Educational Disparities

Educational Disparity in Pakistan and its

Impacts on Performance and
achievements of the learners

Educational Disparities

Executive Summary
Educational disparity is one of the most widely vowed problem around different nation and
regions of the world. The word disparity in education corresponds to the diverse nature of
learning process and infrastructure for the students. The facts regarding Pakistan also suggest
that there is a diverse education system in Pakistan in terms of the school types, curriculum and
syllabi and medium of instruction. The diversity in education system holds a great deal of effects
for the students from these schools and institutes. This report presents the problem of education
disparity in Pakistan. Through the use of primary data and the statistical tools for analysis of the
data the reports presents its findings regarding the causes and problems of educational disparity
and the impacts of these disparities on the achievements and performance of the students.

Educational Disparities
Content
Executive Summary.......................................................................................................................2
Chapter: 1.......................................................................................................................................5
1.1: Introduction...........................................................................................................................5
1.1.1: Types of school...............................................................................................................5
1.1.2: Curricula and syllabi......................................................................................................6
1.1.3: Medium of Instruction....................................................................................................6
1.2: Problem Statement................................................................................................................6
1.3: Objectives of the Study.........................................................................................................7
1.4: Significance...........................................................................................................................7
Chapter: 2.......................................................................................................................................8
2.1: Educational Disparity and Pakistan......................................................................................8
Chapter: 3.......................................................................................................................................9
3.1: Methodology.........................................................................................................................9
3.1.1: Data collection................................................................................................................9
3.1.2: Questionnaire and interview...........................................................................................9
3.1.3: Sample and Sampling technique....................................................................................9
3.1.4: Data Analysis..................................................................................................................9
Chapter: 4.....................................................................................................................................10
4.1: Questionnaire Results.........................................................................................................10
4.2: Interviews............................................................................................................................16
4.2.1: IHSAN ULLAH (Teaching at Muslim College of commerce and Management
Peshawar)...............................................................................................................................16
4.2.2: MUBASHIR LUQMAN (vice principal of government high school no.1 Peshawar) 17
4.2.3:MR.SHEHZAD (Studying at Islamia College Peshawar)............................................17
4.2.4: MUHAMMAD IMRAN (teaching at government high school no.2 Peshawar).........17
Chapter: 5.....................................................................................................................................18
5.1: conclusion...........................................................................................................................18
References.....................................................................................................................................19
List of Tables Y
Table 2..............................................................................................................................................9
Table 3............................................................................................................................................10
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Educational Disparities
Table 4............................................................................................................................................10
Table 5............................................................................................................................................11
Table 6............................................................................................................................................11
Table 7............................................................................................................................................12
Table 8............................................................................................................................................12
Table 9............................................................................................................................................13
Table 10..........................................................................................................................................13

Educational Disparities

Chapter: 1
1.1: Introduction
Education is the process of facilitating knowledge, habits, skills, beliefs, values and learning.
Access to basic education is one among the basic human rights; therefore no one should be
discriminated because of religion, gender, culture, family background and social class. Education
plays a vital role in the process of socialization and therefore school, colleges and other
institution come into place to complete this process (A. Rehman 2012). Disparity rise when there
is inequality in providing facilities, opportunities, knowledge, infrastructure and environment in
these institutions to complete this process. Educational disparity can be defined as follow:
The difference in effectiveness or learning results accomplished by students coming from
different educational institution and groups Or The difference arises by comparing the
education experienced by different students.
Following are three of the main disparities which can be widely found in the education system of
Pakistan and also other parts of the world.
1. Types of institution
2. Curricula and syllabi
3. Medium of instruction
1.1.1: Types of school
The two main types are public and private. Public institutions are those which are funded and
control by government and provide free education to students. Private are those which charge
tuitions fees from students and funded and control by private people (Ansari 2012). Basically the
disparity does not arise because of name and authority but it arise because of the learning
environment, issues related to ethics, economic problems, infrastructure, relation between
teachers and students, cooperation of teacher, management and quality of education.
Most of the private institutions are generally expensive which is out of the reach of lower class
and poor people but regarding to other aspects private institutions are better than public.

