1

.
CHAPTER NO.1
1.1:INTRODUCTION.
Chidren are like a soft branch,which can be molded either way i.e ,positively or negatively and it
is the institution which plays the basic role in molding their behavior.
Education plays a very important role in growth and progress this increasingly
competitive and globalize world. In the developing countries like Pakistan there is a
great need to improve the education system for growth and development.
Education is important in not only grooming the person but it is very important in
building up confidence and self esteem among the people. And to create awareness
among the people to know their roles and rights in the society in the society.
Evidences from the developing countries shows that education is becoming one of
the most effective tools used to empower women and create tolerance within the
societyEducation is considered to be the most important factor on which the future
of child completely depends. Because of this reason it is important for parents to
make a decision regarding the selection of school.Lack of vision in management of
school often leads to in balance in the allocation and use of resources.It is pointed
out by the writer i.e (pigor ,1992)that poor result in the education or related to the
resources allocated to it. There is no formula or rule by which parents can easily
assess the types of schools. Because in every country it has different educational
terms and patterns. Firstly, we would like to mention that parents should know that
private schools have more facilities as compared to government schools. Secondly,
fee structure is expensive in private schools as compared to government schools.
Thirdly, private schools have systematic academic curriculum. On the other hand,

2
government schools have different commonalities because of numerous guidelines
regarding the usage of financial resources. If we talk about private schools then
there is wide variation because private schools do not have certain type of
restrictions.
The researcher intends to compare the norms of comparative study of public vs
private schools examination of DEREA ISMAIL KHAN.
The population of study will consist of parents, teachers and students.
Secondary data will be selected from schools records while primary data will be
gathered from the sample population.
To gather the data a closed form questionnaire with some open ended questions life
needed w-HI be preposed under the guidance of research supervisor.
The data thus collected will then be analysed through the application of some
appropriate statistical tools under the supervision of supervisor,upon the basis of
funding and conclusion will be drawn.
Effectiveness is measuring tool between Education outcome and educational
objectives.(Levacic ,1989.p.81)
Refernces
(Moltmann 1967
e (pigor ,1992
, according to Macquarrie (1978:11) .

3
(Levacic ,1989.p.81)Roles and formulae for Allocating and spending Relegated
Budget: http://www.interface.edu.pk/students/Jan-08/Education-2007.asp (Retrieved
on 23/12/08)

1:2 STATEMENT OF THE PROBLEM

The problem under study aimed to comparative study of public and private Girls
schools examination system.
1:3 OBJECT OF THE STUDY
GENERAL OBJECTIONS
1-To understand the role of Govt schools in the development of education.

4
2-To understand the role of Private schools in the development of Education.
3-To compare the examination and academic achievement of both types of school.
4-To compare the achievement of students of both sectors.
SCIENTIFIC OBJECTIONS:

1.To provide information about examination system of that area

2-The study may help to compare the examination role of public and private
sector.The study may help to identify the strength and defencies of the two
sectors.In the light of finding the study suitable suggestion are placed for the
stakeholders concerned for improvement and further development.
3-This study provides a base and motivation for other researchers to conduct similar
studies in other areas at a large scale,if possible.
1:6 LIMITATION OF THE STUDY
The study has the following limitations
1-Due to limited resourses and being a woman I had many difficulties to going
different school for research study therefore could not include all the the schools in
the study.
2-Because of non-availability of a standardized scale researcher own prepared
checklist utilized for the study.
1:7DELIMITATION OF THE STUDY

5
This study was delimited to Female elementry schools in Dera Ismail Khan.
1.Three public and three private schools were included in the study.
2. The findings of this piece of research may provide an important informational
base for the improvement of the examination system, which is the crying need of
the current situation

CHAPTER NO 2
LITERATURE AND REVIEW

EDUCATION
Education has Latin origin.It has been derived from the Latin word,
Educareor Educatum.It means to train,to bring up or to nourish or to lead out.When
talking about education people often confuse it with schooling. Many think of places like schools
or colleges when seeing or hearing the word. They might also look to particular jobs like teacher
or tutor. The problem with this is that while looking to help people learn, the way a lot of schools
and teachers operate is not necessarily something we can properly call education. They have
chosen or fallen or been pushed into schooling trying to drill learning into people according
to some plan often famously called this banking making deposits of knowledge. Such
schooling quickly descends into treating learners like objects, things to be acted upon rather
than people to be related to.

6
Education, as we understand it here, is a process of inviting truth and possibility, of encouraging
and giving time to discovery. It is, as John Dewey (1916) put it, a social process a process of
living and not a preparation for future living.
A definition for starters: Education is the wise, hopeful and respectful cultivation of learning
undertaken in the belief that all should have the chance to share . Expectation makes life good,
for in expectation man can accept his whole present and find joy not only in its joy but also in its
sorrow, happiness not only in its happiness but also in its pain That is why it can be said that
living without hope is like no longer living. Hell is hopelessness, and it is not for nothing that at
the entrance to Dantes hell there stand the words: Abandon hope, all ye who enter here.
(Moltmann 1967,
Yet hope is not just feeling or striving, according to Macquarrie (1978:11) it has a cognitive or
intellectual aspect. [I]t carries in itself a definite way of understanding both ourselves and the
environing processes within which human life has its setting This provides us with a language
to help make sense of things and to imagine change for the better a vocabulary of hope. It
helps us to critique the world as it is and our part in it, and not to just imagine change but also to
plan it (Moltman 1967, 1971). It also allows us, and others, to ask questions of our hopes, to
request evidence for our claims.

Examination system
It is an integral part of education system. It triggers healthy competition among the
students. Effectiveness and authenticity of the education system cannot be
ascertained without valid and reliable examinations. Human need to judge the
knowledge and learning of many persons at the same time and grade them
accordingly gave birth to the system of examinations. Their importance gradually

7
increased with the progress in education and the advancement in culture and
technology. Perhaps they are the only means to judge the acquired knowledge and
evaluate the resultant learning of many persons simultaneously. The examinations
motivate students to work hard. Good examination systems thus promote healthy
competition among the students (Umbreen, 2008). The most important function of
the examination is to verify the level of attainment of individual students and / or to
choose students for the next stage of the education system. The assessment of the
students within an educational programme is to recognize the changes with
reference to their information, skills and attitudes to identify if they have achieved
the necessary standard. Mascarenhas (1991) states that the concept of examination
arose out of the need of a teacher to give a public manifestation of the
effectiveness of his teaching through an appearance of the talent of the students, or
it arose from the compulsions of the student to win fame through public debates.
Later, in an evolving scientific age with great specialization, examinations either
give the individual a run for his talents 2 and the approbation of the society, or they
give the country relevance in the comity of the nations and enable it to take care of
the problems arising out of a multiracial, technocratic or stagnant society. According
to Aggarwal (1997), the concept of examination involves a test of knowledge
acquired, or more generally, a means of assessing intellectual capacity or ability.
First, to check a pupils progress on the results of a course of instruction; second, to
judge the students for promotion to next grade; and lastly, a competitive
examination for awarding scholarship that may be in the form of written test or by
an oral method. In Pakistan, our current assessment system, especially at
elementary level, still encourages memorization and mechanical replication of texts.
It supplies the pass/fail information and does not portray the competencies that

