“Through Education only we can safeguard our interests and rights” ( Nawab Aslam Raisani ) Chief...
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Transcript of “Through Education only we can safeguard our interests and rights” ( Nawab Aslam Raisani ) Chief...
“Through Education only we can safeguard our interests and rights”
( Nawab Aslam Raisani )Chief Minister Balochistan
Speech at Lahore (November 10, 2010)
Enlightenment Submerged in Darkness Whole Education System is derailed Schools in rural areas are closed Teachers are absent Low enrolment and High drop outs Highly politicized environment Deptt hostage of Unions No free hand
Our Schools
Non Friendly Absence of facilities Lack of reading writing material Education is teacher centerd not
student Teacher is absent Culture of evizi
Our Teacher
Mostly are recruited without merit Untrained- unmotivated Low competencies Absent from duty- still getting pay Part of Unions Member of political Parties
Our Students
Mostly are not attending schools No learning Promoted at the end of year No assessment Mind set is peculiar- they just want to get
degree They have never been taught value of
learning knowledge- just know value of degree
Symbol of Rote learning- producing stagnant minds
contd
We are spending 17 b rupees To not to teach
Situation Analysis
More than half of the school going age children are out of school..
74% of enrolled school age children never completed primary schooling.
82% women of 10+age are illiterate against 60% of illiterates in total population.
Huge gender disparity, ratio of enrolled girls against boys is 1:1.6.
10% of existing schools do not have a building (shelterless schools).
Over 50% of existing schools are single teacher schools.
Critical Statistics (Contd-2) Huge gap between primary and middle
level schools, ratio being 1:13. Over 70% of the teaching staff has not
under gone any kind of in-service training. 35% literacy rate vs country’s 55% is the
lowest among the provinces and the areas. More than half of the settlements do not
have any school. Less than 2% of the total education budget
is allocated as operational cost. No budgetary provision for in-service
training.
Critical Statistics (Contd-3)
There dose not exist any centre of excellence in the entire provincial education system.
No incumbent with M.Phil / PhD qualification exists in the teaching staff of school and teacher education system.
District Admin set up almost moribund
Sources :
Pakistan Social and living standards Measurement (PSLM) 2007
Balochistan Education Management Information System ( BEMIS) 2009- 2010
Missing Facilities
• 5, 475•
(46.2%)
• 6,729• (57%)
• 6,188•
(52.22%)
• 3375•
(29%)
• 1,050•
(8.82%)
Some Good Policy Interventions
Time Scale Award to all School & College Teachers
Recruitment of 5000 teachers under Aghaz-e- Haqooq-e-Balochistan Package
Allocation of Rs. One billion for repair and rehabilitation of existing educational institutions
Introduction of Benazir Bhutto scholarship scheme for deserving students of Balochistan
contd
Establishment of Policy Planning & Implementation (PPIU)
Introduction of Associated Degree in Education (ADE) Program in two Teachers Training colleges
Extension of Existing Endowment Fund Scholarship Scheme with introduction Punjab Education Endowment Fund
Educational InstitutionsInstitutions Male Female Total
Primary Schools 7,485 2,856 10,341
Middle Schools 583 279 862
High Schools 449 134 583
Inter Colleges 32 21 53
Degree Colleges 23 07 30
Residential Colleges 03 - 03
Polytechnic / Monotech 01 01 02
Cadet Colleges 04 04
Commerce College 01 - 01
College of Physical Education 01 - 01
Colleges under construction/in pipe
lineInstitutions Male Female total
Intermediate Colleges
05 01 06
Degree Colleges
03 07 10
Cadet Colleges 07 - 07
Balochistan Residential Colleges
02 - 02
Polly Technical Institutions
07 - 07
Mono Technical Institutions
01 - 01
Institutions Male Female total
Intermediate Colleges
05 01 06
Degree Colleges
03 07 10
Cadet Colleges 07 - 07
Balochistan Residential Colleges
02 - 02
Polly Technical Institutions
07 - 07
Mono Technical Institutions
01 - 01
No of Teachers (schools)
Cadre Male Female Total
1. JVT 18,244 8,944 27,188
2. JET 3,013 1,060 4,073
3. M / Q 1,158 308 1,466
4. JAT / SAT 1,143 375 1,398
5. DM / SDM 1,079 395 1,474
6. SST (Gen) 2,129 893 3,022
