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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS 

APRIL 2012 

VOL 3, NO 12 

A COMPARATIVE STUDY OF THE FACILITIES IN RURAL AND URBAN 

GOVT. PRIMARY SCHOOLS: A CASE STUDY OF DISTRICT PESHAWAR, 

KHYBER PAKHTUN KHWA, (PAKISTAN). 

Dr. Janas Khan 

Assistant Professor (Islamic Studies), GDC Mathra, Peshawar, Pakistan 

Dr. Zia Ullah Al Azhari 

Professor (Islamic Studies), Peshawar University, Peshawar, Pakistan 

Dr. Karim Dad 

Lecturer (Islamic Studies), Abdul Wali Khan University, Mardan, Pakistan 

Muhammad Ayaz 

PhD Scholar (Islamic Studies), Peshawar University, Peshawar, Pakistan 

Khadija Aziz 

PhD Scholar (Islamic Studies), Peshawar University, Peshawar, Pakistan 

Nasrulla Khan 

Lecturer (Islamic Studies), GPI, Takht Bhai, Mardan, Pakistan 

ABSTRACT 

This study is conducted with the broad aim to assess comparatively the adequacy of 

physical, instructional and basic facilities provided to the government primary schools 

rural and urban areas in district Peshawar, Khyber Pukhtun Khwa, (Pakistan). This 

study finds that 100% of the urban schools have Govt. constructed buildings, 100% of 

the schools have safe buildings, 50% of the schools needs partial repair, 100% of the 

schools have their own boundary walls, 80% of the schools have furniture according to 

the enrollment of the students, 90% of the schools have chairs for the teacher's use in 

their classrooms, 60% of the schools have chowkidars (watchman), 20% of the schools 

have peons, 20% of the schools have playground, 20% of the schools have equipments 

for games and such as 10% of the schools have funds for games. The data demonstrated 

that a large number of schools in urban as well as in the rural areas are facing shortages 

in physical, instructional and basic facilities, which directly effects teaching learning 

process, arrangements for playgrounds must be made and funds for sports equipment 

should be provided, the community should be convinced to play its role in minimizing 

the adequacy. The white collard people, businessmen and other officials of the 

concerned area could be convinced for playing their role in this matter, the 

infrastructure of the school should be improved and basic facilities like water, 

electricity, sanitation, boundary wall etc should be provided, the supervision of the 

school should be made affective so that the buildings are safe and other facilities are 

working properly and parents teachers association should be established so that parents 

could take interest in looking after the school. 

Keywords: COMPARATIVE STUDY ; FACILITIES ; RURAL AND URBAN ; 

GOVT. PRIMARY SCHOOLS; DISTRICT PESHAWAR 

INTRODUCTION 

The largest number of population of any country attends the primary education. A 

community can attain the universal literacy through this means. The primary education 

produces literate workers to other field of life, which further produces technical and 

skilled people for the community needs. As most of the present governments of the 

world are mostly democratic so these governments need literate and more intelligent 

subjects to participate in government directly or indirectly. Primary education (from 

COPY RIGHT © 2012 Institute of Interdisciplinary Business Research 400



APRIL 2012 

VOL 3, NO 12 

class 1-5) being the first and basic stage of education enable people learn reading, 

writing and simple arithmetic. Being the initial stage and a base for further education it 

needs high concentration. 

In the field of economic development of a country human resource is of great 

importance. When a country uses her full human resources she develops rapidly. The 

socio economic situations in Pakistan also manifest a sorry state. Pakistan stands at 

138th number out of 188 countries and is the fifth populated country among South 

Asian Countries. Pakistan is in 6th number in 7 SAARC countries and is better than 

Nepal only. The Human Development Index (HDI) of United Nation denotes Pakistan 

as a third most illiterate country in the world. 

At the time of independence about 90 % of our population was illiterate with only a 

handful of educational institutions. 

(“Problems of Education in Pakistan” By Nasim J.Q. 2002). 

The first educational conference of Pakistan which was held in Karachi in November 

1947 shortly after Pakistan’s creation, Quid-e-Azam in his message to it, provided 

guidelines for our educational system. It mentioned there is no doubt that the future of 

our state will and must greatly depend upon the type of education we give to our 

children, and the way in which we bring them up as future citizens of Pakistan. 

