Gender Analysis of Education

Sector Budget Allocation and

Expenditure in Gilgit-Baltistan
[FY 2012-13 and FY 2013-14]

Mustafa Nazir Ahmad

Plan International-Pakistan
House No 9, Street No 32, Sector F 7/1,
Islamabad, Pakistan
Title Caption
What has the future in store for her? An out-of-school girl in Faizabad, District Gilgit.
@Mustafa Nazir Ahmad
Gender Analysis of Education
Budget Allocation and
Expenditure in Gilgit-Baltistan
[FY 2012-13 and FY 2013-14]

Mustafa Nazir Ahmad

Plan International-Pakistan
House No 9, Street No 32, Sector F 7/1,
Islamabad, Pakistan
Abbreviations and Acronyms
ADP Annual Development Programme
AJK Azad Jammu and Kashmir
BCC Budget call circular
ECE Early childhood education
EFA Education For All
EMIS Education Management Information Service
FATA Federally Administered Tribal Areas
FEC Foreign exchange component
FG Federal government
FGD Focus group discussion
FY Fiscal year
GER Gross enrolment ratio
GoP Government of Pakistan
GPS Global Positioning System
GRBI Gender Responsive Budgeting Initiative
IT Information technology
I-SAPS Institute of Social and Policy Sciences
MDG Millennium Development Goal
MLA Member of Legislative Assembly
NAs Northern Areas
NCHD National Commission for Human Development
NGO Non-governmental organisation
PC-1 Planning Commission Performa
PKR Pakistani rupee
PSDP Public Sector Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
USAID United States Agency for International Development

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Contents
Acknowledgments IX
Executive Summary X

1. Introduction and Background 1

1.1 Introduction 2
1.1.1 Girls’ Right to Education 2
1.1.2 Government Budgets: Stages, Types of Expenditure and Need for
Analysis 3
1.2 Gilgit-Baltistan at a Glance 5
1.3 Girls’ Education in Gilgit-Baltistan 6
1.3.1 Literacy Rates 7
1.3.2 Educational Institutions 7
1.3.3 Enrolments 7
1.3.4 Teaching Staff 8
1.3.5 Gross Enrolment Ratio at Primary Level 8
1.4 Alif Ailaan District Education Rankings 2014 9
1.4.1 Education Rankings (Primary Level) 9
1.4.2 Education Rankings (Middle Level) 10

2. Literature Review 13
2.1 Gender Equality in Education: International Targets 14
2.2 Education Policy Documents: Pakistan and Gilgit-Baltistan 15
2.2.1 National Education Policy (1998-2010) 16
2.2.2 National Education Policy (2009) 16
2.2.3 Northern Areas Education Strategy (2008-2025) 17
2.3 Gender Budget Analysis: International and National Experience 19
2.3.1 Australian Three-Way Categorisation 19
2.3.2 South African Five-Step Approach 20
2.3.3 Pakistan’s Gender Responsive Budgeting Initiative 21

3. Research Methodology 23
3.1 Objectives of the Study 24
3.2 Study Design 24
3.3 Data Collection Procedure and Instruments/Tools 25
3.4 Limitations of the Study 26

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4. Quantitative Data Analysis and Findings 27
4.1 Education Schemes in ADP 2012-13 28
4.1.1 Education Schemes in ADP 2012-13 by Classification 28
4.1.2 Education Schemes in ADP 2012-13 by Category 30
4.1.3 Education Schemes in ADP 2012-13 by Target Area 33
4.1.4 Education Schemes in ADP 2012-13 by Level of Education 37
4.1.5 Education Schemes in ADP 2012-13 by Share of Boys and Girls 39
4.2 Education Schemes in ADP 2013-14 41
4.2.1 Education Schemes in ADP 2013-14 by Classification 41
4.2.2 Education Schemes in ADP 2013-14 by Category 43
4.2.3 Education Schemes in ADP 2013-14 by Target Area 46
4.2.4 Education Schemes in ADP 2013-14 by Level of Education 50
4.2.5 Education Schemes in ADP 2013-14 by Share of Boys and Girls 53
4.3 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14 54
4.3.1 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Classification 56
4.3.2 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Category 58
4.3.3 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Target Area 59
4.3.4 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Level of Education 63
4.3.5 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Share of Boys and Girls 65
4.4 Salient Education Schemes in ADP 2012-13 and ADP 2013-14 65
4.4.1 Gilgit-Baltistan Level Education Sector Schemes 65
4.4.2 District Gilgit Education Sector Schemes 75
4.4.3 District Diamer Education Sector Schemes 77
4.4.4 District Ghizer Education Sector Schemes 84
4.4.5 District Hunza-Nagar Education Sector Schemes 84
4.4.6 District Ghanche Education Sector Schemes 86
4.4.7 District Astore Education Sector Schemes 87

5. Qualitative Data Aanalysis and Findings 89

5.1 Gender and Regional Disparities in Education 90
5.2 Hindrances to Girls’ Education 91
5.3 Preference for Private Schools over Public Schools 92
5.4 Underutilisation of Education Sector Development Budget 94

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 6. Conclusions 97
6.1 Budget Allocation and Expenditure Trends 98
6.1.1 Budget for Education Sector Increased 98
6.1.2 Focus Shifted from ‘Targeted’ to ‘Ongoing’ Education Schemes 101
6.1.3 Education Schemes Benefitted Boys More than Girls 104
6.1.4 Share of Girls in Education Budget Reduced 108
6.1.5 High Priority Accorded to Cadet Colleges 110
6.2 Challenges to Girls’ Education and Budgetary Processes 111
6.2.1 Girls’ Access to Education Hindered by Problems 111
6.2.2 Budgetary Processes Need Overhaul 113

7. Recommendations 115
7.1 Improving Girls’ Education 116
7.1.1 Increase Female Literacy 116
7.1.2 Enhance Quality of Education 117
7.1.3 Improve Budget Utilisation and Service Delivery 117
7.2 Gender Sensitising the Budgetary Process 117
7.2.1 Steps to Anchor Gender Budget Analysis 118

8. References 121
Appendices 125
Appendix 1: Education Schemes in ADP 2012-13 126
Appendix 2: Education Schemes in ADP 2013-14 134
Appendix 3: Salient Education Schemes in ADP 2012-13 and ADP 2013-14 141
Appendix 4: Education Schemes in ADP 2012-13 and ADP 2013-14 Excluded from
Detailed Analysis 146
Appendix 5: Questionnaires 149
Appendix 6: List of Respondents 151

List of Tables
Chapter 1
Table 1.1: Educational Institutions in Gilgit-Baltistan by Gender and Level of Education 7
Table 1.2: Enrolments in Gilgit-Baltistan by Gender and Level of Education 8
Table 1.3: Teaching Staff in Gilgit-Baltistan by Gender and Level of Education 9
Table 1.4: Gross Enrolment Ratio at Primary Level by Gender and District 9
Table 1.5: Pakistan Education Rankings (Primary Level) 10
Table 1.6: Gilgit-Baltistan Education Rankings (Primary Level) 10
Table 1.7: Gilgit-Baltistan Education Rankings (Middle Level) 11

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Chapter 4
Table 4.1: Education Schemes in ADP 2012-13 28
Table 4.2: ‘Targeted’ Education Schemes in ADP 2012-13 29
Table 4.3: ‘Targeted’ Education Schemes in ADP 2012-13 by Status 29
Table 4.4: ‘Ongoing’ Education Schemes in ADP 2012-13 29
Table 4.5: ‘Ongoing’ Education Schemes in ADP 2012-13 by Status 30
Table 4.6: ‘New’ Education Schemes in ADP 2012-13 30
Table 4.7: Gender Specific Education Schemes in ADP 2012-13 30
Table 4.8: Gender Specific Education Schemes in ADP 2012-13 by Beneficiary 31
Table 4.9: Gender Specific Education Schemes in ADP 2012-13 by Share of Boys and Girls 32
Table 4.10: Gender Sensitive Education Schemes in ADP 2012-13 32
Table 4.11: Gender Neutral Education Schemes in ADP 2012-13 33
Table 4.12: Gilgit-Baltistan Level Education Schemes in ADP 2012-13 33
Table 4.13: District Gilgit Education Schemes in ADP 2012-13 34
Table 4.14: District Diamer Education Schemes in ADP 2012-13 34
Table 4.15: District Ghizer Education Schemes in ADP 2012-13 35
Table 4.16: District Hunza-Nagar Education Schemes in ADP 2012-13 35
Table 4.17: District Ghanche Education Schemes in ADP 2012-13 36
Table 4.18: District Astore Education Schemes in ADP 2012-13 36
Table 4.19: Primary Level Education Schemes in ADP 2012-13 37
Table 4.20: Secondary Level Education Schemes in ADP 2012-13 38
Table 4.21: Higher Secondary Level Education Schemes in ADP 2012-13 38
Table 4.22: Miscellaneous Education Schemes in ADP 2012-13 39
Table 4.23: Education Schemes in ADP 2012-13 by Category 40
Table 4.24: Education Schemes in ADP 2012-13 by Share of Boys and Girls 40
Table 4.25: Education Schemes in ADP 2013-14 41
Table 4.26: ‘Targeted’ Education Schemes in ADP 2013-14 41
Table 4.27: ‘Targeted’ Education Schemes in ADP 2013-14 by Status 41
Table 4.28: ‘Ongoing’ Education Schemes in ADP 2013-14 42
Table 4.29: ‘Ongoing’ Education Schemes in ADP 2013-14 by Status 42
Table 4.30: ‘New’ Education Schemes in ADP 2013-14 42
Table 4.31: ‘Targeted New’ Education Schemes in ADP 2013-14 43
Table 4.32: Gender Specific Education Schemes in ADP 2013-14 43
Table 4.33: Gender Specific Education Schemes in ADP 2013-14 by Beneficiary 44
Table 4.34: Gender Specific Education Schemes in ADP 2013-14 by Share of Boys and Girls 45
Table 4.35: Gender Sensitive Education Schemes in ADP 2013-14 45
Table 4.36: Gender Neutral Education Schemes in ADP 2013-14 46

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Table 4.37: Gilgit-Baltistan Level Education Schemes in ADP 2013-14 46
Table 4.38: District Gilgit Education Schemes in ADP 2013-14 47
Table 4.39: District Skardu Education Schemes in ADP 2013-14 47
Table 4.40: District Diamer Education Schemes in ADP 2013-14 48
Table 4.41: District Ghizer Education Schemes in ADP 2013-14 48
Table 4.42: District Hunza-Nagar Education Schemes in ADP 2013-14 49
Table 4.43: District Ghanche Education Schemes in ADP 2013-14 49
Table 4.44: District Astore Education Schemes in ADP 2013-14 50
Table 4.45: Primary Level Education Schemes in ADP 2013-14 51
Table 4.46: Secondary Level Education Schemes in ADP 2013-14 51
Table 4.47: Higher Secondary Level Education Schemes in ADP 2013-14 52
Table 4.48: Miscellaneous Education Schemes in ADP 2013-14 52
Table 4.49: Education Schemes in ADP 2013-14 by Category 53
Table 4.50: Education Schemes in ADP 2013-14 by Share of Boys and Girls 54
Table 4.51: Gilgit-Baltistan Development Outlay and Block Allocation 55
Table 4.52: Total, ‘Targeted’, ‘Ongoing’ and ‘New’ Schemes in ADP 2012-13 and ADP 2013-14 55
Table 4.53: Education Schemes in ADP 2012-13 and ADP 2013-14 55
Table 4.54: ‘Targeted’ Education Schemes in ADP 2012-13 and ADP 2013-14 56
Table 4.55: ‘Targeted’ Education Schemes in ADP 2012-13 and ADP 2013-14 by Status 56
Table 4.56: ‘Ongoing’ Education Schemes in ADP 2012-13 and ADP 2013-14 57
Table 4.57: ‘Ongoing’ Education Schemes in ADP 2012-13 and ADP 2013-14 by Status 57
Table 4.58: ‘New’ Education Schemes in ADP 2012-13 and ADP 2013-14 58
Table 4.59: Gender Specific Education Schemes in ADP 2012-13 and ADP 2013-14 58
Table 4.60: Gender Sensitive Education Schemes in ADP 2012-13 and ADP 2013-14 59
Table 4.61: Gender Neutral Education Schemes in ADP 2012-13 and ADP 2013-14 59
Table 4.62: Gilgit-Baltistan Level Education Schemes in ADP 2012-13 and ADP 2013-14 60
Table 4.63: District Gilgit Education Schemes in ADP 2012-13 and ADP 2013-14 60
Table 4.64: District Diamer Education Schemes in ADP 2012-13 and ADP 2013-14 61
Table 4.65: District Ghizer Education Schemes in ADP 2012-13 and ADP 2013-14 61
Table 4.66: District Hunza-Nagar Education Schemes in ADP 2012-13 and ADP 2013-14 62
Table 4.67: District Ghanche Education Schemes in ADP 2012-13 and ADP 2013-14 62
Table 4.68: District Astore Education Schemes in ADP 2012-13 and ADP 2013-14 62
Table 4.69: Primary Level Education Schemes in ADP 2012-13 and ADP 2013-14 63
Table 4.70: Secondary Level Education Schemes in ADP 2012-13 and ADP 2013-14 63
Table 4.71: Higher Secondary Level Education Schemes in ADP 2012-13 and ADP 2013-14 64
Table 4.72: Miscellaneous Education Schemes in ADP 2012-13 and ADP 2013-14 64
Table 4.73: Education Schemes in ADP 2012-13 and ADP 2013-14 by Share of Boys and Girls 65

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List of Figures
Chapter 1
Figure 1.1: Map of Gilgit-Baltistan 5

Chapter 6
Figure 6.1: ADP Allocation in FY 2012-13 and FY 2013-14 (Million PKR) 100
Figure 6.2: Total/Education Schemes in ADP 2012-13 and ADP 2013-14 100
Figure 6.3: Budget Allocation for Education in ADP 2012-13 and ADP 2013-14 (Million PKR) 101
Figure 6.4: Expenditure on Education Sector Development Schemes in FY 2012-13 and
FY 2013-14 (Million PKR) 102
Figure 6.5: Education Schemes in ADP 2012-13 and ADP 2013-14 by Classification 103
Figure 6.6: Budget Allocation for Education Schemes in ADP 2012-13 and ADP 2013-14 by
Classification (Million PKR) 103
Figure 6.7: Expenditure on Education Sector Development Schemes in FY 2012-13 and
FY 2013-14 by Classification (Million PKR) 104
Figure 6.8: Status of ‘Ongoing’ Education Sector Development Schemes in FY 2012-13 and
FY 2013-14 105
Figure 6.9: Status of ‘Targeted’ Education Sector Development Schemes in FY 2012-13 and
FY 2013-14 106
Figure 6.10: Education Schemes in ADP 2012-13 and ADP 2013-14 by Category 106
Figure 6.11: Budget Allocation for Education Schemes in ADP 2012-13 and ADP 2013-14 by
Category (Million PKR) 107
Figure 6.12: Expenditure on Education Sector Development Schemes in FY 2012-13 and
FY 2013-14 by Category (Million PKR) 108
Figure 6.13: Education Sector Development Budget Allocation in FY 2012-13 and FY 2013-14
by Gender (Million PKR) 110
Figure 6.14: Education Sector Development Budget Expenditure in FY 2012-13 and
FY 2013-14 by Gender (Million PKR) 111
Figure 6.15: Utilisation Rate of Education Sector Development Budget in FY 2012-13 and
FY 2013-14 by Gender (Percentage) 111
Figure 6.16: Share of Boys and Girls in Education Sector Development Budget Expenditure
in FY 2012-13 and FY 2013-14 by Gender (Million PKR) 112

Case Studies
Chapter 6
Case Study 6.1: Views of Secretary, Planning and Development 92
Case Study 6.2: Mehnaz Fatima Montessori and Inclusive Learning Centre 93
Case Study 6.3: Directorate of Women’s Development 95

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Acknowledgments
The completion of this first-of-its-kind
study on education budget allocation and
spending in Gilgit-Baltistan owes to the
cooperation extended by a wide range of
stakeholders, including both organisations
and individuals. Some of the salient ones
from the government, who not only
provided useful data but also gave their
precious time for interview, include:
1. Dr Saad S Khan, Secretary,
Department of Planning and
Development, Government of Gilgit-
Baltistan.
2. Mr Shafa Ali, Deputy Secretary,
Department of Education,
Government of Gilgit-Baltistan.
3. Mr Azam Khan, Deputy Secretary,
Department of Finance, Government
of Gilgit-Baltistan.
4. Ms Najma Farman, Assistant Chief/
Gender Focal Person, Department of
Planning and Development,
Government of Gilgit-Baltistan.
5. Mr Ahmad Khan, Section Officer,
Department of Finance, Government
of Gilgit-Baltistan.
The material and reports produced by the
following government ministries/
departments, research institutes and
international and local non-governmental
organisations, working for the promotion of
girls’ education in Pakistan generally and in
Gilgit-Baltistan particularly, have been used
in the study and credit is due to them:
1. ActionAid-Pakistan.
2. Alif Ailaan.
3. Association of Global Humanists and
Ethics.
4. Centre for Peace and Development
Initiatives-Pakistan.
5. Commonwelath Secretariat.
ix
6. Department of Education,
Government of Gilgit-Baltistan.
7. Department of Planning and
Development, Government of Gilgit-
Baltistan.
8. Manzil Pakistan.
9. Ministry of Education, Government of
Pakistan.
10. Ministry of Education, Trainings and
Standards in Higher Education,
Government of Pakistan
11. Northern Areas Directorate of
Education.
12. Oxfam/Institute of Social and Policy
Sciences.
13. Pakistan Institute of Development
Economics.
14. Planning Commission, Government of
Pakistan.
15. The World Bank.
16. United Nations Educational, Scientific
and Cultural Organization.
A large number of teachers, students, noted
educationists and senior government
officials were interviewed for the study. In
particular, the researcher wants to thank Mr
Bulbul Jan, Chief Executive Officer of
Mehnaz Fatima Montessori and Inclusive
Learning Centre Juglote, Gilgit.
Finally, the study could not have been
undertaken without the guidance and
support provided by Plan International-
Pakistan staff, particularly Mr Safdar Raza,
Ms Shahnaz Kausar and Mr Imran Shami.
The researcher also wants to thank his
parents and wife for their unflinching
support.
Mustafa Nazir Ahmad
Lahore.
Executive Summary
Traditionally, all societies have given
preference to boys over girls when it comes
to educational opportunity, and disparities
in educational attainment and literacy rates
today reflect patterns that have been shaped
by the social and education policies and
practices of the past. As a result, virtually all
countries face gender disparities.
Free and compulsory basic education is a
fundamental right of every human being as
guaranteed by the Universal Declaration of
Human Rights. Educated citizens are a
country’s assets and expenditure on
education is an investment that reaps long-
term benefits. Despite its obvious benefits,
education has always taken a backseat when
it comes to budgetary allocation and
effective utilisation of resources in under-
developed and developing countries.
Introduction and Background
The situation of girls’ education in Gilgit-
Baltistan must be viewed within the wider
Pakistani and South Asian context.
Unfortunately, inequalities across education
such as gender disparities and urban-rural
divide are widespread in Pakistan. Key
national indicators show that, within South
Asia, excluding Afghanistan, Pakistan has
the lowest gender parity index at 0.78, as
well as gross primary school enrolments.
Gilgit-Baltistan has made rapid progress in
education in recent decades. Indeed, in
many areas it has kept pace with national
levels. Still, together with much of the rest
of Pakistan, the region falls well short of
reaching the EFA Goals and education-
related MDGs.
Weak educational outcomes in Gilgit-
Baltistan derive largely from the existing
geographic and administrative realities that
x
militate against the effective and efficient
delivery of services. Access to education
seems to be particularly problematic in
those districts that are faced with major
geographic obstacles like long distances that
discourage girls’ school attendance and
where institutions lack the capacity to
provide quality education.
In its policies and plans, the Government of
Gilgit-Baltistan places strong emphasis on
the promotion of gender equality and
elimination of gender disparities at all levels
of education. However, the same is not
reflected in its budget allocation and
expenditure patterns because traditionally
the pace and quality of service delivery in
the education sector has been dismal.
This research study was conducted with a
view to offering concrete suggestions for
eliminating the gender gap in education.
The development component of Gilgit-
Baltistan’s education budget for FY 2012-13
and FY 2013-14 was thoroughly analysed,
and the major beneficiary of each scheme
was determined. In addition, expenditure
patterns were assessed to determine the
pace of service delivery.
Objectives of the Study
The specific objectives of conducting the
gender analysis of Gilgit-Baltistan’s
education sector budget allocation and
expenditure patterns, as well as of the
related budgetary processes, were to:
▪ Assess expenditure against actual
allocation in the education sector
development budget for FY 2012-13
and FY 2013-14.
▪ Provide a snapshot of budgetary
priorities in terms of education
through a gender lens.
 ▪ Establish concrete evidence on gender
disparities in the education sector
development budget for FY 2012-13
and FY 2013-14.
▪ Determine the reasons for widespread
regional and gender disparities at
different levels of education.
▪ Identify the education sub-sectors that
need to be focused for achieving the
goals and targets outlined in the
National Education Policy 2009 and
Northern Areas Education Strategy
2008-2025, as well as for meeting the
international commitments of the
Government of Pakistan such as the
EFA Goals and MDGs.
▪ Suggest measures to make the
education sector development budget,
as well as the related budgetary
processes, more gender sensitive.
Study Design
After reviewing the major policy documents
and plans on education, two dominant
analytical frameworks of gender budget
analysis – the Australian three-way
categorisation of expenditure and the South
African five-step approach – were used as
the basis for quantitative and qualitative
data analysis, respectively, but with
generous changes to suit the local context.
For the quantitative analysis, all the
education schemes in the ADP 2012-13 and
ADP 2013-14 were categorised as one of the
following:
▪ Gender Specific: Schemes that
specifically target boys or both boys
and girls. 100.0% of the total budget
allocated to, and the total expenditure
incurred on, the schemes targeting
male students has been charged to
boys; while the budget allocated to,
and the expenditure incurred on, the
schemes targeting both male and
xi
female students has been charged to
boys and girls in accordance with the
benefits accrued by them.
▪ Gender Sensitive: Schemes that
contribute to increasing girls’
enrolment (and, in some cases,
women’s participation in jobs) based
on the analysis of Gilgit-Baltistan’s
education sector. 100.0% of the total
budget allocated to, and the total
expenditure incurred on, these
schemes has been charged to girls.
▪ Gender Neutral: Schemes that cater to
the curricular or extracurricular needs
of both boys and girls irrespective of
their sex. 50.0% each of the budget
allocated to, and the total expenditure
incurred on, these schemes has been
charged to boys and girls.
Findings and Conclusions
The major conclusions of the study, given in
the following, clearly demonstrate that the
Government of Gilgit-Baltistan will not only
fail to achieve the gender-related objectives
outlined in the Northern Areas Education
Strategy (2008-2025), but also miss the
deadlines of the EFA Goals and education-
related MDGs. The foremost conclusion of
the study is that achieving gender parity at
all levels of education will remain an elusive
dream until girls were not accorded priority
in budget allocation and expenditure.
▪ The size of Gilgit-Baltistan’s ADP
increased by 19.3% from Rs 6789.090
million in FY 2012-13 to Rs 8100.000
million in FY 2013-14, reflecting the
federal government’s commitment to
developing the region.
▪ The total budget allocated to the
education sector increased by 22.4%
from Rs 361.928 million in the ADP
2012-13 to Rs 442.882 million in the
ADP 2013-14.
▪ The total expenditure incurred on the
education sector development
schemes increased by 116.0%, from
only Rs 203.021 million in FY 2012-13
to Rs 438.487 million in FY 2013-14;
and the budget utilisation rate of these
initiatives by 76.5% from 56.1% in the
former to 99.0% in the latter.
▪ The number of ‘targeted’ education
schemes decreased by 45.5% from 44
in the ADP 2012-13 to 24 in the ADP
2013-14. In comparison, the number
of ‘ongoing’ education schemes
increased by 47.4% from 19 in the ADP
2012-13 to 28 in the ADP 2013-14.
▪ The budget allocated to the ‘targeted’
education schemes decreased by
44.9% from Rs 162.314 million in the
ADP 2012-13 to Rs 89.397 million in
the ADP 2013-14. In comparison, the
total budget allocated to the ‘ongoing’
education schemes increased by 51.3%
from Rs 180.804 million in the ADP
2012-13 to Rs 273.558 million in the
ADP 2013-14
▪ The total expenditure incurred on the
‘targeted’ education sector schemes
decreased by 48.2% from Rs 97.483
million in FY 2012-13 to Rs 50.459
million in FY 2013-14; and the budget
utilisation rate of these initiatives by
6.2% from 60.1% in the former to
56.4% in the latter. In comparison, the
total expenditure incurred on the
‘ongoing’ education sector schemes
increased by 267.7% from Rs 105.538
million in FY 2012-13 to Rs 388.028
million in FY 2013-14; and the budget
utilisation rate of these initiatives by
142.8% from 58.4% in the former to
141.8% in the latter.
▪ The budget allocated to the gender
specific education schemes for ‘boys’
increased by 44.9% from Rs 138.791
xii
million in ADP 2012-13 to Rs 188.279
million in the ADP 2013-14. In
comparison, the total budget allocated
to the gender sensitive education
schemes slightly decreased by 3.4%
from Rs 68.346 million in the ADP
2012-13 to Rs 66.009 million in the
ADP 2013-14.
▪ Tthe total expenditure incurred on the
gender specific e schemes for ‘boys’
increased by 269.7% from Rs 71.967
million in FY 2012-13 to Rs 266.083
million in FY 2013-14; and the budget
utilisation rate of these initiatives by
172.3% from 51.9% in the former to
141.3% in the latter. In comparison,
the total expenditure incurred on the
gender sensitive schemes increased by
14.2% from Rs 28.666 million in FY
2012-13 to Rs 32.730 million in FY
2013-14; and the utilisation rate of
these initiatives by 18.4% from 41.9%
in the former to 49.6% in the latter.
▪ The education sector development
budget allocated to girls increased by
8.7% from Rs 147.557 million in FY
2012-13 to Rs 160.431 million in FY
2013-14. Compareed with this, the
education sector development budget
allocated to boys increased by 31.8%
from Rs 214.371 million in FY 2012-13
to Rs 282.451 million in FY 2013-14.
▪ The education sector development
budget expenditure on girls increased
by 31.4% from Rs 81.465 million in FY
2012-13 to Rs 107.030 million in FY
2013-14. In comparison, the education
sector budget expenditure on boys
increased by 172.7% from Rs 121.556
million in FY 2012-13 to Rs 331.457
million in FY 2013-14. The increase in
the budget expenditure in the case of
boys was 172.7%; while, in the case of
girls, only 31.4%.
 ▪ Despite the implementation of various
initiatives, girl’s access to education
remains a serious challenge to the
education system in Gilgit-Baltistan
because of many reasons: lack of
educational institutions, missing basic
facilities in schools, high dropout
rates, cultural constraints, insufficient
budgetary allocation and unutilised
development budget, and lack of
effective demand for quality education
by the society.
▪ Some of the key conlusions based on
qualitative data analysis are: (a)
education system reinforces
discrimination against girls; (b)
poverty and cost of education exclude
many girls; (c) unfavourable
geography of Gilgit-Baltistan
compounds problems; (d) gender gap
more pronounced at higher levels of
education; (e) long walks to school
hamper girls’ enrolment; (f) well-
resourced educational institutions
remain an elusive dream; and (g)
limited provision of education linked
with dropouts.
▪ Some of the key conlusions related to
the budgetary processes are: (a)
implementation of education schemes
often behind schedule; (b) majority of
funds released in last month of fiscal
year; (c) inter-departmental disputes
result in low utilisation of budget; (d)
gender budget allocation unresponsive
to specific needs of girls; and (e) site
selection for construction of schools
not done efficiently.
Recommendations
Considering the format of the study, the
recommendations have been divided in two
heads: (a) Improving girls’ education; and
(b) Gender sensitising budgetary processes.
xiii
The key recommendations to improve girls’
education have been grouped under:
a) Increase female literacy.
b) Enhance quality of education.
c) Imporve budget utilisation and service
delivery.
Increase Female Literacy
▪ The government should focus on
establishing new schools with trained
teachers and basic facilities, especially
in rural areas that do not have private
schools either.
▪ The Gilgit-Baltistan Legislative
Assembly should legislate to make
girls’ education free and compulsory.
▪ Motivational programmes highlighting
the benefits of education should be
started for communities on the pattern
of the Aga Khan Development
Network.
▪ The government, the private sector
and communities should all join hands
for enhancing female literacy.
▪ NGOs and civil society organisations
should supplement the government
efforts aimed at increasing female
literacy. They should adopt the models
of increasing female literacy that have
been successful in other countries.
▪ Employment opportunities should be
provided to the educated women since
that will motivate many parents to
enrol their daughters in schools.
▪ Provision of hostel and transport
facilities should be made compulsory
in educational institutions for girls.
▪ The female dropout rate should be
checked and the factors contributing
to it controlled.
▪ Physical infrastructure of girls’ schools
should be improved.
 ▪ A degree college for women with
modern facilities should be established
in all the districts of Gilgit-Baltistan.
▪ All out-of-school girls should be
enrolled in the existing primary
schools with underutilised capacity.
▪ Poverty should be eradicated in the
areas where it is the primary reason
for illiteracy.
▪ Equality in education should be
integrated into wider policies at the
economic, social and political levels.
▪ Young female teachers in rural areas
should be given maximum incentives
to ensure that they do not leave their
job after marriage.
▪ Incentives such as stipends and food-
for-education should be offered to
poor girl students.
Enhance Quality of Education
▪ The recruitment of teachers should be
done in a transparent manner, free of
any political influence.
▪ Teacher training should be a vital
component of education planning.
▪ Uniform syllabus should be
introduced in public and private
education institutions.
▪ Sectarian clashes should be strictly
handled.
▪ A teacher should be terminated from
job for absenteeism.
▪ The government, in collaboration with
the local school committees, should
monitor the performance of teachers.
▪ Teachers should get promotion based
on their performance only.
▪ The workload of teachers in the public
sector should be reduced.
▪ A viable monitoring and evaluation
mechanism should be adopted.
xiv
Improve Budget Utilisation and Service
Delivery
Local communities should be involved in
the planning, implementation and
monitoring of education schemes for girls.
▪ MLAs should be motivated to include
schemes for girls in their priority list.
In the case of districts like Diamer
where female literacy is abysmal,
schemes for boys should be made
conditional to schemes for girls.
▪ Sex-disaggregated statistics for all
levels of education should be regularly
developed to monitor the progress of
girls. This will also help create new
indicators to provide policy-relevant
information.
▪ The policy of focusing on cadet
colleges, which cater exclusively to
boys and to a certain middle class
segment of the population, should be
urgently reconsidered; and the same
budgetary allocations should be used
more efficiently for achieving the goal
of Education for All.
▪ The Department of Education should
inform the stakeholders about the
progress on development projects
after each quarter. Moreover, it should
arrange monthly media briefings to
share the achievements made and
problems faced during the period.
▪ Proper management of public
resources should be ensured through a
strong monitoring system.
▪ Improvements in access to and quality
of education should be brought about
in all subsectors: ECE, primary
education, middle and higher
education, adult literacy, and technical
and vocational education.
▪ Misuse of political, administrative and
financial powers should be curbed.
 Chapter 1

Introduction and
Background

A new trend: two young girls on their way to a tuition centre near Faizabad, District Gilgit.
@Mustafa Nazir Ahmad
1.1 Introduction
Education is regarded as the key factor in overcoming the barriers that women face and the basic
tool for empowering them (Murtaza, 2012). Education not only provides women with knowledge
and skills to improve their health and livelihoods, but also empowers them to take their right place
in society and the development process.
Educating women is also the key to reducing poverty. “One of our greatest needs is to spread
education among women. As a matter of fact, there is room for the extension of education even
among men. The condition of women’s education is, however, such that any attempt at its spread
deserves help and encouragement from all quarters (Sharma & Sharma, 2004).”
Women’s status in the society and education are interrelated. Movements have been launched all
over the world to reduce illiteracy: “The movement for improving women’s status has always
emphasised education as the most significant instrument for changing women’s subjugated
position in society (Bhatt & Sharma, 1992).”
Girls and women remain deprived of full and equal opportunities for education. There has been
progress towards parity at the primary level, but this tapers off at the secondary level in developing
regions (UNESCO, 2012). The global economic crisis is deepening inequalities, made worse by cuts
in education budgets and stagnating development support.
Gender equality is also one of the six goals of the global Education for All (EFA) campaign that was
launched in 2000, when the countries of the world agreed to “eliminate gender disparities in
primary and secondary education by 2005, and achieve gender equality in education by 2015, with
a focus on ensuring girls’ full and equal access to and achievement in basic education of good
quality (UNESCO, 2012).”

1.1.1 Girls’ Right to Education

The 1990 World Conference on Education for All, held in Jomtien, Thailand, made it clear that
‘Education for All’ means educating both boys and girls, and that treating both sexes equally – and
in the process narrowing the gender gap – is a matter of justice and equality. Jomtien marked the
beginning of intensified international support for assuring access to quality education for girls, a
cause that was reaffirmed 10 years later at the World Education Forum in Dakar and by the
Millennium Development Goals (MDGs) of 2000.
Traditionally, all societies have given preference to boys over girls when it comes to educational
opportunity, and disparities in educational attainment and literacy rates today reflect patterns that
have been shaped by the social and education policies and practices of the past (UNESCO, 2012).
As a result, virtually all countries face gender disparities of some sort. Given the strong
correlations that exist between gross domestic product and educational attainment, all countries
have incentives to make the best possible use of all of their human resources.
Free and compulsory basic education is a fundamental right of every human being as guaranteed
by the Universal Declaration of Human Rights. Educated citizens are a country’s assets and
expenditure on education is an investment that reaps long-term benefits (Manzil Pakistan, 2013).
Despite its obvious benefits, education has always taken a backseat when it comes to budgetary
allocation and effective utilisation of resources in underdeveloped and developing countries.

2
1.1.2 Government Budgets: Stages, Types of Expenditure and Need for
Analysis
Budget is a document that, once approved by the legislature, authorises the government to raise
revenues, incur debts and effect expenditures to achieve certain goals. The budget determines the
origin and application of public financial resources; and it plays a central role in the process of
government, fulfilling economic, political, social, legal and administrative functions.
The budget reflects a country’s socioeconomic priorities by translating policies and political
commitments into taxation and expenditure. In this way, it emphasises constraints and trade-offs
in policy choices. The budget has serious repercussions for all the citizens of a country, irrespective
of their economic or social status. How funds are raised by the government and how they are spent
is a vital concern of the people. The level of concern varies from country to country, depending on
the political rights enjoyed by the people and range of freedoms available to them.
The federal budget, in a narrow sense, provides forecasts of a country’s revenue and expenditure in
a given fiscal year. But, at the same time, it reflects various dimensions of national economic and
non-economic policies, as well as serves as an instrument of economic restructuring, growth and
stabilisation in the long-term perspective. It spells out the significant elements of fiscal and
monetary policies to achieve the national economic growth and income redistribution objectives.

1.1.2.1 Stages of Budget Cycle

The budget cycle, or the process of budgeting, runs across the year. It comprises the major stages
in making decisions about the budget, and implementing and assessing those decisions (Ahmad,
2010). The budget cycle has the following four stages that may overlap with each other:
a) Formulation (Planning/Preparation/Drafting): The initial formulation of the budget
occurs almost exclusively within the executive branch of government, though it can
include a number of actors within the branch. Mostly the Budget Wing in the Ministry of
Finance coordinates and manages the formulation of the budget, requesting information
from individual departments and proposing the trade-offs necessary to fit competing
government priorities into the budget’s expenditure totals.
b) Enactment (Presentation/Legislative): The second stage of the budget cycle occurs when
the budget is discussed in the legislature and consequently enacted into law. This stage
begins when the executive formally proposes the budget to the legislature and ends when
the budget is adopted by the legislature, either intact or with amendments.
c) Execution (Implementation): The next stage of the process occurs once the budget has
been enacted. Governments differ widely in how they regulate and monitor expenditure
to ensure adherence to budgets. In some cases, the Ministry of Finance exercises strong
control over expenditure, reviewing allocations to ministries and approving major
expenditures. Where ministries are more independent, the Ministry of Finance monitors
expenditures by requiring regular reporting by each ministry of its expenditure.
d) Auditing and Assessment (Reporting): The last stage in the budget cycle includes
activities that aim to measure whether there has been an effective use of public resources.
Ideally, the executive branch should report extensively on its fiscal activities to the
legislature and the public. These activities should also be subject to regular review by an
established independent and professional body.

3
1.1.2.2 Types of Budget Expenditure
The process of budgeting starts with government divisions, ministries, departments and agencies
assessing their needs and preparing a budget proposal linking goals for service delivery with
expenditure. The method used for distributing resources among them differs from country to
country. Factors like population size and poverty are taken into account during this process. When
the proposals are brought together, different policy priorities are fused in terms of resources. This
results in the budget statement that is tabled in the parliament to be discussed by legislators and
different sectoral committees.
The budget expenditure, which refers to spending or outlays made to fulfil a government
obligation, is broadly classified as current and development. The current expenditure, also called
recurring expenditure, includes government spending on salaries, rentals, office requirements,
operating expenses of public-sector industries and services, and payment of interest on loans. The
development expenditure or includes government spending on new projects such as schools,
health units, roads, dams, etc. (Ahmad, 2010).

1.1.2.3 Need for Budget Analysis

In a working democracy, every citizen reserves the right to question government action or, as in
most cases, inaction. Experience tells us that established democracies are more transparent as well
as more accountable to their citizens. Hence people living under established democratic orders
play a far more important role in the budget formulation process through individual and organised
institutional efforts than those living under undemocratic or authoritarian regimes. Even
legislators have no role to play during the preparation of the budget in the countries falling under
the latter category, except for endorsing or rejecting it based on their affiliation.
Budgets ultimately determine policy outcomes. They show who benefits from public spending and
who is bypassed, where the money is allocated and where it is not. Budget analysis can be a pivot
to focus on local, national and international issues. However, macroeconomic policy that directs
the budget’s formulation is barely debated and rarely challenged in developing countries.
Argumentation does occur, but only over slices of specific items.
For all practical purposes, the public and civil society are left out of budget policy deliberations. To
create space for public argument, organised advocates around the world have begun to analyse
their national and local budgets. Their work includes summarising official information that is
readily available and sharing it with other advocates to be used in their efforts (Ahmad, 2010).
Social justice advocates are using budget analysis to:
▪ Amplify the voices of people who are not heard.
▪ Raise issues that would otherwise be neglected and draw the attention of the media and
others in civil society.
▪ Confront unequal power dynamics that affect the distribution of public services.
▪ Pressurise governance institutions to treat marginalised people, including women and
the disbaled, with dignity.
▪ Create new public spaces for people’s participation.
▪ Learn how the decisionmaking systems work, and how to make interventions in it.
▪ Connect micro-level experiences to macro-level economic and social policies.
▪ Gain the skills needed to effectively participate in public argument.

4
1.2 Gilgit-Baltistan at a Glance

Figure 1.1: Map of Gilgit-Baltistan

Gilgit-Baltistan is the northernmost administrative territory of Pakistan that borders Azad Jammu
and Kashmir (AJK) to the south, Khyber Pakhtunkhwa to the west, the Wakhan Corridor of
Afghanistan to the north, the Xinjiang autonomous region of China to the east and northeast, and
Indian-administered Jammu and Kashmir to the southeast. It is an autonomous self-governing
region that was established as a single administrative unit in 1970, after amalgamating Gilgit
Agency, the Baltistan region, and the former princely states of Hunza and Nagar.
While administratively controlled by Pakistan since the First Kashmir War, Gilgit-Baltistan has
never been formally integrated into the Pakistani state and it does not participate in the country’s
constitutional political affairs. On 29 August 2009, the Gilgit-Baltistan Empowerment and Self-
Governance Order (2009) was passed by the Pakistani cabinet and later signed by the then-
President Asif Ali Zardari. The order granted self-rule to the people of the region by creating,
among other things, an elected Gilgit-Baltistan Legislative Assembly. Gilgit-Baltistan thus gained a
de facto province-like status without constitutionally becoming part of Pakistan.
Spread over an area of 72,496 square kilometres, Gilgit-Baltistan has an estimated population of
1.301 million, up from 0.884 million in 1998 when the last census was conducted (Government of
Gilgit-Baltistan, 2013a). The region comprises seven districts; five of these – Astore, Diamer,
Ghizer, Gilgit and Hunza-Nagar – are in Gilgit Division and the other two – Ghanche and Skardu
– in Baltistan Division. The capital city of Gilgit has the Legislative Assembly, as well as the offices
of all the major government departments.

5
The population of Gilgit-Baltistan is relatively small, but it is linguistically and ethnically a diverse
region (Northern Areas Directorate of Education, 2008). The indigenous inhabitants speak Shina,
Khowar, Burushashki, Wakhi, Domaaki and Balti; while the migrants speak Gujjari, Ughur and
Pushto. The main ethnic groups of the region include Shin, Yashkun, Brusho, Dom, Mongols,
Kashmiris, Gujjars and Ughurs; while the major religious sects include Shia, Sunni, Ismaili and
Noor Bakhshi.
Gilgit-Baltistan, being 650 kilometres from the nearest major urban centre, is characterised by
isolated and harsh physical, mountainous environment. Almost two-thirds [66.3%] of its area is
covered by mountains, glaciers, lakes and rivers (Government of Gilgit-Baltistan, 2013a). Weather
conditions in the region are severe, with extremely cold winters and hot summers. Over four-fifths
[81.4%] of the population lives in rural areas and depends on agriculture for livelihood.

1.3 Girls’ Education in Gilgit-Baltistan

The situation of girls’ education in Gilgit-Baltistan must be viewed within the wider Pakistani and
South Asian context. Unfortunately, inequalities across education such as gender disparities and
urban-rural divide are widespread in Pakistan. Key national indicators show that, within South
Asia, excluding Afghanistan, Pakistan has the lowest gender parity index at 0.78, as well as gross
and net primary school enrolments (Northern Areas Directorate of Education, 2008).
Gilgit-Baltistan has made rapid progress in education in recent decades. Indeed, in many areas it
has kept pace with national levels. Still, together with much of the rest of Pakistan, the region falls
well short of reaching the national MDG targets. The gaps in adult literacy and child education are
substantial among women, poor households, and the communities that reside in lagging districts
such as Diamer and Astore (World Bank, 2011).
Weak educational outcomes in Gilgit-Baltistan derive largely from the existing geographic and
administrative realities that often militate against the effective and efficient delivery of services.
Access to education seems to be particularly problematic in those districts that are faced with
major geographic obstacles like long distances that discourage girls’ school attendance and where
institutions lack the capacity to provide quality education services.
While there is scope for addressing these issues at the primary level, facilities at the middle level
and above quickly encounter challenges of sustainability, particularly in remote parts where the
unit cost of serving a student is high and where qualified teachers are often in short supply. As a
result, people need to migrate to be able to access desired services.
Delivering education with adequate quality and equity also requires strong institutions, to bring
the needed financial and technical capacity. The existing architecture of the education system in
Gilgit-Baltistan, which is a mix of government and non-government providers, however, faces
many challenges; for example, the public planning and spending practices are not in line with the
staffing and capacity needs of schools, thus resulting in gaps in the delivery and quality of services.
In its policies and plans, the Government of Gilgit-Baltistan places strong emphasis on the
promotion of gender equality and elimination of gender disparities in education at all levels. To
achieve its goal of improving girls’ access to quality education, it has implemented various
initiatives such as construction of new schools; construction of boundary walls, toilets and new
classrooms; and recruitment of more teachers (Oxfam/I-SAPS, 2010).

6
1.3.1 Literacy Rates
Recent years have seen significant improvements in the provision of education in Gilgit-Baltistan.
The region’s literacy rate has reached 60% [70% for males; 50% for females], up from 53% [64%
for males; 41% for females] in 2005-06 and 38% [53% for males; 22% for females] in 1998
(Government of Gilgit-Baltistan, 2013a). Gilgit-Baltistan’s literacy rate is now the same as the
national figure and it also reflects a narrowing of the gender gap.
Of the seven Gilgit-Baltistan districts, Gilgit has the highest literacy rate [73%], followed by Hunza-
Nagar [72%], Ghizer [70%], Astore [62%], Ghanche [61%], Skardu [57%] and Diamer [32%]
(Government of Gilgit-Baltistan, 2013a). Alongside regional disparities, Gilgit-Baltistan’s
education system also suffers from profound gender disparities. According to Murtaza (2012), the
female literacy rate is believed to be 100 percent in a few villages of District Hunza-Nagar while
there are some areas in southern parts of District Diamer that do not have a single girls’ school.

