Regarding human capital model, economic growth shows that increase/growth in the level of education brings increase/growth in the field of education. Educated people play a vital role every field; they think up new and better forms of production; and they can bring positive changes in each and every field of life and quickly learn new skills. So, the existence of such productive and skilled persons is only possible when there is a system of compulsory primary education.

Garneir and Stain (2018) Better literacy and elementary education help every person to understand their needs and demand services and permits an individual to progress the knowledge and services to imprisonment economic chances and thus in this way they can increase his or her income. This thing provides opportunities to individuals to learn more and deliver more. For their families educated men can take better decisions shown in the research studies. Education increases facilities for society and at the same time advance the consumption of these services (Younge, Oetting & Defenbarcher, 2016).

McGinn et al (2019) Education is a very important tool for us to struggle for economic development. We educate ourselves because of our dreams and goals in life. Doctors, engineers and nurses many other professions are possible because of educators. Educators transmit information to learners they are responsible for the teaching learning- process.

Understanding teaching starts from developing of able concept of teaching that goes beyond analyzing teaching mythology and describing the various activities that go into the process. For that matter educators, in particular, realized the need for investigating facet of teaching with the end because of improving it. Such a process requires acknowledgement of what has to be improved by thorough analyses of records of action in a classroom situation (McMillan, 2018).

The schools actually have to function as an integral aspect of each community. Cooperation and coordination with other agencies of government in many communities this coordination have been maintained on a voluntary base. Its operation is a democracy that is very desirable. Leadership always requires cooperation and coordination but not a dictatorship. (Morphet, 2017).

Problem Statement

Problem under investigation was “A study on physical facilities provided in primary schools of Khyber Pakhtunkhwa”.

Following are the main objectives of the study:

1. To know about the existing condition of schools regarding physical facilities.

2. Make suggestions for physical facilities where necessary.

Significance of the Study

In Pakistan, there is an increasing concern with both quality and access to primary education for all. In rural and urban female primary schools in D.I. Khan District. It highlights the management practices and administrative problems of head teachers which can result in improved performance in national examinations in the district. The study will provide a part of valid and reliable knowledge, which could be used, for further improvement in Primary education.

Limitations / Delimitations

The study was undertaken subject to the following limitations and delimitations.

1. Only eight schools four for boys and four for girls, two from either area of urban/rural could be included from each district.

2. Sample of one hundred and ninety two schools was considered as sufficient representations of all the population.

3. The interview schedule for teachers was considered as the only suitable data gathering instrument.

4. Data for five years (2016-2020) was considered as sufficient to indicate trends in gross and net attendance and dropout.

Population

All the government primary schools in KP formed the population of the study. There are 22466 schools for boys and girls in urban and rural areas of KP as per statistics of EMIS (2007).

Sample

Sample of eight schools, four male (two rural and two urban) and four female (two rural and two urban) was drawn from each district. Thus a total sample of one hundred and ninety two schools was selected randomly from all the twenty six districts. A comprehensive list of schools for each of the above districts was obtained from Director Schools and literacy Peshawar. Keeping in view the aims and objectives of the study urban, rural, male and female schools were equally represented in the sample.

Instrument

An observation Performa regarding physical facilities provided in the schools was prepared by the researcher and the experts of IER Gomal University. Observation perform was comprised of twenty three items. A research team was prepared to visit the schools and collect data regarding physical facilities.

Procedure

The above stated tools were field-tested in twenty urban-rural and male-female schools. The purpose of field testing was to improve the instruments and procedure for data collection and to get a clear picture of difficulties and field experiences. In the light of the field testing, the instruments were modified accordingly.

Just after validation of research instruments, data was collected. Research team actively participated in this gigantic task of national importance. In some cases and some districts it took much time due to the worst situation of law and order. Members of research team visited the selected schools and physically checked the data regarding the school statistics and the absence or presence of the physical facilities was checked on the spot.

Statistical analysis

Collected data were analyzed with the help of tables. Comparisons were made with the help of percentages.

Table 1 shows that 53.64% and 41.66% of schools have insufficient and enough rooms respectively whereas 4.68% of schools are running without this facility. A great number of rural boy’s schools followed by urban boys and rural girl’s schools have insufficient rooms in proportion to its classes.

Table 2 shows that 66% of schools have rooms, 21% have verandas and 13% use open space for teaching learning. The proportion of boys’ schools followed by girls’ schools in urban areas is greater than the other schools in having rooms for teaching learning. A bigger number of rural girls’ schools use verandas. Open space is used by almost an equal number of all the schools.

Table 3 shows that 46.35% of schools have room for every class against 37.5% where two classes are adjusted in a single room. There are more than two classes in a single room in 16.14% of schools. Urban boys’ schools have, in a great number a room for each class against great number of rural girls’ schools where more than two classes are adjusted in a single room.

Table 4 shows that 47.39% of schools have a satisfactory structure of classroom against 27.6% where structure is good. 25% of schools have an unsatisfactory structure in their classrooms. Girls’ schools have their classrooms with a satisfactory structure in a greater proportion than the boys’ schools. Great number of boy’s schools gets their classroom in unsatisfactory condition than the girls’ schools in the relevant category of unsatisfactory structure.