Education does not merely mean academic education. There is immediate and urgent 

need for giving scientific and technical education to our people in order to build up our 

future economic life and to see that our people take the science, commerce, trade and 

particularly was planned industries. We should not forget that we have to compete with 

the world, which is moving very fast in this direction (Tanvir 1998). Although our 

literacy rate has improved comparatively but even then we cannot compete many 

countries of the world as we could not succeed in taking our literacy rate to hundred. 

Especially the rural areas of our country present a horrible picture of low literacy rate. 

According to the Economic Survey of Pakistan (2007-08), literacy rate in technological 

advanced countries is almost 100%, but in less developed countries is not like that. 

Almost two decades ago literacy rate of Pakistan was only 34% (age 10 and above). 

Population census 1972 and 1981 data indicates that in the 1960s and 1970s, literacy 

rate improved by 0.5 % per year. Although the 1998 Census revealed a growth rate of 

1.07% per year during 1981 to 1998 when the literacy rate (10 years and above) of 

population rose from 26.2% to 43.9%. Such as in the current decade, the four indicators 

like Literacy rate, Enrollment Rate, Gross Enrollment Rate and Net Enrollment Rate 

have at a reasonable pace. 

In fact, at the primary level sound increase occurred in the Gross Enrolment Ratio and 

recorded 71% in 2001-02 and 84% in 2005-06. Primary school Net Enrolment Ratio 

(NER) increased from 57% in 2001-02 to 66% in 2005-06. Such as contribution at the 

secondary school level has also enhanced and the GER and the NER increased 

respectively, from their levels in 2001-02 of 24% and 20%, to reach 31% and 24%. 

Further, enrolment ratio in tertiary education, which was 2.5% during 1999- 2000, rose 

significantly to its 3.7% level in 2005-06. If compared performance of primary 




APRIL 2012 

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education with neighbors countries it is not desirable as the figures demonstrated that 

Pakistan’s adult literacy rate (49.9%) is lower than the rate for countries like Sri Lanka 

(90.7%), Iran (82.4%), Indonesia (90.4%), Vietnam (90.3%), Egypt (71.4%) and India 

(61%) for 2004-05 (Govt. of Pakistan, 2009). According to an estimate in NWFP there 

are almost 75,000 teachers engaged in primary education. Akhtar (2009), North West 

Frontier Province (NWFP) Education Department, in partnership with United States 

Agency for International Development (USAID), has decided to launch second shift in 

primary schools, particularly for women, in public sector’s middle and high schools’ 

buildings in the entire province. 

STATEMENT OF THE PROBLEM 

The problem of the study is to assess comparatively Physical, Instructional and Basic 

Facilities provided to Government Primary Schools for Boys in Rural and Urban areas 

in District Peshawar. 

DELIMITATION OF THE STUDY 

Peshawar is the capital city of NWFP. The entire district is very large and thickly 

populated. The total area comprises 1257 square kilometers. The total numbers of Govt. 

Primary Schools for boys in district Peshawar is 691 in which 487 are in urban areas 

while 207 in rural areas. Thus it is difficult for the researcher to cover all the schools so 

out of these 40 Government primary schools for boys have randomly been selected 20 

from urban and 20 from rural areas. 

As the study is about the comparison of physical, instructional and basic facilities 

provided to Govt. primary schools for boys in Urban and Rural areas so the researcher 

intends to focus his research on it. 

OBJECTIVES OF THE STUDY 

The main objectives of this paper are given below: 

i. Physical, instructional and basic facilities ( it includes the condition of school 

building, classrooms, space in the classrooms for students , furniture and 

equipments, drinking water and basic amenities in the schools. 

ii. To analyze the policy and initiatives of provisional government on 

universalization of primary education in the region in context of providing 

physical facilities, instructional materials, other basic necessities and raising the 

professional competence of teachers. 

iii. To make some suggestions in he light of the findings of the study. 

LITERATURE REVIEW 

Although all the steps of research are very important, the review of related literature has 

a vital position in research process; it begins after the selection and statement of the 

problem. In review of related literature the research identify, locate and analyze the 

related literature involves the systematic identification, location and analysis of 

document containing information related to the research problem. 




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VOL 3, NO 12 

The Concept of Education in the Views of Various Scholars 

The word "Education" has been derived from the Latin words educare, educere or 

educatum which mean "to train, to bring up and to lead out”, so to train and lead out the 

inner potentialities of an individual is called Education (Tanvir, 1998). 

Education has been defined in various ways. Some scholars define Education as. 

According to Imam Ghazali:"A process which enable an individual to distinguish 

between the true and the false, the good and the bad, the right conduct and the evil 

doing". 

