consultation meeting on the national education policy...

Consultation Meeting on National Education Policy – KP Report October 2015

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Consultation Meeting on the

National Education Policy 2016 Khyber Pakhtunkhwa

Voices of Citizens and Youth

September 2015

Mardan and Peshawar


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Acknowledgements

The bold decision by the citizens of Pakistan to engage with the NEP 2016 policy and reforms process is

matched by the same vigor and robustness as seen in the Annual Status of Education Report (ASER) data

collection on learning, making the invisible visible through a citizen led effort. Recognizing the critical

urgency of Article 25 A – Right to Education and its implementation; the education sector plans and

targets, and the upcoming Sustainable Development Goals (SDGs) – especially goal 4 and its

accompanying 10 targets – it was essential to find a platform in collaboration with federal and provincial

governments for citizens’, especially youth, to voice their concerns regarding the current education

scenario in Pakistan. After all, youth comprise 31 % of our population and they form the active ranks of

students, teachers, entrepreneurs, and young parents, who rarely get an opportunity to voice their

opinions.

Seeing as the NEP 2016 will affect their lives for the next 10 or 15 years, it was imperative to find a space

for articulation and expression, not just in the mainstream capital cities, but also across the provinces,

so as to give as many people as possible the opportunity to be heard and to make valuable contributions

in the form of recommendations that will be included in the upcoming education policy.

Keeping this in mind, consultation sessions on the National Education Policy 2016 were held in Mardan

and Peshawar, Khyber Pakhtunkhwa (KP) on 8th and 13th of October. The ITA team was successful in

engaging both students/youth and teachers/faculty in contributing to the policy revision process

through these consultations.

This exercise would not have been possible without the active engagement and support of;

Chief Planning Officer E&S Education Department Govt. of Khyber Pakhtunkhwa, IdreesAzam Khan

UNDP – Pakistan who has supported the effort to mobilize voices for SDGs and Jawan Pakistan

Dubai Cares as part of its ongoing nationwide advocacy through ITA on policy and Right to Education

Teams from:

Pakistan Alliance for Independent Schools (PAIS) Mr. Mohammad JamilNajam and other

founding members

Education Youth Ambassadors (EYAs) and Right to Education (RTE)

ASER Pakistan

Idara-a-Taleem-o-Aagahi (ITA) public trust National and Provincial teams


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Introduction

The National Education Policy 2009 comes in a series of education policies dating back to the very

inception of Pakistan. This year in June, the Minister of Federal Education and Professional Training

(MoE&PT) completed the implementation status of the NEP 2009 and after the Inter Provincial

Education Ministries Conference, in collaboration with provincial governments, started the review

process for a better, improved, and a more relevant National Education Policy.

Inter Provincial Education Ministers Conference (IPEMC) is the highest education body of the country

and unanimously owned forum of all federating units comprising of Ministry of Federal Education and

Professional Training, four provinces (Punjab, Sindh, Khyber Pakhtunkhwa& Baluchistan) and four Areas

(ICT,AJK, FTA and GB) . Through this forum, all federating units are at one page on the subject of

education. The forum is a consultative forum and decisions are taken unanimously.

Owing to the fact that the 18th Amendment, passed shortly after the NEP 2009 was introduced, which

led to major shifts in entitlements, decision making, and responsibilities across federations, a review of

the national policy became imperative. Since subjects on which both federal and provincial governments

could make laws were devolved completely to the provinces, the old policy was no longer relevant.

18th Amendment- Key Shifts

19A. Rights to information- every citizen shall have the right to have access to information in all

matters of public importance subject to regulation and reasonable restrictions imposed by law

9. Insertion of new Article in the Constitution – in the Constitution, after Article 25, the following new

articles shall be inserted, namely:

“25A Right to education – the state shall provide free and compulsory education to all children of the

age five to sixteen year in such manner as may be determined by law.”

Abolishing the concurrent list transferring the residuary powers to provinces for 47 subjects including

Education and Health

Full text on the 18th amendment can be found at http://pakistanconstitutionlaw.com/4thschedule-

legislative-lists/

Recognizing this need, the federal and provincial governments are set to upgrade and review the last

education policy by the end of this year (2015) and implement it starting January 2016. The new policy

will be uniformly implemented in all provinces including Azad Jammu Kashmir and Gilgit-Baltistan.

