IMPLEMENTATION STATUS OF

NATIONAL EDUCATION POLICY

2009

Mohammad Khan Khichi

Dr. Dawood Shah
Syed Muhammad Saqlain
Dr. Khawaja Sabir Hussain
Syeda Shaista Bano
Muhammad Aslam Bhatti

Academy of Educational Planning and Management

Ministry of Federal Education and Professional Training
Islamabad

2015

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© AEPAM, Islamabad. 2015

Cataloging in Publication Data

Main entry under authors:

Mohammad Khan Khichi, Dr. Dawood Shah, Syed Muhammad

Saqlain, Dr. Khawaja Sabir Hussain, Syeda Shaista Bano and
Mr. Muhammad Aslam Bhatti.

Implementation Status of National Education Policy, 2009: –

Academy of Educational Planning and Management Islamabad: -
(AEPAM Publication No.268)

1. Education Policy 2. Implementation Status of NEP, 2009

379.154 ISBN: 978-969-444-094-1

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 TABLE OF CONTENTS

Table of Contents
Acronyms
Preface
Executive Summary

Chapter One: Introduction

1.1 Rationale of the study

1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Delimitation of the Study

Chapter Two: Literature Review

2.1 Early Childhood Education (ECE)

2.2 Elementary Education
2.3. Secondary Education
2.4. Improving Teacher Quality
2.5. Literacy and Non-formal Learning
2.6. Curriculum Reform
2.7. Quality in Textbook and Learning Materials
2.8. Improving Student Assessment
2.9. Co-Curricular and Extra-Curricular Activities
2.10. Comparison of NEP 2009 with Provincial
Education Sector Plans

Chapter Three: Methodology

3.1 Population of the Study

3.2 Sample of the Study
3.3 Research Instrument of the Study
3.4 Pilot Testing of Research Instruments
3.5 Procedure for Data Collection
3.6 Findings, Conclusions and Way forward

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Chapter Four: Implementation Status of National Education Policy
2009 By Provinces and Regions

 Punjab
 Sindh
 Khyber Pakhtunkhwa
 Balochistan
 Gilgit Baltistan
 Azad Jammu and Kashmir
 Islamabad Capital Territory
 Progress towards Education for All Goals in Pakistan

Chapter Five: Findings, Conclusions and Way Forward

5.1 Findings
5.2 Conclusions
5.3 Way forward

Bibliography
Annexure

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 ACRONYMS

AJK Azad Jammu & Kashmir

BEC Balochistan Education Commission
BISEs Board of Intermediate & Secondary Education
BOC & EC Bureau of Curriculum and Extension Centre
BOC Bureau of Curriculum
BTBB Balochistan Text Book Board
CIF Curriculum Implementation Framework
CT Certificate in Teaching
DSD Directorate of Staff Development
DTESC District Training Education Support Centre
E & SED Elementary and Secondary Education Department
EFA Education for All
ESR Education Sector Reforms
GB Gilgit Baltistan
GDP Gross Domestic Product
GPI Gender Parity Index
ICT Information Communication Technology
IER Institute of Educational Research
KP Khyber Pakhtunkhwa
MDG Millennium Development Goal
NEAS National Education Assessment System

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NERP National Education Policy Reforms Process
PCA Punjab Curriculum Authority
PEAC Provincial Education Assessment Center
PEAS Provincial Education Assessment System
PEC Punjab Examination Commission
PITB Punjab Information Technology Board
PITE Provincial Institute of Teacher Education
PRP Provincial Reform Program
PSDP Public Sector Development Program
PTC Primary Teaching Certificate
RITE Regional Institutes of Teacher Education
SESP Sindh Education Sector Plan
SLOs Student Learning Outcomes
SSC Secondary School Certificate
STBB Sindh Textbook Board
STEDA Sindh Teacher Education Development Authority
SW & WD Social Welfare & Women Development Department
TBB Text Book Board
TPD Teacher Professional Development
UNESCO United Nations Educational, Scientific and Cultural
Organization
UNICEF United Nations International Children's Emergency Fund
USAID United States Agency for International Development
USB Urdu Science Board

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 PREFACE

Education is prerequisite for all developmental initiatives around

the world. In fact, education pushes us towards innovation and teaches
golden principles of honesty, integrity and helps to understand the point of
views of other people. It is the panacea of all evils in our society. In order
to implement Article 25-A, many initiatives need to be introduced in
education sector.

This report will provide useful information regarding the

implementation status of National Education Policy 2009 and help in
revising the Education Policy. The study has focused on sub sectors of
Education Policy i.e. Early Childhood Education (ECE), Free and
Compulsory Primary Education, Elementary Education, Secondary
Education, Literacy and Non-formal Education, Improving Teacher
Quality, Curriculum Reforms, Quality in Textbook and Learning Material,
and Improving Student Assessment.

On behalf of AEPAM colleagues, it is my pleasant duty to thank

Engineer Muhammad Baleegh-ur-Rehman, Minister of the State and Mr.
Muhammad Imtiaz Tajwar, Secretary, Dr. Allah Bakhsh Malik, Additional
Secretary Ministry of Federal Education and Professional Training,
Government of Pakistan, Islamabad for their continuous guidance, support
and encouragement. I would like to express my gratitude to research team
comprising Dr. Dawood Shah, Director (Training), Syed Muhammad
Saqlain, Director (Research), Dr. Khawaja Sabir Hussain, Deputy Director
(Research), Syeda Shaista Bano, Deputy Director (Research) and Mr.
Muhammad Aslam Bhatti, Joint Director, for conducting the study. The
services of Mr. Zulfiqar Ali Joya, Assistant Private Secretary for typing and
composing the report are also appreciated.

Mohammad Khan Khichi

Director General

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 EXECUTIVE SUMMARY

The study was designed to assess the present implementation status

of the National Education Policy (NEP 2009). It aims to examine
implementation status of the NEP’s (2009) provisions relating to Early
Childhood Education (ECE), Free and Compulsory Primary Education,
Elementary Education, Secondary Education, Literacy and Non-formal
Education, Improving Teacher Quality, Curriculum Reforms, Co-curricular
and Extra Curricular Activities, Quality in Textbook and Learning Material,
and Improving Student Assessment. The objectives of this Study were to:-

i) To explore current status of the implementation NEP 2009 at

provincial and regional level.

ii) To develop way forward to ensure improvement in

implementation and review of the National Education Policy

In this context, research teams of AEPAM visited provincial

headquarters, i.e. Lahore, Karachi, Peshawar and Quetta and regions i.e.
Gilgit Baltistan, Azad Jammu and Kashmir and Islamabad to collect
information using interview in consequence of the field visits. This report
was developed on the basis of collected information from the field visits.
The major findings of the Study are presented as follows:-

1. The proposed policy actions regarding Early Childhood Education

implementation indicate that ECE age group is 3 to 5 years in all
provinces whereas in Azad Jammu and Kashmir and Islamabad Capital
Territory the ECE age is 3 to 4 years. Provision of ECE has been attached
with Primary schools in a few provinces. However, no additional budget
has been provided for employment of specified ECE teachers and other
assistance i-e. Learning material and A.V. aids, etc. Two years specialized
training for ECE teachers has not been provided. As far as teachers
training was concerned, one or two weeks ECE teachers training programs
were organized for ECE teachers in collaboration with NGOs and
International Donor Agencies in public sector in almost all
provinces/regions.

viii
2. As far as elementary education is concerned it was found that
provincial/regional and federal governments have made efforts to
bring all children, irrespective of gender, in schools as per policy
actions but lack of infrastructure and financial resources are hurdles
to implement this policy provision. The provision regarding official
age 6 to 10 for primary education has not been implemented. It was
also found that UNICEF, UNESCO, JICA, UNDP and different
Governmental and Non-Governmental Organizations are facilitating
Education Departments to achieve EFA goals. The policy provision
regarding providing necessary financial resources to achieve the
EFA goals could not be implemented in letter and spirit due to
financial constraints. Primary schools were upgraded to middle
schools wherever feasible as proposed in the policy. It was further
found that provision regarding priority to reduce the dropout rate by
providing financial and food support to children could not be
implemented. However, all the provincial/regional/federal
Education Departments are striving to provide conducive
environment and basic missing facilities in schools. Hence,
sufficient funding is required to provide complete infrastructural
facilities. It was found that “Apna Ghar” residential schools
couldn’t be established in any province/regions. However, 14
Danish residential schools were established in seven districts of
Punjab on the same principles to provide quality education to poor
children. As far as unique ID allocated to students was concerned it
was found that unique ID has not been allocated to children on
admission in Grade-I in schools in provinces/regions except Punjab
Province. In Punjab ID is allocated to the children enrolled in
schools.

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3. Implementation status regarding Secondary Education indicates that
secondary schools particularly girls secondary schools have been
implemented wherever, it was possible /feasible. Provision
regarding students financial support could not be implemented Only
free textbooks up to class X are being provided in all the provinces
in public schools except Gilgit Baltistan and Azad Jammu and
Kashmir to reduce drop out rate, but still there is need to support
financially to non-affording poor students. It was found that no
systematic counseling facilities are available to students in any of
the provinces/regions from the elementary level as enshrined in the
NEP, 2009. Moreover, only in a few Higher Secondary Schools
Grade XI and XII classes are taught. Otherwise, grade XI & XII are
part of college level education. Provision regarding making school
more attractive by adding community service programs are
concerned. It was found that community service programmes yet
not devised and implemented in any of the provinces/regions.

4. Literacy target 86% by 2015 is not yet achieved. Provision

regarding national literacy curriculum is concerned, it was found
that Literacy Curriculum has been developed in Punjab, Sindh and
ICT to improve literacy skills. Whereas, there is still need to work
for designing National Literacy Curriculum in Khyber Pakhtun-
khwa, Balochistan, Azad Jammu and Kashmir and Gilgit Baltistan.
The other policy provisions could not be implemented such as
allocation 4% of education budget for literacy and non formal basic
education (NFBE), Linkages of non-formal education with industry and
internship programmes and establishment of horizontal linkages between
schools and vocational/skills training centers.

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5. The provisions regarding improving teacher quality are concerned it was
found that a Bachelor’s degree with B.Ed/A.D.E is minimum
required qualification for teaching at school level in
provinces/regions. Teachers Training arrangement, accreditation
and certification procedures have yet not been standardized and
institutionalized. Specialized Teachers Trainers cadre still not
established. Teachers Development Programs have not been
developed on three years cyclic basis. Teachers’ recruitment,
professional development, promotion & posting/transfers are being
made on merit. In-service Teachers’ Training in Mathematics and
Science including pedagogical contents, subject knowledge contents
is being provided in provinces/ regions from time to time.

6. It was found that proposed policy actions regarding students’

assessment have not been implemented. It was found that students’
assessment is contents based instead of conceptual based as
proposed in the policy. However, multiple assessment tools i.e.
short-answer type, essay type and objective type assessment is made
by Boards of Intermediate and Secondary Education. Multiple
assessment tools i.e. short-answer type, essay type and objective
type assessment is being made. Still there is need to ensure the
balance between formative and summative approach as was
proposed in the policy.

xi
Conclusions

On the basis of findings the following conclusions were drawn:

1. Early Childhood Education is being partially implemented. However as

per policy provisions, all proposed policy actions have not been
implemented in letter and spirit. Primary education official age 6 to 10
years has not been notified so far.

2. Equity in Education (gender, geographical Urban‐Rural areas) is being

promoted. “Apna Ghar” residential schools have not been established.
However, Danish Schools (14) have been established in Punjab province
in a few districts only. Both “Apna Ghar” & Danish Schools are for poor
and needy students. Textbooks are being provided free in all provinces
but not in the regions.

3. Government is static around 2% of GDP on education since last two

decades whereas policy proposed 7% of GDP on education by 2015.

4. Each Provincial/Regional Education Department has developed its own

Education Sector Plan as per proposed policy actions.

5. Separate Management Cadres has been established only in KPK and

Sindh. Whereas realization to establish separate academic & educational
cadres exists in other provinces/regions.

Way Forward

 There is need for infrastructure development for the promotion of

ECE by provinces/regions, therefore, more financial and other
resources are required to be allocated either from Governments own
kitty or with the collaboration of NGOs and International Donor
Agencies to provide infrastructural facilities for ECE and teachers
training programs.

xii
 Evolve/develop strong implementation mechanism to ensure proper
implementation of NEP 2009 in collaboration of all stakeholders.

 Do away with the practice of establishing primary and middle

separate schools instead of establishing elementary schools

 Strategy is to be developed to reduce the dropout rate. There is need

to launch various schemes for girls’ stipends, uniform, stationary,
and school bags for needy and poor students. Missing facilities in
schools may also be provided in order to maintain child friendly
environment.

 Gender disparities still exist in education sector in rural as well as

urban areas. There is need to provide financial assistance (stipends)
to poor students for reducing gender disparities.

 Professional Development programs for teachers are to be

developed on three years cyclic basis as proposed in NEP, 2009.
Professional Development program may cover pedagogical,
pedagogical contents knowledge, subject contents knowledge and
use of ICT to facilitate teaching and learning process in the
classroom?

 There is need for providing technical and vocational education.

Matric-Tech scheme has been introduced at secondary level only in
a few districts of Punjab. It may also be introduced in all districts
remaining of Punjab and other provinces as well as regions.

 Free textbooks may be provided upto Secondary level in Gilgit

Baltistan and Azad Jammu and Kashmir regions.

 Review of National Education Policy may be made in the light of

Education Sector Plans prepared by provinces/areas.

 Inter classes may be detached from college level of education and

be attached with Higher Secondary Schools in all over the country.

xiii
 Career counseling may be provided in the schools to all students
from elementary to secondary level to improve quality of education.

 Multipronged strategy to reduce poverty, provide physical facilities,

teacher absenteeism may be evolved to wrest the high dropout rate
at primary level.

xiv
 Chapter

INTRODUCTION

I t is a truism that education is the first and the best stepping stone for
everything good in life. Education is considered as a route to economic
prosperity and a key to scientific and technological advancement.
Hence it plays a vital role in human capital formation and a necessary tool
for sustainable socio-economic development. Education also combats
unemployment, confirms sound foundation of social equity, awareness,
tolerance, self-esteem and spread of political socialization and cultural
vitality. It raises the productivity and efficiency of individuals and produce
skilled manpower for leading the economy towards the path of economic
development.

According to the Constitution of Pakistan 1973, the state‘s mandate

is to “remove illiteracy and provide free and compulsory primary and
secondary education within a possible period.” In April 2010, under the
18th Amendment to the Constitution, a new Article (Article 25-A) was
inserted in the Constitution which obligates the state to ensure the provision
of education as a basic right. Article 25-A dictates to provide free and
compulsory education to all children of the age of 05 to 16.

In 2000, Pakistan committed to achieve by 2015, the six Education

for All (EFA) Goals and also to meet the Millennium Development Goals
(MDGs) of which two goals (Goal 2 and 3) relate to education.

Since the inception of Pakistan, every successive government has

made efforts to provide quality education to the masses. Directing
education improvement in the country, each policy has been ambitious in
its aims and critical of past failures. A common feature of all policies,
plans, programs, and schemes is that all of them have been unsuccessful in
changing Pakistan’s education sector significantly. The National Education

1
Policy 1998-2010 states that the prime causes of failure of these policies
was weak and defective implementation mechanism, inadequate personnel,
poor training, low political commitment and absence of incentives.

The National Education Policy (NEP 2009) was prepared in

consultation with all the federating units as well as members of civil
society, universities, federal government officials, and provincial/area
education departments, education experts and managers, specialists,
academia, private organizations, non government organizations,
international development partners, teachers, students, parents and a host of
other stakeholders.

The key lesson learned was that by involving various stakeholders a

large set of ideas and helpful suggestions were highlighted. Further, by
involving provincial officials and experts, there was a higher degree of
ownership in the provinces which was very essential for effective
implementation at National Education Policy, 2009.

According to National Educational Policy 2009, our education

system should focus on to 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 nation, the
concepts of tolerance, social justice, democracy, promotion of regional &
local culture and history based on the basic ideology articulated in the
Constitution of the Islamic Republic of Pakistan. The provincial
governments also indicated of their commitments in true spirit to
implement legislation on children’s right to free and compulsory education.

After implementation of 18th Constitutional Amendment, education

became the responsibility of the Provincial/District governments. Now the
Inter-Provincial Education Ministers’ Conference (IPEMC) oversees the
implementation of NEP 2009 and reviews its progress periodically.
(Pakistan Economic Survey, 2014)

The National Education Policy (NEP 2009) explicitly addressed the

key issues like quality of education, universal primary education, equality
in education, inclusive education, technical and vocational education,
gender parity and good governance. Most of the issues recognized in this

2
document were also discussed in previous policy documents. However, the
document recognized two deficits of previous documents i.e. governance
reform and an implementation roadmap. The other issue identified was the
fragmentation of educational matters in various ministries and institutions
etc. Problems of management and planning have also been discussed and
recommendations provide. Many of the policy actions outlined were
initiated through reforms: most notably in the domain of curriculum
development, textbook/learning materials policy and provision of missing
facilities. A number of initiatives have already been implemented by the
provincial and area governments. The policy took account of these ongoing
reforms and took them into its recommendations.

1.2 Rationale of the study

In the past, earlier policies were short of reality, the main issue was
at the implementation level. Unfortunately, in Pakistan, all the policy
stakeholders do not take part in its development and implementation.
Therefore, attention remained focused mainly on function and procedure of
institutions in the implementation of National Education Policies.
Implementation is an approach to achieve the targets of a particular public
policy. Implementation problems usually happen when there is a gap
between the stated policy and the achievement of the benefits of the policy
by the target community.

The National Education Policy (2009) puts the effort in recognizing

the two major weaknesses in the current system (1) low access and quality
of education and (2) dearth and misappropriation of funds. . It also accepts
that the national curriculum is in dire need of reform and understands the
need for greater provincial autonomy when it comes to administration.
Moreover, it understands that lack of proper training and pay-scales
correlates directly to a reduction in the quality of education. The policy sets
itself a few notable milestones i.e. provision of free primary education by
2015, provision of free education up to secondary level by 2025, increase in
adult literacy rates to 86 percent by 2015, increase in higher education
enrolment from 4.7 percent to 10 percent in 2015 and 15 percent in 2020.

National Education Policy (2009) has set the right way to focus on
qualitative improvement of education at all levels. National Education

3
Policy was prepared to enhance the allocation for qualitative education,
enrollment at all levels, entry qualification and grades of teachers,
expansion of vocational and technical education.

This study aims at review the current status, issues and provision
curtained in NEP 2009 relating to Early Childhood Education (ECE), Free
and Compulsory Primary Education, Elementary Education, Secondary
Education, Literacy and Non-formal Education, Improving Teacher
Quality, Curriculum Reforms, Quality in Textbook and Learning Material,
and Improving Student Assessment. The study was undertaken to
investigate the current status of Implementation of National Education
Policy 2009.

1.3 Statement of the Problem

The current National Education Policy (NEP 2009), developed after

several rounds of deliberations with relevant stakeholders, addresses all the
dimensions of Pakistan’s education sector. The NEP (2009) recognizes that
there are close links between equity in educational opportunities and
equitable income distribution and income growth. If the education system is
constructed on a divisive basis, the divisions it creates can endanger long
run economic growth as well as stability of society.

According to the NEP (2009), an affirmation of commitment to

Pakistan’s egalitarian education vision in the service of all citizens and as a
driver of economic and social development can help to produce a virtuous
circle of high level of human and social capital leading to equitable
economic growth and social advancement.

The prime cause of failure of previous Education Policies was weak

and defective implementation mechanism, inadequate personnel, poor
training, low political commitment and absence of incentives. In the past,
earlier policies were short of reality, the main issue was at the
implementation level. The purpose of the study is to find out the
implementation level of National Education Policy 2009 and suggest way
forward to achieve policy actions.

4
1.4 Objectives of the Study

The objectives of this study are as under:-

i) To explore current status of the implementation NEP 2009 at

provincial and regional level.

ii) To develop way forward for the improvement of

implementation and review of the National Education Policy

1.5 Significance of the Study

This Study was conducted to assess the present implementation

status of the National Education Policy (NEP 2009). Consequently, the
study has immense importance for educational stakeholders, planners,
managers, policy makers, and policy implementers in developing insight in
understanding the implementation of the NEP 2009. Moreover, the findings
and recommendations of the study may also provide insight to education
managers and other stakeholders who have direct interaction with students.
Findings of the study are expected to be very useful for adopting an
appropriate course of action on the part of Federal and Provincial
Governments for future pragmatic educational planning.

The National Education Policy (NEP 2009) explicitly addressed the

key issues like the quality of education, universal primary education, and
enrollment at all levels, equality in education, inclusive education,
expansion of vocational and technical, teacher training, enhancing literacy,
gender parity and good governance.

1.6 Delimitation of the Study

Keeping in view the limited time and resource constraints, the study
was limited to only seven Districts/Regions of Pakistan including Punjab,
Sindh, Khyber Pakhtunkhwa, Balochistan, Gilgit-Baltistan, Azad Jammu
and Kashmir and Islamabad Capital Territory(ICT).

The study was also delimited to find out the implementation status
of National Education Policy 2009 pertaining to following areas:

5
i) Early Childhood Education
ii) Elementary Education,
iii) Secondary Education,
iv) Literacy and Non Formal Education,
v) Improving Teacher Quality
vi) Improving Student assessment
vii) Quality in textbooks and Learning Material
viii) Co-curricular activities.

6
 Chapter

LITERATURE REVIEW

P akistan has produced a number of educational policies in the past and

all have been quality documents in their own right. The failure has
always been in the commitment and implementation. Resultantly, the
current document “National Education Policy 2009” focuses on governance
as an issue and also calls for manifesting its commitment to education by
investing more on education. The implementation framework also
elaborates a federal-inter-provincial process that would involve the
provinces as autonomous in development of implementation strategies and
plans. The Inter-provincial Education Ministers’ forum has been designated
as the oversight body for monitoring, again shifting the responsibility to all
the federating units collectively.

2.1 Early Childhood Education (ECE)

The importance of ECE is well-recognized in the world-wide. Early

years of a child are considered critical for the acquisition of the concepts,
skills and attitudes that lay the foundation for lifelong learning. These
include the acquisition of language, perception-motor skills required for
learning to read and write, basic numeracy concepts and skills, problem
solving skills and a love of learning. With quality early childhood
education, educational efficiency improves, as children acquire the basic
concepts, skills and attitudes required for successful learning and
development prior to, or shortly after, entering the system, thus reducing
their chances of failure. As a long term impact, intervening in the earliest
years of a child’s life could help societies to reduce the social and economic
disparities and race and gender inequalities. In fact, pre-school education
represents a milestone in shaping the child’s personality. All educational
and psychological studies indicate that more than half the child’s
intellectual abilities are developed before the age of six. Early education

7
and good nutrition play a crucial role is developing the child’s skills and his
ability to learn.

In Pakistan, early childhood education, although present in the

public school system till the 1970s but it had never function as a formalized
program. It existed in most of the primary schools, especially in rural areas,
allowing younger siblings of primary students to sit in a separate section to
prepare and familiarize them with the school environment prior to enrolling
in class-I. Usually, neither separate room has been allocated for this group
nor a proper teacher was provided. These children sit in the open air.

After the commitment of Pakistan to Early Childhood Care and

Development activities as one of the six “target dimensions” of EFA at the
World Education Conference (1990), this dimension began to regain
prominence among policy-makers in Pakistan. It was for the first time that
National Education Policy (1998-2010) mentioned ECE and called for
reintroduction of Kachi/Pre-Primary Class as a formal class in Primary
Schools, extending primary education to a six-year program

Following provisions were made regarding ECE in different

education policies of Pakistan.

