Status of Higher Secondary Schools Scheme in the
Punjab Province of Pakistan
Khalid Mahmood
Senior Subject Specialist , Directorate of Staff Development, Punjab, Lahore,
Pakistan
Muhammad Saeed
Senior Subject Specialist, Directorate of Staff Development, Punjab, Lahore,
Pakistan
Background
Many people think that education is a non-productive and non-developmental sector, as a lot of resources (both human and non-human) are exploited here but no visible and direct product is obtained. This is not true, as no other sector can make speedy progress and development until and unless the education system of a country produces skilled workers and professionals of the relevant field. The better the education system of a country, the better will be the product (experts/
professionals) in various other fields. No doubt, ``primary education forms the basis of all subsequent education'' (Quddus, 1990), but it is the secondary stage at which people either join any profession to get employment or choose to enter the higher education stream. Hence the pivotal role of secondary education cannot be ignored in any way.
The very first effort to improve the quality of education was made at the platform of Pakistan Education Conference 1947 (27 November-1 December 1947). The recommendation of the ``Committee of Primary and Secondary Education'' of this Conference was the same as that proposed earlier by the British Government. According to the recommendation, ``the intermediate stage should be abolished and these classes i.e. XI and XII should be added to the secondary level''. Thus the proposed structure was 11 years' schooling in total.
One document in the education sector was the Report of the Commission on National Education (Government of Pakistan, 1959), according to which, ``classes XI and XII should be separated from the control of the universities and become a part of the secondary stage along with class IX and X''.
The New Education Policy (in 1970) and The Education Policy (from 1972-80)
envisaged that the educational ladder should be split into three tiers, i.e. elementary (I-VIII), secondary (IX-XII) and tertiary/higher (XIII-onward).
In the light of the provisions of different policies, the different five-year plans envisaged the four secondary stages after eight years' elementary schooling. For instance, the3rd Five Year Plan(1965-70) comments that:
While the expanded primary education provides the nation with a wider base of talent, it is at the secondary stage that this talent acquires the education and training through which it may contribute to the economic and social life of the country.
TheSixth Five-year Plan(1983-88) (Government of Pakistan, 1960) further explores the pivotal role of secondary education, as ``secondary education is of vital significance for the consolidation of the gains of primary education and for making them permanent''. It is the stage that exposes students to the introduction of pure/basic sciences, humanities and social sciences. At this stage, the students' civic education gains stability.
Keeping in mind the great importance of secondary education, the different
governments have carried out different measures in the past: the Central Model Schools Scheme, Pilot Secondary Schools Scheme, Comprehensive High Schools Scheme ± all these initiatives were taken to improve the quality of secondary education. Different plans, policies and reports have given due place to primary and secondary education. Since the birth of Pakistan, many documents have supported the Higher Secondary Schools Scheme. The National Education Policy (Government of Pakistan, 1979) proposed to replace the multi-tier structure (I-V primary, VI-VIII middle, IX-X secondary, XI-XII-XIV college and XV-onward university education) by a three-tier
structure (I-VIII elementary, IX-XII secondary and XIII-onward higher education). According to policy
recommendations, ``all high schools will gradually be upgraded to higher secondary schools and in the intermediate colleges
The International Journal of Educational Management 14/6 [2000] 246±254
#MCB University Press [ISSN0951-354X] Keywords
Schools, Teachers, Students, Output, Pakistan
Abstract
Basically aims at exploring whether a single definitive structure for secondary and higher secondary education is
classes IX and X will be added'' (Government of Pakistan, 1979, p. 32).
The policy recommendation could not be implemented in full due to some unavoidable circumstances. Some high schools were upgraded to higher secondary schools, but in no single intermediate college were classes IX and X added. A total of 15 posts of subject specialists (Grade 17) were sanctioned in each of the newly established higher secondary schools. The minimum
qualification for subject specialists was fixed as Master's degree in any content area plus Bachelor's degree in Education or Master's degree in Education. The nomenclature of headmaster/headmistress was changed into principal of grade 18/19.
