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Chapter 5

The document discusses challenges facing the implementation of universal basic education (UBE) in D.G. Khan, Pakistan based on interviews with school administrators and teachers. It finds that schools lack sufficient teachers and teaching resources to meet education goals. Classrooms are often overcrowded and lacking in materials. School environments are also not conducive to learning, with inadequate facilities and irregular teacher pay negatively impacting morale. Overall, the government has failed to provide adequate funding and support necessary for successful UBE implementation in the region.

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Engr Mujahid Iqbal
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72 views2 pages

Chapter 5

The document discusses challenges facing the implementation of universal basic education (UBE) in D.G. Khan, Pakistan based on interviews with school administrators and teachers. It finds that schools lack sufficient teachers and teaching resources to meet education goals. Classrooms are often overcrowded and lacking in materials. School environments are also not conducive to learning, with inadequate facilities and irregular teacher pay negatively impacting morale. Overall, the government has failed to provide adequate funding and support necessary for successful UBE implementation in the region.

Uploaded by

Engr Mujahid Iqbal
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We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter No:O5

Discussion and conclusion

5.1DISCUSSION

The staff members of any organisation are the workforce of that organisation and their role is

essential. In the context of the UBE policy it is crucial for the government to employ a sufficient

number of teachers in order to meet the needs regarding UBE implementation. Furthermore, it is

critical to engage professionally trained and competent teachers to achieve quality educational

output. Teacher shortages have numerous consequences on any educational system as it stands in

the way of the education goals being met. Teachers also need to be better supported by trained

While the government is expected to equip the schools with laboratories, computers, and relevant

books, findings from the interviews have indicated that teaching materials and other resources

are lacking. As a consequence the quality of teaching and learning is affected negatively. If

textbooks are not relevant, and if the required equipment is not available, it makes the teaching

of a set curriculum a challenge. officials.

From the interviews I found that the school environment is not conducive for teaching and

learning. A inviting learning environment is important for both staff and students because it

enables both parties to concentrate on the academic content. The environment in most of the

schools are however not conducive for learning. The buildings are not always in good shape,

there is a shortage of classrooms in some schools and specialised classrooms such as science and

computer laboratories are lacking. Hot and stuffy classrooms demotivate both the learners and

the teachers.

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It became clear that the government is not providing schools with sufficient funding to

adequately implement the UBE policy. Teachers’ salaries are not even paid regularly . This

negatively impacts on the teachers’ morale and commitment. The availability of funds is

essential, as finances remain a focal point in the development of not only the necessary

infrastructure to improve education, but also in the operationalisation of any educational

programme like UBE. Quality education cannot be achieved without finances, and for UBE to be

successful and achieve its goal; the government has to distribute more funds.

5.2CONCLUSION

In this chapter the view of UBE stakeholders on the consequences of the extent of

implementation of UBE free and compulsory education was explored. This was done through

semi-structured interviews conducted with one principal, one vice-principal and five teachers

from each of the four selected schools in DG.Khan, as well as three UBE board officials. While

progress has been made in some areas, it can be concluded that the government seems to have

failed in its responsibility of providing basic resources, funds and support to implement the UBE

policy. This hinders the realisation of free and compulsory education in D.G.Khan.

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