A Study of Practices of Quality Education Indicators at Public Secondary School Level, Skardu

Ghulam Rasool; Muhammad Asif; Abdul Wahab

doi:10.71317/jgst.2.10.2026.905

Authors

Ghulam Rasool Ph.D. Scholar, Department of Educational, Faculty of Social Science, International Islamic University Islamabad, Islamabad Author
Muhammad Asif Ph.D. Scholar, Department of Secondary Teacher Education, Faculty of Education, Allama Iqbal Open University, Islamabad Author
Abdul Wahab M.S./M.Phil. Scholar, Department of Management Sciences, Faculty of Karakorum Graduate Students, Karakorum International University, Gilgit Author

DOI:

https://doi.org/10.71317/jgst.2.10.2026.905

Keywords:

Quality Education Indicators, UNESCO Framework, Learning Environment, Teaching Methodologies, Public Education, Skardu District

Abstract

This study investigated the practices of quality education indicators at public secondary schools in the Skardu District of Gilgit-Baltistan, Pakistan, utilizing the analytical frameworks established by UNESCO (2004) and the Education for All (EFA) Global Monitoring Report (2005). The study employed a descriptive, quantitative survey design. The target population consisted of all 832 secondary school teachers working across the 52 government secondary schools in the district. Utilizing the Krejcie and Morgan sampling determination method, a representative sample of 416 teachers (8 from each school) was selected via simple random sampling. Data were gathered using a self-developed, expert-validated Likert-scale questionnaire focusing on four core dimensions: Quality of the Learning Environment, Quality of Teaching Methodologies, Quality of Assessment/Feedback, and Class Size dynamics. Data were analyzed using descriptive statistics (frequencies and percentages) via SPSS. The findings revealed that while physical and psychosocial learning environment metrics (neatness, airiness, and classroom furniture) were highly satisfactory, severe infrastructure gaps persist—most notably the lack of classroom heating systems during winter. Teachers are highly qualified (mostly holding Master's degrees) and professionally trained (predominantly holding B.Ed. qualifications), yet the utilization of modern pedagogical tools, such as Audio-Visual (A.V.) aids, remains exceptionally low. While formative and summative assessment structures (weekly and monthly testing) are systematically implemented, the frequency and quality of individualized daily feedback on student assignments are weak. The study recommends targeted policy interventions by the Directorate of Education Baltistan Region to address winter-season infrastructure gaps, provide continuous in-service pedagogical training, and mandate the integration of digital learning aids in public classrooms.