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Enlightenment Submerged in Darkness

“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

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Enlightenment Submerged in Darkness

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  1. “Through Education only we can safeguard our interests and rights”( NawabAslamRaisani )Chief Minister Balochistan Speech at Lahore (November 10, 2010)

  2. 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

  3. Our Schools • Non Friendly • Absence of facilities • Lack of reading writing material • Education is teacher centerd not student • Teacher is absent • Culture of evizi

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

  5. 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

  6. contd • We are spending 17 b rupees • To not to teach

  7. 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.

  8. 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.

  9. 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

  10. Missing Facilities No Boundary No Drinking No Electricity No Toilet No Building Wall Water • 6,729 • (57%) • 6,188 • (52.22%) • 1,050 • (8.82%) • 3375 • (29%) • 5, 475 • (46.2%)

  11. 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

  12. 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

  13. Educational Institutions

  14. Colleges under construction/in pipe line

  15. No of Teachers (schools)

  16. Number of Teachers (Colleges)

  17. WHY SO DISMAL IT PORTRAYS • Geographical, Cultural and Political Challenges • Resources Constraint • Administrative Factors • Planning incapacities

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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.

  23. 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

  24. Administrative Factors (Contd) • Non existence of any standardized efficiency barriers and procedure for promotion in senior positions

  25. 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

  26. 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

  27. 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.

  28. 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.

  29. 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

  30. 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.

  31. 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

  32. 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

  33. 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.

  34. 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

  35. 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.

  36. 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

  37. 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

  38. 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.

  39. Text Books Recommendation Publishers from open market should also be allowed to print and provide textbooks to BTBB

  40. 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

  41. Recommendations(Planning Contd) • Existing PPIU in Education Department must be supported & strengthened

  42. 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

  43. What we need • A well motivated teacher

  44. Improvement can be made • 25 to 30 percent improvement can be achieved by better management

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

  46. Essential Service • Can we achieve our objective by declaring it as an ESSENTIAL SERVICE

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