VFAST Transactions onEducation and Social Sciences

http://vfast.org/journals/index.php/VTESS@ 2022, ISSN(e):2309-3951, ISSN(p): 2411-0221

Volume 10, Number 2, April-June, 2022 pp: 123-130

A Comparative Study on the Role of Private and Public Sector for Promotion
of Quality Education at Elementary Level
Dr. Saira1, Nishat Zafar2, Dr. Afsheen Salahuddin3*
1
Lecturer, Department of Education, University of Gujrat, Punjab, Pakistan
2
Associate Lecturer, Department of Education, University of Gujrat, Punjab, Pakistan
,3
Adjunct Faculty LUMS Visiting Assistant Professor, Department of Education, LCWU, Lahore, Pakistan
*Corresponding author email address: afsheensalahuddin50@gmail.com

ABSTRACT
Education is a must and integral for grooming of individual’s personality. There are diverse types of institutions working e.g. private and public institutions,
technical institutions and madrasas. There are three main pillars in these institutes i.e. teachers, students, and curriculum. In this age, private schools are
preferred by parents. The main objective of this research paper is to conduct a comparative evaluation of the role of the private and public sectors in promoting
excellent education in Punjab, Pakistan, especially Faisalabad Primary Schools. In order to obtain the raw data, the researchers selected 200 teachers from
20 public schools and 20 private schools using an appropriate selection process. Through the test of two groups of students, the researchers assessed the
education level, teaching methods and curriculum quality of teachers in public and private schools. Compared with private schools, the researchers found
that public schools have complete infrastructure, strong teachers, spacious school buildings, and long-term qualified professors. Therefore, compared with
the commercial sector, the public sector has played a role in improving the quality of primary schools. It was found that Public schools lacking with trained
teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good
infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private
sector to achieve vigorous qualityeducation at this level.

KEYWORDS
Primary education, Quality measures, Public vs private, Realize situation, vigorous education

HISTORY: Received: April 30, 2022 Accepted: June 01, 2022 Published: June 05,2022

INTRODUCTION
Education has a vital influence on the rise and fall of a country. The importance of education, especially in the 21st
century, has a major impact on the problem of rapid expansion. The rise of global competition in education and technology is
largely to blame. This competitive environment is vital to the development of every country. All countries including Pakistan
have different education systems, but we found that there are two main types of school systems: private schools and public
schools, when these are categorized. Private schools are preferred by the public in Pakistan, ensuring the country's continued
development (Altbach and Knight 2007).
One of the public sectors is education. It includes educational services at all levels of schools and similar institutions
that are fully or partially funded by the government. It has always been a subset of the larger education sector as a branch of
the public sector. Sometimes it is difficult to distinguish which educational services are part of the public sector and which are
not, because each country’s education system is different, so the elementary level of education paid for with public funds (they
are part of the public sector) is also different. In most countries, primary (primary) and secondary education are provided by
the government (Roness, 2017). Alderman et al. (2001) remains the most methodologically sound and convincing study of
private-public schools to date.
In the past 25 years, the fundamental reason for the growth of private education in Pakistan is the increased
availability of lesser-paid female labor in teaching and administrative work, especially in small towns and rural areas. I have
removed the word because from here. The income of these workers is so low, it makes economic sense for private schools to
provide education at a low enough cost to attract low-income students. Previously, the availability of female labor in
geographically dispersed markets allowed the private sector to provide profitable education services. Female labor is still very
cheap, because according to local regulations, women can only find jobs in the villages and small towns where they live.
They cannot and will not move freely to higher-paying positions. Female laborers have almost no training and low
salaries, which is reflected in the quality of their work, which makes this market viable. Low-cost private schools are of poor
quality. However, these schools can maintain a low-quality competition balance, because although public schools can join for
free, the quality has not improved or even deteriorated. Teacher absenteeism is a problem in public schools because of the lack
of equipment and resources to achieve a good education. Therefore, if the choice is worse, low-income parents are willing to
send their children to low-quality private schools (Sci-Report, 2010).

