Youth, Students, Teachers, Civil Society, Media, Educationists
By:
Mrs. Huma Zia Faran (Assistant Manager, Annual Status of Education Report)
Prof. Jamil Najam (Former Director Public Instruction Punjab)
Rana Munir Azam (Former Additional Director Public Instruction Punjab)
First Educational Conference, 1947
Report of the Commission on National Education, 1959
Education Policy, 1970
The Education Policy, 1972-1980
National Education Policy and Implementation Programs, 1979
National Education Policy, 1992-2002
National Education Policy, 1998-2010
Educational Sector Reforms, 2001
National Education Policy, 2009
Right to Education
“The State shall provide free and compulsory
education to all children of the age five to sixteen
years in such manner may be determined by law.”
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Pakistan still falling short on its commitment to achieve Universal Primary
Education (UPE) and desired literacy rates.
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The need to review the NEP 2009 is essential so we can:
 match and upgrade decision making aligned to the devolved provincial set up and
in light of article 25-A
 Address areas previously neglected in NEP 2009-e.g.Special/inclusive
Education; ICTs; Technical and Vocational Education
 Integrate the upcoming Sustainable Development Goals (SDGs) especially
SDG# 4 and its 10 targets for education (to be finalized September 2015 globally) ;
this replaces the MDGs. Sadly Pakistan remains off track to meet the MDGs (Goals
2 on UPE and 3 on Gender Equality )
 Identify the role of the community as a major support and accountability forum
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The federal government has proposed a set of
these general guidelines
 Revision of the vision, mission, and objectives of
the policy
 All chapters to be revised in light of the 18th
amendment
 The new policy document will be theme specific
rather than subsector specific
 Policy should be accompanied by an
implementation framework, annual targets, and
estimated costs
“Our education system must provide quality education to our
children and youth to enable them to realize their individual
potential and contribute to development of society and nation,
creating a sense of Pakistani nationhood, the concepts of tolerance,
social justice, democracy, their regional and local culture and history
based on the basic ideology enunciated in the Constitution of the
Islamic Republic of Pakistan.”
(Aims and Objectives of the NEP 2009 can be found on page 17 of the
policy document.)
NEP 2009 – themes
National Education Policy: Challenges and Deficiencies
Fulfilling the Commitment Gap
NEP 2016- proposed themes/areas
Access for all levels (ECE to Higher Education incl. TVET,
NFE/Literacy- mindful of inclusive education, public and
private sector/madrassahs)
Quality (for all Levels underscoring learning outcomes and
ICTs in all delivery systems)
Fulfilling the Implementation Gap
Public Private Partnership at all levels/services
Islamic Education
Medium of Instruction –challenges Language Issues
Broadening the Base and Achieving Access
Teaching of Foreign Languages- English /Others
Raising the Quality of Education
Revival, Strengthening, and Activation of the role of
National Cadet Core, Boys Scout, and Girls Guide
Strengthening Skill Development and Innovation
Islamic Education
Higher Education
Sports, Games- Life Skills Based Education (LSBE)
Implementation Framework
Coordination and Linkages
The State of Pakistan’s Education
Political Will and Commitment
Research, Training, and Database Creation
Management/Administration/Monitoring of the Respective
Sub-Sector of Education
National Commitments 25 A; its rules/implementation- in
each province/area
Global Commitments and Trends –SDGs – ICTs- Climate
Change: Knowledge creation & management
1.
End poverty in all its forms everywhere
2.
End hunger, achieve food security and improve nutrition and promote sustainable agriculture
3.
Ensure healthy lives and promote well-being for all ages
4.
Ensure inclusive and equitable quality education and promote life-long learning
opportunities
5.
Achieve gender equality and empower all women and girls
6.
Ensure availability and sustainable management of water and sanitation for all
7.
Ensure access to affordable, reliable, sustainable and modern energy for all
8.
Promote sustained growth, inclusive and sustainable economic growth, full and productive
employment and decent work for all
9.
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation
10.
Reduce inequality within and among countries
11.
Make cities and human settlements inclusive, safe, resilient, and sustainable
12.
Ensure sustainable consumption and production patterns
13.
Take urgent action to combat climate change and its impacts
14.
Conserve and sustainably use the oceans, seas and marine resources for sustainable
development
15.
Protect, restore and promote sustainable use for terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
16.
Promote peaceful and inclusive societies for sustainable development, provide access to
justice for all and build effective, accountable and inclusive institutions at all levels
17.
Strengthen the means of implementation and revitalize the global partnership for
sustainable development
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SDG Goal 4: Ensure inclusive and equitable education and promote
life-long learning opportunities.
4.1. by 2030 ensure all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and
effective learning outcomes (Right to Education)
4.2. by 2030 ensure all girls and boys have access to quality early
childhood development, care and pre-primary education so they
are ready for primary education (Early Childhood Education)
4.3. By 2030, ensure equal access for all women and men to
affordable and quality technical, vocational and tertiary
education, including university
4.4. By 2030, increase by [x] per cent the number of youth and adults
who have relevant skills, including technical and vocational skills, for
employment, decent jobs and entrepreneurship
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4.5.By 2030, eliminate gender disparities in education
and ensure equal access to all levels of education and
vocational training for the vulnerable, including persons
with disabilities, indigenous peoples and children in
vulnerable situations
4.6. By 2030, ensure that all youth and at least [x] per
cent of adults, both men and women, achieve literacy
and numeracy
4.7.By 2030, ensure that all learners acquire the
knowledge and skills needed to promote sustainable
development, including, among others, through
education for sustainable development and sustainable
lifestyles, human rights, gender equality, promotion of a
culture of peace and nonviolence, global citizenship and
appreciation of cultural diversity and of culture’s
contribution to sustainable development

