Besp2020 25
Besp2020 25
Besp2020 25
Messages
Honorable Governor, Balochistan
Provision of free and quality education to the children is the primary
responsibility of the State. Children and young people are the future
of a nation. The importance of development of their abilities to
enter life as productive and responsible citizens cannot be
overestimated. The potential of Pakistan’s youthful population
will be reaped only through investment in quality education for
all children. The development of the Balochistan Education
Sector Plan (2020-25) is a right step in this direction.
My sincere and best wishes are with the Government of Balochistan and all the departments
involved in the implementation of BESP (2020-25).
BESP (2020-25) recognizes the integrated nature of education and child development and
prioritizes both improvement of quality and access to education. The Government is keen to
provide all the necessary financial and administrative support for effective implementation of
BESP. It is hoped that, through sound implementation of BESP, progress will be ensured on
the commitments made in the Balochistan Compulsory Education Act, 2014 as well as the
Sustainable Development Goals 4 and 8. The Government shall also review and monitor the
implementation of the BESP (2020-25) on regular basis.
I congratulate the Department of Secondary Education and its attached departments / wings
for this commendable effot. I sincerely hope that they will work with the same dedication and
spirit towards the implementation of BESP (2020-25).
Balochistan Education Sector Plan 2020-2025
I am also confident that we will achieve tangible improvements in education quality and access
over the next few years. I wish everyone involved in its implementation the best and pray that
the efforts result in improvement of the future of children in Balochistan.
This is another opportunity to break the vicious cycle of low participation and low quality of
education in the province. It will not be easy but the Government has the will and commitment
to achieve it. We will ensure that there is a coordinated effort from all the stakeholders. These
include the Department of Secondary Education, Department of Colleges, Technical & Higher
Education, Department of Social Welfare, Balochistan Technical Education and Vocational
Training Authority (B-TEVTA) and the Department of Health. The most critical symbiotic
relationship is with the Department of Social Welfare. The effort to reduce out of school
children and improve literacy in the province will require a combined, and coordinated, work
by the Departments of Secondary Education and the Department of Social Welfare.
As the Minister of Education I will personally oversee the implementation of BESP (2020-
25) and coordination with stakeholders to achieve the desired results. I see it as imperative
to the development of Balochistan and its future.
Furthermore, the reading challenge has been brought to the front as a most critical problem
of education in Balochistan. Child welfare has also been focused as a subset of learning. The
area of research as central to continuous improvement has been highlighted in detail with
specific recommendations. Learning design as a composite of scheme of studies, curriculum
and textbooks has been discussed at length and underlined as the central cause of the learning
crisis.
Balochistan Education Sector Plan 2020-2025
I laud the participation of officers, teachers and students in the districts and all the attached
departments of the Secondary Education Department. I also congratulate the then leadership
and team of PPIU for the successful consultations, documentation and preparation of the final
product.
The next challenge is of implementation of BESP (2020-25) in its true spirit. PPIU will again
lead a key role in the implementation and progress tracking of BESP (2020-25). Together we
will make an effort to give the children of Balochistan their right to quality education and a
bright future.
Massage from the Honorable Dawood Khilji, Additional Secretary (Dev:) and
Focal Person, PPIU, Secondary Education Department, Balochistan
Policy Planning and Implementation Unit prepared the first sector plan
for Balochistan. In 2019 it was given the challenge of preparation of
the second version. Given a new team and leadership it was a steep
task. The challenge was compounded by the time constraints
given. The PPIU team can be proud of manner in which they rose
to the occasion. They worked closely with the consulting team,
participated in designing the process, consultations in the
districts and in Quetta and provided continuous inputs to detailed
discussions that resulted in honing of the final document. The fact
the Sector Plan was cleared by GPE, external appraiser and the ACS
development with minimal changes reflects the professional
commitment of all concerned.
I thank UNICEF and the consulting team for the their valuable work which ensured the timely
production of a quality sector plan. I am, especially, grateful to Mariela Buonomo Zabletta of
International Institute of Education Plan (UNESCO) for developing critical capacity of PPIU
and other teams and providing a clear framework for plan development.
Contents
MESSAGES ........................................................................................................................ I
ACKNOWLEDGMENT ........................................................................................................V
SUMMARY ....................................................................................................................... 1
1. CONTEXT .................................................................................................................. 1
2. SCOPE OF BALOCHISTAN EDUCATION SECTOR PLAN (BESP) 2020-25 ..................................... 2
3. KEY AREAS OF FOCUS .................................................................................................. 2
4. MAJOR RECOMMENDATIONS FOR SCHOOL EDUCATION: ...................................................... 2
5. KEY CROSS CUTTING AREAS ........................................................................................ 11
6. MAJOR RECOMMENDATIONS FOR TECHNICAL AND VOCATIONAL EDUCATION .......................... 12
7. COSTING................................................................................................................. 12
8. IMPLEMENTATION AND MONITORING ............................................................................ 12
9. COVID 19 THREAT AND BESP .................................................................................... 13
10. METHODOLOGY ....................................................................................................... 13
1. INTRODUCTION ....................................................................................................... 15
2. CONTEXT ................................................................................................................. 17
i
Balochistan Education Sector Plan 2020-2025
7. LEARNING ............................................................................................................... 74
ii
Balochistan Education Sector Plan 2020-2025
iii
Balochistan Education Sector Plan 2020-2025
ANNEX ............................................................................................................................ I
BIBLIOGRAPHY.................................................................................................................. I
iv
Balochistan Education Sector Plan 2020-2025
Acknowledgment
Being part of the process to develop the Balochistan Education Sector Plan 2020-25
has been an honor and a journey of learning. The strong leadership provided by the
Department of Education and Policy Planning and Implementation Unit (PPIU) made
it possible to complete the task with involvement of all critical stakeholders. The final
product owes to everyone who participated in the consultations: students, teachers,
community members, officials in the districts, deputy commissioners, members of
academia, madrassah, civil society, officers of various attached departments of the
Department of Education (Schools), Balochistan Technical and Vocational Education
and Training, National Vocational and Technical Education and Training Commission
(NAVTCC), Department of Social Welfare (especially the Directorates of Non Formal
Education and Special Education) and the Local Education Group (LEG).
Policy Planning and Implementation Unit (PPIU) was led ably by Mr. Dawood Khilji,
Additional Secretary (Dev) and focal person, PPIU. He not only strengthened the PPIU
but also helped the PPIU function as an effective team and ensured active inclusion of
officials of PPIU, other organizations and stakeholders. A solid education sector plan
rooted in addressing pertinent issues in the education sector is pivotal to education
sector reforms in the province. Mr. Dawood Khilji’s strong leadership proved to be
exemplary which helped in paving ways for the sector plan development. He ensured
the teamwork and rigorous consultative process by motivating and engaging all the
officials and stakeholders. Officers of Policy Planning and Implementation Unit
(PPIU) led all consultations and were part of the comprehensive discussions on the
evolving drafts PPIU. Their robust participation and contribution not only enabled a
quality product but will also ensure stronger implementation.
The role of the High Level Committee for the sector plan was extremely critical in
advising the process. The support from Secretary Education to the autonomy of the
process was extremely helpful to an objective analysis and development of a realistic
set of recommendations.
Support and inputs from the UNICEF Country Office and Provincial team were
invaluable to successful completion of the task and improvements in the final product.
We are also grateful to the Balochistan team of the USAID funded Pakistan Reading
Project, Provincial Polio office, United Nations High Commission for Refugees
(UNHCR), Peoples Primary Healthcare Initiative (PPHI), Japan International
Cooperation Agency (JICA) and UNESCO for their inputs into their areas of expertise
as well as general feedback on various drafts.
Finally, the team of consultants from SCSPEB who worked tirelessly with their
counterparts from PPIU and other government organizations.
v
Balochistan Education Sector Plan 2020-2025
vi
Balochistan Education Sector Plan 2020-2025
List of Tables
vii
Balochistan Education Sector Plan 2020-2025
viii
Balochistan Education Sector Plan 2020-2025
List of Figures
FIGURE 2-1 TOTAL FERTILITY RATE BY REGION .................................................................................................. 18
FIGURE 2-2 BALOCHISTAN POPULATION PYRAMID 2019 .................................................................................... 19
FIGURE 2-3 GDP GROWTH BY REGION (1972-73 TO 2004-05) ......................................................................... 20
FIGURE 2-4 SPOUSAL PHYSICAL, SEXUAL OR EMOTIONAL VIOLENCE EXPERIENCED BY EVER MARRIED WOMEN 15-49 ... 24
FIGURE 2-5 LABOR MARKET ANALYSES FOR BALOCHISTAN 2017-18 .................................................................... 24
FIGURE 2-6 PAKISTAN MULTI-DIMENSIONAL POVERTY INDEX 2016 ...................................................................... 25
FIGURE 2-7 MULTI-DIMENSIONAL POVERTY INDEX SCORE BY REGION ................................................................... 26
FIGURE 2-8 HEALTH INDICATORS.................................................................................................................... 27
FIGURE 2-9 MATERNAL MORTALITY RATE BY REGION (PER 1,000 LIVE BIRTHS) ...................................................... 27
FIGURE 2-10 UNDER-FIVE MORTALITY RATES BY REGION (DEATHS PER 1,000 LIVE BIRTHS)...................................... 28
FIGURE 2-11 STUNTING RATES IN UNDER 5 ...................................................................................................... 28
FIGURE 2-12 PROVINCIAL COMPARISONS OF LITERACY RATES FOR 10 PLUS ............................................................ 29
FIGURE 2-13 : PROVINCIAL COMPARISONS OF LITERACY RATES FOR 15 PLUS .......................................................... 29
FIGURE 2-14 COMPARISON OF MALE AND FEMALE LITERACY RATES IN BALOCHISTAN .............................................. 30
FIGURE 5-1 THEORY OF CHANGE BALOCHISTAN EDUCATION SECTOR PLAN 2020-2025 ........................................... 50
FIGURE 5-2 REFORM DESIGN OF BESP 2020-25 .............................................................................................. 54
FIGURE 6-1 IMPLEMENTATION CYCLE OF BESP ................................................................................................. 58
FIGURE 6-2 OVERSIGHT AND MONITORING STRUCTURE FOR BESP ....................................................................... 60
FIGURE 7-1 GENDER WISE LEARNING OUTCOME FOR GRADE 3 2018 .................................................................... 74
FIGURE 7-2 GENDER WISE % SCORE IN BAEC EXAMINATIONS FOR GRADE 5 SUMMER AND WINTER ZONES................... 75
FIGURE 7-3 RESULTS FROM BALOCHISTAN BOARD OF INTERMEDIATE AND SECONDARY EDUCATION 2019 ................... 75
FIGURE 7-4 APPROACH TO REFORM LEARNING ................................................................................................. 76
FIGURE 7-5 THEORY OF CHANGE FOR LEARNING................................................................................................ 77
FIGURE 8-1 FIGURE APPROACHING TEACHERS REFORMS..................................................................................... 89
FIGURE 8-2 CHALLENGES OF GETTING QUALITY TEACHERS IN RIGHT NUMBERS ......................................................... 90
FIGURE 10-1 APPROACH TO CHILD CARE AND WELFARE ................................................................................... 118
FIGURE 11-1 THEORY OF CHANGE FOR ACCESS AND PARTICIPATION.................................................................... 133
FIGURE 12-1 THEORY OF CHANGE FOR RESEARCH AND DATA ............................................................................ 157
FIGURE 13-1 THEORY OF CHANGE FOR IMPROVED MANAGEMENT ..................................................................... 168
FIGURE 13-2 THEORY OF CHANGE FOR IMPROVED GOVERNANCE ....................................................................... 169
FIGURE 13-3 THEORY OF CHANGE FOR GOVERNANCE ...................................................................................... 170
FIGURE 14-1 ENROLLMENT, INSTRUCTORS AND INSTITUTES – TVET ................................................................... 194
FIGURE 14-2 THEORY OF CHANGE FOR TVET ................................................................................................. 196
FIGURE 15-1 EDUCATION CURRENT AND DEVELOPMENT BUDGET TREND 2014-2019 .......................................... 209
FIGURE 17-1 HEALTH INDICATORS.................................................................................................................... 2
FIGURE 17-2 LITERACY RATES 10 PLUS ............................................................................................................. 3
FIGURE 17-3 PUBLIC SECTOR INSTITUTIONS IN BALOCHISTAN ................................................................................ 9
List of Boxes
BOX 2-1 THE CPEC OPPORTUNITY ...................................................................................................... 21
BOX 5-1 OPERATIONALISING STANDARDS ............................................................................................ 55
BOX 7-1 APPROACH TO CURRICULUM DEVELOPMENT ......................................................................... 79
BOX 9-1 TYPES OF ASSESSMENTS ...................................................................................................... 107
BOX 11-1 DROPOUTS CHALLENGE...................................................................................................... 131
ix
Balochistan Education Sector Plan 2020-2025
x
Balochistan Education Sector Plan 2020-2025
Acronyms
xi
Balochistan Education Sector Plan 2020-2025
xii
Balochistan Education Sector Plan 2020-2025
xiii
Balochistan Education Sector Plan 2020-2025
xiv
Balochistan Education Sector Plan 2020-2025
Summary
1. Context
Balochistan covers about 44% of Pakistan’s territory and houses about 6% of its population.
Huge distances and low population density provides a unique challenge of delivery in the
social sector. Education is not an exception and faces several contextual challenges. In
addition to low population density, chronic poverty, weak fiscal base, small private sector and
poor institutional and human resource base are the binding constraints on the provision of
public services in the province. Migration and natural hazards, including droughts, floods and
earthquakes also impact delivery of education services. These constraints have, over the years,
translated into weak growth performance, the poor state of socio-economic development and
wide gender and regional disparities in access to public services. The province has the highest
rate of multidimensional poverty, lowest coverage of immunisation for children, highest
nutritional deficiencies and lowest literacy rates (44% for 10 plus age group), especially of rural
females (17%), among all provinces in the country.
The benchmark of universal school completion and literacy given by Articles 25A and 37b of
the Constitution of the Islamic Republic of Pakistan provides a steep slope to climb given,
among others, the above challenges. Additionally there is the requirement of Sustainable
Development Goal 4 (and SDG 8). Article 25A was added to the Constitution of Pakistan
through the 18th Amendment 2010. Article 25A made access to education a fundamental right
while Article 37b calls upon the state to ensure universal literacy. Within the provicnce, the
Balochistan Compulsory Education Act 2014 provides a detailed legal framework for the
implementation of Article 25A. Furthermore, the 18th Amendment also transferred
responsibility for the delivery of education from the federal government to provinces. These
included development of curriculum that has now been voluntarily ceded back to the Federal
Government by the provinces for development of a national curriculum.
Increased spending on education, however, has not translated into improved learning
outcomes. The percentage of out-of-school children has not recorded a major reduction either.
There are two major explanations. First, the overall education planning and resource
allocation are not aligned with the goal of learning. Secondly, learning-related inputs such as
curriculum, textbooks, teachers and examinations receive inadequate policy attention and
resources. The consequent poor reading and numeracy skills and weak analytical ability of
children lie at the heart of the learning crisis.
Secondly, the education system has a limited ability to translate increased spending into better
learning outcomes and improved participation. The inability of the system to translate
expenditure into effective results is explained by weak governance and limited management
capacity of the education system in the province. The system cannot efficiently and effectively
utilise available human, physical and financial resources for achieving its stated goals. For
1The education budget of Balochistan has increased from PKR 14 billion in 2009-10 to PKR 75 billion in 2019-20.
2World Bank. 2018. World Development Report 2018 : Learning to Realize Education's Promise. Washington, DC: World Bank.
https://openknowledge.worldbank.org/handle/10986/28340 License: CC BY 3.0 IGO.
1
Balochistan Education Sector Plan 2020-2025
example: improving access to education has over the years remained the primary goal of
education delivery in the province. In fact, over 95% of the development budget for school
education over the past ten years has been allocated to the establishment of new schools and
up-gradation of existing ones. This, however, has not resulted in commensurate improvement
in participation, mainly because of poor planning, a failure to assess classroom needs, weak
monitoring and ineffective accountability mechanisms.
In addition to a dedicated focus on the two key goals and two enablers mentioned above, the
Plan also considers four additional aspects of education delivery that are of cross-cutting in
nature and have, therefore, been dealt with throughout the BESP. These cross-cutting areas
are standards, capacity, gender inclusiveness and partnerships with actors outside the
government.
In technical and vocational education, the delivery of better and updated training programs
that respond to the needs of the job market have been targeted as the key outcome. The aspects
of quality, relevance and access in Technical and Vocational Education and Training (TVET)
have been detailed accordingly.
The Sector plan brings the child to the center of reforms. The Sector Analysis separately
reviewed child welfare, outside and within the school, and found it to be an extremely
neglected area. The Plan centers its approach, around the child in all its aspects – learning,
access and participation and governance. A further, particular, emphasis has been on the girl
child.
4.1. Learning
The learning crisis is two-pronged: children cannot read and even the ‘success stories of the
system’ – which is a small percentage of the total children of school age who manage to
complete schooling – have low analytical ability. Reading, numeracy and analytical ability
have been taken as the core issues of learning that need to be addressed to ensure children can
develop as self-learners.
BESP 2020-25 looks at learning as a product of three key inputs: the learning design, teaching
and learning in the classroom and child welfare. Learning design includes curriculum
framework, scheme of studies, curriculum and textbooks. Teaching and learning in the
classroom looks at the teachers’ performance, in which ability is one of the factors, and
assessments. Child welfare includes physical and mental health of the child as developed prior
to coming to school and also during school years – practices and environment in school being
important factors.
2
Balochistan Education Sector Plan 2020-2025
The term learning design, as used in this document, consists of curriculum framework,
scheme of studies, textbooks and other teaching and learning materials. These are
disconnected from the realities of the majority of children in Balochistan. The design fails to
cater to language and other endowments of the child, teacher capacities and school situation
that includes a large prevalence of multi-grade classes. A flawed learning design results in the
failure of both competent and incompetent teachers.
BESP 2020-25 also calls for a review of the current school language policy (based on English
and Urdu in early grades) as it is seen as a major hindrance in the development of reading and
thinking ability in the child. A child-centered school language policy based on his or her
linguistic advantage will be developed, again, through engagement with the Federal
government. Secondly, the issue of capacity within the Bureau of Curriculum and Extension
Centre (BOC&EC), which is responsible for curriculum development, as well as, in the market
will be addressed to create organisational capacity within the government and a critical mass
of curriculum experts in the province. Finally, the Plan calls for strict adherence to a
curriculum implementation framework (CIF) that undertakes a review of the effectiveness of
the curriculum in textbooks, teachers, examinations and learning on a regular and periodic
basis. The CIF will include dissemination of the curriculum and an ongoing feedback loop on
implementation issues. A critical component of dissemination will be the orientation of
teachers on the new curriculum and any subsequent changes.
II. Textbooks
Textbooks reviewed during sector analysis showed that they have poor learning value and are
often, not even, aligned with the curriculum. There are fundamental flaws in the process of
textbook development that include absence of systemic feedback mechanisms and
inadequately developed standards. Weak capacity of the Balochistan Textbook Board (BTBB)
plays a role in lowering the learning value of textbooks as does lack of a systemic approach for
orientation of teachers on new textbooks. Owing to these shortcomings, existing textbooks
encourage and induce rote learning like other components of the learning design.
This Plan recommends preparation of contextually-relevant textbooks that can help teachers
in teaching and students in developing creative and analytical abilities. This can be achieved
by reviewing and refining standards, especially, for inputs and processes that include training
and certification of authors and field testing of textbooks. Furthermore, there is a need to
improve the capacity of the Balochistan Textbook Board (BTBB). BTBB’s current capacity is
inadequate for both the scale and quality of the tasks of textbook development. Finally, similar
3
Balochistan Education Sector Plan 2020-2025
to the curriculum, the orientation of teachers on textbooks has been included in the strategies
– every time new textbooks are introduced or changes are made in them.
I. Teacher Performance
This Sector Plan looks at teacher performance within the context of an organisation and as a
product of motivation, capacity and resources. Motivation, in turn, depends on the
institutional environment, which, among the others, fails to include teachers as professionals
in decisions and planning processes, lacks effective Grievance Redressal Mechanisms and
adequate opportunities for career promotion and progression. Capability depends on the
quality of pre-service education, both general and professional, and professional development
options after joining as teachers.
a. Teacher Motivation
Strategies pertaining to teacher motivation cover the involvement of teachers in education
planning and decision-making processes, revision of career structures and promotion, and
improvement of working conditions in schools, including reduction of single-school teachers.
The key principle underlying these strategies is that teachers should be treated as
professionals (not in an hierarchy) and as members of a larger organisation whose policies
and practices impact their motivation.
The approach to pre-service teacher education has been changed drastically in the Plan.
Dependence of Government Colleges of Elementary Education (GCEE) has been removed.
These GCEEs will be shifted to the Provincial Institute of Teacher Education (PITE) where
they will support the latter in the provision of in-service teacher education. For supply of
quality teachers the Department will depend on the universities and colleges (managed by the
Department of Higher Education) that run graduate programs of education.
There are three main thrusts of strategies for professional development. Firstly, there is a need
for a more comprehensive approach—an approach that will view it as more than just trainings.
Secondly, need-based trainings will be developed with the Directorate of Education (Schools)
taking primary responsibility and the Provincial Institute of Teacher Education (PITE)
functioning in support. Thirdly, the capacity of PITE will be developed as the premier in-
service teacher training institution along with the GCEEs transferred under its administrative
control. Furthermore, the BESP includes head teachers and supervisors as a critical part of
professional development through their roles as mentors. Peer learning has also been added
4
Balochistan Education Sector Plan 2020-2025
as a strategy for professional development. To make them more meaningful, trainings will also
be linked to career progression of teachers.
The Plan calls for the development of a long term teacher recruitment plan that looks at the
current gaps, needs arising from attrition and expected growth of the sector. Secondly,
rationalisation of transfers and postings is important to ensure a balance between rural and
urban areas (a specific strategy has been included under ‘Governance and Management’). For
meeting immediate needs, recruitment of teachers in science, mathematics and languages will
be prioritized, especially, for girls’ schools. For continuous improvement in the quality of
teachers recruited, three strategies have been included: firstly, review and improvement of the
recruitment and testing processes; review of recruitment rules to ensure that personnel with
higher specialised degrees have a better chance of being selected; and finally the introduction
of an induction training to cover for gaps in the capacity of newly recruited teachers.
Another critical strategy is the gradual phasing out of the process of assignment of teachers to
duties outside their work domain like polio campaigns, elections and others. Alternate options
will be explored to eventually reduce the time of teachers’ involvement in these activities.
I. School Assessments
The Plan calls for introduction of regular formative and summative assessments in schools
(many schools have discontinued formative assessments) and their use in school
accountability frameworks so as to ensure the improvement of teaching and learning practices.
Secondly, the capacity of both teachers and supervisors (head teachers and others) will be
developed in assessments.
5
Balochistan Education Sector Plan 2020-2025
memory to those that test analytical ability and critical thinking skills. The target for the next
five years is to increase the weightage of analytical questions in examinations. The ambition
for a vertical climb on taxonomy has been kept low, till application, as schools will need time
to adjust to changes in examinations. These cannot be changed drastically overnight.
V. Credibility of Examinations
Another problem faced is endemic cheating which has seriously undermined the credibility of
examinations. There are two strategies to combat the problem. Firstly, awareness campaigns
against cheating that target all relevant segments of society. Secondly, there is a need for a
review of the processes and procedures of BBISE for the conduct of examinations so as to
minimise the possibilities of cheating. Shift to quality examinations through reduction of
memory-based portions will also help eliminate cheating.
BESP 2020-25 calls for a shift to the child as the center of all policy, planning and practices.
There are two main thrusts to the strategies: more research and information on the child’s
physical and psycho-social development and continued improvement of child welfare. The
latter can be achieved through remedial actions against known issues like corporal
punishment and bullying, enhancement of school safety through training of students and
teachers and revision of existing safety standards. For enhanced welfare, BESP has strategies
for better implementation of the existing Child Protection Act 2016 and promulgation of a
more comprehensive ‘Child’s Rights’ law. Institutionalised coordination mechanisms will be
developed between SED and the Health Department to ensure regular health check-ups and
training of teachers on the identification of health issues including learning difficulties.
Two subsets of the child welfare component are issues of children with special needs and
Afghan Refugees. Children with special needs are even more on the periphery of policy and
implementation. The strategies for ‘Children with Special Needs’ firstly require better
information. Secondly, strategies emphasize expansion beyond the current 11 institutions in 9
districts to at least one in each district. Only children who cannot be accommodated in regular
schools will be admitted to an expanding sector of schools for children with special needs. Two
6
Balochistan Education Sector Plan 2020-2025
other important areas addressed are enhancement of quality of delivery in special schools
through capacity development of the Directorate of Special Education and improvement in
community acceptance and ownership of children with special needs.
Finally, BESP 2020-25 provides strategies for children in schools within refugee camps. The
strategies on quality recommend reversion to textbooks in Darri and Pashto – the mother
tongues of the refugee children - from Urdu even as the Pakistani curriculum gets
implemented. On increased access, the strategies call for improvement of conditions in schools
through the provision of better facilities and involvement of communities to increase
enrolment – especially, for female children. Strategies have also been included wherein
refugee children have quotas in secondary and higher secondary schools and colleges. This
will help them continue their education.
Given the high percentage of out-of-school children, especially females, the Plan underscores
the need for expanding access to education. BESP’s approach to rectify the situation includes
an increase in schooling opportunities, along with better utilisation of existing ones and
provision of second opportunities through non-formal schooling to children who have either
dropped or never attended school. Consolidation and rationalisation of existing infrastructure
and human resources and the establishment of new schools on strictly need-basis are key
components of improving access to formal schooling.
Non-formal education will be strengthened to rise to the challenge of reaching out of school
children (OOSC). In the last two years, there have been improvements but more will be done
to ensure a robust NFE sector. Finally, adult literacy as a component of NFE will also be
improved to help with, among other benefits, retention of children in schools as there is a
correlation between parental literacy and schooling years of the child.
7
Balochistan Education Sector Plan 2020-2025
With 65% of out of school children and a literacy rate of 44% for 10 plus (female literacy of
25% with rural female 17%), the importance of Non-Formal Education (NFE) cannot be
overemphasized. The Balochistan Education Sector Plan (BESP) breaks up Non-Formal
Education (NFE) into the standard components of any learning system: system level capacity,
access and participation and quality (and relevance) with equity as a cross-cutting issue.
A critical systemic need that will be met is formal coordination between Directorate of Literacy
and Non-Formal Education (DLNFE) and the Directorate of Education (Schools) and the
Balochistan Technical Education and Vocational Training Authority (BTEVTA). Finally,
standards and a strengthened accreditation system have been recommended in the strategies.
8
Balochistan Education Sector Plan 2020-2025
and Examination Commission (BAEC) and Provincial Institue of Teachers Education (PITE)
for the purpose. To improve systemic capacity courses on NFE will be introduced in pre-
service teacher education. Similar to formal education standards will be reviewed and revised.
Governance and management have been prioritised as very important areas in BESP.
Improving governance and management is critical if an education system is to improve
learning outcomes, ensure more efficient and effective use of available resources, and reduce
inequities in access to education. This can be achieved through an improved legal framework,
better planning, efficient management, and stronger accountability mechanisms.
9
Balochistan Education Sector Plan 2020-2025
medium-term plans. The strategies proposed call for systematic and structured
implementation of BESP 2020-25 through an inclusive approach that involves attached
departments, divisions, districts and sub-district tiers in the development of operational
plans. Donor plans and projects will also be aligned with BESP. Lastly, the supervision of the
development expenditures of SED will be improved.
10
Balochistan Education Sector Plan 2020-2025
Sector analysis revealed the failure of accountability mechanisms at three stages in the
education service delivery chain. First, citizens, especially, poor and marginalised groups such
as women, young, minorities, may not have the necessary information and the collective action
capacity to hold politicians accountable. Second, policymakers may not be able to hold service
providers accountable. Information asymmetry, principal-agent problems, management
constraints and external pressures adversely affect the capacity of governments to hold
bureaucrats accountable. Third, the Secretariat may not have the capacity to hold attached
departments and lower tiers to account for their performance.
This plan proposes measures to strengthen accountability at all three steps. First, for
strengthening the accountability link between citizens and politicians, the plan recommends
transparency, which will improve public access to information on key aspects of education
delivery and enable them to hold their political representatives accountable. Secondly, for
strengthening the accountability link between politicians and service providers, mandatory
sharing of information on the performance of Secondary Education Department (SED) is
recommended. Thirdly, for the link between the Secretariat and the attached departments,
this plan proposes the implementation of a results-based management system with periodic
progress review meetings. The implementation of these measures will ensure a multi-tiered
accountability system in education delivery.
Furthermore, recognising that the traditional route to accountability (citizen -> politicians ->
service providers) is long and vulnerable to breakdown at multiple places, this plan promotes
a shorter route to accountability through the engagement of community at each level of
education delivery i.e. school, cluster, district and province. Social accountability forums have
already been created at school, cluster, district and provincial levels. This plan recommends
the consolidation and strengthening of these forums.
This plan recommends transparency to improve trust between the government and citizens
and promote citizen-led accountability. These measures will improve public access to
information on key aspects of education delivery such as budget and expenditures and enable
them to hold their political representatives accountable.
The second cross-cutting area is capacity. This includes the development of a critical mass of
human resources in areas like curriculum, assessments, teacher training and other technical
aspects of education. The third important theme, repeated at various places in the plan, is
gender inclusiveness. Finally, the Balochistan Education Sector Plan 2020-25 does not depend
11
Balochistan Education Sector Plan 2020-2025
The primary problem of Technical and Vocational Education and Training (TVET) is the low
absorption of its graduates into the market; this is due to governance and quality issues that
also impact participation. The objective is to reverse the trend with increased participation of
women for which BESP 2020-25 calls for increased training opportunities and engagement
with community and employers to change the attitude towards female mobility and work –
especially, in trades that traditionally have walls against women’s inclusion. On the quality
side, strategies call for greater exposure to the industry during training and development of
quality standards for training providers with gradual movement towards hiring services of
high-end technical personnel for the purpose. The key to eventual success is the alignment of
trades offered with market needs – there is a disconnect at present.
7. Costing
Financial outlays of Rs. 72.75 billion have been estimated for the implementation of BESP
2020-25 over the next five years. This amount will be over and above the current budgetary
allocations. It is expected that the government will provide the funds along with other sources
to cover the financing gaps. Given the high dependence of the provincial government on
transfers from the Federal Government from revenues collected by the latter, national
economic growth will have implications. However, the shift in resource requirements is
gradual with no additional money required for year 1 of the Plan.
A “High-Level Oversight Committee” headed by the Additional Chief Secretary will review the
progress, at least twice a year. The committee also includes Secretaries of Education, Social
Welfare, Finance, Planning and Development as well as senior members of academia and the
civil society.
12
Balochistan Education Sector Plan 2020-2025
In addition to the above, a Local Education Group (LEG) headed by Secretary Education will
also review progress. LEG includes secretaries of social welfare, head of Balochistan Technical
Education and Vocational Training Authority (BTEVTA) and secretary higher education along
with the representatives of development partners and key civil society organisations.
Education activities are not limited to schooling. Teacher education and training are essential.
Strategies have been included for online and distant learning options for both pre-service and
in-service teacher education. High stake examinations is another area. Even as the threat
reduces at some point, examinations may not be possible to hold in the traditional method
and on a full scale. BESP has recommended staggering of examinations over 3 to 6 months -
moving through specific districts – to ensure a minimal (manageable) number is examined at
a point of time. Even these examinations will have arrangements based on advice from the
Department of Health. A challenge will be the standardisation of papers and the management
of multiple papers. Internet-based papers and checking is not a possibility in the near future.
Several other activities of BESP like curriculum review and standards development can be
pursued with minimal risk and even through electronic communication.
10. Methodology
Balochistan Education Sector Plan (BESP) 2020-25 has been based on a detailed education
sector analysis undertaken through a comprehensive consultative process. The latter included
meetings with teachers, students and district authorities across 12 districts of Balochistan. In
parallel, groups of professionals were formed under different themes to meet and analyse the
various problems and policy options. Detailed meetings were held in each of the Secondary
Education Department’s key organisations, as well as, Board of Intermediate and Secondary
Education (BBISE) and the Department of Finance. A high-level consultative group of senior
civil servants, with experience in education, functioned as advisers to the process. In addition
to the consultations, secondary data available on access, participation, equity, learning and
child welfare was used to identify issues. Specific workshops, with a mix of stakeholders, were
held to finalize strategies for the Sector Plan.
13
Balochistan Education Sector Plan 2020-2025
14
Balochistan Education Sector Plan 2020-2025
1. Introduction
Balochistan Education Sector Plan (BESP) 2020-253 follows in the footsteps of BESP 2013-18
– the first education sector plan in the province. Extensive consultations through detailed
discussions with multiple stakeholders and secondary research have provided valuable inputs
to this document. There has been agreement on the core thrusts, strategies and the approach
to implementation with the proviso that, as a living document, the Plan will be reviewed on an
ongoing basis over the next five years.
BESP 2020-25 differs from its predecessor in many ways. Firstly, its thrust on ‘learning’ as the
key to change is very emphatic and detailed. In the past, teachers, or at best, textbooks, were
targeted for improvements in children’s learning. This Plan challenges the entire structure of
the learning design: scheme of studies, curriculum and textbooks. The disconnect of the design
from the child’s realities creates a barrier for even the better teachers to ensure improved
learning among school children. Therefore, the entire sphere of ‘learning’ emerges as a
separate high priority program. While other components of learning, including the role of
teachers, have been discussed in detail and strategies for improvement proposed, the
emphasis on ‘learning’ being a result of the composite of all the inputs in the classroom has
been emphasized. The strategies combine to improve the whole system and not just its parts.
Main focus is on reading, numeracy and analytical ability as the targets for learning. In the
previous Sector Plan, primarily, the critical-analytical ability was discussed as the core
problem. New data on the reading crisis makes it necessary to include it as a significant area
for improvement. If children cannot read, the entire edifice of formal learning fails to be built.
Several reports and assessments have indicated this as the most severe crisis in education in
Pakistan, especially, in Balochistan.
Another shift has been a greater focus on child welfare. Physical health, psychosocial
development, and general treatment of the child, both in communities and schools, receive
much greater attention. The girl child has been further included not only in terms of access
and participation but also in other areas, including governance and management. The latter
approach is premised on the understanding that greater involvement and empowerment of
females in decision making positions will help improve female education policies and
practices. Issues of adolescent girls have also been included as special interventions needed
for their welfare and continued education given the trend of substantive decline in female
participation after primary.
Finally, the area of research and data has been emphasized. The sector analysis carried out for
plan development clearly highlighted a lack of research and data deficiencies as an essential
cause for the disconnect between child’s realities, needs of the society, and the design and
execution of education services. Without vibrant research support and availability of reliable
data changes cannot be measured, problems and their causes cannot be identified and policies
and plans with targeted and prioritised impact can neither be developed nor implemented.
Even during the sector analysis process for the BESP, limitations were faced due to lack of
research and data in numerous areas.
While the above are added thrusts, many problems of education included for improvement
continue to be similar to the situation in the past. Access and participation challenges are still
massive, with wide gender gaps in opportunities and participation. These need to be
prioritised at par with learning. Here the Plan addresses supply and demand issues and,
specifically, looks at potential solutions for children in low population density areas that cover
3 The period has been based on the financial year followed in the province. It starts from 1 st July and ends on 30th June of the
following year. This plan will effectively cover financial years 2020-21 to 2024-25.
15
Balochistan Education Sector Plan 2020-2025
large parts of Balochistan. There has been an increased focus on non-formal education given
a large number of out of school children (nearly 65% according to one estimate) and low adult
literacy. Formal schools alone will not be able to address the issue of out of school children on
a fast track. It will have to be a combined effort with a more vigorous NFE sector supporting
an improving formal school system.
Technical and vocational education and training has been included as it is an important
conduit for the employment of youth in a province with a massive youth bulge. This was not
part of the previous Sector Plan. Issues of governance, quality and expansion with relevance
to the market are the key areas. Again, the limited capacity and the nascent state of some of
the governance structures means that TVET will face huge challenges in the next few years.
Strategies suggested will help organise reform.
The Plan includes responses to emergencies in general as part of the child welfare (school
safety), but more specific strategies have been incorporated for education amid the COVID 19
crises. Pakistan, similar to the rest of the World, faces a threat from the pandemic. Social
distancing measures have included closure of schools. Given the uncertainty and also to
prepare education systems for the continued threat strategies have been added under different
relevant heads: continued schooling, teacher education, curriculum and school safety. Options
using information communication technologies (ICT) have been provided. The limitations of
these options are recognised in an underdeveloped region like Balochistan. The path of COVID
19 is difficult to predict. The Sector Plan provides flexibility to implementers to adjust as the
situation changes and risks reduce. Its strategies and approach have been based on the
Pakistan National Education Response and Resilience Plan (K-12) prepared by the Ministry of
Federal Education and Professional Training of the Government of Pakistan consequent to
consultation with the provinces.
Implementation of BESP will not be easy. It has questioned the ‘business as usual’ scenario
and expects major shifts in priorities. These changes will require a transition in the approach
of policy and decision-makers. It will also need capacity building in the system beyond the
current levels. Changes are not easy, especially, when they contest the fundamentals.
Therefore, targets have been set at as realistic a scale as possible. Even with these relatively
lower targets, commitment from the highest levels will be vital to ensure reform in education.
Lessons learnt from implementation of the last Sector Plan will have to be incorporated in
implementation. Some key lessons were drawn. Only 36% of the Plan was implemented. High-
level meetings and support from the Government was limited and took place mainly in the
early years of Plan implementation. The approach, and much else, will need to change if the
current Sector Plan is to be given a greater opportunity to succeed.
This Sector Plan provides a blueprint for the path to prepare Balochistan for a better future.
The province cannot be complacent. It lags behind most of the country and has massive
challenges ahead to transform education service delivery. Renewed political support and its
sustenance will be the key. The child, the future of the province and the country will have
to be elevated to the position of the most important citizen. Short of this transformation
the largely broken education system cannot be expected to lead to a future that provides
growth opportunities, allows social development and promotes sustainability.
16
Balochistan Education Sector Plan 2020-2025
2. Context
Balochistan’s natural assets provide it with vast opportunities. Over the years, these assets
have remained under-utilised due to a myriad of reasons but none more significant than poor
human resource development. The province lags the rest of the country in all development
indicators: population growth, poverty, health and education. Progress will require answers
to the ecological challenge, especially water scarcity, and development of human resources to
not only benefit from emerging opportunities but also to meet the challenges of social
development and optimize the economic returns on its natural assets. This chapter outlines
some of the contextual opportunities and risks that should be considered in all human
resource development reforms. It covers the demography, economy, social structures, social
development indicators, including the gender gap, and vulnerability of the province to nature.
2.1. Demography
Balochistan’s demography has three key dimensions: a low population density, a high
population growth rate and a youth bulge. Each of these features has ramifications for
development. Low population density means greater cost per unit; high population growth
means increased challenges in each population cluster while the youth bulge creates
opportunities and risks dependent on the response from the government. An additional
dimension is the refugee population that has been a continuous factor since 1980.
The Pakistan Demographic and Health Survey (PDHS) 2017-18, reveals that Balochistan has
one of the highest fertility rates in the country (See Figure 2-1) The Total Fertility Rate6 in
Balochistan is four births per woman against the national average of 3.6 births per woman.
age-specific fertility rates. Source: National Institute of Population Studies (NIPS) [Pakistan] and ICF. 2019. Pakistan
Demographic and Health Survey 2017-18. Islamabad, Pakistan, and Rockville, Maryland, USA: NIPS and ICF
17
Balochistan Education Sector Plan 2020-2025
Source: Pakistan Demographic and Health Survey (PDHS) 2017-18. National Institute of Population Studies (NIPS), Pakistan
High fertility rates predict a continued increase in population. The growth rate in population
clusters places further stress on core public resources such as education and health and
emphasizes the need to improve the productivity of its human resource on an emergency basis.
7 The age break-down of the 2017 Census is not yet available publicly. These estimates are based on the population projections of
the National Institute of Population Studies (NIPS).
8 For details, see: Sathar, Zeba, Rabbi Royan, and John Bongaarts (eds.). 2013. "Capturing the demographic dividend in Pakistan."
18
Balochistan Education Sector Plan 2020-2025
80+
75 - 79
70 - 74
65 - 69
60 - 64
55 - 59
50 - 54
45 - 49
40 - 44
35 - 39
30 - 34
25 - 29
20 - 24
15 - 19
10 - 14
05 - 09
00 - 04
Balochistan’s large youth bulge presents both an opportunity and a risk for its education
system. On the one hand, it means that the education system can equip students with skills
demanded by the market. On the other hand, youth bulge means that the education system
will have to cope with the entry of a large number of children and young people into schools,
colleges, universities, and programs for technical and vocational education and training. The
education system will also have to review the types of skills that it teaches to students. If the
education system fails to prepare young people for life and livelihood, then the youth bulge
may become a demographic time bomb.10
10 Pakistan National Human Development Report 2017 Unleashing the Potential of a Young Pakistan, United Nations
Development Program Pakistan
11 UNHCR Website 2019
19
Balochistan Education Sector Plan 2020-2025
those who are unregistered. The ethno-linguistic ties between refugees and certain ethnic
groups of Balochistan, mainly Pashtuns and Hazaras, make Balochistan a prime destination
for Afghan refugees coming to Pakistan. Over the past decade, many refugees have returned
to their country. However, a significant number still remains in the province. They have
become a vital part of the socio-economic fabric of the region. Despite organised external
support for refugees, their influx puts a strain on existing resources and services. This is
primarily due to large refugee populations living outside designated camps.