Well known for its work with youth across Pakistan, especially for the citizen led country wide initiative

ASER with 10,000 youth volunteers, its work with Education Youth Ambassadors program, and its close

engagement with the SDGs post 2015, ITA was naturally inclined to take the NEP 2016 consultations

forward. ITA has also participated in the official two member delegation in the Incheon Korea May 2015,

http://pakistanconstitutionlaw.com/4thschedule-legislative-lists/

http://pakistanconstitutionlaw.com/4thschedule-legislative-lists/


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where BaelaRazaJamil, then Director Programs ITA was a member of the drafting group in the Incheon

Declaration 2015 on behalf of the National Delegation.

In April, ITA formally requested the Ministry of Education and Professional Training jointly with Pakistan

Coalition for Education (PCE) to ensure civil society’s presence in IPEM-C meetings and the NEP 2016

processes. As a result, the Ministry extended an invite to ITA’s leadership for the IPEM-C in Quetta

where it was forcefully argued to make the process very consultative, sharing widely with citizens and

multiple stakeholders, so that inclusion of their ‘voice’ is ensured in all NEP processes.

Shortly after, the MoE&PT requested ITA to provide technical assistance with the NEP 2016 process and

also with stakeholder consultations across the country. Through the PAIS (Pakistan Alliance of

Independent Schools), ITA started the consultation process across Pakistan.

Article25-A “The State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law.”

ITA along with ASER, Right to Education Teams and PAIS has been holding consultative meetings across

Pakistan in order to mobilize public opinion and to provide inputs to revise National Education Policy.

The aim of the consultation was to provide the Pakistani youth (teachers, associations, students,

education youth ambassadors /activists, young entrepreneurs in education and learning), civil society,

and experts with a platform to give their input on the upcoming new National Education Policy 2016, a

policy that will undoubtedly have an impact on their lives.

More specifically, the broader objective of the NEP 2016 exercise is

to engage with focused constituencies, especially youth through consultations, face to face and

through social media for the NEP 2016 ensuring links with 25 A and the Sustainable Development

Goal No 4 for voice and recommendations.

The reports/recommendations of each consultation will be formally signed off by the provinces and

federal government representatives, such that the recommendations are integrated within specific

segments of the NEP 2016.

After successful consultation sessions in Punjab, Sindh, AJK, and Baluchistan, ITA took on KP and held 2

sessions across the province. All the feedback, recommendations and reference documents from the

previous sessions can be found online here.

http://itacec.org/nep_declarations.php?pgid=3


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NEP Consultations Khyber Pakhtunkhwa (KP)

Attended by youth groups – students, entrepreneurs, public and private teachers, and other youth

working on inclusive education – and government officials, the team was able to gather valuable input

from ICT to incorporate in the final policy.

Participants

Participation in both districts was exceptional and highlighted the fact that increasingly, all over

Pakistan, people have become more and more aware of the importance of education and see it as an

investment in their futures.

Key Participants

Of over 800 participants, a total number of51people participated from Mardan and 44 from Peshawar.

This accounts for 12 percent of the total participants. For a complete list of all participants, please see

List 1 in the Appendix. Further, Table 1 in the Appendix shows the number of participants from each

district across Pakistan.

Figure 1: Percentage of participants from each province/administrative unit

Proceedings

Idara-e-Taleem-o-Aagahi (ITA) Public Trust, the Pakistan Alliance of Independent Schools (PAIS) and

Right to Education teams in collaboration with UNDP organized the consultative meeting in Peshawar

and Mardan to discuss and review previous education policies, chalking pathways for the future.

The session started with a presentation on the overview of NEP 2009, explaining the current structure,

outcomes, and shortcomings of the existing policy, and explained the need for a review. The presenter,

Izzah Meyer Manager Policy, Research and Action of ITA highlighted that the need to match and

upgrade the national education policy in light of the 18th amendment, article 25-A, and the upcoming

Sustainable Development Goals (SDGs).

