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National Education Policy -2016Consultation SessionBahawalpur

Youth, Students, Teachers, Civil Society, Media, Educationists

By:Mrs. Huma Zia Faran (Assistant Manager, Annual Status of Education Report)Prof. Jamil Najam (Former Director Public Instruction Punjab)Rana Munir Azam (Former Additional Director Public Instruction Punjab)National Education Policy- Chronology of Policies 1947-2015 Constitution of Pakistan Article 25-A - 2010Right to Education

The State shall provide free and compulsory education to all children of the age five to sixteen years in such manner may be determined by law.Revision of National Education Policy Pakistan still falling short on its commitment to achieve Universal Primary Education (UPE) and desired literacy rates.

The need to review the NEP 2009 is essential so we can:

match and upgrade decision making aligned to the devolved provincial set up and in light of article 25-A

Address areas previously neglected in NEP 2009-e.g.Special/inclusive Education; ICTs; Technical and Vocational Education

Integrate the upcoming Sustainable Development Goals (SDGs) especially SDG# 4 and its 10 targets for education (to be finalized September 2015 globally) ; this replaces the MDGs. Sadly Pakistan remains off track to meet the MDGs (Goals 2 on UPE and 3 on Gender Equality )

Identify the role of the community as a major support and accountability forum

Government Recommended Framework The federal government has proposed a set of these general guidelines

Revision of the vision, mission, and objectives of the policyAll chapters to be revised in light of the 18th amendmentThe new policy document will be theme specific rather than subsector specificPolicy should be accompanied by an implementation framework, annual targets, and estimated costs

Vision NEP 2009 Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.

(Aims and Objectives of the NEP 2009 can be found on page 17 of the policy document.)

NEP 2009 themes NEP 2016- proposed themes/areas National Education Policy: Challenges and DeficienciesAccess for all levels (ECE to Higher Education incl. TVET, NFE/Literacy- mindful of inclusive education, public and private sector/madrassahs) Fulfilling the Commitment GapQuality (for all Levels underscoring learning outcomes and ICTs in all delivery systems) Fulfilling the Implementation GapPublic Private Partnership at all levels/services Islamic EducationMedium of Instruction challenges Language Issues Broadening the Base and Achieving AccessTeaching of Foreign Languages- English /Others Raising the Quality of EducationRevival, Strengthening, and Activation of the role of National Cadet Core, Boys Scout, and Girls GuideStrengthening Skill Development and InnovationIslamic EducationHigher EducationSports, Games- Life Skills Based Education (LSBE) Implementation FrameworkCoordination and LinkagesThe State of Pakistans EducationPolitical Will and CommitmentResearch, Training, and Database CreationManagement/Administration/Monitoring of the Respective Sub-Sector of EducationNational Commitments 25 A; its rules/implementation- in each province/areaGlobal Commitments and Trends SDGs ICTs- Climate Change: Knowledge creation & management Sustainable Development Goals (SDGs) End poverty in all its forms everywhereEnd hunger, achieve food security and improve nutrition and promote sustainable agricultureEnsure healthy lives and promote well-being for all agesEnsure inclusive and equitable quality education and promote life-long learning opportunitiesAchieve gender equality and empower all women and girlsEnsure availability and sustainable management of water and sanitation for allEnsure access to affordable, reliable, sustainable and modern energy for all Promote sustained growth, inclusive and sustainable economic growth, full and productive employment and decent work for all Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovationSDGs ContdReduce inequality within and among countriesMake cities and human settlements inclusive, safe, resilient, and sustainableEnsure sustainable consumption and production patternsTake urgent action to combat climate change and its impactsConserve and sustainably use the oceans, seas and marine resources for sustainable developmentProtect, restore and promote sustainable use for terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity lossPromote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levelsStrengthen the means of implementation and revitalize the global partnership for sustainable development

Like MDGs 2 targets and EFA 6 goals we have SDG 4 and 10 targets SDG Goal 4: Ensure inclusive and equitable education and promote life-long learning opportunities.4.1.by 2030 ensure all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes (Right to Education)4.2.by 2030 ensure all girls and boys have access to quality early childhood development, care and pre-primary education so they are ready for primary education (Early Childhood Education)4.3.By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university4.4.By 2030, increase by [x] per cent the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship4.5.By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations4.6. By 2030, ensure that all youth and at least [x] per cent of adults, both men and women, achieve literacy and numeracy4.7.By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of cultures contribution to sustainable development4.a.Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.b.By 2020, expand by [x] per cent globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.c.By 2030, increase by [x] per cent the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing StatesBreakout Session GroupsQuality and Access discussed for each sub-sector Vision and Mission core principles Early Childhood Education Primary Education Secondary Education TEVT and Special Education NFE and Adult For above curriculum, textbooks, supplementary materials teacher education, assessment, ICTs enabled learning, protection/LSBE, ethics, citizenship education, inquiry based learning pedagogies etc. Governance and FinancingMadrassasInclusive/special educationGuidelines for Analysis and Policy Recommendations Implementation of Rights to Education 25AIntegration of SDG4 and targets in the NEP 2016Issues and recommendations for quality and learning/assessment in each sub-sector ECE.. To Secondary/NFE literacy TVET/etc. Teacher Education Pre and In-service Licensing and certification Issues of access across each thematic area- norms of school construction, space and buildings/facilities Protecting our children child rights non-discrimination- ending child marriages in Sindh - measures for emergencies Role of technologies/ICT in improving learning/governance How to integrate climate change; Life skills based education (LSBE) protection/human rights and citizenship in teacher education, classrooms and schools Governance of education system: SMC/School Council; District; Provincial level and strong M&E Systems Scope of Public Private Partnerships in public sector service delivery all levels; quality and financing systemsFinancing of education raising the budgets and utilization

