Quality of Primary Education in Bannu Division: An Analysis of Quality of Input, Process, and Output Indicators

Abstract

This study examined the achievement of Sustainable Development Goal 4 (Quality Education) targets in public primary schools of Bannu Division, Khyber Pakhtunkhwa, by examining input, process, and output quality indicators. The population comprised (N=19,272) teachers, of which 345 were selected through multistage stratified random sampling. A descriptive design was employed, using a self-developed questionnaire aligned with SDG-4, while data were analyzed through Mean and SD. Findings on input quality showed that school funds, classroom furniture, sanitation facilities, and safe drinking water were generally adequate, while the availability of instructional materials and sufficient teachers remained inconsistent. School management and administration were positively perceived, particularly in conflict resolution, student cooperation, and resource utilization, though coordination among staff members was weaker. Process quality indicators revealed that teaching practices were largely aligned with learning outcomes and supported by student-centered methods, yet gaps persisted in promoting conceptual learning and the effective use of educational technologies. By contrast, output quality indicators—such as student retention, completion, and academic performance—were mostly rated in the “Undecided” category. While proficiency in key subjects was acknowledged, broader measures of student success and preparedness for secondary education were less convincing. It is recommended that policy measures focus on equitable teacher deployment, improved provision of instructional materials, strengthened participatory decision-making, and enhanced community involvement. Greater emphasis on conceptual learning, assessment reforms, and accountability mechanisms is also necessary to raise student outcomes and move closer to achieving SDG 4 targets.