Quality of Education in Public Sectors of Punjab: Perception of Students with Visual Impairment
Quality in Education is the most important factor in achieving long-term development goals (SDGs).Aim of the present study was to investigate. Quality of Education in Public Sectors of Punjab: Perception of Students with Visual Impairment This study was conducted using a descriptive research design with a quantitative approach, and data was collected using a cross-sectional survey technique. All enrolled learners with vision impairment from all public schools in grades 6 to 10 taken as the study's population. The study's sample consisted of 153 public-sector students with visual impairment. Sample gathered from 6 schools of four cities of Punjab like Lahore, Gujranwala, Faisalabad and Rawalpindi. Sampling technique used in this research was convenient in nature, which is specific type of non-probability Sampling. Self-structured questionnaire was used which comprised of 35 closed ended items. For analyzing the collected data Descriptive and inferential statistical techniques used. Results indicated that overall quality of education in public schools was not so good by seeing the results according the fixed components of quality of education. The findings of this study shows that the quality of education in public sectors is badly effect in public schools. The quality of education is measure on the basis of 8 major factors of quality education. There was bad perception of students with visual impairment about the provision of Guidance and counseling services, environmental accessibility, assessment and evaluation, stimulating learning environment, appropriateness of teaching methods, and appropriateness of curriculum in public sectors. Furthermore, findings also show that the provision of free services in public sectors is good and satisfactory for students with visual impairment. There is lack of accessible environment, guidance & counselling services, stimulating learning environment, and methods of teaching. It was suggested that the accessibility of the environment in public schools is not favorable for learners with visual impairments. The government should modernize and modify the building infrastructure to meet the demands of visually impaired pupils. Public school teachers should enhance their assessment and evaluation techniques. Furthermore, teachers of students with visual impairments should revise teaching techniques, instructional curriculum, and instructional material in public schools to meet the requirements of visually impaired pupils.
Ahmed, M., Khan, A. B., & Nasem, F. (2011). policies for special persons in Pakistan. deBerkeley Journal of Social Sciences, 1(2), 1-11.
Belay, M. A., & Yihun, S. G. (2020). The challenges and opportunities of visually impaired students in inclusive education: The case of Bedlu. Journal of Pedagogical Research, 4(2), 112-124.
Gideon, L. M. (2014). School based factors influencing quality of education in public secondary schools in Kitui Country, Kenya. (Unpublished Masters Thesis), University of Nairobi.
Hagargund, A. G., Shaik, E. F., Beru, M., & Thota, S. V. (2017). Image to speech conversion for visually impaired. International Journal of Latest Research Engineering and Technology (IJLRET), 3, 09-15.
Hussain, A. (2015). Education system of Pakistan: Issues, problems and solutions: Islamabad Policy Research Institute. Retrieved from http://www. ipripak. org/education-system-ofpakistan-issues-problems-and-solutions.
Hussain, A., & Awan, A. G. (2017). Comparison of the achievements of Public and Private secondary schools in District Khanewal-Pakistan (Doctoral dissertation).
Mastropieri, M.A. & Scruggs, T.E. (2010). The inclusive classroom: strategies for effective differentiated instruction. New Jersey: Upper Saddle River.
Msuya, M. L. (2005). An assessment of primary education development plan (PEDP) implementation: A case of Mara region. Unpublished master’s dissertation, University of Dar-es Salaam, Dar es Salaam.
Nartey, J. (2014). Professionalism in Pentecostal and charismatic marriage and family counselling in cape coast metropolis. University of Cape Coast Institutional Repository 4(4), 2307-2227X.
Omotayo, F. O., & Tiamiyu, W. A. (2017). Influence of socio-environmental forces on use of e-learning by teachers in selected tertiary institutions in Oyo state, Nigeria. The African Journal of Information Systems, 9(1), 1.
Smith, A. (2010). The influence of education on conflict and peace building, Background paper prepared for the Education for All Global Monitoring Report 2011. The Hidden Crisis: Armed conflict and education, Paris: UNESCO.
UNICEF (2000).Defining Quality in Education. A World Fit for Children. New York: A Publication of UNICEF Programme Division Education.
Ürey, M., Güler, M. (2018). A qualitative study on how students with visual impairments perceive environmental issues. Journal of Science Education for Students with Disabilities, 21(1), 15-28.
Zegeye, T. G. (2019). An investigation on the status of resilience among blind adolescent students. Journal of Pedagogical Research, 3(1), 50-59.
- There are currently no refbacks.