8
have been achieved by the students at a definite stage. It also does not help in
improving the worth of education at large. There is a need to develop such a
comprehensive evaluation system that may cover multifarious dimensions of
childrens abilities and should be able to fulfill many important functions related to
improvement in the quality of education. Introduction of some basic reforms in our
education system is urgently needed. Reforms in education should fetch new
learning prospects to each inhabitant, and should bring new opportunities for more
expansion. This must be the leading principle for education improvement. Before
launching the new examination system based on SOLO (Structure of Observed
Learning Outcomes), through several workshops, Punjab Education department
provided some general information regarding the new evaluation system at grade V
level. Through these workshops, all the functionaries of 3 the Education department
were equipped with implementation of the new evaluation system
CONCEPT OF EXAMINATION
Mascarcnhas (1991) states that the examination arose out of the need of a teacher
to give a public manifestation of the effectiveness of his teaching through a display
of the talents of his students, or it arose from the compulsions of a student to win
fame through public debates. Later, in an evolving scientific age with greater
specialization, nations needed to be properly equipped to take over these areas in
the interest of preparing the country to face a better tomorrow. But specialists could
only be selected by credentialing system that follows an examination. The
examination, therefore, as an instrument of liberation either gives the individual a
run for his talents and the approbation of society or it gives the country relevance in
the comity of nations and enables it to take care of the problems arising out of a
multiracial, technocratic or stagnant society. Aggarwal (1997) explains the concept

9
of examination as a test of knowledge acquired, or more generally a means of
assessing intellectual capacity or ability. There are normally three types of
examination: 1. A set of questions intended to test pupils advancement as a
consequence of a course of teaching. 2. A way of qualifying candidates for a
certificate or a degree in which they are desired to achieve a definite standard for a
pass or honors. 22 3. A competitive test on the power of which a scholarship or
other award is made to the victorious contestant. Examination may be conducted
by means of written answer to set questions or by oral method. According to Good
(1973), process for testing the ability or achievement of the student in any area is
called examination.
TYPES OF EXAMINATIONS
At present, two types of examination have been adopted to evaluate the
intellectual attainment of the pupils. Examinations may be internal or external.
Internal examinations are those which are conducted by educational institutions
from time to time to ascertain the progress of their pupils whereas public
examinations in the context of school education are those examinations which are
conducted by external agencies for certification purpose. Examinations, indeed, are
the fact of life meaning thereby that examinations are going to stay forever. If we
desire to stimulate and reward efforts to learn, if we wish for efficient and prolific
schools, if we want to deal fairly with individuals on the basis of their capabilities,
we need more examinations, not less (Ebel and Trisbie, (1986). In the following
paragraphs, merits and demerits of internal and external examinations are
discussed to highlight the weakness and strengths of the both.

10
EDUCATION AND EXAMINATION SYSTEM IN ISLAM
In Islam, the acquisition of knowledge is considered to be an obligatory duty for
every male and female member of the Islamic society. It is evident from the first
revealed word of the Holy Quran which was Iqra (read), and the Holy Prophet
S.A.W.W. attached the premier worth to the learning and teaching activity. Thus, the
basis of a new concept of education for all was laid in the educational history of
mankind (UNICEF, 2005a). Accordingly, the responsibility to teach was recognized
to be as important as the duty to learn. If everyone must learn, then those who go
through the process of learning must be able to teach others. In order to achieve
this objective, the advanced students were trained to guide and teach their fellow
students and juniors as Muhtasib (monitor), Muin (assistant) and Muid (repeater).
Thus, they were tested during the course of learning. No formal examination was
conducted by the teacher or any one else during the course or on the completion of
studies. But to ensure the outgoing students competence to teach others, teachers
certification in the form of a Sanad (attestation) or Ijazah (permission) became
essential. This was the final testimonial of having satisfactorily completed the
subject, book or course and of having developed the required skill to teach others
(UNICEF, 2005a). This was the practice of teaching and testing prevalent in the
Indo-Muslim system of education prior to the British conquest of India. There is no
evidence of any external examination in the entire history of this system. The
successful completion of the programme of studies offered by each institution and
the final attestation and certification by the teacher-in-charge or the head of the
institution were considered to 24 be sufficient evidence of the outgoing students
academic and professional competence.

11

HISTORICAL DEVELOPMENT OF PRESENT EXAMINATION SYSTEM IN THE

SUBCONTINENT
The beginnings of the present English system of education in India can be traced to
the efforts of the Christian missionaries who came to this country in the wake of
European traders. With the advent of the Portuguese in the fifteenth and sixteenth
centuries, the Roman Catholic missionaries of different dominations appeared in the
field. The East India Company was established on 31st December 1600, its main
objective was trade with eastern countries, and very early in its life, it took some
measures which clearly seem intended to help the spread of Christianity. Early in
the I7th century, however, we found a definite beginning of the educational
activities of the company. St. Marys Charity school was established at Madras in
1715. Throughout the 18th century, the encouragement and establishment of
charity schools was the main educational activity of the East India Company. The
charter of company became due in 1813. The charter act of 1913 to 1915 served as
a turning point in the history of Indian Education. The education of Indian people
was included in the duties of the company. A comparatively large amount was
annually secured for educational activities and missionaries began to land in India in
large numbers who established English schools to lay the foundation of English
Education System. The charter of the company was again renewed and the first law
member appointed was Lord Macaulay who came to India in 1830. He met a number
of people and evaluated both the views of the oriental and western schools of
thought. So, when the papers dealing with the 25 dispute of both the thoughts were
placed before him, Lord Macaulay wrote his famous minutes regarding the new
education policy. It was dated 2nd February, 1835 and was a document of great

12
historical importance. The minutes of Lord Macaulay in 1835, were the decisive
factor in the victory of the Western School of Thought. He said. We must at present
do our best to form a class who may be interpreters between us and millions whom
we govern, a class of persons Indian in blood and color, but English in tastes,
opinions, morals, and in intellect (Noorullah. 1945). English education started its
rapid expansion after Benthic Policy which was inaugurated in 1835. Govt. schools
were established in district headquarters, wherein English were the main subject of
instruction and other subjects were also taught through the medium of English.
Thus began to spread, what we today call, secondary and higher education in this
country. Lord Hardillge declared in 1844 that in the selection of candidates for public
employment, preference would always be given to those who would have received
their education in the new type of institutions. This gave an extra impetus to English
education. 2.8.1 Woods Dispatch (1854) The Education Dispatch of the Court of
Directors dated July 1854 is a document of great historical importance. It is
popularly known as a Woods Education Dispatch because it was probably written at
the instance of Charles Wood, who was then the president of the Board of Control. It
is said to have laid the foundation of the present English educational system. The
dispatch of 1854 drew special attention of the 26 government of India for the
improvement and far wider extension of education both English and vernacular and
prescribes as the means for attainment of these objectives:
1. To constitute the separate department of the administration for education.
2. To establish universities at the presidency towns.
3. To establish institutions for teacher training for all levels of schools.
4. To maintain the existing Govt. colleges and high schools.