Educational Disparities
1.1.2: Curricula and syllabi
There is no coordination in syllabus and courses followed by these educational institutions. The
students learn values, beliefs, behavior and different culture traits from courses and syllabus they
followed in these educational institutions (Ansari 2012). Some institutions provide extra learning
activities to their students i.e. presentations, seminars, study tours, functions and some not. As a
result these disparities lead to diverse concepts in the mind of students which create a sense of
disagreement among them.
1.1.3: Medium of Instruction
The third most important disparity highlighted is the medium of instruction used in these
schools. A very high percentage of students come from educational institution where Urdu is
used as the medium of instruction and communication with the students. English and regional
languages are also widely used as medium of instruction (Ansari 2012). Using other languages
other than native languages makes the communication process more complex and the learner has
to decode the language also for understanding however using International Languages such as
English can also help the students to better compete in the markets.
The purpose of every education system is to provide knowledge and understanding, developing
personality, behavior and traits, to improve the quality of life and to increase the opportunities
thereby enhancing the quality of life (Mujeeb 2015). Every education system in our modern
world is designed to help learners develop their strengths, capabilities and interests and to help
individuals achieve their goals. in an era where the world is badly trapped in issues such as
extreme poverty and hate among communities education is the one single recommendation made
by almost everywhere and by everyone (KN Academy 2015). Education not only help
individuals pursue their goals but also provide an opportunity to the state to educate their
generation with their mutual beliefs, history, values, norms and other socio cultural and
economic aspects, that help uniting the nation and working towards the goals as individual as
well as a member of the society or nation.

1.2: Problem Statement

The opportunities offered in Pakistan for education is of very diverse nature in terms of the
medium, income class, regions, wealth of parents, school types, gender, extra coaching,
ideological grounds and curricula and syllabi . The results of these disparities in the education
6

Educational Disparities
system are evident from the dropouts, low quality of life, learning, achievements and
opportunities.

1.3: Objectives of the Study

The aim of the report is to find out role of education disparities in setting the different attributes
of individuals while they learn through the system. The main objectives of the study are as
follow,

To discuss and highlight the issues faced by Pakistan in terms of Educational disparity
To find out the impact of educational disparity on the learning, performance and

achievements of the students

To find out the problems faced by students effected by the educational disparities
To find out the cases of educational disparity in Pakistan

1.4: Significance
The report addresses the issue of educational disparity in the context of Pakistani educational
system where there is high level of differences in the institutes, mediums, approaches and
infrastructure for their educational organization requirements. The study aims at finding out the
impacts of these disparities on the learners and the problems faced by the students. The results of
the report will add some new knowledge on the issue and will also provide new aid to policy
makers on the solving the problems of educational disparities.

Educational Disparities

Chapter: 2
2.1: Educational Disparity and Pakistan
There is great hierarchy in the education system of Pakistan. The main differences are school
types, medium of instruction and curriculum. The number of private schools (English medium
schools) increases very rapidly (Justin 2012). However, increase in private institutions means
that the difference between quality of education also growing. However, these institutions
provide quality education but it is only accessible for upper class people because these
institutions charge high tuition fee (A. Rehman 2012). On the other side the government
institutions provide free education but they have providing low quality education. So it means
that the quality of education depend on paying to private institutions (Times 2015). Opportunities
for employment are provided on the basis of type of school. The schools, which provide high
quality education, are not affordable for common citizens. Consequently, the educational
institutions support social gap instead of social mobility.
These educational disparities divided the society into different groups. In Pakistan different
medium of instructions are followed by education institutions but the major two are Urdu
medium and English medium. In government sector teach Urdu medium and private sector teach
English medium. But after matriculation most of the education are providing in English medium.
Which create problem for Urdu medium students because English is becomes such a difficult
task for them. Most of the students who have better performance in that of Urdu medium
institution are become unable to do so.

In Pakistan majority of the people prefer to private institutions because the quality of education
in private are better than public. Many of the private schools are less expensive but they are still
costly than public schools. Most people sends all of their children to private schools but some
people decide which one is to send to private if they are not able to send all (Pakistan Today
2012). All of these differences create education disparity in society.
Due to current educational disparity the number of children out from schools and difference
among learning opportunities increases. If no proper steps are taken to control over these
disparities then this difference will be goes up. It is one of the highlighted aspects for our
education sectors.

