Examining Physical Facilities and Personality Development in Schools

Abstract

Main objective of the study was to compare present implementation status of ECCE policy provisions of National Education Policy 2017 among Public and Private Schools at District Karak. Population of the study consisted of all the Public and Private Schools who run Pre- Primary Classes. Sample consisted of 320 Schools (200 Public Primary Schools and 120 Private Schools). The data was collected through close ended questionnaire which was prepared on the basis of Policy Provisions for Early Childhood Care and Education as given in Chapter 4, para 6.3 in National Education Policy 2017. The questionnaire was responded on five-point Likert Scale i.e., Strongly Disagree (SD), Disagree (D), Undecided (UN), Agree (A), Strongly Agree (SA). The questionnaire was divided into two parameters: namely “Physical Facilities for Pre-Primary Education”, and “Personality Development of Pre-Primary Children”. Since responses were obtained in three categories only i.e., Disagree, Undecided, Agree, therefore it was analyzed on basis of Chi- square (χ2 Major recommendations of the study are; (1) short in-service training for ECCE teachers may be arranged in both Public and Private schools; (2) financial assistance may be given to the Private Schools; (3) teacher should be provided to schools on the basis of classes, instead of strength of students; (4) quarterly Parents Teacher Meeting may be made compulsory for all the Public Schools, so that the Parents are motivated to visit the schools periodically.