FINAL:28NOVEMBER2011

POLICYANALYSISOFEDUCATIONINBALOCHISTAN

CompilationandAnalysis by AbdusSamiKhan

for
UNESCOIslamabad,Pakistan

Abbreviations
AIOU B.A B.E B.Ed B.Sc BACT BEF BEMIS BISE BOC&ES BPSC BTBB BUITEMS CIDA CPD CT DFID EFA ESR GAT GDP GRE HEC IDSP JBIC M&E M.Ed M.Phil MBA MBBS MDGs NCHD NEAS NEC NEF NEMIS NEP NER NFBE AllamaIqbalOpenUniversity BachelorofArts BachelorofEngineering BachelorofEducation BachelorofScience BalochistanAcademyforCollegeTeacher BalochistanEducationFoundation BalochistanEducationManagementInformationSystem BoardofIntermediateandSecondaryEducation BureauofCurriculumandExtensionServices BalochistanPublicServiceCommission BalochistanTextBookBoard Balochistan University of Information, Technology, Engineering and ManagementSciences CanadianInternationalDevelopmentAgency ContinuousProfessionalDevelopment CertificateofTeaching DepartmentForInternationalDevelopment;GovtofUK EducationForAll EducationSectorReform GraduateAptitudeTest GrossDomesticProduct GraduateRecordExamination HigherEducationCommission InstituteforDevelopingStudiesandPractices JapanBankforInternationalCooperation MonitoringandEvaluation MasterofEducation Master ofPhilosophy MasterofBusinessAdministration BachelorofMedicineandBachelorofSurgery MillenniumDevelopmentGoals NationalCommissionforHumanDevelopment NationalEducationAssessmentSystem NationalEducationCensus NationalEducationFoundation NationalEducationManagementInformationSystem NationalEducationPolicy NetEnrolmentRate NonformalBasicEducation

NGO NOC NTBP NTS NUML PEACE PhD PITE PPIU PSDP PSLMS PTC SBKWU SCSPEB SLO UNESCO UNICEF UOB USAID WB WFP

NonGovernmentOrganization NoObjectionCertificate NationalTextbookPolicy NationalTestingService NationalUniversityofModernLanguages ProvincialEducationAssessmentCentre DoctorofPhilosophy ProvincialInstituteforTeacherEducation PolicyPlanningImplementationUnit PublicSectorDevelopmentProgramme PakistanSocialandLivingStandardsMeasurementSurvey PrimaryTeachersCertificate SardarBahadurKhanWomenUniversity SocietyforCommunitySupportforPrimaryEducationinBalochistan StudentLearningOutcomes UnitedNationsEducational,Scientific&CulturalOrganization UnitedNationsInternationalChildrensFund UniversityofBalochistan UnitedStatesAgencyforInternationalDevelopment WorldBank WorldFoodProgramme

TABLEOFCONTENTS EXECUTIVESUMMARY 1

CHAPTER1:BALOCHISTANSDEVELOPMENTCONTEXT 5 CHAPTER2:EDUCATIONPOLICYINBALOCHISTAN 10 CHAPTER3:KEYISSUESINSCHOOLEDUCATION1: ACCESS 14

3.1OVERARCHINGISSUES 3.2PREPRIMARYANDEARLYCHILDHOODEDUCATION 3.3ELEMENTARYEDUCATION 3.4SECONDARYLEVEL 3.5PRIVATEANDOTHERSCHOOLS 3.6SPECIALEDUCATION 3.7AFGHANREFUGEECHILDREN 3.8IMPLEMENTINGARTICLE25A 3.9LITERACYANDNONFORMALEDUCATION 14 16 18 22 24 27 29 30 31

CHAPTER4:KEYISSUESINSCHOOLEDUCATION2:THE QUALITYFACTORS 38
4.1TEACHERS 4.2CURRICULUMANDTEXTBOOKS 4.3ASSESSMENTS 4.4SCHOOLENVIRONMENT 4.5QUALITYINOTHERSCHOOLTYPES 39 44 47 49 50

CHAPTER5:TERTIARYEDUCATION
5.1HIGHEREDUCATION 5.2TECHNICALANDVOCATIONALEDUCATIONANDTRAINING

54
54 64

CHAPTER6:INTERNATIONALCOMMITMENTSIN EDUCATION 69
6.1EFADEVELOPMENTINDEX(EDI) 6.2THEMDGINDICATORS 6.2BASICORPROXYINDICATORSFOREFA 6.3SUMMARYOFPROGRESS 69 71 72 78

CHAPTER7:FINANCIALANDBUDGETARYANALYSIS80
7.1:BUDGETANALYSIS 7.2:COSTEFFICIENCY 7.3THEFUTURECHALLENGE:ARTICLE25A 80 82 84

CHAPTER8:INTERNATIONALSUPPORTTO BALOCHISTAN

90

CHAPTER9:BALOCHISTANSMEDIUMTERM DEVELOPMENTNEEDS 96 ANNEX:

EDUCATIONANDTHE18THCONSTITUTIONALAMENDMENT EFAGOALS:CALCULATINGEDIANDEFAINDICATORS DISTRICTANDLEVELWISEPERCAPITACOST

96
I II III

TABLES,FIGURES&BOXES

TABLES TABLE1.1PROVINCIALCOMPARISONOFEDUCATIONENDOWMENTS TABLE1.2REVENUERECEIPTSOFTHEGOVERNMENTOFBALOCHISTAN TABLE3.1COMPARATIVENETENROLMENTRATES(NER) TABLE3.2PUBLICSECTORSCHOOLSINBALOCHISTAN TABLE3.3TRANSITIONRATES TABLE3.4KATCHIENROLMENTINBALOCHISTAN TABLE3.5NETENROLMENTRATEPRIMARY(WITHOUTKATCHI) TABLE3.6COMPARISONOFPRIMARYNER(MALE&FEMALE) TABLE3.7PRIMARYGERFORINCOMEQUINTILES TABLE3.8NETENROLMENTRATE(MIDDLE) TABLE3.9COMPARISONOFMIDDLENER(MALE&FEMALE) TABLE3.10MIDDLEGERANDINCOMEQUINTILES TABLE3.11NETENROLMENTRATE(SECONDARY) TABLE3.12COMPARISONOFSECONDARYNER(MALE&FEMALE) TABLE3.13SECONDARYGERANDINCOMEQUINTILES TABLE3.14APRIVATESCHOOLSINBALOCHISTAN200910 TABLE3.14BENROLMENTESTIMATESOFPRIVATESCHOOLS TABLE3.15SCHOOLSSUPPORTEDBYBALOCHISTANEDUCATIONFOUNDATION TABLE3.16MADRASSASINBALOCHISTAN TABLE3.17RESIDENTIALCOLLEGESENROLMENT TABLE3.18DISTRICTSWITHMAXIMUMAFGHANREFUGEESPOPULATION TABLE3.19TARGETSFORARTICLE25A TABLE3.20LITERACYRATESCOMPARISON TABLE3.21PROGRAMMESRUNBYTHEDIRECTORATEOFLITERACY TABLE3.22IMPACTOFNCHDSLITERACYPROGRAMME TABLE3.23ADULTLITERACYINBALOCHISTAN(10+) TABLE3.24INCOMEANDLITERACYRATES TABLE4.1TEACHERSBYGENDER,LOCATIONANDLEVEL TABLE4.2MISSINGBASICFACILITIESINGOVERNMENTPRIMARYSCHOOLS TABLE5.1UNIVERSITIESINBALOCHISTAN TABLE5.2ENROLMENTIN3MAJORUNIVERSITIES TABLE5.3:COLLEGESANDENROLMENTINBALOCHISTAN TABLE5.4SOURCESOFUNIVERSITYBUDGETS TABLE5.5TVETINSTITUTIONSINBALOCHISTAN TABLE6.1RANKINGOFSELECTEDCOUNTRIESONTHEEFADEVELOPMENTINDEX

TABLE6.2A:EFADEVELOPMENTINDEXFORPROVINCES TABLE6.2B:RANKINGOFPROVINCESONEDI TABLE6.3EARLYCHILDHOODEDUCATION TABLE6.4UNIVERSALPRIMARYENROLMENT TABLE6.5YOUTHLITERACY(1524) TABLE6.6ADULTLITERACY TABLE6.7GENDERPARITY TABLE6.8QUALITYEDUCATION TABLE6.9BALOCHISTANSPROGRESSTOWARDSEFAGOALS TABLE7.1BUDGETARYALLOCATIONTOEDUCATION TABLE7.2EDUCATIONALLOCATIONAS%OFTOTAL TABLE7.3ACTUALEXPENDITUREANDSHAREOFEDUCATION TABLE7.4COSTINEFFICIENCIES FIGURES FIGURE1.1IMPACTOFREVISEDNFC FIGURE6.1UNIVERSALPRIMARYEDUCATION FIGURE6.2YOUTHLITERACYRATE(1524) FIGURE6.3ADULTLITERACY15+ FIGURE6.4GENDERPARITYINDEX FIGURE6.5SURVIVALRATETOGRADE5 FIGURE7.1ANNUALPERSTUDENTEXPENDITURE FIGURE7.2FINANCIALIMPLICATIONSOF25ASIMULATIONI FIGURE7.3FINANCIALIMPLICATIONSOF25ASIMULATIONII FIGURE7.4FINANCIALIMPLICATIONSOF25ASIMULATIONIII FIGURE7.5FINANCIALIMPLICATIONSOF25ASIMULATIONIV BOXES BOX1.1ETHNOLINGUISTICPROFILEOFBALOCHISTAN BOX4.1PTCANDCT BOX4.2ASSESSMENTQUALITYINPAKISTAN BOX5.1QUALITYOFHIGHEREDUCATIONINBALOCHISTAN


Acknowledgements

ThisreporthasbeenmadepossiblewiththesupportofthevariousdepartmentsoftheGovernment of Balochistan, especially, the Policy Planning and Implementation Unit (PPIU) of the Department of Education, Government of Balochistan. The guidance for the document design and details are owed toDr.EshyaMujahidMukhtarwhoastheNationalCoordinatorfortheexerciseprovidedveryclear guidance and advice. My gratitude to colleagues from Punjab and Sindh, Dr. Allah Baksh Malik and Dr. Sajid Ali who continued to share their various drafts which helped in my understanding of the task and also identified the shortcomings of my approach at various stages. I am grateful for the assistance of my colleagues Professor Sajjad Akhter, Haji Abdul Kareem and Mr. Aamad Yousafzai who are working with me on an overall situation analysis report for Balochistan Education for their help in data collection and feedback for this report. Finally, thanks to Mr. Arshad Saeed (Senior National Education Specialist) and Mr. Qaisar Jamali (Provincial Coordinator Balochistan) from UNESCOfortheirsupportandpatienceandalsotoMr.HabiburRehmanforhisfeedbackonvarious drafts.

ExecutiveSummary
TheDevelopmentContext

Balochistanhashighpovertylevels,weakdevelopmentindicatorsandexceptionaleconomic potential.Itsnaturalendowmentsincludemineralsandtwothirdsofthecountryscoastline but its contribution to GDP in both sectors remains much below its potential. Also, its locational advantage of neighbouring Iran and Afghanistan remains underutilised. Agriculture and livestock employ 65% of the labour force. Water scarcity forces agriculture todependongroundwater.Itisstillrecoveringfromadroughtin19982004. Development approach to Balochistan differs from the rest of the country. It consists of 5% of the countrys population and 44% of the land area. The population is scattered in 22,000 settlements spread over the terrain. Resultantly per capita expenditure on delivery of services and development reforms is higher than that in the high population density provinces. Poor communications network, badly maintained roads and limited coverage of railways,addtocostsofservicedelivery. Poor economic growth rates constrain the provinces ability for resource mobilisation. As a consequence, it has high dependence on its NFC share and federal grants. Recent review of the NFC formula has more than doubled Balochistans share in Federal divisible taxes and has provided the province with much greater fiscal space. Additionally the Federal government has also initiated payments of arrears of Gas Development Surcharge (GDS) in annual instalments of Rs. 12 billion. In 2010 the Balochistan government devised a three pronged strategy of economic growth, social sector development and financing development
EducationPolicy

Traditional Education policy in Balochistan has been a mix of nationally driven documents, donor supported projects, provincial plans and programmes and the various rules and regulations. The main national instruments are the Constitutional provisions, the National Education Policy 2009, Education Sector Reforms ESR. In addition to these overarching documents a set of area specific policy documents prepared at the national level also exist. Curriculumuntilrecentlyafederalsubjectisalsoacriticalpolicydocument. The Constitution guides education policy through Articles 25A, 31 and 37 (subsection a, b and c). Article 25A calls for free education for all children between ages 5 to 16 years, as fundamental right. The article was added as a result of the 18th Amendment to the Constitution, which has also increased the provinces responsibility. The Amendment has completely devolved education to the provinces and in pursuit of its implementation the Federal Ministry of Education has been dissolved. Article 37 and its relevant subsections focus on equity, literacy and higher education and article 31 bases education on values of faith. The other relevant policy document is the National Education Policy 2009 developed by the erstwhile Federal Ministry of Education in consultation with the provinces. Upheld through the Joint Declaration on Education in Islamabad under the chairmanship of the PrimeMinisterofPakistan. A new impetus is visible in the Education Department in terms of education reform and review of the current state. Education policy and planning holds a central position in the strategy. There is currently an environment of reform under which the Policy Planning and
1

Implementation Unit (PPIU) has been made the central body to design, coordinate and oversee reforms. PPIU has recently developed the Balochistan Action Plan as the interim policy document, till the formation of a complete sector plan. The Plan focuses on selected or prioritised areas of access, quality and management. Additionally the province has also preparedplansonEducationforAll(EFA),EarlyChildhoodEducation(ECE)andLiteracy.
AccesstoSchoolEducation

Balochistan faces serious challenges in the areas of access and quality of education. Its terrain and difficulties that impede its general development also obstruct educational progress. Only about 10,000 settlements, out of the 22,000, have schools available. Slow growth in enrolments, low survival and transition rates and high gender gaps mean a large number of children are out of school. The maximum drop out, in public schools, is from primary to middle as the transition rate across these two levels is only 23%. At secondary levelthenetenrolmentratio(NER)reducesto14%foragegroups14to15and6%for13to 14 (PSLM 201011). Educational outcomes also vary across gender and income groups. The province has the widest gender gaps in the country, except FATA, while the relatively richer havebettereducationalindicatorsascomparedtothepoorest. Given the weak access indicators implementation of Article 25A will not be possible in the short run and through the current approach alone. The government will have to rely on the multiple service providers and some of the models employed by development oriented agenciesandtheprivatesector.Initiallythoughitwillhavetoimproveitsinternalefficiency toensurethatexcesscapacityisfullyutilised.Theprivatesectorhasincreasedalmostthree and a half times since the National Education Census (NEC) in 2005, in terms of number of schools. This also provides an opportunity to the government to review its service delivery approach and pursue partnership with the private sector on the model followed by the BalochistanEducationFoundation(BEF). BEF has partnerships with both private sector owners of low fee schools as well as communities for its Community Schools Programme (CSP). Similarly the feeder schools model of the National Commission for Human Development (NCHD), which provides, communitybasedschoolstopopulationswithoutaschool,canbeoneofthemodels. Anotherimportantsetofinstitutionsintheprovinceisthemadrassasthatholdabout7%of the total enrolment. These traditional religious schools cater to needs of some of the poorest households and not only educate their children but also provide food and shelter. Critically, however, they follow a very different curriculum from the public schools. This not only reduces opportunities of work for them but also creates a different and parallel worldview.Similarlytheeliteprivateschoolswithforeigncurriculaorsyllabihaveadifferent setofvaluesandbeliefsandformanotherparallelstrand.
QualityinSchoolEducation

Thechallengefromprivateschoolsandmadrassasarisesfrominabilityofthestatetoimpart quality education. Over the last few years, quality has not been the prime focus of education policy implementation as access issues predominate. While the National Education Policy 2009 points this out as a clear deficit there has been very little effort to addressit.

There is a general perception that all quality inputs induce rote learning in the classroom. These include teachers, textbooks, assessments and school environment. The curriculum, especially, the latest produced in 2006, calls for critical analytical thinking and is based on Blooms Taxonomy, with its various levels of learning from basis knowledge onwards to evaluation, but its translation into textbooks, teaching and examinations diffuses the concept. Curriculum, in any case, remains a poorly disseminated document and at the provincial level it never goes beyond the textbook board. Balochistan has so far not implemented the Students Learning Outcomes (SLO) based curriculum for 2006. Also the NationalTextbooksPolicy2007thatcallsforcompetitivebiddingfordevelopmentofquality textbookshasonlyrecentlybeenapprovedforadoptionbytheChiefMinisterasafollowup oftherecommendationsoftheBalochistanActionPlan. Teachingintheclassroomcontinuestobeinthetraditionallectureandrotelearningmode. Theweaknessesinteachingarisefromthepoorqualityofpreservicetrainingbothinterms of the defined requisite levels and the processes in preservice institutions. Balochistan has not yet followed the policy of raising the qualification level of teachers to graduation plus B.Ed as envisaged in NEP 2009. Primary teachers are still selected on the basis of Primary TeacherCertificate(PTC)andthemiddleteachersonCT. In serviceteachertrainingremains sporadic and dependent on projects funded by the development partners. This limits the benefits of the training as follow ups do not take place. The standards regime set up by the NationalCommitteeforTeacherEducation(NACTE)hasremainedunattendedbutpresently the Government has initiated a process for adoption of standards for preservice teacher educationwiththeassistanceoftheUSAIDfundedPreSTEPProject. Assessment remains the most ignored area as neither the teachers in school nor the external Balochistan Board of intermediate and Secondary Education (BISE) have the capacity to develop good assessment products. There are no standards set by the Board for eitherexaminersintermsoftrainingorcertificationortheexaminingtools. In fact absence of academic standards is a major deficiency in quality management in the province. The approach is based on a focus on inputs and again without settled standards. Paucity of education experts for areas like textbooks, assessments, teacher training and education planning hamper the ability to produce quality. 'Curriculum specialists' isanother area which needs more human resource of quality, especially with devolution of the function to the province. Absence of standards also accounts for the parallel systems and worldviewsdevelopingacrossthemi.e.private,publicandmadrassas. Finally the province has the worst situation, in the country, in terms of missing facilities as over 85% of schools do not have either water or electricity. Almost 50% have no boundary toilets and 79% of Boys and 43% of girls schools have no boundary wall. This constrains qualityaswellasaccesstoeducation.
TertiaryEducation

Higher education in the province also suffers from quality issues. Although the university level has seen some serious reform efforts through programmes developed and funded by the Higher Education Commission (HEC). These include improved research capacity and qualificationsofthefaculty.Ithasalsoraisedthequalityof thePhDprogramme.WhileHEC reformshavegivenanewimpetustoeducationattheuniversitylevelitstillneedstolookat

outcomes for graduates in the world of work and linking research to the market. It has also ignoredthecollegelevel. Higher Education Department of the province manages 35 degree and 62 intermediate colleges. The bachelors programmes in these colleges still follow the two year curricular streamdespitethedevelopmentof4yearprogrammesbyHEC.Financialandorganisational constrains prevent the colleges from transiting. Quality of teaching in colleges does not deviate much from schools as the lecture method and encouragement of rote learning prevails. Examinations follow a similar path and fail to invoke conceptual understanding of the subject matter. Issues of governance include teacher absenteeism, especially in the peripheral districts and political intervention by mainstream political parties in both studentsandteacherpolitics.
EFAandBalochistan

In all the education achievements of the province lag behind the commitments made in the Education for All (EFA) and Millennium Development Goals (MDGs). The province has the lowest ranking in the country under the EFA Development Index (EDI) will miss all six EFA goalsexcepttheoneonYouthLiteracy.
FiscalSituation

The provincial budget has very limited fiscal space to invest in improvements in the education sector. The provincial education department is stuck in a fiscal handicap despite increased funds from the federal level and NFC and a larger share of the education budget intotalexpenditureascomparedtootherprovinces.Thesalarybillconsumesalmost99%of the recurrent budget. The latter forms 88% of the total budget: the highest among all provinces. The agreement of automatic time scaled promotion for teachers has increased the fiscal share of salaries and continues to place pressure on the education budget. This has serious implications for the future, especially, to meet the EFA targets and fulfil the obligationsofArticle25A. The financial constraint will impede the ability of the province to undertake reform and the first review may need to be in terms of a strategy to change the salary situation which would mean altering the terms and conditions for future recruits and use of multiple optionsforservicedelivery. Similarly implementation of the devolution component of the 18th Amendment, if not transited carefully, will also impact education services in the provinces. It will lose the work of NCHD, the funds provided by ESR and mostcritically forhigher education the money and reform impetus provided by the Higher Education Commission. Given the current state of affairstheGovernmentofBalochistanwillneedtolookatvariousoptionsofservicedelivery to achieve the target of Article 25A. Under the present approach it cannot achieve the target even in the short to medium term without a multiple increase in the budget. Alternates like publicprivate partnerships will have to be explored. However, the first reform will have to be focused on increased internal efficiency and reduce per student cost in the public sector through improved quality and better governance. In the second stage privatesectoroptionsshouldbeexplored.Itisimperative,forthesuccessofthemodel,that standardsaredefinedforboth.

LookingAhead

Chances of improvement appear bright. There has been a serious reconsideration of placing education as a priority and the Department of Education has made some important changes. These include setting up of a Policy Planning and Implementation Unit (PPIU) to design, coordinate and oversee reforms in partnership with internal organisations and development partners. It has so far developed the provincial EFA and ECE plans and the Balochistan Action Plan that will function as an interim policy and planning document till the finalisation of a sector wide plan. The sector plan process has been initiated through a situationalanalysisbeingconductedthroughtheassistanceofUNESCOandUNICEF. Supportofdevelopmentpartnersintheprovinceisnotrestrictedtotheabove.Assistanceis being provided to other organisations in the Education Department in the areas of school nutrition, data collection, teacher training, school development and access. Some of the maindevelopmentpartnersincludetheUSAID,theWorldBank,RoyalNetherlandsEmbassy (RNE), Canadian International Development Agency (CIDA), World Food Programme (WFP), UNICEFandUNESCO. The province will not reach the requirements of Article 25A in the short run. It may need to target a ten year period. However, in the medium term it needs to improve its enrolment and retention values for all levels by at least 50% to build a momentum towards achievement of 100% enrolment and completion of elementary and secondary education. This may require publicprivate partnerships and other strategies beyond the routine. Special education and precepts of inclusive education will need greater attention for the targettobeachieved. A critical factor in ensuring retention would be an increase in quality (and outcomes) of school education. Investment in teacher training through development of continuous professional development programme and capacity improvements in textbooks development, curriculum and assessments are essential. Similarly the coercive school environment needs to be made more learning friendly through head teachers training and community involvement. Most critically standards need to be established for all quality related inputs, processes and outputs and progress measured against each. Overall the PEACE results can be used as a gauge of quality and in the medium term a twenty five percentimprovementcanbetargetedforthenext3to5years. Higher education needs to improve its links to the markets and ensure better employment outcomes for the graduates. This would include improved awareness of the students on market situations within and beyond Balochistan through counselling and advisory services. While this is needed at both colleges and university levels the latter should also focus on research in the local domain to create its own niche and a symbiosis with the local market. Technical and vocational education and training (TVET) also needs to be made more relevanttothemarketthroughgreaterlinkageswiththeprivatesector.

Chapter1:BalochistansDevelopmentContext

Balochistan has the weakest development indicators in Pakistan despite rich economic potential. The province lags behind the rest of the country in economic growth, labour productivity, health, education development and other social indicators. Its poverty level is higherthanthenationalaverage.Pooreconomicoutcomesmixedwithasenseofeconomic injustice from the federal government have led to feelings of deprivation and in some parts of the province an insurgency has ensued. The situation has been recognised by both the Federal and the provincial governments and policies to improve the state of affairs have beeninitiated. Inverse population density marks Balochistan as a special case for development policies. While it houses only 5% of Pakistans population the province covers 44% of the countrys geographic area. There are 22,000 scattered human settlements in the province some as small as 5 household hamlets. Resultantly the per capita cost of human development in the provinceshouldbehigher 1 thantherestofthecountry.Practicallythoughthedevelopment approach does not recognise this fact and most policies follow criterion suited to high densityregionsandnotBalochistan.
Box1.1EthnoLinguisticProfileofBalochistan

Ethnically the two main groups are Pashtuns and Balochs. Baloch have the majority share followed by Pashtuns. Other ethnic groups in the province include Sindhis, Punjabis and Urdu speakers. The province also has a rich linguistic mix despite a small population with Balochi, Brahvi, Pashto, Sindhi, Urdu, Farsi and Saraiki as some of the main languages. Balochi and Brahvi speakers are ethnically Baloch but speak two distinct languages. Urdu functions as the lingua franca across the various linguistic groups.

Main economic activities in the province include mining, agriculture and livestock and fisheries.Industriescontributeonly10%totheprovincialGDPandthemainconcentrationis in Lasbela (Hub), close to Karachi. Minerals available in the province include coal, gas, chromite and gold. Balochistan has more than 50% of the national prospective geology for mineral.Despitethepotentialitaccountsforonly20%ofPakistansminingGDP. With two thirds of the countrys coastline, fisheries form the other natural asset of the province. Again despite the potential the province accounts for less than one sixth of the nationalvalueadditioninfisheries. About 65% of the labour force is employed in agriculture and livestock. Unlike the rest of the country the Indus Basin covers only 5% of the province. Ground water and rainfall provide the needs of the remaining. Poverty in rural areas exceeds that in urban Balochistan. Drought from 19982004 worsened the situation and the rural economy has still not fully recovered from the effects. Water scarcity forms a future threat as tube wells haveloweredthewatertabletoabout250m.