7. SST (Science) 1,461 523 2,207
8. PTI 1,005 382 1,387
Total: 29,232 12,880 42,112
Number of Teachers (Colleges)
Category Male Female Total
1 Professor (B-20) 14 05 19
2 Associate Professor (B-19)
212 80 292
3 Assistant Professor (B-18)
480 182 662
4 Lecturer (B-17) 812 361 1173
5 Lecturer Phy. Edn./DPE (B-17, 18, 19)
50 35 85
Total 2231
Non-Teaching Staff
1370
WHY SO DISMAL IT PORTRAYS
Geographical, Cultural and Political Challenges
Resources Constraint Administrative Factors Planning incapacities
1. Geographical, Cultural & Political Implications
Scattered population in widely spread area of the province
Long distances from home to school Political involvement in teacher
appointment, transfer and posting Social and cultural taboos especially for
female education Multi lingual and multi culture
composition of society with different values and norms are hindrance for consistent policy and uniform education standards
2. Resources Constraints a) Physical Resources
Insufficient number of educational facilities to provide access to all
Insufficient number of teacher education institutions for professional development
Educational institutions lack basic physical facilities to provide better learning environment
Non provision of learning material, furniture and educational equipment on regular and need basis
During 08 years of devolved system above aspects have been totally neglected
b) Human Resources
Shortage of qualified and trained teachers especially female teachers
Lack of capacity of education planners, monitors, managers and IT experts
Lack of specialized human resource for curriculum development, textbook writing and teachers training
Unprepared and ill motivated teacher
c)Teaching Learning Resources Curriculum not in harmony with the needs,
interest and abilities of the students Inadequate knowledge of both content area
and pedagogy especially in child psychology and human development perspective
Poorly designed textbooks and curricula Teaching learning process is based on rote
learning and does not promote reasoning, inquiry and critical thinking among students
3. Administrative Factors
Lack of capacity in Planning, Management and utilization of funds.
Improper allocation of funds specially for operational cost including Monitoring, assessment & evaluation.
Lack of effective supervision and poor administration and supervisory role.
Centralized administrative system. No powers whatsoever for the Head of Primary Institution.
Long, slow and complicated official procedure halts the decision making processes.
Administrative Factors (Contd) No accountability specifically for most
damaging practices like absenteeism and excessive unionism encroaching codes of ethics and conduct
Bad governance on part of all the tiers of educational managers and academicians
Current deteriorated law and order situation adversely impacting the academic performance and educational management as a whole
Bad practices under various undesirable influences and pressures at all levels jeopardize the efforts for enforcing rule of law
Administrative Factors (Contd) Non existence of any standardized
efficiency barriers and procedure for promotion in senior positions
Contd
Conventional Examination System based mainly on memorization testing facilitates malpractices and use of unfair means. Paper setters and evaluators do not have the requisite capacity and expertise to initiate any kind of improvement and reforms
4. Planning
Scarcity of potential planners in education system
Low level of professional capacity among available human resources in planning and management skills / expertise
Non availability of authentic data for effective planning
Lack of coordination in different tiers and level of planning
Challenges (What needs to be done) Implementation of National Education Policy
2009 All primary schools (10,000) are to be
upgraded to middle level phase wise. All high schools (Approx: 600) are to be
upgraded to higher secondary school. Introduction of English as medium of
instruction in Maths & Science for class-IV during next five years.
Over 42,000 teachers of different categories are to be imparted in service trainings in content & pedagogy in a biannual cyclic-phases.
8,000 parent teacher school management committees (PTSMCS) are to be formed & operationalized.
