In relationship of Nature of Schooling with Accessibility and Quality of Education at the Secondary School Level

Abstract

This study describes the relationships between the nature of schooling in public and private schools and its impacts on accessibility and quality of education at secondary-level schools. Despite the Constitution of free and compulsory education, many children are out of school in Pakistan, with disparities in education access heavily influenced by socio-economic status. A quantitative research design was employed to collect the data from 200 students and 100 teachers from public and private secondary schools comprising a structured questionnaire adapted from previous studies to assess the key indicators of affordability, physical accessibility, teachers’ qualifications, learning resources, and overall student outcomes. The instruments were authenticated by an expert review and a pilot study, both of which confirmed their relevance and clarity. Furthermore, reliability was checked by applying Cronbach’s alpha where all constructs had scores higher than 0.70. Hence, it is evidence of acceptable internal consistency. The analysis was conducted on SPSS—descriptive and Inferential statistical analysis. The study revealed significant inequalities in educational access and quality between public and private institutions, highlighting the socioeconomic status, to address an immediate need for interventions that focus on these inequalities and improve outcomes for all students in Pakistan. This study also suggests that the Pakistani education system should develop long-term educational policies, focusing on equitable resource allocation to public institutions, rural communities, and marginalized groups. It emphasized on the importance of community involvement, increased capacity, and transparency in budgeting.