National Education Policy (NEP- 1947)

 Pre-primary age will be 3-6 years.

 Pre-primary classes will exist in only special schools.

National Education Policy (NEP– 1998-2010)

 Kachi class at primary level shall be introduced.

2.2 Elementary Education

In Pakistan, elementary education comprises grades I-VIII. Primary

education is considered most important in child’s educational career to
shape the child into a learner, thinker and a social being. Primary education
holds a pivotal role in education system. Completing this stage is a basic
introduction to learning how to read and write, acquiring the skills and

8
values based on knowledge. Following provisions regarding elementary
education were made in different education policies of Pakistan.

National Education Policy (NEP – 1947)

 Free & compulsory education

 Period of compulsory education should be five years
 For Primary courses child’s age will be 6 -11 years and for
Middle courses child’s age will be 11 – 14 years.

National Education Commission (NEC – 1959)

 Primary education will be compulsory.

 Minimum working hours in schools will be twenty six for
classes I and II and thirty for classes II, IV and V.
 The age of 5+ will be admission age for primary school.
 The curricula of primary classes will enforce on reading,
writing, arithmetic, elementary sciences, social studies, physical
education, the practical arts, and moral instruction.

National Education Policy (NEP – 1970)

 There will be universal elementary education up to class VIII.

 Period of compulsory education will be eight
years.
 There will be compulsory school attendance up to ten years of
age.
 Attractive atmosphere will be ensured for young children in
schools.
 Free education will be provided up to class V.
 Encouraging enrollment of girls by establishing girl’s school.
 Purposeful selection of the knowledge & skills imparted,
attitudes implanted and learning methods employed.

9
National Education Policy (NEP – 1979)

 The policy proposes a development strategy involving provision

of additional facilities for rural areas, improvement of internal
efficiency of primary education and mobilization of community
participation.
 5000 mosque schools will be established for boys.
 Equipment will be provided to improve existing schools.
 Textbooks will be provided to all students at primary level.
 Teaching kits will be provided to existing and new primary
school.
 A nation-wide school mapping evolves a process of school
location planning.
 A nation wide survey will be undertaken to determine the repair
needs of existing primary schools and a programme of repairs
will be launched.
 The mosque school will be organized on a basis of 20-30
students and a trained PTC teacher in addition to the imam of
mosque.
 Mohalla schools and village workshop schools will be
established.

National Education Policy (NEP – 1992)

 Primary education shall be recognized as a fundamental right of

every Pakistani child.
 Primary education shall be made compulsory and free.
 The medium of instruction as may be determined by the
provinces shall be either approved provincial language, the
national language or English language.
 Special measures will be adopted for improving the quality of
education. So, each primary school must have two rooms with
five teachers.
 Development of primary education in the private sector will be
encouraged.
 The primary kit will be provided to all primary schools.

10
  The programme of universal primary education will be carried
through active participation of the community and elective
representative.
 Quran Nazra will be started from class I.

National Education Policy (NEP – 1998-2010)

 Character building, oriented towards humanism, tolerance and

moral build up on Islamic lines and elementary level shall be
assigned on top priority.
 The role of family schools, community, NGOs and the media in
the provision of elementary education shall be maximized.
 High priority shall be accorded in the provision of elementary
education to the out of school education.
 A monitoring system shall be developed to obtain timely and
reliable information enrollment, retention, completion and
achievement.
 Takhti and Slate of primary level shall be introduced again.
 An adequate supply of basic textbook free of charge for the
needy and poor children will be ensured.
 Library books and children literature will be ensured.
 The span of primary/lower primary education including Kachi
class shall be of six years.
 New schools and classrooms must be constructed where needed.
 Free and compulsory primary Education Act shall be enacted
and enforced in a phase manner.
 Centre/Cluster school schemes shall be expanded and
strengthened for effective management and supervision of
schools.
 Massive popular campaign will be launched to associate
communities in the establishment, renovation, repair,
maintenance and supervision of school.
 “Education for All through All” shall be the key plan for
achieving policy targets.

11
2.3 Secondary Education

The secondary and higher secondary school system prepares young

people for life. Secondary Education can keep pace with the rapid changes
and educational, social and cultural development in the world. Compulsory
basic education should be extended to the first stage of secondary education
at least, in order to reduce the negative aspects of repetition and dropout
rates and improve secondary education enrollment rates. Secondary
Education system of education is an important terminal process. It has two
important roles in this respect – providing skills to the labor market, as
many students leave formal schooling at this time; and providing input to
the tertiary system, for those who go on to this level of learning.

Following provisions were made in different education policies of

Pakistan.

National Education Policy (NEP – 1947)

The child’s age for Secondary education will be 14-17 year.

National Education Commission (NEC – 1959)

 Secondary education should bring about the full development of

the child and enjoy the benefit of social progress, scientific
discovery and invention and to participate in economically
useful activities.
 Secondary education should be divided into three stages.
Classes VI to VIII, Middle, IX and X, secondary, and XI to XII,
Higher Secondary.
 The teaching of the national language science and math should
receive considerably great emphasis.
 English should be taught as a functional subject rather than as
literature.
 Religious education should be compulsory in classes VI to VIII
and optional thereafter.
 The use of hand tools should be made compulsory in classes VI
to VIII.

12
National Education Policy (NEP – 1970)

 Secondary education should have a pronounced scientific

technical and vocational education.
 Teaching of science and math must be an as essential part for all
forms of secondary education through necessary change in
curriculum, adequate laboratories and improving teacher’s
competency.
 To maintain a minimum standard of facilities to teaching staff in
all school.
 Admission of children in education institution will be on merit.
 Introduction of scheme of vocational training for those students
who do not go into secondary education.

National Education Policy (NEP – 1979)

 The four tier system: primary secondary college and university

will be replaced by a three tier system of elementary (I-VIII),
secondary (IX-XII) and university education in a phased manner
compulsory subject for all the science students in classes IX-
XII.
 Middle school, will be upgraded to high school, where needed.
 New science laboratories with equipment will be established in
secondary schools.

National Education Policy (NEP – 1992)

 Science laboratories should be provided to all middle and

secondary schools.
 Science kit will be provided to all middle schools and high
schools.
 Arrangement may be made for computer, education in high
schools.

13
National Education Policy (NEP – 1998-2010)

 One model secondary school will be established at each district

level.
 Guidance centre for student, will be established
 Education card shall be provided to the needy students.

2.4 Improving Teacher Quality

Teachers are perhaps the most critical component of any system of

education. The teacher represents the cornerstone in any expected
educational reform or development. How well they teach depends on
motivation, qualification, experience, training, aptitude and a host of other
factors, not the least of these being the environment and management
structures within which they perform their role. The teacher prepares
students for the knowledge society in which he becomes an instructor,
planner, coordinator, supporter, catalyst and facilitator. The status of
teachers is raised by improving their skills, working conditions and
professional capabilities so that they can reach the highest levels of
scientific, professional and cultural specialization.

Following provisions were made in different education policies of

Pakistan.

National Education Policy (NEP – 1947)

 Proper training of teacher and an adequate scale of salary.

 Short term courses of teacher training.
 Research sections to be added to training institutions for the
study of special problems relating to teaching.

National Education Commission (NEC – 1959)

 The teachers must be properly trained before entering service.

 The knowledge and professional skills of teachers must be
periodically refreshed.
 Teacher must receive a salary which will enable them to
maintain a reasonable standard of living.

14
  There should be a comprehensive assessment of the teachers
work.
 The work of good teachers should be recognized by special
award.
 Refresher courses of teachers must be organized at district and
regional level on regular basis.

National Education Policy (NEP – 1970)

 Minimum qualification for teaching class’s I-V should be SSC

and PTC.
 Minimum qualification for teaching classes VI-VIII should be
Intermediate and CT.
 Minimum qualification for teaching classes IX-X should be a
bachelor’s degree and B.Ed.
 Launching emergency training programme of the duration 2-6
months in teacher training college, general colleges and
technical institution.
 Introduction of pedagogy as a subject at the intermediate and
degree level.
 A comprehensive programme of in-service training of teacher
should be launched.
 Basic academic and training requirement for women teacher
may be referred.
 Institutional structure for education research.

National Education Policy (NEP – 1979)

 In-service teacher training course will be conducted throughout

the country.
 Provincial education extension centre and in-service training
centre will be strengthened.
 All the primary teacher training institution and normal schools
will be up graded to the colleges of elementary teacher.
 The curricula of the pre-service teacher education programme at
PTC, CT, B.Ed and M.Ed levels will be evaluated.

15
  An Academy of Educational Planning and Management
(AEPAM) will be established to provide suitable in-service
training facility to vast numbers of administrators and
supervisors working at different level of education system.

National Education Policy (NEP – 1992)

 The salary of primary school teacher will be linked with his

qualification.
 The training of teachers will include a comprehensive
understanding of new concepts introduced in curriculum.
 A separate unit for organizing teacher training shall be set up by
each provincial education department and at federal level.
 Mobile training units may be set up for on the job training of
teacher.
 A regular in service training programme will be launched for
teacher at all levels.
 A system of incentives will be created to encourage teachers to
undergo in-service training.
 A national commission for teacher will be set up for examining
the problems of teachers and for suggesting ways and means of
their solution.

National Education Policy (NEP – 1998-2010)

 In-service training on a 3-year cycle basis shall be

institutionalized.
 Entry qualification for primary teacher certificate shall be raised
from SSC to FA/FSc.
 A new stream of (10+3) Diploma or elementary teachers will be
launched.
 Pre-service teacher training shall be reformed by including the
revision of the curriculum revamping textbooks and
instructional material in the training program.
 Training needs shall be assessed systematically through
consultation with teachers and designing programs according to
their priority needs.

16
  Bachelor of Science education and Bachelor of Arts education
shall be implemented.
 Special incentive package will be provided to attract and retain
talented students into the teaching profession.
 A new cadre of teacher education will be created.

2.5 Literacy and Non-formal Basic Education

Non-formal education is defined as “any organized educational

activity outside the established formal system – whether operating
separately or as an important feature of some broader activity that is
intended to serve identifiable learning-clienteles and learning objectives.
By complementing the formal system of education, which is inadequate to
meet the needs of the population, non formal education can help in
enhancing the literacy rates through provision of education to out-of-school
youth and illiterate adults; extending primary education to out-of-school
and drop- out children; and improving the participation of girls, especially
in remote and far flung areas. In order to develop new literacy programs
and improve the quality of existing ones, it is important to capitalize on
information and communications technologies, including social media,
websites and national literacy media. In Pakistan, non-formal education is
generally provided through Non-Formal Basic Education Community or
“home schools”; Adult Literacy/Functional Literacy Centers;
Vocational/skill Training Centers/Institutes; and some “Deeni Madrassahs”
or religious schools.

Following provisions were made in different education policies of

Pakistan.

National Education Policy (NEP – 1947)

 Introducing literacy among the mass literacy.

 Training of adult school teachers.
 Provision of textbooks charters and pamphlet for adult
education centre.
 Establishment of adult literacy centers for women with the
cooperation of Industrialist, Businessmen and Zamindar.
 Adult literacy campaign

17
  50% of adult literacy budget for adult literacy centers for
women.

National Education Policy (NEP – 1970)

 Adaptation of suitable measures for providing functional

education to adults and school leavers.
 Provision of work oriented basic education to employee by
employers including government.
 Development for non-formal programmes of adult education.

National Education Policy (NEP – 1979)

 Community resources will be harnessed to promote literacy

throughout the country.

 Teaching of the Quran Nazira and literacy skills will be

developed in mosque schools.

National Education Policy (NEP – 1992)

 The literacy programmes shall be implemented through the

provincial governments, NGOs and local organization supported
by federal government.
 Literacy programmes will be integrated with skill based
community development programme.
 Simultaneously monitoring and evaluation of literacy
programme must be done.
 The potential of electronic and print media will be fully utilized
for literacy movements.
 Adult literacy classes will be an integral component of the
evening shifts in primary school.

National Education Policy (NEP – 1998-2010)

 Non formal system shall be adopted as complementary to formal

system.

18
2.6. Curriculum Reforms

In modern educational systems of the 21th century, learners have

become the center of teaching process. Educational courses on languages,
literatures, math and sciences are no longer oriented simply towards
instruction and memorization but also to making learners acquire the
abilities and skills necessary for communication, analysis, syntheses and
creativity. It may be noted that the process of curriculum reforms in
Pakistan has been introduced as part of the successive series of national
education policies.

The following six-phase strategy has been adopted for

implementing curriculum change:-

1. Evolution of curriculum objectives (by level);

2. Development of scheme of studies (by level);
3. Development of syllabus of each subject;
4. Development of textbooks/instructional materials;
5. Review/approval of textual material;
6. Teachers training.

The existing Scheme of Studies for Early Childhood Education to

Higher Secondary School levels have been reviewed and revised keeping in
view the Islamic teachings and ideology of Pakistan, cultural and religious
sensitivities in the country and emerging trends like human rights
education, population education, environmental education, disaster
management, preventive education against HIV/AIDS, peace and value
education, inclusive education, preservation of cultural heritage, inter-faith
harmony, citizenship and other related aspects.

Following Action Plans were proposed in different education

policies of Pakistan.

National Education Commission (NEC – 1959)

 The curriculum at the secondary stage must be based on two

principles. First it must provide a compulsory core of subject, to
give every pupil the knowledge he needs to live as useful and

19
 happy life in society. Secondly, it should include additional
subjects and training to prepare him/her for a definite career.

National Education Policy (NEP – 1970)

 The curriculum should be inspired by Pakistan’s national

objective.
 The curriculum of elementary schools should be redesigned
around basic linguistic and numerical skill and manual to
productive work to suit the practice needs of every day life.
 The curriculum at the secondary level should be redesigned with
particular emphasis on science and technical subjects to manual
arts.
 Physical development of children.
 Each province should have a permanent bureau of curriculum
development for continuous evaluation and modification of the
curriculum.

National Education Policy (NEP – 1979)

 The entire curricula and textbooks will be reviewed to ensure

inclusion of adequate content on Islam, Ideology of Pakistan.
 Integrated curriculum and textbooks will be introduced in
classes I and II.
 At the primary stage more weight age will be given to practical
work and creative activities.
 The process of curriculum development will be improved by
proper emphasis on research studies.
 National/provincial curriculum development agencies, will work
in close collaboration and involve adequate number of teaches
and students.
 Supplementary reading material for children and teacher guides
manuals for teachers will be prepared.
 In order to make teaching learning process more effective,
laboratory equipment and instructional aids items will be
provided.

20
National Education Policy (NEP – 1992)

 Primary curriculum for classes’ I-III will integrate into two

books only.
 First integrating language Islamiyat and science and second
basic math.
 The curricula shall encourage enquiry, creativity and
progressive thinking through project oriented education.
 The linkage, among curriculum training and examination will be
enforced.

National Education Policy (NEP – 1998-2010)

 Uniform curricula for all the public and private schools, shall be
adopted gradually.
 All curricula (grade 1-12) shall be revamped making it a
systematic whole and linking it to the teacher training and
textbooks reform.
 Emerging key issues such as computer literacy, population and
environmental educating, health education etc. shall be
introduced and integrated in curriculum.
 Revision of curriculum for secondary and higher secondary
levels will be initiated.
 Curriculum at secondary stage will be based on two principles.
 First, it will provide a compulsory core of subjects to give every
pupil the knowledge useful or a developing society.
 Secondly, it will include additional subjects and training to
prepare the students for a definite career.

2.7. Quality of Textbook and Learning Material

Textbooks are a key input towards provision of quality education.

There importance gets more highlighted where teacher quality is poor.
Textbooks are a double-edged sword, as their contents may carry multiple
and different tools for education, learning, development and analytical
critical thinking. In order to achieve the educational objectives, textbooks
should be modernized. The textbooks must be learner centered. Modern
methods must be used in building courses and selecting the desired

21
standards in the various educational materials using stimulating methods,
colorful illustrations and fine prints to motivate learners to use textbooks.
The lack of quality and processes for development of textbooks limits the
ability to develop quality textbooks. To overcome the problem, multiple
textbooks are prepared.

National Textbook and Learning Material Policy 2006

National Textbook and Learning Materials Policy 2007 was

developed to improve the quality of education at all levels through
provision of better quality textbooks at affordable prices. Provincial
Textbook Boards (PTBB) is responsible for development of text-books
according to the approved syllabi. Established lists of textbook writers in
various subjects are kept. From these lists, invitations are issued to writers
to submit draft materials within the prescribed syllabus parameters.
Selections are made on the basis of the quality and relevance of materials
submitted to local situations. Finally, the selected materials are transformed
into textbooks; the final versions of which are sent to the NBCT for
approval.

Following provisions were made in different education policies of

Pakistan.

National Education Policy (NEP – 1970)

 In order to produce better textbooks and to allow some diversity

in reading material available to students, more than one
textbook on a subject should be permitted and private publisher
allowed publishing textbooks subject to prior approval by the
textbook board.
 The textbook boards should only arrange to publish adequate
supplementary reading material and teachers guide.

22
National Education Policy (NEP – 1979)

 Textbooks boards, will be reorganized to improve quality of

textbooks and to ensure their in time availability.
 Professional staff will be recruited in textbook boards for
editing, printing production research and development.
 Supply of quality paper at cheaper rates will be arranged for the
textbook board.
 The textbooks will be supplied to al the students at the primary
level.
 Textbooks boards will provide sufficient subsidy to keep, the
prices of the textbooks within the reach of common man.

National Education Policy (NEP – 1992)

 Textbooks will be revised and updated to incorporate new

knowledge.
 Curriculum development and book development shall be
coordinated.
 Incentives shall be provided to teachers for providing new and
attractive learning materials, member use audio video and print
media.
 For each course, multiple textbooks may be approved and
institutions may be allowed to select any one of these textbooks.
 Private publishers may be encouraged to produce school
textbook.

National Education Policy (NEP – 1998-2010)

 Procurement of textbooks shall be non-monopolized along with

improving their quality and lowering the cost.
 Multiple textbooks shall be introduced at secondary school
level.

23
2.8. Improving Student Assessment

Assessment is the process of identifying gathering and

interpretation information about students’ learning. The central purpose of
assessment is to provide information on student’s achievement and progress
and set the direction for ongoing teaching and learning. In Pakistan
examinations are conducted to see student assessment. Examinations are of
two types (1) Internal examinations conducted by the school management
(2) External examinations conducted by Boards of Intermediate and
Secondary educations.

Following Action Plans were proposed in different education

policies of Pakistan.

National Education Commission (NEC – 1959)

 The system of examination should be recognized and the award

of certificate based on the performance of the student in (a) the
public examination conducted by the boards of secondary
education (75%) and (b) his school record including the result of
periodic tests appraised of habits and general behavior (25%).

National Education Policy (NEP – 1979)

 Efforts will be made to eliminate the male practices in the

conduct of examination.
 The progress of the students will be determined on the basis of
period cum annually examination and continuation systematic
internal assessments of the student’s achievement general
behavior and aptitudes.

National Education Policy (NEP – 1992)

 Internal evaluation will be introduced as a performance

indicator along with the results of annual examination.
 All examination papers will be so organized to include objective
type questions (30%), short answers (40%) and essay type
(30%).

24
National Education Policy (NEP – 1998-2010)

 Appointment in the examination boards should be on merit

basis.
 A uniform schedule, for holding the annual board examination
the results and admission shall be adopted.
 Mechanism shall be developed to integrate internal and external
assessment.

2.9 Co-Curricular and Extra-Curricular Activities

Co-Curricular Activities are the very important part and parcel of

educational institutions to develop the student’s personality as well as to
strengthen the classroom learning. Co-curricular activities facilitate in the
development of various domains of mind and personality such as
intellectual, emotional, physical, spiritual, moral and social development.
These activities also develop enthusiasm, energetic and positive thinking in
students. These makes students perfect in decision making, develop a sense
of belongingness and provide motivation for learning. Intellectual aspects
of personality are solely accomplished by classroom, while aesthetic
development, character building, spiritual growth, physical growth, moral
values, creativity, etc. are supported by co-curricular activities.

Following provisions were made in different education policies of

Pakistan.

National Education Commission (NEC – 1959)

 Training institutions for primary schools teachers should include

in their programme the essential elementary of physical
education.
 Teachers of physical education should have qualified
professionally.

25
National Education Policy (NEP – 1970)

 Physical education in the form of physical training games and

sports should form and integral part of education at all level.

National Education Policy (NEP – 1979)

 Physical education will be made an integral part of school

curriculum.
 Physical education teaching period will be allocated in school.
 Sports and games competition will regularly be held among
institutions of same category.
 For the promotion of sport and games, playground will be
established with the cooperation of local committees.

National Education Policy (NEP – 1992)

 Physical education, sports and games will be recognized as a

high priority area in the education sector.
 Physical education will be a compulsory part of the daily
timetable in school.
 National council of sports will be established.
 Scholarship schemes for talented sportsmen will be introduced.
 Electronic media will be used to broadcast attractive
programmes on coaching in different games and sports
 Each institution will hold annual sports to which attendance of
all students will be compulsory.
 Physic/medical tests for student will be introduced in all
schools.
National Education Policy (NEP – 1998-2010)

 Two periods a week shall be devoted for co curricula activities

in school.
 Inter school sports competitions will be held.
 Regular summer camps in various sports would be held in the
summer vacations.

26
2.10 Comparison of National Education Policy 2009 with Provincial
Education Sector Plans

After 18th Amendment in the Constitution of Pakistan, all the

provinces have prepared their own education sector plans which mostly
comprises of action plans as suggested in National Education Policy 2009.

2.10.1 Salient Features of Punjab Education Sector Plan

o
1. Early Childhood Education (ECE)
o
 To increase enrolment in ECE
 To recruit and train ECE teachers
 To establish Resource Centers for ECE
 To create awareness in community for ECE
 To train education managers, head teachers and teachers on
ECE.
 To prepare plan and implement expansion of pre-primary ECE
programs to 5000 primary schools.

2. Elementary and Secondary Education

 To develop a mechanism for provision of free and compulsory

education to children in terms of Article 25A
 To ensure 100% enrolment and retention in schools.
 To provide missing facilities in schools,
 To provide stipends for girls in middle schools in the poorest
districts
 To review curriculum/syllabi to enhance relevance to the world
of work
 To establish Science Laboratories in Secondary and Higher
Secondary Schools
 To increase enrolment and decrease dropout
 To provide a second chance to drop out children to enter
mainstream education.
 To develop formal linkages between the NFE and regular
schools

27
3. Teacher Education and Development.

 To develop an effective monitoring program to check teacher

absenteeism
 To prepare a high quality teaching force that can help children
develop higher order thinking processes.
 Capacity development of Directorate of Staff Development to
undertake regulation of in-service and pre-service teacher
education standards and induction trainings.
 Sustainability of Continuous Professional Development
programme under the Directorate of Staff Development.
 To introduction of e-learning/ use of technology in teaching
practices.
 To develop and implement standards for pre-service and in-
service teacher education.
 To design and implement an induction training programme for
new teachers.
 Design and prepare material on Health, Hygiene and Nutrition
for teachers, head teachers and school councils

4. Curriculum and Textbooks

 To prepare Comprehensive Curriculum Implementation

Framework (CIF)
 Curriculum disseminated to school level (public & private) and
communities
 To prepare quality textbooks for students
 To implement the curriculum through a comprehensive
implementation framework that includes textbooks, teacher
training (pre-service & in-service) and assessments.
 Effective implementation of curriculum 2006 to ensure
maximum possible achievement of the objectives of the
curriculum.
 Capacity development of the School Education Department and
Provincial Curriculum Authority

28
  Enhance expertise in curriculum review and development in the
province

5. Assessment

 To review standards for examinations conducted by the Board

of Intermediate and Secondary Education.
 Capacity development of Curriculum Authority to develop and
manage standards of education.
 Development and implementation of standards for curriculum
review.
 Introduction of assessment as a mandatory subject in pre-service
teacher education
 Ensure quality assessments in schools as well as in public
examinations to encourage a move towards testing of higher
order thinking skills.

