management. 2. To investigate the quality of infra structure. 3. To assess the quality of teachers. 4. To examine the quality of examination.

1.3

Significance of the study.

This study is especially helpful to the students for their perception about quality

in higher education. There are some important points, which explain how this study will be beneficial for students about their perception of quality in higher education. They will be able to perceive the quality principles in higher education. This study will help them to assess the quality in higher education is increasing or decreasing in these days. It will be helpful to heads, students, teachers and other people to understand the quality in higher education.

1.4

Delimitation of the study.

Study will be delimited to University of Sargodha Study will be delimited to only Department of Education

1.5

Definition of major terms.

Perception
Perception means the process of acquiring, interpreting, selecting, and organizing sensory information. The word perception comes from the Latin perception-, percepio, ,

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meaning "receiving, collecting, action of taking possession, apprehension with the mind or senses.

Quality means quality of education

When we learn something that is useful for us in educational process that is called quality of education.Quality education is a standardize process of learning, training and learning, excellence in education.

Student
Student is a person who is studying at a University of Sargodha

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CHAPTER 2 REVIEW OF THE RELETED LITERATURE

Quality is the most important issue in education. It is recognized that there are problems with to-days education system regarding the issue of quality. Students are leaving or graduating from educational institutes as unprepared products and education system that does not focus on quality. They are not prepared to meet the future needs and most important they become the citizens who feel alienated from society. 2.1 Meaning and concept of quality
The word quality has its origin from Latin Qualities. The dictionary meaning of quality is the degree of goodness or worth. In practical perspective the word quality is very difficult to define. It has so many shades. Some definitions of quality are as follows: Crawford and Shulter (1999), find out that a quality is thus a positive and dynamic idea achievable by design with meaningful investment; and not a negative idea of absence of defect The British Standard Institution (1991), defines quality in functional terms as the totality of features and characteristics of a product or service that bear upon its ability to satisfy the stated or implied needs. According to Philip Crosby conformance to requirements is Quality.Navaratnam (1999), makes it specific by defining quality in terms of functional utility of a product. Oakland (1988), defines quality as the degree of fitness for purpose and function. Sallis (1996), cited the examples of overhead projector 13

and ball point pens and exhorted in the name of quality, they must do what they claim to do, and do what their customers expect of them. Quality is defined as a practicable degree of uniformity and dependability, at low cost and suited to the market . (Gitlow, 1998) Overall the quality is a result of three basic elements: 1. Design quality (Product, services design features) 2. Process quality (Technology and process management) 3. Human quality (Quality culture) (Moosa, 2000) Quality must be defined in terms of customer satisfaction and determination. Due to the changing needs of customers quality is multidimensional and dynamic. His definition of quality is based on a customers actual experience with the product or service (summers, 2005). Dr. Joseph M. Juran, (1979) defines quality as fitness for use.. Quality is ensured by making sure that each individual has the building blocks necessary to do his or her job properly. With the proper tools, workers will produce products and services that consistently meet customer expectations (Arcaro, 1997). Philip Crosbys defines quality as conformance to requirements. Quality must be defined in order to mange it. Crosby felt that it is necessary to define quality in order to manage quality. Customer requirements must translate to measurable characteristics for the organizations products or services. Crosby emphasized that effective organizations understand the importance of determining customer requirements, defining those requirements as clearly as possible, and then producing products or providing services that conform to the requirements as established by the customer (summers, 2005).

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Quality is defined as a practicable degree of uniformity and dependability, at low cost and suited to the market (Gitlow et al., 1998). Murgantroyd, and Morgon (1993) describes that there are two basic definitions of quality: i) ii) 2.1.1 Quality Assurance Customer-driven

Quality Assurance Quality assurance refers to the determination of standards, appropriate methods

and quality requirements by an expert body, accompanied by a process of inspection or evaluation that examines the extent to which practice meets these standards. Tovy (1994), describe the alternative form of ensuring quality is quality assurance Fidler (1996) pointed that this involvesdesining systems to deliver quality before the event. Quality assurance is a later development in quality management. As the title suggests, its emphasis is on assurance, rather than on detection and elimination of products that do not match the product definition. Quality assurance is a strategy of prevention of production of wasteful defective pieces. Oakland (1988) identified four stages or attributes of quality assurance. 1 2 3 4 Dealing with quality planning. Providing quality advice and expertise. Training of personnel. Providing inward goods, process and finished products appraisal methodology. Analyzing customers complaints, warranty claims and product liability cases.

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Thus, a quality assurance system, based on the fact that all functions share responsibility of quality, provides an effective method of acquiring and maintaining desired quality standards (Oaskland, 1988). A significance emphasis in quality assurance is on the quality of the product design. Product is outcome of the interaction of inputs and processes and the quality assurance ensures the right quality of raw material and equipment. Dale and Plunkett (1990) review quality control, quality assurance and TQM preceded by quality inspection in a hierarchical model of quality management. 2.1.1.1 What is Quality Assurance in Education? Education is a tool to form a society, a fabric, which joins the threads of a society together, a process to make steady progress, a generator of power, and an enabler for better economic condition of a country; provided it is effective and for all. Effectiveness is in fact Quality, while the process to make it effective is Quality Assurance. 2.1.1.2 Goal of Quality Assurance in Education Pakistans 5th National Conference on EQ(2007) gave following goals of quality Assurance To share experiences and good practices of Education Quality in Pakistan. To generate a collective wisdom, vision, and strategies for high quality education. To enhance the knowledge of Quality Assurance processes in Education To enhance the knowledge of Quality Assurance processes in Education. To benchmark with international good practices and be at power with them. To network with each other on Quality in Education. 16

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To integrate Education with the required social, national and ethical norms. Customer-driven Quality Customer-driven quality refers to a notion of quality in which those who are to

receive a product or service make explicit their expectations for this product or service and quality is defined in terms of meeting or exceeding the expectations of customers Murgantroyd, and Morgon (1993). P. 45-46.The market-driven quality defined in terms of fitness or use (Juran, 1979) is at the heart of the quality revolution and is requiring organizations to look again at their own procedures and ways of working so as to better meet the needs and expectations of customers.