37%

18%12%

14%

12%

7%

Percentage of Participants

Punjab Sindh ICT Baluchistan KP AJK


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Following the opening remarks and brief introductions, the audience was split into seven groups, each

group evenly consisting of students, teachers and government representatives. The seven groups were

as follows:

1. Early Childhood Education

2. Primary Education

3. Secondary Education

4. TEVT and Special Education

5. NFE and Adult Literacy

6. Governance and Financing for Education

7. Madrassas

The groups were then given a set of guidelines and questions (Annex A in the Appendix) to consider

during their discussions. Groups were also provided with a specially prepared working note on the sub-

sector with the current status of key indicators/progress and challenges as well as the key policy actions

as contained in the NEP 2009. The metrics/data and current implementation status of the key actions of

NEP would help focus on how to make the recommendations more meaningful and evidence based.

The audience was also provided a guided set of questions or group discussions and recommendations

(Annex B in the Appendix), allowing the team to gather inputs in a systematic way.

Additionally, ITA also created a comprehensive website hosting all documents – national and international – relevant to the NEP review process including NEP 2009, Right to Education Acts, Provincial Education Sector Plans, SDGs, draft of Framework of Action and others, was created for stakeholders to inform themselves regarding previous policies as well as keep abreast of new developments with regards to the NEP. Furthermore, proceedings and recommendations/reports from each districts’ consultation sessions were also uploaded.

http://itacec.org/nep.php


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In order to mobilize the maximum number to people and make this exercise as visible as possible, the

ITA team posted NEP sessions on the official ITA Facebook page and live Tweeted the proceedings as

well.

Additionally, ITA created an interactive forum where likeminded individuals could start conversations

and have discussions with fellow stakeholders regarding the policy. The discussion forum and blog posts

can be found here http://itacec.org/nep_discussion_forum.php?pgid=6.

The NEP consultations also received extensive media coverage across Pakistan. Clipping and articles can

be found online here http://itacec.org/nep_media_news.php?pgid=4.

List of Global Documents used for Reference Incheon Declaration – Education 2030 WEF 2015 Draft Framework for Action NGO Forum Declaration 2015 Sustainable Development Goals SDGs Declaration (Zero Draft) SDGs Education Goal 4 2030 Agenda for Sustainable Development Qingdao Declaration

Summary of Recommendations – Sub-sector Wise

Early Childhood Education (ECE)

NEP 2009 acknowledges ECE as a formal stage for foundational development of a child and states that Provision of ECE shall be attached to primary schools which shall be provided with additional budget, teachers and assistants for this purpose.

http://itacec.org/nep_discussion_forum.php?pgid=6

http://itacec.org/nep_media_news.php?pgid=4


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The government of KP in its Education Sector Plan also states that the govt. will focus on “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable disadvantaged children” through “introduction and institutionalization of formal Early Childhood Education (ECE) at primary school level”. ASER data shows that despite this commitment, there is only a 46% ECE enrollment in government

schools and 54% in private schools. The province is still faced with challenges of inadequate fund

allocation, lack of well trained teachers, missing facilities and ill -equipped classrooms as well as

inequitable access to ECE facilities.

SDG Goal 4 target 4.2

By 2030 ensure all girls and boys have access to quality early childhood development, care and pre-

primary education so they are ready for primary education (Early Childhood Education)

Participants of the consultation sessions in both Mardan and Peshawar presented the following

recommendations:

ECE should be made mandatory and compulsory and a separate budget should be allocated to

this sub-sector

Introduce the Montessori system in all public schools

Shift traditional “kachi” and “pakki” classes to play group and KG

All ECE classrooms must be fully equipped with learning aids, toolkits, and other relevant

materials

Specialized training for ECE teachers, using modern techniques and keeping in mind latest

trends and approaches in the field. Further, all teachers should receive in-service trainings

Teachers must be well equipped to provide first aid emergency treatments and be aware of

basic medical safety measures

Community awareness campaigns are essential so parents and families realize the need and

importance of ECE

Primary Education

The NEP 2009 states that all children, boys and girls, shall be brought inside schools by the year 2015. KP has incorporated this goal and in the Education Sector Plan declares “(1) primary education for all children (boys and girls) as compulsory and free through legal mandate (implementation of 25-A). (2) Eliminate gender disparities in primary and secondary education and achieving gender equality in education by 2015 (3) Develop linkages between all levels of education and curriculum. (4) Improve examination system with re-introduction of uniform centralized examination system at 8th and 5th class levels. 54) Improve school-level monitoring with the help of PTCs. (6) Rationalization at all levels i.e. primary, middle, high and higher secondary and (7)Establishing a system of regular and comprehensive classroom assessments in primary schools.”