The8th Five-year Plancomments about the Higher Secondary Scheme:
The policy of adding class XI and XII to the existing secondary schools was implemented during the last two plans. Performance of class XI and XII in the existing higher secondary schools will be evaluated and remedial measures will be adopted wherever necessary (Government of Pakistan, 1960, p. 343).
Keeping in view this proposal of the evaluation of the newly created Higher Secondary School Scheme, the present study was conducted to achieve the following objectives:
. Assess the actual position of HSSs in
terms of physical facilities, staffing and financial allocation.
. Investigate the pass rates of class XII in
higher secondary schools.
. Determine how far the higher secondary
schools were appropriate with respect to location, approach and facilities available in such institutions.
. Find out the correlation between enrolment
and pass rates in class XII of HSSs.
. Compare the academic achievements of
boys' and girls' higher secondary schools.
Methodology
Population and the sample
This comprised all the boys' and girls' higher secondary schools (239 in 1994) in the Punjab province of Pakistan[1].
Research instrument
A self-made questionnaire was designed as a research instrument that consisted of 23 closed-ended questions, including alternate responses and fill in the blanks (Appendix). The instrument comprised three sections: Section I was about the general information about the institutions, like location, facilities and infrastructure etc.; Section II concerned the information of teaching staff in HSS; and
in Section III items were asked about the achievement level of the students at the time of admission and passing.
Data collection
The research instrument was administered by all the district education officers (secondary education) of the Punjab Province, who collected the required data from different higher secondary schools and sent it to their respective divisional directors (secondary education), who transferred this information to the Director of Public Instructions (secondary education), Punjab, Lahore. The researcher collected all the data between March 1997 and July 1997 from the office of the Director Public Instructions (SE) Punjab, Lahore.
Analysis of data
The data collected through the questionnaire were processed on a Pentium computer. Besides frequency distribution and percentages, the following statistical
techniques were used for the analysis of data:
. histograms and line graphs;
. Spearman's Rank Order Coefficient of
Correlation; and
. Test of Significance Spearman's Rank
Order Coefficient of Correlation (at 0.05 level of significance).
Interpretation/discussion of
results
Geographical boundary
The first aspect of the study was the distance of higher secondary schools from district/ tehsilheadquarters and the nearest
intermediate or degree college. It was found that 38 per cent of the boys' and 35 per cent of the girls' higher secondary schools are located more than 40km away from the district headquarters. More than 71 per cent of the boys' and girls' higher secondary schools are located within the radius of 30km of the respectivetehsilheadquarters. About 52 per cent of the boys' and 67 per cent of the girls' higher secondary schools are located at the distance of 20km or less from the nearest intermediate or degree college.
Rural/urban
More than three-quarters of the higher secondary schools (86 per cent boys and 63 per cent girls) are located in rural areas[2]. It is necessary to mention here that almost all these institutions were actually upgraded from high schools to higher secondary schools (HSS) between 1985-1994. The pace of
upgrading remained very fast between
1990. For example, in 1987, 33 per cent of the total girls' higher secondary schools were upgraded from high to higher secondary level, with the highest ratio of 30.7 per cent in 1989. In 1994, no boys' or girls' high schools were upgraded to higher secondary level. Table I clearly depicts the picture with regard to this.
Accommodation, transportation and market facilities in the locality of HSS
About 90 per cent of boys' and 95 per cent of girls' higher secondary schools do not have any accommodation facility for the staff either within the institution or nearby. In Pakistani society, accommodation for females is a crucial problem. Owing to religious and cultural factors, girls generally cannot live alone; they live with their family.
About two-thirds of higher secondary schools are located in places where transport is a problem. Like accommodation, the problem for females is more acute than for their male conterparts. Females either do not want or are not allowed to travel alone, particularly in the rural areas.
With regard to market facilities, about half of the higher secondary schools are located in places where market facilities are not available. Again the problem is more severe for the females than for the males, due to the reasons mentioned earlier.
Table II reflects the problems of
accommodation, transport and market facility.
Physical facilities ± building, furniture, library, laboratory equipment
A conducive environment is necessary for smooth functioning of any institution. One of the basic elements for this environment is the availability of physical facilities like building, furniture, laboratory equipment, etc.