2.10.2 Salient Features of Sindh Education Sector Plan

1. Early Childhood Education (ECE)

o
 To transform Katchi classes into ECE classes
 To increase enrolment in ECE
 To establish model ECE resource centers across the Province
 To recruit ECE teachers
 To train ECE teachers
 To review and revise the ECE curriculum and provide
appropriate learning materials
 To support learners’ transition from ECE to Class-I (Primary
School)

2. Primary and Elementary Education

 To increase access at Primary level

 To increase access at Middle and Elementary level (Grades I-
VIII)
 To move towards inclusive education

29
  To recruit qualified teachers according to merit and need
 To adopt a set of quality standards for Primary and Elementary
Schools
 To increase retention rates and track key educational indicators
 To create demand for education in communities
 To increase the efficiency of Primary and Elementary schools
through an effective school-based supervision system
 To improve learning outcomes through implementation of
formative assessment in schools
 To conduct research on service delivery gaps at primary and
elementary level

3. Secondary and Higher Secondary Education

 To expand the provision of Secondary and Higher Secondary

Education to underserved Population.
 To increase enrolment in existing Secondary and Higher
Secondary Schools
 To recruit qualified teachers according to merit and needs
 To adopt set of quality standards for Secondary and Higher
Secondary schools
 To develop a contextually relevant and broad based curriculum
 To revitalize vocational education within mainstream education,
in order to increase employability and feed in to professional
institutions
 To facilitate students in their career choices and help with
psychological issues
 To strengthen management and supervision capacity for
Secondary and Higher Secondary Education
 To improve the examination system at Secondary and Higher
Secondary level

4. Literacy and Non-formal Basic Education

 To develop a comprehensive policy for Non-Formal Basic

Education and Alternative Learning Path in Sindh

30
  To improve access to literacy and non-formal education,
especially for girls in rural areas
 To improve the quality and relevance of learning through
curriculum and learning materials development
 To build the capacity of literacy and NFE teachers to contribute
to improved learning outcomes on a continuous basis
 To use innovative, technology based approaches for NFE in
partnership with the private sector
 To develop an accreditation and certification mechanism for
mainstreaming students from ALP and NFBE programmes
 To allocate mainstreamed budget on a regular basis to
strengthen the management

5. Teacher Education and Development.

 To improve the overall institutional rationalization and

management of Teacher Education and Development
 To enhance the provision and quality of Initial Teacher
Education (pre-service) in Sindh
 To enhance the provision and quality of Continuous
Professional Development (in-service)

6. Curriculum and Assessment

 To manage for curriculum development and textbook

development
 To improve Textbooks for teachers and learners based on new
curriculum and in accordance with textbook and materials
development policy
 To disseminate new curriculum and its resource materials to all
stakeholders
 To improve assessment

31
2.10.3 Salient Features of Khyber Pakhtunkhwa Education Sector
Plan
o
1. Early Childhood Education (ECE)

 To enroll students in Kachi class and move upto grade-V in six

years
 To expand and improve comprehensive early childhood care
and education.
 To introduce and institutionalize formal Early Childhood
Education (ECE) at primary school level.
 To introduce a modified curriculum and child-friendly teaching
practices, appropriate for children of this age.

2. Elementary and Secondary Education

 To promote Primary Education for girls in rural, food insecure

areas and increase female literacy.
 To increase enrolment, reduce dropouts, and improve attendance
and retention rate in selected Girls Primary Schools.
 To reduce absenteeism of female teachers and to enhance their
role by frequent interaction with the community
 To involve community for promotion of education especially at
elementary level.
 Capacity building of elementary teachers
 To Improve in existing facilities of Teachers Training
Institutions
 To declare primary education for all children (boys and girls) as
compulsory and free through legal mandate (implementation of
25-A)
 To eliminate gender disparities in primary and secondary
education
 Girls' Stipends - Secondary (per student)

3. Literacy and Non-formal Basic Education

 To improve literacy, numeracy and critical thinking

32
  To enhance school enrolment, as well as the ratio of female-to-
male in the system and literacy rates
 Girls Stipend Programme and Voucher Scheme
 To collaborate with (i) Madaris and (ii) the low cost private
sector schools
 To strengthen community level management
 To improve teacher management
 To provide quality education to enable all citizens to reach their
maximum potential.

4. Teacher Education and Development.

 To train school managers and teachers.

 To provide Teachers Guide and Manuals
 To strengthen PTCs
 Construction of local circle offices.
 To involve communities in education

5. Curriculum and Assessment

 To declare Directorate of Curriculum and Teacher Education

(DCTE) as Directorate for Curriculum, Syllabus and Teacher
Education.
 To provide free textbooks to all student of Class I-XII.
 To provide library books to schools
 To develop linkages between all levels of education and
curriculum.
 To improve examination system with re-introduction of uniform
centralized examination system at class VIII and Class V levels.

2.10.4 Salient Feature of Balochistan Education Sector

1. Early Childhood Education

 Prepare a policy framework for ECE

33
  To increase awareness among educational planners and
implementers
 To recruit separate teachers for ECE classes.
 To provide pre-service training to the ECE teachers in the ECE
concept and practices
 To provide separate ECE classroom with configuration required
for the dynamics of ECE learning practices
 To link child health and nutrition to the ECE framework.

2. Primary and Secondary Education

 To improve enrolment and retention of children in schools.

 To enhance internal efficiency of existing schools.
 To remove gender gaps prevalent in the current situation.
 To mainstream marginalized groups into regular education
system
 To encourage ‘community school approach’ which has
following characteristics:

3. Literacy and Non-formal Education

To focus on adolescent and youth literacy

 To improve the current teaching learning material on literacy

 Capacity development to undertake literacy and Alternative
Learning Path programmes

4. Curriculum

The following strategic objectives have been targeted by the

Balochistan Education Sector Plan:

 Effective implementation of curriculum 2006 to ensure

maximum possible achievement of the objectives of the
curriculum.

34
  Capacity development of the education department and related
organizations to implement the curriculum and monitor the
implementation process.
 Development of provincial capacity to review the curriculum.
 Development of Textbooks
 To adopt and implement Textbooks Policy 2007 for competitive
publishing through the private sector
 To prepare textbooks under the SLO based Curriculum 2006

5. Improving Teacher Quality

 To create a system of continuous professional development to

ensure all teachers receive ongoing periodic training.
 To develop an ongoing feedback mechanism as well as
benchmarks for evaluation.
 To develop formal coordination mechanisms between the PITE
and the Directorate of Schools to ensure transparent selection of
teachers, realistic needs assessment and feedback on impact in
the classroom.
 To enhance provincial capacity to develop, implement and
review quality in service teacher training

35
 Chapter

METHODOLOGY

T his chapter describes methods and procedure adopted for conducting

this study. This study was descriptive in nature and a survey type of
research. The following methods and procedures were adopted to
carry out this study:-

3.1 Respondent of the Study

The respondents of the study were included all the higher-level Federal ,
Provincial and Regional Education Managers i.e. Secretaries of Education
Departments, Secretary Literacy, Directors and Heads of DSD, FBISE,
PEC, TBB, PITE, EDOs, DEOs and other all concerned stakeholders.

3.2 Sample of the Study

The major task of this study was to select such a sample that may be
true representative at national level. Therefore, keeping in view the
availability of financial and time resources, a stratified random sampling
technique was used while making sample selection for the generalization of
results to the population in all Pakistan. In order to obtain the required
information/data the provincial headquarters of each province and one
district from each region was selected. The following Districts/Regions
from all over the country were included in the sample for data collection:-

36
 Table 3.1
Provinces/Regions/District-wise Sample Selection

S# Province/Region Sample Districts

1. Punjab Lahore
2. Sindh Karachi
3. Balochistan Quetta
4. Khyber Pakhtunkhwa Peshawar
5. Azad Jammu & Kashmir Muzaffarabad
6. Gilgit Baltistan Gilgit
7. Islamabad Capital Territory (ICT) Islamabad
Total (7) Seven Districts

3.3 Research Instrument of the Study

The instrument of the study interview was designed to collect data

from all the concerned respondents. Pilot testing of the instrument was
conducted in Islamabad. In the light of feedback received as a result of pilot
testing. Necessary changes were incorporated in the research instrument.
Efforts were made to design comprehensive instrument to get relevant
information from the respondents included in the sample. Each and every
question included in the research instrument was discussed.

3.4 Procedure for Data Collection

The Research Team of AEPAM consisting of two Researchers

personally visited each sample Districts to collect data. The team also
conducted interviews with the Education Secretaries, Directors and other
stakeholders. Every effort was made by the Research Team to collect valid
and reliable data.

Using the interview schedule focus group discussions were held

with the concerned officers of provincial/regional governments.

37
 Chapter

IMPLEMENTATION STATUS OF
National Education Policy 2009
BY PROVINCES AND REGIONS

T he implementation status of National Education Policy 2009 on

basis of information collection from the provinces and regions in
respect of Early Childhood Education, Elementary Education,
Secondary Education, Literacy and Non-formal Education, Improving
Teachers Quality, Quality in Textbook and Learning Material and Co-
Curricular & Extra Curricular Activities the provinces and region wise
results are reported below:-

PUNJAB
Early Childhood Education (ECE)

For the first time in Pakistan’s history, ECE was included as a

component in Punjab Education Sector Reforms Programme (PESRP) and
funding was provided to the Provincial and District governments. ECE was
also included in the National Plan of Action of Education for All. Punjab
Government also invested in ECE out of its own budget in its Provincial
Plan of Action. Government of the Punjab is following NEP-2009.
However, the traditional ‘Kachi’ class in some public sector schools has
predominantly remained a familiarization stage towards formal schooling
for un-admitted young students.

Following steps have been taken in Punjab for promoting Early

Childhood Education (ECE):-

38
 Free text books, reading material, story books are provided to
ECE children.

 Parent’s involvement is promoted and they are motivated to

send their children to schools.

 International donor agencies and NGOs are encouraged to

provide facilities for launching ECE classes in all public sector
primary schools.

 Government has introduced and institutionalized formal Early

Childhood Education (ECE) at primary school level.

 Funds have been provided to Parent Teacher Council (PTM) to

construct additional rooms in primary schools. ECE Rooms
have been established in1225 schools and caregivers have been
hired.

 Training have been imported to teachers and head teachers of

the concerned ECE schools, members of school councils and
education managers of the districts on ECE. Teacher training
programs for one and two days have been organized for 1225
ECE schools’ teachers.

 Caregivers have been lined in primary schools to facilitate ECE

teachers and to look-after kids. Punjab government transferred
caregiver’s funds of one year in SMC’s accounts for 1250
primary schools. Care Givers are appointed on incentive bases
scholarship of Rs.3800 per month by School Management
Councils.

 Learning environment of the existing classrooms are made more

attractive through painting walls with some themes for joyful
learning of early year kids,

39
  A day care centre is established in DSD for look after of kids of
female teachers and managers who comes for training in DSD.

A special project for establishment of ECE rooms has been initiated

for undeveloped districts. In low developed districts, 1225 ECE additional
classrooms have been constructed in existing schools. Teacher training
programs for one and two days have been organized for 1225 ECE schools’
teachers. Moreover the Resource Centers have also been established in
DSD, Lahore. In future ECE rooms will be developed in all the schools in
Punjab.

The Punjab government intents to provide ECE rooms to 40% public

schools during 2013-15 in phased wise. The details are given below:-

Phase Duration Targets

I 2011-2013 20% Govt. Schools with ECE rooms
II 2013-2015 40% Govt. Schools with ECE rooms

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This policy action has been
implemented
Provision of ECE shall be ECE classes have been started in a
attached to Primary schools which few schools. Parent Teacher
shall be provided with additional Council (PTM) has been provided
budget, teachers and assistants for funds to construct additional rooms
this purpose. in primary schools. ECE Rooms
have been established in1225
schools and caregivers have been
hired.
Two yeas specialized training for This action has not been
ECE teachers implemented. However one and
two days Teacher training
programs have been organized for
ECE teachers with the assistance
of NGOs and UNESCO

40
Elementary Education

To achieve the EFA goals the enforcement of Article 25-A of the

constitution and promulgation of free and compulsory education Act 2014
are remarkable steps of Punjab government. The major issue at elementary
level is sharp reduction in enrolment. The major reason for low enrollment
in Elementary schools is the capacity issues. In order to address this
problem, the definite way of rapprochement is to enhance access at
elementary level by opening more schools and up-grading the existing
primary schools where school strength has risen beyond 500 students.
Punjab Education Foundation (PEF) has introduced Foundation Assisted
School (FAS) model. FAS works on public private partnership model under
the aegis of PEF, an Autonomous organization under School Education
Department (SED). The Government of Punjab has introduced policy of
public private partnership in education. The initiatives were launched in
2004 by an enactment through the provincial legislature i.e. Punjab
Education Foundation Act 2004. Through this policy intervention,
Government is supporting low cost private schools. Foundation Assisted
Schools (FAS) Program was started as a pilot project with 54 schools in
2005 and now 3800 low cost private schools are in partnership with PEF.
The provision of service is by private sector with financing by the
Government of Punjab.

The target schools under PEF-FAS are financed up to a maximum

of Rs.350 per month per student for Elementary Classes and Rs.400 per
month per student for Secondary Classes as tuition fees and related/allied
charges. The financial assistance to the recipient schools is linked with the
satisfactory performance of the schools in Quality Assurance Tests (QAT).
The major issue at elementary level is sharp reduction in enrolment. The
major reason for low Enrolment in Elementary schools is the capacity
issues. In order to address this problem, the definite way of rapprochement
is to enhance access at elementary level by opening more schools and up-
grading the existing primary schools where school strength has risen
beyond 500 students. New inducted teachers get induction training of one
month in their relevant Science Subjects, Math, Computer Science and
English before joining their jobs in the schools. Forty two thousands
teachers have been recruited on merit. Fourteen Daanish residential schools
were established in Seven Districts Rahim Yar Khan, Bahawalpur,

41
Bhawalnager, Mianwali, Attock, Dera Ghazi Khan and Rajanpur of Punjab
with enrolment of 5256 students. Daanish schools cater to the overall
development of students belonging to the marginalized sections of society
with emphasis on academics, sports, physical education mixed with social
and cultural activities. Free textbooks, stationary, uniform and food are
provided to the students of Daanish schools. Nine Centers of Excellence
Day Schools exists in Punjab which will be increased to 72 numbers in 36
Districts of Punjab. Free textbooks, stationary, uniform and food is also
provided to the students in these Centers of Excellence Day Schools. These
schools are managed by Punjab Daanish Schools and Centers of Excellence
Authority. Moreover, a unique tracking number has been issued to primary
students so that drop-out can be reduced. Number contains father CNIC
number with last two digits added for family order.

Enrolment Emergency Campaign was launched in April, 2014.

Consequently 0-9 million more students were enrolled than last year.
Original Stipend program for girls was started in 2004, a total at 4, 25000
girl’s students benefit from this program annually. Supplemented stipend
pilot project (68 schools of District Bhakkar and Kasur) were initiated in
June, 2013. An enhanced amount of Rs.900/- per student for IV-VII
students and Rs.1200/- per student for class IX-X students are delivered to
eligible students per quarter. The coverage of public sector education
infrastructure at primary level is a major issue in Punjab. There are serious
issues of access especially for girls and there is a dire need to open more
schools in remote rural and less privileged urban areas.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented so far.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to The government of Punjab has
provide necessary financial made effort to achieve this goal but
resources to achieve the EFA EFA goals have not been achieved.
goals.

42
 Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the The government has made efforts
dropout rate by providing to reduce drop out rate but did not
financial and food support to implement in letter and spirit. Free
children. textbooks have been provided to
all students’ upto Matric level in
all public schools.
Apna Ghar residential schools to This provision has been
provide free quality education to implemented in seven districts with
poor students. new name as Danish Schools.
Every child on admission in This action has been implemented.
Grade I shall be allocated an ID.

Secondary Education

Secondary school has been established in rural areas and further

efforts are made to upgrade Elementary/Middle schools to Secondary
school on need basis. In Punjab financial support in the form of monthly
stipend is granted to the students up to class X to reduce dropout rate.
Monthly incentive of Rs.300 to Rs.400 is given to deserving poor girls
students of nine divisional headquarters of Punjab. Nine million Rupees
budget has been allocated to School Management Councils of 18
undeveloped districts of Punjab for providing missing facilities in schools.
From the next financial year this budget will be provided to all districts of
Punjab. The subject of technical and vocational education is being dealt by
two organizations in Punjab i.e. Technical and Vocation Education
Authority (TEVTA) and Punjab Vocational Training Council (PVTC).
TEVTA is responsible for apprenticeship program implementation under
Apprenticeship Ordinance. TEVTA is also responsible for national level
coordination with all Governments and Private Sector Stakeholders. PVTC
is another premier institution along with TEVTA in Punjab.

The major source of funding for PVTC is Zakat. Zakat money is

being used as a tool for acquisition of skills and economic empowerment.
PVTC has pioneered, way to channel Muslim Charity (Zakat) funds to
support an effective model of vocational technical training. According to a

43
survey carried out by Education & Employment Alliance (EEA), United
States Agency International Development (USAID) and International
Youth Foundation (IYF), carried out recently, PVTC has done remarkable
job of improving access to training and employment for young men and
woman who lacked the financial resources to receive vocational technical
training. PVTC is doing public service to bring deprived segments
partnership with PEF. The School Education Department of Punjab is
trying to provide the availability of basic facilities such as drinking water,
electricity, furniture, toilets etc in all the secondary schools functioning
under the public sector. Secondary education is provided to all the children
who want to get admission after completion of elementary education.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Secondary schools particularly This action has been implemented.
Girls Secondary schools have
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be Monthly incentive of Rs.300 to
increased to prevent students from Rs.400 is given to deserving poor
dropping out of school for girls students of nine divisional
financial reasons. headquarters of Punjab.
Counseling facilities shall be This provision has not been
made available to students from implemented so far.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level implemented.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the students

44
Literacy and Non-formal Education

Punjab is the only province having a dedicated department to deal

with literacy and Non Formal Basic Education. Literacy and Non Formal
Basic Education Department has already chalked out Ten Year Strategy
Plan and has started implementation through different incipient organic
initiatives and projects. Punjab has overall literacy rate of 57%, i.e. 61%
for males and 48% for females.

Literacy rate however varies being the highest in Rawalpindi and

the lowest in Rajanpur.

Four projects have been launched during current year in pursuance

of declaration of 2010 as National Year of Literacy:-

 Literacy Program

 Campaign for enhancement of literacy in four districts of Punjab

 Punjab Literacy and Livelihood Programme

 Establishment of 300 Adult Literacy Centers and 200 NFBE

Schools at Brick Kilns

 Community Learning Centers Project

 Capacity Building of the Literacy & Non Formal Basic

Education Department

A pilot program has been started for literacy and numeracy skill in
Lahore district which will be up-scaled from April, 2015. This program
will be implemented in all districts in the year 2015-16. National Literacy
Curriculum has been developed in Punjab to improve literacy skills and is
submitted to competent authorities for approval.

In Punjab there are linkages among Non-formal Education and

industry regarding internship programs. In Punjab, financial support in the
form of monthly stipend is granted to the students up to class X to bring

45
child laborer in schools. There are literacy skill program for child laborer
(boys & girls) in Punjab.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented so far.
Government shall develop a national National Literacy Curriculum has
literacy curriculum. been developed in Punjab to
improve literacy skills and is
submitted to competent authorities
for approval.
A system shall be developed to This provision has been
mainstream the students in non- implemented so far.
formal programmes into regular
education system,
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education Linkage of non-formal education
with industry and internship with industry and internship
programmes shall be developed to programs has been developed to
enhance economic benefits of some extent to enhance economic
participation. benefits of participation.
Horizontal linkages between schools Linkages between schools and
and vocational/skills training centers vocational training centre have
shall be established. been established to some extent.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult literacy after school hours.
.

Improving Teachers Quality

Teachers are recruited on merit. Professional quality of the teacher

is being improved. PTC/CT is replaced with ADE/B.Ed (Honors) in order
to produce teachers who can teach at elementary and secondary level in

46
accordance with NEP 2009. Minimum graduation qualification with
ADE/B.Ed (Honors) has been fixed for recruitment of teachers in Punjab.
No special cadre of specialized trainers to train the teachers has been
created so far.

Directorate of Staff Development (DSD) along with its Government

Elementary Teachers Training Colleges, University of Education (UOE),
and Institute of Educational Research (IER), University of the Punjab,
Lahore is imparting pre-service training of the teachers in the Province of
Punjab. University of Education, Lahore is a specialized university for the
promotion of teacher education. It is offering pre-service degree course
such as B.Ed. (Elementary), B.Ed. (Secondary), B.Sc. Ed. (Special
Education), B.Ed. (Hons), M.Ed., M.Ed. (Special Education), MA
Education, M. Phil Education and Ph.D. Education. Besides University of
Education is mandated to conduct final assessment examination of the
Education Colleges and Government Elementary Teachers Training
Colleges affiliated to it. It awards degrees to their successful candidates.

Continuous Professional Development (CPD) of teachers is

absolutely essential for quality education in the educational institutions of
the province. Directorate of Staff Development (DSD), Lahore is
contributing a lot for the professional development of teachers and
education managers in the province of Punjab. Directorate of Staff
Development (DSD) along with its Government Elementary Teachers
Training Colleges is providing in-service training to teachers and head
teachers. DSD is imparting following types of in-service training to
teachers and head teachers:

i) Induction Training: One month introduction training is provided to

newly recruited science teachers, math teachers and English
teachers before joining their duties in schools.

ii) Link Promotion Training: This training is compulsory for

promotion of teachers and head teachers. It is estimated for
promotion:

47
 a) from BPS-16 to BPS-17 and duration of training is four week
b) from BPS-17 to BPS-18 and duration of training is four week
c) from BPS-18 to BPS-19 and duration of training is six week
d) from BPS-19 to BPS-20 and duration of training is eight week

iii) Continuous Professional Development (CPD): This training is

provided to the Science, English and Computer teachers for their
continuous professional development. Refresher courses of duration
two to four weeks are being provided at Tehsil level, District level
and at Directorate of Staff Development (DSD). These trainings are
to be conducted in summer vacations. Follow up of trainings is also
regularly done. These trainings are conducted by Master Trainers in
subject contents and teaching pedagogy and supervised by Tehsil
and District Education Managers.

iv) In-Service B.Ed Training: For those teachers who are academically
high qualified (MSc, M.Phil and Ph.D, etc) and have no
professional qualification, Directorate of Staff Development (DSD)
arranges in-service B.Ed Training. This training is provided in
summer vacations and on weekly holidays in Government
Elementary Teachers Training Colleges. B.Ed Degree is awarded by
University of Education, Lahore.

The donor agencies have also developed some training modules

considering National Curriculum 2006. Continuous Professional
Development is working up to primary level and Primary School Teachers
are trained using diagnostic, specialized and refresher trainings on annual
basis.

48
Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.
In service teachers training in This action has been implemented.
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all schools.

49
Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
Provincial and Area governments.
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has been implemented.
and inter-universities sports
competitions shall be held regularly
in all Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.

50
Quality in Textbook and Learning Material

The functions of Punjab Textbook Board (PTB) are to make

arrangements for the production and publication of textbooks. Printing and
Publishing of textbooks to be distributed free of cost in Government
Schools by Government of the Punjab, tendering process under PPRA is
adopted.