However, even though there have been improvements, enrollment rates are still not 100%.


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SDG Goal 4 Target 4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe,

non-violent, inclusive and effective learning environments for all

The following recommendations were presented by participants of the consultation sessions in both Mardan and Peshawar:

Establish independent monitoring units for each district to ensure performance is up to par

Monitor the student teacher ratio and make sure it’s not too high

Address the issue of missing facilities and ensure all schools have access to basics such as

electricity, wall, toilets etc

No political interference in the hiring process of teachers – teachers must be hired only on the

basis of merit

Pre and in-service trainings as well as continuous professional development programs for

teachers and administrative staff

Curriculum must be updated to include necessary units such as ICT/IT classes etc.

There must also be uniformity in the curriculum, examinations, syllabi and medium of

instruction

Medium of instruction at this level should be a mix of Urdu and English. Regional languages can

be introduced as a language subject

All schools must have well equipped computer labs and students must start learning new

technologies at primary level

More focus on quality rather than quantity

Schools must not be on rented premises—this is especially a problem in Mardan

Address the issue of high dropout rates by offering scholarships and improving standards in

schools

The policy and education sector plans must be disseminated far and wide so all stakeholder are

well aware of their rights and responsibilities

SDGs Goal 4 Target 4.1

By 2030 ensure all girls and boys complete free, equitable and quality primary and secondary

education leading to relevant and effective learning outcomes (Right to Education)

Secondary Education

Article 37 (b) states that the State of Pakistan shall endeavor “to remove illiteracy and provide free and compulsory secondary education within minimum possible period” and the NEP 2009 states that provision shall be expanded at secondary level, particularly in the rural areas and of schools dedicated for girls. Furthermore, priority shall be given to those locations where the ratio of secondary schools is low.


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With regards to secondary education, the KP Education Sector Plan states “(1) Provide further incentives to increase access and participation of girls in mainstream education through free textbooks, stipends for girls at secondary level, voucher scheme, scholarships, hostel facilities for female teachers etc. and facilitating female teachers transportation to and from school. (2) Separate teaching and management cadres in Elementary and Secondary sector. (3) Rationalization at all levels i.e. primary, middle, high and higher secondary. (4) Increase in enrolment (boys and girls) at primary, middle and secondary school level.”

The following recommendations were presented in Peshawar and Mardan:

Facilities must be updated and all secondary levels mush have well equipped and fully functional

labs etc.

Teachers must only be hired on the basis of merit, and they must also be subject specialists

Career counselors must be present on all campuses at secondary level

A semester system should be introduced at secondary level of education to ensure proper

learning

Life-skills based education should be made a part of the curriculum

Non-Formal Education and Adult Literacy

The NEP 2009 literacy rate shall be increased up to 86% by 2015 through up-scaling of ongoing programs

of adult literacy and non-formal basic education in the country. At present, the literacy rate in KP is 52%.

SDG Goal 4 Target 4.6

By 2030, ensure that all youth and at least [x] per cent of adults, both men and women, achieve literacy

and numeracy

In this regard, the KP Education Sector Plan states “The Elementary Education Foundation (EEF), Khyber Pakhtunkhwa has been tasked to help improve literacy by opening non-formal basic schools for left-out and dropout children of primary schools. The current growth rate will be accelerated with the opening of more non-formal basic schools and adult literacy centers.” The following recommendations came forth through the consultation sessions:

Significantly increase the number of literacy programs

Increase the budget for this sub-sector so there are more schools and facilities for this group as

well

Audio/Visual aids must be made available in all schools to facilitate the learning process

Well trained and qualified teachers who are fully trained to address the needs to these learners

Technical and Vocational Education Training

The NEP 2009 states that special measures shall be adopted to ensure inclusion of special persons in

mainstream education as well as in literacy and TVE programs.” And the KP Education Sector Plan also

commits to “developing education in all sectors with emphasis on female education, technical and

vocational education in rural areas”.