Unless otherwise stated, data in this chapter has been taken from White Paper on Budget 2010-11; Finance Department, Government of Balochistan 2010 and Balochistan Economic Report 2009 World Bank 2009. 6

Location of Balochistan forms another natural asset of the province. It shares a 900 km border with Iran, a 1002 km border with Afghanistan and about two thirds of the coastline ofthecountry.IthaspotentialtogainasatransitroutetoCentralAsia. Lowlabourproductivityandapoorcommunicationsstructureimpedethegrowthpotential. BalochistanslabourproductivityislessthanonefourthofPunjabandKhyberPakhtunkhwa andlessthanonethirdofSindhs.Whiletheprovincehas22,000kmofmetalledandshingle road, which forms 40% of the countrys road network, inadequate resources for maintenance means they are mostly in a dilapidated state. Railways network has not increasedsinceindependencedespitethehighneedandpotentialintheprovince. Poor social indicators depict the state of human resource development. The province has the worst infant mortality rate with 158 deaths per 1000 live births (164 in rural areas) and under 5 mortality rate of 164 per 1000. Balochistan also has the lowest literacy rate and an overall weak set of educational endowments. The province also suffers from the widest gender gaps in the country (Only Federally Administered Tribal Areas (FATA) have worse genderindicators). Table1.1ProvincialComparisonofEducationEndowments Literacy10+ Punjab 59 Sindh 59 60 51 KPK 50 52 41 Balochistan 45 44 34

%Pop.everattended 62 school % Pop. completing 51 primaryorhigher

Source:PakistanSocialandLivingStandardsMeasurementSurvey(PSLM)20089(UsePSLMS2010/11)

From 197273 to 200405 Punjabs economy grew 4 times, Sindh and KPKs 3.6 times and Balochistans 2.7 times. The situation in Balochistan has been compounded by an armed insurgency,insomeparts,fuelledbyasenseofdeprivationthatpervadestheprovince.One sourceofthisdiscontenthasbeenthefederalcontrolovermineralsandsupplyofcheapgas to the rest of the country while Balochistan neither benefited adequately from revenues of gas nor the energy source itself. The Federal Government has acknowledged the situation and payments of arrears under the head of Gas Development Surcharge (GDS) have been accepted by it. These would include arrears from 1964 to be paid in annual instalments. Somepaymenthasalreadybeenmade. Poor economic performance, and at least the short run potential, limits Government of Balochistans ability to generate local revenue. It depends, and will continue to depend for many years to come, on distribution of federal tax revenues and other money from the federal government. The 7th National Finance Commission has drastically improved Balochistansfiscalposition.Itrecognisedalongstandingdemandoftheprovincetoinclude inversepopulationdensityinthecriteriafordistribution.
7

Source:WhitePaperonBudget201011andBudget201112

In addition to the increased share in federal divisible pool taxes the province now receives an annual amount of Rs. 12 billion as arrears of gas development surcharge. For 201112 BalochistanhasalsoreceiveditsshareinGeneralSalesTaxonservices,ataxrevertedtothe provincesafteraPresidentialOrdinance. Slow economic growth and low buoyancy of provincial taxes makes it very unlikely that the provincial share in revenue receipts will increase in the near future. The increased availability of funds with the provincial government should positively impact the state of services in the provinces and also help the economic situation. The province has articulated asetofstrategiesforaturnaround.
Table1.2RevenueReceiptsoftheGovernmentofBalochistan BE RE BE 20102011 83 16.398 2 BE 20112012 93.255 13.41 2

200910 200910[R] FederalDivisiblePoolTaxes StraightTransfers&FederalGrants 29.205 26.204 30.456 36.274 0

Grants to Balochistan (Arrears of GDS 0 20032009) Grants to Balochistan (Arrears of GDS 0 prior1991AHBP)

10

10

Balochistan'sOwnReceipts

3.646

2.454 0 69.184

4.129 0 115.527

4.85 4.85 128.365

Balochistan'sShareinGSTonServices 0 Total 59.055

Source:WhitePaperonBudget201011andBudget201112

The provincial governments development strategy has three strands: generating growth; delivering services; and financing development. The first strategy focuses on improving the productivity of the natural endowments in the province. It includes redress of political grievances to ensure a viable law and order situation. The second strategy focuses on improving the state of social sector services like health, education, sanitation and social security. It includes improvement of public administration in these sectors. The final strategy of financing development attends to issues of domestic resource mobilisation through expansion of the tax base and increased efficiencyin collection of taxes. The three prongedstrategywouldworkintandemduetotheinterdependencyoneachother. Provincial share in the revenue receipts continues to be low. It was 6 percent in 200910, beforeinstitutionofthenewNFC,andaround3.5%in201011and201112.Balochistanfor some time to come would be dependent on federal grants, the NFC distribution and externalsourcesfordevelopment.Thehugeeconomicpotentialoftheprovincejustifiesthe investment but more significantly on a purely humanitarian basis the poverty in the province needs to be eradicated. It might need a larger per capita investment but given the size of the population, with the right level of investment, Balochistans issues can be resolvedatamuchfasterratethanotherprovinces.Improvementsinqualityofgovernance willbethekey.

Chapter2:EducationPolicyinBalochistan
Education policy in Balochistan flows from a number of sources and there is no single document that can be categorised as the provincial education policy. The present policy set derives variously from the Constitution of Pakistan, national documents, international commitments and locally prepared plans. Balochistan has initiated a sector plan development process that will encompass the official provincial policy within one document. The recently prepared Balochistan Action Plan on education is expected to act asaninterimplantillthepreparationofacompletesectorplan.

2.1ConstitutionalProvisions Constitution of the Islamic Republic of Pakistan guides education policy, primarily, through three articles: 25A, 31 and37 (subclauses a, b, and c). Article 25A has recently been includedintheConstitutionandhasmadeschooleducationafundamentalright.Itreadsas follows: The State shall provide free and compulsory education to all children of the age of five to sixteenyearsinsuchmannerasmaybedeterminedbylaw. The article will have a huge impact on education service delivery systems and public policy priorities, if implemented effectively. Currently its implications are being debated and the Government of Balochistan has prepared a draft law for its implementation. Some of the fundamentals being addressed by the law include definition of free education and the demarcation of the parameters of education. As expansion under 25A is not possible without improvements in quality of education being delivered, the law proposes standards foreducationdelivery. Article 37 of the Constitution falls under the chapter on Principles of Policy. Unlike Fundamental Rights the former cannot be challenged in a court of law. The provisions work as guidelines for the provincial and federal governments and not as mandatory clauses.Educationrelatedclausesunderarticle37readasfollows: TheStateshall: (a) promote, with special care, the educational and economic interests of backward classes orareas; (b) remove illiteracy and provide free and compulsory secondary education within minimum possibleperiod; (c) make technical and professional education generally available and higher education equallyaccessibletoallonthebasisofmerit; The article delineates all possible areas of education policy. These include equity and affirmative action, universal access, adult literacy, technical and vocational and higher education. On the values side the Principles of Policy under article 31 emphasises compulsory teaching of the Quran and Islamic Studies as well as teach Arabic to Muslim students.
10

Recent changes in the Constitution under the 18th Constitutional Amendment have altered governanceinthecountryanddevolvedanumberoffunctionsexclusivelytotheprovinces. The amendment has devolved all aspects of education service delivery (at the school level) to the provinces and also added Article 25A, mentioned above, to the Constitution. Practically it has shifted curriculum development (and approval of textbooks) to the provinces as all other aspects were already entirely under the provincial domain. However, the impact of the 18th Amendment goes beyond the purely legal. Its implications are determined firstly by the Implementation Committee for the 18th Amendment and secondly by the change of mood in the province visvis Federal role in education. As practical problems emerge there is an on going adjustment of views. These have been discussedinlaterchaptersunderspecificissues 2 . 2.2NationalEducationPolicy(NEP)2009 NEP 2009 was developed through a widespread consultative process that involved all provincesandthespecialgeographicareas.Someofitskeyfeaturesincludeanemphasison quality education, standards and holistic planning through development of sector plans. It shiftstowardsanoutputandoutcomefocusedapproachtoeducationalpolicyandplanning and recommends standards for educational inputs, processes and outputs. It emphasises on equity and views the various parallel systems of education as nonegalitarian and a sourceofdeepeningcleavageswithinsociety. The policy, like all previous national policies, was prepared by the Federal Ministry of Education. With the dissolution of the Ministry the NEP has lost its primary custodian and coordinator. This has, in addition to the post 18th Amendment provincial environment, diffusedtractionofthepolicyattheprovinciallevel,atleastinBalochistan. Twoimportantsubsetsofnationalpolicy 3 oneducationhavebeentheNationalCurriculum 2006 and the National Textbooks Policy 2007. The 2006 curriculum was developed by the Ministry of Education and is considered the first curriculum to have clearly identified students learning outcomes (SLOs). The National Textbooks Policy 2007 evolved through an interprovincial consultative process calls for outsourcing of the publishing functions of the provincial textbook boards to the private sector. Balochistan has so far not implementedeitherofthetwodocumentsalthoughtheBalochistanActionPlan,discussed below,callsfortheiradoptionintheprovince. 2.3EducationSectorReforms(ESR) AnotherfederalinterventionhasbeentheEducationSectorReform(ESR)preparedin2001. The ESR focused on literacy, universal primary education, quality of education, technical and vocational education and use of publicprivate partnerships as a tool for implementation. The Federal government provided funds for implementation of the ESR. The ESR suffered due to slashing of funds as well as poor utilisation rates. In case of Balochistanitsmostsignificantcontributionhasbeenintheareaofliteracyandnonformal education as no provincial funds have been allocated for activities in this area over last

2 3

Annex 1 explains the Amendments impact on education. These were prepared in parallel of the NEP although they are consistent with the provisions of the policy. 11

many years. The latter has only provided funds for salaries of the skeletal staff of the DirectorateofLiteracy. 2.4HigherEducationReforms Federal footprint in Higher Education, through reforms initiated by the Higher Education Commission (HEC) has been much clearer and finds greater acceptance, though it is only limited to the universities. HEC determines educational standards in universities through its various policies and incentives. Presently there is some ambiguity on the status of the HEC as the Implementation Committee of the 18th Amendment views the continued existence ofHECasaviolationofthedevolutionprinciples.Thematteriscurrentlysubjudice. 2.5InternationalCommitments Pakistan is signatory to a number of international conventions and commitments. These includetheEducationforAll(EFA)andMillenniumDevelopmentGoals(MDGs) 4 . The Ministry of Education had prepared an Education for All (EFA) plan for the entire country but it failed to attract the requisite financial support even though it was made a partofthePovertyReductionStrategyPaper(PRSP200306).AttheprovinciallevelEFA,as a concept, did not take strong roots and was considered a federal domain. Recently, though,therehasbeencomparativelyincreasedacceptanceoftheideaandhaveledtothe development of provincial EFA Plan for Balochistan with UNESCOs assistance. The Plan highlights critical gaps in achievement of EFA goals and identifies the cost of implementation. At present rate the province is expected to miss all EFA targets, except youth literacy. The main explanation for this possibility lies in the initial low value and thereforerelativeeaseofreachingthetarget. 2.6SupportfromDevelopmentPartners Currently Canadian International Development Agency (CIDA), Japan Bank for International Cooperation (JBIC), World Bank (WB), Royal Netherlands Embassy (RNE), United States Agency for International Development (USAID), UNESCO, UNICEF, UNHCR and World Food Programme (WFP) are the main development partners in the provinces education sector. Support has been provided by these agencies in the teacher training, development of community schools, preservice teacher education, provision of missing facilities, early childhoodeducationandEducationForAll(EFA) 5 .AdditionallytheWorldBankissupporting the Balochistan Education Foundation (BEF) in development of community schools and expansionofaccessthroughpublicprivatepartnerships. 2.7TheNewReformEnvironment Over the last two years Balochistan has seen a new impetus in education reform. Critical decisions have been taken, plans made and envisaged to improve educational outcomes.

4 5

For details please see chapter 6 Details are given in annex 2 12

The first major reform has been the formation of the Policy Planning and Implementation Unit(PPIU)in2010.TheUnitwasformedtodesign,coordinateandoverseereform. The PPIU has so far provided the response to the provincial needs under the 18th Amendment through drafting of laws on compulsory education under article 25A and development and implementation of curriculum. It also initiated a donor coordination process and now with assistance from UNICEF and UNESCO plans to prepare an education sector plan for the province. Already the PPIU has prepared an EFA and an ECCE Plan with UNESCOssupport. AnActionPlanforBalochistanhasbeenpreparedasaninterimpolicydocumentwhichwill merge into the larger sector plan to be prepared. The Action Plan includes prioritised policy actions to improve quality and access while also reviewing issues of monitoring and capacity of PPIU itself. Within quality the Plan envisages reforms in curriculum, textbooks development, teacher training and examinations and highlights capacity development and establishment of standards as cross cutting issues. Under access it calls for provision of schoolingtoallchildren.SomeofthehighlightsoftheActionPlanare: 1. Adoption of Curriculum 2006 prepared by the Ministry of Education till capacity issuesareaddressedattheprovinciallevel. 2. Adoption of the National Textbook Policy 2007 that calls for outsourcing of the publishingfunctionbytextbookboards. 3. Provisionofschoolstoall22,000settlementsintheprovince. 4. Standardsforteachereducation,curriculum,textbooksandexaminations. 5. Capacity development of the various organisations responsible for qualitative and quantitativeaspectsofeducationincludingmonitoring. 6. StrengtheningofParentTeachersSchoolMonitoringCommittees(PTSMCs) 7. CapacityofthePPIUtodevelop,coordinateandoverseereformintheprovince. Whilemanyoftheactionsintheplanonlyneedgovernmentsinternalactionsmanyothers require financial support beyond the current financial capacity and the Action Plan would only partially be implemented without support from development partners. Already the Chief Minister has approved adoption of National Curriculum 2006 and the National TextbookPolicy2007.Bothwillassisttheprovincetoimprovequalityofeducation.

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Chapter3:KeyIssuesinSchoolEducation1:Access
Balochistan, like other provinces, has a multitude of education service providers. The provincial Education Department has the largest set of institutions. Other provides include private sector, nongovernment organisations and other public sector organisations like Railways, WAPDA and the armed forces. Madrassas, run by their respective organisations, form another, parallel, system. This chapter presents trends in access to education in the province and some overview of all school types with reference to access issues. An analysis of the implications of Article 25A of the Constitution has also been included with costing based on four different models to provide an idea of the options possible for implementation. The model, along with the costing projections, has been included in Chapter7onFinanceandBudgeting.ThelastpartofthechaptercoversLiteracyandNon FormalEducation. 6

3.1OverarchingIssues
Provision of social services, in Balochistan, to a population dispersed over a large piece of land poses a very different set of challenges to a high density area. Education service delivery in the province also faces a similar situation. Despite its unique demography policies continue to evaluate school feasibility in terms of population available within a radius. This leaves many settlements outside the feasible range. Combined with other factors absence of aBalochistan specificmodelfor education service delivery have left the provincebehindtherestofthecountryineducationalattainments. Table3.1showsthatBalochistansperformanceinaccessisweakerthantheotherprovinces despitealowerpopulation. Table3.1ComparativeNetEnrolmentRates(NER) NER(59) NER(610) NER(1012) NER(1113) NER(1314) NER(1415) Pakistan 56 66 20 35 12 23 Punjab 61 70 23 37 14 25 Sindh 53 62 19 36 11 23 KPK 51 64 17 33 07 19 Balochistan 47 56 13 25 06 14

Source:PSLM201011

This chapter, EFA analysis and projections for Article 25A have been replicated in the detailed Situation Analysis Report on Balochistan for development of the Education Sector Plan as both this report and the detailed SITAN emerge from an overlapping process. 14

 Decreasing NER after each level reveals drop outs as children grow in age. Low survival rate results from poor education quality, cultural attitudes and poverty. In case of middle education,aswillbeseenlater,schoolavailabilitybecomesthebiggestproblem. 3.1.1SchoolAvailability There are 22,000 settlements in the province but only 10,000 of these have schools available 7 . The provincehas the highest averagecommute time to schools for rural areas in the country. One in 5 children has to travel more than 30 minutes (as against less than 1 in 10 for Punjab and Khyberpakhtunkhwa) and one in 10 more than 1 hour to school 8 . The second main problem is the bottleneck at the middle level. The ratio is almost 1/11 i.e. 1 middleschoolfor11primaryschools. Table3.2PublicSectorSchoolsinBalochistan Level Urban Boys Primary Middle High 1864 154 203 Girls 612 119 98 0 Total 2476 273 301 1 Rural Boys 5911 436 254 0 Girls 2250 244 39 0 Total 8167 680 293 0 10637 953 594 1 Total

Higher 1 Secondary 9

Source:NationalEducationManagementInformationSystem(NEMIS)200910provisional.

NumberofHighSchoolsreducesevenfurther.Thereisacleargapbetweennumberofboys andgirlsschoolsatalllevels.Whiletherehasbeenanincreaseinnumberofprivateschools these are concentrated in urban centres and remain outside the reach of the poorest and theruralpopulations. 3.1.2DropOutsandTransition There are approximately 1 million out of school children in Balochistan. Almost a million children are enrolled in schools with about 727, 885 in public schools, 83,000 in madrassas and about 200000 in private schools 10 ,. These include those who were never admitted to a

Source: Policy Planning and Implementation Unit (PPIU) White Paper on Budget 2010-11 9 There is only one higher secondary school in Balochistan. All other grade 11 and 12 classes are conducted in intermediate and degree colleges. 10 Public school figures have been calculated from BEMIS 2009-10, Madrassa figures are from data provided by the Home Department of the Government of Balochistan and the private sector is an estimate based on different sources (details in section on private sector.
8 7

15

school as well as those who dropped along the way. Data shows high levels of drop outs (andlowtransitionrates)acrosseachlevelofeducation(Table3.3). Table3.3TransitionRates KatchiPrimary PrimaryMiddle MiddleSecondary Themaximumdropout(orlowesttransition)isfromprimarytomiddle.
3.1.3Inequities

200708 0.57 0.23 0.44

200809 0.59 0.24 0.47

200910 0.64 0.23 0.47

Source:BalochistanEducationManagementInformationSystem(BEMIS)

Gender and income inequities persist throughout the school education sector as outcomes are better for males compared to females and the higher income brackets as compared to low income households. Balochistan has the lowest gender parity for most indicators compared to other provinces and areas (only Federally Administered Tribal Area (FATA) has lowervalues).Thegapswillbecomeevidentintheanalysisinthenextfewsections.

3.2PrePrimaryandEarlyChildhoodEducation
The data in table 3.4 is from NEMIS, which reveals an increase in enrolment at preprimary levelfrom20067to200910.TheGERestimatedbytheprovincialEFAPlanfor201115is 47.
Table3.4KatchiEnrolmentinBalochistan Year Total 200607 272,555 200708 274,714 200809 269,319 200910 301,576

Source:NEMIS

Preprimaryeducationisdividedintothreedifferentcategories:Katchi,ImprovedKatchiand themodernpreprimaryECE.Thefirsttwoareinthepublicsystemwhilethelastmentioned onlyinsomeeliteprivateschools. ThetraditionalKacthiclass,forpreprimaryagechildren,hasexistedinthepublicsystemfor decades. It is normally housed in a multigrade teaching environment where under the hierarchical school environment children from Katchi receive the least priority. Teachers are neither trained to teach preprimary children nor to manage multigrade classrooms. Books prepared by the Balochistan Textbook Board (BTBB) are taught to children of katchi class,whichiscontrarytothedesignoftheNationalCurriculumonECE.
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TheimprovedKatchihasbeenintroducedinabout950schoolswiththeassistanceofAgha KhanFoundation(700schoolsin7districts),UNICEF(100schoolsin8districts)andSavethe Children(UK)(105schoolsofBalochistanEducationFoundation).Theseareseparateclasses withtrainedteachersandappropriateteachinglearningmaterialasrequiredbythenational ECEcurriculum. ECE is available to a very small number of students. Although there are over 300,000 children enrolled in preprimary sections but only 1.6% of preprimary age children (1.1% males, 2.2% girls) 11 receive education according to the ECE precepts recognised in EFA, the NationalEducationPolicy2009andthenationalECECurriculum 12 .Theseincludesomeelite urbanprivateschoolswhichhaveMontessoriorkindergartenprogrammesandafewpublic schools supported by donor programmes to develop improved Katchi. The remaining public schools follow the traditional preprimary class. Rural private schools do not have provisionforqualityECE.
3.2.1Policy

In 2002 the first national curriculum for ECE was developed by the Ministry of Educations Curriculum Wing with the assistance of Teachers Resource Centre (TRC) and Children Resource International (CRI). An elaborate document of almost 80 pages, the curriculum explains the conceptual framework of the importance of early childhood education. The Curriculum does not prescribe any book for the level and focuses on activity based learning and prohibits any form of standard formal assessments of childrens progress. It elaborates possibleactionsforteachersandevendescribeslearningareasthatneedtobedeveloped. The curriculum has not been disseminated effectively and like other curricula teachers are not aware of its existence. According to the provincial ECE plan for Balochistan some of the elite private sector schools in the province are aware of the curriculum and use it in their ECEprogrammes. NationalEducationPolicy2009alsorecommendedimplementationofECEandendorsesthe concepts of the ECE curriculum on activity based learning. Additionally it recognizes the diversity of cultures and situations in different parts of the country and calls for it being taken into account in implementation. Significantly it defines the age group for preprimary ECEas35years. The Society for Community Support for Primary Education in Balochistan (SCSPEB) with UNESCOs assistance developed an ECE plan for Balochistan. ECE is also part of the provincial EFA Plan as one of the goals. The ECE Plan recommends multiple interventions including teacher and managements training and development of teachinglearning materials. It presents multiple strategies for implementation including publicprivate partnership, utilising assets and resources of the National Commission for Human Development (NCHD), the Balochistan Education Foundation (BEF) and other non government organisations. In terms of infrastructure the Plan calls for initiating ECE in primary schools with at least 3 classrooms, expanding the other schools and ensuring that separateECEfacilitiesareavailableinallnewprimaryschools.

11 12

Provincial ECE Plan 2011 Provincial EFA Plan Balochistan 2011-15; PPIU, Government of Balochistan, May 2011 17

The ECE component under the provincial EFA Plan prepared by NCHD in partnership with UNESCO and the Policy Planning and Implementation Unit (PPIU) is, understandably, less elaborate. It envisages separate centres for boys and girls and looks at a target of 50% coverageofECEby2015whileitestimatescurrentcoverageat1.6%only.