This work is licensed under a Creative Commons Attribution 3.0 License.

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In the past two decades, the education scene in Pakistan has undergone tremendous changes. Both the enrolment rate
and the gender parity index are increasing. The development of the education sector in Pakistan has created a policy atmosphere
full of opportunities and problems. Although public schools have more enrollment than any other department, there is a clear
downward trend in the number of non-public schools. Jimenez and Tan (1985, 1987) found that despite the evolution in private
schools, educational institutions still did not serve large proportions of Pakistan’s population.
Pakistan is now the sixth most populous country in the world. Another resource is its labor force. This country has
about 220 million brave and passionate people. Between early childhood education and secondary education, basic education
is the most important elementary stage of compulsory education. Most elementary education takes place in elementary or
elementary schools. Junior high school education in some countries is not far behind. This is the level of education that occurs
between elementary and high schools in several countries (Sabil and Kai 2017).
In the past two decades, the education scene in Pakistan has undergone tremendous changes. The enrollment rate has been
increasing, and the gender parity index has also been increasing. The changes in Pakistan’s education sector have created a
decision-making environment full of potential and problems. Although there are more students in public schools than in any
other department, it is conducive to the obvious downward trend of non-public institutions (Bano M. (2008)).

STATEMENT OF THE PROBLEM

The mushroom growth of private school in Pakistan has given birth to many reservations in academia. The major
reservations are the causes of the rapid growth of private schools. It is not yet confirmed that private schools are providing
better and quality education as compared to public schools and to explore the reasons of public school system decline.

OBJECTIVES OF THE STUDY

The present study has the following objectives:
• To investigate the number and qualification of teachers, the enrollment of students as well as student-teacher ratio in
both types of schools
• To compare the results of the students of the both type of schools in boards' examination
• To compare the quality of education.

RESEARCH QUESTIONS
The current study endeavors to addresses these questions:

1) What is the number and qualification of teachers, the enrollment of students as well as student-teacher ratio in both
types of schools?
2) What are the results of the students of the both type of schools in boards' examination?
3) What is the quality of education in both type of schools?

LITERATURE REVIEW
Education, especially elementary education, is generally considered a public good and should be provided to all
residents regardless of their socioeconomic status. Regardless of its affordability, this is mainly the responsibility of the
government.
The public and private sectors have achieved good success in providing quality education across the country, but they
must continue their efforts. Pakistan’s education system is extremely imperfect and its standards are very low. This is due to
frequent changes in the “National Education Policy” from beginning to end. At present, we are facing the huge problem of
increasing the proportion of the population. Approximately 75% of the country’s population has a poor quality of life. Noble
families have complete control over the resources and wealth of the country. Compared with other South Asian countries, the
country's GDP rate is low (2%), so the learning system is insufficient.
Different Pakistani governments have different responses to the private sector’s involvement in the country’s
educational development. Between 1947 and 1971, the private sector was heavily involved in promoting education in the
country. However, it has been criticized for a variety of reasons. Some of the allegations are as follows: • Low status of teachers
• Low academic level • Unequal distribution of educational facilities among all levels of society that is, between men and
women, as well as between urban and rural areas; • More emphasis on liberal arts courses than science and technology courses.
Taking these issues into consideration, the 1972 education policy recommended that private schools should be nationalized and
new private schools should be prohibited. Seven years later, the 1979 education policy once again recommended the
establishment of new schools in the private sector (Qaisrani et al., 2011).