For assurance of quality and up-dating the textbooks, continuous

review meetings of the authors and eminent scholars are conducted by

Punjab Textbook Board is responsible to ensure:-

 understanding curriculum and pedagogy of the subject;

 developing thematic map of each unit / chapter by including

helping & key concepts;

 developing one chapter with illustrations etc. and get it pre

tested with the targeted audience;

 making amendments in the 1st draft of the chapter in the light of

data received from pre testing;

 developing final draft of one chapter along with illustrations and

graphics and taking it to the targeted group for full satisfaction
that manuscript would achieve the curriculum target; and

 developing the rest of the chapters in line with the scheme

developed for the 1st chapter;

The books are updated keeping in mind the changing scenarios at

National and international level. The process of reviewing textbooks
involves following steps:

 identification of areas for review / improvement;

 feedback analysis;

51
  meeting of experts with authors;

 incorporation of suggestions/amendments advised by the subject

experts and the authors;

 correction of pre-press materials;

 printing / publication; and

 marketing

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented.
Governments shall increase
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of Government of the Punjab
regulated competitive publishing of education department adopted
textbooks and learning materials National Curriculum 2006.
shall start with the introduction of
revised National Curricula 2006.
Textbooks at primary level shall be This action has been implemented.
developed within the context of local
cultures.

Improving Student Assessment

Punjab Examination Commission (PEC), Lahore has been mandated to

assess Student Learning Outcomes of the students of Grade-V and

52
Grade-VIII through out Punjab. PEC, therefore, annually conducts exams
for these levels. General reputation regarding effectiveness of PEC for
assessing SLOs has not been found satisfactory. In Punjab, nine (9) Boards
of Intermediate and Secondary Education (BISEs) have been set up for
assessing SLOs of the students of Grades IX- XII. In its jurisdiction each
Board conducts annual examination for each grade from IX- XII. For
making assessment of SLOs there are only two tools i.e. Question Paper
and Lab Practical Works in four science subjects. The Boards have certain
criteria to set Question Paper. So far, assessment is mainly Textbook-
contents based and not the curriculum based.

The students are supposed to depict their learning outcomes within

three hours examination. Evaluation of performance of students is made by
the selected working teachers. The Boards are feeling constrained not
having well trained paper setters and evaluators. The BISE, Lahore has
arranged a few trainings regarding paper setting and making evaluation but
other Boards are not doing so. It has been observed that there is great need
to provide specialized training occasionally to those who are supposed to
set question papers and those who are to evaluate performance. The
formative assessments and annual assessments for promotion to next grade
of students in Grades I-IV and VI-VII are made by concerned schools
themselves. There are number of measures adopted by BISE, Lahore to
avoid unfair means in examinations. Department of Staff Development
(DSD), Lahore has introduced a system for monthly assessment for grade
3-5 and is implementing successfully. DSD conducts six assessments in one
academic year and on the basis of outcomes of these assessments they
make raking of performance of concerned teachers.

Following tools are applied to assess Learning Outcomes

(knowledge, comprehension/under-standing, application, analysis,
synthesis, evaluation):

 20 % objective type questions(from textbooks) are given

 30 % short-answer/short note are given
 50 % essay type questions are used

However, there is one drawback which has not yet been addressed.
Most of the question papers cover only knowledge/comprehension while

53
the cognitive aspects such as application, analysis, synthesis and evaluation
are generally missing except in subjects carrying practical exams.
Standardized examination system at elementary level has been established
in Punjab. Punjab Examination Commission (PEC), Lahore has been
mandated to assess SLOs of the students of Grade-V and Grade-VIII
through out Punjab.

Marking of papers is done on the basis of designed answer sheets

and keys. Evaluators use the centralized marking system. Subject specialist
panel is organized as:

 Head- Examiner
 Sub- head Examiner
 Assistant checkers

The Boards have certain criteria to set Question Paper. So far,

assessment is mainly Textbook- contents based and not the curriculum
based. The students are supposed to depict their learning outcomes within
three hours examination. Evaluation of performance of students is made by
the selected working teachers. In order to standardize the performance of
high-performers. The Boards are feeling constrained not having well
trained paper setters and evaluators. The BISE, Lahore has arranged a few
trainings regarding paper setting and making evaluation but other Boards
are not doing so.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.
National standards shall be This action has been implemented.
developed to reduce the differences
in quality across regions.

54
Examination systems shall be This provision has been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.
The Examination boards shall be This action has been implemented.
responsible for capacity building of
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

55
 SINDH
Early Childhood Education (ECE)

Sindh Reform Support unit is working in provision of ECE in Sindh

Province. Recently, the Government of Sindh has developed the Sindh
Education Sector Plan (SESP) 2014-2018. The focused of this sector plan
was on the following:

i) To develop ECE policy and minimum standards (e.g. space,

enrolment, teacher requirements, teaching and learning
materials, etc.)

ii) To establish ECE Resource Centers through a phased

approach, focusing initially on the most vulnerable
population across the province and transforming 8,000
Kachi into ECE classes.

iii) To establish an ECE teachers’ cadre (recruit and train 8,121

teachers).

iv) To review and revise the ECE curriculum and ensure the
provision of teaching and learning materials, as prescribed in
the ECE-Curriculum.

v) To support learners’ transition from home to school and

from ECE to Class 1 (Primary).

It is pertinent to mention here that Sindh government is making

efforts to implement proposed actions regarding ECE in the local context.

Following steps have been taken for promoting ECE after NEP
2009:

 National Child Friendly School Standards were established and

a declaration was signed. This indicates a testament to Sindh
commitment to ensuring that provincial education systems and

56
 schools will serve the communities and their future: to promote
ECE. Efforts are to be made for providing child friendly schools
in urban and rural areas.

 Sindh Education Sector Plan was developed for formalizing and

streamlining ECE in Public Schools in the Province.

ECE Policy and Standards development was initiated in 2014 via a

consultative process involving seminars, dialogues, workshops and
conferences with relevant stakeholders. Sindh’s vision, objectives and post-
2015 targets for ECE have been identified and the ECE National
Curriculum 2007 is being implemented. The ECE Policy document is in the
final phase along with an ECE implementation plan that is to be approved
within two months. The achievable targets/ objectives for ECE were made
part of the five years Sindh Education Sector Plan, a comprehensive policy
was developed for first time. The representative of Government of Sindh
presented policy of the government regarding ECE in the Asia-Pacific
Regional Network (ARNEC) Conference on “Early Childhood
Development on the Global Agenda – Building partnerships for
sustainability and harmony” presenting on ECE status, trends and targets.
It about 20 % schools, ECE trained teachers were appointed. ECE teacher
training plan worked out by Government of Sindh is given below:

To train  Implementation of  8,121  Design comprehensive ECE

ECE ECE ECE teachers’ professional
teachers certification/diplo teache certification
mas for teachers rs will  Identify key institutions for
 Engaging PITE be training
and Private sector traine  Develop a comprehensive
for ECE teachers’ d by plan for training
professional Dec  All sanctioned ECE
development 2015 teachers undergo
 Teachers training Professional Development
will be done in by 2016
phases

57
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This action has been implemented.
Provision of ECE shall be ECE classes have been started in
attached to Primary schools which some schools. However additional
shall be provided with additional budget, teachers and assistants for
budget, teachers and assistants for this purpose has not been provided.
this purpose.
Two yeas specialized training for This action has not been
ECE teachers. implemented.

Elementary Education

Right to Free and Compulsory Education for all students from 5

years to 16 years – RTFE Act/ Article 25A is passed in Sindh Assembly
which ensures:-

i) Provision of basic facilities and additional resources to all

the schools;

ii) School Management Committee grants to mobilize

communities in bringing children to school for shared
responsibility and accountability;

iii) Enhancement in school specific budgets for all the schools

on need basis to ensure quality based learning;

iv) distribution of free Text Books is ensured in all the schools

to reduce the burden on families in terms of educational
expenses and encourage them to send their children in the
schools and

v) school consolidation Grants are given to the schools which

are merged with adjacent/nearby schools to ensure provision
of bigger and better schools for increased enrollment,
retention and quality of education.

58
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary This provision has not been
education shall be 6 to 10 implemented.
years.
Government shall make efforts The government of Sindh has made
to provide necessary financial effort to achieve this goal but EFA
resources to achieve the EFA goals have not been achieved.
goals.
Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the The government has made efforts to
dropout rate by providing reduce drop out rate but did not
financial and food support to implement in letter and spirit. Free
children. textbooks have been provided to all
students’ upto Matric level in all public
schools.
Apna Ghar residential schools This action has not been implemented.
to provide free quality
education to poor students.
Every child on admission in This action has not been implemented.
Grade I shall be allocated an
ID.

Secondary Education

Schools (From Primary/Elementary to Secondary/Higher

Secondary) are up-graded on need base. Additional resources (Human,
Financial, Infrastructure & Missing basic facilities) are provided in the
schools. National Curriculum 2007 is being reviewed and updated in
relevant context. Free Text Books are distributed to all students. Stipends
are distributed to girl students to increase transition. Professional Degrees,
Specialized Courses & CPD courses are introduced for teachers.

59
Standardized Achievement Tests (SAT) are introduced to ensure the
provision of the quality education. Education is free for all as per the
Article 25A of Right to Free and Compulsory Education Act was passed by
Sindh Assembly in 2014. Proposal is under consideration for the inclusion
of technical and vocational courses in general education stream.

Since the year 2009-10, the strategy has been adopted to provide
grants for the basic missing facilities. An amount of Rs. 100 Million to each
district have been allocated for prioritizing the high enrolment schools. The
basic facilities include:-

 Boundary Wall
 Washrooms Facility
 Drinking Water Facility
 Electricity

In addition, to ensure provision of the above mentioned facilities,

the schools are provided with several other grants through different
programs namely:

i) School Specific Budgets – Need based grants on annual

basis
ii) School Management Committee Funds –Based on enrolment
& number of class rooms on annual basis.

iii) School Consolidation Grants: One time grant for the merged
schools for the process of consolidation.

iv) Top Grants – for provision of required infrastructure on need

basis.

The enrolment growth in 2009-10 was 23% which increased up to

26% 2014-15 in the secondary schools in the province of Sindh. This
indicates that some progress have been achieved in secondary education
after 2009.

60
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Secondary schools particularly This action has been implemented.
Girls Secondary schools have
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be Girl’s stipends have been given to
increased to prevent students from girl’s students to prevent students
dropping out of school for from dropping out of schools for
financial reasons. financial resources.

Counseling facilities shall be This provision has not been

made available to students from implemented.
the elementary level onwards.
Grades XI and XII shall not be part This action has not been
of the college level. implemented.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the
students.

Literacy and Non-formal Education

Government of Sindh recently developed the Sindh Literacy Plan

2010- 2015 with a vision of ‘Literate, educated and prosperous Sindh
province’. Considering the extremely high rate of illiteracy in the province
and huge disparities between urban and rural, rich and poor, men and
women, efforts are made to reduce these disparities.

Innovative Literacy Programs run by Allama Iqbal Open University

has been customized to the particular needs of learners in Sindh. National
Literacy Curriculum and identification of instructional material, teacher
training modules and professional development programs are in process,
which will be implemented very soon.

61
 There is literacy skill program for child laborer (boys & girls) in
Sindh. Teacher training modules and professional development programs
have been designed which are to be implemented in Sindh Province. As far
literacy calculation is concerned, PSLM is used to report literacy.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This provision has not been
literacy curriculum. implemented.
A system shall be developed to This provision has been
mainstream the students in non- implemented.
formal programmes into regular
education system,
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education Linkage of non-formal education
with industry and internship with industry and internship
programmes shall be developed to programs has been developed to
enhance economic benefits of some extent to enhance economic
participation. benefits of participation.
Horizontal linkages between schools Linkages between schools and
and vocational/skills training centers vocational training centre have
shall be established. been established to some extent.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult literacy after school hours.

Improving Teacher Quality-

Professional qualification for recruitment has been enhanced in

Sindh. Government has enhanced Professional qualification of teachers to
B.Ed for secondary education in Sindh. PTC and CT Courses are
eliminated for new recruitment. New teachers’ training program i.e. two
years Associate Degree in Education (ADE) and 4 years B.Ed Honors etc

62
are introduced. Restructuring of Teaching Cadre based on grades,
redefining the promotional pattern and the professional qualifications is has
been reviewed. Recruitment rules have been revised by introducing high
grades as per the new professional degree. Launching of the Teacher
licensing is introduced as the pre-requisite of the professional teachers.
Special cadre of specialized trainers has been created to train the teachers.
Teachers Education & Development Authority – (STEDA) is being
established which is a separate entity for teacher’s education and
development initiatives/programs and to cater any other matters related to
Teacher’s Education.

STEDA is working on Continuous Professional Development

(CPD) framework through an accreditation system for school based
trainings, Online Trainings, Institution wise trainings and Distance learning
etc. Special cadre of specialized trainers to train the teachers has been
created. Phase-wise short courses for teachers in service Orientation
Workshops / Induction Trainings includes;

i) Provision of printed material

ii) Project based trainings.

This program is in process and the (STEDA) Sindh Teachers

Education & Development Authority is working on it.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.

63
 Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed. implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.

In service teachers training in This action has been implemented.

mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all primary and middle
schools.

Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented.
College and University levels.

64
 A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has been implemented.
and inter-universities sports
competitions shall be held regularly
in all Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.

Quality in Textbook and Learning Material

Government of Sindh has taken a major initiative of distribution of

free textbooks to all the students in all government schools. From 2005-6
this incentive has been vertically expended till class X and an amount of
Rs. 609 Million was earmarked for this purpose in the budget for 2005-06
which was repeated in financial year 2006-07. Enrolment increasing trend
for the last few years have shown a positive correlation in the wake of this
incentive. The Sindh Textbook and Learning material policy goal is to
improve the quality and relevance of education at all levels through quality
textbooks and learning material at affordable prices so that all our children
(Early years to grade XII) receive a quality education and are empowered
to participate effectively and productively in the society. The objectives are
of text book and Learning Material Policy as follows:

65
(i) Define fundamental principles and standards for timely
development, approval, and availability of textbooks and learning
material;

(ii) establish performance and service standards to improve efficiency

and effectiveness at every stage of textbook and learning material
supply chain processes (authorship, production, printing,
distribution);

(iii) define quality assurance frameworks for textbooks and learning

material production and review / evaluation;

(iv) Establish transparent and competitive procedures by which

textbooks and learning material for free distribution to public and
low cost private schools are developed, produced, printed and
distributed to ensure best value for money.

(v) Matric tech scheme at Secondary level has not been introduced in
Sindh.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

A well regulated system of This provision has been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been
Governments shall increase implemented.
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of Government of the Punjab
regulated competitive publishing of education department adopted
textbooks and learning materials National Curriculum 2006.
shall start with the introduction of
revised National Curricula 2006.

66
 Textbooks at primary level shall be This action has been
developed within the context of local implemented.
cultures.

Improving Student Assessment

At primary level the assessment mechanisms are as follows:

(i) School Exams / Summative Assessments

(ii) Standardized Achievement test to assess student assessment

learning quality.

However, at the Secondary & Higher Secondary level Board exams

are taken annually.

(i) End of year Assessment – Summative Assessments,

Performance Assessments, Standardized Tests and
Diagnostic Assessments tools are used for assessments.

In Sindh no standardized examination system at elementary level

has been established. The Standardized Achievement Test (SAT) in Sindh
is a reform initiative established in 2011 by the Government of Sindh
through the Reform Support Unit, to develop transparency in the student
assessment, achievement and teacher performance process. The test is
focused on key transitional Classes of V to VIII, within all government
schools, highlighting region, district and school outcomes in the fields of
Language, Mathematics and Science. PEACE reviews SAT from its
inception to its administration and the third phased of SAT 2014-15 is
currently scheduled for January 2015. Department, Government of Sindh
has targeted to orient 24,000 primary School teachers in the year 2015
regarding SAT.

67
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.
National standards shall be This action has not been
developed to reduce the differences implemented.
in quality across regions.
Examination systems shall be This provision has not been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.
The Examination boards shall be This action has been
responsible for capacity building of implemented.
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development

68
 KHYBER PAKHTUNKHWA
Early Childhood Education (ECE)

Khyber Pakhtunkhwa issued notifications to admit four plus age

group in all public sector primary schools. The early-childhood and Kachi
class are included in primary education. Consequently primary cycle
consists of seven grades instead of five grades. Besides, there is a class of
un-admitted students which exists in almost every public sector primary
school. These children usually come to school along with their siblings.
The parents send them to schools to familiarizing them with school
environment. Khyber Pakhtunkhwa government is facing 3.5 million out of
school children problems; therefore government is taking every possible
step to bring these children in schools.

It is further stated that NGO, Save the Children has started ECE
program in five districts and 100 schools from each district were selected to
start ECE classes.

Following steps have been taken in Khyber Pakhtunkhwa for

promoting ECE:-

 Corporal punishment for ECE students has been completely

discarded.

 Free text books, reading material, story books are provided to

ECE admitted children.

 Parents’ involvement is promoted and they are motivated to

send their children to schools.

 International donor agencies and NGOs are encouraged to

provide facilities for launching ECE classes in all public sector
primary schools.

 Government has introduced and institutionalized formal Early

Childhood Education (ECE) at primary school level.

69
  Moreover, Parent Teacher Council (PTM) has been provided
funds to construct additional rooms in primary schools.

More than 400 ECE rooms will be constructed in the current year
i.e. 2015. The primary education sub-sector has traditionally been the main
target of government efforts in its pursuit of UPE. However, there are
serious societal and cultural issues which caused an unwillingness of many
families to send all their children to school.

Save the Children (NGO) implemented ECE in Khyber

Pakhtunkhwa with an overall goal to improve educational outcomes and
access for children in government schools by increasing opportunities for
learning and development and by improving transition into primary school.
This program proposes to directly address the Khyber Pakhtunkhwa
education sector plan and thereby improve provincial government ability to
sustainably extend the right of education to all children. Teacher training
programs for one and two weeks have been organized for 500 ECE
schools’ teachers. Moreover the Resource Centers have also been
established in PITE, Peshawar.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This provision has been
implemented.
Provision of ECE shall be This provision has been
attached to Primary schools which implemented in some Primary
shall be provided with additional schools. In five low developed
budget, teachers and assistants for districts, 100 ECE additional
this purpose. classrooms have been constructed
in existing schools.
Two yeas specialized training for This action has not been
ECE teachers. implemented.

70
Elementary Education

Elementary education forms the bulk of educational provisions in

public sector in education. Through Elementary Education Foundation
(EEF), the government is trying to promote private participation in
educational provisions along with public private partnerships.

The primary education sub-sector has traditionally been the main

target of government efforts in its pursuit of UPE. The Education
Department of Khyber Pakhtunkhwa is providing Elementary Education to
all the children (Boys & Girls). Efforts are made to give admission to all
the children who are promoted from Grade 5 to Grade 6 in elementary
schools. It is further supplemented by starting enrollment campaign in the
month of March and April to give admission to all the children of age 5+ so
that EFA Goals may be achieved. The Primary schools which are feasible
for up gradation to elementary school are being upgraded as per needs and
demand of the local community.

In Khyber Pakhtunkhwa, communities are being involved in

education to increase access, reduce drop-outs and improve school
facilities. Further incentives are provided to increase access and
participation of girls in main stream education through free textbooks,
stipends for girls at secondary level and scholarships. Hostel facilities for
female teachers are provided where possible to facilitate female teachers.
In spite of the all time efforts of the Government of Khyber Pakhtunkhwa
drop-out at elementary education is still a big problem, which needs to be
addressed. Primary schools on need base criteria are upgraded to
elementary/middle level. About 220 primary schools have been upgraded to
middle level. Consequently, enrollment is increased. Government is making
efforts to provide missing facilities and to make attractive learning
environment for improving quality education and to improve retention rate
especially for girls in Khyber Pakhtunkhwa.

71
Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to The government of Punjab has
provide necessary financial made effort to achieve this goal
resources to achieve the EFA but EFA goals have not been
goals. achieved.
Wherever feasible, Primary This action has been
schools shall be upgraded to implemented.
Middle schools.
High priority to reduce the The government has made efforts
dropout rate by providing to reduce drop out rate but did not
financial and food support to implement in letter and spirit.
children. Free textbooks have been
provided to all students’ upto
Inter level in all public schools.
Apna Ghar residential schools to This action has not been
provide free quality education to implemented.
poor students.
Every child on admission in This action has not been
Grade I shall be allocated an ID. implemented.

Secondary Education

Secondary school have been established in rural areas and further

efforts are made to upgrade elementary/middle schools to secondary school
where there is need emerged by the local community. No special steps have
been taken to provide life skills education at Secondary level. Technical
and Vocational Education is working under Industries Department in
Khyber Pakhtunkhwa. Hence, Technical and Vocational Education is
provided to the students who are willing to get TVE (Technical and
Vocational Education). The services in Technical Education are constrained
by limited funding which means that Over 90% of expenditure is on
salaries and there is limited scope for applied work. Many Courses are still

72
run along traditional lines and the Government is committed to Improving
the scope and content of technical education to match more closely the
needs of employers in Khyber Pakhtunkhwa. The Elementary & Secondary
Education Department of Khyber Pakhtunkhwa is trying to provide the
availability of basic facilities viz pure drinking water, electricity, furniture,
toilets etc in all the secondary schools functioning under the public sector.
Secondary education is provided to all the children who want to get
admission after completion of elementary education.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Secondary schools particularly This action has been
Girls Secondary schools have implemented.
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be All girls’ students reading in
increased to prevent students from public schools from 6th to 10th
dropping out of school for are given stipends as incentive to
financial reasons. continue their studies.
Counseling facilities shall be This provision has not been
made available to students from implemented.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level. implemented.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the
students.

Literacy and Non-formal Education

Non formal education and adult literacy is taken care by the

Elementary Education Foundation in Khyber Pakhtunkhwa. The sector
suffers from lack of funds, lack of capacity and human resource. The sector

73
also suffers from low quality provisions and difficulty in mainstreaming. In
Khyber Pakhtunkhwa National Literacy Curriculum has not been adopted
to impart literacy skills. Non-formal Education in Khyber Pakhtunkhwa is
the mandate of Elementary Education Foundation (EEF). The Elementary
Education Foundation (EEF) in Khyber Pakhtunkhwa was established in
2002 to strengthen elementary education in the private sector in line with
the education policy of the government. EEF’s mandate was also extended
to plan and implement literacy programmes in Khyber Pakhtunkhwa more
systematically.

The function of the EEF is to take measures for the promotion,

improvement and financing of education and development of human
resources in the province by strengthening elementary education
institutions in the private sector. There is a steady progress in non-formal
Education from 2001-02 to 2008-09 but a fall has been noticed in 2010-11.
The NEF has since been closed. The Elementary Education Foundation,
Khyber Pakhtunkhwa has however been tasked to help improve literacy by
opening non-formal basic schools for dropout children of primary schools.
In Khyber Pakhtunkhwa there are linkages among Non-formal Education
and industry regarding internship program. In Khyber Pakhtunkhwa
financial support in the form of monthly stipend is granted to the students
up to class X to bring child laborer in schools. There are literacy skill
program for child laborer (boys & girls) in Khyber Pakhtunkhwa. No such
policy has been adopted to provide training to literacy teachers. The
literacy in Khyber Pakhtunkhwa has been improved after 2009.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This action has not been
literacy curriculum. implemented.
A system shall be developed to This provision has been
mainstream the students in non- implemented.
formal programmes into regular
education system.

74
 Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education This provision has not been
with industry and internship implemented.
programmes shall be developed to
enhance economic benefits of
participation.
Horizontal linkages between schools This provision has not been
and vocational/skills training centers implemented.
shall be established.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented
for adult literacy after school hours.