3.3ElementaryEducation
Elementary education includes primary and middle level. The former includes grades 15 andthelatter68grades. 3.3.1PrimaryEducation Official primary age remains unclear in Balochistan as no clear notification is available. BEMIS also does not follow a specific age. In any case it only collects public sector data and does not generate age related indicators. Therefore data for this and subsequent sections havebeentakenfromPSLMswithnetenrolmentratioastheindicatorforprimaryaswellas subsequent education levels. In the absence of an officially agreed age (although NEP 2009 recommends 610 for primary) both age groups of 5 to 9 and 610 have been used. For all years, and across boys and girls, the latter presents a better picture. This probably means thatchildrenareadmittedlaterthantheageof5years. Overall there has been a steady but slow increase in NER over the years (Table 3.5). Year 20045 is the odd year for both age groups as the NERs decrease in the following year. This can only be attributed to sampling variations. The trend is consistent, and increasing for all oftheyearsafter20056.
Table3.5NetEnrolmentRate(PrimarywithoutKatchi) Age(59) Age(610) 37 44 20045 34 39 20056 41 50 20067 41 51 20078 44 54 20089 201011 47 56

Source(s):VariousPSLMs20045to201011

As a whole the increase in NER is low for this age group. Overall the low values of NER for boththeagegroupsrevealdropoutsaswellaslowsystemefficiency.
3.3.1.1Inequities

Primary level education data displays inequities consistent with the overall trend, in terms of gender gaps as well as household income. Table 3.6 shows gender gaps in educational outcomesattheprimarylevel. For both age groups in the table the lowest NER is for rural girls and the highest for urban boysat29and69fortheagegroup5to9and33and83fortheagegroup6t10.Therural
18

values are significantly lower than the urban ones and given the higher population in rural areasthenetNERisdraggeddown.Povertylevelsarealsohigherinruralpopulation.Urban femaleNERisgreatertheRuralMales.
Table3.6ComparisonofPrimaryNER(MaleandFemale) Male Female Overall Rural 53 29 42 Agegroup(59) Urban 69 58 64 Overall 56 35 47 Rural 63 33 50 Agegroup(610) Urban 83 65 75 Overall 68 40 56

Source:PSLM201011

Across income quintiles also the educational outcomes are superior for the richer (table 3.7).GERsimproveforhigherquintiles(5thbeingthehighestand1stthelowest).Overallthe GERs higher for males as compared to females at all levels. The 4th quintile has the highest GER. It is difficult to explain the increase without an evaluation of the sample. In fact the overallruralGERgapbetweenthelowestandhighestquintileisof5pointsonlywith61for the first quintile and 66 for 5th quintile. The gaps across the urban values are greater, although the 4th quintile does appear as an odd figure. Secondly structural factors like school availability may also be a possible explanation as in the urban centres better transport facilities and availability of private schools may be assisting the achievement of higherGER. Table3.7PrimaryGERforIncomeQuintiles Urban Male Balochistan 107 1stQuintile 85 Female Both 88 68 88 104 96 91 98 76 92 108 121 114 Rural Male 83 74 82 93 152 73 Female Both 50 46 52 50 81 58 68 61 70 70 121 66

2ndQuintile 94 3rdQuintile 4thQuintile 5thQuintile 113 144 125

Source:PSLM200708

Anotherexplanationmaylieintheincomerangeinruralandurbanareas.Therangemaybe larger for the latter leading to significantly different outcomes for higher quintiles. Similarly
19

cultural attitudes may also vary more with income changes in urban areas as compared to ruralareas.
3.3.1.2Policy

NationalEducationPolicy2009providesthefollowingprovisionsforelementaryeducation. 1. Allchildrenboysandgirlsshallbebroughtinsideschoolbytheyear2015. 2. Official age for primary education shall be 6 to 10 years. The official age group for nextlevelsofeducationshallalsochangecorrespondingly. 3. Government shall make efforts to provide the necessary financial resources to achievetheEFAgoals. 4. Whereverfeasible,primaryschoolsshallbeupgradedtomiddlelevel. 5. International Development Partners shall be invited through a welldeveloped plan forexpandingschoolfacilities. 6. High priority shall be paid to reducing the dropout rates. An important element of this effort should be to provide financial and food support to children who drop out becauseofpoverty. Balochistan Action Plan adds provision of schools to all 22000 settlements as a policy option, in addition to upgradation of primary schools to middle level. It targets universal schoolenrolmentby2020inpursuanceofArticle25Aoftheconstitution. 3..3.2MiddleLevel At both age groups for middle level there is a clear decline from the primary level NERs whichrevealsdropoutsorlowtransitionrates.Forbothagegroupsof10to12and11to13 (tables3.8)theNERvaluesfallsignificantlyfromtherelevantagegroupatprimarylevel.
Table3.8NetEnrolmentRates(Middle) Age(1012) Age(1113) 20045 8 17 20056 7 14 20067 9 19 20078 12 22 20089 11 22 201011 13 25

Source(s):VariousPSLMs20045to201011

However,from20078to20089thereappearstobeaverymajorchangefortheagegroup 11 to 13 although the NER for 10 to 12 remains low and with very small changes. This remainsdifficulttoexplaingiventheslowgrowthratesofpreviousthreeyears.
3..3.2.1Inequities

Gender gaps are again evident at the middle level across both age groups. Again rural femaleshavetheworstoutcomes(Table3.9). Overallruralindicatorsarelowerthanurbanones.Thegendergapsareagainstarkwiththe highestforurbanmaleat21foragegroup10to12lowestforruralfemaleat3forthesame agegroup.

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Table3.9ComparisonofMiddleNER(MaleandFemale) Male Female Overall Rural 16 3 11 Agegroup(1012) Urban 21 19 21 Overall 17 7 13 Rural 30 7 21 Agegroup(1113) Urban 47 35 42 Overall 34 13 25

Source:PSLM201011

Gap also remains high across the age group 11 to 13 with the similar trend of highest NER for urban male and lowest for rural female. Again in the case of middle NER the value for urbanfemaleishigherthanruralmale.Theruralurbangapalsopersists. Income and educational outcomes relationship also follows the same pattern as primary levelwithlowestattainmentforruralfemalesinthepoorestquintiles(Table3.10). Table3.10MiddleGERandIncomeQuintiles Urban Male Female Both 50 27 38 52 84 93 62 38 55 68 82 90 Rural Male 35 30 33 50 38 41 Female Both 12 7 15 11 25 21 25 20 25 31 33 35

Balochistan 73 1stQuintile 50

2ndQuintile 73 3rdQuintile 4thQuintile 5thQuintile 86 79 88

Source:PSLM200708

Females have better outcomes for the two highest quintiles in urban areas as compared to males.Forallothercategoriesmaleshavehigherindicators.Poorerfemalescomeoutasthe worst hit. The range of values for urban areas is wider than the rural ones. It may be the resultoflesservariationinincomeandattitudesinruralareas,aswellas,nonavailabilityof schooling options even for higher income groups. In Urban centres, as in the primary case, availability of private schools and wider differentials in behaviour as one moves across incomelevels,maybepossibleexplanationsforthewiderrange.

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3.4SecondaryLevel
TheNERdeclinesevenfurtherforthesecondarylevel.Thisdepictsafurtherdeteriorationin transition rates from middle to secondary. As the student grows older there is a higher opportunity cost of education. Young teenagers can earn more and support family income. Forfemalesitismoreacaseofstrongerculturaltaboos(table3.11).
Table3.11SecondaryNetEnrolmentRates Age(!314) Age(1415) 20045 5 9 20056 5 10 20067 5 10 20078 5 12 20089 5 11 201011 6 14

Source(s):VariousPSLMs20045to201011

Trend for 14 to 15 is similar except that the values are higher for each category. This is consistent with higher age groups across all educational levels. Overall though the low transitionrateissueremainsthesame.
3.4.1Inequities

Gender and income gaps follow a similar trend at the secondary level. Table 3.12 reveals gender gaps. For age 1314 rural females havethe worst outcomes for each year.The same trend of lower indicators for rural females is evident in the case of ages 14 to 15 as well. Also there is further decline in the NER for all categories of secondary showing further drop outsinthetransitionfrommiddletosecondary.
Table3.12ComparisonofSecondaryNER(MaleandFemale) Rural Male Female Overall 7 1 4 Agegroup(1314) Urban 13 8 11 Overall 8 3 6 Rural 19 2 12
Source:PSLM201011

Agegroup(1415) Urban 28 13 21 Overall 21 4 14

Again at the secondary level education outcomes for the rich are higher than those for the poor. Table 3.12 again shows the worst outcomes for female from the poorest quintile at a GER of only 1. Only at the highest quintile is female value higher though this cannot necessarilybetakenasbetterattheveryhighGERvalueof220.Atsecondarylevelalsothe range of values for rural levels is narrow at least till the 4th quintile. It is more variegated at the urban levels. This may as in the earlier levels be a case of a narrower range across
22

incomes and attitudes as well as a result of few options for all income levels in terms of schoolavailabilityandtransportation. Table3.13SecondaryGERandIncomeQuintiles Urban Male Female Both 50 24 15 30 59 220 61 23 48 47 83 154 Rural Male 39 28 37 58 54 126 Female Both 6 1 12 11 0 23 23 15 24 37 26 67

Balochistan 69 1stQuintile 21

2ndQuintile 77 3rdQuintile 4thQuintile 5thQuintile 59 111 120

Source:PSLM20078

3.4.2Policy NEP 2009 provides the following policy options for secondary (and higher secondary education): 1. Provision shall be expanded, particularly in the rural areas and of schools dedicated for girls. Priority shall be given to those locations where the ratio of secondary schoolsislow. 2. Student support shall be increased to prevent students from dropping out of school forfinancialreasons. 3. Schoolsshallintroducemorestudentcentredpedagogies. 4. Counseling facilities shall be made available to students from the elementary level onwards, in order to constructively utilize their energies, to deal with any displays of aggression amongst young students and to address any other psychological distress thatastudentmaybein,bysuggestingasuitableremedy 5. LifeSkillsBasedEducation(LSBE)shallbepromoted. 6. Counselingat higher secondary level must also address the career concerns of young students and encourage them to take up studies as per their aptitude other than the acceptedfieldsofstudy,beittechnical,vocationaloranyotherareaofstudy 7. Schooling shall also be made more attractive by adding community service programmes.

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 3.5PrivateandOtherSchools
BEMIS does not collect data for institutions outside the direct domain of the School Education department. These include private schools, institutions run by other government agencies including the armed forces, schools administered by Balochistan Education Foundation,NationalCommissionforHumanDevelopmentandmadrassas.
3.5.1PrivateSchools

Obtaining accurate data for private schools is complicated. Three sources have been explored:NationalEducationCensus2005,NEMIS20089andNCHD.Whilethe2005census is accepted as authentic and forms the baseline for that year there are wide gaps between theNCHDandNEMISdata.NEContheotherhandwasconductedforoneyearonly. According to NCHD there are 4338 private schools in Balochistan with an enrolment of 43,962. The data collected by the National Commission for Human Development (NCHD) may be estimating enrolment on the lower side as private schools may be reluctant to provide exact data on enrolments. Most education related experts in the province consider theNCHDdataforschoolnumberstobecorrectbutenrolmenttobeunreal. NEMIS data on the other hand shows the number of schools to be low but its enrolment value is much higher. According to the 20089 data of NEMIS the number of schools is 871 withanenrolmentof191,380.TheNEMISdatasuffersfromaflawasitprojectsonlyonthe basisofoneyearofdataoftheNEC2005. Table 3.13a shows a comparison of private schools in Balochistan in 2005, as given in the National Education Census (NEC) 2005, the 2010 figure captured by the (NCHD) during its annualenrolmentcampaignin2010andNEMIS20089.

Table3.13aPrivateSchoolsinBalochistan NEC2005 Schools 93 39 731 863 NEMIS20089 Enrolment 127,667 63,713 191,380 4,338 Schools 2,986 1,352 NCHD2010 Enrolment 27,004 16,958 43,962

Schools Enrolment Boys Girls 92 39 112,779 56,685 170,851

Mixed 697 Total 828

Source(s):NCHD2010,AEPAM2005&NEMIS20089

If NCHD data is accepted then there has been an almost 500% rise in the number of private schools in the province. Using NCHD school data as the base, enrolment can be estimated

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on the basis feasible minimum enrolment. According to discussions this comes to 25 to 30 pupilsinaschool. Table3.13bEnrolmentEstimateofPrivateSchools
Schools 4338 Ave25Pupils 108,450 Ave.40students 173,520 Ave50Students 216,900

Table 3.13b gives estimates of private schools enrolment based on estimated average enrolment. At 25 it comes to 108,450 and at an average of 40 students per school it is 173,520. Both values are much higher than the enrolment given by NCHD and also NEMIS. The last column of average 50 students is based on the criteria used by the Balochistan EducationFoundation(BEF)forpartnershipwithprivateschools.
3.5.2BalochistanEducationFoundation(BEF)Schools

Balochistan Education Foundation (BEF) has set up 649 community schools and 197 private sectorschools.CommunitySchoolsaresetuponthefollowingcriteria: 1. Atleast20studentscanbeenrolledbythecommunity. 2. Thereisnogirlsschoolwithinaradiusof20km. The programme is implemented through nongovernment organisations designated as Community Implementation Partners (CIPs). BEF monitors performance of schools with key indicatorsbeingstudentandteacherattendanceandimprovementsinlearningoutcomes. Table3.15SchoolsSupportedbyBalochistanEducationFoundation Community Schools PrivateSchools BEFalsosubsidisesschoolssetupbyprivateownersonthefollowingcriteria: 1. Atleast50childrencanbeadmittedfromthetargetedcommunity. 2. There is no government school in a radius of 1 km in case of an urban school and 2 kminruralareas. 3. Schoolschargelowfee. Runwiththehelpoftheowner(PrivateImplementingPartnerorPIP)BEFprovidessubsidies for facilities, material and a monthly subsidy for attendance. BEF monitors both CS and PIP schools.The197PIPschoolsarespreadin26districtsandaremainlyinurbanorsemiurban PhaseI (200610) 188 81 PhaseII (200710) 227 53 PhaseIII (200810) 234 63 Total 649 197

Source:BalochistanEducationFoundation(BEF)AnnualReport2009

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areas. In addition to the above BEF also provides grant in aid to 513 private schools in 30 districts.BEFscommunityschoolsarecoveredintheannualBEMIScensus.
3.5.3 NCHD Feeder Schools

National Commission for Human Development have established 1352 13 feeder schools in communities with no schools hiring teachings from local communities who also provide the building. The children are officially enrolled in the nearest government school. The enrolmentfigureiscoveredinBEMISdataaspartoftherelevantgovernmentschool.
3.5.4Madrassas

Madrassas are traditional religious schools that normally cater to the poorest in the community 14 .Theyprovidebasiceducationandalso,inmostcases,boardingandlodging. Table3.16MadrassasinBalochistan Types Total Deobandi 948 Barelvi 85 Ahle Hadis 33 Ahle Tashayo 19 Enrolment 83258

Number 1095

Source:StatisticalWing,HomeDepartment,GovernmentofBalochistan

There are more than 83,000 students enrolled in Madrassas in the province which is about 10% of the total public sector enrolment. Quetta has the maximum number of madrassa students (22,495) followed by Pishin (5,595). Details of policy related to madrassas are discussedinthenextchapter.
3.5.5 Residential Colleges

The province has four cadet colleges and three residential colleges run by the Government of Balochistan. These are considered high quality residential institutions run on the format of traditional public schools. There are also two residential schools: Al Hijra in Ziarat and TameeriNauModelSchoolinQuetta.
Table3.17ResidentialCollegesEnrolment NameofInstitution CadetCollegeMastung CadetCollegePishin
13 14

Enrolment 310 101

Balochistan EFA Plan Denizens of Alien Worlds Rehman, Tariq 2005 26

CadetCollegeJafferabad CadetCollegeQillasaifullah ResidentialCollegeKhuzdar ResidentialCollegeKech ResidentialCollegeLoralai AlHijraresidentialCollegeZiarat TameerNauModelSchoolComplex

260 146 361 250 452 123 688

Source:HigherEducationDepartment,Balochistan

Enrolment in these institutions starts at the middle schooling level through competitive examinations. These are residential institutions modelled after the traditional English publicschools.

3.6SpecialEducation
Subsumed within the international commitments on EFA and MDGs and the Constitutional stipulations on education, is the obligation on the state to provide education to all who cannot be provided the opportunity in the normal schools. Special education set ups in Pakistan, and Balochistan, have been established for fulfilment of this state duty. Additionally the concept of inclusive education has also been introduced in the country although it has been applied selectively in some areas. Inclusive education calls for routine schools to accept children with disabilities rather than have them receive education in special schools and integrated later. Normally, even with most progressive inclusive systems,allchildrencannotbeincluded.

3.6.1SituationinBalochistan

TheDepartmentofSocialWelfarehastheresponsibilityforspecialeducationinthe province.Thereare4governmentruninstitutionsintheprovince:oneeachinQuetta,Sibi, KhuzdarandTurbat(Kech).OnlyQuettabasedinstitutionshavethefacilitiesforseparate setupsforthefourcategories:Deaf&Dumb,Blind,Physicallydisabledandmentally retarded.Intheother3districtsthechildrenusethesameclassroom. Threenongovernmentinstitutionsstandout:SchoolforSpecialChildren,KilliShabow,Idara eBahaliMustahqeenandGarrisonSchoolforSpecialChildren.AllarebasedinQuetta. InresponsetotheIslamabadDeclaration,theGovernmentofBalochistanhasattemptedto introducetheconceptofInclusiveEducationbuttherehasbeenlittlesuccess.Officialsand teachersofthesectoridentifiedthefollowingissues:

27

The Curriculum designed by the BOC does not fully accommodate the needs of the sector. (However, some amendments from the Special Education Complex Staff are recommended fromtimetotime). 1. The coverage is limited to four districts only and with an enrolment of 649 also revealstheneedforexpansion. 2. WhileteachersqualificationcriterionisB.EdSpecialEducationinservicetrainings aremissing. 3. Thereisashortageofstaffevenwithintheexistingfacilitiesespeciallyfemalestaff. 4. Laboratories for teaching are under construction but trained staff to run the same hasnotbeenhired. While the concept of inclusive education has been introduced in the province, it has not takenrootintheimplementationprocess.
3.6.2Policy

National Education Policy 2009 clearly articulates its commitment to specialeducation in its objectivesbutspecificprovisionsonreformaremissing. To equalize access to education through provision of basic facilities for girls and boys alike, underprivileged/marginalizedgroupsandspecialchildrenandadults. NEP 2009 does introduce the concept of inclusive education. Wherein as many children are to be provided education in the routine schools, as possible. The relevant policy provision states: To achieve the commitments of Government of Pakistan towards Education for All (EFA) andtheMDGs,inclusiveandchildfriendlyeducationshallbepromoted. Although the NEP does not elaborate policy options on Special Education there are other national documents that fill the gap. The main document being the National Policy for Persons with Disabilities 2002 The policy was prepared by the Ministry of Women Development, Social Welfare and Special Education, in consultation with other relevant Ministries. The policy includes education for persons with disability as an important component. It calls for creation of an environment by 2015 that would allow full realization of the potential of persons with disabilities through their inclusiveness mainstreaming and providing them full support of the government, private sector and civil society Thepolicyemphasisesonawarenesswhichincludestrainingofparentsandcommunities.In 2005 The Islamabad Declaration on Inclusive Education was signed by all the relevant federal ministries including the Ministry of Education, the provincial governments, Government of AJ&K and a number of universities and a number of international

28

development partners and nongovernment organisations. It called for equal treatment of allchildrenandequalaccesstohealth,educationandwork.Themainpurposewastodevise policies that would allow children with disabilities to be integrated into normal life while ensuringthattheirspecialneedsaremet.

3.7AfghanRefugeeChildren
Afghan refugees have been in Pakistan since 1979. Balochistan houses the second highest population of Afghan refugees, after Khyberpakhtoonkhwa, at 352, 610. With over thirty years as refugees education of children has been of concern. The education indicators are generally considered to be poor. With the government schools already overcrowded and in many cases dilapidated refugee children could not be accommodated into them. Secondly the Board of Intermediate and Secondary Education (BISE) requires a Pakistani citizenship. Therefore there has been a ceiling on the progress. To overcome the problem United Nations High Commission for Refugees (UNHCR) introduced special schooling for refugee children.
Table 3.18 Districts with Maximum AfghanRefugeePopulations Quetta 187,311 Pishin 63,921 Chaman 0 Chagai 36,129 Loralai 18,835 KillaAbdullah 18,898 KillaSaifullah 19,402 Mastung 3,064 Source:UNCHRPakistan

As shown in table 3.17 the maximum concentration of Afghan Refugees in Balochistan is in 8 districts. The largest concentration (more than 50% of the total) is located in Quetta. UNHCR focuses on these areas to provide education to refugeechildren.

The education is provided through implementation partners. Currently the bulk of schools are run by Save the Children (UK) with 25 schools. Society for Promotion of Primary Education in Balochistan SPPEB runs 11 schools. Nine other schools run independently in Quetta. A total of forty five schools funded by the UNHCR enrol about 17,103 Afghan children with a teaching staff of 423 15 . Initially started for grades one to 6 thesehavenowbeenextendedtograde8ondemandoftherefugeecommunity. Afghan curriculum is taught in these schools and teachers are trained to teach in Persian andPashto.Oncompletionofgrade8childrencanrequestforissuanceofacertificatefrom the Afghan Consulate for issuance of certificate to continue education in Pakistan or repatriate to the home country. Dropouts due to labour opportunities and seasonal migration due to cropping hinder continuation of education. In addition to UNHCR schools therearealsoprivatelyrunmadrassasintherefugeecamps.

15

United Nations High Commission for Refugees (UNHCR) 29

3.8ImplementingArticle25A
As already stated Article 25A of the Constitution, added after the recent 18th amendment, mandates free and compulsory education for all children between the ages of 5 and 16. In terms of education indicators implementation would mean all children are admitted to school and they continue their education till completion of high school. This would mean NERs of 100 across all educational levels and a 100% survival and/or transition rate across all levels. For Balochistan this would require the transformation given in table 3.18. The NERs given in the table are projected for 201011 based on past values of PSLMs and the survivalrateshavebeencalculatedfromNEMISdatatill20089.
Table3.19Targetsfor25A Indicator NERPrimary(610) NERMiddle(1113) NERSecondary(1415) SurvivalRatePrimary SurvivalRateMiddle SurvivalRateSecondary CurrentPosition 47 25 14 55.16 54.96 45.09
Source(s):PSLM201011andNEMIS

Required 100 100 100 100 100 100

The above targets can be achieved through different path with separate organizational arrangements and costs. Survival rate is often used as a proxy indicatorfor quality and the table clearly indicates quality improvements as a key factor in achievement of the targets provided by Article 25A. Another indicator to be considered, though not shown above, is transitionrates.Manystudentsdropoutastheytransitfromoneleveltoanothersoaclose to100%transitionratecanalsobeaddedasindicatortowardsachievementoftherequisite target.DetailedcostingestimateshavebeenaddedinChapter7. Ramifications of Article 25A transcend education and impinge on public policy priorities of thestate.Itchallengestheeducationsectortodeliverforeveryoneinthecountry.Explicitly it calls for access to education for all children between ages 5 to 16 but its implementation will only be possible if all facets of service delivery including quality and relevance are also addressed. In fact all the major targets of school education contained in the National Education Policy 2009, EFA and MDGs are subsumed within the Article, which envisages taking education even farther. It calls for review of the fundamentals of education service deliveryinthecountry.

30

Each province (and the Federal government to the extent of its jurisdiction) has to promulgate a law to enable operationalisation of the article. Balochistan government has alreadypreparedadraftlawtobesenttothelegislatureforconsideration. The draft Compulsory Education Act 2011 for Balochistan addresses some of the fundamental issues arising from Article 25 A. The first of these is definition of the free educationThearticleitselfdoesnotdefinefree,whichprovidesleewaytoeachlegislature to develop its own definition. Definition of free education has implications for finances, as well as, organizational structure and management of educational service delivery in the province.Freeeducationdefinitionhastobalancebetweenwhatisneededtoattractand retainthepoorestinschoolsandfiscalspacepossibilitiesofthegovernment. The next, legally critical, term in the Article is compulsory. The term creates a responsibility for ensuring that requirements of 25A are met. Four critical questions arise: who is responsible? How would the responsibility be executed? Who would be accountable forthetask?Howwouldtheaccountabilitybeundertaken? Finally the issue of quality operates as an underlying factor to successful implementation of Article 25A. Unless quality and relevance of education improves successful implementation of the Article will remain elusive. The Constitution does not define parameters for quality education although Principles of Policy outlines certain touchstones for values. The provincial government will have to develop targets for quality and approached to measure progress against them: quality indicators. A draft law has been prepared by the Policy Planning and Implementation Unit (PPIU) which caters to many of the above issues. It has beensenttotheLawDepartmentforvetting.

3.9LiteracyandNonFormalEducation
Literacy and Nonformal education programmes in Balochistan have mostly been funded either by the Federal government or development partners. The Directorate of Literacy has been the main government organization in the sector. It has oscillated between the Education Department and the Department of Social Welfare and currently forms part of the latter. National Commission for Human Development (NCHD) has run a very large scale literacyprogrammeintheprovinceandsohavesomeofthenongovernmentorganisations.
3.9.1SituationinBalochistan

Table 3.19 reveals gaps between literacy rate(s) in Balochistan and the rest of the country. They are the lowest for both the 15+ and 10+ populations. The low literacy rates are the result of years of poor outcomes of school education as well as the literacy programmes in theprovince. Table3.20LiteracyRatesComparison Pakistan Punjab Sindh KPK Balochistan

31

10plus 15plus

58 55

60 57
Source:PSLM201011

59 58

50 46

41 37

The Social Welfare Department is responsible for Literacy and Non formal Education in the province. The various literacy projects are run by the Directorate of Literacy the technical arm of the Department for this area. In addition to work of the Directorate the National CommissionforHumanDevelopment(NCHD)andanumberofNGOsarealsoworkinginthe area.Someofthekeyissuesare: 1. Literacy programmes have been project based, either funded or run by the federal governmentordonorsupported.Sustainabilityhasbeenpoor. 2. Current capacity of the Directorate of Literacy with only 5 officers is weak. The DirectoratedoesnothavefieldofficersandhastorelyonEDO(CommunityWelfare) formonitoringofitscentre. 3. NCHD recession from the field will create a huge vacuum for which, at present, the provincialgovernmenthasneitherthefundsnortheorganizationalcapacitytofill.

3.9.1.1DirectorateofLiteracy

The Directorate of Literacy and Nonformal Education was set up in 1991 with UNICEFs assistanceandin1993theprovincialgovernmenttookupitsrecurrentbudgetandmadeita regular part of the Education set up. Its current programme runs in 12 districts: Mastung, Bolan, Naseerabad, Sibi, Lasbela, Killa Abdullah, Killa Saifullah, Loralai, Ziarat, Kohlu, PanjgoorandGawadar,underESRfund. Table3.21ProgrammesRunbytheDirectorateofLiteracy Nameofproject Adult literacy in Balochistan (Funded by ProvincialPSDP) Adult literacy in Balochistan (Funded by provincialPSDP) Education Sector Reform Programme(ESR) Education Sector Reform Programme(ESR) Year 199607 Centres 252 Beneficiaries 4372

199809

1322

24748

200203 200304

220 350

2694 5852

32

Education Sector Reform Programme(ESR) Education Sector Reform Programme(ESR) Education Sector Reform Programme(ESR) *9500inprocess

200910 201011 201112

140 338 382*

3241 7046

Source:DirectorateofLiteracy,GovernmentofBalochistan.