Ghazali Imam. Ahya ul Uloom. 2004 dar ul ahya atturat alilmi. Berut. Labnon 

Ibne-Khaldun defines education in these words: "Education consists of the intellectual 

and normal training of the mankind through which their hidden potentialities are 

developed, traits of character are built, the knowledge and culture of the people is 

conveyed to the coming generations". 

Ibne Khuldun. Ahya ul Uloom. 2000 dar ul ahya atturat alilmi. Berut. Labnon 

"Education is developing the body and the soul of all the perfection which they are 

capable of ". (Plato) Education, Tariq Pervaiz khan, 2007.Majeed book depot. 

Urdu bazar Lahore. 

According to John Dewey (1916), "Education is the development of all those capacities 

in the individuals which enables him to control his environment and fulfill his 

responsibilities". 

Needs and Importance of Education in Islam 

Emphasizing the importance of education and learning in Islam it is enough to note that 

the first revelation of the prophet (PBUH) was read in the name of Lord. Allah has 

clearly bestowed on men the gift of knowledge. The Holy Quran at a number of places 

stresses on the observation of the universe and nature. In a place at Surah Taha "Allah 

addressing the prophet enjoins him to pray for the advancement of knowledge"(Surah 

Taha.Ayat. 114). The prophet (PBUH) highly valued education. He says, "Seek 

knowledge even if it is in China". (Al-Hadith)."The scholars and the students are the 

best of human beings.(Al-Hadith). At another place the Holy prophet has said and 

"Learned are the heirs of prophets" (Al-Hadith)."Acquisition of knowledge is obligatory 

upon every Muslim Man and Woman".(Al-Hadit)}. He even acknowledged the 

importance of traveling in enriching one's experience and advised all Muslim Men and 

Women to acquire knowledge if it is available even in far -off places. And imam-ebukhari 

traveled for months in search of only one hadith. 

Primary Education in the Light of Various Educational Policies 

With the view to reform the education system of the country, an All Pakistan Education 

Conference was called upon right three months after the independence of the country. 

Founder of the nation Quaid-e-Azam Muhammad Ali Jinnah was the chairman. Despite 

the turmoil country was passing through as a newly born one, he put forward three 

suggestions. 




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Compulsory primary education. 

5-4 years free primary education with slow extension in its duration up to eight 

years. 

Equality in access to education of girls and boys. 

The second educational conference held in 1951 was mostly a repetition of the first one 

but these two conferences proved to be the land mark in the history of education in 

Pakistan and the next 6 years plan was prepared in the light of the suggestions put 

forward by them. 

The National Educational Policy 1998-2010: 

A number of educational policies were made before the policy of 1998- 2010.Each and 

every one of them holds its own significance. Some of them were based on reconstruction, 

some based on re-orientation, some on mobilization base etc. The policy 

of 1998–2010 among all the previous policies stands prominent as it was designed on 

the image of the 21st century. The new century has its own needs. The world has 

changed a lot in the 20th century from its beginning to the last moment. Keeping the 

whole world in view the educational policy 1998-2010 was designed to fulfill the 

demands of the 21st century (Govt of Pakistan, 2007). 

METHODOLOGY AND DATA COLLECTION 

Nature of Research 

The nature of the study is descriptive. It consists of collecting, analyzing and 

interpreting of data keeping in mind all the factors responsible for the adequacy of 

physical, instructional and basic facilities. For collection of requisite data various 

instruments like questionnaire and interview schedule has been used in the field. 

Rationale of the Questionnaire 

In descriptive type of study the construction and use of questionnaire and interview 

schedules are popular to be used for collecting both quantitative and qualitative nature 

of data on the subject. A questionnaire constructed with hard work and patience will 

have advantages and would serve as a most appropriate data-gathering device in a 

research. Therefore great care has been taken in this respect. The questionnaires were 

constructed both in Urdu and English versions, which were used for the schools and the 

concerned persons of the department. 

Sampling 

Peshawar is the capital city of NWFP. The entire district is very large and thickly 

populated. The total area comprises 1257 square kilometers. The total numbers of Govt. 

Primary Schools for boys in district Peshawar is 691 in which 487 are in urban areas 

while 207 in rural areas. Thus it is difficult for the researcher to cover all the schools 

therefore 40 Government primary schools for boys have randomly been selected (20 

from urban and 20 from rural areas) for research purpose. 