Improving Teachers Quality

Professional quality of the teacher is being improved by providing

in-service teacher training. CT/PTC is replaced with ADE of two years in
accordance with NEP 2009 B.Ed (Honors) has been introduced in Khyber
Pakhtunkhwa in consultation with the Elementary and Secondary
Education Department in order to produce teachers who can teach at
elementary and secondary level. Professional qualification for recruitment
has been enhanced in Khyber Pakhtunkhwa. Government has increased
Professional qualification of B.Ed for secondary teachers in Khyber
Pakhtunkhwa

The duration of teachers training programme varies according to the

needs of the teachers. Sometime the training programmes are organized for
one week and sometime one to two week. These training programmes are
organized with the financial assistance and collaboration with different
organizations i.e. UNICEF, UNESCO, UNDP, UNFPA, NORAD, GTZ and
different Governmental and Non Governmental Organizations. These
training programmes are also organized in NISTE in Islamabad. It is further
stated that separate in-service teacher training programmes are organized
for elementary teacher from grade I-VIII, and secondary teacher from grade
IX to XII. The donor agencies have also developed some training modules
considering National Curriculum 2006. Hence, no development programme

75
for teacher has been developed for three years cycle basis as per
requirement of National Education Policy 2009. Additional 50% salary
allowance is granted for teachers in rural and hard areas of Khyber
Pakhtunkhwa. Additional salary allowance is granted to female teachers
serving in underdeveloped and rural areas in Khyber Pakhtunkhwa.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed implemented.
Governments shall take steps to This action has been implemented
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis
Arrangements shall be made to use This action has not been
school buildings (where available) implemented
for adult Literacy after school hours.

76
 In service teachers training in This action has been implemented
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills
In service teacher training in science This provision has been
shall be based on real life situations, implemented so far
use of science kits and provision of
science kits to all primary and middle
schools

Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has been implemented.
and inter-universities sports compete-
tions shall be held regularly in all
Provinces/Areas.

77
 Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.

Incentives would be offered to Heads This provision has not been

of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.
To provide incentive and to This action has not been
encourage development of Sports at implemented.
grassroots level, quota for admission
to educational institutions on sports
basis shall be enforced.

Quality in Textbook and Learning Material

In 2007 a National Textbooks and Learning Materials Policy and

Plan of Action were developed and notified by the Federal Government in
consultation with all provinces. The core objective of the policy was to
introduce a system of competitive publishing for provision of quality
textbooks at affordable prices. The implementation of this policy was to
begin with the implementation of the new curriculum 2006. Under the new
National Textbook Policy, emphasis has been given to the role of private
sector publishing, with the provincial textbook boards having the role of
regulating, facilitating, and monitoring the production of textbooks by
private publishers. Khyber Pakhtunkhwa has adopted this Textbook Policy.
Khyber Pakhtunkhwa Text Book Board published text books according to
approved curriculum. Supplementary Learning Materials are also
developed by the Khyber Pakhtunkhwa Text Book Board in light of
curriculum 2006. The provincial government under the articles of the new
policy has the discretion to set the time frame keeping in mind the local
conditions, training programmes, and other influencing factors.

All the textbook boards and publishers must adhere to:

i) Introducing the new textbook development policy;

78
 ii) setting up the Inter-Provincial Standing Committee on
Textbook Policy;

iii) reform and capacity development of textbook boards;

iv) development of textbooks by publishers;

v) submission of manuscripts, review and approval process;

vi) supporting the development of textbooks by publishers;

vii) development of school reading and learning materials (other

than textbooks) by publishers;

viii) printing, marketing, sale and distribution

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented.
Governments shall increase
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of Government of the Khyber
regulated competitive publishing of Pakhtunkhwa education depart-
textbooks and learning materials ment adopted National Curriculum
shall start with the introduction of 2006.
revised National Curricula 2006.
Textbooks at primary level shall be This action has been implemented
developed within the context of local
cultures.

79
Improving Student Assessment

In Khyber Pakhtunkhwa, eight Boards of Intermediate and

Secondary Education (BISEs) have set up for assessing the students
learning outcomes of grades 9-12. In its jurisdiction each Board conducts
annual examination for each grade from 9-12. For carrying out assessment
of Student Learning Outcome (SLO), there are only two tools i.e. Question
Paper and Lab Practical Works in four science subjects.

Different processes of assessments conducted by institutions are:

 Multiple sets of question papers are prepared

 Papers are printed one day before examination / assessment

 Papers and exam material are provided early in the morning at

the exam centre

 Three officers are responsible for maintaining secrecy

o Chairman BISE
o Controller of Examinations
o Composer/Proof reader

 Papers are marked on the premises of BISEs

 Examiner must be a subject teacher of a particular subject

 Assessment process is monitored through CC camera by

Chairman BISE, Peshawar.

Boards have certain criteria to set a Question Paper. So far,

assessment is mainly Textbook- contents based and not curriculum based.
Students are supposed to depict their learning outcomes within three hours
examination. Evaluation of performance of students is made by the selected
working teachers. In order to standardize the performance of high-
performers Inter-Board evaluation is also got done.

80
 Following tools are applied to assess Learning Outcomes
(knowledge, comprehension/under-standing, application, analysis,
synthesis, evaluation):

 20 % objective type questions(from textbooks) are given

 30 % short-answer/short note are given
 50 % essay type questions are used

However, there is one drawback which has not yet been addressed.
Most of the question papers cover only knowledge/comprehension while
the cognitive aspects such as application, analysis, synthesis and evaluation
are generally missing except in subjects carrying practical exams.
Standardized examination system at elementary level has not been
established in Khyber Pakhtunkhwa. Evaluators use the centralized
marking system. Subject specialist panel is organized as:

 Head- Examiner
 Sub- head Examiner
 Assistant checkers

Marking of papers is done on the bases of designed answer sheets

and keys.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.
Examination systems shall be This provision has been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.

81
The Examination boards shall be This action has been implemented.
responsible for capacity building of
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

82
 BALOCHISTAN

The Government of Balochistan indicated its firm commitment to

implement National Education Policy (2009). However, after 18th
Constitutional Amendment the concurrent list was abolished and subject
contained in that list were devolved to the provincial governments. In view
of 18th Constitutional Amendment the Federal Ministry of Education was
abolished in 2011 as a result there was no body to monitor the
implementation of NEP 2009. National Education Conference was held at
Prime Minister Secretariat in Islamabad on 16th September 2011. The
conference was presided by the than Prime Minister Syed Yousuf Raza
Gilani and it was attended by Chief Ministers of all the provinces. In that
conference a joint declaration on education was signed by the Prime
Minister and key provincial authority. The joint declaration stated that:-

i) The Federal and Provincial Governments reaffirm their commitment

to Education as a priority.

ii) National Education Policy 2009, subject to such adaptations as are

necessitated in view of the 18th constitutional Amendment, shall
continue to be jointly owned national document.

It was observed that Education policy in Balochistan has been a mix

of nationally driven documents, provincial plans and programs and the
various rules and regulations. The main national policy documents are the
Constitutional provisions and the National Education Policy 2009.
Government of Balochistan has adopted NEP 2009 and developed Action
Plan. The Plan envisages reforms in curriculum, textbooks development,
teacher training and examinations and highlights capacity development and
establishment of standards as cross cutting issues to improve quality in
education. The government of Balochistan has established Policy Planning
and Implementation Unit (PPIU) in 2010. The Unit was formed to design,
coordinate and oversee education reforms in the province. He elaborated
that PPIU has so far provided the response to the provincial needs under the
18th Constitutional Amendment through drafting of laws on Compulsory
Education under Article 25-A and development and implementation of
curriculum. It also initiated a donor coordination process. PPIU with

83
assistance from UNICEF and UNESCO has prepared an Education Sector
Plan for the province. The plan has used the policy recommendations of the
NEP 2009 as the basis for strategic development. The PPIU has already
prepared an EFA and an ECCE Plan with UNESCO’s support. The
implementation status regarding each sub sector of education contained in
NEP 2009 are given below:-

Early Childhood Education

The total enrolment of pre-primary students of both sectors (public

and private) has been increased from 375,527 in 2009-10 to 408,071 in
2013-14. The overall increase in enrolment of pre-primary is about 9%
during 2009-2013. The enrolment of boy’s students in pre-primary was
232,983 in 2009-10 which rose to 254,704 in 2013-14 and the growth was
9%.The girl’s enrolment in pre-primary was increased from 142,544 in
2009-10 to 153,367 and the percentage increase was 8%. During 2009-10
about 22% students of pre-primary were enrolled in private sector, whereas,
the same percentage i.e. 22% students enrolled in pre-primary in private
sector in 2013-14 which indicate that private was unable to increase its
share in pre-primary enrolment. The gross enrolment ratio of pre-primary
for both sexes was 73% in 2009-10, whereas, it declined to 71% in 2013-
14. A declining trend in pre-primary GER has been observed during 2009-
2013. The GPI of pre-primary was 0.78 in 2009-10 which was decreased to
0.66 in 2013-14 which indicates that the gender gap is widening.
Balochistan Education Sector Plan (2013-18) has envisaged to bridge the
gender gap of ECE by setting 0.93 for pre-primary by the year 2018.

The traditional Kachi class has been existed in the public education
system since 1970s but unfortunately no attempt was made to ensure that
this class offer appropriate learning opportunities for children. It is
normally placed in a multi‐grade teaching environment where children
from ‘Kachi’ receive the least priority. Teachers are neither trained to teach
pre‐primary children nor able to manage multi‐grade classrooms. Books
prepared by the Balochistan Textbook Board (BTBB) are ‘taught to
children of Kachi class, which is contrary to the design of the National
Curriculum on ECE.

84
 The ‘improved Kachi’ has been introduced in about 950 schools
with the assistance of Agha Khan Foundation (700 schools in 7 districts),
UNICEF (100 schools in 8 districts) and Save the Children (UK) (105
schools of Balochistan Education Foundation). It was observed that actual
ECE was available to a very small number of students. There were 319,909
children enrolled in pre‐primary sections of public education system in
3013-14 but only 2% of pre‐primary age children had received education as
per accepted educational concepts for children as envisaged in the National
Education Policy 2009 and the national ECE Curriculum. The ECE has
been provided in some elite urban private schools which have Montessori
or kindergarten programs and a few public schools supported by donor
agencies to develop ‘improved Kachi’. The remaining public schools
follow the traditional pre‐primary class. Rural private schools do not have
provision for quality ECE.

The current ECE program introduced in various public schools of

Balochistan has been sponsored by donor agencies. In order to declare ECE
program in all public schools, ECE policy frame work has been formulated.
A summary for introduction of ECE program in all public schools has been
submitted to Chief Minister of Balochistan. ECE Act will be passed by the
Provincial Assembly. ECE teacher are being regularized. An amount of
Rs.200 million has been allocated in the current year Public Sector
Development Program (PSDP) for construction of ECE room in the
existing public schools. BESP has proposed construction of 3600 ECE
classrooms and recruitment of 3600 ECE teachers by 2018.

Teaching material for ECE as per National Curriculum 2006

developed by Teacher Resource Centre, Karachi has been used in ECE
schools. ECE teachers has been trained through donor assisted program,
however, the training of ECE teachers will be conducted through continues
professional development program as proposed in the Balochistan
Education Sector Plan (2013-18), however, curriculum for ECE teacher
training will be developed. ECE will be introduced in 30% schools of the
province by 2015.

85
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation

ECE age group is 3 to 5 years. This provision has not been
implemented.
Provision of ECE shall be This provision has not been
attached to Primary schools which implemented.
shall be provided with additional
budget, teachers and assistants for
this purpose.
Two yeas specialized training for This action has not been
ECE teachers implemented.

Primary Level Education

The total number of primary schools of both sectors (public and

private) has been decreased from 11,063 in 2009-10 to 11,047 in 2013-14.
A decline in number of schools is due to decrease in number of public
primary schools which has been reduced from 10,637 in 2009-10 to 10,585.
The number of private primary school has been increased from 426 in
2009-10 to 462 in 2013-14. The enrolment of primary school students of
both sectors was increased from 643,576 in 2009-10 to 676,777 in 2013-14.
The growth in the enrolment of students at primary level was about 5% for
a period of five years which indicates that there was one percent annual
increase in the primary enrolment.

The enrolment of students of public sector was increased from

554,344 to 580,288 in 2013-14 and the percentage increased was 5%.The
enrolment of private sector students at primary level grew from 89,232 and
2009-10 to 96,389 in 2013-14 and the growth was 8% during 2009-13. This
trend indicates that the private sector growth is faster than the public sector
in the enrolment of students at primary level. The NER at primary level for
both sexes was 51% during 2009-10 and it rose to 53% during 2013-14.
There was 2% increase in NER at primary level for a period of five years.
The NER at primary level for boys was 57% in 2009-10 which increased to
60% in 2013-14, whereas, in case of girls NER there was no increase. The
survival rate to grade-V was 50% in 2013-14. The transition rate from
primary to middle level was 71% in 2009-10 and it increased to 74% in

86
2013-14. The number of out of school children was 513,702 in 2009-10
which was increased to 536,339 in 2013-14. The number of out of school
girls was increase from 231,219 in 2009-10 to 293,559 in 2013-14. The
GPI at primary based on NER was 0.79 in 2009-10 which was decreased to
0.75 in 2013-14 which indicates that the gender inequality is widening
rather than declining. The dropout rate at primary level is about 50%. It is
evident that slow growth in enrolment, low survival and transition rates as
well as high gender disparity have resulted a large number of out of
children at primary level.

Middle Level Education

The total number of middle schools both in public and private

sectors grew from 1212 in 2009-10 to 1442 in 2013-14 and the growth in
number of middle schools was 19% during 2009-13. The number of middle
school in public sector rose from 953 in 2009-10 to 1165 in 2013-14 and
the increased was 22%. The number of middle schools in private sector has
risen from 259 in 2009-10 to 277 in 2013-14 and this growth was about 7%
over a period of five years. The total enrolment of students of both sectors
(public and private) has grown from 144,786 in 2009-10 to 170,176 and the
growth was about 18%. The enrolment of students at middle level in public
sector rose from 118,304 in 2009-10 to 141,438 in 2013-14 which indicates
19% increase during the said period.

Similarly the enrolment of students in middle level of private sector

grew from 26,482 in 2009-10 to 28,738 in 2013-14, so the private sector
enrolment grew by about 9%. The enrolment of students of public sector at
middle level has been growing faster than private sector. The NER at
middle level increased from 17 % in 2009-10 to 24% in 2013-14.
Balochistan has the lowest NER among all the provinces. The GPI at
middle level (based on NER) has increased from 0.59 in 2009-10 to 0.66 in
2013-14, which indicates that gender gap is dwindling at middle level. The
out of school children at middle has increased from 463,286 in 2009-10 to
559,108 in 2013-14. Despite an increase in NER during 2013-14, an
increasing trend in number of out of school children at middle level was
observed.

87
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to The government of Balochistan has
provide necessary financial made effort to achieve this goal but
resources to achieve the EFA EFA goals have not been achieved.
goals.
Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the The government has made efforts
dropout rate by providing to reduce drop out rate but did not
financial and food support to implement in letter and spirit. Free
children. textbooks have been provided to
all students’ upto Matric level in
all public schools.
Apna Ghar residential schools to This provision has not been
provide free quality education to implemented.
poor students
Every child on admission in This action has not been
Grade I shall be allocated a ID. implemented.

Secondary Level Education

The total number of secondary schools in both sectors (public and

private) has increased from 754 in 2009-10 to 952 in 2013-14. The growth
in the number of school was 26% during 2009-13. The number of public
schools has increased from 594 schools in 2009-10 to 783 and the growth
was 32%. The number of private schools increased from 160 in 2009-10 to
169 in 2013-14 and the growth was about 6%. This indicates that number
of public schools grew faster than the number of private schools. The
enrolment of students at secondary level has risen from 67, 119 in 2009-10
to 75,418 in 2013-14 of both sectors (public and private). The enrolment in
public secondary schools increased from 55,166 in 2009-10 to 62,315 in

88
2013-14 and the growth was 13%. In case of private sector the enrolment
has been increased from 11,953 in 2009-10 to 13,103 in 2013-14 with the
growth of 10%. The NER at secondary level increased from 12% in 2009-
10 to 15% in 2013-14. The GPI at secondary level (based on NER) has
increased from 0.54 in 2009-10 to 0.61 in 2013-14, which indicates that
gender gap is decreasing at secondary. The out of school children at
secondary level has increased from 353,994 in 2009-10 to 399,992 in 2013-
14. Despite an increase in NER during 2013-14, the number of out of
school children has been increased. It was observed that about 1.5 million
children of age group 5-14 are out of school in Balochistan.

Deeni Madaris

There are a total of 1095 Madaris in Balochistan according to data

available with the Home Department of the provincial government with a
total enrolment of 83,258. These Madaris follow four different schools of
thought. The Madaris cater to needs of some of the poorest households and
not only educate their children but also provide food and shelter.

Access and Equity: Issues and Problems

The school education is free and the Balochistan Government

provides textbook free of cost to all students of public schools. One of the
major problems in Balochistan is the low access of children to school. In
Balochistan there are 22,000 settlements where about 10,000 settlements
are without schools. There are various factors responsible for the low
access to schooling which includes poor communication infrastructure,
scattered population, vast area, poverty, social tradition especially towards
girls’ education and lack of financial resources. In Balochistan the
population is dispersed over a large piece of land however, the criteria for
opening of new school are based on population available within a radius.
This leaves many settlements outside the ‘feasible’ range. The province has
the highest average commute time to schools for rural areas in the country.
One in 5 children has to travel more than 30 minutes and one in 10 more
than 1 hour to reach school. The expansion of school facility has failed to
accommodate the school age population of children. Moreover, adequate
number of middle schools is also not available for the primary schools’
graduates and the ratio of middle to primary is very high one middle school

89
for 11 primary schools. In the province there is gender disparity in the
provision of educational facilities. The gender gap can be observed in terms
of enrolment of students and number of schools by gender at all levels of
education.

Initiatives Undertaken to Increase Access and Improve Equity

The government of Balochistan has undertaken a number of

initiatives for improvement and expansion of education sector in the
province. The initiatives includes establishment of a Policy, Planning and
Implementation Unit (PPIU) responsible for planning, coordinating, and
monitoring of education reforms. The education department has prepared
Education for All (EFA) Provincial Plan and District EFA plans for all 34
districts along with Early Childhood Education (ECE) Provincial Plans for
8 districts. The Education for Plan could not implement due to financial
constraints.

The other initiatives include the establishment of community

schools which have been a relatively successful. Community schools are a
low cost model for school expansion in the province. To run the
Community schools, the community co-shares the expenditure through
provision of space and building, a teacher from the community is hired and
paid and works under its supervision. Balochistan Education Foundation
(BEF) currently runs these schools and has set up 649 community schools
with enrolment of 27,687 students in populations without schools. The
criteria for opening of Community Schools are: a) at least 20 students can
be enrolled by the community and b) there is no girls' school within a
radius of 2km. The program is implemented through non-government
organizations designated as Community Implementation Partners (CIPs).
BEF monitors performance of schools with key indicators being student
and teacher attendance and improvements in learning outcomes.

In addition to the community schools, BEF has also established 197

schools with enrolment of 22,381students in partnership with individual
owners who run these schools under a Public private Partnership (PPP)
arrangement. These schools are managed with the help of the owner,
Private Implementing Partner (PIP), BEF provides subsidies for facilities,
material and a monthly subsidy for attendance.BEF also provides grant in

90
aid to 513 private schools in 30 districts. In addition to BEF the National
Commission on Human Development (NCHD) also developed feeder
schools with the support of the community and linked these to nearest
government run school for administrative and reporting purposes.

Community Support Process (CSP) was successfully used in the

opening of new girls’ schools as per demand of the communities. Under
CSP, the community was engaged in the management of the schools. In
view of the success of CSP model, the government has decided to adopt
this process in all its future interventions. The Parent Teacher School
Management Committees (PTSMCs), established through a democratic
process efficiently managed their schools and now the government has
decided to revive these organizations to improve the management of
schools.

In order to reduce dropout rate, corporal punishment has been

banned in all public schools. Banning of Corporal Punishment Act is under
process through Social Welfare Department. Gender mixed school with
female teacher up to primary level has been introduced. Free and
compulsory education Act 2014 has been promulgated to implement Article
25-A. Child friendly school have been introduced in seven districts.
Alternate Learning Pathways for out of school or missed out children has
been introduced in seven districts. Now the Government of Balochistan has
decided to replicate Alternate Learning Pathways (ALP) model in all
district of the province. Under ALP model, the primary level curriculum
has been condense and books have been published by Balochistan Text
Book Board. The duration of primary education under ALP is three years.
Text books are provided free of cost to the students enrolled under ALP.
Teachers are recruited by local education group. Classes under ALP are
conducted in public schools in second shift or in private schools or in
community buildings.

Strategies to Enhance Access and Improve Equity

The Government of Balochistan has developed Balochistan

Education Sector Plan (BESP) 2013-18. According to BESP the strategic
objectives contained the plan have been derived from National Education
Policy, Article 25-A of the Constitution that includes EFA and MDGs. The

91
BESP strategies on access and equity have three dimensions. These include
horizontal expansion through building schools in settlements that are
without schools, up-gradation of primary and middle schools, to improve
enrolment in existing underutilized schools and reduction in drop outs. On
the horizontal expansion requirements of teacher qualification will be
relaxed as many of these settlements may not have qualified teachers. The
plan has recommended community based schools model that has minimal
construction requirements of two to three rooms.

As per BESP, 4000 primary schools will be established by 2018.

The BESP has envisaged provision of education opportunities to all
children in every settlement irrespective of the size of the settlement.
Therefore, the existing criteria for selection of site for opening of new
school will be revised to ensure provision of education facilities to
maximum number of settlements that are without schools. During 2013-14,
200 primary schools have been established and 200 primary schools are to
be established during current financial year (2014-15). In order to increase
the number of classrooms in primary school, 15% primary schools with two
classrooms and 10% primary schools with one classroom will be upgraded
to five classrooms school. The sector plan has recommended community
school approach for provision of educational provision on the basis of low
cost model. The plan has proposed to improve utilization of existing
schools through increase enrolment. Strengthening of community
involvement in education has been proposed to assist with enrolment and
retention. The inclusive education will be promoted through creating
awareness, understanding, expansion and improving service delivery.
Teachers and education administrators will be trained on the concepts of
inclusive education. Comprehensive introduction of inclusive education
will be initiated in 1000 primary schools, 100 middle and high schools in
the initial. Strategy to rationalize the deployment of teaching staff will be
developed. Awareness campaign in consultation with Parent Teacher
School Management Committees (PTSMCs) will launched regarding
underutilized education institutions.

The plan also envisaged up-gradation of 1600 primary schools to

middle level and 100 middle schools to secondary level by 2018. During
2013-14, 320 primary schools have been up graded to middle level.
Moreover, 100 primary schools are to be up graded to middle level during

92
2014-15. A criterion for up gradation of schools has been developed and
preference has been given for up gradation of girls schools. The sector plan
has proposed up gradation ratio of 1:3 for middle–primary and 1:2 for up-
gradation of middle to secondary level.

The GOB intends to provide missing facilities i.e. boundary wall,

toilet, drinking water, electricity to all public schools. For provision of
missing facilities in public schools, an amount of Rs.500 million was
reflected in last year PSDP (2013-14). During current year PSDP, an
amount of Rs. 1500 million has been reflected for improvement of school
infrastructure which include Rs.500 million for the schools damaged by
earth quick, Rs.500 million for shelter-less schools and Rs.500 million for
provision of other facilities in public schools. In addition, Rs.500 million
has been allocated in the current year PSDP for provision of drinking water
and toilet facilities in government high schools and preference is given to
girls’ schools. Due to severe poverty especially in rural Balochistan both
direct and opportunity cost impede access to education, therefore, the sector
plan has proposed stipends for girls enrolled in middle schools in 10
poorest districts of the province.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation

Secondary schools particularly This action has been
Girls Secondary schools have implemented.
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be Students have been provided
increased to prevent students from free textbooks up to class X in
dropping out of school for all the public schools to prevent
financial reasons. students from dropping out of
school.
Counseling facilities shall be This provision has not been
made available to students from implemented.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level implemented.