The province has a small industrial base, mostly located around Hub, near Karachi, and an
underdeveloped services sector. The latter’s share has remained relatively stagnant in
Balochistan, increasing from approximately 42% in 1972 to 47% in 2010. In contrast, the
services sector has registered tremendous growth in other provinces, with its share in GDP
rising to 55% or more in 2010.13
Even the existing assets perform way below their potential due to the reasons cited earlier.
12 The World Bank, Balochistan: Development Issues and Prospects (Multi-donor Trust Fund World Bank, Islamabad, 2013), p.
23
13 Ibid.
20
Balochistan Education Sector Plan 2020-2025
I. Minerals
Balochistan has large deposits of coal, copper, lead, gold, chromite and other minerals. Despite
having an abundance of mineral resources, the mining sector in the province remains very
small. This sector has tremendous potential to become a major contributor to the provincial
GDP. However, weak governance, a dearth of geological data, poor connectivity, and lack of
required skills and technology have impeded realization of the sector’s true potential.
II. Location
The province’s landmass endows Pakistan with a vital strategic space for both security and
regional trade. Balochistan connects South Asia with the strategically and economically
important regions of Central Asia and the Middle East. This important strategic location, as
well as, the large coastline make it a gateway and hub for regional transit trade.
A significant opportunity is the multi-billion dollar China Pakistan Economic Corridor (CPEC) that
has opened up new avenues for growth and development in the province. CPEC has the potential
to create jobs, bridge major infrastructural gaps, address energy needs and foster industrial
development in Balochistan. The realization of this potential can be made possible only through
adopting an inclusive and participatory approach to development. The Federal and Provincial
Governments need to undertake a whole lot of reforms and corrective measures to make the most
of the opportunities arising out of CPEC. Human resource development should be central to these
reforms, along with structural changes in the sectors discussed above.
With over 30% share in the province’s GDP, agriculture has remained the most important
sector of the economy. It employs over 40% of the total Labor force and provides livelihood to
more than half of the province’s population. The share of agriculture in GDP has dropped from
35% in 2007 to 30% in 2016.15 Notwithstanding this decline, Balochistan’s economy still
remains more dependent on agriculture than that of other provinces. Between 1972 and 2010,
the share of agriculture in GDP decreased by 19, 11, and 22 percentage points respectively in
the Punjab, Sindh and Khyber Pakhtunkhwa16. In contrast, the GDP share of agriculture in
Balochistan fell by a mere 5 percentage points during the same period.17
Over the past decade, agriculture and livestock, transport and wholesale, and manufacturing
respectively have remained the biggest sectors of the economy, accounting on average for 77%
23
17 Ibid
21
Balochistan Education Sector Plan 2020-2025
of the province’s GDP.18 The mining sector’s contribution to provincial GDP has averaged
around 5% during the same period. A critical analysis of the structure of Balochistan’s
economy reveals several significant trends and lessons for policy-making and growth
planning.
Agriculture, which is the backbone of the province’s economy, is highly dependent on reliable
availability of water. Balochistan currently faces severe water scarcity and is vulnerable to
seasonal and permanent droughts. Between 1878 and 2013, it experienced 13 mild, 12
moderate, and 8 severe droughts with an average duration of 9, 11 and 13 years, respectively.19
The total annual water demand in the province is about 6.26 MAF. Agriculture constitutes
nearly 80% of this demand and consumes about 70-80% of underground water and nearly all
of the surface water20.
The province relies primarily on underground water and non-perennial surface water, except
the Kachi plains that are connected to the Indus Basin Irrigation System through canals. More
than two-thirds of the surface water remains unutilised, owing to the inadequate water
harvesting capacity and limited storage infrastructure.21 Underground water is over-utilised,
leading to depletion and exhaustion of this resource. Climate change has further increased
variations in precipitation and vulnerability to droughts.
Given the lack of reliable water access, the excessive reliance on agriculture in the province for
livelihood is unsustainable. This implies that a strategy to reduce dependence on agriculture
and facilitate the transition to sustainable farming practices and techniques should be an
integral part of future growth policy and plan for the province. In the absence of such a
transition an ecological and economic disaster remains inevitable.
The province possesses nearly 750 km long coastal belt—accounting for almost two-thirds of
Pakistan’s total coastline. Due to this, the fisheries sector offers great potential for becoming
agents of economic development in the province.
The coastal area also provides an opportunity to develop renewable energy using wind. This,
again, remains an under-utilised potential. In the case of renewable energy, the possibilities
and potential for solar are also high.The realization of this potential, however, is constrained
by a combination of institutional and financial constraints.
22
Balochistan Education Sector Plan 2020-2025
Baloch23. This figure also includes the Brahui-speakers of the province as a part of the larger
Baloch ethnic group (the other part of the group speaks Balochi).
Pashtuns are the second-largest ethnic group in the province, making up approximately 30%
of the population. Sindhi-speakers are the third major linguistic group and account for almost
6% of the total population. Sindhi-speakers are followed by the Punjabis (3%) and Urdu-
speakers (1%). The latter two often collectively referred to as the “settlers”. The Hazaras are
another minority ethnic group. A people of Mongol descent, the Hazaras have a population of
approximately 500,000 and speak Hazargi, which is a dialect of Persian. They are classified
under “others” in the 1998 Census.
A salient aspect of ethnic diversity in Balochistan is the settlement pattern. The main ethnic
groups in the province are regionally segregated. Most of the Pashtuns live in the districts
north of Quetta, including Pishin, Killa Abdullah, Zhob, Loralai, Killa Saifullah etc. The
Brahuis form a majority in districts of central Balochistan such as Mastung, Kalat and Surab.
Balochi-speakers reside primarily in southern, western and pockets of eastern Balochistan.
Sindhis are mainly concentrated in the Southeast and the Kachi plains.
Tribal networks and systems play a key role in political mobilisation and management of
collective action. Tribalism and ethnic diversity have defined the politics of Balochistan in
profound and diverse ways. It has encouraged the provision of public services through
patronage networks and prevented the emergence of inclusive political parties and stable
coalitions among ethnic elites.26
Publishers, 2019)
27 Pakistan Demographic and Health Survey 2017-18. National Institute of Population Studies, Pakistan
28 Ibid.
23
Balochistan Education Sector Plan 2020-2025
Figure 2-4 Spousal Physical, Sexual or Emotional Violence Experienced by Ever Married Women 15-49
With the advent of information technologies and the expansion of higher education, patriarchy
is increasingly coming under pressure, especially in urban areas. An increasing number of girls
are going to Universities and joining various professions.
Female participation in the Labor force is low at 9.7% as compared to 82.5% for males – overall
Labor force participation rate for 15 plus being 49.4 %.
The situation for employment to population ratio is similar for 15 years and above. For youth
(15 to 24 years) the ratio of female participation declines to 6.7% though at this age overall
participation also reduces as part of the group is in schools.
24
Balochistan Education Sector Plan 2020-2025
2.5.1. Poverty
According to the Multi-dimensional Poverty Index 2016 - which measures not only monetary
deprivation but also standard of living and access to health and education services-
Balochistan has the highest rate of multi-dimensional poverty among all provinces in
Pakistan.30 Nearly three out of every four persons in the region are living in multi-dimensional
poverty. Similarly, Balochistan also has the highest average intensity of deprivation (55%)
among all provinces. This means that each poor person in the province, on average, is deprived
in more than half of the indicators included in the index. It is worth noting that regional
discrepancies of intensity of deprivation are not as stark as those of poverty headcount.
29 Pakistan National Human Development Report 2017 Unleashing the Potential of a Young Pakistan, United Nations
Development Program Pakistan
30 Pakistan Multi-dimensional Poverty Index 2016
25
Balochistan Education Sector Plan 2020-2025
Punjab 31%
Sindh 42%
Balochistan 71%
KP 49%
GB 43%
AJK 25%
Over the past two decades, Pakistan has experienced a significant reduction in poverty, with
the total poverty headcount declining from 55% in 2004-05 to 39% in 2014-15. However, the
pace of reduction was not uniform across provinces. Poverty reduction was lowest in
Balochistan, where the headcount fell by 12.2 percentage points between 2004-05 and 2014-
15. This is even more striking given that Balochistan had a high level of poverty in the baseline
year for the study. In contrast, poverty headcount in the Punjab, Sindh and KP fell by 18.3,
14.2 and 16.6 percentage points respectively, during the same period. A similar study by the
World Bank (WB) corroborates the finding that poverty reduction has been the lowest in the
Balochistan province between 2001 and 2015.
Within Balochistan, there are variations among rural and urban areas and different districts.
Multi-dimensional poverty in rural areas of the province (85%) is significantly higher than in
urban areas (38%). Quetta, Kalat, Khuzdar, Gwadar and Mastung, in that order, are the least
poor districts, whereas Chaghi, Ziarat, Barkhan, Harnai and Killa Abdullah respectively are
the poorest districts in the province. The pace of progress has been uneven within Balochistan.
While most districts in the province have reduced their poverty headcount between 2004 and
2015, few districts have recorded an increase in poverty incidence. The latter include districts
of Harnai, Panjgur, Killa Abdullah, Ziarat and Pishin. The Districts of Musakhel, Khuzdar,
Loralai, Turbat and Mastung respectively have registered the highest decrease in poverty in
Balochistan during the same period.
26
Balochistan Education Sector Plan 2020-2025
Figure 2-8 shows the basic health indicators: fully immunised children, children under 5
suffering from diarrhoea, women that have received TT injections and doctor-assisted
deliveries. Balochistan has the lowest figures in all except children suffering from diarrhoea.
100 90
90 82 84
78 75
80 73
69 67
70
58
60 51 53
47 44
50
40 34
30 23
20 10 11
9 6 9
10
0
Fully immunized children Under-5 children suffering Women that have received Doctor-assisted deliveries
(%) from Diarrhoea (%) TT Injection (%) (%)
Source: Pakistan Social and Living Standards Measurement (PSLM) Survey 2014-15, Pakistan Bureau of Statistics
Maternal mortality rates are given in Figure 2-9. They again show the highest number for
Balochistan per 100,000 live births.
Figure 2-9 Maternal Mortality Rate by Region (Per 1,000 live births)
900
785
800
700
600
500
400 314
275 276
300 227
200
100
0
Punjab Sindh Khyber Balochisran Pakistan
Pakhtunkhwa
Infant mortality rate in Balochistan is 78 per 1000 live births. This is lower than Punjab (85)
but higher than all other provinces and areas. Another indicator that shows weak health
services and practices.
27
Balochistan Education Sector Plan 2020-2025
Figure 2-10 Under-Five Mortality Rates by Region (Deaths per 1,000 live births)
Indicators on satisfaction with public services surveyed by PSLM 2014-15 again show
Balochistan at the lowest level.
“Substantive evidence indicates that low birth weight, reduced breastfeeding, stunting and iron and
iodine deficiency are associated with long term deficits in children’s cognitive and motor
development, and school readiness” EFA Global Monitoring Report 2007
Balochistan has a stunting rate of 47% among children under 5 years. This is the second
highest of all provinces in the country after Sindh. The other exception are the newly merged
28
Balochistan Education Sector Plan 2020-2025
districts31 (NMDs) of Khyber Pakhtunkhwa where the rate is 52%. Stunting not only reduces
physical growth, it also impacts brain development. This is a crisis.
70 63
58 60 60 60 62 59 60 60
60 53
50 52
50 44 44
41
40 2010-11
30 20112-13
20 2014-15
10
0
National Punjab Sindh Khyber Balochistan
Pakhtunkhwa
In the 15 plus category, the values go down for all jurisdictions, but the gap between
Balochistan and others increases. Compared to Khyber Pakhtunkhwa, it increases from 9
percentage points to 11 and from the national figure, the gap increases to 19 percentage points.
70
60
60 55 57 57 57 59 58 59 58
50 46 48 47
40 37 39 38
2010-11
30 20112-13
20 2014-15
10
0
National Punjab Sindh Khyber Balochistan
Pakhtunkhwa
Balochistan’s gender-wise breakup shows that female literacy rates are lower than males by a
considerable percentage for all years and both categories – 10 plus and 15 plus.
29
Balochistan Education Sector Plan 2020-2025
70 62
60 61
56 58 56
60
50
40
30 23 25
19 18 18
20 15
10
0
Male Female Male Female Male Female
2010-11 2012-13 2014-15
For the 15 plus category it is at 18 percent for both 2012-13 and 2014-15.
Additionally, the province has also seen increased flash floods when the rain pattern changes.
There were major floods in 2010 and some in 2019. The last major earthquake was in Ziarat
in 2008.
2.7. Conclusion
Balochistan faces an uphill development task. The challenges include threats to the
environment and poor socio-economic indicators. It lags in almost all of the SDG indicators.
However, there are also opportunities. These include, optimally benefiting from the province’s
traditional assets and the new ones emerging out of the proposed China-Pakistan Economic
Corridor (CPEC). Human resource development will remain central to the resolution of the
developmental crises. This will require quality education for all children and the use of
education to create awareness on the province’s developmental agenda.
30
Balochistan Education Sector Plan 2020-2025
Thematic Groups
Theme 1: Learning Both Article 25A and SDG 4 targets cannot
be achieved without major improvements in
learning or quality of education. This has
been added through an approach that looks
at the entire value chain of learning:
teachers, curriculum, textbooks, child
welfare and the classroom practices.
Theme 2: Girls Education Girls’ education has historically been seen in
terms of access and participation (even the
previous BESP was mostly limited to this
aspect). There are other dimensions that
have been ignored in the past, including, a
more exhaustive discussion on causes for
low participation rates. This is again critical
for Article 25A, SDG 4 and SDG 5.
Theme 3: Out of School Children BESP 2013-18 looked at the issue from a
perspective of access and participation. The
debate on out of school children was started
after its approval. The latter has now been
used as the target for the analysis.
Theme 4: Non Formal Education and ALP SDG 4, SDG 5 and SDG 8 reinforced the
importance of this area that had been given
a low priority for a long time. Without a strong
NFE (especially targeting out of school
children) targets of Article 25A will not be
possible to achieve.
Theme 5: School Readiness This is an important component of the
learning chain but has been pulled out
separately because of its peculiar issues.
Again a requisite of SDG 4 (Target 4.2.1).
Theme 6: Technical and Vocational An important area for economic
Education and Training development of Balochistan in view of its
existing economic assets, potential
opportunities in the near future and the youth
31
Balochistan Education Sector Plan 2020-2025
All of the above thematic areas included the following themes to the extent applicable to
specific topic:
1. Gender
2. Environment
3. Disaster Risk Reduction
4. Refugees
5. School Health & Nutrition
6. Social Cohesion/Peace building
7. Infrastructure & Equipment/Materials
8. Community Participation/PPP
9. Capacity
1. Progress towards targets of Article 25A of the Constitution of the Islamic Republic of
Pakistan, Sustainable Development Goal 4 and other relevant SDGs.
2. Progress in the implementation of Balochistan Education Sector Plan 2013-18.
3. Causes of the differences between the required and actual targets where the causes
analysed include:
i. Gaps in past policies and plans in terms of coverage of issues, prioritisation,
approaches and implementation.
32
Balochistan Education Sector Plan 2020-2025
ii. Capacity constraints in the education sector institutional structures and personnel,
and the context in which the education sector operates.
iii. Demand-side factors that impede effective improvements in education. These are
contextual conditions in the province as a whole and within communities.
iv. Environmental conditions, including perceptions and approaches of senior
political leadership that impact education service delivery.
I. Desk Research: Covered secondary data, reports and research conducted on the
various thematic areas described above.
II. Thematic Group Discussions: Included groups of individuals with knowledge of the
respective area, working within the government and outside. Each thematic group
consisted of 8 to 12 members. Given the complexity of the Learning theme, this group
was broken up into separate smaller groups. This is explained in greater detail below.
III. District Consultations: Education takes place in schools. Districts visits were designed
to get a better understanding of the processes in schools and districts that have a direct
bearing on the processes and outcomes in schools. Students, teachers, district
education administrators, deputy commissioners and communities were consulted.
IV. SWOT Analysis of Organisations in the educational administration
33
Balochistan Education Sector Plan 2020-2025
the findings of the ESA and the strategies and another two on the draft sector plan. Table 3-2
details the number of meetings and persons consulted during the process.
"The State shall provide free and compulsory education to all children of the age of five to
sixteen years in such manner as may be determined by law.”
Based on the above Balochistan Assembly passed the Balochistan Compulsory Education Act
2014. The Act provides a detailed legal framework for the implementation of Article 25A. The
Balochistan Compulsory Education Act 2014 was promulgated by the provincial assembly to
operationalise the Constitution’s requirements as enunciated in Article 25A.
Performance against Article 25A and the Balochistan Compulsory Act 2014 can be assessed
against a set of indicators that are illustrated below (Table 3-3), along with Balochistan’s
performance against them.
The table is self-explanatory, which provides a snapshot of the situation of the education
sector.
To explain the current state of affairs and the challenges ahead Table 3-4 sets out the key
indicators for Article 25A, the required targets, their current value and projections. These
projections have been made at three levels: if the current trend continues, if it doubles and if
the rate of Improvement increases threefold. Four indicators have been used for the purpose:
literacy rate, NER primary, NER middle and NER secondary.
34
Balochistan Education Sector Plan 2020-2025
At the current rate, NER of 100 for primary will be achieved by Balochistan only in the year
2052. If the rate of improvement doubles, then the same will be achieved in 2034 and if it
triples then in the year 2028. For middle NER, the requisite value of 100 will be reached in the
year 2098 if the current improvement rate persists. At twice the effort, this will be achieved in
2057 and at three times the effort in 2043. The literacy rate of 100% will be achieved in 2095
if the current rate of improvement remains unaltered. If it doubles then, it will be achieved in
2055 and at three times the effort, it will be achieved in 2042.
These projections show the massive effort required to fulfil the Constitutional mandate in
terms of school participation and Non formal education (NFE) in Balochistan and the extent
of systemic changes necessary to break the current trends and accelerate progress.
“Ensure inclusive and equitable quality education and promote lifelong learning opportunities
for all”
32 Data for Current Values is from PSLM survey 2014-15, Bureau of Statistics, Pakistan
35
Balochistan Education Sector Plan 2020-2025
Targets of SDG 4
4.1 By 2030, ensure that all girls and boys 4.1.1 Proportion of children and young
complete free, equitable and quality people: (a) in grades 2/3; (b) at the end of
primary and secondary education leading primary; and (c) at the end of lower
to relevant and effective learning secondary achieving at least a minimum
outcomes proficiency level in (i) reading and
(ii) mathematics, by gender
4.2 By 2030, ensure that all girls and boys 4.2.1 Proportion of children under 5 years of
have access to quality early childhood age who are developmentally on track in
development, care and pre-primary health, learning and psychosocial well-
education so that they are ready for being, by gender
primary education
4.2.2 Participation rate in organised learning
(one year before the official primary entry
age), by gender
4.3 By 2030, ensure equal access for all 4.3.1 Participation rate of youth and adults
women and men to affordable and quality in formal and non-formal education and
technical, vocational and tertiary training in the previous 12 months, by
education, including university gender
4.4 By 2030, substantially increase the 4.4.1 Proportion of youth and adults with
number of youth and adults who have information and communications technology
relevant skills, including technical and (ICT) skills, by type of skill
vocational skills, for employment, decent
jobs and entrepreneurship
4.5 By 2030, eliminate gender disparities 4.5.1 Parity indices (female/male,
in education and ensure equal access to rural/urban, bottom/top wealth quintile and
all levels of education and vocational others such as disability status, indigenous
training for the vulnerable, including peoples and conflict-affected, as data
persons with disabilities, indigenous become available) for all education
peoples and children in vulnerable indicators on this list that can be
situations disaggregated
4.6 By 2030, ensure that all youth and a 4.6.1 Percentage of population in a given
substantial proportion of adults, both age group achieving at least a fixed level of
men and women, achieve literacy and proficiency in functional (a) literacy and (b)
numeracy numeracy skills, by gender
4.7 By 2030, ensure that all learners 4.7.1 Extent to which (i) global citizenship
acquire the knowledge and skills needed education and (ii) education for sustainable
to promote sustainable development, development, including gender equality and
including, among others, through human rights, are mainstreamed at all levels
education for sustainable development in: (a) national education policies, (b)
and sustainable lifestyles, human rights, curricula, (c) teacher education and
gender equality, promotion of a culture of (d) student assessment
peace and non-violence, global
citizenship and appreciation of cultural
diversity and of culture’s contribution to
sustainable development
36
Balochistan Education Sector Plan 2020-2025
4.A Build and upgrade education facilities 4.A.1 Proportion of schools with access to:
that are child, disability and gender (a) electricity; (b) the Internet for
sensitive and provide safe, non-violent, pedagogical purposes; (c) computers for
inclusive and effective learning pedagogical purposes; (d) adapted
environments for all infrastructure and materials for students with
disabilities; (e) basic drinking water; (f)
single-sex basic sanitation facilities; and (g)
basic handwashing facilities (as per the
WASH indicator definitions)
4.B By 2020, substantially expand 4.B.1 Volume of official development
globally the number of scholarships assistance flows for scholarships by sector
available to developing countries, in and type of study
particular least developed countries,
small island developing States and
African countries, for enrolment in higher
education, including vocational training
and information and communications
technology, technical, engineering and
scientific programs, in developed
countries and other developing countries
4.C By 2030, substantially increase the 4.C.1 Proportion of teachers in: (a) pre-
supply of qualified teachers, including primary; (b) primary; (c) lower secondary;
through international cooperation for and (d) upper secondary education who
teacher training in developing countries, have received at least the minimum
especially least developed countries and organised teacher training (e.g. pedagogical
small island developing States training) pre-service or in-service required
for teaching at the relevant level in a given
country
Additionally, the following two SDGs are also directly relevant to the analysis and eventual
implementation:
Sustainable Development Goal 5: Achieve gender equality and empower all women and girls.
Gender equality is also covered in SDG 4 but limited to opportunities in school. As education
needs to change gender attitudes SDG 5 also becomes relevant to the analysis33.
33All SDGs need a response from education. As gender is one of the most glaring issues within education in Balochistan the
analysis has been deepened as compared to some of the other areas covered by SDGs.
37
Balochistan Education Sector Plan 2020-2025
38
Balochistan Education Sector Plan 2020-2025
Level wise, formal schools are from K to 12, where K denotes pre-primary level. The latter is a
mixed situation. Most primary schools have the traditional ‘kachi’ class, where these pre-
primary school children are the most ignored group in school. Others have more established
early childhood education programs based on a structured curriculum built on ECE’s modern
precepts. These schools are a minority. Details have been shared in the relevant section on
Early Chilhood Education (ECE).
Grades 1-8 are also sometimes combined to be called elementary. Secondary is also known as
matriculate and higher secondary as intermediate34. Schools are designated based on the most
senior class available. All colleges also have grades 11 to 12, although these are part of the
school. The school curriculum is from grades 1-12.
Grades 9, 10, 11 and 12 (secondary and higher secondary) are the starting point for
determining career choices of students. At the secondary level, the main choice is between the
arts and sciences. These split into a number of other options at the higher secondary level like
pre-medical, pre-engineering, commerce etc. The decisions are impacted by the high stakes
examinations held by the Balochistan Board of Intermediate and Secondary Education
(BBISE), especially, beyond secondary.
34 Hence the term ‘intermediate’ in the Balochistan Board of Intermediate and Secondary Education.
39
Balochistan Education Sector Plan 2020-2025
Table 4-1 shows the schools managed by SED. These are categorized as primary, middle, high
and higher secondary based on the highest level of education available:
In all 1519 middle schools have primary sections and 1242 high and higher secondary schools
also have primary sections in addition to the middle.
The SED has upgraded 119 High Schools to Higher Secondary School by starting classes XI &
XII with the vision to reduce the gap between the secondary and Higher secondary education.
4.2. Organisations
The work of education, except for technical and vocational education, is split into the following
three departments:
Secondary Education Department is responsible for school education from pre-primary ECE
till grade 12. Higher Education Department is responsible for college education for graduate
and post graduate students and it also manages certain schools like the residential colleges.
Social Welfare Department looks after special education and non-formal education.
40
Balochistan Education Sector Plan 2020-2025
Each of these departments has a provincial civil secretariat headed by a Secretary. The
secretariat develops polices for their respective sectors which are executed through their
working organisations detailed as under.
Policy Planning and Implementation Unit (PPIU) provides policy and planning support to
the Secretariat.
Directorate of Education (Schools) is responsible for the management of all schools and
their personnel managed by 7 divisional directors and a District Education Officer (DEO) in
each district. These DEOs are supported by District Officer Male and Female and officers/staff
working under them.
41
Balochistan Education Sector Plan 2020-2025
In addition to the above there are 141 vocational training institutions. Out of these 95 are for
males and 46 for females.
Table 4-4 ALP Package and Gender Wise Enrollment in Focus Districts
42
Balochistan Education Sector Plan 2020-2025
4.2.5. Universities
Nine universities function in the province as shown in Table 4-5 below. Out of these seven
universities run programs on education. Balochistan University of Engineering & Technology,
Khuzdar and The Bolan University of Medical and Health Sciences, Quetta are the two
exceptions.
In addition to the above students of Balochistan have access to Federal Universities as part of
the provincial quota and also through seats available in universities in other provinces.
35 The list of Universities in Balochistan is also available on Uni Rank website; https://www.4icu.org/pk/balochistan. The same
is verified by the officials at University of Balochistan
43
Balochistan Education Sector Plan 2020-2025
Additionally, distant learning programs through the Virtual University and the Allama Iqbal
Open University are also available.
44
Balochistan Education Sector Plan 2020-2025
For each chapter, the approach to reform has been explained, followed by a summary
explanation of each of the causes that create the base problem. Goals have been developed by
inversing the problem. Sub-themes, based on the similarity of their roles, have been collated
into one or more programs. Each program is further divided into sub-programs structured
under an overall goal, sub-goals and strategies. The explanation of the rationale of each
strategy has been summarized. The area of Learning, with its multifarious themes, has the
most complex break up with multiple programs and sub-programs. Access and Participation
is the next area in terms of complexity with six programs – three each for formal and non-
formal education.
Three sets of matrices have been developed for each program to elaborate on the Plan. These
include:
I. Program Matrix
II. Implementation Matrix
III. Results Matrix
The Program Matrix lays out the overall goal, sub-programs and sub-goals. Each sub-goal has
its set of strategies, activities and targets for implementation. The Implementation Matrix
adds three further expansions to the program matrix: timelines for the activities, costs and
organisation(s) responsible for implementation. It also explains the underlying assumptions
for each strategy. The Results Matrix identifies indicators for measurement of progress against
the overall goal and sub-goals. It not only provides the indicators for the end of five year period
but also those in the intervening years. Indicators have been presented for “outcomes,
intermediate outcomes, and outputs”. Program Matrices have been presented towards the end
of each chapter. Implementation and Results Matrices have been inserted in the annexes.
Vision
To promote and ensure quality education and its effective delivery for all without any
discrimination
Mission
To achieve quality education for all by provision of infrastructure, missing facilities, relevant
curriculum & instructional material, trained teachers and standardised assessment through
good governance
5.2. Themes
BESP 2020-25 has been constructed on the following themes:
1. Learning
2. Access and Participation
45
Balochistan Education Sector Plan 2020-2025
The areas covered in each theme, as well as cross-cutting ones, have been outlined below
(Table 5-1). Further details and approach to reform for each specific theme have been
explained in the relevant chapters.
Core Cross
Thematic Cutting Programs Sub Programs Matrices
Areas Areas
>>> Child Focused Approach <<<
46
Balochistan Education Sector Plan 2020-2025
7.7 Gender-Inclusive
Management
7.8 Effective
Accountability
7.9 Increased
Transparency
7.10 Constructive
Political Engagement
8 –Technical 8.1 Access and
1.Program Matrix
and Participation
47
Balochistan Education Sector Plan 2020-2025
5.2.1. Learning
Learning is a very wide term and can include many areas. BESP looks at three vaiables in
Learning: reading ability, numeracy and thinking skills so that children are eventually
prepared for life and livelihood. It is seen as a product of multiple inputs and processes:
curriculum, textbooks, teachers, assessments and examinations. Each one of these inputs and
processes has been separated out and strategies included to address the gaps. The basic
premise is that all these factors (collectively) will impact teaching and learning along with the
presence of a healthy child in the classroom. The latter include a child’s physical and
psychological health that depend on both home and school conditions. Issues of children with
special needs and their inclusiveness have also been covered.
In view of the large number of out of school children and low adult literacy, Non-Formal
Education (NFE) has been emphasized as an important domain. The entire structure of non-
formal education has been discussed as a parallel, but important, learning system that
supports the overall goals of education.
48
Balochistan Education Sector Plan 2020-2025
and relevance. The entire domain of relevance to the market and subsequent improvement in
employment outcomes have been emphasized as the key outcome.
1. A greater, and more well spread, focus on learning as compared to the past
2. Increased efficiency in the use of resources through rationalised deployment
3. Reduction of gender gaps through a holistic approach that goes beyond access and
participation.
While the above are the keys to change, overall, the Plan’s three main strands (that also cover
the above) consist of:
I. Core Target Areas: In school education, the two core target areas of the Sector Plan
consist of ‘learning’ and ‘access and participation’ with a strong focus on equity. These
represent the dual crises in education: firstly, learning in schools ends right in the early
grades when children fail to become readers and secondly, the large proportion of out
of school children that reveals a participation crisis. Within the latter, girls are
disproportionately excluded from education as compared to boys. Given the situation,
implementation of these two strands cannot be sequenced. It must be a simultaneous
effort. However, the contours and processes of learning have been dealt with in greater
detail because of limited comprehension, and attention to it, in the past.
II. Enablers of effectiveness: This consists of issues of governance necessary to be
addressed to enable effective implementation, and most critically, efficient use of
resources. The other critical enabler of effective, and realistic, policy and
implementation, is improved availability of information through strengthened
processes of research and data accumulation, analysis and usage.
III. Child Focused Approach: The overall life path of the child and issues of the girl child
as a separate sub-set have been discussed and consequent strategies developed to
ensure that all policies, plans and implementation practices place the child’s benefit at
the core.
An analysis of the problem and approach to change for each sub-area has been explained in
the respective chapters. Strategies can be divided into those that are specific to the targeted
theme, cross-cutting ones applicable to multiple themes and implicit assumptions on the
approach. These assumptions have been highlighted in the Implementation Matrices attached
in the annexes. Figure 5-1 on the next page shows the overall theory of change for BESP 2020-
25:
49
Balochistan Education Sector Plan 2020-2025
Children are Core Thematic -Standards on curriculum & TBs Learning Grade 3 and 5: Provincial Learners proficient Global
not learning; Areas: -Provincial Curriculum Framework 15% more students can learning design in reading and Commitments:
read at least at minimum
have low 1. Learning -Provincial TBs relevant to the numeracy, with
standards
competency (Curriculum and -Teacher feedback mechanism 15% more students can needs and developed Sustainable
in reading Textbook Reforms, -Implemenation of Child centered school perform at least at realities of the analytical skills Development
and Effective Teachers, language policy minimum standards in child, and prepared for Goals
numeracy Assessment and -Improved capacities of BOC&EC and arithmetic classroom and life and livelihood
and no Examinations, Child BTBB life and A greater and SDG4 -‘Ensure
analytical care and welfare) -Increased number of subject specialists, 15% more students at livelihood more well spread inclusive and
skills 2. Access and TB authors, reviewers Grade 8 can successfully focus on learning equitable quality
attempt questions on
Participation education and
application
3. Data and promote lifelong
Research -Revised career & promotion structures for 15% more students at learning
4. Governance and teachers Grade 10 can successfully opportunities for all’
Management -Improved recruitment testing process attempt questions on Access and
application Motivated and
5. Technical and -Teachers recruitment plan participation to SDG5- Achieve
trained
Vocational -Improved work conditions formal and non- gender equality
15% more students with teachers are
Education and -Teachers' feedback on policies formal educational and empower all
minimum B in Secondary available and
Training -Improved capacity of PITE opportunities for women and girls.
and Higher Secondary teaching
-Revamped CPD examinations school-age
effectively in
-Number of trained head teachers and children, especially SDG8- Promote
Special focus on: the classrooms
supervisors Teacher absenteeism girls increased and sustained, inclusive
> Out of School -Regular peer learning sessions reduced from 20% to 1% adult literacy and sustainable
Children -Increased number of subject teachers in improved. economic growth,
> Girls Education schools 85% teachers satisfaction full and productive
> Inclusive with support received from employment and
head teachers and
Education decent work for all.
supervisors
Highest > Non Formal -Standards of assessments and Strengthened
percentage Education examination 50% teachers satisfaction Assessments Improvement in
of out of > Child care and -Provincial assessment framework with feedback mechanisms and the processes for
school welfare --Curriculum aligned examinations Examination core areas of
children > School readiness -Number of trained teachers and 75% teachers satisfaction system with a ‘Learning’ and
particularly supervisors with grievance redressal positive and ‘Access and
50
Balochistan Education Sector Plan 2020-2025
girls, widest > Science, Maths -Improved capacities of BAEC and BBISE high impact on Participation’ with National
gender gaps Information -Regular diagnostic assessments by BAEC 75% teachers test at least learning a strong focus on Commitments:
and large Technology - Increased number of Assessment satisfactorily in follow up Equity
evaluations of CPD
areas > Standards specialists Articles 25 A and
without > Community -Awareness campaigns against cheating 100% newly recruited 37b of the
schools Involvement teachers corresponding to Constitution
> Political needs identified in the long "The State shall
engagement -Research on child welfare and term plan Improved provide free and
development capacities at all compulsory
-Legal framework for child’s right and 25% Grade 1 students levels and education to all
protection receive one year of quality Enhanced enabling children of the age
ECE
Cross cutting -Awareness on child health and welfare quality of care, environment for of five to sixteen
areas: -More primary schools with quality ECE 100% new school buildings support and evidence based years in such
> Gender classes applying codes for inclusion for all and relevant policy manner as may be
> Environment -Trained teachers on inclusiveness inclusiveness in structures children in and planning, determined by law.”
> Disaster Risk -Inclusive school buildings schooling and efficient
Reduction -Awareness on negative impact of corporal 60% reduction in incidence community management of
> Refugees punishment of corporal punishment including those resources,
> School Health & -Regular health check-ups and counselling and bullying in schools with special implementation
Nutrition -Awareness on positive attitudes towards needs and evaluation
100% students screened
> Social children with special needs at least twice in 5 years Provincial
Cohesion/Peace -Improved system capacity for care and Commitments:
building management of special education % increase in GER:
> Infrastructure & Primary (6 to 10) from 50% Balochistan
Equipment/Materials to 88% All policies, Compulsory
There is a > Community -More schooling opportunities Middle (11-13) from 34% Increased implementation Education Act 2014
Participation/PPP to 50% and review place - providing a
huge -Increased in take at the right age schooling
Secondary (14-15) from
disconnect Capacity -Number of primary Schools converted to opportunities the child’s benefit detailed legal
17% to 24%
between gender free schools and utilisation at the core. framework for
realities of -New female teachers hired Gender Parity Index: while targeting implementation of
the child, -Awareness on MHM Primary from 0.69 to 0.86 enhanced Article 25A
needs of the -Transport facilities for female Middle from 0.65 to 0.74 gender parity
society and -Increased girls' participation of girls in Secondary from 0.54 to and
the design sports 0.68 strengthened A culture of
and -Meal program in schools non-formal decision making
% decrease in OOSC:
execution of -Improved capacity of DLNFE education that relies on
Primary from 50% to 12%
education -Improved capacity of quality organisations Post primary from 74% to sector to empirical evidence
services due to develop NFE 62% complement and the ability of
to absence --Need based curricula and material of the efforts for the system to
of data, data NFE % increase in Survival reduction of out produce well
analysis and -Standards for NFE Rate: of school researched
research -Accreditation system for NFE Primary from 41% to 62% children analysis and
-Linkages of NFE with TVET quality data
51
Balochistan Education Sector Plan 2020-2025
52
Balochistan Education Sector Plan 2020-2025
53
Balochistan Education Sector Plan 2020-2025
Access &
Learning Participation
5.4.1. Standards
Review of all standards, and inclusion of new ones where needed, has been recommended at
at number of places. All inputs, processes and outputs for each respective area will have to be
standards based. The starting point for revision of standards will be the National Minimum
Standards for Quality Education (NMSQE) 2017. These cover a vast ground and focus on the
child. The standards given in NMSQE include all learning inputs (textbooks, curriculum,
assessments, teachers, etc.) in addition to standards for learners and others. The standards
outlined for every aspect of education (curriculum, textbooks, teacher, assessment etc.)
provide the view of the end product through output level standards for each. For example what
should a good textbook contain? The standards provide a direction for the province but
standards at the endpoint level do not suffice. The path to achievement of these standards
cannot be operationalised with the current capacity and processes of the relevant
organisations. Additional standards will need to be developed at the input and process level to
ensure that requirements of NMSQE 2017 are met (See Box 5.1).
54
Balochistan Education Sector Plan 2020-2025
National Minimum Standards for Quality Education (NMSQE) establish the standards for all
education inputs, processes and outputs at the systemic level. For each of the inputs, the standards
target high level objectives. There are no details on standards that would operationalise their
achievement. One example is the standards for the curriculum. One of the standards for curriculum
is that it:
“Promotes higher order thinking skills that develop the capacity for self-directed learning,
a spirit of inquiry, critical thinking, reasoning and teamwork;”
MNSQE does not describe the processes and inputs through which the above will be ensured.
Given the low capacity of the system, the above cannot be expected to be achieved without clarity
on standards for inputs and processes that will help attain the above standards. The provincial
government will need to define these and ensure their operationalisation. Strategies on
standardisation cutting across various areas of the Plan will have to follow this principle.
The strategies for standard development begin with a situation analysis of the existing ones
that are currently available in bits and pieces without a coherent direction, and often, neither
focused on the child nor grounded in local needs. The following steps will be required:
Inclusiveness will be implemented in the classroom through the standards notified for
teaching to ensure it is part of the teaching-learning process in the classroom.
5.4.2. Capacity
Capacity development has also been recommended in strategies for different areas. These will
also have to follow a gradual change approach in terms of organisational shifts and a critical
mass approach to human resource development. The sector analysis showed a huge deficit of
qualified human resource both within and outside the government. These include specialists
in curriculum, assessments, education planning, andragogy and other areas of education. In
all relevant areas, the need for the development of specialised human resource has been
identified in the strategies.
55
Balochistan Education Sector Plan 2020-2025
SDGs will be included in the guidelines for the development of all of these products for
implementation.
56
Balochistan Education Sector Plan 2020-2025
57
Balochistan Education Sector Plan 2020-2025
6. Implementation of BESP
Implementation of the Balochistan Education Sector Plan (BESP) 2020-25 is based on the
premise that it will be a living document. It will function as the reference point for all education
reforms over the next five years. Deliberations on reform will not end with the preparation of
the Plan. As implementation ensues, each measure recommended in BESP will be debated,
prioritised and planned in detail for operationalisation in Annual Operational Plans (AOP) .
Strategies and activities recommended in BESP will be reviewed annually in the light of
lessons learnt from the implementation and monitoring of preceding AOPs. All of this will be
undertaken through a structured process explained in this chapter.
Annual
Operational
Plans
Revisions in
Approval of
BESP (if
Plans
needed)
Review of
Implementation &
priorities &
Monitoring
strategies
In subsequent years priorities and strategies selected will depend on the lessons learnt from
the implementation and monitoring of AOPs of the preceding year.
Program matrix lays out the strategies, activities and targets recommended for each
programmatic or thematic area of education
Implementation matrix delineates timelines, costs, and implementation responsibility
for achieving the targets set in the program matrix
58
Balochistan Education Sector Plan 2020-2025
Each district will prepare its own prioritisation and Annual Operational Plan (AOP) to be
collated into the Annual Operational Plan (AOP) of the Directorate of Education (Schools).
Districts will review the Sector Plan to indicate their priorities in terms of objectives and
strategies over the five years of the plan period, prior to the AOP. These will depend on the
initial educational status of each district. For example, a district with low access and high
gender disparity may prioritise these areas for improvements in numbers, initially.
Districts will have their own monitoring and implementation mechanisms. District Education
Authorities (DEA) will function as the oversight bodies for implementation plans. Office of the
District Education Officer will be strengthened to function as the secretariat for
implementation and monitoring of the district level plans.
59
Balochistan Education Sector Plan 2020-2025
I. The organisations and districts that will directly implement the Sector Plan: This will be
on the basis of detailed indicators included in the operational plan. In the districts,
monthly monitoring meetings will be held by the District Education Authority (DEA).
II. The Policy Planning and Implementation Unit: This has been described in detail below.
III. Local Education Group: The LEG will oversee progress based on the operational plan
and the key indicators identified in the BESP.
IV. High-Level Committee: It will review progress against the operational plans as well as
the annual review of the indicators given in the Performance Assessment Framework
(PAF).
Details of High Level Committee and LEG are provided in section 6.4.
6.3. Evaluation
There will be two evaluations of the Sector Plan. First at the end of two years and the second
at the end of 4 years. The findings of the second evaluation will be used as the basis for the
next sector plan. These evaluations will be undertaken by an independent third party. Its
findings will be presented to the LEG and the High-Level Committee.
Secretariat
LEG Organizational
Unit District Unit
60
Balochistan Education Sector Plan 2020-2025
The Committee will meet, at least, twice a year to review progress and will have the following
powers:
The second level constitutes of Local Education Group (LEG) at the secondary education level
that will be headed by the Secretary, Secondary Education. The composition of the committee
will be as follows:
The rest of the committee will decide the exact number of participants and actual members
for serial numbers 14 and 15, in its inaugural meeting. This committee will review
performance, as well as, the processes involved in the implementation. It will meet at least
once per quarter to review progress. While its detailed terms of reference will be finalised
through mutual discussion and agreement (and notified by PPIU) the Committee will perform
the following key functions:
61
Balochistan Education Sector Plan 2020-2025
i. Review of implementation of the Sector Plan (at least one meeting per quarter)
ii. Suggest feedback on implementation and revisions in the Plan
iii. Provide feedback on the evaluation of the implementation of the Sector Plan.