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This concept was the driving force behind the nationalization of all educational institutions in 1972, which severely
damaged the dominance of the private sector, especially in post-primary education. However, education, like other services
provided by the government, is severely hampered by governance, quality, and efficiency (Robinson et al., 2017).
In the past 25 years, the fundamental reason for the growth of private education in Pakistan is the increased availability
of cheap female labor in teaching and administrative work, especially in small towns and rural areas. Because the income of
these workers is so low, it makes economic sense for private schools to provide education at a low enough cost to attract low-
income students. Previously, the availability of female labor in geographically dispersed markets allowed the private sector to
provide profitable education services. Female labor is still very cheap, because according to local regulations, women can only
find jobs in the villages and small towns where they live. They cannot and will not move freely to higher-paying jobs. Niazi
and Mace (2006) examined the performance of private sector degree awarding institutions taking data from 10 selected
institutions situated within Rawalpindi and Islamabad.
After Pakistan ended its nationalization in 1979, the participation of private sector service providers has increased
exponentially. Due to negative experiences in public schools, parents have transferred their children from public schools to
private schools. Private schools are no longer exclusive to the rich or urban elites; poor families also benefit from them because
of their superior geographical location, lower costs, the presence of teachers and higher learning quality, especially in
mathematics and mathematics aspect. Language. Although private schools originated in cities, they have recently become more
popular in rural areas (Khan, 2000). Almani, Soomro and Abro (2012) evaluated behaviour of parents, students, teachers and
officers for assessment of actual position of education in Private Schools of Sindh, identifying the role ofparents, officers,
teachers and s tudents towards the promotion of the private schools.
However, the private sector’s commitment to Pakistan’s basic education cannot be transferred to higher education. In
short, although the number of private institutions is increasing, the vast majority of them are related to low-quality output.
According to Pakistan's education statistics for 2015-16, Pakistan has a total of 163 universities, of which approximately 91
are public and 72 are private institutions. However, there is a serious imbalance in enrollment in public institutions, with 1.14
million students in the public sector and only 214,000 in the private sector. There are 67,000 public teachers and 17,000 private
university teachers. Teaching resources are evenly distributed. All of this is in line with the higher education paradigm, where
the private sector is only involved in professional disciplines such as business and IT education, thus avoiding the huge costs
of creating science and engineering institutions or multi-faculty comprehensive universities. And degree courses. Higher
education has not yet realized private profit in various higher education institutions (Andrabi et al., 2008).
In order to build a sound system, society is working hard to encourage fair participation. For example, educated
pioneers may have good productivity and gain social advantages; educated people understand their rights and will abide by
regulations; educated women perform better than uneducated women in all aspects of life. The government should change its
policies, especially those that are personalized and popular. Let us take a look at the performance of domestic private education.
Since poor children cannot enter these schools, the government needs to formulate policies for this education system. These
schools are not responsible to any government agency. They did not train teacher training centers to develop teaching skills.
They are prepared to charge full fees during the summer course, but are not yet ready to develop the teaching skills of teachers
and other faculty and staff.
According to the research on the classroom environment, the physical arrangement has an important influence in the
teaching process. It has an impact on the performance of teachers and students. The learning environment is composed of three
components: students, teachers, and the physical environment. The physical quality of the room can be simply described as the
physical environment. It can refer to all kinds of things. To some extent, the physical environment will affect the comfort and
learning ability of students. A relaxed student may get more information than a sick student. Any action will be enhanced by
the physical environment, which makes it more conducive, successful and feasible (Lippman, 2010).
The design of primary and secondary schools should use in-depth and evidence-based design methods to make them
a dynamic and stable extension of the community. In elementary and middle schools, evidence-based design guides design
experts on how to achieve this goal. This book studies and proposes techniques for pooling information flows to use research-
intensive ideas based on theories, concepts, and research methods and based on behavioral science to respond to changing
needs. The method of overall design. Educators and the students they teach. From a theoretical point of view, it studies the
relationship between classroom environment and design. They found that the physical environment of the classroom was like
a "quiet course." This means that classroom environment design can promote and improve the learning process, such as public
courses (Taylor and Vlastos 2009).
Good school facilities support education. Studies have shown that fresh air, good light, and a small, quiet, comfortable
and safe learning environment are important for academic performance (Cotton, 2001; Schneider, 2002). A study of the District
of Columbia school system found that in poorly constructed schools, students have lower standardized scores (Edwards, 1991).
The conclusion of the dispute?? between private and public schools is likely to be a controversial topic. However,
policymakers must recognize that Pakistan’s current education crisis cannot be resolved by a stakeholder in the education
system. In the process of solving the problem, besides the government, it also needs the participation of many parties. To solve