As regards the provision of building facilities for classes XI and XII in higher secondary schools, the situation gradually improved from 1990 to 1996. In 1990, only 80
HSSs had adequate building facilities, and the figure rose to 140 in 1996. The rest (about 100) of the institutions were still lacking in this facility. Comparing the building facility in boys' and girls' institutions, it was found that in 1990, 34 (52 per cent) boys' institutions had an adequate facility which improved to 83.3 per cent in 1996. In girls' institutions, within the same period, the situation improved almost to the same extent.
As regards furniture, the situation
improved significantly from 1990-1996. In 1990 about three-quarters of the higher secondary schools did not have adequate furniture for students and teachers. Comparing the situation by sex, it was found that in boys' schools furniture facilities were improved by about seven times (from 11.4 per cent to 87.5 per cent) but in girls' schools this facility only doubled between 1990 and 1996. Hence, furniture facilities improved five times more in boys' institutions compared with girls' institutions.
Another important component is laboratory equipment. Up until 1990, half of the existing higher secondary schools (both boys' and girls') were provided with laboratory equipment. Until 1996, this facility was available in about three-quarters of the institutions. Comparing laboratory equipment in boys' and girls' institutions, in 1990 a total of 31 (51.7 per cent) of boys' institutions had adequate laboratory equipment that was available at 56 (93.3 per cent) higher secondary schools in 1996. In girls' institutions, within the same six-year period, the extent of improvement made was almost the same.
With regard to library facilities in higher secondary schools, up to 1993, about two-thirds of the HSSs did not have sufficient library books. The situation improved significantly by 1996. Only 20 per cent of the boys' and girls' institutions lacked this facility. The pace of improvement in boys' and girls' higher secondary schools was
Table I
Year-wise upgrading of high schools to higher secondary schools
Boys HSS Girls HSS Total
Cumulative HSS
Year N Per cent N Per cent N N
1985 3 3.4 2 3.3 5 5
1986 13 14.8 9 15.0 22 27
1987 20 22.7 20 33.3 40 67
1988 11 12.5 3 5.0 14 81
1989 27 30.7 14 23.3 41 122
1990 5 5.7 4 6.7 9 131
1991 2 2.3 1 1.7 3 134
1992 2 2.3 4 6.7 6 140
1993 5 5/7 3 5.0 8 148
1994 0 0 0 0 0 1 48
almost the same. For instance, in 1990 this facility was adequate/sufficient in 18 (20.5 per cent) boys' institutions but this reached 69 (78 per cent) institutions by 1996. In girls' institutions, the facility improved from 43.3 per cent to 90 per cent within the same period. Hence, the pace of improvement of this facility was better in boys' institutions than in girls' institutions.
Principals and teaching staff in arts and science subjects in HSS
Principals
Throughout the life span of HSSS, the number of regular principals (grade 18/19) and the number of HSSs were never matched, as shown in Table III.
Table III indicates that in the early years of HSSS, the number of schools and principals never matched each other with the exception of the years 1987, 1988, 1992 and 1993. The placement of regular principals was at a maximum (in 33 institutions) in the year 1991 and the lowest (none) in 1985 among the total 137 higher secondary schools. Comparing the appointment of male and female regular principals, it was found that the situation
was better in male institutions than in female institutions. The most probable reason was the non-availability of female principals of grade 18/19.
Teaching staff in arts subjects
A wide gap existed between the demand and supply of the subject specialists for class XI and XII. This gap varied between 54 per cent deficit in 1990 and 39 per cent deficit in 1994. The reason for the great deficit in the demand and supply of teaching staff in Arts subjects (Islamiyat, Pakistan Studies, English, Urdu, Economics, Home economics, Geography, Psychology, etc.) was a ban on the direct recruitment (33 per cent) of subject specialists through Punjab Public Service Commission, Lahore and the slow pace of promotions of secondary school teachers from the departmental quota (67 per cent).