Whenever possible progress on the Sector Plan will be presented to the Standing Committee
on Education of the Provincial Assembly. These presentations will be led by the Provincial
Education Minister.
PPIU will follow up on timely preparation of these plans at the district and organisational
levels and submit the collated plans, as per the requirements of the PSDP, to P&D for any
62
Balochistan Education Sector Plan 2020-2025
components that require budgets. PPIU will also engage with development partners to identify
options for filling financial gaps.
63
Balochistan Education Sector Plan 2020-2025
% students at Grade TBD on the 15% growth BAEC BAEC will develop a
3 and Grade 5 who basis of over reading assessment
perform at least at BAEC baseline based on EGMA or
minimum standards (sample use the one prepared
in arithmetic based) by PRP and apply on
Total assessmen a sample basis
t annually using RTSM
Female
staff especially
Male trained for the
purpose.
% students at Grade TBD on the 15% growth BAEC BAEC will prepare
8 who can basis of over diagnostic
successfully attempt BAEC baseline assessments for the
questions on (sample purpose and
application based) administer with the
Total assessmen help of DOE(S) in
t years 1, 3 and 5 of
Female
the Plan picking a
Male sample of students
for each district.
% students at Grade TBD on the 15% growth BBISE This will require
10 who can basis of over BBISE to change its
successfully attempt BBISE baseline reporting pattern from
questions on exam simple overall results
application to more detailed
Total analysis on the same
lines as BAEC.
Female
Male
% students with 32% 47% BBISE The current pattern of
minimum B in reporting will provide
Secondary the data.
examinations
Total
Female
Male
% students with Percentage 15 increase BBISE The current pattern of
minimum B in as per over reporting will provide
Higher Secondary annual baseline% the data.
examinations examinatio
Total ns 2020
Female
Male
Teacher Effectiveness
Teacher 20% 1% RTSM Data is already being
absenteeism rate reported by RTSM.
Total
Female
Male
64
Balochistan Education Sector Plan 2020-2025
65
Balochistan Education Sector Plan 2020-2025
66
Balochistan Education Sector Plan 2020-2025
67
Balochistan Education Sector Plan 2020-2025
Overall – Post
Primary
Percentage 73% 64% PPIU/DOE( Using national data
Decrease in Out of S)
School Children
Male – Post Primary
Percentage 76% 62% PPIU/DOE( Using national data
Decrease in Out of S)
School Children
Female – Post
Primary
Survival rate in 41% 62% EMIS
Primary Overall
Survival rate in 41% 62% EMIS
Primary Male
Survival rate in 40% 62% EMIS
Primary Female
Survival rate in 77% 89% EMIS
Middle Overall
(Public schools)
Survival rate in 74% 85% EMIS
Middle Male (Public
schools)
Survival rate in 81% 95% EMIS
Middle Female
(Public schools)
Adult Literacy Rate 38% 50% DLNFE/PPI
Over (15 Plus) U
Adult Literacy Rate 56% 68% DLNFE/PPI
Over (15 Plus) Male U
Adult Literacy Rate 18% 30% DLNFE/PPI
Female (15 Plus) U
Data and Research
Number of Annual 0 5 PPIU
Development Plans
for School
Education aligned
with needs-based
operational plans
Number of Annual 0 5 PPIU
Development Plans
for NFE aligned with
needs-based
operational plans
Number of Annual 0 5 PPIU
Development Plans
for TVET aligned
68
Balochistan Education Sector Plan 2020-2025
with needs-based
operational plans
% Policies reviewed 0 60 PPIU
and developed
based on empirical
evidence
Number of research 0 5 PPIU
identified in the
BESP conducted
Governance and Management
Number of meetings 0 10 PPIU
of High Level
Committee
% age of complaints 0 50% PPIU/SED
in Complaints
redressal system
resolved
Number of Meetings 0 5 PPIU
of Standing
Committee on
Education on
education service
delivery
% age improvement 0 50% PPIU/SED
in public satisfaction
with education
service delivery
Technical and Vocational Education Training
Increase in TBD 10% BTEVTA This will require a
percentage of TVET tracking system to be
graduates employed developed by
disaggregated by BTEVTA. Initial
gender baseline will be
developed on the
basis of a sample
survey.
% annual increase in Existing 5% BTEVTA
number of TVET numbers
institutes
disaggregated by
gender and location
% age increase of TBD 20% BTEVTA This will be a sample
persons who based survey through
consider TVET as a a third party.
viable option
The Performance Assessment Framework includes outcome level indicators for all areas. This
will serve as the high-level performance framework for the Sector Plan and will be reviewed
with the High-Level Committee at the end of each year.
69
Balochistan Education Sector Plan 2020-2025
Adult literacy rate will also be collected through the third party on the basis of representative
samples. Directorate of Literacy and Non-Formal Education (DLNFE) will coordinate with
PPIU for the purpose.
Another risk is that day to day work overtakes the need to focus on the Sector Plan for
implementation. This includes the possibility of annual development plans being based on
considerations outside the remit of BESP.
As per the strategies delineated in the Plan, capacity development is a cross-cutting area.
However, the risk remains in the transition period. SED will seek technical support available
in the market to tide over this period for critical activities.
The issue of financing will be resolved partly through engagement with the Department of
Finance and Planning and Development, both of whom have agreed to the outlay projected in
the Plan. However, there will be engagement with development partners based on the Plan to
ensure Balochistan receives more support than the past.
Finally, the implementation process will be improved based on lessons learnt from the past,
as seen in the section 6.7.3.
70
Balochistan Education Sector Plan 2020-2025
complete return to normalcy is certainly unlikely in the coming year. Only time will tell
whether the current measures of social distancing and lockdowns will reduce risks and allow
return to some degree of the past routine. The response will have to adjust as the situation
unfolds. Irrespective, the return to ‘normalcy’ will eat into a major portion of the timeframe of
BESP. Therefore, implementation will adjust on an ongoing basis.
It is important to continue by all means possible as the threat has led to a situation where all
the risks of a weak education system are magnified. This means more children will now be out
of school, learning will be weaker than before and if the break-in schooling becomes too long,
then a lot of students who would have continued their education may prefer to opt-out. This
may be induced by an increased threat of poverty and survival. An effective response will
minimise this potential damage.
On schooling (both formal and non-formal), strategies in BESP already have a provision for
innovation as per local conditions. Additional strategies provide options of schooling through
the internet, television and radio to the extent outreach of these media exists in Balochistan.
As the risk reduces, specialised classroom arrangements can begin under advice of the
Department of Health.
High stakes examinations are more tricky, and strategies call for staggering the examinations
over a longer period of time with coverage in limited geographic areas to control for numbers
and risks.
Pre-service education and professional development may be the easiest to manage. Given the
number and exposure of participants of these activities, distant training and education
through the use of the internet will be much easier, and strategies to the effect are part of
BESP. The same can apply to Technical and Vocational Education and Training (TVET) except
that practical work is not possible with distant learning, although computer-based modelling
can be introduced or the class arrangements can be reviewed.
Many of the other activities in the Sector Plan can continue within the current environment.
These include development of a curriculum framework and standards. For others timelines
can be reviewed on an ongoing basis.
The first limitation is the availability of distance learning options beyond major urban centres.
Even in the latter, the most significant risk is the actual use of distance learning options at
home. Households adjusting to the needs of children’s schooling to give up television, use of
limited internet options (which will be a small percentage) and even radio requires a shift in
the attitude.
To mitigate the risk and ensure maximum possible benefits from these actions, clear and
persistent messaging will have to be pursued on media. The Chief Minister and Minister for
Education will have to be part of this messaging to communities so that there is awareness on
the importance of adjusting to the requirements of new schooling options in the households.
71
Balochistan Education Sector Plan 2020-2025
Similarly, staggering of examinations will mean there will be different papers for each cohort
of candidates. The issue of standardisation may result. Again clear messaging will be required
to pre-empt potential fallouts when results are announced. It remains a risk as these are high
stake examinations that impact the careers of students.
i. The capacity of PPIU was never developed for the coordination, monitoring and review
of the Sector Plan. Changes in personnel took place, but no process was operationalised
to orient new incumbents into the details and implementation of the Sector Plan.
ii. Focal Persons or units were not operationalised either in any of the organisations or
districts. In fact, after initial distribution, effective dissemination plans were neither
developed nor implemented.
iii. Except for one, no meetings of the High-Level Committee were conducted.
iv. Local Education Group meetings were not fully attended by all development partners.
For successful implementation of the current Sector Plan, all of the above points will need to
be institutionalised at the outset, beginning with capacity development of PPIU and
notification of all the other processes. Most critically, there will have to be sustained political
ownership. In the previous Sector Plan, political ownership waned after the initial years. This
time continued interaction with a multiple set of political leadership will be an important
component for successful implementation.
72
Balochistan Education Sector Plan 2020-2025
73
Balochistan Education Sector Plan 2020-2025
7. Learning
Children in schools do not learn. There is a reading crisis in the province (and in Pakistan in
general). Data from various sources amply demonstrate that an overwhelmingly majority of
children cannot read at the requisite level. The foundations of the learning crisis are laid right
in the early grades. Success stories (in terms of students who learn and complete schooling)
are an exception and, often, the result of favourable household circumstances36. Dropouts
begin from primary level, and a very small percentage of students go beyond secondary and
higher secondary levels. The poor basis means that even the ‘success stories’ of the system
perform below par. Reports from high-level employment commissions of the government37
continue to raise concerns over the quality of graduates from universities. The reports
highlight a failure, among an overwhelming majority of, the graduates to develop analytical
ability. This reduces their chances of meaningful employment commensurate with the level of
their degree. Schools fail to prepare children for life and livelihood.
40%
34%
35% 31%
30% 26% 26%
25%
20%
20%
15%
15%
10%
5%
0%
Girls Boys
36 The few ‘brighter’ students in schools visited often had specific household conditions different than the rest. These included
better literacy rate of parents, higher-income which could result in external help and sibling education, among, others.
37 Federal and provincial public service commissions.
74
Balochistan Education Sector Plan 2020-2025
Figure 7-2 Gender wise % score in BAEC Examinations for Grade 5 summer and winter zones
40.00%
35.07%
35.00% 31.17%
30.00% 26.55%
25.00% 21.36%
19.54% 18.43%
20.00%
15.65%
15.00%
10.29% 10.36%
10.00% 7.69%
1.85%
5.00% 0.23% 1.72%
0.09%
0.00%
A+ A B C D E Fail
Boys Girls
Similarly data of results from the Balochistan Board of Intermediate and Secondary Education
(BBISE) for 2019 also show that girls perform better than boys.
Figure 7-3 Results from Balochistan Board of Intermediate and Secondary Education 2019
40%
40%
35%
35%
30%
30% 27%
25%
20%
20% 17%
15% 11%
10% 8%
6%
4%
5% 2% 1%
0% 0%
0%
A+ A B C D E F
Boys Girls
This may be due to a different household background of families that send girls to schools.
This is, intuitively, more valid for post-primary as the families that continue to send girls to
school till secondary definitely have a different socio-economic and attitudinal background
than others. In case of boys, there is a more varied mix. Also, there is a general perception that
female teachers are more diligent than male teachers. The gap may also be due to the
difference in attitude towards education between boys and girls. For the latter, school is often
the main outlet as they have fewer outside distractions.
75
Balochistan Education Sector Plan 2020-2025
Learning Learning
Curriculum
framework scheme
Design of studies
Curriculum
Malnutrition- Reading,
Stunting health Numeracy and
hazards in Analytical
community – Ability
hygiene, others, Teachers: ability,
acute diseases Child Teaching
motivation
Presence of corporal health and Learning
punishment, School welfare Process availability,
environment and classroom practices,
early childhood assessments
education
Secondly, the teaching-learning process that includes teachers, classroom practices and
assessments. The analysis assesses the teacher as a member of an organisation – the
Department of Secondary Education- and not an independent professional. Teacher
performance is a combination of resources provided (including the learning material),
capability and motivation. Each of these factors has been separately assessed to provide an
overall picture. Learning in the classroom is also impacted by lack of enough teachers,
especially, for more specialised subjects like science, mathematics and languages.
Assessments form an important part of the learning processes – as do large scale high stakes
examinations. Both have been analysed and it is seen that they induce rote learning – at best.
Finally, the child. Children come to school with different levels of preparedness and issues.
Neither teachers nor the developers of learning material have research-based information on
the needs of the child. This impacts learning in the early grades significantly. Practices in
school as the child continues further impact the child’s psychosocial development and
cognitive ability. The failure to recognise that the child has to be centre of learning design and
process leads not only to a poor base but also impedes effective learning in higher grades. Child
welfare has been the most ignored component of past policies, plans and implementation. It
has been brought to the center in this Plan.
In view of the above approach, the overall goal for learning has been defined as follows:
‘Learners are proficient in reading and numeracy, develop analytical skills and are prepared
for life and livelihood.’
76
Balochistan Education Sector Plan 2020-2025
GLOBAL,
SECTOR
PROGRAMS NATIONAL AND
PROBLEMS SUB GOALS PLAN
GOALS PROVINCIAL
OBJECTIVE
COMMITMENTS
Global
Provide inputs to the federal A learning design Commitments
government to help develop a that addresses the Sustainable
curriculum that is relevant to the needs of the child, Development
needs and realities of the child, the requirements Goals
classroom and life and livelihood of life and SDG4 -‘Ensure
in Balochistan’ livelihood and the inclusive and
Develop contextually relevant realities of society, equitable quality
textbooks that help teachers in classroom and education and
teaching and students in teachers in promote lifelong
developing creative and Balochistan learning
analytical abilities opportunities for all’
Teachers are motivated to work SDG5- Achieve
as per professional Ensure provision gender equality
requirements of required and empower all
An academically sound pre- number of women and girls.
service teacher education teachers having SDG8- Promote
system that produces quality knowledge, skills sustained, inclusive
graduates and dispositions and sustainable
for implementation economic growth,
Children are A well-established continuous
professional development of student centred Learners are full and productive
not learning;
process for teachers performing teaching and proficient in employment and
have low
effectively learning reading and decent work for all.
competency
numeracy,
in reading Ensure availability of quality
develop National
and teachers for all institutions
analytical skills Commitments
numeracy Improve the capacity to conduct
and are Articles 25 A and
and no assessments at school level and
prepared for 37b of the
analytical use their results for learning
life and Constitution
skills improvements
livelihood "The State shall
Improve quality of BBISE provide free and
examinations ensuring Strengthen
Assessments and compulsory
alignment with curriculum, education to all
including the testing of critical – Examination
system to have a children of the age
analytical ability of five to sixteen
Ensure that BAEC role in positive and high
impact on learning years in such
assessment benefits the system manner as may be
Ensure congruence and determined by
complementarity across various law.”
assessments and examinations
Enhance credibility of Provincial
examinations Commitments
Improve child welfare to Enhance quality of Balochistan
enhance their ability to learn care, support and Compulsory
inclusion for all Education Act 2014
Ensure the welfare of children
children in - providing a
with special needs through
schooling and detailed legal
provision of education
community framework for
opportunities of quality to all
including those implementation of
within regular schools or
with special needs Article 25A
specialised institutions
77
Balochistan Education Sector Plan 2020-2025
In view of the above approach, the overall goal for the learning design is as follows:
‘A learning design that addresses the needs of the child, the requirements of life and livelihood
and the realities of society, classroom and teachers in Balochistan.’
7.6. Curriculum
The extant curriculum was prepared in 2006 by the erstwhile Federal Ministry of Education.
After 2009 the provincial government notified it as its own adopted curriculum. The problems
discussed in the Education Sector Analysis have been based on the said curriculum. However,
many of the causes remain relevant, as there has been no provincial effort to address the issues
that characterised the Federal Curriculum. In any case the Federal government has initiated
the process of review of a national curriculum after agreement by the provinces. However, the
issues identified will need to be addressed if the curriculum has to make a more positive impact
on the learning of children in the province. Structural issues exist at the provincial level that
may not provide the requisite quality of input into the national curriculum to ensure it meets
the needs of the children of Balochistan. The key is to ensure an effective needs analysis (see
Box 7-1)
38In the past, overall curricular frameworks were never developed prior to the review of curricula. For the first time in 2017, a
‘National Curriculum Framework” was developed. Revisions of curriculum prior to that (including the one in 2006) were not
based on an overall framework though each subject curriculum had an internal framework.
78
Balochistan Education Sector Plan 2020-2025
Curriculum development in Pakistan, including the methodology used for revision of two subject
curricula by the provincial government, is a closed process. Developers and reviewers identify
needs in a room with a limited attendance of relevant teachers and no research on ground realities.
The diagram below has two red lines to indicate that the required information is blocked out from
the process. With the curriculum development process now practically back with the Federal
Government, the Government of Balochistan will need to use this research for inputs to the former
detailing its needs.
The requirement is to meet the child at the point of entry on the basis of the endowments gained in
early years and design a curricular path that would eventually take the learner to requisite
competencies. All over a period of 12 years of schooling. The current path has a one size fits all
approach and has been built with an ‘elitist bias’ in comprehension of the ground realities.
7.6.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
the curriculum:
Lack of need-based standards: The National Minimum Standards for Quality Education
(MNSQE) prepared in 2017 identify standards for curriculum, among other quality inputs.
However, these standards are at an output level of the curriculum. Which means that these lay
down the characteristics required of the final curriculum. However, without clarification and
standardisation of inputs and processes, requirements of MNSQE cannot be met. There are
very limited and inadequate standards for inputs and processes for curriculum review. The
whole criterion for qualification of curriculum reviewers needs to be reviewed. Also the
process needs to be standardized to allow more inputs from research and practices on ground.
The current standards cannot be expected to produce the requisite outputs.
Absence of curriculum framework and scheme of studies as per provincial needs: Curriculum
development has to be preceded by research on needs of the child even before entry into school
and the requirements of life and livelihood after 12 years of schooling, including the ability to
meet with challenges of higher education. This is missing. A national curriculum framework
was developed in 2018. It does not preclude the provincial option for the development of its
own curricular framework as long as the basic precepts of the national document are not
altered. Scheme of studies was last prepared in 2006 along with the curriculum at the federal
level. Feedback from the field shows that the scheme of studies and curriculum prepared do
not match the requirements on the ground. The realities of the classroom and the expectations
of the curriculum continue to be disconnected from each other.
79
Balochistan Education Sector Plan 2020-2025
School language policy is not child centered: An important flaw in curriculum design and the
overall learning structure has been an unsound school language policy. It does not consider
the language endowment of the child – the language spoken at home and requirements in
practical life. Children are expected to learn two and sometimes three languages at the primary
level: English, Urdu and the mother tongue. Teaching Urdu or English to children right in
grade 1 or even in Kachi when their mother tongues are different creates problems in reading,
as well as, cognitive development. It remains the most intractable policy issue in education in
Balochistan (and the rest of the country) even as it creates the maximum damage to children’s
ability to read and learn. The gap between standards of languages expected by the curriculum
and actual learning by the child continues to increase beyond primary due to the very poor
base developed early in schooling. The curriculum’s trajectory continues under the
assumption that children have reached requisite levels of language proficiency in early years.
As seen on ground this assumption is not based on facts on ground.
Limited capacity of the Bureau of Curriculum and Extension Centre: Bureau of Curriculum in
its present shape does not have the capacity to develop a quality, need based curriculum and
even to provide effective feedback on the nationally developed curriculum. It has very limited
qualified personnel and even beyond this limitation of qualified human resources, the
BOC&EC suffers from a number of organisational capacity limitations. These were
documented in a capacity development plan prepared in 2014. It pointed to weaknesses in
structures as well as the human resource. Bureau also has the mandate for development
standards for which there is no provision in the current structure at all. It remains a completely
unattended area.
Shortage of curriculum specialists in the market and within the government: At present, the
number of personnel with the expertise curriculum development is extremely low. There is a
need for a critical mass to be developed.
‘Provide inputs to the Federal Government to help develop a curriculum that is relevant to the
needs and realities of the child, classroom and life and livelihood in Balochistan’
80
Balochistan Education Sector Plan 2020-2025
The relevant technical personnel from Balochistan will be engaged with the Federal
government to operationalise the requirements of Minimum National Standards for Quality
Education (MNSQE). Two sets of standards need to be developed, or reviewed. Firstly, who
are the professionals engaged in development of curriculum: their qualifications, trainings
and capacity. Secondly, a whole exercise to standardise curriculum review process needs to be
undertaken to ensure that it is informed about local needs, as well as, the requirements of the
exit point of schooling. Additionally, the standards also need to define inputs and processes
for preparation of the curriculum framework and scheme of studies.
Children in Balochistan have their own needs based on natural endowments of language and
the social, cultural and physical environment. This will be the point of departure for the
development of the curriculum framework, which will subsequently identify a path for the
child to meet minimum learning standards by grade 12. Government of Balochistan
(Secondary Education Department and Bureau of Curriculum and Extension Centre) will
prepare Provincial Curriculum Framework based on the Federal curriculum framework. The
purpose will be to engage with the Federal Government to ensure that the curricular path
suited to the students of Balochistan will be planted on the scheme of studies, and curriculum
prepared nationally, as per the realities of the province and combined with the learning needs
identified.
3. Engage proactively with the Federal Government on the revision of the Curriculum
on the basis of needs identified
Finally, the curriculum should be designed on the basis of both the path to meet minimum
learning standards and the relevant scheme of studies. Government of Balochistan will glean
the needs through various options, including research. While after the decision of the Inter-
Provincial Education Ministers’ Conference the province has agreed to the development of a
National Curriculum Balochistan will continue to identify its needs to ensure the adjustment
of the National Curriculum to the requirements of its children.
4. Balochistan will engage with the Federal Government to ensure child centered
school language policy is developed
The language policy needs to be based on two considerations. The best language to initiate the
child into learning (specifically reading) and the stages at which Urdu and English should be
introduced. Also, how should each language be introduced (initially based on listening and
speaking). The overall minimum standards for each language required by the time the child
completes schooling will also be reconsidered based on the needs beyond schooling. Work will
be undertaken on both advocacy and technical aspects. Once the policy is developed, then a
plan will be prepared and implemented for the multilingual environment. Based on inputs
from Balochistan, the National Curriculum will be adjusted accordingly.
Key potential emergencies in terms of health, floods, famine and water shortages will be
included in the curriculum to develop an awareness of the child and help prepare a generation
prepared to cope with these situations and remedy the causes, to the extent possible. Again
this will be ensured through engagement with the Federal Government.
81
Balochistan Education Sector Plan 2020-2025
7. Availability of curriculum specialists in the market and within the government will
be increased
The curriculum implementation framework is a tool that will help ensure effective
implementation of the curriculum in the classroom. This will require an ongoing review of
teaching and learning in the classroom and include teacher orientation on curriculum on a
regular basis to enable teaching on the basis of the curriculum. The framework will also be
used to assay textbooks and assessments for alignment with a curriculum. A final component
will be dissemination of the
9. Teachers will be oriented on new curriculum at the district level as well as any
further changes in the curriculum
While there will be ongoing dissemination of curriculum through the CIF, specific orientation
sessions will be planned and implemented on the new curriculum and every change thereafter.
This will include the immediate changes made in response to the COVID 19 threat.
7.7. Textbooks
Textbooks reviewed during sector analysis showed that they have poor learning value. There
are fundamental flaws. These include a mismatch between learning ability and expectations
of the textbook. While partially this results from issues in the curriculum many of the problems
are in the process of textbook development and the capacity of its developers. Basic issues like
matching of vocabulary within and across the grades has flaws. Concepts are not well
explained and similar to other components of the learning design these induce rote learning
rather than enhancing or inhibiting children’s creativity. The textbooks also offer gender-
biased stereotypes and other perspectives that can negatively impact inclusion.
7.7.1. Challenges:
The following challenges were identified in the Education Sector Analysis (ESA) with reference
to Textbooks:
Non-alignment between textbooks and curriculum: ESA showed gaps between the curriculum
and contents in the textbooks. An analysis of textbooks conducted as part of the Balochistan
ESA revealed many issues that are over and above the prevailing curriculum design. Specially
in the areas of critical analytical ability – thinking processes beyond knowledge.
Absence of feedback mechanisms: Once prepared and published, textbooks remain in the
classrooms without modification until the next revision of the curriculum. There is no method
for review on the basis of a systematic feedback from teachers.
82
Balochistan Education Sector Plan 2020-2025
Teachers interviewed during the field consultations identified a number of issues in the
textbooks. These included content presented in a difficult manner, unsuited to the learning
needs of the specific age group, and with language issues; absence of horizontal alignment
across textbooks of the same grade, and of vertical alignment with those in higher or lower
grades. There is no systemic process to document such feedback and rectify the problems. As
a result, textbooks with learning issues continue to be reprinted year after year.
Limited standards for textbooks development and review: Similar to curriculum, standards of
textbooks required by MNSQE cannot be reached with the current quality of inputs and
processes used for textbook development. The existing set of authors and reviewers have very
limited comprehension of curriculum and processes for its conversion into textbooks. The
process, similar to curriculum, is confined to a room with no field testing. Current standards
do not require such testing or qualifications.
As stated above, most authors, illustrators and reviewers of textbooks do not have the capacity
to convert curriculum into a textbook. There is again a dearth of specialised human resources
in the market. Additionally, similar to the case of the Bureau of Curriculum, there are major
capacity limitations of BTBB to oversee and regulate the development of quality textbooks.
No teacher orientation on new textbooks: Textbooks introduced are simply sent out with
expectations that teachers will comprehend them on their own. This creates further problems
in effective teaching and learning through textbooks.
‘To develop contextually relevant textbooks that help teachers in teaching and students in
developing creative and analytical abilities.’
Textbooks are developed from curricula. Many of the issues found in the textbooks used in
Balochistan are inherited from the problems of the curriculum. However, textbooks can add
to difficulties in in teaching and learning if they are not translated into effective learning
material and negate the purpose of the curriculum.
This Directorate of Education (Schools) in coordination wth BTBB will ensure a regular
feedback mechanism from teachers, as a necessary step to ensure textbooks are improved as
per the evolving needs of the child as he/she progresses through school.
3. Standards for textbooks development and review will be reviewed and revised to
ensure better quality and relevance of the products
Similar to curriculum, standards for textbooks are included in the National Minimum
Standards for Quality Education (NMSQE). However, again these are at a high level, and
83
Balochistan Education Sector Plan 2020-2025
further standards will be defined at the more operational – input and process – levels to ensure
quality and relevance to the provincial context. The process will, on the basis of standards,
shift from a closed room approach to field testing.
A complete systemic review of the textbook board will be undertaken to provide more specific
recommendations for the development of its capabilities. The recommendations will be
implemented for improvements in the BTBB.
All teachers will be oriented on new textbooks as and when they are published. This will be an
elaborate exercise that will begin at the provincial level and cascade to districts and schools on
a model similar to CPD. This will include addendums/pamphlets developed for grade 1 to 12
on COVID 19.
84
Balochistan Education Sector Plan 2020-2025
Program – Learning39
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
39Learning is an overall thematic area. The goal defined for Learning will be achieved through programs and sub programs in four components of learning design, effective teachers, assessments and
examinations and Child welfare. For same reason the overall goal of Learning is repeated on top of all program matrices.
85
Balochistan Education Sector Plan 2020-2025
86
Balochistan Education Sector Plan 2020-2025
87
Balochistan Education Sector Plan 2020-2025
88
Balochistan Education Sector Plan 2020-2025
The term effectiveness has been used instead of performance to identify the process seen in the
classroom and its result. Effectiveness, as used here, reflects the assumption that the teaching and
learning in the classroom does not result from teachers’ own competence (or lack of it) alone. A
number of variables combine to produce the end product.
Effectiveness of teaching depends on two primary factors: teacher availability and their
performance in the classroom, neither of which is independent of the larger organisational
issues. For the purpose of the Sector Plan, both have been treated as separate variables with
some overlap.
Non-recruitment against
Attendence Posts
Available
Natural attrition
Competence
Performance
Weak Pre-service
Motivation
Gaps in CPD
Resources
40Source: Balochistan Basic Education Program A Study on Teacher Competency Profiling for Primary and Middle School
Teachers in Balochistan, UNICEF 2018.
89
Balochistan Education Sector Plan 2020-2025
8.1.1. Challenges
Figure 8-1 above delineates the various components of the challenges in teacher effectiveness
and their causes. Motivation has been treated as a product of the following41:
Competence of the teaching force has been treated as a combination of the quality of pre-
service teacher education, the ability of the recruitment processes to filter in the best and the
effectiveness of professional development of teachers already employed. The sector analysis,
based on studies conducted and classroom observations, concluded that teacher ability has
the following main reasons:
The approach acknowledges the challenges of getting quality teachers in right number in the
short to medium term (Figure 8-2) as the higher the qualification required the fewer are the
numbers available in the market.
Specialised Degrees
Other factors: Recruitment rules have to
i. Financial Resources consider market availability
ii. Standards and system requirements
iii. Curriculum Needs Graduates based on the simple
principle:
iv. Pedagogy expected
v. Projected growth of
students The higher the
Matric/Intermediate qualification required
vi. Natural attrition of
the lower the number
teaching workforce
available in the market
41 Technically, the list can be longer. The Plan picks up the most obvious ones evinced during sector analysis.
90
Balochistan Education Sector Plan 2020-2025
To ensure the provision of the required number of teachers having knowledge, skills and
dispositions for implementation of student-centered teaching and learning.’
8.2.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
teacher motivation:
Poor working conditions: Almost 80% of the primary schools in Balochistan have multiple
grades. More than 50% have a single teacher. On the other hand, course length, curriculum
and textbooks have been designed for a monograde situation. This is the single largest
operational condition that contributes to poor performance. Unfortunately, the primary
reason for single teacher schools is weak deployment with heavier than required presence in
many schools, and only, a single teacher in other ones. Other factors like the absence of basic
facilities in schools also have an impact. In case of females, an additional factor is non-
availability of daycare centers.
Pay scales: Overall pay scales of teachers have improved and as compared to private schools
pays of public sector teachers are a multiple of the former. However, an anomaly exists at the
primary level. Pay scales of primary school teachers are much lower than their colleagues in
the post-primary levels. This creates additional issues of morale and motivation for primary
school teachers42. More critically, the personnel attracted to the system remains of poorer
quality due to lack of incentives.
Non-Inclusion: Decision-making culture is very hierarchical, and teachers are not included in
decisions that directly impact them. They have no say in textbooks, examinations, school
conditions, decisions impacting their careers and other critical areas that that have direct
bearings on their work. This non-inclusion not only prevents improvements of systems but
also affects morale and performance.
Absence of grievance redressal: There are 43,600 appointed teachers, but they do not have
recourse to easily available decentralised options for grievance redressal. Resultantly they opt
for either internal connections, bribery or external political support. This further lowers
motivation. However, this matter has been elaborated in the chapter on Governance and
Management and relevant strategy provided.
42 Anecdotes were quoted of primary school teachers working odd jobs to make ends meet.
91
Balochistan Education Sector Plan 2020-2025
Sub-goal for motivation of teachers is that ‘Teachers are motivated to work as per professional
requirements.’
Training of supervisors before being posted against these positions and on a continuous basis
later will be undertaken. These trainings will include capacity building to provide academic
support and to mentor teachers.
2. Career structures and promotion aspects of teachers will be reviewed and revised
to enhance options of career progression
The whole career structure of teachers will be revised in view of the specialised needs of the
cadre that includes nearly 43,600 appointed teachers and will continue to expand. This
strategy will be subsumed within the overall career planning recommendation in the chapter
on Governance and Management.
3. Pay scales requirements for primary teachers will be reviewed and upgraded
Treatment of primary teachers as lesser professionals will change. They form the basis of all
learning, and much better quality professionals will be attracted to this level than at present.
Pay scales for primary school teachers will be reviewed to not only attract better quality
professionals but also to keep them motivated to their work.
A process to include a representative voice of teachers for feedback into these policies will be
introduced. The system will be institutionalised and the feedback documented for use.
5. Work condition of schools for issues relevant to teachers including the provision of
basic facilities will be assessed and addressed
There will be a comprehensive analysis of the work conditions of teachers. As a starting point,
details of these conditions and their impact on teachers will be assessed and documented. The
next step will be a remedial plan.
Details of the facilities will be decided at the local level. Initially, these facilities will be
provided in Secondary and Higher Secondary schools.
Initially, there will be a reduction of single school teachers. The process will start with better
deployment of teachers available to rationalise postings in schools with single and two
teachers. Recruitment will be a later step once postings have been rationalised.
92
Balochistan Education Sector Plan 2020-2025
A systemic process for their feedback will be incorporated into the system not only to improve
the quality of inputs but also the recognition of teachers and headteachers as professionals
with a stake and say in the system.
There has been a major shift in the qualifications available for teacher education, until 2010-
11 primary and middle-level teachers could qualify for primary teacher certification and
certificate of teaching, and be eligible. Additionally, a one year Bachelor of Education (B.Ed)
program option was also available for graduate students. Later a different set of degree
programs were introduced, first the Associate Diploma of Education (ADE) and the second a
4-year B.Ed. Colleges of elementary education have transitioned to ADE courses while some
of the universities also offer 4 year B.Ed. Despite these changes, quality issues remain,
although there is a consensus that these courses are better than the certification and their
graduates have more competence.
8.3.1. Challenges:
Pre-service teacher education suffers from issues of quality and adjustment to the realities of
Balochistan. The following challenges were identified in the Education Sector Analysis with
reference to pre-service teacher education:
Weak capacity of elementary colleges: The previous Sector Plan had recommended
development of faculty of elementary colleges. This had been necessitated by the change in
pre-service teacher education from nine-month certification programs to degrees spanning to
two to four years. The same faculty could not continue. However, there has been no shift. The
same set of faculty continues to teach in these colleges. With some exceptions, most are not
qualified to teach these degree programs. Resultantly learning remains poor and mostly based
on theory. The element of practicum is weakly implemented. Without up-gradation of
qualification of faculty not only will these colleges be unable to effectively teach the two-year
program but also fail to transit to the four-year B.Ed. The latter being the eventual target. In
addition to gaps in faculty, there are two other problems that impact the low quality of
education provided by these colleges:
I. Bureau of curriculum and extension center does not have any clear quality
management process for control of these colleges.
II. The National Accreditation Council for Teacher Education (NACTE) administers
teacher education standards developed in 2009. NACTE accredits Institutions of pre-
service teacher education. So far, only one out of the 17 elementary colleges has
successfully completed being accredited by the council.
93
Balochistan Education Sector Plan 2020-2025
III. Part of the reason for non-accreditation of elementary colleges has been a passive
approach to pre-service teacher education. The Secondary Education Department
(SED) and the Bureau of Curriculum and Extension Centre (BOC&EC) have not
actively pursued NACTE for assistance in implementing teacher education standards
in Balochistan. Consultations with the Directorate of Education (Schools) revealed the
Directorate never provided any feedback on requirements of teachers in terms of
quality through a regular internal exercise.
IV. Similarly, the provincial government has not pursued issues of pre-service teacher
education with the higher education Commission. The latter is responsible for
curriculum and quality control in higher education. Also, NACTE is a body within
HEC. Any changes in curriculum needed by Balochistan to meet its requirement will
have to be undertaken by HEC. In the absence of a formal coordination mechanism,
there is no feedback by the provincial government to HEC on its needs.
The challenge of continuation with COVID 19: COVID 19 has also stopped pre-service teacher
education in the elementary colleges and even the universities. That is the first of the
problems. Secondly, pre-service teacher education will also have to adjust its courses to create
awareness on the pandemic and train them on potential teaching approaches to teaching in
the pandemic.
‘An academically sound pre-service teacher education system that produces quality
graduates.’
The policy and implementation levels of SED and Directorate of Education (Schools) will play
their role as the largest client of pre-service teacher education institutions. A formal,
documented process will be designed to enhance coordination and systemic feedback to
continue to improve the quality of pre-service teacher education that meets the needs on the
ground.
Similar to pre-service teacher education institutions, SED has a stake in the work of Higher
Education Commission (HEC) as the latter is responsible for standards and curricula in pre-
service teacher education. Many changes will not be possible without the involvement of the
HEC in the feedback mechanism. Again a formal, documented process will be designed to
94
Balochistan Education Sector Plan 2020-2025
enhance coordination and systemic feedback to continue to improve the quality of pre-service
teacher education that meets the needs on the ground.
There has been a near-complete disconnect between standards for teacher education set by
NACTE and the priorities of SED. Teacher education needs to be included as part of the overall
standards regime that is being proposed to be developed on ground. Operational level
standards for inputs and processes of pre-service teacher education will have to be prepared,
notified and implemented to ensure that the overall standards of NACTE are met.
All colleges and universities will continue teaching their courses. This will be done through the
development of video-based lectures and online assignments and SED will assist if required.
While the time span of the pandemic cannot be predicted at least the students in their final
year, need to be prepared teaching during the threat. These will be specialised courses
prepared in consultation with international development partners (using global experience
and practices), the universities and colleges offering education degrees and the Higher
Education Commission (HEC).
8.5.1. Challenges:
Following are the main challenges of weak professional development:
43CPD has only recently started, and it will be some time before a follow-up baseline study has conducted the perceptions and
feedback from professionals concluded that it needs to be strengthened much for to be effective.
95
Balochistan Education Sector Plan 2020-2025
recognise the value addition of trainings. Resultantly, the trainings are left outside the
classrooms.
Limited comprehension of CPD: CPD continues to be seen as a function of PITE led in-service
teacher training only. Roles of headteachers, peers and supervisors remain unrecognised.
Resultantly, with the exception of informal efforts by individuals, professional development
outside the in-service teacher training has remained unaddressed.
Weak capacity of PITE: Capacity of PITE as the provider of in-service teacher education is
weak. Many of the individuals posted in PITE are working teachers and have not been selected
on the basis of any filtration process. The organisation has no trainings for the transition of
these professionals into their new role. In 2014, along with other organisations, a capacity
development plan was prepared for PITE also. It has not been implemented. The prevalent
ad-hoc approach to human resource management in PITE, engages teachers as trainers,
without any specialised induction process.
Low incentive for training: Teachers do not have any major motivation for trainings as this is
not linked to their career. Unless these trainings are linked with some incentive, especially,
promotions teachers will not take them seriously.
The initiative for human resource development, including teachers, will be shifted to the
Directorate of Education (Schools). They will be responsible for identification of needs in
coordination with PITE, support for trainings provided and for follow up and implementation
in the classroom. Specific rules will be notified to ensure that the demand for professional
development needs comes from DOE(S) and terms of reference for coordination between the
Directorate and PITE are clearly documented.
The ongoing program for CPD will be expanded into other subjects and also for teachers in the
post-primary and post middle levels.
In addition to subject-related trainings all CPD exercises will contain elements of child-
friendliness that reduce the current classroom hierarchy, eliminate corporal punishment and
enhance a more interactive classroom environment.
96
Balochistan Education Sector Plan 2020-2025
The system also needs to recognise the importance of peer learning. There are no processes in
place to encourage them. This will have to be institutionalised as a mandatory exercise at the
school and cluster levels with follow ups to oversee regular processes and impact.
Similar to BOC&EC the starting point has to be the capacity development plan prepared in
2014. It will be reviewed in the light of changes introduced and any other improvements. The
revised plan will then be implemented in a phased manner. This will include capacity
development of Government Colleges of Elementary Education recently transferred to PITE
as these will be performing the function of in-service teacher education.
Teachers’ promotions, among other factors, will be linked to participation and performance in
the training components of CPD.
8. Emergency Teacher Awareness and Training on COVID 19 through ICT and other
means
A process and program will be designed to contact teachers on creating their awareness on
COVID 19 and the approaches for continuing schooling in the emergency. A communication
process will be developed using ICT options of videos delivered through the internet on email
addresses and mobiles as well as using air space on television to communicate with teachers.
Alternate methods of face to face sessions will be used only as the situation improves and
under the advice of health specialists for precautions.
8.6.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
teacher availability:
44 Source: Data from three years’ work of Real Time School Monitoring set up.
97
Balochistan Education Sector Plan 2020-2025
Weak planning: The primary cause for non-availability of teachers - and shortages has been
the absence of a detailed long-term plan. The department plans on an annual basis with a very
limited need analysis. There has been no perspective of demand and supply analysis over the
years. Additions to the teaching force have been sporadic and dependent on the incumbent
power structure. Even these additions have not always resulted in a fair distribution of
qualified teachers across urban and rural areas. In fact, there is no structured human resource
management process or unit in the Directorate of Education (Schools) to enable such a
distribution.
District visits and other data showed serious gaps of teacher availability on multiple counts.
Teacher shortage is in the following forms:
Weak follow up on teacher absenteeism: As per data, nearly twenty percent of teachers are
absent. Many of these are chronic absentees. Despite three years of work of RTSM, there seems
to be some problem. The District Education Group and the Directorate of Education (S) are
jointly responsible to follow up on data received from RTSM. While there are complaints from
teachers on RTSM partly due to the fact that they are checking for absenteeism, a scaled and
systemic impact does not seem to have been made.
Additional duties assigned: At different times of the year teachers are assigned duties outside
their sphere of work. These include polio campaigns, elections, population census and others.
In fact, teachers are seen the most easily available human resource for these duties and the
assignments cost teaching time for the child.
Shortage of subject teachers in districts: In all districts visited, students and teachers
complained of non-availability of teachers of science, mathematics and languages, especially,
English. In fact as per rules, except one model school in each district, high schools do not have
separate specialist teachers in physics, mathematics and biology. Necessary requirements,
especially, in secondary and higher secondary classrooms. Part of the problem is that there is
no specialised focus on the development of science teachers in pre-service teacher education.