13
5. To establish new middle schools.
6. To increase attention to vernacular schools, indigenous or other, for elementary
education and to introduce a system of grants in aid. The attention of government
was specially directed to the importance of placing the means of acquiring useful
and practical knowledge. The English language was to be the medium of instruction
in the country as the direct result of the dispatch. A separate department of public
instruction was created in every province under a director who was a member of
Indian Civil Service. In 1857, primarily examining universities were established in
Calcutta, Bombay and Madras, their main business was to hold examinations to
confer degrees on successful candidates. Calcutta University held its first entrance
examination and B.A. in 1858. Among the thirteen candidates in the latter
examination, only two were successful. Whereas Bombay and Madras held their
entrance examinations two years later. It may be noted that in the early years,
there was no Intermediate Examination between the entrance and B. A.
examination. The F .A. or first Arts examination was introduced some years later
(Basu. 1945) 27 2.8.2 University College of the Punjab at Lahore. The Govt. of India
on 26 May, 1869 sanctioned the establishment of a university college at Lahore on
the condition that the proposed institution should not, for the present, assume the
full character of a university, and that it should not grant degrees but certificate
only. An other important condition was attached to the sanction that the study of
English shall not only be one of the most prominent features of the teaching and
may be connected with proposed institutions, but that both teaching and
examination in subjects which cannot be carried on in the vernacular shall be
conducted in English. Upon acceptance of these conditions, the Government of
India, in its notification No. 472 dated 8th December 1869, sanctioned the

14
establishment of the university college of the Punjab at Lahore and published the
statutes. The university college was to have three fold functions. It was to be; a. a
teaching body b. an examining body. c. a literary society It was anxious to develop
its educational policy and to enhance its position as the proper source of distinction,
whereas it was bound to prepare students as per curriculum of Calcutta University.
The Punjab University College remained in this discontented tutelage for nearly 13
years by the date of the Imperial Darbar, January 1877. It had sufficiently justified
eliciting from the Viceroy, Lord Litton was promised to secure it those higher 28
privileges which it has originally and perhaps prematurely sought for constitution of
the Punjab University. The inauguration convocation was held at Lahore on 1st
November 1882 in the presence of Lord Ripon. A double university was created in
the Punjab. An Oriental University had been combined with an English University.
Thus both English and Vernacular languages were recognized, English becoming the
medium of instruction and examination in all subjects organized under the western
model. 2.8.3 Calcutta University Commission (1917-19) The Govt. of India appointed
the Calcutta university commission in 1917. Dr. Michael Sadler, the well known
English educationist, became its chairman and after his name, the commission
came to be known popularly as Sadler Commission. Its real aim was a thorough and
complete assessment of the entire university system in the country, Calcutta merely
served as an example. It is the oldest and biggest university of its type. Calcutta
University Commission said that the universities must be relieved of the obligations
of controlling both the intermediate colleges and high schools. This responsibility
should be placed on Board of Secondary and Intermediate Education, to be specially
constituted for this purpose. The commission suggested in details the functions and
the constitution of that board. The board should be autonomous and free from the

15
general supervision of the Local Government. But care must be taken to see that it
does not become a mere adjacent or the Department of Public Instruction. Unless
the Board enjoys full public confidence, it will not be able to work effectively and
satisfactorily. The majority of the members of the Board should be non-official and
the board should contain adequate number of 29 representatives of both the public
and the universities in order to safeguard the interest of both. In regard to the
position of the board, the commission said that while they would exercise a certain
amount of general control over the activities of the board, its autonomous character
should be maintained and special care should be taken to see that schools are not
denied that freedom which is very life breath of sound education. As a result of the
recommendations of Calcutta University Commission, Boards of Secondary and
Intermediate Education were set up in several provinces. With the foundation of
Dacca University, a Board was established at Dacca (Basu, 1945). 2.8.4 Punjab
University Enquiry Committee (1932-33) Punjab University Enquiry Committee
observed that we have paid earnest attention to the nature of the authority which
should be responsible for the recognition and general supervision of higher
secondary schools. The committee recommended that main functions of the board
should be; 1. To prescribe the courses of instruction for higher secondary schools. 2.
To conduct the entrance and school leaving exanimations and to award diplomas
and certificates to successful candidates. 3. To recognize institutions for the purpose
of its final examination. 4. To call for reports from the Department (Public
Instruction) on the condition of recognized higher secondary schools or of
institutions applying for recognition. 30 5. To submit the Govt. its views on any
matter with which it is concerned, (Govt. of India, 1933) 2.9 HISTORICAL
BACKGROUND OF PRIMARY EXAMINATION SYSTEM AFTER INDEPENDENCE

16
IN Pakistan 2.9.1 Primary Education At the time of independence, primary level of
education comprised of four classes i.e. class 1 to class 4. Class 4 examinations
were conducted by ADIs (Assistant District Inspector of Schools) and scholarship
examination was conducted by DIs (District Inspector of Schools). In 1953, primary
education level was restructured and it included class 1 to class 5. Class five
examinations were conducted by ADIs and scholarship examination was conducted
by DIs till 1972. In 1972, management was restructured and ADIs designation was
named as AEO (Assistant Education Officer) and DIs designation was named as
DEO (District Education Officer). Class 5 examination was conducted by AEO
(Assistant Education Officer) and scholarship examination was conducted by DEO
(District Education Officer). It continued till 2004. In 2005, Punjab Examination
Commission (PEC) was established and under Punjab Examination Commission, first
examination of class five was taken in 2005 which is still serving as authority to take
examination of class 5.
Elementary SCHOOL EXAMINATION SYSTEM IN PAKISTAN
The University of Bombay, before the partition, controlled secondary and higher
secondary education in the Province of Sindh. The University of Sindh was 31
established in April 1947 at Karachi and secondary education (SE) and higher
secondary education (HSE) were transferred to it. The Punjab University conducted
the HSE and SSE examinations till 1950 in the Province of NWFP and till 1954 in the
Provinces of Baluchistan, Punjab, AJK and Gilgit Agencies (Govt. of West Pakistan,
1967). 2.10.1 Establishment of Boards I. The Board of Secondary Education Karachi
was established on 5th July 1950 renamed as BISE on 8th January 1962. BISE
Karachi was bifurcated into two Boards, Board of Secondary Education Karachi and
Board of Intermediate Education Karachi on 1st February 1974. 2. The Board of