Comparing the deficit of teaching staff by sex, it was found that the girls' institutions were suffering more from this problem. For instance, in 1990, in girls' institutions the deficit was at a peak of 62 per cent as compared to the boys' institutions (48.4 per Table II
Facilities for respondent HSS
Number of HSS having the facility
Yes No
Gender Facilities N Per cent N Per cent
Boys Accommodation for outside staff Transport
Girls Accommodation for outside staff Transport
Total Accommodation for outside staff Transport
Year-wise appointment of regular principals in boys' and girls' HSS
Boys HSS Girls HSS Total
Cumulative
cent). The least deficit in male and female institutions was 29 per cent (in 1994) and 51 per cent (in 1996). Hence the deficit in female institutions was about twice that in the male institutions. The most probable reason was the non-availability of highly qualified female teachers belonging to the far-flung areas. Teachers in cities generally do not want to teach in village schools owing to various problems therein, for example, accommodation, transport, lower monthly salary etc. The year-wise
distribution of subject specialists (arts) in male and female HSSs is shown in Table IV.
Teaching staff in science subjects
In each higher secondary school, out of a total of 15 posts, four are reserved for science subjects ± one for each in physics, chemistry, biology and mathematics. A wide gap was observed in the demand and supply of subject specialists between 1990 and 1996. Comparing male and female teaching staff in science subjects, it was found that in boys' HSSs the deficit varied between 54 per cent in 1990 to 21 per cent in 1994, while in girls' HSSs this variation remained between 59 per cent and 30 per cent in the same years. Hence girls' HSSs were facing the problem of a shortage of teaching staff better than the boys' HSSs. Table V depicts the picture more clearly.
Enrolment of students in HSSs
The enrolment of students in class XI varied in different years. For instance, up until 1992 it increased gradually both in male and female higher secondary schools; in 1993 it decreased significantly and in subsequent years it again began to increase.
The enrolment of students in science and arts subjects also varied between 1990 and 1994. The enrolment in arts was about five times greater than in science subjects. For instance, in 1994, a total of 9,419 students were enrolled in class XI, and, of those, 1,870 were science students. Table VI explores the situation between science/arts and gender.
Table VI indicates that up until 1992 the enrolment of boys in arts subjects was more than that of girls. In the subsequent years, the girls' enrolment in arts subjects was more than that of the boys. Enrolment of boys remained three times greater than that of girls. No doubt, the number of girls' HSSs was less than of boys', but even then their enrolment remained low.
Drop-out and passing
In our country, drop-out rates at various levels is a severe problem in the education sector. In HSSs, the drop-out rate in classes XI and XII varied slightly between 35.3 per cent (in 1992) and 30.5 (in 1994). The drop-out
Table IV
Year-wise distribution of subject specialists (arts) in male and female HSSs
Male teaching staff Female teaching staff required
Required Available Deficit Required Available Deficit Total deficit
Year N N N (%) N N N (%) N %
Up to 1990 1,185 611 574 (48) 780 299 481 (62) 1,053 54
Up to 1991 1,215 639 576 (47) 795 328 467 (59) 1,043 52
Up to 1992 1,245 747 498 (40) 855 340 515 (60) 1,013 48
Up to 1993 1,320 844 476 (36) 900 406 494 (56) 970 44
Up to 1994 1,320 942 378 (29) 900 421 479 (53) 857 39
Up to 1995 1,320 918 402 (30) 900 411 489 (54) 891 40
Up to 1996 1,320 852 466 (35) 900 443 457 (51) 923 42
Table V
Year-wise distribution of subject specialists (science) in male and female HSSs
Male teaching staff Female teaching staff required
Required Available Deficit Required Available Deficit Total deficit
Year N N N (%) N N N (%) N %
Up to 1990 316 147 169 (54) 208 71 137 (66) 306 58
Up to 1991 324 182 142 (44) 212 77 135 (64) 277 52
Up to 1992 332 196 136 (41) 228 90 138 (61) 274 49
Up to 1993 352 228 124 (35) 240 125 115 (48) 239 40
Up to 1994 352 278 74 (21) 240 135 105 (44) 179 30
Up to 1995 352 267 85 (24) 240 130 110 (46) 195 33
Up to 1996 352 250 102 (29) 240 137 103 (43) 205 35
rate was higher among male students than female students between 1992 and 1996, as shown in Table VII.