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this problem, the government will need the assistance of the business community. Other major difficulties that families and the
country must plan for in the future include floods, security issues, and the relocation of residents due to conflicts between
countries and regions. The need for working hours is the result of the joint efforts of the family, the government, and the
business sector.
If the government does not use its resources to increase the number of schools, but to improve the quality of existing
schools, this may be a better choice. Increasing children’s access to education by increasing the number of schools should be a
private sector initiative. The government’s focus is to upgrade the physical facilities and teachers of existing schools. Therefore,
the standards of private schools will be improved, thereby increasing educational opportunities and quality. Awan (2014) says
that education plays a pivotal role in the rise and fall of nations especially in 21st century. It is mainly due to the emergence of
global competition in education and technology.

RESEARCH METHODOLOGY
TYPE OF STUDY
In this study, primary data acquired from chosen respondents using structured questionnaires has been used.
TARGET POPULATION
The data was collected from a variety of respondents working in various teacher training and educational institutions
within the district of Faisalabad.
SAMPLE OF STUDY
Sampling is a key component that determines the correctness of the results. The main data of the respondents was
collected through convenience sampling. There are 200 teachers in total. 20 public schools and 20 private schools in the
Faisalabad area were selected for the closed questionnaire survey.
DATA COLLECTION TOOL
Questionnaires are used to collect data. There are 40 questions in the survey. It was created using a 5-point Likert
scale. It includes the following five choices:
1. Disagree
2. Strongly Disagree.
3. Neutral
4. Agree
5. Strongly agree
DATA ANALYSIS
SPSS was used to analyze the collected data from each respondent. Frequency percentage and average score methods
for analysis and interpretation was obtained the overall average score of each item according to the research purpose.

RESULTS AND DISCUSSIONS

Table1: Building Structure

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
Number of 10 70
5 35
Students Disagree 25 12.5 35 17.5
increasing at the
end of the month. Neutral 21 10.5 37 18.5
Agree 58 29 35 17.5
Strongly Agree
86 23
43 11.5

According to the above data, 62% of Group A participants strongly agree or agree with this statement, while 21% of
participants hold a neutral opinion. 17.5% of teachers disagree with the statement or strongly disagree with the statement. On
the other hand, in group B, 29% of the participants strongly agreed or agreed with this statement, while 18.5% said they were
indifferent. 52.5% of teachers disagree or strongly disagree with this statement. Therefore, the average percentage of strong
agreement and agreement in group 1 is higher than that in group 2, and we can assume the government. The structural
framework of the public sector is better than that of the private sector, which is an important factor in supporting education.

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Table2: Curricular activities

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
Number of 22 58
11 29
Students Disagree 26 43
13 21.5
increasing at the
end of the month. Neutral 30 15 34 17
Agree 58 29 35 17.5
Strongly Agree
64 16
32 8

From the above table it can be seen that 61% of the participants from group A are either strongly agree or agree with
the statement and 15% of the participants are neutral. While 24% of the teachers are either disagree or strongly disagree with
the statement. In contrast, 25.5% of the participants from group B are either strongly agree or agree with the statement and 17%
of the participants are neutral. Whereas 60.5% of the teachers are either disagree or strongly disagree with the statement. So, the
average %age of Strongly agree and agree of group 1 is higher than group 2 we can conclude that Govt. sector has established
better environment of cocurricular activities as compared to private sector which is also the important key for the promotion of
education.