Girls’ schools suffer the most from these shortages of specialists than boys’ schools. Part of the
problem lies in lower mobility for females outside the main districts.
Problems in the testing process: The testing process is developed in consultation with the
government, but it needs further review as there are concerns on its ability to filter quality
effectively. A more comprehensive needs analysis is required.
98
Balochistan Education Sector Plan 2020-2025
Low qualifications requirement: The qualification requirements provide a very low weightage
to specialised degrees in teacher education. This reduces the incentives for graduates to join
specialised degree programs initiated in the last ten years. The traditional certifications of nine
months continue to be accommodated. While it may not be possible to eliminate lower
qualifications given the limited availability of personnel, there is a need to increase the gap
between incentives for more qualified against the less qualified ones. The current policy does
not put a premium on the better qualification, which negates the introduction of ADE and
B.Ed (4 years) discussed under pre-service teacher education.
A long term plan will be developed based on the existing one, based on the need for demand
and supply including the limitations – at least in short to medium term- in certain districts
and rural areas. The Plan will be developed comprehensively, clearly, outlining the basis for
the analysis and expectations for the next 20 years. It will look at both supply and demand-
side situations and possibilities across the more developed and less developed regions and
gender.
A sub-set, fast track plan, of the overall recruitment planning will be developed to enable an
increase in supply of science, mathematics and language teachers. The increased supply will
lead to better availability and easier deployment in rural and girls’ schools. The challenge for
female schools may need to be met with more innovative and flexible options, including short
term contracts and age relaxation for recruitment of teachers in the local areas.
SED will prioritise the presence of the teacher in the classroom over additional duties outside
schools at the expense of teaching and learning. Clear and predictable plans and options will
be developed. These will include organising activities in summer and winter vacations.
Alternatively, where this cannot be possible other options of HR will be explored and utilised45.
The Department will review the quality and relevance of the tests and engage with the third
party testing body to ensure that the tests meet its needs.
The principle followed in the new recruitment rules will be to provide maximum advantage to
candidates with B.Ed. In the case of post-primary it will be mandatory, unless there is
absolutely no option available and in primary the first choice.
45For problems created by posting of teachers in managerial positions, a separate management cadre has been recommended in
the chapter on “Governance and Management”.
99
Balochistan Education Sector Plan 2020-2025
Till the pre-service teacher education system becomes more robust and can produce a
requisite number of professionals of good quality, all new recruits will be undertaken through
an induction training. These will include both with a specialised pre-service teacher education
qualification and those without (the latter being in areas where professionals with specialised
degrees are not available)
100
Balochistan Education Sector Plan 2020-2025
Program – Learning
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
101
Balochistan Education Sector Plan 2020-2025
2.1.5 Assess work condition I. Assess work condition of schools for issues Teachers’ work
of schools for issues relevant relevant to teachers including provision of conditions improved
to teachers including basic facilities
provision of basic facilities II. Prepare a remedial plan
and prepare and implement a
remedial plan
III. Implement the plan
2.1.6 Set up facilities of day I. Identify needs and feasibility of establishing Facilities of day care
care centres for female day care centres in Schools centre set up in
teachers II. Prepare plans for establishment of day care secondary and
centres in Secondary and Higher Secondary higher secondary
schools schools
III. Implement the plan in a phased manner
2.1.7 Prioritise reduction of I. Prepare a plan to reduce single teacher Single Teacher
Single Teacher primary schools at primary level primary schools
schools II. Collate the local plans and prepare reduced
provincial plan
III. Implement the plan phase wise
2.1.8 Involve teachers and I. Develop mechanisms for feedback from Teacher feedback
head teachers in regular teachers on textbooks, curriculum, incorporated in
feedback on textbooks, assessments, school conditions and student review of learning
curriculum, assessments, needs. inputs and policies of
school conditions and student II. Revise existing rules to make this feedback student welfare
needs and utilise the mandatory
feedback on system
III. Document the feedback and use in systemic
improvement.
improvements in learning inputs and students
2.2 Pre-Service 2.2. An academically 2.2.1 Institute a coordination I. Engage with pre-service teacher education Institutionalised
Teacher Education sound pre-service and feedback mechanism institutions, including, elementary colleges and feedback to pre-
teacher education between the DOE(S) and universities to agree on a feedback service teacher
system that produces providers of pre service mechanism education institutions
quality graduates teachers education to identify II. Based on the agreement notify the feedback
needs: mechanism that includes inputs from teachers
III. Provide annual feedback through the
institutionalised mechanism
102
Balochistan Education Sector Plan 2020-2025
2.2.2 Develop formal I. Engage with Higher Education Commission Regular feedback to,
feedback mechanism for to agree on a feedback and engagement and engagement
HEC on issues of Pre service process on pre-service teacher education with HEC, on pre-
Teacher Education with the between SED, universities in Balochistan and service teacher
help of the universities and HEC. education
colleges offering education II. Develop and sign an agreement accordingly
degrees
III. Undertake regular feedback and
engagement with HEC
2.2.3 Develop operational I. Document gaps in the current standards Revised standards
standards (input, processes) regime in view of NACTE needs for pre-service
in coordination with II. Develop inputs and process standards for teacher education
universities and colleges teacher pre-service teacher education based on NACTE
offering education degrees institutions at input and process level needs
to ensure overall standards
III. Implement the standards
set by NACTE are effectively
implemented
2.2.4 Review pre-service I. Include ICT based education approaches in ICT based education
teacher training approaches coordination with the universities and colleges included in the pre
to ensure continuity in the offering education degrees in the pre service service teacher
pandemic through ICT teacher training training
approaches in coordination
with the universities and
colleges offering education
degrees
2.2.5 Review syllabi of pre- I. Initiate consultation with HEC,the Courses on
service teacher education in universities and colleges offering education education in
consultation with Higher degrees and development partners to include pandemics like
Education Commission and courses on education in pandemics like COVID 19 introduced
the universities and colleges COVID in the pre service
offering education degrees to II. Prepare specialised course material on teacher education
introduce courses on education in pandemics
education in pandemics like
COVID 19
2.3. A well- I. Develop a formal coordination mechanism Directorate of
established between PITE and DOE(S) that identifies their Education (Schools)
103
Balochistan Education Sector Plan 2020-2025
2.3 Continuous continuous 2.3.1 Introduce a formal role respective roles in teacher professional capacitated to take
Professional professional of DOE(S) in teacher development responsibility for
Development development process professional development II. Identify additional professional development teachers’
for teachers responsibilities of DOE(S) beyond teacher professional
performing effectively. training development
III. Notify the changes in official rules.
2.3.2 Review and expand the I. Review the current CPD for improvements Revamped CPD
current professional through consultations between DOE(S) and owned by DOE(S) is
development program for PITE implemented.
teachers II. Prepare a revised plan jointly signed off by
DOE(S) and PITE
III. Implement the plan phase wise
2.3.3 Prioritise training of I. Prepare training material on child/learner Teachers are trained
teachers on child/learner friendly approaches on child/learner
friendly approaches in the II. Integrate aspects of child/learner friendly friendly approaches
CPD Plan approaches into teachers regular training
under CPD model
III. Training of all teachers on child/learner
friendly approaches
2.3.4 Encourage and I. Develop guidelines for head teachers and Regular and
Institutionalise peer learning other supervisors to organise peer learning organised peer
processes sessions based on local needs learning sessions in
II. Review the guidelines in consultation with schools and at
teachers cluster levels
III. Notify, implement and monitor guidelines
for peer learning sessions
2.3.5 Train head teachers in I. Undertake training needs assessments Head teachers
teacher evaluations II. Develop a training plan trained in teacher
evaluations
III. Implement the plan phase wise
2.3.6 Develop Capacity of I. Review the existing capacity development Capacity of PITE
Provincial Institute of Teacher plan for PITE enhanced
Education II. Prepare a revised plan
III. Implement the capacity development plan
I. Develop rules for linking CPD to promotions
104
Balochistan Education Sector Plan 2020-2025
105
Balochistan Education Sector Plan 2020-2025
106
Balochistan Education Sector Plan 2020-2025
In-school assessments: these include monthly tests, six-monthly examinations and annual
examinations.
High Stakes Examinations conducted by the Board of Intermediate and Secondary Education
(BBISE) for grades 9th,10th, 11th and 12th in science and arts and other specialisations, that
determine career choices.
Grade 8th large scale examinations conducted by the Balochistan Assessment and Examination
Commission (BAEC) as mandatory exams for appearing in the examinations conducted by BBISE.
‘Strengthen Assessments and Examination system to have a positive and high impact on
learning and shift from memory based questions to the testing of critical analytical thinking.’
107
Balochistan Education Sector Plan 2020-2025
9.2.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
school-level assessments:
Low capacity for assessments: A majority of teachers have also never had any training on
assessments. This lack of training of both supervisors and teachers results in the low value
assigned to assessments and the poor quality.
Formative assessments will be reintroduced, and both formative and summative assessments
in schools will be qualitatively improved to test for analytical ability and assess the teaching-
learning process. These will be monitored in the “School Accountability Framework”46.
9.3.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference
toexaminations conducted by the Balochistan Board of Intermediate and Secondary
Education (BBISE):
Low capacity of BBISE: BBISE was established in 1977. Its organisational structure continues
to be the same as developed at the time of inception. A review of its structures was conducted
in 2014 under a capacity assessment exercise, but the recommendations of the eventual
capacity development plan were never implemented. Among other weaknesses, the Board
does not have any in house capacity to manage the quality of papers as there is no position for
46 Later in the Chapter on Governance and Management development of “school accountability frameworks” have been
recommended.
108
Balochistan Education Sector Plan 2020-2025
Examinations not aligned with curricular requirements: Papers fail to cover curricular
requirements adequately, both, in terms of content and critical thinking. Examiners hired by
BBISE have no training in developing papers or test items in line with the needs of the
curriculum. A shift to curriculum-based papers is required that eventually test for critical-
analytical ability. This will require a change in the paper development process and also to
strengthen the capacity of the Board. However, the process of change will have to be gradual.
Changing papers to test for analytical ability can be fast-tracked, but there is a need to consider
the situation in schools. Expecting teachers and students to change their approach at the same
pace is unrealistic. It will be slower. In fact, the schools will have to be carried along with
targeted processes to prepare students and teachers for analytical questions. In the next five
years the highest level of questions expected cannot go beyond application.
The Challenge of high stake examinations in COVID 19 threat: In the next two years, at least,
holding routine examinations in the routine will be highly risky. At least it will be difficult to
manage the scale in a given time without enhanced health risk.
Sub-goal for BBISE Examinations is as follows: ‘Improve the quality of BBISE examinations
ensuring alignment with curriculum, including the testing of critical – analytical ability.’
Similar to BOC&EC the existing capacity development plan for BBISE will be reviewed for
improvements and implementation of the revised version.
A gradual process will be adopted wherein students and teachers are prepared for the changes
in the examinations. In the next five years application-based questions will be increased in the
examinations. The shift will be undertaken through a process that includes training of
teachers and development and testing of model papers.
In conjunction with the above change in teaching approaches the Board will ensure that
examination papers, overtime, test the student for the entire curriculum and also test for
critical analytical ability – till the level of the application over the next five years. This will be
undertaken through training of examiners on developing such papers. BAEC with better
capacity in assessment will help with the process.
Large scale examinations pose a risk in the current environment who stop how are these high
stakes examinations are extremely important for career paths of students. BBISE will re-plan
it's examination schedule to stagger each or the number of months moving through districts
instead of holding the examination at one point in the whole province. Specialised seating and
safety arrangements will be made for these examinations to be conducted. All examination
109
Balochistan Education Sector Plan 2020-2025
centers and their arrangements will be reviewed by the Department of Health who will develop
specialised SOPs for the purpose.
9.4.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
Balochistan Assessments and Examinations Commission (BAEC):
Results not utilised for education system improvements: BAEC’s involvement in large scale
examinations with stakes for the students means that its resources are spread thin, and the
Commission can neither ensure the use of results of its examinations in systemic
improvement nor support capacity development of teachers. Linking of the large scale
examinations at grade 8th with student progress has also led to lowering of standards and
permeation of cheating in the examinations. Both reduce credibility of the results and these
cannot be used optimally in the improvement of education service delivery even if the various
organisations and districts47 are prepared to use it.
Role of BAEC in diagnostic assessments ignored: BAEC has the mandate for sample-based
diagnostic assessments. However, it has never used this function. In order to take on this
mandate the Commission will have to pull out of the large scale examinations, so it can free its
resources for diagnostic assessments, deeper analysis, ensuring use of its results in system
improvement and support to capacity development of teachers and others.
Need to review the capacity of BAEC: While BAEC has had better assessment capability than
other organisations there is a need to review its overall capacity to ensure more effectiveness
keeping in view its medium to long term role. The current capacity is inadequate.
Sub-goal for BAEC assessments and examinations is to ‘Ensure that BAEC role in assessment
benefits the system.’
BAEC’s embarkation into large scale examinations will be reversed. In the coming few years,
this will not be a priority. Diagnostic assessments that help the system learn about student
learning and the causes attached to them will be the main thrust and activity. Its assessments
will never be linked to the progress of individual students.
47Data available shows inconsistencies when exposing learning outcomes across districts. One of the areas target by BAEC will
be to identify more standardised and consistent differences in inter-district learning outcomes to develop plans to target
disparities.
110
Balochistan Education Sector Plan 2020-2025
2. Mechanism will be developed to utilise the results of the diagnostic assessment for
system improvements
Specific mechanisms will be created to ensure that the results, with analysis, are disseminated,
comprehended and utilised by all organisations and policy and decision-makers.
The capacity of BAEC will be assessed in detail and a capacity development plan prepared and
implemented.
9.5.1. Challenges:
Three systemic issues impact all assessments:
Dearth of qualified personnel in assessments: There has been some improvement in the
availability of qualified personnel in the last few years due to scholarships offered in the past.
However, presently there is a limited number of qualified assessment specialists. Although
some of these personnel have supported the development of quality examinations in BAEC,
they are not enough, and there is no mechanism to supply such qualified personnel in a
sustainable manner.
Absence of an overall framework for assessments: Finally, there is a need for an overall
assessment framework to clarify the roles and responsibilities and operationalise
improvements of assessments and examinations. Presently, there is a clear disconnect in the
comprehension of the linkages of various assessments and examinations and their role in
improving learning. A framework built on standards is required.
111
Balochistan Education Sector Plan 2020-2025
The government will invest in this expertise to develop a critical mass of human resource in
the area of assessment.
Given the situation in Balochistan, inputs and processes to reach the relevant level will to be
standardised. A whole exercise to standardise assessment and examinations process will be
undertaken using the standards identified in the National Minimum Standards for Quality
Education (MNSQE) as the guideline for output level standards for assessments. This will
include certification examiners, field testing of papers and development of item banks.
An assessment framework will be prepared to clarify the respective roles of each organisation
and assessment and their uses. The framework will also provide a path for linking various
types of assessments with improvements in learning.
9.6.1. Challenges:
Two issues that need to be targeted more directly are attitudes in society, including students,
on cheating, and the processes of the BBISE that facilitate the practice.
Processes of BBISE: BBISE has a very difficult role of managing logistics across a large
province with low population density and difficult communication systems.
Attitudes towards cheating: There is endemic acceptance of cheating in society and beyond.
Parents, teachers, students and everybody else is involved. Most students interviewed
admitted to the act at some point.
112
Balochistan Education Sector Plan 2020-2025
will be undertaken. A plan to rectify the gaps and improve implementation to reduce cheating
will be developed to eliminate the possibilities of cheating.
113
Balochistan Education Sector Plan 2020-2025
Program – Learning
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
114
Balochistan Education Sector Plan 2020-2025
analytical questions in for engagement with teachers and students to Students are able to
examinations help them prepare for more analytical questions attempt questions
II. BAEC to engage Balochistan Textbook Board that test application
and BBISE to review assessment exercises in
textbooks
III. Prepare teacher guides on analytical
questions and student preparation for the same.
3.2.3 Progressively align I. Hold seminars and training sessions on At least 45%
BBISE’s approach to curriculum with officials and paper setters of questions in all
examinations with the BBISE BBISE examination
curriculum including II. Develop model papers and field test them to papers test for
analytical questions review current student capacity application
III. Develop a progressive plan to improve
coverage of curriculum in examination papers
and progressive shift to analytical questions
based on the baseline derived from model paper
testing
3.2.4 Stagger I. Prepare specialised SOPs in close BBISE examination
examinations over consultation with Department of Health for conducted in
months to ensure low conducting examinations specialised
participation at a given II. Make specialised seating and safety arrangement in
point of time with safety arrangements response to COVID
arrangements against 19
III. Re-plan examination schedule and conduct
COVID 19 risk in line with safety arrangements against COVID
19
3.3 BAEC 3.3. Ensure that BAEC 3.3.1 Shift BAEC’s role I. Amend BAEC Act to remove the mandatory BAEC law amended
Assessments and role in assessment from examinations to requirement of certification from BAEC for to remove mandatory
Examinations benefits the system diagnostic assessment appearance in BBISE examinations requirement of grade
II. Engage with policy makers and implementers 8th examinations
to develop a diagnostic assessment framework
III. Conduct diagnostic assessments based on Plan for Diagnostic
needs assessment prepared
3.3.2 Develop a I. Make rules for mandatory periodic diagnostic At least two
mechanism to ensure assessments diagnostic
that the results of the II. Disseminate results of diagnostic assessments
diagnostic assessment assessments to a wide set of stakeholders
115
Balochistan Education Sector Plan 2020-2025
are utilised in system III. Each relevant organisation to prepare a plan conducted in five
improvements and make adjustments in all existing plans for years
improvement of learning based on the result of
diagnostic assessments All organisations have
improvement plans
based on diagnostic
assessments
3.3.3 Review the I. Review the existing capacity development plan 100% of the capacity
capacity of BAEC and of BAEC development plan is
prepare and implement II. Prepare a revised capacity development plan implemented
the capacity for BAEC based on review
development plan III. Implement the plan phase wise
3.4 Consistent and 3.4. Ensure congruence 3.4.1 Enhance I. Engage with Universities/HEC to introduce 30 assessment
Relevant Assessments and complementarity availability of specialisation in assessments & Examination in specialists funded
across various assessment specialists M.Ed and added to the
assessments and in the market and within II. Explore and introduce scholarships for government
examinations the government assessment specialisation
III. Provide additional incentives for specialists
3.4.2 Review and revise I. Document gaps in the current standards Standards on
the existing standards of regime assessment and
assessments and II. Develop new standards for all types of examinations
examination to make assessments and examinations at input and developed
them more relevant and process level including certification of paper
applicable to the context setters for BBISE 50% of the standards
of Balochistan implemented
III. Implement the standards
3.4.3 Prepare provincial I. Review the current assessments systems in Provincial
assessment framework detail for weaknesses and gaps assessment
II. Develop a provincial assessment framework framework developed
to remove the gaps and align the various
assessments and examinations At least 50%
III. Implement the framework proposals of the
provincial
assessment
framework
implemented
116
Balochistan Education Sector Plan 2020-2025
3.5 Credibility of 3.5. Enhance credibility 3.5.1 Review the current I. Assess the current logistical processes of Cheating in
Examinations of examinations conduct of examinations BBISE examinations examinations reduced
to propose changes in II. Prepare plan to remove loopholes that by 60%
processes that facilitate facilitate cheating
cheating III. Implement the plan
3.5.2 Develop and I. Undertake a survey on attitudes in society Acceptance of
conduct awareness towards cheating and the causes for the same cheating reduces
campaigns against II. Based on the survey include awareness on among at least 50%
cheating negative impacts of cheating in the of parents
communication strategy of SED
III. Implement awareness plan and undertake
periodic reviews of impact
117
Balochistan Education Sector Plan 2020-2025
In School:
Facilities, peer
treatment, safety and
Pre-primary ECE: hygiene, corporal
compensatory curricula, punishment, facilities,
early vocabulary and home-after school
Pre-School Years: pre-literacy and pre- situation
vaccinations, nutrition, numeracy skills, social
diseases, treatment by interaction
famility & community
The importance of information on the child continues in school. Impact of school’s physical
and social environment on their health and cognition, needs of the growing child and the
situation of the child outside school are all relevant. Education policies and practices need to
respond to the issues identified and work towards building information to improve child
welfare through more relevant interventions.
i. More information on the situation of the child’s welfare to provide better policy
response in future.
ii. Action on problems already identified in school and community through initiation of
response. The responses will include those directly required to be taken by the
Secondary Education Department and others in collaboration with the Department of
118
Balochistan Education Sector Plan 2020-2025
Health and Social Welfare, Special Education, Literacy, Non-formal Education and
Human Rights Department.
In view of the above, overall goal of child care and welfare is to ‘Enhance quality of care,
support and inclusion for all children in schooling and community including those with special
needs.’
Limited information on the Child: There is very limited information on the child’s physical
health, psycho-social development and consequent needs. The education system is largely
unaware of the situation of the learner – at least at the systemic level. The more competent
teachers may have a clearer picture, but in the absence of adequate training and systemic
compulsions, they often do not have answers to the problems. Only limited data is available
from pre-school,on some health indicators collected by Pakistan Demographic and Health
Survey. These do not depict a good situation. With nearly 47% of the children stunted and
large percentages without routine vaccination and sufficient micro-nutrients, it is obvious that
the problems of learning begin long before the child arrives in school. The child’s home
conditions of poverty, lack of hygiene, large families and general acceptance of corporal
punishment indicate strong possibilities of negative psycho-social development. The
education system meets these children without any knowledge or recognition of these issues.
There is a need to obtain this information with inter-district differences being measured on a
regular basis.
Information on the child’s health and physical conditions in school is even more scant.
Prevalence of some practices and absence of others show that the child remains vulnerable in
school to psychological and physical violence and abuse. Even inside the school, the learner
cannot get a central focus. This needs to change.
Lack of awareness on child safety: Similar to inclusiveness the issue of school safety is also
unrecognised both within the school and the larger education system. Trainings and drills in
emergencies, basic equipment for first aid or fire, building and other safety concerns,
preparedness for disasters are all missing. There are very limited safety standards that need
48Interviews were conducted in high schools that are normally in an urban center or town.
49The few schools of the Directorate of Special Education accommodate many children who can be admitted to regular schools
provided the latter have the requisite approach and facilities.
119
Balochistan Education Sector Plan 2020-2025
review and implementation. More importantly, attitudes towards safety need to be changed
through trainings. A whole new approach to safety preparedness is required.
Limited quality of pre-primary ECE: Pre-primary early childhood education in Balochistan, like
the rest of Pakistan, can be divided into the traditional pre-primary of kachi50 and the quality
ECE based on the specialised curriculum developed for its delivery. Presence of quality ECE is
limited with only 7% of the teachers trained in ECE, 9% separate ECE teachers and separate
ECE classrooms in only 14% of government schools51. It has not received due recognition, and
consequently, limited resources. Ideally, an ECE program has to be designed on the knowledge
of the child’s needs. Absence of research, as seen in the previous sub-section, shows that such
information will not be available soon. Irrespective, the ‘proper’ ECE is better than the kachi.
At this point of time, the Plan recommends expansion of the same. In time, with the availability
of research findings, other qualitative changes may be suggested. Such findings are extremely
important because early childhood education can be instrumental in the rectification of
learning disadvantages accumulated by the child in the pre-school home environment.
High incidence of corporal punishment: Discussions held with teachers and students during
sector analysis reveal high prevalence and acceptance of corporal punishment in both male
and female schools. It appears to be an endemic problem. There is a hierarchical relationship
in class with the use of fear as a tool. Most students interviewed stated that questions were
discouraged often with some rebuke. Such an environment, and the relationship between
adults and children, is at high risk of abuse. Ending corporal punishment and reducing other
risks will require multiple responses.
Absence of health check-ups: Health screening of children should be a regular feature. There
is none. There is a complete absence of knowledge on health issues of school children, causes
and impact on learning. This is a critical area that requires attention. There is no coordination
mechanism with the Department of Health nor any system to train teachers on health
awareness of students.
Lack of teacher training in the identification of learning disabilities: Teachers have very limited
training, if any , in the identification of learning difficulties among children. Even basic issues
like weak eyesight are not identified. There is no procedure and consequent data, on
identification of learning difficulties or disabilities among children.
Sub-goal of child welfare is to ‘Improve child welfare to enhance their ability to learn.’
Research on child development on an ongoing basis will be undertaken as much more needs
to be learnt about the child, especially, in the pre-school years.
50 Kachi classes started when grade 1 children brought their young siblings into classrooms. With time it became an unrecognised
class and while at some point it was formalised through publications of textbooks practically children sitting in kachi classes are
not treated as required by the modern precepts of early childhood education.
51 EMIS 2017-18
120
Balochistan Education Sector Plan 2020-2025
2. An index on child welfare will be developed and measured for each district every
three years
The index will be built on inclusion of key variables of child welfare and measured through
sample-based household survey every year.
There will be targeted and sustained campaigns across the province to create awareness on
the above. In addition to the overall campaign, SED will utilise textbooks and its own
interaction with PTSMCs, through teachers and headteachers, to enhance awareness,
especially, on stunting.
4. Quality early childhood care and education programs will be expanded to ensure
learning and reduce learning difficulties accumulated by children from poor
background
Provision of quality early childhood education will be expanded. It will not only shift from the
traditional ‘kachi’ but will also be based on the research of child needs that varies across
districts and communities. Similar to overall curriculum review, ECE will be reviewed as per
ground realities and requirements.
Potential issues on inclusiveness that need to be part of the structure and processes to be
introduced in the schools physical and social environment will be listed. These will include
celebration of all types of diversity through teacher training and specialised sessions with
students and accommodation of children with special needs, to the extent possible.
A complete safety audit of schools will be undertaken. There will be a comprehensive analysis
of school safety issues, and a set of standards on the basis of the audit and analysis will be
developed and implemented.
Corporal punishment will be eliminated through a two-pronged approach: punitive action and
sensitisation of teachers and communities. Implementation of Balochistan Child Protection
Act 2016 will be one of the actions, but a sustained sensitisation campaign will also need to be
pursued.
The measures to protect will begin with sensitisation of students and teachers. Other measures
will be introduced at a later stage after analysing the impact of sensitisation.
Formal coordination mechanisms in writing will be developed with the Department of Health
and the People's Primary Health Care initiative (PPHI) for regular health check-ups.
121
Balochistan Education Sector Plan 2020-2025
10. Legal framework for child’s right and protection will be strengthened
In addition to the Balochistan Child Protection Act 2016, a more comprehensive law for child
rights based on the UN Convention of the Rights of the Child will be prepared, promulgated
and implemented.
Specific training targeting teachers for more child-centered approaches will be designed and
implemented through PITE and DOE(S).
12. Teachers will be trained in the identification of learning difficulties or disabilities
among students
This will be undertaken with the help of technical support from experts in the area, to be hired
with the help of development partners. These experts will be associated with PITE.
10.3.1. Challenges:
Some of the key challenges in the sector are:
Poor quality of Information: Directorate of Special Education has collected data on special
children. However, there are reservations on the quality. Enumerators sent out to collect
information, do not have training to identify different types of disabilities. Key informants
even raised issues on the accuracy of data collected.
Access: Number of schools for children with special needs are very limited. Resultantly, only
a limited number of geographic regions are being covered. There is no clarity on the
effectiveness of coverage even within these regions. Only 11 districts have institutions for
children with special needs.
Absence of expertise: There is very little expertise on special education and its needs. Even
the centers in Quetta do not have qualified personnel. Only training options available are
sporadic short term ones at the federal level. There is nothing systemic. In fact, there has been
no assessment of the expertise required and the needs of the Directorate of Special Education.
Sub-goal to ensure the welfare of children with special needs is to ‘Ensure the welfare of
children with special needs through the provision of education opportunities of quality to all
within regular schools or specialised institutions.’
122
Balochistan Education Sector Plan 2020-2025
Data on children will be collected based on the following steps: firstly, the definitions of special
needs be clearly made, secondly training of enumerators to identify special needs and finally,
household surveys.
Based on data the available number of special schools will be expanded to all districts using
options feasible as per local conditions. Planning will consider the number of children, based
on an agreed criterion, that can be accommodated in regular schools.
A capacity need analysis of the Directorate of Special Education as an organisation and the
qualifications required of the human resource to be employed in the Directorate, and its
institutions will be undertaken. The assessment will form the basis for building the requisite
capacity.
An advocacy campaign will be undertaken to target change in attitudes towards the welfare of
children with special needs within the community, education officials and policy-makers.
Out of the 1.4 million Afghan refugees who are registered in Pakistan, over 0.3 million (21%)
are hosted in Balochistan Province, scattered in urban settlements and 10 refugee villages
(RVs). As per HIS & SCAC data of 2016, there are 372,059 Afghans residing in Balochistan out
of whom 196,911 (53%) are living in 10 Refugee Villages and 175,148 (47%) are living in urban
settlements. Those living outside these villages use multiple options for schooling: private
schools run by other refugees, local private schools, madrassas and even government schools.
This section deals with issues of education of refugees who reside in the official refugee
villages. These villages have a lot of poverty and associated problems.
10.4.1. Challenges:
Education challenges of refugees are as follows:
Low Access and Participation: About 65% of children aged 6 to 18 are out of school according
to a survey conducted by Society for Community Education in Balochistan (SCSPEB) and
123
Balochistan Education Sector Plan 2020-2025
United Nations High Commission for Refugees (UNHCR). Additionally, student absenteeism
is rampant.
Learning Issues: Learning issues of refugee children stem from two challenges: non-
availability of teachers, and difficulties in transiting to the Urdu and English based Pakistani
textbooks. The overall low education in refugee camps means finding teachers with a
minimum level of education is very difficult, especially, among the females. Secondly, the
recent decision to transition to the Pakistani curriculum has created language barriers. Again
it impacts females more who have much lower exposure outside the camps and consequently
to Urdu.
Female Education: Girls’ education is not a priority and still a taboo in refugee villages even if
free and provided with incentives of books, stationery, uniform etc. Cultural and social barriers
including early marriages, home chores, co-education and distance from home, prevent girls’
attendance, retention and completion. Even though post-primary schools have been made
available to girls through UNHCR enrolment remains low due to the issues above.
Limited Opportunities for Refugee Children for Secondary and Beyond : There is no provision
for refugee children to continue their education beyond school. There is no mechanism or
quota for them in colleges, and they cannot appear in examinations of the Balochistan
Examination Board.
The government will engage with UNHCR and the Federal Government to improve school
conditions in refugee camps through building up a fund
The curriculum will remain Pakistan’s as per the official decision but SED will engage with the
Federal Government to develop textbooks in Pashto and Dari based on the national
curriculum of Pakistan, especially, for primary classes.
UNHCR and the provincial government will increase engagement with the community to
reduce student absenteeism and propagate increased female enrolments and retention.
4. Quota in public institutions be allotted for refugee children for secondary onwards
124
Balochistan Education Sector Plan 2020-2025
Program – Learning
Goal of Learning: Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Program 4 – Child Care and Welfare
Overall Goal 4. Enhance quality of care, support and inclusion for all children in schooling and community including those with special needs
Sub-Program Sub -Goal Strategies Activities Targets
4.1 Child Welfare 4.1. Improve child 4.1.1 Carry out more research I. A separate unit of research on child Research on child welfare
welfare to enhance on child development based on welfare and development be set up in the and development enhanced
their ability to learn ecological conditions in early Bureau of Curriculum and Extension
years before schooling Centre
II. Provide separate funds for the
research
III. Engage with a research organisation
or academia for ongoing research
4.1.2 Develop an index on child I. Conceptualise and develop an index on An index on child welfare
welfare and measure for each child welfare developed and district wise
district every three years II. Design and conduct district wise data collected
sample based household survey to collect
data
III. Document and disseminate the
findings
4.1.3 Create awareness in I. Engage with communities and spread Awareness on child health
communities, policymakers and awareness to help them improve their and welfare in communities
implementers on child health sanitary conditions at home & street, and among policymakers
and welfare open toilets and ignorance of hygiene and implementers enhanced
practices, with support of a health
specialist
II. Mandate schools to engage with the
community via effective communication
process of PTSMC
125
Balochistan Education Sector Plan 2020-2025
126
Balochistan Education Sector Plan 2020-2025
127
Balochistan Education Sector Plan 2020-2025
128
Balochistan Education Sector Plan 2020-2025
4.3 Refugee 4.2 Ensure quality 4.3.1 Improve school conditions I. Coordination with the federal School conditions in refugee
Children education for all in refugee camps government and development partners to camps improved
refugee children mobilise support and resources
II. Situation analysis to devise plan of
action
III. Facilitate implementation of the plan
with partners’ support
4.3.2 Develop textbooks in I. Coordination with the federal Textbook in Pashto and Dari
Pashto and Dari for refugee government and development partners to for primary level developed
children mobilise support and resources
II. Facilitate development of textbooks in
Pashto and Dari for primary level in a
phased manner
4.3.3 Increase refugee girls’ I. Engage with community on refugee Refugee girls’ enrolment in
participation in schools girls’ education refugee schools increased
II. Mobilise support to introduce targeted
measures
III. Special measures introduced with
support from development partners
4.3.4 Allot quota in public I. Prepare and approve policy on quota Quota system introduced in
institutions for refugee children system in public institutions for refugee public institutions for refugee
for secondary onwards children for secondary onwards children
II. Implement the policy on the quota
system in all public sector institutions
129
Balochistan Education Sector Plan 2020-2025
130
Balochistan Education Sector Plan 2020-2025
The recent COVID 19 threat has stopped schooling and threatens a breach in the entire
schooling process. This has also been addressed in the Sector Plan to the extent current
information allows, and the limitations of distant learning in Balochistan.
Not all of these are known and would require a more comprehensive research of the demand-side
factors to reach a definite set of causes. Even some of the issues within the school that force
dropouts require more research. Dropouts are caused by poor learning, low supply of schools
beyond primary, poor planning and an internal school environment where bullying and corporal
punishment are rampant. These issues have been discussed at different relevant chapters of the
Plan.
53 The term non-formal education NFE/ALP has been used in BESP as a combination of non-formal basic education and adult
literacy. Non-formal basic education covers both primary and post-primary courses up to secondary levels.
131
Balochistan Education Sector Plan 2020-2025
Causes for children being out of school have been packaged as supply and demand-side issues
of access and participation. The supply-side argument has been premised on the fact that
increase in schooling opportunities in the past years have been accompanied by a rise in
enrolment for both boys and girls.
The more evident demand-side factors have been addressed with the recognition that there is
need for more research on the causes.
On the supply-side, this Plan accepts that the challenge of low population density needs to
have a specialised approach. The standard formula of ‘feasibility’ cannot be applied. Under the
present criterion population within a certain radius provides the basis for the construction of
a school; this means that smaller population pockets are excluded. There is, therefore, a need
to be innovative. The strategies provide space for such innovation and local solutions.
Lower female participation in schooling is recognised as a critical subset of the problem. The
Plan targets enhanced gender parity in access and participation. There are specific demand-
side factors that affect continued female education negatively, which need to be addressed.
These shortcomings on issues such as mobility of the female menstrual hygiene management
have been identified as a hindrance to regular attendance and require specific strategies.
As there are differences in outcomes across districts, BESP prioritises those with weaker
indicators for overall participation, gender gaps and adult literacy.
Response to the current challenge of continued schooling under the COVID 19 threat has also
been included. Flexibility in approaches will be needed, depending on the degree of risk in a
given district and options of distant learning based on available networks that include internet,
television and radio.
The overall goal of access and participation is as follow: ‘Increase in access and participation
to formal and non-formal educational opportunities for school-age children, especially girls,
and improvement in adult literacy.’
132
Balochistan Education Sector Plan 2020-2025
133
Balochistan Education Sector Plan 2020-2025
High cost of expansion: An additional factor in the expansion will be costs. Chapter 15 (Costing
and Impact) shows the very high per capita cost of the current approach. To cut costs, some
percentage of public-private partnership will be considered, depending on possibilities, to
expand schooling options at a lower cost. Multiple schooling options at all levels will be
required.
Inter-district disparities: There are vast differentials in enrolment and net enrolment rates
across districts. The lowest NER primary (age 6-10) is for district Dera Bugti at 28% and
highest for district Gwadar at 82%54. There are at least 13 districts with NER primary lower
than 50%. These will be the first set to be focused for improvement in opportunities for
schooling.
Based on this strategy, SED will consider the diversity across districts, especially, for those
with low population densities. Multiple options will be employed based on local needs. The 15
districts with the lowest Net Enrolment Rates for primary NER will be prioritised.
The same principle will apply as in the case of the previous strategy on the expansion of
opportunities at primary level.
To improve the efficiency of existing schools, enrolment drives will be conducted to get more
admissions and also PTSMCs will be engaged to assist in better retention.
I. Limited school spaces: Female primary schools are only 31% of the total, middle 43%
and secondary 36% of the total schools run by the Secondary Education Department.
This gap needs to be reduced. At the primary level, it is possible to consider gender-
54 PSLM 2014-15
134
Balochistan Education Sector Plan 2020-2025
free schools as long as there are female teachers. This will, at the primary level, expand
options for girls without a major increase in investments. In fact, for girls’ school places
continue to contract beyond primary as for 3,824 primary schools, there are 647
middle, 403 secondary and 50 higher secondary schools in Balochistan55.
II. Mobility and safety issue: Safety issues differ for girls as compared to boys as they
commute to and from school. The former also have more compulsions of free mobility
due to local sensibilities. This means that in many situations where boys can commute
to school on foot, girls cannot. Finding solutions for mobility will help reduce female
participation issues.
III. MHM and School Attendance: During fieldwork for sector analysis headteachers and
teachers informed that many girls, enrolled in schools, miss substantial school days
due to MHM issues. They have no awareness. To improve the attendance for
adolescent girls, MHM related interventions have also been considered along with the
encouragement of sports for girls.
Lack of female managers at senior positions: There are hardly any females at senior decision
making positions in the education department. Most female managers work against positions
specified for females like District Officer Education (female) and headteachers of girls’
schools. They have very little, if any, presence in senior management and decision making.
This, intuitively, means lower recognition of issues of girls. This has been elaborated in the
chapter on “Governance and Management” and specific strategies included.
Inter-district disparities: There are disparities in female enrolment across districts. When
viewing gross enrolment rates for districts, the ten weakest ones are Jhal Magsi, Jaffarabad,
Nasirabad, Khuzdar, Killa Abdullah, Awarean, Killa Saifullah, Chaghi, Washuk and Dera Bugti
in descending order. All of these also have the lowest female GERs and gender parity indices.
Through this strategy, more specific interventions will be devised and implemented through a
prioritisation process for districts with the widest disparities. While the subsequent strategies
will be applied to all districts, the prioritised districts will be targeted first.
2. All Primary schools will be converted to genderfree schools, to the extent possible,
to increase female enrolment at the primary level
The strategy has been built under the assumption that at primary level parents will send their
daughters to schools with boys also enrolled, as long as the teacher is a female. The term “to
the extent possible” has been based on experiences in the past. There are middle and
secondary schools with primary sections. In the case of boys’ middle and secondary schools, it
has not been possible to either recruit or post female teachers because of social sensitivities
involved. Also, conversion of boys’ primary schools into gender-free schools will require
135
Balochistan Education Sector Plan 2020-2025
relocation of existing teachers to other institutions, and it will require time to make these
adjustments.
4. Local solutions for the provision of transport for girls at middle and secondary
levels will be assessed and implemented
Provision of transport facility will positively impact access and participation of girls. This was
the general consensus during consultations for Education Sector Analysis. Local solutions
based on the situation will be explored and implemented.
While there are no sports encouraged in schools in general, the situation in the case of girls is
even worse. Sports is expected to develop an interest for girls to attend school more regularly
in addition to improve general wellbeing. This will be introduced step by step based on local
resources and eventual built up.
Overage Admissions: While exact data could not be obtained, there was enough anecdotal
evidence in the field to conclude that many children are admitted at a higher age. This means,
given the poverty factor above, they dropout early spending even lesser years in schools than
for their younger peers.
Early Female marriage and discontinuation of education: There was one demand-side issue
that came to fore in all cases. In all secondary schools visited in the sector analysis teachers,
and students mentioned early marriages as a factor in female dropouts, especially, beyond
primary. This discontinuation has a number of implications, including the failure to have
136
Balochistan Education Sector Plan 2020-2025
enough qualified females to become teachers. According to a study, the percentage of girls
getting married younger than 18 in Balochistan is 63%: second highest in Pakistan after rural
Sindh (72%). In Balochistan, approximately 6 out of every 10 girls and 2 out of every 10 boys
are married before the age of 1856.
Consultations in the districts indicated some demand-side factors that impede either
admission to schools or continued education. There are, apparently, different reasons for girls
and boys. A research will be conducted to identify the causes in detail to have better-informed
strategies. These studies will again have to be conducted regionally, as causes will vary across
communities.
A number of scholarship options are available, including those provided by the Federal
government. While these scholarships are a very small percentage of the total enrolment
increased awareness of the programs and those who avail them is expected to function as an
incentive for other students. They are expected to have a positive demonstration effect. These
will be undertaken
3. Meal program at school level, customized as per local conditions, will be introduced
Provision of a meal is expected to improve attendance and enrolment in the poorest areas. It
is also expected to enhance the ability of the learner to focus in the classroom. Local initiatives
and solutions will be promoted to introduce school meal programs. A school meal is expected
to act as an incentive for the poorest families. While the international experiences have had a
mixed result, there are indications that this strategy could have more success in Balochistan
due to local conditions of poverty.
This will be targeted differently for each area dependent on the key local issues. Parent Teacher
School Management Committees (PTSMCs) will be employed to support the awareness
process.
