The document discusses various aspects of quality education, including its definition, goals, indicators, and challenges, particularly focusing on the situation in Pakistan. It outlines factors influencing educational quality such as learner characteristics, processes, and content, as well as approaches to improving education systems. Furthermore, it compares the education quality in Pakistan with neighboring Bangladesh and highlights the need for significant reforms to enhance educational outcomes.

1. Quality
Education
By
Saba Ali and Hira Saleen
University of Punjab

2. Agenda :
 Meaning of quality education
 Definition of quality of education
 Quality education according to UNESCO
 Goals of Q.E
 Purpose of Q.E
 What we Need to improve quality education ?
 Quality indicator
 Factors of Quality education
 Dimensions of quality education

3.  Focus of Quality education
 Approaches to quality education
 Framework of quality education
 Quality education in Pakistan
 Issues and hurdles in education quality
 Efforts of education ministry to improve E.Q
 Goals for 2015 by policy makers.
 Comparison of education quality of India and
Pakistan
 conclusion

4. Objectives:
 After the completion of this topic
students will be able to:
 Define quality of education
 Explain Quality education in Pakistan
 Major issues effecting quality of
education
 Explain “quality education is a right for
all”

5. oWhat do we mean by quality
education?
 Quality =effectiveness or efficiency .
 the quality of the educational process
experienced by students.
 When we deal with quality education we mean:
 a standard education must be given to all.
 the content or syllabus must be same for all.
 improve with the passage of time.

6. Definition by VVOB’s
 A good quality education is one that
provides all learners with capabilities they
require to become economically productive,
develop sustainable livelihoods, contribute
to peaceful and democratic societies and
enhance individual well-being.

7. Brief definition of quality
education
 Quality depend upon characteristics of:
 learners (healthy, motivated students)
 processes (competent teachers using active
méthodologies ),
 content (relevant curricula) and
 systems (good governance and educationist).

8. UNESCO’s conceptualization
of quality EDUCATION
 The quality of education is the first
priority of UNESCO.
 A Ministerial Round Table
CONFERENCE on Quality of Education,
held in Paris in 2003.
 UNESCO promotes access to good-quality
education as a human right
(Pigozzi,2004).

9.  The UN Education, Scientific and
Cultural Organization (UNESCO) said in
2010 that 30 percent of Pakistan’s
population lives in a state of “extreme
educational poverty” - receiving less than
two years of education.

11. Quality Education Goals
Academic excellence
Improve academic standards
Applied learning
 Lifelong academic skills

12. Purpose of the Quality
Education
To determine the educational needs of
students.
To improve the quality of education
Make education assessable to
everyone

13. To create a system of quality
education in schools, we need
Adequate resources and budget
Educational practices based on
 research and discussions

14. Quality education based on:
Learner characteristics
Inputs
Outputs
Context

15. Factors at which quality of
education depends:
 Language factor
 Religious factor
 The geographical factor
 Economic factor
 Historical factor
 Political factor
 Social factor

16. Examples of Quality Indicators:
 Instructional leadership
 Teacher quality
 Parent and community involvement
 Effective Instructional programs
 Orderly learning environment

17. Dimensions of quality education
 Quality Learners
 Quality Learning Environments
 Quality Content
 Quality Processes
 Quality Outcomes

18. 1.Quality learner
 Good health and nutrition
 Early childhood psychosocial
development experiences.
 Regular attendance for learning.
 Family support for learning.

19. 2. Quality Learning Environments
Physical elements
 Quality of school facilities
 Interaction between school infrastructure
and other quality dimensions
 Class size
Psychosocial elements
 Peaceful, safe environments
 Teachers’ behaviors that affect safety.
 Effective school discipline policies.
 Non-violence.

20. 3. Quality Content
 Student-centered, non-discriminatory,
standards-based curriculum
structures.
 Uniqueness of local and national
content.
 Literacy.
 Life skills
 Challenges in reaching large numbers
of children with quality content

21. 4.Quality Processes:
 educational quality centered on:
 system inputs
 Infrastructure
 pupil-teacher ratios
 curricular content
 Teachers training

22. 5.Quality Outcomes:
 Quality learner outcomes are intentional,
expected effects of the educational system.
 These are the result after providing quality
inputs.
 Outcomes related to community
participation, learner confidence and life-long
learning.
 Health outcomes
 Life skills and outcomes.