Table3: Punishment free environment

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
18 65
Number of 9 32.5
Students Disagree 25 12.5 50 25
increasing at the Neutral 45 22.5 48 24
end of the month. Agree 40 20 21 10.5
Strongly Agree 72 16
36 8

According to the above data, 56% of the participants in Group A strongly agree or agree with this statement, while
22.5% of the participants hold a neutral opinion. 21.5% of teachers disagree or strongly disagree with this statement. On the
other hand, 23.5% of the participants in Group B strongly agreed or agreed with the statement, and 24% were indifferent. 62.5%
of teachers disagree or strongly disagree with this statement. Therefore, the average percentage of strong agreement and
agreement in group 1 is higher than that in group 2, and we can assume the government. Compared with the private sector, the
public sector provides more exemption conditions, which is an important factor in promoting education.

Table4: Fee Free Environment

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
15 7.5 81 40.5
Number of
Students Disagree 13 6.5 63 31.5
increasing at the Neutral 32 16 25 12.5
end of the month.
Agree 67 33.5 16 8
Strongly Agree
73 36.5 15 7.5

According to the above data, 70% of Group A participants strongly agree or agree with the statement, while just 16%
of the participants have a neutral opinion. Furthermore, 14% of instructors disagreed or strongly disagreed with this assertion.
Group B, on the other hand, had 15.5 percent of individuals who strongly agreed or agreed with the statement, and 12.5 percent
who were indifferent. And 72% of instructors disagree or strongly disagree with the assertion. As a result, group 1 has a far
greater average percentage of strong consent and consent than group 2, and we may assume that the government.

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Table5: Provision of free Uniform

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
Number of 21 57
10.5 28.5
Students Disagree 27 41
13.5 20.5
increasing at the
end of the month. Neutral 32 16 43 21.5
Agree 55 27.5 37 18.5
Strongly Agree
65 23
32.5 11.5

According to the above table, 40 percent of Group A participants strongly agree or agree with the statement, while 16
percent of participants are undecided. Furthermore, 24% of instructors disagree or strongly disagree with the assertion. In
comparison, 30 percent of Group B participants strongly agreed or agreed with the statement, while 21 percent of individuals
were neutral. Furthermore, 49 percent of instructors disagree or strongly disagree with the assertion. As a result, group 1 has a
larger average percentage of strong consent and consent than group 2, and we may assume that the government. In comparison
to the private sector, the public sector has developed educational policies, which is an essential step toward boosting education.

Table6: Provision of free books

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree
Number of 25 54
12.5 27
Students Disagree 35 17.5 43 21.5
increasing at the
Neutral 40 20 43 21.5
end of the month.
Agree 45 22.5 37 18.5
Strongly Agree
55 23
27.5 11.5

According to the above table, half of the participants in Group A either strongly agree or agree with this statement,
while the other half hold a neutral opinion. 30% of teachers disagree or strongly disagree with this statement. In contrast, 30%
of Group B participants strongly agreed or agreed with the statement, while 21.5% of individuals were indifferent. In addition,
48.5% of teachers agree or strongly disagree with the assertion. Therefore, the average percentage of strong agreement and
agreement in group 1 is higher than that in group 2, and we can assume the government. Compared with the private sector, the
sector provides free books, which is an important part of encouraging education.

Table7: Number of Students increasing

Parameter Options Group 1 Group 2
F % age F % age
In Your school Strongly Disagree 41 34
Number of 20.5 17
Students Disagree 28 14 31 15.5
increasing at the Neutral 39 19.5 27 13.5
end of the month. Agree 42 21 34 17
Strongly Agree 50 74
25 37

According to the above data, 46 percent of Group A participants strongly agree or agree with the statement, while
19.5 percent of participants have a neutral opinion. Furthermore, 34.5 percent of instructors disagree or strongly disagree with
the proposition. In Group B, 54 percent of individuals strongly agreed or agreed with the statement, while 13.5 percent of
participants were indifferent. Furthermore, 32.5 percent of instructors disagree or strongly disagree with the assertion. As a
result, the average percentage of strong consent and consent in group 1 is lower than in group 2, and we may assume that the

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government. In comparison to the commercial sector, the public sector has failed to expand the number of pupils on a monthly
basis, which is an important concern in promoting of education.