5. Community will be engaged to increase intake at the right age in early childhood
education programs/grade 1
The net intake rate at primary or ECE level (as the case may be) is low. Communities will be
included in awareness campaigns to ensure admission at the right age. There is a positive
correlation between late admissions and early dropouts.
56 Child Marriage and Its Impact on Maternal and Child Health in Pakistan 2015, Muazzam Nasrullah M.D., M.P.H.
137
Balochistan Education Sector Plan 2020-2025
(NFE) will be revived to meet the challenge of reaching children who have missed out on
education. In the last two years, there have been improvements, but more will be done to have
a robust NFE sector.
Non-Formal Education includes programs run for school age children who have either missed
out schools or have dropped out. This component of the program is known as Non-Formal
Basic Education or NFBE. These programs will fast track curriculum coverage, to mainstream
children into formal schools wherever it is possible. The other part of NFE is adult literacy. As
there is an overlap of problems and issues the term NFE has been used in most of the
remaining chapter, except, where specific mention of adult literacy was required.
Limited capacities in NFE sector: Capacity in NFE covers both the situation within the
government and outside. There is a need for more professionals with a comprehension of the
complex and specialised requirements of the sector.
At the government level, Non-Formal Education is managed by the Directorate of Literacy and
Non-Formal Education (DLNFE). The Department of Social Welfare manages the Directorate
of Special Education, Literacy and Non-Formal Education along with Human Rights in the
province. The Directorate has recently seen some expansion of its presence at the district level
and has increased its capacity57, from the past much more still needs to be developed.
Lack of coordination: Finally, the matter of coordination. Children enrolled in NFBE programs
have three possible outcomes: mainstreamed into regular schools, enrolment in a continuing
education program like Technical and Vocational Education and Training (TVET) and
employment. All three require some degree of coordination between the NFE programs (the
Directorate of Literacy and Non-Formal Education (DLNFE) and other organisations. These
include the Secondary Education Department (SED) and Balochistan Technical Education
and Vocational Training Authority (BTEVTA). These linkages are currently weak. The Plan
proposes the formalisation of this coordination to ensure optimal results from NFE work.
These include data sharing to track mainstreaming, certification for both re-entry into school
or Technical and Vocational Education and Training (TVET) organisation and a feedback loop
into quality of NFE and any other that is identified during implementation.
57 During the past couple of years, the Directorate has expanded a lot and around 67 new positions have been added to the system.
138
Balochistan Education Sector Plan 2020-2025
11.5.2. Strategies for System Level Capacity for NFE/ ALP Programs:
1. Capacity of the Directorate of Literacy and Non-Formal Education (DLNFE) will be
strengthened to manage Non-Formal Education (NFE) programs efficiently
There will be an overall evaluation of the Directorate, keeping in view the requirements in the
coming years and preparation of a capacity development plan and its implementation. The
mode of implementation will be public-private partnerships through local or other non-
government organisations, and the Directorate’ capacity will be assessed and developed
accordingly.
Placement of Directorate of Literacy and Non-Formal Education (DLNFE) has been an issue
of discussion. For practical reasons, there is a case to review its status for being part of the
Secondary Education Department (SED). However, there are pros and cons to the decision
that will be deliberated in greater detail to reach a decision.
4. Capacity for development and review of NFE Programs/ products will be developed
in formal quality organisations of Secondary Education Department
In the past project-based NFBE programs learning material used to be developed by the
projects, without any involvement of the quality organisations of the SED. Resultantly, the
organisations never developed any capacity in this area. This capacity is necessary for a
sustained integration of NFBE with the formal education system.
Finding teachers trained in NFE will not be easy, given the large number of out of school
children and illiterate adults to be reached. Training will be anchored in the Provincial
Institute of Teacher Education (PITE) to institutionalise the process which has so far been
random. For this PITE will develop specialised capacity.
The process for accreditation of organisations responsible for service delivery in non-formal
education will be strengthened to ensure only organisations with, at least, capacities based on
minimum standards are included. The system will also develop the capacity to manage it.
Graduates of adult literacy and Non-Formal Basic Education (NFBE) programs need skills
development. While in the case of adult literacy relevance of courses to earning is extremely
important, participants of non-formal basis education who cross the age of mainstreaming
139
Balochistan Education Sector Plan 2020-2025
into school also place a higher premium on employment opportunities. Continuation into
technical and vocational courses through recognition of the certification or provision of
certification by the relevant authorities to skill-based Non-Formal Education (NFE) programs
are important. This requires coordination and again a documented and structured
coordination mechanism to ensure a sustained approach.
Non-Formal Education (NFE) has been on the margins of education service delivery despite
high levels of illiteracy and a large number of out of school children. Unless the policy and
decision-makers recognise the importance of Non-Formal Education (NFE), not much can be
achieved. This will be elevated through a targeted advocacy campaign.
A missing link in Non-Formal Basic Education (NFBE) in Pakistan as a whole has been very
limited opportunities at the post-primary level. A high number of children drop out by the end
of primary. They normally do not have opportunities to return as most Non-Formal Basic
Education (NFBE) programs are designed for primary level with expectations of
mainstreaming at the middle level.
Limited options of NFE: Expansion of Non-Formal Education (NFE) programs has not been
through some systematic planning. Also, there is a much lower political interest in the
establishment of Non-Formal Education (NFE) centers. These have traditionally been project
supported. The largest programs are run by the Federal government. There is inadequate
availability of options given the scale of out of school children and limited adult literacy,
especially, those of rural females.
Issues of eligibility and age requirement for NFE: Non-Formal Basic Education (NFBE)
programs essentially target children of ages 9 and above. In practice, children of lower age are
often seen in these centers. This is counterproductive to the purpose of establishing these
centres.
Challenge of excluded females: Share of females is greater in out of school children and
illiterate adults. This will require specialised strategy options.
140
Balochistan Education Sector Plan 2020-2025
Inter-district disparities: There are disparities across districts in literacy rates58. The following
districts have female literacy in single digits: Sheerani, Killah Saifullah, Washuk, Nasirabad,
Chaghi, Harnai, Kohlu, Jhal Magsi, Dera Bugti, Killa Abdullah and Barkhan.
To meet the above challenges, the following sub-goal has been marked for this section:
‘Enhanced access and participation in NFE / ALP Programs.’
There are very limited options of Non-Formal Education (NFE) available in the province.
There has been no systematic analysis of need, especially at the district level and below.
Resultantly there has been no systematic, need-based, expansion program. Again similar to
formal education, local solutions will be explored and implemented.
2. Measures will be introduced to target participation of the right age of 9 and above,
to the extent possible, in NFBE classes
Children below 9 years of age will be accommodated in formal schools unless there are no
alternatives. This is again, an area where coordination is required between Non-Formal Basic
Education (NFBE) and formal schools. Non-Formal Education (NFE) programs will not
include children who can be provided with options in formal schools.
4. Opportunities for post primary NFE & skill programs will be expanded
With very rare exceptions Non-Formal Basic Education (NFBE) programs in Pakistan have
been for primary levels only. Post-primary Non-Formal Basic Education (NFBE) programs
have never been seriously pursued. In view of the requirements of Balochistan Compulsory
Education Act 2014, the target age group is 5 to 16. This means children who dropout after
primary also need to be brought back to education. Therefore post-primary Non-Formal
Education (NFE) and skill programs will be expanded the most.
Female participation in Non-Formal Education (NFE) will be ensured through setting specific
targets in each district and engagement of community to increase enrolment.
58District wise break up of out of school children is not available so strategies for these cannot be developed at this point of time.
59There have been community-based NFBE programs but these did not mobilise communities for enrolment and larger support.
These utilised resources in communities to run centres.
141
Balochistan Education Sector Plan 2020-2025
6. Recruitment of female teachers for NFE programs will be prioritised with at least
60% of the total being the target
Given that more females have lower literacy rates and a higher percentage of out of school
children, more female teachers will need to be recruited for Non-Formal Education (NFE)
programs to redress the balance.
7. Districts with low literacy rates will be prioritised for adult literacy programs
Ten districts with lower literacy rates will be prioritised for investment. Within these, those
with lowest female literacy rates will be targeted first.
Equally importantly, Non-Formal Education (NFE) programs, for older Non-Formal Basic
Education (NFBE) participants and adults, have to help the graduates find better employment
opportunities either directly or transiting through a technical-vocational program. Quality and
relevance of Non-Formal Education (NFE) programs suffer from following main causes:
Limited need-based curriculum for formal education: Most curricula prepared in the past were
made in isolation of the requirements on the ground similar to the approach used in formal
curriculum development (Learning Design). For Non-Formal Basic Education (NFBE), it is
based on the main curriculum; therefore it absorbs most of its limitations. For adult literacy,
there is a need for greater diversity based on local requirements. Such diversity and flexibility
does not exist in the curriculum.
142
Balochistan Education Sector Plan 2020-2025
Limited standards: Non-Formal Education (NFE) suffers from an even weak set of standards
than formal education. Project-based approaches over the years have not allowed a number of
processes to be institutionalised.
Weak linkages with job market: Non-Formal Basic Education (NFBE) for older children and
adult literacy programs require job-related incentives for the participants. While curricula are
being revised linkages with market, remain weak. There is no career counselling for the
participants to benefit from the possibilities expanded through their courses.
Sub-goal of quality and relevance of NFE/ALP programs is to ‘Improve quality and relevance
of NFE programs.’
Pre-service teacher education programs and postgraduate degrees in education will include
more research and specialisation for non-formal education, both, specialised issues of NFBE
and the requirements of adult literacy, including andragogy.
Finding more qualified teachers for Non-Formal Education (NFE) will always be a challenge.
The tradition of finding teachers from the community is, if not the most optimal, the only
practical option. However, these teachers will require training for the specialised work they
are expected to perform. A professional development program will be developed to this end.
Non-formal curriculum will need-based, just as curriculum for formal education. While Non-
Formal Basic Education (NFBE) curricula are based on the formal curriculum, they need to
have the flexibility to accommodate the multiplicity of learners – to the extent possible. In case
of adult literacy needs would vary across regions and communities. This will require ongoing
research.
4. Relevant and appropriate learning material will be developed as per the learning
needs of the target groups
Similar to curriculum learning material will be developed according to the needs of the learner.
Again testing, research and continued improvements through learning approach will be
followed.
Standardisation of inputs, processes and outputs will eventually, in the long run, help develop
benchmarks against which improvements in Non-Formal Education (NFE) programs can be
assessed and made more effective over time.
143
Balochistan Education Sector Plan 2020-2025
A structured assessment and examination system to ensure standardised learning and the
ability to measure will help in improving the quality of teaching and learning Non-Formal
Education (NFE) as well as transiting graduates to various paths.
Balochistan Technical Education Vocational Training Authority (BTEVTA) will work with the
Directorate of Literacy and Non-Formal Education (DLNFE) to develop skill components of
the curricula for Non-Formal Basic Education (NFBE) and adult literacy and develop a
mechanism for equivalence to get admission into regular Technical and Vocational Education
and Training (TVET)program.
8. Career counselling guidelines in NFE centres will be introduced for informed career
choices and continuing education
Given the ages of Non-Formal Basic Education (NFBE) students and the importance of linking
employment to the learning process, career counselling can play an important role in
improving the chances of employment. If successful, the counselling will not only enhance
livelihood opportunities but also attract more participants to Non-Formal Education (NFE)
programs for both Non-Formal Basic Education (NFBE) and adult literacy.
A number of organisations have video lessons available for secondary and higher secondary
classes. SED will explore these and make formal arrangements with the best available to
develop a package for secondary and higher secondary students. These will be made available
in an organised format online. Additionally, airtime will be purchased from the terrestrial
Pakistan Television (PTV) to air these videos.
144
Balochistan Education Sector Plan 2020-2025
2. Specialised video-based lessons will be developed for early grades on literacy and
numeracy based on revised scheme of studies
These videos will be prepared with the assistance of Pakistan Television using teachers from
Quetta and will be made available online and aired on Pakistan Television (PTV).
These videos will be prepared with the assistance of Pakistan Television using teachers from
Quetta and will be made available online and aired on Pakistan Television (PTV).
These programs will be prepared with the assistance of Radio Pakistan using teachers from
Quetta and will be aired on radio.
5. Physical schooling options will be reviewed for areas where risk is reduced
Teaching in schools will resume in areas where risk is reduced. This will be undertaken after
advise from local health authorities and as per precautions prescribed and used in other parts
of the world for social distancing in schools: as per advise of the Department of Health and
guidelines of World Health Organisation (WHO). This will include training of students and
teachers on measures of social distancing and handwashing and other prescribed guidelines.
145
Balochistan Education Sector Plan 2020-2025
146
Balochistan Education Sector Plan 2020-2025
147
Balochistan Education Sector Plan 2020-2025
148
Balochistan Education Sector Plan 2020-2025
149
Balochistan Education Sector Plan 2020-2025
5.4.3 Develop formal coordination I. Identify areas of coordination Formal linkages with
functions with the Department of required to be established between Department of
Secondary Education the Directorate of Literacy and NFE Secondary Education
and the Department of Secondary institutionalised
Education
II. Form a committee to formalise
the linkages including sharing of
data
III. Notify mandatory coordination
wherever applicable
5.4.4 Develop capacity for I. Assess capacity needs of quality Capacity of quality
development and review of NFE organisations (BTBB, BAEC, organisations to develop
programs/ products in formal BOC&EC) for development of NFE NFE products
quality organisations of programs and products developed
Department of Secondary II. Prepare and implement a
Education capacity development plan based
on the assessment
III. Implement the Plan phase wise
5.4.5 Develop capacity of PITE to I. Assess capacity needs of PITE Capacity of PITE to
train NFE & ALP teachers for support to NFE programs support trainings in NFE
II. Prepare and implement a programs built
capacity development plan based
on the assessment
III. Sign MoU between NFE and
PITE to conduct trainings
5.4.6 Develop an accreditation I. Develop standards for deliverers Accreditation system for
system that helps in quality of NFE in the government (NFE NFE programs
assurance and enhancement of centres), non-government and implemented
NFE programs and develop private sectors
capacity for managing NFE II. Based on the standards develop
programs by the non-government an accreditation framework for non-
and private sectors government/ private sector service
providers and monitor standards on
an ongoing basis
III. Capacitate the Directorate of
Literacy and NFE to accredit
150
Balochistan Education Sector Plan 2020-2025
151
Balochistan Education Sector Plan 2020-2025
152
Balochistan Education Sector Plan 2020-2025
NFE/ALP education and advance degrees II. Engage with pre-service teacher
Programs in education education institutions and HEC to
introduce courses on NFE and
adult literacy programs
(Andragogy) for teaching,
curriculum and material
development.
III. Set up and implement
scholarship program
5.6.2 Develop and implement I. Institutionalise and operationalise Number of teachers
NFE teachers’ professional in-service training for NFE trained in NFE
development program to improve teachers’ professional development enhanced
quality of teaching system jointly with PITE and
directorate of Education (Schools)
II. Develop database of teachers to
be trained each year
III. Develop and implement the
training program
5.6.3 Ensure NFE and literacy I. Review current curricula Need based curricula of
programs have need based on II. Improve existing curricula NFE as per local needs
curricula developed
III. Develop new curricula based on
research and local needs when
required
5.6.4 Ensure learning material I. Review current learning material Relevant learning
suits learning needs of the target II. Improve the existing learning material developed
groups material according to learning needs
of target groups and relevance to
provincial curriculum
5.6.5 Develop comprehensive I. Review standards for NFE Standards for NFE
standards for inputs, processes II. Develop revised standards notified
and outputs in NFE service
III. Notify new standards
delivery
5.6.6 Implement NFE I. Develop NFE examination and NFE assessment and
assessment & examination assessment system with BAEC examination system
system II. Use result of assessment to implemented
design relevant training program
153
Balochistan Education Sector Plan 2020-2025
5.6.7 Directorate of Literacy and I. Engage with NAVTCC and Equivalence system for
NFE and BTEVTA to develop BTEVTA for development of continuation into
standardised certification of equivalence technical and vocation
graduates of NFE for inclusion in II. Agree on equivalence process education
regular TVET will be undertaken institutionalised
III. Notify equivalence process.
5.6.8 Introduce career counseling I. Develop career counseling NFE participants receive
guidelines in NFE centers for guidelines career counseling
improved career choices and II. Train career counselors for
continuing education programs
III. Include career counseling in
programs
5.7 Approach to 5.7. Continue teaching – 5.7.1 Explore options of video I. In consultation with Pakistan Video based lessons for
Schooling under schooling in the COVID 19 based lessons for secondary and Television design and prepare secondary and higher
COVID 19 pandemic higher secondary classes video based lessons secondary classes
II. Run video based lessons on air available
on PTV and online using other
medium
5.7.2 Develop specialised video I. In consultation with Pakistan Video based lessons for
based lessons for early grades Television design and prepare early grades on literacy
on literacy and numeracy based video based lessons and numeracy based on
on revised scheme of studies II. Run video based lessons on air revised scheme of
on PTV and online using other studies available
medium
5.7.3 Prepare specialised video I. In consultation with Pakistan Video based lessons for
based lessons for middle grades Television design and prepare middle grades based on
based on revised scheme of video based lessons revised scheme of
studies II. Run video based lessons on air studies available
on PTV and online using other
medium
5.7.4 Prepare radio based I. In consultation with Radio Radio based lessons
lessons for areas without TV Pakistan design and prepare radio available
coverage based lessons
154
Balochistan Education Sector Plan 2020-2025
155
Balochistan Education Sector Plan 2020-2025
Resultantly, decisions are often taken in isolation of ground realities. The system has weak
learning and products like curriculum and textbooks have a disconnect.
The overall goal of data and research is to ‘Ensure education policies, planning, monitoring and
reform are based on empirical evidence derived from data and research.’
60 These include Balochistan Textbook Board (BTBB), Bureau of Curriculum and Extension Centre (BOC&EC), Provincial
Institute of Teacher Education (PITE), Policy, Planning and Implementation Unit (PPIU) and the Balochistan Board of
Intermediate and Secondary Education (BBISE).
156
Balochistan Education Sector Plan 2020-2025
Global Commitments
Develop Sustainable Development
comprehensive Goals
needs based SDG4 -‘Ensure inclusive
database for use in and equitable quality
education policy, education and promote
planning and lifelong learning
service delivery opportunities for all’
There is a
SDG5- Achieve gender
huge
equality and empower all
disconnect
women and girls.
between Ensure A culture of
SDG8- Promote sustained,
realities of standardised decision making
Ensure education inclusive and sustainable
the child, analysis is regularly that relies on
policies, planning, economic growth, full and
needs of the conducted empirical
monitoring and productive employment and
society and evidence and the
reform are based decent work for all.
the design ability of the
on empirical National Commitments
and system to
evidence derived Articles 25 A and 37b of the
execution of Institutionalise use produce well
from data and Constitution
education of data in policy researched
research "The State shall provide free
services due development, analysis and
and compulsory education
to absence planning and quality data
to all children of the age of
of data, data service delivery five to sixteen years in such
analysis and
manner as may be
research
determined by law.”
Develop a culture
and practice of Provincial Commitments
research-based Balochistan Compulsory
review of policies, Education Act 2014 -
plans and providing a detailed legal
implementation framework for
processes implementation of Article
25A
12.3. DATA
Data production has improved since the last sector plan but still falls, majorly, short of needs.
Data and its use is restricted to the Education Management Information System (EMIS).
Balochistan has had a functioning EMIS since the early 1990s. It was restricted to the
collection of data from government schools managed by SED on an annual basis and catered
to limited needs of the Directorate of Education (Schools) only. In the last five years, based on
the recommendations of the Balochistan Education Sector Plan, and the consequent capacity
development plans, changes were made in the EMIS. Its scope and processes have been
revised. EMIS has worked on data frameworks for other organisations: PITE, BOC&EC, BTBB
and Directorate of Education. However, these have not rolled out. Despite the improvements
in EMIS the province still lacks adequate and standardised data and has a weak culture of data
use.
157
Balochistan Education Sector Plan 2020-2025
Balochistan Compulsory Education Act 2014 and the SDG 4. Even the education sector
analysis suffered through this lack of data. For example, an agreed, robust, data on out of
school children is not available. The Plan uses the figures from Pakistan Education Statistics
2017 in the absence of a better source. Similarly, enrolments in private schools and madrassas
are not available, though now being collected. The deficit is not limited to Balochistan. An
important publication like the Pakistan Social and Living Measurement Survey has not been
published since 2014-15. In some cases, data is available but not in a usable format because of
non-linking with the central database or lack of digitisation.
12.4.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
Data Availability:
Absence of a comprehensive data needs analysis: A comprehensive need analysis for data
has never been undertaken. Such an analysis is required at multiple levels. At the broadest
level data requirements have to be driven by Balochistan Compulsory Education Act 2014 and
the Sustainable Development Goals – especially- SDG4. To date, no analysis has been
undertaken of the data needs for both. In the case of Balochistan Compulsory Education Act
2014, no attempt has been made to identify even indicators. In the case of SDG 4, no analysis
has been made of the data needs against the indicators or to review the indicators framework
to adjust to the priorities of Balochistan. Resultantly there is no reporting. The problem
cascades down to micro-level data needs of individual organisations. The situation reflects the
larger national problem of data. There are multiple sources representing data for sub-sets of
issues without an overall need analysis. Systemic need analysis with an ongoing review is a
requirement that will make data more targeted towards problems.
Absence of comprehensive data on schools other than SED: There are three types of schools
other than those run by the Secondary Education Department. These include those run by
government entities other than the Secondary Education Department, private schools and
madrassas. Currently, a survey of private schools and madrassas has been initiated and initial
results estimate about 40% of overall enrolment to be in private schools. Other public sector
schools are not included. These are schools that are run by public sector organisations other
than the Secondary Education Department (SED). The census at this point does not cover
sufficient indicators (as compared to regular government schools). For better analysis, a more
comprehensive data needs to be collected.
Limited digitisation of Data: There are disparate datasets that are available for digitisation in
the department. Some are already digitised but not in the right format for public use. One
example is the data of results of BBISE. It has both types of data. Historical one that is not
digitised, and a more recent one that has been put into an electronic, but not in a user-friendly
format. In fact, it is not even available publicly. Important data on textbooks produced and
distributed is available but not digitised. There has been no effort made to locate other such
data for digitisation and mainstreaming into the central database.
Unlinked disparate datasets: There is digitised data beyond the Education Management
Information System (EMIS). This includes BAEC assessment results and the Non-formal
Education Management Information System (NEMIS). Also, data on teacher training is being
collected by PITE. These databases are not linked to the main Education Management
Information System (EMIS). This means potential for critical information and analysis is not
being availed.
158
Balochistan Education Sector Plan 2020-2025
A comprehensive need analysis will be undertaken to first identify the requirements and then
align data collection and analysis with them. This will be undertaken through a comprehensive
approach to look at data needs starting from macro-level indicators for Balochistan
Compulsory Education 2014 and SDG 4 (along with other relevant SDGs), including, those on
gender. It will be followed by an analysis of other more micro-level needs of each
organisations.
2. Data collection on private schools, other public sectors and madrassas will be
institutionalised
Without accurate data on children in schools a number of critical macro targets cannot be
calculated, including, the actual number of out of school children. This will require a more
comprehensive instrument for collection of data on private schools and madrassas, at par with
the government schools. Resistance from the private school owners will be managed through
negotiation and confidence building.
3. Existing data that is outside the main database of EMIS will be digitised
A lot of data that is available needs to be digitised. The most glaring omission are the results
of the Boards of Intermediate and Secondary Education. Data exists in excel sheets and
converted into more analytical formats used in EMIS. Also, older data available in hard copies
can also be digitised. Similarly, a lot of information on personnel and finances should be
digitised to link to the main EMIS.
The central EMIS will be linked up with other databases available within the system. Not only
the existing ones but also others to be developed in future for stronger information availability
and analysis.
12.5.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to
data analysis:
Absence of a standardised framework: No effort has been made to develop a structured need-
based standardised framework for analysis. Partly because there has never been a proper data
needs analysis that should have a standardised analysis as a product. This again creates issues
of information availability, as per needs.
Capacity limitations: The two organisations that have the maximum need for data collection
are the Policy Planning and Implementation Unit (PPIU) and the Education Management
Information System (EMIS). While the actual need may come from a variety of sources the
actual organisation into an analysis is the role of these two organisations. They do not have
159
Balochistan Education Sector Plan 2020-2025
the capacity for any analysis beyond the rudimentary. This limits the possibilities of a need
based framework for analysis and its production with data.
Once data needs are determined through a structured approach, a standardised framework
for data analysis will follow. This will allow more need-based reporting and the ability to
compare progress in a structured manner. These frameworks will again flow from needs of the
Compulsory Education Act 2014, SDG 4 and the Balochistan Education Sector Plan, among
others.
As the main unit for planning the core ability will be developed within the Policy Planning and
Implementation Unit (PPIU) and Education Management Information System (EMIS). This
will require capacity building and close coordination between the two on an ongoing basis.
12.6.1. Challenges:
There is no culture of data use. Importance of using data for decisions is not recognised in
most government organisations including, to a great extent, in SED and its attached
departments. Secondly, most officers do not have the capacity to use data effectively in
decision making and finally, there is very limited space in the rules to mandate use of data.
While this cannot be done for everything, there is a lot of scope for expansion of rules. The
demand-side management is extremely critical as there is a correlation between the use of data
and improvement in its availability and analysis.
Sub-goal is to ‘Institutionalise use of data in policy development, planning and service delivery.’
Officers of the Department will be targeted through specific seminars, workshops and
trainings to help them recognise the importance of data. This will be a regular annual feature.
2. Capacity for the use of data in policy, planning and service delivery will be
developed
This capacity building will be more specific to the needs of each organisation to ensure that it
is utilised effectively. This will also not be a one time activity but a regular feature for all new
incumbents.
3. Existing rules will be reviewed and revised for mandatory data use in planning and
decision making
Actions mandated by rules have a higher priority than those simply desirable. Unless rules are
revised to make it compulsory to use data for decisions, most officers will not be compelled to
160
Balochistan Education Sector Plan 2020-2025
do the same. However, not all decisions can be bound to the use of data. Current rules and
procedures will be reviewed to see which of these can be linked to data use. This linking will
be for different considerations, including, availability of data. Again, this does not necessarily
have to be a one time review. With an increase in capacity of individuals, a shift in the culture
of data use and greater availability of data, the scope will be further expanded in the future.
12.7. Research
Research has been even more neglected than data. All organisations responsible for the
production of quality products (BTBB, BBISE, BAEC, BOC&EC and PITE) along with PPIU
have a research mandate. None of these have been operationalised due to lack of resources
(both human and financial) which symptomises low priority according to research. Practically,
except for some donor-funded initiatives, there is no systemic effort, or demand, for research
and its link to policy development and review.
12.7.1. Challenges:
The following challenges were identified in the ESA with reference to weak research:
Lack of recognition of the importance of research: Similar to data, the problem on the research
side has also resulted from a lack of demand – a failure to recognise the importance of research
in education. A clear indicator is the complete absence of funds for research functions of the
organisations within SED. Secondly, even researches carried out in academia do not find any
space among the policy-makers. Only with a change in attitudes will regular research be
carried out within the department, and through academia.
Limited capacity for research: There is very little, if any capacity, within the government to
carry out research or even collaborate with the academia on a research process. In fact, there
have been no efforts to create linkages with academia. While the latter has more capacity for
research, but due to years of disconnect with the public sector, they would require additional
capacity building to connect with the needs of the Department, and the province as a whole.
No Rules to Mandate use of Research: As mentioned earlier in the chapter, there is a limited
requirement of data use for certain plans. There is no such requirement for research. No
policy, plan or decision is mandated to use research. While, again, similar to data (with greater
limitations) use of research cannot be mandated for everything, but it can definitely be
expanded to some basic level.
Sub-goal is to ‘Develop a culture and practice of research-based review of policies, plans and
implementation processes.’
Similar to sensitisation on data specific, and ongoing, efforts for sensitisation of senior
decision-makers and political leadership on research will need to be undertaken. The process
will be conducted with the assistance of academia from both within and outside the province.
There are many areas that require research. Besides, areas that require research will emerge.
There will be an ongoing review of research needs and plans to conduct these researches
through various sources, especially, the academia.
161
Balochistan Education Sector Plan 2020-2025
Capacity on research in education will be improved both within the department for
organisations that have a direct mandate and also outside, including, academia. This will
require a mutually supportive effort of the academia and the Secondary Education
Department.
4. Research will be made a mandatory part of policy review processes and reforms
Actions mandated by rules have a higher priority than those simply desirable. Unless rules are
revised to make it compulsory to use research for policy review processes, most officers will
not be compelled to change their approach. However, not all policy review processes can be
bound to the use of research. Current rules and procedures will have to be reviewed to see
which of these can be linked to research. This linking can be for different considerations,
including availability and ease of research. Again this does not necessarily have to be a one
time review. With an increase in capacity of individuals, a shift in the culture of research and
its use and greater availability of a research corpus the scope will be further expanded in
future.
162
Balochistan Education Sector Plan 2020-2025
Overall Goal: Ensure education policies, planning, monitoring and reform are based on empirical evidence derived from data and research
163
Balochistan Education Sector Plan 2020-2025
164
Balochistan Education Sector Plan 2020-2025
and implementation decision makers and political II. Implement the plan
processes. leadership
6.4.2 Conduct regular need I. Set up a committee with membership Enhanced research on
based research from all attachment departments to identify education
research needs for every 5 years with
annual review
II. Create a research committee to engage
with universities to conduct relevant
research
III. Set up a research fund to ensure
research is pursued in areas identified
6.4.3 Develop and enhance I. Operationalise and integrate the research Capacity for research
capacity for research on mandates of BOC&EC, PITE, BTBB, enhanced in the
education BBISE & BAEC and identify capacity gaps education system
as part of overall capacity development
plans for these organisations
II. Recognise the importance of linkages
between academia and government for
research
III. Mandate that have qualified academics
to conduct research for the government
and its students and teachers to be given
recognition for their values and services
6.4.4 Mandate research as part I. Identify areas in planning, monitoring and Rules mandating use of
of policy review processes and implementation where research and its use research notified
reforms should be essential
II. Notify rules accordingly
165
Balochistan Education Sector Plan 2020-2025
166
Balochistan Education Sector Plan 2020-2025
Increased spending on education, however, has not translated into improved learning
outcomes. The percentage of out-of-school children has not recorded any major reduction
either. There are two major explanations for this. First, the overall education planning and
resource allocation is not aligned with the goal of learning. Secondly, the education system has
a weak ability to translate increased spending into better learning outcomes. This weak
systemic ability, in turn, is explained by poor governance and weak management capacity of
the education system in the province.
Governance and management issues cut through all aspects of education service delivery.
Governance includes standards, regulation, information, accountability, transparency and
politics. Management covers policy and legal frameworks, structures, processes (planning,
implementation and monitoring and evaluation), and capacities. The issues of lack of
standards and weak capacity are of cross-cutting nature and have, therefore, been dealt with
throughout BESP. The remaining governance and management issues have been analysed in
this chapter.
Poor governance framework and weak management capacity at all levels of education
(including schools) is arguably the most serious problem of education service delivery in
Balochistan. Key governance and management challenges include but are not limited to weak
policy, regulatory and legal frameworks, ad hoc and centralised planning, inefficient HR
management system, lack of clarity over mandates, unavailability and opacity of data on
performance, low accountability, and lack of sustained political support. Most other problems
in the education sector are somehow linked to poor governance and management. Prevalence
of these issues means that the education system lacks the capacity to efficiently and effectively
utilise available physical, human and financial resources. It also implies that increased
availability of resources for education alone may not address the crisis of learning and low
access.
The governance and management challenges explained above are compounded by the large,
complex, and multi-layered organisational structure of the Secondary Education Department.
With an employee strength of nearly 79,000 personnel spread horizontally and vertically
across all tiers of governance (province, division, district and school), the Secondary
Education Department (SED) is the largest department in the province in terms of human
resource and infrastructure. Secondary Education Department’s (SED) 14,979 schools are
spread across all tehsils and districts of the province. Nearly one million children attend these
schools. The province is also home to a large number of Madrassahs and private schools. The
latter have experienced mushroom growth over the last couple of decades. While the number
of schools and students has increased, the fundamental management structures have
remained, largely, unchanged even though there have been incremental changes.
61The education budget of Balochistan has increased from PKR 14 billion in 2009-10 to PKR 75 billion in 2019-20.
62World Bank. 2018. World Development Report 2018 : Learning to Realize Education's Promise. Washington, DC: World Bank.
https://openknowledge.worldbank.org/handle/10986/28340 License: CC BY 3.0 IGO.
167
Balochistan Education Sector Plan 2020-2025
Better planning requires stakeholder engagement, accurate assessment of key needs of the
education sector, and development of needs-based short and medium-term plans. Similarly,
efficient management at the minimum requires that the component parts of an education
system are aligned towards the goal of learning and organised in a way that they cover the
mandate of education and reinforce each other in achieving the set goals. Key interventions
proposed for improving managerial efficiency include implementation of a results-based
management system, development of efficient HR management and development framework,
consolidation of decentralisation reforms, implementation of comprehensive monitoring and
evaluation mechanisms, the introduction of public-private partnerships, community
involvement in education management, and promotion of gender-inclusive management.
• Development of
perspective and short-
• Development of term plans
holistic M&E strategy • Alignment of short-term
• Strengthening of PMC plans with medium and
& RTSM long-term plans
• Periodic evaluations • Needs assessment
studies
• Involvement of lower
tiers
Learning
For improving the governance of education, this plan focuses primarily on strengthening
accountability and increasing transparency. As explained in the Education Sector Analysis,
failure of accountability is arguably the biggest impediment in the delivery of education.
Furthermore, accountability can break down at at-least three places in the education delivery
chain.
The Plan proposes measures to strengthen accountability at all three steps. For strengthening
the accountability link between citizens and politicians, the plan recommends transparency,
168
Balochistan Education Sector Plan 2020-2025
which will improve public access to information on key aspects of education delivery and
enable them to hold their political representatives accountable. For strengthening the
accountability link between politicians and service providers, mandatory sharing of
information on the performance of Secondary Education Department (SED) is recommended.
For the link between the Secretariat and attached departments, this plan proposes the
implementation of a results-based management system with periodic progress review
meetings.
The Plan also recognises that the traditional route to accountability (citizen -> Politicians ->
Service providers) is long and vulnerable to breakdown at multiple places in the delivery chain.
First, citizens, especially poor and marginalised groups such as women, young, minorities,
may not have the necessary information and collective action capacity to hold politicians
accountable. Second, policymakers may not be able to hold service providers accountable.
Information asymmetry, principal-agent problems, management constraints and external
pressures adversely affect the capacity of governments to hold bureaucrats accountable. Third,
the Secretariat may not have the capacity to hold attached departments and lower tiers to
account for their performance.
Given the challenges associated with the traditional route to accountability, this plan also
promotes a shorter route to accountability through the engagement of community at each level
of education delivery i.e. school, cluster, district and province. Social accountability forums
have already been created at school, cluster, district and provincial levels. This plan
recommends the consolidation and strengthening of these forums.
In light of the above, the overall goal for governance and management has been defined as
follows:
‘To promote better governance and management for a more efficient, effective, inclusive and
accountable education service delivery’.
The State
Politicians/Policymakers
Long route to
accountability
Grievance redressal
Short route
Result-based management
PTSMCs
169
Balochistan Education Sector Plan 2020-2025
170
Balochistan Education Sector Plan 2020-2025
13.3.1. Challenges:
Fragmented policy framework: The 18th Amendment to the Constitution of Pakistan made
provinces responsible for devising policies and laws related to the delivery of education. Nine
years since the amendment was adopted, the Government of Balochistan still lacks an
approved education policy. A draft education policy was prepared, but it never got approved.
The province has been following the National Education Policy 2009. The current policy
framework comprises a mix of political decisions, sector plan, acts and written documents.
Incomplete legal framework: The legal framework governing the delivery of education also
requires significant improvement. First, certain acts, such as Compulsory Education Act 2014,
are impractical and fail to consider the resource and capacity constraints of Secondary
Education Department (SED). Secondly, there are certain aspects of education delivery that
fall within the domain of provinces but are yet to have a legislative cover. For instance: there
is no provincial statute to govern curriculum and standards. Thirdly, in many cases, legislative
acts have been passed, but rules have not been framed. For instance: the rules of legislative
acts pertaining to Balochistan Assessment and Examination Commission (BAEC), Mother
Languages as Compulsory Additional Subject, and the Compulsory Education Act have not
been approved yet. This has not only created confusion regarding roles and responsibilities
but also slowed down progress on implementation.
Education policy provides broader vision and strategic direction for guiding the provision of
education. It also represents political priorities in education. Development of provincial
education policy will provide a coherent set of strategic guidelines for steering the delivery of
education.
Legislations delineate the binding responsibilities and roles of various actors within the
education system. Existing statutes will be reviewed for better alignment with ground realities
and needs of the education sector. In particular, the Compulsory Education Act 2014 will be
revised in line with the resource constraints of Secondary Education Department (SED).
Furthermore, a statute on Curriculum and Standards will be introduced to guide curriculum
development and textbook preparation.
Rules provide an elaborate framework for implementing existing laws and are adopted by
administrative departments under the authority granted by the legislature. Rules pertaining
to Balochistan Assessment and Examination Commission (BAEC) Act, Mother Languages as
Compulsory Additional Subject Act and the Compulsory Education Act will be developed and
approved.
171
Balochistan Education Sector Plan 2020-2025
13.4.1. Challenges:
Key challenges are as follows:
Centralised planning: The involvement of divisional and district tiers in education planning
and budget-making processes is negligible, which has created serious issues of ownership and
led to limited redressal of actual needs of the system. While the non-development budget is
rigid, nearly the entire development budget is spent as per the wishes of members of the
provincial assembly, Even the Secondary Education Department (SED) has a very limited say,
let alone the lower tiers, in identifying schemes for development component of the budget.
Donor-driven planning: Education sector planning and reform processes are mostly spurred
and supported by donors. Limited policy recognition of need-based planning by the
Government has created a gap that donors are trying to fill. However, this also means that
even well-intentioned and well-designed donor-backed initiatives may face issues of
ownership and sustainability. Furthermore, owing to the inertia of organisations of Secondary
Education Department (SED) and their resistance to reform, donors often end up supporting
the creation of parallel structures, which not only creates issues of sustainability but also
172
Balochistan Education Sector Plan 2020-2025
Weak monitoring of development schemes: First, schemes for development component of the
education budget are identified mostly by political representatives. Secondly, the resources
spent on these schemes are not properly monitored to ensure compliance with quality
standards and specifications provided in PC-I forms of projects. The Communication and
Works (C&W) Department is often the executing agency for Secondary Education
Department’s (SED) development projects. According to guidelines of the Planning Manual of
the Federal Planning Commission, executing agencies are required to submit PC-III forms on
a quarterly basis. PC-III forms are designed to furnish information on the progress of on-going
development projects. Representatives of Secondary Education Department (SED),
Communication and Works (C&W) and Planning and Development (P&D) departments are
supposed to meet each quarter to review progress and identify potential issues. There is,
however, limited compliance with these requirements. PC-III forms are not submitted
regularly. Quarterly progress review meetings are also not held each quarter.
BESP provides a strategic direction for guiding the provision of education service. It has
bridged the gap related to medium-term planning, but short-term planning remains a weak
link. Steps will be taken to ensure the development of Annual Operational Plans (AOPs) are
aligned with BESP.
Furthermore, the alignment of development plans with the needs of the education sector will
also be ensured to improve the effectiveness of development expenditures. This will involve
carrying out of research-based needs assessment studies for all key inputs of learning
including teacher training, curriculum, schools, and missing facilities (this strategy can be
found in the chapter on research). Furthermore, proposals for Annual Development Plans will
be aligned with Annual Operational Plans (AOPs).
Formal and mandatory mechanisms will be devised to ensure inputs of sub-district, district
and attached departments in education planning. The inputs of sub-district, district and
attached departments will be made mandatory for education planning.
Secondary Education Department (SED) will prepare a well-defined mechanism for reviewing
donor proposals and ensuring their alignment with BESP. For this Policy Planning and
173
Balochistan Education Sector Plan 2020-2025
Implimentation Unit (PPIU) will be empowered to disseminate BESP to donors, review donor
proposals, and promote smooth and sustained coordination with donors.
Secondary Education Department (SED) will be sensitised about the importance of quarterly
progress meetings and trained on how to review of PC-III forms to ensure compliance with
the quality standards specified in PC-I forms. Furthermore, Secondary Education Department
(SED) will empower divisional directors to supervise and physically monitor progress on
development schemes of Secondary Education Department (SED) and share quarterly
progress reports.
13.5.1. Challenges:
Limited operational planning: Operational planning is nearly non-existent in the Secretariat
and its attached departments. There are no work plans against which organisational progress
can be monitored, and accountability ensured.
Weak horizontal and vertical coordination: There is a serious lack of coordination and
systematic communication among various institutions at the provincial level and between the
provincial and lower tiers. There is no formal platform where all institutions involved in the
delivery of education could come together to discuss progress and bottlenecks in the provision
of education. This has not only adversely affected implementation capacity but also widened
the gap and trust deficit between different tiers of education department.
Weak Monitoring and Evaluation: The monitoring of education has serious flaws. There is a
lack of systemic monitoring mechanisms for the education system as a whole and its various
sub-systems. Furthermore, monitoring is input-focused mainly. Processes are monitored only
occasionally. Outputs, outcomes and impact are not even part of the Monitoring and
Evaluation (M&E) plan. Even the input-monitoring is restricted to only a few inputs of
education such as number of schools, missing facilities and teacher attendance. Although the
establishment of a ‘Performance Management Cell (PMC)’ has improved the availability of
data, major gaps persist. Furthermore, the data analysis of the capacity of Performance
Management Cell (PMC) is limited.
