Access and Participation
11.1. APPROACH TO REFORM ACCESS AND PARTICIPATION 11.2. THEORY OF CHANGE: ACCESS AND PARTICIPATION 11.3. FORMAL EDUCATION 11.4. NON-FORMAL EDUCATION 11.5. SYSTEM-LEVEL CAPACITY FOR NFE/ ALP PROGRAMS 11.6. EXPANSION OF OPPORTUNITIES FOR NFE /ALP PROGRAMS 11.7. QUALITY AND RELEVANCE OF NFE/ALP PROGRAMS 11.8. APPROACH TO SCHOOLING IN COVID 19 11.9. PROGRAM MATRIX - ACCESS AND PARTICIPATION 11.10. Implementation MATRIX 11.11. Result MATRIX
11. Access and Participation
Balochistan has low participation of children in school education. The situation can be broken down into four critical dimensions: overall challenges of access in terms of schooling options available, wide gender gaps within an overall low participation situation, dropouts from existing schools and the resultant large number of out of school children. Causes of these problems lie in gaps on the supply side as well as, barriers on the demand side. Evidence from past data and consultations in the field reveal that supply-side gaps have been downplayed.. They have a bigger impact than perceived. Demand-side barriers include poverty and attitudes towards schooling, especially, for females. However, an accurate assessment of these barriers and the ensuing strategies to overcome them still require deeper research.
The recent COVID 19 threat has stopped schooling and threatens a breach in the entire schooling process. This has also been addressed in the Sector Plan to the extent current information allows, and the limitations of distant learning in Balochistan.
Approach to Reform Access and Participation
11.1. Approach to Reform Access and Participation
Issues of access and participation cannot be cleanly split off from the quality of learning, teaching practices in school and governance. These have already been discussed in the respective chapters. While recognising these causes, additional access and participation issues have been addressed from both supply and demand-side perspective in this chapter. The approach has three dimensions: firstly, addressing causes, other than those in the domain of learning and governance, that lead to children either not join school or dropout. Secondly, options to get out of school children back into school through non-formal basis education (NFBE) a subset of NFE/ALP53. Thirdly, address adult literacy as it has, among other benefits, a positive correlation with children’s performance in schools and continuity.
Box 11-1 Dropouts Challenge
There are an estimated 65% school-age children who are not in schools. A major contribution is of dropouts. Overall 59% children; 61% males and 56% females, dropout of school by end of primary grades. Further children are lost to schools in the transition from primary to middle: 29% males and 31% females. From middle to secondary, another 17% male and 22% females leave schooling. That is why by secondary level NER drops to 15% (Male 19%; female 9%). There are a number of reasons for these dropouts.
|
|
Female |
Male |
Total |
|
Dropout rate- Primary level |
56% |
61% |
59% |
|
Transition rate from primary to middle |
69% |
71% |
70% |
|
Transition rate from middle to secondary |
78% |
83% |
81% |
|
NER Secondary |
9% |
19% |
15% |
|
Source:
Pakistan Education Statistics 2016-17: |
|||
Not all of these are known and would require a more comprehensive research of the demand-side factors to reach a definite set of causes. Even some of the issues within the school that force dropouts require more research. Dropouts are caused by poor learning, low supply of schools beyond primary, poor planning and an internal school environment where bullying and corporal punishment are rampant. These issues have been discussed at different relevant chapters of the Plan.
53 The term non-formal education NFE/ALP has been used in BESP as a combination of non-formal basic education and adult literacy. Non-formal basic education covers both primary and post-primary courses up to secondary levels.
Causes for children being out of school have been packaged as supply and demand-side issues of access and participation. The supply-side argument has been premised on the fact that increase in schooling opportunities in the past years have been accompanied by a rise in enrolment for both boys and girls.
The more evident demand-side factors have been addressed with the recognition that there is need for more research on the causes.
On the supply-side, this Plan accepts that the challenge of low population density needs to have a specialised approach. The standard formula of ‘feasibility’ cannot be applied. Under the present criterion population within a certain radius provides the basis for the construction of a school; this means that smaller population pockets are excluded. There is, therefore, a need to be innovative. The strategies provide space for such innovation and local solutions.