Despite its achievements the Directorate of Literacy has never been fully owned into the provincial set up. As already mentioned it has oscillated between the Department of Education and the Social Welfare Department 16 and its mainfunds have not come from the provincialcoffers. The primary cause has been an absence of a policy framework for literacy at the provincial level. The primary focus has been on regular school education and ownership of federally driven policies has been weak. The recent provincial Literacy and EFA Plans have been the first efforts at the provincial level to change the situation and for the province to take complete charge of the literacy and NFE sector. However, at present the province lacks funding despite the will and if the ESR programme is cut as a result of the 18th Amendment itmaynotbepossibleforprovincialsectorplantobeimplementedinthenearfuture. Provincial Literacy Plan (201015) was prepared in 2009 by the Directorate with UNESCOs assistance. The plan targets 1.08 additional literates including 660, 000 females. It requires,15,597 Public sector literacy centre, 1,729 Public sector community literacy centres,984PublicsectorQuranicLiteracyCentreand2,272PrivatesectorLiteracyCentres. No funds have been allocated to the plan so far. UNESCO has also assisted in development of courses, books development, and advocacy material. Also some training was provided andamonthlynewsletterreleased.
3.9.1.2NCHDLiteracyProgramme

NCHDwasformedin2001asanautonomousbodyoftheFederalgovernmentandgiventhe mandate to develop human resource in the country. Its programme was initiated in Balochistan in 2003 and includes literacy in addition to education overall and health. NCHD hasbeentheonlyorganizationinBalochistanthathasworkedforliteracyinall30districts. The literacy programme run by NCHD consists of three phases based on the National CurriculumforLiteracy2007: Basic literacy and numeracy are developed through phonetics etc. run in Basic LiteracyCentre(BLC)

Till the year 2000, the Directorate worked with the Social Welfare Department but for the period of 2000 to 2005 it went to the Education Department. In 2007 it was again sent to the Social Welfare Department. 33
16

Advancedlevelwithfocusonreadingandmorecomplex(3digitmathematics)runin PostLiteracyCentres. Support to learner in pursuit of further education in Community Literacy Centres (CLCs).

BLCandPLCcoursesarefor6monthseach. NCHDsprogrammesintheprovincefrom2003todateareshowninTable3.18. The figure of 320800 learners provided by NCHD has not been verified independently but generally the impact of its work is acknowledged. It currently faces closure as the 18th Amendmentgetsimplemented. InadditiontoitsworkinLiteracy,theCommissionhasalsosetupabout1350feeder Table3.22ImpactofNCHDsLiteracyProgramme Phase 20032008 JanJune 2010 JulyDec 2010 Total schools. These cater to about 59,000 students. The fate of these children is also linked to theimmediatefutureofNCHD 17 .
3.9.1.3NationalEducationFoundation(NEF)

LiteracyCentres Male Female Total

GraduatingLearners Male Female Total

1204 148 64

10833 2309 1159

12037 2457 1223

24426 2175 1321

219837 48794 24247

244263 50969 25568 320800

1416

14301

15717

27922

292878

Source:NationalCommissionforHumanDevelopment

National Education Foundation (NEF) was working as an autonomous body under the formerMinistryofEducation.TheNEFhadestablishednonformalschoolsintheprovince.It closed down as a result of the implementation process of the 18th Amendment on 30 June 2011. Most Key Informants complained of absence of any linkage between nonformal

17

Source: National Commission for Human Development 34

schoolsandregulareducationsystem.AftertheclosureofNEFpracticallynosystemofnon formaleducationexistsintheprovince.
3.9.1.4NonGovernmentProgrammes

Prominent NGOs in the sector have been Society for Community Support in Primary Education of Balochistan (SCSPEB) and Institute of Development Strategies and Practices (IDSP).SCSPEBhasbeenrunningaprogrammesince2005in25centresacross6districts.So far 4500 persons, between the ages of 15 to 30, have completed basic literacy courses in these centres. IDSP runs 5 literacy centres, set up with UNESCOs assistance, in Quetta and Mastung districts. So far, 250 persons (age 1525) have been made literate by the centres. Organisations like the Balochistan Boys Scouts Association and the Girls Guides Association havealsobeeninvolvedinliteracytraininginthepast.
3.9.1.5LiteracyandEquity

Critiques of literacy programmes consider it a less efficient investment in education. PEAC data reveals that learning outcomes for children whose parents have relatively higher education, are better. Also investment in literacy is an investment in poverty reduction. Table3.22showsgapsacrossgender,aswellas,ruralandurbanvalues. SimilartotheNERs discussedabovetheworstoutcomesareforruralfemales(13and9)andthebestforurban male(79and77).
Table3.23ComparisonofLiteracyRates(Male&Females) Male Female Overall Rural 54 13 35 Literacy10+ Urban 79 40 61 Overall 60 19 41 Rural 49 9 30 Literacy15+ Urban 77 33 56 Overall 56 15 37

Source:PSLM201011

Table 3.23 shows literacy rates for various income quintiles with 1st one being the lowest and 5th the highest. The table reveals that literacy rates increase as the income level increases. This is quite intuitive and again as in the case of other education outcomes poor faretheworst. Table3.24IncomeandLiteracyRates(10+) 1stQuintile Male 54 Female 15 Both 36

35

2ndQuintile 65 3rdQuintile 4thQuintile 5thQuintile 70 80 89

20 27 30 56
Source:PSLM200708

43 50 57 75

The best outcome is for males in the highest income brackets and the worst for women in the poorest quintile. The gap between males and females at all levels is quite wide. This hints at an attitude towards female education that has led to lower levels of literacy for women.
3.9.2Policy(NEP)

1. Literacy rate shall be increased up to 86% by 2015 through upscaling of ongoing programmesofadultliteracyandnonformalbasiceducationinthecountry. 2. Sustainability of adult literacy and NFE programmes shall be ensured by strengthening organizational structure, coordination and enhancing budgetary allocationforthisneglectedsubsector. 3. Governmentshalldevelopanationalliteracycurriculumandidentifytheinstructional material, teacher training modules and professional development programmes to support the curriculum. The curriculum shall be objectives driven, so as to facilitate assimilation of trainees into mainstream economic activity, by imparting skills trainingasperlocalneedsandmarkettrends. 4. Government shall develop and enforce minimum quality standards for organizations involved in literacy in the form of literacy certification and accreditation regime. The literacy providersshall be required to offer theliteracy programmes according to the specifiedstandards. 5. A system shall be developed to mainstream the students of nonformal programmes intotheregulareducationsystem,andasystemofequivalenceshallbedevelopedto permit such mainstreaming. New literates shall receive formal certification so as to facilitatetheirentryintogovernmentschools. 6. Provinces and district governments shall allocate a minimum of 4% of education budgetforliteracyandnonformalbasiceducation(NFBE). 7. Linkages of nonformal education with industry and internship programmes shall be developedtoenhanceeconomicbenefitsofparticipation. 8. Horizontal linkages between schools and vocational/skills training centres shall be established. 9. Government schools shall initiate nonformal education (NFE) stream for child labourers.Childreninvolvedinvariousjobsorworkshallbebroughtwithintheambit ofnonformaleducationsystemthroughneedbasedschedulesandtimings.

36

10. National Education Foundation (NEF) programmes, currently in practice up to grade 5shallbeexpandeduptograde10,whereverrequired. 11. Special literacy skills programmes shall target older child labourers, boys and girls (aged between 14 and 17 years). Special educational stipends shall be introduced to rehabilitatechildlabourers. 12. Arrangements shall be made to use school buildings (where available) for adult literacyafterschoolhours. 13. Government shall develop guidelines for postprogramme initiatives. Regular follow upshallbemadeapartoftheliteracyprograms. 14. Steps shall be taken to ensure that teachers for adult learners and nonformal education are properly trained and have a well defined career structure allowing themtomoveintomainstreameducation. 15. International Development Partners, community and private sector involvement in awareness programmes, content, design and availability of facilities, shall be mobilised. Balochistan developed Provincial Literacy Plan and an EFA Plan in 2010 and 2011 respectively.TheEFAPlansetsatargetof64tobeachievedbyBalochistanby2015. In 2007 the National Curriculum for Literacy was developed. It divided literacy into three levels: basic literacy, advanced and support for developing life long learning. It has been adoptedbyNCHD.

37

Chapter4:KeyIssuesinSchoolEducation2:TheQualityFactors
Quality of school education is considered poor and the primary outcome of classroom practicesisencouragementofrotelearning.Thisistrueofmostpublicschoolsaswellasthe nonelite private schools. Teachinglearning processes in the classroom fail to invoke analytical critical thinking. Report of the Provincial Education Assessment Centre (PEACE), givesthefollowingresults: It was found that the mean score of grade IV in Balochistan was less than 500 in mathematics,scienceandUrdu.Itmeansthatstudentsproficiencyisbelowaverageinthese threesubjects.However,the(score)inSocialStudiesisabovethemeanscore 18 Thereportalsohighlightsshortcomingsincriticalandanalyticalthinkingandprocesses: Even students with high abilities were not able to write in organized manner on narrative andpersuasiveprompts 19 Over the last many years a lopsided focus on access has diluted the emphasis on quality aspects. No benchmarks or standards have been developed for quality as it does not factor intoaccountabilityoftheeducationsystemeitheratthemanagementorpoliticallevels.The only exception may be the examinations results and even these cannot be considered beforesecondaryschool.Inanycasethereareproblemswiththeexaminationsasmeasures ofqualityasdiscussedlater.
Box4.1DefiningQualityEducation

Thereisanimpendingneedtodebateandagreeonwhatconstitutesqualityateach stageofeducationandthesystemoverall.Basedonthis,somestandardswillneedtobe definedandpursuedthroughdevelopmentofpolicies,strategiesandplanswhichtarget them. NationalEducationPolicy2009

NationalEducationPolicy2009states: The PPIU has changed the approach and quality forms an important corner stone of its proposed reforms. The Balochistan Action Plan 2011 focuses on quality and standards as a criticalissue. Thefivefactorsconsideredforqualityare: 1. Teachers 2. Textbooks 3. Assessments 4. Curriculum 5. SchoolEnvironment

Provincial Report on Assessment of Students Learning of Grade IV 2006; Provincial Education Assessment Centre (PEACE), Quetta 19 Ibid 38
18

4.1Teachers
Teachers have been considered the weakest link in provision of quality education in Pakistan.Findingqualityteachersonalargescaleisachallengefacedbytheentirecountry. NEP 2009 has presented recommendations for improvements in teacher quality and enhancestheirprofessionalability(detailsinsubsection4.1.3).
An important intervention for improvement of teaching quality has been the STEP Project
20

developed standards for teacher education and assisted the National Council for Teacher Education(NACTE)developandpublishstandardsforteachereducationinstitutionsin2009. Thesestandardsarecategorizedintosevendomains 21 : 1. CurriculumandInstruction 2. AssessmentandEvaluationSystem 3. PhysicalInfrastructure,AcademicFacilitiesandLearningResources. 4. HumanResources 5. FinanceandManagement 6. ResearchandScholarship 7. CommunityLinksandOutreach ThePreSTEPprojectiscontinuingtheworkbyassistingtheprovincesadoptandimplement thesestandards.TheprojectisalsofunctioninginBalochistanwiththeassistanceofUSAID. 4.1.2SituationinBalochistan Balochistan faces similar problems in teaching quality as most of the country. Although in certain aspects, like qualifications, it lags behind other provinces. Other issues in quality of teachingandteachersincludeavailabilityofteachersbecauseofabsenteeismandtheability of the government to provide quality teachers, particularly in specialized subjects, to rural and peripheral areas of the province. Again distances, terrain and recently security factors reduce the possibilities. Issues of teachers are discussed here under the heads of training (preserviceandinservice)andavailability.
4.1.2.1Preservicetraining

Themostseriousimpedimenttoavailabilityofqualityteachersispoorpreserviceeducation of teachers. The current qualification required for recruitment as primary or middle teachers is considered to be of a poor quality. Secondly the process of teaching within pre service institutions is also considered to be of a low standard. At the primary level required teachers qualification is matriculation with Primary Teaching Certificate (PTC). At the middle level it is Certificate in Teaching (CT) with intermediate. Both PTC and CT are nine months courses with low emphasis on practical training. Generally the quality of these certifications is considered poor. Poor quality of PTC and CT has been highlighted in the NationalEducationPolicy2009,whichrequiresallteacherstobegraduateswithadegreein

USAID and UNESCO National Standards for Teacher Education Programmes National Council for Teacher Education (NACTE), August 2009.
21 20

39

bachelorsofEducation(B.Ed)by2018.Itdoes,however,provideamargintolessdeveloped areastoallowDiplomainEducationasanintermediatearrangement.
Box4.2PTCandCT

Primary school teacher certification programmes are relics of the 19th century normal school model. They neither provide broad general education necessary to foster communication skills, critical thinking and creative instructional leadership nor promote in depth content knowledge of language, arts, mathematical reasoning, social and natural sciences and cultural content. The pedagogical skills taught are also designed to foster rote learning, unquestioning acceptance of textual material and passive preparation for the tests. The entry requirements (matric, FA/FSc) and time on task (12 years(sic))arenotsufficienttopreparequalityteachers. National Professional Standards for Teachers in Pakistan Policy and Planning Wing, MinistryofEducation,GovernmentofPakistan2009

Balochistan falls in the category of less developed areas and diploma in education is a recognised qualification. The missing element in policy approach is absence of strategy to transit to graduation with B.Ed and preservice teacher training continues to train students inPTCandCT. There are 30 teacher training institutions in Balochistan of which twenty are in the public sectorandtheremaining10intheprivatesector.Theseinclude5female,6maleand19co education institutions. The maximum number of institutions is in Quetta which houses 15, Panjgur has 3, Lasbela, Loralai, Pishin and Sibi 2 each and Kalat and Mastung have one institution each. The Government Colleges of Elementary Teachers (GCETs) function under theadministrativecontrolofBOC. Insufficient number of qualified and trained teaching staff, poor quality textbooks and an outdatedcurriculumaresomeoftheissuesthatimpactqualityintheseinstitutions. A2006 report on teacher education presented the following situation of teacher educators in Pakistan 22 . The various levels of teacher educators themselves are caught in the same cycle of poor teacherqualityanddelivery.Theyadministertheirclassesinthetraditionalteachingstyleof lecture giving, dictation and notes. Trainers fail to cultivate any creative thinking, inquiry andproblemsolvingamongtheirtrainees. Additionally, especially, in case of private institutions, credibility has become a major issue as there are allegations of malpractices. Similarperceptions exist about the programme run byAllamaIqbalOpenUniversity(AIOU)throughitsdistanteducationprogramme. ThestandardspreparedbyNACTEhavenotbeeninstitutionalizedattheprovincialleveland the system continues to operate without a standards framework. The Bureau of Curriculum and Extension Services (BOC&ES) is the focal point for the PreStep project in Balochistan. Presently the Project team is working towards adoption of teaching standards in the

Situation Analysis Of Teacher Education: Towards a Strategic Framework for Teacher Education and Professional Development UNESCO and USAID: 2006
22

40

province in consultation with BOC & ES and PPIU. It will take some time as it is a new concept in the present and the BOC will need to build capacity to adopt and monitor standards.
4.1.2.2InServiceTeacherTraining

Provincial Institute of Teacher Education (PITE) and Bureau of Curriculum and `Extension Services (BOC&ES) are responsible for in service teacher training in the province (BOC also administers preservice as mentioned in the previous subsection). Inservice training has primarily been funded and guided by donor support. While the latter has filled in a critical vacuum the lack of government ownership has led to problems of coherence and sustainability. The Education Department does not provide funds for training activities of theseorganisations(onlyrecurrentsalaryandrepairsetc.isprovided). Conducted in the project mode efforts of theseprograms dilute as the funding period ends. Follow ups are normally absent leading to low longterm impact. There is no structure (or framework) at the systemic level to gauge the impact of these trainings although individual projectssometimeshavepostevaluations. The Balochistan Action Plan recommends standards based preservice and inservice teacher education and a baseline study for evaluation of teachers competencies. This wouldformthebasisfortheprofessionaldevelopmentprogramme.
4.1.2.3TeacherAvailability

Teachers availability is impacted by a number of factors. Firstly, the deficiency of qualified teachers,especiallyforgirls,impactsgirlseducationqualityadversely. A major deficit is of science and mathematics teachers, especially at high school levels. Again girls rural schools are the worst affected constraining opportunities for female students.PEACEdataforgrade4showsalowerscoreforgirlsinscienceandmathematics. Another cause of low teacher availability is absenteeism. The great distances across the province limits the ability of the field staff to monitor effectively while nepotism and corruptionfurtherweakenaccountability. Table4.1TeachersbyGender,LocationandLevel Level Primary Middle High Boys Urban Girls Total Boys Rural Girls Total Boys Total Girls Total

3950 1513 5463 2009 1512 3521 5157 3328 8485

8575 3843 12418 12525 5356 17881 4815 2287 4750 711 7102 5461 6824 9907 3799 10623 4039 13946

41

Higher Secondary Total

39

39

39

39

11155 6353 17508 18140 6841 24981 29295 13194 42489

Source:NationalEducationManagementInformationSystem(NEMIS)200910

Most teachers prefer to work in urban centres and there is an imbalance in teacher availability across rural and urban areas. The schools in the latter sometimes have excess teachers.
4.1.3Policy

National Education Policy 2009 recommends the following under the head of teachers. It coversaspectsofteacheravailability,trainingandqualifications. 1. A Bachelors degree, with a B.Ed., shall be the minimum requirement for teaching at the elementary level. AMasterslevel for the secondary and highersecondary, witha B.Ed.,shallbeensuredby2018.PTCandCTshallbephasedoutthroughencouraging the present set of teachers to improve their qualifications, while new hiring shall be based on the advanced criteria. Exceptions shall be made in case of less developed areas where teachers with relevant qualifications are not available. Diploma in Education (D.Ed) may be used as an intermediate qualification till B.Ed teachers are availableuniversally. 2. Teacher training arrangements, accreditation and certification procedures shall be standardisedandinstitutionalised. 3. Teacher education curriculum shall be adjusted to the needsof the school curriculum and scheme of studies. The curriculum shall include training for studentcentred teaching,crosscurricularcompetencies,andanonsitecomponent. 4. Aseparatecadreofspecialisedteachertrainersshallbedeveloped. 5. Governments shall take steps to ensure that teacher recruitment, professional development,promotionsandpostingsarebasedonmeritalone. 6. All teachers shall have opportunities for professional development through a programme organized on a threeyear cyclic basis. Progress in career shall be linked tosuchprofessionaldevelopment. 7. Inservice teachers training in mathematics shall be provided, with due attention to developing conceptual understanding, procedural knowledge, problem solving and practicalreasoningskills.

42

8. Inservice teacher training in science shall be based on real life situations, use of sciencekitsandprovisionofsciencekitstoallprimaryandmiddleschools. 9. Teacher allocation plans, likewise, shall be based on school needs and qualifications of teachers. Over the next two years, Governments shall develop a rationalised and need based school allocation of teachers, which should be reviewed and modified annually. 10. Provincial and Area Administrations shall develop effective accountability mechanisms, including EMIS data on teacher deployment, to control absenteeism andmultiplejobholding, 11. Institutionalised and standardised inservice teacher training regime shall be establishedinthoseprovinceswhereithasnotalreadybeendone. 12. Inservice training shall cover a wide range of areas: pedagogy and pedagogical content knowledge; subject content knowledge; testing and assessment practices; multigrade teaching, monitoring and evaluation; and programmes to cater to emergingneedsliketrainingsinlanguagesandICT. 13. Trainingneedsshallbeassessedonthebasisofresearchandtrainingprogrammes. 14. Governments shall take steps to improve social status and morale of teachers. These include: upscaling of teacher salaries as part of establishing a separate teaching cadreandteachingcareer;teachers'professionaldevelopment,andarewardsystem basedonperformancemeasures. 15. Incentives shall be given to teachers in rural or other hard areas, at least to compensate for loss in salary through reduction of various allowances given for urbanbutnotforruralpostings. 16. The teaching workforce shall be managed on a truly professional basis, organized as aspecialisedfunction. 17. Inservice teacher training institutions shall emphasise developing the capacity of teachers and school managers for school development plans, to overcome low achievementscores. 18. Special short term courses for improvement of language skills for rural area teachers shallbedesigned. 19. The voice of teachers associations shall be given due consideration in decisions on collectiveissuesaffectingteachers.

43

20. Governmentshallaimtodrawuponresourcesfromtheprivatesectorthroughpublic private partnerships, especially in the areas of teacher education and professional developmentprogrammes. 21. International Development Partners resources shall be harnessed within a broad national programme of teacher improvement for the country as a whole through intertiercollaboration. 22. Maximumagelimitshallbewaivedoffforrecruitmentoffemaleteachers. Recommendations of the Balochistan Action Plan are more or less in line with those of the NEP 2009. It calls for standards in teacher training and development of continuous professionaldevelopmentprogrammeforinserviceteachers.

4.2CurriculumandTextbooks
4.2.1Curriculum

The erstwhile Ministry of Education was responsible for curriculum development and textbooks approval prior to the 18th Constitutional Amendment. The process involved provinces through National Review Committees for various curricula. The process adopted by the Ministry was critiqued for absence of standards and nontransparency. The White PaperonEducation2007,inadditiontotheaforementionedproblems,pointstoshortageof curriculum specialists and failure to develop a feedback mechanism on curriculum implementation.Italsoidentifiesexistenceofparallelcurriculainthecountryasaproblem towards longterm social cohesion. Limited dissemination of curriculum and poor managementofverticalandhorizontallinkageswereothershortcomingsofthesystem. The last curriculum review was completed in 2006. It introduced the concept of standards based curriculum where students learning outcomes have been defined for each subject. Clearstudentlearningoutcomes(SLOs)havebeenprovidedinthecurriculum.
4.2.1.2SituationinBalochistan

Ascurriculumdevolvestotheprovinciallevelthereisaperceptionofinadequatecapacityas the federal level undertook the task for almost 35 years. A gap has been created and the BOC,whichbecomesthenaturalinheritorofthedevolvedpowers,hasnotbeeninvolvedin the function except representing the province in some of the National Review Committees. Inanycaseitscurrentcapacityandfocushasbeenpoachedbytheteachertrainingfunction. The new curriculum has only begun being implemented in the provinces in 2010. In Balochistanithasnotbeenimplementedatallandcurrenttextbooksarebasedonthe2002 curriculum. The Balochistan Action Plan has called for adoption of the 2006 curriculum for implementation in the province in the absence of immediate capacity to develop a new curriculum.RecentlytheChiefMinisterhasapprovedasummaryforadoptionofCurriculum 2006 in the province The Plan calls for capacity development of BOC to undertake the task for the next review. It also recommends an overall Curriculum Implementation Framework (CIF) where the curriculum is not restricted to development of textbooks and forms the basis for teacher training, teachers guides and assessments as well. Under the CIF it is

44

envisaged that teaching, teacher training and assessments development will all be guided directlybythecurriculumandnotthroughthemediumoftextbooksalone.
4.2.2Policy

Curriculum in Pakistan is based on Blooms Taxonomy. The taxonomy is based on three domains: cognitive, psychomotor and affective. The cognitive domain isfurther divided into various levels from basic knowledge to evaluation the pinnacle of higher level learning. The curriculum revision process was initiated in 2005 in parallel with the National Education Policy review. The NEP 2009 adopted some of the concepts introduced in Curriculum 2006. Additionally it provided some recommendations and the review process itself in terms transparencyandstandardisationandadoptionofafeedbackmechanism.Someofthemain policyoptionsoncurriculumprovidedinNEP2009are: 1. Curriculum development shall be objectives driven and outcome based. It shall focus on learning outcomes rather than content. It shall closely reflect important social issues; 2. Thecurriculumdevelopmentandreviewprocess,aswellastextbooksreviewprocess, shall be standardised and institutionalised within the framework of the Federal Supervision of Curricula, Textbooks and Maintenance of Standards of Education Act, 1976. 3. ProfessionalCouncilslikePakistanMedicalandDentalCouncil(PM&DC)andPakistan Engineering Council (PEC) shall be involved in consultations for relevant curriculum development. 4. Curriculum shall emphasize the fundamental rights guaranteed to the citizens of Pakistan, so that each individual shall develop within himself/herself and the society at large a civic culture strong enough to withstand any extra constitutional interference,whichthreatensthoserights. 5. Environmentaleducationshallbemadeanintegralpartofeducation. 6. Emerging trends and concepts such as School Health, Prevention Education against HIV/AIDS and other infectious diseases, Life Skills Based Education, Population and Development Education, Human Rights Education including gender equality, School SafetyandDisasterandRiskManagement,PeaceEducationandinterfaithharmony, detection and prevention of child abuse, etc shall be infused in the curricula and awarenessandtrainingmaterialsshallbedevelopedforstudentsandteachersinthis context,keepinginviewculturalvaluesandsensitivities. 7. School Health Education and School Safety shall be infused within the curricula and learning materials with focus on improving school environment, enriching health education content, instituting regular mechanisms for health screening and health services of students and nutritional support to needy children in coordination with the Departments of Health, Environment and Population at the Federal, Provincial andDistrictlevels. 8. There shall be an ongoing feedback and evaluation mechanism so that a continuous improvement process is institutionalised. Feedback should flow from the primary