174
Balochistan Education Sector Plan 2020-2025
There is a dire need for introducing systemic and formal coordination among various
institutions at the provincial level and between the provincial and lower tiers. Creation of a
formal coordination mechanism will strengthen operational linkages, promote the
involvement of all attached departments and lower tiers in decision-making processes and
improve accountability.
13.6.1. Challenges:
Lack of integrated HR management framework and dedicated HR management unit: There is
a lack of an integrated rules-based framework to provide clear strategic direction for managing
and developing human resource of Secondary Education Department (SED). In the absence
of such a framework, routine management of HR takes place through notifications issued on
an emerging need basis. Furthermore, there is a lack of a dedicated unit to manage the nearly
79,000 employees of Secondary Education Department (SED).
The incoherence of the HR framework combined with the lack of a dedicated management
unit has increased day-to-day administrative burden on education managers at all levels.
63 UNODC Handbook on Results-based Management and the 2030 Agenda for Sustainable Development
175
Balochistan Education Sector Plan 2020-2025
Admin work and daily firefighting has come to occupy the bulk of education managers’ time.
Furthermore, it has also increased the system’s vulnerability to individual influences and
external pressures. The outcome is the increased politicisation of HR management. No wonder
most decisions about appointments, deployment, trainings, postings and tenures of civil
servants are influenced by politicians, which has compromised the independence and
impartiality of civil service and adversely affected the provision of basic public services to
citizens.
Frequent and abrupt transfer postings: Abrupt and frequent transfer postings of heads of key
departments and organisations involved in the delivery education at the provincial, divisional
and district level has almost become a norm in Balochistan. For example, the Secretary of
Secondary Education Department (SED) was changed six times within a short period of two
years between 2015 and 2017. Similarly, the heads of attached departments such as the
Provincial Institute for Teacher Education (PITE), Bureau of Curriculum & Extension Centre
(BOC&EC), Balochistan Text Book Board (BTBB), Balochistan Board of Intermediate and
Secondary Education (BBISE) and Balochistan Assessment and Examination Commission
(BAEC) are changed frequently and without any compelling justification. Furthermore,
District Education Officers (DEOs) and teachers, who, respectively, are the backbone of the
education system at the district and school level, also face frequent, abrupt, and often
politically-motivated, transfer postings.64 Consequently, schools in many rural and remote
areas remain without teachers as the politically-connected ones manage to secure transfers to
urban centers.
Limited managerial capacity: Personnel managing the delivery of education lack specialised
management skills. Currently, two types of personnel managed the education system:
generalist managers belonging to the federal and provincial civil services cadres and education
managers, mostly from teaching cadre. Generalist managers look after the overall
management of education in the Secretariat whereas personnel from the provincial education
cadres (teaching and bureau) typically occupy senior management positions at the district and
divisional levels and in the attached departments of Secondary Education Department (SED)
such as Balochistan Board of Intermediate and Secondary Education (BBISE), Bureau of
Curriculum and Extension Centre (BOC&EC), Provincial Institute for Teacher Education
(PITE) and Balochistan Assessment and Examination Commission (BAEC). Generalist
managers often don’t have any background in education, but they have broad management
skills. Managers from education cadres receive no formal training in management either
during their pre-service education or after induction as managers. Resultantly, management
processes suffer a lot. Similarly, the education system also doesn’t produce education
specialists in areas of teacher training, textbooks, curriculum and examinations. The issue of
education specialists has been dealt with in other chapters.
Weak capacity: Education workforce has limited skills to carry out assigned responsibilities
and functions. This function-skills gap is caused mainly by flawed recruitment and
deployment processes, lack of proper induction-level trainings and continuous professional
development programs.
64 District Consultations
176
Balochistan Education Sector Plan 2020-2025
A dedicated and specialised unit will be created in Secondary Education Department (SED) to
look after HR management to improve HR management capacity of Secondary Education
Department (SED).
4. Induction and ongoing trainings for teaching cadre personnel posted as managers
All teaching cadre personnel posted at the managerial position will be given induction
trainings at the time of first posting. Other personnel who are currently in managerial
positions will also be given training. Once induction trainings are completed all personnel who
continue in these positions will receive trainings every three years.
13.7.1. Challenges:
Weak regulatory framework for private schools: The framework for regulating non-state
schools65 is weak and underdeveloped. The existing framework seeks to ensure the availability
of required facilities and a minimum standard of quality in non-state schools and protect
parents from exploitation and unfair fee hikes. However, there are two key issues. First, there
is a lack of well-defined standards against whom compliance can be monitored and ensured.
Secondly, the existing framework focuses too much on monitoring and penalising non-
governmental actors rather than treating them as partners in the delivery of education. It lacks
potential support mechanisms for the non-state schools, which in turn might discourage
competition and innovation in the provision of education. Draft Balochistan Private
Educational Institutions Registration, Regulation and Promotion Bill 2019 takes a more
65‘Non-state’ schools refer to schools owned by for-profit private actors as well as non-profit schools owned by foundations and
community organizations.
177
Balochistan Education Sector Plan 2020-2025
stringent view of regulation limiting to inputs. The older Act of 2015 has a more broad-based
view of an engaged process of development of a regulatory framework. The latter, with some
modifications, will be a better option.
The GoB is in the process of introducing a new bill to replace existing statute on private schools
regulation. The draft bill has a very limited scope. In contrast, the existing statute is more
comprehensive in scope and coverage.
Sub-goal of greater private sector engagement is to ‘Encourage, and regulate, greater private
sector participation and investment in education service delivery.’
There is tremendous potential for engaging the private sector in education delivery under
Public-Private Partnership (PPP) mode. The GoB is in the process of establishing a full-fledged
PPP setup in the province. Secondary Education Department (SED) will take advantage of this
setup to promote public-private partnerships across the value chain of education. In this
regard, a PPP strategy for education will be developed and implemented. Furthermore, a
Public-Private Partnership (PPP) node will be established in Secondary Education
Department (SED) in line with the provisions of Balochistan Public-Private Partnership Act
2018.
13.8.1. Challenges:
Gaps in DEA and DEG: District Education Authority was created in each district to exercise
certain powers pertaining to implementation and monitoring of education affairs. Similarly,
District Education Group was created as a stakeholder forum with members from education,
health, treasury and social welfare departments and representatives of teachers, Parents
Teachers School Management Committee (PTSMCs), local Non-Governmental Organisations
178
Balochistan Education Sector Plan 2020-2025
(NGOs) and civil society.66 There are perceptions of overlap over the mandates of District
Education Authority (DEA) and District Education Group (DEG). Furthermore, the presence
of representative of DC in District Education Authority (DEA) has undermined the authority
of DEO. Lastly, monthly meetings of District Education Authority (DEA) and District
Education Group (DEG) are not held regularly as stipulated in their Terms of References
(ToRs).
Irrational cluster sizes: Under the cluster-based management system, a cluster was formed
around each high school in the district. The function of procuring education resources like
reading and writing material, furniture, and mats was placed at the disposal of
Headmaster/Headmistress of High School as Cluster Heads. However, cluster-management
needs improvements. First, cluster sizes need to be rationalised. Some clusters have two feeder
schools, whereas others have more than 50 feeder schools. Furthermore, new clusters are
created every year due to upgradation of existing middle schools and the establishment of high
schools. This has created issues related to cluster sizes. Secondly, Local Education Purchase
Committees (LEPCs) have not been formed in each cluster. Constitution of Local Education
Purchase Committee (LEPC) was mandatory to perform the function of procurement as per
the GoB’s procurement policy 2014. Lastly, there is a lack of clarity surrounding the criteria
for distributing funds among clusters and feeder schools within clusters. The existing criteria
of funds distribution (50% on the basis of each school and 50% on the basis of enrolment)
need to be reviewed and revised.
Weak and inactive LECs and PTSMCs: Community organisations, such as Local Education
Councils (LECs) and Parents Teachers School Management Committees (PTSMCs), were
created to involve the community in the management of education. However, Local Education
Councils (LECs) and Parents Teachers School Management Committee (PTSMCs) are not
active and functional in all clusters and schools. Those councils that are active have serious
capacity issues.
Weak school management: Schools are the lowest unit of education delivery. The major
governance and management issues that have affected education delivery at the provincial and
district level also exist at school level. Sound management at school level is as important as at
the district and provincial levels. Schools don’t have management or development plans.
66 DEG Notification
67 http://www1.worldbank.org/publicsector/decentralization/what.htm
179
Balochistan Education Sector Plan 2020-2025
District Education Authority (DEA) was created to empower DEO and strengthen district-level
management of education, whereas District Education Group (DEG) was created to
strengthen accountability and encourage community involvement in education delivery. The
functions of both District Education Authority (DEA) and District Education Group (DEG)
will be aligned with this mandate and overlaps will be removed. The executive authority will
remain with District Education Authority (DEA). District Education Group (DEG) should act
as a stakeholder and social accountability forum. Heads of DEA and DEG will be required to
share minutes of monthly meetings with the Directorate of Education (Schools).
Cluster sizes will be rationalised, keeping in view factors such as distance and number of feeder
schools. For female clusters, the possibility of creating clusters at the level of middle schools
will be considered. Furthermore, cluster sizes will be reviewed only once in every two years to
maintain stability and ensure the availability of reliable cluster data for planning and
budgeting purposes.
Gaps in procurement processes will be addressed to meet the requirements of schools more
effectively. First, the disbursement of cluster-budgets will be linked with notification of Local
Education Purchase Committees to promote compliance with procurement policy 2014.
Secondly, the formula for allocation of budget to clusters and its distribution among feeder
schools within the clusters will be reviewed and refined. Thirdly, cluster heads will be
empowered to re-appropriate budget from one to another head. The proposed change will help
in aligning cluster budgets with the needs and demands of schools.
Schools are the lowest, and arguably, the most important, unit of education delivery. All the
guidelines and recommendations pertaining to better planning, efficient management and
effective accountability apply to schools as well. In the light of these recommendations, the
heads of all middle and high schools will be required to develop annual school improvement
plans in consultation with concerned community forum Parent Teacher School Management
Committees (PTSMCs). Furthermore, school heads will be required to develop annual work
plans and display the same in schools.
Parent Teacher School Management Committees (PTSMCs) and LECs have not been notified
in many schools and clusters despite being required by law. Fresh elections will be mandated
for the constitution of Parent Teacher School Management Committees (PTSMCs) in all
schools. Similarly, LECs will also be activated and made functional in all clusters and
capacities of both these organisations will be built.
180
Balochistan Education Sector Plan 2020-2025
education (females) in each district. The discussion is about the positions that are not reserved
for any gender. These include all positions in the headquarters of Directorate of Education
(Schools) and the positions of district education officer (DEO) who heads the district
education set up and oversees, among others, work of DOE female and male. The positions in
the headquarters and also DEO take the more critical policy, planning and strategy decisions.
Female representation is negligible in these positions. Even if females are (in rare cases)
posted in these positions, they are not included in key decisions68.
This Plan recommends that a strategy be developed for incorporating gender sensitivity across
the value chain of education delivery. As part of this strategy, officials of the education
department will be sensitised on gender inclusiveness. Senior management will proactively try
to increase the number of female managers in gender-free management positions.
Steps will be taken to make workspaces more gender-friendly. This will include establishment
of day-care centres for females, construction of separate toilets for females and notification of
focal persons to deal with work-place harassment in Secondary Education Department (SED)
and all of its attached organisations.
68 This was highlighted by all participants in the working group on governance and management.
181
Balochistan Education Sector Plan 2020-2025
Sub goal of effective accountability is to ‘Develop effective accountability mechanisms for the
education system as a whole and its various sub-systems.’
Given the large, complex, and multi-layered organisational structure of the Secondary
Education Department, effective accountability will be established at all levels of education.
For improving accountability at different levels within the SED, the implementation of a
results-based management in all organisations and strengthening of individual performance
evaluation mechanisms will be ensured. Furthermore, a high-level accountability forum will
be created within the SED, headed by the Secretary SED, to review progress on sector plan
periodically. For improving accountability of the SED to policy-makers and elected
representatives, this plan proposes that the SED makes presentations on progress on BESP to
the Chief Secretary and the Chief Minister as frequently as possible and practical.
As part of the implementation of BESP 2013-18, social accountability forums have already
been created at school, cluster, district and provincial levels. These forums respectively are
Parent Teacher School Management Committee (PTSMC), Local Education Council (LEC),
District Education Group (DEG) and Local Education Group (LEG). While DEGs and LEG are
functional, LECs and PTSMCs aren’t functional in all schools. Steps will be taken to hold heads
of these forums accountable for holding regular meetings.
182
Balochistan Education Sector Plan 2020-2025
information about many aspects of service delivery. Organised citizen groups don’t have
adequate access to information on performance of education minister and the Secondary
Education Department (SED).
The Secondary Education Department (SED) will develop a proper strategy to communicate
progress on BESP to media and citizens. This will entail the publication (both on paper and
online) and dissemination of annual reports on the progress made in the implementation of
BESP. Lastly, a state-of-the-art website will be developed for the Secondary Education
Department (SED).
Steps will be taken to ensure public access to information about education delivery at all levels
of management.
All education-related approved policies, acts, and rules will be uploaded on the website.
Furthermore, the Secondary Education Department (SED) will publish online the list of
education development projects for a given year along with the approved PC-1 forms.
Furthermore, quarterly PC-III forms and PC-IV forms will also be published online for each
development project. Moreover, BESP annual progress reports will be uploaded on the
website.
DEOs, heads of clusters and heads of schools will be required to display information related
to budget size, utilisation and procurement at a prominent place within the premises of their
offices.
Lastly, a public awareness campaign will be launched to inform and sensitise the public about
the wealth of information available online.
183
Balochistan Education Sector Plan 2020-2025
Excessive political interference in education has manifested itself across the value chain of
education delivery. From politically-driven planning to abrupt and pre-mature transfers and
non-merit based appointments, intrusive political interference has had a negative impact on
education management.
For this purpose, research will be conducted to identify the gaps between interests and
perceptions of politicians and the objectives of service delivery. An advocacy campaign, led by
Minister Education, with the help of civil society organisations and concerned citizens, to
engage political leadership will be designed and launched on the basis of this research. The
campaign will aim to sensitise them about the intricacies of service delivery and how improved
delivery can advance the interests of politicians.
The SED will also seek to engage the Standing Committee on Education of the provincial
assembly. In addition to the presentation of BESP annual progress reports, open seminars will
be organised on an annual basis with the Committee to discuss ongoing education reforms
and issues.
184
Balochistan Education Sector Plan 2020-2025
7.1.4 Improve capacity of SED to I. Organise training workshops for PPIU PPIU’s policy development and
review policy and legal on policy development and legislative legislative drafting capacity
frameworks drafting on an ongoing basis improved
II. Notify Provision of hiring of legal expert
on need basis to work with PPIU
7.2 Better Planning 7.2. Promote systemic, 7.2.1 Ensure structured and I. Introduce rules to mandate Standardised format for AOP
need-based and systematic implementation of development of rolling Annual approved
inclusive planning to BESP Operational Plans (AOPs) in the light of
improve the efficiency BESP AOP developed
of education delivery II. Notify an inclusive Committee within
the SED to finalize AOP and review ADPs aligned with AOP
progress on it periodically
III. Develop AOPs as per a standardised
and approved format and ensure that all
proposals for cooperation and
185
Balochistan Education Sector Plan 2020-2025
186
Balochistan Education Sector Plan 2020-2025
187
Balochistan Education Sector Plan 2020-2025
188
Balochistan Education Sector Plan 2020-2025
7.6 Effective 7.6. Strengthen 7.6.1 Consolidate DEA and DEG I. Review and modify the functions of Composition and functions of DEA
Decentralised management at the to improve district-level DEA and DEG to remove overlap and and DEG revised
Structures district and sub-district management of education ensure alignment with respective Effectiveness of DEA and DEG
tiers including schools mandates improved
to bring education II. Revisit composition of DEA to
delivery closer to strengthen the role of DEO
citizens
7.6.2 Rationalise and consolidate I. Notify guidelines for rationalising the Cluster-based management
the cluster-based management size and composition of clusters keeping strengthened and made more
system to improve compliance in view factors such as geographic inclusive
with procurement policy 2014 proximity and fair distribution of
responsibilities
II. Require DEOs to revisit cluster
composition only once in 2 years
7.6.3 Reduce inefficiencies in I. Amend the notification on Clusters to Cluster-based procurement made
cluster-based procurement to make the disbursement of cluster-budget more efficient
meet the requirements of schools conditional upon the existence of Local
more effectively Education Purchase Committees
II. Develop and notify a well-thought-out
formula for the distribution of allocated
funds among clusters and among feeder
schools within clusters
III. Amend the notification on Clusters to
empower cluster heads to re-appropriate
budget from one to another head
7.6.4 Ensure development and I. Develop and approve a standardised School-based improvement and
implementation of school-based format for school improvement plans operational plans developed and
plans II. Notify rules to mandate heads of implemented
middle and high schools to develop and
implement annual school improvement
plans
7.6.5 Strengthen community I. Notify fresh elections for the constitution PTSMCs made functional
involvement in the management of PTSMCs in all schools
of school affairs II. Notify LECs in all clusters LECs made functional
189
Balochistan Education Sector Plan 2020-2025
190
Balochistan Education Sector Plan 2020-2025
191
Balochistan Education Sector Plan 2020-2025
reform and 7.10.2 Engage the Standing I. Mandate Secretary SED to present Standing Committee on Education
improvements Committee on Education of the progress on implementation of BESP the engaged
provincial assembly in advocacy Standing Committee after every 6 months
of education reform II. Hold bi-annual open seminars with the
committee to discuss on going education
reforms and issues
192
Balochistan Education Sector Plan 2020-2025
In Balochistan, the current coverage of Technical and Vocational Education and Training
(TVET), is very limited and indicates that alternative pathways to decent employment for
many are also severely limited. Low quality and lack of relevance of existing limited
opportunities, present additional challenges for Technical and Vocational Education and
Training (TVET) graduates. While the importance of Technical and Vocational Education and
Training (TVET) in employment generation and productivity increase can never be
overestimated Balochistan has two key, additional, reasons to have more robust technical and
vocational education. Firstly the youth bulge wherein nearly 65% of the population is 30 years
or below and secondly the high percentage (65%) of school-age children being out of school.
While the sector plan proposes a strong Non-Formal Basic education (NFBE) program for
these children, it also recognises that all of them will not be mainstreamed back to schools.
The relatively older age group will require some skill-based training to have opportunities of
better livelihood. It is essentially important for Balochistan to provide maximum
opportunities and empowerment to youth to participate in the economy.
Most significantly, a strong Technical and Vocational Education and Training (TVET) is linked
to the economic development of Balochistan. Presently, there is low productivity in the various
economic sectors in the province. While Fisheries, Agriculture and Livestock, Minerals and
Oil and Gas have been identified as sectors with high employability and investment potential70,
at present most economic activity in these sectors is concentrated in the lower end of value
chains. Additionally, a major opportunity is on the horizon with the development of China-
Pakistan Economic Corridor (CPEC) and its allied projects as well as setting up of over two
dozen industrial zones in the province71. However, skills demand in the upcoming
opportunities have yet to be estimated and supply-side linked to it.
Khuzdar Mini Industrial estate, Turbat industrial estate, Chaman Industrial estate, Gaddani Marble Estate, Hub industrial estate,
Gawadar industrial estate, Marble city Khuzdar, Marble city Loralai, Marble city Dalbandin, Muslimbagh industrial estate.
Additionally, two Special Economic Zones have been recently approved in Balochistan (Bostan and Hub) by the Federal Special
Economic Zone (SEZ) approval Committee.
72 A Roadmap for Skills development in Pakistan NAVTTC, 2018
193
Balochistan Education Sector Plan 2020-2025
regions. The National Vocational and Technical Training Commission (NAVTTC) report note that
currently, Balochistan has a total of only 406 instructors.
The enrollment figures in the Technical and Vocational Education and Training (TVET)
institutes across the provinces and regions are dismal, especially when compared to the
existing youth cohort in the country. The situation in Balochistan is no different, where only
17,847 men and women are currently enrolled in the Technical and Vocational Education and
Training (TVET) institutes in the province. Out of this, women enrollment is only 7,088.
FATA 4,650
4,267
AJK 4,141
6,334
Balochistan 7,088
10,759 Female
Sindh 19,159
67,035
Punjab 76,116
152,708
No. of Instructors
Examining the general trend in employment outcomes, it appears that there is low absorption
of graduates of regular Technical and Vocational Education and Training (TVET) programs in
the market. Interviews with Technical and Vocational Education and Training (TVET)
providers reveal that very small percentage of 10% to 30% of Technical and Vocational
194
Balochistan Education Sector Plan 2020-2025
Education and Training (TVET) graduates get absorbed in the market. One of the main causes
for low market absorption of TVET graduates appears to be the poor quality of formal
Technical and Vocational Education and Training (TVET) provision, in addition to issues of
access, participation and governance.
Technical and Vocational Education and Training (TVET) sector institutes in both the public
and private sector (with a few exceptions in the private sector) are characterised by the
outdated curriculum, a mismatch between skills taught and those demanded by the industries,
inadequate quality assurance mechanism, inadequate physical and learning resources and low
participation of the private sector necessary to bridge the skills-market gap. Technical and
vocational training primarily takes place in time-bound, theory-based, teacher-led classroom
environments, in isolation from the industry. Attachments and linkages to the industry are
fragile, poorly planned and inadequately supervised. The institutions lack a culture in which
training is driven by market-based projections of future skill requirements. There is no
structured mechanism in place for collecting Labor market information and utilising it to
guide course content or expansion of training programs.
Historically, there has been little institutional collaboration and partnership between the
public-funded Technical and Vocational Education and Training (TVET) institutions and the
private sector. There is often reluctance by the private sector to engage with the government
due to excessive bureaucracy and the slow pace at which the government organisations work.
Within the public sector, unlike other provinces, the institutional arrangement for Technical
and Vocational Education and Training (TVET) governance in Balochistan continues to be
fragmented across multiple government departments including Department of Industries,
Department of Labor and Manpower, Department of Social Welfare and Department of
Higher Education.
In all other provinces, the public sector Technical and Vocational Education and Training
(TVET) provision has been unified by establishing a Technical and Vocational Education and
Training (TVET) Authority. Balochistan has had the Balochistan Technical Education
Vocational Training Authority (BTEVTA) law since 2011, but the institutional arrangement
has only recently begun to settle into an agreed format. This is a critical reform advocated by
the Plan.
In view of the above, the overall goal of TVET is to achieve an ‘Enhanced participation of youth
in the TVET sector across both genders with an increased employment rate.’
195
Balochistan Education Sector Plan 2020-2025
14.4.1. Challenges:
There are several challenges in improving access and participation in Technical and
Vocational Education and Training (TVET) sector; some of them are discussed below:
Entry barriers: A challenge frequently cited for low enrollment in technical courses, especially
for women, appears to be the entry barrier which requires matriculation as the minimum
academic qualification as well as an age limit of 21 years for enrollment. Anecdotal evidence
suggests that many women, particularly from the rural areas, are often excluded because they
are unable to meet these requirements. Access in Technical and Vocational Education and
Training (TVET) has a major gender dimension.
196
Balochistan Education Sector Plan 2020-2025
There is only one Polytechnic institute for girls in the entire province which offers DAE
(Diploma) courses. Located in Quetta, despite having a purpose-built building and a capacity
to enroll about a 1000 students, this institute operates below par with only 300 girls enrolled
currently. Despite offering a residential facility, very few girls from outside Quetta enroll in
the institute owing mainly to socio-cultural and mobility issues. Mobility remains a key
challenge to women’ participation in institutional trainings. Women appear to experience a
‘distance penalty’ when it comes to access in terms of distance to training facilities.
Gender stereotyping: For girls and women, the Technical and Vocational Education and
Training (TVET) options are further limited due to gender stereotyping. Vocational education
and training for women are presently limited to a narrow range of female-dominated fields
that reinforce gender stereotypes. Girls and women usually dominate the ‘traditional female
occupations’ training programs like tailoring and beautician while boys and men also
dominate ‘traditional male occupation’ like carpentry, motor mechanics and engineering.
These different career learning paths usually result in different employment outcomes and
earnings.
A similar case in point is the 3-year diploma course for Electronics where the maximum
enrollment is 2-3 students for a course. While there are no tracer studies conducted by the
institute to track employment trends after course completion, anecdotal evidence suggests
that only about 15-20% students get jobs after graduation. The poor employment outcomes,
thus, offer little incentive to others to enroll in these courses.
Low brand equity: The low brand equity of Technical and Vocational Education and Training
(TVET) compared to general education has also contributed to limited participation in
Technical and Vocational Education and Training (TVET) programs. Many young people view
Technical and Vocational Education and Training (TVET) programs (specifically short term
ones) as a stop-gap arrangement and use the opportunity in the absence of other options.
Where stipends are provided, the incentive to participate increases without addition to
seriousness in pursuit of a career in the trade.
High cost of entry: Another factor affecting participation in Technical and Vocational
Education and Training (TVET) Technical and Vocational Education and Training (TVET)
appears to be the high cost of entry in the market particularly for the more skilled and higher
paid vocations. For example, trades like welding and woodwork require high-cost equipment
to be able to work in the market, whereas young graduates have very limited capital available
for investment in equipment. Similarly, starting own business is also costly and young
graduates of Technical and Vocational Education and Training (TVET) neither have the funds
available nor have the capacity to borrow them, especially, from formal sources.
197
Balochistan Education Sector Plan 2020-2025
Low Investment in TVET: Technical and Vocational Education and Training (TVET) has a high
recurrent cost if the trainings have to stay abreast with changes in the market. Neither the
public sector nor the private sector has invested adequately in Technical and Vocational
Education and Training (TVET). The private sector has depended on its own ‘ustad shagird’
models. Given the small size, the private sector may not be able to invest this on its own, but
the quality and quantity of Technical and Vocational Education and Training (TVET) provided
can be improved if the public and private sectors collaborate. Right now, within Balochistan,
this is a weak area.
In view of the above, sub-goal of access and participation is to ‘Facilitate participation in TVET
education to strengthen equal opportunities for all with special focus on women and girls and
marginalised groups.’
This will require review of the current barriers and engagement with employers and
communities to reduce them, especially, for females.
This will require better mapping of Technical and Vocational Education and Training (TVET)
provision across the province and relevance to employability options locally. Also, where there
is a trend for labor mobility, then potential other trades based on the migratory pattern can be
included. Additionally, Special Economic Zones and Industrial Estates can be prioritised for
developing Technical and Vocational Education and Training (TVET) infrastructure. This will
help in developing a closer link is developed between the Training Service Providers (TSPs)
and the industry, thereby ensuring that skills provision is aligned with industry requirement.
Perceptions about Technical and Vocational Education and Training (TVET) will be changed
through brining in success stories and publicising them. The purpose is to attract more youth
to these programs.
Research, particularly from the few Tracer studies of Technical and Vocational Education and
Training (TVET) projects across Pakistan, indicates a very low propensity to avail institutional
borrowing by Technical and Vocational Education and Training (TVET) graduates. Start-up
kits are often the preferred alternatives among those enrolled in short term vocational
programmes and interested in self-employment. In trades like plumbing, electrician,
carpenter and others where the graduates cannot find employment without equipment, the
provision of start-up kits can improve employment outcome. These will be provided either free
or at a subsidised rate to the trainees. This will incentivise more admissions and completion.
The institutional arrangement/ methodology can be devised based on trade and institutional
capacity of the TSPs as well as through the experience of many donor projects which have this
provision in their design.
198
Balochistan Education Sector Plan 2020-2025
These partnerships should not only focus on expansion but also on recurrent expenditure on
existing facilities to continue to upgrade them as per market needs. These include equipment
and HR.
14.5.1. Challenges:
Relevance of trainings: In most cases, Technical and Vocational Education and Training
(TVET) institutes particularly in the government sector, have not been upgraded in many
years, and thus, failing to keep up with the market.
Outdated curriculum: The curriculum taught in those institutes has not been reviewed even
once ever since it was introduced. The Competency Based Training (CBT) curricula developed
by the National Vocational and Technical Training Commission (NAVTTC) have not been
implemented in Balochistan except in short term courses run by National Vocational and
Technical Training Commission (NAVTTC).
Outdated facilities: Similarly, laboratories, machinery and equipment have not been updated
to keep up with the market requirement.
Lack of trained teachers: There is a paucity of quality teachers in the Technical and Vocational
Education and Training (TVET) sector. There are no pre-service training programs for
Technical and Vocational Education and Training (TVET) instructors. The in-service trainings
are sporadic and offer very few opportunities for skills up-gradation as per the requirements
of the market to teachers. As a result, most teachers lack the requisite technical skills,
pedagogical ability and capacity for assessment.
Language barrier: Language barriers also affect the quality of training provision as courses for
the more advanced diplomas are in English language while neither students nor teachers have
sufficient proficiency in the language.
Low quality of training programs: Overall, the quality of training programs varies significantly,
with most of the institutes offering program quality towards lower end of the spectrum. This
means that young people aspiring to enter the labor market will begin with a handicap of low
educational attainment and limited skillset.
Poor quality of assessments: Overall, the quality of assessments in the Technical and
Vocational Education and Training (TVET) remains poor. Assessments for vocational courses
(up to 1 year) are carried out by the Trade Testing Board while for technical and diploma
courses (up to 3 years), the assessments are done by the Technical Wing of the Board of
Intermediate and Secondary Education (BISE). There are several weaknesses in the current
assessment system. While most Technical and Vocational Education and Training
(TVET)courses offer a mix of theory and practical work, the assessments in most cases are
heavy on theory. There is also an acute shortage of assessors, and no assessors are available
for a number of trades. While the National Vocational and Technical Training Commission
(NAVTTC) has launched trainings and certification of CBT assessors in recent years, very few
assessors have been trained or certified in Balochistan.
199
Balochistan Education Sector Plan 2020-2025
There is also considerable variance in the assessment system within the various skills
development programs being managed by different departments in the province. As noted
above, while technical and vocational programs managed by the Department of Higher
Education follow a formal assessment system, trainings run by the Department of Small
Industries are not assessed. The students are not assessed formally and only receive a course
completion certificate at the end of the training.
Poor quality of school education: Poor quality of school education also impinges on skill
development and eventual absorption in the market. Participants’ ability to maximise skills,
and compete in the market, are hampered by poor cognitive development in general (school)
education and the absence of any skill-based work in schools. The latter helps develop psycho-
motor skills. With no skilled based course in schools these skills are poorly developed in
Technical and Vocational Education and Training (TVET)courses.
Absence of skills anticipation: Lack of Labor market intelligence for skills anticipation remains
one of the main reasons for low quality Technical and Vocational Education and Training
(TVET) provision in the province. Current provision of Technical and Vocational Education
and Training (TVET) is highly supply-driven with most training programs designed without
any market research. Compounding the lack of reliable data is the shortage of administrative
proficiency in skills analysis and forecasting market needs by most Technical and Vocational
Education and Training (TVET)service providers. In the absence of any systematic way to
collect Labor market information and conduct localised market research, the current
provision in the sector continues to create skill mismatches leading to poor employment
outcomes.
Limitations of current market structure: Other factors limiting participation in Technical and
Vocational Education and Training (TVET) include the current market structure in
Balochistan. Dominated by informal structure, small market size and comprising largely of a
non-industrial economy, the present market offers limited options for the absorption of the
Technical and Vocational Education and Training (TVET) graduates. In the few enterprises
where employment can be generated, business owners prefer to hire young untrained
apprentices and train them on the job as per their requirements. It saves them the cost of
hiring a fresh graduate from a technical course.
Moreover, the present skills development provision is dominated by the Ustad Shagird Model.
This traditional training model occupies the bulk of the space, and the regular graduates find
it difficult to break through these structures. Demand for institutionalised training is also
limited due to an absence of consumer awareness on standards and hence a demand for
standardised work. In most cases, word of mouth reputation of skilled workers forms the
benchmark for assessment of their skills.
Narrow approach to skill development: Over the past two decades, Technical and Vocational
Education and Training (TVET) providers, employers and policy-makers have placed an
increasing emphasis on finding ways to enhance the ‘employability’ of young people. There is
growing recognition that a successful transition to the world of work requires a broader skillset
comprising of both technical skills and transversal skills.
While the Technical and Vocational Education and Training (TVET) actors have beginning to
recognise the need for investing in the development of soft or critical skills, the sector currently
lacks a coherent and systematic approach to addressing the issue. There is no common
definition or consensus of what constitutes critical skills relevant particularly to successful
employment transition. The current provision of critical skills training appears to be missing
in public sector institutions. There are no nationally consistent standards or qualifications that
address these skills. In the absence of a commonly agreed core skills framework for the
Technical and Vocational Education and Training (TVET) sector, integration of core skills in
the training curriculum continues to remain piecemeal and unstructured.
200
Balochistan Education Sector Plan 2020-2025
Sub-goal of quality of TVET provision is to ‘Enhance the quality and delivery of TVET to
improve graduates’ employability.’
The key is to recognise that teachers in Technical and Vocational Education and Training
(TVET), whether from the market or employed by Technical and Vocational Education and
Training (TVET) institutions, require training. The latter normally need training on teaching
methods while the former requires ongoing up-gradation of their knowledge and skills with a
shifting market. A proper sustained continuous professional development program will be
insitutionalised.
Capacity of the institutions will be revamped to provide them with the ability to connect with
the market and keep abreast of the changes.
Career counselling centers linked with the market will be set up in institutions or districts as
the case may be. These centers will, among others, be connected with the market information
system developed by National Vocational and Technical Training Commission (NAVTTC).
Trainees will be provided exposure to industry through, among others, apprenticeships and
attachments. This will help break the dominance of the Ustad-Shagird model.
Collaboration will be developed between Technical and Vocational Education and Training
(TVET) institutions and industry to design the Technical and Vocational Education and
Training (TVET) curriculum. All Technical and Vocational Education and Training (TVET)
curricula will require feedback from the industry in a systematic process to ensure they meet
the market needs.
Training programs will be developed after a structured market needs assessment is conducted.
This will be updated regularly.
201
Balochistan Education Sector Plan 2020-2025
departments and private sector institutions hindering effective service delivery in Technical
and Vocational Education and Training (TVET) sector in Balochistan.
14.6.1. Challenges:
Weak institutional capacity of Balochistan Technical Education Vocational Training Authority
(BTVETA): There is some efforts recently to strengthen Balochistan Technical Education
Vocational Training Authority (BTEVTA), established in 2011. An MD for the authority has
been appointed for the first time since its establishment. The service rules for the Balochistan
Technical Education Vocational Training Authority (BTEVTA) have also been formulated. The
mandate has been clarified as follows:
BTEVTA has the role of a regulator and facilitator of all training institutions, whether in the
private or the public sector. This means the authority will develop standards, prescribe
curricula and provide assistance in up-gradation of equipment etc.
An amount of Rs. 500 million has been allocated in the current budget for operationalisation
of Balochistan Technical Education Vocational Training Authority (BTEVTA).
The four Departments mentioned earlier will continue to have administrative control of the
TVET institutions.
While clarity has been achieved in respective roles and responsibilities to some extent, the
capacity of Balochistan Technical Education Vocational Training Authority (BTEVTA)
remains to be developed in order to ensure its smooth functioning. Staffing of the institution
remains to be done. While 42 posts have been approved for Balochistan Technical Education
Vocational Training Authority (BTVETA), currently the staff from the Skill Development
Program has been borrowed for the organisation.
Disconnect with general education: Since the 1980s, Technical and Vocational Education and
Training (TVET) has existed as a separate track disconnected from the general education
system in the country. Under budgeted and under-resourced, with no clear pathways between
the two systems, the vocational track suffers poor brand equity and is generally viewed as a
back-up option for students who fall out of the academic system. This perception hinders the
development of skills training as a credible alternative to traditional academic routes. The
National Education Policy 2009 recognises TVET’s weak linkages with the general education
and goes on to recommend introducing an improved system of technical and vocational
education at the high school level, offering two-way link with the academic stream and
providing linkages to a revamped vocational and technical sector at higher levels73.
Only in recent policy discourse on Technical and Vocational Education and Training (TVET)
has there been a shift, advocating for harmonising and bringing together the two education
streams. There is some discussion at the policy level to revive the Matric Tech program in
schools.
Standards for TVET Sector: Similar to the rest of education structures, standards in Technical
and Vocational Education and Training (TVET), if at all, are outdated. These need a review to
match the requirements of the market and increased dynamism for the sector.
Sub-goal of governance and management is to ‘Strengthen the governance of TVET for better
management of the system.’
202
Balochistan Education Sector Plan 2020-2025
2. Quality standards will be developed for training providers in order to improve all
aspects of the training process
Similar to school education standards will be developed and implemented by all service
providers, both, in the public and private sectors.
203
Balochistan Education Sector Plan 2020-2025
8.1.5 Develop public I. Engage in consultation with the private sector on MoUs signed with the
private partnership PPP models and areas of investments private sector for
models for investment in projects in PPP mode
TVET II. Develop and implement plan in a phased manner
204
Balochistan Education Sector Plan 2020-2025
8.2 Quality of TVET 8.2. Enhance the 8.2.1 Invest in improving I. Strengthen the in-service trainings through In-service training
Provision quality and delivery of quality of instruction developing a Continuous Professional Development program revamped
TVET to improve through developing TVET plan for TVET instructors in the short and medium following a CPD
graduates’ Instructor capacities term approach
employability II. Carry out TNAs for TVET instructors to develop
needs based training programs
III. Revise and update teacher training content to keep
pace with technological advancements and market
demands including skills to teach entrepreneurship
skills
8.2.2 Shift towards I. Assess requirements of different trades and market Professionals are
professionals in the II. Formulate a policy to engage high end technical engaged by TVET to
teaching staff of TVET experts as trainers train the students
III. Hiring of professionals by TVET as per policy
guidelines
8.2.3 Strengthen the I. Undertake a capacity assessment Capacity
capacity of institutions to development plan
deliver market relevant II. Develop a capacity development plan implemented
and demand driven TVET III. Implement the capacity development plan
programs
8.2.4 Improve trainees’ I. Develop and strengthen career counseling services Career counselling
information of promising at the institute level function strengthened
sectors and orienting
them towards these
sectors
8.2.5 Enhance quality of I. Organise attachment with industries through Institutional
training through industry apprenticeship/ internship/ on-the-job trainings mechanism for
exposure industry attachment
developed
8.2.6 Develop I. Review / develop new TVET curricula in line with CBT courses
collaboration between market demand based on CBT approach developed and
TVET institutions and II. Adopt CBT courses developed by NAVTTC in TVET adopted
industry to design the institutes
TVET curriculum
205
Balochistan Education Sector Plan 2020-2025
8.2.7 Develop training I. Conduct market assessment studies to identify Market assessment
programs based on current and future needs of the local markets in studies conducted
market needs different regions of Balochistan
8.3 Governance and 8.3. Strengthen the 8.3.1 Build the I. Build institutional and human resource capacity of Institutional capacity
Management governance of TVET institutional capacity of B- BTEVTA including filling of sanctioned posts to of BTEVTA
for better TVETA to provide policy develop and implement quality assurance system strengthened
management of the direction, regulatory II. Outline role and remit of BTEVTA along with
system oversight and specifying role of different departments responsible
coordination between the for TVET provision in Balochistan
various public and private
III. Develop a coordination and communication
TVET institutions in
mechanism between the various departments
Balochistan.
8.3.2 Develop quality I. Develop a system, guidelines and mechanisms to Quality standards are
standards for training implement a quality assurance system for TVET developed and quality
providers in order to institutions assurance system put
improve all aspects of the in place
training process
206
Balochistan Education Sector Plan 2020-2025
207
Balochistan Education Sector Plan 2020-2025
15. Costing
Financial outlays of Rs. 72.75 billion have been estimated for the implementation of BESP
2020-25. This amount will be over and above the current budgetary allocations. The financing
needs of BESP 2020-25 will be met primarily through public funds, although efforts will also
be made to mobilise donor support. Looking at present trends – based on past expenditure
growths, a deficit of Rs. 21.48 billion is likely to be encountered over the five-year period.
Government of Balochistan is committed to cover this gap through its own resources, as well
as, procurement of funds or technical assistance from the development partners.
This chapter estimates the budgetary outlays needed for the implementation of BESP. Figures
have been reached through an elaborate simulation model built within the limitations of data
available. This chapter explains the details of costing. It begins with an overview of the
education budget and expenditure pattern of the last five years. It then explains the details of
the simulation model with a particular focus on the total funding requirement, likely financing
gaps, challenges and sustainability options. Finally, this chapter also highlights the set of
assumptions on which successful availability of these funds depends over the next five years.
208
Balochistan Education Sector Plan 2020-2025
split for the budget of Secondary Education Department, Higher Education and Medical
Education. Trend for others, though not seen here, has a higher percentage of recurrent
portion. As seen in Figure 15-1 the trend for these three show that current budgets constitute
on average from 71% to 83% of the total. This is not unusual for budgets. However, there has
been a decline in the development budget from a peak of 29% in 2014-15 to 17% though up
from the lowest point of 13% in 2016-17.
The bulk of education budget, at 78%, is allocated to the Secondary Education Department,
followed by 16% to higher education and 6% to medical education.
Current budgets are almost always spent. Almost 90% of current budget consists of salaries.
Expenditure issues sometimes appear in development budgets. Table 15-2 shows that for most
years, at all levels, utilisation has been lower than allocation with 2016-17 being an exception.
Main reasons for low utilisation include a combination of weak capacity at the spending level,
inefficient release processes, unavailability of the budgeted amount and, sometimes, re-
allocation to other areas.
209
Balochistan Education Sector Plan 2020-2025
Table 15-2 does not include development budgets of Balochistan Textbook Board and
Balochistan Board of Intermediate and Secondary Education. The former receives a single line
budget from the Department of Secondary Education while BBISE raises its own funds.
