Policy and Right to Education (RTE): Status on
Early Childhoods Education in Balochistan
Presented by
Dr. Syed Kamaluddin
Deputy Focal Person
Government of Balochistan
Policy Planning & Implementation Unit
(PPIU)
(September 16, 2014)
Overview
 Prelude
 ECE progress in Balochistan
 Performance assessment framework
 Targets set under BESPP
 ECE budget in PSDP
 Collaboration of donors
 Policy legislative & other reforms
 Way forward
2
Prelude

Pakistan education system strands at a critical juncture with constitution decree of
Article 25-A declaring education as fundamental right for children of 5-16 yrs of age.

In addition to its own constitutions, Pakistan is also inevitable by international
commitments and treaties.

The UN convention on Rights to Child (CRC), which is most extensive international
treaty on rights of children, commits states to ensuring the rights of all children on
basis of equal opportunity

The UN committee on CRC calls on states to recognize that children are active
participants in decisions them and to pay special attention to the neglected area of
early childhood.

The Jomtien Declaration for EFA stated that learning starts at birth.

The Dakar framework for action reaffirmed this and 180 world leaders signed up to
EFA goals where goal 1 illustrates that”
“Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable disadvantaged children”.
3
Prelude

In pursuance of the Dakar World Education Forum, the Government of Pakistan
developed a National Plan of Action 2001-15. This plan aimed at development of
education sector as a whole with a special focus on EFA goals with ECE as one of
its three areas of focus;

One of the salient features of National Education Policy 2009 stated that:
“ECE shall be based on a concept of holistic development of the child; age group
shall be recognized as comprising 3 to 5 years, at least one year pre-primary
education shall be provided by the State; ECE shall be attached to primary
schools provided with additional budget; teachers and assistants for this
purpose; and, for ECE teachers, a two-year specialized training shall be a
necessary requirement based on ECE revised National Curriculum”

In order to introduce ECE, a national curriculum for ECE was developed in the
year 2002 revised in 2007.

The Higher Education Commission has developed curriculum for the elementary
school teacher (ADE Programme) which also caters the professional needs of ECE
teachers.

Federal Ministry of Education has developed the Early learning and Development
standards
4
ECE significance

The criticality and advantages of ECE are now established from
biological ,social, economic, cultural and human development
standpoints.

Study have demonstrated the efficacy ECE in improving access
especially for the most disadvantage evidence from around the
world suggest that the most disadvantaged children whether
because of poverty, ethnicity, gender, rural isolation or disability,
experience the most dramatic gains from ECE.

The India village pre-school study, for example, found that the
children who had participated in an ECE program were twice as
likely to enroll in school as matched controls.

In Nepal more than 95% of program children enrolled compared to
an overall figure of less than 70%. The results are even more
dramatic, with very little dropout amongst the children who have
participated in a pre-school program.
5
ECE significance

Significant reductions in school failure, repetition, absenteeism and
dropout rates were found in the vast majority of the studies
looking at the effects of ECE worldwide.

The Mingat and Jaramillo studied impacts of Early Childhood Care
and Education in Sub-Saharan Africa and found completion rates of
50% in the absence of pre-school and around 80% where half the
children have access to pre-school or ECCD centers.