2.2

Quality in education
When thinking about the quality of education it is useful to distinguish between

educational outcomes and the processes leading to them. People who seek particular, defined outcomes may rate quality in those terms, ranking educational institutions according to the extent to which their graduates meet absolute criteria concerning, for example, academic achievement, sporting prowess, musical success, or pupil behavior and values. The standard of comparison would be in some sense fixed, and separate from the values, wishes and opinions of the learners themselves.8 By contrast, relativist approaches emphasize that the perceptions, experiences and needs of those involved in the learning experience mainly determine its quality. Theres no one definition of quality that applies to every discipline. But in education we know quality occurs when: Students are learning.

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Schools and universities create value for those they serve and those who serve them. These broad concepts can guide improved teaching and learning in ways that

students, teachers, administrators and the Community will notice and appreciate on a daily basis. Follow these links to learn more about how quality can improve processes of all sorts. While this material is not specifically focused on education, youll begin to see how schools and teachers can benefit from a quality perspective. Quality is the means through which an institution can guarantee with confidence and certainty, that the standards of its educational provision are being maintained and enhanced. Quality education starts from the first school years of a child. It is said that almost 60 % of a persons academic capability to learn is developed in these growing up years. It is therefore vital that a good educational foundation be established even in the primary level. Quality education should include not only the basics; writing, reading and "arithmetic (arithmetic) but educators should also implement the the new R's - resiliency, renewal, and reflection. The new three R's are recommended with the idea that if educators observe the three R's they would be healthy and therefore more productive. These areas should also be improved, research, facilities, faculty, and instruction. If all of these aspects are constantly updated, evaluated and developed, then quality education could be achieved. Quality has become an inextensible part of augmentation plan of Higher Education espoused by the Higher Education Commission. Higher Education Commission is moving ahead on the path of tremendous progress in higher learning 18

sector using human and financial resources to increase the access to programs and using all cautions to assure quality of the increased base of higher learning programs. Quality in higher education is a dynamic entity, which is the outcome of interaction among many factors including inter alias, leadership, quality of faculty and students, infrastructure facilities, research and learning environment, governance, strategic planning, assessment procedures, and market force (HEC Pakistan, 2005). Higher education is today recognized as a capital investment and is of paramount importance for economic and social development of the country. Institutions of higher education have the main responsibility for equipping individuals with advanced knowledge and skills required for positions of responsibility in government, business, and other professions. Only highly educated manpower can handle advanced technology. Thus, without the participation of highly qualified manpower, the process of economic development is very difficult to be accelerated. It is, therefore, important that decisionmakers must recognize that high education is an important factor of development (Govt. of Pakistan, 1998). The rapid means of communication and digital revolution have opened wide vistas of the world, especially for higher education institutions. The rise of internationalization, globalization of economies, knowledge and culture, and the concept of lifelong learning give a distinctive character to higher education both in international and national contexts. Through its contribution to lifelong learning, competitiveness and the pursuit of excellence, higher education has to play a significant role in a society. Internationalization has put university education in the forefront of the world educational 19

map. Our universities and institutions of higher education will have to meet international standards and produce graduates who can compete internationally. Accordingly, higher education institutions must be responsive to the challenges of a rapidly changing and challenging new world; an expectation of society and growing demands of the rising student population. This study, therefore, looks forward to a new beginning for higher education in Pakistan. Higher education as a source of great potential for the socioeconomic and cultural development of the country and believes that through quality higher education nation can be transformed into a developed nation within the life-time of a single generation. Factors such as the distinctive nature of higher education based learning, pursuit of research and scholarship, globalization of economy and emerging challenges of the 21st Century have a direct impact on the future development of higher education (Govt. of Pakistan, 1998). We must put greater knowledge directly in the hands of teachers and seek accountability that will focus attention of doing the right things rather than on doing things right (Schultz, 1997). Fielden, (1998) is of the view that higher education institutions, such as universities, colleges and polytechnics are labor-intensive organization; they depend upon other people for the delivery of their services. The quality of the staff in institution of tertiary education is the central to their effectiveness I the same way that it is to all people centered organization. A recent World Bank paper commented that high quality and wellmotivated teaching staff and supportive professional culture are essential in building excellence. UNESCO has itself recognize the important role of staff in higher education by passing recommendation on the topic at its general conference in Paris in November 20

1997.Paterson and Waterman (1982), explain quality in education as `Excellence In education`. Feigenbaum (1983), found the quality in education as value addition in education. Parasuraman (1995), reported that meeting or exceeding customers expectations of education is quality in education. Crosby (1979) described quality in education as defect avoidance in educational process. Crosby and Gilmore (1979, 1974), found that conformance of education output to planed goals, specifications and requirements is quality in education. Holt (2000) described that in a decentralized school-based management, a school can design broad-based curriculum and offer a wide range of learning and assessment opportunities with freedom and opportunity to innovate enhancing pupil engagement; thus, it can offer quality. Abu- Duhou (1999) concluded, on the basis of a comprehensive review of experiences and outcomes of school-based management, that there is very little evidence that school-based management leads to quality in education. Chapman and Adams (1998), pointed out that virtually every country in Asia has placed improving the quality of education as a top national priority. Education is goal oriented. Accordingly, quality of education has been seen with reference to the following goals: 1. Excellence in education (Peters and Waterman, 1982) 2. Value addition in education (Feigenbaum, 1983) 3. Defect avoidance in education process (Crosby, 1979)3Meeting or exceeding customers, Expectation of education (Parasuraman et all., 1985)

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The International Commission on Education for the 21st century called for holistic development of individuals, thus optimizing physical mental and l intellectual spiritual potentialities. The four pillars of learning must support quality education: learning to know, leaning to do, learning to be and learning to live together (UNESCO, 1996).