Educational Disparities

Chapter: 3
3.1: Methodology
This section of the report presents the methods and the techniques which are followed for
collecting data for the objectives of the report. The methods and techniques used for the analysis
of the data are also provided in this chapter.
3.1.1: Data collection
Secondary data in the report is used for presenting some important highlights and understandings
related t the issue of educational disparity. The secondary data used is mainly collected from the
internet pages, books, reports and other published materials around the web.
In order to analyze the impacts of educational disparities and the causes of educational disparities
in Pakistan the report uses primary data which is collected using the survey technique.
3.1.2: Questionnaire and interview
To collect data using the survey approach we take interviews and distributed a questionnaire to
collect data for the purpose of the study. The questionnaire of the report consists of closed ended
questions. Eight of these questions show the agreement of the participants with statements
related to the impacts of educational disparities. Question nine collect data for problems faced
due to educational disparity and the last question collect data for causes.
3.1.3: Sample and Sampling technique
In order to select participants for the survey of the report a sample of Universities faculty, college
and school principals is collected. Using the convenience based sampling technique the report
selected a sample of 50 participants from different colleges, schools and universities.
3.1.4: Data Analysis
Data collected from the participants of the study then needs to be analyzed for providing a
meaningful picture. Data collected for the report is analyzed by showing the opinion of different
teachers and students and descriptive data analysis statistical techniques, bar charts and pie charts
are used to plot the data.

Educational Disparities

Chapter: 4
4.1: Questionnaire Results
Data collected from 50 respondents of the sample was then analyzed using the descriptive
statistical tools of analysis and the results of the analysis are provided in the following tables.
Table 1

Differences in medium, type and Syllabi influence the learning process

25
20
Differences in medium, type
and Syllabi influence the
learning process

15
10
5
0
Disagree

Agree to some extent

Agree

Table 1 of the study show that a high number of respondents in the survey marked their
agreement with the fact that the learning process of the students is influenced by the disparities in
education a decent amount of respondents marked their agreement to some extent.

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Educational Disparities

Table 2

Differences in medium, type and Syllabi results in heterogeneous pool of learners

40
35
30

Differences in medium, type

and Syllabi results in
heterogeneous pool of learners

25
20
15
10
5
0
Disagree

Agree to some extent

Agree

Table 2 of the study shows the that a very high percentage of respondents in the sample believe
that educational disparity results in a heterogeneous pool of learners which increases the
diversity of learners and are faced with complex context
Table 3

Differences in medium, type and Syllabi influence the achievements of learners

35
30
25

Differences in medium, type

and Syllabi influence the
achievements of learners

20
15
10
5
0
Disagree

11

Agree to some extent

Agree

Educational Disparities
Table 3 shows that more than 30 respondents believe that the achievements of the students are
influenced by the educational disparities

Table 4

Urdu medium, Public sector institutes influences the socialization process of learners
45
40
35

Urdu medium, Public sector

institutes influences the
socialization process of
learners

30
25
20
15
10
5
0
Disagree

Agree to some extent

Agree

Table 4 of the report shows, an agreement with the fact, that students from undermined
educational backgrounds find the socialization process more difficult as compared to others.
Table 5 in the report shows that like the socialization process most of the respondents are also
agreed on the point that the disparities in education has holdings for the personality
developments of the learners and implies that students from poor background have problems in
polishing their strengths.

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Educational Disparities

Table 5

Differences in medium, type and Syllabi affect the personality development of students
30
25
Differences in medium, type
and Syllabi affect the
personality development of
students

20
15
10
5
0
Disagree

Agree to some extent

Agree

Table 6 shows that not only at the individual level but the education disparity among the students
also make it difficult for the state to standardize their approach towards the achievements of the
goals of the nation. It is hard to develop a system or mechanism which can successfully
coordinate the efforts and competencies of such diverse learners.
Table 6

Differences in medium, type and Syllabi hinder the coordination of diverse learners towards the goals of the state
35
30
Differences in medium, type
and Syllabi hinder the
coordination of diverse
learners towards the goals of
the state

25
20
15
10
5
0
Disagree

13

Agree to some extent

Agree

Educational Disparities
Table 7 of the reports presents that the probability of the opportunities in terms of career and
quality life is also misbalanced because of the educational disparities in the different members of
the society. The learners from public sector organization with regional medium of instruction are
triggered with less opportunities and very often do not meet the criteria for the competitive jobs
in the markets.
Table 7

Differences in medium, type and Syllabi influence the opportunities available to the graduates
35
30
Differences in medium, type
and Syllabi influence the
opportunities available to the
graduates

25
20
15
10
5
0
Disagree

Agree to some extent

Agree

In the end table 8 of the analysis shows that the differences in education also influence the
creative and imaginative power of the learners. Their approach towards the society, their decision
making and problem solving techniques all are influenced by the educational background.