17
Secondary Education Lahore was established on 9th August for 1954 and renamed
as BISE in 1956. 3. The Board of Secondary Education Peshawar was established in
1961. 4. The Board of Secondary Education Hyderabad was established on 17th
August 1961. 5. The BISE Multan and Sargodha were established on I3th March
1958. 6. The BISE Mir Pur AJK was established in 1973 7. The FBISE was established
in 1975. 8. The BISE Quetta was established 15th August 1975. 9. The BISE
Bahawalpur and Rawalpindi were established on 20th,October 1977. 10. The BISE
Gujranwala was established on 4th October 1982. 32 11. The BISE Sukkur was
established in 1979. 12. The BISE Faisalabad was established in 1987. 13. The BISE
DG Khan was established in 1988. 14. The BISE Abbottabad, Swat, Bannu were
established on 4th December 1990. 15. The BISE Larkana was established in 1995.
(The Calendar, 1995, 96, 97) 2.11 EXAMINATION SYSTEM IN PAKISTAN IN THE
PERSPECTIVE OF EDUCATION POLICIES AND PLANS The National Education Policies,
Reports and five year Plans about the examination system of Pakistan are reviewed
as under: In the Pakistan Educational Conference (Govt. of Pakistan, 1947), it was
felt that the system of university education comprising the syllabi, curricula,
examinations and teaching method is not satisfactory and it requires a detailed
appraisal in order to bring it in line with our educational standards and
requirements. The Educational Conference, (Govt. of Pakistan, 1951) related the
problem of curricular reorganization to the problem of examinations. It is a known
fact that our existing system of education is dominated by examinations, which
bear little relation to the requirements of life. The First Five Year Plan 1955-60 (Govt
of Pakistan, 1955) highlighted that examinations have come to serve other than
education process, chiefly as measure of qualification entitling students to
admission to a higher level of education for government or other employment.

18
Placing the external examination in its proper perspective could make great
intellectual and economic savings. 33 Commission on National Education (Govt of
Pakistan, 1959) commented that internal examinations have at present no value,
the external examination is the exclusive preoccupation of the student. The
examination system reflects the prevalent methods of teaching and learning. The
value and appropriateness of the current examination system has already been
questioned. Unfair practices were mounting. This archaic system is conducive to
laziness of the pupils over lengthy periods of time, is expensive and is known to
encourage memorization (Govt. of Pakistan; 1965). New Education Policy (Govt. of
Pakistan, 1970) termed the then system of education as collapse to serve as a
gauge of attainment or an incentive to learning. The policy suggested to appoint a
committee of experts that should look into various aspects of examination system
and to suggest various reforms in this regards. The Education Policy 1972-80 (Govt.
of Pakistan, 1972) laid emphasis on the change in curriculum that should be
accompanied by necessary reforms in examination system. The existing system of
examination was one of the root causes or the general malaise in our education
system. To make the education system productive, it was vital to amend
fundamentally the present examination system. The Fifth Five Year Plan 1978-83
(Govt. of Pakistan, 1978) recommended to reform examination and evaluation
system and necessary training shall be provided to the teachers. To encourage the
school teachers to use new type of tests, the content of various text books shall be
converted into test items designed to measure different educational objectives. The
National Education Policy and Implementation Program (Govt. of Pakistan, 1979)
observed that one of the fundamental reasons for the deterioration of 34
educational standard is an obsolete system of external examinations which

19
encourages rote learning. In order to improve examination system of Pakistan, it
was observed in the Seventh Five Year Plan 1988-92 (Govt. of Pakistan, 1988) that a
great deal of importance was given to scores in academic examinations. As a result,
there is enormous corruption in examination system. Students, teachers, parents
and heads of institutions were equally responsible for this situation. The seventh
plan provides for the establishment of Educational Testing and Measurement
Services, which will develop standardized test of intelligence, aptitude, scholastic
ability etc. These test scores will be used in conjunction with the traditional
examination scores to prepare cumulative record of the students' achievement. By a
legislation to be enacted, the admission to professional institutions will be selective
and strictly on merit. At the same time, measures will be taken to improve the
conduct of examinations and evaluation of scripts. Severe penalties will be
prescribed for cheating. The National Education Policy (Govt. of Pakistan, 1992),
after analyzing the previous reports and taking into consideration the persistence of
the examinations, suggested resolving the problems through establishing a National
Testing Service and introducing instant reforms in the annual examination system.
The decisions taken in the Seventh Five Year Plan and National Education Pakistan,
1993) were as under: neither the semester system nor the annual system has been
able to overcome the widespread corruption in the examinations. During the Eight
Plan period, concerted effort will be made to establish a National Education Testing
Service on sound footing, preferably through a private sector or non- 35
government organization. National Education Testing Service will carry out the work
of test development and research in collaboration with agencies and individual
experts available within or outside Pakistan gradually, the admission to higher
education institutes will be made on the basis of performance of students on

20
educational tests developed and standardized by the National Education Testing
Service. Other steps for reforming the examination system and eliminating
malpractices in the examination will also be taken. National Education Policy 19982010 (Govt. of Pakistan, 1998) gives the directions that mechanism shall be
developed to integrate internal and external assessment. Internal assessment shall
be reported separately either on the certificate or as a part of a composite
assessment. Autonomy will be given to the Examination Boards and Research and
Development (R&D) cell will be established in each Board to improve the system.
VIEWS OF NATIONAL EXPERTS ABOUT EXAMINATION
Exanimation system has been one of the burning issues with the large number of
Committees, Commissions and conferences. The recommendations of these are
reviewed to suggest ways and means to improve the system of examination: 2.12.1
Schedule of Examination 1. All Boards, by regulation, should fix the dates of their
respective examinations and announce them soon after the commencement of the
new academic year. In the case of natural calamities and other extraordinary
circumstances, special examination be held for them. (Govt. of Pakistan 1966,
1978). 36 2. The grouping of subjects in the date sheets should be so revised as to
reduce the number of examination days (Govt. of Pakistan, 1973). Conduct of
Examination
1. Supervisory staff should be carefully selected in consultation with or on the
recommendation of the employing agencies (Govt. of West Pakistan, 1969, Govt. of
Pakistan, 1973).