Table 5 shows that 41.66% followed by 38% of schools have appropriate and to some extent appropriate classroom size in accordance with their student’s strength. Whereas, 20.31% have classrooms with inappropriate size. There is almost same variation across these categories.

Table 6 shows that 69.79% of schools use jute tats for their students to sit on against 25.52% where benches are available for sitting purpose. 4.68% of schools have chairs for their students. Majority of rural schools use jute tats than urban ones whereas majority of urban schools use benches and chairs than the rural ones.

Table 7 shows that 35.4% followed by 34.3% of schools are fully and partially equipped with seating against 30.2% where seating is found as not enough. Girls’ schools are comparatively more equipped with seating facilities than boys’ schools. Rural boys’ schools exceed others in not having this facility as enough in accordance with student’s strength.

Table 8 shows that 47.91% of schools have satisfactory seating against 28.64% where condition of such seating is good. There are 23.43% of schools where seating condition is unsatisfactory. Girl’s schools are in a better position in having good and satisfactory seating for students.

Table 9 shows that 57.81% of schools are electrified against 21.35% where the facility exists but in unsatisfactory condition. 20.83% of schools run without being electrified. Urban schools are in a better position to have this facility. Rural girl’s schools are electrified but in an unsatisfactory way. Greater number is found for rural schools where this facility is nonexistent.

Table 10 shows that 50.52% of schools enjoy the facility of bulbs and fans against 27% of schools where this facility exists to an unsatisfactory level. Still 22.39% of schools run without having this facility. Rural schools constitute greater portion of not existed category. Urban schools are found in greater number where this facility is available.

Table 11 shows that 65.62% of schools are fully exposed to day light whereas 22.91% do have this facility but in unsatisfactory nature. There is no variation among the schools where the facility is fully available. Rural boys’ schools lag behind the others in having this facility but in unsatisfactory condition.

Table 12 shows that 72.91% of schools are well ventilated against 21.35% where air exists in unsatisfactory form. Urban girls’ schools lag behind the others in having this facility and in having it in unsatisfactory form.

Table 13 reveals that 46.87% of schools run with having this facility against 33.85% where this facility exists in unsatisfactory form 19.27% of schools have no wash rooms. Urban boys’ schools are in greater number, enjoying this facility against greater number of girl’s schools where this facility is found in unsatisfactory condition as is shown by the bar graph.

Table 14 shows that 58.85% of schools are well white washed/painted against 32.29% in an unsatisfactory form. Boy’s schools are in greater number, white washed than girls’ schools. Urban girls’ schools exceed the other in having this facility in an unsatisfactory form.

Table 15 shows that 66% schools have writing boards in a good condition against 28.64% schools where condition of writing boards is not satisfactory. Rural boy’s schools exceed others in having this facility in good form girl’s schools are found in greater number where this facility exists in unsatisfactory condition.

Table 16 shows that 64% schools are well staffed according to the number of classes against 27% schools understaffed. Urban girl’s schools are in greater proportion, well-staffed than the others against rural girl’s schools in which greater proportion is found understaffed. Rural boy’s schools are comparatively more unstaffed.

Table 17 shows that 67.18% schools are well surrounded by boundary walls against 21.35% schools having unsatisfactory condition of boundary walls. Girl’s schools are in good position than boys schools in having boundary wall facility. Rural boy’s schools are in comparatively more deprived of having this facility than the others.

Table 18 shows that 65% classrooms are cleaned against 8.33% where cleanliness condition is unsatisfactory. Urban girl’s classrooms are more cleaned than rural ones. Rural boy’s schools lack this aspect more the others.

Table 19 shows that 69.79% schools have this facility against 22.39% where the condition of windows/ventilators is unsatisfactory. Rural boy’s and urban girl’s schools enjoy this facility in great number than the others. Rural girl’s and urban boy’s schools are, in great number, in a state of unsatisfactory than rural boys and urban girls.

Table 20 shows that 69% schools are cleaned against 21.87% where the state of cleanliness is found as unsatisfactory. Rural boy’s schools and urban girl’s schools are more cleaned than the others. Rural girl’s schools are found dirtier than the others.

Table 21 shows that 38% schools have lawns and plants against 36.97% where lawns and plants are nonexistent. Urban boys have this facility in greater number than the girls.

Table 22 shows that 38.54% schools have AV aids in classroom against 32.8% where condition of such material is found unsatisfactory. 28.64% schools have no AV aids at all. Rural boy’s and urban girl’s schools share in number where the facility is focused in greater number. Urban rural schools are Proportionally more where the state of this facility is unsatisfactory. Rural girls are in greater number deprived of this facility.

Table 23 shows that 48.95% classrooms are founded to be decorated with charts hanging on the walls and some slogans are written on it against 28.64% classrooms where this condition is unsatisfactory. 22.39% classrooms have no writing/charts on the walls. Rural boys and urban girls equally share this condition in greater number where walls are decorated against equal number across the categories where decoration of walls is in unsatisfactory state.

1. Majority of the schools have insufficient rooms. Teaching is carried out in rooms where available.

2. Majority got no problem of structure of classroom, classroom size, electrification, availability f bulbs and fans, daylight, air, washrooms, white wash of building, writing board, teaching staff, boundary walls, windows and ventilators, cleanliness of classrooms and school. However, they face problems of availability of seats, its nature and condition, plants and lawns and AV aids.