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Collection of Data 

The data for this paper has been collected by the researcher personally and he has also 

been assisted by his friends and colleagues in the collection of relevant information 

from the government primary schools for boys. The collection of data through personal 

contact has facilitated the researcher to make the concept of the questionnaire clear to 

the respondent and to remove their difficulties in filling questionnaire on the spot. The 

personal contact was also useful to discuss the problem and issues faced by teachers in 

properly utilizing and maintaining the facilities under study. The useful information on 

the problem has been incorporated in the study. 

RESULTS AND DATA ANALAYSIS 

The data collected from the selected schools is analyzed through questionnaire. The data 

regarding to each item or statement is worked out in percentage because the techniques 

of percentage are simple and feasible to use for this kind of study. The data is given in 

tables as well as in open form. 

Table 1 Status of the Buildings in Urban Schools 

Number = 20 

Description Number Percentage 

Govt. Constructed 20 100.00 

Building is safe 20 100.00 

Building is dangerous 00 0.00 

It needs repair (partial) 10 50.00 

It needs repair (complete) 00 0.00 

It has boundary wall 20 100.00 

It has main gate 20 100.00 

Source: Field Survey 

Table 1 indicates that 100% of the buildings government constructed and are safe. 

None of the building is in dangerous condition. But 50% of the buildings need 

partial repair. None of the school needs complete repair. 100% of the schools have 

boundary walls and school gates, which is very helpful for security. 

Table 2 Status of the Buildings in Rural Schools 

Number = 20 


Govt. Constructed 20 100 

Building is safe 16 80 

Building is dangerous 08 40 

It needs repair (partial) 08 40 

It needs repair (complete) 00 0.00 

It has boundary wall 16 80 

It has main gate 16 80 





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Table 2 indicates that 100% of the buildings government constructed and 80% buildings 

are safe. 40 of the buildings are in dangerous condition, which needs to be repaired 

immediately. But the mentioned 40 % of the buildings need partial repair. None of the 

school needs complete repair. 80% of the schools have boundary walls and school gates. 

Comparison of Table 1 and Table 2 Results 

100% of the schools are built by the government in urban as well as in the rural areas. 

Same is the condition of the safety in urban areas while 80% of the rural school 

buildings are safe. 50% schools need repair in urban while 40% schools in the rural 

areas. 100% schools in urban and 80% schools in the rural areas have their boundary 

walls and school gates, which can provide good security measures. 

Table 3 Status of the Furniture in Urban Schools 

Number = 20 


Furniture according to enrollment 16 80 

Space sufficient according to 

12 60 

student’s enrollment 

Have teacher’s chair 18 90 

Have chalkboard 20 100 

Have cupboard 14 70 


Table 3 shows that 80% of the urban schools have furniture according to the 

enrollment of the students. 60% of the schools have sufficient space according to the 

enrollment of the students.90% have chairs for teachers.100% schools have 

chalkboards while 60% have cupboards. 

Table 4 Status of the Furniture in Urban Schools 

Number = 20 


Furniture according to enrollment 08 40 

Space sufficient according to 

12 60 

student’s enrollment 

Have teacher’s chair 12 60 

Have chalkboard 20 100.00 

Have cupboard 08 40.00 


Table 4 shows that 40% of the rural schools have furniture according to the enrollment 

of the students.40% have cupboards. 60% have chairs for teachers. 100% have 

chalkboards. But 60% have sufficient space according to student’s enrollment. 




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Comparison of Table 3 and 4 Results 

In 80% schools of the urban areas have the furniture according to the enrollment of the 

students while this condition was 40% in the rural areas schools. It means that the 

difference is about fifty percent. 60% of the schools in the urban and rural areas schools 

had available space in the classrooms according to the student’s enrollment where the 

capacity for more students is available. 90% urban while60% rural schools have chairs 

for teachers in the classrooms. 100% of the schools in the urban as well as the rural 

schools had chalkboards as instructional material, which is a very good sign. 70% urban 

schools had cupboards for keeping the registers and other materials of the students 

needs and in the rural this percentage is just 40%, which will influence the teaching 

learning process. 

Table 5 Status of the Rooms in Urban Schools 

Number = 20 


Special rooms 02 10 

Principal’s/Headmaster’s office 14 70 

Staff room 6 30 

Store room 6 30 


Table 5 shows that only 10% of the urban schools have special rooms.70% of the 

schools have principal’s/headmaster’s offices. 30% of the schools have staff rooms. 

And 30% have storerooms. 