21
2. Only those centers, where necessary facilities are provided should be approved
by the Boards for holding examination (Govt. of West Pakistan, 1969, Govt. of
Pakistan, 1971).
3. Heads of institutions, where examination centers are located, should be the
principal supervisors of the centers. They may be allowed to recruit invigilation staff
from amongst trusted teachers and should be solely responsible for proper conduct
of examination (Govt. of Pakistan, 1971, 1978).
4. To ensure effective invigilation, the number of invigilators should be increased to
maintain a ratio or 1:20 (Govt. of Pakistan, 1971)
. 5. Examination agencies should compensate the supervisory staff for any damages
they might suffer in performing their examination duties. In view of the personal
danger to invigilators in the honest discharge of their function, the Board should
consider framing rules which would enable them to take action on the basis of
confidential reports from invigilators (Govt. of Pakistan, 1971).
6. Action should be prescribed against persons who create disturbance in or outside
the examination hall (Govt. of Pakistan, 1971). 37
7. Instead of paying D.A. to the supervisory staff, the rate of their remuneration be
increased by 50% and they should be paid only T.A (Govt. of Pakistan, 1971).
8. Examination should be held during holidays from the 2nd week of March to 2nd
week of April every year (Govt. of Pakistan, 1978).
9. Cases of unfair means should be dealt with seriously. If any teacher is found to
be assisting in the use of unfair means, he should be proceeded against for removal

22
from services and declared unqualified to act as a teacher in any institution (Govt.
of West Pakistan, 1969).
10. The conduct of examination at centers where conditions for holding
examinations are not conducive, may be entrusted to a senior administrative officer
who should be given adequate authority and power to deal with the situation
properly (Govt. of Pakistan, 1971, 1988) 2.12.

Question Paper vs Model Paper

1. Training courses for paper setters and marking the answer books should be
organized (Govt. of Pakistan, 1978)
. 2. Model papers, containing objective type and improved essay type questions,
should be prepared and supplied to educational institutions (Govt. of West Pakistan,
1969, Govt. of Pakistan, 1973).
3. The language of the question paper should be made as simple, precise and clear
as possible (Govt. of West Pakistan. 1969). 38
4. The paper-setters should prepare an answer key to all items set in the question
papers for onward transmission to the examiners for maintaining a uniform
assessment standard (Govt. of West Pakistan, 1969).
5. Boards should appoint a committee of moderators. This committee should be
made responsible for checking the content-validity of question papers before they
are used in the examination (Govt. of West Pakistan, 1969).

23
6. Question papers should contain essay type questions, short answer questions
and multiple-choice items with appropriate proportion. Specific time for objective
type questions should be given and answer books retrieved after the expiry of the
fixed time. The remaining time could be allocated to the essay type questions (Govt.
of West Pakistan, 1969, Govt. of Pakistan, 1971, 1978).
7. Teachers who teach the subject should set question paper. External paper setters
may be eliminated gradually (Govt. of Pakistan, 1975).
8. A committee of subject specialists should evaluate the question papers after
examination and pin-point its defects (Govt. or Pakistan, 1975)
. 9. Teachers of a particular class should not be paper setters in those subjects. Thus
teachers of intermediate colleges should not set papers for the intermediate
examination but may set papers for matriculation Examination. In the same way,
teachers of degree classes should set papers for the intermediate examinations
(Govt. of West Pakistan, 1969).
10. For a 100-marks paper, there should be 20 questions, all compulsory and
carrying 5 marks each. Short answer, not exceeding 200 words to each 39 question,
should be required except in Mathematics for which this requirement should not
apply (Govt. of Pakistan, 1975).
11. The teachers of the subjects may be associated with the framing of question
papers. Model sets of question papers from several experienced teachers may be
obtained and moderators may be appointed. They should make the final choice of
questions included in particular papers of any examination (Govt. of Pakistan, 1971,
1973). 2.12.

24

Assessment of Answer Scripts

1. Up to intermediate level, school teachers should also be considered to be
qualified to act as examiners (Govt. of West Pakistan, 1969)
. 2. No examiner should get more than 200/250 answer books to examine or be an
examiner in more than two subjects or be examiner for the same subject at the
same examination for more than
3 consecutive years (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1973, 1978).
3. A teacher should not be appointed an examiner for the scripts of his own college
or school (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).
4. Before marking of answer books, a meeting of all the head examiners,
subexaminers and moderators may be conducted by the examining bodies. They
may draw detailed instructions for marking the scripts (Govt. of West Pakistan,
1969, Govt. of Pakistan, 1975, 1978). 40
5. Head Examiners should be required to check at least 10% of the total scripts. If
the work of sub-examiner is erratic, the whole lot should be returned to him for
revising the award (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).
6. All Boards may adopt scheme of centralized marking of answer books (Govt. of
West Pakistan, 1969, Govt. of Pakistan, 1978). 2.12.

Tabulation of Results

25
1. Tabulation of results should be done by the internal tabulators (Board's
permanent employees) as well as by the external tabulators (teachers possessing
unimpeachable integrity) (Govt. of Pakistan, 1981).
2. Tabulation work should not be entrusted to clerks as far as possible. Teachers of
High Schools and Intermediate Colleges should be utilized for this work (Govt. of
West Pakistan, 1969).
3. Tabulation should be mechanized as early as possible. 4. Divisions i.e. 1st, 2nd,
3rd should be dropped. The certificates, diplomas and degrees may show the marks
and grades obtained in each subject (Govt. of West Pakistan, 1969)
. 5. The terminal certificates should indicate the percentage of marks obtained by
the successful candidates in each subject (Govt. of Pakistan, 1971). 2.12.6 Private /
Ex-Students 1. For candidates who do not attend regular courses in recognized
institutions, separate examinations (called external examinations), should be held
(Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978) 41 2
. A student who fails in the examination should not be allowed to join an educational
institution. 3. Failed student should take the normal examination meant for regular
student. (Govt. of Pakistan, 1978). 4. Allama Iqbal Open University may prepare a
phase pro grain for providing instructions to external (private) students and arrange
their examinations at the matriculation and other levels (Govt. of Pakistan, 1977).
2.12.7
Supplementary Examinations 1. Supplementary/compartmental examination should
be available only for those students who fail in one subject who should appear in
the next regular examination (Govt. of Pakistan, 1966). 2. Those who fail in the