Strategic FrameworkSchool Reforms Road Map

Some initiatives are as follows:

100 % enrolment of all children of school-going age 100 % retention of all enrolled students up to the age of 16 Free, compulsory and internationally competitive education for all Merit-based recruitment and management of staff Targets for officers and ranking of districts on targets Transparent selection of officers and their retention linked with targets; and Incentives for good performance

Quality (For All Groups)Lack of output and outcome-focused interventionsTeacher adequacy in sector/recruitment systems (lack of head teachers primary /elementary levels).Poor quality of teachers with lack of observation of standards for recruitment. Traditionally there has been no linkage of teacher training with outputs to assess impact of training. Teacher Education (pre-service) and training systems(in-service); Substandard and unregulated pre-service teacher education remains a more serious concern. Textbooks: relevance, diversity, alignment to National Curriculum/ new versions SLOs etc.

Integration of Inclusive ed; Life Skills Based Education (LSBE); Climate Change; Environment; Child & Human Rights; Protection; Tolerance/ peace; heritage; demographics/ population.

There are no standards for examination procedures.

Standards to prepare and evaluate quality textbooks need to be developed. Capacity development of authors and editors towards student-centered activity.

Role of, and support to technology enabled learning solutions and innovations. What are the gaps and challenges of Quality?

Access (For All Groups)The recent enrolment drive has increased enrolment levels but the ability to retain the numbers will be a key factor. Gender disparities are also not very stark at the overall provincial level but differentials exist across districts. Role of private sector on its own resources/support through the education foundation; Facilities and norms in schools e.g. Number of rooms by level; need for inclusive spaces; library/resource room; ECE rooms; kitchen/store in low lying areas near rivers where emergency shelters are needed etc. What are the gaps and challenges of Access? Issues of access across each thematic area? (public sector and private sector share) Early Childhood EducationAt present no institutionalized policy on ECE exists. Education managers have limited understanding of ECE conceptsMost primary schools have no space, material and trained teachers for ECE.

Proposed Key StrategiesInstitutionalize pre-primary ECE through development and notification of a policy.Create awareness and train education managers, head teachers and teachers on ECE.Prepare plan and implement expansion of pre-primary ECE program.ECE ChallengesAllocate adequate financial resources for Early Childhood Schooling/Education.Advocate strong policies to counter the problem of inadequate and inequitable access to early childhood programs in the country. Train teachers to understand the holistic needs of early childhood education and its key indicators Develop minimum quality standards including activity based teaching learning material for ECE.

Primary & Secondary Education ChallengesFive years since the Right to Education was added to the constitution as a fundamental right in 2010 as part of the 18th Amendment. There are huge gaps in provision across primary and secondary school facilitiesLearning outcomes also remain a major challenge as illustrated annually by ASER, Pakistan (2009-2014) and other examination boards (grades 5, 8, 9, 10, 11 & 12).

TVET & Special Education ChallengesTechnical and Vocational Education suffers from perceptions of a low status sub-sector with poor access, quality and low budgets. TVET may also be under reported and needs a systematic census for strategic plan to address the youth bulge. The inadequate quality stems from low investment, poor linkage to industry and small and medium businesses, low soft skills and limitations of the curriculum and shortage of quality instructors.Expansion of facilities for Special Children in government and private schools.Teachers to be trained especially according to the needs of special children.Governance(Public Perception)Lack of integrated information systems and research-based policy planning and implementation; Ineffective monitoring mechanism has resulted in poor management and accountability; Lack of capacity in terms of technical expertise across the sector for policy making, planning, management, and delivery of inputs and processes; Lack of coordination between provincial departments and stakeholders within the sector, no cross-linkages between school education, college education, technical and vocational and literacy and non-formal education. Challenges of additional responsibilities and requirements of the provincial education department with the enactment of the 18th constitutional amendment Act, 2010. Lack of capacity and ineffective monitoring for utilizing funds, and dependency on international donors leads to non-sustainability of reform. Official role and scope of public private partnerships in public sector administrative and financing systems What are some ways of promoting Information and Communication Technologies (ICTs) in education learning, monitoring and accountability?Child/youth Protection/Life Skills: Importance of Life-Skills based education(LSBE).

What are the gaps and challenges of Governance?How can we activate school councils?How can we ensure 100% retention of students (grade 5 onwards)?What is our capability to spend large funds e.g. Non-Salary budgets (NSBs) fact sheet on NSB? How to ensure capacity for community engagement both VOICE & timely actions?What are some ways of promoting Information and Communication Technologies (ICTs) in education learning, monitoring and accountability?

Non-formal and Basic EducationEnsure greater linkage between the NFBE and formal education sectorsCreate standards and provincial-level strategies for the NFBE sectorEnsure effectiveness and quality in the NFBE sectorLife Skill Based EducationLife Skills Based Education (LSBE) has been defined by the World Health Organization (WHO) as abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life.

Life Skills Based Education curriculum covers a wide range of topics in a culturally appropriate manner including: physical development; gender equality; marital rights and birth spacing; harassment and violence; protection from diseases, effective communication, decision making abilities and negotiation skills, family life education (FLE) and population education. Equality through Inclusive EducationInclusive education means that all students should be educated together to the same high standards irrespective of their gender, faith, ethnic, cultural or economic background or physical or intellectual capacities. Voice of TeachersStandardizing Teachers Qualification teachers licensing.Taxonomies:Bloom TaxonomySolo TaxonomyRecruitment policiesTeachers Training Most in-service training is funded by donors under specific projects and is not the result of an overall needs assessment.Normally the same set of teachers repeat training.Training is carried out without follow up or monitoringMost training focuses on pedagogy rather than content.

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