1.3.2 Educational Institutions

Gilgit-Baltistan has a mixed system of 2,189 schools – including 1,095 federal government schools,
675 National Education Foundation schools and 419 private schools – and 71 colleges
(Government of Gilgit-Baltistan, 2013a). Gender disparities are stark at all levels of education –
the overall number of boys’ schools [863] is almost the double of girls’ schools [450] – except
higher secondary. Importantly, gender disparities increase with the level of education; there are
only 10 colleges for girls/women as compared with 52 for boys/men (Table 1.1).

Table 1.1 Educational Institutions in Gilgit-Baltistan by Gender and Level of Education

Schools
No Level of Education Boys Girls Mixed Total
1 Primary 551 253 688 1,492
2 Middle 183 121 114 418
3 Secondary 127 69 65 261
4 Higher Secondary 2 7 9 18
Total 863 450 876 2,189
Colleges
No Level of Education Boys/Men Girls/Women Mixed Total
1 Intermediate 39 8 9 56
2 Degree 13 2 - 15
Total 52 10 9 71

1.3.3 Enrolments
Enrolments throughout the education system have risen steadily in recent years, though they are
still low by international standards. A total of 241,838 students are enrolled in the 2,189 schools
and 10,145 in the 71 colleges (Government of Gilgit-Baltistan, 2013a). As is the case above, gender
disparities increase with the level of education. Girls comprise 43.2% of the total students in

7
schools, but in colleges the percentage of girls/women decreases to 36.8%. Boys/men constitute
57.1% and girls/women 42.9% of the total student population of Gilgit-Baltistan (Table 1.2).

Table 1.2 Enrolments in Gilgit-Baltistan by Gender and Level of Education

Schools
No Level of Education Boys Girls Total
[% of total] [% of total] [% of total]
1 Primary 57,674 48,195 105,869
[54.5%] [45.5%] [100.0%]
2 Middle 37,000 26,897 63,897
[57.9%] [42.1%] [100.0%]
3 Secondary 40,445 26,568 67,013
[60.4%] [39.6%] [100.0%]
4 Higher Secondary 2,246 2,813 5,059
[44.4%] [55.6%] [100.0%]
Total 137,365 104,473 241,838
[56.8%] [43.2%] [100.0%]
Colleges
No Level of Education Boys/Men Girls/Women Total
[% of total] [% of total] [% of total]
1 Intermediate 2,576 1,131 3,707
[69.5%] [30.5%] [100.0%]
2 Degree 3,833 2,605 6,438
[59.5%] [40.5%] [100.0%]
Total 6,409 3,736 10,145
[63.2%] [36.8%] [100.0%]
Grand Total 143,774 108,209 251,983
[57.1%] [42.9%] [100.0%]

1.3.4 Teaching Staff

The total strength of Gilgit-Baltistan’s teaching staff is 10,379; of these, 6,461 [62.3%] are male
teachers and 3,918 [37.7%] female teachers (Government of Gilgit-Baltistan, 2013a). As is the case
above, gender disparities increase with the level of education. At the primary level, women
constitute 41.8% of the total teaching staff, but in intermediate colleges their percentage decreases
to 21.4%. Men constitute 62.3% and women 37.7% of the total teaching staff of Gilgit-Baltistan,
implying that gender disparities are more profound for teachers than for students (Table 1.3).

1.3.5 Gross Enrolment Ratio at Primary Level

Gilgit-Baltistan’s gross enrolment ratio (GER) at primary level is 72% [79% for boys; 65% for
girls].1 Both regional and gender disparities are stark (Government of Gilgit-Baltistan, 2012a).
Ghanche’s GER at primary level is as high as 104% and Astore’s as low as 45%. Similarly,
Ghanche’s GER at primary level (girls) is as high as 104% and Diamer’s as low as 17% (Table 1.4).

1 The GER at primary level expresses the number of children, regardless of age, who are enrolled in
primary school as a percentage of the corresponding population in the theoretical age group for this
level of education. The GER can exceed 100% if there are significant numbers of under- or over-age
children enrolled in primary schools.

8
Table 1.3 Teaching Staff in Gilgit-Baltistan by Gender and Level of Education
Schools
No Level of Education Male Female Total
[% of total] [% of total] [% of total]
1 Primary 2,127 1,527 3,654
[58.2%] [41.8%] [100.0%]
2 Middle 1,678 1,109 2,787
[60.2%] [39.8%] [100.0%]
3 Secondary/Higher 2,415 1,201 3,616
Secondary [60.4%] [39.6%] [100.0%]
Total 6,220 3,837 10,057
[61.8%] [38.2%] [100.0%]
Colleges
No Level of Education Male Female Total
[% of total] [% of total] [% of total]
Intermediate 110 30 140
1
[78.6%] [21.4%] [100.0%]
Degree 131 51 182
2
[72.0%] [28.0%] [100.0%]
Total 241 81 322
[74.8%] [25.2%] [100.0%]
Grand Total 6,461 3,918 10,379
[62.3%] [37.7%] [100.0%]

Table 1.4 Gross Enrolment Ratio at Primary Level by Gender and District
No District GER (Boys) GER (Girls) GER (Overall)
1 Ghanche 104% 100% 102%
2 Ghizer 92% 88% 90%
3 Gilgit 71% 85% 78%
4 Hunza-Nagar 68% 80% 74%
5 Skardu 81% 64% 73%
6 Diamer 92% 17% 54%
7 Astore 48% 42% 45%
Gilgit-Baltistan 79% 65% 72%

1.4 Alif Ailaan District Education Rankings 2014

1.4.1 Education Rankings (Primary Level)
According to the latest available data (Alif Ailaan, 2014), the education score (primary level) of
Gilgit-Baltistan [72.62] is higher than the national average [69.70]. In particular, the attainment
score [95.00] is considerably higher than the national average [54.00]; while the achievement
score [53.87] is slightly higher than the national average [52.74]. However, importantly, the
enrolment score [65.67] is considerably lower than the national average [92.00] and the gender
parity score [79.69] is marginally lower than the national average [80.08] (Table 1.5).

9
Table 1.5: Pakistan Education Rankings (Primary Level)
Rank in Country Province/ Education Enrolment Achievement Attainment Gender Parity
2013 2014 Territory Score Score Score Score Score
1 1 ICT 83.75 94.02 64.93 79.93 96.77
2 3 Punjab 79.21 98.00 68.45 56.93 93.88
3 2 AJK 77.52 78.75 56.57 78.93 96.51
4 4 Gilgit-Baltistan 72.62 65.67 53.87 95.00 79.69
- - Pakistan 69.70 92.00 52.74 54.00 80.08
5 6 Sindh 62.99 81.00 45.06 43.00 81.65
6 5 Khyber 62.66 92.00 36.41 64.00 54.98
Pakhtunkhwa
7 8 Balochistan 58.09 73.00 50.80 43.00 77.32
8 7 FATA 47.23 63.83 31.83 48.00 61.99

Only one out of the seven districts in Gilgit-Baltistan – Hunza-Nagar at 5th with an education score
of 82.67 – is among the top 10 districts of Pakistan in primary education (Alif Ailaan, 2014). It is
followed by Skardu at 23rd [72.23], Ghanche at 27th [71.86], Gilgit at 39th [69.03], Ghizer at 70th
[60.61], Astore at 92nd [55.21] and Diamer at 128th [44.31]. Compared with 2013, the education
ranking of four of the seven districts improved in 2014; while, overall Gilgit-Baltistan retained
fourth positon among the provinces/territories of Pakistan (Table 1.6).

Table 1.6: Gilgit-Baltistan Education Rankings (Primary Level)

Rank in Country District Education Enrolment Achievement Attainment Gender Parity
2013 2014 Score Score Score Score Score
5 7 Hunza-Nagar 82.67 75.61 63.37 100.00 91.69
23 51 Skardu 72.23 72.60 66.33 76.34 73.65
27 15 Ghanche 71.86 70.65 63.33 79.55 73.90
39 13 Gilgit 69.03 77.48 48.63 71.97 78.02
70 113 Ghizer 60.61 68.13 44.30 47.01 83.01
92 124 Astore 55.21 67.72 21.13 51.18 80.82
128 136 Diamer 44.31 29.67 84.10 40.46 23.00
4 4 Gilgit-Baltistan 72.62 65.67 53.87 95.00 79.69

1.4.2 Education Rankings (Middle Level)

Gilgit-Baltistan fares much better at the middle level in comparison with the primary level; four of
its seven districts – Skardu at 1st with an education score of 92.97, Hunza-Nagar at 2nd [92.45],
Gilgit at 3rd [90.80] and Ghanche at 7th [88.68] – are among the top 10 districts of Pakistan in this
category (Alif Ailaan, 2014). These are followed by Ghizer at 14th [85.52], Astore at 52nd [72.53]
and Diamer at 80th [67.63]. Importantly, the gender parity score of four of the seven Gilgit-
Baltistan districts – Skardu, Gilgit, Ghanche and Diamer – is also better at the middle level than
the primary level (Table 1.7).

10
Table 1.7: Gilgit-Baltistan Education Rankings (Middle Level)
Rank in District Education Enrolment Achievement Attainment Gender Parity
Country Score Score Score Score Score
1 Skardu 92.97 95.00 90.87 100.00 86.02
2 Hunza-Nagar 92.45 100.00 90.77 95.34 83.70
3 Gilgit 90.80 97.00 77.43 100.00 88.79
7 Ghanche 88.68 97.00 93.40 80.52 83.80
14 Ghizer 85.52 97.00 75.03 100.00 70.06
52 Astore 72.53 91.00 62.53 58.32 78.25
80 Diamer 67.63 49.00 90.57 91.05 39.90

11
12
 Chapter 2

Literature Review

Two students of Army Public Schools and Colleges System Gilgit wait for their bus.
@Mustafa Nazir Ahmad
2.1 Gender Equality in Education: International Targets
The global community has long been interested in finding ways to improve access to high quality
education at all levels, from pre-primary through tertiary. Education is a fundamental human right
– one that all individuals are entitled to enjoy whatever the circumstances in which they live – that
also brings important benefits to human society as a whole (UNESCO, 2012). All countries,
whatever their stage of development, view education as a cornerstone of economic development.
This concern for education on the part of the global community has been reiterated at a series of
international conferences, starting in 1990 with the World Conference on Education for All in
Jomtien, Thailand. On this occasion, representatives from 155 countries, including Pakistan,
launched the EFA movement by agreeing to make primary education accessible to all children and
to massively reduce illiteracy by the end of the decade.
Ten years later, in April 2000, 1,100 participants from 164 countries gathered at the World
Education Forum in Dakar, Senegal, to reaffirm their commitment to the notion of education as a
fundamental human right and to the EFA Goals. The forum reviewed progress up to that point and
identified the following six goals with wide-ranging targets to be met by 2015:
a) Expand early childhood care and education.
b) Provide free and compulsory primary Education for All.
c) Promote learning and life skills for young people and adults.
d) Increase adult literacy.
e) Achieve gender parity.
f) Improve the quality of education.

Another important development was the signing in September 2000 of a United Nations
Millennium Declaration by all 192 member states, including Pakistan, and at least 23 international
organisations that laid out a set of eight Millennium Development Goals to be reached by 2015.
Though the MDGs 2 and 3 focus on achieving universal primary schooling, empowering women
and eliminating gender disparities at the primary and secondary levels, education drives the
achievement of all the MDGs.
Each of these documents acknowledged the pivotal role that access to quality education plays, not
only as an end in itself but as an essential means of reaching other important objectives, such as
reducing poverty and achieving sustainable human development (UNESCO, 2012). A closely
related theme running through all of these discussions has been that of gender equality in
education. From the outset, the global community has recognised that educating girls and women
is an imperative, not only as a matter of respecting a basic human right for half the population but
also as a powerful and necessary first step to achieving the broader EFA Goals.
Following the landmark Fourth World Conference on Women, held in Beijing in September 1995,
the international community reached a consensus on achieving gender equality in education. The
EFA Goal 5 and MDG 3 specifically address this issue:
▪ Education for All Goal 5: Achieve gender parity (Target: Eliminate gender disparities in
primary and secondary education by 2005 and achieve gender equality in education by
2015, with a focus on ensuring girls’ full and equal access to and achievement in basic
education of good quality.

14
 ▪ Millennium Development Goal 3: Promote gender equality and empower women (Target
4: Eliminate gender disparities in primary and secondary education by 2005 and at all
levels of education by no later than 2015).

Given the high degree of similarity between the EFA Goals and the education-related MDGs, the
progress achieved in implementing the international commitments to education can be assessed
by reviewing the change which may have taken place in a set of common indicators (GoP, 2013a).
According to popular literature on the EFA Goals and MDGs, the set of common education
indicators includes:
▪ Net primary enrolment rates.
▪ Completion/Survival rates till grade V.
▪ Literacy rates.
▪ Gender parity in primary education.
▪ Gender parity in secondary education.
▪ Gender parity in youth (15-24 years old) literacy.

2.2 Education Policy Documents: Pakistan and Gilgit-Baltistan

The 1973 Constitution of Pakistan sets out an egalitarian view of education based on values
responding to the requirements of economic growth: Article 38 (d) speaks of providing education
to all citizens “irrespective of gender, caste, creed or race”; Article 37 (b) promises that the State
shall “endeavour to remove illiteracy and provide free and compulsory secondary education within
minimum possible period”; and Article 34 states that steps shall be taken to “ensure full
participation of women in all the spheres of national life” (GoP, 2013b). It is in this context that
Pakistan made a commitment to achieve the six EFA Goals within the specified target dates.
The 18th Amendment to the Constitution of Pakistan by the National Assembly in April 2010 was a
key policy reform with positive implications for education (GoP, 2013a). One of the amendment’s
constitutional provisions, Article 25 (a), guarantees that the State shall provide free and
compulsory education to all children of the age of five to sixteen years.
Following the introduction of the 18th Amendment, and the abolishment of the Concurrent
Legislative List, the status of various educational functions/organisations of the federal
government has changed; and now the provincial governments are fully empowered to plan,
legislate and administer the key areas of education relating to policy, planning, curriculum,
standards of educations, centres of excellence and Islamic education (Manzil Pakistan, 2013).
The Government of Pakistan’s Vision 2030 recognises education as the key to a better social and
economic life, as well as a means of providing upward social mobility (GoP, 2007). The document
envisages continuous affirmative actions to achieve gender parity by 2015; and suggests three
measures towards this end: (a) universal enrolment and completion up to secondary level by all
girls by 2015; (b) stipends and nutritional supplements for girl students; and (c) provision of
greater access to knowledge systems, and technical and vocational training for rural women.
In addition to these, the Government of Pakistan, in the past two decades, has formulated two
education policies, undertaken several education policy reforms and implemented many initiatives
for non-formal education with the active support of non-governmental organisations (NGOs), the
private sector and international development partners (GoP, 2013a).

15
The two education policies – the National Education Policy (1998-2010) and National Education
Policy (2009) – were formulated with the consensus of a wide range of stakeholders, including
federal and provincial education officials, academics, education experts, and staff of international
development organisations and NGOs.

2.2.1 National Education Policy (1998-2010)

The National Education Policy (1998-2010) was devised in the context of historical developments,
new trends in education and emerging requirements of the country. Basic education was assigned
top priority in this strategy document that primarily focused on provisions for EFA, including
elementary education, adult literacy and early childhood education (Manzil Pakistan, 2013).
The policy emphasised increased enrolments in public schools and higher budgetary allocations
for the education sector; and called for eliminating urban-rural and gender imbalances, improving
the quality of education at all levels, strengthening education facilities, encouraging private sector
participation and involving communities (GoP, 2013a).
The National Education Policy also included the Ten-Year Perspective Development Plan (2001-
11) and Education Sector Reforms (2001-05). The plan spelled out comprehensive strategies for
Poverty Reduction, Employment, Education and Training, Science and Technology, Information
Technology, Health and Nutrition, Population Welfare, Social Welfare, Gender and Development,
and Governance and Civil Society (Akram & Khan, 2007). A sector-wide development approach
covering all levels of education was adopted under ‘Education and Training’.
The reforms were a short-term perspective of the National Education Policy and Ten-Year
Perspective Development Plan, focusing on enhanced budgetary allocations, universal primary
education, improved technical and higher education, literacy, and greater public-private
partnership. These reforms included a comprehensive sector-wide programme to address the
issues of low educational attainment, lack of access to schooling, and educational inequities by
gender and location (Akram & Khan, 2007).

2.2.2 National Education Policy (2009)

The National Education Policy (2009), formulated after several rounds of deliberations with key
stakeholders, addresses all the dimensions of Pakistan’s education sector. It identifies two
fundamental causes for the weak performance of the education sector: (a) lack of commitment to
education – the commitment gap; and (ii) the implementation gap that has thwarted the
application of policies (GoP, 2009). The two gaps are linked in practice: a lack of commitment
results in poor implementation, but weak implementation presents problem of its own too.
The strategy document recognises that there are close links between equity in educational
opportunities and equitable income distribution: “If the education system is structured on a
divisive basis, the divisions it creates can endanger long-run economic growth, as well as stability
of society (GoP, 2009).”
The National Education Policy (2009) identifies the following key policy actions in pursuit of two
overarching objectives of widening access to education and improving quality of education:
▪ Provinces and area governments shall affirm the goal of achieving universal and free
primary education by 2015 and up to class X by 2025.

16
 ▪ Provincial and area governments shall develop plans for achieving these targets,
including intermediate enrolment targets and estimates of the required financial,
technical, human and organisational resources.
▪ The plans shall also promote equity in education with the aim of eliminating social
exclusion and promoting national cohesion. Greater opportunities shall be provided to
the marginalised groups of society, especially girls.
▪ To achieve Pakistan’s international targets such as the EFA Goals and MDGs, inclusive
and child-friendly education shall be promoted.
▪ Special measures shall be adopted to ensure inclusion of special persons in mainstream
education, as well as in literacy and technical and vocational education programmes.
▪ Governments shall improve the quality of education at all levels.
▪ National standards for educational inputs, processes and outputs shall be determined. A
National Authority for Standards of Education shall be established. The standards shall
not debar a provincial or area government/organisation from having its own standards
higher than the prescribed minimum.
▪ Provincial and district governments shall establish monitoring and inspection systems to
ensure quality education service delivery in all institutions.
▪ Steps shall be taken to make the provision of education relevant for the employment
market.
▪ Universities and research institutes shall place greater emphasis on mobilising research
for promoting innovation in the economy.
▪ Educational inputs shall be designed with a thorough understanding of the challenges
and opportunities related to globalisation. Strategies shall be developed to optimise these
opportunities and minimise the potentially negative impacts.

2.2.3 Northern Areas Education Strategy (2008-2025)

Pakistan’s long-term education direction has been outlined in the Vision 2030 and it is being
supported by a wide range of policies. Within this framework, and recognising the unique situation
of the Northern Areas (known as Gilgit-Baltistan since 2010), the Northern Areas Directorate of
Education, in partnership with key civil society representatives, developed its own education
vision and long-term strategy in 2008.
The main thrust of the strategy, which is in alignment with key international commitments such as
the EFA Goals and MDGs, is to improve the quality of education in the Northern Areas within the
framework of the National Education Policy (1998-2010). The two main objectives are to:
a) Construct a roadmap for the education sector in the Northern Areas that encompasses
various strands of educational realities and priorities; and
b) Ensure good articulation with the key elements of the National Educational Policy (1998-
2010), making it more context-specific to the requirements of the Northern Areas.

The strategy identifies key issues and challenges related to the education sector – retention; high
repetition and dropout rates; weak provision of early childhood education (ECE); inappropriate
medium of instruction; strongly content-based curriculum, learning materials and examinations;
gender insensitive curriculum; and low salary and status of teachers, resulting in both their
shortage and high turnover – and then provides a framework of policies and strategies to

17
overcome these (Northern Areas Directorate of Education, 2008). The strategy also acknowledges
that the government alone cannot deliver a full system of quality education that reaches all
learners in the region and suggests that the education system should therefore be supported by a
range of public-private partnerships.
The strategy envisions a dynamic, effective, efficient and equitable education system with gender
parity at all levels that provides access to high quality education to all children from ECE to Class
X focusing on the holistic development of learners, and equipping them with relevant knowledge,
survival skills, attitudes and values to enable them to interact effectively within a rapidly changing
world and be contributing members of society (Northern Areas Directorate of Education, 2008).
Following international practice, the strategy groups key issues and challenges, as well as policies
and sub-strategies, under three heads: (a) Access and Equity; (b) Quality and Relevance; and (c)
Governance and Management. Targets have been set for all the policies and sub-strategies at five-
year intervals up to 2025. Most important, gender equality and poverty reduction have been
designates as overarching considerations for all the policies and sub-strategies.
Most of the sub-strategies are ongoing throughout the implementation of the Northern Areas
Education Strategy (2008-2025); nevertheless, some specific targets include:
▪ Free and compulsory primary education by 2015.
▪ Technical/vocational and polytechnic institute in each district by 2015.
▪ Intermediate college in each tehsil and degree college in each district by 2015.
▪ Special education centre in each tehsil by 2020.
▪ One medical college and engineering college each; and two veterinary colleges, forestry
colleges and agriculture colleges each by 2020.
▪ All out of school children in formal or non-formal education by 2025.
▪ ECE classes in every primary school or community by 2025.
▪ Scholarships for all needy students up till matriculation by 2025.
▪ Primary schools upgraded to middle, and middle to secondary/higher secondary as per
need by 2025.
▪ Libraries in all schools, and information and communication technology centres in all
secondary schools by 2025.

The Northern Areas Education Strategy (2008-2025) particularly lays strong emphasis on
promoting gender equality in education and sets the following targets:
▪ Develop gender- and equity-related policy systems at all levels and ensure that necessary
legislation is in place.
▪ Ensure equal numbers of male and female education staff at the different levels,
including in leadership positions, and female teachers for girls’ middle and high schools.
▪ Carry out comprehensive awareness and social mobilisation programmes promoting
girls’ initial enrolment, attendance and continuation between levels.
▪ Implement incentive systems for districts to improve their female enrolment figures, and
offer scholarships to girls for higher levels of schooling and tertiary education.
▪ Ensure that construction takes account of gender requirements according to individual
communities’ specifications.
▪ Improve gender-sensitiveness of the curriculum and teaching-learning materials.

18
2.3 Gender Budget Analysis: International and National
Experience
Gender budget analysis aims at mainstreaming the gender dimension into all stages of the budget
cycle. It involves assessing the differential impacts of public expenditure and revenue policy on
women and men, and girls and boys (Sabir, 2006). Gender budget analysis initiatives are also
known as women’s budgets, gender-sensitive budgets, gender budgets and gender-responsive
budgets. Whatever the name may be, their ultimate objective is to make a real difference in the
lives of women and men, and girls and boys, through policies and associated budget.
Gender budget analysis can provide feedback to the government on whether it is meeting the
needs of different groups of women and men, and girls and boys. For those outside government, it
can be used to encourage transparency, accountability and participation (Budlender & Hewitt,
2003). For those both inside and outside government, gender budget analysis provides
information that allows for better decision-making on how policies and priorities should be
revised – and the accompanying resources needed – to achieve the goal of gender equality.
Gender budget analysis is not about dividing government money 50-50 between men and boys on
the one hand, and women and girls on the other. A simple 50-50 division may look equal, but it is
often not equitable or fair. Instead, gender budget analysis looks at the full government budget
from a gender perspective to assess how it will address the different needs of women and men,
girls and boys, and different groups of women and men, girls and boys.
However, gender budget analysis does not seek to create separate budgets to address women’s or
gender concerns. Special allocations for women and gender are sometimes helpful in addressing
specific needs, but they are of limited use if the rest of the budget continues to privilege some
citizens above others. Gender budget analysis is about ensuring that government budgets are
allocated in an equitable way so that the most pressing needs of individuals and groups are
satisfied. They are about ensuring that when resources are scarce, the available resources are used
to assist those who are least able to provide for themselves.
There are two basic frameworks that, with variations, have served as the basis of many exercises to
date. These are the Australian three-way categorisation of expenditure and the South African five-
step approach. These two dominant methods can be reconciled into a common analytical
framework, which can be used as the basis for either analysis of existing budgets or reporting by
sector ministries (Budlender & Hewitt, 2003).

2.3.1 Australian Three-Way Categorisation

The Australian three-way categorisation distinguishes between: (a) gender-specific expenditures;
(b) equal opportunity expenditure for civil servants; and (c) general expenditures.

2.3.1.1 Gender-Specific Expenditures

This involves an assessment of the specifically gender-targeted allocations by:
▪ Identifying the aim of the listed programme or project, including the problem to be
addressed (steps 1 and 2 of the five-step approach, see below).
▪ Identifying the activities planned to implement the programme or project (step 2).
▪ Quantifying the allocation of resources (step 3).

19
 ▪ Determining output indicators like the number of women or men beneficiaries (step 4).
▪ Determining impact or outcome indicators, to measure changes in the situation of
women, men, girls and boys (step 5).
▪ Noting changes planned in the coming year, to assess whether the budget is becoming
more or less gender responsive.

2.3.1.2 Equal Employment Opportunities in the Public Sector

The equal opportunity issues in public sector employment are analysed by:
▪ Describing employment patterns within particular sector(s) or the public sector as a
whole; disaggregating by sex, levels of employment, forms of employment, salaries and
benefits.
▪ Identifying any special initiatives to promote equal employment opportunities – amounts
spent and numbers reached.
▪ Determining the number of women and men in positions with a gender focus or
specialisation.
▪ Disaggregating by sex the membership of boards and committees established under the
sector(s).
▪ Describing any changes planned in the coming year.

2.3.1.3 General Expenditures

General or mainstream budget allocations can be analysed in a manner similar to gender-specific
allocations. However, because there are usually many programmes and projects within any given
sector, choices have to be made as to which to focus on. Useful criteria in making these choices are
the size (in terms of budget) of different programmes and the importance in gender terms of the
issues they are addressing.

2.3.2 South African Five-Step Approach

The five-steps of the South African approach are: (a) analysing the situation of women, men, girls
and boys; (b) assessing the gender-responsiveness of policies; (c) assessing budget allocations; (d)
monitoring expenditure and service delivery; and (e) assessing outcomes.

2.3.2.1 Analysing the Situation of Women, Men, Girls and Boys

In all countries, gender disadvantage coexists with other forms of disadvantage. For example, in
most countries rural people will be disadvantaged compared to urban, and poor compared to rich.
There are usually additional country-specific disadvantages in terms of race, ethnicity, age, etc.
These other axes of disadvantage need to be considered when collecting information to assess the
gender situation, because there are likely to be significant differences between women and girls
from different sub-groups, as there are between men and boys from different sub-groups.
Gathering the information needed to analyse the situation of women, men, girls and boys (and
their different sub-groups) can be done through a combination of national and international
sources such as international compendiums, cross-country statistical data, national development
plans, government policy documents, official government statistics, administrative data and
independent research. Because of the history of gender bias against females, most documents that
analyse the gender situation concentrate their finding on the status of women and girls.

20
2.3.2.2 Assessing the Gender-Responsiveness of Policies
The objective of this step is to assess whether a particular policy or programme is likely to increase
gender inequalities described in the previous step, leave them the same or decrease them. Some
countries have overall gender policies that state how they see the gender inequalities in the
country and what they plan to do to address them. Some countries go further to develop sector-
specific gender policies that perform a similar function for that specific sector.
Whether or not there is a gender policy, it is also important to look at the general, mainstream
policies both for the sector and for development as a whole. The mainstream policies must be
examined for what they say, either implicitly or explicitly, about gender. They must also be looked
at to see whether they contradict the gender policies in any way.

2.3.2.3 Assessing Budget Allocations

With the background of the situation and policy analyses, the focus of the third step shifts to the
budget itself. The main aim in this step is to see whether the budget allocations are adequate to
implement the gender-responsive policy identified in the second step. If the second step reveals
that policy is gender-insensitive, or may even exacerbate gender inequality, the third step can be
used to reveal the extent to which funds are being misallocated.

2.3.2.4 Monitoring spending and service delivery

The types of data needed for gender budget analysis can be divided into three broad categories:
a) Inputs measure what is put into the process (for example, the amount of money budgeted
or the staff allocated for a particular programme or project).
b) Outputs measure direct products of a particular programme or project (for example, the
number of beneficiaries receiving educational services or the number of schools built).
c) Outcomes measure the results of the policy or programme (for example, increased
educational levels and availability of time).

2.3.2.5 Assessing Outcomes

A given change in policy or in a project will affect inputs and outputs far more quickly than it
affects outcomes. It is also usually very difficult to attribute a given outcome to a particular, or
single, policy or project. Ultimately, however, a policy or project must be judged on the basis of
outcomes.

2.3.3 Pakistan’s Gender Responsive Budgeting Initiative

The Ministry of Finance, Government of Pakistan, launched the Gender Responsive Budgeting
Initiative (GRBI) in 2005, in partnership with the United Nations Development Programme-
Pakistan and its cost-sharing partners. The initiative aimed at developing skills to prepare, review
and analyse budgets through a gender lens; promote policy and resource allocation with a gender
perspective; and build advocacy skills of the Government of Pakistan and civil society
organisations in gender budgeting (Sabir, 2006). The project was initiated at the federal level, in
the province of Punjab and in two pilot districts of Punjab.
The GRBI was facilitated by the fact that government had recently introduced a medium-term
budgetary framework that provided an opportunity to introduce gender into the budgetary

21
reforms. The project’s activities included awareness raising at the federal, provincial and district
levels, supplemented by development of resource material suitable for the Pakistani context
(Mahbub & Budlender, 2007). Targeted capacity building of government officials and other
stakeholders was also carried out along with development of training manuals.
Various tools such as gender aware policy appraisal, gender-aware beneficiary assessment survey,
time-use survey and gender budget statement were employed. These provided useful insights and
the research findings were disseminated to the concerned quarters. The introduction of gender-
sensitive amendments in the budget call circular proved to be a key step in institutionalising a
gender perspective in the government’s established budgetary procedures.
The GRBI was characterised by conception and execution of key activities in a stage-wise manner.
To assist with operationalising the initiative, the official project document described a series of
stages under which different activities would be conceived and executed. The planned stages
included: awareness raising, gender-based budgetary analysis, capacity building and advocacy.

22
 Chapter 3

Research Methodology

A Class VI student of Mehnaz Fatima Montessori and Inclusive Education Learning Centre Gilgit shares a
light moment with his teacher. @Mustafa Nazir Ahmad
3.1 Objectives of the Study
The specific objectives of conducting the gender analysis of education sector budget allocation and
expenditure patterns in Gilgit-Baltistan for FY 2012-13 and FY 2013-14, and of the related
budgetary processes, were to:
▪ Assess expenditure trends against actual allocation in the education sector development
budget for FY 2012-13 and FY 2013-14.
▪ Provide a snapshot of budgetary priorities in terms of education through a gender lens.
▪ Establish concrete evidence on gender disparities in the education sector development
budget for FY 2012-13 and FY 2013-14.
▪ Determine the reasons for widespread regional and gender disparities at different levels
of education.
▪ Identify the education sub-sectors that need to be focused for achieving the goals and
targets outlined in the National Education Policy 2009 and Northern Areas Education
Strategy 2008-2025, as well as for meeting the international commitments of the
Government of Pakistan such as the EFA Goals and MDGs.
▪ Suggest measures to make the education sector development budget, as well as the
related budgetary processes, more gender sensitive.

3.2 Study Design

In Gilgit-Baltistan’s budget, the expenditure is broadly classified as current and development. The
current expenditure, which refers to spending by different departments, is prepared by the
Department of Finance in conjunction with the line departments concerned. The development
expenditure, which covers spending on development schemes that have a finite cost and life, is
prepared by the Department of Planning and Development in conjunction with the line
departments concerned. This study covers only the development expenditure of the education
sector reflected in the Annual Development Programme (ADP).
The analysis is based on the budget allocation and expenditure patterns as recorded in the ADP
2012-13 (Government of Gilgit-Baltistan, 2012b) and ADP 2013-14 (Government of Gilgit-
Baltistan, 2013b). Since the vast majority of education sector development schemes are spread
over many years, a complete budgetary picture would not have emerged without also consulting
the ADP 2011-12 (Government of Gilgit-Baltistan, 2011) and ADP 2014-15 (Government of Gilgit-
Baltistan, 2014).
After reviewing the major policy documents on education, two dominant analytical frameworks of
gender budget analysis – the Australian three-way categorisation of expenditure and the South
African five-step approach – were used as the basis for quantitative and qualitative data analysis,
respectively, but with generous modifications to suit the local context.
For the quantitative analysis, all the education schemes in the ADP 2012-13 and ADP 2013-14
were categorised as one of the following:
▪ Gender Specific: Schemes that specifically target boys or both boys and girls (schemes
specifically targeting girls have not been included in this category since almost all such
initiatives in the ADP 2012-13 and ADP 2013-14 were aimed at districts that face serious
gender disparities in education). 100.0% of the total budget allocated to, and the total

24
 expenditure incurred on, the schemes targeting male students has been charged to boys;
while the budget allocated to, and the expenditure incurred on, the schemes targeting
both male and female students has been charged to boys and girls in accordance with the
benefits accrued by them.
▪ Gender Sensitive: Schemes that contribute to increasing girls’ enrolment (and, in some
cases, women’s participation in jobs) based on the analysis of Gilgit-Baltistan’s education
sector. 100.0% of the total budget allocated to, and the total expenditure incurred on,
these schemes has been charged to girls.
▪ Gender Neutral: Schemes that cater to the curricular or extracurricular needs of both
boys and girls (and, in some cases, male and female teachers) irrespective of their sex.
50.0% each of the total budget allocated to, and the total expenditure incurred on, these
schemes has been charged to boys and girls.

To ensure that a complete picture of gender disparities in the education sector development
budget emerges, all the education schemes in the ADP 2012-13 and ADP 2013-14 were also
analysed based on their: (a) Classification [‘Targeted’, ‘Ongoing’, ‘New’, ‘Targeted New’); (b)
Target Area [‘Gilgit-Baltistan Level’, ‘District Gilgit’, ‘District Skardu’, ‘District Diamer’, ‘District
Ghizer’; ‘District Hunza-Nagar’, ‘District Ghanche’, ‘District Astore’; and (c) Level of Education
[‘Primary’, ‘Secondary’, ‘Higher Secondary’, ‘Miscellaneous’).
For the qualitative analysis, the situation of girls in the education sector was analysed through
interviews with students at all levels of education except tertiary; school and college teachers;
noted educationists; and senior officials of three related government departments. A focus group
discussion (FGD) was also conducted with selected district managers of the National Commission
for Human Development (NCHD) Gilgit-Baltistan.

3.3 Data Collection Procedure and Instruments/Tools

After categorisation of all the education schemes in the ADP 2012-13 and ADP 2013-14 as gender
specific, gender sensitive or gender neutral, as per the study framework, the percentage of total
budget allocated to, and total expenditure incurred on, boys and girls in these fiscal years was
calculated. The figures for the two fiscal years were compared with each other by category, target
area and level of education to determine if the budget allocation and expenditure patterns of the
Department of Education are in line with the needs of the people, the Government of Gilgit-
Baltistan’s policy commitments and the Government of Pakistan’s international targets.
Based on a review of the education policies of Pakistan and Gilgit-Baltistan, and of international
frameworks on education, questionnaires were prepared for different categories of respondents
and a checklist was developed for FGD participants. Some of the key queries included:
a) Underlying causes of gender and regional disparities in education.
b) Factors hindering girls’ education and causing them to drop out of school.
c) Factors behind preference for private schools over public schools.
d) Reasons for underutilisation of the education sector development budget and delay in the
implementation of education schemes.
e) Suggestions to improve girls’ education at all levels and make budgetary processes of the
Government of Gilgit-Baltistan more gender sensitive.

25
3.4 Limitations of the Study
A number of limitations were faced by the consultant during research, ranging from delays in
getting budget documents to summer vacations in schools and colleges during his visit to Gilgit.
The salient limitations that threatened to undermine the quality of research have been
summarised in the following:
a) Unavailability of data: More often than not, the official data for education were not
available on the government’s website; therefore, data available through other reliable
sources such as Alif Ailaan and Manzil Pakistan were used. In addition, in most cases, the
latest data was not available, thus the consultant had to rely on the 2011-12 figures.
b) Inconsistency in data: While compiling the numbers for education sector development
schemes, it was observed that the data were not the same in different documents. For
consistency and accuracy, the ADP has been given the first priority.
c) Delay in analysis: The tracking of the development budget allocation and expenditure
becomes possible after the publication of the next year’s ADP since there is no other way
of knowing about the status; whether a targeted scheme has been completed, whether the
budget allocated to an ongoing scheme has been fully utilised, whether a new scheme has
been able to kick off, etc. This resulted in delay in research because it was impossible to
analyse the education schemes in the ADP 2013-14 until their status became clear in the
ADP 2014-15.
d) Sick schemes: Many of the education schemes are not completed because of litigation
with contractors or problems in land acquisition. It is difficult to analyse these schemes
because their expenditure patterns are vague. The PC-1 documents of these schemes were
consulted in case of confusion. The staff concerned of the Department of Planning and
Development were also consulted in some cases to inquire about the background of a
scheme and the problem it encountered during implementation.
e) Over-reporting of expenditure: In some cases, the next year’s ADP reports the
expenditure to be even lower than that reported in the ongoing ADP because of previous
over-reporting of expenditure. The staff concerned of the Department of Planning and
Development were consulted to clear any doubts about these schemes.
f) Geographical location of Gilgit-Baltistan and harsh weather conditons: Travelling to
and from Gilgit-Baltistan is fraught with difficulties. No decent means of transportation
are available to commute to Gilgit from major cities of Pakistan, as well as within Gilgit-
Baltistan. In addition, harsh weather conditions compound travelling problems, resulting
in long delays. Considering this, the consultant made one long visit to Gilgit instead of
two separate visits.

26
 Chapter 4

Quantitative Data
Analysis and Findings

Students of Army Public Schools and Colleges System Gilgit on their way to home after a day well spent.
@Mustafa Nazir Ahmad
The analysis of the education schemes in Gilgit-Baltistan’s Annual Development Programme
(ADP) 2012-13 and ADP 2013-14 has been done on the bases of four parameters:
a) Classification:
▪ Targeted
▪ Ongoing
▪ New
▪ Targeted New
b) Category:
▪ Gender Specific (Boys; Boys/Girls)
▪ Gender Sensitive
▪ Gender Neutral
c) Target Area:
▪ Gilgit-Baltistan Level
▪ District Gilgit
▪ District Skardu
▪ District Diamer
▪ District Ghizer
▪ District Hunza-Nagar
▪ District Ghanche
▪ District Astore
d) Level of Education:
▪ Primary
▪ Secondary
▪ Higher Secondary
▪ Miscellaneous

4.1 Education Schemes in ADP 2012-13

The education schemes in the ADP 2012-13 numbered 70 and the total budget allocated to these
amounted to Rs 361.928 million, of which Rs 203.021 million [56.1%] were spent in the fiscal year
(Table 4.1). Appendix 1 details all these schemes along with their latest status.

Table 4.1 Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation Rate
70 Rs 361.928 million Rs 203.021 million 56.1%

4.1.1 Education Schemes in ADP 2012-13 by Classification

4.1.1.1 ‘Targeted’ Education Sector Development Schemes
Of the 70 education schemes in the ADP 2012-13, 44 [62.9%] were classified as ‘targeted’ (Table
4.2). These schemes, scheduled to be completed in FY 2012-13, were accordingly allocated the
total remaining budget. The total budget allocated to the 44 ‘targeted’ education schemes in the
ADP 2012-13 amounted to Rs 162.314 million, of which Rs 97.483 million [60.1%] were spent in
the fiscal year; implying the budget utilisation rate was higher than that of the education schemes
in the ADP 2012-13 [56.1%].

28
 Table 4.2: ‘Targeted’ Education Schemes in ADP 2012-13
Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
44 Rs 162.314 million Rs 97.483 million 60.1%
[62.9%] [44.8%] [48.0%]

Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
44.8% [Rs 162.314 million] was earmarked for the ‘targeted’ initiatives that constituted 62.9% of
these schemes. Similarly, of the total expenditure on the education sector development schemes in
FY 2012-13 [Rs 203.021 million], 48.0% [Rs 97.483 million] was incurred on the 62.9% ‘targeted’
initiatives.
Of the 44 ‘targeted’ schemes, only 16 [36.4%] were completed in FY 2012-13; while 28 [63.6%] that
could not be completed were included in the ADP 2013-14 (Table 4.3).

Table 4.3: ‘Targeted’ Education Schemes in ADP 2012-13 by Status

Number Status
[% of total] Completed in FY Not Completed in FY
[% of total] [% of total]
44 16 28
[100.0%] [36.4%] [63.6%]

4.1.1.2 ‘Ongoing’ Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 19 [27.1%] were classified as ‘ongoing’ (Table
4.4). These schemes, included in the ADP in previous fiscal year(s) too and scheduled to continue
beyond FY 2012-13, were accordingly allocated a portion of the total remaining budget.

Table 4.4: ‘Ongoing’ Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
19 Rs 180.804 million Rs 105.538 million 58.4%
[27.1%] [50.0%] [52.0%]

The total budget allocated to the 19 ‘ongoing’ education schemes in the ADP 2012-13 amounted to
Rs 180.804 million, of which Rs 105.538 million [58.4%] were spent in the fiscal year; implying
the budget utilisation rate was higher than that of the education schemes in the ADP 2012-13
[56.1%] but slightly lower than that of the ‘targeted’ education schemes in the ADP 2012-13
[60.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
50.0% [Rs 180.804 million] was earmarked for the ‘ongoing’ initiatives that constituted only 27.1%
of these schemes. Similarly, of the total expenditure on the education sector development schemes
in FY 2012-13 [Rs 203.021 million], 52.0% [Rs 105.538 million] was incurred on the 27.1%
‘ongoing’ initiatives. Of the 19 ‘ongoing’ education schemes in the ADP 2012-13, the expenditure
incurred on 3 [15.8%] was higher and on 9 [47.4%] lower than the budget allocation; while the
expenditure incurred on 1 [5.3%] was the same as the budget allocation and no expenditure was
incurred on 6 [31.5%] in the fiscal year (Table 4.5).

29
 Table 4.5: ‘Ongoing’ Education Schemes in ADP 2012-13 by Status
Number Expenditure in FY
[% of total] Higher than Allocation Lower than Allocation Same as Allocation No Expenditure
[% of total] [% of total] [% of total] [% of total]
19 3 9 1 6
[100.0%] [15.8%] [47.4%] [5.3%] [31.5%]

4.1.1.3 ‘New’ Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 7 [10.0%] were classified as ‘new’ (Table 4.6).
These initiatives, included in the ADP for the first time and slated to continue beyond FY 2012-13,
were accordingly allocated a portion of the total remaining budget.2

Table 4.6: ‘New’ Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
7 Rs 18.810 million Rs 0.000 million 0.0%
[10.0%] [5.2%] [0.0%]

The budget allocated to the 7 ‘new’ education schemes in the ADP 2012-13 amounted to Rs 18.810
million but no expenditure was incurred, implying that none of these was started in the fiscal year.
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
only 5.2% [Rs 18.810 million] was earmarked for the ‘new’ initiatives that constituted 10.0% of
these schemes. Along similar lines, of the total expenditure on the education sector development
schemes in FY 2012-13 [Rs 203.021 million], 0.0% [Rs 0.000 million] was incurred on the 10.0%
‘new’ initiatives.

4.1.2 Education Schemes in ADP 2012-13 by Category

4.1.2.1 Gender Specific Education Sector Development Schemes
Of the 70 education schemes in the ADP 2012-13, 31 [44.3%] have been categorised as gender
specific (Table 4.7). Twenty-Four [77.4%] of the gender specific schemes cater to the curricular or
extracurricular needs of boys. 100.0% of the total budget allocated to, and the total expenditure
incurred on, these schemes has accordingly been charged to boys in the analysis.
Seven [22.6%] of the gender specific schemes cater to the curricular or extracurricular needs of
both boys and girls. The budget allocated to, and the expenditure incurred on, these schemes has
been charged to boys and girls in accordance with the benefits accrued by them in the analysis.

Table 4.7: Gender Specific Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
31 Rs 192.569 million Rs 110.939 million 57.6%
[44.3%] [53.2%] [54.7%]

2 Some of the ‘new’ schemes were classified as such despite being included in the ADP 2011-12 because
no expenditure was incurred on them in that fiscal year.