93
 A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the students

Literacy and Non-Formal Education

The department of Social Welfare has the mandate for literacy and
non-formal education. The literacy and non-forma programs are
implemented by Directorate of Literacy and Non-Formal Education under
department of Social Welfare. Directorate of Literacy and Non-Formal
Education was established in 1993. Its main development activities have
been funded either by Federal Government or donor agencies. Directorate
does not have its own building and it has been functioning in a rented
building. The Government of Balochistan only provides funds for salary of
its employees and there is no allocation for development activities. Usually
the Directorate makes the arrangements for celebration of International
Literacy Day each year on 8th September.

Despite the province has the lowest literacy rate in the country, the
literacy and Non-Formal Education is the most neglected sub-sector of
education and it has lowest priority in resource allocation. According to
PSLM 2012-13 the overall literacy rate for population of 10 years and
above of the province was 44%, 62% for male and 23% for female. The
literacy rate has been declined from 45% in 2008-09 to 44% in 2012-13.
The BESP suggests that existing literacy rate may be enhanced to 60% by
2018. Although the rate itself is a product of the efforts of the regular
school systems as well as the specialized adult literacy programs, the latter
have been the most ignored area in the provincial education dynamics. The
provincial government has never provided funds for the sector beyond the
salaries of some of the staff of the Directorate of Literacy and adult literacy
programs. The sector has largely been dependent on the legacies of the
federal government and the international donor organizations.

There is no provincial policy framework for literacy and outreach of

the provincial directorate is limited to 12 districts only. NCHD has had a
wider scope and support than the provincial directorate. The adult literacy

94
program component of the provincial government remains completely
dysfunctional. It has never gotten off ground. Even for literacy the
directorate does not have formations in the districts and has been dependent
on officers of the social welfare directorate and the NCHD. The treatment
and understanding of the adult literacy and NFE program is linked to the
failure of the provinces to own up to the country’s international
commitments.

During 2009-10 Directorate of Literacy and Non-Formal Education

had established 140 adult literacy and non-formal education centers under
Education Sector Reforms Program in 12 selected districts of the province
and 3241 learners graduated from these centers. Similarly during 2010-11,
695 centers were established in 12 districts under ESR and 15,996 learners
graduated. Moreover, an amount of Rs.1 million have been allocated in
current year PSDP (2014-15) for opening of 10 Literacy and Non-formal
Education centers in two districts namely Kalat and Loralai. About 25
learners will be enrolled in each center and the duration for learning cycle
will be six months. The books developed under national curriculum 2006
are to be used in these centers.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This action has not been
literacy curriculum. implemented.
A system shall be developed to This provision has been
mainstream the students in non- implemented.
formal programmes into regular
education system.
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).

95
 Linkages of non-formal education This provision has not been
with industry and internship implemented.
programmes shall be developed to
enhance economic benefits of
participation.
Horizontal linkages between schools This action has not been
and vocational/skills training centers implemented.
shall be established.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult Literacy after school hours.

Improving Teacher Quality

In service teacher training has been provided by the Provincial

Institute of Teacher Education (PITE) and Bureau of Curriculum and
Extension Center (BOC&EC). In service teacher training has been provided
by adopting sporadic and piecemeal approaches. Teacher training has been
conducted without any assessment and evaluation of the impact of
interventions for improving teaching and learning processes in the
classroom. The Government of Balochistan has not developed any bench
mark for teacher training. The quality of the training program has been
question due to non-transparent selection of trainees and non maintaining
of a database of the trainees. A continuous professional development
process has never been established due to lack of systematic and continuous
assessments of the needs of teachers and students. PITEs and BOC&EC has
been facing capacity issues in terms of personnel and financial resources.
Most of the trainers in PITE do not have formal training on the process and
have not been selected based on aptitude and ability. Similarly most of the
officers in BOC&EC have no back grounds in teacher training.

Directorate of School Education has the responsibility for delivery

education to the children of the province, however, it remains, by and large,
aloof from quality issues. Its involvement in quality related inputs like
teacher training, textbooks and examinations are limited to administrative
matters. There are no regular funds available to conduct in service teacher
training. Usually proposals for teacher training have been submitted to the
Provincial Education Department but the Provincial Education Department
is unable to provide funds for in service teacher training program. Most of

96
the in service teacher training program is sponsored by the donors as per
their criteria. There is no cadre of teacher training in the province. The
academic qualification for JVT has been enhanced from Matric to
Intermediate and the professional qualification from PTC to Associate
Diploma in Education (ADE)/B.Ed. Similarly the academic qualification
for JET has been enhanced to Graduation (BA/BSc.) with the professional
qualification of ADE/ B.Ed. The required academic qualification for EST is
graduation and professional qualification is ADE/B.Ed.

The Government of Balochistan has decided that all recruitment of

teachers will be made through National Testing Service (NTS). The name
of those candidates who score 45% and above marks in the NTS screening
test will be included in the merit recruitment list. The Government of
Balochistan has advertised more than 4,000 vacancies of teachers in the
National Press of new teachers to be recruited through NTS.

The Sector Plan recommends a shift to a Continuous Professional

Development (CPD) program from the current discrete trainings system
through sporadic donor interventions. The following strategies have
proposed BESP:

i. Create a system of continuous professional development to

ensure all teachers receive ongoing periodic training

ii. Develop an ongoing feedback mechanism as well as

benchmarks for evaluation

iii. Develop formal coordination mechanisms between the PITE

and the Directorate of Schools to ensure transparent
selection of teachers, realistic needs assessment and
feedback on impact in the classroom and

iv. Enhance provincial capacity to develop, implement and

review quality in service teacher training.

Pre-service teacher education has been offered by both public and

private sectors education institutions; however, the quality of the teachers
produced by these institutions is very poor. In public sector, the pre-service

97
teacher training is offered by Elementary Colleges, College of Education
and these institutions are functioning under BOC&EC. Moreover, these
institutions are affiliated with three universities functioning in the province.
The teacher training institutions had usually offered certification courses,
i.e. PTC and CT with the duration of nine months resulting inadequate
quality teachers. These institutions lack professional faculty, resources,
malpractices like cheating in examination. Consideration on pedagogy;
very little attention has been given to the idea of curriculum, textbooks,
assessment and understanding of the child learning needs. Therefore, the
PTC and CT programs have been abolished, however, the holders of
PTC/CT qualifications are eligible for recruitment as JET and JVT up to
2016. However, if the holders of PTC/CT are selected as a teacher they are
required to improve their professional qualification within a period of three
years.

The Government of Balochistan has introduced ADE in education

with duration of two years with the entry qualifications of FA/F.Sc. ADE
program is offered by elementary colleges, college of education and other
education institutions in the province. The Government of Balochistan has
also introduced B.Ed. (Hons). The duration of this program is two years for
those candidates having ADE and four years for those candidates having
FA/F.Sc. The B.Ed. (Hons) program is offered by University of
Balochistan, Quetta, Sardar Bahadur Khan Women’s University and
Lasbela University of Agriculture, Water and Marine Sciences. For both
ADE and B.Ed (Hons) the curriculum developed by Higher Education
Commission (HEC) is followed. There are no training arrangements for
teacher trainers.

The sector plan has recommended a complete revamping of the pre-

service teacher education structure in line with international benchmarks. It
supports the work already started in the pre-Step Teacher Education Project
which is working on longer, two year and four year, programs with a
revised curriculum.

98
Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed. implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult Literacy after school hours.
In service teachers training in This action has been implemented.
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all primary and middle
schools.

99
Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has been implemented.
and inter-universities sports compete-
tions shall be held regularly in all
Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.
To provide incentive and to This action has not been
encourage development of Sports at implemented.
grassroots level, quota for admission
to educational institutions on sports
basis shall be enforced.

100
Quality in Text Books and Learning Materials

Balochistan Textbook Board is responsible for development of

textbooks since 1977. Until the 18th Amendment to the Constitution, the
federal government had the responsibility for final approval of textbooks
and that function has now been devolved to the Provincial government.
Balochistan has adopted the Textbook Policy 2007 to outsource publishing
to the private sector. In pursuance of text book policy 2007,the Balochistan
Text Book Board advertises the book title on various subjects and for
different classes for submission of manuscript from private publisher as per
National Curriculum 2006. The selected private publisher are asked to
submit their draft manuscript as per National Curriculum 2006. The
manuscript submitted by private publishers is usually scrutinized by Desk
Officer in BTBB as per check list containing 14 points. If the desk officer
finds a manuscript as per laid down criteria then it is referred to the Internal
Review Committee of BTBB. IRC consists of Professor in the relevant
subject from university, a professor from college in the relevant subject,
subject specialist, working teacher and curriculum expert. The committee
examines the manuscript and if some discrepancies, errors and omission are
discovered then the manuscript is referred back to the publisher to revise
the manuscript. After incorporating the recommendations of the IRC, the
publisher submits the revised manuscript which is referred to BOC&EC for
review and issuance of NOC for publication. In the Bureau of Curriculum
the manuscript is reviewed by Provincial Review Committee. The
Provincial Review Committee comprising five members and it is headed by
Director, BOC&EC. If the Provincial Review Committee finds the
manuscript in order than it issues No Objection Certificate to BTBB for
publication of book as per number of students.

Up till now Balochistan Text Book Board has published Textbooks

of 43 subjects out of total 73 subjects. Balochistan textbook Board also
designed and published Mathematics for ECE class. Free textbooks are
provided to the students up to Secondary level in all the public schools of
the Education Department of the Government of Balochistan. At present no
feedback mechanism exists to ensure quality and relevance to the child’s
level. The BESP has proposed the following strategies:

101
 i. Prepare quality textbooks that cater to learning needs of the
students and assist in their cognitive development and
conceptual understanding.
ii. Enhancement of provincial capacity to develop quality
textbooks.

As indicated earlier that Balochistan has adopted the Textbook

Policy 2007 to outsource publishing to the private sector. Textbook and
other learning material development expertise is limited in Balochistan and
specialized textbook authors do not exist. Moreover, the most of authors
did not get any training of preparation of textbooks. Once textbooks are
introduced into the schools no mechanism exists for obtaining and
documenting feedback from teachers on the issues in textbooks. Moreover,
the number of private publishers in Balochistan is very limited. The
Government of Balochistan is unable to provide the budge as per
requirement of BTBB and there is about Rs.320 million liability which are
to be cleared by the BTBB. It was observed that the quality of the textbooks
produced by Balochistan Text Book Board is poor. The books are written in
a dull narrative which does not arose the child’s interest. The local context
is missing in the primary level books and the language transcends realistic
assumption about the child age.

Computer Science subject has been introduced as an elective subject

at Secondary School Certificate level. In Balochistan out of 700 Secondary
School only 250 Secondary School have computer laboratories and 150
Secondary schools have computer teachers. Most of the schools in
Balochistan are without electricity. So presently use of ICT for enhanced
access and learning is not being properly utilized in schools in Balochistan.

102
Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented.
Governments shall increase
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of Government of the Balochistan
regulated competitive publishing of education department adopted
textbooks and learning materials National Curriculum 2006.
shall start with the introduction of
revised National Curricula 2006.
Textbooks at primary level shall be This action has been implemented.
developed within the context of local
cultures.

Improving Students Assessment

In Balochistan, the internal assessment is carried out by teachers

within the schools and school administration and teachers conduct annual
examination up to class-viii. The Directorate of Schools conducts
scholarship examinations of 5th and 8th classes. This scholarship
examination is not mandatory for all students of 5th and 8th classes. Board
of Intermediate and Secondary Education conducts external assessment
usually they conduct Secondary and Higher Secondary school
examinations. The Provincial Education assessment Centre (PEAC) has the
mandate for system wide diagnostic assessments. PEAC has conducted the
last assessment in 2008. Since 2008 the PEAC is unable to conduct
assessment due to lack of resources. However, PEAC has conducted
assessment of class 4th and 8th of public school students in Social Studies,
Urdu, Mathematics and Science which were sponsored by Ed-Link
(USAID) and UNICEF. Provincial PEACE unit of Balochistan has been
placed in the BOC&EC in line with its role of system wide assessment. At
present it appears to be a dormant function.

103
 Provincial capacity in assessment includes teachers as well as the
specialized agencies like the BISE and PEAC. Teachers have little or no
training on assessments as neither the pre-service nor the in service training
have components on assessments. Assessment remains the most ignored
area as neither the teachers in school nor the external Balochistan Board of
Intermediate and Secondary Education (BISE) have the capacity to develop
good assessment products. There are no standards set by the Board for
either examiners in terms of training or certification or the examining tools.
The Government of Balochistan has decided to restructure the PEAC.
Balochistan Examination and Assessment Commission will be established
to conduct annual examination for class 5th and 8th. The Balochistan
Education Sector Plan has proposed the following strategy:

i. Improve the quality of examination at all levels to shift away from

testing of memory to assessment of critical analytical ability.

ii. Shift to curriculum based examinations from textbooks based ones.

iii. Enhance provincial capacity to ensure credibility of public

examinations at all levels.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations
Examination systems shall be This provision has not been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards

104
The Examination boards shall be This action has been implemented.
responsible for capacity building of
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development

105
 GILGIT BALTISTAN

Early Childhood Education (ECE)

Parent’s involvement is promoted and they are motivated to send

their children to schools. In ECE classes free story books, flash card, blocks
are provided and these are taught in most of the schools under UNICEF
Project. Moreover, teacher trainings for ECE are also organized. ECE
teachers are paid by local community. Three to six week training
programme is for ECE teachers with the assistance of UNICEF and Agha
Khan Foundation. The curriculum material and support material for ECE is
provided by UNESCO in Gilgit Baltistan.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This action has been implemented.
Provision of ECE shall be This provision has been
attached to Primary schools which implemented to some extent but
shall be provided with additional additional budget, teachers and
budget, teachers and assistants for assistants for this purpose is not
this purpose. provided.
Two yeas specialized training for This action has not been
ECE teachers implemented.

Elementary Education

The Education Department of Gilgit Baltistan is providing

elementary education to all the children (Boys & Girls). Efforts are made to
give admission to all the children who are promoted from Grade 5 to Grade
6 in Elementary Schools. It is further supplemented by starting enrollment
campaign in the month of March and April to give admission to all the
children of age 5+, so that EFA Goals can be achieved.

It is reported that drop-out is high in Gilgit Baltistan. Education

department is trying to reduce dropout rate in elementary and primary
education. Government has not provided any financial incentive to the

106
students for reducing dropout at elementary and primary level. Primary
schools are upgraded to Middle schools on need basis. Consequently,
enrollment is increased. Government is making efforts to provide missing
facilities in public schools to create attractive learning environment for
students to improve quality of education and has retention especially for
girls. Hence, no special incentive policy has been adopted to increase
enrolment and to improve retention rate particularly for girls.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to The government of Gilgit Baltistan
provide necessary financial has made effort to achieve this goal
resources to achieve the EFA but EFA goals have not been
goals. achieved.
Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the This provision has not been
dropout rate by providing implemented. Even free textbook
financial and food support to are not provided to students.
children.
Apna Ghar residential schools to This action has not been
provide free quality education to implemented.
poor students
Every child on admission in This action has not been
Grade I shall be allocated a ID. implemented.

Secondary Education

Secondary schools have been established in rural areas and further

efforts are made to upgrade Middle schools to Secondary school. In Gilgit
Baltistan monetary incentive policy has not been adopted for poor students
to prevent them from dropout of Schools. Special steps have not been

107
taken to provide life skills education at Secondary level. Technical and
Vocational Education is provided separately to those students who are
willing to get Technical and Vocational Education. Recently, department of
education has developed PC-I for providing missing facilities to secondary
schools functioning under the public sector. Secondary education is
provided to all the children who want to get admission after completion of
elementary education.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Secondary schools particularly This action has not been
Girls Secondary schools have implemented.
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be This action has not been
increased to prevent students from implemented. Even free textbook
dropping out of school for are not provided to students.
financial reasons.
Counseling facilities shall be This provision has not been
made available to students from implemented.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level. implemented.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the
students.

Literacy and Non-formal Education

In Gilgit Baltistan there is no literacy department. Hence NCHD

is working with education department to enhance literacy in Gilgit-
Baltistan. Proper literacy program has not been launched. In Gilgit
Baltistan separate department is not functioning to promote Non-Formal

108
Basic Education. Basic Education Community Centre (BECS) has
established schools in Gilgit Baltistan. Detail is as under:

No. of School No. of BEC School Teacher

750 1425

In Gilgit Baltistan no policy has been adopted to develop linkages

among Non-formal Education and industry regarding internship program in
Gilgit Baltistan. No initiative has been taken to bring child laborer in
schools in Gilgit Baltistan. There is no literacy skill program for child
laborer (boys & girls) in Gilgit Baltistan. No such policy has been adopted
to provide training to literacy teachers. The literacy in Gilgit Baltistan has
been improved after 2009.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This provision has not been
literacy curriculum. implemented.
A system shall be developed to This action has not been
mainstream the students in non- implemented.
formal programmes into regular
education system,
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education This provision has not been
with industry and internship implemented.
programmes shall be developed to
enhance economic benefits of
participation.

109
 Horizontal linkages between schools This action has not been
and vocational/skills training centers implemented.
shall be established.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult literacy after school hours.

Improving Teachers Quality

Professional quality of the teacher is being improved by providing

in-service training to the teachers. CT/PTC is replaced with ADE of two
years in accordance with NEP 2009. B.Ed (Honors) has been introduced in
Karakorum University in consultation with Education Department in order
to produce teachers who can teach at elementary and secondary levelsa.
Professional qualification for recruitment has been enhanced from
P.T.C/C.T to A.D.E/B.Ed in Gilgit Baltistan. Government has increased
Professional qualification of teacher B.Ed for secondary education in Gilgit
Baltistan. However, most of the S.S.Ts is M.A, M.Sc/B.Ed, and M.Ed. No
special cadre of specialized trainers to train the teachers has been created.
Teachers are trained by subject specialists in Elementary Teachers Training
Colleges. In Gilgit Baltistan there are two types of in-service teacher
training provided to the teachers?

The duration of training programme varies according to the needs of

the teachers it usually consists of one to two weeks duration. Often these
training programmes are organized with the financial assistance of
International Donor Agencies i.e. CIDA and JIKA. Moreover, these
training programmes are also organized in NISTE in Islamabad. It is further
stated that separate in-service teacher training programmes are organized
for elementary teacher from grade I-VIII, and secondary teacher from grade
IX to XII. The donor agencies have also developed some training modules
considering National Curriculum 2006. No regular professional
development program for teachers has been developed due to non
availability of funds. There is not any incentive policy for teachers in rural
and hard areas of Gilgit Baltistan.

110
Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed. implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult Literacy after school hours.
In service teachers training in This action has been implemented.
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all primary and middle
schools.

111
Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented to some extent.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has been implemented
periods in line with approved scheme to some extent.
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has not been
and inter-universities sports implemented.
competitions shall be held regularly
in all Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.

112
Quality in Textbook and Learning Material

Punjab textbooks are being taught in Gilgit Baltistan.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has not been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented
Governments shall increase to some extent.
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of Government of the Gilgit Baltistan
regulated competitive publishing of education department adopted
textbooks and learning materials National Curriculum 2006.
shall start with the introduction of
revised National Curricula 2006.
Textbooks at primary level shall be This action has not been
developed within the context of local implemented.
cultures.

Improving Student Assessment

Mechanism of Student Assessment is Content Based. Question

papers are designed to give weight-age of 20 marks to objective type and
80 marks is subjective type questions. In the subjective type questions 40
% questions are short answer type questions. Assessment for classes I-VIII
Grade is done by schools management entirely. However, scholarship
examinations for brilliant students of V & VIII classes are organized and
conducted by Directorate of Education. Examinations of IX & X classes
and XI & XII classes are organized and conducted by Karakorum
University Gilgit.

113
 Examinations are conducted transparently. Coordination is made
with Directors of School and Colleges. Supervision of examination is based
on confidential visit and inspection of the centre, surprise visit of
examination centre are made. Standardized examination system has been
established at elementary level in Gilgit Baltistan. Evaluators use the
centralized marking system. Subject specialist panel is organized as:

(i) Head- Examiners

(ii) Sub- head Examiners

(iii) Marking of papers is done on the bases of designed answer

sheets and keys.
Implementation Status of Policy Action of NEP 2009

Proposed policy actions Implementation Status

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.
Examination systems shall be This provision has not been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.
The Examination boards shall be This action has been implemented.
responsible for capacity building of Karakorum University Gilgit is
paper setters and examiners. responsible for capacity building of
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.

114
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

115
 AZAD JAMMU AND KASHMIR
Early Childhood Education (ECE)

Female Directorate of Education deals with the Early Child

Education (ECE) program in the Azad Jammu and Kashmir. In the light of
the National Education Policy 2009 to increase the enrolment in ECE, it
was decided to enroll those children who are three years and above age in
selected 152 schools with the assistance of UNICEF. Female teachers are
appointed to educate such children in these selected schools. But
unfortunately, in May 2012 the assistance from the UNICEF Project was
stopped as the Project was completed and salaries to the teachers could not
be made. Students enrolled became in these schools the part of the regular
public schools and some teachers were absorbed in the regular education
department. Workshops and seminars are organized for subject teachers.
Total annual budget for ECE is Rs. 180,000/- which is insufficient for
improving the quality of government teachers.

In State of Azad Jammu and Kashmir the education department

has increased the enrolment of early childhood education activity based
programmes are being carried out. Practical work Skills is developed.
ECE teacher is not a regular post in government education system, so
training is not provided to ECE teachers in the Azad Jammu and Kashmir
due to the lack of funds and financial hurdles.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This provision has been
implemented.
Provision of ECE shall be This action has not been
attached to Primary schools which implemented.
shall be provided with additional
budget, teachers and assistants for
this purpose.
Two yeas specialized training for This action has not been
ECE teachers. implemented.

116
Elementary Education

Awareness campaign is in progress through media, advertisement,

seminars to motivate parents to send and enroll their children in schools.
Schools for boys and girl are opened where feasible. Buildings for shelter
less schools are constructed. Trained teachers are being provided to
schools. Physical punishment to students is banned in schools to decrease
the dropout rates. School Management Committees (SMCs) are
established. Refresher courses for training of teachers are arranged on
regular bases. Child friendly environment is created in schools by providing
missing facilities and providing training to teachers, however, teacher
training is very limited. Education Department is making efforts to decrease
dropout rate of children in the schools. The literacy rate in the Azad Jammu
and Kashmir is better as compared to some other regions and areas. In
some districts (3 districts) poor students are supported through Benazir
income supports programmes. By providing incentives, enrolment in some
districts has increased and retention rate improved especially in girls
educational institutions.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to The government of Azad Jammu
provide necessary financial and Kashmir has made effort to
resources to achieve the EFA achieve this goal but EFA goals
goals. have not been achieved.
Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the This action has been implemented.
dropout rate by providing Still free textbooks are not
financial and food support to provided to students.
children.

117
 Apna Ghar residential schools to This action has not been
provide free quality education to implemented.
poor students.
Every child on admission in This action has not been
Grade I shall be allocated a ID. implemented.

