## 5 Discussion
Classification into high, medium, and low support levels could also help to illustrate the relationship between variables and classification levels. More importantly, it could highlight the importance of going beyond single-variable, single-threshold early warning systems (e.g., systems that focus on only one KPI), which overlook complex interactions among predictors. One variable is not sufficient to predict measurements of public school performance. The proposed model based on ANN produces more accurate prediction values than the other existing approaches because of its heuristic learning and correctiontechnique. The proposed work was developed on the basis of a bio inspirational approach for increasing the performance of the prediction process. ANN assigns weights based on trial and error during the training phase. This proposed work utilised the knowledge of the genetic algorithm to assign the weights of the hidden nodes, and thus its expected outcome and the actual outcome were closely matched. Hence, the proposed model's error rate is very low compared to other algorithms, while its prediction accuracy is also greatly improved. On the map of the world, Pakistan is facing severe social, demographic, and educational disparities. It is ranked 143 rd out of 144 countries on the Global Gender Gap (GGG) index with a score of 0.546, the worst in South Asia [55]. Among South Asian counties, Pakistan's performance in education is not reasonably satisfactory. Moreover, its educational disparities are higher, and significant efforts towards alleviating them have not been observed. Pakistan consists of five provinces, of which Punjab is the most populous. Punjab accounts for more than 56 percent of Pakistan's total population and 52 percent of its gross domestic product. Punjab consists of nine divisions and 36 districts. In Punjab, demographic disparities exist among the various districts [56]. Lahore (its developed district) ranks first and Muzaffargarh (underdeveloped district) last on the Human Development Index. In terms of educational disparities measured in average years of schooling, Muzaffargarh is more deprived, with 4.41 years for males and 1.95 for females, contrary to Lahore, with an average of 8.5 years of education for males and 7.34 years for females. The same trend is found in all other provinces [57]. One of the probable reasons might be the strong family system in Pakistan, which places all economic responsibility on males, whereas females are not supposed to earn or spend within the family. Hence, education, whose primary purpose is to help secure jobs and livelihoods, might be male-focused. In addition, cultural values in Pakistan do not support the unrestricted mobility of females. They must be accompanied by male members of their families when travelling. Thus, the preferences for educating females are lower within a family. Such values are stronger in rural areas, where education appears to be considered a luxury for girls. Consequently, many females discontinue their education after exhausting the available resources in their hometowns, leading to educational disparities. The Annual Status of Education Report: Pakistan (ASER-PAK) 2018 presented the current education status in Pakistan in all aspects. Even if we only consider the report for the most advanced province in Pakistan, Punjab, it cited 11% absenteeism among children and 13% among teachers still in public schools. Only 31% of teachers had graduated from an institution, while 59% had obtained professional qualifications or bachelors degrees in education. Regarding school facilities, 79% of public schools had computer labs, and 83% had a library facility. Furthermore, only 2% of primary schools lacked toilets, while 4% were without drinking water. Other factors such as a lack of grants to schools, insufficient classrooms, fewer playgrounds, etc., are also detailed in the report [58]. Such surveys have been performed in the past with attention to specific institutions or regions and considering a limited set of institutional parameters [7; 8].