45


4.2.3Textbooks

Balochistan Textbook Board is responsible for development of textbooks for grades 112. Over the years books in the province like the rest of the country have been criticised for poor quality. As the sole learning material available in the classroom its importance cannot be overemphasised. In 2007 a National Textbook Policy was developed through a consultative process among the provinces and the federal government. The policy aims at improving quality of textbooks through introduction of competition in textbook developmentandremovingthemonopolyenjoyedbytheprovincialtextbookBoards.
4.2.3.1SituationinBalochistan

Textbooks available in the province are not considered to be of good pedagogic value. They are written in a dull narrative and do not assist in development of analytical faculties of the students. At primary level local context is missing in both language and content. This makes learningdifficultforstudents,whoatthisstagecannotbeintroducedtounfamiliarconcepts and language(s), especially, in the very early years. In middle and higher levels the various technical books on science and mathematics do not explain concepts clearly and students resort to rote learning. Horizontal and vertical management of the syllabus also appears to bemissingassomebooksaremoredetailedthanothersandconsumeextratimeandeffort.
4.2.3.2Policy

Textbooks, even before the 18th Amendment, were prepared at the provincial level by the provincial textbook boards. The Federal Ministry of Education issued the final clearance before the provincially prepared books could be officially taught in schools. In 2007, the National Textbooks Policy (NTP) was approved through consultations among provinces and the federal government. The Policy shifted the function of textbooks to the private sector andreviewedtheroleofthetextbookboardsasregulators. The Policy also recommends formation of resource centres within textbook boards to be usedasareferenceandcapacitydevelopmentareasforthebenefitofboththegovernment andtheprivatesector. Sindh, Punjab and Khyberpakhtoonkhwa have already started implementation of NTP for Phase I of Curriculum 2006. Balochistan has so far not operationalised the policy. A Resource Centre has been established in the Balochistan Textbook Board with the assistanceofGermanInternationalCooperation(GIZ). Recommendations on textbooks in NEP subsumed the NTP 2007 concepts and recommendations.Someofthemainrecommendationsare: 1. A well regulated system of competitive publishing of textbooks and learning materialsshallbeintroduced. 2. Textbook Boards shall be transformed into competent facilitating, regulating and monitoring authorities. The Boards shall review and support the process of approval oftextbooksforuseinschoolsintheirrespectiveareasofjurisdiction.
46

3. A Provincial /Area Committee comprising representatives of the education authorities, Textbook Boards, the private sector, teachers and other stakeholders shall be formed to select and prescribe textbooks for use in public schools in the respective province or areas of jurisdiction. Private sector schools shall be free to chooseanyofthebooksauthorisedbytherespectiveTextbookBoard. 4. FederalandProvincialGovernmentsshallarrangefortheTextbookBoardstoprovide assistance in capacity development for the national and/or provincial publishing industrytobecomecompetitiveplayersinanexpandededucationpublishingmarket. 5. Textbooksatprimarylevelshallbedevelopedwithinthecontextoflocalcultures. 6. Special textbooks shall be prepared to cater to multigrade environments. Alternately, supplementary reading material that helps selflearning must be developedforsuchenvironments. 7. CurriculumWingofMinistryofEducationandprovincialtextbookboardsshallensure elimination of all types of gender biases from textbooks. Also adequate representation of females shall be ensured in all curriculum and textbooks review committees. The Balochistan Action Plan also calls for adoption of NTP 2007. This will again require timeandthereforethePlanrecommendsadoptionofbookspreparedinotherprovinces inthefirstphase.Atpresentneithertheprivatesectorintheprovince,northeTextbook Board,havethecapacitytodeveloptextbooksforthestandardsbased2006curriculum. TheActionPlan,therefore,callsforcapacitydevelopmentofboththeprivatepublishers to improve domestic authorship and industry as well as the capacity of the Textbook board as a regulator of textbook quality. It also calls for defining standards for textbook preparation and evaluation. Recently the Chief Minister has approved adoption of NTP 2007 in the Balochistan. This will be a challenge as the province has a very limited publishing capacity in the private sector. However the CIF in the Action Plan includes development of publishing capacity in the private sector as an important recommendation.

4.3Assessments
Historically assessment has been a neglected area in Pakistan in general and Balochistan in particular. White Paper on Education published by the erstwhile federal Ministry of Education considers the quality of assessment as poor and recommends standards for examination boards and training of examiners. NEP 2009 also focuses on standards as a criticalfactorandrecommendsthesettingupofstandardsforassessments. Assessment system currently suffers from several deficiencies in promoting quality education. The one with more sinister outcomes is the practice of rote learning which stops thementalgrowthofthechildandblocksinnovativelearning. An important intervention in assessment in the country has been the National Education Assessment System (NEAS) and its provincial component the Provincial Education AssessmentCentre.PEACEconductsasamplebasedassessmentforgrades4and8,every2 years. Its last assessment covered languages, mathematics, science and social studies. The primary purpose of PEACE is to inform policy and planning on shortcomings in qualitative
47

aspectsofeducationatasystemiclevel.Unfortunatelythesystemhasfailedtobenefitfrom thevariousreportspreparedbyNEMISanditsprovincialbranches.
4.3.2SituationinBalochistan

Most teachers are not trained in assessments and cannot develop tests or evaluation approaches that test a students analytical ability. Like other quality inputs, assessments induce rote memorization, whether conducted within schools or by the external body: The BalochistanBoardofIntermediateandSecondaryEducation(BBISE).
Box4.2AssessmentQualityinPakistan Neither the traditional school examination nor the external public examinations administered for certification purposes, nor the selection tests for admission to institutions of higher education, sufficiently fulfil the criteria for standardization and comparability required for a monitoringindicator NationalEducationAssessmentReport2005;MinistryofEducation

AstheonlyBoardforsuchalargegeographicareawithpoorcommunicationsstructuresthe BBISE has to face a number of impediments in conducting examinations. The government hasagreedtoaddtwomoreBoardstoeasesomeoftheadministrativepressures. Qualitatively the examination system of the BISE does not follow any prescribed standards for either papers or paper setters. No certification is required to prepare papers for the Boardexaminations.Examinationsalsosufferfromanendemiccheatingculture. The provincial equivalent of NEMIS is the Provincial Education Assessment Centre (PEACE). Its tests are prepared on international standards for assessments. It not only reports on scoresbutalsolinkslearningoutcomestoteachinglearningpracticesinschools.Thereports aredisseminatedbutunfortunatelytheyhavenotbeentakenupbythesystemandthereis no mechanism to integrate its results into educational planning, implementation and accountability. The Balochistan Action Plan calls for review of the existing education standards for the BISE and introduce certification of examiners. It also recommends training of teachers on assessments.
4.3.2Policy

1. Education system needs to be internationally competitive and Pakistan shall make efforts to offer itself for international level academic assessments by 2015, participating in mathematics and science assessment conducted under the umbrella ofTrendsinInternationalMathematicsandScienceStudy(TIMSS). 2. Student performance shall be based on assessing competence in a specialised area that requires a given skill set. There shall be periodic reviews of the assessment system. 3. Multiple assessment tools in addition to traditional examinations shall be explored, to ensure the right balance between the uses of formative assessment approaches combinedwiththesummativeapproachofhighstakesexaminations. 4. National standards shall be developed to reduce the differences in quality across regions. Assessment processes shall be standardised to become uniform across the
48

Boards overtime, so that students appearing inexaminations under differentBoards areassessedagainststandardizedbenchmarks. 5. Examination systems shall be standardised to reduce differentials across students appearing in different boards of examinations, either through gradual reduction of the number of boards or any other mechanism deemed workable by the province/areagovernment. 6. The Examination boards shall be responsible for capacity building of paper setters andexaminers. 7. Acomprehensiveplanshallbepreparedtoeliminatecheatinganduseofotherunfair meansfromexaminationsincludingaddressingsocialattitudestowardstheissue. 8. A quality cycle management shall link the various systems of assessment and institutions involved in assessment (examinations, NEAS/ PEACE, continuous assessment) to provide feedback to curriculum development, textbooks development andteachereducationandprofessionaldevelopment.

4.4SchoolEnvironment
School environment is defined by the physical facilities available as well as the general learningcultureintheinstitution.
4.4.2SituationinBalochistan

Balochistan has serious deficits in facilities. Table 6.1 depicts the situation. The table shows thenumberandpercentageofpublicschoolswherethefacilities,showninthefirstcolumn, are missing. Internally the school culture is coercive and hierarchical. Discipline in the classroomhashigherpremiumthanqualityteaching.Questionsandparticipativelearningis discouraged. Corporal punishment is used as an instrument of coercion which suppresses the learning process. According to PEACE 2006 report children who faced a lower incidence ofcorporalpunishmenthadbetterscores. Table 4.2 Missing Basic Facilities in Government Primary Schools Drinking Water Electricity Toilet Boundary Wall BoysSchools 7,020 6,793 6,505 6,102 90% 88% 84% 79% GirlsSchools 2,379 2,285 1,380 1,212 84% 80% 48% 43%

49

Building

582

7%

270

9%

Source:ProvincialEFAPlan2011

Problems of poor facilities, in terms of inappropriate school sizes and absence of playgroundsalsoexistsinmanyprivateschools.However,theydoprovidesomeofthebasic amenities like water, toilet etc. Corporal punishment and a coercive class culture appear to bemoreuniversal.Thelatterincludesboth,mostnoneliteprivateschoolsandmadrassas. Multigrade teaching prevails in many primary schools. The situation is worsened by the fact that teachers are not trained to manage such classes nor are they provided specialized materialforthepurpose. Important concomitant factors for learning are libraries and laboratories. These also suffer from policy inertia. Libraries only exist in some high schools and are not utilized as there is no procedure to ensure that students use them as extensions of their learning process. A culture of using learning materials other than textbooks does not exist. Similarly laboratoriesareunderutilizedeitherduetoabsenceoftechnicalexpertsorpaucityoffunds toreplenishmaterial.
4.4.1Policy

AccordingtoNationalEducationPolicy2009; 1. A framework setting out the basic standards for school facilities and teaching aid materials including playground shall be established by 2012 and shall form the basis forallocationoffunds. 2. Federal government shall provide necessary resources to less developed areas for provisionofmissingbasicfacilitiesinalleducationinstitutions. 3. Aconceptofservicetothesocietyshallbeintroduced. 4. Studentteacherratiosshallbestandardizedandenforcedatschoollevel 5. Multigrade teaching shall be eliminated by recruiting need based teachers and simultaneously providing training to inservice teachers on multigrade methodologiestillremovalofteachersshortageinthesystem. 6. An awareness campaign against corporal punishment shall be initiated and teachers shallbeheldaccountableforviolations.

4.5QualityinOtherSchoolTypes
There are multiple categories of private schools and it is difficult to conclude about general trends in quality. Broadly the schools are divided into the elite schools, which are a very small number, mostly in Quetta city, and what are known as the average private school. Theformernormallyhaveforeigncertification,whilethelatterfollowsthelocalcurriculum. Private sectors rise is indicative oferosion of confidence in public sector schools. There has only been one study on relative educational outcomes of public versus private schools,

50

whichwasforthePunjabandnotBalochistan 23 .Thestudyrevealsrelativelybetterabilityof students in private schools. It also argues on parental choice being indicative of better quality. While they may be relatively better than the public schools (on average) the teachinglearningprocessremainssimilarandrotelearningistheoutcomeintheclassroom. These schools may still not be meeting standards required for students for upwards social mobility. In the absence of state defined standards and regulation outcomes remain uncertain. Eliteprivateschoolscateringtoforeigncertificationhaveadifferentapproachandanalytical critical thinking is invoked. Students from these institutions are expected to occupy white collar jobs and high paying professions. Among the public sector institutions the Cadet Colleges and the Residential Colleges under the Higher Education Department are perceived to provide better quality. These colleges start at grade 6 and already student intake has been filtered to include generally bright students. Nevertheless these are among the few institutions in the province where people have greater confidence in the quality of educationbeingimparted. Madrassa education also emphasises rote learning but there is also training in rhetoric and logic at higher levels. The public, private elite and madrassas follow completely different curricula and assessed by very different types of examinations. This leads to potentially different outcomes for each type in terms of opportunities and the affective domain that determineslearnersoutlookonlife. 24 . Traditionally national policies have, since 1947, focused on madrassa mainstreaming to provide incentives to children from madrassas to study science, mathematics and English. The policy expected that this would improve their chances of employment beyond the traditional market for madrassa graduates. There is no evidence of the policies being successful.NEP2009hasalsoprovidedasimilaroption: Deeni Madaris shall be mainstreamed by introducing contemporary studies alongside the curricula of Deeni Madaris to enhance prospects of their students to pursue higher studies, researchandexcellenceandtoensureemployment,recognitionandequivalence. ThepolicyfurthercallsforsettingofaMadrassaDevelopmentAuthorityatthefederallevel to undertake this policy task and assisting madrassa students in improvement theirchances ofemploymentinmorediversesectors. 4.5.1RelevanceinSchoolEducation As already discussed chapter on Access, relevance of school education to the real world remains an ignored, or at best, weakly managed area. There is a missing critical link between education and the world of work (In terms of affective domain the issue has already been discussed above). While it drives away a lot of students from the secondary level because no major skills are provided part of the problem in poor outcomes in employment emerge from the soft skill developed throughout the school years. Weak analyticalability(problemsolving,selflearningetc.)limitsthestudentscapacitytosucceed intherealworldsituation.

23 24

Learning and Educational Achievements in Punjab Schools (Leaps) Andrabi et al 2007 Denizens of Alien Worlds Rehman, Tariq 2005 51

An important factor in social mobility and access to more prestigious jobs is proficiency in English language. The problem has been recognized in NEP 2009 which calls for teaching English from grade 1 (in line with curriculum 2006). The policy has not necessarily help as students neither learn English nor develop relevant cognitive ability. The whole school language area requires more research before an effective policy can be developed. It is in this context that the NEP 2009 calls for a study on school language policy. The policy also calls for introduction of career guidance and counselling of students at the secondary and highersecondarylevels.

4.5.2QualityandManagement OvertheyearsmanygoodprogrammeshavebeenintroducedinBalochistanbuttheimpact has been either not sustained at all or diluted due to governance and management issues andstructures.Someofthecriticalissuesingovernancethatimpactqualityare: 4.5.2.1InputBasedapproach Educationmanagementisprimarilyfocusedoninputslikeadditionalteachers,schoolsand facilities. While these are critical the education department has not been able to create outputbasedstandardexcept,afew,foraccessrelatedindicators.BEMISdoesnotproduce critical education indicators on regular basis. Even where it has generated these indicators they are not utilized for decisionmaking. Another set of outputbased indicators consist of the learning outcomes assessed and disseminated by the Provincial Education Assessment Centre(PEACE).Thesearealsoignoredinplanningandpolicydevelopment. 4.5.2.2Nolinkagesacrossvariousorganisations As per the structure of the School Education Department the Directorate of Schools is the custodian of overall management of education delivery in schools and the critical factors of quality, access, equity and relevance. Services, as inputs, are provided by the Textbook Board, BISE, PITE and BOC. There are very weak links between Directorate and these organisations and many a times conflict arises in issues like teacher training as the teacher trainingorganisationsinitiateprogrammeswithoutinvolvementoftheDirectorate. 4.5.2.3PaucityofExperts Thedepartmentofeducationanditsaffiliateshaveashortageofexpertsinvariousareasof education. These include education planning, textbooks and curriculum development and even examinations. The deficiency is in addition to teachers quality already discussed. 'Qualityspecialists'remainsanessentialneed. 4.5.2.4ManagementCapacity Until recently teachers were posted as education managers and then reverted to teaching on transfer. This has been considered a poor policy in other provinces and KP and Punjab have developed separate management cadres. A new management cadre has been established now which would be trained and function only at management positions. One caveat will remain despite this separation. Most managers, irrespective of the background,
52

are focused on administrative matters only and the more technical factors of quality education are either not understood or remain ignored because of their involvement in meetingpoliticalandotherdemands. 4.5.2.5Sustainability SustainabilityofreformshasbeenanissueinBalochistanbecauseoflackofcoordinationof donor interventions, week ownership of the government and loss of programme at the end of project life. Even within the Education Department no single body had an idea of the reforms in its various parts. In 2010 the Department of Education created the Policy Planning and Implementation Unit with the mandate to coordinate donor activity, identify reform needs in consultation with other organisations in the department and develop a sector plan for the province. PPIU has made some important strides but needs capacity strengtheningtoensurethatitfunctionsasaneffectivereformcoordinationbody. 4.5.2.6Meritocracy Politicisation of recruitment and transfer and postings has had a pernicious impact on quality of governance in the province. Teachers association are an important conduit for political intervention in the department. There is no security of tenure for education managerstobufferthemagainstunjustifiedpoliticalpressures.

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Chapter 5: Tertiary Education

Tertiary education in Balochistan consists of Colleges under the Department of Higher Education, the universities which primarily hold postgraduate classes and degrees and technical and vocational education (TVET) institutions. TVET institutions are distributed among four departments: Higher Education, Labour, Social Welfare and Industries. This chapter discusses college and university sector collectively as higher education while TVET hasbeentreatedasaseparatesubsector.

5.1HigherEducation
Higher Education consists of undergraduate and post graduate degree programmes taught in colleges and universities in Balochistan. The Directorate of Higher Education administratively runs colleges and is responsible for physical and human resources employed. The Directorate works under the recently created Higher Education Department 25 . Academically the public sector colleges are affiliated with the University of Balochistan,whichprescribesthecurriculum,conductsexaminationsandawardsdegrees. All degree colleges also run intermediate classes while a separate set of colleges known as intermediate colleges also exist. These colleges run intermediate classes where the Balochistan Board of Intermediate and Secondary Education (BBISE) acts as the external examination body. Strictly speaking this should be treated as part of school as recommendedbyanumberofpoliciesinthepast. The 7 universities in the province function autonomously with the Governor as the Chancellorincaseofpublicsectoruniversities.HigherEducationCommissionguidespolicies in these institutions through implementation of its plans and standards. While the HEC has no direct administrative control on the universities it provides the bulk of finances and has linked the grant in aid to implementation of its prescribed standards. Public sector universities also receive grant in aid from the provincial governments. HEC prescribed curriculaforthevarioussubjectsuntildevolutionunderthe18thConstitutionalAmendment. The situation remains unclear for now (discussed later). In addition to regular classes and research for PhD degrees, professional colleges are also affiliated with the University of Balochistan. 5.1.1Policy The HEC formed in 2001 has initiated critical reforms in the sector 26 . These reforms are focused on increased access to higher education and quality in universities. The latter included faculty development and research capability. The Commission has facilitated charter of many new universities in the country which has allowed access to higher educationtoalargernumberofstudents.

Higher Education Directorate was part of the Education Department which has now been bifurcated into two different departments one managing schools and the other higher education. 26 NEP 2009s policy provisions on higher education are based on HECs MTDF 2005. 54
25

HEC offers funding for faculty to improve their qualifications through opportunities to obtaindoctoratesfrominternationalandnationaluniversities.Atpresentabout25teachers of the University of Balochistan are engaged in doctoral studies outside the country. The second critical reform has been introduction of the tenure track system for faculty. Under thesystemperformance,asmeasuredintermsofresearchworkofquality,isrewardedwith thetenuretrackthatprovideshighercompetitivesalaries. Researchcapacityhasbeenfocusedasacornerstoneofthereformprocess.Universitiesare ranked by HEC on the basis of publications in international peer reviewed journals. Number of PhD scholars has also been increased. To ensure quality HEC stipulates subject Graduate Record Examination (GRE) for all PhD candidates. Where subject GRE is not available HEC conducts its own Graduate Admission Test (GAT). Also all PhD theses need at least two foreign reviewers who have a good standing in the field. The Commission has also invested inlatestlaboratoryequipmentandfreeaccesstodigitallibrariesforalluniversities. HEC have also developed curricula for 4 year bachelors programmes for many subjects. These have been developed through committees consisting of university professors from the country and also, in many cases, individuals from the market. Finally universities have developed Quality Enhancement Cells (QEC) as required by HEC. The QECs function as internalqualityauditandguidancebodies. HECsformationhasbeenalandmarkinPakistanshighereducationandanewlifehasbeen infused in the sector after years of inertia, and probably, decay. However, the reforms processhassomegaps: i. ii. iii. The reforms do not focus college education, which accounts for a large share of highereducationenrolment. Output factors like learning outcomes and employability have not been focused in thereforms. Research has not been linked to the local market even though the Medium Term Development Framework (MTDF) 2005 for higher education does reflect the need for local research. The approach is supply driven and not integrated into the marketsneeds.

Policyattheprovinciallevelhasbeeninertoverthelastmanyyears.Nomajorreformshave been introduced either in the academic or governance areas. Resultantly colleges continue toremaindivorcedofthebenefitsofHECsworkoranyotherpolicydrivenreforms.

5.1.2AccessandEquity Access to university or tertiary education cannot be claimed as a fundamental right but one that needs to be earned with merit 27 . Access and equity in higher education focus on providing increased opportunities to all. Over the last ten years Balochistan has seen an

The State shall..make technical and professional education generally available and higher education equally accessible to all on the basis of merit; Article 37c of the Constitution of Pakistan.
27

55

expansion in these opportunities through establishment of new universities. Balohistans GERforhighereducationis2.3ascomparedto6forPunjabandSindh 28 . University of Balochistan (UOB) was established as the first university in the province in 1970. Before UOBs establishment graduate studies were affiliated with the University of thePunjab.Presentlythereare7universitiesoperatingintheprovince. Table5.1UniversitiesinBalochistan Institution UniversityofBalochistan Khuzdar University Engineering YearEstablished 1970 1994 2002 2002 Ownership Public Public Private Private Location Quetta Khuzdar Quetta Quetta

IqraUniversity Balochistan University of Information Technology, Engineering and ManagementSciences Sardar Bahadur Khan WomenUniversity LasbelaUniversity National University of ModernLanguages

2004 2008 2006

Public Public Public

Quetta Lasbela Quetta

Until2002theprovincehadonlytwouniversitieswhereKhuzdarEngineeringUniversitywas formed when the engineering college was given the requisite status. Practically it did not add to access opportunities. The remaining five universities have entered Balochistan after 2002. These include a campus of the Islamabad based National University of Modern Languages(NUML)inQuetta.
Table5.2:Enrolmentin3MajorUniversities University Name University GenderwiseEnrolment Male 4433 Female 1200 5633 TotalEnrolment2010 11

28

Tertiary Education Support Project Project Appraisal Document, World Bank 2011 56

of Balochistan (UoB) BUITEMS 4005 659 4664

Sardar Bahadur Khan Women University (SBKWU) Percentage

1734

1734

8438 70%

3593 30%

12031

An important addition has been the first women university of the province, the Sardar Bahadur Khan Women University. It conducts both undergraduate and postgraduate classes. In culturally conservative province it provides additional opportunities to girls to access higher education. In addition to the above Allama Iqbal Open Universitys distant learning programme also extends to Balochistan. A number of professional institutions are affiliated with the University of Balochistan. These include Bolan Medical College, law College, agriculture college and Pearl Institute of Information Technology and Management Sciences. Five out of the seven institutions are located in Quetta. In a geographically large province withscatteredpopulationandpoorcommunicationsnetworkstheexcessivefocusinQuetta limits accessibility for many students, especially, females. The University of Balochistan has recentlyopenedacampusinLoralai. There are 101 colleges under the provincial Higher Education Department. These include inter colleges as well as graduate colleges. There 62 intermediate and35 degree colleges in the province. Intermediate colleges conduct higher secondary classes only while degree collegeshavebothintermediateanddegreeclasses.
Table5.3:CollegesandEnrolmentinBalochistan BoysInter Boys 6375 Girls 1225 Total 7600 Boys 40 Total 62

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GirlsInter BoysColleges GirlsCollege CommerceCollege PolytechnicBoys PolytechnicGirls PhysicalEducation GrandTotal Percentage

0 23810 0 705 1047 0 48 31985 63%

3028 2121 12340 0 0 191 31 18936 37%

3028 25931 12340 705 1047 191 79 50921

22 24 35 11 1 1 1 1 1 1 1 1 101

Source:HigherEducationDepartment,GovernmentofBalochistan

Current enrolment is 50, 921 (including one commerce and two polytechnic and one commercecollege).Totalenrolmentindegreecollegesis38,271with23810boysand14461 girls i.e. about 37% of the total enrolment is female. This is consistent with the overall gender trend. The table does not include enrolment in private colleges as the data is not collectedandthereforenosecondaryinformationisavailable. 5.1.3 Quality Poorqualityofhighereducationandresultantlypooroutcomesintermsofquality(Box5.1). The low quality is partly attributable to weaknesses inherited from the school system. Students do not develop either the cognitive ability needed to pursue higher education nor proficiency in the English language required for most subjects in tertiary education. However, again, due to interventions by the HEC there have been improvements at the university level but these improvements are only relative to the colleges. However, if the reformscontinuefurtherimprovementisimperative. Qualitatively University of Balochistan has been ranked at 25 out of 97 public sector universities in the country 29 . However the ranking is essentially based on publications in peer reviewed and internationally recognized journals. Students learning outcomes and employmenthavenotbeenafactorintheassessment.Intheabsenceofanybaselinestudy itisdifficulttoevaluateaccuratelytheimpactoftheCommissionsworkinBalochistan.