Secondary Education

Middle schools are upgraded to secondary schools wherever

feasible. School buildings are constructed after the earthquake where
necessary. Creation of more posts and promotion of teachers is done on
need bases. Due to 2005 earthquake, many secondary and higher secondary
schools laboratories and libraries were damaged which are being renovated
and making them functional. Vocational education, Computer courses,
Home Economics, Embroidery, Kitchen Gardening and Agriculture courses
etc are also provided to students in secondary schools. Budget is allocated
for the provision of missing facilities in secondary schools. Water and
sanitation facilities furniture and ICT equipment are being provided but not
at large scale.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Secondary schools particularly This action has not been
Girls Secondary schools have implemented.
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be This action has not been
increased to prevent students from implemented.
dropping out of school for
financial reasons.
Counseling facilities shall be This provision has not been
made available to students from implemented.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level. implemented.

118
 A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the
students.

Literacy and Non-formal Education

Due to non formal education enrolment in the government schools

is gradually increasing. Private schools are also supporting the government
sector to increase the literary rate in the Azad Jammu and Kashmir. In less
than 2% of education budget is utilized for literacy and NFBE programs. In
Azad Jammu and Kashmir the 60-65% literacy rate is reported and
increases the enrolment about 10%.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This provision has not been
literacy curriculum. implemented.
A system shall be developed to This provision has been
mainstream the students in non- implemented.
formal programmes into regular
education system,
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education This action has not been
with industry and internship implemented.
programmes shall be developed to
enhance economic benefits of
participation.

119
 Horizontal linkages between schools This action has not been
and vocational/skills training centers implemented.
shall be established.
Arrangements shall be made to use
school buildings (where available)
for adult literacy after school hours.

Improving Teachers Quality

Government has established teachers training colleges and

Education Extension Centers. Total annual budget for ECE is 180,000/-
which is insufficient for improving the quality of government teachers.
New rules are being framed. By organizing refresher course for teachers,
teaching qualities are improving in the Azad Jammu and Kashmir. The
service structure of teaching staff is improved. Head teachers training is
going on with the coordination of CIDA Project. A bridge course such as
Associate Degree in Education (ADE) in-service is also introduced for
purpose in Azad Jammu and Kashmir. Quality Enhancement Cell (QEC)
has been established in the Azad Jammu and Kashmir. In the Azad Jammu
and Kashmir Education Department like other provinces the professional
qualification of CT and PTC is being replaced with Associate Degree in
Education (ADE) and B.Ed honors which will hopefully improve the
quality of education. Refresher courses for elementary and secondary
school teachers are arranged on regular basis. There is pre-service and in-
service Subject based training in the field of teaching of science, math’s,
English and educational management by Elementary Teacher Training
Colleges. No incentives are provided to female teachers particularly serving
in rural areas.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.

120
 Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult Literacy after school hours.
In service teachers training in This action has been implemented.
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all primary and middle
schools.

Quality in Textbook and Learning Material

Azad Jammu and Kashmir Textbook Board and teacher foundation

are two institutions responsible for the publishing and printing of textbooks.
Azad Jammu and Kashmir Textbook Board have been established from
2012 with collaboration of DCRD but due to lack of funds it is not working
properly. Textbook board developed textbooks through registered

121
publishers, market these textbooks/ teaching learning material. Curriculum
review criteria have been developed by the assistance of GIZ for the Azad
Jammu and Kashmir. Curriculum implementation framework has been
developed for the Azad Jammu and Kashmir education system. Textbooks
are reviewed and revised in three steps i.e Step one through textbook
boards, Step two and three textbooks are reviewed/revised with the
approval of bodies according to prescribed criteria.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has not been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented.
Governments shall increase
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of This action has not been
regulated competitive publishing of implemented. Government of Azad
textbooks and learning materials Jammu and Kashmir the education
shall start with the introduction of department adopted National
revised National Curricula 2006. Curriculum 2006.
Textbooks at primary level shall be This action has not been
developed within the context of local implemented.
cultures.

Improving Student Assessment

The Azad Jammu and Kashmir government have established

District Elementary Boards for student assessment. Azad Jammu and
Kashmir government has established Board of Intermediate and Secondary
Education in Mirpur District. For student assessment Kashmir Education
Assessment Centre is working. Kashmir Education Assessment Centre,
assess student curriculum achievement and general assessment is done
through BISE and District Elementary Boards for class V and VIII. Weekly

122
class test, monthly assessment and mid term examinations are also
conducted in schools by school management. Questionnaires (question
papers) are subjective and objective type. Kashmir Education Assessment
Centre occasionally assesses the curriculum objective achievement.
Kashmir Education Assessment Centre is working on student assessment.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.

Examination systems shall be This provision has not been

standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.
The Examination boards shall be This action has been
responsible for capacity building of implemented.
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

123
Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has not been
the Secondary, Higher Secondary, implemented.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented.
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has not been
periods in line with approved scheme implemented.
of studies 2006.
Regular summer camps in various This provision has not been
sports disciplines shall be arranged implemented.
by educational institutions, during the
summer vacations.
Annual inter-schools, inter-colleges This action has not been
and inter-universities sports implemented
competitions shall be held regularly
in all Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.

124
 ISLAMABAD CAPITAL TERRITORY

Early Childhood Education (ECE)

All Junior Model School are offering ECE to the Children attaining
the age of 3-4 years. One section of Prep has been established in all School
in ICT. It was absorbed informed that 41-60% schools have separately
appointed ECE teachers on self help basis. Training wing of FDE conducts
training for ECE teachers in collaboration with Plan Pakistan. Last year,
FDE provided mobile technology to ECE Teachers in 75 schools to
promote ECE Education. Special ECE training was organized for this
purpose.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. This action has been implemented.

Provision of ECE shall be This action has been implemented.

attached to Primary schools which
shall be provided with additional
budget, teachers and assistants for
this purpose.

Two yeas specialized training for This action has not been
ECE teachers. implemented.

Elementary Education

In ICT Elementary Education is compulsory. The school

management is responsible for completion of education of the students
enrolled in class-I up to Matriculation level. In ICT 391 Institutions are
providing elementary education to all boys and girls living in ICT neighbor
hood. Corporal punishment has been banded. Education is free and
compulsory. There is retention and good quality education which is
reflecting through SSC and centralized examinations. Free textbooks are

125
provided to students. Co-curricular activities are also done in schools. In
ICT, Female student’s participation is encouraging. The enrollment of girls
at all level of education is more than enrolment boys.

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

All children shall be brought This provision has not been
inside school by the year 2015. implemented.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to Efforts are done to achieve this
provide necessary financial goal but EFA goals have not been
resources to achieve the EFA achieved.
goals.
Wherever feasible, Primary This action has been implemented.
schools shall be upgraded to
Middle schools.
High priority to reduce the The government has made efforts
dropout rate by providing to reduce drop out rate but did not
financial and food support to implement in letter and spirit. Free
children. textbooks have been provided to
all students’ upto Matric level in
all public schools.
Apna Ghar residential schools to This action has not been
provide free quality education to implemented.
poor students
Every child on admission in This action has not been
Grade I shall be allocated a ID. implemented

Secondary Education

In ICT article 25-A is in the process of implementation process of

(Free and Compulsory Education). Any kind of capitation fee or charges
are not taken from the students. Almost free education is provided.
Qualified staff and lab facilities are provided in Secondary Schools.
Clothing a textile, Food and nutrition, Fashion designing, Technical and
Electrical subject are also offered to girls students in secondary schools.

126
FDE is trying to provide missing facilities in majority of the schools. In
ICT institutions are affiliated with FBISE and metric results are very much
encouraging.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Secondary schools particularly This action has been implemented.
Girls Secondary schools have
been established in rural areas
where the ratio of Secondary
Schools is low.
Students support shall be Students have been provided free
increased to prevent students from textbooks up to class X in all the
dropping out of school for public schools to prevent students
financial reasons. from dropping out of school.
Counseling facilities shall be This provision has not been
made available to students from implemented so far.
the elementary level onwards.
Grades XI and XII shall not be part This provision has not been
of the college level. implemented.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the
students.

Literacy and Non-formal Education

Literacy rate in Islamabad is almost close to 80% but correct data is

not available. National Training Bureau has affiliated Technical Institutes
to impact training in different 103 words CNC, Welding, TIG/MIS, DLC
AutoCAD and Auto Cam etc. Hotel industry, Manufacturing, Construction,
Mechanical and Civil technologies are introduced for students of non
formal education. Education Department developed National Literacy
curriculum and identification of instructional material, teacher training
module & professional development programme.

127
Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Literacy rate shall be increased up to This provision has not been
86% by 2015. implemented.
Government shall develop a national This action has been implemented.
literacy curriculum.
A system shall be developed to This provision has been
mainstream the students in non- implemented.
formal programmes into regular
education system,
Provinces and district governments This action has not been
shall allocate a minimum of 3% of implemented.
education budget for literacy and non
formal basic education (NFBE).
Linkages of non-formal education Linkage of non-formal education
with industry and internship with industry and internship
programmes shall be developed to programs has been developed to
enhance economic benefits of some extent to enhance economic
participation. benefits of participation.
Horizontal linkages between schools Linkages between schools and
and vocational/skills training centers vocational training centre have
shall be established. been established to some extent.
Arrangements shall be made to use This action has not been
school buildings (where available) implemented.
for adult literacy after school hours.

Improving Teachers Quality

In FDE there is proper training cell for training in service teachers.

A well established training wing under supervision of Director and well
rained team of resource persons is working. Twenty resource centers were
established in ICT for teachers training. Resource person of different
subjects and areas provide training to almost 700 plus teachers yearly
according to modern trends and needs. Management Training is also
provided to education managers. In ICT BS. Ed (4years), B.Ed, M. Ed and
MA Education is also offered to in service teachers.
Implementation Status of Policy Actions of NEP 2009:

128
 Proposed policy actions Implementation Status
A Bachelors degree, with a B.Ed., This provision has been
shall be the requirement for teaching implemented.
at the elementary level. A Masters
level for the secondary and higher
secondary, with a B.Ed., shall be
ensured by 2018.
Teacher training arrangements, This provision has not been
accreditation and certification implemented.
procedures shall be standardized and
institutionalized.
Teacher education curriculum shall This provision has been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized This action has not been
teacher trainers shall be developed. implemented.
Governments shall take steps to This action has been implemented.
ensure that teacher recruitment,
professional development, pro-
motions and postings are based on
merit alone.
All teachers shall have opportunities This provision has not been
for professional development through implemented.
a programme organized on a three-
year cyclic basis.
Arrangements shall be made to use This action has been implemented.
school buildings (where available)
for adult Literacy after school hours.
In service teachers training in This action has been implemented.
mathematics shall be given with due
attention to developing conceptual
understanding, procedural know-
ledge, problem solving and practical
reasoning skills.
In service teacher training in science This provision has been
shall be based on real life situations, implemented.
use of science kits and provision of
science kits to all primary and middle
schools.

129
Quality in Textbook and Learning Material

National Book Foundation has been authorized to publish book for

ICT Level. Presently Grade I-IV textbooks have been developed and
published; work is in progress on remaining textbooks. No change in
subjects has been recommended except in Social Studies in which accounts
of local heroes and highlighting of local cultural values have been added.
Books are provided according to new curriculum. These books meet all
standards and benchmarked. FDE is providing free Textbooks to all
students up to Matric level. FDE also plans to provide free textbooks to
students of inter classes in near future.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

A well regulated system of This provision has been
competitive publishing of textbooks implemented.
and learning materials shall be
introduced.
Federal and Provincial / Area This action has been implemented.
Governments shall increase
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system of ICT education department adopted
regulated competitive publishing of National Curriculum 2006.
textbooks and learning materials
shall start with the introduction of
revised National Curricula 2006.
Textbooks at primary level shall be This action has been implemented.
developed within the context of local
cultures.

Improving Student Assessment

The Federal Board of Intermediate and Secondary Education

(FBISE) Islamabad is an autonomous body of Federal Ministry of
Education and Professional Training It is empowered with administrative

130
and financial authority to organize and conduct SSC and inter
examinations. The Federal Board of Intermediate and Secondary Education
(FBISE) Islamabad is not only operating within the country but also serving
in other countries for conducting exams of Pakistani students at SSC &
HSSC. FBISE has resorted to centralized marking technique in which
examiners asses the answer scripts in FBISE main office under the direct
supervision of FBISE Management.

Schools Management conducts regular midterm and end term

examinations. Proper rules and standers are fallowed for assessment.
Assessment framework has been developed for each subject curriculum.
Moreover, SLOs are developed, piloted and finally administered. Question
papers comprises on subjective and objective type questions. Written
examination and assessment tool is being used in the FBISE in SSC and
HISE levels exams where the students are assessed in the already provided
prescribed syllabi of various subjects. NEAS has so far conducted five
national level assessments in five subjects (Urdu, English and Math,
Science and Social studies) for both grade 8 and Grade-4 . Training wing
organized training for paper setters and examiners. The present
Government has taken steps in this regard by earmarking a project worth
Rs. 5million on “Standardization and Modernization of examination which
will be implemented by the FBISE.

Implementation Status of Policy Actions of NEP 2009

Proposed policy actions Implementation Status

Multiple assessment tools in addition This provision has been
to traditional examinations shall be implemented.
explored, to ensure the right balance
between the uses of formative
assessment approaches combined
with the summative approach of
high-stakes examinations.
Examination systems shall be This provision has not been
standardized to reduce differentials implemented.
across students appearing in different
boards of examinations, either
through gradual reduction of the
number of boards.

131
 The Examination boards shall be This action has been implemented.
responsible for capacity building of
paper setters and examiners.
A comprehensive plan shall be This provision has been
prepared to eliminate cheating and implemented.
use of other unfair means from
examinations.
A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

Co-curricular and Extra Curricular Activities

Implementation Status of Policy Actions of NEP 2009:

Proposed policy actions Implementation Status

Standards shall be developed for co- This provision has not been
curricular and extra-curricular implemented.
activities, including scouting, for all
levels of education.
Sports activities shall be organized at This provision has been
the Secondary, Higher Secondary, implemented.
College and University levels.
A system for monitoring of sports This provision has not been
and co-curricular/extra-curricular implemented .
activities shall be established by all
provincial and area governments.
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.

Regular summer camps in various This provision has not been

sports disciplines shall be arranged implemented.
by educational institutions, during the

132
summer vacations.
Annual inter-schools, inter-colleges This action has been implemented.
and inter-universities sports
competitions shall be held regularly
in all Provinces/Areas.
Performance and interest in sports This action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads This provision has not been
of Institutions, performing well in implemented.
sports and other co-curricular
activities at all levels.

133
 Progress towards Education for All (EFA) Goals in
Pakistan

EFA Goal 1: Early Childhood Education

Indicator 1.1: Gross Enrolment Ratio (GER) in Pre-Primary

Regions 2009-10 2013-14

Pakistan 70.5% 71%
Punjab 80.2% 79%
Sindh 49% 52%
Khyber Pakhtunkhwa 75.5% 82%
Balochistan 72.9% 71%
AZAD JAMMU AND 64.8% 72%
KASHMIR
Gilgit Baltistan 60.6% 35%
ICT 45% 58%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 1.2: Percentage of New Entrants

Regions 2009-10 2013-14

Pakistan 100% 100%
Punjab 100% 100%
Sindh 88.9% 100%
Khyber Pakhtunkhwa 100% 100%
Balochistan 100% 100%
AJ&K 100% 100%
Gilgit Baltistan 73.5% 100%
ICT 100% 100%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

134
Indicator 1.3: Percentage of ECE in Private Sector

Regions 2009-10 2013-14

Pakistan 41.9% 28%
Punjab 44.9% 29%
Sindh 47.8% 40%
Khyber Pakhtunkhwa 34.3% 18%
Balochistan 14.5% 12%
AJ&K 46.8% 38%
Gilgit Baltistan 50.7% 20%
ICT 75% 57%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 1.4: Percentage of Trained Teachers in ECE

Regions 2009-10 2013-14

Pakistan 45.6% 49%
Punjab 42.8% -
Sindh 43% 46%
Khyber Pakhtunkhwa 46.4% -
Balochistan 73.5% 74%
AJ&K 59.8% 60%
Gilgit Baltistan 47.2% -
ICT 73.9% 74%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 1.5: Public Expenditure on Pre-Primary

Public Expenditure on Pre- Included in Public Expenditure on

Primary Primary Education

135
Indicator 1.6: Pupil Teacher Ratio (PTR)

Regions 2009-10 2013-14

Pakistan 18 23
Punjab 18 56
Sindh 16 19
Khyber Pakhtunkhwa 27 -
Balochistan 34 108
AJ&K 28 30
Gilgit Baltistan 17 -
ICT 15 16
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

136
 EFA Goal 2: Universal Primary Education

Indicator 2.1: Gross Intake Ratio (GIR) in Primary Education

Regions 2009-10 2013-14

Pakistan 103.2% 99%
Punjab 102.7% 102%
Sindh 105.5% 92%
Khyber Pakhtunkhwa 109.7% 119%
Balochistan 85.0% 73%
AJ&K 73.4% 69%
Gilgit Baltistan 155.2% 52%
ICT 81.3% 80%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 2.2: Net Intake Ratio (NIR)

Regions 2009-10 2013-14

Pakistan 82.6% 79%
Punjab 82.2% 82%
Sindh 84.4% 74%
Khyber Pakhtunkhwa 87.8% 95%
Balochistan 68% 59%
AJ&K 58.7% 55%
Gilgit Baltistan 124.2% 41%
ICT 74.1% 64%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

137
Indicator 2.3: Gross Enrolment Ratio (GER) in Primary Education

Regions 2009-10 2013-14

Pakistan 85.9% 90%
Punjab 86.4% 92%
Sindh 80% 81%
Khyber Pakhtunkhwa 100.6% 109%
Balochistan 64.2% 66%
AJ&K 73% 76%
Gilgit Baltistan 153.3% 85%
ICT 92.6% 92%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 2.4: Net Enrolment Ratio

Regions 2009-10 2013-14

Pakistan 68.7% 72%
Punjab 69.1% 73%
Sindh 64% 65%
Khyber Pakhtunkhwa 80.5% 85%
Balochistan 51.3% 53%
AJ&K 58.4% 61%
Gilgit Baltistan 122.6% 68%
ICT 74.1% 74%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

138
Indicator 2.5: Adjusted Net Enrolment Ratio (ANER)

Regions 2009-10 2013-14

Pakistan 68.7% 72%
Punjab 69.1% 73%
Sindh 64% 65%
Khyber Pakhtunkhwa 80.5% 85%
Balochistan 51.3% 53%
AJ&K 58.4% 61%
Gilgit Baltistan 122.6% 68%
ICT 74.1% 74%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 2.6: Percentage of Primary School Repeaters

Regions 2009-10 2013-14

Pakistan 4.1% 2%
Punjab 2.6% 2%
Sindh 3.8% 0%
Khyber Pakhtunkhwa 6.7% 5%
Balochistan 10.9% 11%
AJ&K 4.8% 4%
Gilgit Baltistan 7.7% 12%
ICT 13.8% 10%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

139
 EFA Goal 3: Learning Needs of Youth and Adults

Indicator 3.1: Youth Literacy Rate (15-24 Years)