2.3

Crises of Quality in Higher Education

We desperately need autonomous, credible and well-resourced examination

boards, providing a quality alternative to Foreign-based boards. They must be equally accessible to both public and private sector schools. An examination system that assesses different kinds of skills will positively impact the quality of education. The World Teachers Day on October 5 was observed in Pakistan as a Salaam Teachers occasion with many exhorting the teachers to try harder, improve the quality of education and play their due role in nation-building. While such an acknowledgement of the centrality of the teachers role is welcome and should be a source of encouragement, the systemic problems that beset the education sector are unlikely to go away anytime soon. This is underlined, yet again, by a report . Pakistan: Reforming the Education Sector released last week by the International Crisis Group (ICG). Just the basic and Well-known literacy numbers cited by the report provide some insight into the nature of the crisis. According to a statement by the former federal minister for education, Ms Zubaida Jalal, to the National Assembly in August 2003, the overall literacy rate was 51.6 percent (64 percent male and 39.2 percent female 22

literacy). But this, as the report points out, represents an increase of only 6.6 percent over the 45 percent literacy rate reported in 1999. It is a sobering thought to consider that, in any case, both figures are probably overstated. The report seeks to focus attention on the mainstream public school system identifying the breakdown here as one of the main causes of the rise of radicalism in Pakistan. While the madrass have received much greater attention in this regard, there is no denying that it is the large number of public sector education institutions numbering over 150,000 throughout the country that must be seen as the critical site for educational reform. It is also clear that the role of teachers is going to be pivotal to any real improvement in the quality of education being offered. As things stand, nearly 50 percent of the enrolled children drop out of school before the reach Class V which represents the completion of the primary cycle. A significant number leave the school on account of the poor quality of education. More than one study suggests that there is a high level of social demand for education across the country even among parents from low-income groups. So, as public sector schools have failed to deliver, the enrolment in private school sandmadras shassharply increased. While the role of the teacher in bringing about improvement in the quality of education is widely acknowledged as central, there are a host of complex issues pertaining to the teachers input in the classroom. The report reiterates some key aspects of the teachers situation in the public school context. One issue that is often raised is that of salary. The salaries for public school teachers may be low but are still higher on average compared to private schools and NGOs where childrens better performance also reflects the better performance of teachers. The report, in line with current thinking across a wide spectrum,

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Suggest that whereas a government schoolteacher acquires tenure upon induction into the system, in the private sector it is precisely the lack of such a permanent arrangement that impels the teacher to try harder and be regular on the job. Accordingly, the report recommends the hiring of public school teachers on short-term, institution-specific contracts that are renewable, based on performance. As it turns out, the government already has a policy of hiring new teachers on contract. In Punjab, many of the more than 16,000 educators that the government plans to engage during the period 2004-2005, have already been recruited on contract, on a schoolspecific basis. And while matriculation plus primary teaching certificate (PTC) has been the minimum requisite qualification for the primary school teacher so far, the new educators need to be graduates at a minimum even for teaching at the primary level. So what we have is the absence of tenure on the one hand and higher teachers qualifications on the other. Whether, in the absence of other contextual reform, this translates into better teaching and learning within the classroom remain statesmen. The report takes a critical look at the present governments Education Sector Reform (ESR) programmed 2001-2004 (later extended to 2005). It examines different dimensions of the education sector that impinge on reform such as politicization, centralized control of curriculum, textbooks
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that promote intolerance and the resource crunch. The report, however, does not say much on the issue of examination systems and the realm of higher education. Both are of key significance. The system of education in Pakistan is largely exam-driven. Even the better-educated and trained teacher is unlikely to be able to improve things in the classroom beyond a certain point if the examination system rewards rote learning and repetition. There is a great need, then, for autonomous, credible and well-resourced examination boards that provide a quality alternative to foreign-based examining boards, affordable only by the few. These should be equally accessible to schools in the public as well as the private sector. An examination system that assesses competencies and skills of a different kind will serve as a major driver of change in the quality of education in both sectors. As important is the link between improvement in the quality of basic education and higher education. What is often lost in the great debate over in-service and preservice teacher training, important as these may be, is the crucial aspect of the quality of the general education that a teacher has acquired. More than one study shows that in Pakistan the general education of teachers proves to be a better predictor of student achievement than professional certification at teacher training institutes. So, unless we are willing to invest in our colleges, universities and institutions of higher learning, marginal improvements in
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the quality of education are really all that we can expect from our multifaceted reform agenda.
Higher education in Pakistan is also in crisis. Currently, less than 3% of Pakistanis in the age group of 17-24 are enrolled in a college or university, and the academic quality of graduates being produced is far below those from corresponding institutions in developed countries. The problem is both of quality and quantity. A lack of funds and reason-based teaching and learning have been the principal causes of substandard education. Poverty and a lack of financial assistance and encouragement to economically disadvantaged youth have resulted in the low participation rate. Although the current Government in Pakistan has increased several-fold the budget of the Higher Education Commission (HEC), the newly formed arm of the government that oversees the higher education system and administers funds for its betterment, the impact of this long awaited improvement will not show up until several years later.

2.4

Indicators of Quality in Education

Student achievement results have always been considered key indicators of

educational quality, and student scores on large-scale assessments are the subjects of public interest. However, test scores can be interpreted meaningfully only in the context of the system that produced them. Understanding and evaluating the quality of education requires not just numerical values or quantitative result measures such as achievement, but a more comprehensive picture of the unique and complex characters of schools, boards and the province.

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Community, equality and participation: three steps towards real inclusion. The degree to which an individual pupil may be considered as having a handicap must be viewed as emanating from many different sources. It must be especially emphasized that the school environment (organization, methods, attitudes) may play a central role in the transformation of individual characteristics into handicaps. Along with the three cornerstones mentioned above, it is imperative that all staff involved in education adopt three extremely important concepts to direct their efforts and that they be considered to be over and above the curriculum. These are the true indicators for quality in education: participation, community and equality. These should be the guiding principles for all planning and implementation of education. When learners are in an environment that provides possibilities for full participation and community as well as equal opportunities, then you know that the education is of high quality.

2.5

Quality Assessments and its Purpose

The World Education Forum Education For All Year 2000 Assessment has

proved a significant, useful and productive exercise. Pakistan certainly benefited from this global endeavor in the form of creation of comprehensive database on Education For All. We do realize that the subject assessment is not an end in itself rather a means to an end. In light of the findings of this report, we will reshuffle the priorities, revise the goals and targets of Education For All and re-examine the strategies and programmers with an objective to accelerate implementation process so as to achieve the targets of EFA at the earliest.

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The government is looking forward to a richer participation of the private sector and effective involvement of local communities in educational development. Grand alliance of all principal actors of Education for All shall be evolved to achieve the long Cherished goals of Education for All. What is needed here is to introduce assessment which promotes learning. In assessment for learning, students achievement is measured in terms of how much they have learnt, what their weaknesses and strengths are and how they can be helped to improve their learning. It is considered to be one of the most powerful educational tools for promoting effective learning(Assessment Reform Group, 1999 p. 2).