30
The total budget allocated to the 31 gender specific education schemes in the ADP 2012-13
amounted to Rs 192.569 million, of which Rs 110.939 million [57.6%] were spent in the fiscal year;
implying the budget utilisation rate was slightly higher than that of the education schemes in the
ADP 2012-13 [56.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
53.2% [Rs 192.569 million] was earmarked for the gender specific initiatives that constituted
44.3% of these schemes. Similarly, of the total expenditure on the education sector development
schemes in FY 2012-13 [Rs 203.021 million], 54.7% [Rs 110.939 million] was incurred on the
44.3% gender specific initiatives.
The budget allocated to the 24 gender specific education schemes for ‘boys’ in the ADP 2012-13
amounted to Rs 138.791 million, of which Rs 71.967 million [51.9%] were spent in the fiscal year;
implying the budget utilisation rate was lower than that of the gender specific education schemes
in the ADP 2012-13 [57.6%] and education schemes in the ADP 2012-13 [56.1%] (Table 4.8).

Table 4.8: Gender Specific Education Schemes in ADP 2012-13 by Beneficiary

Beneficiary Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
Boys 24 Rs 138.791 million Rs 71.967 million 51.9%
[77.4%] [72.1%] [64.9%]
Boys/Girls 7 Rs 53.778 million Rs 38.972 million 72.5%
[22.6%] [27.9%] [35.1%]
Total 31 Rs 192.569 million Rs 110.939 million 57.6%
[100.0%] [100.0%] [100.0%]

The total budget allocated to the 7 gender specific education schemes for ‘boys/girls’ in the ADP
2012-13 amounted to Rs 53.778 million, of which Rs 38.972 million [72.5%] were spent in the
fiscal year; implying the budget utilisation rate was much higher than that of the gender specific
education schemes in the ADP 2012-13 [57.6%], education schemes in the ADP 2012-13 [56.1%]
and gender specific education schemes for ‘boys’ in the ADP 2012-13 [51.9%].
Of the budget allocated to the gender specific education schemes in the ADP 2012-13 [Rs 192.569
million], 72.1% [Rs 138.791 million] was earmarked for the initiatives for ‘boys’ that constituted
77.4% of these schemes. Similarly, of the total expenditure on the gender specific education sector
development schemes in FY 2012-13 [Rs 110.939 million], 64.9% [Rs 71.967 million] was incurred
on the 77.4% initiatives for ‘boys’.
Of the budget allocated to the gender specific education schemes in the ADP 2012-13 [Rs 192.569
million], 27.9% [Rs 53.778 million] was earmarked for the initiatives for ‘boys/girls’ that
constituted 22.6% of these schemes. Similarly, of the total expenditure on the gender specific
education sector development schemes in FY 2012-13 [Rs 110.939 million], 35.1% [Rs 38.972
million] was incurred on the 22.6% initiatives for ‘boys/girls’.
100.0% of the total budget allocated to the 24 gender specific schemes for ‘boys’ [Rs 138.791
million] has been charged to boys; while, of the total budget allocated to the 7 gender specific
schemes for ‘boys/girls’ [Rs 53.778 million], 46.6% [Rs 25.074 million] has been charged to boys
and 53.4% [Rs 28.704 million] to girls (Table 4.9).

31
 Table 4.9: Gender Specific Education Schemes in ADP 2012-13 by Share of Boys and Girls
Beneficiary Budget Allocation Expenditure in FY
Boys Girls Boys Girls
[% charged] [% charged] [% charged/budget [% charged/budget
utilisation rate] utilisation rate]
Boys Rs 138.791 million Rs 0.000 million Rs 71.967 million Rs 0.000 million
[100.0%] [0.0%] [100.0%/51.9%] [0.0%/0.0%]
Boys/Girls Rs 25.074 million Rs 28.704 million Rs 17.881 million Rs 21.091 million
[46.6%] [53.4%] [45.9%/71.3%] [54.1%/73.5%]
Total Rs 163.865 million Rs 28.704 million Rs 89.848 million Rs 21.091 million
[85.1%] [14.9%] [81.0%/54.8%] [19.0%/73.5%]

Overall, of the total budget allocated to the gender specific education schemes in the ADP 2012-13
[Rs 192.569 million], as much as 85.1% [Rs 163.865 million] has been charged to boys and only
14.9% [Rs 28.704 million] to girls.
100.0% of the total expenditure incurred on the 24 gender specific schemes for ‘boys’ [Rs 71.967
million] has been charged to boys; while, of the total expenditure incurred on the 7 gender specific
schemes for ‘boys/girls’ [Rs 38.972 million], 45.9% [Rs 17.881 million] has been charged to boys
and 54.1% [Rs 21.091 million] to girls. The budget utilisation rate of the allocation made to girls
[73.5%] was slightly higher than that of the allocation made to boys [71.3%].
Overall, of the total expenditure incurred on the gender specific education sector development
schemes in FY 2012-13 [Rs 110.939 million], 81.0% [Rs 89.848 million] has been charged to boys
and 19.0% [Rs 21.091 million] to girls. Interestingly, however, the budget utilisation rate of the
allocation made to girls [73.5%] was considerably higher than that of the allocation made to boys
[54.8%].

4.1.2.2 Gender Sensitive Education Sector Development Schemes

Based on the analysis of Gilgit-Baltistan’s education sector, 21 [30.0%] of the 70 education
schemes in the ADP 2012-13 that contribute to increasing girls’ enrolment (and, in some cases,
women’s participation in jobs) have been categorised as gender sensitive.
100.0% of the total budget allocated to, and the total expenditure incurred on, these schemes has
accordingly been charged to girls in the analysis (Table 4.10).

Table 4.10: Gender Sensitive Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
21 Rs 68.346 million Rs 28.666 million 41.9%
[30.0%] [18.9%] [14.1%]

The total budget allocated to the 21 gender sensitive education schemes in the ADP 2012-13
amounted to Rs 68.346 million, of which only Rs 28.666 million [41.9%] were spent in the fiscal
year; implying the budget utilisation rate was much lower than that of the gender specific
education schemes in the ADP 2012-13 [57.6%] and education schemes in the ADP 2012-13
[56.1%].

32
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
only 18.9% [Rs 68.346 million] was earmarked for the gender sensitive initiatives that constituted
30.0% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2012-13 [Rs
203.021 million], only 14.1% [Rs 28.666 million] was incurred on the 30.0% gender sensitive
initiatives.

4.1.2.3 Gender Neutral Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 18 [25.7%] have been categorised as gender
neutral (Table 4.11). These schemes cater to the curricular or extracurricular needs of both boys
and girls (and, in some cases, male and female teachers) irrespective of their sex.
50.0% each of the total budget allocated to, and the total expenditure incurred on, these schemes
has accordingly been charged to boys and girls in the analysis.

Table 4.11: Gender Neutral Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
18 Rs 101.013 million Rs 63.416 million 62.8%
[25.7%] [27.9%] [31.2%]

The total budget allocated to the 18 gender neutral education schemes in the ADP 2012-13
amounted to Rs 101.013 million, of which Rs 63.416 million [62.8%] were spent in the fiscal year;
implying the budget utilisation rate was higher than that of the gender specific education schemes
in the ADP 2012-13 [57.6%], education schemes in the ADP 2012-13 [56.1%] and gender sensitive
education schemes in the ADP 2012-13 [41.9%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
27.9% [Rs 101.013 million] was earmarked for the gender neutral initiatives that constituted
25.7% of these schemes. Similarly, of the total expenditure incurred on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 31.2% [Rs 63.416 million] was incurred
on the 25.7% gender neutral initiatives.

4.1.3 Education Schemes in ADP 2012-13 by Target Area

4.1.3.1 Gilgit-Baltistan Level Education Sector Development Schemes
Of the 70 education schemes in the ADP 2012-13, 29 [41.4%] were aimed at the Gilgit-Baltistan
Level (Table 4.12). These schemes, regardless of their target area, cater to the curricular or extra-
curricular needs of the students/teachers of the whole province on the bases of need, merit and/or
district quota.

Table 4.12: Gilgit-Baltistan Level Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
29 Rs 189.110 million Rs 120.438 million 63.7%
[41.4%] [52.3%] [59.3%]

33
The total budget allocated to the 29 Gilgit-Baltistan Level education schemes in the ADP 2012-13
amounted to Rs 189.110 million, of which Rs 120.438 million [63.7%] were spent in the fiscal year;
implying the budget utilisation rate was higher than that of the education schemes in the ADP
2012-13 [56.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
52.3% [Rs 189.110 million] was earmarked for the Gilgit-Baltistan Level initiatives that constituted
only 41.4% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 59.3% [Rs 120.438 million] was
incurred on the 41.4% Gilgit-Baltistan Level initiatives.

4.1.3.2 District Gilgit Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 9 [12.9%] cater to the curricular or extra-
curricular needs of the students/teachers of District Gilgit (Table 4.13).

Table 4.13: District Gilgit Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
9 Rs 30.788 million Rs 30.743 million 99.9%
[12.9%] [8.5%] [15.1%]

The total budget allocated to the 9 District Gilgit education schemes in the ADP 2012-13 amounted
to Rs 30.788 million, of which Rs 30.743 million [99.9%] were spent in the fiscal year; implying
the budget utilisation rate was considerably higher than that of the Gilgit-Baltistan Level
education schemes in the ADP 2012-13 [63.7%] and education schemes in the ADP 2012-13
[56.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
only 8.5% [Rs 30.788 million] was earmarked for the District Gilgit initiatives that constituted
12.9% of these schemes. Opposed to this, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 15.1% [Rs 30.743 million] was incurred
on the 12.9% District Gilgit initiatives.

4.1.3.3 District Diamer Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 14 [20.0%] cater to the curricular or extra-
curricular needs of the students/teachers of District Diamer (Table 4.14).

Table 4.14: District Diamer Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
14 Rs 73.181 million Rs 17.220 million 23.5%
[20.0%] [20.2%] [8.5%]

The total budget allocated to the 14 District Diamer education schemes in the ADP 2012-13
amounted to Rs 73.181 million, of which only Rs 17.220 million [23.5%] were spent in the fiscal
year; implying the budget utilisation rate was considerably lower than that of the District Gilgit

34
education schemes in the ADP 2012-13 [99.9%], Gilgit-Baltistan Level education schemes in the
ADP 2012-13 [63.7%] and education schemes in the ADP 2012-13 [56.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
20.2% [Rs 73.181 million] was earmarked for the District Diamer initiatives that constituted
20.0% of these schemes. Opposed to this, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], only 8.5% [Rs 17.220 million] was
incurred on the 20.0% District Diamer initiatives.

4.1.3.4 District Ghizer Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 5 [7.1%] cater to the curricular or extracurricular
needs of the students/teachers of District Ghizer (Table 4.15).

Table 4.15: District Ghizer Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
5 Rs 6.531 million Rs 6.210 million 95.1%
[7.1%] [1.8%] [3.1%]

The total budget allocated to the 5 District Ghizer education schemes in the ADP 2012-13
amounted to Rs 6.531 million, of which Rs 6.210 million [95.1%] were spent in the fiscal year;
implying the budget utilisation rate was considerably higher than that of the Gilgit-Baltistan Level
education schemes in the ADP 2012-13 [63.7%], education schemes in the ADP 2012-13 [56.1%]
and District Diamer education schemes in the ADP 2012-13 [23.5%], but lower than that of the
District Gilgit education schemes in the ADP 2012-13 [99.9%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
only 1.8% [Rs 6.531 million] was earmarked for the District Ghizer initiatives that constituted 7.1%
of these schemes. Similarly, of the total expenditure on the education sector development schemes
in FY 2012-13 [Rs 203.021 million], 3.1% [Rs 6.210 million] was incurred on the 7.1% District
Ghizer initiatives.

4.1.3.5 District Hunza-Nagar Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 7 [10.0%] cater to the curricular or extra-
curricular needs of the students/teachers of District Hunza-Nagar (Table 4.16).

Table 4.16: District Hunza-Nagar Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
7 Rs 16.691 million Rs 5.574 million 33.4%
[10.0%] [4.6%] [2.7%]

The total budget allocated to the 7 District Hunza-Nagar education schemes in the ADP 2012-13
amounted to Rs 16.691 million, of which only Rs 5.574 million [33.4%] were spent in the fiscal
year; implying the budget utilisation rate was considerably lower than that of the District Gilgit
education schemes in the ADP 2012-13 [99.9%], District Ghizer education schemes in the ADP

35
2012-13 [95.1%], Gilgit-Baltistan Level education schemes in the ADP 2012-13 [63.7%] and
education schemes in the ADP 2012-13 [56.1%], but much higher than that of the District Diamer
education schemes in the ADP 2012-13 [23.5%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
only 4.6% [Rs 16.691 million] was earmarked for the District Hunza-Nagar initiatives that
constituted 10.0% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], only 2.7% [Rs 5.574 million] was
incurred on the 10.0% District Hunza-Nagar initiatives.

4.1.3.6 District Ghanche Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 4 [5.7%] cater to the curricular or extra-
curricular needs of the students/teachers of District Ghanche (Table 4.17).

Table 4.17: District Ghanche Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
4 Rs 23.240 million Rs 17.796 million 76.6%
[5.7%] [6.4%] [8.8%]

The total budget allocated to the 4 District Ghanche education schemes in the ADP 2012-13
amounted to Rs 23.240 million, of which Rs 17.796 million [76.6%] were spent in the fiscal year;
implying the budget utilisation rate was much higher than that of the Gilgit-Baltistan Level
education schemes in the ADP 2012-13 [63.7%], education schemes in the ADP 2012-13 [56.1%],
District Hunza-Nagar education schemes in the ADP 2012-13 [33.4%] and District Diamer
education schemes in the ADP 2012-13 [23.5%], but considerably lower than that of the District
Gilgit education schemes in the ADP 2012-13 [99.9%] and District Ghizer education schemes in
the ADP 2012-13 [95.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
6.4% [Rs 23.240 million] was earmarked for the District Ghanche schemes initiatives that
constituted 5.7% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 8.8% [Rs 17.796 million] was incurred
on the 5.7% District Ghanche initiatives.

4.1.3.7 District Astore Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 2 [2.9%] cater to the curricular or extra-
curricular needs of the students/teachers of District Astore (Table 4.18).

Table 4.18: District Astore Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2 Rs 22.387 million Rs 5.040 million 22.5%
[2.9%] [6.2%] [2.5%]

The total budget allocated to the 2 District Astore education schemes in the ADP 2012-13
amounted to Rs 22.387 million, of which only Rs 5.040 million [22.5%] were spent in the fiscal

36
year; implying the budget utilisation rate was much lower than that of the District Gilgit education
schemes in the ADP 2012-13 [99.9%], District Ghizer education in the ADP 2012-13 [95.1%],
District Ghanche education schemes in the ADP 2012-13 [76.6%], Gilgit-Baltistan Level education
schemes in the ADP 2012-13 [63.7%], education schemes in the ADP 2012-13 [56.1%], District
Hunza-Nagar education schemes in the ADP 2012-13 [33.4%] and District Diamer education
schemes in the ADP 2012-13 [23.5%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
6.2% [Rs 22.387 million] was earmarked for the District Astore initiatives that constituted only
2.9% of these schemes. Opposed to this, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 2.5% [Rs 5.040 million] was incurred
on the 2.9% District Astore initiatives.

4.1.4 Education Schemes in ADP 2012-13 by Level of Education

4.1.4.1 Primary Level Education Sector Development Schemes
Considering the education policy documents of the Government of Gilgit-Baltistan, and the
international obligations of the Government of Pakistan such as the EFA Goals and the MDGs, it
comes as a surprise that only 8 [11.4%] of the 70 education schemes in the ADP 2012-13 focused
on primary education, catering to the curricular needs of the students of pre-Nursery to Class V
(Table 4.19).3

Table 4.19: Primary Level Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
8 Rs 46.466 million Rs 31.050 million 66.8%
[11.4%] [12.8%] [15.3%]

The total budget allocated to the 8 Primary Level education schemes in the ADP 2012-13
amounted to Rs 46.466 million, of which Rs 31.050 million [66.8%] were spent in the fiscal year;
implying the budget utilisation rate was much higher than that of the education schemes in the
ADP 2012-13 [56.1%]. Of the total budget allocated to the education schemes in the ADP 2012-13
[Rs 361.928 million], 12.8% [Rs 46.466 million] was earmarked for the Primary Level initiatives
that constituted 11.4% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 194.652 million], 16.0% [Rs 31.050 million] was incurred
on the 11.4% Primary Level initiatives.

4.1.4.2 Secondary Level Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 18 [25.7%] focused secondary education,
catering to the curricular needs of the students of Class VI to Class X (Table 4.20).

3 The major reason behind the surprisingly low number of Primary Level schemes in the ADP 2012-13 is
that initiatives have been labelled based on their focus and the highest level of education being
supported through them. For example, a scheme to upgrade a primary school to middle school has been
labelled as ‘Secondary’ though the school would continue to facilitate the students of up to Class V.
Similarly, a scheme to construct a cadet college has been labelled as ‘Higher Secondary’ though it would
also facilitate the students of Class VI to Class X. Moreover, in case a scheme supports more than one
level of education, it has been labelled based on its major focus.

37
 Table 4.20: Secondary Level Education Schemes in ADP 2012-13
Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
18 Rs 95.034 million Rs 62.210 million 65.5%
[25.7%] [26.3%] [30.6%]

The total budget allocated to the 18 Secondary Level education schemes in the ADP 2012-13
amounted to Rs 95.034 million, of which Rs 62.210 million [65.5%] were spent in the fiscal year;
implying the budget utilisation rate was higher than that of the education schemes in the ADP
2012-13 [56.1%], but slightly lower than that of the Primary Level education schemes in the ADP
2012-13 [66.8%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
26.3% [Rs 95.034 million] was earmarked for the Secondary Level initiatives that constituted
25.7% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2012-13 [Rs
203.021 million], 30.6% [Rs 62.210 million] was incurred on the 25.7% Secondary Level
initiatives.

4.1.4.3 Higher Secondary Level Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 26 [37.1%] focused higher secondary education,
catering to the curricular needs of the students of Class XI to Class XIV (Table 4.21).

Table 4.21: Higher Secondary Level Education Schemes in ADP 2012-13

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
26 Rs 132.447 million Rs 69.225 million 52.3%
[37.2%] [36.6%] [34.1%]

The total budget allocated to the 26 Higher Secondary Level education schemes in the ADP 2012-
13 amounted to Rs 132.447 million, of which Rs 69.225 million [52.3%] were spent in the fiscal
year; implying the budget utilisation rate was much lower than that of the Primary Level education
schemes in the ADP 2012-13 [66.8%], Secondary Level education schemes in the ADP 2012-13
[65.5%] and education schemes in the ADP 2012-13 [56.1%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
36.6% [Rs 132.447 million] was earmarked for the Higher Secondary Level initiatives that
constituted 37.2% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2012-13 [Rs 203.021 million], 34.1% [Rs 69.225 million] was incurred
on the 37.2% Higher Secondary Level initiatives.

4.1.4.4 Miscellaneous Education Sector Development Schemes

Of the 70 education schemes in the ADP 2012-13, 18 [25.7%] have been labelled as ‘Miscellaneous’
since they did not focus primary, secondary or higher secondary education. These schemes
pertained to teachers’ training, special education, IT development and management, construction
of hostels, education policymaking, women’s empowerment, etc. (Table 4.22).

38
 Table 4.22: Miscellaneous Education Schemes in ADP 2012-13
Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
18 Rs 87.981 million Rs 40.536 million 46.1%
[25.7%] [24.3%] [20.0%]

The total budget allocated to the 18 Miscellaneous education schemes in the ADP 2012-13
amounted to Rs 87.981 million, of which only Rs 40.536 million [46.1%] were spent in the fiscal
year; implying the budget utilisation rate was much lower than that of the Primary Level education
schemes in the ADP 2012-13 [66.8%], Secondary Level education schemes in the ADP 2012-13
[65.5%], education schemes in the ADP 2012-13 [56.1%] and Higher Secondary Level education
schemes in the ADP 2012-13 [52.3%].
Of the total budget allocated to the education schemes in the ADP 2012-13 [Rs 361.928 million],
24.3% [Rs 87.981 million] was earmarked for the Miscellaneous initiatives that constituted 25.7%
of these schemes. Similarly, of the total expenditure on the education sector development schemes
in FY 2012-13 [Rs 203.021 million], 20.0% [Rs 40.536 million] was incurred on the 25.7%
Miscellaneous initiatives.

4.1.5 Education Schemes in ADP 2012-13 by Share of Boys and Girls

The share of boys and girls in the education budget in the ADP 2012-13 has been calculated based
on the categorisation of these initiatives as gender specific for ‘boys’, gender specific for ‘boys/
girls’, gender sensitive and gender neutral.
100.0% of the total budget allocated to, and the total expenditure incurred on, the gender specific
schemes for ‘boys’ has been charged to boys; and of the total budget allocated to, and the total
expenditure incurred on, the gender sensitive schemes to girls.
50.0% each of the total budget allocated to, and the total expenditure incurred on, the gender
neutral schemes has been charged to boys and girls.
The share of boys and girls in the total budget allocated to, and the total expenditure incurred on,
the gender specific schemes for ‘boys/girls’ has been calculated in accordance with the benefits
accrued by them.
The total budget allocated to the 24 gender specific education schemes for ‘boys’ in the ADP 2012-
13 amounted to Rs 138.791 million, followed by Rs 101.013 million to the 18 gender neutral
schemes, Rs 68.346 million to the 21 gender sensitive schemes and Rs 53.778 million to the 7
gender specific schemes for ‘boys/girls’ (Table 4.23).
The expenditure incurred on the 24 gender specific education sector development schemes for
‘boys’ in FY 2012-13 amounted to Rs 71.967 million [51.9% of budget allocation], closely followed
by Rs 63.416 million [62.8%] on the 18 gender neutral schemes, Rs 38.792 million [72.5%] on the
7 gender specific schemes for ‘boys/girls’ and Rs 28.666 million [41.9%] on the 21 gender sensitive
schemes.
100.0% of the total budget allocated to the 24 gender specific schemes for ‘boys’ [Rs 138.791
million] has been charged to boys; and of the total budget allocated to the 21 gender sensitive
schemes [Rs 68.346 million] to girls (Table 4.24).

39
 Table 4.23: Education Schemes in ADP 2012-13 by Category
Category Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
Gender Specific for 24 Rs 138.791 million Rs 71.967 million 51.9%
Boys [34.3%] [38.3%] [35.5%]
Gender Specific for 7 Rs 53.778 million Rs 38.972 million 72.5%
Boys/Girls [10.0%] [14.9%] [19.2%]
Gender Sensitive 21 Rs 68.346 million Rs 28.666 million 41.9%
[30.0%] [18.9%] [14.1%]
Gender Neutral 18 Rs 101.013 million Rs 63.416 million 62.8%
[25.7%] [27.9%] [31.2%]
Total 70 Rs 361.928 million Rs 203.021 million 56.1%
[100.0%] [100.0%] [100.0%]

Table 4.24: Education Schemes in ADP 2012-13 by Share of Boys and Girls
Category Budget Allocation Expenditure in FY
Boys Girls Boys Girls
[% charged] [% charged] [% charged/budget [% charged/budget
utilisation rate] utilisation rate]
Gender Specific for Rs 138.791 million Rs 0.000 million Rs 71.967 million Rs 0.000 million
Boys [100.0%] [0.0%] [100.0%/51.9%] [0.0%/0.0%]
Gender Specific for Rs 25.074 million Rs 28.704 million Rs 17.881 million Rs 21.091 million
Boys/Girls [46.6%] [53.4%] [45.9%/71.3%] [54.1%/73.5%]
Gender Sensitive Rs 0.000 million Rs 68.346 million Rs 0.000 million Rs 28.666 million
[0.0%] [100.0%] [0.0%/0.0%] [100.0%/41.9%]
Gender Neutral Rs 50.506 million Rs 50.507 million Rs 31.708 million Rs 31.708 million
[50.0%] [50.0%] [50.0%/62.8%] [50.0/62.8%]
Total Rs 214.371 million Rs 147.557 million Rs 121.556 million Rs 81.465 million
[59.2%] [40.8%] [59.9%/56.7%] [40.1%/55.2%]

Of the total budget allocated to the 7 gender specific schemes for ‘boys/girls’ [Rs 53.778 million],
46.6% [Rs 25.074 million] has been charged to boys and 53.4% [Rs 28.704 million] to girls;
whereas, of the total budget allocated to the 18 gender neutral schemes [Rs 101.013 million],
50.0% [Rs 50.506 million] each has been charged to boys and girls. Overall, of the total budget
allocated to the 70 education schemes in the ADP 2012-13 [Rs 361.928 million], 59.2% [Rs 214.371
million] has been charged to boys and 40.8% [Rs 147.557 million] to girls.
100.0% of the total expenditure incurred on the 24 gender specific schemes for ‘boys’ [Rs 71.967
million] has been charged to boys; and of the total expenditure incurred on the 21 gender sensitive
schemes [Rs 28.666 million] to girls. Of the total expenditure incurred on the 7 gender specific
schemes for ‘boys/girls’ [Rs 38.972 million], 45.9% [Rs 17.881 million] has been charged to boys
and 54.1% [Rs 21.091 million] to girls; while, of the total expenditure incurred on the 18 gender
neutral schemes [Rs 63.416 million], 50.0% [Rs 31.708 million] each has been charged to boys
and girls. On the whole, of the total expenditure incurred on the 70 education sector development
schemes in FY 2012-13 [Rs 203.021 million], 59.9% [Rs 121.556 million] has been charged to boys
and 40.1% [Rs 81.465 million] to girls. The budget utilisation rate of the allocation made to boys
in FY 2012-13 [56.7%] was slightly higher than that of the allocation made to girls [55.2%].

40
4.2 Education Schemes in ADP 2013-14
The education schemes in the ADP 2013-14 numbered 62 and the total budget allocated to them
amounted to Rs 442.882 million, of which Rs 438.487 million [99.0%] were spent in the fiscal
year (Table 4.25). Appendix 2 details each of the 62 education schemes in the ADP 2013-14 along
with their status.

Table 4.25: Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation Rate
62 Rs 442.882 million Rs 438.487 million 99.0%

4.2.1 Education Schemes in ADP 2013-14 by Classification

4.2.1.1 ‘Targeted’ Education Sector Development Schemes
Of the 62 education schemes in the ADP 2013-14, 24 [38.7%] were classified as ‘targeted’ (Table
4.26). These initiatives, scheduled to be completed in FY 2013-14, were accordingly allocated the
total remaining budget. The total budget allocated to the 24 ‘targeted’ education schemes in the
ADP 2013-14 amounted to Rs 89.397 million, of which Rs 50.459 million [56.4%] were spent in
the fiscal year; implying the budget utilisation rate was considerably lower than that of the
education schemes in the ADP 2013-14 [99.0%].

Table 4.26: ‘Targeted’ Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
24 Rs 89.397 million Rs 50.459 million 56.4%
[38.7%] [20.2%] [11.5%]

Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
20.2% [Rs 89.397 million] was earmarked for the ‘targeted’ initiatives that constituted 38.7% of
these schemes. Similarly, of the total expenditure on the education sector development schemes in
FY 2013-14 [Rs 438.487 million], 11.5% [Rs 50.459 million] was incurred on the 38.7% ‘targeted’
initiatives. Of the 24 ‘targeted’ schemes, only 6 [25.0%] were completed in FY 2013-14; while 18
[75.0%] that could not be completed have been included in the ADP 2014-15 (Table 4.27).

Table 4.27: ‘Targeted’ Education Schemes in ADP 2013-14 by Status

Number Status
[% of total] Completed in FY Not Completed in FY
[% of total] [% of total]
24 6 18
[100.0%] [25.0%] [75.0%]

4.2.1.2 ‘Ongoing’ Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 28 [45.2%] were classified as ‘ongoing’ (Table
4.28). These schemes, included in the ADP in previous fiscal year(s) too and scheduled to continue
beyond FY 2013-14, were accordingly allocated a portion of the total remaining budget.

41
 Table 4.28: ‘Ongoing’ Education Schemes in ADP 2013-14
Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
28 Rs 273.558 million Rs 388.028 million 141.8%
[45.2%] [61.8%] [88.5%]

The total budget allocated to the 28 ‘ongoing’ education schemes in the ADP 2013-14 amounted to
Rs 273.558 million, though as much as Rs 388.028 million [141.8%] were spent in the fiscal year;4
implying the budget utilisation rate was considerably higher than that of the education schemes in
the ADP 2013-14 [99.0%] and ‘targeted’ education schemes in the ADP 2013-14 [56.4%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
61.8% [Rs 273.558 million] was earmarked for the ‘ongoing’ initiatives that constituted only 45.2%
of these schemes. Similarly, of the total expenditure on the education sector development schemes
in FY 2013-14 [Rs 438.487 million], 88.5% [Rs 388.028 million] was incurred on the 45.2%
‘ongoing’ initiatives. Of the 28 ‘ongoing’ education schemes in the ADP 2013-14, the expenditure
incurred on 8 [28.6%] was higher and on 5 [17.8%] lower than the budget allocation; while the
expenditure incurred on 4 [14.3%] was the same as the budget allocation and no expenditure was
incurred on 11 [39.3%] in the fiscal year (Table 4.29).

Table 4.29: ‘Ongoing’ Education Schemes in ADP 2013-14 by Status

Number Expenditure in FY
[% of total] Higher than Allocation Lower than Allocation Same as Allocation No Expenditure
[% of total] [% of total] [% of total] [% of total]
28 8 5 4 11
[100.0%] [28.6%] [17.8%] [14.3%] [39.3%]

4.2.1.3 ‘New’ Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 5 [8.1%] were classified as ‘new’ (Table 4.30).5
These initiatives, included in the ADP for the first time and scheduled to continue beyond FY
2013-14, were accordingly allocated a portion of the total remaining budget. The total budget
allocated to the 5 ‘new’ education schemes in the ADP 2013-14 amounted to Rs 41.928 million but
no expenditure was incurred, implying that none of these was started in the fiscal year.

Table 4.30: ‘New’ Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
5 Rs 41.928 million Rs 0.000 million 0.0%
[8.1%] [9.5%] [0.0%]

4 The extraordinarily high expenditure in FY 2013-14 was mainly because of the unplanned payment of
land compensation [Rs 148.000 million] for the ‘ongoing’ scheme ‘Construction of Cadet College
Skardu (Phase-III)’, thus an amount of Rs 156.250 million was spent on the initiative in the fiscal
year against the budget allocation of only Rs 5.000 million.
5 The 5 ‘targeted new’ education schemes in the ADP 2013-14 are not included among these.

42
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
9.5% [Rs 41.928 million] was earmarked for the ‘new’ initiatives that constituted 8.1% of these
schemes. Opposed to this, of the total expenditure on the education sector development schemes
in FY 2013-14 [Rs 438.487 million], 0.0% [Rs 0.000 million] was incurred on the 8.1% ‘new’
initiatives.

4.2.1.4 ‘Targeted New’ Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 5 [8.1%] were classified as ‘targeted new’ (Table
4.31). These schemes, included in the ADP for the first time and scheduled to be completed within
FY 2013-14, were accordingly allocated the total budget.

Table 4.31: ‘Targeted New’ Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
5 Rs 37.999 million Rs 0.000 million 0.0%
[8.1%] [8.6%] [0.0%]

The total budget allocated to the 5 ‘targeted new’ education schemes in the ADP 2013-14
amounted to as much as Rs 37.999 million but no expenditure was incurred, implying that none of
these was started in the fiscal year.
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
8.6% [Rs 37.999 million] was earmarked for the ‘targeted new’ initiatives that constituted 8.1% of
these schemes. Opposed to this, of the total expenditure on the education sector development
schemes in FY 2013-14 [Rs 438.487 million], 0.0% [Rs 0.000 million] was incurred on the 8.1%
‘targeted new’ initiatives.

4.2.2 Education Schemes in ADP 2013-14 by Category

4.2.2.1 Gender Specific Education Sector Development Schemes
Of the 62 education schemes in the ADP 2013-14, 28 [45.2%] have been categorised as gender
specific (Table 4.32). Twenty-One [75.0%] of the gender specific schemes cater to the curricular or
extracurricular needs of boys. 100.0% of the total budget allocated to, and the total expenditure
incurred on, these schemes has accordingly been charged to boys in the analysis.
Seven [25.0%] of the gender specific schemes cater to the curricular or extracurricular needs of
both boys and girls. The budget allocated to, and the expenditure incurred on, these schemes has
been charged to boys and girls in accordance with the benefits accrued by them in the analysis.

Table 4.32: Gender Specific Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
28 Rs 253.895 million Rs 329.799 million 129.9%
[45.2%] [57.3%] [75.2%]

The total budget allocated to the 28 gender specific education schemes in the ADP 2013-14
amounted to Rs 253.895 million, though as much as Rs 329.799 million [129.9%] were spent in

43
the fiscal year;6 implying the budget utilisation rate was considerably higher than that of the
education schemes in the ADP 2013-14 [99.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
57.3% [Rs 253.895 million] was earmarked for the gender specific initiatives that constituted
45.2% of these schemes. Similarly, of the total expenditure on the education sector development
schemes in FY 2013-14 [Rs 438.487 million], 75.2% [Rs 329.799 million] was incurred on the
45.2% gender specific initiatives.
The total budget allocated to the 21 gender specific education schemes for ‘boys’ in the ADP 2013-
14 amounted to Rs 188.279 million, though as much as Rs 266.083 million [141.3%] were spent in
the fiscal year; implying the budget utilisation rate was much higher than that of the gender
specific education schemes in the ADP 2013-14 [129.9%] and education schemes in the ADP 2013-
14 [99.0%] (Table 4.33).

Table 4.33: Gender Specific Education Schemes in ADP 2013-14 by Beneficiary

Beneficiary Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
Boys 21 Rs 188.279 million Rs 266.083 million 141.3%
[75.0%] [74.2%] [80.7%]
Boys/Girls 7 Rs 65.616 million Rs 63.716 million 97.1%
[25.0%] [25.8%] [19.3%]
Total 28 Rs 253.895 million Rs 329.799 million 129.9%
[100.0%] [100.0%] [100.0%]

The total budget allocated to the 7 gender specific education schemes for ‘boys/girls’ in the ADP
2013-14 amounted to Rs 65.616 million, of which Rs 63.716 million [97.1%] were spent in the fiscal
year; implying the budget utilisation rate was much lower than that of the gender specific
education schemes for ‘boys’ in the ADP 2013-14 [141.3%], gender specific education schemes in
the ADP 2013-14 [129.9%] and education schemes in the ADP 2013-14 [99.0%].
Of the budget allocated to the gender specific education schemes in the ADP 2013-14 [Rs 253.895
million], 74.2% [Rs 188.279 million] was earmarked for the initiatives for ‘boys’ that constituted
75.0% of these schemes. In comparison, of the total expenditure on the gender specific education
sector development schemes in FY 2013-14 [Rs 329.799 million], 80.7% [Rs 266.083 million] was
incurred on the 75.0% initiatives for ‘boys’.
Of the total budget allocated to the gender specific education schemes in the ADP 2013-14 [Rs
253.895 million], 25.8% [Rs 65.616 million] was earmarked for the initiatives for ‘boys/girls’ that
constituted 25.0% of these schemes.
Compared with this, of the total expenditure on the gender specific education sector development
schemes in FY 2013-14 [Rs 329.799 million], only 19.3% [Rs 63.716 million] was incurred on the
25.0% initiatives for ‘boys/girls’.

6 The extraordinarily high expenditure in FY 2013-14 was mainly because of the unplanned payment of land
compensation [Rs 148.000 million] for the gender specific scheme (boys) ‘Construction of Cadet College
Skardu (Phase-III)’, thus an amount of Rs 156.250 million was spent on the initiative in the fiscal year
against the budget allocation of only Rs 5.000 million.

44
100.0% of the total budget allocated to the 21 gender specific schemes for ‘boys’ [Rs 188.279
million] has been charged to boys; while, of the total budget allocated to the 7 gender specific
schemes for ‘boys/girls’ [Rs 65.616 million], 49.8% [Rs 32.683 million] has been charged to boys
and 50.2% [Rs 32.933 million] to girls (Table 4.34). Overall, of the budget allocated to the gender
specific education schemes in the ADP 2013-14 [Rs 253.895 million], 87.0% [Rs 220.962 million]
has been charged to boys and 13.0% [Rs 32.933 million] to girls.

Table 4.34: Gender Specific Education Schemes in ADP 2013-14 by Share of Boys and
Girls
Beneficiary Budget Allocation Expenditure in FY
Boys Girls Boys Girls
[% charged] [% charged] [% charged/budget [% charged/budget
utilisation rate] utilisation rate]
Boys Rs 188.279 million Rs 0.000 million Rs 266.083 million Rs 0.000 million
[100.0%] [0.0%] [100.0%/141.3%] [0.0%/0.0%]
Boys/Girls Rs 32.683 million Rs 32.933 million Rs 27.395 million Rs 36.321 million
[49.8%] [50.2%] [43.0%/83.8%] [57.0%/110.3%]
Total Rs 220.962 million Rs 32.933 million Rs 293.478 million Rs 36.321 million
[87.0%] [13.0%] [89.0%/132.8%] [11.0%/110.3%]

100.0% of the total expenditure incurred on the 21 gender specific schemes for ‘boys’ [Rs 266.083
million] has been charged to boys; while, of the total expenditure incurred on the 7 gender specific
schemes for ‘boys/girls’ [Rs 63.716 million], 43.0% [Rs 27.395 million] has been charged to boys
and 57.0% [Rs 36.321 million] to girls. The budget utilisation rate of the allocation made to girls
[110.3%] was considerably higher than that of the allocation made to boys [83.8%].
Overall, of the total expenditure incurred on the gender specific education sector development
schemes in FY 2013-14 [Rs 329.799 million], 89.0% [Rs 293.478 million] has been charged to
boys and 11.0% [Rs 36.321 million] to girls. The budget utilisation rate of the allocation made to
boys in [132.8%] was considerably higher than that of the allocation made to girls [110.3%].

4.2.2.2 Gender Sensitive Education Sector Development Schemes

Based on the analysis of Gilgit-Baltistan’s education sector, 15 [24.2%] of the 62 education
schemes in the ADP 2013-14 that contribute to increasing girls’ enrolment (and, in some cases,
women’s participation in jobs) have been categorised as gender sensitive. 100.0% of the total
budget allocated to, and the total expenditure incurred on, these schemes has accordingly been
charged to girls in the analysis (Table 4.35).

Table 4.35: Gender Sensitive Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
15 Rs 66.009 million Rs 32.730 million 49.6%
[24.2%] [14.9%] [7.5%]

The total budget allocated to the 15 gender sensitive education schemes in the ADP 2013-14
amounted to Rs 66.009 million, of which Rs 32.730 million [49.6%] were spent in the fiscal year;
implying the budget utilisation rate was considerably lower than that of the gender specific

45
education schemes in the ADP 2013-14 [129.9%] and education schemes in the ADP 2013-14
[99.0%]. Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882
million], only 14.9% [Rs 66.009 million] was earmarked for the gender sensitive initiatives that
constituted 24.2% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], only 7.5% [Rs 32.730 million] was
incurred on the 24.2% gender sensitive initiatives.

4.2.2.3 Gender Neutral Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 19 [25.7%] have been categorised as gender
neutral (Table 4.36). These schemes cater to the curricular or extracurricular needs of both boys
and girls (and, in some cases, male and female teachers) irrespective of their sex. 50.0% each of
the total budget allocated to, and the total expenditure incurred on, these schemes has accordingly
been charged to boys and girls in the analysis.

Table 4.36: Gender Neutral Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
19 Rs 122.978 million Rs 75.958 million 61.8%
[30.6%] [27.8%] [17.3%]

The total budget allocated to the 19 gender neutral education schemes in the ADP 2013-14
amounted to Rs 122.978 million, of which Rs 75.958 million [61.8%] were spent in the fiscal year;
implying the budget utilisation rate was considerably lower than that of the gender specific
education schemes in the ADP 2013-14 [129.9%] and education schemes in the ADP 2013-14
[99.0%], but higher than that of the gender sensitive education schemes in the ADP 2013-14
[49.6%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
27.8% [Rs 122.978 million] was earmarked for the gender neutral initiatives that constituted
30.6% of these schemes. Similarly, of the total expenditure on the education sector development
schemes in FY 2013-14 [Rs 438.487 million], only 17.3% [Rs 75.958 million] was incurred on the
30.6% gender neutral initiatives.

4.2.3 Education Schemes in ADP 2013-14 by Target Area

4.2.3.1 Gilgit-Baltistan Level Education Sector Development Schemes
Of the 62 education schemes in the ADP 2013-14, 26 [41.9%] were aimed at the Gilgit-Baltistan
level (Table 4.37). These schemes, regardless of their target area, cater to the curricular or
extracurricular needs of the students/teachers of the whole province on the bases of need, merit
and/or district quota.

Table 4.37: Gilgit-Baltistan Level Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
26 Rs 220.871 million Rs 360.794 million 163.4%
[41.9%] [49.9%] [82.3%]

46
The total budget allocated to the 26 Gilgit-Baltistan Level education schemes in the ADP 2013-14
amounted to Rs 220.871 million, though as much as Rs 360.794 million [163.4%] were spent in
the fiscal year;7 implying the budget utilisation rate was considerably higher than that of the
education schemes in the ADP 2013-14 [99.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
49.9% [Rs 220.871 million] was earmarked for the Gilgit-Baltistan Level initiatives that
constituted 41.9% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], as much as 82.3% [Rs 360.794 million]
was incurred on the 41.9% Gilgit-Baltistan Level initiatives.

4.2.3.2 District Gilgit Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 8 [12.9%] cater to the curricular or extra-
curricular needs of the students/teachers of District Gilgit (Table 4.38).

Table 4.38: District Gilgit Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
8 Rs 41.687 million Rs 13.756 million 33.0%
[12.9%] [9.4%] [3.1%]

The total budget allocated to the 8 District Gilgit education schemes in the ADP 2013-14 amounted
to Rs 41.687 million, of which only Rs 13.756 million [33.0%] were spent in the fiscal year;
implying the budget utilisation rate was considerably lower than that of the Gilgit-Baltistan Level
education schemes in the ADP 2013-14 [163.4%] and education schemes in the ADP 2013-14
[99.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
9.4% [Rs 41.687 million] was earmarked for the District Gilgit initiatives that constituted 12.9% of
these schemes. Similarly, of the total expenditure on the education sector development schemes in
FY 2013-14 [Rs 438.487 million], only 3.1% [Rs 13.756 million] was incurred on the 12.9% District
Gilgit initiatives.

4.2.3.3 District Skardu Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, only 1 [1.6%] caters to the curricular or extra-
curricular needs of the students/teachers of District Skardu (Table 4.39).

Table 4.39: District Skardu Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
1 Rs 10.000 million Rs 0.000 million 0.0%
[1.6%] [2.26%] [0.0%]

7 The extraordinarily high expenditure in FY 2013-14 was mainly because of the unplanned payment of land
compensation [Rs 148.000 million] for the Gilgit-Baltistan Level scheme ‘Construction of Cadet College
Skardu (Phase-III)’, thus an amount of Rs 156.250 million was spent on the initiative in the fiscal year
against the budget allocation of only Rs 5.000 million.

47
The budget allocated to the 1 District Skardu education scheme in the ADP 2013-14 amounted to
Rs 10.000 million, but no expenditure was incurred in the fiscal year.
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
2.3% [Rs 10.000 million] was earmarked for the District Skardu schemes initiatives that
constituted 1.6% of these schemes. In comparison, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], 0.0% [Rs 0.000 million] was incurred
on the 1.6% District Skardu initiatives.

4.2.3.4 District Diamer Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 16 [25.8%] cater to the curricular or extra-
curricular needs of the students/teachers of District Diamer (Table 4.40).

Table 4.40: District Diamer Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
16 Rs 105.832 million Rs 56.368 million 53.3%
[25.8%] [23.9%] [12.9%]

The total budget allocated to the 16 District Diamer education schemes in the ADP 2013-14
amounted to Rs 105.832 million, of which Rs 56.368 million [53.3%] were spent in the fiscal year;
implying the budget utilisation rate was much higher than that of the District Gilgit education
schemes in the ADP 2013-14 [33.0%], but considerably lower than that of the Gilgit-Baltistan
Level education schemes in the ADP 2013-14 [163.4%] and education schemes in the ADP 2013-14
[99.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
23.9% [Rs 105.832 million] was earmarked for the District Diamer initiatives that constituted
25.8% of these schemes. Along similar lines, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], only 12.9% [Rs 56.368 million] was
incurred on the 25.8% District Diamer initiatives.

4.2.3.5 District Ghizer Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 4 [6.5%] cater to the curricular or extra-
curricular needs of the students/teachers of District Ghizer (Table 4.41).

Table 4.41: District Ghizer Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
4 Rs 10.320 million Rs 0.100 million 0.1%
[6.5%] [2.3%] [0.0%]

The total budget allocated to the 4 District Ghizer education schemes in the ADP 2013-14
amounted to Rs 10.320 million, of which only Rs 0.100 million [0.1%] were spent in the fiscal
year; implying the budget utilisation rate was considerably lower than that of the Gilgit-Baltistan
Level education schemes in the ADP 2013-14 [163.4%], education schemes in the ADP 2013-14

48
[99.0%], District Diamer education schemes in the ADP 2013-14 [53.3%] and District Gilgit
education schemes in the ADP 2013-14 [33.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
only 2.3% [Rs 10.320 million] was earmarked for the District Ghizer initiatives that constituted
6.5% of these schemes. Along similar lines, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], 0.0% [Rs 0.100 million] was incurred
on the 6.5% District Ghizer initiatives.