Lower female participation in schooling is recognised as a critical subset of the problem. The Plan targets enhanced gender parity in access and participation. There are specific demand-side factors that affect continued female education negatively, which need to be addressed. These shortcomings on issues such as mobility of the female menstrual hygiene management have been identified as a hindrance to regular attendance and require specific strategies.
Table 11-1 Gender Parity Index as per GER for 2016-17
|
Gender Parity Index as per GER |
|
|
|
GPI |
|
Primary |
0.61 |
|
Middle |
0.62 |
|
Secondary |
0.55 |
|
Source: Pakistan
Education Statistics 2016-17 |
|
As there are differences in outcomes across districts, BESP prioritises those with weaker indicators for overall participation, gender gaps and adult literacy.
Response to the current challenge of continued schooling under the COVID 19 threat has also been included. Flexibility in approaches will be needed, depending on the degree of risk in a given district and options of distant learning based on available networks that include internet, television and radio.
The overall goal of access and participation is as follow: ‘Increase in access and participation to formal and non-formal educational opportunities for school-age children, especially girls, and improvement in adult literacy.’
Theory of Change: Access and Participation
11.2. Theory of Change: Access and Participation
A very high percentage of children are out of school due to both limitations in access as well as dropouts. Within this large problem of out of school children, girls are even worse off. The disparities are wide. The approach is to increase schooling opportunities, along with better utilisation of existing ones and provide second opportunities to children who have dropped out through non-formal schooling. The sub-goals targeted to cover the above through various strategies with specific interventions to reduce the gender gap.
Figure 11-1 Theory of Change for Access and Participation
|
PROBLEMS |
SUB GOALS |
PROGRAMS GOAL |
SECTOR PLAN OBJECTIVE |
GLOBAL, NATIONAL AND
PROVINCIAL COMMITMENTS |
|
Highest
percentage of (65% children between the ages of 5 and 16) out of
school children particularly girls, widest gender gaps and large areas
without schools |
Improve the availability of
schools, infrastructure, facilities, environment, and human resources to
enhance school access, enrolment/participation and attendance, especially for girls |
Increase in
access and participation to formal and non- formal educational opportunities
for school-age children, especially girls, and improvement in adult literacy |
Increased schooling opportunities and utilisation while targeting
enhanced gender parity and strengthened non-formal education sector to
complement the efforts for reduction of out of school children |
Global Commitments Sustainable Development Goals SDG4 -‘Ensure
inclusive and equitable quality education and promote lifelong learning
opportunities for all’ SDG5- Achieve gender equality and empower all women and girls. SDG8- Promote sustained, inclusive and sustainable economic growth,
full and productive employment and decent work for all. National Commitments Articles 25 A and 37b of the Constitution "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.” Provincial Commitments Balochistan
Compulsory Education Act 2014 - providing a detailed legal framework for
implementation of Article 25A |
|
Reduce demand side barriers to school access, participation and
retention, especially continued female education beyond primary and middle |
||||
|
Enhance system level capacity for management and strengthening of NFE
programs |
||||
|
Enhanced access and participation in NFE / ALP Program |
||||
|
Improve quality and relevance of NFE programs |
Formal Education
11.3. Formal Education
Formal education has been treated as education imparted in schools that cater to the needs of children admitted at the right age. These schools include those managed by the Secondary Education Department (SED), those run by other public sector entities, privately owned and managed schools and madrassas (religious schools) registered with SED. These schools have regular, but not uniform, curricula and textbooks.
Challenges of Expansion
11.3.1. Challenges of Expansion:
There is a general dearth of adequate schooling opportunities for both girls and boys in Balochistan. As discussed earlier, the biggest challenge in the province is the low population density combined with a weak communication infrastructure.
Limitation of standard feasibility formula of school establishment: The standard formula of school establishment used in other provinces is not possible to follow in Balochistan due to low population density. Given the variation in local conditions, the Plan does not prescribe any single model. It emphasizes the need to look for solutions suited to the local needs within the given resources. The following districts with per square kilometer population of less than 30 cannot have routine solutions: Kalat, Musakhel, Kohlu, Killa Saifullah, Sibi, Zhob, Khuzdar, Gwadar, Panjgoor, Kharan, Chaghi, Awaran, Washuk, Duki and Surab.