I. Scale Costs
II. Non Scale Costs
Scale costs increase with additional enrolments. An example of scale costs are the
expenditures on textbooks. Not all scale costs increase with each new child enrolled. The
impact on costs with scales depends on the standards used. For example, this model assumes
that a new teacher will be hired for every additional 40 children enrolled, provided the current
capacity is saturated.
The following standards have been laid down for scale costs:
Costs for additional enrolments do not move linearly. They depend on the model used. The
simulation uses four models to accommodate new enrolment:
1. Private sector
2. Public-private partnership options and local innovation
3. Public schools with excess capacity
4. Public schools with saturated capacity
For public private-partnership, per child cost is lower than in the case of regular government-
run schools because teacher salary and other overheads are not included. Same has been used
for local innovation. The local innovation option has been provided in the strategies for access
and participation in areas where population density is low, and the traditional school
establishment model is not feasible.
The share of each school type in additional enrolment has been included as follows:
Non Scale costs do not depend on enrolment and are normally a one-time effort (though not
in all cases). These have been calculated separately for each activity based on human and other
210
Balochistan Education Sector Plan 2020-2025
resources employed. Wherever an activity or strategy entails a non-scale cost, the amount has
been shown in the implementation matrix against the specific entry. COVID 19 related
strategies have been costed here as they primarily entail development of specific products like
videos. The cost of learning pamphlets is in the scale factor as it would be distributed. It has
been conflated with the cost of textbooks.
Increased intake rate at the ECE/Grade 1: This is expected to improve through the expansion
of ECE and schooling opportunities at primary levels plus community mobilisation for
enhanced enrolments at the right age.
Improved survival rates: Increased survival rates will essentially come from improvements in
the quality of learning. Each of the strategies that target improvements in quality will have an
impact on survival rates. However, learning improvements may remain slow. There are
strategies that may not impact them in the short run, but while others may have an impact
even if it is not discernable in early improvements in student learning outcomes.
For example, health screening and school meals may produce more immediate results as
compared to changes in curriculum and textbooks. In the absence of specific local research, it
is difficult to isolate impacts of each of the strategies separately.
Higher transition rates: Higher transition rates are partially induced by improved survival.
Other factors will be increased schooling opportunities beyond primary and middle. The third
source will be learners mainstreamed through non-formal basic education programs.
74Ideally, the ratio for secondary and higher secondary should be 5:40 but practical considerations of teacher availability and
costs have led to reduction of the ratio for costing of BESP.
211
Balochistan Education Sector Plan 2020-2025
In case of textbooks, instead of ratios costs of packages for each level has been used. This will
increase over the next five years at an inflation rate of 10% for the model overall.
1. For construction: standard costs used by the Communications and Works (C&W)
Department
2. Teachers: As per the salary structure
3. Textbooks: Based on actual costs of textbooks
4. Inflation: At the rate of 10 percent per annum
212
Balochistan Education Sector Plan 2020-2025
The budgets are broken into development and recurrent budgets. Development expenditure
of each year has an impact on the recurrent expenditure for the following year. For example,
schools added in development expenditure in year one will have implications for recurrent
expenditure in the next years in terms of teacher salaries and maintenance.
The most significant impact can be seen in the primary and middle levels with the expectations
that over the next five years survival and transition rates will improve at these two levels and
subsequent increase will be possible in the subsequent years in the secondary and higher
secondary levels.
213
Balochistan Education Sector Plan 2020-2025
The World Bank (WB) funding will target 4 districts with refugee presence. Japan
International Cooperation Agency (JICA) funds are targeted at Literacy and Non-formal
Education.
Ideally growth rates and predictions should be undertaken on the basis of Gross Domestic
Product (GDP). However, as the provincial government does not calculate Gross Domestic
Product (GDP) budgetary trends have been used as proxy. Table 15-8 shows ten-year
budgetary trend of the overall provincial budget.
Over a ten year period, the recurrent expenditure has had an average increase of 10% and the
development budget 20% and an overall average increase of 12%. For the last five years, the
average increase of recurrent budget is 12%, development budget 21% and recurrent budget at
14%,
Table 15-9 shows trend of Balochistan’s education budget over the same period.
214
Balochistan Education Sector Plan 2020-2025
Ten Year
16% 44% 17%
Average %
Five Year
17% 6% 13%
Average %
Source: Budget Books 2010-11 to 2019-20
Both the ten year and five year, averages for percentage growth show that the growth rate of
education budget has been more than the overall education budget in the ten year period. It
slows down a bit in the last five years due to lower average percentage of development budget.
In the ten year average recurrent budget increases by 16%, development budget by 44% and
total by 17%. In the last five years, recurrent expenditure has grown by 17% on average and
while development budget has had an average growth of only 6% per annum. Overall average
per year growth rate being 13%.
Based on the above Table 15-10 shows the percentage growths of provincial budgets that can
be committed in routine by the Government of Balochistan.
Recurrent increase has been committed at 12% although the average for last five years is 16%.
Given the natural increments (based on regular salary increases) a 5% increase in the recurrent
budget has been estimated. This means if new personnel are not recruited the recurrent budget
would still increase by 5%. Hence, for additional funds for BESP the recurrent component
growth rate is projected at 12%.
215
Balochistan Education Sector Plan 2020-2025
Table 15-11 shows that an overall gap of Rs. 21.48 billion will remain till the end year five if
alternative options from development partners or increased commitments from the
government are not received75. Government of Balochistan is committed to covering this gap
through additional allocations based. The latter will depend on political support to education
and the revenue positions of the federal and provincial governments. This has been discussed
in the next section.
75 Table 15-11 does not include Medical Education as it is beyond the scope of the sector plan.
216
Balochistan Education Sector Plan 2020-2025
1- Learning
140.77 369.85 520.62 510.62 0.00 0.00
Design
2- Effective
165.27 6,685.63 6,865.90 5,280.19 2,923.20 -1,352.49.
Teachers
3- Assessments
210.07 6,967.15 7,182.22 6,581.61 428.40 167.21
and Examinations
4- Child Care and
175.50 4,753.22 4,933.72 3,930.04 0.00 998.68
Welfare
5- Access and
1,422.30 29,521.43 30,948.73 17,439.35 1,208.05 12,296.33
Participation
6- Data and
305.09 6,721.17 7,026.26 3,469.00 428.40 3128.86
Research
7- Governance
763.26 14,465.25 15,228.51 7,979.76 1,008.00 6,240.75
and Management
8- Technical and
Vocational
46.26 0.00 46.26 86.26 0.00 0.00
Education and
Training
3,268.52 69,483.70 72,752.22 45,276.83 5,996.05 21,479.34
217
Balochistan Education Sector Plan 2020-2025
The second challenge will come from the current situation of the Federal Government with the
latter in the throes of a restructuring program where there have been reductions in actual
transfers to the provinces. For at least the next two years, the trend will continue. Things are
expected to improve by year 3 of the sector plan implementation.
The figure given for development partners has been based on the current commitments. More
is being negotiated, but the commitments are not known. With the sector plan in place, the
government will be in a better position to attract and negotiate funds from various sources,
including, development partners.
The government expects to meet the gaps through the following approaches:
At the time of the previous Sector Plan the government had leveraged BESP for increased
funding from the development partners. With some success in the bag and a more robust
Sector Plan the government expects a better response. A more proactive approach to engage
the Economic Affairs Division and larger development partners will be used.
Most critically the Government of Balochistan (GoB) and Secondary Education Department
(SED) are committed to manage their resources more efficiently. The Plan recommends, and
the subsequent simulation model assumes, that existing resources will be rationalised for
optimal return. This will mean new resources (including human resource) do not need to be
acquired unless necessary till the present set is deployed more efficiently. A focus on learning
will improve the efficiency but in the long run though some aspects can bring early results.
The key will be efficiency through improved governance for better value for money that may
lower the financial needs even below the levels identified in the BESP. This will include as
rationalisation of resources as a key step. An example is better deployment of primary school
teachers will reduce single teacher schools drastically without additional employment.
Similarly, for enrolment initial effort will be to fill in the existing spaces in schools before
embarking on new constructions.
In addition to the above it is important to understand that Balochistan has a broken education
system where major investments are required in access and participation, as well as, learning.
The current pattern of expenditure, if followed strictly, will not achieve the desired change and
218
Balochistan Education Sector Plan 2020-2025
shift in the results. Therefore budget outlays of the BESP have not been restricted to a path
constrained by past trends alone. The Plan itself is an instrument for negotiation of more funds
and the gaps can be filled in with better demonstration of implementation and more clarity
in the direction – BESP provides the guide to the latter.
Secondly, the financing gap appears large in terms of percentages but is actually not
unreachable in real terms. An amount of Rs. 21.48 billion spread over five years. The highest
gap is in year 4 at Rs. 8.1 billion. This is not beyond the government’s capacity provided
education performs and remains a priority.
Continued across the board political support: Secondary Education Department (SED) will
continue to engage with political leadership as planned in BESP.
Continued Prioritisation of Education: Over the last 10 years the growth rate of education
budget has been greater than that for the overall provincial budget. Given the increased
political value of education across the country, especially, since it has been devolved to the
provinces in 2009 the political priority of education will continue.
Capacity development of SED: Capacity building is an ongoing process of the sector plan and
with increased capacity efficiency in expenditure is also expected to improve.
Strict Monitoring Regime: Learning from mistakes of the past the monitoring regime provided
in the BESP will be more strictly followed than in the past.
Better Capacity of PPIU: In 2013 Policy Planning and Implimentation Unit (PPIU) was a new
and relatively small organisation. Since then it has improved its capacity in terms of numbers
as well as skill sets available with the organisation. More capacity will be built in the next 6
months as part of implementation of BESP. Policy Planning and Implimentation Unit (PPIU)
now also has a more engaged approach to interaction with development partners.
219
Balochistan Education Sector Plan 2020-2025
220
ANNEXURES
Balochistan Education Sector Plan 2020-2025
Annex
16. Implementation and Result Matrices
Implementation Matrix – Learning Design
Table 16-1 Implementation Matrix - Learning design
Learning
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Overall Goal 1. Make the provincial learning design relevant to the needs and realities of the child, classroom and life and livelihood
Timelines Cost Million
Target Strategies Activities Responsibility Assumptions
Y1 Y2 Y3 Y4 Y5 in PKR.
i
Balochistan Education Sector Plan 2020-2025
Capacity for
development and
X X X R.C76 implementation of
standards is built as
part of organisational
capacity development
plans of BOC&EC and
other organisations
Provincial 1.1.2 Develop the I. Undertake research BOC&EC Linkages between
curriculum provincial to identify needs of curriculum review and
framework curriculum children entering research through
developed framework through school in terms of academia have been
need analysis language established and
Scheme of Studies endowments, psycho- X 10.20 institutionalised
revised social development
and other aspects
Curriculum revised including possible
learning hours in
schools
II. Engage with higher
education institutions,
public service
commission and other
Part of above
employers for X
cost
identifying needs for
secondary school
competencies at exit
on grade 12
III. Based on the above
develop a provincial X X 3.77
curriculum framework
76
R.C. stands for Regular Cost. It is mentioned against activities to be covered under regular government budget.
ii
Balochistan Education Sector Plan 2020-2025
iii
Balochistan Education Sector Plan 2020-2025
iv
Balochistan Education Sector Plan 2020-2025
government and
additional incentives
for specialists in
employment
Curriculum 1.1.8 Develop and I. Conceptualise and BOC&EC
Implementation implement an prepare curriculum
X
Framework effective implementation
developed curriculum framework
implementation Cost covered
II. Orientation sessions
framework X above
on CIF
III. Implement CIF
activities in a phased x x x x
manner
Teachers oriented 1.1.9 Orientation I.Design orientation BOC&EC, PITE
on new curriculum of teachers on new program on new and DOE(S)
curriculum at the curriculum including
X
district level as content developed for
well as any further grade 1 to 12 on
changes in the COVID 19. Cost covered
curriculum II. Prepare training above
material and master X
trainers
III. Conduct orientation
sessions on new
X
curriculum at the
district level
Sub Program 1.2 Textbooks
Sub Goal 1.2. Develop contextually relevant textbooks that help teachers in teaching and students in developing creative and analytical abilities.
Curriculum and 1.2.1 Ensure I. Conduct a gap DOE(S)
textbooks are alignment analysis study to
aligned between textbooks identify the alignment
X 6.93
and curriculum issue between
curriculum and
textbooks
v
Balochistan Education Sector Plan 2020-2025
vi
Balochistan Education Sector Plan 2020-2025
vii
Balochistan Education Sector Plan 2020-2025
viii
Balochistan Education Sector Plan 2020-2025
Curriculum –proportion of subjects with revised curriculum (or some other measure to show the curriculum has been implemented) [[ the CIF
and other stuff, like % teachers oriented in the new curriculum are output indicators]]
Textbooks - Pupil-textbook ratio for revised textbooks (reflecting updated curriculum), by level and subject
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Overall outcome of Learning: Learners proficient in reading and numeracy, with developed analytical skills and prepared for life and livelihood
ix
Balochistan Education Sector Plan 2020-2025
Intermediate outcome I. Provincial learning design relevant to the needs and realities of the child, classroom and life and livelihood
% curriculum of ECE revised
- 100 BOC&EC Annual
x
Balochistan Education Sector Plan 2020-2025
Intermediate outcome 1.1. Curriculum relevant to the needs and realities of the child, classroom and life and livelihood
Output 1.1.1: The existing standards of curriculum review / development revised through engagement with the federal government to make them more
relevant and applicable to the context of Balochistan
% of the standards implemented - 40 90 100 BOC&EC Quarterly
Output 1.1.2: Provincial curriculum framework developed through need analysis
Provincial curriculum framework
- 1 BOC&EC Once
developed
Output 1.1.3: Engaged proactively with the Federal Government on revision of the curriculum on the basis of needs identified
Plan implementation rate (%) - 40 90 100 BOC&EC Quarterly
Output 1.1.4: Engaged with the Federal Government to child centered school language policy is developed
Language policy implemented - 1 BOC&EC/DOE(S) Annual
Output 1.1.5: Response to potential emergencies faced by Balochistan included in the curriculum
% curriculum updated on responses to
- 100 BOC&EC Annual
emergencies
Output 1.1.6: Capacity of the Bureau of Curriculum and Extension Centre developed
Rate of implementation of CD plan of
- 25 50 75 100 BOC&EC report Quarterly
BoC&EC (%)
Output 1.1.7a: Availability of curriculum specialists in the market increases
Output 1.1.7b: Availability of curriculum specialists within the government increases
Additional number of curriculum
TBD 80 PPIU / BOC&EC Annual
specialists available in the province
Output 1.1.8: Curriculum implementation framework is developed and implemented
78 Covers grade 6
79 Covers grade 9
80 Covers personnel employed in the government and in academic institutions
xi
Balochistan Education Sector Plan 2020-2025
xii
Balochistan Education Sector Plan 2020-2025
Learning
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Program 2 – Effective Teacher
Overall Goal 2. To ensure the provision of required number of teachers having knowledge, skills and dispositions for implementation of student centered
teaching and learning.
Timelines Cost Million
Target Strategies Activities Responsibility Assumptions
Y1 Y2 Y3 Y4 Y5 in PKR.
Sub Program 2.1 Motivation of Teachers
Sub-Goal 2.1. Motivate teachers to work as per professional requirements
Head teachers 2.1.1 Train head I. Prepare a plan for PITE Trainings needs
and other teachers and training of head assessment is
supervisors supervisors in teachers and other undertaken jointly
trained on mentoring and supervisors on X R.C by DOE(S) and
mentoring and support functions. mentoring and PITE
support functions support through
PITE
II. Implement the
X X X X R.C
Plan phase wise
Revised career 2.1.2 Review I. Review the DOE(S)/PPIU Revision of pay
and promotion career structures career and scales of primary
structures and promotion promotion teachers for
aspects of structures of X attraction of better
teachers to teachers to quality teacher is
enhance options encourage part of overall
of career professionalism 0.28 recruitment plan
progression. II. Revise the
career and
promotion
X
structures in
consultation with
teachers
xiii
Balochistan Education Sector Plan 2020-2025
xiv
Balochistan Education Sector Plan 2020-2025
xv
Balochistan Education Sector Plan 2020-2025
Sub -Goal 2.2. An academically sound pre-service teacher education system that produces quality graduates
Institutionalised 2.2.1 Institute a I. Engage with pre- DOE(S)
feedback to pre- coordination and service teacher
service teacher feedback education
education mechanism institutions,
institutions between the including,
DOE(S) and elementary X R.C
providers of pre colleges and
service teachers universities to
education to agree on a
identify needs: feedback
mechanism
II. Based on the
agreement notify
the feedback
X R.C
mechanism that
includes inputs
from teachers
III. Provide annual
feedback through X X X X R.C
xvi
Balochistan Education Sector Plan 2020-2025
the institutionalised
mechanism
xvii
Balochistan Education Sector Plan 2020-2025
Sub Goal 2.3. A well-established continuous professional development process for teachers performing effectively
xviii
Balochistan Education Sector Plan 2020-2025
Formal role of 2.3.1 Introduce a I. Develop a formal DOE(S) The role will
DOE(S) in formal role of coordination eventually be
teacher DOE(S) in mechanism taken over by the
professional teacher between PITE and specialised
development professional DOE(S) that human resource
X
introduced development identifies their management unit
respective roles in proposed under
teacher ‘Governance and
professional 7.77 Management
development
II. Identify
additional
professional
development X
responsibilities of
DOE(S) beyond
teacher training
III. Notify the
changes in official X X X R.C
rules.
Revamped CPD 2.3.2 Review and I. Review the DOE(S)
implemented expand the current CPD for
current improvements
professional through X
development consultations
program for between DOE(S) 1.79
teachers and PITE
II. Prepare a
revised plan jointly
X
signed off by
DOE(S) and PITE
III. Implement the
X X X R.C
plan phase wise
Teachers are 2.3.3 Prioritise I. Prepare training PITE
trained on training of material on X 1.23
child/learner teachers on child/learner
xix
Balochistan Education Sector Plan 2020-2025
xx
Balochistan Education Sector Plan 2020-2025
xxi
Balochistan Education Sector Plan 2020-2025
xxii
Balochistan Education Sector Plan 2020-2025
xxiii
Balochistan Education Sector Plan 2020-2025
II. Revise
X
recruitment rules
III. Notify revised
rules X
xxiv
Balochistan Education Sector Plan 2020-2025
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Overall outcome of Learning: Learners proficient in reading and numeracy, with developed analytical skills and prepared for life and livelihood
xxv
Balochistan Education Sector Plan 2020-2025
Total over
Female baseline
Male
Growth in percentage of students with 15%
minimum B+ in Higher Secondary growth
examinations TBD on the basis over
baseline BBISE Annual
Total of BBISE exam
Female
Male
Program 2 – Effective Teacher
xxvi
Balochistan Education Sector Plan 2020-2025
xxvii
Balochistan Education Sector Plan 2020-2025
Intermediate outcome 2.2. An academically sound pre-service teacher education system that produces quality graduates established
Output 2.2.1: Institutionalised feedback to pre-service teacher education institutions
Implementation rate of feedback
mechanism (%) - 50 100 100 100 DOE(S) Annual
xxviii
Balochistan Education Sector Plan 2020-2025
Output 2.2.9: Courses on education in pandemics like COVID 19 introduced in syllabi of pre-service teacher education
% syllabi of pre service teacher
education include courses on education - 100 Once
in pandemics like COVID 19
Sub-Program 2.3 Continuous professional development
Intermediate outcome 2.3. A well-established continuous professional development process for teachers performing effectively
Output 2.3.1: Formal role of DOE(S) in teacher professional development introduced
Notification of rules - 1 DOE(S) Annual
Output 2.3.2: Revamped CPD program implemented
Rate of implementation of revamped
- 25 60 100 DOE(S) Annual
CPD program (%)
Output 2.3.3: Training of teachers on child/learner friendly approaches in the CPD Plan is prioritised
% teachers trained on child/learner
20% 20% 20% 20% PITE Annual
friendly approaches
Output 2.3.4: Regular and organised peer learning sessions in schools and at cluster levels
% clusters where peer learning
0 25 60 100 DOE(S) Annual
processes are being implemented
Output 2.3.5: Head teachers trained in teacher evaluations
Implementation rate of training plan in
teacher evaluations for head teachers - 35 75 100 DOE(S) Annual
(%)
Output 2.3.6: Capacity of Provincial Institute of Teacher Education enhanced
Implementation rate of capacity
- 30 60 100 PITE Annual
development pan of PITE (%)
Output 2.3.7: CPD linked to teachers’ promotion
% rules for linking CPD to promotions
- 100 PITE Once
approved
Output 2.3.8: Teacher awareness and training on COVID 19 through ICT and other means conducted on immediate basis
% of teachers trained on COVID 19 - 100 PITE Once
Sub-Program 2.4 Teacher availability
Intermediate outcome 2.4. Quality teachers available for all institutions
xxix
Balochistan Education Sector Plan 2020-2025
Output 2.4.1: Long term teacher recruitment plan prepared and operationalised
Operational plans reflect teacher needs
- 75 100 DOE(S) Annual
identified in the long term plan
Output 2.4.2: Development and recruitment of science, mathematics and language teachers, especially for females, enhanced for post primary classes
% increase in number of female teachers
0 5 15 30 50 75 DOE(S) Annual
of science, mathematics and language
Output 2.4.3: Alternative options to use of teachers on additional duties identified
Implementation rate of plan with
- 25 50 100 DOE(S) Annual
alternative options (%)
Output 2.4.4: Recruitment testing process improved
Implementation rate of plan for
improvement in recruitment testing - 25 50 75 100 SED Annual
process (%)
Output 2.4.5: Recruitment rules to encourage better qualifications
Notified revised recruitment rules - 1 SED Once
Output 2.4.6: Induction training for all new recruits introduced
% of new recruits attended induction
100 100 100 100 PITE Annual
training
xxx
Balochistan Education Sector Plan 2020-2025
Learning
Goal of Learning: Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Overall Goal 3. Strengthen Assessments and Examination system to have a positive and high impact on learning.
Cost Million Assumptions
Timelines Responsibility
Target Strategies Activities in PKR.
Y1 Y2 Y3 Y4 Y5
Sub Program 3.1 School-level Assessments
Sub-Goal 3.1. Enhance the effectiveness of assessments and examinations in schools
Regular formative 3.1.1 Include I. Develop a school DEO School
and summative regular formative accountability accountability
assessments and summative framework that framework is
included in the assessments and includes quality in- developed under
school their effectiveness school governance
accountability in school assessments as a reforms.
framework accountability regular feature X 0.83
framework (strategy under Changes in course
governance) and length/scheme of
indicators on studies etc. are
conduct of made to allow
formative timely completion
assessments with learning
II. Prepare annual
report based on the In the long run
reporting on quality of
assessments X X X X X 0.67 assessments in
through the School school will be
Accountability monitored through
Framework
xxxi
Balochistan Education Sector Plan 2020-2025
xxxii
Balochistan Education Sector Plan 2020-2025
xxxiii
Balochistan Education Sector Plan 2020-2025
Sub Goal 3.3. Ensure that BAEC role in assessment benefits the system
xxxiv
Balochistan Education Sector Plan 2020-2025
xxxv
Balochistan Education Sector Plan 2020-2025
the result of
diagnostic
assessments
Sub Goal 3.4. Ensure congruence and complementarity across various assessments and examinations
3.4.1 Enhance I. Engage with PPIU & BAEC
availability of Universities/HEC to
assessment introduce
specialists in the specialisation in X X X X X R.C
market and within assessments &
the government Examination in
M.Ed
II. Explore and
introduce
scholarships for X X X X X R.C
assessment
specialisation
III. Provide
additional
incentives for X X X X R.C
specialists in
employment
xxxvi
Balochistan Education Sector Plan 2020-2025
xxxvii
Balochistan Education Sector Plan 2020-2025
xxxviii
Balochistan Education Sector Plan 2020-2025
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Overall outcome of Learning: Learners proficient in reading and numeracy, with developed analytical skills and prepared for life and livelihood
xxxix
Balochistan Education Sector Plan 2020-2025
Male
Growth in percentage of students with 15%
minimum B+ in Higher Secondary growth
examinations TBD on the basis over
baseline BBISE Annual
Total of BBISE exam
Female
Male
Program 3 – Assessments and Examinations
Intermediate outcome 3. Strengthened Assessments and Examination system to have a positive and high impact on learning
% questions in school summative
TBC 5 15 35 DOE(S)/BAEC Annual
assessments testing application
% increase in questions of BBISE
examination papers testing for TBC 25 50 100 BBISE/BAEC Annual
application
School, BBISE and BAEC assessments
and examinations are aligned in the
TBC 50 BAEC Annual
overall objectives with clear sub-
objectives
% reduction in the incidence of cheating
TBC 30 40 50 SED/BAEC/BBISE Annual
in examinations
% schools that conduct formative TBD DOE(S)/BAEC
assessments 50 Annual
Intermediate Outcome 3.1. Improved capacity to conduct assessments at school level and use their results for learning improvements
Output 3.1.1 Regular formative and summative assessments included in the school accountability framework
% schools that conduct formative
TBC 10 20 30 40 50 DEO Annual
assessments regularly
Output 3.1.2: Capacity of teachers and supervisors on assessments and examinations developed
% teachers who receive training on
0 25 25 25 25 PITE Annual
assessment
xl
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 3.3. Strengthened BAEC role in assessment benefits the system
Output 3.3.1: BAEC conducts regular diagnostic assessments
Number of diagnostic assessments
0 1 1 BAEC Annual
conducted
Output 3.3.2: Mechanism to utilise results of diagnostic assessments in system improvement developed
Number of BESP revisions reflecting
0 1 1 PPIU Annual
results of diagnostic assessment
81 First year corresponds to Primary guides; Second year to Middle guides; and Third year to Secondary and Higher Secondary guides
xli
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 3.4. Congruence and complementarity ensured across various assessments and examinations
Output 3.4.1: Assessment specialists availability enhanced
Annual growth in number of assessment
0 50 100 150 PPIU & BAEC Annual
specialists (%)
Output 3.4.2: Standards of assessments and examination revised and implemented
Rate of implementation of standards (%) BOC&EC / BAEC
- 10 20 20 Annual
/ BBISE / DOE(S)
Output 3.4.3: Provincial assessment framework prepared and implemented
Rate of implementation of provincial BOC&EC / BAEC
- 10 20 20 Annual
assessment framework (%) / BBISE / DOE(S)
Sub Program 3.5 Credibility of examinations
xlii
Balochistan Education Sector Plan 2020-2025
Learning
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Overall Goal 4. Enhance quality of care, support and inclusion for all children in schooling and community including those with special needs
Timelines Cost
Targets Strategies Activities Million Responsibility Assumptions
Y1 Y2 Y3 Y4 Y5 in PKR.
Sub Program 4.1 Child Welfare
Sub Goal 4.1. Improve child welfare to enhance their ability to learn
Enhanced research 4.1.1 Carry out more I. A separate unit of
on child welfare and research on child research on child
development development based welfare and
on ecological development be set up X R.C BOC&EC
conditions in early in the Bureau of
years before Curriculum and
schooling Extension Centre
II. Provide separate
X R.C BOC&EC
funds for the research
III. Engage with a
research organisation or
X X X 2.28 BOC&EC
academia for ongoing
research
An index on child 4.1.2 Develop an I. Conceptualise and
welfare developed index on child develop an index on X
and district wise data welfare and measure child welfare
collected for each district II. Design and conduct 24.47 BOC&EC
every three years district wise sample
X
based house hold
survey to collect data
xliii
Balochistan Education Sector Plan 2020-2025
xliv
Balochistan Education Sector Plan 2020-2025
xlv
Balochistan Education Sector Plan 2020-2025
xlvi
Balochistan Education Sector Plan 2020-2025
xlvii
Balochistan Education Sector Plan 2020-2025
xlviii
Balochistan Education Sector Plan 2020-2025
III. Facilitate
implementation of the
plan with partners’ X X X X PPIU/SED
support TBD
4.3.2 Develop I. Coordination with the
textbooks in Pashto federal government and X PPIU/SED
development partners to
xlix
Balochistan Education Sector Plan 2020-2025
l
Balochistan Education Sector Plan 2020-2025
li
Balochistan Education Sector Plan 2020-2025
Male
Growth in percentage of students with 15%
minimum B+ in Higher Secondary growth
examinations TBD on the basis over
BBISE Annual
Total of BBISE exam baseline
Female
Male
Sub Program 4.1 Child Welfare
Intermediate Outcome 4.1. Improved child welfare
% Grade 1 students who received one
year of quality ECE
Total 0 10 15 25 DOE(S) Annual
Female
Male
% new school buildings applying codes
for inclusiveness in structures
Total - 100 100 100 DOE(S) Annual
Female
Male
% reduction in incidence of corporal
- 20 60 DOE(S)/DSW Two year
punishment in schools
% reduction in incidence of bullying in
- 20 60 DOE(S)/DSW Two year
schools
% students screened for health issues at Twice in 5
least twice in 5 years
- 100 100 DOE(S)/DOH
years
Output 4.1.1: Enhanced research on child welfare and development
Annual % increase in the number of
research papers produced on child - 20 20 20 BOC&EC/ PPIU Annual
welfare and development
Output 4.1.2:An index on child welfare developed and measured for each district every three years
% District wise data available on child
30 60 90 100 DOE(S) Annual
welfare index
lii
Balochistan Education Sector Plan 2020-2025
Output 4.1.3: Awareness on child health and welfare improved in communities and among policymakers
% districts where campaigns have been DOE(S)/
conducted on importance of school 0 33 66 100 BOC&EC/ Annual
readiness, child health and welfare DOH
Output 4.1.4: Quality ECE classes expanded in primary schools
% primary schools with ECE classes 9 5 10 20 DOE(S) Annual
Output 4.1.5: Improved inclusiveness in school’s social and physical environment
% teachers trained on inclusiveness 0 20 50 80 100 PITE Annual
% notification of codes for inclusiveness
0 100 DOE(S) Annual
in school buildings structures
Output 4.1.6: Improved safety in school buildings and facilities
% schools applying safety standards 0 25 50 75 DOE(S) Annual
Output 4.1.7: Measures implemented to eliminate corporal punishment in schools
% Incidence of corporal punishment in
0 60 DOE(S) Annual
schools reduced
Output 4.1.8: Measures against bullying in schools introduced
% Incidence of bullying in schools 0
60 DOE(S) Annual
reduced
Output 4.1.9: Regular health check-ups and counselling implemented
% teachers with basic training on health 0
25 50 75 100 PITE Annual
awareness
% schools with handbooks on health 0
20 50 100 BTBB Annual
issues
Output 4.1.10: Strengthened legal framework for child’s right and protection
% rules approved for Balochistan Child SED/Deptt of
- 50 100 As needed
Protection Act 2016 Law
Draft of Child’s Right Act finalised SED/Deptt of
- 1 As needed
Law
% Increase in reporting of corporal Baseline to be
punishment and other forms of abuse in 10 30 60 SED Annual
developed
schools
Output 4.1.11: Teachers trained on child friendly approaches to teaching and student management within the class and school premises
liii
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 4.2. Welfare of children with special needs ensured through provision of education opportunities of quality to all within
regular schools or specialised institutions.
% increase enrolment of children with
special needs in both special and regular 0 10 20 45 75 100 DSE/DOE(S) Annual
schools
Output 4.2.1: Specialised data collection methods for special children implemented
Quality data on children with special Once every two
0 1 1 1 DSE
needs as per requirement collected years
Output 4.2.2: Schooling options expanded for children with special needs
% increase in schools for special children 0 10 20 45 75 100 DSE/DOE(S) Annual
% of teachers and head teachers with
awareness on inclusiveness criteria for 0 10 20 45 75 100 DSE/DOE(S) Annual
children with special needs
Output 4.2.3: Capacity for care and management of special education in Balochistan developed
% capacity development plan for special
- 10 30 60 80 100 DSE/DOE(S) Annual
education implemented
Output 4.2.4: Increase in awareness in communities on positive attitudes towards children with special needs
% increase in attitudes towards children
0 20 50 100 DSE/DOE(S) Two-year
with special needs
Sub Program 4.3 Afghan Refugee Children
Intermediate Outcome 4.3. Welfare of refugee children ensured through provision of quality education
% increase in enrolment of refugee
5% 6% 8% 10% UNHCR/EMIS Annual
children in camp schools
Output 4.3.1: School conditions in refugee camps improved
liv
Balochistan Education Sector Plan 2020-2025
lv
Balochistan Education Sector Plan 2020-2025
lvi
Balochistan Education Sector Plan 2020-2025
Sub Goal 5.1. Improve the availability of schools, infrastructure, facilities, environment, and human resources to enhance school access, enrolment/
participation and attendance especially for girls
Participation 5.1.1 Use need I. Where feasible DOE(S), PPIU, SED,
opportunities for based options to construct more P&D, S&GAD,
primary age increase primary schools. Finance and C&W
children in formal opportunities for all prepare district-
education children of primary based feasibility
X R.C
expanded age to participate in plans for options of
formal education expansion of
schoolings in 15
districts with lowest
NER
II. Prepare DOE(S), SED, P&D,
proposals for S&GAD, Finance
expansion
X Scale Factor
(combining both
processes) using
multiple options
III. Develop and DOE(S), PPIU and
implement a plan DEOs
X X X X X R.C
phase wise based
on agreed proposal
Participation 5.1.2 Use need I. Where feasible DOE(S), PPIU, SED,
opportunities for based options to construct upgrade X X X X X Scale Factor P&D, S&GAD,
increase schools to middle Finance and C&W
lvii
Balochistan Education Sector Plan 2020-2025
lviii
Balochistan Education Sector Plan 2020-2025
lix
Balochistan Education Sector Plan 2020-2025
WASH facilities WASH facilities for II. Provide kits DOE(S) & DEOs
provided in girls girls schools X X X 2.96
where needed
schools III. Prepare and DEO(S), DEOs and
implement training PITE
Reduced absence plan for teachers
of female students and students on
MHM in all post X X X X 20.68
primary female
schools. Monitor
changes in attitudes
on a regular basis
IV. Prioritise
provision of WASH
facilities in female Scale Factor
middle and
secondary schools
Transport schemes 5.2.4 Provide I. Research and PPIU, DOE(S),
for female students transport for girls at document issues of DEOs
implemented on a middle and transport for middle X
pilot basis secondary levels and secondary
schools 2.69
Girls’ participation II. Explore PPP and DOE(S), PPIU, SDE,
improved other options for DEOs
X
provision of
transports (flexible)
III. Develop and DOE(S), PPIU,
implement district DEOs First pilot is
level transport plans X X X R.C implemented in
for girls, on a pilot Quetta
basis
Enhanced 5.2.5 Introduce a I. Assess the sports EMIS/RTSM
opportunities for sports program for situation in girls’ X R.C
participation of girls girls at school level schools
in sports at schools II. Prepare a plan to DOE(S), DEOs
enhance X R.C
opportunities
lx
Balochistan Education Sector Plan 2020-2025
lxi
Balochistan Education Sector Plan 2020-2025
lxii
Balochistan Education Sector Plan 2020-2025
lxiii
Balochistan Education Sector Plan 2020-2025
83Strategy 4.2 and 4.3 could be merged into: Establish appropriate institutional mechanisms for the Non-Formal Education function. This strategy would include the coordination with SED and the
review of the administrative control of DLNFE
lxiv
Balochistan Education Sector Plan 2020-2025
lxv
Balochistan Education Sector Plan 2020-2025
lxvi
Balochistan Education Sector Plan 2020-2025
lxvii
Balochistan Education Sector Plan 2020-2025
lxviii
Balochistan Education Sector Plan 2020-2025
lxix
Balochistan Education Sector Plan 2020-2025
education
institutions and HEC
to introduce courses
on NFE and adult
literacy programs
(Andragogy) for
teaching, curriculum
and material
development.
III. Set up and DLNFE
implement
X X X TBD
scholarship
program
Number of teachers 5.6.2 Develop and I. Institutionalise DLNFE and PITE
trained in NFE implement NFE and operationalise
enhanced teachers’ in-service training
professional for NFE teachers’
development professional
X Scale Factor
program to improve development
quality of teaching system jointly with
PITE and
directorate of
Education (Schools)
II. Develop DLNFE & NFEMIS
database of
X R.C
teachers to be
trained each year
III. Develop and DLNFE & PITE
R.C and
implement the X X X
scale factor
training program
Need based 5.6.3 Ensure NFE I. Review current BOC&EC
X
curricula of NFE as and literacy curricula
per local needs programs have II. Improve existing BOC&EC
developed need based on X 4.70
curricula
curricula
III. Develop new BOC&EC
curricula based on X
research and local
lxx
Balochistan Education Sector Plan 2020-2025
needs when
required
Relevant learning 5.6.4 Ensure I. Review current BTBB & BOC&EC
X
material developed learning material learning material
suits learning needs II. Improve the BTBB & BOC&EC
of the target groups existing learning
material according
to learning needs of
X X
target groups and
relevance to
provincial
curriculum
Standards for NFE 5.6.5 Develop I. Review standards DLNFE/BOC&EC
X
notified comprehensive for NFE
standards for II. Develop revised DLNFE/BOC&EC
inputs, processes X
standards
and outputs in NFE
III. Notify new DLNFE/BOC&EC
service delivery X R.C
standards
NFE assessment 5.6.6 Implement I. Develop NFE DLNFE/BAEC
and examination NFE assessment & examination and
X X R.C
system examination system assessment system
implemented with BAEC
II. Conduct a pilot DLNFE/BAEC
X R.C
assessment
Equivalence 5.6.7 Directorate of I. Engage with DLNFE/BTEVTA
system for Literacy and NFE NAVTCC and
continuation into and BTEVTA to BTEVTA for X R.C
technical and develop development of
vocation education standardised equivalence
institutionalised certification of II. Agree on DLNFE/BTEVTA
graduates of NFE equivalence X R.C
for inclusion in process
regular TVET will
III. Notify DLNFE/BTEVTA
be undertaken equivalence X R.C
process.
lxxi
Balochistan Education Sector Plan 2020-2025
lxxii
Balochistan Education Sector Plan 2020-2025
lxxiii
Balochistan Education Sector Plan 2020-2025
lxxiv
Balochistan Education Sector Plan 2020-2025
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Program 5 - Access and Participation
Overall outcome 5. Access and participation to formal and non-formal educational opportunities for school-age children, especially girls increased
and adult literacy improved.
Gross enrolment rate at primary (6 to 10)
85 (%) 50 54 61 69 79 88 EMIS Annual
Gross Enrolment Rate Middle (11-13)
34 37 39 42 47 50 EMIS Annual
(%)
Gross Enrolment Rate Secondary (14-
17 17 17 19 22 24 EMIS Annual
15) (%)
Gender Parity Index Primary 0.61 0.73 0.76 0.80 0.83 0.86 EMIS Annual
Gender Parity Index Middle 0.62 0.64 0.66 0.69 0.72 0.74 EMIS Annual
Gender Parity Index Secondary 0.55 0.57 0.61 0.62 0.65 0.68 EMIS Annual
% decrease in Out of School Children
50 46 39 31 21 12 EMIS Annual
Overall – Primary
% decrease in Out of School Children
46 43 37 30 22 15 EMIS Annual
Male – Primary
% decrease in Out of School Children
54 49 41 31 19 9 EMIS Annual
Female – Primary
% decrease in Out of School Children
74 72 71 68 64 63 EMIS Annual
Overall – Post Primary
% decrease in Out of School Children
73 72 71 69 66 64 EMIS Annual
Male – Post Primary
% decrease in Out of School Children
76 75 73 70 65 62 EMIS Annual
Female – Post Primary
lxxv
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 5.1. Education (schooling) opportunities expanded for all children
Ratio of primary/post primary schools 4.4 4.8 4.8 4.8 4.7 4.7 EMIS Annual
Annual % reduction schools with missing
0 10 20 30 20 20 EMIS Annual
facilities
Annual % increase in number of newly
created school places in the formal 0 0.5 1.5 3 4.5 4.9 EMIS Annual
education system
Output 5.1.1: Participation opportunities for primary age children in formal education expanded
Implementation % rate of plan to
establish new primary - 10 20 40 60 100 EMIS Annual
schools/classrooms
Implementation % rate of district-based
plans for options to expand schooling - 10 20 40 60 100 EMIS Annual
opportunities
Output 5.1.2: Participation opportunities for primary age children in formal education expanded
lxxvi
Balochistan Education Sector Plan 2020-2025
lxxvii
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 5.3. Increased enrolment and retention due to demand side interventions
Percentage increase in enrolment and
retentions due to demand side TBD EMIS Annual
interventions
Output 5.3.1: Plan to reduce demand side barriers affecting children’s access and participation implemented
% of districts which have rolled out a
plan to reduce demand side barriers for
0 10% 10% 20% 30% 30% EMIS Annual
children’s access and participation
based on findings of a research
Output 5.3.2: Awareness sessions on existing scholarships schemes regularly conducted in schools
% increase in number of students apply
0 10% 10% 20% 30% 30% EMIS Annual
to a scholarship scheme
Output 5.3.3: Meal program developed and implemented
% students covered by the meal
0 10% 10% 20% 30% 30% EMIS Annual
program
Output 5.3.4: Awareness on the importance of continued female education improved through community engagement and curriculum/TBs
% awareness plan implemented 0 10% 30% 50% 60% 70% PPIU/DOE(S) Annual
Output 5.3.5: Communities engaged to increase in take at the right age in early childhood programs/grade 1
% increase in Gross Intake Rate 50% 54% 61% 73% 84% 88% EMIS Annual
Sub Program 5.4 System level capacity for NFE/ ALP Programs
Intermediate outcome 5.4. System level capacity for management and strengthening of NFE programs enhanced
% NFE/ALP programs monitored for
0 10% 10% 20% 10% 10% NFEMIS Annual
standards monthly
lxxviii
Balochistan Education Sector Plan 2020-2025
lxxix
Balochistan Education Sector Plan 2020-2025
Intermediate outcome 5.5. enhanced access and participation in NFE / ALP programs
% increase in number of beneficiaries of
57% 80% 88% 84% 90% NFEMIS Annual
NFE/ALP programs
Output 5.5.1: Capacity of NFE/ALP programs expanded
% increase of NFBE graduates
0 20% 30% 40% NFEMIS Annual
mainstreamed
% increase in Adult literates completing
0 10% 10% 20% 30% 40% NFEMIS Annual
programs
Output 5.5.2: NFE centres cater to children above 9 years of age
% reduction in NFE centres with children
0 10% 10% 20% 30% 40% NFEMIS Annual
under 9 years of age
Output 5.5.3: Community mobilised for enhanced participation in NFE programs
% communities mobilised for support to
0 10% 10% 20% 30% 40% NFEMIS Annual
participation in NFE
Output 5.5.4: Expanded opportunities for post primary NFE & skill programs
Minimum number of MoUs with
government and non-government TBD Annual
organisations
Output 5.5.5: Females participation in NFE enhanced through specialised targeting strategies
% increase in female enrolment in NFE 5% 8% 12% 17% DLNFE Annual
Output 5.5.6: Recruitment of female teachers prioritised for NFE programs with at least 60% of the total being the target
% female teacher hired for NFE program 30 40 50 60 NFEMIS Annual
Output 5.5.6: Adult literacy programs introduced in districts with low literacy rates
% low literacy districts with adult literacy
70% DLNFE Annual
programs
Sub Program 5.6 Relevance of NFE/ALP programs
lxxx
Balochistan Education Sector Plan 2020-2025
lxxxi
Balochistan Education Sector Plan 2020-2025
lxxxii
Balochistan Education Sector Plan 2020-2025
Timelines Cost
Target Strategies Activities Million Responsibility Assumptions
Y1 Y2 Y3 Y4 Y5 in PKR.