2.6

Changes in the Vision of Quality

Meeting the learning needs of all through quality education is the vision of

Education For All Movement in Pakistan. We fully realize the importance and key role of teachers for improvement in quality of education. In the fall of the teacher has fallen the quality of public instructions. And, it is in his/her rise alone that the quality of education will rise to the expected heights. There is little hope of advancing the quality aspects of education unless the teacher revives commitment to his/her profession and is also given a place of honour and recognition in society. Whereas the role of teachers, curricula, textbooks and facilities cannot be overemphasized for a facilitated teaching-learning process, the psychological and behavioral preparation of students for learning and achievement remains a necessary precondition for the success of the educational process. Besides that school leadership and school community relationship are also important for both quantitative expansion and qualitative improvement. Quality and access must receive simultaneous attention, and one must not be used as a trade-off against the other. 28

We have taken number of measures to improve the quality of education in Pakistan under Education Sector Reforms Programmed. These include establishment of teacher resource centers; revision of curricula to make it need base; open competition for textbook development; introduction of new learning assessment system; continuous professional development; and improvement in the quality of teaching-learning process through the introduction of learner-centered pedagogy. Pakistan is the founding member and first chairperson of South Asia Forum. The theme of the first Ministerial Meeting of South Asia Forum held in Islamabad last year was financing and quality of education. We the Education Ministers of South Asian Countries committed to provide free, inclusive, gender responsive quality basic education for all including all marginalized and vulnerable groups. We shall make all out efforts to scale up programs on quality, which have demonstrated promise in outcomes. We also committed to promote principles of tolerance, peace and harmony through.).

2.7 Quality of management

Quality management is a method for ensuring that all the activities necessary to design, develop and implement a product or service are effective and efficient with respect to the system and its performance. Quality management is a set of concepts,strategies, tools beliefs and oractices which is aimed at improving the quality of product and services reducing the waste and saving costs (Navaratnam. and O. connor , 1993 ) It is related to the way in ehich all employers of the organization work and contribute to meet quality standareds set by the customers and to save money or to make profit. In fact quality means different things to different people. This has created an intellectual debate among educators about the appropriatness of implementing quality maanagement in education. However 29

quality in education can be either a combination of meetingf clients, needs or fitness for purpose value of money

2.8

Infrastructure of the institution

The basic facilities and equipment, services, especially of a technological nature

that are necessary for a system or organization to function. The quality of different types of infrastructure management, transport, electricity, canteen, managerial staff, computer lab, clerical staff, library, building, furniture, roads, are also a crucial part of any organization or institution. Poor infrastructure translates directly into higher costs for producers, reducing their productivity and dependability as suppliers. Unfortunately, the quality of our infrastructure is not so good, for example transport, canteen etc.

2.9 Quality of Teacher

Teacher quality is a priority area in education policy. The federal No Child Left Behind Act of 2001 requires that by the end of the 2005-06 school year, every teacher working in a public school must be highly qualifiedmeaning that a teacher is certified and has demonstrated proficiency in his or her subject matter, by having majored in the subject in college, passing a subject-knowledge test, or obtaining advanced certification in the subject. Veteran teachers have the additional option of proving their subject-matter expertise though a state-determined high, objective, and uniform standard of evaluation.

2.10 Need of quality teacher training

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Teacher training for primary education is conducted as one-year course after a schooling of 10 years in general education. Primary teacher training is provided in 71 Teacher Training Institutions (T.T.Is) having an average capacity of only 200 students per institution and a combined output of 14,000 per annum. 2.10.1 The challenge of teacher training in Pakistan By YesPakistan.com Staff Writer While it does not necessarily yield a high salary or as much prestige as medicine or engineering, teaching is still a much-coveted profession in Pakistan. This is indicated by the large number of Pakistanis who seek to enroll in the country's teacher training programs. However, there remain many challenges in the area of teacher training. Most notably, the lack of adequate programs in terms of number, as well as the curriculum of some of these programs. The importance of teacher training cannot be underestimated. The better a teacher is trained, the better he or she can educate tomorrow's generation of Pakistanis. In fact, a joint study by Harvard University and the Academy of Education Planning and Management in Pakistan shows that math scores for students in grades four and five rose with the level of their teachers' level of education. In addition, teacher training doesn't just positively impact a teachers and students' knowledge of a subject matter. The teaching method used to share information by teachers helps children not only stay in school, but also engages young students and encourages them to keep learning. Reports on primary education in Pakistan, for example, have noted that 'fear of punishment' and the 'harsh treatment by teachers' are key reasons for primary school dropout among students (Morton 1992 and Semiotics Consultants 1994). This clearly stems from a lack of proper teacher training.

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Teacher training in Pakistan is primarily a provincial responsibility. Generally, applicants to most teacher training institutes out number the spaces available. But the shortage is not just in spaces. It is also found in the lack of facilities for this endeavor, especially in certain places like Balochistan, and particularly for female teachers. This is a tragedy considering that Pakistan's rate of female literacy is abysmal. Pakistan's federal level of government also plays a role in teacher training through its Curriculum Wing, which is also responsible for teacher education institutions. Primary school teachers seeking employment in government schools are trained in three ways: through Government Colleges and Elementary Education (CGETs), the distance education program of the Allama Iqbal Open University, and teacher training courses administered in high schools. The graduates of these institutions are taught a similar curriculum, and receive the Primary Teaching Certificate (PTC) at the end of a course that lasts one year. About 12,000 teachers are trained in the 76 GCETs every year, and close to 8,000 are trained through the distance learning program. In some provinces, crash courses have also been arranged to reduce the backlog of teachers who are not trained for their jobs. In terms of the country's private schools, a number of the major ones have their own teacher training program. To be accepted into the PTC course, an applicant must have a minimum of ten years of schooling. However, the government of the province of Punjab raised this bar recently and fixed the minimum to12 years of schooling for admission to the PTC course. Although the PTC course is for only one year, in reality is usually much shorter. An additional problem is that the curriculum for pre-service training is overloaded. In general, the courses do not significantly improve a teacher's knowledge of a particular subject matter or teaching skills. 32