26
terminal examination should be allowed to appear as external students. After three
attempts, they should be declared to have passed and marks obtained be shown on
the certificates, diplomas or degrees (Govt. of Pakistan, 1973). 3. If a student does
not score satisfactory marks in public examination, there should be no restriction on
his/her retaking the examination in the subject or subjects any number of times.
However, if the performance of a student is not satisfactory in the internal
assessment, as considered by the head of the institution, he should not be allowed
to take the public examination (Govt. of Pakistan, 1977). 42 2.12.8 Internal

Evaluation vs

External (Public) Examination

1. To make the completion of the main secondary school courses, examinations

should be conducted by teachers themselves who know the pupils and conditions of
work. Certificates should be issued under the authority of the school. These schools
should give a full and comprehensive picture of pupils achievements in various
phases of school life (Govt. of Pakistan, 1959)
. 2. The system of examination should be reorganized and certificates be based on
the performance of the students in the public examination conducted by the
Universities/Board Secondary Education (seventy five percent of the total marks)
and school records results of periodic test and also appraisal of his habits and
general behavior (twenty five percent) (Govt. of Pakistan, 1959).
3. The teacher on the notice board as well as in the pupils progress report, should
record result of periodic tests in the school (Govt. of Pakistan, 1959).

27
4. The Secondary School Certificate and Higher Second School Certificate
Examination should be a combination of internal evaluation and public examination.
The scores obtained in both should be recorded side by side on the certificate (Govt.
of Pakistan, 1971)
. 5. Secondary school examination may be for those students only who intend to
pursue higher studies. The institution concerned may examine students not wanting
to continue studies (Govt. of Pakistan, 1975).
6. The current practice of giving total weightage to the final examination should be
done away with. Quarterly tests for classes Xl to XII should be introduced. 43 Final
evaluation should be an average of all the examinations taken. The internal
assessment/grading then should be transferred to the final certificate to be issued
by the Board (Govt. of Pakistan, .1973).
7. Public examination held at the end of a course should be made internal (Govt. of
Pakistan, 1975). 8. The admission to professional colleges should be based on
marks of external examination and the grade of internal evaluation. 2.12.

Boards Reorganization as Research

Oriented Bodie
s 1. Boards of secondary Education should make arrangements for evaluating their
examinations and set up permanent sections in their office for this purpose (Govt. of
West Pakistan, 1969, Govt. of Pakistan. 1959, 1971, 1973).

28
2. The Boards of Education may function more as research oriented bodies rather
than purely examining bodies (Govt. of West Pakistan. 1969, Govt. of Pakistan.
1977, 1978. 1998). 3. Standing committee on examination should he constituted
under the National and provincial Education Councils for continuous review and
evolution of the examination system (Govt. of Pakistan, 1972). 2.12

.Composite Examination
1. Examination taken at the end of the study year period makes the teachers and
the students inattentive throughout this period. They work hard only for a few
months or sometime a few weeks before the examination. So Secondary 44 School
Certificate Examination and Higher Secondary School Certificate Examination
should both be held in two parts (Govt. of Pakistan, 1978). 2. The first public
exanimation (Secondary School Certificate) should be held at the end of class X and
the next (Higher Secondary School Certificate) at the end of class XII. Promotion at
the end of class IX and XI should be on the basis of internal evaluation (Govt. of
Pakistan. 1997). 3. The stage at which public examination should be held is the 8th
class, 10th class and 12th class. The present system should be supplemented by
objective tests, personal evaluation and progress reports from the institution where
the student studies (Govt. of Pakistan, 1969). 4. The syllabi for the middle stage
should not be aimed at public examination. It should only serve up the function for
selecting brilliant students for the awards of scholarship. 2.12.11 Test Item
Construction 1. In order to ascertain whether standards are being maintained
throughout the country, the provisional and central government should collaborate
in devising a scheme for holding National Test at the matriculation level. These

29
should be purely tests of the intelligence of students and should be held every third
or fourth year (Govt. of Pakistan. 1966). 2. A bureau of Testing and Measurement
should be established coordinating the work of Boards and to provide advisory
service to them as well as to schools and colleges (Govt. of West Pakistan. 1969). 45
3. A full course of not less than one year duration in the construction and
standardization of psychological and educational tests should be started in the
Institutes of Education and Research (Govt. of West Pakistan, 1969). 4. Pre-service
training of teachers should include necessary courses on testing and measurement
(Govt. of Pakistan, 1973). 2.12.12 Cumulative Record Card All schools should
maintain cumulative record cards in respect of each student which contain a
complete record of student's scholastic achievements. This card and
certificate/diploma/degree issued by the examining agencies will help to identify the
true picture of a student's capability (Govt. of West Pakistan, 1969, Govt. of
Pakistan, 1971, 1973, 1975, 1979). 2.12.13 Examination for Special Purpose A
system of general and special aptitude examination for the specific purpose of
selecting persons for admission to professional Institutes, for awarding scholarships
and for recruitment to all cadres of service should be introduced (Govt. of Pakistan;
1951, 1977, 1978, 1979). 2.12.14 Need of More Boards Each board should have
manageable number of examinees i.e. 25,000/35,000 for secondary school
Certificate Examination and 20,000 for higher Secondary School Certificate
Examination. More Boards may be established where necessary (Govt. of West
Pakistan, 1969. Govt. of Pakistan, 1971, 1973). 46 2.12.15 Establishment of Bureau
of Examination All Pakistan Commission be appointed to survey the prevailing
practices of examinations at various levels and its recommendations should be
implemented. Central Government should set up the Bureau of Examination. This

30
Bureau should have a branch in each province (Govt. of West Pakistan, 1969, Govt.
of Pakistan 1975). 2.12.16 Admission Admission to the post secondary institutes
should be based on: (a) Secondary School Certificate, (b) cumulative record up to
class X and (c) entrance test and interview. Requirement for admission to different
types of courses should also be specified by them (Govt. of West Pakistan. 1969).
2.12.17 Open Book Examination Open book examination may be introduced in the
schools, so that the pupils do not spend their time in cramming factual information.
With books in front of them they should be required to organize, synthesize and
apply the information in such a way that material brought by students for copying
does not serve the purpose (Govt. of Pakistan, 1975). 2.12.18 Report of Commission
for Evaluation of Examination System and Eradication of Malpractices 1992 The
main recommendations of Commission for Evaluation of Examination System and
Eradication of Malpractices 1992 are summarized as under: 47 2.12.18.1

Evaluation of the examination system

1. The credibility of examination results has been grossly eroded due to large scale,
unhampered cheating
. 2. The basic purpose of most students to pass the examination is to obtain high
marks by fair or foul means
. 3. The current system defeats basic targets of education which are acquisition of
understanding and application of knowledge

31
. 4. The pattern of question papers with wide range of choice encourages and
facilitates selective study and rote reading rather than understanding and
application
. 5. The type of question papers develop unhealthy practices such as proliferation of
guide books, made easies, guess papers and tuition work
. 6. Malpractices, cheating and even terrorization can be indulged in without
adequate accountability.
7. There is little protection provided to the personnel concerned with various stages
of examinations.