4.2.3.6 District Hunza-Nagar Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 4 [6.5%] cater to the curricular or extra-
curricular needs of the students/teachers of District Hunza-Nagar (Table 4.42).

Table 4.42: District Hunza-Nagar Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
4 Rs 11.117 million Rs 1.725 million 15.5%
[6.5%] [2.5%] [0.4%]

The total budget allocated to the 4 District Hunza-Nagar education schemes in the ADP 2013-14
amounted to Rs 11.117 million, of which only Rs 1.725 million [15.5%] were spent in the fiscal year;
implying the budget utilisation rate was much higher than that of the District Ghizer education
schemes in the ADP 2013-14 [0.1%], but considerably lower than that of the Gilgit-Baltistan Level
education schemes in the ADP 2013-14 [163.4%], education schemes in the ADP 2013-14 [99.0%],
District Diamer education schemes in the ADP 2013-14 [53.3%] and District Gilgit education
schemes in the ADP 2013-14 [33.0%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
only 2.5% [Rs 11.117 million] was earmarked for the District Hunza-Nagar initiatives that
constituted 6.5% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2013-14 [Rs
438.487 million], only 0.4% [Rs 1.725 million] was incurred on the 6.5% District Hunza-Nagar
initiatives.

4.2.3.7 District Ghanche Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 2 [3.2%] cater to the curricular or extra-
curricular needs of the students/teachers of District Ghanche (Table 4.43).

Table 4.43: District Ghanche Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2 Rs 15.444 million Rs 5.444 million 35.2%
[3.2%] [3.5%] [1.2%]

The total budget allocated to the 2 District Ghanche education schemes in the ADP 2013-14
amounted to Rs 15.444 million, of which only Rs 5.444 million [35.2%] were spent in the fiscal

49
year; implying the budget utilisation rate was considerably lower than that of the Gilgit-Baltistan
Level education schemes in the ADP 2013-14 [163.4%], education schemes in the ADP 2013-14
[99.0%] and District Diamer education schemes in the ADP 2013-14 [53.3%], but higher than that
of the District Gilgit education schemes in the ADP 2013-14 [33.0%], District Hunza-Nagar
education schemes in the ADP 2013-14 [15.5%] and District Ghizer education schemes in the ADP
2013-14 [0.1%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
only 3.5% [Rs 15.444 million] was earmarked for the District Ghanche initiatives that constituted
5.7% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2013-14 [Rs
438.487 million], only 1.2% [Rs 5.444 million] was incurred on the 5.7% District Ghanche
initiatives.

4.2.3.8 District Astore Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, only 1 [1.6%] caters to the curricular or extra-
curricular needs of the students/teachers of District Astore (Table 4.44).

Table 4.44: District Astore Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
1 Rs 27.611 million Rs 0.300 million 1.1%
[1.6%] [6.2%] [0.1%]

The budget allocated to the 1 District Astore education scheme in the ADP 2013-14 amounted to Rs
27.611 million, of which only Rs 0.300 million [1.1%] were spent in the fiscal year; implying the
budget utilisation rate was higher than that of the District Ghizer education schemes in the ADP
2013-14 [0.1%], but considerably lower than that of the Gilgit-Baltistan Level education schemes
in the ADP 2013-14 [163.4%], education schemes in the ADP 2013-14 [99.0%], District Diamer
education schemes in the ADP 2013-14 [53.3%], District Ghanche education schemes in the ADP
2013-14 [35.2%], District Gilgit education schemes in the ADP 2013-14 [33.0%] and District
Hunza-Nagar education schemes in the ADP 2013-14 [15.5%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
6.2% [Rs 27.611 million] was earmarked for the District Astore initiatives that constituted only
1.6% of these schemes.
In comparison, of the total expenditure on the education sector development schemes in FY 2013-
14 [Rs 438.487 million], only 0.1% [Rs 0.300 million] was incurred on the 1.6% District Astore
initiatives.

4.2.4 Education Schemes in ADP 2013-14 by Level of Education

4.2.4.1 Primary Level Education Sector Development Schemes
Considering the education policy documents of the Government of Gilgit-Baltistan, and the
international obligations of the Government of Pakistan such as the EFA Goals and MDGs, it
comes as a surprise that only 6 [9.7%] of the 62 education schemes in the ADP 2013-14 focused on

50
primary education, catering to the curricular needs of the students of pre-Nursery to Class V
(Table 4.45).8

Table 4.45: Primary Level Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
6 Rs 39.690 million Rs 32.806 million 82.7%
[9.7%] [9.0%] [7.5%]

The total budget allocated to the 6 Primary Level education schemes in the ADP 2013-14
amounted to Rs 39.690 million, of which Rs 32.806 million [82.7%] were spent in the fiscal year;
implying the budget utilisation rate was much lower than that of the education schemes in the
ADP 2013-14 [99.0%]. Of the total budget allocated to the education schemes in the ADP 2013-14
[Rs 442.882 million], 9.0% [Rs 39.960 million] was earmarked for the Primary Level initiatives
that constituted 9.7% of these schemes. Similarly, of the total expenditure on the education sector
development schemes in FY 2013-14 [Rs 438.487 million], 7.5% [Rs 32.806 million] was incurred
on the 9.7% Primary Level initiatives.

4.2.4.2 Secondary Level Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 19 [30.7%] focused secondary education,
catering to the curricular needs of the students of Class VI to Class X (Table 4.46).

Table 4.46: Secondary Level Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
19 Rs 108.465 million Rs 81.922 million 75.5%
[30.7%] [100.0%] [18.7%]

The total budget allocated to the 19 Secondary Level education schemes in the ADP 2013-14
amounted to Rs 108.465 million, of which Rs 81.922 million [75.5%] were spent in the fiscal year;
implying the budget utilisation rate was much lower than that of the education schemes in the
ADP 2013-14 [99.0%] and Primary Level education schemes in the ADP 2013-14 [82.7%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
24.5% [Rs 108.465 million] was earmarked for the Secondary Level initiatives that constituted
30.7% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2013-14 [Rs
438.487 million], only 18.7% [Rs 81.922 million] was incurred on the 30.7% Secondary Level
initiatives.

8 The major reason behind the surprisingly low number of Primary Level schemes in the ADP 2013-14 is
that initiatives have been labelled based on their focus and the highest level of education being
supported through them. For example, a scheme to upgrade a primary school to middle school has been
labelled as ‘Secondary’ though the school would continue to facilitate the students of up to Class V.
Similarly, a scheme to construct a cadet college has been labelled as ‘Higher Secondary’ though it would
also facilitate the students of Class VI to Class X. Moreover, in case a scheme supports more than one
level of education, it has been labelled based on its major focus.

51
4.2.4.3 Higher Secondary Level Education Sector Development Schemes
Of the 62 education schemes in the ADP 2013-14, 19 [30.7%] focused the higher secondary
education, catering to the curricular needs of the students of Class XI to Class XIV (Table 4.47).

Table 4.47: Higher Secondary Level Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
19 Rs 182.937 million Rs 268.868 million 147.0%
[30.7%] [41.3%] [61.3%]

The total budget allocated to the 19 Higher Secondary Level schemes amounted to Rs 182.937
million, though as much as Rs 268.868 million [147.0%] were spent in the fiscal year;9 implying
the budget utilisation rate was considerably higher than that of the education schemes in the ADP
2013-14 [99.0%], Primary Level education schemes in the ADP 2013-14 [82.7%] and Secondary
Level education schemes in the ADP 2013-14 [75.5%].
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
41.3% [Rs 182.937 million] was earmarked for the Higher Secondary Level initiatives that
constituted only 30.7% of these schemes.
Similarly, of the total expenditure on the education sector development schemes in FY 2013-14 [Rs
438.487 million], 61.3% [Rs 268.868 million] was incurred on the 30.7% Higher Secondary Level
initiatives.

4.2.4.4 Miscellaneous Education Sector Development Schemes

Of the 62 education schemes in the ADP 2013-14, 18 [29.0%] have been labelled as ‘Miscellaneous’
since they did not focus primary, secondary or higher secondary education. These schemes
pertained to teachers’ training, special education, IT development and management, construction
of hostels, education policymaking, women’s empowerment, etc. (Table 4.48).

Table 4.48: Miscellaneous Education Schemes in ADP 2013-14

Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
18 Rs 111.790 million Rs 54.891 million 49.1%
[29.0%] [25.2%] [12.5%]

The total budget allocated to the 18 Miscellaneous schemes amounted to Rs 111.790 million, of
which only Rs 54.891 million [49.1%] were spent in the fiscal year; implying the budget utilisation
rate was considerably lower than that of the Higher Secondary Level education schemes in the
ADP 2013-14 [147.0%], education schemes in the ADP 2013-14 [99.0%], Primary Level education
schemes in the ADP 2013-14 [82.7%] and Secondary Level education schemes in the ADP 2013-14
[75.5%].

9 The extraordinarily high expenditure in FY 2013-14 was mainly because of the unplanned payment of
land compensation [Rs 148.000 million] for the Higher Secondary Level scheme ‘Construction of
Cadet College Skardu (Phase-III)’, thus an amount of Rs 156.250 million were spent on the initiative in
the fiscal year against the budget allocation of only Rs 5.000 million.

52
Of the total budget allocated to the education schemes in the ADP 2013-14 [Rs 442.882 million],
25.2% [Rs 111.790 million] was earmarked for the Miscellaneous initiatives that constituted 29.0%
of these schemes. Similarly, of the total expenditure on the education sector development schemes
in FY 2013-14 [Rs 438.487 million], only 12.5% [Rs 54.891 million] was incurred on the 29.0%
Miscellaneous initiatives.

4.2.5 Education Schemes in ADP 2013-14 by Share of Boys and Girls

The share of boys and girls in the education budget in the ADP 2013-14 has been calculated based
on the categorisation of these initiatives as gender specific for ‘boys’, gender specific for ‘boys/
girls’, gender sensitive and gender neutral.
100.0% of the total budget allocated to, and the total expenditure incurred on, the gender specific
schemes for ‘boys’ has been charged to boys; and of the total budget allocated to, and the total
expenditure incurred on, the gender sensitive schemes to girls.
50.0% each of the total budget allocated to, and the total expenditure incurred on, the gender
neutral schemes has been charged to boys and girls.
The share of boys and girls in the total budget allocated to, and the total expenditure incurred on,
the gender specific schemes for ‘boys/girls’ has been calculated in accordance with the benefits
accrued by them.
The total budget allocated to the 21 gender specific education schemes for ‘boys’ in the ADP 2013-
14 amounted to Rs 188.279 million, followed by Rs 122.978 million to the 19 gender neutral
schemes, Rs 66.009 million to the 15 gender sensitive schemes and Rs 65.616 million to the 7
gender specific schemes for ‘boys/girls’ (Table 4.49).

Table 4.49: Education Schemes in ADP 2013-14 by Category

Category Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
Gender Specific for 21 Rs 188.279 million Rs 266.083 million 141.3%
Boys [33.9%] [42.5%] [60.7%]
Gender Specific for 7 Rs 65.616 million Rs 63.716 million 97.1%
Boys/Girls [11.3%] [14.8%] [14.5%]
Gender Sensitive 15 Rs 66.009 million Rs 32.730 million 49.6%
[24.2%] [14.9%] [7.5%]
Gender Neutral 19 Rs 122.978 million Rs 75.958 million 61.8%
[30.6%] [27.8%] [17.3%]
Total 62 Rs 442.882 million Rs 438.487 million 99.0%
[100.0%] [100.0%] [100.0%]

The total expenditure incurred on the 21 gender specific education sector development schemes
for ‘boys’ in FY 2013-14 amounted to Rs 266.083 million [141.3% of budget allocation], followed
by Rs 75.958 million [61.8%] on the 19 gender neutral schemes, Rs 63.716 million [97.1%] on the 7
gender specific schemes for ‘boys/girls’ and Rs 32.730 million [49.6%] on the 15 gender sensitive
schemes. 100.0% of the total budget allocated to the 21 gender specific schemes for ‘boys’ [Rs
188.279 million] has been charged to boys; and of the total budget allocated to the 15 gender
sensitive schemes [Rs 66.009 million] to girls (Table 4.50).

53
 Table 4.50: Education Schemes in ADP 2013-14 by Share of Boys and Girls
Category Budget Allocation Expenditure in FY
Boys Girls Boys Girls
[% charged] [% charged] [% charged/budget [% charged/budget
utilisation rate] utilisation rate]
Gender Specific for Rs 188.279 million Rs 0.000 million Rs 266.083 million Rs 0.000 million
Boys [100.0%] [0.0%] [100.0%/141.3%] [0.0%/0.0%]
Gender Specific for Rs 32.683 million Rs 32.933 million Rs 27.395 million Rs 36.321 million
Boys/Girls [49.8%] [50.2%] [43.0%/83.8%] [57.0%/110.3%]
Gender Sensitive Rs 0.000 million Rs 66.009 million Rs 0.000 million Rs 32.730 million
[0.0%] [100.0%] [0.0%/0.0%] [100.0%/49.6%]
Gender Neutral Rs 61.489 million Rs 61.489 million Rs 37.979 million Rs 37.979 million
[50.0%] [50.0%] [50.0%/61.8%] [50.0/61.8%]
Total Rs 282.451 million Rs 160.431 million Rs 331.457 million Rs 107.030 million
[63.8%] [36.2%] [75.6%/117.4%] [24.4%/66.7%]

Of the total budget allocated to the 7 gender specific schemes for ‘boys/girls’ [Rs 65.616 million],
49.8% [Rs 32.683 million] has been charged to boys and 50.2% [Rs 32.933 million] to girls;
whereas, of the total budget allocated to the 19 gender neutral schemes [Rs 122.978 million],
50.0% [Rs 61.489 million] each has been charged to boys and girls.
Overall, of the total budget allocated to the 62 education schemes in the ADP 2013-14 [Rs 442.882
million], 63.8% [Rs 282.451 million] has been charged to boys and 36.2% [Rs 160.431 million] to
girls.
100.0% of the total expenditure incurred on the 21 gender specific schemes for ‘boys’ [Rs 266.083
million] has been charged to boys; and of the total expenditure incurred on the 15 gender sensitive
schemes [Rs 32.730 million] to girls.
Of the total expenditure incurred on the 7 gender specific schemes for ‘boys/girls’ [Rs 63.716
million], 43.0% [Rs 27.395 million] has been charged to boys and 57.0% [Rs 36.321 million] to
girls; while, of the total expenditure incurred on the 19 gender neutral schemes [Rs 75.958
million], 50.0% [Rs 37.969 million] each has been charged to boys and girls.
On the whole, of the total expenditure incurred on the 62 education sector development schemes
in FY 2013-14 [Rs 438.487 million], 75.6% [Rs 331.457 million] has been charged to boys and
24.4% [Rs 107.030 million] to girls. The budget utilisation rate of the allocation made to boys in
FY 2013-14 [117.4%] was considerably higher than that of the allocation made to girls [66.7%].

4.3 Comparison of Education Schemes in ADP 2012-13 and

ADP 2013-14
The total development outlay of Gilgit‐Baltistan in FY 2012-13 amounted to Rs 8039.000 million;
of which, Rs 7137.254 million were earmarked as Block Allocation for the ADP 2012-13, and the
remaining Rs 901.746 million were allocated to the water and power projects in the federal Public
Sector Development Programme (PSDP) 2012‐13 (Table 4.51). The block allocation of Rs 7137.254
million included a foreign enhanced component (FEC) of Rs 348.164 million; thus, in the analysis,
the outlay of the ADP 2012-13 has been calculated as Rs 6789.090 million.

54
 Table 4.51: Gilgit-Baltistan Development Outlay and Block Allocation for ADP in
FY 2012-13 and FY 2013-14
Fiscal Year Development Allocation for Federal Block Allocation Block Allocation for
Outlay PSDP Projects for ADP ADP Excluding FEC
2012-13 Rs 8039.000 million Rs 901.746 million Rs 7137.254 million Rs 6789.090 million
2013-14 Rs 9590.000 million Rs 1390.000 million Rs 8200.000 million Rs 8100.000 million
Increase [%] 19.3% 54.1% 14.9% 19.3%

Compared with this, the total development outlay of Gilgit‐Baltistan in FY 2013‐14 amounted to Rs
9590.000 million [19.3% increase over FY 2012-13]; out of this, Rs 8200.000 million [14.9%
increase over FY 2012-13] were earmarked as Block Allocation for the ADP 2013‐14, and the
remaining Rs 1390.000 million [54.1% increase over FY 2012-13] were allocated to the water and
power projects reflected in the federal PSDP 2013‐14.
The Block Allocation of Rs 8200.000 million included an FEC of Rs 100.000 million; thus, in the
analysis, the outlay of the ADP 2013-14 has been calculated as Rs 8100.000 million [19.3%
increase over FY 2012-13].
The total number of schemes decreased [by 11.3%] from 604 in the ADP 2012-13 to 536 in the ADP
2013-14, in line with the Government of Gilgit-Baltistan’s policy of focusing on completing
ongoing schemes instead of starting new ones (Table 4.52). Similarly, the total number of
‘targeted’, ‘ongoing’ and ‘new’ schemes decreased [by 33.4%. 5.8% and 33.1%] from 320, 483 and
121 in the ADP 2012-13 to 213, 455 and 81 in the ADP 2013-14, respectively.

Table 4.52: Total, ‘Targeted’, ‘Ongoing’ and ‘New’ Schemes in ADP 2012-13 and
ADP 2013-14
ADP Total Schemes Targeted Schemes Ongoing Schemes New Schemes
2012-13 604 320 483 121
2013-14 536 213 455 81
Increase [%] -11.3% -33.4% -5.8% -33.1%

The total number of education schemes decreased [by 11.4%] from 70 in the ADP 2012-13 [11.6%
of total] to 62 in the ADP 2013-14 [11.6% of total]; however, opposed to this, the total budget
allocated to these initiatives increased [by 22.4%] from Rs 361.928 million in the former [5.3% of
total] to Rs 442.882 million in the latter [5.5% of total] (Table 4.53).

Table 4.53: Education Schemes in ADP 2012-13 and ADP 2013-14

ADP Number Budget Allocation Expenditure Budget Utilisation
[% of total] [% of total] in FY Rate
2012-13 70 Rs 361.928 million Rs 203.021 million 56.1%
[11.6%] [5.3%]
2013-14 62 Rs 442.882 million Rs 438.487 million 99.0%
[11.6%] [5.5%]
Increase [%] -11.4% 22.4% 116.0% 76.5%
[0.0%] [3.8%]

55
Because of the reason cited earlier in the footnotes about the unplanned expenditure on Cadet
College Skardu (Phase-III), the total expenditure incurred on the education sector development
schemes increased [by 116.0%] from Rs 203.021 million in FY 2012-13 to Rs 438.487 million in FY
2013-14; and budget utilisation rate [by 76.5%] from 56.1% in the former to 99.0% in the latter.

4.3.1 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14

by Classification
4.3.1.1 ‘Targeted’ Education Sector Development Schemes
The number of ‘targeted’ education schemes decreased [by 45.5%] from 44 [62.9% of total] in the
ADP 2012-13 to 24 [38.7% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 44.9%] from Rs 162.314 million [44.8% of total] in the former to Rs 89.397 million
[20.2% of total] in the latter (Table 4.54).10

Table 4.54: ‘Targeted’ Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 44 Rs 162.314 million Rs 97.483 million 60.1%
[62.9%] [44.8%] [48.0%]
2013-14 24 Rs 89.397 million Rs 50.459 million 56.4%
[38.7%] [20.2%] [11.5%]
Increase [%] -45.5% -44.9% -48.2% -6.2%
[-38.5%] [-54.9%] [-76.0%]

Similarly, the total expenditure incurred on the ‘targeted’ education sector development schemes
decreased [by 48.2%] from Rs 97.483 million [48.0% of total] in FY 2012-13 to Rs 50.459 million
[11.5% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 6.2%] from
60.1% in the former to 56.4% in the latter.
Of the 44 ‘targeted’ schemes in the ADP 2012-13, 16 [36.4%] were completed in the fiscal year;
while 28 [63.6%] that could not be completed were included in the ADP 2013-14 (Table 4.55).
Compared with this, of the 24 ‘targeted’ schemes in the ADP 2013-14, only 6 [25.0%] were
completed in the fiscal year; while 18 [75.0%] that could not be completed have been included in
the ADP 2014-15.

Table 4.55: ‘Targeted’ Education Schemes in ADP 2012-13 and ADP 2013-14 by Status
ADP Number Status
[% of total] Completed in FY Not Completed in FY
[% of total] [% of total]
2012-13 44 16 28
[100.0%] [36.4%] [63.6%]
2012-13 24 6 18
[100.0%] [25.0%] [75.0%]
Increase [%] -45.5% -62.5% -35.7%
[0.0%] [-31.3%] [17.9%]

10 The 5 ‘targeted new’ education schemes in the ADP 2013-14 are not included among these.

56
4.3.1.2 ‘Ongoing’ Education Sector Development Schemes
The number of ‘ongoing’ education schemes increased [by 47.4%] from 19 [27.1% of total] in the
ADP 2012-13 to 28 [45.2% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 51.3%] from Rs 180.804 million [50.0% of total] in the former to Rs 273.558 million
[61.8% of total] in the latter (Table 4.56).

Table 4.56: ‘Ongoing’ Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 19 Rs 180.804 million Rs 105.538 million 58.4%
[27.1%] [50.0%] [52.0%]
2013-14 28 Rs 273.558 million Rs 388.028 million 141.8%
[45.2%] [61.8%] [88.5%]
Increase [%] 47.4% 51.3% 267.7% 142.8%
[66.8%] [23.6%] [70.2%]

Similarly, because of the reason cited earlier in the footnotes about the unplanned expenditure on
Cadet College Skardu (Phase-III), the total expenditure incurred on the ‘ongoing’ education sector
development schemes increased [by 267.7%] from Rs 105.538 million [52.0% of total] in FY 2012-
13 to as much as Rs 388.028 million [88.5% of total] in FY 2013-14; and the budget utilisation rate
of these initiatives [by 142.8%] from 58.4% in the former to as high as 141.8% in the latter.
Of the 19 ‘ongoing’ schemes in the ADP 2012-13, the expenditure incurred on 3 [15.8%] was higher
and on 9 [47.4%] lower than the budget allocation; while the expenditure incurred on 1 [5.3%] was
the same as the budget allocation and no expenditure was incurred on 6 [31.5%] in the fiscal year
(Table 4.57).

Table 4.57: ‘Ongoing’ Education Schemes in ADP 2012-13 and ADP 2013-14 by Status
ADP Number Expenditure in FY
[% of total] Higher than Lower than Same as No
Allocation Allocation Allocation Expenditure
[% of total] [% of total] [% of total] [% of total]
2012-13 19 3 9 1 6
[100.0%] [15.8%] [47.4%] [5.3%] [31.5%]
2013-14 28 8 5 4 11
[100.0%] [28.6%] [17.8%] [14.3%] [39.3%]
Increase [%] 47.4% 133.3% -50.0% 200.0% 100.0%
[0.0%] [58.2%] [-66.0%] [101.9%] [35.9%]

In comparison, of the 28 ‘ongoing’ schemes in the ADP 2013-14, the expenditure incurred on 8
[28.6%] was higher and on 5 [17.8%] lower than the budget allocation; while the expenditure
incurred on 4 [14.3%] was the same as the budget allocation and no expenditure was incurred on
11 [39.3%] in FY 2013-14.

4.3.1.3 ‘New’ Education Sector Development Schemes

The number of ‘new’ education schemes decreased [by 28.6%] from 7 [10.0% of total] in the ADP
2012-13 to 5 [8.1% of total] in the ADP 2013-14; however, the budget allocated to these initiatives

57
increased [by 122.9%] from Rs 18.810 million [5.2% of total] in the former to Rs 41.928 million
[9.5% of total] in the latter (Table 4.58).11 No expenditure was incurred on any of the ‘new’
education sector development schemes in both FY 2012-13 and FY 2013-14.

Table 4.58: ‘New’ Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 7 Rs 18.810 million Rs 0.000 million 0.0%
[10.0%] [5.2%] [0.0 %]
2013-14 5 Rs 41.928 million Rs 0.000 million 0.0%
[8.1%] [9.5%] [0.0 %]
Increase [%] -28.6% 122.9% 0.0% 0.0%
[-19.0%] [82.7%] [0.0 %]

4.3.1.4 ‘Targeted New’ Education Sector Development Schemes

Since no related scheme was included in the ADP 2012-13, comparison is not possible.

4.3.2 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14

by Category
4.3.2.1 Gender Specific Education Sector Development Schemes
The number of gender specific education schemes decreased [by 9.7%] from 31 [44.3% of total] in
the ADP 2012-13 to 28 [45.2% of total] in the ADP 2013-14; however, the total budget allocated to
these initiatives increased [by 31.8%] from Rs 192.569 million [53.2% of total] in the former to Rs
253.895 million [57.3% of total] in the latter (Table 4.59).

Table 4.59: Gender Specific Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 31 Rs 192.569 million Rs 110.939 million 57.6%
[44.3%] [53.2%] [54.7%]
2013-14 28 Rs 253.895 million Rs 329.799 million 129.9%
[45.2%] [57.3%] [75.2%]
Increase [%] -9.7% 31.8% 197.3% 125.5%
[2.0%] [7.7%] [37.5%]

Similarly, because of the reason cited earlier in the footnotes about the unplanned expenditure on
Cadet College Skardu (Phase-III), the total expenditure incurred on the gender specific education
sector development schemes increased [by 197.3%] from only Rs 110.939 million [54.7% of total]
in FY 2012-13 to as much as Rs 329.799 million [75.2% of total] in FY 2013-14; and the budget
utilisation rate of these initiatives [by 125.5%] from 54.7% in the former to 129.9% in the latter.

4.3.2.2 Gender Sensitive Education Sector Development Schemes

The number of gender sensitive education schemes decreased [by 28.6%] from 21 [30.0% of total]
in the ADP 2012-13 to 15 [24.2% of total] in the ADP 2013-14; and the total budget allocated to

11 The 5 ‘targeted new’ education schemes in the ADP 2013-14 are not included among these.

58
these initiatives [by 3.4%] from Rs 68.346 million [18.9% of total] in the former to Rs 66.009
million [14.9% of total] in the latter (Table 4.60).

Table 4.60: Gender Sensitive Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 21 Rs 68.346 million Rs 28.666 million 41.9%
[30.0%] [18.9%] [14.1%]
2013-14 15 Rs 66.009 million Rs 32.730 million 49.6%
[24.2%] [14.9%] [7.5%]
Increase [%] -28.6% -3.4% 17.2% 18.4%
[-19.3%] [-21.2%] [-46.8%]

Compared with this, the total expenditure incurred on the gender sensitive education sector
development schemes increased [by 17.2%] from Rs 28.666 million [14.1% of total] in FY 2012-13
to Rs 32.730 million [7.5% of total] in FY 2013-14; and the budget utilisation rate of these
initiatives [by 18.4%] from 41.9% in the former to 49.6% in the latter.

4.3.2.3 Gender Neutral Education Sector Development Schemes

The number of gender neutral education schemes increased [by 5.6%] from 18 [25.7% of total] in
the ADP 2012-13 to 19 [30.6% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 21.7%] from Rs 101.013 million [27.9% of total] in the former to Rs 122.978 million
[27.8% of total] in the latter (Table 4.61).

Table 4.61: Gender Neutral Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 18 Rs 101.013 million Rs 63.416 million 62.8%
[25.7%] [27.9%] [31.2%]
2013-14 19 Rs 122.978 million Rs 75.958 million 61.8%
[30.6%] [27.8%] [17.3%]
Increase [%] 5.6% 21.7% 19.8% -1.6%
[19.1%] [-0.4%] [-44.6%]

Similarly, the total expenditure incurred on the gender neutral education sector development
schemes increased [by 19.8%] from Rs 63.416 million [31.2% of total] in FY 2012-13 to Rs 75.958
million [17.3% of total] in FY 2013-14; however, the budget utilisation rate of these initiatives
decreased [by 1.6%] from 62.8% in the former to 61.8% in the latter.

4.3.3 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14

by Target Area
4.3.3.1 Gilgit-Baltistan Level Education Sector Development Schemes
The number of Gilgit-Baltistan Level education schemes decreased [by 10.3%] from 29 [41.4% of
total] in the ADP 2012-13 to 26 [41.9% of total] in the ADP 2013-14; however, the total budget
allocated to these initiatives increased [by 16.8%] from Rs 189.110 million [52.3% of total] in the
former to Rs 220.871 million [49.9% of total] in the latter (Table 4.62).

59
 Table 4.62: Gilgit-Baltistan Level Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 29 Rs 189.110 million Rs 120.438 million 63.7%
[41.4%] [52.3%] [59.3%]
2013-14 26 Rs 220.871 million Rs 360.794 million 163.4%
[41.9%] [49.9%] [82.3%]
Increase [%] 10.3% 16.8% 197.6% 156.5%
[1.2%] [-4.6%] [38.9%]

Similarly, because of the reason cited earlier in the footnotes about the unplanned expenditure on
Cadet College Skardu (Phase-III), the total expenditure incurred on the Gilgit-Baltistan Level
education sector development schemes increased [by 197.6%] from Rs 120.438 million [59.3% of
total] in FY 2012-13 to Rs 360.794 million [82.3% of total] in FY 2013-14, and the budget
utilisation rate of these initiatives [by 156.5%] from 63.7% in the former to 163.4% in the latter.

4.3.3.2 District Gilgit Education Sector Development Schemes

The number of District Gilgit education schemes decreased [by 11.1%] from 9 [12.9% of total] in
the ADP 2012-13 to 8 [12.9% of total] in the ADP 2013-14; however, the total budget allocated to
these initiatives increased [by 35.4%] from Rs 30.778 million [8.5% of total] in the former to Rs
41.687 million [9.4% of total] in the latter (Table 4.63).

Table 4.63: District Gilgit Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 9 Rs 30.788 million Rs 30.743 million 99.9%
[12.9%] [8.5%] [15.1%]
2013-14 8 Rs 41.687 million Rs 13.756 million 33.0%
[12.9%] [9.4%] [3.1%]
Increase [%] 10.3% 35.4% -55.3% -67.0%
[1.2%] [10.6%] [-79.5%]

The total expenditure incurred on the District Gilgit education sector development schemes
decreased [by 55.3%] from Rs 30.743 million [15.1% of total] in FY 2012-13 to Rs 13.756 million
[3.1% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 67.0%] from
99.9% in the former to 33.0% in the latter.

4.3.3.3 District Skardu Education Sector Development Schemes

Since no related scheme was included in the ADP 2012-13, comparison is not possible.

4.3.3.4 District Diamer Education Sector Development Schemes

The number of District Diamer education schemes increased [by 14.3%] from 14 [20.0% of total]
in the ADP 2012-13 to 16 [25.8% of total] in the ADP 2013-14; and the total budget allocated to
these initiatives [by 44.6%] from Rs 73.181 million [20.2% of total] in the former to Rs 105.832
million [23.9% of total] in the latter (Table 4.64).

60
 Table 4.64: District Diamer Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 14 Rs 73.181 million Rs 17.220 million 23.5%
[20.0%] [20.2%] [8.5%]
2013-14 16 Rs 105.832 million Rs 56.368 million 53.3%
[25.8%] [23.9%] [12.9%]
Increase [%] 14.3% 44.6% 227.3% 126.8%
[29.0%] [18.3%] [51.8%]

Similarly, the total expenditure incurred on the District Diamer education sector development
schemes increased [by 227.3%] from Rs 17.220 million [8.5% of total] in FY 2012-13 to Rs 56.368
million [12.9% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by
126.8%] from 23.5% in the former to 53.3% in the latter.

4.3.3.5 District Ghizer Education Sector Development Schemes

The number of District Ghizer education schemes decreased [by 20.0%] from 5 [7.1% of total] in
the ADP 2012-13 to 4 [6.5% of total] in the ADP 2013-14; however, the budget allocated to these
initiatives increased [by 58.0%] from Rs 6.531 million [1.8% of total] in the former to Rs 10.320
million [2.3% of total] in the latter (Table 4.65).

Table 4.65: District Ghizer Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 5 Rs 6.531 million Rs 6.210 million 95.1%
[7.1%] [1.8%] [3.1%]
2013-14 4 Rs 10.320 million Rs 0.100 million 0.1%
[6.5%] [2.3%] [0.0%]
Increase [%] -20.0% 58.0% Rs 0.100 million -99.9%
[-8.5%] [27.8%] [-98.4%]

In comparison, the total expenditure incurred on the District Ghizer education sector development
schemes decreased [by 98.4%] from Rs 6.210 million [3.1% of total] in FY 2012-13 to only Rs
0.100 million [0.0% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by
99.9%] from 95.1% in the former to only 0.1% in the latter.

4.3.3.6 District Hunza-Nagar Education Sector Development Schemes

The number of District Hunza-Nagar education schemes decreased [by 42.9%] from 7 [10.0% of
total] in the ADP 2012-13 to 4 [6.5% of total] in the ADP 2013-14; and the total budget allocated to
these initiatives [by 33.4%] from Rs 16.691 million [4.6% of total] in the former to only Rs 11.117
million [2.5% of total] in the latter (Table 4.66).
Similarly, the total expenditure incurred on the District Hunza-Nagar education sector
development schemes decreased [by 69.1%] from Rs 5.574 million [2.7% of total] in FY 2012-13 to
Rs 1.725 million [0.4% of total] in FY 2013-14; and the budget utilisation rate of these initiatives
[by 53.6%] from 33.4% in the former to 15.5% in the latter.

61
 Table 4.66: District Hunza-Nagar Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 7 Rs 16.691 million Rs 5.574 million 33.4%
[10.0%] [4.6%] [2.7%]
2013-14 4 Rs 11.117 million Rs 1.725 million 15.5%
[6.5%] [2.5%] [0.4%]
Increase [%] -42.9% -33.4% -69.1% -53.6%
[-35.0%] [-45.7%] [-85.2%]

4.3.3.7 District Ghanche Education Sector Development Schemes

The number of District Ghanche education schemes decreased [by 50.0%] from 4 [5.7% of total] in
the ADP 2012-13 to 2 [3.2% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 33.5%] from Rs 23.240 million [6.4% of total] in the former to Rs 15.444 million
[3.5% of total] in the latter (Table 4.67).

Table 4.67: District Ghanche Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 4 Rs 23.240 million Rs 17.796 million 76.6%
[5.7%] [6.4%] [8.8%]
2013-14 2 Rs 15.444 million Rs 5.444 million 35.2%
[3.2%] [3.5%] [1.2%]
Increase [%] -50.0% -33.5% -69.4% -54.0%
[-43.9%] [-45.3%] [-86.4%]

Similarly, the total expenditure incurred on the District Ghanche education sector development
schemes decreased [by 69.4%] from Rs 17.796 million [8.8% of total] in FY 2012-13 to Rs 5.444
million [1.2% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 54.0%]
from 76.6% in the former to 35.2% in the latter.

4.3.3.8 District Astore Education Sector Development Schemes

The number of District Astore education schemes decreased [by 50.0%] from 2 [2.9% of total] in
the ADP 2012-13 to 1 [1.6% of total] in the ADP 2013-14; however, the budget allocated to these
initiatives increased [by 23.3%] from Rs 22.387 million [6.2% of total] in the former to Rs 27.611
million [6.2% of total] in the latter (Table 4.68).

Table 4.68: District Astore Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 2 Rs 22.387 million Rs 5.040 million 22.5%
[2.9%] [6.2%] [2.5%]
2013-14 1 Rs 27.611 million Rs 0.300 million 1.1%
[1.6%] [6.2%] [0.1%]
Increase [%] -50.0% 23.3% -94.0% -95.1%
[-44.8%] [0.0%] [-96.0%]

62
The total expenditure incurred on the District Astore education sector development schemes
decreased [by 94.0%] from Rs 5.040 million [2.5% of total] in FY 2012-13 to only Rs 0.300 million
[0.1% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 95.1%] from
22.5% in the former to as low as 1.1% in the latter.

4.3.4 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14

by Level of Education
4.3.4.1 Primary Level Education Sector Development Schemes
The number of Primary Level education schemes decreased [by 25.0%] from 8 [11.4% of total] in
the ADP 2012-13 to 6 [9.7% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 14.6%] from Rs 46.466 million [12.8% of total] in the former to Rs 39.690 million
[9.0% of total] in the latter (Table 4.69).

Table 4.69: Primary Level Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 8 Rs 46.466 million Rs 31.050 million 66.8%
[11.4%] [12.8%] [15.3%]
2013-14 6 Rs 39.690 million Rs 32.806 million 82.7%
[9.7%] [9.0%] [7.5%]
Increase [%] -25.0% -14.6% 5.7% 23.8%
[-14.9%] [-29.7%] [-51.0%]

However, the total expenditure incurred on the Primary Level education sector development
schemes increased [by 5.7%] from Rs 31.050 million [15.3% of total] in FY 2012-13 to Rs 32.806
million [7.5% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 23.8%]
from 66.8% in the former to 82.7% in the latter.

4.3.4.2 Secondary Level Education Sector Development Schemes

The number of Secondary Level education schemes increased [by 5.6%] from 18 [25.7% of total] in
the ADP 2012-13 to 19 [30.7% of total] in the ADP 2013-14; and the total budget allocated to these
initiatives [by 14.1%] from Rs 95.034 million [26.3% of total] in the former to Rs 108.465 million
[24.5% of total] in the latter (Table 4.70).

Table 4.70: Secondary Level Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 18 Rs 95.034 million Rs 62.210 million 65.5%
[25.7%] [26.3%] [30.6%]
2013-14 19 Rs 108.465 million Rs 81.922 million 75.5%
[30.7%] [24.5%] [18.7%]
Increase [%] 5.6% 14.1% 31.7% 15.3%
[19.5%] [-6.8%] [-38.9%]

Similarly, the total expenditure incurred on the Secondary Level education sector development
schemes increased [by 31.7%] from Rs 62.210 million [30.6% of total] in FY 2012-13 to Rs 81.922

63
million [18.7% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by
15.3%] from 65.5% in the former to 75.5% in the latter.

4.3.4.3 Higher Secondary Level Education Sector Development Schemes

The number of Higher Secondary Level education schemes decreased [by 26.9%] from 26 [37.2%
of total] in the ADP 2012-13 to 19 [30.7% of total] in the ADP 2013-14; however, the total budget
allocated to these initiatives increased [by 38.1%] from Rs 132.447 million [36.6% of total] in the
former to Rs 182.937 million [41.3% of total] in the latter (Table 4.71).

Table 4.71: Higher Secondary Level Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 26 Rs 132.447 million Rs 69.225 million 52.3%
[37.2%] [36.6%] [34.1%]
2013-14 19 Rs 182.937 million Rs 268.868 million 147.0%
[30.7%] [41.3%] [61.3%]
Increase [%] -26.9% 38.1% 288.4% 181.1%
[-17.5%] [12.8%] [79.8%]

Similarly, because of the reason cited earlier in the footnotes about the unplanned expenditure on
Cadet College Skardu (Phase-III), the total expenditure incurred on the Higher Secondary Level
education sector development schemes increased [by 288.4%] from only Rs 69.225 million [34.1%
of total] in FY 2012-13 to as much as Rs 268.868 million [61.3% of total] in FY 2013-14; and the
budget utilisation rate of these initiatives [by 181.1%] from only 52.3% in the former to as high as
147.0% in the latter.

4.3.4.4 Miscellaneous Education Sector Development Schemes

The number of Miscellaneous education schemes was the same [18] in both the ADP 2012-13 and
ADP 2013-14; however, the total budget allocated to these initiatives increased [by 27.1%] from Rs
87.981 million [24.3% of total] in the former to Rs 111.790 million [25.2% of total] in the latter
(Table 4.72).

Table 4.72: Miscellaneous Education Schemes in ADP 2012-13 and ADP 2013-14
ADP Number Budget Allocation Expenditure in FY Budget Utilisation
[% of total] [% of total] [% of total] Rate
2012-13 18 Rs 87.981 million Rs 40.536 million 46.1%
[25.7%] [24.3%] [20.0%]
2013-14 18 Rs 111.790 million Rs 54.891 million 49.1%
[29.0%] [25.2%] [12.5%]
Increase [%] 0.0% 27.1% 35.4% 6.5%
[12.8%] [3.7%] [-37.5%]

The total expenditure incurred on the Miscellaneous education sector development schemes
increased [by 35.4%] from Rs 40.536 million [20.0% of total] in FY 2012-13 to Rs 54.891 million
[12.5% of total] in FY 2013-14; and the budget utilisation rate of these initiatives [by 6.5%] from
46.1% in the former to 49.1% in the latter.

64
4.3.5 Comparison of Education Schemes in ADP 2012-13 and ADP 2013-14
by Share of Boys and Girls
Of the total budget allocated to the 70 education schemes in the ADP 2012-13 [Rs 361.928 million],
59.2% [Rs 214.371 million] has been charged to boys and 40.8% [Rs 147.557 million] to girls (Table
4.73). Compared with this, of the budget allocated to the 62 education schemes in the ADP 2013-14
[Rs 442.882 million], 63.8% [Rs 282.451 million] has been charged to boys and only 36.2% [Rs
160.431 million] to girls.

Table 4.73: Education Schemes in ADP 2012-13 and ADP 2013-14 by Share of
Boys and Girls
ADP/Fiscal Year Budget Allocation Expenditure in FY
Boys Girls Boys Girls
[% charged] [% charged] [% charged/budget [% charged/budget
utilisation rate] utilisation rate]
2012-13 Rs 214.371 million Rs 147.557 million Rs 121.556 million Rs 81.465 million
[59.2%] [40.8%] [59.9%/56.7%] [40.1%/55.2%]
2013-14 Rs 282.451 million Rs 160.431 million Rs 331.457 million Rs 107.030 million
[63.8%] [36.2%] [75.6%/117.4%] [24.4%/66.7%]
Increase [%] 31.8% 8.7% 172.7% 31.4%
[7.8%] [-11.3%] [26.2%/107.1%] [-39.2%/20.8%]

Of the total expenditure incurred on the 70 education sector development schemes in FY 2012-13
[Rs 203.021 million], 59.9% [Rs 121.556 million] has been charged to boys and 40.1% [Rs 81.465
million] to girls. In comparison, of the total expenditure incurred on the 62 education sector
development schemes in FY 2013-14 [Rs 438.487 million], 75.6% [Rs 331.457 million] has been
charged to boys and 24.4% [Rs 107.030 million] to girls. The budget utilisation rate of the
allocation made to boys increased [by 107.1%] from 56.7% in FY 2012-13 to 117.4% in FY 2013-14.
Similarly, the budget utilisation rate of the allocation made to girls increased [by 20.8%] from
55.2% in FY 2012-13 to 66.7% in FY 2013-14.

4.4 Salient Education Schemes in ADP 2012-13 and

ADP 2013-14
The following 38 salient education schemes, which were included in both the ADP 2012-13 and
ADP 2013-14, have been selected for detailed analysis (Appendix 3); analysing the rest [32 out of
70 in the former and 24 out of 62 in the latter] was not possible because of a variety of reasons
(Appendix 4):

4.4.1 Gilgit-Baltistan Level Education Sector Schemes

4.4.1.1 Construction of Cadet College Skardu (Phase-II) [Revised]
Date of approval: 24‐09‐2009
Approved cost: Rs 198.208 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 175.380 million

65
Allocation in ADP 2012-13: Rs 22.828 million
Expenditure in FY 2012-13: Rs 7.000 million
Budget utilisation rate: 30.7%
Expenditure until 30-06-13: Rs 182.380 million
Allocation in ADP 2013-14: Rs 5.118 million
Expenditure in FY 2013-14: Rs 9.750 million
Budget utilisation rate: 190.5%
Expenditure until 30-06-14: Rs 192.130 million
Total remaining budget: Rs 6.078 million
Allocation in ADP 2014-15: Rs 6.078 million
With an approved cost of Rs 198.208 million, this gender specific initiative for ‘boys’ was the
fourth biggest education scheme in both the ADP 2012-13 and ADP 2013-14. Classified as
‘targeted’ in the ADP 2012-13, the initiative could not be completed because of underutilisation
[30.7%] of the budget allocation [Rs 22.828 million], which was the second highest for an
education scheme in the fiscal year.
Interestingly, after being labelled as ‘targeted’ in the ADP 2012-13, the scheme was classified as
‘ongoing’ in the ADP 2013-14 and allocated only Rs 5.118 million of the total remaining budget [Rs
15.828 million]; however, the expenditure in the fiscal year [Rs 9.750 million] peaked to almost
double [190.5%] the budget allocation. Classified as ‘targeted’ in the ADP 2014-15, the scheme has
accordingly been allocated the total remaining budget [Rs 6.078 million].