High cost of expansion: An additional factor in the expansion will be costs. Chapter 15 (Costing and Impact) shows the very high per capita cost of the current approach. To cut costs, some percentage of public-private partnership will be considered, depending on possibilities, to expand schooling options at a lower cost. Multiple schooling options at all levels will be required.
Inter-district disparities: There are vast differentials in enrolment and net enrolment rates across districts. The lowest NER primary (age 6-10) is for district Dera Bugti at 28% and highest for district Gwadar at 82%54. There are at least 13 districts with NER primary lower than 50%. These will be the first set to be focused for improvement in opportunities for schooling.
Weak Community Participation: Parent Teacher School Management Committees (PTSMCs) has been mixed at best. In most places, they remain dormant. Their performance is indicative of the general disinterest and non-involvement of communities in schools and schooling. One of the problems is of overage admissions that leads to early dropouts. This again is primarily a situation of lack of community awareness.
Sub-goal of expansion of educational opportunities is to ‘Improve the availability of schools, infrastructure, facilities, environment, and human resources to enhance school access, enrolment/participation and attendance.’
Strategies for Expansion of Educational Opportunities
11.3.2. Strategies for Expansion of Educational Opportunities:
1. Need-based options will be assessed and used to increase formal education opportunities for all children of primary age
Based on this strategy, SED will consider the diversity across districts, especially, for those with low population densities. Multiple options will be employed based on local needs. The 15 districts with the lowest Net Enrolment Rates for primary NER will be prioritised.
2. Need-based options will be assessed and used to increase formal education opportunities for all children of post-primary age
The same principle will apply as in the case of the previous strategy on the expansion of opportunities at primary level.
3. Communities will be engaged in enrolment drives to increase admissions in current schools
To improve the efficiency of existing schools, enrolment drives will be conducted to get more admissions and also PTSMCs will be engaged to assist in better retention.
Challenges of girls participation
11.3.3. Challenges of girls’ participation:
Supply-side barriers: The disadvantage of opportunities for girls needs to be eliminated over time. It will require responses on the supply and the demand side. The latter is addressed separately in the next section. This section reviews some of the supply-side factors that impact female participation. These are:
I. Limited school spaces: Female primary schools are only 31% of the total, middle 43% and secondary 36% of the total schools run by the Secondary Education Department. This gap needs to be reduced. At the primary level, it is possible to consider gender-
54 PSLM 2014-15
free schools as long as there are female teachers. This will, at the primary level, expand options for girls without a major increase in investments. In fact, for girls’ school places continue to contract beyond primary as for 3,824 primary schools, there are 647 middle, 403 secondary and 50 higher secondary schools in Balochistan55.
II. Mobility and safety issue: Safety issues differ for girls as compared to boys as they commute to and from school. The former also have more compulsions of free mobility due to local sensibilities. This means that in many situations where boys can commute to school on foot, girls cannot. Finding solutions for mobility will help reduce female participation issues.
III. MHM and School Attendance: During fieldwork for sector analysis headteachers and teachers informed that many girls, enrolled in schools, miss substantial school days due to MHM issues. They have no awareness. To improve the attendance for adolescent girls, MHM related interventions have also been considered along with the encouragement of sports for girls.
Lack of female managers at senior positions: There are hardly any females at senior decision making positions in the education department. Most female managers work against positions specified for females like District Officer Education (female) and headteachers of girls’ schools. They have very little, if any, presence in senior management and decision making. This, intuitively, means lower recognition of issues of girls. This has been elaborated in the chapter on “Governance and Management” and specific strategies included.
Inter-district disparities: There are disparities in female enrolment across districts. When viewing gross enrolment rates for districts, the ten weakest ones are Jhal Magsi, Jaffarabad, Nasirabad, Khuzdar, Killa Abdullah, Awarean, Killa Saifullah, Chaghi, Washuk and Dera Bugti in descending order. All of these also have the lowest female GERs and gender parity indices.