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SDG Goal 4 Target 4.3 and 4.4

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational

and tertiary education, including university

By 2030, increase by [x] per cent the number of youth and adults who have relevant skills, including

technical and vocational skills, for employment, decent jobs and entrepreneurship

Recommendations presented are as follows:

Increase awareness regarding the benefits of TVETs

Update the curriculum

Increase the number of training centers available

Establishment of vocational counseling and job placement section in every institute

Adopt modern techniques for providing technical education

Establish well equipped labs and workshops

Introduce a method of practical assessment during exams

Proper monitoring and check and balance especially for private tech institutes

TVET needs to be advanced and based on market needs. Trainings and courses must be in line

with industry trends

Internships need to be made mandatory and be made a party of the curriculum

Spark a spirit of entrepreneurship and make loans available for skilled people so they can start

their own businesses

Special Education

The KP Education Sector Plan currently has no policy actions regarding special education.

During the Peshawar session which was also attended by Mr. Habib Nawaz a visually impaired PhD

scholar at the University of Peshawar. Speaking from firsthand experience and on behalf of other

students with similar special needs, he presented the following recommendations:

There must be a ministry wing dedicated specifically to special education. In KP at present,

special education falls under the jurisdiction of the Social Welfare Ministry which just isn’t

equipped or trained to address issues of special education and needs.

The taboo attached to special needs students needs to be eliminated, and they must be

included in the main stream as well

Accessibility issues need to be addressed campus wide e.g. wheelchair friendly campuses, books

and other learning materials, as well as computer programs/software so they have access to the

same information

A greater budget and more scholarships for special education students

Introduction of a student exchange and teacher exchange programs so there is more

communication and knowledge exchange


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Madrassa Education

The NEP 2009 acknowledges that Deeni Madrassas form a component of the private sector, and that

this parallel system consists of a curriculum that lies outside the mainstream. The discussions in KP

focused on how madrassas can be mainstreamed and monitored.

The following recommendations were gathered:

All madrassas must be registered with the government

Independent, third party monitoring systems must be introduced to ensure students aren’t

being taken advantage of

Core curriculum should be similar to that of regular schools. Along with Quranic lessons,

madrassas must also have other subjects such as science, mathematics and so on

There must also be a strict hiring process for madrassa teachers. They must also be trained and

certified

Madrassa teacher should get a salary like all other public schools

Comparative religious studies should also be introduced – so students learn about other

religions and realize the peace is a common lesson amongst all religions

Set a job quota for madrassa students as well. It will act as an incentive and help mainstream

The government should provide monetary support to madrassas. This will help with monitoring

madrassas as well

External sources of funding should be strictly monitored and be made as transparent as possible

Article 20 (a) Freedom to profess religion and to manage religious institutions. Subject to law, public order and morality:- a) Every citizen shall have the right to profess, practice and propagate his religion Article 22 (1) No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such institution, ceremony or worship relates to a religion other than his own.

Governance and Financing of Education

In a draft of the Education Sector Plan 2016-2020, the KP government identifies weakness in data and

information management, budgeting and financial management, limited capacity for service delivery

across departments, politicization of employees and the geography of the province as the five main

barriers in the education sector.

SDG Goal 4 Target 4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable

development, including, among others, through education for sustainable development and sustainable

lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global


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citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable

development

Participants, including students, teachers, members of the civil society, and government officials present

at the consultation sessions presented the following recommendations:

The education system must be uniform across Pakistan

Setting up one board across the province to ensure the same standards all over

Focus on merit based selection of teachers

Financial autonomy to be given to sub-sectors to eliminate time lags and red tapes

Students must be made to participate in civic activities so as to make them more socially

responsible

A need to introduce basic law classes at all levels with the aim of ensuring that students are

aware of their basic rights

List 1: List of Participants from Mardan and Peshawar

National Education Policy 2016

Consultation Session KP Chapter: Mardan

Sr. No Name Organization/Institution Designation

1 ShahistaYousaf GGHS GhalaDher Head Mistress

2 ShafqatBibi GGHS MohoDheri Head Mistress

3 Yasmin Ali GGHS LabourCollege Head Mistress

4 ShafgatAra GGPS Nalapar Head Mistress

5 ShaheenAkhtar GGPS Eidgah Head Mistress

6 Sikandar MRDO Program Manager

7 Roohul Amin Part Org Survey Incharge

8 Q. Hafiz M. IsrailSabir GHS SharqiHitoMardan Educationist

9 AdhulWajd Part Org Survey Incharge

10 Shan Zeb District Coordinator SHED District Coordinator

11 Hazrat Ali KhpalKore Org Mardan ED

12 Fathar Ali Khan KP TVETA GTVCC(B) Mardan Principal

13 Mir Alam Said E&SE Dept Principal

14 NaeemaNori GGMS Eidgah Head Mistress


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15 Sheraz Begum GGHS Sherdil Khan Killi Head Mistress