When the respondents' pass rate was analysed, it was found that, in the beginning years, the pass rate was low, but with the passage of time it gradually increased. This might be due to an increase in the student-teacher ratio, appointment of incompetent teachers and a dearth of teaching staff in English and science subjects in most higher secondary schools etc.
Comparing the results (1992-1996) of all the eight boards of intermediate and secondary education (BISE) in the science and art subjects of class XII, it was found that achievement among boys in arts subjects was better than in science subjects. However, in girls, the achievement ratio was better in science subjects than in arts subjects, as shown in Table VIII.
Comparing effectiveness
This section aims to assess whether the intake/enrolled students in the higher secondary schools changed their ranks in their terminal examination which was conducted by boards or not. For this purpose Spearman's Rank Order Coefficient of Correlation was calculated between the enrolment and pass out, as shown in Table IX.Best and Kahn (1986) have given the following crude criterion to evaluate the magnitude of correlation:
Range Extent of correlation
0.00 to 0.20 Negligible
0.20 to 0.40 Low
0.40 to 0.60 Moderate 0.60 to 0.80 Substantial 0.80 to 1.0 High/very high
Since all the values in Table IX lie
between 0.80 and 1.0, it can be said there is a Table VI
Science/arts and gender enrolment of students in HSSs
Year
1990 1991 1992 1993 1994
Sex Arts Science Arts Science Arts Science Arts Science Arts Science
Boys 4,190 1,074 4,858 1,231 5,109 1,532 3,267 1,150 4,138 1,405
Girls 3,794 334 4,308 388 4,895 589 3,925 353 5,281465
Total 8,984 1,408 9,166 1,619 10,004 2,121 7,192 1,503 9,419 1,870
Table VII
Year-wise drop out rate in the respondent HSSs
Year
1992 1993 1994 1995 1996
Gender N % N % N % N % N %
Boys 2,044 38.8 1,941 31.9 2,180 32.8 1,411 31.9 1,810 33
Girls 1,268 30.7 1,401 29.8 1,525 27.8 1,297 30.3 1,761 31
Total 3,312 35.3 3,342 31 3,705 30.5 2,708 31.1 3,571 32
Table VIII
Grade-wise pass ratio of science and arts in class XII in boys' and girls' HSSs
Grades of boys and girls
in arts and 1992 1993 1994 1995 1996
science Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
subjects (%) Science/art Science/art Science/art Science/art Science/art Science/art Science/art Science/art Science/art Science/art
Less than 40 14/11a 17/14 10/9 5/11 0/10 19/12 4/13 2/10 5/11 16/8
Between
40-49 19/47 25/30 27/46 15/36 35/51 19/35 46/38 24/30 29/40 28/27
Between
50-59 45/35 58/45 44/38 65/39 41/33 50/38 37/4153/44 40/4130/49
Between
60-69 21/25 0/10 15/6 15/12 24/7 13/13 12/7 16/14 24/9 21/13
70 and above 0/0 0/2 2/0 0/3 0/0 0/3 2/3 4/2 2/0 5/3
Note: a14/11 means 14 per cent in science and 11 per cent in arts Khalid Mahmood and
very high correlation between the
achievement of the students at the time of enrolment and the achievement at the time of passing.
To see the extent of significance, a two-tail test was used and results were obtained at the 0.05 level of significance. The results show that the achievement of students of higher
secondary schools at the time of enrolment in class XI and at the time of their passing in class XII remained almost the same. But in a few years, the achievement of students of HSSs at the time of passing in class XII was better than that of their achievement at the time of entrance in class XI.
Comparison of results of HSS with
BISE's overall results
Table X gives the picture of results of all eight Boards of Intermediate and Secondary Education (BISE) and their overall
comparison with the results of class XII of the corresponding HSSs in the years 1992-1996.