4.a. Build and upgrade education facilities that are child,
disability and gender sensitive and provide safe, non-violent,
inclusive and effective learning environments for all

4.b. By 2020, expand by [x] per cent globally the number of
scholarships available to developing countries, in 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 programmes,
in developed countries and other developing countries

4.c. By 2030, increase by [x] per cent the supply of qualified
teachers, including through international cooperation for
teacher training in developing countries, especially least
developed countries and Small Island developing States
1.
2.
3.
4.
5.
6.
Vision and Mission – core principles
Early Childhood Education
Primary Education
Secondary Education
TEVT and Special Education
NFE and Adult
For above curriculum, textbooks, supplementary
materials teacher education, assessment, ICTs enabled
learning, protection/LSBE, ethics, citizenship education,
inquiry based learning pedagogies etc.
7.
8.
9.
Governance and Financing
Madrassas
Inclusive/special education
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Implementation of Rights to Education 25A
Integration of SDG4 and targets in the NEP 2016
Issues and recommendations for quality and learning/assessment in each sub-sector ECE..
To Secondary/NFE –literacy –TVET/etc.
 Teacher Education – Pre and In-service Licensing and certification
Issues of access across each thematic area- norms of school construction, space and
buildings/facilities
Protecting our children – child rights – non-discrimination- ending child marriages in Sindh
- measures for emergencies
Role of technologies/ICT in improving learning/governance
How to integrate climate change; Life skills based education (LSBE) protection/human
rights and citizenship in teacher education, classrooms and schools
Governance of education system: SMC/School Council; District; Provincial level and strong
M&E Systems
Scope of Public Private Partnerships in public sector service delivery all levels; quality and
financing systems
Financing of education raising the budgets and utilization

Lack of output and outcome-focused interventions

Teacher adequacy in sector/recruitment systems (lack of head
teachers primary /elementary levels).
Poor quality of teachers with lack of observation of
standards for recruitment.
 Traditionally there has been no linkage of teacher training
with outputs to assess impact of training.
 Teacher Education (pre-service) and training systems(inservice);
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 Substandard and unregulated pre-service teacher education
remains a more serious concern.
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Textbooks: relevance, diversity, alignment to National
Curriculum/ new versions SLOs etc.
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Integration of Inclusive ed; Life Skills Based Education
(LSBE); Climate Change; Environment; Child & Human
Rights; Protection; Tolerance/ peace; heritage;
demographics/ population.
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There are no standards for examination procedures.
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Standards to prepare and evaluate quality textbooks need
to be developed. Capacity development of authors and
editors towards student-centered activity.