16 Abdullah Shah Baghdadi Akhbar-e-Jehan/AAJ Reporter

17 Rafi Ullah KhpalKore Org Mardan Chairman

18 NighatSeema DFO F ASDBO

19 Amir UzairTehilsi PICCS

20 ArsalanHoti Student

21 Urooj Student

22 Huma Student

23 Salma Student

24 UmerFarooq PART Org U/ Chairman

25 Sajjad Ahmad AifAilaan N/C

26 H Zubair Chairman Education Council

27 Fayaz Ahmad Student

28 Kaleemullah Student

29 Mahesh Raj Student

30 Asid Student

31 Saeeda Head Mistress H/M

32 Attaullah Student

33 M. Aimal Student

34 Sami ulHaque AWKUM Student

35 Zeeshan Anwar AWKUM Student

36 Waqas AWKUM Student

37 M. Ibrar AWKUM Student

38 HabibUllah Beg G.S G.S

39 ShaheenKausar GGS G.S

40 AmanatMasih

41 Ashfaq Ahmad AWKUM Student

42 UbaidUllah AWKUM Student

43 Tariq Gems Mardan Student

44 FayyazUl Islam Part Org Chairman

45 Naseem F.P CP

46 SaminaGhani E&SE Dept KP DEOF Mardan

47 Barakat shah K K O Mardan Teacher

48 Rafique Ex SE Mardan Head Teacher

49 Rizwan Ahmad Student

50 Aqeela Tehsil Mumbad

51 Nasreen Tehsil Mumbad

National Education Policy 2016

Consultation Session KP Chapter: Peshawar


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Sr. Name Organization/|Institute Designation

1 AbdurRehaman EYA Student

2 IdreesAzam Elementary and Secondary Education Chief Planning Officer

3 Rehmat Ali IER Peshawar Student

4 Sohail Ahmed IER UOP Student

5 Tania Rehman IER UOP Student (M.Phill)

6 SafaNaz IER UOP Student (M.Phill)

7 Shahid Aziz GHS Police Colony Peshawar Student (M.Phill)

8 Syed Zafar Shah GHS Police Colony Peshawar SST (SL)

9 ArifKhattak Education ASI Executive Director

10 Muhammad Ali ITA Peshawar DCM Nowshera

11 DrShafqat Education Director IER Associate Professor

12 Saeed Khan Khalid Peshawar Education Complex Managing Director

13 ArbabNouman Khan Iqra Education System Managing Director

14 AzharUddin IM sciences Peshawar EYA

15 Syed. M. Hassan Islamia College Peshawar LLB

16 M. UsmanQureshi Govt College of Management M.Ed Student

17 SehrishAbro IER University of Peshawar M.Ed Student

18 Maria Sultana IER University of Peshawar M.Ed Student

19 Khan Javed IER University of Peshawar M.Ed Student

20 Sidra Parvez IER University of Peshawar M.Ed Student

21 Saddam Hussain CRDO HR Assistant

22 Kamran Khan CRDO Program Assistant

23 Habib Nawaz PHD Scholar UOP PHD Scholar

24 Assad Us Samad IER Peshawar M Phill Scholar

25 Sajjad Hassan HOPE, ITA Program Officer

26 Zubair Khan EYA, ITA M Phil Scholar

27 MahboobUl Hassan EYA Chief Organizer

28 FahadGul GCU (D I KHAN) Doctor

29 HaiwadGul AUP Peshawar Doctor

30 Mudassir Hassan Khan Freelancer Engineer

31 NidaAfzal IER B. Ed (hons)

32 KinzaWafa IER B. Ed (hons)

33 AlishbaTauqeer IER B. Ed (hons)

34 Shareba IER B. Ed (hons)

35 Tufail Ahmed IER, UOP B. Ed (hons)

36 Feroze Khan IER, UOP B. Ed (hons)

37 Muhammad Sajid IER, UOP B. Ed (hons)

38 Dr. Amjad Reba IER, UOP Assistant Professor

39 MajidHussain University of Malakand Student


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40 FarhanUlMoazzam University of Peshawar Student