Table 6 Status of the Rooms in Rural Schools 

Number = 20 


Special rooms 00 0.00 

Principal’s/Headmaster’s office 00 0.00 

Staff room 00 0.00 

Store room 00 0.00 


Table 5 shows that there is no concept of the special rooms in the urban schools. The 

importance of these rooms cannot be avoided but unfortunately our rural schools are 

deprived of this facility, which needs immediate attention. 


Only 10% of the urban schools have special rooms but none of the schools have this 

facility in the urban areas. 70% of the urban schools have principal’s office but none of 

the schools have in the rural schools. Only 30% of the urban schools have staff rooms 

but none of the schools have staff rooms in the rural schools. Only 30% of the urban 

schools have storerooms but none of the rural schools have such facility. 




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Table 7 Status of the Class-four 1 servants in Urban Schools 

Number = 20 


Chowkidar 12 60 

Peon 04 20 

Peon-cum-chowkidar 10 50 

Behishti 00 0.00 

Sweeper 02 10 

Sweeper-cum-Behishti 00 0.00 


Table 7 reveals that 60% of the urban schools have chowkidars. 20% of the schools 

have peons. 50% of the schools use chowkidars as peons. None of the schools have 

behishti. And only 10% schools have sweepers .The adequacy of the sweepers needs 

immediately to be solved because students do this job by themselves which can be 

dangerous with health point of view. 

Table 8 Status of the Class-four servants in Rural Schools 

Number = 20 


Chowkidar 20 100.00 

Peon 00 0.00 

Peon-cum-chowkidar 00 0.00 

Behishti 00 0.00 

Sweeper 00 0.00 

Sweeper-cum-Behishti 00 0.00 


Table 8 shows that 100% of the rural schools have chowkidars. And all of these schools 

use chowkidars for all other jobs too. None of the rural schools have peons. None of the 

schools have behishti and none of the schools have sweepers. It means that all the tasks 

are done by improper people, which must be effecting directly or indirectly the teaching 

learning process. 


Only 60% of the urban schools have chowkidars while 100% of the rural schools have 

chowkidars. It means that rural schools are in better condition while urban schools are 

suffering from the adequacy. Only 20% urban schools have peons but none of the 

schools in the rural schools have peons and rest of the schools use chowkidars as peon. 

None of the schools have behishti in urban as well as in the rural schools. Only 10% of 

the urban schools have sweepers but none of the school has sweepers in the rural area. 

The students do this job themselves. 

_______________________ 

1. class-four is a collective name used for chowkidar,peon, behishti and sweeper. 




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Table 9 Status of the Basic facilities in Urban Schools 

Number = 20 


Clean water (inside the school) 20 100.00 

Clean water (outside the school) 18 90 

Water tank 18 90 

Water tank (overhead) 18 90 

Electricity in the school 20 100.00 

Electricity in the classrooms 20 100.00 

Lights 20 100.00 

Fans 20 100.00 


Table 9 indicates that 100% of the urban schools have clean water facility inside the 

schools. 90% of these schools have clean water outside the schools.90% of these 

schools have water tanks and overhead water tanks.100% of these schools have 

electricity in the schools.100% schools have electricity in their classrooms. 100% 

schools have lights and fans in their classrooms. 

Table 10 Status of the Buildings in Urban Schools 

Number = 20 


Clean water (inside the school) 20 100.00 

Clean water (outside the school) 20 100.00 

Water tank 12 60 

Water tank (overhead) 08 40 

Electricity in the school 16 80 

Electricity in the classrooms 16 80 

Lights 16 80 

Fans 16 80 


Table 10 shows that 100% of the rural schools have clean water facility inside the 

schools and outside the schools. 60% of these schools have water tanks. 40% of the 

schools have overhead water tanks for water storage.80% of the schools have electricity 

in the schools.80% of theses schools have electricity in their classrooms.80% of these 

schools have lights and fans. 


The results show that 100% of both the urban and rural schools have clean water facility 

inside the schools. Such as 90% of the urban while100% of the rural schools have clean 

water facility outside the schools. 90% of the urban while 60% of the rural schools have 

water tanks for water storage. 90% of the urban while 40% of the rural schools have 

overhead water tanks for water storage. 100% of the urban schools while 80% of the 

rural schools have electricity. Also100% of the urban and 80% of the rural schools have 

electricity in the classrooms, lights and fans in their classrooms. 