29

HEC ranking 2010. 58

Box5.1QualityofHigherEducationinBalochistan

AccordingtotheAnnualReportoftheBalochistanPublicServiceCommission: With each passing year, a sharp decline in the level of candidates indicates that despite their scores in the higher educational institutions, they suffer from a shallow academic standing.Therefore,immediateandfocusedattentionisrequiredtoamelioratethegrave situation1 The quality of higher education graduates cannot be attributed to the higher education sectoraloneasweakschooleducationcanbedifficulttoremedyatthetertiarylevel.

Introduction of tenure track and improvements in qualification of staff is expected to improve quality of classroom teaching and learning as well as research capacity. Also a teachertrainingcentrehasbeensetupintheUniversityofBalochistan. A critical weakness has been examinations as most teachers even at the university level have little understanding of quality assessments. Secondly prevalence of political pressures and cheating in examinations has been a factor in some of the universities. It has been one of the reasons for the University of Balochistan to convert from semester system with internalassessmentsbacktoannualexaminationsconductedcentrally. The current College environment does not support implementation of a good quality undergraduate programme. Firstly the Bachelors programme in colleges runs the twoyear curriculum. Government of Balochistan has expressed its inability to bear the expenditure on transition to HECs four year curriculum 30 . Secondly teachers do not have the qualificationneededtorunagoodqualitybachelorsprogramme.TherearebarelyanyPhDs in the faculty and nobody with research experience. The college appears as simply an extensionofschoolandnotaninstitutionforhighereducation. Poordisciplineperpetuatedbypoliticizationofcollegecampusesfurtherdentsthequalityof teaching and learning. Examinations quality also remains of a poor quality with similar problems to the assessments conducted by the BISE. Papers do not evaluate conceptual comprehensionofsubjectsandfavourrotelearning. GovernmentofBalochistanhassetuptheBalochistanAcademyforCollegeTeachers(BACT) for training of newly appointed lecturers in colleges. BACT has so far not trained any batch and its first assignment was training of teachers for the Aghaz e Haqooq e Balochistan package. The intermediate class in colleges has been opposed in many policy documents in Pakistan. Twelve years for schooling have been advocated but Balochistans intermediate classes are allheldinColleges,barringoneHigherSecondarySchoolinPanjgur.AccordingtoNEP2009: Grades XI and XII shall not be part of the college level and shall be merged with the school level, forming part of existing secondary schools where needed and provision of necessary human and physical resources shall be ensured. This exercise shall be undertaken after a detailedstudyofthefailuresofsimilarpreviousefforts.

30

Minutes of the 7th Meeting of the Steering Committee of Provincial Education Secretaries, February 2008. 59

The intermediate level has the same set of qualitative issues as the school system as students appear for examinations conducted by the BISE and books prepared by the BalochistanTextbookBoard. 5.1.4Research Research capacity of a university defines its contribution to knowledge growth and subsequently economic growth and development. The ability of an institution of higher educationtochangethefrontiersofknowledgemakesitadynamiclivingstructure.Globally ahugegapexistsbetweenuniversitiesinthedevelopedcountriesandthedevelopingworld. More than 80% of cutting edge research is conducted in the former 31 . Even with improvements it will remain extremely difficult for the developing country universities to catchup. University of Balochistan is the premier university for research in the province. It has been ratedatthe25thpositioninpublicsectoruniversitiesinthecountry.HECsupportedreforms have helped the university in improved capacity as the number of published research articleshasgoneandup,sohasthenumberofPhDqualifiedteachers.Currently25teachers arestudyingforPhDabroad. The main deficiency has been nonlinkage with local industry. While it will be difficult for universities in Balochistan to compete even nationally in the short run it can develop its research niche within the province on areas and issues not focused by national and international research. Currently this is not being pursued at a systemic level and remains a keydeficitintheresearchpolicy. 5.1.5Relevance Employment outcomes for students remain poor. In response to a recent advertisement under the Aghaz I Haqooq I Balochistan package 38,000 applicants applied for 5,000 positions. These included over 250 doctors and about the same number of engineers and MBAs.Pooremploymentoutcomesresultfrom; 1. Weak planning visvis employment opportunities and lack of information with parents and students. Normally a specific field becomes the fad and most candidates aspire to join the field. BUITEMS was formed initially as an IT university and now includes other faculties as IT candidates began to glut the market and opportunitiesreduced. 2. Universities have no linkages with the market and employers. With few exceptions internship programmes or equivalent have not been instituted. The main industrial areaofLasbelanormallyrecruitsgraduatesfromKarachi,Sindh. 3. Weak or no career counseling for students. Most students normally aspire to work close to home and have little idea of opportunities beyond Balochistan both nationallyandinternationally 32 .

Higher Education in Developing Countries: Peril and Promise World Bank/UNESCO 2000. This was the view of participants in Workshop on Higher Education held by UNESCO for its Situation Analysis for Sector Planning in Balochistan.
32 31

60

Weak linkages with outcomes have been a clear deficit in education policies in general and even the HECs reform has not focused sufficiently on this aspect. Universities do not have linkages with potential employers and normally do not trace the career paths of their graduates. As already mentioned HEC has modified its university evaluation criteria to add theemploymentofgraduatesasafactorinassessment. Similar to universities students in colleges have little or no idea of the market opportunities andsubjectsareselectedeitheronthebasisofthegeneraltrendorwhateverisavailableas per merit. Career counseling or information on market trends is not available to the students. 5.1.6Governance Highereducationsectorissmallerascomparedtotheschoolsectorandthereforetheissue of scale is less pronounced. However, it has its own set of problems that include poor coordination across organisations, politicisation of campuses and teaching staff and shortage of funds to ensure quality, especially, at the college level. Finally the 18th Constitutional Amendment impacts higher education differently as compared to the school level. 5.1.5Coordination

Higher education governance presents a set of complex organisational set up. Universities are autonomous with the Higher Education Commission guiding standards and providing curricula.CollegesareadministrativelyundertheprovincialgovernmentthroughtheHigher Education Deportment, but for the qualitative factors the university provides the curricula and conducts examinations in case of degree level and the Education Department for textbooks (and after the 18th amendment also curriculum). There are some linkages across the organisations but these are restricted to specific activities. For example the Higher Education Department is represented in the University of Balochistans Board of Studies that selects textbooks but there is no regular feedback mechanism between the two in the form of an ongoing process. Similarly the Department is yet to establish stronger linkages and formal systems for involvement in the work of the Textbook Board and the Bureau of Curriculum. 5.1.6AbsenceofaRegularDatabase

Like the rest of the country the sector lacks a Higher Education Management Information System 33 .UnliketheschoolsectorwhereaBEMIShasexistedforover20yearsthereisno regular data collection system in the higher education sector in the province. This depicts a management structure that has a low demand for data despite the complex nature of the sector.

33

Tertiary Education Support Project Project Appraisal Document, World Bank 2011

61

5.1.7PoliticisationandViolence Linkages of student politics with mainstream political parties have distorted the objectives of representative student bodies in campuses. While unions are banned political groups continue to be active on campuses, which impacts both discipline and merit. Violence from students groups remains a perpetual threat in public sector universities which has resulted inuniversitiesmakingelaboratesecurityarrangements. A more recent phenomenon has been target killing of professors. None of these killings have been on campus and nor do they appear to be undertaken for a singular reason. However, these killings have created an environment of fear among the academic communityintheprovince. 5.1.8FinancialSituation Universities in Balochistan meet part of their financial obligations from students and examinationfees.Othersourcesincludeprovincialgrantinaidandgrantsreceivedfromthe HigherEducationCommission.
Table5.4SourcesofUniversityBudgets(Rsmillion)

Universityof Balochistan(UoB)
544.568 22.449 120

SardarBahadurKhanWomen University(SBKWU) 90.015 0 12.582

AnnualBudgetfromHEC TenureTrackfromHEC Universityown resources AnnualGrantsfrom ProvincialGovernment

220

70

PledgefromChief Minister ScholarShipschemes Total PercentageofHECHEC Contribution

10

2.5 919.517 61.66%

2 174.597 51.56%

Source:UniversityofBalochistanandSardarBahadurKhanWomenUniversity 34

34

Own sources include tuition fees, registration, examination, Laboratory, Library &sports receipts. 62

Table 5.2 gives the share of HEC in total budget for 201011 for two universities: University of Balochistan and the Sardar Bahadar Khan Women University. The shares are 61% and 51% respectively. University of Balochistan was originally allocated about 878 million but it wasslashedto544aftercutsinHECsownbudget. At the college level the recurrent budget, similar to school education, primarily consists of salaries. This is detrimental to provision of quality education as replenishment of laboratories and upgradation of libraries requires even more resources at the college level. Development funds are also limited and with no donor interest in College education it does nothaveanyongoingforeignfundedproject. Themainfinancialproblemofthehighereducationsector(bothcollegeanduniversity)isan exponential growth in expenditure needs as the quality improves. In addition to the laboratories and libraries funds are needed for continued professional development of teachers, meeting the salary brackets for quality staff and research. Most universities in the worlddonotrelayonstatefundsaloneandothersourcesarealwaysexplored 35 .Atpresent suchaconceptdoesnotappearanoptioninBalochistaninthenearfuture. 5.1.9Post18thAmendmentSituation Unlikeschooleducationthe18thConstitutionalAmendmentdidnoteliminatefederalrolein higher education completely. The subject of Standards in institutions of Higher Education has been retained at the Federal level and the relevant entry in Part II of the Federal Legislative 36 Listreadsasfollows: Standards in institutions for higher education and research, scientific and technical institutions. Theimplicationsofthechangeremainunclearascurriculumdoesnothaveamentioninthe above entry. Secondly there has been a difference of opinion between the Implementation Committee for the 18th Amendment and the Higher Education Commission on the latters roleunderthenewConstitutionaldesign.Themattercurrentlyremainssubjudice. 5.1.10PrivateSectorinHigherEducation There has been an increase in higher education institutions in the private sector. According theNationalEducationCensustherewere8Intermediateanddegreecollegesintheprivate sector in the province but there was no university in the sector. Currently there are 13 private sector institutions in teacher education alone while data for other sectors is not available. Two private sector universities have also been established as shown in Table 5.1. MostprivatesectorinstitutionsintheprovinceareinQuetta.

with the exception of the Scandinavian economies which have very high taxation levels, few countries in the world have been able to significantly expand their higher education system, while at the same time improving its quality, without requiring a growing financial contribution to the cost of studies from students and their families. Malaysia and the Knowledge Economy: Building a World-class Higher Education System; World Bank (2007). 36 Matters in Part II of the Federal Legislative List fall within the jurisdiction of the Federal government but needs consultations with the provinces through the Council of Common Interest (CCI). 63
35

5.2TechnicalandVocationalEducationandTraining
TVEThasbeenaweaksectorinPakistaningeneralandBalochistaninparticular.Alow industrialbaseandlowtechmininginmostareasreducesopportunitiesforskilled personnelwhileatthesametimelowproductivityoflabourpreventsqualityofminingand otherskilledwork.Organisationallyitisdivideamongfourdepartmentswhichhasbeena majorobstacletoitseffectiveness. Technical and vocational education got on track as a separate tributary in early 60s in Quetta. In 1962 the sole Polytechnic Institute for Boys at Quetta offered DAE in civil technology only, four more technologies were added in 1991. The institute was raised to the level of College of Technology in 2001 and three moretechnologies were further added undertheADB(AsianDevelopmentBank)assistedtechnicaleducationproject. In2006BalochistanTEVTAwassetupwithamandatetohaveallorganisationsunderthe authority.Itcouldnot,however,materializeanditendedupwiththetaskofcoordination. Effectivelythecoordinationprocessisdormant. 5.2.1SituationinBalochistan FourdifferentdepartmentsmanagetheirrespectivesetsofTVETinstitutions.Theseinclude: a) TheLabourandManpowerDepartment b) TheEducationDepartment c) TheIndustriesandCommerceDepartmentand d) TheSocialWelfareandWomenDevelopmentDepartment Amongthemthereare102institutionsintheprovince(Table5.4). Table5.5TVETInstitutionsinBalochistan Allied TVET Institutions Departments Education Department 1.Polytechnic 2.Monotechnic 3.Poly technic (to functionalin2011) Industries Vocational Department Centres/Embroidery Carpetweaving Number Capacity/Enrolment

02 (1Male,1 418 Female) be 01(male) 04(3M,1F) 41 & 850

64

Labour and Technical / Vocational 24 Manpower TrainingCentres Department Social Welfare Department Total Vocational / Rehabilitation 30 Centres through Zakat Funds 102
Source(s):RelevantProvincialDepartments

1740

870

3878

The division of the sector into four organisations leads to lack of coordination in development. In 2006, Balochistan Technical and Vocational Education and Training Authority (BTEVTA) was formed. The Authority was expected to take control of all institutions. This did not materializeand Secretary Labour designated as ex officio chairman of BTEVTA was given the task of coordination. Recently a law has been promulgated by the provincial assembly to provide a legal framework to arrangement as the original BTEVTA hadbeenformedthroughanordinancethatexpired. InadditiontothefourdepartmentsincludedinBTEVTAspecializedvocationalandtechnical trainingisalsoprovidedbyorganisationsandprojectsunderthedepartmentsofLivestock, Fisheries,HealthandMinerals.TheseremainoutsidetheBTEVTAspurview.Overallthereis no coordinated planning and implementation even across the four departments that form Authority. The most critical problem of the sector is the failure of its graduates to obtain relevant employment in the market. While no tracking system exists and also a tracer study has never been conducted most key informants met were of the view that most graduates of the system do not find the right employment. This was corroborated in the interview with members of business community who showed little faith in the quality of the public sector TVET system in the province. Employment Exchanges that were developed to facilitate qualified persons in job search have become redundant as employers do not use them for headhunting. Inability of the system to generate employment for their graduates stems from two critical factors: slow economic growth rate and absence of linkages between supply and the demand in the market. Most instructors never get back into the market after being employed by the government. They have little idea of the changes in their respective sectors.Mostequipmentintechnicalstreamsisoutdatedwithsomeasoldas30years.Even thecurriculumhasnotbeenrevisedforyears.ForvocationsbeingrunbytheDepartmentof Labour it was last revised in the early 1990s. There has, not only, never been a tracer study but also no comprehensive market analysis has ever been conducted. The system remains completelysupplydriven. Similar to other educational streams, salaries form 90% of recurrent financial allocations to the sector. This does not cover the costs of replenishment and upgradation of equipment and material for most streams. Most major development expenditure has been through foreignfundedprojects.Thesehavenotbeenaseasilyavailableastheschoolsector.
65

Balochistan Province is more or less half of the country in terms of landmass. There are two Polytechnic and eleven Technical and Vocational Training centres in the Province of over 7 million people. The two Polytechnic Institutes are located in Quetta and the seventeen vocational training centres are in major districts. Students from all 30 districts across Balochistan come over to these two institutions in which quota are fixed for districts, the number normally is 5 seats per district which is very low as compared to the number of people and secondary school graduates who opt for technical education. The foundation stone of Government Polytechnic Institute for Women was laid in 1996 and became functional in 2002.The Government Polytechnic Institute for Women Quetta is offering DAE in four disciplines: Fashion Designing and Dress Making Information Technology/ Computer Sciences Electronics Office Management and Secretarial Practices There is an urban bias in the vocations offered to women and many of these skills remain unutilized outside Quetta.

5.2.2Policy
NationalEducationPolicy2009providesthefollowingrecommendationsforTVEsector.

1. Inputs of all stakeholders like Industrial/Agricultural/Service sectors etc. shall be institutionalized to ensure their inclusion in all current and future reforms of TVE to enablethesectortomeetmarketneeds. 2. Skills Standards and Curriculum should be developed and standardized at the nationallevel. 3. The TVE curriculum shall be developed in standardized modules for each trade to eliminate differentials across various training institutions to provide opportunities to the trainees for horizontal/vertical mobility and also help in assessment and certification of apprentices in nonformal sectors for their entry into formal vocational/technicalsectors. 4. TVE shall be extended according to the need of the area i.e. Tehsil, District and Division. 5. Skillsbased vocational training courses, relevant to the local labour market, shall be offered to the graduates of literacy programmes by the National Education Foundation,provincial/arealiteracydepartment/directorateandrelevantNGOs. 6. Levelwise prerequisites for entry as a teacher in TVE shall be defined and Teacher professionaldevelopmentshallbefocusedasanongoingprocess. 7. Terms and conditions of service for TVE teachers shall be compatible with market demandoftheirservicesandskills.

66

8. Local conditions and requirements must be considered while making any recommendationforreplicationofTVEmodels,implementedinothercountries. 9. A study to evaluate failures of vocational training interventions at school level shall be commissioned to make more realistic recommendations, including cost requirements,formakingitpartofgeneraleducationuptoSecondarySchoolLevel. 10. Technicalandvocationaleducationinstitutionsshallparticularlyfocusonagrobased vocationalskillstodealwithbothagricultureandlivestock. 11. Curricula for vocational education shall allow flexibility for adaptation in accordance with the requirements of local market, including absorption of future changes in the market. 12. Technical education institutions before offering (if planning to offer) degree programmes, shall also seek clearance from Pakistan Engineering Council before launchingsuchprogrammes. 13. Governments shall take practical measures to remove social taboos attached to TVE andpromotedignityofworkinlinewithteachingsofIslam. 14. Coursesatthesecondaryandhighersecondarylevelshallbereviewedwithaviewto making them more relevant to the needs of the employment market in order to betterpreparethosestudentsnotplanningfurtherstudies. 15. A study shall be conducted to evaluate the impact of technical matriculation and explore ways of introducing an improved system of technical and vocational educationathighschoollevel.Thestreamshalloffertwowaylinkwiththeacademic streamandalsoprovidelinkstoarevampedvocationalandtechnicalsectorathigher levels. 16. Approaches shall be found to provide students with a window to the world of work. This could involve short assignments with the local enterprises and institutions or jobshadowingapproachestofamiliarisestudentswiththeworkenvironment. National Vocational and Technical Education Commission (NAVTEC) was created in 2001 with the objective of developing policy and curriculum in TVE while also acting as a coordinatorfornationaleducation..Someofthestrategies 37 preparedbyNAVTECinclude: A National Qualifications Framework (NQF) shall be established in consultation with professionalbodies(likePEC,PM&DC,ICAPetc.)alongwithachangedprogrammestructure that encompasses all qualifications in the country, both academic and vocational/technical. The NQF shall be competency based and provide entry points and progression routes throughout the structure of qualifications. In particular, it shall provide the possibilities of twoway crossover between the academic and the applied streams, with clearly mapped outrecognitionofcreditpointsforeachcompetencylevel.

37

Skilling Pakistan: National Skills Strategy 2009-13 NAVTEC 2009. 67

1. The business sector, in particular, shall be included in advising on the course and programme content, and in providing training positions and job shadowing opportunities for students in the applied streams. The business sector could also help teachers by giving specialised lectures and short trainingprogrammes. 2. All administrative jurisdictions and stakeholders shall be involved in a consultative process to develop the NQF programme. Expertise shall be soughtfromcountriesthathaveappliedtheNQFapproachinrecentyears. 3. To address the problem of fragmented governance structures, a coordination mechanism between higher education, school education and technical,vocationaleducationshallbedeveloped. 4. Government shall develop a suitable framework for technical and scientific education and training with close involvement of Chambers of Commerce andIndustry. 5. Teacher training in the industries during vacation period every year for improvement of technical knowhow on technological changes shall be initiated. 6. Commerce stream shall also be introduced under technical education and vocationaltrainingregimes. 7. A University of Technology shall be established at the national level Public Private Partnerships (PPP) shall be strengthened in this area. A regular tracking system shall be instituted for graduates to get feedback on relevancy. B.Tech technologists should also be registered by the Pakistan EngineeringCouncil 8. Vocational training facilities, Polytechnic Institute and Colleges of Technologyshallbeestablishedonneedbasis. In2009NAVTECalsodevelopedaNationalSkillsStrategy 38 .Thedocumentlooksatquality and access issues. Some of the areas it addresses include apprentice ship, competency based trainings and enhancing mobility of workers. It also contains strategies to enhance female participation in the sector. It also reiterates the concept of National Qualifications Framework.

38

Ibid 68

Chapter6:InternationalCommitmentsinEducation
The international Education for All movement was initiated in Jomtien in 1990. In 2000 the Dakar Framework elaborated the six goals of EFA to be achieved by 2015. Pakistan as a member state of the United Nations and signatory to the EFA commitments has articulated itscommitmenttothegoalsinvariouspoliciesandplansthatstartedwiththeNationalPlan of Action for EFA in 2001. The federal Ministry of Education was the main custodian of EFA and not only developed the original NPA but also included its components in the Education Sector Reforms (ESR) programme and the National Education Policy 2009. Various developmentpartnersinthecountryalsostructuredtheirsupportaroundtheEFAgoals. The strong federal ownership of EFA did not transfer to the provinces effectively, at least in the initial years. Donor programmes ensured a shift in provincial development efforts towards the EFA goals. The provincial ownership in Balochistan has increased recently and resultedinpreparationoftheprovincialEFAPlan,withUNESCOsassistance,inMay2011. The six EFA goals are mainly focused on basic education, primary and preprimary, with an emphasis on increased access, gender parity and quality improvements. This chapter evaluatesBalochistansprogresstowardsthesegoalsaswellasitscomparativeperformance visvisotherprovinces. In addition to EFA Pakistan has also committed to the Millennium Development Goals (MDGs)whichincludetwoeducationrelatedgoals. 1. Eliminate gender disparity in primary and secondary education, preferably by 2005, andinalllevelsofeducationnolaterthan2015. 2. Ensure that, by 2015, children everywhere, boys and girls alike, will be able to completeafullcourseofprimaryschool. Progress towards EFA can be calculated through indicators identified by UNESCO. There are 18 core indicators but all of these are normally neither available nor used. The two main sets used by EFA Global Monitoring Reports are: the EFA Development Index (EDI) and 7 Basic or Proxy Indicators for EFA 39 . There is an overlap in EFA and MDG indicators and thereforetheanalysisinthischapteralsocoversthelatter.

6.1EFADevelopmentIndex(EDI)
EDI is a composite index consisting of 4 indicators: primary NER, adult literacy, survival to grade5andGenderEFAIndex(GEI).GenderParityIndicescalculatedthroughthefirstthree indicatorsformstheGEI. TheEDImeasuresoverallprogresstowardsEFAandisprimarilyusedasanordinalmeasure across countries. Table 6.1 shows Pakistans performance along with some selected countries.AccordingthelatestEFAGlobalMonitoringReportPakistanisrankedat119. Table6.1:RankingofSelectedCountriesontheEFADevelopmentIndex
39

EDI
For details please see Annex

NER

Adult

GEI

Survival till

69

Literacy Bangladesh 112 India Pakistan Japan 107 119 1 100 61 123 1 21 27 115 111 118 28 1 76 95 108 119 1 36 25

Grade5 121 114 111 19 19 1

Switzerland 7 UAE 46

Source:EFAGlobalMonitoringReport2011;UNESCO

Balochistans performance in comparison with other provinces has been given Table 6.2. It appears as the weakest among all provinces on all counts except survival rate till grade 5. Under this indicator the provincial performance is better than Sindh, though lower than bothKPKandPunjab. The following table does not give EDI which should have been an index value it gives ranking of the provinces. Could we also havethe EDI values & methodology of calculation onwhichthisrankingisbased? Table6.2aprovidestheprovincialpositionofthevariousvaluesoftheindicatorsusedinthe EFA Development Index as well as EDI for each province. The EDI is a composite index with equalweightagegiventoeachofthefourindicators:Primary(Adjusted)NER,adultliteracy, survivalratetillgrade5andgenderspecificEFAIndex(GEI). TheprimaryadjustedNERmeasuresallchildrenofprimaryagegoingtoschooleitheratthe primary or the secondary level. Such specific information of age is not possible to obtain within the currently available data sets in the country. However, experience and general data trends reveal that the tendency is to begin education at a later stage. This is evident from a higher NER for the age group 610 as compared to age group 59. It has been assumed that enrolment of primary age children is negligible beyond the primary age and thereforeprimaryNERfor6to10yearshasbeenused. The GEI is a composite index of female to male ratios of adult literacy and primary and secondaryGERs.Adultliteracyisforthe15+agegroup.TheEDIvaluesrangebetween0and 1withthelattershowingachievementofEFAgoals. Table6.2a:EFADevelopmentIndexforProvinces NER Adult Survival GEI EDI Literacy Rate till grade5 72.3 57.2 58.5 0.78 66.5 58.2 45.8 0.75 65.8 46 57.7 0.52
70

Punjab Sindh KPK

0.47 0.43 0.43

Balochistan

56.5

39.7

50.7

0.46

0.37

Source:NEMISandPSLM20089

Table6.2bshowstherankingoftheprovincesbasedonvaluesinTable6.2b. Table6.2b:RankingofProvincesonEDI NER|(Primary) Adult Literacy 2 1 3 4 Survival GEI Rate till grade5 1 4 2 3 1 2 3 4 EDI

Punjab Sindh KPK Balochistan

1 2 3 4

1 2 2 4

Source:PIHS20012,variousPSLMsandBEMIS

Balochistan ranks 3rd on Survival Rate till grade 5 and 4 for all other indicators. Also, overall,Balochistanranks4thwithinthecountryintermsofprogresstowardEFA.