Sub Program 6.1 Comprehensive Needs Based Database
Sub Goal 6.1. Develop comprehensive needs based database for use in education policy, planning and service delivery
Data need 6.1.1 Conduct data I. PPIU to identify and PPIU
analysis need analysis to document data needs for
conducted ensure better each organisation and for the
planning, overall education system,
Data frameworks implementation especially, the requirements X 0.27
revised and monitoring for of Balochistan Compulsory
enhanced quality, Education Act 2014, SDG 4
Required data access and equity and 5 through engagement
collected with each organisation.
II. PPIU to coordinate with PPIU
EMIS to review current data
X
frameworks and revise them
according to needs
0.32
III. PPIU to identify other PPIU
sources of data where EMIS
X X X
data is insufficient or not
needed
Data on private 6.1.2 Ensure that I. Engage with private sector PPIU, DOE(S), There is a low
schools and data on private to agree on the data collection EMIS confidence in the
madrassas is schools, other details and processes X R.C government by the
regularly public sectors and private school
collected madrassas is owners
comprehensively II. Engage with madrassas PPIU, DOE(S), There is a low
captured through the Home X R.C EMIS confidence in the
lxxxiii
Balochistan Education Sector Plan 2020-2025
All data are bases 6.1.4 Ensure that I. Link to EMIS all digitised EMIS/PPIU Frameworks for
rolled out and databasess are databases X X X X databases include
linked linked for optimal at least HR and
information II. Improve capacity of BTBB, EMIS/PPIU Finance data of
DOE(S), PITE, BOC&EC and each organisation
education secretariat to roll
X X X 5.44
out and manage their
respective databases to be
linked to the central EMIS
Roll out respective databases EMIS/PPIU
and link them X X X X
lxxxiv
Balochistan Education Sector Plan 2020-2025
Sub Goal 6.3. Institutionalise use of data in policy development, planning and service delivery
lxxxv
Balochistan Education Sector Plan 2020-2025
Sub Goal 6.4. Develop a culture and practice of research-based review of policies, plans and implementation processes.
lxxxvi
Balochistan Education Sector Plan 2020-2025
lxxxvii
Balochistan Education Sector Plan 2020-2025
lxxxviii
Balochistan Education Sector Plan 2020-2025
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Program 6 – Data and Research
Overall outcome 6. Education policies, planning, monitoring and reform are based on empirical evidence derived from data and research
Number of Annual Development Plans for School
Education aligned with needs-based operational 0 1 1 1 1 1 PPIU Annual
plans
Number of Annual Development Plans for NFE
0 1 1 1 1 1 PPIU Annual
aligned with needs-based operational plans
Number of Annual Development Plans for TVET
0 1 1 1 1 1 PPIU Annual
aligned with needs-based operational plans
% Policies reviewed and developed based on
0 20 20 20 PPIU Annual
empirical evidence
Number of research identified in the BESP
0 2 1 1 1 PPIU Annual
conducted
Sub Program 6.1 Comprehensive Needs Based Database
Intermediate Outcome 6.1. Comprehensive needs-based database developed for use in education policy, planning and service delivery
% SED organisations developing needs-based
0 100 100 100 100 PPIU Annual
annual operational plans
Output 6.1.1: Conduct data need analysis to ensure better planning, implementation and monitoring for enhanced quality, access and equity
% Indicators to measure Compulsory Education Act
0 100 Annual
2014 notified
% indicators of the Compulsory Education Act 2014
NA 25 50 75 100 PPIU Annual
generated regularly
Balochistan indicators framework for SDG4 targets
0 100 SED/P&D Once
notified
% indicators of the framework for SDG4 generated
0 25 50 75 100 PPIU Annual
regularly
lxxxix
Balochistan Education Sector Plan 2020-2025
Output 6.1.2: Data on private schools, other public sectors and madrassas comprehensively captured
Number of annual statistical reports produced with
data covering public schools, private schools, other 0 1 1 1 EMIS Annual
public sectors and madrassas
Output 6.1.3: Existing data outside the main database of EMIS is digitised
% databases digitised To be determined 25 25 25 25 EMIS/PPIU Annual
Sub Program 6.2 Standardised Analysis
Intermediate Outcome 6.3. Use of data in policy development, planning and service delivery institutionalised
% SED organisations developing needs-based
0 100 100 100 100 PPIU Annual
annual operational plans
Output 6.3.1: Officers of the department and policy makers are sensitised on importance of data use in decision making
Number of workshops with officers and policy
0 2 2 2 2 EMIS/PPIU Annual
makers
Output 6.3.2: Capacity for use of data in policy, planning and service delivery developed
Implementation rate of CD plan 0 30 40 30 PPIU Annual
87 Two reports target refers to: at least one report with framework for the Compulsory Education Act 2014 and one with the framework for SDG4
xc
Balochistan Education Sector Plan 2020-2025
Output 6.3.3: Existing rules reviewed to ensure mandatory data use for planning and decision making.
% rules mandating use of data notified 0 100 SED/PPIU Annual
Intermediate Outcome 6.4. Culture and practice of research-based review of policies, plans and implementation processes developed
% increase in the number of new or revised policies
0 20 20 20 PPIU/SED Annual
using research
Output 6.4.1: A plan to create awareness on the importance of research among senior decision makers and political leadership implemented
Number of workshops with officers and policy
0 2 2 2 2 PPIU Annual
makers
Output 6.4.2: Need based research conducted regularly
% increase in the number of education research PPIU/BOC&EC/BBIS
0 20 20 20 Annual
papers produced E/PITE/BTBB
Output 6.4.3: Capacity for research on education enhanced
Minimum number of MoUs signed with academia 0 1 1 1 1 PPIU Annual
Output 6.4.4: Research mandated as part of policy review processes and reforms
% rules mandating use of research notified 0 100 PPIU/SED Annual
xci
Balochistan Education Sector Plan 2020-2025
xcii
Balochistan Education Sector Plan 2020-2025
xciii
Balochistan Education Sector Plan 2020-2025
Sub Goal 7.2. Promote systemic, need-based and inclusive planning to improve the efficiency of education delivery
Standardised 7.2.1 Ensure I. Introduce rules to X 0.39 SED
format for AOP structured and mandate
approved systematic development of
implementation rolling Annual
ADPs aligned of BESP Operational Plans
with AOP (AOPs) in the light
of BESP
II. Notify an X
inclusive
Committee within
SED to finalize
AOP and review
progress on it
periodically
III. Develop AOPs X X X X X PPIU Make P&DD co-
as per a signatory of the
standardised and development
approved format component of
and ensure all AoP
proposals for
cooperation and
engagement with
donors, NGO and
xciv
Balochistan Education Sector Plan 2020-2025
xcv
Balochistan Education Sector Plan 2020-2025
Sub Goal 7.3. Promote a result-based management system to improve monitoring and managerial efficiency
Result-based 7.3.1 Introduce I. Introduce the X 0.17 SED The submission
management and implement rules to mandate of proposals for
xcvi
Balochistan Education Sector Plan 2020-2025
xcvii
Balochistan Education Sector Plan 2020-2025
Percentage of Objectively
M&E strategy verifiable
implemented indicators
(OVI) for
inputs,
processes,
outputs and
outcomes of
education
Data
collection
against set
indicators;
Reporting
and follow
up
mechanism
and
structures;
Periodic
evaluations;
II. Implement the X X X X X TBD SED, DOE(S), PITE, An overall M&E
M&E strategy at all BBISE, BoC, BAEC, mandate and
levels framework
complemented
by M&E
mechanism in
each individual
organisation
This should
include
strengthening of
PMC as a
regular
government
entity. PMC may
be merged with
xcviii
Balochistan Education Sector Plan 2020-2025
PPIU to
establish a new
directorate of
planning and
monitoring
under the direct
supervision of
Secretary
Education.
Build and
improve the
data analysis
capacity of PMC
Capacity of all
attached
departments on
M&E
xcix
Balochistan Education Sector Plan 2020-2025
c
Balochistan Education Sector Plan 2020-2025
Sub Goal 7.5. Encourage, and regulate, greater private sector participation and investment in education service delivery
Private schools 7.5.1 I. Develop a X X 0.26 SED
regulatory Strengthen strategic
framework regulatory framework for
standardised, framework for regulating private
institutionalised private schools schools in
to protect consultation with
public interest representatives of
ci
Balochistan Education Sector Plan 2020-2025
cii
Balochistan Education Sector Plan 2020-2025
Explore the
possibility of
handing over
the
management of
low-performing
public schools
to the private
sector under
PPP mode
Sub Program 7.6 Effective Decentralised Structures
Sub Goal 7.6. Strengthen management at the district and sub-district tiers including schools to bring education delivery closer to citizens
Composition 7.6.1 I. Review and X 0.23 DOE(S)
and functions of Consolidate modify the
DEA and DEG DEA and DEG functions of DEA
revised to improve and DEG to
district-level remove overlap
Effectiveness management and ensure
of DEA and of education alignment with
DEG improved respective
mandates
II. Revisit X DOE(S)
composition of
ciii
Balochistan Education Sector Plan 2020-2025
DEA to strengthen
the role of DEO
Cluster-based 7.6.2 I. Notify guidelines X RC SED Introduce a
management Rationalise for rationalising the range for the
strengthened and size and number of
and made more consolidate the composition of feeder schools
inclusive cluster-based clusters keeping in in a cluster
management view factors such
system to as geographic
improve proximity and fair Consider the
compliance distribution of possibility of
with responsibilities creating clusters
procurement II. Require DEOs X X X X X RC DEOs at the level of
policy 2014 to revisit cluster female middle
composition only schools in
once in 2 years exceptional
circumstances
Efficiency of 7.6.3 Reduce I. Amend the X 0.34 SED
cluster-based inefficiencies in notification on
procurement cluster-based Clusters to make
improved procurement to the disbursement
meet the of cluster-budget
requirements conditional upon
of schools the existence of
more Local Education
effectively Purchase
Committees
II. Develop and X RC SED
notify a well-
thought-out
formula for the
distribution of
allocated funds
among clusters
and among feeder
schools within
clusters
civ
Balochistan Education Sector Plan 2020-2025
Sub Goal 7.7. Mainstream gender-sensitivity across the value-chain of education delivery
Gender- 7.7.1 Ensure I. Develop a X RC PPIU
sensitivity gender- strategy for
promoted sensitivity mainstreaming
across the across the gender-sensitivity
cv
Balochistan Education Sector Plan 2020-2025
cvi
Balochistan Education Sector Plan 2020-2025
cvii
Balochistan Education Sector Plan 2020-2025
cviii
Balochistan Education Sector Plan 2020-2025
education procurement,
department number of
teachers and
development
schemes at a
prominent place
within premises of
their offices
II. Publish all X X X X X RC SED,DEOs
education-related
approved policies,
acts and rules on
the website
including BESP
annual progress
reports
III. Publish online X X X X X RC SED, DEOs
the mandatory PC-
III forms for each
development
project on a
quarterly basis
Sub Program 7.10 Constructive Political Engagement
Sub Goal 7.10. Translate political interest in education into an asset that supports systemic reform and improvements
Political 7.10.1 Engage I. Design, and X X 0.21 PPIU Identify the gaps
leadership political implement, an between
sensitised leadership to advocacy technical
about the sensitise them campaign to requirements of
technicalities of about the engage political education
education technicalities of leadership delivery and
service delivery education II. Identify X X X X RC SED perceptions of
service education politicians
delivery champions among
politicians and
develop
mechanisms to
cix
Balochistan Education Sector Plan 2020-2025
engage them in a
sustained manner
Standing 7.10.2 Engage I. Mandate X X X X X 0.23 Office of CS
Committee on the Standing Secretary SED to
Education Committee on present progress
engaged Education of on implementation
the provincial of BESP the
assembly in Standing
advocacy of Committee after
education every 6 months
reform II. Hold bi-annual X X X X X 0.54 SED Open forums to
open seminars include
with the committee members of
to discuss on going academia and
education reforms civil society
and issues
cx
Balochistan Education Sector Plan 2020-2025
Target
Indicator Baseline Data source Frequency
Y1 Y2 Y3 Y4 Y5
Program 7 – Governance and Management
Overall Outcome 7. Better governance and management for a more efficient, effective, inclusive and accountable education service delivery
Number of meetings of High Level Committee 2 2 2 2 2 PPIU Bi-annual
Number of Meetings of Standing Committee on 1 1 1 1 1 PPIU Annual
Education on education service delivery
% age of complaints in Complaints redressal 15 25 40 50 SED Annual
system resolved
% age improvement in public satisfaction with 0 10 20 30 40 50 PPIU/SED Annual
education service delivery
% reduction in per child costs 0 10 20 30 EMIS, Annual
Finance
Sub Program 7.1 Comprehensive policy and legal framework
Intermediate outcome 7.1. A comprehensive policy and legal framework developed to guide the provision of education service
% gaps identified in areas for legislation are 0 100 PPIU- Annual
addressed Attached
Dept. SED
Output 7.1.1 Education policy framework improved
Provincial education policy prepared 0 1 PPIU Once
Output 7.1.2 Legislative framework to meet the requirements of effective education delivery strengthened
Curriculum and Standards Act introduced 0 1 BOC&EC Once
Output 7.1.3 Rules for all education-related statutes to guide effective implementation developed
Number of acts for which rules notified 2 2 PPIU- Annual
Attached
Depts
Output 7.1.4 Capacity of SED to review policy and legal frameworks improved
Number of officials trained on policy and legal 0 3 3 3 3 PPIU Annual
frameworks
cxi
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 7.2 Systemic, need-based and inclusive planning promoted to improve the efficiency of education delivery
Alignment of ADP with BESP 0 1 1 1 1 PPIU-SED- Annual
P&D
% BESP implemented 10 25 50 75 100 PPIU Annual
Output 7.2.1 Structured and systematic implementation of BESP ensured
Number of Operational and Rolling annual plans NA 1 1 1 1 1 PPIU Annual
prepared for BESP (SED)
Output 7.2.2 Donor plans and projects aligned with BESP
% donor plans and projects aligned with BESP NA 30 50 65 80 100 PPIU Annual
Output 7.2.3 All horizontal and vertical tiers are involved in education planning
Number of districts sending proposals on NA 10 18 15 23 33 PPIU-Finance Annual
development budgets
Output 7.2.4 Supervision and monitoring of implementation of development projects of SED strengthened
Number of review meetings of development 0 2 2 2 2 2 PPIU-SED Annual
projects held by SED
Number of progress reports generated by each NA 2 4 4 4 4 PPIU-SED Quarterly
development project (PC-3)
Sub Program 7.3 Result-based management
Intermediate Outcome 7.3 A result-based management system introduced to improve monitoring and managerial efficiency
% implementation of work plans by SED and 0 75 80 90 90 95 Attached Annual
attached departments departments
Output 7.3.1 A result- based management system in all attached departments of the SED introduced and implemented
Number of attached departments prepared Annual 0 6 6 6 6 6 Attached Annual
Work Plan (AWPs) departments
Number of review meetings on Annual Work Plan 0 2 2 2 2 2 SED-Attached Bi-Annual
(AWPs) conducted by SED departments
Output 7.3.2 Formal coordination among the horizontal tiers of SED established
Constitution of a coordination committee
Number of annual meetings held by the 0 2 2 2 2 2 SED Bi-Annual
coordination committee
Output 7.3.3 A comprehensive M&E strategy developed and implemented
cxii
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 7.5 Private sector participation and investment regulated and promoted in education service delivery
Expansion of enrolment in PPP mode as % of total 0 5 10 15 DOE(S) – Annual
enrolment PPP node
% increase in number of private schools that are 25 50 75 100 DOE(S) Annual
registered
Output 7.5.1 Private schools regulatory framework standardised, institutionalised and disseminated
Strategic framework for regulating private schools 0 1 DOE(S) Once
developed
Balochistan Private Educational Institute 0 1 DOE(S) Once
Registration and Regulation Authority Act 2015
reviewed and aligned with strategic framework
Output 7.5.2 Strategy for engaging the private sector under PPP mode developed
cxiii
Balochistan Education Sector Plan 2020-2025
Intermediate Outcome 7.7 Gender-sensitivity across the value-chain of education delivery mainstreamed
Percentage of gender sensitisation strategy 0 15 25 40 60 SED-Attached Annual
implemented departments
Output 7.7.1 Gender-sensitivity across the value chain of education service delivery improved
% officials trained on gender sensitive 20 40 60 80 SED Annual
management
Output 7.7.2 Work environment made more gender-friendly
% SED and attached departments offices with day 10 30 60 100 SED-attached Annual
care centers Departments
cxiv
Balochistan Education Sector Plan 2020-2025
cxv
Balochistan Education Sector Plan 2020-2025
cxvi
Balochistan Education Sector Plan 2020-2025
Timelines Cost
Target Strategies Activities Million in Responsibility Assumptions
Y1 Y2 Y3 Y4 Y5 PKR.
Sub Program 8.1 Access and Participation
Sub Goal 8.1. Facilitate participation in TVET education to strengthen equal opportunities for all with special focus on women and girls and marginalised
groups
Female 8.1.1 Address entry I. Review and analyse BTEVTA
participation side barriers to entry side barriers and X RC
increased improve access and issues
participation for II. Engage
females communities and
X RC
employers to address
issues
III. Expand training
opportunities for X X X TBD
females
Mapping study 8.1.2 Invest in I. Carry out province BTEVTA
conducted developing TVET wise mapping to X
infrastructure in identify deficit areas
Plan developed deficit areas II. Develop a phased BTEVTA
21.85
to establish TVET plan to establish/
institutes functionalize TVET X
institutes in deficit
areas
Province wide 8.1.3 Improve the I. Launch campaigns BTEVTA
outreach perception of TVET to create awareness in
X X X X X 1.55
campaigns for attracting more order to change the
launched through trainees for perception of the
cxvii
Balochistan Education Sector Plan 2020-2025
cxviii
Balochistan Education Sector Plan 2020-2025
cxix
Balochistan Education Sector Plan 2020-2025
cxx
Balochistan Education Sector Plan 2020-2025
Sub Goal 8.3. Strengthen the governance of TVET for better management of the system
Institutional 8.3.1 Build the I. Develop B-TVETA BTEVTA
capacity of institutional capacity by staffing the
X R.C
BTEVTA of B-TVETA to organisation through
strengthened provide policy filling sanctioned posts
direction, regulatory II. Outline role and BTEVTA
oversight and remit of BTEVTA
coordination along with specifying
between the various role of different
public and private X
departments
TVET institutions in responsible for TVET
Balochistan. provision in
Balochistan 3.36
III. Develop a BTEVTA
coordination and
communication
X
mechanism between
the various
departments
Quality standards 8.3.2 Develop quality I. Develop a system, BTEVTA
are developed standards for guidelines and
and quality training providers in mechanisms to
X 3.64
assurance order to improve all implement a quality
system put in aspects of the assurance system for
place training process TVET institutions
cxxi
Balochistan Education Sector Plan 2020-2025
cxxii
Balochistan Education Sector Plan 2020-2025
Target Data
Indicator Baseline Frequency
Y1 Y2 Y3 Y4 Y5 source
Intermediate Outcome 8.1. Access to TVET education strengthened with enhanced equal opportunities for all, especially, women and girls and
marginalised groups
% increase in number of TVET institutes
Existing numbers 5% 5% 5% 5% 5% BTEVTA Annual
disaggregated by gender and location
Output 8.1.1: Entry side barriers addressed to improve access and participation for females
% female participation in TVET improved 10% BTEVTA Annual
Output 8.1.2: TVET infrastructure in deficit areas developed
Number of TVET institutes developed in
deficit areas on the basis of mapping 0 5 BTEVTA Annual
study
Output 8.1.3: Perception of TVET for attracting more trainees for vocational and technical training improved
% age increase of persons who consider
TVET as a viable option disaggregated by TBD 5% 10% 15% 20% BTEVTA Annual
gender
Output 8.1.4: Subsidised equipment provided to trainees to continue working in different trades
cxxiii
Balochistan Education Sector Plan 2020-2025
89 Baseline to be determined. Given the feedback in the TWG the current % does not exceed 10.
cxxiv
Balochistan Education Sector Plan 2020-2025
cxxv
Balochistan Education Sector Plan 2020-2025
cxxvi
Balochistan Education Sector Plan 2020-2025
Strong tribal affiliations established through centuries dominate social and political decisions
and, often, overwhelm the formal governance structures91. Strong patriarchy dominates social
interaction and the household. Resultantly, Balochistan has the weakest gender statistics
among all the provinces. Political, economic and social authority is almost always reserved for
men. Of all the provinces of Pakistan, Balochistan has the lowest percentage of women (10%)
who participate in major household decisions, including decisions pertaining to health care,
major household purchases, and visits to family or relatives.92 Similarly, Balochistan has the
highest percentage of women who have experienced physical violence (49%) since the age of
15.
Other features of underdevelopment include high levels of poverty, poor health indicators, and
low literacy rates. According to the multi-dimensional, Poverty Index 2016, Balochistan has
the highest rate of multidimensional poverty among all provinces in Pakistan.93 Nearly three
out of every four persons in the province are living in multi-dimensional poverty. Similarly,
Balochistan also has the highest average intensity of deprivation (55%) among all provinces.
This means that each poor person in the province, on average, is deprived in more than half
of the indicators included in the index. Multi-dimensional poverty in rural areas of the
province (85%) is significantly higher than in urban areas (38%). Quetta, Kalat, Khuzdar,
Gwadar and Mastung, in that order, are the least poor districts whereas Chaghi, Ziarat,
Barkhan, Harnai, and Killa Abdullah respectively are the poorest districts in the province. The
pace of progress has been uneven within the province.
90 This figure also includes the Brahui-speakers of the province. Although Brahui is a different language and is believed to have
different origin, Brahui-speakers identify themselves as a part of the larger Baloch ethnic group.
91 Haris Gazdar, Balochistan Economic Report: Background Paper on Social Structures and Migration (Karachi: Collective for
1
Balochistan Education Sector Plan 2020-2025
Figure 17-1 shows the basic health indicators: fully immunised children, children under 5
suffering from diarrhoea, women that have received TT injections and doctor-assisted
deliveries. Balochistan has the lowest figures in all except children suffering from diarrhoea.
Health Indicators
100
90
90 84
82
78
80 73 75
69 67
70
58
60 53
51
50 47
44
40 34
30 23
20
9 10 11 9
10 6
0
Fully immunized children Under-5 children suffering Women that have received Doctor-assisted deliveries
(%) from Diarrhoea (%) TT Injection (%) (%)
The province also has the highest maternal mortality rates at birth as well as highest infant
mortality rates at 78 per 1000 live births.
Similar to other indicators, Balochistan has the lowest literacy rates in the country. This holds
true for both the 10 plus and 15 plus categories. In the 10 plus there is a slight improvement
from 2010-11 to 2014-15, but still the values are about 9 percentage points lower than the next
lowest of Khyber Pakhtunkhwa and 16 percentage points lower than the national literacy rate
as presented in Figure 17-2.
2
Balochistan Education Sector Plan 2020-2025
70
62 63
60 60 60 59 60 60
58
60
52 53
50
50 44 44
41
40
30
20
10
0
National Punjab Sindh Khyber Balochistan
Pakhtunkhwa
In the 15 plus category, the values go down for all jurisdictions but the gap between
Balochistan and others increases. With Khyber Pakhtunkhwa, it enhances from 9 percentage
points to 11 and from the national figure the gaps increases to 19 percentage points
Balochistan has remained a major destination for refugees coming from Afghanistan.
According to the UNHCR, there are currently 324,280 registered Afghan refugees in the
province.94 There is also an equally large number of unregistered Afghan refugees in
Balochistan. The ethno-linguistic ties between refugees and certain ethnic groups of
Balochistan, mainly Pashtuns and Hazaras, make Balochistan prime destination for Afghan
refugees. Over the past decade, many refugees have returned back to their country. However,
a significant number still remains in the province.
3
Balochistan Education Sector Plan 2020-2025
17.2.1. Learning
Learning levels of school children are very low. Results and feedback from various sources
confirm this situation. Children cannot read and have very low skills in numeracy. The
problem persists even for learners who manage to survive school and go on to universities.
In 2013 Pakistan Reading Project (PRP) funded by the United States Agency for International
Development (USAID) conducted its baseline study. The results made two major revelations:
I. 42% children were zero readers in Urdu. This means they could not even recognise a
single word. This reads starkly with the rest of the country where the percentage was
22%
II. Another 41% children read below the requisite standards
Table 16-1 below shows reading and numeracy skills for primary school children in grade 3
and 5.
do
Who can Read
(Urdu/
Sindhi/ Pashto)
Sindhi/ Pashto)
Word (English)
Subtraction
Who can
Sentence
(English)
Division
Story
For most of the skills tested, Balochistan and Sindh have the lowest numbers. In Urdu reading
of a sentence (a very basic grade 1 SLO as per the curriculum) only 28.3% could read a sentence
in Grade 3. By Grade 5 only 40% could read a story in Urdu. The situation in English remains
worse, as in Grade 3 Annual Status of Education Report (ASER) tests for reading one word in
English, and in Grade 5 reading a sentence (again a very basic SLO for Grade 1).
In addition to the above classroom observations carried out for the sector analysis show that
children only rote memorise. Critical analytical ability is not developed. This is depicted even
in the case of those who manage to successfully survive school and complete, a minimum of,
graduate education. Reports of the Balochistan Public Service Commission (BPSC) and the
4
Balochistan Education Sector Plan 2020-2025
Federal Public Service Commission (FPSC) speak of ‘declining standards of education’ and
‘cramming instead of in-depth analysis’ respectively95.
The learning crises in the province has resulted from gaps in three areas:
I. Learning Design
The learning design includes curriculum framework, scheme of studies, curriculum and
textbooks. The teaching-learning process includes teacher effectiveness and assessments and
examinations. The latter having an overlap with the former and is, therefore, a sub-c0mponent
of the teaching-learning process. And finally, child welfare; the most neglected component of
the entire framework.
Learning design (consisting of curriculum framework, scheme of studies and textbooks) has
emerged as a major source of poor learning in the analysis. It is disconnected from the realities
of the child and resultantly fails good and bad teacher equally. The process of curriculum
development is not fed by any research on the needs of the child when he or she enters school
as well as, the requirements of the exit point, which means expectations and requirements of
the world after school. All components of the learning design have been developed on a set of
assumptions about the learners that do not hold except for a minute minority of urban elite.
The most glaring, and damaging, example is the language policy. Children are expected to
learn to read English and Urdu early in grade 1, whereas an overwhelming majority of them
(about 99%) do not have any knowledge of the languages as they enter schools. Textbooks
follow a similar pattern. Resultantly, the teacher cannot connect with the child. The design
fails good and bad teachers equally.
Teacher competency also remains weak. Again this may partly be due to unrealistic
expectations of the curriculum. Irrespective, studies on teacher’s competence, and classroom
observations for the ESA, clearly show that the majority of teachers lack content knowledge
and have poor pedagogy. Teaching is a one-way traffic with students not encouraged to ask
questions. Presence of multi-grade situations in almost 72% primary schools (with 43% being
single teacher schools) further pushes the teaching-learning processes towards rote
95Public service commissions have the mandate to conduct examinations for selection of personnel in officer positions including
the elite federal and provincial civil services.
5
Balochistan Education Sector Plan 2020-2025
memorisation. Finally, when it comes to resources and facilities, the teachers face a similar
situation as the child.
It will, at least in the long run, resolve the most immediate and serious concern of teacher
availability in the majority of districts, especially, in rural areas and for females. The biggest
shortage is of science, mathematics and language teachers. There has never been any detailed
planning on meeting teachers’ requirements both from a demand and a supply perspective
despite the massive challenges. This lack of planning is one of the causes of teacher shortages.
The other being even more damaging, politically driven deployments that fail to consider the
needs of children in different areas. Many teachers, especially females, recruited against
specific districts, get posted in larger cities through temporary arrangements that continue for
years. There is a clear case of inefficient use of the available teacher resource.
Professional development of teachers was also identified as a weak area despite the recently
initiated continuous professional program in limited districts. It is simply a supply-driven in-
service teacher training approach. The Directorate of Education (Schools) that employs
teachers does not recognise teacher professional development as its function and has left it
entirely to the Provincial Institute of Teacher Education (PITE). This results in low priority
accorded to Continuous Professional Development (CPD) in the Directorate and its field units.
Areas like mentoring by headteachers, evaluations and peer learning are completely neglected
as components of professional development. Even in case of the limited in-service teacher
training capacity of Provincial Institute of Teacher Education (PITE) remains below par, and
according to feedback received had very low impact. It requires major improvements.
6
Balochistan Education Sector Plan 2020-2025
V. Child Welfare
Finally, the child. Welfare of the child has been the most neglected area for improvements in
the teaching-learning processes in the classroom. Much is not known about child welfare as it
is a poorly researched area. The most data is available on health of the pre-school children. It
indicates a worrying situation: Balochistan has the lowest percentage of fully-immunised
children, highest percentage of under-five children suffering from Diarrhoea and the lowest
intake of micro-nutrient intake in Pakistan. About 47% of children under the age of 5 are
stunted. There is no information available on psycho-social development of the child. A few
interviews conducted with public health workers provided some anecdotal evidence on neglect
and even corporal punishment. Much more research is needed.
However, the limited data available clearly indicates that the child enters school with multiple
disadvantages. Minimisation of these disadvantages requires quality early childhood
education. Presently less than 10% of early childhood education is based on the required
curriculum and delivered as per the requirements of a quality Early Childhood Education
(ECE). Most children attend the traditional kachi classes where children of these levels are
ignored in multigrade situations (72% of all primary schools are multigrade with 43% being
single teacher institutions).
Once in school, disadvantages continue. Children face situations of missing facilities that
include lack of functional toilets and water availability. Corporal punishment, bullying and a
school environment with low regard for safety are common. There are no health inspections
or preparation of children for emergencies. Even where laws like Balochistan Child Protection
Act 2016 exist to prevent all types of abuses against children, including inside school, nothing
has been implemented, and vulnerability of the child continues. In terms of attitudes, there
are no processes to develop inclusiveness in the schools. There are some additions on gender
in the recently developed textbooks, but there has been no assessment of needs of inclusion in
multi-lingual and multi-ethnic classrooms. Neither the physical nor social environments of
schools accommodate inclusion. Children remain vulnerable in a hierarchical school
environment within a system that does not place them at the center of policies, plans and
service delivery.
Children with special needs fare even worse. They have very limited opportunities. The
Directorate of Special Education runs only 11 institutions. These do not fully cover the needs.
There is no coordination with the Directorate of Education (Schools) to develop a structured
process for inclusion of children with special needs, to the extent possible, into regular schools.
This remains a low priority area. Even data is inadequate.
Female disadvantage is evident from the gaps in net enrolment rates over the years. Two
trends are evident. Net enrolment rates decrease with levels of education, and they are lower
for females at each level with the rural female being the worst off.
This is calculated by estimations based on the 2107 census, with an estimation that 40% are enrolled in private schools, along
96
with a 12% (10% for boys and 2% for girls) enrolment in madrassas.
7
Balochistan Education Sector Plan 2020-2025
Overall 56 26 15
Overall Male 67 31 19
Overall Female 42 19 9
Rural Male 63 29 15
Rural Female 32 13 5
Urban Male 78 36 26
Urban Female 65 30 16
Rural females have a net enrolment rate of 5 only at the secondary level. About one-third of
the urban female which at 16 is also low. Gaps in Net Enrollment Rate (NER) are also reflected
in enrolments in government schools. The number of girls enrolled is almost half that of the
boys. A Gender Parity Index of about 0.51 for enrolment in government schools.
The situation of overall low participation and gender gaps has causes on both the supply and
demand side. Demand-side factors, even as they are poorly researched, are used more
conveniently for lower female participation. Data shows otherwise. There is a positive
correlation between increase in schools for females and enrolment. A stark example is increase
in female participation in examinations of Balochistan Board of Intermediate and Secondary
Education (BBISE). Participation of females increased by 193% from 2001 to 2015. During the
same period, female secondary schools increased from 100 to 250, an increase of 150%.
Low access and participation indicators owe to a number of factors. These include inadequate
coverage of population by schools, poor learning in classrooms and limited availability of post-
primary opportunities. Again school availability for females is lower at each level. Female
primary schools are 27% of the total, middle 41% and secondary 33 %.
Overall also Balochistan has the most skewed school’s proportions. Primary schools constitute
80% of the all public-sector institutions in the province. Middle schools constitute 11% and
secondary and higher secondary 8 and 1 percent, respectively.
8
Balochistan Education Sector Plan 2020-2025
8% 1%
11%
80%
On the demand side, poverty appears as the most important determinant for dropouts and
overall out of school children. The high dropouts at primary level signify the increased
opportunity cost for families as the older children support in income and non-income earning
activities. With low expectations from education, families have few incentives to retain
children in schools. There are other demand-side factors also. In case of females, early
marriages also appear to play a role in discontinuation of education beyond certain grades.
However, the demand-side considerations other than economic need to be researched better
as knowledge is mostly speculative and limited.
In addition to generally low participation of the girl child, there are issues within school that
have not been considered in her case. Many adolescent girls do not attend school due to lack
of knowledge on menstrual health management. These specialised needs are missing in both
society and schools.
A weak non-formal education system has not been helpful in reduction of out of school
children and improvement of adult literacy. There are major gaps in governance as the
singular Directorate with limited presence in the districts has struggled to expand NFE in the
province or even manage the quality of the programs.
Research has remained as neglected, within the government, as it was five years ago. There
has been no improvement in either the desire or the capacity to conduct research. Unless the
situation is rectified, disconnect between needs of education on ground, and policy, plans,
design and implementation will continue to widen. There has to be a recognition that a group
9
Balochistan Education Sector Plan 2020-2025
of experts around a table cannot supplant the need for hardcore academic research triggered
as per need on an ongoing basis. The research functions of all quality organisations continue
to be dormant, and there has been no effort to connect to research work and capacity of the
academia. Resultantly, policies and plans continue to be developed either without or with very
little research.
Increased spending on education has not translated into improved learning outcomes. The
percentage of out-of-school children has not recorded any major reduction either. There are
two major explanations for this. First, the overall education planning and resource allocation
is not aligned with the goal of learning. Secondly, the education system has a weak ability to
translate increased spending into better learning outcomes. This weak systemic ability, in
turn, is explained by poor governance and weak management capacity of the education system
in the province.
Governance and management issues cut through all aspects of education service delivery and
are arguably the weakest link in Balochistan’s education system. Governance issues include
standards, regulation, information, accountability, transparency and politics. Management
covers policy and legal frameworks, structures, processes (planning, implementation and
monitoring and evaluation), and capacities. The issues of lack of standards and weak capacity
are of cross-cutting nature and have, therefore, been dealt with throughout BESP.
Poor governance framework and weak management capacity at all levels of education
(including schools) is arguably the most serious problem of education service delivery in
Balochistan. Key governance and management challenges include but are not limited to weak
policy, regulatory and legal frameworks, ad hoc and centralised planning, inefficient HR
management system, lack of clarity over mandates, unavailability and opacity of data on
performance, low accountability, and lack of sustained political support. Most other problems
in the education sector are somehow linked to poor governance and management. Prevalence
of these issues means that the education system lacks the capacity to efficiently and effectively
utilise available physical, human and financial resources. It also implies that increased
availability of resources for education alone may not address the crisis of learning and low
access.
The governance and management challenges explained above are compounded by the large,
complex, and multi-layered organisational structure of the Secondary Education Department.
With an employee strength of nearly 79,000 personnel spread horizontally and vertically
across all tiers of governance (province, division, district and school), the SED is the largest
department in the province in terms of human resource and infrastructure. SED’s 13,874
schools are spread across all tehsils and districts of the province. Nearly one million children
attend these schools. The province is also home to a large number of Madrassahs and private
schools. The latter have experienced mushroom growth over the last couple of decades. While
the number of schools and students has increased, the fundamental management structures
have remained, largely, unchanged even though there have been incremental changes.
10
Balochistan Education Sector Plan 2020-2025
of the key causes that impede development of the sector. Again options for females are limited.
Only 35% of participants are women, mostly in low mobility trade
11
Balochistan Education Sector Plan 2020-2025
Bibliography
1. “Child Friendly School Manual”, Unicef
2. “Brain Development Transcripts”, The Science of Early Child Development (2nd
Edition)
3. Policy Analysis Report for Balochistan (1st Draft, 22nd August 2011)
4. Policy Analysis of Education in Balochistan, 28th November 2011
5. Balochistan Education Sector Plan 2013-18
6. The Balochistan Board of Intermediate and Secondary Education Ordinance, 1977
7. Targets SDG4
8. National curriculum
9. Pakistan country Report (ECE/ECD in Pakistan)
10. Improving School Leadership (Volume 1)
11. Balochistan Pass Fail Report
12. Sindh Education Sector Plan 2014-18
13. Early Childhood Care and Education Policy 2015
14. Sindh Curriculum Implementation Framework (CIF-2014)
15. Sindh Education Profile 2015-16
16. The Sindh School Education Standards and Curriculum ACT 2014, Sindh ACT No. IX
of 2015
17. Self-efficacy Questionnaire for Children
18. Teacher Self-efficacy Scale
19. Public Sector Development Program (Sector wise) (PSDP 2018-19)
20. Budget Analysis 2014-15
21. Budget Analysis 2015-16
22. Budget Analysis 2016-17
23. Balochistan Budget 2018-19
24. Needs Assessment Study
25. Framework System Approach for Better Education Results (June 2014)
26. Global Alliance to Monitor Learning Theory of Change 2017
27. The Data Revolution in Education, UNESCO (March 2017)
28. Enabling Environments Standards Document 2015
29. Enabling Environments Standards 2013
30. Education Sector Analysis Methodological Guidelines (Volume 1)
31. Education Sector Analysis Methodological Guidelines (Volume 2)
32. Education in Emergencies
33. Minimum Standards for Education in Emergencies, Chronic Crises and Early
Reconstruction
34. Education in Emergencies (A Resource Tool Kit)
35. School Safety Action Plan
36. Maslow’s Hierarchy of Needs
37. Bloom’s Taxonomy of Educational Objectives
38. Balochistan Multiple Indicator Cluster Survey 2010, MICS 2010
39. Pakistan Social and Living Standards Measurement Survey (PSLM 2014-15)
40. Dissemination of National Achievement Test (NAT) Findings 2016-17
41. National Assessment Report 2016
42. Balochistan Education Statistics 2016-17
43. UNICEF Education Strategy (2019-2030)
44. Needs Assessment Report
45. Training Needs Assessment of Public School Teachers in Balochistan (A Baseline Study)
46. EMIS School Data 2014-15
47. EMIS School Data 2015-16
48. EMIS School Data 2016-17
49. EMIS School Data 2017-18
i
Balochistan Education Sector Plan 2020-2025
ii
Balochistan Education Sector Plan 2020-2025
98. SDG 4 Data Digest, How to Produce and Use the Global and Thematic Education
Indicators
99. Balochistan board of Intermediate & Secondary Education, Quetta SSC annual
Examination 2014 (10th)
100. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2007-08
101. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2008-09
102. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2009-10
103. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2010-11
104. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2011-12
105. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2012-13
106. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2013-14
107. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2014-15
108. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2015-16
109. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2016-17
110. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2017-18
111. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2018-19
112. Annual Budget Statements, (Finance Department Government of Balochistan) Year
2019-20
113. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
114. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2007-08
115. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2008-09
116. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2009-10
117. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2010-11
118. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2011-12
119. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2012-13
120. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2013-14
121. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2014-15
122. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2015-16
123. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2016-17
124. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2017-18
125. Annual Budget Statements, (Federal Ministry of Finance Government of Pakistan)
Year 2018-19
iii
Balochistan Education Sector Plan 2020-2025
iv