4.4.1.2 Construction of Boys Degree College Minawar, Gilgit

Date of approval: 10‐05‐2005
Approved cost: Rs 50.000 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 46.460 million
Allocation in ADP 2012-13: Rs 3.540 million
Expenditure in FY 2012-13: Rs 2.486 million
Budget utilisation rate: 70.2%
Expenditure until 30-06-13: Rs 48.946 million
Allocation in ADP 2013-14: Rs 1.054 million
Expenditure in FY 2013-14: Rs 0.548 million
Budget utilisation rate: 52.0%
Expenditure until 30-06-14: Rs 49.494 million
Total remaining budget: Rs 0.506 million
Allocation in ADP 2014-15: Rs 0.506 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by three years because of
underutilisation of the budget allocation, of which 69.8% was spent in FY 2011-12, 70.2% in FY
2012-13 and 52.0% in FY 2013-14. Differences among different sectarian communities over the
selection of the site for the scheme is the major reason for the underutilisation of the budget
allocation and for rendering the project controversial. In the ADP 2014-15, the scheme has once

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again been classified as ‘targeted’ and accordingly allocated the meagre total remaining budget [Rs
0.506 million].

4.4.1.3 Scholarships for Professional Colleges (Engineering and Medical)

Date of approval: 26‐12‐2005
Approved cost: Rs 60.000 million
Category [Level of education]: Gender Specific (Boys/Girls) [Higher Secondary]
Expenditure until 30-06-12: Rs 14.760 million
Allocation in ADP 2012-13: Rs 12.957 million
Expenditure in FY 2012-13: Rs 9.840 million
Budget utilisation rate: 75.9%
Expenditure until 30-06-13: Rs 24.600 million
Allocation in ADP 2013-14: Rs 15.000 million
Expenditure in FY 2013-14: Rs 7.500 million
Budget utilisation rate: 50.0%
Expenditure until 30-06-14: Rs 32.100 million
Total remaining budget: Rs 27.900 million
Allocation in ADP 2014-15: Rs 15.000 million
Expenditure beyond FY 2014-15: Rs 12.900 million

Under this ‘ongoing’ scheme, financial scholarships are awarded to those students of Gilgit-
Baltistan who have got admission in a public or private sector educational institution recognised
by the Pakistan Medical and Dental Council/Pakistan Engineering Council/Higher Education
Commission. It deserves a mention here that Gilgit-Baltistan neither has a professional college
(engineering and medical) nor are the students of the province allowed to seek admission in such
an educational institution in other parts of the country on open merit; they can only apply on the
46 seats reserved for them in the selected engineering universities and 74 seats in the selected
medical/dental colleges of AJK, Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh.
The gender specific scheme for ‘boys/girls’ benefits students of both sexes who meet the criteria.
However, in the analysis, 62.5% of the budget has been charged to boys and 37.5% to girls, in line
with their ratio in the seats reserved for the students of Gilgit-Baltistan in the professional colleges
(engineering and medical): 45 of the 46 seats in the engineering universities are reserved for boys
and 1 for girls; while, 30 of the 74 seats in the medical/dental colleges are reserved for boys and 44
for girls.
Similarly, 20 of the 46 seats in the engineering universities are filled on the basis of open merit [all
for boys] and 26 on the basis of district quota [25 for boys; 1 for girls]; while, 37 each of the 74
seats in the medical/dental colleges are filled on the bases of open merit [15 for boys; 22 for girls]
and district quota [15 for boys; 22 for girls].
The scheme has been marred by underutilisation of the budget allocation, of which 49.2% was
spent in FY 2011-12, 75.9% in FY 2012-13 and 50.0% in FY 2013-14. In the ADP 2014-15, the
scheme has once again been classified as ‘ongoing’ and allocated Rs 15.000 million of the total
remaining budget [Rs 27.900 million].

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4.4.1.4 Establishment of Federal Government Boys and Girls High School Juglote,
Gilgit
Date of approval: 28‐08‐2006
Approved cost: Rs 10.000 million
Category [Level of education]: Gender Specific (Boys/Girls) [Secondary]
Expenditure until 30-06-12: Rs 4.420 million
Allocation in ADP 2012-13: Rs 5.580 million
Expenditure in FY 2012-13: Rs 0.012 million
Budget utilisation rate: 0.2%
Expenditure until 30-06-13: Rs 4.432 million
Allocation in ADP 2013-14: Rs 5.568 million
Expenditure in FY 2013-14: Rs 2.216 million
Budget utilisation rate: 39.8%
Expenditure until 30-06-14: Rs 6.648 million
Total remaining budget: Rs 3.352 million
Allocation in ADP 2014-15: Rs 3.352 million
This ‘targeted’ gender specific scheme for ‘boys/girls’ has already been delayed by three years
because of underutilisation of the budget allocation, of which only 1.2% was spent in FY 2011-12,
0.2% in FY 2012-13 and 39.8% in FY 2013-14. According to a senior official of the Department of
Education, the failure to acquire land for the construction in the inordinate delay. He further
informed that now instead of establishing Federal Government Boys and Girls High Schools
Juglote, the Girls Middle School Juglote would be upgraded to high school under the scheme;
however, since the ADP 2014-15 does not mention this change, the scheme has not been
categorised as gender sensitive. In the ADP 2014-15, the scheme has once again been classified as
‘targeted’ and accordingly allocated the total remaining budget [Rs 3.352 million].

4.4.1.5 Establishment of Northern Education Assessment Centre at Gilgit

Date of approval: 05‐07‐2007
Approved cost: Rs 20.500 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 12.580 million
Allocation in ADP 2012-13: Rs 7.920 million
Expenditure in FY 2012-13: Rs 4.168 million
Budget utilisation rate: 52.6%
Expenditure until 30-06-13: Rs 16.748 million
Allocation in ADP 2013-14: Rs 3.752 million
Expenditure in FY 2013-14: Rs 1.976 million
Budget utilisation rate: 52.7%
Expenditure until 30-06-14: Rs 18.724 million
Total remaining budget: Rs 1.776 million
Allocation in ADP 2014-15: Rs 1.776 million

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This ‘targeted’ scheme has already been delayed by two years because of underutilisation of the
budget allocation, of which 52.6% was spent in FY 2012-13 and 52.7% in FY 2013-14. The scheme
has been categorised as gender neutral since it aims at promoting quality learning among children
irrespective of their sex. Its objectives are to inform policy, monitor standards, identify correlates
of achievement, direct the efforts of teachers and raise the achievements of students. In the ADP
2014-15, the scheme has once again been classified as ‘targeted’ and accordingly allocated the total
remaining budget [Rs 1.776 million].

4.4.1.6 Provision of Missing Facilities in Federal Government High Schools of

Northern Areas
Date of approval: 24‐09‐2009
Approved cost: Rs 150.000 million
Category [Level of education]: Gender Specific (Boys/Girls) [Secondary]
Expenditure until 30-06-12: Rs 68.590 million
Allocation in ADP 2012-13: Rs 28.000 million
Expenditure in FY 2012-13: Rs 22.000 million
Budget utilisation rate: 78.6%
Expenditure until 30-06-13: Rs 90.590 million
Allocation in ADP 2013-14: Rs 20.000 million
Expenditure in FY 2013-14: Rs 54.000 million
Budget utilisation rate: 270.0%
Expenditure until 30-06-14: Rs 144.590 million
Total remaining budget: Rs 5.410 million
Allocation in ADP 2014-15: Rs 5.410 million
This ‘ongoing’ scheme has been categorised as gender specific since it caters to educational
institutions for both boys and girls; however, in the analysis, 40.0% of the budget has been
charged to boys and 60.0% to girls since priority is given to schools for the latter. The budget
allocation for the initiative [Rs 28.000 million] was the highest for an education scheme in the
ADP 2012-13; while the expenditure incurred on it [Rs 22.000 million; 78.6% of budget allocation]
was the second highest on an education sector development scheme in the fiscal year.
Similarly, the budget allocation for the initiative [Rs 20.000 million] was the joint third highest for
an education scheme in the ADP 2013-14; while the expenditure incurred on it [Rs 54.000 million;
270.0% of budget allocation] was the second highest on an education sector development scheme
in the fiscal year. The overutilisation of the budget allocated to the scheme in the ADP 2013-14
owes to the pressure exerted by MLAs for the provision of missing facilities in the schools located
in their respective constituencies. Classified as ‘targeted’ in the ADP 2014-15, the scheme has
accordingly been allocated the total remaining budget [Rs 5.410 million].

4.4.1.7 Construction of Provincial Headquarters Boy Scouts Training Centre/

Northern Areas Boy Scouts Association
Date of approval: 09‐02‐2009
Approved cost: Rs 39.000 million

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Category [Level of education]: Gender Specific (Boys) [Miscellaneous]
Expenditure until 30-06-12: Rs 0.980 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 1.508 million
Budget utilisation rate: 15.1%
Expenditure until 30-06-13: Rs 2.488 million
Allocation in ADP 2013-14: Rs 14.999 million
Expenditure in FY 2013-14: Rs 0.129 million
Budget utilisation rate: 0.9%
Expenditure until 30-06-14: Rs 2.617 million
Total remaining budget: Rs 36.383 million
Allocation in ADP 2014-15: Rs 10.000 million
Expenditure beyond FY 2014-15: Rs 26.383 million
This ‘ongoing’ gender specific scheme for ‘boys’ has been marred by underutilisation of the budget
allocation, of which only 6.9% was spent in FY 2011-12, 15.1% in FY 2012-13 and 0.9% in FY 2013-
14. In the ADP 2014-15, the scheme has once again been classified as ‘ongoing’ and allocated only
Rs 10.000 million of the total remaining budget [Rs 36.383 million]. Considering the slow budget
utilisation rate of the scheme in the previous three fiscal years, one wonders why the budget
allocation in the ADP 2014-15 is even lower than that in the ADP 2013-14 [Rs 14.999 million].

4.4.1.8 Strengthening of Federal Government College of Education Jutial, Gilgit

Date of approval: 26‐10‐2010
Approved cost: Rs 62.500 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 3.290 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 0.794 million
Budget utilisation rate: 7.9%
Expenditure until 30-06-13: Rs 4.084 million
Allocation in ADP 2013-14: Rs 10.000 million
Expenditure in FY 2013-14: Rs 15.604 million
Budget utilisation rate: 156.0%
Expenditure until 30-06-14: Rs 19.688 million
Total remaining budget: Rs 42.812 million
Allocation in ADP 2014-15: Rs 20.000 million
Expenditure beyond FY 2014-15: Rs 22.812 million
This ‘ongoing’ scheme has been categorised as gender neutral since it will cater to the needs of
both pre-service and in-service teachers irrespective of their sex. The budget utilisation rate of the
scheme picked up from only 7.9% in FY 2012-13 to 156.0% in FY 2013-14. In the ADP 2014-15, the
scheme has once again been classified as ‘ongoing’ and allocated Rs 20.000 million of the total
remaining budget [Rs 42.812 million].

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4.4.1.9 Provision of IT/Internet/GPS Education Facilities in High Schools
Date of approval: 12‐05‐2010
Approved cost: Rs 20.000 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 7.270 million
Allocation in ADP 2012-13: Rs 12.730 million
Expenditure in FY 2012-13: Rs 4.926 million
Budget utilisation rate: 38.7%
Expenditure until 30-06-13: Rs 12.196 million
Allocation in ADP 2013-14: Rs 7.804 million
Expenditure in FY 2013-14: Rs 1.000 million
Budget utilisation rate: 12.8%
Expenditure until 30-06-14: Rs 13.196 million
Total remaining budget: Rs 6.804 million
Allocation in ADP 2014-15: Rs 6.804 million
This ‘targeted’ scheme has already been delayed by two years because of underutilisation of the
budget allocation, of which only 38.7% was spent in FY 2012-13 and 12.8% in FY 2013-14. The
scheme has been categorised as gender neutral since the Education Management Information
System (EMIS) being financed from its budget supports the Department of Education, benefitting
students, teachers, education planners and policymakers irrespective of their sex.
Though not reflected by the name of the scheme, the main objective of the EMIS is to collect data
from the educational institutions in the province; and provide precise and timely information to
the policymakers, elected representatives, researchers, donors and educationists. In the ADP
2014-15, the scheme has once again been classified as ‘targeted’ and accordingly allocated the total
remaining budget [Rs 6.804 million].

4.4.1.10 Provision of Furniture in Elementary and Secondary Institutions of GB

Date of approval: 30‐11‐2011
Approved cost: Rs 195.000 million
Category: Gender Neutral [Primary]
Expenditure until 30-06-12: Rs 100.000 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 25.202 million
Budget utilisation rate: 252.0%
Expenditure until 30-06-13: Rs 125.202 million
Allocation in ADP 2013-14: Rs 20.000 million
Expenditure in FY 2013-14: Rs 20.000 million
Budget utilisation rate: 100.0%
Expenditure until 30-06-14: Rs 145.202 million
Total remaining budget: Rs 49.798 million
Allocation in ADP 2014-15: Rs 30.000 million

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Expenditure beyond FY 2014-15: Rs 19.798 million
With an approved cost of Rs 195.000 million, this ‘ongoing’ initiative was the joint fifth biggest
education scheme in the ADP 2012-13 and the fifth biggest in the ADP 2013-14. The scheme has
been categorised as gender neutral since it targets schools irrespective of the sex of the students,
based purely on the severity of need determined by field officers of the Department of Education.
The expenditure incurred on the initiative [Rs 25.202 million; 252.0% of budget allocation] was
the highest on an education sector development scheme in FY 2012-13. Also, the budget allocation
for the initiative [Rs 20.000 million] was the joint third highest for an education scheme in the
ADP 2013-14; while the expenditure incurred on it [Rs 20.000 million; 100.0% of budget
allocation] was the fifth highest on an education sector development scheme in the fiscal year. In
the ADP 2014-15, the scheme has once again been classified as ‘ongoing’ and allocated Rs 30.000
million of the total remaining budget [Rs 49.798 million].

4.4.1.11 Establishment of Cadet College Chilas, Diamer

Approved cost: Rs 410.000 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 3.850 million
Allocation in ADP 2012-13: Rs 5.000 million
Expenditure in FY 2012-13: Rs 5.000 million
Budget utilisation rate: 100.0%
Expenditure until 30-06-13: Rs 8.850 million
Allocation in ADP 2013-14: Rs 15.000 million
Expenditure in FY 2013-14: Rs 33.873 million
Budget utilisation rate: 225.8%
Expenditure until 30-06-14: Rs 42.723 million
Total remaining budget: Rs 367.277 million
Allocation in ADP 2014-15: Rs 67.896 million
Expenditure beyond FY 2014-15: Rs 299.381 million
With an approved cost of Rs 410.000 million, this ‘ongoing’ gender specific initiative for ‘boys’ was
the biggest education scheme in both the ADP 2012-13 and ADP 2013-14; while the expenditure
incurred on it [Rs 33.873 million; 225.8% of budget allocation] was the fourth highest on an
education sector development scheme in FY 2013-14. In the ADP 2014-15, the scheme has once
again been classified as ‘ongoing’ and allocated Rs 67.896 million of the total remaining budget
[Rs 367.277 million].

4.4.1.12 Establishment of Polytechnic Institute for Boys at Gilgit

Approved cost: Rs 200.000 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 41.170 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 20.000 million

72
Budget utilisation rate: Rs 200.0%
Expenditure until 30-06-13: Rs 61.170 million
Allocation in ADP 2013-14: Rs 35.000 million
Expenditure in FY 2013-14: Rs 35.000 million
Budget utilisation rate: Rs 100.0%
Expenditure until 30-06-14: Rs 96.170 million
Total remaining budget: Rs 103.830 million
Allocation in ADP 2014-15: Rs 30.000 million
Expenditure beyond FY 2014-15: Rs 73.830 million
With an approved cost of Rs 200.000 million, this ‘ongoing’ gender specific initiative for ‘boys’
was the third biggest education scheme in both the ADP 2012-13 and ADP 2013-14. Also, the
expenditure incurred on the initiative in FY 2012-13 [Rs 20.000 million; 200.0% of budget
allocation] and FY 2013-14 [Rs 35.000 million; 100.0% of budget allocation] was the third highest
on an education sector development sector scheme in both the fiscal years. Moreover, the budget
allocation for the initiative in the ADP 2013-14 [Rs 35.000 million] was the highest for an
education scheme in the fiscal year. In the ADP 2014-15, the scheme has once again been classified
as ‘ongoing’ and allocated Rs 30.000 million of the total remaining budget [Rs 103.830 million].

4.4.1.13 Construction of Special Education Centre at Gilgit (Devolved)

Approved cost: Rs 53.312 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 47.100 million
Allocation in ADP 2012-13: Rs 6.212 million
Expenditure in FY 2012-13: Rs 2.500 million
Budget utilisation rate: 40.2%
Expenditure until 30-06-13: Rs 49.600 million
Allocation in ADP 2013-14: Rs 3.712 million
Expenditure in FY 2013-14: Rs 1.300 million
Budget utilisation rate: 35.0%
Expenditure until 30-06-14: Rs 50.900 million
Total remaining budget: Rs 2.412 million
Allocation in ADP 2014-15: Rs 2.412 million
This ‘targeted’ scheme has been categorised as gender neutral since it benefits the disabled
children irrespective of their sex. The scheme has already been delayed by two years because of
underutilisation of the budget allocation, of which 40.2% was spent in FY 2012-13 and 35.0% in FY
2013-14. In the ADP 2014-15, the scheme has once again been classified as ‘targeted’ and
accordingly allocated the total remaining budget [Rs 2.412 million].

4.4.1.14 Construction of Special Education Centre at Skardu (Devolved)

Date of approval: 10-09-2009
Approved cost: Rs 43.200 million
Category [Level of education]: Gender Neutral [Miscellaneous]

73
Expenditure until 30-06-12: Rs 10.552 million
Allocation in ADP 2012-13: Rs 5.000 million
Expenditure in FY 2012-13: Rs 15.000 million
Budget utilisation rate: 300.0%
Expenditure until 30-06-13: Rs 25.552 million
Allocation in ADP 2013-14: Rs 10.000 million
Expenditure in FY 2013-14: Rs 17.648 million
Budget utilisation rate: Rs 176.5%
Expenditure until 30-06-14: Rs 43.200 million
Total remaining budget: Rs 0.000 million
Allocation in ADP 2014-15: Rs 0.001 million
This ‘ongoing’ scheme has been categorised as gender neutral since it benefits the disabled
children irrespective of their sex. It was the only scheme of the 70 education initiatives in the ADP
2012-13 and 62 in the ADP 2013-14 on which the expenditure exceeded the allocation in both the
fiscal years [budget utilisation rate was 300.0% in FY 2012-13 and 176.5% in FY 2013-14].
Moreover, the expenditure incurred on the initiative [Rs 15.000 million] was the fourth highest on
an education sector scheme in FY 2012-13. The total budget of the scheme (Rs 43.200 million) has
already been spent, but it has still been included in the ADP 2014-15 as a ‘targeted’ initiative and
allocated a token budget (Rs 0.001 million).

4.4.1.15 Construction of Cadet College Skardu (Phase-III)

Date of approval: 29‐06‐2013
Approved cost: Rs 296.792 million [Rs 195.000 million as per ADP 2012-13
and Rs 295.792 million as per ADP 2013-14]
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 0.000 million
Allocation in ADP 2012-13: Rs 1.000 million
Expenditure in FY 2012-13: Rs 0.000 million
Budget utilisation rate: 0.0%
Expenditure until 30-06-13: Rs 0.000 million
Allocation in ADP 2013-14: Rs 5.000 million
Expenditure in FY 2013-14: Rs 156.250 million
Budget utilisation rate: 3125.0%
Expenditure until 30-06-14: Rs 156.250 million
Total remaining budget: Rs 140.542 million
Allocation in ADP 2014-15: Rs 103.290 million
Expenditure beyond FY 2014-15: Rs 37.252 million
With an approved cost of Rs 296.792 million, this gender specific initiative for ‘boys’ was the joint
fifth biggest education scheme in the ADP 2012-13 and the second biggest in the ADP 2013-14. The
scheme’s approved cost was revised upwards from Rs 195.000 million in the ADP 2012-13 to Rs
295.792 million in the ADP 2013-14 and Rs 296.792 million in the ADP 2014-15.

74
In the ADP 2012-13, only Rs 1.000 million were allocated to the ‘new’ scheme but no expenditure
was incurred in the fiscal year. The trend drastically changed in FY 2013-14 when the expenditure
incurred on the ‘ongoing’ initiative reached Rs 156.250 million [3125.0% of budget allocation], by
far the highest on an education sector development scheme in the fiscal year.
The extraordinary overutilisation of the budget allocated to the scheme in the ADP 2013-14 can be
best explained by the payment of land compensation [Rs 148.000 million] for the construction of
Cadet College Skardu (Phase-III) in a single instalment according to a new policy of the
Department of Planning and Development. In the ADP 2014-15, the scheme has once again been
classified as ‘ongoing’ and allocated Rs 103.290 million of the total remaining budget [Rs 140.542
million].

4.4.1.16 Construction of Benazir Memorial Hall at Public School and College

Jutial, Gilgit
Date of approval: 17‐06‐2010
Approved cost: Rs 13.500 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 0.000 million
Allocation in ADP 2012-13: Rs 1.000 million
Expenditure in FY 2012-13: Rs 0.000 million
Budget utilisation rate: 0.0%
Expenditure until 30-06-13: Rs 0.000 million
Allocation in ADP 2013-14: Rs 2.000 million
Expenditure in FY 2013-14: Rs 4.000 million
Budget utilisation rate: 200.0%
Expenditure until 30-06-14: Rs 4.000 million
Total remaining budget: Rs 9.500 million
Allocation in ADP 2014-15: Rs 9.500 million
Allocation in ADP 2014-15: Rs 9.500 million

This scheme has been categorised as gender neutral since it will facilitate the students and
teachers of the school irrespective of their sex. In the ADP 2012-13, only Rs 1.000 million were
allocated to the ‘new’ scheme but no expenditure was incurred in the fiscal year.
The trend changed in FY 2013-14 when the expenditure incurred on the ‘ongoing’ scheme reached
Rs 4.000 million [200.0% of budget allocation]. Interestingly, the scheme has been classified as
‘ongoing’ in the ADP 2014-15 despite the allocation of the total remaining budget [Rs 9.500
million].

4.4.2 District Gilgit Education Sector Schemes

4.4.2.1 Up-gradation of Girls High School Kashrote to Higher Secondary School
Date of approval: 23‐04‐2007
Approved cost: Rs 25.000 million
Category [Level of education]: Gender Sensitive [Higher Secondary]

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Expenditure until 30-06-12: Rs 18.850 million
Allocation in ADP 2012-13: Rs 6.150 million
Expenditure in FY 2012-13: Rs 1.639 million
Budget utilisation rate: 26.7%
Expenditure until 30-06-13: Rs 20.489 million
Allocation in ADP 2013-14: Rs 4.511 million
Expenditure in FY 2013-14: Rs 3.618 million
Budget utilisation rate: 80.2%
Expenditure until 30-06-14: Rs 24.107 million
Total remaining budget: Rs 0.893 million
Allocation in ADP 2014-15: Rs 0.893 million
This ‘targeted’ scheme has already been delayed by three years because of underutilisation of the
budget allocation, of which 41.4% was spent in FY 2011-12, 26.7% in FY 2012-13 and 80.2% in FY
2013-14. The scheme has been labelled as gender sensitive since Kashrote lacks such an
educational facility. In the ADP 2014-15, the scheme has once again been classified as ‘targeted’
and accordingly allocated the total remaining budget [Rs 0.893 million].

4.4.2.2 Up-gradation of Girls Middle School Jutial to High School

Date of approval: 05‐07‐2007
Approved cost: Rs 7.000 million
Category [Level of education]: Gender Sensitive [Secondary]
Expenditure until 30-06-12: Rs 4.510 million
Allocation in ADP 2012-13: Rs 2.490 million
Expenditure in FY 2012-13: Rs 1.845 million
Budget utilisation rate: 74.1%
Expenditure until 30-06-13: Rs 6.355 million
Allocation in ADP 2013-14: Rs 0.645 million
Expenditure in FY 2013-14: Rs 0.645 million
Budget utilisation rate: 100.0% (Completed)
This initiative was among the seven ‘targeted’ education schemes in the ADP 2013-14 [out of 28]
that were completed in the fiscal year with full utilisation of the budget allocation [Rs 0.645
million]. It is also among the five schemes [out of 35] in the detailed analysis that have already
been completed, thus not included in the ADP 2014-15.
However, the scheme had already been delayed by two years because of underutilisation of the
budget allocation, of which 4.3% was spent in FY 2011-12 and 74.1% in FY 2012-13. The scheme
has been categorised as gender sensitive since Jutial lacks such an educational facility.

4.4.2.3 Up-gradation of Schools (ad hoc) in Gilgit

Date of approval: 07‐07‐2007
Approved cost: Rs 95.000 million
Category [Level of education]: Gender Neutral [Secondary]

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Expenditure until 30-06-12: Rs 88.260 million
Allocation in ADP 2012-13: Rs 6.740 million
Expenditure in FY 2012-13: Rs 6.733 million
Budget utilisation rate: 99.9%
Expenditure until 30-06-13: Rs 94.993 million
Allocation in ADP 2013-14: Rs 0.007 million
Expenditure in FY 2013-14: Rs 0.896 million
Budget utilisation rate: 12.800%
Expenditure until 30-06-14: Rs 95.889 million
Total remaining budget: -Rs 0.889 million
Allocation in ADP 2014-15: Rs 0.001 million
This ‘targeted’ scheme has been categorised as gender neutral since it caters to educational
institutions irrespective of whether they are for boys or girls, based purely on the severity of need
determined by field officers of the Department of Education. The budget of the scheme (Rs 95.000
million) has already been exceeded by Rs 0.889 million, but it has still been included in the ADP
2014-15 as a ‘targeted’ initiative and allocated a token budget (Rs 0.001 million) since there are
plans to continue it in the coming years after revision of the budget.

4.4.2.4 Reconstruction of Boys High School Juglote Sai (Revised)

Date of approval: 15‐01‐2013 [revised]/14-12-2009 [original]
Approved cost: Rs 23.715 million [Rs 10.000 million as per ADP 2012-13]
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 8.390 million
Allocation in ADP 2012-13: Rs 1.610 million
Expenditure in FY 2012-13: Rs 6.728 million
Budget utilisation rate: 417.9%
Expenditure until 30-06-13: Rs 15.118 million
Allocation in ADP 2013-14: Rs 8.597 million
Expenditure in FY 2013-14: Rs 8.597 million
Budget utilisation rate: 100.0% (Completed)
This gender specific initiative for ‘boys’ was among the seven ‘targeted’ education schemes in the
ADP 2013-14 [out of 28] that were completed in the fiscal year with full utilisation of the budget
allocation [Rs 8.597 million]. It is also among the five schemes [out of 35] in the detailed analysis
that have already been completed, thus not included in the ADP 2014-15. However, the scheme
had already been delayed by two years because of: (a) underutilisation [82.1%] of the budget
allocation in the ADP 2011-12 [Rs 9.000 million]; and (b) the upwards revision of the approved
cost from the original Rs 10.000 million to Rs 23.715 million in the ADP 2013-14.

4.4.3 District Diamer Education Sector Schemes

4.4.3.1 Construction of Boys Inter College Tangir (Revised)
Date of approval: 15‐01‐2013 [revised]/16-10-2002 [original]

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Approved cost: Rs 54.820 million [Rs 32.000 million as per ADP 2012-13]
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 32.640 million
Allocation in ADP 2012-13: Rs 0.001 million
Expenditure in FY 2012-13: Rs 6.000 million
Budget utilisation rate: 600000.0%
Expenditure until 30-06-13: Rs 38.640 million
Allocation in ADP 2013-14: Rs 16.180 million
Expenditure in FY 2013-14: Rs 10.905 million
Budget utilisation rate: 67.4%
Expenditure until 30-06-14: Rs 49.545 million
Total remaining budget: Rs 5.275 million
Allocation in ADP 2014-15: Rs 5.275 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by three years because:
(a) the approved cost was revised upwards from the original Rs 32.000 million to Rs 54.820
million in the ADP 2013-14; and (b) underutilisation of the budget allocation, of which 27.2% was
spent in FY 2011-12 and 67.4% in FY 2013-14. The ADP 2012-13 reported that the expenditure
incurred until 30-06-2012 amounted to Rs 32.640 million, implying that the budget had already
been exceeded by Rs 0.640 million; and made a token allocation [Rs 0.001 million].
After upwards revision of the approved cost of the scheme to Rs 54.820 million, the ADP 2013-14
reported that the expenditure until 30-06-2013 was Rs 38.640 million, implying that Rs 6.000
million had been spent against the budget allocation of Rs 0.001 million in FY 2012-13; and
allocated the total remaining budget [Rs 16.180 million], also making it the fifth highest allocation
for an education scheme in the fiscal year. In the ADP 2014-15, the scheme has once again been
classified as ‘targeted’ and accordingly allocated the total remaining budget [Rs 5.275 million].

4.4.3.2 Construction of Girls Inter College Chilas (Revised)

Date of approval: 12‐05‐2010
Approved cost: Rs 46.600 million
Category [Level of education]: Gender Sensitive [Higher Secondary]
Expenditure until 30-06-12: Rs 20.930 million
Allocation in ADP 2012-13: Rs 12.000 million
Expenditure in FY 2012-13: Rs 0.600 million
Budget utilisation rate: 5.0%
Expenditure until 30-06-13: Rs 21.530 million
Allocation in ADP 2013-14: Rs 10.000 million
Expenditure in FY 2013-14: Rs 10.000 million
Budget utilisation rate: 100.0%
Expenditure until 30-06-14: Rs 31.530 million
Total remaining budget: Rs 15.070 million
Allocation in ADP 2014-15: Rs 15.070 million

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This ‘ongoing’ scheme has been categorised as gender sensitive since Diamer, which has the lowest
female literacy rate among the seven districts in Gilgit-Baltistan, lacks such an educational facility
and the local girls have to shit to either Gilgit or Hunza-Nagar to seek higher secondary education.
The scheme has been marred by underutilisation of the budget allocation, of which only 10.3% was
spent in FY 2011-12 and 5.0% in FY 2012-13. The scheme has been classified as ‘targeted’ in the
ADP 2014-15 and allocated the total remaining budget [Rs 15.070 million].

4.4.3.3 Up-gradation of Boys Middle Schools Hudur, Sair Dass Khinner,

Sari Thore and Shaheen Village to High Schools (Chilas)
Date of approval: 28‐08‐2006
Approved cost: Rs 20.000 million
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 13.530 million
Allocation in ADP 2012-13: Rs 6.470 million
Expenditure in FY 2012-13: Rs 0.500 million
Budget utilisation rate: 7.7%
Expenditure until 30-06-13: Rs 14.030 million
Allocation in ADP 2013-14: Rs 5.970 million
Expenditure in FY 2013-14: Rs 5.176 million
Budget utilisation rate: 86.7%
Expenditure until 30-06-14: Rs 19.206 million
Total remaining budget: Rs 0.794 million
Allocation in ADP 2014-15: Rs 0.794 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by two years because of
underutilisation of the budget allocation, of which only 7.7% was spent in FY 2012-13 and 86.7% in
FY 2013-14 [22.9% in FY 2011-12 when it was classified as ‘ongoing’]. In the ADP 2014-15, the
scheme has once again been classified as ‘targeted’ and accordingly allocated the total remaining
budget [Rs 0.794 million].

4.4.3.4 Construction of Residential Accommodation Including Boundary Walls

for Education Department at Darel and Khanbary
Date of approval: 25‐06‐2007
Approved cost: Rs 7.000 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 5.320 million
Allocation in ADP 2012-13: Rs 1.680 million
Expenditure in FY 2012-13: Rs 0.800 million
Budget utilisation rate: 47.6%
Expenditure until 30-06-13: Rs 6.120 million
Allocation in ADP 2013-14: Rs 0.880 million
Expenditure in FY 2013-14: Rs 0.880 million
Budget utilisation rate: 100.0% (Completed)

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This initiative was among the seven ‘targeted’ education schemes in the ADP 2013-14 [out of 28]
that were completed in the fiscal year with full utilisation of the budget allocation [Rs 0.880
million]. It is also among the five schemes [out of 35] in the detailed analysis that have already
been completed, thus not included in the ADP 2014-15. However, the scheme had already been
delayed by two years because of underutilisation of the budget allocation, of which only 32.3% was
spent in FY 2011-12 and 47.6% in FY 2012-13.
The scheme has been categorised as gender neutral since it will facilitate staff of the Department
of Education irrespective of their sex. It deserves a mention that the environment is currently not
conducive to the working of women in District Diamer because of various cultural, social and
religious constraints, thus initially only the male staff would benefit from the initiative.

4.4.3.5 Up-gradation of Schools (ad hoc) in Diamer

Date of approval: 25‐06‐2008
Approved cost: Rs 17.000 million
Category [Level of education]: Gender Neutral [Secondary]
Expenditure until 30-06-12: Rs 13.080 million
Allocation in ADP 2012-13: Rs 3.920 million
Expenditure in FY 2012-13: Rs 2.580 million
Budget utilisation rate: 65.8%
Expenditure until 30-06-13: Rs 15.660 million
Allocation in ADP 2013-14: Rs 1.340 million
Expenditure in FY 2013-14: Rs 0.300 million
Budget utilisation rate: 22.4%
Expenditure until 30-06-14: Rs 15.960 million
Total remaining budget: Rs 1.040 million
Allocation in ADP 2014-15: Rs 1.040 million
This ‘targeted’ scheme has been categorised as gender neutral since it caters to educational
institutions irrespective of whether they are for boys or girls, based purely on the severity of need.
The scheme has already been delayed by three years because of underutilisation of the budget
allocation, of which 33.6% was spent in FY 2011-12, 65.8% in FY 2012-13 and 22.4% in FY 2013-
14. In the ADP 2014-15, the scheme has once again been classified as ‘targeted’ and accordingly
allocated the total remaining budget [Rs 1.040 million].

4.4.3.6 Up-gradation of Boys High School Gumary Darel to Higher Secondary

School (Revised)
Date of approval: 14‐09‐2011
Approved cost: Rs 15.383 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 13.960 million
Allocation in ADP 2012-13: Rs 1.423 million
Expenditure in FY 2012-13: Rs 0.500 million
Budget utilisation rate: 35.1%

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Expenditure until 30-06-13: Rs 14.460 million
Allocation in ADP 2013-14: Rs 0.923 million
Expenditure in FY 2013-14: Rs 0.300 million
Budget utilisation rate: 32.5%
Expenditure until 30-06-14: Rs 14.760 million
Total remaining budget: Rs 0.623 million
Allocation in ADP 2014-15: Rs 0.623 million
This ‘targeted’ gender specific scheme for ‘boys’ scheme has already been delayed by three years
because: (a) the approved cost was revised upwards from Rs 11.500 million to Rs 15.383 million in
the ADP 2012-13; and (b) underutilisation of the budget allocation, of which only 35.1% was spent
in FY 2012-13 and 32.5% in FY 2013-14. In the ADP 2014-15, the scheme has once again been
classified as ‘targeted’ and allocated the total remaining budget [Rs 0.623 million].

4.4.3.7 Construction of Residential Accommodation for Public School Chilas

Date of approval: 22‐10‐2011
Approved cost: Rs 34.500 million
Category [Level of education]: Gender Neutral [Miscellaneous]
Expenditure until 30-06-12: Rs 6.950 million
Allocation in ADP 2012-13: Rs 13.000 million
Expenditure in FY 2012-13: Rs 0.712 million
Budget utilisation rate: 5.5%
Expenditure until 30-06-13: Rs 7.662 million
Allocation in ADP 2013-14: Rs 15.999 million
Expenditure in FY 2013-14: Rs 12.354 million
Budget utilisation rate: 77.2%
Expenditure until 30-06-14: Rs 20.016 million
Total remaining budget: Rs 14.484 million
Allocation in ADP 2014-15: Rs 14.484 million
This ‘ongoing’ scheme has been categorised as gender neutral since it will facilitate the teachers
and administrative staff of the school irrespective of their sex; however, it deserves a mention that
the environment is currently not conducive to the working of women in District Diamer because of
various cultural, social and religious constraints, thus initially only the male staff would benefit
from the initiative. The scheme has been marred by underutilisation of the budget allocation, of
which 1.1% was spent in FY 2011-12, 5.5% in FY 2012-13 and 77.2% in FY 2013-14. The budget
allocation for the initiative [Rs 13.000 million] was the fifth highest for an education scheme in the
ADP 2012-13. The scheme has been classified as ‘targeted’ in the ADP 2014-15 and accordingly
allocated the total remaining budget [Rs 14.484 million].

4.4.3.8 Construction of Boys Primary Schools Sheshi Band Galani Het Batogah,
Jamogah Thore and Chacho Khun Khinner (Chilas)
Date of approval: 30‐05‐2009
Approved cost: Rs 7.000 million [Rs 8.516 million as per ADP]

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Category [Level of education]: Gender Specific (Boys) [Primary]
Expenditure until 30-06-12: Rs 0.950 million
Allocation in ADP 2012-13: Rs 7.566 million
Expenditure in FY 2012-13: Rs 3.146 million
Budget utilisation rate: 41.6%
Expenditure until 30-06-13: Rs 4.096 million
Allocation in ADP 2013-14: Rs 4.420 million
Expenditure in FY 2013-14: Rs 2.806 million
Budget utilisation rate: 68.5%
Expenditure until 30-06-14: Rs 6.902 million
Total remaining budget: Rs 0.098 million
Allocation in ADP 2014-15: Rs 0.098 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by two years because of
underutilisation of the budget allocation, of which 41.4% was spent in FY 2012-13 and 68.5% in FY
2013-14 [8.9% in FY 2011-12 when it was classified as ‘ongoing]. Interestingly, in the ADP 2014-15,
the cost of the scheme has been revised downwards from the original Rs 8.455 million to Rs 7.000
million. It has once again been classified as ‘targeted’ and accordingly allocated the meagre total
remaining budget [Rs 0.098 million].

4.4.3.9 Up-gradation of Girls Primary School Gayal Darel to Middle School

Date of approval: 06-06-2012
Approved cost: Rs 5.000 million
Category [Level of education]: Gender Sensitive [Secondary]
Expenditure until 30-06-12: Rs 0.000 million
Allocation in ADP 2012-13: Rs 2.000 million
Expenditure in FY 2012-13: Rs 0.000 million
Budget utilisation rate: 0.0%
Expenditure until 30-06-13: Rs 0.000 million
Allocation in ADP 2013-14: Rs 5.000 million
Expenditure in FY 2013-14: Rs 2.923 million
Budget utilisation rate: 58.5%
Expenditure until 30-06-14: Rs 2.923 million
Total remaining budget: Rs 2.077 million
Allocation in ADP 2014-15: Rs 2.077 million
This scheme has already been delayed by one year because of underutilisation [58.5%] of the
budget allocation in the ADP 2013-14 [Rs 5.000 million]. The scheme was classified as ‘ongoing’ in
both the ADP 2011-12 and ADP 2012-13, but no expenditure was incurred in the two fiscal years.
The scheme has been categorised as gender sensitive since Gayal Darel lacks such an educational
facility and Diamer has the lowest female literacy rate among the seven districts in Gilgit-Baltistan.
In the ADP 2014-15, the scheme has once again been classified as ‘targeted’ and accordingly
allocated the total remaining budget [Rs 2.077 million].

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4.4.3.10 Construction of additional work for Federal Government Boys Degree
College Chilas (Phase-II)
Date of approval: 24-10-2009
Approved cost: Rs 64.642 million
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 4.310 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 5.000 million
Budget utilisation rate: 5.0%
Expenditure until 30-06-13: Rs 4.810 million
Allocation in ADP 2013-14: Rs 10.000 million
Expenditure in FY 2013-14: Rs 0.724 million
Budget utilisation rate: 7.2%
Expenditure until 30-06-14: Rs 5.534 million
Total remaining budget: Rs 59.108 million
Allocation in ADP 2014-15: Rs 8.000 million
Expenditure beyond FY 2014-15: Rs 51.108 million
This ‘ongoing’ gender specific scheme for ‘boys’ has been marred by underutilisation of the budget
allocation, of which only 1.1% was spent in FY 2011-12, 5.0% in FY 2012-13 and 7.2% in FY 2013-
14. In the ADP 2014-15, the scheme has once again been classified as ‘ongoing’ and allocated only
Rs 8.000 of the total remaining budget [Rs 59.108 million].

4.4.3.11 Establishment of Home Schools for Girls in Diamer

Date of approval: 17-06-2010
Approved cost: Rs 50.782 million
Category [Level of education]: Gender Sensitive [Primary]
Expenditure until 30-06-12: Rs 0.000 million
Allocation in ADP 2012-13: Rs 10.000 million
Expenditure in FY 2012-13: Rs 1.882 million
Budget utilisation rate: 18.8%
Expenditure until 30-06-13: Rs 1.882 million
Allocation in ADP 2013-14: Rs 10.000 million
Expenditure in FY 2013-14: Rs 10.000 million
Budget utilisation rate: 100.0%
Expenditure until 30-06-14: Rs 11.882 million
Total remaining budget: Rs 38.900 million
Allocation in ADP 2014-15: Rs 4.000 million
Expenditure beyond FY 2014-15: Rs 34.900 million
Under this ‘ongoing’ scheme, primary schools are opened in the houses of women and notables in
those areas of District Diamer, which has the lowest female literacy rate among the seven districts
in Gilgit-Baltistan, where sociocultural norms do not encourage girls’ education. More than 7,000

83
students, of which about 70% are girls and 30% boys, are currently enrolled in the home schools.
The scheme has been categorised as gender sensitive since Diamer has the lowest female literacy
rate among the seven districts in Gilgit-Baltistan.
The budget utilisation rate of the scheme picked up from 0.0% in FY 2011-12 to 18.8% in FY 2012-
13 and 100.0% in FY 2013-14. In the ADP 2014-15, the scheme has once again been classified as
‘ongoing’ and allocated Rs 4.000 million of the total remaining budget [Rs 38.900 million].
Interestingly, the budget allocation for the scheme in the ADP 2014-15 [Rs 4.000 million] is even
lower than that in both the ADP 2012-13 and ADP 2013-14 [Rs 10.000 million].

4.4.4 District Ghizer Education Sector Schemes

4.4.4.1 Construction of hostel for Girls Inter College Ghakuch and up-gradation
of Girls Middle School Sherqillah to High School
Date of approval: 28-08-2006
Approved cost: Rs 18.000 million
Category [Level of education]: Gender Sensitive [Higher Secondary]
Expenditure until 30-06-12: Rs 17.750 million
Allocation in ADP 2012-13: Rs 0.250 million
Expenditure in FY 2012-13: Rs 0.000 million
Budget utilisation rate: 0.0%
Expenditure until 30-06-13: Rs 17.750 million
Allocation in ADP 2013-14: Rs 0.250 million
Expenditure in FY 2013-14: Rs 0.100 million
Budget utilisation rate: 40.0%
Expenditure until 30-06-14: Rs 17.850 million
Total remaining budget: Rs 0.150 million
Allocation in ADP 2014-15: Rs 0.150 million
This ‘targeted’ scheme has already been delayed by three years because of underutilisation/non-
utilisation of the allocated budget, of which only 0.8% was spent in FY 2011-12, 0.0% in FY 2012-
13 and 40.0% in FY 2013-14. The delay is inexplicable considering that the total expenditure in the
previous three fiscal years amounts to a dismal Rs 0.102 million. In the ADP 2014-15, the scheme
has once again been classified as ‘targeted’ and accordingly allocated the meagre total remaining
budget [Rs 0.150 million].

4.4.5 District Hunza-Nagar Education Sector Schemes

4.4.5.1 Construction of Boys Primary Schools Geram Ganish, Jamalabad
Morkhun and Aliabad
Date of approval: 30‐05‐2009
Approved cost: Rs 7.000 million
Category [Level of education]: Gender Specific (Boys) [Primary]
Expenditure until 30-06-12: Rs 6.450 million
Allocation in ADP 2012-13: Rs 0.550 million

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Expenditure in FY 2012-13: Rs 0.400 million
Budget utilisation rate: 72.7%
Expenditure until 30-06-13: Rs 6.850 million
Allocation in ADP 2013-14: Rs 0.150 million
Expenditure in FY 2013-14: Rs 0.000 million
Budget utilisation rate: 0.0%
Expenditure until 30-06-14: Rs 6.850 million
Total remaining budget: Rs 0.150 million
Allocation in ADP 2014-15: Rs 0.150 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by three years because of
underutilisation/non-utilisation of the budget allocation, of which 87.4% was spent in FY 2011-12,
72.7% in FY 2012-13 and 0.0% in FY 2013-14. In the ADP 2014-15, the scheme has once again been
classified as ‘targeted’ and allocated the meagre total remaining budget [Rs 0.150 million].

