Quality Issues in Education

Some major Quality Issues in Education

1. Lack of Resource 9. Extremely low level of public
2. Accountability investment
3. Learning environment 10. Gender inequality
4. Different curriculum 11. Rural urban divide
5. Less budget 12. Teacher and teaching methods
6. Untrained teacher 13. Inclusive Education
7. Poverty 14. Curricula Needs to Change
8. Poor supervision and management

Lack of Resources
Resources are not being utilized properly due to presence of unskilled, dishonest and less
educated administration. But the problem is that we are not taking benefits of available
resources.
Three kinds of resource are necessary for delivery of quality formal and non-formal primary
education programs: Human resources, Material resources and financial resources. These are
defined below.

Human resources
There is a full range of human resources that are essential for success.  These resources include
planners, administrators, teachers, mentors, managers, and support staff.  Here, we focus on
teachers as one of the critical aspects of human resource commitment.

Material resources
Both the availability and quality of materials can be barriers to a quality education. In many
countries there are insufficient basic materials such as blackboards and chalk, textbooks, teacher
support materials, student workbooks, and supplementary learning aids.  They may be
unavailable due to lack of financial resources to publish and transport them, lack of human
resources to develop them and/or make them appropriate, and or due to geographical barriers that
make delivery untimely or impossible.

Financial resources
The most important source of financing for education comes from sources within
country/domestic sources. The majority of OOSC live in economically poor countries.  In recent
years, these countries have suffered further from the impact of the global economic crisis.  Even
in many of those countries where the domestic spending on education is a significant and
respectable percentage of GDP, the actual amount of money available is insufficient to provide a
quality education to those children who are in school, let alone those who are excluded.

2. Accountability

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Accountability has been an educational issue for as long as people have had to pay for and
govern schools. The term covers a diverse array of means by which some broad entity requires
some providers of education to give an account of their work and holds them responsible for
their performance.

3. Learning environment
Learning environment should be healthy, secure, protective, inspiring and adapted for both girls
and boys. Inclusive environment should be provided to minorities or pupils with disabilities.
Teachers cooperate to ensure a sound learning environment. School should be welcoming place
to the surrounding community.

4. Different curriculum
The education system of Pakistan is based on unequal lines. Curriculum is different in both
public and private sector. This creates a sort of disparity among people, divide them into two
segments. When curriculum is not equal for all then achieve the quality of education impossible,
curriculum difference create gap among the people.

5. Fewer budgets
Budgeting is a process whereby future income and expenditure are decided in order to streamline
the expenditure process. Budgeting is done in order to keep track of the expenditures and
income. It begins by deciding upon the financial goals according to which the budget will be
made.

 A school that’s not granted adequate funding and has no clear guidelines will not be able
to ensure quality education.
 The allocation of funds for education very low.
 It is only 1.5 to 2.0 percent of the total GDP.
 It should be around 7 percent of the total GDP.

6. Untrained teacher
 Quality education depends upon quality teacher.
 The teacher in the government school is not well trained.
 People who do not get job in any sector ,they try their luck in education system,
 They are not professionally trained teachers ,they hurdle to assess quality education

7. Poverty
Poverty is also another factor that restricts the parents to send their children to public or private
schools. So, they prefer to send their children to madrassas where education is totally free.
Student poverty is a growing problem. Data from the National Center for Education Statistics
shows that as of the 2014-2015 school year, low-income students comprised a majority (52
percent) of public school students in the U.S. That represented a significant increase from 2000-
2001, when only 38 percent of students were considered low-income (meaning they qualified for

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free or discounted school lunches). Low-income students tend to perform worse in school than
their more affluent peers. Studies have shown that family income strongly correlates to student
achievement on standardized tests. That may be partly because parents with fewer financial
resources generally can't afford tutoring and other enrichment experiences that can boost student
achievement. In addition, low-income children are much more likely to experience food
instability, family turmoil, and other stressors that can negatively affect their academic success

8. Poor supervision and management

Lack of skill or unwillingness of a supervisor are two major reasons for poor supervision. It leads
to good employees to leave, and develops dissatisfaction with the job among employees that
choose to stay. Job leads to poor performance and work relationships. Poor management skills
carry long lasting effects and may infect an entire organization. The results of toxic, misguided
leadership reach far and wide.

9. Ratio Gender inequality

The ratio of gender inequality is big issue to achieve quality education. The ratio of gender
discrimination is a cause which is projecting the primary school ratio of boys and girls which is
10:4 respectively. For the last fewer years there has been an increase in the growth of private
schools. That not only harms the quality of education but creates a gap among have and has not.

10. Rural urban divide

Rural –Urban divide in education is clearly visible in Pakistan. Many factors are responsible for
this. These range from geographical to social-economic and cultural diversity. Illiteracy in rural
parents is also an important reason. Lack of adequate physical facilities and information network
often help in widening rural-urban gap. At secondary level it is observed that while urban
middle-class students are stressed from the need to perform extremely well, rural children are not
sure about whether their preparation is adequate even to succeed. It is well documented that
much of the higher failure and dropout rates in rural schools can be attributed to poor
performance in three subjects- Mathematics, Science and English. This forces one to critically
review the whole system of evaluation and examination

11. Teacher and teaching methods

The teacher is perhaps the most important factor in the quality of education. Teaching method
comprises the principles and methods used by teachers to enable student learning. These
strategies are determined partly on subject matter to be taught and partly by the nature of the
learner. The best teaching method is the one that your students respond to. A
master teacher adjusts his or her methods and strategies in response to his or her students' ability
to learn the material being presented. I can propose that direct instruction is best used when
working with students below grade level. Methodology is the system of practices and procedures
that a teacher uses to teach. It will be based on beliefs about the nature of language, and how it is
learnt (known as 'Approach'). ... Factors in deciding how to teach include the age and experience
of learners, lesson and course objectives, expectations and resources

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12. Inclusive Education

Inclusive education refers to all learners, young people- with or without disabilities being able to
learn together in ordinary school and community educational settings with appropriate network
of support services. In addition to the provision of aids and appliances, a flexible, broad and
balanced curriculum that can meet the need of all children is the call of the days

13. Curricula Needs to Change.

Curricula in Pakistan are defined by rote-learning, with little emphasis laid on improving
student’s critical thinking skills. Furthermore, when curricula is developed in languages that are
not native to an area, the ability of students to learn is negatively affected. Research shows that
learning in one’s mother tongue is most effective whereas studying a subject in another language
presents the additional challenge of learning the language while also trying to understand the
subject. Curriculum development has been a controversial issue in Pakistan, with textbook
reform being an issue highly politicized. Beyond issues related to curricula, there is widespread
cheating in formal exams that assess students’ proficiency in different subjects.

14. Extremely low level of public investment.

Pakistan is a poor country with low per capita income levels. Adult literacy rate is 44%, which
disguises the fact that half as many women are literate as men; school completion rate is 59%.
More than 6 million children are out of school and the female enrolment rate is 74% that of boys
(Watson and Khan, 2005). The country scores low on learning outcomes as well, especially in
schools run by the state. The public sector in the country suffers from years of neglect – lack of
resources and policy reform – resulting in the low quality of service delivery. The historically
low levels of education indicators have repeatedly highlighted the need for the Pakistani state to
raise its levels of investment in education. Public spending on education in Pakistan has
remained under 2% of GDP for the past 20 years. This figure is low by regional standards and far
below the target set to ensure achievement of universal access and quality

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