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Table 11 Status of the Washroom Facilities in Urban Schools 

Number = 20 


Washroom in Principal’s office 10 50 

Washroom in staff room 04 20 

Washroom for students 20 100.00 

Washrooms are Flush 20 100.00 

Washrooms cleaned daily 20 100.00 


Table 11 shows that 50% of the urban schools have washroom facilities in the 

principal’s office. 20% of these schools have washroom facilities in the staff room. 

100% of these schools have washrooms facilities within the schools for students.100% 

washrooms are flush and all of them are cleaned daily. 

Table 12 

Status of the Buildings in Urban Schools 

Number = 20 


washroom in 

00 0.00 

Principal’s office 

washroom in staff room 00 0.00 

washroom for students 20 100.00 

washrooms are Flush 12 60 

washrooms cleaned 

08 40 

daily 


Table 12 shows that none of the school has washroom facility in the principal’s office in 

the rural school. None of these schools have washroom facility with the staff room. 

100% of the schools have washrooms for students. 60% of these washrooms are 

flush.40% of these washrooms is cleaned daily. 


Only 50% of the urban schools have attached washroom facilities with the principal’s 

office while none of the schools in the rural area have this facility. Only 20% of the 

urban schools have attached washroom with the staff room but none of the rural schools 

have this facility. 100% of the schools both in urban and rural have washroom facility 

for the students.100% of the washrooms are flush and are cleaned daily in the urban 

schools while 60% of the rural washrooms are flush out of which 40% are cleaned 

daily. 




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Table 13 Status of the Sports facilities in Urban Schools 

Number = 20 


Playground 04 20.00 

Sports equipments 04 20.00 

Sports funds 02 10.00 


Table 13 shows that only 20% of the urban schools have playgrounds.20% of these 

schools has sports equipments. And only 10% of these schools have sports fund, which 

is provided by the education department. 

Table 14 Status of the Sports facilities in Rural Schools 

Number = 20 


Playground 04 20.00 

Sports equipments 00 0.00 

Sports funds 00 0.00 


According to the above table only 20% of the rural schools have playground facility. 

None of the schools have sports equipments. And none of these schools have sports 

funds. It is a serious problem, which needs immediate concentration because sports 

being a vital part of co-curricular activities cannot be neglected. 


Only 20% of the schools both in urban and rural schools have playground facility. Only 

20% of the urban schools have equipments for sports while none of the schools have 

this facility in the rural area schools. Again only 10% of the urban schools have sports 

fund given by the education department while none of the schools have this facility in 

the rural area schools. 

CONCLUSIONS AND RECOMMENDATIONS 

The aim of the present paper is to find out the schools with less physical, instructional 

and basic facilities, which directly or indirectly or in other words this way or the other 

effects our primary education. And by removing these deficiencies we can improve our 

standard of primary education. This study will help in conducting with clear of 

objectives to find out all those factors which are responsible for the adequacy of these 

facilities in the primary schools in District Peshawar. 

From the received data it has been concluded that a large number of schools in urban as 

well as in the rural areas are facing shortages in physical, instructional and basic 

facilities. The details are as follows; 

There is a shortage of classrooms for students and also there is no place available for 

more students’ enrollments. More furniture is needed for students due to the large 

number of students. There is intense shortage of aids like teaching kits and other 

materials. Lack of special rooms like principal’s office, staff room and storerooms 




APRIL 2012 

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etc in urban as well as in rural schools is there. And there are no special rooms as 

mentioned above in the rural schools. Extreme shortage of sports funds, equipments 

and playgrounds etc. Most of the schools in urban as well as rural are suffering from 

the shortage of class-four servants. A large number of schools are using chowkidars 

as peon and sweepers while somewhere students do this job. 

Recommendations 

In the light of this study the following recommendations and suggestions are made; 

Schools especially in rural areas must be provided with proper buildings where more 

capacity for more rooms should exist. 

Audiovisual aids must be provided to the schools in urban as well as in rural areas. 

The schools must be provided with basic facilities like water, electricity, sanitation, 

boundary wall etc and proper libraries, which directly effects teaching learning 

process. 

Funds for sports equipment and playgrounds must be provided. 

The community should be convinced to play its role in minimizing the adequacy. 

The white collard people, businessmen and other officials of the concerned area 

could be convinced for playing their role in this matter. 

NGO’s can play a vital role by providing funds, which could bring a healthy change 

in the society. 

The supervision of the school should be made affective so that the buildings are safe 

and other facilities are working properly. 

Parents-teachers association should be established so that parents could take interest 

in looking after the school. 




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Islamabad 

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