23.  Achievement in literacy and numeracy
 Using formative assessment to improve
achievement outcomes

24. QUALITY EDUCATION FOCUS
ON????
Inputs, processes and
outcomes the leading
to quality education.

25. Approaches to quality
education:
 Humanistic approach
 Behaviorist approaches
 Critical approaches
 Adult education approaches
 Indigenous approaches

26. Humanistic approach
 According to humanistic approach:
 Every human is unique and have equal
rights.
 Based on “meaning making” by acquiring
knowledge.
 All human need quality education
 There must be no discrimination between
rich and poor or male and female
 Education for all

27. Behaviorist approaches
 behaviouristic approach based on:
 Change behaviour via specific stimuli
 Learners are not intrinsically motivated or
able to construct meaning for themselves.
 Human behaviour can be predicted and
controlled through reward and
punishment.

28. Critical approach:
 Critical approach is about;
 education tends to reproduce the structures
and inequalities of the society
 According to Critical theorists:
 education that promotes social change;
 a curriculum and teaching methods that
encourage critical analysis of social power
relations and of ways in which formal
knowledge is produced and transmitted.

29. Adult education approaches
 In the adult education tradition,
experience and critical reflection in
learning is an important aspect of
quality.

30. Indigenous approaches
 learners have rich sources of prior
knowledge , accumulated through a
variety of experiences,
 Learners should play a role in defining
their own curriculum.
 Learning should move beyond the
boundaries and learn through non-formal
education.

31. Framework for understanding,
monitoring and improving
education quality

33. Quality education in Pakistan
 In Pakistan’s policies policy makers put
great emphasize on quality education
 The main focus of these policies on:
“education for all’
 The Society for Access to Quality Education
(SAQE) was establish in Pakistan under
ordinance 1961 in August 2010.

34. Poor quality of education in
Pakistan:
 Over seven million primary-aged children do
not attend school, according to a 2011 report by
the Pakistan Education Task Force (PETF).
 According to the 2011 Annual State of
Education Report (ASER) compiled by the
South Asian Forum for Education
Development, 45 percent of grade 5 students in
public schools can only read a grade 2-level
story in Urdu. The number is only slightly
better in private schools - 57 percent.

35. Reason of poor quality education
 In Pakistan there are many private school
they have their own curriculum which is
totally different from govt.schools
 They mostly use oxford curriculum in
private school
 Parents prefer private schools for their
children.
 In govt. schools teachers are no doubt
experienced but they are not willing to
teach.

36. Issues and hurdles in access of
quality education:
 Lack of resources
 Accountability
 Ghost schools
 Less budget
 Untrained teachers
 Poverty
 Child labour
 extremely low level of public investment

37.  poor quality of management,
monitoring,
supervision and teaching
 insufficient financial input,

38. Efforts to improve quality by
education sector:
 Improve curriculum
 Change text books (according to the need of
students)
 Based on ideology of country, focus on ethics,
norms, values, culture
 Free education for 1 to 10 class.
 Government took many steps to improve
education quality and competition in higher
studies by introducing schemes like solar
systems, laptop distribution.

39. 6 goals for 2015:
 expand (ECCE ) Early Childhood care and
education.
 provide Free and compulsory primary education
for all .
 promote learning and skills for young people and
adults.
 Increase literacy rate by 50%
 elimination of gender disparities.(gender equality
 enhance educational quality

41. Quality education pakistan vs
bangladesh
 Bangladesh is also a developing country
but from last few years they are putting
great emphasis on quality of education,
that is why their education system is
improving day by day,

42. Bangladesh Pakistan
Duration of compulsory
Education
5 years
education spending,(GDP%)
2.4%(ranked 119th)
Literacy rate by sex aged
Source: UNESCO UIS Data |
UNESCO Institute for Statistics
15+,(2003)
58.4%
Duration of compulsory
Education
5 years
Education spending(GDP%)
1.8%(ranked 127th)
Literacy rate by sex,aged
15+(2003)
54.3%

44. Suggestions.
 The quality of education includes the
physical facilities as well as the
 faculty, curriculum
 The actual dynamics of teaching and
learning.
 The target of quality education can only
be achieved by bringing some
revolutionary changes to ensure better
planning

45.  more funding,
 enhanced physical facilities,
 ongoing monitoring,
 meaningful research,
 good faculty,
 faculty training,
 Relevant
 New Syllabuses,
 Effective classroom dynamics

46.  Better educational governance.
 involvement of all kind of human
resource and strategic quality