Regions 2009-10 2013-14

Pakistan 70% 72%
Punjab 73.2% 75%
Sindh 67% 70%
Khyber Pakhtunkhwa 64.4% 67%
Balochistan 60.6% 56%
AJ&K N/A N/A
Gilgit Baltistan N/A N/A
ICT N/A N/A
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
```````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````Islamab
ad

Indicator 3.3: Gross Enrolment Ratio (GER) in Secondary Education

Regions 2009-10 2013-14

Pakistan 31% 37.6%
Punjab 33.2% 41.0%
Sindh 28.9% 28.2%
Khyber Pakhtunkhwa 33.3% 48.5%
Balochistan 14% 17.9%
AJ&K 39.2% 43.7%
Gilgit Baltistan 49.4% 46.3%
ICT 60.9% 69.4%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

140
Indicator 3.3: Adjusted Net Enrolment Ratio (ANER) Secondary

Regions 2009-10 2013-14

Pakistan 24.8% 43.7%
Punjab 26.5% 46.3%
Sindh 23.1% 35%
Khyber Pakhtunkhwa 26.6% 55.2%
Balochistan 11.2% 24.5%
AJ&K 31.3% 47.7%
Gilgit Baltistan 39.5% 58.6%
ICT 48.7% 70.3%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 3.4: No. & Percentage of TVET Centers

Regions 2009-10 2013-14

Pakistan 1,519 3,323
Punjab N/A 1,587
Sindh N/A 493
Khyber Pakhtunkhwa N/A 793
Balochistan N/A 49
AJ&K N/A 108
Gilgit Baltistan N/A 36
ICT N/A 55
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

141
Indicator 3.5: Enrolment in TVET Centers & Programs for Youth &
Adults

Regions 2009-10 2013-14

Pakistan 116,412 308,613
Punjab N/A 150,494
Sindh N/A 67,029
Khyber Pakhtunkhwa N/A 62,449
Balochistan N/A 5,866
AJ&K N/A 6,546
Gilgit Baltistan N/A 1,971
ICT N/A 4,680
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

142
EFA Goal 4: Improving Adult Literacy Level

Indicator 4.1: Adult (15+) + year old Literacy Rate

Regions 2009-10 2013-14

Pakistan N/A 56%
Punjab N/A 58%
Sindh N/A 58%
Khyber Pakhtunkhwa N/A 49%
Balochistan N/A 44%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 4.2: Literate Adults (15+)

Regions 2009-10 2013-14

Pakistan N/A 68,533,42
Punjab N/A 39,077,709
Sindh N/A 16,611,590
Khyber Pakhtunkhwa N/A 7,989,435
Balochistan N/A 2,600,440
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

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EFA Goal 5: Gender Parity and Quality in Education

Indicator 5.1: Female Enrolled as Percentage of Total Enrolment

2009-10 2013-14

Pre- Primary Middle Secondary Pre- Primary Middle Secondary

Primary Primary
Pakistan 44.8% 44.5% 42.5% 41.9% 45% 44% 43% 41%

Punjab 47.2% 47.2% 45.9% 45.6% 47% 47% 46% 47%

Sindh 44.8% 41.8% 42.6% 40.6% 44% 42% 44% 41%

Khyber 39.6% 40.1% 32.4% 32% 45% 40% 34% 27%

Pakhtunkhwa
Balochistan 38% 40.2% 34.6% 33.1% 37% 39% 36% 35%

AJ&K 47.4% 48.8% 46.6% 44.5% 48% 48% 48% 40%

Gilgit Baltistan 45.1% 54.1% 41.9% 46.1% 37% 32% 43% 17%

ICT 47.2% 50.4% 50.3% 51.7% 50% 50% 55%

Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

Indicator 5.2: Female Teachers Percentage of Total No. of Teachers

2009-10 2013-14
Regions
Primary Middle Secondary Primary Middle Secondary
Pakistan 47% 65.3% 54.7% 49% 67% 58%
Punjab 58.8% 71.5% 58.5% 63% 72% 64%
Sindh 37.8% 69.5% 63.7% 37% 68% 63%
Khyber 38.3% 45.0% 35.0% 40% 49% 41%
Pakhtunkhwa
Balochistan 32.7% 41.3% 35.7% 31% 44% 39%
AJ&K 47.3% 52.9% 46.1% 51% 54% 48%
Gilgit Baltistan 47.7% 40.8% 39.6% 41% 40% 37%
ICT 79.6% 76.5% 65.8% 81% 8% 66%
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

144
Indicator 5.5: Gender Parity Index, GER in Basic Education (Primary
& Lower Secondary)

2009-10 2013-14
Regions
Pakistan 0.87 0.85
Punjab 0.96 0.93
Sindh 0.80 0.82
Khyber Pakhtunkhwa 0.72 0.68
Balochistan 0.78 0.73
AJ&K 1.0 0.98
Gilgit Baltistan 1.27 0.46
ICT 1.12 1.10
Source: Pakistan Education Statistics 2013-14, AEPAM, Ministry of Federal Education & Professional Training,
Islamabad

145
 Chapter

FINDINGS, CONCLUSIONS AND

WAY FORWARD

5.1 Findings

On the basis of the data analysis, the following findings were drawn:

Early Childhood Education (ECE)

Proposed policy actions Implementation Status

ECE age group is 3 to 5 years. ECE age group is 3 to 5 years in all
provinces whereas in Azad Jammu
and Kashmir and Islamabad Capital
Territory the ECE age is 3 to 4 years.
Provision of ECE shall be attached to Provision of ECE has been attached
Primary schools which shall be with Primary schools in a few
provided with additional budget, provinces. However, no additional
teachers and assistance for this budget has been provided for
purpose. employment of specified ECE
teachers and other assistance i-e.
Learning material and A.V. aids, etc.
Two years specialized training for Two years specialized training for
ECE teachers. ECE teachers has not been provided.
As far as teachers training was
concerned, one or two weeks ECE
teachers training programs were
organized for ECE teachers in
collaboration with NGOs and
International Donor Agencies in
public sector in almost all
provinces/regions.

146
Elementary Education

Proposed policy actions Implementation Status

All children shall be brought The provincial/regional and federal
inside school by the year 2015. governments have made efforts to
bring all children, irrespective of
gender, in schools as per policy
actions but lack of infrastructure
and financial resources are hurdles
to implement this policy provision.
Official age for primary education This provision has not been
shall be 6 to 10 years. implemented.
Government shall make efforts to UNICEF, UNESCO, JICA, UNDP
provide necessary financial and different Governmental and
resources to achieve the EFA Non-Governmental Organizations
goals. are facilitating Education
Departments to achieve EFA goals.
This policy provision could not be
implemented in letter and spirit
due to financial constraints.
Wherever feasible Primary This action has been implemented.
schools shall be upgraded to Primary schools were upgraded to
Middle schools. middle schools.
High priority to reduce the All the provincial/regional/federal
dropout rate by providing Education Departments striving to
financial and food support to provide conducive environment
children. and basic missing facilities in
schools. However, sufficient
funding is required to provide
complete infrastructural facilities.

Apna Ghar residential schools to “Apna Ghar” residential schools

provide free quality education to couldn’t be established in any
poor students. province/regions. However, 14
Danish residential schools were
established in seven districts of
Punjab on the same principles to

147
 provide quality education to poor
children.
Every child on admission in Unique ID has not been allocated
Grade I shall be allocated an ID. to children on admission in Grade-
I in schools in provinces/regions
except Punjab Province. In Punjab
ID is allocated to the children
enrolled in schools

Secondary Education

Proposed policy actions Implementation Status

Secondary schools particularly This provision has been
Girls Secondary schools shall be implemented wherever, it was
established in rural areas where possible /feasible.
the ratio of Secondary Schools is
low.
Students support shall be Only free textbooks up to class X
increased to prevent students from are being provided in all the
dropping out of school for provinces in public schools except
financial reasons. Gilgit Baltistan and Azad Jammu
and Kashmir to reduce drop out
rate, but still there is need to
support financially to non-
affording poor students.
Counseling facilities shall be No systematic counseling facilities
made available to students from are available to students in any of
the elementary level onwards. the provinces/regions from the
elementary level as enshrined in
the NEP, 2009.
Grades XI and XII shall not be part Only in a few Higher Secondary
of the college level Schools Grade XI and XII classes
are taught. Otherwise, grade XI &
XII are part of college level
education.
A system for ranking of primary and This provision has not been
secondary educational institutions implemented.
across the country shall be introduced

148
with rankings based on result
outcomes, extracurricular activities
and facilities provided to the students

Schools shall introduce more student This provision has not been
centred pedagogies. implemented.

Schooling shall also be made more Community service programmes

attractive by adding community yet not devised and implemented
service programs. in any of the provinces/regions.

Literacy and Non-formal Education

Proposed policy actions Implementation Status

Literacy rate shall be increased up to The target is not yet achieved.
86% by 2015.
Government shall develop a national Literacy Curriculum has been
literacy curriculum. developed in Punjab, Sindh and
ICT to improve literacy skills.
Whereas, there is still need to work
for designing National Literacy
Curriculum in Khyber Pakhtun-
khwa, Balochistan, Azad Jammu
and Kashmir and Gilgit Baltistan.
A system shall be developed to A system to mainstream the
mainstream the students in non- students of non-formal programs
formal programmes into regular into the regular education system
education system, has been developed in Punjab,
Sindh and ICT. Whereas, no such
system has been developed in other
provinces/regions so far.
Provinces and district governments Four percent of the total education
shall allocate a minimum of 4% of budget for literacy and NFE has
education budget for literacy and non not been allocated till yet.
formal basic education (NFBE).
Linkages of non-formal education This provision has not been
with industry and internship implemented.
programmes shall be developed to
enhance economic benefits of

149
 participation.

Horizontal linkages between schools Linkages of non-formal education

and vocational/skills training centers with industry and internship
shall be established. programs have not been evolved in
the provinces.
Arrangements shall be made to use Existing school buildings are not
school buildings (where available) used for adult literacy after school
for adult literacy after school hours. hours in any part of the country.

Improving Teachers Quality

Proposed policy actions Implementation Status

A Bachelors degree, with a B.Ed A Bachelor’s degree with
shall be the requirement for teaching B.Ed/A.D.E is minimum required
at the elementary level. A Masters qualification for teaching at school
level for the secondary and higher level in provinces/regions
secondary, with a B.Ed shall be
ensured by 2018.
Teachers training arrangements, Teachers Training arrangement,
accreditation and certification accreditation and certification
procedures shall be standardized and procedures have yet not been
institutionalized. standardized and institutionalized.
Teachers education curriculum shall This provision has not been
be adjusted to the needs of the school implemented.
Curriculum and scheme of studies.
A separate cadre of specialized Specialized Teachers Trainers
teachers’ trainers shall be developed cadre is still not established.
Governments shall take steps to Teachers’ recruitment, professional
ensure that teacher’s recruitment, development, promotion &
professional development, pro- posting/transfers are being made
motions and postings are based on on merit.
merit alone.
All teachers shall have opportunities Teachers Development Programs
for professional development through have not been developed on three
a programme organized on a three- years cyclic basis.
year cyclic basis.

150
 In-service teachers training in the In-service Teachers’ Training in
Mathematics and Science shall be Mathematics and Science
given with due attention to including pedagogical contents,
developing conceptual subject knowledge contents is
understanding, procedural know- being provided in provinces/
ledge, problem solving and practical
regions from time to time.
reasoning skills.
In-service training shall cover a This policy provision is being
wide range of areas: pedagogy implemented in provinces/regions.
and pedagogical content
knowledge; subject content
knowledge; assessment and
Information Communication
Technology (ICT).

Co-curricular and Extra Curricular Activities

Proposed policy actions Implementation Status

Co-curricular and extra-curricular Co-curricular and extra-curricular
activities shall be made a mandatory activities are mandatory
part of the entire learning process. component of the entire learning
process.
Sports activities shall be organized at Sports activities are organized at
the Secondary, Higher Secondary, Secondary, Higher Secondary and
College and University levels. College levels in the country.
However, sports grounds facilities
are not available in each and every
school.
To provide incentive and to There is quota for admission in
encourage development of Sports at educational institutions on sports
grassroots level, quota for admission basis.
to educational institutions on sports
basis shall be enforced
All schools to organize Sports/PT This action has been implemented.
periods in line with approved scheme
of studies 2006.
Regular summer camps in various Yet to be implemented.
sports disciplines shall be arranged
by educational institutions, during the

151
 summer vacations.
Annual inter-schools, inter-colleges Inter-schools, inter college sports
and inter-universities sports competitions are held annually on
competitions shall be held regularly regular basis.
in all Provinces/Areas.
Performance and interest in sports This policy action has not been
and other co-curricular activities to implemented.
be reflected in annual confidential
reports (ACRs) of Heads of
Educational Institutions.
Incentives would be offered to Heads No incentive is given to school
of Institutions, performing well in managers on the basis of sports
sports and other co-curricular activities.
activities at all levels.

Quality in Textbook and Learning Material

Proposed policy actions Implementation Status

A well regulated system of Yet to be implemented.
competitive publishing of
textbooks and learning materials
shall be introduced.
Federal and Provincial / Area This action has not been
Governments shall increase implemented.
investments in school libraries and
supplementary reading, teacher
guides, teachers’ training and
learning materials.
Implementation of the new system This action is to be implemented
of regulated competitive
publishing of textbooks and
learning materials shall start with
the introduction of revised
National Curricula 2006.
Textbooks at primary level shall Yet to be implemented.
be developed within the context of
local cultures.

152
Improving Student Assessment

It was found that proposed policy actions regarding students’

assessment have not been implemented. It was found that students’
assessment is contents based instead of conceptual based as proposed in the
policy. However, multiple assessment tools i.e. short-answer type, essay
type and objective type assessment is made by Boards of Intermediate and
Secondary Education.

Proposed policy actions Implementation

Multiple assessment tools in additionMultiple assessment tools i.e.
to traditional examinations shall be short-answer type, essay type and
explored, to ensure the right balanceobjective type assessment is being
between the uses of formative made. Still there is need to ensure
assessment approaches combined the balance between formative and
with the summative approach of
summative approach as was
high-stakes examinations.
proposed in the policy.
Examination systems shall be This provision has not been
standardized to reduce differentials implemented.
across students appearing in different
Boards of examinations, either
through gradual reduction of the
number of boards or any other
mechanism deemed workable.
The Examination boards shall be This provision is being
responsible for capacity building of implemented by all Boards.
paper setters and examiners.
A comprehensive plan shall be This provision is being
prepared to eliminate cheating and implemented as and when
use of other unfair means from required.
examinations.

153
 A quality cycle management shall This action has not been
link the various systems of implemented.
assessment and institutions involved
in assessment (examinations, NEAS/
PEACE, continuous assessment) to
provide feedback to curriculum
development, textbooks development
and teacher education and
professional development.

Conclusions

Salient proposed actions of NEP Implementation Status

2009
Access & Equity
Introduction of Early Childhood Early Childhood Education is being
Education (3‐5 years) and partially implemented. However as
encouraging inclusive and per policy provisions, all proposed
child‐friendly education policy actions have not been
implemented in letter and spirit.
Primary education official age shall Primary education official age 6 to
be 6 to 10 years. 10 years has not been notified so far.
Equity in Education (gender, Equity in Education (gender,
geographical Urban‐Rural areas) shall geographical Urban‐Rural areas) is
be promoted being promoted.
Grades 11 and 12 shall not be part of Grades 11 and 12 still form part of
the college education and merged into college education.
the school education.
Governments shall establish “Apna “Apna Ghar” residential schools
Ghar” residential schools in each have not been established. However,
province to provide free high quality Danish Schools (14) have been
educational facilities to poor students. established in Punjab province in a
few districts only. Both “Apna Ghar”
& Danish Schools are for poor and
needy students
Every child, on admission in Grade I, Every child has not been allocated a
shall be allotted a unique ID that will unique ID except in Punjab.
continue throughout his or her
academic career.
The definition of “free education” Textbooks are being provided free in
shall include all education related all provinces but not in the regions.

154
costs.
Waiver of maximum age limit for Waiver of Maximum age limit for
recruitment of female teachers, recruitment of female teachers is
wherever required given wherever it is required.
Governance, Quality & Relevance
The Government shall allocate 7% of Government is static around 2% of
GDP to education by 2015 and GDP on education since last two
necessary enactment shall be made decades.
for this purpose.

Sector Planning in Education shall be Each Provincial/Regional Education

promoted and each Provincial/ Area Department has developed its own
Education Department shall develop Education Sector Plan as per
its sector/ sub‐sector plan, with proposed policy actions.
facilitation and coordination at
federal level.
Separate academic & educational Separate Management Cadres has
management cadres with specified been established only in KPK and
training and qualification Sindh. Whereas realization to
requirements shall be introduced. establish separate academic &
educational cadres exists in other
provinces/regions.
Teachers training arrangements, Teachers training arrangements,
accreditation and certification accreditation and certification
procedures shall be standardized and procedures have not been
institutionalized. standardized and institutionalized in
any of the provinces/regions.
Governments shall take steps to Governments have adopted steps to
ensure that teachers’ recruitment, ensure that teachers’ recruitment,
professional development, professional development,
promotions and postings are based on promotions and postings are based
merit alone. on merit.
The curriculum development and All provinces adopted National
review process shall be standardized Curriculum 2006 with minor
and institutionalized. changes in Social studies subject.
Use of Information Communication Use of Information Communication
Technologies in Education shall be Technologies in Education is in
promoted. vogue through out the Pakistan.
A well regulated system of Yet to be established
competitive publishing of textbooks
and learning materials shall be

155
 introduced.
Examinations systems shall be There is dire need to seriously work
standardized to reduce differentials on implementation of this policy
across students appearing in different provision.
boards of examinations.
Career Counseling at secondary and Has not done yet.
higher secondary level shall be
initiated.
Matric‐Tech stream shall be Matric‐Tech stream has not been
re‐introduced and scheme of studies introduced.
revised accordingly.
Sports activities shall be organized at Sports activities are being done at all
the Secondary, Higher Secondary, tiers.
College and University levels.

Matching with labour market, Necessary Linkages with industries

develop linkages with industry, and labour market have not been
innovation and promotion of research developed.
and development (R&D) culture are
hall marks of NEP 2009.
Provinces and District governments This action has not been
shall allocate 4% of education budget implemented.
for literacy.

A Bachelor’s degree with a B.Ed It has been implemented in all

shall be the minimum requirement for provinces/regions
teaching at elementary level and
Master’s degree with B.Ed for
teaching at secondary level.

Way Forward

 There is need for infrastructure development for the promotion of

ECE by provinces/regions, therefore, more financial and other
resources are required to be allocated either from Governments own
kitty or with the collaboration of NGOs and International Donor
Agencies to provide infrastructural facilities for ECE and teachers
training programs.

156
 Evolve/develop strong implementation mechanism to ensure proper
implementation of NEP 2009 in collaboration of all stakeholders.

 Do away with the practice of establishing primary and middle

separate schools instead of establishing elementary schools

 Strategy is to be developed to reduce the dropout rate. There is need

to launch various schemes for girls’ stipends, uniform, stationary,
and school bags for needy and poor students. Missing facilities in
schools may also be provided in order to maintain child friendly
environment.

 Gender disparities still exist in education sector in rural as well as

urban areas. There is need to provide financial assistance (stipends)
to poor students for reducing gender disparities.

 Professional Development programs for teachers are to be

developed on three years cyclic basis as proposed in NEP, 2009.
Professional Development program may cover pedagogical,
pedagogical contents knowledge, subject contents knowledge and
use of ICT to facilitate teaching and learning process in the
classroom?

 There is need for providing technical and vocational education.

Matric-Tech scheme has been introduced at secondary level only in
a few districts of Punjab. It may also be introduced in all districts
remaining of Punjab and other provinces as well as regions.

 Free textbooks may be provided upto Secondary level in Gilgit

Baltistan and Azad Jammu and Kashmir regions.

 Review of National Education Policy may be made in the light of

Education Sector Plans prepared by provinces/areas.

 Inter classes may be detached from college level of education and

be attached with Higher Secondary Schools in all over the country.

157
  Career counseling may be provided in the schools to all students
from elementary to secondary level to improve quality of education.

 Multipronged strategy to reduce poverty, provide physical facilities,

teacher absenteeism may be evolved to wrest the high dropout rate
at primary level.

BIBLIOGRAPHY

Afzal, et al. (2013). Gender Disparity in Pakistan: A case of Middle and

Secondary Education in Punjab, Journal of Research and
Reflections in Education. Vol.7, No.2, pp 113 -124.

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Ahmed et al. (2012). Implementation Gaps in Educational Policies of
Pakistan: Critical Analysis of Problems and Way Forward,
International Journal of Humanities and Social Sciences, Vol. 2, No.
21

Ahmed et al. (2013). Problems of Government School System in Pakistan:

Critical Analysis of Literature and Findings a Way Forward,
International Journal of Academic Research in Business and Social
Sciences, Vol. 3, No. 2.

Ali, S (2006). Why does policy fail? Understanding the problems of policy
implementation in Pakistan - a cognitive perspective. Aga Khan
University, Institute for Educational Development, Karachi

Government of Pakistan. (2008). National Report on the Development of

Education. Ministry of Education, Islamabad.

Government of Pakistan. (2009). National Education Policy 2009. Ministry

of Education, Islamabad.

Government of Pakistan. (2012-13). Pakistan Education Statistics 2012-13,

NEMIS/Academy of Educational Planning and Management,
Islamabad
Government of Pakistan. (2013). National Plan of Action to Accelerate
Education – Related MDGs, 2013-16. Achieving Universal Quality
Primary Education in Pakistan, - Islamabad: Academy of
Educational Planning and Management, Islamabad
Government of Pakistan. (2013–14). Pakistan Economic Survey. Finance
Division, Economic Advisor’s Wing, Islamabad

Government of Pakistan. (2014). Inclusive Education and Relevance; 10th

E-9 Ministerial Review Meeting, Academy of Educational Planning
and Management, Islamabad.

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Government of Pakistan. (2014). Pakistan Education for All, Review
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Islamabad
Majeed, A (2007). Key Aspects of New Curricula 2006; Paper presented to
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National Library Auditorium on 13 September, 2007, Islamabad
Memon (2007). Education in Pakistan: the Key Issues, Problems and the
New Challenges, Journal of Management and Social Sciences, Vol.
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Mukhtar, Eshya. M. (n.d) Situation Analysis of the Education Sector,
UNESCO, Pakistan.
Pakistan Institute of Legislative Development A Transparency. (2009).
Policy Brief, The National Education Policy, Islamabad
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Professional Development, Pakistan

WEBLIOGRAPHY
http://learndat.tech.msu.edy/teach/student assessment

Annexure

QUESTIONNAIRE
160
 Implementation Status of NEP 2009
Interview Schedule for Secretaries/DPIs/Senior Provincial
Officials
Name ____________________________________________________

Address: ____________________________________________________

Qualification: (i) Academic _________ (ii) Professional _________

1. Early Childhood Education (ECE)

i) What strategy has been adopted to promote ECE in your

Province? Would you like to explain?
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) Would you like to inform us that what types of steps taken in your
Province for promoting ECE after 2009?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) Would you like to share with us the achievement made in ECE in
your Province after 2009?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iv) How many schools have separately appointed ECE teachers?

1-10% 11-20% 21-40% 41-60%

61-70% 71-80% 80-90% 91-100%

161
 v) Have the ECE teachers been provided 2 year specialized training
to deal with young children as required in NEP 2009? Please
explain type of training.
_____________________________________________________
_____________________________________________________
_____________________________________________________

If No, what are hurdles in providing ECE training to teachers?

_____________________________________________________
_____________________________________________________
_____________________________________________________

2. Elementary Education

i) What is the strategy of your Province for providing Elementary

Education to all the children (Boys & Girls) to achieve EFA
Goals? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) Would you like to share with us the provincial strategy to reduce
drop-out at Elementary Education?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) Would you like to inform us about the achievement made in

Elementary Education in your Province after 2009?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iv) Would you like to share with us about your government

incentives policy to increase enrollment and improve retention
rate especially for girls in Province? Please elaborate in detailed.
_____________________________________________________
_____________________________________________________
_____________________________________________________

162
3. Secondary Education

i) Would you like to share about provincial government strategy of

providing Secondary Education especially in rural areas?
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) Did your Province adopt any student support policy to the poor
student to prevent them from dropping out of school for only
financial reasons?

1. Yes 2. No

If yes, please mention the steps taken , if No what were the

hurdles?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) NEP 2009 suggested life skill base education at Secondary level
will be provided. Has what steps your Province has taken steps in
this regard? Please elaborate in order of priority.
_____________________________________________________
_____________________________________________________
_____________________________________________________

iv) Please elaborate the steps taken by your province for providing
missing facilities in Secondary School.
_____________________________________________________
_____________________________________________________
_____________________________________________________

163
 v) Would you like to share about achievement of Secondary
Education in the Province after NEP 2009?
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Literacy and Non-formal Education

i) What steps have been taken to increase Literacy rate 86% by

2015 as proposed in 2009? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) Have your Province adopted National Literacy Curriculum as per

provision of NEP 2009 in order to impart training skills as per
local needs and job market requirement/demand?

1. Yes 2. No

If yes, please elaborate the steps which have been taken so far.
_____________________________________________________
_____________________________________________________
_____________________________________________________

If No, please explain reasons

_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) NEP 2009 suggested that provincial governments shall allocate

4% of education budget for literacy and Non-Formal Basic
Education (NFBE) what percentage of education has been
allocated for literacy and non-formal Education.
_____________________________________________________
_____________________________________________________
_____________________________________________________

164
 iv) Did Provincial government adopted any policy to develop
linkages among Non-formal Education with industry regarding
internship program?

1. Yes 2. No

If yes, please elaborate

_____________________________________________________
_____________________________________________________
_____________________________________________________
v) Has your government taken any initiative regarding Non-formal
Education to bring child laborer in school as suggested in NEP
2009?

1. Yes 2. No

vi) Do you have any literacy skill program for child laborer (boys &
girls) in your province?

1. Yes 2. No

vii) Has your provincial government adopted any policy to provide

training to literacy teachers as suggested in 2009 policy? Please
elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

viii) What are the achievement of literacy improvement from 2009-

2014 in your provinces?
_____________________________________________________
_____________________________________________________
_____________________________________________________

5. Improving Teachers Quality

i) What is the strategy of your government for improving Teachers

Quality in the Province? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

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ii) Have your government enhanced professional qualifications for
recruitment at elementary teachers to B.Ed?

1. Yes 2. No

iii) Have your government increased professional qualification of

teacher B.Ed for Secondary teachers?

1. Yes 2. No
iv) Has your province created separate cadre of specialized trainers to
train the teachers?

1. Yes 2. No

v) What type of in-service teacher training is organized for school

teacher in your Province? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

vi) Has your government developed professional development

program for teacher on three year cycle basis? If yes, please
explain.
_____________________________________________________
_____________________________________________________
_____________________________________________________

If No, please elaborate reason.

_____________________________________________________
_____________________________________________________
_____________________________________________________

vii) Has your government adopted any incentive policy for teachers in
rural and hard areas?

1. Yes 2. No

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 viii) What types of incentives are provided to female teachers
particularly serving in rural areas? Please explain.
_____________________________________________________
_____________________________________________________
_____________________________________________________

6. Curriculum Reforms

i) What kinds of steps have been taken to introduce curriculum

reforms in your Province?
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) Do you have any policy regarding use of ICT in education to

enhance quality of education in the Province?

1. Yes 2. No

7. Quality in Textbook and Learning Material

i) What is the mechanism to publish Textbooks and Learning

Material in your Province? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

ii) What type of strategy is adopted to maintain quality of Textbook

and Learning Material in your Province?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) Did your province develop Matric tech scheme at secondary

level?

1. Yes 2. No

8. Improving Student Assessment

i) What is the mechanism of Student Assessment in your Province?

Please elaborate.

167
 _____________________________________________________
_____________________________________________________
_____________________________________________________

ii) What type of assessment tools are being used in the examination?
_____________________________________________________
_____________________________________________________
_____________________________________________________

iii) Has your province established any standardized examination

system at elementary level?

1. Yes 2. No

iv) What is the status of assessment of student’s achievement by

PEAS?
_____________________________________________________
_____________________________________________________
_____________________________________________________

v) Have your government taken steps for improving student

assessment? Please elaborate.
_____________________________________________________
_____________________________________________________
_____________________________________________________

The End

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