Table X reveals that the pass rate of students (boys and girls) in class XII in the HSSs in Punjab varied between 21 per cent and 35.1 per cent between 1992 and 1996. In this period, the overall results of all the eight BISE varied between 22 per cent and 30.1 per cent, which means that there
was no prominent difference in the results of the students of HSSs and average results of all BISEs. In 1995 and 1996 the results of class XII of HSSs were found to be better than the average results of all eight boards, which shows a healthy sign of the success of the new scheme of HSSs in the Punjab province. In the initial years the pass rate was low, but as the resources increased, the pass rate of class XII began to increase.
Conclusions
. Most of the higher secondary schools/HSS
(particularly boys) are located at a distance (more than 20km) from the district headquarters and a large number of boys' higher secondary schools are located in rural areas.
. Accommodation facilities for outside staff
are not available within or near most of the HSSs. Market facilities are also not available in most of the rural-centred HSS. The approach to most of these institutions is not very easy.
. A remarkable number of HSSs are lacking
in physical facilities like building, teaching, staff, library books and laboratory equipment etc.
. A considerable number of HSS are
functioning without regular principals of grade 18/19. Also there is a shortage of subject specialists, especially in the girls' HSSs.
. Teaching staff are not equally distributed
in all the HSSs. The situation is deteriorating in the rural female institutions.
. Although the students who get admission
to HSSs are low achievers, there is generally an increasing trend in
enrolment in these institutions. This may
Table X
Year-wise results of class XII of BISE in the Punjab and their comparison with the responding higher secondary schools
Year
Board 1992 1993 1994 1995 1996
Bahawalpur 30.6 22.0 21.1 25.15 21.9
D.G. Khan 23 19.4 25.9 26.7 33.4
Faisalabad 31.7 24.1 32.5 31.2 23.6
Gujranwala 25.9 19.9 30.05 28.4 26.9
Lahore 34.6 17.5 25.4 31.06 30.54
Multan 25.3 25.8 28.7 30.5 30.2
Rawalpindi 26.9 26.7 31.2 32.74 35.6
Sargodha 33.0 20.2 27.2 35.4 34.9
Overall 28.9 21.9 27.8 30.1 29.6
HSS results 21.0 21.3 27.1 35.1 34.4
Source:Gazette of all the eight BISE in Punjab
Table IX
Spearman's Rank Order Coefficient of Correlation between enrolment and passing
Gender
Session Boys Girls Overall
1991-1992 10.9 0.95
1992-1993 10.8 0.9
1993-1994 1 1 1
1994-1995 0.9 10.95
1995-1996 0.8 10.9
be due to high admission pressure in colleges, availability of HSSs near to students' homes, etc.
. There is a high drop-out rate in HSSs. This
is most probably due to the shortage of teaching staff.
. There is almost no change in the
achievement level/grade of the students at the time of enrolment in class XI and at the time of passing in class XII in HSS. The reasons may be large-sized classes, shortage of teaching staff and regular principals etc.
. At present there is an increasing trend of
pass percentage of students belonging to HSSs appearing in XII in the different BISEs. The results of the corresponding HSSs are found to be above the average results of the boards.
Notes
1 Pakistan comprises four provinces Punjab, Sindh, NWFP and Baluchistan. Each provincial government is headed by a chief minister who is elected by majority votes in the Provincial Assembly (the Lower House). Each province is divided into varying divisions which in turn are generally divided into between three and six districts. Each civil division and district is administratively controlled by a commissioner and deputy commissioner respectively, who come through civil service after hard competition. Each district is divided between two to five
tehsilsdepending on the number of
inhabitants and/or geographical aspect of the concerned district. In the Punjab province, where the study was conducted, there are eight divisions and 34 districts. It is the most populous province, comprising about 56 per cent of the total population (115 million) of the country. The education and training facilities in this province are comparatively better than in the rest of the three provinces. Almost half of the educational institutions of the country are located in this province.
