Educational Problems at College Level Effacing Quality of Education in Government Colleges of Sindh Province: Teachers’ Opinions A case study of Mirpurkhas region
Keywords:
Academic Facilities, Institutional Problems, Quality Education, Secondary EducationAbstract
The principal objective of this investigation was to assess the institutional challenges impacting the quality of college level education institutions within the Sindh province of Pakistan. Employing a quantitative survey approach, the study specifically focused on evaluating the College Education (CE) system in Sindh. The target group included 840 College Teachers employed in public colleges under the Sindh College Education Department (SCED) in the Mirpurkhas Region. A representative sample of 180 College Teachers, covering all 31 colleges in the region, was deemed appropriate for the study. Data collection utilized a questionnaire with a 5-point Likert scale, consisting of two sections: Part A with 12 closed-ended questions and Part B featuring an open-ended question. Collection methods included personal visits to colleges and phone interviews. Descriptive and inferential statistics, including percentages and mean scores, were applied for data analysis.
Findings: Upon thorough data analysis, the study unveiled deficiencies within the SCED system. These included the presence of unskilled teachers, teacher dissatisfaction arising from media scrutiny, and instances of non-professional conduct by Principals. Additional concerns encompassed issues related to general and academic facilities, inappropriate curricula, a shortage of subject teachers, budgetary constraints in colleges, the low status of secondary education, unskilled Principals, and delayed promotions for Teachers.
Improvements: To address these challenges, the study recommends implementing a concise training course for teachers, coupled with acknowledgment and appreciation of their efforts. Additional suggestions include ensuring adequate general and academic facilities, fostering an optimal educational environment, simplifying curricula formats, ensuring timely promotions for teachers, enhancing the overall quality of secondary education, promoting effective management practices, and providing professional training to Principals to improve both curricular and administrative affairs
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