Around the world education is recognized, as an important institution for the development of political and social progress of a nation. The role played by it is an important element in the system of education. The world we live in is changing rapidly with an unimaginable acceleration and through recent technical and technological advances in travel and communications, it is thought of as shrinking and becoming a village. In this process, education places an important part. It is a powerful force in molding the individual and society itself, so education of a nation is no doubt closely linked with cultural and social needs and issues. But it cannot be detached from international scenario having specific trends and demands.
"With the advances made in the third world in the last three decades, education has been offset by population explosion, uneven economic growth, crises in world trade and monetary systems and international or regional political instability. Given these constrains and limited resources, greater emphasis is thought to be needed to improve the quality and quantity of education." (Adeeb, Shagufta and Sarwar, 1998, p.1.).
Through its contribution to life long learning, competitiveness and the pursuit of excellence education has to play a significant role in a society. "The fate of a nation is neither decided in any political arena nor on any battlefield; it is decided in the education imparting institutions." (Mughal, 1999,pp.1-2.). That is why when Pakistan came into being, 'the father of the nation, Quaid e Azem Muhammad Ali Jinnah, stressed for the development of the system of education that could lead the nation to the higher avenues of the knowledge and the system of examining the potentialities of the learners." (Frontier Education Foundation, 2006, p.1.).
Secondary education plays a very crucial role in the present educational structure. It is both a terminal stage for a bulk of students and is also a significant indicator of quality of higher and professional education. The old four tier system of education namely primary, secondary, college and university has been replaced by a three tier system of elementary, secondary and university.
"In most education systems, second shift schools are a marginal phase of the system and seen as of mediocre quality to teachers and parents" (Batra, 1998). It is sometimes argued that second shift schools are affordable to some parents, generally those who are poor, because these schools enable their children, particularly those of secondary school age, to take on employment during some portion of the day and in that way reduce the opportunity cost of schooling
This is usually on the grounds that second shift schools provide a substandard education. "What is often true is that second shift schools enroll mostly poorer students and, as a result, are seen as substandard schools." (Nhundu, 2000 and World Bank and IDB, 2000).
Purpose of the study
The main purpose of 2nd shift school is to increase the supply of school places while limiting strain on budget. Introduction of 2nd shift schools allows a single set of buildings and facilities to server more pupils. This may be especially important in urban areas, where land is scarce and buildings are expensive. The 2nd shift schooling may also have subsidiary functions.
Expansion of the number of 2nd shift schools broadens access. This helps government to achieve goals of social equity. In many societies, the children are too poor to spend the whole day in the school. They cannot afford the School fees, and they cannot afford to lose the incomes they could get from the working.
One of the principal reasons for moving to a second shift arrangement is the potential savings from not having to build more schools to accommodate increased numbers of pupils.
Some of these schools are money-making machines whereby the school runs a double-shift and then it turns in to a tuition-centre in the late evening. While it becomes a goldmine for the owner, it is like subverting the mission of education to promote business. As such schools enroll children of the 'influential' and, as the owners roll in wealth, the Government departments are obliged to look the other way at all kinds of violations of law/ rules.
Statement of the Problem
This study is intended to find out the role of second shift schools in education. The standard of education of the students and the teachers of 2nd shift schools.
Objectives of the Study
To find out whether the arrangement of Second Shift Schools has absorbed the influx of students.
Did the absorption of teachers in Second Shift Schools have reduced unemployment?
To find out teachers-students ratio in Second Shift Schools.
To compare the results of students of Morning Shift and Evening Shift classes of the same school.
To suggest measures for the improvement of secondary school in general and that of Second Shift Schools in particular
Review of Literature
Double-shift schooling is often presented as a short-term measure to increase school provision (Linden 2001, 1). Yet, what is frequently seen as short term can all too readily be institutionalized and become the standard by which educational policy is measured, thereby neglecting issues of cost and quality. One of the main policy approaches supported by international agencies and development organizations, for reducing child labour calls for an increase in school attendance by expanding school places and building more schools (Todaro and Smith 2003, 375). "Compulsory education policies and the legal elimination of child labour are also emphasized to compel governments to work towards children's rights" (Subrahmanian 2002, 402).
In second-shift schools morning group leaves the school before the next group arrives. In second-shift schools first group comes early in the morning and leaves at just after mid-day; and second group arrives at mid-day and leaves in the late afternoon. Generally in Pakistan and Specifically in Sindh, following timing is scheduled.
First Shift - 7:30 to 1:15
Second Shift - 1:30 to 5:30
Timing of 1st shift and 2nd shift varies in winter and summer seasons.
"Double-shift schools seek to maximize the use of available resources and to provide education to a greater number of pupils without multiplying investment. By making more intensive use of building and other facilities, planners can expand access to larger number of children." (Mark Bray, 2008, P.1).
There is less cognitive achievement in second shift schooling. There is a significant lack of good evidence about the cognitive achievement in double-shift schools. So far available evidence and pre-research findings shoes that there is no consistent significant cognitive disadvantage to pupils in double-shift schools.
Economical Factor
Mark Bray, (2008, p.25) defined the economic costs of double shift system as "Double-shift systems can provide major economic benefits." They are:
More efficient use of building and other facilities
More efficient use of scarce teacher (if staff are allowed to teacher in more than one session)
Saving in teacher training and teacher housing (if the shift system allows reduction in the total number of teachers)
Release of teacher for other work in the economy( if the system reduce the number of classroom hours in each shift and if the teachers decide to take on other work)
Release of pupils for productive work in the economy.