CHAPTER NO.3
METHODOLOGY OF STUDY

3.1 POPULATION
All the Girls schools in Dera Ismail Khan providing education in private and public
sector, was the population of the study.

32
3.2 SAMPLE SIZE
Random sample of public and private schools of female will be selected for study.
3 public female school and 3 private elementary Girls schools will be selected for
study.
3.3DATA COLLECTION TOOLS
Data was collected by following tools
Check list
Curriculum vitae of teachers
Paper pattern of public and private girls school
Questionnaire
3.4 PROCEDURE OF DATA COLLECTION

A questionnaire will be developed with the help of supervior of the study in

Institute of Education Research (I.E.R)Gomal University D.I Khan.It will be
administred upon the population of the study and try to know their opinion
and judge,evaluate and comparison will be done between public and private
Girls schools examination system.The questionnaire wil be personally
distributed by the researcher in selected population of DERA ISMAIL KHAN..It
will be administred upon the population of the study and try to know their
opinion and judged,evaluate and comparision will be done between public
and private school regarding examination system.The quesgtionnaire will be

33

personally distributed by the researcher in selected population of Urban

area of DERE ISMAIL KHAN.
3.5 DATA ANALYSIS
The percentage will be used for analysis of data..The data will arrange in the
tabulated form and the responses of each item will be analysed by using
percentage.

34
DATA ANAYSIS FOR COMPARATIVE STUDY OF PUBLIC VS PRIVATE GIRLS SCHOOLS
EXAMINATION SYSTEM
QUESTIONS
QUESTION NO .1. Do you give three exams in a year?
Table NO.1
Public
Yes

Private

No

Yes

No

27

18

100%

0%

72%

28%

Above table shows that allpublic c school taken three times exam in a year.
QUESTION NO .2. Is your exam hall is comfortable and clean for giving exam?
Table NO.2
Public
Yes

Private

No

Yes

No

18

14

11

33%

67%

56%

44%

Above table shows that private school hall is more comfortable and clean than
public school.

QUESTION NO.3. Is your curriculum course completed before starting the exam?
Table NO.3
Public
Yes

No

Private
Yes

No

35
4

21

26

16%

84%

96%

4%

Above table show that private school completed their course before starting the
exam.
QUESTION NO .4.Are your teacher behavior is good with you during the exam?
Table NO.4
Public
Yes

Private

No

Yes

No

25

22

0%

100%

81%

19%

Above table show that private school teachers behavior is good with their students
during the exam than the public school.

QUESTION NO .5.Are you satisfy with your paper pattern?

Table NO.5
Public
Yes

Private

No

Yes

No

23

12

92%

8%

48%

30%

Above table show that public school student is more satisfy with their paper pattern
than the private school.
QUESTION NO .6. Do the teachers equally treat to the students during the exam?

36
Table NO.6
Public
Yes

Private

No

Yes

No

22

18

12%

88%

67%

33%

Above table shows that private school teachers equally treat to the students during
the exam than the public school teachers.

QUESTION NO .7.Do you takes test before starting the exam?

Table NO.7
Public
Yes

Private

No

Yes

No

22

25

81%

19%

100%

0%

Above table show that the private school taken more test from students before
starting the exam than the public school.
QUESTION NO .8.Are you getting trouble to attempt English paper?.
Table NO.8
Public
Yes

Private

No

Yes

No

25

24

100%

0%

11%

89%

Above table show that the public school students get more trouble to attempt the
English paper than the private school student.

37

QUESTION. NO .9.Do you think that some student uses unfair means during the exams?
Table NO.9
Public
Yes

Private

No

Yes

No

22

18

12%

88%

67%

33%

Above table shows that in private school student use more unfair means in exam
than the public schools students.
QUESTION NO .10.Do you satisfy to your paper checking?
Table NO.10
Public
Yes

Private

No

Yes

No

23

27

8%

92%

100%

0%

Above table shows that private school students is more satisfy with their paper
checking than the public school students.

QUESTION NO .11.Is your school principal himself monitoring the examination?

Table NO.11
Public
Yes
24

Private

No

Yes

No

24

38
96%

4%

89%

11%

Above table show that in public school principal himself monitoring the examination
than the private school.
QUESTION NO .12.Do the teacher perform their duty sincerely during the exam?
Table NO.12
Public
Yes

Private

No

Yes

No

12

15

16

44%

56%

64%

36%

Above table shows that private school teachers perform their duty sincerely than
the public school.

QUESTION NO .13.Are teacher read paper to you for guiding before attempt the paper?
Table NO.13
Public
Yes

Private

No

Yes

No

25

21

0%

100%

78%

22%

Above table shows that private school teachers read paper to students for guiding
than the public school teachers.
QUESTION NO .14.Are your paper comes only from your syllabus course?
Table NO.14

39
Public
Yes

Private

No

Yes

No

25

22

100%

0%

81%

19%

Above table shows that public school paper comes only from the syllabus than the
private school.

QUESTION NO .15.Teachers of yours school are highly qualified?

Table NO.15
Public
Yes

Private

No

Yes

No

27

19

100%

0%

76%

24%

Above table show that the public school teachers is more qualified than the private
school teachers.

QUESTION NO .16.Paper is taken within time?

Table NO.16
Public
Yes

No

Private
Yes

No

40
25

23

93%

7%

92%

8%

Above table show that in public school paper is taken within time than the private
school.

QUESTION NO .17.If a student is failed in exam he will not be promote to next class?
Table NO.17
Public
Yes

Private

No

Yes

No

25

24

100%

0%

89%

11%

Above table shows that in public school failed student will not be promote to next
class than in private school.
QUESTION NO .18.Are you satisfy with your result?
Table NO.18
Public
Yes

Private

No

Yes

No

23

25

8%

92%

93%

7%

Above table shows that private school student is more satisfy with their result than
the public school student.

QUESTION NO .19.Do you think that teacher do injustice to you in marking the paper?

41
Table NO.19
Public
Yes

Private

No

Yes

No

27

14

11

100%

0%

56%

44%

Above table shows that public school students think that their teachers do injustice
in exam than in private school school.
QUESTION NO .20.Does the principal treat all the students in same way without any
discrimination?
Table NO.20
Public
Yes

Private

No

Yes

No

12

13

19

48%

52%

70%

30%

Above table shows that private school principal treat all the students in same way
without any discrimination than the public school.

