Country Working Group Report Pakistan

Policy Recommendation: 1 Universalization of Primary Education by 2015  Strategies  Right to Education should be in "Principles of Policy" to held state responsible for illiteracy  Enforcement of Compulsory Education Act  Mapping the un-reached groups  6379 new primary schools within the radius of 1.5 km  Existing 10,185 and 10,000 Non-formal basic education community schools in next 3 years  Establishing Universal Education  Enrolment Forum to mobilize the community  recruitment of 131, 893 new teachers and training of existing teachers to improve the quality with incentives for those who will be working In far flung areas 2

Examples of good practices already in place in countries  Good media campaign for literacy  Provision of Free Textbooks  Free Provision of education up to class V  Stipends for girls student  Provision of missing facilities 3

Required capacities, resources, support  Strengthening/capacity building of MoE  Cost for establishing new primary schools 96 million  million are required for the recruitment of new teachers  Support from Development partners/NGOs/parents 4

Timeframe and scale (national or lower level, i.e. identify specific districts, regions, etc  By the year 2015  A time bound plan will be devised and put in action. This will be applicable for whole country but with a specific focus on the underdeveloped districts/segments/groups and the far flung areas to reach our target groups. 5

Comments, necessary conditions, assumptions, etc.  Political stability and commitment will remain there  Increased Financial allocations up to 4% of GDP  Collaborative effort of the stakeholders with shared commitment 6

Policy Recommendation 2: Improving the quality of education and its delivery to achieve the desired learning outcomes in primary education, ECCD and Literacy  Reforming the training institutes and packages to be used for teachers training, Sustained in- service teachers training programme at all level  Establishment of teacher certification and accreditation regime,  Upgrading the level of teacher education for recruitment, motivational aspects through incentive plans  Establishing INSET at tehsil levels 7

Cont…..  Reviewing the curriculum to make it more innovative, inclusive, engendered, relevant, unbiased and meeting the learning needs of learners/students,  Making institutions from top to bottom accountable to the quality indicators and the progress desired  Improving the governance mechanisms and systems- conducive policy environment  Continuous Assessment of learners and teachers  Improving the learning environment making it conducive for the learner  Provision of missing facilities to make them child/learner friendly 8

Examples of good practices already in place in countries  Provision of missing facilities  NEAS 9

Implementing agencies, providers, partners  MOE  MOSW&SE  MOF  Training institutes  CSOs, 10

Required capacities, resources, support  Capacity building of MOE,  enhanced financial support,  technical support from the CSOs, not- state actors/development partner  Enhanced capacity of the devolved structures to adapt to this policy recommendation2015, national, provincial, district and tehsil level 11

Comments, necessary conditions, assumptions, etc.  NEAS will continue to work  New Education Policy approved and implemented  All missing facilities are provided by the year 2010Accountability mechanisms in place to monitor the progress and gaps  Curriculum review will be completed by the year

Policy Recommendation 3: Achieve gender parity by 2010 Gender equality by 2015  Strategies  Developed especial ways and means to enroll all the girls in formal and informal education sector  Accelerate efforts to remove all the stereotypes from the curriculum and school environment  Special incentives for girls students for enrollment and retention  Appoint female teachers at primary level to improve learning environment and provide opportunity to females 13

Cont….  Strategies  Collaborations with the CSOs for supporting and implementing the policies  Some motivational campaigns( may be linked to adult literacy programmes with the community) to motivate and encourage girl child education  Use of electronic and print media to create awareness among the people 14

Examples of good practices already in place in countries  Efforts has been made in the new curriculum to remove stereotypes  New Education Policy recommends the recruitment of female teachers alone for the primary level  Girls are offered incentives in shape of cash and food 15

Implementing agencies, providers, partners  MoE/departments  UN Food agency  NGOs 16

Required capacities, resources, support  Need to sensitize, educate decision/policy makers on gender issues  Need to build capacity of education managers and teaching cadres on gender sensitization  The financial commitment need to be put in place to achieve the gender parity and equality goals.  Political support is required/sport from CSOs and other groups is also essential 17

Comments, necessary conditions, assumptions, etc.  Political commitment shall remain there  Government provides adequate financial resources  The MOE, other related ministries and managers are open to learning and internalizing the conceptual framework for implementation 18

Policy Recommendation 4: Provide ECCE to every child of 3—5 years and Educate Teachers in ECCE  Strategies  Development of teaching learning material and teaching kit Training the teachers to meet the needs of the ECCE programmes  Multi-Lingual approaches need to be included  Establishment of necessary infrastructure for ECCE 19

Cont…  Create awareness among the parents regarding the benefits of EECE in child's mental development Closely monitor the progress over time to strategize As per the needs and commitments 20

Examples of good practices already in place in countries  ECCE curriculum has been developed 21

Implementing agencies, providers, partners  MoE/Private Sector/development partners  Specific role can be split among the partners e.g. the mobilization and monitoring components be assigned to the civil society partners while the rest can be implemented by the ministries 22

Required capacities, resources, support  Trained teachers for ECCE  Adequate resources for development of infrastructure/training and delivery of programme 23

Comments, necessary conditions, assumptions, etc.  Provision of necessary financial and technical resources 24

Policy Recommendation 5: Make education inclusive and relevant to the needs of the learners with a focus on quality  A thorough review of our existing strategies needs to be done including review of the curriculum, training packages and existing strategies to make them inclusive, relevant and quality oriented 25

Strategies Cont…..  A special focus on the marginalized segments to encourage them through non-formal and formal education so as to mainstream them The vocational training institutes, their current status, mandate and future strategy to be chalked out

Examples of good practices already in place in countries  The review of the curriculum is some thing that has already started, just feeding in some recommendations of the conference regarding the quality, gender and inclusive aspects will further refine the process  The vocational training wherever they exit are functioning but need to be up scaled and reviewed.

Implementing agencies, providers, partners  MoE/departments  NGOs/civil society

Required capacities, resources, support  Capacity of the MOE to understand and handle such important issues needs to be enhanced in terms of technical, human and financial resources.  The M&E mechanism needs to be set in place that can track the progress on such issues

Comments, necessary conditions, assumptions, etc.  The political environment is stable to allow a policy environment for such initiatives to live and nurture

Policy Recommendation: Improve the governance and financial management mechanisms to meet the EFA targets  Strategies:  Multi year rolling plans to identify the required resources in a detail manner  Adopt an inclusive and gender lens while allocating resources.  Inter-sectoral (financial commitments by different ministries) approach to achieve EFA.  FEMIS introduced to help monitoring and evaluation  Introduce School-based Budgeting

Cont….  Increased debt-free/relief support from multilateral and bilateral donors through programmatic approach.  Accountability and transparency mechanisms emplaced  the devolved governance mechanisms reviewed and streamlined to meet the needs

Examples of good practices already in place in countries  Devolved system already exists, some gaps identified and being looked at

Implementing agencies, providers, partners  Ministry of Education  Ministry of Finance  Provincial Education Department  CSOs/NGOs  Development Partners

Required capacities, resources, support  Strengthening/capacity building of MoE  Streamlining the governance, financial and managerial capacities  Financial support for innovations  Accountability and transparency mechanisms need to be strengthened and implemented in its full spirit

Comments, necessary conditions, assumptions, etc.  Political stability and commitment will remain there  Increased Financial allocations fro education  The governance system remains open to changes that will foster development  Collaborative effort of the stakeholders with shared commitment

Pakistan Thank you