The beneficial aspects of double shift schooling are couched in terms of the increases in the numbers who can attend school and in terms of its impact on the increased labour contributions of both children and teachers, all of which can be achieved at minimal cost. Yet, nothing is said of the "physical costs for children who do both" (Subrahmanian 2002, 403).
Double shift schooling resolves some of the tensions experienced by children and parents between attending school, and the need to perform domestic and farm Labour (Pamela Kea. 2007,P-27). "The magic word efficiency that is causing such a revolution in industry is beginning to work in education. As in industry, so in education, efficiency is based on complete knowledge. Those administrative officers have not yet demanded and obtained knowledge sufficient to enable their school systems." (J. Howard Hutchinson, 2009, P.4).
Nowadays there is a greater importance attached to educating the grandchild. All see that importance. Children should go to school. Children should also know how their school fees are paid. It is important to take children to the farm, so they know about the work parents do to sponsor their education. In the past it was during the rainy season holiday that children would help their parents on the farm. Now, with double shift, they can help during the week when they are not at school. If a child knows how his / her parent struggles to pay for his or her education this is how a child becomes responsible. She / he must do and see to feel for the parents. (Pamela Kea. 2007, P-23)
One of the main reasons for moving to a second shift arrangement is the possible savings from not having to build more schools to accommodate increased numbers of pupils. Therefore second shift schools are often also seen as a provisional measure where financial resources parents are constrained.
Research Methodology
Methodology of the Study
This study was conducted on the 2nd Shift School at secondary level from (class IX to class X) in District Hyderabad for the five years -2003 to 2008. For the research there are various methods but here we have used primary and secondary sources and after selecting suitable sources data was classified and tabulated and finally used statistical methods and made graph to represent the data in the shape of figures.
Population
The population comprised of the 2nd shift school teachers, students and the parents of the students in District Hyderabad.
Sample
A random sample of this study was 28 school teachers 200 students from 15 random selected school (both morning and evening shift schools) and 100 parents in Hyderabad District.
Instruments
Three close ended Questionnaires were designed for teacher, parents and students respectively. Each questionnaire was consisted of 15 items.
Data Collection
Statement showing the Detail of Teaching Staff and Enrolment Class-Wise Students of 2ND Shift Schools of District Hyderabad from Academic year 2003-2008.
Government Girls High School No.1. Society Hyderabad City.
TABLE No.1
Detail of Teaching Staff
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
Total Staff
01
13
08
01
02
25
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
37
58
60
67
61
283
2004-2005
36
40
51
60
61
248
2005-2006
38
42
58
62
62
262
2006-2007
40
41
55
62
62
260
2007-2008
47
66
73
75
72
333
Grand Total
198
247
297
326
318
1386
Government Girls High School Noor Muhammad .1 Tilak Chari Hyderabad City.
TABLE No.2
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
No. of Physical Teachers
No. of Sindhi Language Teachers
Total Staff
01
68
47
01
01
01
01
120
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
38
40
42
42
42
204
2004-2005
40
40
44
43
43
210
2005-2006
48
50
50
50
50
248
2006-2007
39
51
55
55
55
255
2007-2008
51
53
56
56
56
272
Grand Total
216
234
247
246
246
1189
Government Girls High School Noor Muhammad .2 Tilak Chari Hyderabad City.
TABLE No.3
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
No. of Physical Teachers
Total Staff
01
28
21
01
02
01
54
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
32
38
36
36
36
178
2004-2005
25
28
31
32
32
148
2005-2006
24
29
28
24
24
129
2006-2007
30
41
46
46
46
209
2007-2008
21
28
31
29
29
138
Grand Total
132
164
172
167
167
802
Government Girls High School Rooh-e-Islam Latifabad Hyderabad.
TABLE No.4
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
Total Staff
01
08
12
01
01
23
Detail of Teaching Staff
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
40
42
42
40
40
204
2004-2005
38
34
39
39
39
189
2005-2006
30
37
40
38
38
183
2006-2007
43
40
39
41
41
204
2007-2008
40
42
45
40
40
207
Grand Total
191
195
205
198
198
987
5. Government Girls High School Muhammad Jinnah Latifabad Hyderabad
Detail of Teaching Staff
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
Total Staff
01
11
13
01
01
27
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
38
40
44
39
39
200
2004-2005
40
42
42
49
49
222
2005-2006
49
51
52
52
52
256
2006-2007
48
48
42
40
40
218
2007-2008
38
40
41
42
42
203
Grand Total
213
221
221
222
222
1099
6. Government Boys High School Islamiya Modren Hussainabad Taluka Qasimabad
Detail of Teaching Staff
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
No. of Physical Teachers
Total Staff
01
08
10
01
01
01
22
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
40
38
44
44
44
210
2004-2005
30
32
38
38
38
176
2005-2006
39
39
42
42
42
204
2006-2007
44
44
43
45
45
221
2007-2008
35
35
40
40
40
190
Grand Total
188
188
207
209
209
1001
7. Government Boys High School Qasimabad Taluka Qasimabad
Detail of Teaching Staff
No. of Head Masters
No. of High School Teachers
No. of Junior School Teachers
No. of Oriental Teachers
No. of Drawing Teachers
No. of Physical Teachers
Total Staff
01
10
07
02
02
01
23
Class-Wise Enrollment of Students
Year
Class VI
Class VII
Class VIII
Class IX
Class X
Total No. of Students
2003-2004
69
82
82
89
89
411
2004-2005
78
80
80
80
80
398
2005-2006
82
84
88
89
89
432
2006-2007
92
96
99
99
99
485
2007-2008
80
104
106
88
88
466
Grand Total
401
446
455
445
445
2192