In Peru, a recent study found that nearly 60% more poor children
who participated in pre-school completed primary school as
compared with poor children who didn’t access pre-school.
(Reference: AKF report on ECE)
6
:
Total number of schools & enrollment
in Balochistan
School Type
No. of Public Schools
Boys
Girls
7807
2778
Middle
670
495
1165
High
550
233
783
26
17
43
9053
3523
Primary
Higher Secondary
Total
Total
Enrollment
Boys
Girls
10585 345144 205980
102079
87824
211242 117126
14608
20128
Total
551124
189903
328368
34736
12576 673073 431058 1104131
7
Performance assessment framework
Indicators
Initial 2013-14 2014-15 2015-16 2016-17 2017-18
Value
1. Access
1.1 ECE
Currently, it is a Katchi
class with limited concept
of ECE, material and even
classroom
and teachers
51%no
51%
55%
for this age group
59%
63%
67%
1.2 Primary
44%
47%
49%
51%
52%
54%
1.3 Middle
26%
27%
29%
30%
31%
32%
1.4 High
13%
14%
15%
16%
17%
18%
2.1 Primary
45%
46%
47%
48%
49%
50%
2.2 Middle
79%
80%
82%
83%
84%
85%
2.3 High
93%
93%
94%
94%
95%
95%
2.Survival Rate
Performance assessment framework
Indicators
Initial
Value
2013-14 2014-15 2015-16 2016-17
3. Intake Rate
3.1 Primary
60%
62%
64%
66%
68%
3.2 Middle
39%
40%
42%
43%
44%
3.3 Secondary
18%
20%
21%
22%
24%
9
Performance assessment framework
Indicators
2013-14 2014-15 2015-16 2016-17 2017-18
4. Quality
4.1 Literacy/Language (in Urdu)
Grade-3
6%
8%
11%
15%
20%
Grade-4
14%
16%
19%
23%
28%
Grade-5
49%
51%
54%
58%
63%
Grade-6
72%
77%
81%
86%
72%
Grade-3
4%
8%
11%
15%
50%
Grade-4
11%
13%
16%
20%
25%
Grade-5
29%
31%
34%
38%
43%
Grade-6
62%
64%
67%
71%
76%
Grade-3
4%
8%
11%
15%
50%
Grade-4
10%
12%
15%
19%
24%
Grade-5
39%
41%
44%
48%
53%
Grade-6
62%
64%
67%
71%
76%
4.2 Literacy/Language (in Eng)
4.3 Numeracy/Mathematics
Comparative student competencies (ASER
2013)
Indicators
Balochistan
Punjab
National
Grade-3
6%
27%
16%
Grade-4
14%
46%
29%
Grade-5
49%
66%
50%
Grade-3
4%
25%
15%
Grade-4
11%
44%
28%
Grade-5
29%
62%
43%
Grade-3
4%
19%
12%
Grade-4
10%
36%
25%
Grade-5
39%
56%
43%
Literacy (in Urdu)
Literacy (in English)
Numeracy
11
ECE progress in Balochistan
Schools focused
Number
UNICEF
300
RCC Project by SCSPEB
100
Balochistan Education Project
(SCSPEB and IDO)
IDSP & Taraqee Foundation
Total
105
55
560
Schools with ECE facilities only 5%
12
Targets set under Balochistan
Education Sector Plan (BESP)
Targets
1. Establishment
of ECE Centers
2.Establishment
of Primary
School
3. Up-gradation
of Primary
Schools to
Middle Level
4.Up-gradation of
Middle Schools
to Higher
Secondary
Target
by
2018
2013-14 2014-15 2015-16 2016-17 2017-18
3600
720
720
720
720
720
4000
800
800
800
800
800
800
80
160
240
240
80
100
10
20
30
30
10
Balochistan budget 2014-15
Name of Scheme
Target
Estimated Cost
(in million)
1. Establishment of ECE Centre
720
Rs.843.84
2. ECE Teacher Rs.18000/- per month
720
Rs.155.52
3. ECE material @Rs.30000/- per school
720
Rs.21.60
4. Up-gradation of Primary School into Middle
318
Rs.2544.00
5. Construction of Building already approved
shelter less Primary School
1800
Rs.9000.00
170
Rs.1275.00
7. Providing General Toilet
2000
Rs.600.00
8. Additional Class rooms overcrowded schools
1000
Rs.1300.00
9. Construction of Building Primary School
1100
Rs.5500.00
340
Rs.2720.00
6. Up-gradation of Middle School into High
10. Up-gradation of Primary School into Middle
14
Collaboration of donors in Balochistan
Development
Partner
Project
Name
Implementing
Entity
DFAT, Australia
ECE/ECD
Program
Aga Khan
Foundation
Idara-e- Taleem
–o-Aagahi (ITA)
ECE
Program
UNESCO
Supporting
Provincial
Capacity
Building to
Realize
Girls’ Rights
to
Education
ITA
Geographic
Scope
Financial
Commitment
Year
Area of
support
Gawadar, Killa
Saifullah and
Quetta
AUD 4.75
million
2010-2015
Lesbella, Killa
Saifullah &
Quetta
US$ 1.4
million
2014-2018
Access to
Early
Childhood
Development
Access for
girls to ECE &
P/S in 100
schools;
support
material
Expanding
access for girls
to primary and
secondary
education
through policy
support; and
improving
quality
Department of Across the
Edu.
province
Balochistan
(BEF)
Malala Fund
2014-2016
15
Collaboration of donors in Balochistan
Development Project Name Implementing Geographic
Partner
Entity
Scope
World Bank
Balochistan Balochistan
Province
Education
Education
wide
Support
Foundation/Se
Program
condary
Education
Department
World Bank
Promoting
PMU/
12 districts
Girls
Secondary
Education in Education
Balochistan Department
Global
Balochistan PMU/
Province
Partnership forEducation
Secondary
wide
Education/
Project
Education
World Bank
Department
Financial
Year
Area of support
Commitment
USD 22
2006-2014 Increasing
Million (loan)
access through
community and
public private
partnerships.
UNICEF
Promoting
Girls
Education in
Balochistan
Government
of
Balochistan,
Secondary
Education
Department
Upstream
work: the
whole
province.
USD 10
Million
(grant)
2012-2015 Access/Commu
nity
partnerships
USD 34
Million
(grant)
2014-2017 Access,
Quality,
Community
partnerships
and Monitoring
USD 15
Million
(grant)
2013-2017 Access,
Quality,
Capacity
Building and
system
strengthening
16
Proposed assessment methods on Early
Childhood Education
1. Classroom Level
 Child Assessment
3. Health
 Growth
 Teachers Assessment
 Weight
 Classroom Environment
 Immunization
 Head Teachers
 Medical checkups
2. Parental
 Support
 Involvement
 Level of understanding
 Sharing of Child Development
Reports
• Health
• Academic
4. System Diagnosis
(through proposed Balochistan
Examination & Assessment
Commission- BEAC)
17
Policy, legislative & other reforms
 Declared ‘Education Emergency’ in the province
 Act (Article 25-A) on Free and Compulsory Education is
promulgated
 Act on Introduction of Mother Language in early grades is
promulgated
 Future teachers selection through National Testing Service
(NTS) notified & MOU also signed with NTS
 Developed ECE policy framework in collaboration with AKF
 Planned continuous professional development (CPD) of
teachers and head teachers at all levels
 Development of new textbooks aligned with national
curriculum 2006 student learning outcomes (SLO’s)
18
Way forward
 Government of Balochistan Commitments to expand the ECE from 5%
to all schools in phase wise manner
 The CPD and pre-Service trainings needs to be aligned with the
concept of ECE
 Availability of teaching-learning resource material (TLR) especially for
ECE and primary level to make the teaching-learning processes more
attractive
 Construction design of the schools need to be reviewed and aligned
with the needs of the child
 Approval and implementation of ECE policy frame work from
Balochistan Cabinet
19
Thank you
<kamalshahppiu@gmail.com>