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Educational Disparities

Table 8

Differences in medium, type and Syllabi influence the creativity and imagination of learners
35
30
Differences in medium, type
and Syllabi influence the
creativity and imagination of
learners

25
20
15
10
5
0
Disagree

Agree to some extent

Agree

Table 9 of the report presents the responses to the problems of disparity in education. The pie
chart depicts that 40% of the respondents believe that the education disparity effects the
achievements of the students. Availability of the opportunities is also highlighted by the
respondents and 22% of the respondents agree with this, 20% of the respondents rates learning
and 10% have rated socialization as the harms of educational disparity. System integration of the
learners is also rated by 8% of the respondents.
Table 9

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Educational Disparities

What are the problems faced by Students from Urdu medium, public sector sub standard syllabi institutes?

Socialization ; 10%
Learning
Integrating with the System
; 8%; 20%

Availability of Opportunities ; 22%

Achievements ; 40%

Table 10 of the study presents the main causes of educational disparity in Pakistan, 44% of the
respondents have ranked income level of the parents as the main cause for educational disparity,
and 24% has highlighted government expenditures as harming the homogeneity of education in
Pakistan.
Table 10

What are the main causes of educational disparity in Pakistan?

Educational Policies; 22%
Government expenditures; 24%
Private Level
stakesof; Income
4%
of parents; 44% Undefined educational objectives ; 6%

22% marked educational policies of the government as main causes of disparity and 4% have
rated privates stakes as the cause for educational disparity.

16

Educational Disparities
4.2: Interviews
4.2.1: IHSAN ULLAH (Teaching at Muslim College of commerce and Management
Peshawar)
There is inequality in educational and learning opportunities available in Pakistan. Usually
private institutions students are more knowledgeable from public institutions student. The books
they read, dressing style, learning environment and activities and the way through which teachers
behave them, these all affect their concepts. This divers nature of education results to different
concepts in the mind of students. Due to these educational disparities most of the students are
depressed because they feeling guilt and unprotected future which might result in poor
performance. The opportunities provided for employment are same for all but they are
discriminated on the basis of education background. Those who got education from high
standard institutions are prioritizing first. As a result this discrimination and difference in
learning outcomes lead to civil war and sectarianism in society which frustrate societies and
nations.
4.2.2: MUBASHIR LUQMAN (vice principal of government high school no.1 Peshawar)
Education is the process of socialization .if there is inequality in the educational institutions then
there would be a difference in socialization .because of weak socialization they can easily
mislead toward different crimes. Those who got their education from high standard institutions
are more knowledgeable, have a secure future and get priority in the employment opportunities.
The social mobility of poor students (public sector students) remain static and their generations
remain stuck in poverty. When these students become parents they did not let their children to get
education because according to them education has no positive effect on his life. which result to
illiteracy in country.
4.2.3:MR.SHEHZAD (Studying at Islamia College Peshawar)
When students transfer from Urdu medium to English medium the very first problem they are
facing is English language which is difficult for them to understand and affect their learning
process. Secondly, they are facing problems from the behavior and attitude of teacher and
students. Third they are unable to compete with the English medium students. Most of the poor
students are compelled to start private tuitions for learning English language which is might be
difficult for them to afford. After clearing metric exam few of the public schools students get

17

Educational Disparities
admission in intermediate. They are unable to afford the charges of private institutions and the
merit listed in the government institutions is so high.
4.2.4: MUHAMMAD IMRAN (teaching at government high school no.2 Peshawar)
There is difference in the imagination and creativity in students. Student of private institutions
are more knowledgeable and having better performance as compare to public institutions. When
students come from Urdu medium to English medium then it is difficult for teachers to teach
them. English is the second official language of Pakistan and most of the courses after higher
secondary education are providing learning in English therefore, English medium should be
adopted after the primary level of education.