QUESTION NO .21.Do you think that private schools students get higher marks?
Table NO.21
Public
Yes

Private

No

Yes

No

22

25

81%

19%

100%

0%

42
Above table shows that private schools students get higher marks than the public
school.

QUESTION NO .22.Do you get your result card after announcing the result?
Table NO.22
Public
Yes

Private

No

Yes

No

25

21

0%

100%

100%

0%

Above table shows that only in private school students get result card than the
public school.

QUESTION NO .23.You find mistakes in your paper that commits to your teacher during
marking the paper?
Table NO.23
Public
Yes

Private

No

Yes

No

25

23

93%

7%

8%

92%

Above table show that the teachers of public school commit more mistakes in
marking the paper than the private school teacher.

43
QUESTION NO .24.Is any reward given to the position holder students?
Table NO.24
Public
Yes

Private

No

Yes

No

24

24

96%

11%

96%

4%

Above table shows that in private school reward is given to the position holder
student than the public school.

QUESTION NO .25.Do you think that position holder student deserve that reward?
Table NO.25
Public
Yes

Private

No

Yes

No

20

15

12

80%

20%

56%

44%

Above table shows that pubic school students think that position holder student
deserve that reward than the private school students.

44

Finding, Conclusion, Recommendation

Finding
We find the following conclusion from the questionnaire and from data collecting.
1. Some private school taken 2 exams in a year and the public school takes 3 exam
in a year.
2. The examination hall of private school is comfortable and clean for the student. In
public school there is large strength of students. Due to which large strength create
disturbance in the hall. To keep them quite is difficult for the teacher. Therefore
students do not feel better in the hall during the exam.
3. Curriculum cover and completed is difficult task for the teacher. In public school
teachers do not complete the curriculum course before starting the exam..In private
school teachers try their best to complete the course before starting the exam.

45
4. In private school teachers behavior is good with the student than in the private
school. In private school teachers gives properly attention to each student.While in
public school teachers do not behave in good manner.
5. Both public and private school just pass the student rather than teach them
something.
6. The staff of Govt school is qualified and trained but teacher they is not according
to no of students.
7. Unfair means is used in private and public school. But we find that in private
school more unfair means is used.
8.In pubic school paper is made only from syllabus .But in private school paper is
given out of course to test the ability of the student.Becauce if paper came only
from syllabus than student does not learn extra knowledge.
9.Paper checking is a great responsibility for the teacher.But some public school
teachers do not takes this responsibility seriously.And a number of public school
students do not satisfy with their paper checking.
10-Mostly private schools are doing business rather than educating.
11-English is foreign language, and in our school that is secondary language. So our
student face a lot of difficulty to attempt the English paper. In private school student
face no difficulty, but in public school student get trouble to attempt this paper.
12. Principal plays a great role in the betterment of the school. If a Principal himself
monitoring the exam, then the environment of exam is relax. But in private school a
Principal himself not observe and examine the exam.

46
13. . Moreover, in public schools syllabus is prepared according to the ideology of
Pakistan while private school does not follow this policy strictly.
14- Despite large classes at elementary level in public schools, they showed good
results as compared to the private sector.
CONCLUSION
Both the Government and Private sectors are playing their role to meet the
education needs of society but much more is still needed to be done in this regard
on the parts of both. Both the Govt and private will have play their role to improve
the educational condition in the society. Our first and for most priority must be
education because the dream of progress can never come to without education.
Recommendation
On the basis of finding and conclusion of study is recommended that more schools
in Govt sector may be established. The standard of public school examination
should be equally to the examination system of private. Because students of private
school feel more comfortable in the private school. Prefer should be given to English
curriculum in the Public school ,that students gets not trouble in attempting the
English paper.Both public and private school teachers should perform their duty
with sincerely and fairly.
PUBLIC:1-No of public schoos should be increased to meet the requirement of the
population.
2-No of teachers in Public schools should also be increased as well.

47
3.There should be strick check and balance system to improve the result of Public
school.
4.There should be cooperation between parents and teachers to improve the
performance of students in studies.Parents and teachers meeting should be held
time to time analyse students performance in studies.
PRIVATE
1.Private school syllabus should be prepared accordind to the ideology of
Pakistan.
2-Proper training must be given to the untrained teacher before starting
the exam.
3-Private schools should offer handsome packages to attract the highly
qualified staff.
4-Private schools should be registered only on performance basis.
5-There should be healthy competition between public and private
examination to speed up the progress of society.
6-Feeses of private schools must be minimize to facilitate more and more
people of the society.

48

REFERENCES

Lashway,l(2003)Trends and issues in

Education.http//eric.uorgegon.edu(14 july 2010)
Levacic ,R(1989)Roles and formulae for Allocating
and spending Relegated Budget.
Rica,Economic Development and culture
change,volume39(3),pp.584
The Pakistan development Review ,volume
32(4)development review32(2)

49

Economic ,volume 14(4),99.453-468

Aconsideration and general principal .Educational
Management and Administration.vol.17(2),p.79,80
Aggarwal (1997), the concept of examination involves

QUESTIONNAIRE
I am a student of M.ed .For the completion of my research work, I need your
corporation .For this purpose, I give you a questionnaire. You have to answer
these questions in yes/No.I am hopeful you will give answered to these questions
in a fairway. Your information will be kept secret and will not used for other
purpose.
Farzana Khan

50
NAME-------------------------------------------------Designation
Academic Qualification---------------------professional Qualification
School-----------------------------------------------------------------------QUESTIONS
1. Do u give exam three time in a year?
2. Is your exam hall is comfortable and clean for giving exam ?
3. Is your curriculum course completed before starting the
exam?
4. Are your teachers behavior is good with you during the
exams?
5. Are you satisfy with your paper pattern?
6.Do the teachers equally treat to the students during the exam?
7.Do you takes tests before starting the exam?
8.Are you getting trouble to attempt English paper?
9. Do you think that some students use unfair means during the
exam?
10. Do you satisfy to your paper checking?
11. Is your school principal himself monitoring the examination?
12. Do the teachers perform their duty with sincerely during the
exam?
13.Are teachers read paper to you for guiding before attempt
the paper?
14. Are your papers comes only from your syllabus course?
15. Teachers of your school are high qualified?
16. Paper is taken within time?
17. If a student is failed in exam he will not be promote to next
class?
18. Are you satisfy with your result?
19.Do you think that teachers do injustice to you in marking the
paper?
20. Does the principal treats all the students in same way
without any discrimination?
21. Do you think that private schools students get high marks?
22. Do you get your result card after announcing the result?
23. You find mistakes in your papers that commits to your
teachers during marking the paper?
24. Is any reward given to the position holder students?
25.Do you think that position holder students deserve that

YES

NO

51
reward?