Analysis Regarding The Educational Philosophy, Pedagogies, And Outcome Of The Punjab Danish School System

Abstract

This case study delves into the multifaceted dimensions of the Punjab Daanish School System, focusing on its educational philosophy, teaching methodologies, and academic achievements. The primary objectives are threefold: firstly, to scrutinize the underlying educational philosophy shaping the System; secondly, to investigate the diverse teaching metho[1]dologies employed across its schools; and thirdly, to evaluate the academic achievements of students within the System framework. The study employs a mixed-methods approach, integrating qualitative analysis of educational philosophies, assessment of teaching methodologies, and analysis of academic performance data. The population of the study was 16 Daanish schools in Punjab. The data was collected by using Purposive sampling from stakeholders. Through interviews, surveys, and document analysis, the research aims to provide a comprehensive understanding of the Punjab Daanish school system, shedding light on its pedagogical principles, instructional strategies, and outcomes. By addressing these objectives, the study endeavors to contribute valuable insights to educational practitioners, policymakers, and researchers, facilitating informed discussions and potential enhancements within the Punjab Daanish School System and broader educational contexts.