Chapter: 5
5.1: conclusion
Disparities in education affect the learning process of students and create different groups of
learner in a society. It also a create gap between the performance and achievements of the
students. the socialization process of most students remain incomplete which also affect their
personality in the society. There is difference in imagination, creativity and knowledge of
students comes from different educational institutions. Students are discriminated in employment
opportunities on the basis of types and quality of institutions. It is difficult to achieve the state
goals because there is no coordination in the learner or participants to achieve these goals. The
main causes of educational disparity are educational policies, level of income of parents,
government expenditure and rapid increase in number of private institutions. The government of
Pakistan to be take some effective steps to control over these disparities otherwise, it will be
grow up in the coming few years.

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Educational Disparities

References
Ansari, Ahmmad. "Flaws of Education System in Pakistan." Pakistani Youth . 10 12, 2012.
http://youthexperia.blogspot.com/2012/09/flaws-in-education-system-of-pakistan.html (accessed
12 26, 2015).
BRecorder . "RISING INEQUALITY BETWEEN PUBLIC AND PRIVATE EDUCATION SYSTEM
OF

PAKISTAN."

Business

Recorder

20,

2014.

http://www.brecorder.com/top-

news/109/198434-rising-inequality-between-public-and-private-education-system-ofpakistan.html (accessed 12 28, 2015).

Justin, Marquis. "How Educational Inequality Affects Us All." Online Universities.com. 1 12, 2012.
http://www.onlineuniversities.com/blog/2012/01/how-educational-inequality-affects-us-all/
(accessed 12 28, 2015).
KN Academy. "Flaws of Education System in Pakistan." 12 24, 2015. (accessed 12 24, 2015).
Mujeeb, Aftab. "Education System of Pakistan: Issues, Problems and Solutions ." IPRI Review . 3 21,
2015.

http://www.ipripak.org/education-system-of-pakistan-issues-problems-and-

solutions/#sthash.DcJAajV4.dpbs (accessed 12 9, 2015).

Pakistan

Today

"Inequality

in

education."

Pakistan

Today

30,

2012.

http://www.pakistantoday.com.pk/2012/05/30/comment/editors-mail/inequality-in-education/
(accessed 12 28, 2015).
Rehman,

Anwar.

"Inequality

in

Education."

Daily

Times

Blog

july

2012,

2012.

http://blogs.thenews.com.pk/blogs/2012/07/inequality-in-education/ (accessed 12 26, 2015).

Rehman, Tariq. "A Study of Education, Inequality and Polarization in Pakistan." Ilm o Amal Association
. 12 22, 2014. http://www.ilmoamal.org/BookReview_11.html (accessed 12 27, 2015).
Rohan, Mascarenhas. "Examining the Effects of Inequality on Educational Outcomes: An Interview with
Greg

Duncan

19

and

Richard

Murnane."

Russell

Sage

Foundation.

10

13,

2011.

Educational Disparities
http://www.russellsage.org/blog/r-mascarenhas/examining-effects-inequality-educationaloutcomes-interview-greg-duncan-and-richa (accessed 12 28, 2015).
Times,

Daily.

"Educational

inequality

in

Pakistan."

Daily

Times

20,

http://www.dailytimes.com.pk/national/30-Jun-2015/educational-inequality-in-pakistan
(accessed 12 25, 2015).

20

2015.

Educational Disparities

Appendix: Questionnaire
Institute of management studies Peshawar (UOP)
Topic: (impact of educational disparities on student performance and achievements)
(Please fill the below blanks all the information provided is confidential)
Gender:

Age:
Agree

Agree

to Disagree
some
exten
t.

1. Differences

in medium, type

and Syllabi

influence the learning process

2. Differences in medium, type and Syllabi results
in heterogeneous pool of learners
3. Differences in medium, type

and Syllabi

influence the achievements of learners.

4. Urdu medium, Public sector institutes influences
the socialization process of learners.
5. Differences in medium, type and Syllabi affect
the personality development of students.
6. Differences in medium, type and Syllabi hinder
the coordination of diverse learners towards the
goals of the state
7. Differences in medium, type

and Syllabi

influence the opportunities available to the

graduates.
8. Differences

in medium, type

and Syllabi

influence the creativity and imagination

learners
21

of

Educational Disparities
Q: 9: What are the problems faced by Students from Urdu medium, public sector sub standard
syllabi institutes?
Learning

Achievements

Availability

of Integrating with Socialization

Opportun

the

ities

System

Q: 10: What are the main causes of educational disparity in Pakistan?

Educational
Policies

Government
expenditur
es

Level of Income Undefined

of parents

educationa
l
objectives

22

Private stakes