EVALUATING IMPROVEMENT IN KEY EDUCATION INDICATORS IN NON-FORMAL BASIC EDUCATION (NFBE) SETTING

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dc.contributor.authorSajjad Haider
dc.date.accessioned2018-07-31T09:38:59Z
dc.date.available2018-07-31T09:38:59Z
dc.date.issued2017
dc.descriptionSupervised By: Dr. Fareeha Gulen_US
dc.description.abstractArticle 25-A of the Constitution of the Islamic Republic of Pakistanprovided the right to free and compulsory education to all children between the ages of 5 and 16, preferrably to 22.6 million out-of-school children that constituted 44% of the total school-going age population. With existing financing trend (2% of the GDP on education), the supply side appeared inadequate to accommodate existing out-of-school number. This situation called for a viable Non-Formal Basic Education (NFBE) approach as an alternative and flexible delivery model. However, the NFBE model was criticized for poor governance and delivery owing to extremely limited funding. The present study made an attempt to prove that the NFBE model can perform and improve with even minimum academic inputs. Therefore, the study aimed to explore trends and levels of improvement in major education indicators in selected NFBE centers in two-time phases. The study was conducted in 15 NFBE centers of district Nankana Sahib, by employing mixed method longitudinal design. Questionnaires were administered with teachers and learners, classrooms were physically observed, and subject specific tests in major subjects were administered during baseline and end-line, at a five-month interval. Data were analyzed to calculate the trends and levels of the difference of 163 education indicators, which revealed that 104 indicators (63.8%) showed improvement while 44 of the remaining were observed to decline, others signified no changes. A net increase of 18% as compared to baseline score was observed in learning outcomes of learners in Urdu, English and Mathematics. The availability and use of instructional tools and methods showed better improvement trends, while classroom management and perceptions of teachers around co-curricular activities, professional development and community participation exhibited relatively less improvement as compared to baseline scores. The study recommended designing similar researches with bigger sample and find correlation between inputs and outputs. The study suggested to take care of the implementation of instructional plan and classroom management by introducing alternative disciplining techniques. Innovative professional development activities for teachers and positive engagement of village education committees demanded additional attention.en_US
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/3089
dc.language.isoenen_US
dc.publisherUniversity of Management and Technologyen_US
dc.subjectOut-of-school children, non-formal educationen_US
dc.subject, instructions, co-curricular, professional developmenten_US
dc.titleEVALUATING IMPROVEMENT IN KEY EDUCATION INDICATORS IN NON-FORMAL BASIC EDUCATION (NFBE) SETTINGen_US
dc.titleEvaluating improvement in key education indicators in non-formal basic education (nfbe) settingen_us
dc.typeThesisen_US
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