Cluster School System
Understanding Barriers and Uptake of Effective Education in Rural Areas of Pakistan
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https://doi.org/10.5281/zenodo.17046879Abstract
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This study examines the barriers and uptake of the cluster school system in remote areas of Taluka Kingri, District Khairpur Mir, Sindh, Pakistan. The cluster-based schooling, which groups geographically nearby schools to foster collaboration, shared resources, and decentralised decision-making, is a feasible system to uplift educational outcomes in resource-constrained settings. Using a qualitative case study method, data were collected through semi-structured interviews with eight participants from the Ahmedpur cluster hub school. Using Thematic Analysis, key areas were found, including rural educators' professional development, collaboration, resource availability, stakeholders' engagement, and educational needs of the 21st century. While respondents highlighted many barriers such as limited infrastructure, lack of resources, poor policy implementation, gender inequalities, travel difficulties, especially for female educators in remote areas and local political interferences. The respondents recommended that this system align with 21st-century educational goals. The Sindh government needs to implement a Clear policy and provide proper resources.
Keywords:
Cluster school system, Policy implementation, Professional development, Resource constraints, Rural educationReferences
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