Policy vs. Practice: Teachers' Perspectives on FGEIs' Revised Examination Scheme 2013 in Pakistan

Abstract

The research aimed at exploring the disconnect between the Federal Government Educational Institutes' 2013 revised examination scheme policy and its actual implementation (Cantt & Garrison), Pakistan, from the teachers' perspectives. They did a descriptive quantitative study. They collected data using self-administered questionnaires from 350 teachers of the Wah area. They analyzed the data through percentages, mean scores, standard deviation, and one-sample t-test. They revealed a significant policy-practice gap. Pre-examination arrangements were rated fairly good (M=3.68). However, control and conduct (M=2.46), post-examination activities (M=2.57), and research and development concerns (M=2.39) were all rated below satisfactory. Only 19.4% of teachers worked as examination heads, and 63.1% were not lucky enough to attend refresher courses. The paper argues that even though the two-term examination system was theoretically good, the administration was not effective in its practical implementation. Among other things, recommendations are made to strengthen leadership positions, implement computerized result processing, and make professional development programs compulsory.