2 The people who live at divisional, district and
tehsilheadquarters are considered to be urban, while those who live in the areas away from these cities/towns i.e. in the villages come under the rural category. There are wide differences between the people of these two areas. For instance, practice of religion is comparatively more absolute among the rural people than the urban ones. There is lack of awareness among the rural people as regards the recent developments in education, science and technology. This is most probably due to fewer opportunities for education and training, employment and communication. Many of the rural people still believe in superstitions and do not want to send their children, particularly daughters, to the schools due to: more distance between their
homes and the school; and religious and socio-cultural factors. One of the basic aims of the establishment of the HSSs scheme was to provide the people (especially those living in rural localities) with secondary and higher secondary education nearer to their homes.
References
Best, W.J. and Kahn, V.J. (1986),Research in Education, 5th ed., Prentice-Hall, Englewood Cliffs, NJ.
Government of Pakistan (1959),Report of the Commission on National Education, Ministry of Education, Islamabad, p. 62.
Government of Pakistan (1960),8th Five Year Plan (1993-98), Planning Commission, Islamabad, p. 343.
Government of Pakistan (1960),6th Five Year Plan (1983-88), Planning Commission, Islamabad, pp. 342-50.
Government of Pakistan (1960),3rd Five Year Plan (1965-1970), Planning Commission, Islamabad, p. 342.
Government of Pakistan (1979),National Education Policy 1979, Ministry of Education, Islamabad, p. 32.
Quddus, N.J. (1990),Problems of Education in Pakistan, Royal Book Company, Karachi.
Appendix. Questionnaire
A ± Information about the institution
1 Name of the institution:ÐÐÐÐÐÐÐÐ Tehsil ÐÐÐÐÐÐÐÐÐÐÐÐÐÐÐÐ District ÐÐÐÐÐÐÐÐÐÐÐÐÐÐÐ 2 Distance from:
a) District headquarters ÐÐÐÐÐÐkm. b) Tehsil headquarters ÐÐÐÐÐÐÐkm. c) Nearest inter/degree college ÐÐÐkm. (Name of the college ÐÐÐÐÐÐÐÐ) 3 a) In which area the institution is located:
Rural/Urban
b) When was this institution upgraded to higher secondary level: Ð (write year) c) Which of the following necessary
facilities are available for life:
i) Accommodation for outsiders staff in the locality: Yes/No
ii) Transport: Yes/No iii) Market: Yes/No
4 When did this institution received the following grants
i) Science apparatus in 19Ð. ii) Is this grant sufficient for:
a) Students: Yes/No b) Teachers: Yes/No
iii) Library in 19Ð and books have some relevance with academic needs of F.Sc students: Yes/No
iv) Building for classes XI and XII in 19Ð and is sufficient for the said classes: Yes/No.
B ± Information about the staff
1 When was the principal of regular grade 18/19 appointed? 19 ±.
2 (See Table AI).
C Information about the students
1 Admission: results of those students in SSC examination who were admitted in this institution in class XI (see Table AII).
8 Drop out(see Table AIII)
9. Pass rate: results of those students who appeared in the board's examination for intermediate classes from this institution (see Table AIV).
Signature and name of the Principal along with the official stamp.
Table AII
No. of students/year
1990 1991 1992 1993 1995
Science Arts Science Arts Science Arts Science Arts Science Arts
Group (science/arts) Marks less than 40 per cent
(grade E)
Marks between 40-49 per cent (D)
Marks between 50 to 59 per cent (A)
Marks between 60-70 per cent (B)
70 marks and above (A/A+)
Table AIV
No. of students/year
1990 1991 1992 1993 1995
Science Arts Science Arts Science Arts Science Arts Science Arts
Marks less than 40 per cent (grade E)
Marks between 40-49 per cent (D)
Marks between 50 to 59 per cent (A)
Marks between 60-70 per cent (B)
70 marks and above (A/A+) Table AI
No. of specialised staff/year
1990 1991 1992 1993 1994 1995 1996
Total no. of specialised staff appointed in this institution No. of specialised staff of science
subjects like physics, chemistry, biology and maths
Table AIII
No. of specialised staff/year
1990 1991 1992 1993 1994 1995 1996
Number of students who left the institution and did not appear in the boards' examination Khalid Mahmood and