4.4.5.2 Reconstruction of Boys High School at Chalt Nagar-2

Date of approval: 14‐12‐2009
Approved cost: Rs 10.000 million
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 4.520 million
Allocation in ADP 2012-13: Rs 5.480 million
Expenditure in FY 2012-13: Rs 2.276 million
Budget utilisation rate: 41.5%
Expenditure until 30-06-13: Rs 6.796 million
Allocation in ADP 2013-14: Rs 3.204 million
Expenditure in FY 2013-14: Rs 1.169 million
Budget utilisation rate: 36.5%
Expenditure until 30-06-14: Rs 7.965 million
Total remaining budget: Rs 2.035 million
Allocation in ADP 2014-15: Rs 2.035 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by three years because of
underutilisation of the budget allocation, of which only 42.1% was spent in FY 2011-12, 41.5% in
FY 2012-13 and 36.5% in FY 2013-14. In the ADP 2014-15, the scheme has once again been
classified as ‘targeted’ and accordingly allocated the total remaining budget [Rs 2.035 million].

4.4.5.3 Construction of Additional Work for Federal Government Boys High

Schools Hoper Nagar and Nagar Proper
Date of approval: 22‐09‐2009
Approved cost: Rs 7.419 million
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 6.090 million
Allocation in ADP 2012-13: Rs 1.329 million

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Expenditure in FY 2012-13: Rs 1.218 million
Budget utilisation rate: 91.6%
Expenditure until 30-06-13: Rs 7.308 million
Allocation in ADP 2013-14: Rs 0.111 million
Expenditure in FY 2013-14: Rs 0.111 million
Budget utilisation rate: 100.0% (Completed)
This gender specific initiative for ‘boys’ was among the seven ‘targeted’ education schemes in the
ADP 2013-14 [out of 28] that were completed in the fiscal year with full utilisation of the budget
allocation [Rs 0.111 million]. It is also among the five schemes [out of 35] in the detailed analysis
that have already been completed, thus not included in the ADP 2014-15. However, the scheme
had already been delayed by two years because of underutilisation of the budget allocation, of
which 76.4% was spent in FY 2011-12 and 91.6% in FY 2012-13.

4.4.5.4 Up-gradation of Boys Primary School Chaprote to Middle School

Date of approval: 12‐05‐2012
Approved cost: Rs 8.532 million
Category [Level of education]: Gender Specific (Boys) [Secondary]
Expenditure until 30-06-12: Rs 0.000 million
Allocation in ADP 2012-13: Rs 8.532 million
Expenditure in FY 2012-13: Rs 0.880 million
Budget utilisation rate: 10.3%
Expenditure until 30-06-13: Rs 0.880 million
Allocation in ADP 2013-14: Rs 7.652 million
Expenditure in FY 2013-14: Rs 0.445 million
Budget utilisation rate: 5.8%
Expenditure until 30-06-14: Rs 1.325 million
Total remaining budget: Rs 7.207 million
Allocation in ADP 2014-15: Rs 7.207 million
This ‘targeted’ gender specific scheme for ‘boys’ has already been delayed by two years because of
underutilisation of the budget allocation, of which only 10.3% was spent in FY 2012-13 and 5.8% in
FY 2013-14 [0.0% in FY 2011-12 when it was classified as ‘ongoing’]. In the ADP 2014-15, the
scheme has once again been classified as ‘targeted’ and accordingly allocated the total remaining
budget [Rs 7.207 million].

4.4.6 District Ghanche Education Sector Schemes

4.4.6.1 Up-gradation of Girls Middle Schools Ghowari Geantha, Surmo, Bara,
Thagas and Pyon to High Schools; and of Girls High School Thalay to
Higher Secondary School
Date of approval: 07‐07‐2007
Approved cost: Rs 46.000 million
Category [Level of education]: Gender Sensitive [Secondary]

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Expenditure until 30-06-12: Rs 31.980 million
Allocation in ADP 2012-13: Rs 14.020 million
Expenditure in FY 2012-13: Rs 8.576 million
Budget utilisation rate: 61.2%
Expenditure until 30-06-13: Rs 40.556 million
Allocation in ADP 2013-14: Rs 5.444 million
Expenditure in FY 2013-14: Rs 5.444 million
Budget utilisation rate: 100.0% (Completed)
This initiative was among the seven ‘targeted’ education schemes in the ADP 2013-14 [out of 28]
that were completed in the fiscal year with full utilisation of the budget allocation [Rs 5.444
million]. It is also among the five schemes [out of 35] in the detailed analysis that have already
been completed, thus not included in the ADP 2014-15.
However, the initiative had already been delayed by one year because of underutilisation [61.2%]
of the budget allocation in the ADP 2012-13 [Rs 14.020 million], which was also the fourth highest
for an education scheme in the fiscal year. The scheme has been categorised as gender sensitive
due to the dearth of higher secondary schools for girls in District Ghanche.

4.4.7 District Astore Education Sector Schemes

4.4.7.1 Up-gradation of Federal Government Boys Inter College Astore to
Degree College
Date of approval: 16‐12‐2011
Approved cost: Rs 99.294 million
Category [Level of education]: Gender Specific (Boys) [Higher Secondary]
Expenditure until 30-06-12: Rs 17.490 million
Allocation in ADP 2012-13: Rs 19.847 million
Expenditure in FY 2012-13: Rs 2.500 million
Budget utilisation rate: 12.6%
Expenditure until 30-06-13: Rs 19.990 million
Allocation in ADP 2013-14: Rs 27.611 million
Expenditure in FY 2013-14: Rs 0.300 million
Budget utilisation rate: 1.1%
Expenditure until 30-06-14: Rs 20.290 million
Total remaining budget: Rs 79.004 million
Allocation in ADP 2014-15: Rs 33.288 million
Expenditure beyond FY 2014-15: Rs 45.716 million
This ‘ongoing’ gender specific scheme for ‘boys’ has been marred by underutilisation of the budget
allocation, of which only 12.6% was spent in FY 2012-13 and 1.1% in FY 2013-14. The budget
allocation for the initiative was the second highest for an education scheme in both the ADP 2012-
13 [Rs 19.847 million] and ADP 2013-14 [Rs 27.611 million]. In the ADP 2014-15, the scheme has
once again been classified as ‘ongoing’ and allocated Rs 33.288 million of the remaining budget
[Rs 79.004 million].

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88
 Chapter 5

Qualitative Data Analysis

and Findings

A student of Army Public Schools and Colleges System Gilgit waits for his father to pick him up.
@Mustafa Nazir Ahmad
For the qualitative analysis, the situation of girls in the education sector was analysed through
interviews with primary, middle, secondary and higher secondary students of public and private
educational institutions; school and college teachers in the public and private sectors; noted
educationists; and senior officials of the Department of Education, Department of Finance, and
Department of Planning and Development. Moreover, an FGD was conducted with selected
district managers of the NCHD Gilgit-Baltistan.
Based on a thorough review of the education policies of Pakistan and Gilgit-Baltistan, and of
international frameworks on education, questionnaires were prepared for different categories of
respondents (Appendix 5) and a checklist was developed for FGD participants. Some of the key
queries in the questionnaires and the checklist included:
a) Underlying causes of gender and regional disparities in education.
b) Factors hindering girls’ education and causing them to drop out of school.
c) Factors behind preference for private schools over public schools.
d) Reasons for underutilisation of the education budget and delay in the implementation of
education schemes in the Annual Development Programme (ADP).
e) Suggestions to improve girls’ education at all levels and make budgetary processes of the
Government of Gilgit-Baltistan more gender sensitive.
A total of 19 students, 13 teachers, 5 educationists and 6 senior government officials representing
three government departments were interviewed for the research study; while the FGD was
conducted with 5 selected district managers of the NCHD Gilgit-Baltistan who are implementing
education projects (Appendix 6). The replies of the interviewees and FGD participants to the first
four key queries have been summarised in this chapter while those to the fifth key question
relating to suggestions in Chapter 6.

5.1 Gender and Regional Disparities in Education

The respondents cited the following factors as the major hindrances to improving literacy in Gilgit-
Baltistan:
▪ Lack of economic opportunities, particularly in rural areas.
▪ Shortage of educational institutions and trained/qualified teachers, especially females.
▪ Poor condition of school infrastructure and unavailability of basic facilities.
▪ Inadequate budget allocation for, and expenditure on, the education sector in the ADP.
▪ Sectarian conflicts.
▪ Corruption, nepotism and favouritism by government officials and politicians.
▪ Lack of transparency and accountability.

The responses of the interviewees and FGD participants to the key question on the underlying
causes of gender and regional disparities in Gilgit-Baltistan’s education sector were amazingly
similar. These have been summarised in the following:
Gilgit-Baltistan is a diverse region. On the one hand, it has cities such as Gilgit and Hunza that are
almost like Lahore and Karachi in terms of education; while, on the other, it has District Diamer
that is faced with problems like misogyny, making the prospect of girls’ education extremely
challenging. Girls’ education is not the priority, as exemplified by the fact that Tangir, one of the
three tehsils (sub-districts) of Diamer, has only one primary school for girls.

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The situation is considerably better up north in District Hunza-Nagar (barring some of its areas
like Nagar) and District Ghizer. This has a lot to do with the sect of the majority population in
these areas. Gilgit-Baltistan, with a predominantly Muslim population, is a melting pot for four
sects: Ismaili, Noor Bakhshi, Shia and Sunni. The Ismailis and Noor Bakhshis are more liberal
than Sunnis and Shias due to the progressive ideas espoused by their spiritual leaders.
On the one hand, girls in the Hunza city, whose population is predominantly Ismaili, have a higher
literacy rate than boys and they can freely roam around without being accompanied by a male
chaperone; while, on the other, female literacy rate in District Diamer, whose population is
predominantly Sunni, is less than 5% according to neutral observers. All female CSS officers
representing Gilgit-Baltistan hail from either District Hunza or District Ghizer. Moreover, many of
the girls from these districts have also joined Pakistan’s armed forces.
On a positive note, the trend of girls’ education is slowly catching up among the local Shia
population; however, the Sunnis still lag behind on this count because of the lack of intermingling
among the communities. The population of Gilgit-Baltistan is deeply divided along ethnic lines
with a population of 1.3 million speaking as many as 11 different languages. Each community is
self-contained in the sense that it is confined to a particular valley because of the harsh
topographic, geographical and climatic conditions of the region.
Developing the educational infrastructure in Gilgit-Baltistan is a daunting task because of the
dispersed population and inclement weather. The area of Khyber Pakhtunkhwa and Gilgit-
Baltistan is almost the same, but the former’s population is 28 million while the latter’s population
is just 1.3 million. This creates problems of mobility because the schools, sanctioned on the basis
of an area’s population, are located at far off distances.

5.2 Hindrances to Girls’ Education

The respondents in the category of teachers cited the following as the factors hindering girls’
education and causing them to drop out of school:
▪ Religious and cultural barriers, especially in rural areas.
▪ Illiterate parents.
▪ Poverty and financial constraints.
▪ Early marriage of girls.
▪ Inclement weather.
▪ Inaccessibility of educational institutions.
▪ Reluctance of parents to send their daughters away from home for education.
▪ Lack of public awareness regarding girls’ education.
▪ Sectarian conflicts.
▪ Lack of confidence and low motivation among girls.
▪ Unavailability of transport and hostel facility.

The replies of the interviewees and FGD participants to the key question on the factors hindering
girls’ education and causing them to drop out of school have been summarised in the following:
▪ Poverty is the most important reason and associated with it are other problems like
inaccessibility of educational institutions, especially in mountainous regions.
▪ Illiterate parents are more likely to not send their daughters to school.

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 ▪ Inclement weather in the long winter season increases the vulnerability of girls, thus
increasing their chances of remaining illiterate or dropping out of school.
▪ Clerics oppose girls’ education and do not allow opening of new schools in some parts of
District Diamer such as Darel and Tangir. Though this trend is gradually declining, it is
still prevalent in the majority of the Sunni-dominated areas.
▪ Early marriage of girls and lack of motivation for higher education among them causes
their dropout from school.
▪ The assigned gender roles create hindrances in girls’ education. Because a large section of
the society thinks that girls have no role to play in the outside world, a lot of them never
see school.
▪ Cultural norms and values hinder girls’ education in areas like District Diamer.
▪ Lack of public and government interest in spreading awareness about the importance
and benefits of girls’ education.
▪ The number of girls’ schools in some parts of Gilgit-Baltistan is insufficient to cater to
their educational needs; for example, there are only 9 schools [1 higher secondary, 2
middle and 6 primary] for more than 40,000 girls of school going age in District Diamer.
▪ Shortage of qualified female teachers hinders girls’ education because many parents are
averse to the idea of males teaching their daughter after the primary level.
▪ Lack of government’s interest in education, as reflected in low budget allocation and
expenditure.

5.3 Preference for Private Schools over Public Schools

The respondents studying in private educational institutions said that all facilities were available
to them, though some of them decried the lack of a playground and computer lab. English is used
as the medium of instruction in most of the private schools, except for the teaching of subjects
such as Urdu and Islamiyat. However, some of the respondents reported that the teachers also
used Urdu and Shina (a regional language). The respondents were largely satisfied with the quality
of teaching and curriculum. It is understandable in this context that almost all of them said they
did not need private tuition.

Case Study 5.1: Views of Secretary, Planning and Development

“The provision of social services like education cannot be left to the private sector,
which currently provides only 9% of the total education services in Gilgit-Baltistan.
Developing the educational infrastructure is the domain of the public sector because the
private sector does not invest in non-profitable ventures like opening schools in sparsely
populated areas. The teachers in the public sector provide lifelong services; while those
in the private sector are always looking for better opportunities, mainly because they are
paid peanuts in comparison with the former. The teachers in the private sector are
neither rewarded nor punished on the basis of their performance. On the other hand,
the performance of the teachers in the public sector is annually evaluated, and they
could be transferred or even dismissed from service for not producing desired results.”
– Dr Saad S. Khan

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The respondents studying in public educational institutions said that the medium of instruction
was Urdu and that the quality of teaching left a lot to be desired; however, on a positive note, they
did not report teacher absenteeism. It is understandable in this context that almost all of them said
they needed private tuition. The respondents were critical of the available water, toilet, hostel and
transport facilities. It is heartening to note that most of the public and private educational
institutions have decent libraries, though in the case of former they are not regularly updated.
Answering the key question that why private educational institutions are preferred over public
educational institutions, the views of the interviewees and FGD participants vastly differed from
each other’s. While some of the respondents believed that private educational institutions were
preferred over their public counterparts due to modern curriculum and trained teachers, others
opined that the curriculum and teachers of public schools were far better than those of private
schools. The former viewed that the curriculum of public schools was not compatible with modern
needs; while the latter viewed that the problem was not the curriculum, but the absence of an
effective monitoring and evaluation system.
The respondents, especially in the category of government officials, generally expressed their
dissatisfaction with private educational institutions, terming them incapable of imparting quality
education because their sole motivation was money. They added that job insecurity and low
salaries negatively affected the performance of teachers in the private sector. However, even these
respondents agreed that private educational institutions had a better monitoring and evaluation
system than their public counterparts, and that teachers in the public sector lacked commitment.

Case Study 5.2: Mehnaz Fatima Montessori and Inclusive Learning Centre
Mehnaz Fatima Montessori and Inclusive Learning Centre, which initially started as
Gilgit’s pioneer Montessori in 1990, was established in 1998 with Ms Zeba Raas as its
patron and it offers co-educational facilities up to Class VII. The Centre lays strong
emphasis on teacher training and two of its teachers are sent to Islamabad for a 12-
month training course each year. The Centre also focuses on people with disabilities and
it introduced the special education component in 2005. Until 2010, when the Special
Education Complex was established and 40 disabled students of the Centre were shifted
there, this component ran parallel to the Montessori.
The Centre shifted to a new building, constructed with financial support of the Zauqi
Charitable and Educational Trust, in 2013. It has 23 classrooms, 8 of which have been
built with the financial support of the United States Agency for International
Development (USAID), as well as a ramp for the disabled students. The Centre’s student
population of 500 is almost equally divided between boys and girls; all of its 24 teachers
are women; and an equal number of men and women work in the administration.
The national curriculum approved in 2006 is taught at the Centre, though the textbooks
are only used as a guide and the focus is on student learning outcomes. The
examinations conducted at the Centre, focusing on conceptual-based assessment as per
the standards of the Aga Khan University Education Board, are of the highest quality.

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5.4 Underutilisation of Education Sector Development Budget
Besides the key question, the respondents in the category of government officials were asked
about the budgetary processes in Gilgit-Baltistan, particularly in the context of education sector
development schemes. There responses have been summarised in the following:
▪ Distribution of Business among Departments: The management of educational affairs
comes under the purview of the Department of Education; however, the Department of
Planning and Development has more say in the case of development schemes since it is
responsible for their approval and monitoring.
▪ Inclusion of a scheme in Annual Development Programme: A Priority Committee
headed by the Secretary, Planning and Development Department – and comprising
senior officials of the Department of Finance and the department concerned – finalises
new development schemes. The Committee also determines the ‘targeted’ schemes,
which are to be completed before the end of the fiscal year, after checking with the
Department of Public Works if it could complete the construction work within the
stipulated time. The Department of Planning and Development includes the selected
schemes in the ADP. After the cabinet’s consent, the ADP is presented before the Gilgit-
Baltistan Legislative Council for approval.
▪ Administrative approval: The Gilgit-Baltistan Departmental Development Working
Party – headed by the secretary of the department concerned and comprising senior
officials of the Department of Finance and Department of Planning and Development – is
authorised to give administrative approval for a development scheme of up to Rs 60
million. The Gilgit-Baltistan Development Working Party – headed by the Secretary,
Planning and Development Department, and comprising senior officials of the
Department of Finance and the department concerned – is authorised to give
administrative approval for a development scheme of up to Rs 200 million. The Gilgit-
Baltistan chief minister is authorised to give administrative approval for a development
scheme of up to Rs 400 million.
▪ Planning Commission Performa: The Planning Commission Performa (PC-1) covers the
entire lifecycle of a project, from the stage it was envisaged by the line department
concerned to implementation. The PC-1 comprises sections on the background,
objectives, beneficiaries and social impact of the proposed project. For education
schemes, the PC-1 is prepared by the District Deputy Director concerned and finalised by
the Secretary, Department of Education. The proposal to open a new public school also
takes into account if a private school is available in the area.
▪ Implementation and monitoring: The Department of Public Works implements the
education sector development schemes that involve construction work. A joint
monitoring cell of the Department of Public Works and Department of Planning and
Development oversees the implementation of all development schemes and determines if
they are being implemented as per the approved specifications. Similarly, a joint
technical cell of the Department of Planning and Development and Department of
Education oversees the implementation of all schemes of Rs 5 million or above. The
release of funds by the Department of Planning and Development is done on a scheme-
to-scheme basis; for example, in some cases, as much as 80% funds of a scheme are
released in first instalment.

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Case Study 5.3: Directorate of Women’s Development
The Directorate of Women’s Development is the focal government agency for
implementing the Women’s Empowerment Policy and addressing women’s issues. The
Directorate was established in 2001 as a development project of the Department of
Planning and Development. After successful completion of the project in 2006, a
summary was moved to convert it into an independent department, leading to the
creation of two posts of deputy directors and the establishment of a small setup.
The Directorate of Women’s Development was transferred to the Department of
Education in 2006 since the Education Secretary at that time had the experience of
heading the Department of Education and Women’s Development, Government of the
North-West Frontier Province (now Khyber Pakhtunkhwa).
There was no other logic behind linking the Directorate of Women’s Development with
the Department of Education. The Education Secretary got transferred after some time
and the Directorate is being managed without a full-time director since then. The
Department of Education has treated the Directorate of Women’s Development as just
another project rather than as an independent department, so the objectives have not
been fully achieved.
The Directorate of Women’s Development, however, has undertaken initiatives like
imparting skills development training in stitching and sewing to women in all the
districts of Gilgit-Baltistan through its vocational training centres. The Education
Secretary currently has the additional charge of the Directorate, which should ideally be
merged with some other department or made an independent department.

The replies of the interviewees and FGD participants to the key question on the reasons for
underutilisation of the education sector development budget and delay in the implementation of
education schemes in the ADP have been summarised in the following:
▪ Inadequate budget allocation and delay in release of funds: At times, the budget
allocation for an education sector development scheme is inadequate to meet the
specified need, resulting in inordinate delay because of litigation with the contractor. On
other occasions, delay in the release of or unavailability of funds hinders the timely
completion of development schemes. After the introduction of the 18th Amendment,
education has become a provincial subject. This has resulted in an increasing delay in the
release of funds for development schemes because the Government of Gilgit-Baltistan is
mostly not in an enviable financial position.
▪ Political pressure: Political influence – exercised in allocation, release and utilisation of
funds – is the main hindrance to the Department of Education’s smooth functioning. The
education officials are posted on the basis of their political connections, and they usually
have very little say in the process of budget allocation and expenditure. Only MLAs are
empowered to identify development schemes in Gilgit-Baltistan, while the Department of
Education can only prepare feasibilities to include a scheme in the ADP.

95
▪ Corruption by contractors and government officials: There is no check on the
corruption by contractors. Tenders are awarded and advance payments are made to them
without any follow up. The officials of the Department of Public Works reportedly take
commission to process development schemes while the contractors try to maximise their
profit, thus the quality of service delivery leaves a lot to be desired. In this scenario, the
achievement of the EFA Goals and education-related MDGs in Gilgit-Baltistan seems to
depend more on the will of contractors than that of policymakers. Moreover, many
schemes are in limbo because the contractors have approached the court against the
government for not releasing funds on time.
▪ Sectarian Strife: The sectarian strife in Gilgit-Baltistan has also affected education sector
development schemes, rendering some of them ineffective or sick. For example, issues
arise over the selection of site for the implementation of development schemes like
construction of a primary school. A community may say that the selected site is
inaccessible for it and demand that the location be changed as per its convenience.
▪ Lack of Absorption Capacity: The Department of Education lacks absorption or
utilisation capacity in the case of development budget. In March 2014, a review of the
ADP 2012-13 showed that only 9% of the released funds were utilised. The Department of
Education and Department of Public Works are responsible for this situation.
▪ Short construction season: The short construction season because of extremely harsh
winters in most parts of Gilgit-Baltistan delays the implementation of education schemes
in the ADP.

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 Chapter 6

Conclusions

A teacher at Mehnaz Fatima Montessori and Inclusive Education Learning Centre Gilgit poses with two of
her favourite students. @Mustafa Nazir Ahmad
The research study focuses on analysing the education sector development budget allocation and
expenditure patterns in FY 2012-13 and FY 2013-14, as well as the budgetary processes of the
Government of Gilgit-Baltistan, through a gender lens. The framework adopted for analysis and
categorisation of the expenditure fully conforms to the following study objectives:
▪ Assess expenditure trends against actual allocation in the education sector development
budget for FY 2012-13 and FY 2013-14.
▪ Provide a snapshot of budgetary priorities in terms of education through a gender lens.
▪ Establish concrete evidence on gender disparities in the education sector development
budget for FY 2012-13 and FY 2013-14.
▪ Determine the reasons for widespread regional and gender disparities at different levels
of education.
▪ Identify the education sub-sectors that need to be focused for achieving the goals and
targets outlined in the National Education Policy 2009 and Northern Areas Education
Strategy 2008-2025, as well as for meeting the international commitments of the
Government of Pakistan such as the EFA Goals and MDGs.
▪ Suggest measures to make the education sector development budget, as well as the
related budgetary processes, more gender sensitive.

In gender budget analysis work at the international level, the norm is to categorise only those
expenditures as gender sensitive that reduce the gender gap based on an analysis of the existing
situation. However, considering the education scenario of Gilgit-Baltistan, the expenditures on all
such schemes that exclusively target girls (and, in some cases, women) have been categorised as
gender sensitive. This departure from the international practice has been necessitated by the
ground reality in Gilgit-Baltistan, where girls lag behind boys at all levels of education and where
the gap between boys and girls is stark in almost all the districts.

6.1 Budget Allocation and Expenditure Trends

The major conclusions of the study – particularly in terms of the share of boys and girls in the
education sector development schemes – have been derived from the gender analysis of the ADP
2012-13 and ADP 2013-14.

6.1.1 Budget for Education Sector Increased

The size of Gilgit-Baltistan’s Annual Development Programme (ADP), excluding foreign enhanced
component (FEC), increased [by 19.3%] from Rs 6789.090 million in FY 2012-13 to Rs 8100.000
million in FY 2013-14, reflecting the federal government’s commitment to developing the region
through the provision of social services for the masses (Figure 6.1). However, considering the low
budget utilisation rate, poor service delivery and ineffective monitoring normally associated with
Gilgit-Baltistan, the 19.3% increase in the size of the ADP is insufficient to meet the daunting
challenges at hand, particularly in the education and health sectors.
The total number of education schemes decreased [by 11.4%] from 70 in the ADP 2012-13 to 62 in
the ADP 2013-14, very much in conformity with the overall trend: the total number of schemes
decreased [by 11.3%] from 604 in the former to 536 in the latter (Figure 6.2). The reduction in the
number of schemes in the ADP can be attributed to the Government of Gilgit-Baltistan’s policy of
focusing on completing ongoing schemes instead of starting new ones.

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 Figure 6.1: ADP Allocation in FY 2012-13 and FY 2013-14 (Million PKR)

6789.09

8100

1000 2000 3000 4000 5000 6000 7000 8000 9000

FY 2012-13 FY 2013-14

Figure 6.2: Total/Education Schemes in ADP 2012-13 and ADP 2013-14

604
Total
536

70
Education
62

0 100 200 300 400 500 600 700

ADP 2012-13 ADP 2013-14

The share of the education schemes stood at 11.6% in both the ADP 2012-13 and ADP 2013-14,
implying that the Government of Gilgit-Baltistan is not specifically targeting the education sector
with a view to achieving the policy objectives it has set in the Northern Areas Education Strategy
(2008-2025), and meeting the international targets such as the EFA Goals and MDGs. This
approach becomes even more questionable when one considers that the ADP 2013-14 includes
only one scheme each exclusively for the people of District Skardu and District Astore.
On a positive note, the total budget allocated to the education sector increased [by 22.4%] from Rs
361.928 million in the ADP 2012-13 to Rs 442.882 million in the ADP 2013-14 (Figure 6.3).

Figure 6.3: Budget Allocation for Education Sector

in ADP 2012-13 and ADP 2013-14 (Million PKR)

361.928

442.882

0 100 200 300 400 500

ADP 2012-13 ADP 2013-14

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On the whole, the share of the education sector in budget allocation increased [by 3.8%] from 5.3%
in the ADP 2012-13 to 5.5% in the ADP 2013-14. Though positive, the 22.4% increase in the budget
allocation for the education sector is still inadequate to meet the policy commitments and
international targets of the government. Here it is important to highlight that considering Gilgit-
Baltistan’s serious lack of absorption capacity in the education sector, because of the extreme
weather conditions and dearth of human resources such as qualified teachers and administrators,
a substantial increase in the budget allocation would have been pointless.
On a heartening note, the total expenditure incurred on the education sector development
schemes increased [by 116.0%] from Rs 203.021 million in FY 2012-13 to Rs 438.487 million in FY
2013-14; and the budget utilisation rate of these initiatives [by 76.5%] from 56.1% in the former to
99.0% in the latter (Figure 6.4).

Figure 6.4: Expenditure on Education Sector Development

Schemes in FY 2012-13 and FY 2013-14 (Million PKR)

203.021

438.487

0 100 200 300 400 500

FY 2012-13 FY 2013-14

The extraordinary increase in the total expenditure incurred on the education sector development
schemes in FY 2013-14 owes to the unplanned payment of land compensation [Rs 148.000
million] for the scheme ‘Construction of Cadet College Skardu (Phase-III)’, following a new policy
of the Department of Planning and Department to make all such payments in one instalment.
Therefore, an amount of Rs 156.250 million was spent on the scheme in FY 2013-14 against the
budget allocation of only Rs 5.000 million.
Considering this context, the expenditure pattern of the education schemes in the ADP 2013-14
has been rationalised by deducting the unplanned expenditure [Rs 148.000 million] from the total
expenditure incurred on these initiatives in the fiscal year [Rs 438.487 million], bringing the latter
to Rs 290.487 million and budget utilisation rate to 65.6%.
On a reassuring note, even the revised budgetary figures for FY 2013-14 represent ample increase
over the budgetary figures for FY 2012-13. The total expenditure incurred on the education sector
development schemes increased [by 43.1%] from Rs 203.021 million in FY 2012-13 to Rs 290.487
million in FY 2013-14; and the budget utilisation rate of these initiatives [by 16.9%] from 56.1% in
the former to 65.6% in the latter.
In line with the ‘classification’, ‘category’, ‘target area’ and ‘level of education’ of the scheme
‘Construction of Cadet College Skardu (Phase-III)’, the same criterion – deducting the unplanned
expenditure [Rs 148.000 million] – has been applied while analysing the expenditure incurred on
‘ongoing’ schemes, gender specific schemes for ‘boys’, Gilgit-Baltistan Level schemes and Higher
Secondary Level schemes.

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6.2 Focus Shifted from ‘Targeted’ to ‘Ongoing’ Education Schemes
The number of ‘targeted’ education schemes decreased [by 45.5%] from 44 [62.9% of total] in the
ADP 2012-13 to 24 [38.7% of total] in the ADP 2013-14; and that of ‘new’ education schemes [by
28.6%] from 7 [10.0% of total] in the former to 5 [8.1% of total] in the latter (Figure 6.5). On the
other hand, the number of ‘ongoing’ education schemes increased [by 47.4%] from 19 [27.1% of
total] in the ADP 2012-13 to 28 [45.2% of total] in the ADP 2013-14.

Figure 6.5: Education Schemes in ADP 2012-13

and ADP 2013-14 by Classification

44
Targeted
24

19
Ongoing
28

7
New
5

0
Targeted New
5

0 10 20 30 40 50

ADP 2012-13 ADP 2013-14

Along similar lines, the total budget allocated to the ‘targeted’ education schemes decreased [by
44.9%] from Rs 162.314 million [44.8% of total] in the ADP 2012-13 to Rs 89.397 million [20.2%
of total] in the ADP 2013-14 (Figure 6.6).

Figure 6.6: Budget Allocation for Education Schemes in ADP 2012-13

and ADP 2013-14 by Classification (Million PKR)

162.314
Targeted
89.397

180.804
Ongoing
273.558

18.81
New
41.928

0
Targeted New
37.999

0 50 100 150 200 250 300

ADP 2012-13 ADP 2013-14

101
On the other hand, the total budget allocated to the ‘ongoing’ education schemes increased [by
51.3%] from Rs 180.804 million [50.0% of total] in the ADP 2012-13 to Rs 273.558 million [61.8%
of total] in the ADP 2013-14; and that to the ‘new’ education schemes [by 122.9%] from Rs 18.810
million [5.2% of total] in the former to Rs 41.928 million [9.5% of total] in the latter. Moreover,
the total budget allocated to the 5 ‘targeted new’ education schemes in the ADP 2013-14 amounted
to Rs 37.999 million [8.6% of total].
Conforming with the budget allocation pattern, the total expenditure incurred on the ‘targeted’
education sector development schemes decreased [by 48.2%] from Rs 97.483 million in FY 2012-
13 to Rs 50.459 million in FY 2013-14; and the budget utilisation rate of these initiatives [by 6.2%]
from 60.1% in the former to 56.4% in the latter (Figure 6.7).

Figure 6.7: Expenditure on Education Sector Development Schemes

in FY 2012-13 and FY 2013-14 by Classification (Million PKR)

97.483
Targeted
50.459

105.538
Ongoing
388.028

0
New
0

0
Targeted New
0

0 50 100 150 200 250 300 350 400 450

FY 2012-13 FY 2013-14

On the other hand, the total expenditure incurred on the ‘ongoing’ education sector development
schemes increased [by 267.7%] from Rs 105.538 million in FY 2012-13 to Rs 388.028 million in FY
2013-14; and the budget utilisation rate of these initiatives [by 142.8%] from 58.4% in the former
to 141.8% in the latter. No expenditure was incurred on the ‘new’ education sector development
schemes in both FY 2012-13 and FY 2013-14. Similarly, no expenditure was incurred on the
‘targeted new’ education sector development schemes in FY 2013-14.
As discussed earlier, the extraordinary increase in the total expenditure incurred on the ‘ongoing’
education sector development schemes in FY 2013-14 owes to the unplanned payment of land
compensation [Rs 148.000 million] for the scheme ‘Construction of Cadet College Skardu (Phase-
III)’. Considering this context, the expenditure pattern of the ‘ongoing’ education schemes in the
ADP 2013-14 has been rationalised by deducting the unplanned expenditure [Rs 148.000 million]
from the total expenditure incurred on these initiatives in that fiscal year [Rs 388.028 million],
bringing the latter to Rs 240.028 million and budget utilisation rate to 87.7%.
As expected, even the revised budgetary figures for FY 2013-14 represent ample increase over the
budgetary figures for FY 2012-13. The total expenditure incurred on the ‘ongoing’ education sector
development schemes increased [by 127.4%] from Rs 105.538 million in FY 2012-13 to as much as

102
Rs 240.028 million in FY 2013-14; and the budget utilisation rate of these initiatives [by 56.3%]
from 56.1% in the former to 87.7% in the latter.
Similarly, even the revised budget utilisation rate of the ‘ongoing’ education sector development
schemes [87.7%] is considerably higher than of the ‘targeted’ education sector development
schemes [56.4%] in FY 2013-14. The focus on the ‘ongoing’ education sector development schemes
also explains why no expenditure was incurred on the ‘new’ and ‘targeted new’ education sector
development schemes in FY 2013-14.
The focus on the ‘ongoing’ education sector development schemes in FY 2013-14 is also reflected
in their status. Of the 19 ‘ongoing’ schemes in the ADP 2012-13, the expenditure incurred on 3
[15.8%] was higher and on 9 [47.4%] lower than the budget allocation; while the expenditure
incurred on 1 [5.3%] was the same as the budget allocation and no expenditure was incurred on 6
[31.5%] in the fiscal year (Figure 6.8).

Figure 6.8: Staus of 'Ongoing' Education Sector Development

Schemes in FY 2012-13 and FY 2013-14

3
Expenditure Higher than Allocation
8

9
Expenditure Lower than Allocation
5

1
Expenditure Same as Allocation
4

6
No Expenditure
11

0 2 4 6 8 10 12

FY 2012-13 FY 2013-14

Compared with this, of the 28 ‘ongoing’ schemes in the ADP 2013-14, the expenditure incurred on
8 [28.6%] was higher and on 5 [17.8%] lower than the budget allocation; while the expenditure
incurred on 4 [14.3%] was the same as the budget allocation and no expenditure was incurred on
11 [39.3%] in the fiscal year.
On the other hand, of the 44 ‘targeted’ education schemes in the ADP 2012-13, 16 [36.4%] were
completed in the fiscal year; while, of the 24 ‘targeted’ education schemes in the ADP 2013-14,
only 6 [25.0%] were completed in the fiscal year (Figure 6.9).
This trend clearly shows that the focus of attention shifted from the ‘targeted’ to the ‘ongoing’
education sector development schemes in FY 2013-14. However, the fact that no expenditure could
be incurred on as many as 11 [39.3%] of the 28 ‘ongoing’ education sector development schemes in
FY 2013-14 does not augur well for the education sector in Gilgit-Baltistan, especially when it is
also taken into account that the expenditure incurred on 5 [17.8%] of the 28 ‘ongoing’ education
sector development schemes was lower than the budget allocation in that fiscal year.

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 Figure 6.9: Staus of 'Targeted' Education Sector Development
Schemes in FY 2012-13 and FY 2013-14

16
Completed
6

28
Not Completed
18

0 5 10 15 20 25 30

FY 2012-13 FY 2013-14

6.3 Education Schemes Benefitted Boys More than Girls

Based on the analysis of education schemes in the ADP 2012-13 and ADP 2013-14, it can be said
with full confidence that boys continue to be the major beneficiaries of educational interventions
despite the fact that girls lag behind at all levels of education and in all districts of Gilgit-Baltistan,
particularly Dimer and Astore.
Of the 70 education schemes in the ADP 2012-13, 24 [34.3%] were categorised as gender specific
schemes for ‘boys’; 7 [10.0%] as gender specific schemes for ‘boys/girls’; 21 [30.0%] as gender
sensitive schemes; and 18 [25.7%] as gender neutral schemes (Figure 6.10).

Figure 6.10: Education Schemes in ADP 2012-13

and ADP 2013-14 by Category

24
Gender Specific (Boys)
21

7
Gender Specific (Boys/Girls)
7

21
Gender Sensitive
15

18
Gender Neutral
19

0 5 10 15 20 25 30

ADP 2012-13 ADP 2013-14

Compared with this, of the 62 education schemes in the ADP 2013-14, 21 [33.9%] were categorised
as gender specific schemes for ‘boys’; 7 [11.3%] as gender specific schemes for ‘boys/girls’; 15
[24.2%] as gender sensitive schemes; and 19 [30.6%] as gender neutral schemes. The reduction in
the number of gender sensitive schemes confirms that priority is being accorded to boys.

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As elaborated in Chapter 3, Gender specific schemes for ‘boys’ exclusively cater to the curricular or
extracurricular needs of male students; and 100.0% of the total budget allocated to, and the total
expenditure incurred on, these initiatives has been charged to boys in the analysis.
Gender specific schemes for ‘boys/girls’ cater to the curricular or extracurricular needs of both
male and female students; and the budget allocated to, and the expenditure incurred on, these
initiatives has been charged to boys and girls in accordance with the benefits accrued by them in
the analysis.
It is important to reiterate that, in a major departure from the established practice, the schemes
that exclusively cater to the curricular or extracurricular needs of female students have not been
categorised as gender specific but as gender sensitive since almost all such initiatives in the ADP
2012-13 and ADP 2013-14 were aimed at districts that face serious gender disparities in education.
Gender sensitive schemes contribute to increasing girls’ enrolment (and, in some cases, women’s
participation in jobs) based on the analysis of Gilgit-Baltistan’s education sector; and 100.0% of
the total budget allocated to, and the total expenditure incurred on, these initiatives has been
charged to girls in the analysis.
Gender neutral schemes cater to the curricular or extracurricular needs of both boys and girls
(and, in selected cases, male and female teachers) irrespective of their sex. 50.0% each of the total
budget allocated to, and the total expenditure incurred on, these schemes has been charged to
boys and girls in the analysis.
The budget allocated to the gender specific education schemes for ‘boys’ increased [by 44.9%]
from Rs 138.791 million [35.7% of total] in the ADP 2012-13 to Rs 188.279 million [42.5% of total]
in the ADP 2013-14 (Figure 6.11).

Figure 6.11: Budget Allocation for Education Schemes in ADP 2012-13

and ADP 2013-14 by Category (Million PKR)

138.791
Gender Specific (Boys)
188.279

53.778
Gender Specific (Boys/Girls)
65.616

68.346
Gender Sensitive
66.009

101.013
Gender Neutral
122.978

0 50 100 150 200

ADP 2012-13 ADP 2013-14

Similarly, the total budget allocated to the gender specific education schemes for ‘boys/girls’
increased [by 22.0%] from Rs 53.778 million [14.9% of total] in the ADP 2012-13 to Rs 65.616
million [14.8% of total] in the ADP 2013-14; and that to the gender neutral education schemes [by

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21.7%] from Rs 101.013 million [27.9% of total] in the ADP 2012-13 to Rs 122.978 million [27.8%
of total] in the ADP 2013-14. Compared with this, the total budget allocated to the gender sensitive
education schemes decreased [by 3.4%] from Rs 68.346 million [18.9% of total] in the ADP 2012-
13 to Rs 66.009 million [14.9% of total] in the ADP 2013-14.
Conforming with the budget allocation pattern, the total expenditure incurred on the gender
specific education sector development schemes for ‘boys’ increased [by 269.7%] from Rs 71.967
million [35.5% of total] in FY 2012-13 to Rs 266.083 million [60.7% of total] in FY 2013-14; and
the budget utilisation rate of these initiatives [by 172.3%] from 51.9% in the former to 141.3% in
the latter (Figure 6.12).

Figure 6.12: Expenditure on Education Sector Development Schemes

in FY 2012-13 and FY 2013-14 by Category (Million PKR)

71.967
Gender Specific (Boys)
266.083

38.972
Gender Specific (Boys/Girls)
63.716

28.666
Gender Sensitive
32.73

63.416
Gender Neutral
75.958

0 50 100 150 200 250 300

ADP 2012-13 ADP 2013-14

Similarly, the total expenditure incurred on the gender specific education sector development
schemes for ‘boys/girls’ increased [by 60.9%] from Rs 38.972 million [19.2% of total] in FY 2012-
13 to Rs 63.716 million [14.5% of total] in FY 2013-14; and the budget utilisation rate of these
initiatives [by 33.9%] from 72.5% in the former to 97.1% in the latter.
The total expenditure incurred on the gender neutral education sector development schemes
increased [by 19.8%] from Rs 63.416 million [31.2% of total] in FY 2012-13 to Rs 75.958 million
[17.3% of total] in FY 2013-14; however, the budget utilisation rate of these initiatives decreased
[by 1.6%] from 62.8% in the former to 61.8% in the latter.
Opposed to the budget allocation pattern, the total expenditure incurred on the gender sensitive
education sector development schemes increased [by 14.2%] from Rs 28.666 million [14.1% of
total] in FY 2012-13 to Rs 32.730 million [7.5% of total] in FY 2013-14; and the budget utilisation
rate of these initiatives [by 18.4%] from 41.9% in the former to 49.6% in the latter.
As discussed earlier, the extraordinary increase in the total expenditure incurred on the gender
specific education sector development schemes for ‘boys’ in FY 2013-14 owes to the unplanned
payment of land compensation [Rs 148.000 million] for the scheme ‘Construction of Cadet College
Skardu (Phase-III)’.

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Therefore, the expenditure pattern of the gender specific education schemes for ‘boys’ in the ADP
2013-14 has been rationalised by deducting the unplanned expenditure [Rs 148.000 million] from
the total expenditure incurred on these initiatives in that fiscal year [Rs 266.083 million], bringing
the latter to Rs 118.083 million and budget utilisation rate to 62.7%.
As expected, even the revised budgetary figures for FY 2013-14 represent ample increase over the
budgetary figures for FY 2012-13. The total expenditure incurred on the gender specific education
sector development schemes for ‘boys’ increased [by 64.1%] from Rs 71.967 million in FY 2012-13
to Rs 118.083 million in FY 2013-14; and the budget utilisation rate of these initiatives [by 20.8%]
from 51.9% in the former to 62.7% in the latter.
The above analysis substantiates that not only more education sector development schemes
exclusively target boys than girls, but also the size of these initiatives in terms of budget allocation
is much higher. More worryingly, the gap between the budget allocation for the education sector
development schemes exclusively targeting boys (gender specific schemes for ‘boys’) and those
exclusively targeting girls (gender sensitive schemes) increased in FY 2013-14 as compared with
FY 2012-13, making it even more difficult for the Government of Gilgit-Baltistan to meet its
gender-related policy targets and international commitments.
The budget allocated to the gender specific education schemes for ‘boys’ increased [by 44.9%]
from Rs 138.791 million [35.7% of total] in the ADP 2012-13 to Rs 188.279 million [42.5% of total]
in the ADP 2013-14. Compared with this, the total budget allocated to the gender sensitive
education schemes decreased [by 3.4%] from Rs 68.346 million [18.9% of total] in the ADP 2012-
13 to Rs 66.009 million [14.9% of total] in the ADP 2013-14.
This gap is also manifest in the expenditure trends. The total expenditure incurred on the gender
specific education sector development schemes for ‘boys’ increased [by 269.7%] from Rs 71.967
million [35.5% of total] in FY 2012-13 to Rs 266.083 million [60.7% of total] in FY 2013-14; and
the budget utilisation rate of these initiatives [by 172.3%] from 51.9% in the former to as high as
141.3% in the latter.
Opposed to this, the total expenditure incurred on the gender sensitive education sector
development schemes increased [by 14.2%] from Rs 28.666 million [14.1% of total] in FY 2012-13
to Rs 32.730 million [7.5% of total] in FY 2013-14; and the budget utilisation rate of these
initiatives [by 18.4%] from 41.9% in the former to 49.6% in the latter.
Even if the revised budgetary figures for FY 2013-14 are used, the total expenditure incurred on
the gender specific education sector development schemes for ‘boys’ [Rs 118.083 million] is almost
four times higher than that on the gender sensitive education sector development schemes [Rs
32.730 million].
Along similar lines, the revised budget utilisation rate of gender specific education sector
development schemes for ‘boys’ [by 62.7%] is also higher than that of the gender sensitive
education sector development schemes [Rs 49.6%] in FY 2013-14.
The gender neutral education sector development schemes cater to both boys and girls; and the
total budget allocated to, and the total expenditure incurred on, these initiatives has been charged
equally to both of them. However, in practice, boys also benefit more from these schemes because
their literacy rate [70.0%] is higher than that of girls [60.0%].

