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Highlights of Article 25A and SDG 4

This article provides a summary of the education challenges in Sindh, highlights of the Sindh Right to Free & Compulsory Education Act 2013, and the alignment of SDGs with the Act. It discusses issues such as access, quality, equity, curriculum revisions, teacher selection, capacity issues, and budgetary issues.

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Highlights of Article 25A and SDG 4

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  1. Highlights of Article 25A and SDG 4 Prepared by: Mumtaz Pirzada and Hafsa Alvi

  2. Agenda • Summary of Education Challenges in Sindh • Highlights of Article 25 A -“Sindh Right to Free & Compulsory Education Act 2013 ” • SGDs in Sindh -Mapped to Sindh RTE Act 2013

  3. Summary of Challenges • Access, quality and equity continue to be challenging • Most implementation of SESP 2014-2018 on high level work • Curriculum revisions, standards and policy development • Selection of teachers on NTS/merit was an important step • Capacity issues are not addressed • Especially, the district level and below • Critical targets on outputs like NER, student learning outcomes have not been achieved • Important input targets like requisite number of teacher recruitment not achieved • Budgetary issues • SESP is still not utilized effectively as the overarching anchor document as the primary document for planning, monitoring and evaluation

  4. Estimates of Out of School Children in Sindh

  5. Causes of Low Access Indicators Opportunity Cost Quality

  6. Learning Scorecard Source ASER Source: PEAC/DCAR Source: SAT Scores for Primary

  7. Causes of Poor Learning Research vacuum Absence of comprehensive standards

  8. The Sindh Right of Children to Free and Compulsory Education Act 2013Sindh Right of Children to Free & Compulsory Education Act –Rules 2016The First Province to Enact 25 A and Make Rules

  9. Sindh Right of Children to Free and Compulsory Education Act, 2013 To provide free and compulsory education to all children of 5-16 years. This act has 08 chapters and 30 articles with sub sections.

  10. Chapters: 1, 2, 3, 4, 5

  11. Chapter 6,7, 8

  12. Rules of Business 2016- Sindh Right of Children to Free and Compulsory Education Act 2013 • Government of Sindh, in reference to powers sanctioned by section 30 (1) of Sindh Right to Free and Compulsory Education act 2013, confirmed the Rules of Business to implement Right to Education in Sindh. • An elaborate document

  13. Alignment between the Act and Rules of Business ( School Management Committee ) Article 16 : The Act states that The school management committee shall meet at least three times in an academic year. (3) The school management committee shall perform the following functions, namely:- (a) monitor the general working of the school; (b) ensure that the prescribed norms and standards are observed; (c) ensure that the education policy of the Government is implemented; (d) prepare and recommend the School Improvement Plan (S.I.P) (e) monitor the utilization of the aids and grants received from the Government or any other source; and (f) perform such other functions as may be prescribed or entrusted to it by Government or by the management committee itself. The Rules of Business state that • The RTE Act Sindh empowers the SMC that if parent is failed to send his child to school finds irresponsible even after hearing may lead to conviction that may extend to three months imprisonment and fine and in some cases both. Furthermore the rules clarify the SMC is subdivide into the two categories • 1. School General Body • 2. School Executive Committee • The General body comprises of the all the parents whose children are studying in the school, all the teachers including head teacher working in the school and all the students of two highest grades. Whereas the General Body will conduct the election of executive committee members, approve the SIP prepared by Executive committee, Oversee implementation of the SIP and other general things required for the betterment of school.

  14. UN Sustainable Development Goals (2030) • “The Sustainable Development Goals (17) are a call for action by all countries – poor, rich and middle-income – to promote prosperity while protecting the planet. • They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection.”

  15. LINKING Education SDG 4 with all 16 SDGs“Let no one be left behind” –LNOBLB & 25 A SDG 4 Lies at the Heart of the other16 SDGs – it is a foundational pillar for Sustainable Development

  16. Sustainable Development Goals and Right to Education 25 A /Laws

  17. SDG 4 & Targets Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”; SDG 4 Targets • Universal Primary and Secondary Education: Ensure all girls and boys complete free, equitable, quality primary and secondary education • Early Childhood Development and Universal Pre-primary Education: Ensure all girls and boys have access to quality early childhood development, care and preprimary education • Equal Access to Technical/Vocational and Higher Education: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university • Relevant Skills for Decent Work: Substantially increase number of youth and adults with relevant skills for employment, decent jobs, entrepreneurship • Gender Equality and Inclusion: Eliminate gender disparities in education, ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

  18. SDG 4 Target & Means of Implementation • Universal Youth Literacy: Ensure all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy • Education for Sustainable Development and Global Citizenship: Ensure all learners acquire knowledge and skills needed to promote sustainable development through education for sustainable development and lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity 4a. Effective Learning Environments: Build and upgrade child, disability and gender sensitive education facilities; provide safe, non-violent, inclusive and effective learning requirements for all 4b. Scholarships: By 2020, substantially expand number of scholarships available to developing countries, particularly least developed countries, for enrolment in higher education in developed, other developing countries 4c. Teachers and Educators: Substantially increase supply of qualified teachers, including through international cooperation for teacher training in developing countries

  19. Federal and Provincial SDG Units • -After the endorsement ofSDGs 2030 and Goal 4 on education targets which were crafted at the Incheon World Education Forum (2015) and adoption of the Framework For Action (FFA) by UNESCO in Nov 2015 for “equitable and inclusive quality education for all”, the SDG alignment process was initiated. • - The MoFE&PT held its first session in Sindh with the SELD and its Reform Support Unit (RSU) in 2016 December with all stakeholders (CSO, Private Sector Government, and Development Partners) to unpack the SDG 4, its targets, indicators (nascent). • -Followed up by successive meetings with Provincial Technical Working Groups formed to identify common areas of SESP and the gaps in achieving SDGs/4 • -The responsibility for owning and implementation of the SDGs and SDG 4 is being coordinated by the Ministry of Planning, Development & Reforms (PD&R) and its counterparts at provincial levels along with the line ministries and departments • -. In Sindh the SDGs and SDG 4 architecture blends well with the P&D Board and line Departments aligned to the Sindh Education and Literacy Department (SELD) to effectively integrate and implement the SDG 4. • -The Sindh Right to Free and Compulsory Education Act 2013 and its rules 2016/17 is a strong platform for education as a fundamental right; it upholds major areas of SDG 4 goal, targets (7) and means of implementation (3). • -& Reinforced by the Sindh Education Sector Plan (2014-2018/19) and the successor SESP (2019-2023) embedded in 25 a and SDG4. - In 2019 Pakistan presenting its Voluntary National Report (VNR) to the High Level Political Forum (HLPF) at the UN (July 2019)on the following SDGs: • SDG 4, 8, 10, 13, 16 17

  20. Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas

  21. Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas

  22. Key Actions Required • Discussion & Outcomes

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