A study conducted in the province of NWFP found that entrants had poor proficiency in math and science. Even more disturbingly, there was little difference in teachers' performance after completing the course. Another study revealed there was no major difference in the teaching practices of PTC teachers and untrained teachers, or between graduates of the PTC course from different systems It is clear then that pre-service training of teachers in Pakistan is sorely lacking at a time when education for a nation in a globalize world is more important than ever before. In terms of in-service training, this is the responsibility of the Curriculum Boards and Extension Centers. The provinces have given in-service responsibilities to one or more CGETs. There are three different types of in-service training: training of untrained staff in full-time crash programs that last three months; refresher courses that last for a short period of time; a few private initiatives such as the Ali Institute of Education in Lahore and the Teachers' Resource Center in Karachi. Every province has an Education Extension Center responsible that is in charge of in-service education. The aim is to provide one in-service training session to each teacher at least once every five years. But these sessions are fewer than the number of teachers as indicated by a study of in-service refresher courses in Punjab. This study found that the courses reached an nominal number of teachers. For instance, in 1988, 16 refresher courses were offered to only 4,400 teachers, out of a total teaching corps of nearly 180,000.Some institutions have taken it upon themselves to try to fill the gap. A leading institute specializing in the training of private school teachers is the Ali Institute of Education (AIE), which was founded in 33

1992. This organization imparts teacher education for primary school teachers in both the public and private sectors. So far, 205 teachers have benefited from pre-service training. There are 104 teachers currently enrolled in the program. About 95 percent of the trainees are female, with most of them coming from lower-middle income backgrounds. About half of them receive financial aid from the institute. The institute also has an in-service training program. About 2,200 teachers have benefited from it, about 80 percent of whom are female. Close to the same proportion belong to rural areas. One in-service training experiment is the Field-Based Teacher Training Program, which was started in the Northern areas of Pakistan in 1984. In essence, this is an unusual way of teaching the PTC syllabus. It trains teachers to give up some of the unproductive, traditional practices which are prevalent in rural primary schools. This program adopts a new approach in teaching , which shifts the emphasis from the teacher to the student as the center of the teaching-learning process. The most distinctive feature of this program is the practical application of the theoretical concepts that are taught in the classroom of the PTC course. While these and other initiatives are welcome, it is clear that the quantity and quality of teacher training program in Pakistan must improve in order for the next generation of Pakistanis to be better educated and better citizens than previous ones.

2.11 The Effectiveness of Higher Education in Pakistan

The operating conditions of universities in Pakistan are summarised well by Dr. M. Latif Virk, as follows:

34

"The universities in their present form are not geared to create new knowledge, nor do their graduate-study programmers measure up to international standards.. Rapid expansion of the system (of higher education), limited financial input, and periodic student unrest have eroded the teaching and learning process despite the modernisation of curricula. The supply of funds to the universities is limited and coupled with inefficient use of public funds. The autonomy of the universities provided under their Acts is not only inadequate but also distorted. The research base in the universities is weak, and inadequately equipped libraries and laboratories and a shortage of qualified teachers continue to hinder the progress of higher education towards excellence." The litany of problems outlined above by Dr. Virk and many other observers, as the Task Force discovered in its consultations with the academic community, is both long and depressing. It is not surprising therefore that students in publicly funded participate effectively in the economic, political, and social life of the country, leave alone the competitive global economy. Furthermore, of the population of 140 million, only 2.6 per cent of the age cohort of 17-23 years (less than 500,000) were enrolled in the colleges and universities of Pakistan (1996 figure). This is one of the lowest ratios anywhere in the world. Thus, the country needs very significant improvement in the quality of higher education and considerable enhancement of its capacity. Prevalent President (Musharraf) said improvement in the education sector constitutes a vital part of the government's emphasis on human resource development and added that high quality of education in the fields of science and technology is imperative for rapid development.

35

The President supported suggestions for increase in salaries of teachers. He appreciated the comprehensive focus of the committee since its last meeting on January 19, 2006. The reform package realizes that Pakistan needs a vibrant higher education sector for socio-economic development and technological advancement, and lists on the following as top development priorities: Improve the accessibility and enlarge the enrolment. Improve the quality of higher education. Major shift of emphasis to science and technology. Inadequate admission standards, less duration of our general bachelor degree, lack of resources, shortage of qualified teachers, poor textbooks, dilapidated facilities, and an unreliable evaluation mechanism have eroded the quality of education.

2.12 Quality of examination

Rawalpindi: President General Pervez Musharraf while consenting to implementation of the uniform examination system in Pakistan has called for restarting Rs. 60 billion programmed for educational reforms. He stated this while chairing a high level meeting here at Rawalpindi attended by Education Minister Javed Ashraf Qazi along with provincial education ministers of Punjab, NWFP, Balochistan and Azad Jammu and Kashmir. The president directed for a uniform examination system in the country, however, he said that Sindh should be given one-year exemption. The Pakistani system is strongly examination driven, but poor testing procedures, excessive memorization and widespread cheating have made exam results dubious indicators of student performance and learning. The Action Plan allocates a budget of 36

precisely zero rupees for reforming the countrys 22 examination boards. The rationale given is that these boards, whose mismanagement and corruption is almost legendary, will realize the necessity for self-reform and fund their own rehabilitation. This mighty leap of faith reflects astounding ignorance of the situation, and would be funny if the consequences were not so tragic. Elaborate plans for restructuring and improving the examination boards which requires a good bit of money have existed for a decade, the result of careful studies by international teams of educational experts. The reports, representing years of effort and money, lie on the dusty shelves of the Ministry of Education, and no bureaucrat or wellheeled consultant has bothered to read them while preparing the new grand plan for reforming education. Instead, a sum of 50 million rupees shall be spent on a National Education Assessment System, NEAS. But pray, shall someone enlighten us as to why the National Education Testing System, NETS, has never functioned since its establishment a decade ago? Will substituting A for T really make the difference? Will it smell any sweeter? Examinations are generally held annually, and are sole criterion to promote the students to higher classes or to retain them in the same class. However, recently a system of automatic promotion upto grade-III has been introduced in some schools. In the primary classes, examinations are conducted by the school concerned. However, at the end of the fifth year of the primary stage a public examination is held by the education department for promotion to the next grade and award of merit scholarship. Only outstanding students compete for winning merit scholarship. Similarly, the examination in Middle Schools are held by the concerned school for winning Merit 37

scholarship but there is a public examination at the end of grade VIII conducted by the Education Department for award of scholarships. Public examinations are also held by the respective regions at the end of classes X & XII. The Task Force does not favor the establishment of NETS. It feels that the long term and sustainable solution lies in reliable assessment of school education. The current SSC and HSC examinations test for memorization and recall, thereby promoting rote learning, which is detrimental for understanding and application of knowledge, and poor preparation for higher education. 6.1.2 It would be more appropriate to provide a reliable alternative examination system at the SSC and HSC levels that can significantly improve education in general rather than to establish a national testing service for the purpose of selecting candidates for higher education. Such an initiative to promote improvement of school education could be accomplished through a private-public endeavor.

