A Phenomenological Comparative Inquiry into Public Schools of Karachi and Lahore and Why Quality of Education Remains Elusive

Abstract

Quality education is a fundamental right of every citizen in Pakistan; nevertheless, achieving high educational standards in public schools is a challenging task due to numerous contributing factors affecting the condition of government-owned institutions. The aim of the study is to compare the primary and secondary public schools in Karachi and Lahore and provide policy recommendations to improve educational quality. This is qualitative research. Phenomenology served as the research design. Triangulation was employed to enhance the findings, and rigor was assured by many methodologies. Thematic analysis was employed to derive themes. We conducted focus group discussions (FGD) with principal and head teachers, as well as Key Informant Interviews (KII) with the chief executive of the education office and the District Education Officers in Karachi and Lahore. The study's conclusions indicate that despite significant efforts by provincial and federal governments, several challenges persist, including a shortage of competent teachers, an unconducive environment, an outmoded curriculum, and insufficient resources. These elements result in suboptimal learning outcomes. The education system in Pakistan frequently inadequately prepares students with the essential information, skills, competencies, and behaviors, hence impeding their capacity to contribute effectively to national development. This study evaluates both education systems for learning and system enhancement. A comparative investigation indicated that Lahore schools exhibit a robust commitment to offering critical amenities and quality education to children in contrast to Karachi. The research is beneficial for policymakers, educational administrators, and pertinent governmental organizations.