Role of, and support to technology enabled learning
solutions and innovations.
What are the gaps and challenges of Quality?
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The recent enrolment drive has increased enrolment
levels but the ability to retain the numbers will be a key
factor.
Gender disparities are also not very stark at the overall
provincial level but differentials exist across districts.
Role of private sector on its own resources/support
through the education foundation;
Facilities and norms in schools e.g. Number of rooms by
level; need for inclusive spaces; library/resource room;
ECE rooms; kitchen/store in low lying areas near rivers
where emergency shelters are needed etc.
What are the gaps and challenges of Access?
Issues of access across each thematic area?
(public sector and private sector share)
1.
2.
3.
At present no institutionalized policy on
ECE exists.
Education managers have limited
understanding of ECE concepts
Most primary schools have no space,
material and trained teachers for ECE.
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Institutionalize pre-primary ECE through
development and notification of a policy.
Create awareness and train education
managers, head teachers and teachers on
ECE.
Prepare plan and implement expansion of
pre-primary ECE program.
Allocate adequate financial resources for Early
Childhood Schooling/Education.
 Advocate strong policies to counter the
problem of inadequate and inequitable access
to early childhood programs in the country.
 Train teachers to understand the holistic
needs of early childhood education and its key
indicators
 Develop minimum quality standards including
activity based teaching learning material for
ECE.
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Five years since the Right to Education was
added to the constitution as a fundamental
right in 2010 as part of the 18th Amendment.
 There are huge gaps in provision across
primary and secondary school facilities
 Learning outcomes also remain a major
challenge as illustrated annually by ASER,
Pakistan (2009-2014) and other examination
boards (grades 5, 8, 9, 10, 11 & 12).
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Technical and Vocational Education suffers from
perceptions of a ‘low status’ sub-sector with poor
access, quality and low budgets.
TVET may also be under reported and needs a
systematic census for strategic plan to address the
youth bulge.
The inadequate quality stems from low investment,
poor linkage to industry and small and medium
businesses, low soft skills and limitations of the
curriculum and shortage of quality instructors.
Expansion of facilities for Special Children in
government and private schools.
Teachers to be trained especially according to the needs
of special children.
Lack of integrated information systems and
research-based policy planning and
implementation;
 Ineffective monitoring mechanism has resulted in
poor management and accountability;
 Lack of capacity in terms of technical expertise
across the sector for policy making, planning,
management, and delivery of inputs and processes;
 Lack of coordination between provincial
departments and stakeholders within the sector, no
cross-linkages between school education, college
education, technical and vocational and literacy
and non-formal education.
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Challenges of additional responsibilities and requirements
of the provincial education department with the
enactment of the 18th constitutional amendment Act,
2010.
 Lack of capacity and ineffective monitoring for utilizing
funds, and dependency on international donors leads to
non-sustainability of reform.
• Official role and scope of public private partnerships in
public sector administrative and financing systems
• What are some ways of promoting Information and
Communication Technologies (ICTs) in education –
learning, monitoring and accountability?
• Child/youth Protection/Life Skills: Importance of Life-Skills
based education(LSBE).
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 What are the gaps and challenges of Governance?
 How can we activate school councils?
 How can we ensure 100% retention of students
(grade 5 onwards)?
 What is our capability to spend large funds e.g.
Non-Salary budgets (NSBs) fact sheet on NSB?
 How to ensure capacity for community
engagement both VOICE & timely actions?
 What are some ways of promoting Information
and Communication Technologies (ICTs) in
education – learning, monitoring and
accountability?
1.
2.
3.
Ensure greater linkage between the NFBE
and formal education sectors
Create standards and provincial-level
strategies for the NFBE sector
Ensure effectiveness and quality in the
NFBE sector
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Life Skills Based Education (LSBE) has been defined by the
World Health Organization (WHO) as “abilities for
adaptive and positive behavior that enable individuals
to deal effectively with the demands and challenges of
everyday life”.
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Life Skills Based Education curriculum covers a wide range
of topics in a culturally appropriate manner including:
physical development; gender equality; marital rights and
birth spacing; harassment and violence; protection from
diseases, effective communication, decision making
abilities and negotiation skills, family life education (FLE)
and population education.
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Inclusive education means that all students
should be educated together to the same
high standards irrespective of their gender,
faith, ethnic, cultural or economic
background or physical or intellectual
capacities.
Standardizing Teachers Qualification – teacher’s
licensing.
 Taxonomies:
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 Bloom Taxonomy
 Solo Taxonomy
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Recruitment policies
Teacher’s Training
 “Most in-service training is funded by donors under
specific projects and is not the result of an overall needs
assessment.
 Normally the same set of teachers repeat training.
 Training is carried out without follow up or monitoring
 Most training focuses on pedagogy rather than
content.”
Q&A