6.2TheMDGIndicators

TheMDGs weredevelopedasasetoftargetstoeliminatepovertythereforetheyaddressa number of socioeconomic areas including education. As already mentioned there are two goalsrelatedtoeducation.Theindicatorsforthesegoalsare: IndicatorsforGoal2: i. ii. Netenrolmentration(NER)attheprimarylevel. Proportion of pupils starting grade 1 who reach the level of primary (survival rate at primary). Literacyratesof1524yearsolds,womenandmen(Youthliteracy).

iii.

IndicatorsofGoal3(Educationrelatedonly). i. Ratio of boys to girls on primary secondary and tertiary education (ratios of relevant GERs).

All of the above indicators are used in different EFA goals also. Only the last indicator on GER is a bit tricky in the Balochistan context as GER for tertiary education is not
71

documented.However,asaproxyGERratiosforprimaryandsecondarycanbeused.Inthe following section these indicators have been measured, along with others, for evaluating progressofvariousEFAgoals.Whereverrequired,relevancetoMDGshasbeenindicated.

6.2BasicorProxyIndicatorsforEFA
The seven Basic or Proxy indicators evaluate progress of individual goals. There is one indicatoragainsteachgoalexceptGoal6wheretwoindicatorshavebeenincluded.Mostof the goals have clear targets, mostlybuilt into the goals or the indicators. In case of Pakistan targetsforfourofthegoalsareclearandhavealsobeenarticulatedintheNationalPlanof Action for EFA 200115. The targets on Goal 3 youth literacy and Goal 6 quality are not clearly given in any national document. Although the survival rate indicator would determinegoalsachievementat100.Thegoalsthemselvesdonotclarifythetarget.Targets havebeenassignedtotheirrespectiveindicatorsforthepurposeofthisreport. Goal 1: Expanding and improving comprehensive early childhood care and education, especiallyforthemostvulnerableanddisadvantagedchildren; Preprimary enrolment in Pakistan is in the Katchi class, which cannot be considered as the prescribedordesiredECEandhencepreprimaryGERfortheexistingpreprimarysetuphas not been used. The provincial EMIS including BEMIS do not separately classify ECE for data collectionsandthereforetheindicatorstrendcannotbecalculated.Pakistansperformance againstthisindicatorisnotreportedintheEFAGlobalMonitoringReport. Table6.3EarlyChildhoodEducation Indicator PreprimaryGER The provincial EFA plan has calculated ECE enrolment for Balochistan at 47 which has been provided as the present situation. Under the EFA National Plan of Action (20012015) a targetof50%enrolmentwassetwhichhasalsobeensetasthetargetfortheprovincialEFA Plan. The GER does not necessarily represent the requirements of ECE envisaged under EFA (and also National Curriculum and National Education Policy 2009). The coverage for effectivepreprimaryECEisonly1.6%. Situation200910 47 Projected2015 Notcalculated Target2015 50

Source:BalochistanProvincialEFAandECEPlans2011

72

Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete freeandcompulsoryprimaryeducationofgoodquality; Table6.4UniversalPrimaryEnrolment Indicator PrimaryNER The indicator for Universal Primary Education (the target of this goal) is Primary Net Enrolment Ratio. Two age sets are used in Pakistan Social and Living Measurements Survey for primary data (59 and 610). The table and diagram below use NER for 610 as for all years this age group has a higher NER than 59. Essentially this presents a more optimistic picture of the situation. According to projections based on past trend Balochistan will reach NER of 72 overall, 85 for males and 58 for females by which year?. This falls far below the target of 100 required by EFA. At current trend the province will reach this target between 2026and2027. This indicator overlaps with the one of the three relevant education indicators of Goal2 of theMDG. Situation200910 56.5 Projected2015 71.5 Target2015 100

Source:PIHS20012andvariousPSLMs

Source:PIHS20012andvariousPSLMs

73

In the graph a trend line has been imposed on the total as the data has a deviation 20067, the year in which NER suddenly rose to 60 from 44 only to fall again to 58 in the following years. Goal 3: Ensuring that the learning needs of all young people and adults are met through equitableaccesstoappropriatelearningandlife skillsprogrammes; Table6.5YouthLiteracy(1524) Indicator Situation200910 Projected2015 72.3 Target2015 65

Youth Literacy (!5 57.7 24)

Source:Census1998&EFAMidDecadeAssessment2005

Youth Literacy Rate is not reported in PSLMs, the projections were picked from two years: the1998CensusandtheEFAMidDecadeAssessmentReportforPakistanpreparedbythe Ministry of Education. The latter provides the figure for 200506. While target for 2015 has notbeengiveninanynationaldocumentbutusingtheconditionappliedtoadultliteracyof a50%increasethetargetcomesto65.Ithasbeenusedhere.

Source:PIHS20012andvariousPSLMs

Projections show that the target achieved by 2015 will be 72 overall (91.7 for males and 37.4forfemales).Thetargetwillbeachievedbytheprovince. This indicator overlaps with the one of the three relevant education indicators of Goal 2 of theMDG.
74

Goal4:Achievinga50percentimprovementinlevelsofadultliteracyby2015,especially forwomen,andequitableaccesstobasicandcontinuingeducationforalladults; AdultLiteracy Indicator AdultLiteracy15+ Pakistan reports adult literacy at 10plus but adult literacy for 15plus has been used for calculations, as required by the requisite indicator under EFA. The NPA gave this target as 86%. Provincial targets have not separately been envisaged in the NPA. The provincial EFA Plan has set this at 64. However, both the targets are for 10+ population. Based on the principle that effectively illiteracy will be halved over the period 20012015 the provincial target would be 66 for overall literacy rate for 15 plus. If separately taken for males and females the targets would have been 75 and 56 respectively. The target, at current trend, willbeachievedonlyby2046. Situation200910 40 Projected2015 45 Target2015 66

Source:PIHS20012,variousPSLMsandBEMIS

Source:PIHS20012andvariousPSLMs

OnallthreecountsBalochistan,giventhecurrenttrend,willfailtomeetthetarget.By2015 itwouldhavereached42fortheprovince,60formalesandapproximately21forfemales.

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Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equalaccesstoandachievementinbasiceducationofgoodquality; The target for this indicator is 1. The GPI for basic or proxy indicator has been developed as composite of GPIs for primary and secondary calculated through GER comparisons. 40 Balochistanappearstobecompletelyawayfromtargetinthisindicator. Table6.7GenderParity Indicator GPIbasedon primaryand secondaryGERs Situation200910 0.57 Projected2015 0.59 Target2015 1

Source:PIHS20012andvariousPSLMs

Source:PIHS20012andvariousPSLMs

Againonecanseeimprovementsbuttheyareataslowrate.Thelineartrendlineinredhas been imposed to get a clearer idea of the direction. Again the indicator is projected to fall below the required level if the current trend continues. At current rate the target will be achievedby2035.

This is different from the GEI included in the EFA Index which also includes a ratio of female to male adult literacy.
40

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This indicator overlaps with the one of the three relevant education indicators of Goal 3 of theMDGs. Goal6:improvingallaspectsofthequalityofeducationandensuringexcellenceofallso that recognized and measurable learning outcomes are achieved by all, especially in literacy,numeracyandessentiallifeskills Expansion in educational access always threatens to dilute quality. EFA therefore clearly focuses on both access and quality. Under the basic or proxy indicators two sets are used: survival rate to grade 5 and pupil teacher ratio. Quality is best measured in terms of learning outcomes. There are limitations of the indicator as it covers only the cognitive domainandnottheaffectivedomain. Table6.8Qualityeducation Indicator(s) Survivaltograde5 Pupilteacher ratio atprimarylevel Secondly comparability across various countries also makes it difficult to make learning outcomes a universal indicator. Pakistan has not developed quality indicators of its own despiteregularproductionoflearningoutcomesdatabytheNationalEducationAssessment System(NEAS). Situation200910 50.7 33.2 Projected2015 68 36 Target2015 100 2535

Source:NationalEducationManagementInformationSystem(NEMIS)

Source:NationalEducationManagementInformationSystem(NEMIS) 77

 EFA uses two proxy indicators for quality for the purpose of goals 6: survival rateto grade 5 and teacher pupil ratio at primary. Survival rate is a measure of internal efficiency of the education system and is considered to be perfect at 100. The proxy indicator assumes that low survival rate (or high drop out) is impacted by poor quality. The trend for survival appearstohavestagnatedataround50%foroverallaswellasmaleandfemalesince2005 06.Thesameisreflectedintheprojectionswhichcontinuestill2015whenitis50.7overall, 50.6formalesand50.8forfemales. The second proxy of pupil student ratio is an input based indicator reflecting quality. Internationally, 35 to 25 is considered a good range. The overall figure for Balochistan is 36.7, with male 32.97 and female42.27. Apparently this reflects good quality. The indicator reflects overall ratios and not the on ground situation in schools where due to lack of rationalization,actualratiosvaryacrossurbanandruralareas. Survival rate will be used for calculating the time to achievement as it has a more straightforwardimplication.Atcurrenttrendtheindicatorwillbeachievedonlyby2029. This indicator overlaps with the one of the three relevant education indicators of Goal 2 of theMDGs.

6.3SummaryofProgress
Table6.9showsBalochistanspossibilitiesofreachingtherequisitegoals.Inallexceptgoal3 the response is unlikely. In case of youth literacy there is probability. Indicators for Goals 2, 3,5and6alsorepresenttherelevantindicatorsfortheeducationrelatedMDGgoals. Table6.9BalochistansProgresstowardsEFAGoals WillTargetbeReached? StateofSupportive Environment Strong Fair Weak

Goal1:Early Childhood Education Goal2:Universal Primary Education Goal3:Youth Literacy Goal4:Adult Literacy

Definitely

Probably

Unlikely

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Table6.9BalochistansProgresstowardsEFAGoals WillTargetbeReached? StateofSupportive Environment

Goal5:Gender Parity Goal6:Quality Education

In terms of supportive environment there has been an improvement in the response of the government in responding to the education challenge. However, the pulling out of NCHD andNEFandtheendofsupportfromthefederalgovernmentintheformoftheESR,tothe literacy and nonformal education sector has the potential to impact achievement of some of the targets. Formation of Policy Planning and Implementation Unit (PPIU) as the reform coordinatingandmonitoringbody,EFAandECEPlans,BalochistanActionPlanandthemove towardsasectorplanareallindicativeofaresponsiveenvironment.

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Chapter7:FinancialandBudgetaryAnalysis
As already mentioned Balochistan collects only 3.5% of the budgetary requirements as revenues. The National Finance Commission (NFC) and other flows from the Federal Government provide the main source. The Education Budget is about 18% of the total although it mostly consists of recurrent expenditure with a high salary budget. The Education Budget alone does not exhaust the moneys allocated to the sector. Separate schemes made under the funds provided to members of provincial assembly are also expenditures on education. Similarly not all foreign funding is accounted for and finally the expenditure on private sector is unknown. In terms of spending thereare cost inefficiencies aswellaslowutilizationissuesofdevelopmentbudget. In a low population density area with a poor communications network and long distances thiswouldappearintuitive.However,theprimaryfactorinthehigherexpenditureisnotthe demographic situation. It is the salary structure as explained below. The fiscal space constrained by a very high and increasing salary component will present serious obstacles for the province in ensuring free and compulsory education for the 5 to 16 age group, as envisagedintheConstitutionafterthe18thAmendment.

7.1:BudgetAnalysis
The 201112 education budget of Balochistan is about Rs. 22 billion (Table 7.1). As can be seentherehasbeenarevisionwhichhasincreasedtherevisedbudgetaryfigure.
(Rs.Million)

Table7.1:BudgetaryAllocationstoEducation 2010/11Budget 19,607 2010/11Revised 19,686 Source:BudgetDocuments2011/12 2011/12Budget 22,044

As a percentage of the total budget the original for 201011 and 201112 are 18% of the total allocated while the revised budget for 201011 is 19% (Table 7.2). The increase in the revised budget may primarily have come from the salary increase due to the time scale factor(discussedlater).

Table7.2:EducationAllocationsas%ProvincialTotalAllocations

2010/11Budget

2010/11Revised

2011/12Budget

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18%

19% Source:BudgetDocuments2011/12

18%

In fact the higher amounts for both these years, as compared to previous (Table 7.3) have beenduetothetimescalefactor.
7.1.1:Recurrentversusdevelopment

The trend for the education sector appears in Table 7.3. There is a continuous increase in educationbudgetsshareinthetotalbudgetbutatthesametimethereisadecreaseofthe shareofdevelopmentexpenditureinthetotal.AlsovisibleinFigure7.1.
Table7.3ActualExpendituresandShareofEducation (Rsmillion)

Total Education Expenditure Current Development Shareof Educationin Total Expenditure Shareof Development Expenditure 2004/05 5,842 2005/06 6,086 2006/07 7,223 2007/08 7,496 2008/09 9,476 2009/10 11,926

5,001 841

5,519 567

6,611 612

7,072 424

8,760 716

10,955 971

13.40%

15.20%

14.90%

13.50%

15.00%

17.40%

14%

9%

8%

6%

8%

8%

Source:VariousBudgetDocuments

A major share of recurrent budget is salaries, like other provinces. However, in case of Balochistan a potential financial problem looms in the form of the time scale issue. Teachers automatically upgrade to the next grades pay after fixed number of years and not as per promotions based on availability of positions, seniority, and fitness criterion. Thisplacesadoubleincreaseonthesalarybill:thejumptohigherpayscalesandroutine increments and inflationary adjustment (if any) made by the government. Unless some policy review is undertaken the time scale problem will completely shoot through the financialoutlaysmakingitdifficultfortheprovincetomeetthesalarybillsofteachers.

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 7.1.2:TheBudgetdevelopmentprocess

Limited fiscal space provides few options for managers to prepare budgets. Incremental budgeting is undertaken with a percentage added to the previous year. The development budget is sourced through government funds as well as donor money. In case of government funds a large sum is allocated to members of the provincial assembly (approximately 220 million rupees each). The allocation across sectors and the type of expenditure or project is as per the discretion of the relevant MPA. The department is not involved in preparation of the scheme or prioritization. Most of these projects are infrastructure based wherein a school or a college is built without a feasibility analysis. The departmentendsupowningthebuildingandisliabletoallfuturerecurrentexpenditures. Theothersourceofdevelopmentbudgetisforeignassistance.Heretheamountallocatedto the province is not always transparently known the government in case of grant money which adds to issues of development planning. However, there has been no demand from the government either of transparency as current planning processes do not take a programmaticorsectorwideapproach. There is a feeling within the province that it has not received a fair deal from the development partners. This is especially true of the larger donors. The principle of PSDP allocation has been violated. Under the Planning Commissions formula the Federal PSDP funds for development work in provinces will be distributed as per the NFC formula plus additional 5% for KPK and Balochistan as less developed provinces. Although development partners are not bound by the formula the spirit of the PSDP formula remains essential to equitable development within the country. Neither the Planning Commission nor the EconomicAffairsDivisionhasundertakenananalysisoftheissue. Balochistan is the only province with no Direct Budgetary Support (DBS) component. This is duetoahigherperceivedfiduciaryrisk.Theprovincehasnothelpeditscauseithastheonly provincialassemblywithoutaPublicAccountsCommittee(PAC).

7.2:CostEfficiency
Analyses of district data for 201011 reveal cost inefficiencies across the levels and districts in the province. This reveals internal inefficiencies across various levels of education as well as districts. Similarly Table 7.4 gives a range of cost across districts with Quetta having the least and Sherani the highest cost overall 41 . The cost rises with the increase in level of educationforbothdistrictsbutthereisahugegapateachlevelacrossbothdistricts.

41

Complete list of districts given at annex. 82

Table7.4:CostInefficiencies(AmountinRupees) District Primary Quetta Sherani 90,909.00 4,999.00 Enrolment Middle 24,525.00 218.00 Secondary 12,415.00 52.00 Primary 4,174.00 9,868.00 PerCapitaAnnualCost Middle 11,073.00 126,597.00 Secondary 28,512.00 352,529.00

Source:Budget201011

The main reason is poor enrolment as can be seen. Low enrolments and nonrationalised teacher deployment lead to cost inefficiencies. This means the immediate problem is cost effectiveness rather than overall financial outlay. In case of secondary education even QuettahasahighpercapitaexpenditureatRs.28,512perannumwhichtranslatesintoover 2000rupeesperstudentpermonth.Thisismorethan99%ofprivateschoolsfees.Incaseof Sherani, the per month unit cost comes to ten thousand plus for middle and over thirty thousandforsecondary 42 . Figure7.2showsaveragecostateachlevelforalldistrictscombined.Middleandsecondary levels when converted to per month values give figures of about three thousand and seven thousand,respectively.This,again,isveryhighascomparedtoeveneliteschools.

Cost of textbooks and the provincial establishment have not been added. Also this pertains to school education only and not college education. 83
42

Source:Budget201011

As over 90% of the expenditure is accounted for in salaries there is a clear issue of rationalizationorfocusingonincreasedenrolmentinhighperunitcostdistricts.

7.3TheFutureChallenge:Article25A
ThebiggestchallengefacedbytheprovincewillbetheimplementationofArticle25Aofthe Constitution. Most cost analysis of Article 25A of the 18th Amendment 43 reveal an increase inthecurrentbudgetbyamultipleofthepresentoutlays.LogicallyBalochistanwouldfacea similarsituation. Given the limited ability for domestic resource mobilization and an already high allocation for education routine will not improve the state of affairs. Unless a clear vision is provided for educational development for the future including review of the current expenditure pattern,policiesandstrategiesBalochistanwillfinditextremelydifficulttomeetthetargets ofarticle25AorEFA.
7.3.1FinancialImplications

Implementation of Article 25A will increase the share of education expenditure in the budget. Actual increase will depend on the strategies employed. Two critical factors are organizational capacity and finances available. Even if funds are provided without adequate improvements in organizational capacity implementation will not be possible. Since organizational capacity (and societal perceptions and attitudes) cannot change in the short run implementation will have to spread over a few years. The models prepared for this reportarebasedontheindicatorstargetedintable3.18.

43

Eighteenth Constitutional Amendment: Challenges & Opportunities for Education Sector ISAPS 2011.

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7.3.1.1:TheModel

Foursimulationmodelshavebeenusedwiththefourthoneprovidingacomparisonofcosts if the service delivery is outsourced. The following sources have been used to construct the model: 1. PopulationCensus1998projectedthroughNIPSpopulationgrowthrate. 2. Budget201011(onlydistrictbudgetshavebeenconsidered) 3. PSLMsfrom20045alongwithPIHS20012. Population projections have been made on the basis of population proportions in the Population Census 1998 and the growth rate of 2.6 has been used as given by National Institution of Population Studies (NIPS). Age cohorts of 610, 1113 and 1415 have been usedforprimary,middleandsecondaryrespectively.(Haveyoutakenintoaccountthatonly students who have passed primary are eligible for middle education; and those who have passed middle level are eligible for enrolment in secondary level? Remember that you can not assume that all population of 1113 years old can be admitted to middle education to make its NER 100). District level costs for each level (primary, middle and secondary) in 200910 have been used to calculate unit cost. Median value has been used instead of mean.Thelatteroverestimatesthecostsasitdoesnotfactorincurrentinefficienciesofthe system,especially,beyondtheprimarylevel. Many schools have low enrolment and a high teacher salary bill. At the secondary level this becomes most stark as the highest average cost is for district Sherani at Rs. 352,000 per year. Most districts have an average cost of Rs. 100,000 per student at the secondary level. Hence the use of median for per unit cost. An inflationary impact of 10% per annum has beenincluded.Textbookscosthavenotbeenincluded,norhasthecostofanyotherservice that may be provided free of cost, been added. Again given the system inefficiencies per unitcostshouldbeabletocovertextbookscostasthesystemreducesitslosses. The target for achievement of Article 25 A is an NER for secondary that is approximately equal to 100 (Table 3.18). However, the target cannot be approached if near to 100 NERs and survival rates are not achieved for secondary as well as lower tiers of primary and middle. The model assumes a certain level of system inefficiencies with some repetitions therefore the target has not been given as exactly hundred. However, the calculations have been made on the basis of 100 NER. A small caveat for calculations is the age range for Article 25 A. The upper limit of 16 falls somewhere in the middle of higher secondary and nodataexistsforcalculationofNERatthislevel,thereforetheclosestapproximationofNER foragegroups1415isused.ThismeansthattherelevantprimaryNERforcalculationsis5 9.

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7.3.1.2:Simulation1:Targetby2025

The first simulation has been based on the assumption that the target will be achieved by 2025. This means that primary NER increases by 2.75 points per year, middle by 5.3 and secondary by 6.25 points per year. Initial additional budget is Rs. 44 billion in the first year anditcontinuestoincreasetill2025.

The graph reveals the difficulty of achieving the target in the short run. If the date were brought even nearer than 2025, the per year additional cost might rise to completely prohibitivelevel.
7.3.1.3:SimulationII:NERIncreaseby5Points

The second simulation assumes an increase of 5 points in the NER annually for all three levels. The graph in figure xx shows that primary enrolment of 100% will be reached by 201920,middleby202627andsecondaryby202829.

86

This means that the target of 25A will be achieved almost twenty years from today. Per annum cost increases in the initial years and falls once 100 NER is achieved for the primary level.Thehighestcostisin201920whereitapproaches70billionrupees.
7.3.1.4:SimulationIII:NERIncrease10Points

An increase of NER by 10 points for each level will lead to achievement of the target by 202021. Again the budgetary impact of the initial years will be much higher and probably beyondthefinancialcapacityoftheprovincial.

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7.3.1.5:SimulationIV:PublicPrivateOption

Whilethefirstthreemodelshavebeenbuiltonactualcostsincurredbythestatethefourth one presents a different option of public private partnership. Under the model a per unit monthly cost of Rs. 1,500 has been used to estimate private sector expenditure. The amount is greater thanthe fee charged by the average private sector school but lower than themedianvalueofpermonthperchildcostinthepublicsectorbyabout1000rupees. It is obvious that for each year the private sector cost is almost 50% of the public sector fundedcosts.

This option presents advantages of multiple strategies, the cost and effort saving. The real problemwillbethecapacityoftheprivatesectorintheprovincetohandlethescale,aswell as,thedepartmentsabilitytooutsourceandregulate.
7.3.2:ImplicationsofDifferentStrategies

Education budget for 201112 is about Rs. 20 billion. Implementation of article 25 A will require more financial resources than currently allocated to school education in the province. The least expensive option of public private partnership costs about Rs. 20 billion rupees greater than the current budget. This means almost twice asmuch. It will also mean revamped organizational capacity. Since neither can be changed drastically in the short run implementationofthearticlewillbeoveratimeperiodafewyearsandnotimmediate.The degree of impact on both finances and shape of the organization will depend on the strategies adopted. The period will also be determined in view of the time required for the abovetwotomaterialize. Irrespective of the strategy employed quality factors will need to be focused to ensure the relevant survival rates are achieved. The most critical and cost intensive factor will be teachers. Firstly the system will have to ensure availability of teachers with requisite
88

qualifications. Even if the standards are relaxed in the initial period eventually qualified teachers will be required in large numbers for both the public and private sectors. This places a major impact on institutions that provide teacher training services on both quantitativelyandqualitatively. A purely public sector approach has prohibitive budgetary implications unless the implementation is spread over many years which will seriously dilute the purpose of the amendment. Ideally it has to be a mix of public and private service delivery because of the lower financial implications of the latter as well as lesser organizational adjustment. The followingsetofstrategiesshouldbeused: 1. Ensureexcesscapacityofthepublicsectorschoolisfilledin. 2. Evaluateexpansioncapacityofpublicsectorschooling. 3. Outsourceservicedeliverytoprivatesector. The BEF model can be evaluated and scaled up. In fact a thoroughly planned process will probably cost less than the Rs.1500 per unit used for Simulation IV. It will require a major change in the Departments approach to service delivery and it will, as already stated, have todevelopcapacitytoregulatetheprivatesector. Finally, the target(s) of Article 25A cannot be reached by a focus on access alone. As shown aboveacloseto100%survivalratewillhavetobeattained.Survivalrateisaproxyindicator for quality and achievement of the targets will either not be reached at all or not sustained if the quality and relevance of education are not improved. It is therefore imperative that qualityenhancementispartofthestrategiesforimplementation.

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Chapter8:InternationalSupporttoBalochistan
ProgrammeTitle: Duration Donor Districts Objectives project: Accomplishment: of Early Childhood Education (ECE) & Releasing Confidence and Creativity(RCC) 20022011 AghaKhanFoundation Pishin,KillaAbdullah,Loralai,Ziarat,Mastung,NoshkiandLasbela the IntroductionECEinGovernmentSchools TeacherTraining StrengtheningofPTSMCs AdditionalRoomConstruction

In order to establish ECE in Government Schools, the Programme focused at the outset on 100 Government schools in 7 districts of Balochistan namely Pishin, Killa Abdullah, Loralai, Ziarat, Mastung, Noshki and Lasbela. In those schools 70 additional rooms were constructed for ECE and all the 100 schools were appropriately equipped with ECE material. It was made certain that all relevant ECE material was provided to classes I & II of the schools. Moreover 100 Teachers were appointed on contract basis for the ECE classes in the above mentioned schools. The teachers were given thorough training of ECE methodology. The training was conducted to ECE andregularteachersofallfocusedschools.