38

CHAPTER.3 METHODOLOGY
3.1 Nature of Design
The researcher used survey method to collect the information about the quality in education and for this purpose questionnaire was used.

3.2

Populations

All students of M .A education of the Sargodha University were the population of this study.

3.3

Sample
In this study Seventy-eight students were selected continentally to collect the data

from the students of 2nd and 4th semester from education department in the University of Sargodha. 3.3.1 Sampling Technique Convenient sampling technique is used in this study to select the sample.

3.4

Research Instrument

Questionnaire was the research instrument. The researchers used questionnaire to collect data.

3.5

Analysis of Data
Data collected, tabulated, interpreted and analyzed by using mean values. On the

basis of findings researchers conclude that the quality of education is not good in the University of Sargodha.

39

Table 1: Quality in education Sr. Variable

Mean Range (50-250)

SD

1 2 3 4 5

Quality of Education Quality of Management Quality of Infrastructure Quality of Teacher Quality of Examination

166.66 59 20.1 42`.58 34.99

17.13 6.29 4.20 5.23 5.7

Mean of the means (range 15) 3.560197 3.686655 3.349099 3.548423 3.498649

The Table shows that the trend mean of the means of the quality of management is 3.56 which shows that students agree which shows that there is quality in education. The quality management is relatively high followed by quality of teacher, quality of examination and infrastructure. Table 2: Quality of Management Sr. Variable Mean Range (50-250) 59 3.85135 1 3.74324 3 3.95945 9 3.77027 SD Mean of the means (range 15) 3.686655 3.851351 3.743243 3.959459 3.77027

Quality of Management 1 2 3 4 The institution imparts education which is in line with the days present needs. The institution has a clear plan of quality improvement. The institution is encouraging innovation in teaching. The teachers are exposed to new developments in educational methodologies. All the members of the institution have good relation.

6.29 0.696025 0.861041 0.766404 0.914829

3.82432 4

1.139071

3.824324

40

6 7 8 9 10 11 12 13 14 15 16

All the staff of the institution helps in improving the educational process Conferences, seminars and workshops on different topics are arranged in this institution. The institution office helps students timely. A former student often visits the institution and suggests ways and means to improve the quality of education. Curricular and co-curricular activities are organized according to the annual schedule. The students are treated in unbiased manners. Admission is granted according to the merit. There are proper facilities for games in the institution. The record is maintained systematically in the office. All the staffs of the institution is satisfied with their respective job. All the problems are solved through meetings b/w the faculty and the head of the department.

3.67567 6 3.44594 6 3.47945 2 3.02702 7 3.60810 8 3.44594 6 3.86486 5 3.71621 6 3.95945 9 3.72973 3.85135 1

1.099291 1.22912 1.131734 1.158329 1.179942 1.160325 1.051083

3.675676 3.445946 3.479452 3.027027 3.608108 3.445946 3.864865 3.716216

1.12895 3.959459 0.834844 0.925991 3.72973 3.851351 0.988737

The Table shows that the trend means of the means of quality of management is 3.68 which shows that students agree to that there is quality of management. In the quality of management relatively highest two degrees are 3.95. the second high degree of the quality of management is 3.86 third degree is 3.85, the fourth degree is 3.82, fifth degree is 3.79, sixth degree is 3.77, seven degree is 3.74, eighth degree is 3.72, nineth degree is 3.71, tenth degree is 3.67, eleventh degree is 3.60, twelfth is 3.44, and the lowest degree of the quality of management is 3.02.

Table 3: Quality of Infrastructure Sr. Variable

Mean SD Range (50-250)

Mean of the 41

Quality of Infrastructure 17 18 19 20 21 22 Proper audio- visual aids are available in the institution. Proper furniture and fixture are available in the institution. Present facilities are sufficient fir students in the laboratories. Proper facilities are available in the institution for computer training. The institution furniture and building have been enhanced in the last three years. New books are added in the library every year.

20.1 3.337838 3.337838 3.040541 3.202703 3.432432 3.743243

4.20

means (range 15) 3.349099

1.23062 3.337838 5 1.15006 9 1.17554 1 1.1101 1.13573 4 1.14749 1 3.337838 3.040541 3.202703 3.432432 3.743243

The Table shows that the trend mean of the means of the quality of infrastructure is 3.34 which shows that students view lies undecided that there is quality of Infrastructure. The highest degree of quality of infrastructure is 3.74,the second degree is 3.43, third two degrees are same 3.33, the fourth degree is 3.20, the fifth and last lowest degree is 3.04 Table 4: Quality of Teacher Sr. Variable

Mean SD Range (50-250)

Mean of the means (range 15) 3.548423 3.621622 3.405405 3.310811 42

Quality of teacher 23 24 25 Teachers do prepare before teachin The institution teachers complaint about the lack of facilities in the department The teachers use audio- visual aids

42.58 3.621622 3.405405 3.310811

5.23 1.06889 7 1.09693 1 1.14587

during lectures. 26 27 28 29 30 31 32 33 34 The teachers have positive attitude toward teaching. The teachers encourage creative thinking of the students. The teachers take interest in character building of the students. The teachers review their teaching from time to time. The teachers use lecture method during teaching. The teachers mostly dictate notes or there is text book reading. The teachers always complain about their management. 3.918919 3.743243 3.689189 3.594595 3.756757 3.567568 3.324324

6 0.82357 1.04764 3 0.99210 1 1.08437 1 0.97658 6 1.21724 1.08675 9 1.08778 1.27865 2 3.918919 3.743243 3.689189 3.594595 3.756757 3.567568 3.324324 3.459459 3.189189

The teachers participate in staff 3.459459 development program for enhancing their technical and educational skills. The parents frequently visit and 3.189189 discuss their wards performance with teachers.