41 AqeelHussainBangash Aaghaaz – The Initiators CEO and Founder

42 EjazSaeed The Peshawar Lyceum Director

43 AmadUlHaq ITA EYA

44 SaadHabib University of Peshawar Student

Table 1: Number of participants from each district

Sr.No Province District No. of Participants

1 Punjab Lahore 88

2 Bahawalpur 84

3 Rawalpindi- University 73

4 Lahore- University 53

5 Sindh Hyderabad 45

6 Mithi 46

7 Sukkur 60

8 ICT Islamabad 28

9 Islamabad-University 67

10 Baluchistan Quetta 50

11 Lasbela 62

12 KP Peshawar 44

13 Mardan- University 51

14 AJK Muzaffarabad 55

Annex A: Guidelines for Breakout Session and Discussions

National Education Policy 2016 Consultative Meetings

Guidelines for Breakout Sessions/ Group Work (All by sub-sectors and governance/financing)

What are the gaps and challenges in Quality/Access/Governance?

Which Policy Actions from NEP 2009 remain unaddressed? What was left out in NEP 2009?

Where does the sector fit in given provisions of provincial legislation under 25-A?

What is reported, and what must be the official age group for each sub-sector to be reported in

indicators? (25 A/ NEP 2009/SDG No. 4)

Issues of Quality and learning in the sub-sector:

o Teacher adequacy in sector/recruitment systems(lack of head teachers primary/elementary

levels)

o Teacher Education (pre-service)and training systems(in-service);

o Assessment systems /Boards: reliability; regularity, access & end use to improve learning

o Textbooks: relevance, diversity, alignment to National Curriculum/new versions SLOs etc.


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o Integration of Inclusive education; Life Skills Based Education (LSBE); Climate Change;

Environment. Child & Human Rights; Protection; Tolerance/peace; heritage;

demographics/population.

o Role of and space for supplementary materials in the ‘official teaching time’

o Role of, and support to technology enabled learning solutions and innovations

Issues of access across each thematic area? (public sector and private sector share)

o Provincial Sector Plans to address access/gender, geography, class to reach unreached;

o Role of private sector on its own resources/support through the education foundation

o Facilities and norms in schools e.g. Number of rooms by level; need for inclusive spaces;

library/resource room; ECE rooms; kitchen/store in low lying areas near rivers where emergency

shelters are needed. Etc.

Governance :

o How can we activate school councils; ensure participation of students (grade 5 onwards);

capability to spend large funds e.g. Non-Salary budgets (NSBs) fact sheet on NSB? How to ensure

capacity for community engagement both VOICE & timely actions?

o Official role and scope of public private partnerships in public sector administrative and financing

systems

o What are some ways of promoting Information and Communication Technologies (ICTs) in

education – learning, monitoring and accountability?

o Child/youth Protection/Life Skills: Importance of Life-Skills based education(LSBE) how can we

ensure these in teacher education/training and in schools equipping students/ SCs with essential

LSBE?: Emergencies, preparedness systems & budgets mainstreamed.

Financing: Is the financing adequate for the sub-sector? Releases are on time? What are some

innovative ways to tap resources for enhancing financing of education?

Recommendations and way forward

Annex B: Template for group discussions and recommendations

Recommendation from Group Discussion:

For each group select a Chair (moderating/time management/reference to key docs); a Note Taker

&agree on who will read the recommendations from this group. Each group should have access to

reference documents. Please take 10 minutes to review documents in your folders.

Note: Please reference any additional documents used (internet sources/journals/books/news articles

etc.)

Group Title:

Name of Group Chair/Moderator:

Name of Presenter:

Name of Note taker:


18

Group Members:

Please provide objectives of the sub-sector assigned:

Target goals to be achieved (e.g. increase enrollment by x% by December 2016):

Target audience and Key stakeholders:

RECOMMENDATIONS AND WAY FORWARD:

Annex B