ProgrammeTitle: Duration: Donor: Districts: Objectives project: of the PrimaryEducationSupportProject(PESP) 20052010(ongoing) UNICEFwithsupportfromvariousotherdonors Lasbela,Khuzdar,Kalat,Pishin,Sibi,Harnai,ZhobandShirani ReplicationofIPSPG TeachersTraining CommunityParticipation Upgradation of Primary schools to Middle standard (replication of CGMS) IntroductionofECE Toprovideaboosttoregionalandlocaldevelopmentandtoreducegender disparity, all girls schools of the 8 aforementioned districts were targeted under the project. Additional teachers were hired in the schools for this

Accomplishment:

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purpose and PTSMC were formed and strengthened. During the project 80 girls schools were upgraded and in 100 girls schools ECE was introduced. Provision of material, missing facilities, general repair and renovation of schools were carried through PTSMC. Under the project 300 schools were focused on as Child Friendly School and WESS facilities were the centre of attentionoftheproject. Project: Duration: Donor: Districts: AdultLiteracy 20032010 USAID Killa Saifulla, Noshki/Chaghi, Turbat, Gawadar, Punjgoor, Mastung and Quetta

Objectives of the Improvetheliteracyrate project: Accomplishment: More than 10,000 illiterate adults have been enrolled in Adult Literacy Program. National Literacy Guidelines and National Literacy Curriculum have been developed. Moreover, 6 month Adult Literacy model has been developedandtested.

Project: Duration: Donor: Districts: JapanMiddleLevelEducationProject(JMLEP) 20002010 JBIC AlldistrictsofBalochistan UpgradationofPrimaryschoolstoMiddlelevel TeachersTraining

Objectives of the project: Accomplishment:

Undertheproject200primaryschoolsweretobeupgradedtoMiddlelevel.

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 ProgramTitle: CIDA(strengtheningofTeachersTrainingInstitutions)(DebtSwap) Duration: Donor: Location/districts: 20082012(Delayed/extendedupto2013) CIDA Panjgoor,Uthal,Khuzdar,Kalat,Mastung,Sibi,Loralai,Pishin,Quetta PITE,BOCandElementaryColleges Objectives of the project: Accomplishment: Under the Programme, a Computer Laboratory was established in Provincial Management Unit (PMU). Out of 2600 faculty staff 571 were given TTI trainingandsalariesof13ITinstructors,16driversandotherswerealsopaid during the Programme (42 remaining). Other than conducting trainings and provision of material, general repair and renovation of 14 teacher training institutions is 80% done and the remaining part is in progress. About 16 transport buses have also been provided to the training institutions and 14 ACandgeneratorshavealsoinstalledbeeninthetraininginstitutions StrengtheningofTeachersTrainingInstitutes Moduledevelopment Establishmentofcomputerlabs

ProgramTitle: EDLINKS(LinkstoLearning) Duration: Donor: Districts: 20082011 USAID Loralai,KillaSaifullah,Pishin,KIllaAbdullah,Katchi,Sibi,Jaffarabad,Khuzdar, Awaran,Kech,andPunjgoor TeachersTraining StudentLearningImprovement

Objectives of the project: Accomplishment:

During the Programme 285 Middle and High schools were targeted for intervention. About 500 teachers, 150 Education Managers and 160 RPs were trained. Moreover 21 Teachers have been sent to USA under Teachers Attachment Program and a Student group has also been sent to USA under Student Exchange Program. An Excel Camp has been organized to check capacity and capability of students, during the camp Improved Testing systemshavebeentested.

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ProgramTitle: PreSTEP Duration: Donor: Location: Objectives of the project: Accomplishment: 20082013 USAID BOCand4ElementaryCollegesofQuetta,Sibi,PishinandPanjgoor StrengthenPreServiceTraining Policyactionsupportof2009NationalEducationPolicy

ThetargetoftheProjectistoSupporttheGovernmentsplanstointroducea four year Bachelor of Education B. Ed. (Hons) Elementary Programme. So far with the help of the Programme, ADE has begun its activities in 2 GCETs and B. Ed. (Hons) in Balochistan University. Other than the aforementioned achievements, the Programme facilitated capacity building of faculty of GCETsandEducationDepartmentofBalochistan

Project: Duration: Donor: Districts: BEP5yearprogram 20092014 RNEthroughSCUK Quetta,PishinandKillaAbdullah

Objectives of the Accessbyoptimumutilizationofexistingfacilities project: Accomplishment: Under the Programme 200 schools will be provided missing facilities. In 105 schools ECE classes will beintroduced. Similarly, 25 girls primary schools will be upgraded to middle standard and 10 girls middle schools will be upgradedtohighstandard.

ProgramTitle: BalochistanEducationSupportProgram(BESP) Duration: Donor: Districts: 20062011 WorldBankthroughBEF AllDistrictsofBalochistan

Objectives of the Access through replication of Community School Programme and fellowship project model

93

Accomplishment:

Under the Programme 650 community schools and 200 Fellowship schools havebeenestablished.

ProgramTitle: EducationforAll Project: Duration: Donor: Districts: EFAPlans 2010 UNESCO AllDistrictsofBalochistan

Objectives of the DevelopmentofEFAPlansfortheprovinceanddistricts project: Accomplishment ProgramTitle: AfghanRefugeesEducationProject(AREP) Duration: Donor: Location: 20022011 UNHCRandUNICEF RefugeeCampsinBalochistan ProvincialandDistrictEFAPlansdeveloped

Objectives of the ProvisionofEducationtoRefugeeChildren project: Accomplishment: Under the Programme, around 5000 Children were enrolled in Refugee schools from Primary to Elementary level. Teachers were hired and trained under the Project to facilitate the schools. To improve the condition of schools,communityparticipationwasencouraged.

ProgramTitle: RefugeeAffectedHostingAreas(RAHA) Duration: 20092010

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Donor: Districts:

UNDP/UNHCR/CAR Pishin,Quetta,Chaghi,Loralai

Objectives of the SchoolsinRefugeesAffectedAreas project: Accomplishment: The Project focused on schools in Refugee Affected areas and rehabilitated missingfacilities.

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Chapter 9: Balochistans Medium Term Development Needs

Balochistanseducationneedsfocuson 1. Improvementsinenrolmentsandretentionratesortransitionratestoensuremorechildren, have access to, and complete schooling and that eventually the province can successfully implementtherequirementsofArticle25A. 2. Improvingqualityofeducationatalllevelswithpurposeofimprovingeducationaloutcomes for all children and enhancing the societys capacity for economic progress, reductions of poverty and diffusion of entrenched power structure for strengthening the democratic process. 3. Increase relevance of education to real world at all levels, especially secondary school and highereducation. 4. MakeTVETrelevanttothemarketlocally,nationallyandinternationally. 5. Improving literacy in poor communities, especially women, to improve productivity, allow greaterempowerment. 6. Reducing inequalities across genders and various income groups through interventions on bothquantitativeandqualitativeinputs. 7. Developresourcemobilizationandfinancialefficiencystrategiesintheeducationsector.

Needs

TargetGroups

Strategies

Actions

Improvements in enrolments and retention rates or transition rates to ensure more children, have access to, and complete schooling and that eventually the province can successfully implement the requirements of Article25A. 1.Ensure schooling for all Young children, parents Mapping 22,000 settlements in the andcommunity settlements province province all Revive GIS capacity of the EMIS to map settlements and schoolneeds Ensure reaching all children in the province Change the current through using multiple criteria of linking approaches of service school setting up delivery e.g community criteria to population schools, publicprivate withinaradius partnershipsetc. Adopt and expand the feeder school system introduced by NCHD. 2. Ensure universal School age children, Awareness and advocacy Partnership primaryenrolment parentsandcommunity. withincommunities communities, government 96 with non of in

IncreasetheroleofParent organizations and private sector to Expand the scope of free provide schooling in education beyond fee all22,000settlements exemptionandtextbooks Teacher School Improve survival rates Management through improvements in Committees (PTSMCs) education quality (details to be involved in underqualitysection) enrolment and retentionefforts. Increase middle Children in middle school Improve the current Upgradation of enrolmentbyatleast50% andpassingprimary,. primary to middle ratio of primary schools where 1:11to1:4. feasible; Improvement in quality to increasesurvivalrate introduce community schools model in villageswithnomiddle schools and upgrade current ones (including feeder schools)tomiddle.

Strengthen NonFormal Education to primary level target drop outs and bringing them back into Government of mainstreameducation Balochistan to develop a system of non formal education to replace the vacuum left after closure of theNationalEducation Foundation. Increase transition rates Students at secondary Improve quality* and to secondary from middle level, relevance of secondary and also survival rates at education. secondarylevel Introduce vocational skills at the secondary level after review of failures of the past efforts like the matric techscheme

Improve access and Children with disabilities, Expand special schools In service training of quality of education for parents,communities beyond the present 4 teachers involved in specialchildren districts; specialeducation. Implement inclusive Exposure , and education concepts in training, of teachers in mainstreamschools. routine schools to special education and children with disabilities to allow inclusive education to succeed where possible. Community 97

awareness on inclusive education through involvement and education of PTSMCs. Reduce gender disparities Female child in school and Provide incentives to Introduce a stipend atalllevelbyatleast50% outside. parentstosendchildrento programme for girls in school. poorestdistricts; Community awareness on Education of PTSMCS importance of female and use of media for community education. awareness. Reduce disparities in school availability across Prioritise girls primary for up males and females schools and especially at the middle gradation expansion of level. communityschools.
*

Detailsunderqualityenhancementstrategies

Needs

TargetGroups

Strategies

Actions

Improving literacy in poor communities, especially women, to improve productivity and greater empowerment. Development of a Directorate of Literacy, Review capacity of framework for communities Directorate of Literacy implementation of the includingdistrictsetups provincial development plan Comprehensive capacity assessment of the current literacy structure to be undertaken as part of the sector plan situation analysis being undertaken by the Government of Balochistan. Funding for Directorate of Literacy, Increase provincial implementation of communities allocation and develop provincialliteracyplan strategy for sustained donorsupport. Ensure inclusion of literacy plan in the education sector plan being developed by the provincial government to allow sustained and structure donor support.

98

Government to increase allocation to the literacy sector through providing for programme implementation and not just salaries of the Directoratesstaff.

Needs

TargetGroups

Strategies

Actions

Improvingqualityandrelevanceofschooleducation. 1. Development of standards for quality inputs, processes and outputs (as envisage in NEP2009) Education managers, teachers, curriculum and textbook developers, teachers and Board of Intermediate and Secondary Education and students. Adopt a standards based Standards approach to quality developed educationmanagement. qualitative processes outputs. be for inputs, and

Use PEACE data as learning outcome standards; Expand PEACE to secondarylevel; Adapt standards on textbooks from other provinces; Adopt NACTE standards for teacher education; Implement SLO based Curriculum2006 Review standards for schools physical infrastructure Developstandardsfor assessments.

2. Improve competencies

teachers Teachersandstudents

Review teacher competency benchmarks to improve teaching quality.

Establish accreditation mechanism for pre service teacher education as per Develop Continuous NACTE guidelines in Professional Development consultation with the Programme for teacher PreStep Project

99

professionaldevelopment;

working in province;

the

Build capacity of PITE to undertake CPD that covers all aspects of professional development and involves all teachers onaregularbasis

Improvetextbooksquality

Publishers of textbooks, Strengthen local textbook authors, authorship and publishing Balochistan Textbook capacity; Board. Capacity development of Balochistan Textbook Board.Ensure availability of books based on Curriculum 2006 at the earliest.

Adapt Textbook Policy of 2007 of outsourcing the publishingfunction; Activate the Resource Centre in Balochistan Textbook Board to increase authorshipcapacity. Adapt textbooks developed in other provinces for implementation of phase 1 of curriculum 2006;

Improve assessment Board of intermediate quality within schools as and secondary education, well as the external teachers,students examinations conducted by the Balochistan Board of Intermediate and SecondaryEducation.

Capacity of BISE to be reviewed as part of the current situation analysis for sector plan Improve capacity of development teachers in assessment techniquesandapproach. Assessment training for teachers to be Eliminate the endemic partofCPD; from cheating examinations Examiner certification process Examiner certification for external process for external examiners employed examiners employed by bytheBISE theBISE .Development an . awareness campaign against the cheating culture endemic in theprovinceinvolving PTSMCs and the media. Capacity Review of BISE to enhance its ability to manage quality of examinations.

100

Develop provincial Bureauofcurriculum to develop capacity curriculum

Capacity enhancement of Review capacity of Bureau of Curriculum and BOC & ES as part of ExtensionServices the on going situation analysis of the Sector Plan Exposurevisitsofthe officials of BOC and the Directorate to other countries to understand curriculum development processes Training workshops and seminars on curriculum involving BOC & ES and other criticalstakeholders.

Curriculum Implementation Framework

Teachers, examination boards, Bureau of Curriculum, Textbook board and Directorate of School and Directorate of Colleges.

Curriculum to be used by Training of teachers teachers and examiners in and examiners on addition to textbook curriculumuse. developers; Ensuredissemination of curriculum at school level through . distribution of copies and seminars at the districtlevel; and Coordination feedback mechanism across various quality services i.e textbook board, PITE, BOC, BISE and the DirectorateofSchools

Develop a participatory culture

more Teachers, head teachers, Awareness of teachers and Involvement of school community, education community; PTSMCsinadvocacy; managers. Head teachers training and awareness workshops; of Secondary school Develop a system for students, communities, tracing career paths of the employers students and utilising the information in review of curricula and other inputs andpractices. Undertake a tracer study evaluate outcomes(andcauses for outcomes) of education for dropouts, as well as graduates, to inform policydevelopment. Review causes of failureofpastefforts

Improve relevance secondaryeducation

101

Based on the above studies review the current programmes and curricula, especially, at the secondary school level Guidance counselling students
*

and for

Detailsundergovernancestrategies

Needs TargetGroups Strategies Actions

Improvingresponsivenessofgovernanceandmanagementsystemtoeducationalneeds 1. Create a demand Directorate driven approach Education focused on outputs with clearly defined indicators. of Review of capacity and approach of Directorate of Schools to move towards an output based management and accountability approach; Identify key input, process and output indicators;

Strengthen BEMIS to develop these indicators and collect data all Identify key input, educational the process and output institutions province. indicators;

2. Move from project based to programmatic developmentmodel 3. Improve expertise in Curriculum developers, specialisttasks examiners, textbook developer and educationplanners.

Develop an education Already initiated by sectorplan the Governemnt fo Balochistan Development of specialization in textbooks, curriculum, assessments and teachertraining Improvement in planning and monitoringcapacity Included in capacity reviews of various organisations recommended above.

Needs

TargetGroups

Strategies

Actions

ImprovequalityandrelevanceofHigherEducationandimproveopportunitiesforall. 102

1. Improve Quality and Students of higher Develop linkages between relevance of university education, education market and higher education. managers, teachers, education; examinationsystem.

Chambers of Commerce and Industries and professionalbodiesbe involved in curriculum development and review of quality in the universities and colleges. Universities should institute tracking mechanisms for their graduates; Career counselling and guidance for students on opportunities in the province, nationally andinternationally

Depoliticisation campuses

of Students organisations, Awareness and advocacy political parties, campus against politicisation of managers. students and teachers politics in colleges and universities.

Negotiations with political parties and development of a code of behaviour on campuses through support of political parties

Link research to local Universities, local and needs national organisations in the market, Planning and Development Department of the government of Balochistan.

Develop links between Government of local market and research Balochistan to fund inuniversities; research on local issues; Stipulate partnership with a local university for all foreign funded consultancies in the province Collegestomovetowards a 4 year under graduate programme as envisaged in NEP 2009 and the HEC programme. Pilot 4 year degree programme in selectedcolleges;

Qualitative improvements inCollegeEducation

Encourage visiting Phds in colleges Develop standards for selected for 4 year learning outcomes; programmes teaching and Introduce research examinations methodology in Review Capacity of college courses Directorate of Colleges to (initially the 4 year graduate from pilotprogrammes) performance of routine In Pilot colleges administrative functions allow access to to focus on quality research capacity of 103

matters. .

universities Initiate dialogue with HEC to adopt its teacher improvement plan allocation of funds to colleges from the proposed Tertiary Education Support Project of the World Bank;

Improve relevance collegeeducation

of College students, Develop counselling and employersandcommunity advisory system; exposure of students of world of work through internships etc.

Career counselling and guidance for students on opportunities in the province, nationally andinternationally

Needs

TargetGroups

Strategies

Actions

MakeTVETrelevanttothemarketlocally,nationallyandinternationally. Improve quality of Teachers, students, Develop linkages of instruction in TVE technical personnel, teachingwiththemarket institution employers and managers Continuous professional ofTVE development programme for teachers with opportunities to move into andoutofindustry Enhance incentives for persons from the market to be part of faculty; Develop a teacher training programme of for teachers polytechnics through the Balochistan Academy for College Teachers. Upgrade the facilities and quality of the Staff Training Institutes for improving trainings and professional development of teachers in vocational programmes. Encourage faculty to work with the market 104

on a regular basis by making relevant changes in the terms and conditions of service. Improve employment Teachers, students, outcomesforgraduatesof technical personnel, TVE employers and managers ofTVE Involve private sector in curriculum development and review, management of institutions and instruction. Developamechanism for regular dialogue with the chambers of commerce and industries and other professionalbodies.

Opportunities for students for internships and Introduce legislation to ensure mandatory apprenticeships. involvement of the Guidance and counselling private sector in on career options within curriculum the province nationally and development and internationally. programme monitoring in the TVE sector.

Career guidance system be developed ininstitutions.

Needs TargetGroups Strategies Actions

Improveresourcemobilizationandfinancialefficiency Increase capacity of the Department of education, Review the time scales education budget to fund teachers, community, concept for future teacher reform political leadership, employment; children. Alternate strategies of service delivery which are cost efficient without compromising quality and expansion. Dialogue with teachers associations be undertaken to agree on a ceiling and ensure new recruits are not provided the same terms and conditions.

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Annex:
Educationandthe18thConstitutionalAmendment
The 18th Constitutional Amendment has impacted education in two domains: devolution to the provinces and access to free education to all children from ages 516. The latter has already been discussed in previous section. The pre18th Amendment Constitution contained two legislative lists that divided functions between the federal and provincial governments in the country. These were the Concurrent Legislative List and the Federal Legislative List respectively. Under the Concurrent Legislativelistboth thefederalandtheprovincialgovernmentscouldundertakeexecutivefunctions and also legislate on the subjects. However, in case of a conflict the federal law would prevail. FederalLegislativeListwastheexclusivedomainoftheFederalGovernment. UndertheConcurrentLegislativethelistthefollowingentrieswereoneducation: 38. 39. In 1976 the Federal legislature promulgated the Federal Supervision of Curricula, Textbooks and Maintenance and Standards Act 1976. The law gave the federal government exclusive powers to develop and notify national curriculum and approve textbooks. With the repeal of the Concurrent Legislative List the laws impediments on provinces for curriculum development and textbooks approval were also rendered redundant. The legal status for all other areas listed in the Concurrent Listremainsunaffected. In addition to the purely legal implications a number of policy and implementation issues have also arisen. These have resulted from decisions of the Implementation Committee on the 18th Amendment. The Committee abolished the Ministry of Education as a consequence of the amendment.TheMinistry,inaddition,thelegalfunctionofdevelopmentofnationalcurriculumand approval of textbooks, also developed national education policies and performed the role coordination across provinces. Both these areas now need a response from the provinces, firstly in termsofaneedandsecondlytheanswertoaneed(ifrequired).Theabovevacuumplussomeother transitionalissueswouldneedtobeconsideredcarefullyincludingfederalfundingincertainareas. Overalltheamendmenthashadapositiveimpactonprovincialattitudeandhasbeenwelcomed.In Balochistan it is being considered a challenge and greater ownership of quality of education and international commitments like EFA is now visible. There is, in the response, a cautious understandingofthelimitationsofthecurrentcapacityoftheprovincialgovernment. Curriculum,syllabus,planning,policy,centresofexcellenceandstandardsofeducation. Islamiceducation.

EFAGoals:CalculatingEDIandEFAIndicators
EFADevelopmentIndexiscalculatedusingfourindicators:AdultLiteracy,PrimaryNER,SurvivalRate to Grade 5 and Gender EFA Index (GEI). The GEI is a composite of Gender Parity Indexes (GPIs) calculated for gross enrolment ratios for primary and secondary and adult literacy. EDI itself is an arithmeticmeanofthefourindicators. Mathematically GEI=(GPI(Primary)+GPI(Secondary)+GPI(AdultLiteracy)}/3 EDI=1/4NER(Primary)+1/4(SurvivalRatetoGrade5)+1/4(AdultLiteracy)+1/4(GEI) EDI has been developed by UNESCO and the Annual EFA Global Monitoring Reports attempts to calculate it for all countries. As a composite indicator it simply ranks countries in terms of relative efficiency visvis EFA as a whole. It does not focus on individual goals though the four indicators usedarealsoseparatelyranked. In this report the same has been calculated for all the four provinces for the year 200910 where data has been projected using past values provided in the Pakistan Integrated Household Survey for 20012andPakistanLivingandSocialMeasurementsSurveysfor20045,20056,20067,20078and 2009. In case of survival rate data from National Education Management Information System has beenused. BasicproxyIndicators The basic or proxy indicators are used by the EFA Global Monitoring Report for measurement of individual goals. These are the bare minimum for each goal. The set of indicators against the six goalsaregiveninthetablebelow.

Goal Goal1:EarlyChildhoodCareandEducation Goal2:UniversalPrimaryEducation

Indicator Gross enrolment ratio in pre primary NetEnrolmentRatioatPrimary

Goal 3:Learning needs of all youth and YouthLiteracyRate(1524) adults Goal4:Improvinglevelsofadultliteracy Goal5:GenderParity Adultliteracyrate(15+) GPI:GERprimary GPI:GERSecondary Goal6:EducationQuality Survivaltograde5 Pupilteacherratioinprimary
These indicators have been calculated using different data sources but mostly PSLMS till 20089 and PakistanIncomeandHouseholdSurvey20012.

ii

DistrictandLevelWiseEnrolmentandPerCapitaCost

DistrictWiseEnrolmentandPerCapitaExpenditure
District Awaran Barkhan Chagai DeraBugti Gawader Harnai Jafferabad JhalMagsi Kachhi(Bolan) Kalat Kech Kharan Khuzdar KillaAbdullah KillaSaifullah Kohlu Lasbela Loralai Mastung MusaKhel Nasirabad Noushki Panjgur Pishin Quetta Sherani Sibi Washuk Zhob Ziarat Primary 15,056.00 13,997.00 18,914.00 17,869.00 20,985.00 7,210.00 60,301.00 12,669.00 23,951.00 23,042.00 58,301.00 14,016.00 43,288.00 41,622.00 27,960.00 10,502.00 35,880.00 42,690.00 20,722.00 10,212.00 22,794.00 21,530.00 28,323.00 58,611.00 90,909.00 4,999.00 16,997.00 9,917.00 19,032.00 10,176.00 Enrolment Middle Secondary 1,996.00 770.00 1,082.00 595.00 1,818.00 826.00 1,362.00 723.00 5,622.00 2,327.00 1,031.00 417.00 7,604.00 3,672.00 914.00 496.00 2,958.00 1,468.00 3,417.00 1,250.00 11,825.00 5,366.00 1,827.00 765.00 3,622.00 1,786.00 4,367.00 1,581.00 2,788.00 1,212.00 758.00 447.00 5,921.00 2,642.00 3,257.00 1,614.00 3,126.00 1,466.00 1,301.00 731.00 2,307.00 1,120.00 3,641.00 1,726.00 5,019.00 2,449.00 7,132.00 2,607.00 24,525.00 12,415.00 218.00 52.00 3,616.00 1,850.00 932.00 370.00 3,265.00 1,720.00 1,925.00 756.00 PerCapitaExpenditure Primary Middle Secondary 5,015.00 24,350.00 105,699.00 5,327.00 40,372.00 126,714.00 2,357.00 26,451.00 57,971.00 6,778.00 80,694.00 145,393.00 3,296.00 20,550.00 48,387.00 5,828.00 25,257.00 75,798.00 5,524.00 19,603.00 50,482.00 8,474.00 82,235.00 132,662.00 4,857.00 26,618.00 69,487.00 6,795.00 24,880.00 61,633.00 891.00 13,031.00 46,324.00 5,241.00 24,085.00 52,306.00 4,484.00 27,213.00 68,046.00 4,676.00 16,223.00 75,518.00 9,335.00 26,255.00 78,990.00 10,175.00 83,269.00 114,571.00 7,304.00 22,475.00 70,928.00 5,391.00 35,234.00 69,690.00 8,646.00 28,762.00 72,127.00 8,069.00 25,223.00 78,488.00 8,153.00 29,210.00 74,301.00 5,521.00 21,955.00 77,593.00 5,830.00 18,045.00 49,010.00 6,352.00 31,284.00 81,104.00 4,174.00 11,073.00 28,512.00 9,868.00 126,597.00 352,529.00 9,380.00 22,479.00 62,240.00 4,916.00 48,523.00 68,791.00 11,466.00 18,925.00 55,523.00 8,743.00 22,049.00 86,265.00

iii

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