“Through Education only we can safeguard our interests and rights”

( Nawab Aslam Raisani )Chief Minister Balochistan

Speech at Lahore (November 10, 2010)

Enlightenment Submerged in Darkness Whole Education System is derailed Schools in rural areas are closed Teachers are absent Low enrolment and High drop outs Highly politicized environment Deptt hostage of Unions No free hand

Our Schools

Non Friendly Absence of facilities Lack of reading writing material Education is teacher centerd not

student Teacher is absent Culture of evizi

Our Teacher

Mostly are recruited without merit Untrained- unmotivated Low competencies Absent from duty- still getting pay Part of Unions Member of political Parties

Our Students

Mostly are not attending schools No learning Promoted at the end of year No assessment Mind set is peculiar- they just want to get

degree They have never been taught value of

learning knowledge- just know value of degree

Symbol of Rote learning- producing stagnant minds

contd

We are spending 17 b rupees To not to teach

Situation Analysis

More than half of the school going age children are out of school..

74% of enrolled school age children never completed primary schooling.

82% women of 10+age are illiterate against 60% of illiterates in total population.

Huge gender disparity, ratio of enrolled girls against boys is 1:1.6.

10% of existing schools do not have a building (shelterless schools).

Over 50% of existing schools are single teacher schools.

Critical Statistics (Contd-2) Huge gap between primary and middle

level schools, ratio being 1:13. Over 70% of the teaching staff has not

under gone any kind of in-service training. 35% literacy rate vs country’s 55% is the

lowest among the provinces and the areas. More than half of the settlements do not

have any school. Less than 2% of the total education budget

is allocated as operational cost. No budgetary provision for in-service

training.

Critical Statistics (Contd-3)

There dose not exist any centre of excellence in the entire provincial education system.

No incumbent with M.Phil / PhD qualification exists in the teaching staff of school and teacher education system.

District Admin set up almost moribund

Sources :

Pakistan Social and living standards Measurement (PSLM) 2007

Balochistan Education Management Information System ( BEMIS) 2009- 2010

Missing Facilities

• 5, 475•

(46.2%)

• 6,729• (57%)

• 6,188•

(52.22%)

• 3375•

(29%)

• 1,050•

(8.82%)

Some Good Policy Interventions

Time Scale Award to all School & College Teachers

Recruitment of 5000 teachers under Aghaz-e- Haqooq-e-Balochistan Package

Allocation of Rs. One billion for repair and rehabilitation of existing educational institutions

Introduction of Benazir Bhutto scholarship scheme for deserving students of Balochistan

contd

Establishment of Policy Planning & Implementation (PPIU)

Introduction of Associated Degree in Education (ADE) Program in two Teachers Training colleges

Extension of Existing Endowment Fund Scholarship Scheme with introduction Punjab Education Endowment Fund

Educational InstitutionsInstitutions Male Female Total

Primary Schools 7,485 2,856 10,341

Middle Schools 583 279 862

High Schools 449 134 583

Inter Colleges 32 21 53

Degree Colleges 23 07 30

Residential Colleges 03 - 03

Polytechnic / Monotech 01 01 02

Cadet Colleges 04 04

Commerce College 01 - 01

College of Physical Education 01 - 01

Colleges under construction/in pipe

lineInstitutions Male Female total

Intermediate Colleges

05 01 06

Degree Colleges

03 07 10

Cadet Colleges 07 - 07

Balochistan Residential Colleges

02 - 02

Polly Technical Institutions

07 - 07

Mono Technical Institutions

01 - 01

Institutions Male Female total

Intermediate Colleges

05 01 06

Degree Colleges

03 07 10

Cadet Colleges 07 - 07

Balochistan Residential Colleges

02 - 02

Polly Technical Institutions

07 - 07

Mono Technical Institutions

01 - 01

No of Teachers (schools)

