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5.1DISCUSSION
The staff members of any organisation are the workforce of that organisation and their role is
essential. In the context of the UBE policy it is crucial for the government to employ a sufficient
number of teachers in order to meet the needs regarding UBE implementation. Furthermore, it is
critical to engage professionally trained and competent teachers to achieve quality educational
output. Teacher shortages have numerous consequences on any educational system as it stands in
the way of the education goals being met. Teachers also need to be better supported by trained
While the government is expected to equip the schools with laboratories, computers, and relevant
books, findings from the interviews have indicated that teaching materials and other resources
are lacking. As a consequence the quality of teaching and learning is affected negatively. If
textbooks are not relevant, and if the required equipment is not available, it makes the teaching
From the interviews I found that the school environment is not conducive for teaching and
learning. A inviting learning environment is important for both staff and students because it
enables both parties to concentrate on the academic content. The environment in most of the
schools are however not conducive for learning. The buildings are not always in good shape,
there is a shortage of classrooms in some schools and specialised classrooms such as science and
computer laboratories are lacking. Hot and stuffy classrooms demotivate both the learners and
the teachers.
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It became clear that the government is not providing schools with sufficient funding to
adequately implement the UBE policy. Teachers’ salaries are not even paid regularly . This
negatively impacts on the teachers’ morale and commitment. The availability of funds is
essential, as finances remain a focal point in the development of not only the necessary
programme like UBE. Quality education cannot be achieved without finances, and for UBE to be
successful and achieve its goal; the government has to distribute more funds.
5.2CONCLUSION
In this chapter the view of UBE stakeholders on the consequences of the extent of
implementation of UBE free and compulsory education was explored. This was done through
semi-structured interviews conducted with one principal, one vice-principal and five teachers
from each of the four selected schools in DG.Khan, as well as three UBE board officials. While
progress has been made in some areas, it can be concluded that the government seems to have
failed in its responsibility of providing basic resources, funds and support to implement the UBE
policy. This hinders the realisation of free and compulsory education in D.G.Khan.
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