EFA / MDG Targets
10,000 more primary schools are to be opened to provide access to each school age child.
Existing kachi class in primary school is to be converted to Early Childhood Education (ECE) centre (Approx: 10,000).Besides all new schools to have ECE.
20,000 Non-Formal Education Schools & adult literacy centers are to be established during next 05 years.
Policy Recommendations Treat education as Development .
Funding may be enhanced especially for operational cost.
Cost effective gender free new primary schools may be opened through already successfully practiced/tested community support process (CSP) with female teacher
In future Middle Schools should be upgraded to Higher Secondary level instead of High School ( class X) level
Policy Recommendations (Contd) Existing High Schools may be upgraded
in a phased manner by introducing classes XI & XII in these schools as envisaged in Education Policy 2009.
contd
Integration of Technical Education at Secondary and Hi Secondary levels
Optimum utilization of resources- introduction of double shift
Special cash incentives for female teachers serving in rural & remote areas be introduced
Notables/ elites in the catchments areas may be persuaded to adopt one school each to raise the level of ownership
Recommendations (Policy Contd) Locally available females and retired
male/female teachers in remote areas may be hired on contract basis in relaxation of practicing rules and policy.
Appropriate transport and well furnished standard hostel facilities may be provided to the female teachers posted in rural and remote areas
Allocation of funds for professional development and different kinds of in-service trainings as part of regular development budget
Recommendations (Policy Contd) Obsolete & redundant PTC, CT, as pre
service teacher training must be replaced with the Associate Degree in Education & two years BED programs.
Recommendations (Policy contd) More administrative powers especially
hiring and firing upto School level Up gradation and Strengthening of
School Directorate Introduction of management Cadre Establishment of new district Admin set
up For effective administrative control
Education Department may be bifurcated
Recommendations (Policy Contd) Pre-requisite training and testing system
for promotion in higher grades ( B-18 to 20) may be introduced in Education system like other departments
Regulation of private institutions- separate wing under School Directorate
Community based monitoring system has to be introduced.
Contd
A clear cut workable transfer policy should be enforced with out any compromises
Establishment of District Scholarship scheme to be funded through MPA Fund
Introduction of Best Teacher Award as an incentive to raise performance level
A consolidated PC1 approach- along with revenue cost and provision of SNE
Recommendations For BISE
Four independent Examination Boards may be established in place of sub offices of BISE
More Examination Halls may be constructed with provision of adequate furniture
Special provisions be made for initiating reforms in the existing Examination system by introducing “tests” based on new curriculum and student learning outcomes (SLOs) instead of rote learning through text books. Capacity building programs of paper setters and Examiners may also be arranged
Recommendations For BISE (Contd)
Vigilance teams with well defined TORs and appropriate powers should be constituted as integral part of reformed system to check the ill practices in conduct of examination.
Text Books Recommendation
Publishers from open market should also be allowed to print and provide textbooks to BTBB
Recommendations (Planning)
More donors and partners may be attracted for assistance in a more coordinated and well planned manner and the resources/ funding so provided must be used efficiently and economically.
A comprehensive Education Sector Plan (ESR) is inevitable for the purpose.
Private sector be encouraged Establishment of Teacher training
colleges and Technical & Vocational institutions in all the districts
Recommendations(Planning Contd) Existing PPIU in Education Department
must be supported & strengthened
Recommendations (Strategic Contd) Exposure visits of students and
teachers to renowned and prestigious institutions of other provinces, areas and Federal Govt. should be arranged on regular basis
Seats allocation for the province in
Professional and other institutions of different provinces should be enhanced
More efforts and interventions may be put to strengthen the Public Private Partnership
What we need
A well motivated teacher
Improvement can be made
25 to 30 percent improvement can be achieved by better management
our requirement
Good Governance A Long Term Vision Political commitment and Ownership Girls Education Focused Strategy Integrated planning Effective Management and Monitoring Free Hand
Essential Service
Can we achieve our objective by declaring it as an ESSENTIAL SERVICE
THANK YOU