Cadre Male Female Total

1. JVT 18,244 8,944 27,188

2. JET 3,013 1,060 4,073

3. M / Q 1,158 308 1,466

4. JAT / SAT 1,143 375 1,398

5. DM / SDM 1,079 395 1,474

6. SST (Gen) 2,129 893 3,022

7. SST (Science) 1,461 523 2,207

8. PTI 1,005 382 1,387

Total: 29,232 12,880 42,112

Number of Teachers (Colleges)

Category Male Female Total

1 Professor (B-20) 14 05 19

2 Associate Professor (B-19)

212 80 292

3 Assistant Professor (B-18)

480 182 662

4 Lecturer (B-17) 812 361 1173

5 Lecturer Phy. Edn./DPE (B-17, 18, 19)

50 35 85

Total 2231

Non-Teaching Staff

1370

WHY SO DISMAL IT PORTRAYS

Geographical, Cultural and Political Challenges

Resources Constraint Administrative Factors Planning incapacities

1. Geographical, Cultural & Political Implications

Scattered population in widely spread area of the province

Long distances from home to school Political involvement in teacher

appointment, transfer and posting Social and cultural taboos especially for

female education Multi lingual and multi culture

composition of society with different values and norms are hindrance for consistent policy and uniform education standards

2. Resources Constraints a) Physical Resources

Insufficient number of educational facilities to provide access to all

Insufficient number of teacher education institutions for professional development

Educational institutions lack basic physical facilities to provide better learning environment

Non provision of learning material, furniture and educational equipment on regular and need basis

During 08 years of devolved system above aspects have been totally neglected

b) Human Resources

Shortage of qualified and trained teachers especially female teachers

Lack of capacity of education planners, monitors, managers and IT experts

Lack of specialized human resource for curriculum development, textbook writing and teachers training

Unprepared and ill motivated teacher

c)Teaching Learning Resources Curriculum not in harmony with the needs,

interest and abilities of the students Inadequate knowledge of both content area

and pedagogy especially in child psychology and human development perspective

Poorly designed textbooks and curricula Teaching learning process is based on rote

learning and does not promote reasoning, inquiry and critical thinking among students

3. Administrative Factors

Lack of capacity in Planning, Management and utilization of funds.

Improper allocation of funds specially for operational cost including Monitoring, assessment & evaluation.

Lack of effective supervision and poor administration and supervisory role.

Centralized administrative system. No powers whatsoever for the Head of Primary Institution.

Long, slow and complicated official procedure halts the decision making processes.

Administrative Factors (Contd) No accountability specifically for most

damaging practices like absenteeism and excessive unionism encroaching codes of ethics and conduct

Bad governance on part of all the tiers of educational managers and academicians

Current deteriorated law and order situation adversely impacting the academic performance and educational management as a whole

Bad practices under various undesirable influences and pressures at all levels jeopardize the efforts for enforcing rule of law

Administrative Factors (Contd) Non existence of any standardized

efficiency barriers and procedure for promotion in senior positions

Contd

Conventional Examination System based mainly on memorization testing facilitates malpractices and use of unfair means. Paper setters and evaluators do not have the requisite capacity and expertise to initiate any kind of improvement and reforms

4. Planning

Scarcity of potential planners in education system

Low level of professional capacity among available human resources in planning and management skills / expertise

Non availability of authentic data for effective planning

Lack of coordination in different tiers and level of planning

Challenges (What needs to be done) Implementation of National Education Policy

2009 All primary schools (10,000) are to be

upgraded to middle level phase wise. All high schools (Approx: 600) are to be

upgraded to higher secondary school. Introduction of English as medium of

instruction in Maths & Science for class-IV during next five years.

Over 42,000 teachers of different categories are to be imparted in service trainings in content & pedagogy in a biannual cyclic-phases.

8,000 parent teacher school management committees (PTSMCS) are to be formed & operationalized.

EFA / MDG Targets

10,000 more primary schools are to be opened to provide access to each school age child.