The Table shows that the trend mean of the means of the quality of teacher is 3.54 which shows that students view lies midway between undecided and agree which shows that the students agree to some degree that there is quality of teacher. The first highest degree of the quality of teacher is 3.91, second degree is 3.75, third degree is 3.74, fourth degree is 3.68, fifth degree is 3.62, sixth degree is 3.59,seventh degree is 3.56,eighth degree is 3.45,nineth degree is 3.40 tenth degree is ,3.32,eleventh degree is 3.31 and the lowest degree of the quality of teacher is 3.18. Table 5: Quality of Examination Sr. Variable Mean Range (50-20) SD Mean of the means (range 15) 3.498649 43

Quality of Examination

34.99

5.7

35 36 37 38

Examinations are arranged according to the as per schedule. Teaching and learning process is improved keeping in view the exam results. The students are trained according to their mental calibre and aptitude. Question papers set include objective type questions to evaluate the students. Much care is taken in papers setting and evaluating the answer sheets. Marked answer sheets are shown the students and discussed with the students in order to improve the teaching and learning process. Question papers consist of only essay type questions. Students can easily express themselves in Urdu. Students feel difficulty expressing themselves in English. Papers are marked objectively.

3.432432 3.527027 3.459459 3.635135

1.25054 6 1.04976 2 1.12492 5 1.08000 9 1.17860 7 1.26847 7 1.37222 7 1.35293 5 1.16510 1 1.15535 9

3.432432 3.527027 3.459459 3.635135

39 40

3.621622 3.297297

3.621622 3.297297

41 42 43 44

3.297297 3.243243 3.77027 3.671233

3.297297 3.243243 3.77027 3.671233

The Table shows that the trend mean of the means of the quality of examination is 3.49 which shows that students view lies undecided that there is quality of examination. The first highest degree of the quality of examination is 3.77 second degree is 3.67, third degree is 3.63, fourth degree is 3.62, fifth degree is 3.52, sixth degree is 3.49, seventh degree is 3.45, eighth degree is 3.43,nineth two same degrees are 3.29, the lowest degree of the quality of the examination is 3.24.

44

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

5.1 Summary
The purpose of this study was to examine students perception about quality of education of M.A education in the University of Sargodha. This study was descriptive & survey type. All master level students of the University of Sargodha constituted the population of the study. The researchers used convenient sampling technique to select sample. Seventy-Eight students were selected from second and fourth semester from Education Department. . The Researchers used questionnaire as tool to carry out this survey. The researchers personally distributed and collected questionnaires. The data was analyzed statistically in SPSS. The researchers concluded that the quality of education issatisfactory in the University.

5.2

Findings

Following are the findings of the study: 1 The quality of education is 3.56 which shows that students are agree that there is quality in education.

2 The quality of management is 3.68 which shows that students agree to that there is satisfactory quality of management. 3 The quality of infrastructure is 3.34 which mean that students are undecided that there is quality of Infrastructure. 45

The quality of teacher is 3.54 which mean that students view lies midway between undecided and agree which shows that the students agree to some degree that there is quality of teacher. The quality of examination is 3.49 which show that students are undecided that there is quality of examination.

5.3

Conclusion
1. There is good quality of management. Management is a key factor of an

institution that can increase or decrease the quality of education .In the result of these study researchers found satisfactory quality of management. 2. Students are undecided about the quality of infrastructure in the

department. With out standardized and appropriate infrastructure a institution can not increase its quality education. 3. Students view about the quality of teachers is midway which shows that

they are undecided and agree. Teachers are the major component of the educational system. All the educational system depends upon teachers. So teacher should be qualified. 4. Students are undecided about the Examination system.

5.4Recommendations
1 This study was limited to the Education Department. It is hoped that in future it may conducted at other level of education. 2 The research tool was not properly validated. It is suggested that in future other researchers should conduct this study with large and different sample with hope that they will assess students perception about quality in education.

46

It is suggested that future researchers should use other techniques of data collection like interview, observation etc.

47

References

Arcaro, J. S. (1997). Quality in Education: An Implementation Hand Book. Variety Book International, New Delhi, India P. 5. Aziz (2006) Second International Symposium on Issues in Higher Education in Pakistan.Retreived on 14 April 2007. http: // www.allconferences.com/ conferences/

20060926095657/
Cokeley (2004), Quality in Education.Retreived www.asq.org/education/why-quality/overview.html on 23 March 2007

Cambridge Advanced Learner's Dictionary) Cambridge University Press 2007. http://dictionary.cambridge.org/define.asp?key=40716&dict=CALD Eileen J.P Defining the Eligible, Accessible Population for a Phenomenological Study1999 by Sage publication. http://wjn.sagepub.com/cgi/content/abstract / 21/6/796?ck=nck Education Quality Indicators Framework (2006). Retrieved on 19 March 2007 http: // portal.unesco.org / education /en /ev.php-url-ID = 27856&URL-DO = DOTopic&URL-SECTION =201.html EFA Global Monitoring Report (2005) Why We Focus on Quality. Retrieved on 15 March 2007. http://portal.unesco.org/education/en/ev.php-URL-ID=35921&URLDO=DO-TOPIC&URL-SECTION=20 Govt. of Pakistan (1998). National Education Policy.1998-2010. Ministry of Education, Islamabad.) 48

Gitlo, H, A.Oppenheim and R. Oppenheim.(1995). Quality Management, Tools and Methods for Improvement. (2nd ed.). Richard D. Irwin Inc Publishers, USA.P.5. Hoodbhoy (2001).Education Reform:Yet another sham. Retrieved on 11 April 2007. http://web.mit.edu/bilal/www/education/hoodbhy1.html Human Development Foundation (2004) The challenge of teacher training in Pakistan. Retrieved on 13 April 2007 http://www.YesPakistan.com/education/ teachertraining.asp Jalal (1999). Quality education is the vision of Education.Retreived on 16 April 2007 http:// www.ibe.unesco.org/ International/ ICE 47/ English/ MesMoE/messages/ Pakistan.htm/ Migratory, S. and Morgan C. (1993). Total Quality Management and the School. Open University Press. Buckingham, Philadelphia. Pp-45-46 Mukhopadhyay, Marmar. (2005) Total quality management in Education. New Delhi. Sage Publications. 17-18, 20-21 MALIK (2003-2005). Time Group of Public, Uniform Exam System: Pakistan Okays for Best Education Structure.Retreived on 9 April 2007. http:// www. Pakistantimes. net/2006/05/18/ top.htm Musharraf (2006). Govt.s special focus on higher education. Retreived on 9 April 2007. http: // www.Pakistantribune.com /news/ index.shtml?16086/ National Evaluation And Accreditation Agency (2005). Retrieved on 19 March 2007. http: // www. neaa. government. bg /index.php? option = com-content & task=section&id=16&itemid=32&lang=en Pyzdek, T, "Quality Engineering Handbook", 2003, ISBN 0824746147"http:

//en.wikipedia.org/wiki/Quality_management" (Quality in education Keith Watson, celia modgil and Sohan modgil 1997 British library cataloging in- publication DATA p- 4 Rashid (2004) The Education Crises.Retreived on 25 March 2007. http://www.dailytimes.com.pk / default. asp? Page=story -17-1-2004-pg 3-2

Rao. V.K. 2003. Quality Education A.P.H, Publishing Cor. New Delhi, India P-15 49

Summers, D. C. S. 2005. Quality Management, Creating and Sustaining Organizational Effectiveness. Person Education, Inc., New Jersey. Pp-14-16, 30-32 The EFA (2000) Assessment: Country Reports. Retrieved on 27 March 2007. www.unesco.org/education/wef/countryreport/Pakistan/rapport - 1.html Task Force on improvement of Higher Education in Pakistan (2002)The Effectiveness of higher education in Pakistan &Curriculum. Retrieved on 27 March 2007. http:// www.tfhe.net/resources/Pakistan.htm

UNESCO(2003)QualityEducation.http://portal.unesco.org/education/en/ev.p hpURL_ID=27542&URL_DO=DO_TOPIC&URL_SECTION=201.htm l . Retrieved on 20 March 2007

Webster, M. (1985). Websters ninth new collegiate dictionary. Meriam - Webster Inc. http://www.socialresearchmethods.net/tutorial/Mugo/tutorial.htm Perception. http://en.wikipedia.org/wiki/Perception. Retrieved on 14 June 2007 THE WORLD BANK GROUP (2007) .Retrieved on 20 April 2007. http://www.worldbank.org.pk/WBSITE/EXTERNAL/COUNTRIES/SOUTHASI AEXT/PAKISTANEXTN/0,,contentMDK:20167068~menuPK:293074~pagePK: 141137~piPK:141127~theSitePK:293052,00.htm

Assessment Reform Group, (1999)Assessment .for learning: beyond the black box, Cambridge : University of Cambridge school of education p. http://www2.edweek.org/rc/issues/teacher-quality/

50

QUESTIONNAIRE
Please select your response against each statement and tick () appropriate. Please Respond to all items; Respond freely and frankly, and Consider each item independently; and respond in the sequence presented to you

This questionnaire provides you with an opportunity to reflect on various aspects of your institution. Your response should be one of the statements given below; This questionnaire provides you with an opportunity to reflect on various aspects of your institution. Your response should be one of the statements given below; SDA = Strongly Disagree DA = Disagree UD = Undecided A = Agree

SA = Strongly Agree Sr # 1 2 3 4 5 6 7 Statements MANAGEMENT The institution imparts education which is in line with the days present needs The institution has a clear plan of quality improvement The institution is encouraging innovation in teaching The teachers are exposed to new developments in educational methodologies All the members of the institution have good relation All the staff of the institution helps in improving the education process Conferences, seminars and workshops on different topics are arranged in this institution 51 SDA DA UD A SA

8 9 10 11 12 13 14 15 16

The institution office helps students timely Former students often visit the institution and suggest ways and means to improve the quality of education Curricular and co-curricular activities are organized according to the annual schedule The students are treated in an unbiased manner Admission is granted according to the merit There are proper facilities for games in the institution The record is maintained systematically in the office All the staffs of the institution are satisfied with their respective jobs All the problems are solved through meetings between the faculty and the principal INFRASTURCTURE Proper audio-visual aids are available in the institution Proper furniture and fixture are available in the institution Present facilities are sufficient for students in the laboratories Proper facilities are available in the institution for computer training The institution furniture and building have been enhanced in the last three years New books are added in the library every year QUALITY OF TEACHER Teachers do prepare before teaching The institution teachers complaint about the lack of facilities in the college The teachers use audio-visual aids during lectures The teachers have positive attitude toward teaching The teachers encourage creative thinking of the students The teachers take interest in character building of the students The teachers review their teaching from time to time The teachers use lecture method during teaching. The teachers mostly dictate notes or there is text books reading The teachers always complain about their management The teachers participate in staff development programs for enhancing their technical and educational skills The parents frequently visit and discuss their ward's 52

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

35 36 37 38 39

performance with teachers QUALITY OF EXAMINATION Examinations are arranged according to the as per schedule Teaching and learning process is improved keeping in view the exam results The students are trained according to their mental calibre and aptitude Question papers set include objective type questions to evaluate the students Much care is taken in papers setting and evaluating the answer sheets

40

Marked answer sheets are shown the students and discussed with students in order to improve the teaching and learning process Question papers consist of only essay type questions Students can easily express themselves in Urdu Students feel difficulty expressing in themselves in English Papers are marked objectively

41 42 43 44

53

TABLE OF CONTENT
Sr # Topic Page 1 4 4 4 4 5 6 6 8 9 9

CHAPTER 1 INTRODUCTION 1.1 1.2 1.3 1.4 1.5 CHAPTER 2 2.1 2.1.1 Statement of the problem Objectives of the Study Significance of the study Delimitations of the study Definition of the major terms REVIEW OF RELATED LITERATURE Meaning and concept of quality Quality assurance 2.1.1.1 2.1.1.2 2.1.2 2.1.3 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.10.1 2.11 2.12 CHAPTER 3 What is quality assurance in education? Goals of quality assurance in education 9 9

Contract performance Customer driven quality Quality in education Crises of quality in higher education Indicators of quality in education Quality assessment and its purpose Changes in the vision of the quality Quality of management Infrastructure of the institution Quality of teacher Need of quality teacher training The challenge of teacher training in Pakistan 23 The effectiveness of higher education in Pakistan Quality of systematic evaluation and examination METHODOLOGIES OF THE STUDY

10 15 18 19 20 21 22 22 23 26 28 31 54

3.1 3.2 3.2.1 3.3 3.3.1 3.4 3.5 3.6 CHAPTER 4 CHAPTER 5 5.1 5.2 5.3 5.4

Nature of the design Population Accessible population Sample 31 Sampling technique Collection of data Research instrument Analysis of data DATA ANALYSIS SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS Summary Findings Conclusion Recommendations 31 31

31 31

31 31 31

75 75 75 78 78

55