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6.4 Share of Girls in Education Budget Reduced
The analysis based on the study framework highlights that the percentage of the education sector
development budget allocated to girls, who already lag behind boys at all levels of education and in
all the districts of Gilgit-Baltistan except Hunza-Nagar, decreased in FY 2013-14 as compared with
FY 2012-13.
Similarly, the percentage of the education sector development budget spent on girls decreased in
FY 2013-14 as compared with FY 2012-13. These trends does not augur well for the future of girls’
education in Gilgit-Baltistan.
The education sector development budget allocated to girls increased [by 8.7%] from Rs 147.557
million [40.8% of total] in FY 2012-13 to Rs 160.431 million [36.2% of total] in FY 2013-14 (Figure
6.13). Compared with this, the education sector development budget allocated to boys increased
[by 31.8%] from Rs 214.371 million [59.2% of total] in FY 2012-13 to Rs 282.451 million [63.8% of
total] in FY 2013-14.

Figure 6.13: Education Sector Development Budget Allocation in

FY 2012-13 and FY 2013-14 by Gender (Million PKR)

147.557
Girls
160.431

214.371
Boys
282.451

0 50 100 150 200 250 300

FY 2012-13 FY 2013-14

The increase in the budget allocation in the case of boys was 31.8%; while, in the case of girls, a
mere 8.7%. More important, the share of girls in the education sector development budget
allocation decreased [by 11.3%] from 40.8% in FY 2013-14 to 36.2% in FY 2013-14; while, that of
boys increased [by 7.8%] from 59.2% in FY 2013-14 to 63.8% in FY 2013-14. The budget allocation
trends highlight that the education policymaking in Gilgit-Baltistan is disconnected from not only
the actual needs of the people, but also the international targets and obligations such as the EFA
Goals and MDGs.
The neglect of girls’ education and the ineffectiveness of the government to address this issue is
reflected in the expenditure trends with more intensity. The education sector development budget
expenditure on girls increased [by 31.4%] from Rs 81.465 million [40.1% of total] in FY 2012-13 to
Rs 107.030 million [24.4% of total] in FY 2013-14 (Figure 6.14).
In comparison, the education sector development budget expenditure on boys increased [by
172.7%] from Rs 121.556 million [59.9% of total] in FY 2012-13 to Rs 331.457 million [75.6% of
total] in FY 2013-14. The increase in the budget expenditure in the case of boys was 172.7%; while,
in the case of girls, only 31.4%.

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 Figure 6.14: Education Sector Development Budget Expenditure in
FY 2012-13 and FY 2013-14 by Gender (Million PKR)

81.465
Girls
107.03

121.556
Boys
331.457

0 50 100 150 200 250 300 350

FY 2012-13 FY 2013-14

Similarly, the education sector development budget utilisation rate of girls increased [by 20.8%]
from 55.2% in FY 2012-13 to 66.7% in FY 2013-14; while that of boys [by 107.1%] from 56.7% in
the former to 117.4% in the latter (Figure 6.15). Once again, the increase in the budget utilisation
rate in the case of boys was 107.1%; while, in the case of girls, only 20.8%.

Figure 6.15: Utilisation Rate of Education Sector Development Budget

in FY 2012-13 and FY 2013-14 by Gender (Percentage)

55.2
Girls
66.7

56.7
Boys
117.4

0 20 40 60 80 100 120 140

FY 2012-13 FY 2013-14

More important, the share of girls in the education sector development budget expenditure
decreased [by 39.2%] from 40.1% in FY 2013-14 to 24.4% in FY 2013-14; while, that of boys
increased [by 26.2%] from 59.9% in FY 2013-14 to 75.6% in FY 2013-14 (Figure 6.16).
As discussed earlier, the extraordinary increase in the share of boys in the total expenditure
incurred on the education sector development schemes in FY 2013-14 owes to the unplanned
payment of land compensation [Rs 148.000 million] for the scheme ‘Construction of Cadet College
Skardu (Phase-III)’.
Considering this context, the share of boys in the total expenditure incurred on the education
sector development schemes in FY 2013-14 has been rationalised by deducting the unplanned
expenditure [Rs 148.000 million] from the total expenditure incurred on boys in that fiscal year
[Rs 331.457 million], bringing the latter to Rs 183.457 million and budget utilisation rate to 65.0%.

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 Figure 6.16: Share of Girls and Boys in Education Sector Development
Budget Expenditure in FY 2012-13 and FY 2013-14 (Percentage)

40.1
FY 2012-13
59.9

24.4
FY 2013-14
75.6

0 10 20 30 40 50 60 70 80

Girls Boys

As expected, even the revised budgetary figures for FY 2013-14 represent ample increase over the
budgetary figures for FY 2012-13. The share of boys in the total expenditure incurred on the
education sector development schemes increased [by 50.9%] from Rs 121.556 million in FY 2012-
13 to Rs 183.457 million in FY 2013-14; and the budget utilisation rate of these initiatives [by
14.6%] from 56.7% in the former to 65.0% in the latter. However, the revised education sector
development budget utilisation rate of boys [65.0%] is slightly lower than that of girls [66.7%].

6.5 High Priority Accorded to Cadet Colleges

Cadet colleges cater exclusively to boys and are completed over a period of several years. Both the
ADP 2012-13 and ADP 2013-14 included budget allocations for three education schemes related to
cadet colleges: (a) Construction of Cadet College Skardu [Phase-II]; (b) Establishment of Cadet
College Chilas, Diamer; and (c) Construction of Cadet College Skardu [Phase-III].
The total budget allocated to these schemes, which have a combined approved cost of Rs 905.000
million, decreased from Rs 28.828 million in the ADP 2012-13 to Rs 25.118 million in the ADP
2013-14; however, the total expenditure incurred on them increased manifold from Rs 12.000
million in FY 2012-13 to Rs 199.873 million in FY 2013-14.
As explained earlier, the extraordinary increase mainly owes to the unplanned payment of land
compensation [Rs 148.000 million] for the scheme ‘Construction of Cadet College Skardu (Phase-
III)’, following a new policy of the Department of Planning and Department to make all such
payments in one instalment. Therefore, an amount of Rs 156.250 million was spent on the scheme
in FY 2013-14 against the budget allocation of only Rs 5.000 million.
The expenditure incurred on all the three education schemes related to cadet colleges was higher
than the budget allocation in FY 2013-14: 225.8%, 190.5% and 3125.0%. Of the total expenditure
on the education sector development schemes in FY 2013-14 [Rs 438.487 million], 45.6% was
incurred on the cadet colleges that are currently under construction, thus making no contribution
to achieve the EFA Goals or the education-related MDGs.
Considering that cadet colleges cater to the needs of only a certain middle class segment of the
society, it is a matter of serious concern that the Department of Education puts such a high
priority on them. However, according to a senior official of the Department of Planning and

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Development, the major reason for the focus on cadet colleges is that currently there is only one
such institution in Gilgit-Baltistan (Cadet College Skardu) and the students from all over the
region have to go there, resulting in a huge gap between demand and supply. “The capacity of
Cadet College Skardu is being increased, while Cadet College Chilas will be used as a counter-
strategy against terrorism and conservative culture in District Diamer,” she informed.
These conclusions clearly demonstrate that the Government of Gilgit-Baltistan will not only fail to
achieve the gender-related objectives outlined in the Northern Areas Education Strategy (2008-
2025), but also miss the deadlines of the EFA Goals and education-related MDGs. The foremost
conclusion of the study is that achieving gender parity at all levels of education and in all the
districts of the region will remain an elusive dream until girls were not accorded priority in budget
allocation and expenditure.

6.2 Challenges to Girls’ Education and Budgetary Processes

The major conclusions of the study – particularly in terms of the budgetary processes and key
challenges to girls’ education in Gilgit-Baltistan – have been derived from the interviews with
different categories of respondents and focus group discussion, as well as from an exhaustive
review of the available literature:

6.2.1 Girls’ Access to Education Hindered by Problems

Despite the implementation of various initiatives, girl’s access to education remains a serious
challenge to the education system in Gilgit-Baltistan because of many reasons: lack of educational
institutions, missing basic facilities in schools, high dropout rates, cultural constraints, insufficient
budgetary allocation and unutilised development budget, and lack of effective demand for quality
education by the society. Some of the key conclusions in this connection have been summarised in
the following:

6.2.1.1 Education System Reinforces Discrimination against Girls

Various research studies have made references to a catalogue of discriminatory practices that are
portrayed as interrelated and mutually reinforcing. Discrimination starts at home, where boys are
preferred over girls, and continues throughout a woman’s life. Largely excluded from the decision-
making process, denied an equal share of things and deprived of opportunities to develop
confidence in their abilities, girls are assigned a passive and subordinate role. The education
system complements these discriminatory practices and thereby reinforces the value system
experienced by girls at home.

6.2.1.2 Poverty and Cost of Education Exclude Many Girls

Children are excluded from education for a whole variety of reasons; among these, gender and
poverty are at the top of the list. These two factors also interact. Families are more likely to keep
their girls at home because of sociocultural and economic reasons. There is often a lack of
awareness of the value of educating girls. Some see education as being of little value but more have
concerns around safety, especially if girls have to travel far to school. The opportunity costs of
girls’ schooling are most significant for poor families, where they may have critical childcare and
household responsibilities. Gender and poverty factors not only influence families’ decisions

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regarding whether or not to send their children to school but also the behaviour of teachers
towards the children when they go to school. Gender issues resonate throughout the system with
few women teachers and even fewer in decision-making positions.

6.2.1.3 Unfavourable Geography of Gilgit-Baltistan Compounds Problems

Gilgit-Baltistan is characterised by sparse population, rugged and mountainous terrain, and harsh
weather conditions. The unfavourable geography of the region has many ramifications for the
delivery of education, particularly to girls. For instance, scattered settlements coupled with poor
connective infrastructure either limit the rationale for public investment in schools or result in a
proliferation of schools that are ill-equipped and understaffed. The extremely harsh climatic
conditions have important implications for population distribution, as well as for educational
planning in terms of location of schools and teachers. Adverse weather conditions also affect the
number of days that schools can operate, thus impacting the quality of children’s learning. Being
able to reach schools for support and monitoring can be a monumental challenge too.

6.2.1.4 Gender Gap More Pronounced at Higher Levels of Education

The extent to which girls are disproportionately excluded from education is higher at the
secondary level than at the primary level; and it increases further from the lower to the upper
secondary levels. There may be various reasons for this. Emotional and physical dangers increase
as girls grow into young women and face social demands to conform to traditional gender roles.
Lack of bathrooms and other sanitary facilities in schools can be another problem. The daily
journey to school can be unsafe for girls and young women in some communities. Traditional
conceptions of appropriate roles for both women and men are often pronounced in the technical
and vocational aspects of secondary education.

6.2.1.5 Long Walks to School Hamper Girls’ Enrolment

The impact of distance is more pronounced on girls’ participation in education, especially at the
middle school level and above. Girls’ participation in education is lower than that of boys in
general, but the gender gap is much more obvious at the higher levels of education. Division in
access to education, created by cultural norms resulting in a bias against investing in girls’
education, and sensitivities restricting the mobility of young women give rise to these gender
outcomes in education. The need to travel long distances to school has a negative impact on
attendance and persistence of both sexes, but distance is a significant obstacle for girls, especially
at the lower secondary level. It also means that students may need boarding facilities even when
the education facilities are available at modest distances from their homes.

6.2.1.6 Well-Resourced Educational Institutions Remain an Elusive Dream

The physical environment in schools is often boring and unattractive, with uninspiring teaching
methodologies and teacher punishments, resulting in non-attendance and dropout. Lack of good
water and sanitation facilities is a disincentive, especially for girls. Many schools lack facilities
such as libraries, laboratories, furniture and sports facilities. There are no defined criteria for
provision of facilities to establish an educational institution. The land allocated for the
construction of schools is sometimes not suitable for the purpose; for example, it may be liable to
floods or landslides. Also, schools may not be constructed to withstand local climatic conditions.

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Within the framework of an overall pupil-teacher ratio of approximately 40:1 at the primary level,
there are many schools with five classes but no more than two teachers. At the middle level and
beyond, many teachers are not qualified for the subjects they are required to teach. A lot of posts
remain vacant in the Department of Education, as a result of which only school buildings exist but
no teachers. Similarly, many schools have been upgraded from the primary to middle level or from
the middle to secondary level without the requisite approval, resulting in shortage of teachers.

6.2.1.7 Limited Provision of Education Linked with Dropouts

The provision of early childhood education (ECE) is extremely limited in Gilgit-Baltistan. Weak
ECE results in dropouts and poor learning achievement in later classes. There is only a limited
system of informal/non-formal education for those children who drop out or who never enrol in
the formal education system and for whom the formal system is inappropriate. Gilgit-Baltistan
does not have an inclusive education policy and lacks sufficient facilities for educating children
with disabilities. Moreover, there is a lack of professional institutions such as vocational/
technical, medical, engineering, home economics, agriculture and veterinary colleges.

6.2.2 Budgetary Processes Need Overhaul

Many of the problems related to the low status of girls’ education in Gilgit-Baltistan are of an
operational nature; an outcome of the weak budgetary processes. Insufficient budget allocation is
made for the education sector development schemes, resulting in a high incidence of missing
facilities in schools. Further, the trend of reduction in the education sector development budget is
a major concern. The available development budget also remains underutilised or unutilised in
many cases. More important, a lion’s share of development budget is allocated without gender
specification and there is a lack of proper understanding of the concepts like gender-responsive
budgeting. Some of the key conclusions in this regard have been summarised in the following:

6.2.2.1 Implementation of Education Schemes Often Behind Schedule

The majority of the education sector development schemes span over two to three years. More
often than not, their implementation is behind the schedule for diverse reasons ranging from
rough weather to litigation with the contractor. This can be better explained through an example:
more than half of the education schemes in the ADP 2014-15 are the same as that in the ADP 2011-
12 (many are even older), and almost all of them should have been completed at least a year or two
ago. Sadly, the schemes targeting girls and women are disproportionately represented here.
Moreover, in recent years, a volatile law and order situation has had severe repercussions on the
society, causing long delays in the implementation of schemes in the education sector.

6.2.2.2 Majority of Funds Released in Last Month of Fiscal Year

The majority of the funds for the education sector development schemes are released in as late as
June, the last month of the fiscal year. Until 2012-13, the ADP used to have two separate heads:
one for the expenditure incurred from July to May and the other for the expenditure incurred in
June. More often than not, over 80% of the budget was spent in June alone. The Department of
Planning and Development blames the Department of Finance for this situation, contending that
education schemes are put in the backburner and, many a time, the funds allocated to them are
spent on mega projects like roads.

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6.2.2.3 Inter-Departmental Disputes Result in Low Utilisation of Budget
The low utilisation of the education sector development budget can be attributed to a variety of
reasons, including the following:
▪ Late authorisation and release of funds by the Department of Planning and Development
and Department of Finance, respectively.
▪ Inter-departmental disputes (for example, between Department of Education and
Department of Finance or between Department of Education and Department of
Planning and Development).
▪ Delays in site selection and acquistion of land for construction of schools.
▪ Allocation of funds for a scheme without first getting its PC-1 approved.#
▪ Non-availability of technical staff.

6.2.2.4 Budget Allocation not Responsive to Specific Needs of Girls

When asked whether the education sector development budget was gender responsive, or more
specifically whether it was responsive to the specific needs of girls, the respondents in different
categories and FGD participants gave mixed responses, clearly showing that they did not have an
adequate understanding of the issue. Besides the high incidence of budget allocation without
gender specification, evident from the budget analysis, the budget is also largely not responsive to
the specific needs of girls.

6.2.2.5 Site Selection for Construction of Schools not done Efficiently

The selection of sites for the construction of schools is not always done in the most efficient
manner. People are generally not interested in selling good land, thus mostly unwanted land is
available. Unfeasible locations result in accessibility and mobility problems. Considering this, the
cluster school/college approach is being promoted with success in districts where populations are
dispersed. These schools are equipped with boarding and transport facilities to cater to students
from far off areas. These facilities are a must for girls at the higher secondary level.

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 Chapter 7

Recommendations

Two students of Army Public Schools and Colleges System Gilgit take a long walk to home.
@Mustafa Nazir Ahmad
The recommendations of the research study have been framed considering the geographical,
financial, cultural, religious and human resource constraints of Gilgit-Baltistan. Even the best of
plans for increasing female literacy will fail to fetch the desired results if ground realities of the
region were not taken into account. Considering the format of the study, the recommendations
have been divided in two heads: (a) Improving girls’ education; and (b) Gender sensitising the
budgetary processes.

7.1 Improving Girls’ Education

The following recommendations are based on the replies of the interviewees and FGD participants
to the key question on how to improve female literacy and achieve gender parity at all levels of
education, as well as on the findings of the quantitative data analysis:

7.1.1 Increase Female Literacy

▪ The government should focus on establishing new schools with trained teachers and
basic facilities, especially in rural areas that do not have private schools either.
▪ The Gilgit-Baltistan Legislative Assembly should legislate to make girls’ education free
and compulsory.
▪ Motivational programmes highlighting the benefits of education should be initiated for
communities on the pattern of the Aga Khan Development Network.
▪ The government, the private sector and communities should all join hands for enhancing
female literacy.
▪ NGOs and civil society organisations should supplement the government efforts aimed at
increasing female literacy. They should adopt the models of increasing female literacy
that have been successful in other developing countries.
▪ Employment opportunities should be provided to the educated women since that will
motivate many parents to enrol their daughters in schools.
▪ Provision of hostel and transport facilities should be made compulsory in educational
institutions for girls.
▪ The female dropout rate should be checked and the factors contributing to it controlled.
▪ Physical infrastructure of girls’ schools should be improved.
▪ A degree college for women with modern facilities should be established in all the
districts of Gilgit-Baltistan.
▪ All out-of-school girls should be enrolled in the existing primary schools with
underutilised capacity. Similarly, all closed down schools should be made functional.
▪ Poverty should be eradicated in the areas where it is the primary reason for illiteracy by
initiating income generation activities. In addition, stipends should be given to female
students of these areas.
▪ Equality in education should be integrated into wider policies at the economic, social and
political levels. This is how the transformational power of education for girls can
translate into sustainable development for the society as a whole.
▪ Young female teachers in rural areas should be given maximum incentives to ensure that
they do not leave their job after marriage.
▪ Female teachers in the public sector should only be posted in their home stations.
▪ Incentives such as stipends and food-for-education should be given to poor girl students.

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7.1.2 Enhance Quality of Education
▪ The recruitment of teachers should be done in a transparent manner, free of any political
or bureaucratic influence.
▪ Teacher training should be a vital component of education planning.
▪ Uniform syllabus should be introduced in public and private education institutions.
▪ Sectarian clashes should be strictly handled.
▪ A teacher should be terminated from job for continuous absenteeism.
▪ The government, in collaboration with the local school committees, should monitor the
performance of teachers.
▪ Teachers should get promotion based on their performance rather than their seniority.
▪ The workload of teachers in the public sector should be reduced.
▪ A viable monitoring mechanism should be adopted for education projects.

7.1.3 Improve Budget Utilisation and Service Delivery

▪ Local communities should be involved in the planning, implementation and monitoring
of education schemes focusing on girls.
▪ MLAs should be motivated to include schemes for girls in their priority list. In the case of
districts like Diamer where female literacy is abysmal, schemes for boys should be made
conditional to schemes for girls.
▪ Sex-disaggregated statistics for all levels of education should be regularly developed to
monitor the progress of girls and their educational attainment levels. This will also help
create new indicators to provide policy-relevant information, as well as allow for a clearer
picture to emerge on gender progress and gaps.
▪ The policy of focusing on cadet colleges, which cater exclusively to boys and to a certain
middle class segment of the population, should be urgently reconsidered; and the same
budgetary allocations should be used more efficiently for achieving the goal of Education
for All.
▪ The Department of Education should inform the stakeholders about the progress on
development projects after each quarter. Moreover, it should arrange monthly media
briefings to share the achievements made and problems faced during the period.
▪ Proper management of public resources should be ensured through a strong monitoring
and evaluation system.
▪ Improvements in access to and quality of education should be brought about in all
subsectors: ECE, primary education, middle and higher education, adult literacy, and
technical and vocational education.
▪ Misuse of political, administrative and financial powers should be strictly curbed.

7.2 Gender Sensitising the Budgetary Process

The Budget Wing of the Department of Finance, Government of Gilgit-Baltistan, issues the budget
call circular (BCC) to the Department of Education each year, instructing it how to draw up the
budget for the following fiscal year and prescribing the forms it should use for this purpose. The
officials in the department then use this format to draw up their budget submissions. To
emphasise the link between policy and budget, the submissions required from the Department of
Education should include narratives on delivery performance alongside the budget numbers.

117
A few simple amendments to the BCC could have a significant positive impact in encouraging the
Department of Education to address gender issues in its policies, programmes, projects and
budgets. However, gender sensitive amendments should only be incorporated into the BCC after
deliberations with senior officials of the Department of Finance. The modified BCC should require
the Department of Education to write about gender when discussing its mission, vision, goals and
activities. The format of the modified BCC could roughly be as follows:
▪ Sectoral Mission Statement: The Department of Education should indicate whether its
services are meant to provide any particular benefits to men, women, girls or boys within
the larger population context.
▪ Three-Year Goals: Where goals refer to individuals, the Department of Education should
include gender-related goals like moving towards gender-parity in enrolment. Wherever
possible, quantified gender-disaggregated indicators may be included.
▪ Strategic Issues: The problems and issues, including gender-related matters, expected to
hinder the department in achieving its goals may be listed under this head.
▪ Major Initiatives/Activities Planned: Any initiatives intended to promote gender equity
or to address gender issues may be highlighted.
▪ Performance Targets: Output and outcome indicators relating to individuals should be
gender-disaggregated.

These amendments would not only demonstrate the commitment of the Government of Gilgit-
Baltistan to achieving gender parity in education, but also mark an important step towards
institutionalising a gender perspective in the established budgetary forms and procedures. Further
work would be needed at the level of government to assist the responsible officials in appropriately
responding to the gender requirements. The amended BCC should require the Department of
Education to report on the number of men and women employed by it, as well as the numbers it
proposes to employ in the next year.
A BCC that requires gender issues to be explicitly addressed would facilitate the participation of
elected representatives and civil society leaders in budget discussions. It would do this, among
others, by addressing the common complaint from people interested in women’s empowerment
that they cannot see gender in the budget because of the format in which it is presented.
Since the budget information produced as a result of the gender-aware BCC would be more explicit
as to what government is planning to do in respect of gender issues, the new information provided
would make analysis, discussion and advocacy easier. In addition, in responding to the BCC, the
officials concerned may discover some inadequacies in available gender-related statistics. This can
stimulate them to improve their information systems, so that they produce better information in
future. Over time, as this information becomes publicly available, evidence-based analysis,
discussion and advocacy would be further facilitated.

7.2.1 Steps to Anchor Gender Budget Analysis

7.2.1.1 Awareness Raising
Since gender budget analysis is a relatively new concept in Gilgit-Baltistan, a concerted awareness
raising effort should be made. A series of workshops should be conducted at the district level to
sensitise key stakeholders, from the public sector and beyond, on the concept and benefits of

118
gender budget analysis. In particular, budget officers of the Department of Finance should be
imparted training on gender budget analysis. In tandem with the above, awareness-raising
resource materials on gender budget analysis, tailored to the context of Gilgit-Baltistan, should be
developed and disseminated. As part of development of resource material on gender budget
analysis, a comprehensive resource kit should be prepared. The kit should contain case studies,
and practical tools and guidelines; as well as identify entry points and strategies for integrating a
gender perspective in the ongoing budgetary reforms in Gilgit-Baltistan.

7.2.1.2 Capacity Building and Advocacy

The capacity building component should be started with a training needs assessment that could
help in developing a plan. Thereafter, a training manual should be developed catering specifically
to the needs of the Department Finance and Department of Education officials. Using the training
manual, a pool of resource persons should be developed consisting of both government officials
and civil society representatives. Over a period of time, a series of trainings should be held for
various stakeholders such as government officials, NGO staff and researchers to build their
capacities, so that they could start analysing budgets from a gender lens. Advocacy sessions should
also be held for the elected representatives.

7.2.1.3 Linkages and Synergies

Partnerships should be forged and synergies developed to anchor the gender budget analysis work
more widely in Gilgit-Baltistan. This aspect should include working with other gender projects and
programmes; for example, the Aga Khan Rural Support Programme. The gender budget analysis
work will only be sustainable if supported by NGOs and civil society organisations, thus sessions
for their staff should be regularly organised.

119
120
 Chapter 8

References

Students of Army Public Schools and Colleges System Gilgit having fun after school.
@Mustafa Nazir Ahmad
1. Ahmad, M. N. (2010). Report of the Training Workshop on Budget Analysis and
Tracking (Unpublished). Islamabad: ActionAid-Pakistan.
2. Akram, M., & Khan, F. J. (2007). Public Provision of Education and Government
Spending in Pakistan. Islamabad: Pakistan Institute of Development Economics.
3. Alif Ailaan. (2014). Pakistan District Education Rankings 2014. Islamabad.
4. Bhatt, S. B., & Sharma, R.S. (1992). Women’s education and social development. New
Delhi: Kanishka Publishing House.
5. Budlender, D., & Hewitt, G. (2003). Engendering Budgets: A Practitioners’ Guide to
Understanding and Implementing Gender-Responsive Budgets. London:
Commonwealth Secretariat.
6. GoP [Government of Pakistan]. (2007). Pakistan in the 21st Century: Vision 2030.
Islamabad: Planning Commission.
7. GoP. (2009). National Education Policy 2009. Islamabad: Ministry of Education.
8. GoP. (2013a). National Plan of Action to Accelerate Education Related MDGs 2013-16:
Achieving Universal Quality Primary Education in Pakistan. Islamabad: Ministry of
Education, Trainings and Standards in Higher Education.
9. GoP. (2013b). The Constitution of the Islamic Republic of Pakistan. Karachi: The Ideal
Publishers.
10. Government of Gilgit-Baltistan. (2011). Annual Development Programme 2011-12.
Department of Planning and Development.
11. Government of Gilgit-Baltistan. (2012a). Gilgit-Baltistan Education Statistics 2011-12.
Gilgit-Baltistan Education Management Information System, Department of Education.
12. Government of Gilgit-Baltistan. (2012b). Annual Development Programme 2012-13.
Department of Planning and Development.
13. Government of Gilgit-Baltistan. (2013a). Gilgit-Baltistan at a Glance. Statistical Cell,
Department of Planning and Development.
14. Government of Gilgit-Baltistan. (2013b). Annual Development Programme 2013-14.
Department of Planning and Development.
15. Government of Gilgit-Baltistan. (2014). Annual Development Programme 2014-15.
Department of Planning and Development.
16. Manzil Pakistan. (2013). Education in Pakistan: State of affairs at a glance. Islamabad.
17. Murtaza, K. F. (2012). Women empowerment through higher education in Gilgit-
Baltistan. International Journal of Academic Research in Business and Social Sciences,
2(9), 342–367.
18. Northern Areas Directorate of Education. (2008). Northern Areas Education Strategy
2008-2025.
19. Oxfam/I-SAPS [Institute of Social and Policy Sciences]. (2010). Education Budget
Analysis: Five Districts of Southern Punjab. Islamabad.

122
 20. Sabir, M. (2006). Unpacking of Federal Budget Through Gender Lens. Islamabad:
Gender Responsive Budgeting Initiative, Finance Division, Government of Pakistan.
21. UNESCO [United Nations Educational, Scientific and Cultural Organization]. (2012).
World Atlas on Gender Equality in Education. Paris.
22. Sharma, U., & Sharma, M. B. (2004). Women and Higher Education. New Delhi:
Commonwealth Publishers.
23. World Bank. (2011). Enhancing Educational Attainment in Gilgit-Baltistan. Islamabad:
The World Bank, Asian Development Bank and Government of Gilgit-Baltistan.

The documents cited in the research study have been included in the references above. Besides
these, the following documents were consulted during the research process:
1. Association of Global Humanists and Ethics. (2013). Status of Girls’ Education in
District Diamer, Gilgit-Baltistan: A Situational Analysis Report. Islamabad.
2. Centre for Peace and Development Initiatives-Pakistan. (2007). Development Budget for
the Education Sector and its Utilization (July 2006-September 2007). Islamabad.
3. Government of Pakistan. (2013). District Education Profile 2011-12. Islamabad: National
Education Management Information System-Academy of Educational Planning and
Management; Ministry of Education, Trainings and Standards in Higher Education.
4. Government of Pakistan. (2013). Pakistan Education Statistics 2011-12. Islamabad:
National Education Management Information System-Academy of Educational Planning
and Management; Ministry of Education, Trainings and Standards in Higher Education.
5. Government of Gilgit-Baltistan. (2012). School Directory of Gilgit-Baltistan Districts.
Gilgit-Baltistan Education Management Information System, Department of Education.
6. Government of Gilgit-Baltistan. (2013). Gilgit-Baltistan Education Teacher Education
Strategy 2013-18 at a Glance. Department of Education.

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124
 Appendices

An exterior view of the Fatima Jinnah Government Degree College for Women, Gilgit.
@Mustafa Nazir Ahmad
Appendix 1: Education Schemes in ADP 2012-13
All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP12 Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
GILGIT-BALTISTAN LEVEL SCHEMES
472 Construction of Cadet College Skardu 198.208 175.380 22.828 7.000 Targeted Gender Specific14
(Phase-II) [Revised] 24-09-2009 [HS]13 (30.7%) Not completed – underutilisation of budget
allocation
473 Construction of Boys Degree College 50.000 46.460 3.540 2.486 Targeted Gender Specific
Minawar, Gilgit 10-05-2005 [HS] (70.2%) Not completed – underutilisation of budget
allocation
474 Construction of Boys Degree College 50.000 47.780 2.220 0.000 Targeted Gender Specific
Danyore, Gilgit 10-05-2005 [HS] (0.0%) Not completed – non-utilisation of budget
allocation
475 Scholarship for Professional Colleges 60.000 14.760 12.957 9.840 Ongoing Gender Specific [Boys: 62.5%; Girls: 37.5%]
(Engineering and Medical) (75.9%) Expenditure lower than budget allocation
26-12-2005 [HS]
476 IT Development and Management in 60.000 69.000 0.001 0.001 Targeted Gender Neutral
Northern Areas 29-03-2006 [M]15 (100.0%) Completed (expenditure exceeded approved cost by
Rs 9.001 million)
477 Establishment of Women’s Development 45.178 47.110 0.001 0.001 Targeted Gender Sensitive
Directorate in Gilgit-Baltistan (Phase-II) (100.0%) Completed (expenditure exceeded approved cost by
11-11-2006 [M] Rs 1.933 million)
478 Establishment of Federal Government 10.000 4.420 5.580 0.012 Targeted Gender Specific [Boys: 50.0%; Girls: 50.0%]
Boys and Girls High School Juglote, Gilgit (0.2%) Not completed – underutilisation of budget
28-08-2006 [S]16 allocation
479 Establishment of Northern Education 20.500 12.580 7.920 4.168 Targeted Gender Neutral
Assessment Centre at Gilgit (52.6%) Not completed – underutilisation of budget
05-07-2007 [M] allocation

12 Schemes at underlined serial numbers have not been included in Chapter 4.4 (Salient Education Schemes in ADP 2012-13 and ADP 2013-14) because
their detailed analysis was not possible. Appendix 5 details these schemes and gives the reason why they have been excluded.
13 Higher Secondary Level scheme.
14 Until specified otherwise, 100.0% of the budget allocation and expenditure of ‘Gender Specific’ schemes has been charged to boys.
15 Miscellaneous scheme.
16 Secondary Level scheme.
126
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
480 Provision of missing facilities in FG High 150.000 68.590 28.000 22.000 Ongoing Gender Specific [Boys: 40.0%; Girls: 60.0%]
Schools of NAs 24-09-2009 [S] (78.6%) Expenditure lower than budget allocation
481 Construction of Provincial Headquarters 39.000 0.980 10.000 1.508 Ongoing Gender Specific
Boy Scouts Training Centre/NAs Boy (15.1%) Expenditure lower than budget allocation
Scouts Association 09-02-2009 [M]
482 Strengthening of Federal Government 62.500 3.290 10.000 0.794 Ongoing Gender Neutral
College of Education Jutial, Gilgit (7.9%) Expenditure lower than budget allocation
26-10-2010 [M]
483 Provision of IT/Internet/GPS education 20.000 7.270 12.730 4.926 Targeted Gender Neutral
facilities in schools of Northern Areas (38.7%) Not completed – underutilisation of budget
12-05-2010 [M] allocation
484 Establishment of Commerce Colleges in 30.000 0.000 10.000 0.000 Ongoing Gender Specific
Gilgit and Skardu regions 12-05-2010 [HS] (0.0%) No expenditure
485 Construction of office accommodation for 30.000 0.000 1.000 0.000 Ongoing Gender Sensitive
NAs Female Directorate Unapproved [M] (0.0%) No expenditure
486 Provision of furniture in elementary and 195.000 100.000 10.000 25.202 Ongoing Gender Neutral
secondary institutions of Gilgit-Baltistan (252.0%) Expenditure higher than budget allocation
30-11-2011 [P]17
487 Capacity building of headmasters/ 210.00018 0.000 2.000 0.000 Ongoing Gender Neutral
teachers and field staff in Gilgit-Baltistan (0.0%) No expenditure
Unapproved [M]
488 Establishment of Cadet College Chilas, 410.000 3.850 5.000 5.000 Ongoing Gender Specific
Diamer [HS] (100.0%) Expenditure same as budget allocation
489 Establishment of Polytechnic Institute for 200.000 41.170 10.000 20.000 Ongoing Gender Specific
Boys at Gilgit [HS] (200.0%) Expenditure higher than budget allocation
490 Rehabilitation Centre at Hunza (Devolved) 37.00019 28.516 5.000 0.000 Ongoing Gender Neutral
[M] (0.0%) No expenditure
491 Construction of Special Education Centre 53.312 47.100 6.212 2.500 Targeted Gender Neutral
at Gilgit (Devolved) [M] (40.2%) Not completed – underutilisation of budget
allocation

17 Primary Level scheme.

18 ‘Approved Cost’ revised downwards to ‘Rs 60.000 million’ in the ADP 2013-14.
19 ‘Approved Cost’ revised upwards to ‘Rs 43.000 million’ in the ADP 2013-14.
127
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
492 Construction of Special Education Centre 43.200 10.552 5.000 15.000 Ongoing Gender Neutral
at Skardu (Devolved) 10-09-2009 [M] (300.0%) Expenditure higher than budget allocation
493 Establishment of Resource Centre by 10.300 9.989 0.311 0.00020 Targeted Gender Sensitive
Women’s Development Directorate (0.0%) Not completed – non-utilisation of budget
(Devolved) Unapproved [M] allocation
494 PARHA LIKHA Gilgit-Baltistan 150.000 0.000 12.810 0.000 New Gender Neutral
Unapproved [P] (0.0%) Not started
495 Women’s Socio-Economic Empowerment 99.000 0.000 1.000 0.000 New Gender Sensitive
Project in Gilgit-Baltistan Unapproved [M] (0.0%) Not started
496 Construction of science laboratories in 176.670 0.000 1.000 0.000 New Gender Neutral
colleges of Gilgit-Baltistan21 (0.0%) Not started
Unapproved [HS]
497 Construction of Cadet College Skardu 195.00022 0.000 1.000 0.000 New Gender Specific
(Phase-III) Unapproved [HS] (0.0%) Not started
498 Establishment of Karakorum University 16.878 0.000 1.000 0.000 New Gender Neutral
Skardu Campus Unapproved [M] (0.0%) Not started
499 Strengthening of laboratories/libraries 96.900 0.000 1.000 0.000 New Gender Neutral
and provision of books/equipment in (0.0%) Not started
educational institutions of Gilgit-Baltistan
Unapproved [HS]
500 Construction of Benazir Memorial Hall at 13.500 0.000 1.000 0.000 New Gender Neutral
Public School and College Jutial, Gilgit (0.0%) Not started
17-06-2010 [M]
Total: 29 Schemes 2732.146 738.797 189.110 120.438
(63.7%)
DISTRICT GILGIT SCHEMES
501 Up-gradation of Boys Primary Schools 13.162 10.030 3.132 3.132 Targeted Gender Specific
Karimabad and Mayoon to Middle Schools (100.0%) Completed
(Revised) 22-09-2009 [S]

20 ‘Expenditure in FY 2012-13 (%)’ has been calculated as ‘Rs 0.000 million (0.0%)’ – in line with the ADP 2014-15 that cites ‘Rs 6.648 million’ as
‘Expenditure until 30-06-2014’ – though the ADP 2013-14 cites ‘Rs 0.151 million (48.6%)’.
21 ‘Name’ changed to ‘Strengthening of laboratories/libraries in educational institutions of Gilgit-Baltistan’ in the ADP 2013-14.
22 ‘Approved Cost’ revised upwards to ‘Rs 295.792 million’ in the ADP 2013-14.
128
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
502 Construction of Girls Middle School Garo, 3.000 2.890 0.110 0.110 Targeted Gender Sensitive
Juglote 05-09-2005 [S] (100.0%) Completed
503 Up-gradation of Girls High School 25.000 18.850 6.150 1.639 Targeted Gender Sensitive
Kashrote to Higher Secondary School (26.7%) Not completed – underutilisation of budget
23-04-2007 [HS] allocation
504 Up-gradation of Girls Middle School Jutial 7.000 4.510 2.490 1.845 Targeted Gender Sensitive
to High School 05-07-2007 [S] (74.1%) Not completed – underutilisation of budget
allocation
505 Up-gradation of schools (ad hoc) in Gilgit 95.000 88.260 6.740 6.733 Targeted Gender Neutral
07-07-2007 [S] (99.9%) Not completed – underutilisation of budget
allocation
506 Construction of additional classrooms at 15.000 14.990 0.010 0.010 Targeted Gender Sensitive
Girls Degree College Gilgit (100.0%) Completed
05-07-07 [HS]
507 Construction of hostel for female staff of 24.656 14.530 10.126 10.126 Targeted Gender Sensitive
schools and colleges in Gilgit (100.0%) Completed
06-06-2012 [M]
508 Construction of Boys Primary Schools Al- 7.000 6.580 0.420 0.420 Targeted Gender Specific
Asar Colony, Sabil Sai Bala and Pari Dar (100.0%) Completed
30-05-2009 [P]
509 Reconstruction of Boys High School 10.00023 8.390 1.610 6.728 Targeted Gender Specific
Juglote Sai 14-12-2009 [S] (417.9%) Not completed despite over-utilisation of budget
allocation because of upwards revision of approved
cost
Total: 9 Schemes 199.818 169.030 30.788 30.743
(99.9%)
DISTRICT DIAMER SCHEMES
24
510 Construction of Boys Inter College Tangir 32.000 32.640 0.001 6.000 Targeted Gender Specific
16-10-2002 [HS] (600000.0%) Not completed despite over-utilisation of budget
allocation because of upwards revision of approved
cost

23 ‘Approved Cost’ revised upwards to ‘Rs 23.715 million’ in the ADP 2013-14.
24 ‘Approved Cost’ revised upwards to ‘Rs 54.820 million’ in the ADP 2013-14.
129
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
511 Construction of Girls Inter College Chilas 46.600 20.930 12.000 0.600 Ongoing Gender Sensitive
(Revised) 12-05-2010 [HS] (5.0%) Expenditure lower than budget allocation
512 Up-gradation of Boys Middle Schools 20.000 13.530 6.470 0.500 Targeted Gender Specific
Hudur, Sair Dass Khinner, Sari Thore and (7.7%) Not completed – underutilisation of budget
Shaheen Village to High Schools allocation
28-08-2006 [S]
513 Construction of residential 7.000 5.320 1.680 0.800 Targeted Gender Neutral
accommodation including boundary walls (47.6%) Not completed – underutilisation of budget
for Education Department at Darel and allocation
Khanbary 25-06-2007 [M]
514 Up-gradation of Girls Primary School 12.000 13.800 0.001 0.000 Targeted Gender Specific [Boys: 66.7%; Girls: 33.3%]
Ranoi to Middle School and Boys Middle (0.0%) Not completed – non-utilisation of budget
School Takia to High School (Chilas) allocation (expenditure had already exceeded
25-06-2007 [S] approved cost by Rs 1.800 million)
515 Up-gradation of schools (ad hoc) in 17.000 13.080 3.920 2.580 Targeted Gender Neutral
Diamer 25-06-2008 [S] (65.8%) Not completed – underutilisation of budget
allocation
516 Up-gradation of Boys High School Gumary 15.383 13.960 1.423 0.500 Targeted Gender Specific
Darel to Higher Secondary School (35.1%) Not completed – underutilisation of budget
(Revised) 14-09-2011 [HS] allocation
517 Construction of residential 34.500 6.950 13.000 0.712 Ongoing Gender Neutral
accommodation for Public School Chilas (5.5%) Expenditure lower than budget allocation
22-10-2011 [M]
518 Construction of Boys Primary School 4.000 3.880 0.120 0.000 Targeted Gender Specific [Boys: 50.0%; Girls: 50.0%]
Sumal Batogah and Girls Primary School (0.0%) Not completed – non-utilisation of budget
Ranoi (Chilas) 05-07-2007 [P] allocation
519 Construction of Boys Primary Schools 8.516 0.950 7.566 3.146 Targeted Gender Specific
Sheshi Band Galani Het Batogah, Jamogah (41.6%) Not completed – underutilisation of budget
Thore and Chacho Khun Khinner; and of allocation
classrooms at Boys Primary School
Faruqabad Haripin Das 30-05-2009 [P]
520 Up-gradation of Girls Primary School 5.000 0.000 2.000 0.000 Ongoing Gender Sensitive
Gayal Darel to Middle School (0.0%) No expenditure
06-06-2012 [S]

130
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
521 Construction of additional work for 64.642 4.310 10.000 0.500 Ongoing Gender Specific
Federal Government Boys Degree College (5.0%) Expenditure lower than budget allocation
Chilas (Phase-II) 24-10-2009 [HS]
522 Establishment of Home Schools for girls in 50.782 0.000 10.000 1.882 Ongoing Gender Sensitive
Diamer 17-06-2010 [P] (18.8%) Expenditure lower than budget allocation
523 Chief Minister's Initiative to Promote 20.000 0.000 5.000 0.000 Ongoing Gender Sensitive
Female Education in Darel and Tangir (0.0%) No expenditure
Unapproved [P]
Total: 14 Schemes 337.423 129.350 73.181 17.220
(23.5%)
DISTRICT GHIZER SCHEMES
524 Construction of Boys Inter College 16.000 15.930 0.070 0.000 Targeted Gender Specific
Chatorkhand 13-02-2006 [HS] (0.0%) Not completed – non-utilisation of budget
allocation
525 Construction of hostel for Girls Inter 18.000 17.750 0.250 0.000 Targeted Gender Sensitive
College Ghakuch and up-gradation of Girls (0.0%) Not completed – non-utilisation of budget
Middle School Sherqillah to High School allocation
28-08-2006 [HS]
526 Up-gradation of Girls Middle School 7.000 5.370 1.630 1.630 Targeted Gender Sensitive
Ghakuch Bala to High School (100.0%) Completed
25-06-2007 [S]
527 Up-gradation of Girls Middle School Taus 11.500 13.020 0.001 0.000 Targeted Gender Sensitive
Yasin to Higher Secondary School (0.0%) Not completed – non-utilisation of budget
05-07-2007 [HS] allocation (expenditure had already exceeded
approved cost by Rs 1.520 million)
528 Provision of additional facilities for Public 22.100 17.520 4.580 4.580 Targeted Gender Specific [Boys: 50.0%; Girls: 50.0%]
School and College Gilgit 17-06-2010 [HS] (100.0%) Completed
Total: 5 Schemes 74.600 69.590 6.531 6.210
(95.1%)
DISTRICT HUNZA-NAGAR SCHEMES
529 Up-gradation of Girls Inter College 20.407 20.310 0.097 0.097 Targeted Gender Sensitive
Karimabad to Degree College (100.0%) Completed
17-06-2010 [HS]