Existing kachi class in primary school is to be converted to Early Childhood Education (ECE) centre (Approx: 10,000).Besides all new schools to have ECE.

20,000 Non-Formal Education Schools & adult literacy centers are to be established during next 05 years.

Policy Recommendations Treat education as Development .

Funding may be enhanced especially for operational cost.

Cost effective gender free new primary schools may be opened through already successfully practiced/tested community support process (CSP) with female teacher

In future Middle Schools should be upgraded to Higher Secondary level instead of High School ( class X) level

Policy Recommendations (Contd) Existing High Schools may be upgraded

in a phased manner by introducing classes XI & XII in these schools as envisaged in Education Policy 2009.

contd

Integration of Technical Education at Secondary and Hi Secondary levels

Optimum utilization of resources- introduction of double shift

Special cash incentives for female teachers serving in rural & remote areas be introduced

Notables/ elites in the catchments areas may be persuaded to adopt one school each to raise the level of ownership

Recommendations (Policy Contd) Locally available females and retired

male/female teachers in remote areas may be hired on contract basis in relaxation of practicing rules and policy.

Appropriate transport and well furnished standard hostel facilities may be provided to the female teachers posted in rural and remote areas

Allocation of funds for professional development and different kinds of in-service trainings as part of regular development budget

Recommendations (Policy Contd) Obsolete & redundant PTC, CT, as pre

service teacher training must be replaced with the Associate Degree in Education & two years BED programs.

Recommendations (Policy contd) More administrative powers especially

hiring and firing upto School level Up gradation and Strengthening of

School Directorate Introduction of management Cadre Establishment of new district Admin set

up For effective administrative control

Education Department may be bifurcated

Recommendations (Policy Contd) Pre-requisite training and testing system

for promotion in higher grades ( B-18 to 20) may be introduced in Education system like other departments

Regulation of private institutions- separate wing under School Directorate

Community based monitoring system has to be introduced.

Contd

A clear cut workable transfer policy should be enforced with out any compromises

Establishment of District Scholarship scheme to be funded through MPA Fund

Introduction of Best Teacher Award as an incentive to raise performance level

A consolidated PC1 approach- along with revenue cost and provision of SNE

Recommendations For BISE

Four independent Examination Boards may be established in place of sub offices of BISE

More Examination Halls may be constructed with provision of adequate furniture

Special provisions be made for initiating reforms in the existing Examination system by introducing “tests” based on new curriculum and student learning outcomes (SLOs) instead of rote learning through text books. Capacity building programs of paper setters and Examiners may also be arranged

Recommendations For BISE (Contd)

Vigilance teams with well defined TORs and appropriate powers should be constituted as integral part of reformed system to check the ill practices in conduct of examination.

Text Books Recommendation

Publishers from open market should also be allowed to print and provide textbooks to BTBB

Recommendations (Planning)

More donors and partners may be attracted for assistance in a more coordinated and well planned manner and the resources/ funding so provided must be used efficiently and economically.

A comprehensive Education Sector Plan (ESR) is inevitable for the purpose.

Private sector be encouraged Establishment of Teacher training

colleges and Technical & Vocational institutions in all the districts

Recommendations(Planning Contd) Existing PPIU in Education Department

must be supported & strengthened

Recommendations (Strategic Contd) Exposure visits of students and

teachers to renowned and prestigious institutions of other provinces, areas and Federal Govt. should be arranged on regular basis

Seats allocation for the province in

Professional and other institutions of different provinces should be enhanced

More efforts and interventions may be put to strengthen the Public Private Partnership

What we need

A well motivated teacher

Improvement can be made

25 to 30 percent improvement can be achieved by better management

our requirement

Good Governance A Long Term Vision Political commitment and Ownership Girls Education Focused Strategy Integrated planning Effective Management and Monitoring Free Hand

Essential Service

Can we achieve our objective by declaring it as an ESSENTIAL SERVICE

THANK YOU