DISCUSSION
According to the research results, the structure of public schools is larger and more spacious than private schools.
Perhaps, due to the high cost of land, we are considering building a public school to benefit from these resources on behalf of
the government’s budget. Similarly, public schools have highly qualified, well-trained and lifelong teachers, while private
schools do not. In the government sector, all physical facilities are provided by the government, but in the private sector, school
owners cannot directly provide these facilities. Since private schools are quite expensive, most people choose public schools
because they provide a free atmosphere Public schools also provide an atmosphere of impunity, which is not provided by the
private sector. Public schools also provide free books and uniforms on behalf of the government. Because our government’s
policy is to provide books, school uniforms and tuition for free. Public school principals are highly qualified, experienced, and
have a people-oriented/democratic leadership style. On the other hand, most of the leaders in the private sector are untrained,
have no training or experience. They are task-oriented and have complete decision-making power. Before the preparation stage,
education is completely free. Most children attending public schools are from the lower middle class. Primary education is
better than secondary education. The principals of public schools formulate and implement departmental policies and supervise
all school activities. On the other hand, private schools require high tuition and other expenses while focusing on specific
academic activities of students. They assign tasks and verify them regularly. Almost all private schools have completed the
selected studies, and we will contact the students soon. When the teacher pays more attention to the students, the students
become more and more dependent and reckless. Because private schools are for-profit organizations, they only educate those
who can afford tuition. However, their classrooms are very shabby.

CONCLUSION
When they have time, public school principals will teach art or science topics and provide teaching advice to teachers
based on their own experience. After collecting the opinions of children, parents, and especially teachers, they arrange daily
activities and formulate school rules. They urged teachers to improve their professional qualifications. They stated that the
biggest problem is the lack of financial resources. In terms of high-quality teachers, standard buildings and playgrounds, public
schools outperform private schools. In addition, the public school curriculum is based on Pakistani ideology, although private
schools do not strictly abide by this policy. Although the government is in favor of expanding private sector education, public
school administrators are reluctant to participate. When necessary, private schools formulate policies based on feedback from
parents, faculty, staff, and students. All principals provide extracurricular activities to help children develop their personality.
Teachers in public schools have a certain degree of autonomy, but teachers in private schools must work according to the
preferences of management. On the other hand, since the government is promoting education in the private sector, private
schools have a bright future. Parents prefer private schools instead of free government schools. Government of Punjab is trying
to universalize the school education by providing free education in schools along with a number of schemes like free books,
food for education and stipends to students in public sector schools. If the parents are preferring private sector schooling the
policies will face failure. So government should emphasis on quality not on quantity.

RECOMMENDATIONS
The researchers recommend the following major points on the basis of the results:
• Due to higher enrollment of students in public sector than private sector, it is suggested to establish more schools in
the public sector.
• The principals/heads of public schools should take into consideration the problem of their low percentage of passing
marks.
• Teachers of public schools may be made accountable on showing poor result in examinations. They must also be
rewarded with incentives for showing good results.
• Teachers should be encouraged to make use of A.V. aids more and more to make teaching process more effective.
• The school curriculum should be updated according to the emerging needs of the society and it should be revised
regularly.
• Hostel and transport facilities should be provided to teachers as well as students in both the systems.

CREDIT AUTHOR STATEMENT

Dr. Saira: Data curation, writing original draft preparation, Nishat Zafar, Data curation, Writing-Reviewing, editing,
Dr. Afsheen Salahuddin: Conceptualization, Methodology.
ETHICAL STANDARDS

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It is declared that all authors don’t have any conflict of interest. Furthermore, informed consent was obtained from
all the individual participants included in the study. It is also declared that this article was not published by any other author.

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