ASSESSING THE QUALITY OF EDUCATION IN GOVERNMENT AND PEF-SUPPORTED PRIMARY SCHOOLS: A COMPARISON BASED ON SDG-4 STANDARDS FROM THE PERSPECTIVE OF HEAD TEACHERS

Abstract

This study analyzed and compared the quality of education provided in government schools and PEF-supported schools in Bahawalpur district, Punjab, from the perspective of Head Teachers. The research focused on key dimensions of SDG-4 quality education standards, including standards for learners, curriculum, textbooks and other learning materials, teacher standards, assessment standards, early learning and development standards, and school environment standards. A quantitative research design was adopted, utilizing a survey method to collect data from a sample of 372 Head Teachers. Statistical analysis, including descriptive statistics and t-tests, was performed to assess and compare the two groups of schools. The study hypothesized that government schools would provide a higher standard of education compared to PEF-supported schools across these dimensions. The findings revealed significant differences, with government schools performing better in all SDG-4 dimensions. The study concludes with recommendations for improving the quality of education in PEF-supported schools, including enhancing teacher training, aligning curricula, and improving school infrastructure