131
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
530 Up-gradation of Boys High School 14.033 13.430 0.603 0.603 Targeted Gender Specific
Askurdas to Higher Secondary School (100.0%) Completed
17-06-2010 [HS]
531 Establishment of Girls Higher Secondary 11.500 11.400 0.100 0.100 Targeted Gender Sensitive
School Morkhun, Gojal (100.0%) Completed
05-07-2007 [HS]
532 Construction of Boys Primary Schools 7.000 6.450 0.550 0.400 Targeted Gender Specific
Geram, Jamalabad and Aliabad (72.7%) Not completed – underutilisation of budget
30-05-2009 [P] allocation
533 Reconstruction of Boys High School at 10.000 4.520 5.480 2.276 Targeted Gender Specific
Chalt Nagar-2 (41.5%) Not completed – underutilisation of budget
14-12-2009 [S] allocation
534 Construction of Federal Government Boys 7.419 6.090 1.329 1.218 Targeted Gender Specific
High Schools Hoper Nagar and Nagar (91.6%) Not completed – underutilisation of budget
Proper allocation
22-09-2009 [S]
535 Up-gradation of Boys Primary School 8.532 0.000 8.532 0.880 Targeted Gender Specific
Chaprote to Middle School (10.3%) Not completed – underutilisation of budget
12-05-2012 [S] allocation
Total: 7 Schemes 78.891 62.200 16.691 5.574
(33.4%)
DISTRICT GHANCHE SCHEMES
536 Up-gradation of Boys Inter College Khaplu 27.000 19.830 7.170 7.170 Targeted Gender Specific
to Degree College (100.0%) Completed
27-10-2005 [HS]
537 Up-gradation of Girls Middle Schools 46.000 31.980 14.020 8.576 Targeted Gender Sensitive
Ghowari Geantha, Surmo, Bara, Thagas (61.2%) Not completed – underutilisation of budget
and Pyon to High Schools; and of Girls allocation
High School Thalay to Higher Secondary
School
07-07-2007 [S]
538 Up-gradation of Girls High School Keris to 12.000 11.400 0.600 0.600 Targeted Gender Sensitive
Higher Secondary School (100.0%) Completed
09-05-2009 [HS]

132
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-12 FY 2012/13 FY 2012/13 (%)
539 Up-gradation of Girls Middle School 9.000 7.550 1.450 1.450 Targeted Gender Sensitive
Thalay Baltro to High School (100.0%) Completed
07-07-2010 [S]
Total: 4 Schemes 94.000 70.760 23.240 17.796
(76.6%)
DISTRICT ASTORE SCHEMES
540 Up-gradation of Boys Primary School 16.000 13.460 2.540 2.540 Targeted Gender Specific [Boys: 25.0%; Girls: 75.0%]
Nasirabad Qamari Bala; and Girls Primary (100.0%) Completed
Schools Sher Quali Chilum, Nasirabad
Maicha and Rupal to Middle Schools
28-10-2008 [S]
541 Up-gradation of Federal Government Boys 99.294 17.490 19.847 2.500 Ongoing Gender Specific
Inter College Astore to Degree College (12.6%) Expenditure lower than budget allocation
16-12-2011 [HS]
Total: 2 Schemes 115.294 30.950 22.387 5.040
(22.5%)
Grand Total: 70 Schemes 3632.172 1270.677 361.928 203.021
(56.1%)

133
Appendix 2: Education Schemes in ADP 2013-14
All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP25 Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
GILGIT-BALTISTAN LEVEL SCHEMES
392 Construction of Cadet College Skardu 198.208 182.380 5.118 9.750 Ongoing Gender Specific27
(Phase-II) [Revised] 24-09-2009 [HS]26 (190.5%) Expenditure higher than budget allocation
393 Construction of Boys Degree College 50.000 48.946 1.054 0.548 Targeted Gender Specific
Minawar, Gilgit 10-05-2005 [HS] (52.0%) Not completed – underutilisation of budget
allocation
394 Construction of Boys Degree College 50.000 47.780 2.220 0.000 Targeted Gender Specific
Danyore, Gilgit 10-05-2005 [HS] (0.0%) Not completed – non-utilisation of budget
allocation
395 Scholarship for Professional Colleges 60.000 24.600 15.000 7.500 Ongoing Gender Specific [Boys: 62.5%; Girls: 37.5%]
(Engineering/Medical) 26-12-2005 [HS] (50.0%) Expenditure lower than budget allocation
396 Establishment of Federal Government 10.000 4.432 5.568 2.216 Targeted Gender Specific [Boys: 50.0%; Girls: 50.0%]
Boys and Girls High School Juglote (39.8%) Not completed – underutilisation of budget
28-08-2006 [S]28 allocation
397 Establishment of Northern Education 20.500 16.748 3.752 1.976 Targeted Gender Neutral
Assessment Centre at Gilgit (52.7%) Not completed – underutilisation of budget
05-07-2007 [M]29 allocation
398 Provision of missing facilities in FG High 150.000 90.590 20.000 54.000 Ongoing Gender Specific [Boys: 40.0%; Girls: 60.0%]
Schools of Northern Areas 24-09-2009 [S] (270.0%) Expenditure higher than budget allocation
399 Construction of Provincial Headquarters 39.000 2.488 14.999 0.129 Ongoing Gender Specific
Boy Scouts Training Centre/NAs Boy (0.9%) Expenditure lower than budget allocation
Scouts Association 09-02-2009 [M]
400 Strengthening of Federal Government 62.500 4.084 10.000 15.604 Ongoing Gender Neutral
College of Education Jutial, Gilgit (156.0%) Expenditure higher than budget allocation
26-10-2010 [M]

25 Schemes at underlined serial numbers have not been included in Chapter 4.4 (Salient Education Schemes in ADP 2012-13 and ADP 2013-14) because
their detailed analysis was not possible. Appendix 5 details these schemes and gives the reason why they have been excluded.
26 Higher Secondary Level scheme.
27 Until specified otherwise, 100.0% of the budget allocation and expenditure of ‘Gender Specific’ schemes has been charged to boys.
28 Secondary Level scheme.
29 Miscellaneous scheme.
134
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
401 Provision of IT/Internet/GPS facilities in 20.000 12.196 7.804 1.000 Targeted Gender Neutral
High Schools of Northern Areas (12.8%) Not completed – underutilisation of budget
12-05-2010 [M] allocation
402 Establishment of Commerce Colleges in 30.000 0.000 15.000 0.000 Ongoing Gender Specific
Gilgit and Skardu regions (0.0%) No expenditure
12-05-2010 [HS]
403 Construction of office accommodation for 30.000 0.000 5.000 0.000 Ongoing Gender Sensitive
Northern Areas Female Directorate (0.0%) No expenditure
Unapproved [M]
404 Provision of furniture in elementary and 195.000 125.202 20.000 20.000 Ongoing Gender Neutral
secondary institutions of Gilgit-Baltistan (100.0%) Expenditure same as budget allocation
30-11-2011 [P]30
405 Capacity building of headmasters/ 60.000 0.000 5.000 0.000 Ongoing Gender Neutral
teachers and field staff in Gilgit-Baltistan (0.0%) No expenditure
Unapproved [M]
406 Establishment of Cadet College Chilas, 410.000 8.850 15.000 33.873 Ongoing Gender Specific
Diamer [HS] (225.8%) Expenditure higher than budget allocation
407 Establishment of Polytechnic Institute for 200.000 61.170 35.000 35.000 Ongoing Gender Specific
Boys at Gilgit [HS] (100.0%) Expenditure same as budget allocation
408 Rehabilitation Centre at Hunza (Devolved) 43.000 28.516 8.484 0.000 Ongoing Gender Neutral
[M] (0.0%) No expenditure
409 Construction of Special Education Centre 53.312 49.600 3.712 1.300 Targeted Gender Neutral
at Gilgit (Devolved) [M] (35.0%) Not completed – underutilisation of budget
allocation
410 Construction of Special Education Centre 43.200 25.552 10.000 17.648 Ongoing Gender Neutral
at Skardu (Devolved) 10-09-2009 [M] (176.5%) Expenditure higher than budget allocation
411 Establishment of Resource Centre by 10.300 10.14031 0.160 0.000 Targeted Gender Sensitive
Women’s Directorate (Devolved) (0.0%) Not completed – non-utilisation of budget
15-01-2013 [M] allocation

30 Primary Level scheme.

31 ‘Expenditure until 30-06-2013’ has been shown as ‘Rs 10.140 million’ – in line with the ADP 2013-14 – though the ADP 2014-15 cites ‘Rs 6.648 million’
as ‘Expenditure until 30-06-2014’. Based on this, ‘Expenditure in 2012-13 (%)’ has been calculated as ‘Rs 0.000 million (0.0%)’ instead of ‘Rs 0.151
million (48.6%)’ as reported in the ADP 2013-14.
135
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
412 Women’s Socio-Economic Empowerment 99.000 0.000 2.000 0.000 Ongoing Gender Sensitive
Project in Gilgit-Baltistan (0.0%) No expenditure
Unapproved [M]
413 Strengthening of laboratories/libraries in 176.670 0.000 2.000 0.000 Ongoing Gender Neutral
educational institutions of Gilgit-Baltistan (0.0%) No expenditure
Unapproved [S]
414 Construction of Cadet College Skardu 295.79232 0.000 5.000 156.250 Ongoing Gender Specific
(Phase‐III) 29-06-2013 [HS] (3125.0%) Expenditure higher than budget allocation
415 Establishment of Karakorum International 16.878 0.000 5.000 0.000 Ongoing Gender Neutral
University Skardu Campus (0.0%) No expenditure
Unapproved [M]
416 Construction of Benazir Memorial Hall at 13.500 0.000 2.000 4.000 Ongoing Gender Neutral
Public School and College Jutial, Gilgit (200.0%) Expenditure higher than budget allocation
17-06-2010 [M]
417 Establishment of Gilgit-Baltistan 75.557 0.000 2.000 0.000 New Gender Neutral
Directorate of Staff Development (0.0%) Not started
Unapproved [M]
Total: 26 Schemes 2412.417 743.274 220.871 360.794
(163.4%)
DISTRICT GILGIT SCHEMES
418 Up-gradation of Girls High School 25.000 20.489 4.511 3.618 Targeted Gender Sensitive
Kashrote to Higher Secondary School (80.2%) Not completed – underutilisation of budget
23-04-2007 [HS] allocation
419 Up-gradation of Girls Middle School Jutial 7.000 6.355 0.645 0.645 Targeted Gender Sensitive
to High School 05-07-2007 [S] (100.0%) Completed
420 Up-gradation of schools (ad hoc) in Gilgit 95.000 94.993 0.007 0.896 Ongoing Gender Neutral
07-07-2007 [S] (12800.0%) Expenditure higher than budget allocation (scheme
not classified as ‘targeted’ despite allocation of total
remaining budget)
421 Reconstruction of Boys High School 23.715 15.118 8.597 8.597 Targeted Gender Specific
Juglote Sai (Revised) 15-01-2013 [S] (100.0%) Completed

32 ‘Approved Cost’ revised upwards to ‘Rs 296.792 million’ in the ADP 2014-15.
136
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
422 Payment of land compensation for Boys 10.000 0.000 10.000 0.000 Targeted New Gender Specific
High School Damote and Boys Middle (0.0%) Not completed/started – non-utilisation of budget
School Khomer Unapproved [S] allocation
423 Provision of additional facilities for Public 40.000 0.000 10.000 0.000 New Gender Neutral
School and College Jutial (0.0%) Not started
Unapproved [HS]
424 Construction of gymnasium at Special 10.000 0.000 5.000 0.000 New Gender Neutral
Education Complex Gilgit (0.0%) Not started
Unapproved [M]
425 Construction of three additional 2.927 0.000 2.927 0.000 Targeted New Gender Sensitive
classrooms at Girls High School No 1 Gilgit (0.0%) Not completed/started – non-utilisation of budget
Unapproved [S] allocation
Total: 8 Schemes 213.642 136.955 41.687 13.756
(33.0%)
DISTRICT SKARDU SCHEMES
426 Levelling of ground at Public School 10.000 0.000 10.000 0.000 Targeted New Gender Neutral
Skardu Unapproved [M] (0.0%) Not completed/started – non-utilisation of budget
allocation
Total: 1 Scheme 10.000 0.000 10.000 0.000
(0.0%)
DISTRICT DIAMER SCHEMES
427 Construction of Boys Inter College Tangir 54.820 38.640 16.180 10.905 Targeted Gender Specific
(Revised) 15-01-2013 [HS] (67.4%) Not completed – underutilisation of budget
allocation
428 Construction of Girls Inter College Chilas 46.600 21.530 10.000 10.000 Ongoing Gender Sensitive
(Revised) 12-05-2010 [HS] (100.0%) Expenditure same than budget allocation
429 Up-gradation of Boys Middle Schools 20.000 14.030 5.970 5.176 Targeted Gender Specific
Hudur, Sair Dass Khinner, Sari Thore and (86.7%) Not completed – underutilisation of budget
Shaheen Village to High Schools (Chilas) allocation
28-08-2006 [S]
430 Construction of accommodation including 7.000 6.120 0.880 0.880 Targeted Gender Neutral
boundary walls for Education Department (100.0%) Completed
at Darel and Khanbary 25-06-2007 [M]

137
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
431 Up-gradation of Girls Primary School 12.000 13.800 0.000 0.000 Targeted Gender Specific [Boys: 66.7%; Girls: 33.3%]
Ranoi to Middle School and Boys Middle (N/A) Completed despite no budget allocation since
School Takia to High School (Chilas) expenditure had already exceeded approved cost by
25-06-2007 [S] Rs 1.800 million
432 Up-gradation of schools (ad hoc) in 17.000 15.660 1.340 0.300 Targeted Gender Neutral
Diamer 25-06-2008 [S] (22.4%) Not completed – underutilisation of budget
allocation
433 Up-gradation of Boys High School Gumary 15.383 14.460 0.923 0.300 Targeted Gender Specific
Darel to Higher Secondary School (32.5%) Not completed – underutilisation of budget
(Revised) 14-09-2011 [HS] allocation
434 Construction of residential 34.500 7.662 15.999 12.354 Ongoing Gender Neutral
accommodation for Public School Chilas (77.2%) Expenditure lower than budget allocation
(Revised) 22-10-2011 [M]
435 Construction of Boys Primary School 4.000 3.880 0.120 0.000 Ongoing Gender Specific [Boys: 50.0%; Girls: 50.0%]
Sumal Batogah and Girls Primary School (0.0%) No expenditure (scheme not classified as ‘targeted’
Ranoi (Chilas) 05-07-2007 [P] despite allocation of total remaining budget)
436 Construction of Boys Primary Schools 8.51633 4.096 4.420 2.806 Targeted Gender Specific
Sheshi Band Galani Het Batogah, Jamogah (68.5%) Not completed – underutilisation of budget
Thore and Chacho Khun Khinner; and of allocation
classes at Boys Primary School Faruqabad
Haripin Das (Chilas) 30-05-2009 [P]
437 Up-gradation of Girls Primary School 5.000 0.000 5.000 2.923 Targeted Gender Sensitive
Gayal Darel to Middle School (58.5%) Not completed – underutilisation of budget
06-06-2012 [S] allocation
438 Construction of additional work for 64.642 4.810 10.000 0.724 Ongoing Gender Specific
Federal Government Boys Degree College (7.2%) Expenditure lower than budget allocation
Chilas (Phase-II) 24-10-2009 [HS]
439 Establishment of Home Schools for girls in 50.782 1.882 10.000 10.000 Ongoing Gender Sensitive
Diamer 17-06-2010 [P] (100.0%) Expenditure same as budget allocation
440 Chief Minister's Initiative to Promote 20.000 0.000 5.000 0.000 Ongoing Gender Sensitive
Female Elementary Education in Darel and (0.0%) No expenditure
Tangir Unapproved [P]

33 ‘Approved Cost’ revised downwards to ‘Rs 7.000 million’ in the ADP 2014-15.
138
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
441 Reconstruction work of damaged Girls 5.072 0.000 5.072 0.000 Targeted New Gender Sensitive
High School Chilas Unapproved [S] (0.0%) Not completed/started – non-utilisation of budget
allocation
442 Establishment of Public School at Darel 50.000 0.000 14.928 0.000 New Gender Specific [Boys: 50.0%; Girls: 50.0%]
Unapproved [S] (0.0%) Not started – non-utilisation of budget allocation
Total: 16 Schemes 415.315 146.570 105.832 56.368
(53.3%)
DISTRICT GHIZER SCHEMES
443 Construction of Boys Inter College 16.000 15.930 0.070 0.000 Ongoing Gender Specific
Chatorkhand 13-02-2006 [HS] (0.0%) No expenditure (scheme not classified as ‘targeted’
despite allocation of total remaining budget)
444 Construction of hostel for Girls Inter 18.000 17.750 0.250 0.100 Targeted Gender Sensitive
College Ghakuch and up-gradation of Girls (40.0%) Not completed – underutilisation of budget
Middle School Sherqillah to High School allocation
28-08-2006 [HS]
445 Up-gradation of Girls Middle School Taus 11.500 13.020 0.000 0.000 Targeted Gender Sensitive
Yasin to Higher Secondary School (N/A) Not completed because of no budget allocation
05-07-2007 [HS] (expenditure had already exceeded approved cost
by Rs 1.520 million)
446 Up-gradation of Girls High School Gulapur 14.000 0.000 10.000 0.000 New Gender Sensitive
to HS/School Unapproved [HS] (0.0%) Not started
Total: 4 Schemes 59.500 46.700 10.320 0.100
(0.1%)
DISTRICT HUNZA-NAGAR SCHEMES
447 Construction of Boys Primary Schools 7.000 6.850 0.150 0.000 Ongoing Gender Specific
Geram Ganish, Jamalabad Morkhun and (0.0%) No expenditure (scheme not classified as ‘targeted’
Aliabad 30-05-2009 [P] despite allocation of total remaining budget)
448 Reconstruction of Boys High School at 10.000 6.796 3.204 1.169 Targeted Gender Specific
Chalt Nagar-2 14-12-2009 [S] (36.5%) Not completed – underutilisation of budget
allocation
449 Construction of Federal Government Boys 7.419 7.308 0.111 0.111 Targeted Gender Specific
High Schools Hoper Nagar and Nagar (100.0%) Completed
Proper 22-09-2009 [S]

139
 All amounts in Million Pakistani Rupees
Serial No Name, Location, Date of Approval and Approved Expenditure Allocation in Expenditure in Classification, Category and Status
in ADP Level of Education Cost until 30-06-13 FY 2013/14 FY 2013/14 (%)
450 Up-gradation of Boys Primary School 8.532 0.880 7.652 0.445 Targeted Gender Specific
Chaprote to Middle School (5.8%) Not completed – underutilisation of budget
12-05-2012 [S] allocation
Total: 4 Schemes 32.951 21.834 11.117 1.725
(15.5%)
DISTRICT GHANCHE SCHEMES
451 Up-gradation of Girls Middle Schools 46.000 40.556 5.444 5.444 Targeted Gender Sensitive
Ghowari Geantha, Surmo, Bara, Thagas (100.0%) Completed
and Pyon to High Schools; and of Girls
High School Thalay to Higher Secondary
School 07-07-2007 [S]
452 Construction of additional work for Public 10.000 0.000 10.000 0.000 Targeted New Gender Specific
School Khaplu Unapproved [S] (0.0%) [Boys: 50.0%; Girls: 50.0%]
Not completed/started – non-utilisation of budget
allocation
Total: 2 Schemes 56.000 40.556 15.444 5.444
(35.2%)
DISTRICT ASTORE SCHEMES
453 Up-gradation of Federal Government Boys 99.294 19.990 27.611 0.300 Ongoing Gender Specific
Inter College Astore to Degree College (1.1%) Expenditure lower than allocation
16-12-2011 [HS]
Total: 1 Scheme 99.294 19.990 27.611 0.300
(1.1%)
Grand Total: 62 Schemes 3299.119 1155.879 442.882 438.487
(99.0%)

140
Appendix 3: Salient Education Schemes in ADP 2012-13 and ADP 2013-14
All amounts in Million Pakistani Rupees
34
No Name, Location, Date of Approval, Approved Expenditure Allocation Expenditure Expenditure Allocation Expenditure Expenditure Allocation
Category and Level of Education Cost until 30-06-12 in 12/13 in 12/13 until 30-06-13 in 13/14 in 13/14 (%) until 30-06-14 in 14/15
GILGIT-BALTISTAN LEVEL SCHEMES
1 Construction of Cadet College 198.208 175.380 22.828 7.000 182.380 5.118 9.750 192.130 6.078
Skardu (Phase-II) [Revised] (30.7%) (190.5%)
24-09-2009 Gender Specific (Boys)
[Higher Secondary]
2 Construction of Boys Degree College 50.000 46.460 3.540 2.486 48.946 1.054 0.548 49.494 0.506
Minawar, Gilgit 10-05-2005 Gender (70.2%) (52.0%)
Specific (Boys) [Higher Secondary]
3 Scholarship for Professional Colleges 60.000 14.760 12.957 9.840 24.600 15.000 7.500 32.100 15.000
(Engineering and Medical) (75.9%) (50.0%)
26-12-2005 Gender Specific (Boys/
Girls) [Higher Secondary]
4 Establishment of Federal 10.000 4.420 5.580 0.012 4.432 5.568 2.216 6.648 3.352
Government Boys and Girls High (0.2%) (39.8%)
School Juglote, Gilgit
28-08-2006 Gender Specific (Boys/
Girls) [Secondary]
5 Establishment of Northern 20.500 12.580 7.920 4.168 16.748 3.752 1.976 18.724 1.776
Education Assessment Centre at (52.6%) (52.7%)
Gilgit 05-07-2007
Gender Neutral [Miscellaneous]
6 Provision of missing facilities in 150.000 68.590 28.000 22.000 90.590 20.000 54.000 144.590 5.410
Federal Government High Schools of (78.6%) (270.0%)
Northern Areas 24-09-2009 Gender
Specific (Boys/Girls) [Secondary]
7 Construction of Provincial 39.000 0.980 10.000 1.508 2.488 14.999 0.129 2.617 10.000
Headquarters Boy Scouts Training (15.1%) (0.9%)
Centre/Northern Areas Boy Scouts
Association 09-02-2009 Gender
Specific (Boys) [Miscellaneous]

34 The table uses ADP 2014-15 figures in case of any variation in ‘Date of Approval’, ‘Approved Cost’ or ‘Expenditure in 2012-13’ of a scheme.
141
 All amounts in Million Pakistani Rupees
No Name, Location, Date of Approval, Approved Expenditure Allocation Expenditure Expenditure Allocation Expenditure Expenditure Allocation
Category and Level of Education Cost until 30-06-12 in 12/13 in 12/13 until 30-06-13 in 13/14 in 13/14 (%) until 30-06-14 in 14/15
8 Strengthening of Federal 62.500 3.290 10.000 0.794 4.084 10.000 15.604 19.688 20.000
Government College of Education (7.9%) (156.0%)
Jutial 26-10-2010
Gender Neutral [Miscellaneous]
9 Provision of IT/Internet/GPS 20.000 7.270 12.730 4.926 12.196 7.804 1.000 13.196 6.804
facilities in High Schools of Northern (38.7%) (12.8%)
Areas 12-05-2010
Gender Neutral [Miscellaneous]
10 Provision of furniture for 195.000 100.000 10.000 25.202 125.202 20.000 20.000 145.202 30.000
elementary and secondary (252.0%) (100.0%)
institutions in Gilgit-Baltistan
30-11-2011
Gender Neutral [Primary]
11 Establishment of Cadet College 410.000 3.850 5.000 5.000 8.850 15.000 33.873 42.723 67.896
Chilas, Diamer Gender Specific (100.0%) (225.8%)
(Boys) [Higher Secondary]
12 Establishment of Polytechnic 200.000 41.170 10.000 20.000 61.170 35.000 35.000 96.170 30.000
Institute for Boys at Gilgit (200.0%) (100.0%)
Gender Specific (Boys)
[Higher Secondary]
13 Construction of Special Education 53.312 47.100 6.212 2.500 49.600 3.712 1.300 50.900 2.412
Centre at Gilgit (Devolved) (40.2%) (35.0%)
Gender Neutral [Miscellaneous]
14 Construction of Special Education 43.200 10.552 5.000 15.000 25.552 10.000 17.648 43.200 0.001
Centre at Skardu (Devolved) (300.0%) (176.5%)
10-09-2009
Gender Neutral [Miscellaneous]
15 Construction of Cadet College 296.792 0.000 1.000 0.000 0.000 5.000 156.250 156.250 103.290
Skardu (Phase-III) (0.0%) (3125.0%)
29-06-2013 Gender Specific (Boys)
[Higher Secondary]
16 Construction of Benazir Hall at 13.500 0.000 1.000 0.000 0.000 2.000 4.000 4.000 9.500
Public School and College Jutial (0.0%) (200.0%)
17-06-2010
Gender Neutral [Miscellaneous]

142
 All amounts in Million Pakistani Rupees
No Name, Location, Date of Approval, Approved Expenditure Allocation Expenditure Expenditure Allocation Expenditure Expenditure Allocation
Category and Level of Education Cost until 30-06-12 in 12/13 in 12/13 until 30-06-13 in 13/14 in 13/14 (%) until 30-06-14 in 14/15
DISTRICT GILGIT SCHEMES
17 Up-gradation of Girls High School 25.000 18.850 6.150 1.639 20.489 4.511 3.618 24.107 0.893
Kashrote to Higher Secondary (26.7%) (80.2%)
School 23-04-2007
Gender Sensitive [Higher Secondary]
18 Up-gradation of Girls Middle School 7.000 4.510 2.490 1.845 6.355 0.645 0.645 N/A N/A
Jutial to High School 05-07-2007 (74.1%) (100.0%)
Gender Sensitive [Secondary]
19 Up-gradation of schools (ad hoc) in 95.000 88.260 6.740 6.733 94.993 0.007 0.896 95.889 0.001
Gilgit 07-07-2007 (99.9%) (12800.0%)
Gender Neutral [Secondary]
20 Reconstruction of Boys High School 23.715 8.390 1.610 6.728 15.118 8.597 8.597 N/A N/A
Juglote Sai (Revised) 15-01-2013 (417.9%) (100.0%)
Gender Specific (Boys) [Secondary]
DISTRICT DIAMER SCHEMES
21 Construction of Boys Inter College 54.820 32.640 0.001 6.000 38.640 16.180 10.905 49.545 5.275
Tangir (Revised) (600000.0%) (67.4%)
15-01-2013 Gender Specific (Boys)
[Higher Secondary]
22 Construction of Girls Inter College 46.600 20.930 12.000 0.600 21.530 10.000 10.000 31.530 15.070
Chilas (Revised) 12-05-2010 (5.0%) (100.0%)
Gender Sensitive [Higher Secondary]
23 Up-gradation of Boys Middle 20.000 13.530 6.470 0.500 14.030 5.970 5.176 19.206 0.794
Schools Hudur, Sair Dass Khinner, (7.7%) (86.7%)
Sari Thore and Shaheen Village to
High Schools (Chilas) 28-08-2006
Gender Specific (Boys) [Secondary]
24 Construction of accommodation for 7.000 5.320 1.680 0.800 6.120 0.880 0.880 N/A N/A
Education Department at Darel and (47.6%) (100.0%)
Khanbary 25-06-2007
Gender Neutral [Miscellaneous]
25 Up-gradation of schools (ad hoc) in 17.000 13.080 3.920 2.580 15.660 1.340 0.300 15.960 1.040
Diamer 25-06-2008 (65.8%) (22.4%)
Gender Neutral [Secondary]

143
 All amounts in Million Pakistani Rupees
No Name, Location, Date of Approval, Approved Expenditure Allocation Expenditure Expenditure Allocation Expenditure Expenditure Allocation
Category and Level of Education Cost until 30-06-12 in 12/13 in 12/13 until 30-06-13 in 13/14 in 13/14 (%) until 30-06-14 in 14/15
26 Up-gradation of Boys High School 15.383 13.960 1.423 0.500 14.460 0.923 0.300 14.760 0.623
Gumary Darel to Higher Secondary (35.1%) (32.5%)
School (Revised)
14-09-2011 Gender Specific (Boys)
[Higher Secondary]
27 Construction of residential 34.500 6.950 13.000 0.712 7.662 15.999 12.354 20.016 14.484
accommodation for Public School (5.5%) (77.2%)
Chilas (Revised) 22-10-2011
Gender Neutral [Miscellaneous]
28 Construction of Boys Primary 7.000 0.950 7.566 3.146 4.096 4.420 2.806 6.902 0.098
Schools Sheshi Band Galani Het (41.6%) (68.5%)
Batogah, Jamogah Thore and
Chacho Khun Khinner; and of
additional classrooms at Boys
Primary School Faruqabad Haripin
Das (Chilas) 30-05-2009
Gender Specific (Boys) [Primary]
29 Up-gradation of Girls Primary School 5.000 0.000 2.000 0.000 0.000 5.000 2.923 2.923 2.077
Gayal Darel to Middle School (0.0%) (58.5%)
06-06-2012 Gender Sensitive
[Secondary]
30 Construction of additional work for 64.642 4.310 10.000 0.500 4.810 10.000 0.724 5.534 8.000
Federal Government Boys Degree (5.0%) (7.2%)
College Chilas (Phase-II)
24-10-2009 Gender Specific (Boys)
[Higher Secondary]
31 Establishment of Home Schools for 50.782 0.000 10.000 1.882 1.882 10.000 10.000 11.882 4.000
girls in Diamer 17-06-2010 (18.8%) (100.0%)
Gender Sensitive [Primary]
DISTRICT GHIZER SCHEMES
32 Construction of hostel for Girls Inter 18.000 17.750 0.250 0.000 17.750 0.250 0.100 17.850 0.150
College Ghakuch and up-gradation (0.0%) (40.0%)
of Girls Middle School Sherqillah to
High School 28-08-2006 Gender
Sensitive [Higher Secondary]

144
 All amounts in Million Pakistani Rupees
No Name, Location, Date of Approval, Approved Expenditure Allocation Expenditure Expenditure Allocation Expenditure Expenditure Allocation
Category and Level of Education Cost until 30-06-12 in 12/13 in 12/13 until 30-06-13 in 13/14 in 13/14 (%) until 30-06-14 in 14/15
DISTRICT HUNZA-NAGAR SCHEMES
33 Construction of Boys Primary 7.000 6.450 0.550 0.400 6.850 0.150 0.000 6.850 0.150
Schools Geram Ganish, Jamalabad (72.7%) (0.0%)
Morkhun and Aliabad 30-05-2009
Gender Specific (Boys) [Primary]
34 Reconstruction of Boys High School 10.000 4.520 5.480 2.276 6.796 3.204 1.169 7.965 2.035
at Chalt Nagar-2 14-12-2009 (41.5%) (36.5%)
Gender Specific (Boys) [Secondary]
35 Construction of additional work for 7.419 6.090 1.329 1.218 7.308 0.111 0.111 N/A N/A
Federal Government Boys High (91.6%) (100.0%)
Schools Hoper Nagar and Nagar
Proper 22-09-2009
Gender Specific (Boys) [Secondary]
36 Up-gradation of Boys Primary 8.532 0.000 8.532 0.880 0.880 7.652 0.445 1.325 7.207
School Chaprote to Middle School (10.3%) (5.8%)
12-05-2012
Gender Specific (Boys) [Secondary]
DISTRICT GHANCHE SCHEMES
37 Up-gradation of Girls Middle 46.000 31.980 14.020 8.576 40.556 5.444 5.444 N/A N/A
Schools Ghowari Geantha, Surmo, (61.2%) (100.0%)
Bara, Thagas and Pyon to High
Schools; and of Girls High School
Thalay to Higher Secondary School
07-07-2007
Gender Sensitive [Secondary]
DISTRICT ASTORE SCHEMES
38 Up-gradation of Federal 99.294 17.490 19.847 2.500 19.990 27.611 0.300 20.290 33.288
Government Boys Inter College (12.6%) (1.1%)
Astore to Degree College
16-12-2011 Gender Specific (Boys)
[Higher Secondary]

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Appendix 4: Education Schemes in ADP 2012-13
and ADP 2013-14 Excluded from
Detailed Analysis
The following education sector development schemes [32 out of 70 in ADP 2012-13 and 24 out of
62 in ADP 2013-14] have been excluded from the detailed analysis because of different reasons as
given in the parenthesis:

1. Education Schemes in ADP 2012-13 Excluded from Detailed

Analysis
1.1 Gilgit-Baltistan Level Schemes
Targeted Schemes (completed):
1. IT development and management in Northern Areas
2. Establishment of Women’s Development Directorate in Gilgit-Baltistan
New Schemes (excluded from ADP 2013-14):
3. PARHA LIKHA Gilgit-Baltistan
4. Strengthening of laboratories/libraries and provision of books/equipment in
educational institutions of Gilgit-Baltistan

1.2 District Gilgit Schemes

Targeted Schemes (completed):
5. Up-gradation of Boys Primary Schools Karimabad and Mayoon to Middle
Schools (Revised)
6. Construction of Girls Middle School Garo, Juglote
7. Construction of additional classrooms at Govt. Girls Degree College Gilgit
8. Construction of hostel for female staff of schools and colleges in Gilgit
9. Construction of Boys Primary Schools Al-Asar Colony, Sabil Sai Bala and
Pari Dar

1.3 District Ghizer Schemes

Targeted Schemes (completed):
10. Up-gradation of Girls Middle School Ghakuch Bala to High School
11. Provision of additional facilities for Public School and College Gilgit

1.4 District Hunza-Nagar Schemes

Targeted Schemes (completed):
12. Up-gradation of Girls Inter College Karimabad to Degree College
13. Up-gradation of Boys High School Askurdas to Higher Secondary School
14. Establishment of Girls Higher Secondary School Morkhun, Gojal

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 1.5 District Ghanche Schemes
Targeted Schemes (completed):
15. Up-gradation of Boys Inter College Khaplu to Degree College
16. Up-gradation of Girls High School Keris to Higher Secondary School
17. Up-gradation of Girls Middle School Thalay Baltro to High School

1.6 District Astore Schemes

Targeted Schemes (completed):
18. Up-gradation of Boys Primary School Nasirabad Qamri Bala and Girls Primary
Schools Sher Quali Chilum, Nasirabad Maicha and Rupal to Middle Schools

2. Education Schemes in ADP 2013-14 Excluded from Detailed

Analysis
2.1 Gilgit-Baltistan Level Schemes
New Schemes (no expenditure):
1. Establishment of Gilgit-Baltistan Directorate of Staff Development

2.2 District Gilgit Schemes

Targeted New Schemes (no expenditure):
2. Payment of land compensation for Boys High School Damote and Boys Middle
School Khomer
3. Construction of three additional classrooms at Girls High School No 1 Gilgit
New Schemes (no expenditure):
4. Provision of additional facilities for Public School and College Jutial
5. Construction of gymnasium at Special Education Complex Gilgit

2.3 District Skardu Schemes

Targeted New Schemes (no expenditure):
6. Levelling and construction of ground at Public School Skardu

2.4 District Diamer Schemes

Targeted New Schemes (no expenditure):
7. Reconstruction work of damaged Girls High School Chilas
New Schemes (no expenditure):
8. Establishment of Public School at Darel

2.5 District Ghizer Schemes

New Schemes (no expenditure):
9. Up-gradation of Girls High School Gulapur to Higher Secondary School

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 2.6 District Ghanche Schemes
Targeted New Schemes (no expenditure):
10. Construction of additional work for Public School Khaplu

3. Education Schemes in ADP 2013-14 and ADP 2013-14

Excluded from Detailed Analysis
3.1 Gilgit-Baltistan Level Schemes
Targeted Schemes (no expenditure):
1. Construction of Boys Degree College Danyore, Gilgit
2. Establishment of Resource Centre by Women’s Development Directorate
(Devolved)
Ongoing Schemes (no expenditure):
3. Establishment of Commerce Colleges in Gilgit and Skardu regions
4. Construction of office accommodation for Northern Areas Female Directorate
5. Capacity building of headmasters/teachers and field staff in Gilgit-Baltistan
6. Rehabilitation Centre at Hunza (Devolved)
New Schemes in ADP 2012-13/Ongoing Schemes in ADP 2013-14
(excluded from ADP 2014-15):
7. Women’s Socio Economic Empowerment Project in Gilgit-Baltistan
8. Establishment of Karakorum International University Skardu Campus
9. Construction of science laboratories in colleges of Gilgit-Baltistan (name
changed to ‘Strengthening of laboratories/libraries in educational institutions of
Gilgit-Baltistan’ in the ADP 2013-14)

3.2 District Diamer Schemes

Targeted Schemes (no expenditure):
10. Up‐gradation of Girls Primary School Ranoi to Middle School and Boys Middle
School Takia to High School (Chilas)
11. Construction of Boys Primary School Sumal Batogah and Girls Primary School
Ranoi (Chilas)
Ongoing Schemes (no expenditure):
12. Chief Minister's Special Initiative to Promote Female Elementary Education in
Darel and Tangir

3.3 District Ghizer Schemes

Targeted Schemes (no expenditure):
13. Construction of Boys Inter College Chatorkhand
14. Up-gradation of Girls Middle School Taus Yasin to Higher Secondary School

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Appendix 5: Questionnaires
Students
1. Name.
2. Class.
3. Educational institution.
4. Family Details: father’s and mother’s profession and education; number of sisters and
brothers; and how many of them are studying (if not studying, please specify reason).
5. Details of facilities at educational institution: classrooms, furniture, boundary wall,
toilets, playground, library, etc.
6. What do you like the most about your educational institution?
7. What do you dislike the most about your educational institution?
8. What additional facilities would you like to have in your educational institution?
9. Details of the syllabus and medium of instruction: How many subjects are being taught in
English?
10. Would you like to study in a private educational institution? If yes, why? If no, why not?
(From students of private educational institution: Would you like to study in a public
educational institution? If yes, why? If no, why not?)
11. Are you encouraged to take part in extracurricular activities?
12. Are you encouraged to read books other than those in your course?
13. Do you like your teachers? Do they give you enough time and attention? Are they mostly
absent?
14. Do you take private tuitions? If yes, why and from whom? Are your teachers not good
enough?
15. What do you like to become when you grow up?
16. (Only from girl interviewees) Is your family in favour of your education? Did you face
any challenge in order to study?
17. (Only from college students) Do you think that the government is doing enough to
promote education, particularly girls’ education? What else can the government do?

Teachers
1. Name.
2. Educational qualification.
3. Place of Work.
4. Nature of job (permanent/contract), grade and years in service.
5. What are the major factors hindering girls’ education? What steps can the government
take to improve this situation?
6. What are the major reasons behind girls dropping out of school? What steps can the
government take to improve this situation?

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 7. Are you satisfied with the syllabus being taught in public educational institutions?
8. Do you agree that political pressure plays a major role during recruitment of teachers?
9. Is teacher absenteeism in public educational institutions a genuine problem? If yes, what
is the solution? (From teachers of private educational institutions: Are lower salaries in
private public educational institution a genuine problem? If yes, what is the solution?)
10. Why do most people prefer private educational institutions over public ones despite
higher fees? Is it because of better teachers, syllabus or facilities?
11. Do you think that the existing number of educational institutions can cater to the whole
population of Gilgit-Baltistan, especially girls?
12. Are there adequate teachers in educational institutions, especially women?
13. Can girls’ education be improved by offering them transport or hostel facilities?
14. Do you think that the syllabus being taught in public educational institutions enable the
students to get decent jobs on completion of studies?
15. Are you satisfied with the quality of service delivery in education? How can the
government improve the budget expenditure on education?

Educationists/Senior Government Officials

1. Name.
2. Designation/Affiliation.
3. Details of experience/expertise.
4. What are the major factors hindering girls’ education? What steps can the government
take to improve this situation?
5. What are the major reasons behind girls dropping out of school? What steps can the
government take to improve this situation?
6. Why is there regional disparity in education in Gilgit-Baltistan and how can this situation
be improved?
7. Are the government’s budget allocations for education in line with its policy
commitments (Northern Areas Education Policy 2008-2025) and international
obligations (EFA Goals and MDGs)?
8. Are you satisfied with the quality of service delivery in education? How can the
government improve budget expenditure on education?
9. Are you satisfied with the syllabus being taught in public educational institutions?
10. Do the public educational institutions have qualified teachers to help the students realise
their full potential?
11. Is the Department of Education effectively fulfilling its responsibilities?
12. Why are the majority of education schemes in the ADP always behind schedule even if
they had been classified as ‘targeted’?
13. How to do away with political influence in the recruitment of teachers and prioritisation
of education sector development schemes?
14. Any other relevant information you want to share regarding the education budget.

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Appendix 6: List of Respondents
Students
1. Hiba Ali [Reception], Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
2. Almas Fatima [Class IV], Bright Academy Serena Chowk, Gilgit
3. Ammara Ali [Class II], Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
4. Sara Sami [Class V], Model School Konodas, Gilgit.
5. Absar Shahid [Class V], National Model School Kashrote, Gilgit.
6. Aaiza Ali [Class V], Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
7. Shabbir Jan [Class VI], Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
8. Abdul Noor [Class VI], Read Foundation School Jutial, Gilgit.
9. Ahsan [Class VII], Star Kids Montessori Jutial, Gilgit.
10. Waleed Mairaj [Class VII], High school No 1 Gilgit.
11. Amaar Iqbal [Class VIII], Army Public Schools and Colleges System Jutial, Gilgit.
12. Sameer Haider [Class VIII], Government Boys Middle School Khomer Chowk, Gilgit.
13. Farman Wali [Class VIII], Bright Future Academy Saami Mohalla, Gilgit.
14. Nayyab Fatima [Class IX], Army Public Schools and Colleges System Jutial, Gilgit.
15. Nuzhat [Class X], Fauji Foundation School NLI Market, Gilgit.
16. Naheed Karim [Class X], Royal Academy Jutial, Gilgit.
17. Tahir Jamal [Class X], High School No 1 Gilgit.
18. Nudrat [Intermediate], Fatima Jinnah Government Degree College for Women Gilgit.
19. Rafiuddin [Bachelors], Government Degree College for Men Gilgit.

Teachers
1. Ms Ghazala Jasmeen, Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
2. Ms Naureen Bibi, Government Girls Middle School Nagaral, Gilgit.
3. Ms Attiya, Government Girls Middle School Old Polo Ground, Gilgit.
4. Ms Sania, Government Girls Middle School Khomer Chowk, Gilgit.
5. Ms Tahira Ali, Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
6. Ms Husn Parveen, Mehnaz Fatima Montessori and Inclusive Learning Centre, Gilgit.
7. Ms Nazish Batool, High Flyers School Jutial, Gilgit.
8. Ms Misbah Karim, High Flyers School Jutial, Gilgit.
9. Ms Shazia Tawasul, DJ School Zulfiqarabad, Gilgit.
10. Ms Lubna Shaheen, Sir Syed Academy Jutial, Gilgit.
11. Mr Saleemullah, Read Foundation School Jutial, Gilgit.
12. Syeda Zahra, Fatima Jinnah Government Degree College for Women Gilgit.
13. Mr Gul Zaman, Government Degree College for Men Gilgit.

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Educationists
1. Mr Ghulam Abbas, Chairperson, Red Cross Society Gilgit-Baltistan, Gilgit.
2. Ms Zeenat Aman Shah, Principal, Professional Development Centre for Northern Areas,
Gilgit.
3. Mr Bulbul Jan, Chief Executive Officer, Mehnaz Fatima Montessori and Inclusive
Learning Centre, Gilgit.
4. Ms Nasira Bibi, Programme Manager, National Commission for Human Development
(NCHD) Gilgit-Baltistan, Gilgit.
5. Dr Mir Nasir, Assistant Professor (Biotechnology), Karakorum International University,
Gilgit.

Government Officials
1. Dr Saad S Khan, Secretary, Department of Planning and Development, Government of
Gilgit-Baltistan.
2. Mr Shafa Ali, Deputy Secretary, Department of Education, Government of Gilgit-
Baltistan.
3. Mr Azam Khan, Deputy Secretary, Department of Finance, Government of Gilgit-
Baltistan.
4. Mr Hidayatullah, Deputy Director (Diamer), Department of Education, Government of
Gilgit-Baltistan.
5. Ms Najma Farman, Assistant Chief/Gender Focal Person, Department of Planning and
Development, Government of Gilgit-Baltistan.
6. Mr Ahmad Khan, Section Officer, Department of Finance, Government of Gilgit-
Baltistan.

Focus Group Discussion Participants

1. Mr Sajid Iqbal, District Programme Manager, NCHD Gilgit-Baltistan, Gilgit.
2. Mr Bilal Hussain, District Programme Manager, NCHD Gilgit-Baltistan, Skardu.
3. Ms Nasira Baig Hunzai, District Programme Manager (Literacy), NCHD Gilgit-Baltistan,
Gilgit.
4. Mr Sher Alam, District Programme Manager (Literacy), NCHD Gilgit-Baltistan, Astore.
5. Mr Samiuddin, former District Programme Manager (Administration and Finance),
NCHD Gilgit-Baltistan, Diamer.

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