In this age of globalization and scientific revolution, education has got more focus as a fundamental right of human. In Pakistan, substantial efforts are made, both in government and private sectors of education, to promote education. Resultantly, a huge number of educational institutions have been established. The students are the only elements for whom the whole system of education is established. Both, parents and teachers, should feel the responsibility of providing the students with all the educational opportunities for the development as conscientious citizens. This article is an extension of the work by Iqbal et al., (2020), which focuses on exploring the strategies to improve secondary education. Iqbal et. al., (2020) used QFD methodology, and found out the Needs and Demands (N&Ds) of students and their parents; and then explored the Technical Solutions (TSs) to address these N&Ds. The results showed that ‘Teaching Behavior’ was highly important TS with weight of 71, and ‘Checked through Technical devices’ with final weight 57 and “Followed Proper time table by teachers” with weight 55 remained at second and third positions respectively. If we consider weight as the priority factor, the N&D with highest weight deserves to be considered first. But, statistically, because of the random variation in the data, two TSs with different weights could be of same importance. The rationale of this article is to test the weights difference of two TSs by using the methodology developed by Iqbal et al. (2014). This will provide guideline to others education experts to test the significance of any two TSs whether they are equally important or not. If the computed difference is insignificance, they may be treated equally.
Differentiation in secondary education and inequality in educational opportunities: The case of Switzerland