Sub-goal of increased girls’ participation is to ‘Improve the availability of schools, infrastructure, facilities, environment, and human resources to enhance school access, enrolment/ participation and attendance for girls.’
Strategies for Increased Girls Participation
11.3.4. Strategies for Increased Girls’ Participation:
1. Districts with high gender disparity will be prioritised for girls-focused enrolment strategies
Through this strategy, more specific interventions will be devised and implemented through a prioritisation process for districts with the widest disparities. While the subsequent strategies will be applied to all districts, the prioritised districts will be targeted first.
2. All Primary schools will be converted to genderfree schools, to the extent possible, to increase female enrolment at the primary level
The strategy has been built under the assumption that at primary level parents will send their daughters to schools with boys also enrolled, as long as the teacher is a female. The term “to the extent possible” has been based on experiences in the past. There are middle and secondary schools with primary sections. In the case of boys’ middle and secondary schools, it has not been possible to either recruit or post female teachers because of social sensitivities involved. Also, conversion of boys’ primary schools into gender-free schools will require
55 Balochistan Education Management Information System BEMIS 2018-19
relocation of existing teachers to other institutions, and it will require time to make these adjustments.
3. Awareness on Menstrual Hygiene Management (MHM) for adolescent girls will be improved through different measures and wash facilities will be prioritised for girls schools
Menstrual Hygiene Management is extremely important for regular attendance in schools by adolescent and young girls. A whole set of activities, beginning with teacher and student awareness, will be designed, implemented and monitored. Additionally, kits will be provided. Wash facilities, where deficient, will be prioritised in the female middle and secondary schools.
4. Local solutions for the provision of transport for girls at middle and secondary levels will be assessed and implemented
Provision of transport facility will positively impact access and participation of girls. This was the general consensus during consultations for Education Sector Analysis. Local solutions based on the situation will be explored and implemented.
5. Sports program for girls at school level will be introduced
While there are no sports encouraged in schools in general, the situation in the case of girls is even worse. Sports is expected to develop an interest for girls to attend school more regularly in addition to improve general wellbeing. This will be introduced step by step based on local resources and eventual built up.
Demand Side Challenges overall
11.3.5. Demand Side Challenges overall
In poor communities with weak socio-economic indicators, there are bound to be demand-side barriers to schooling. However, community behaviour issues on the demand side of education are poorly researched. The first recommendation of the Plan is to research demand-side issues in more detail to develop more relevant policy options for improved access and participation of children in school. Irrespective of the research, two demand-side factors are already apparent as per the field consultations conducted in the Education Sector Analysis:
Limited knowledge of demand-side factors: There is a general perception of ‘cultural’ barriers to education-especially-for females. This general comment does not suffice for two main reasons. Firstly, the record shows that increased schooling opportunities for females have led to a commensurate increase in the participation of girls. Secondly, there is no standard ‘culture’ or attitude. It varies across tribes, districts, within cities and probably between rural and urban areas. There has been no research on the ‘exact’ demand-side issues at the local level. Without such detailed research and evidence, standard strategies cannot be developed.
Poverty: Poverty also functions as a critical factor in either non-enrollment or discontinuation of schooling. The opportunity cost, especially, as children mover beyond primary age, also leads to dropouts.
Overage Admissions: While exact data could not be obtained, there was enough anecdotal evidence in the field to conclude that many children are admitted at a higher age. This means, given the poverty factor above, they dropout early spending even lesser years in schools than for their younger peers.
Early Female marriage and discontinuation of education: There was one demand-side issue that came to fore in all cases. In all secondary schools visited in the sector analysis teachers, and students mentioned early marriages as a factor in female dropouts, especially, beyond primary. This discontinuation has a number of implications, including the failure to have enough qualified females to become teachers. According to a study, the percentage of girls getting married younger than 18 in Balochistan is 63%: second highest in Pakistan after rural Sindh (72%). In Balochistan, approximately 6 out of every 10 girls and 2 out of every 10 boys are married before the age of 1856.
Sub-goal to address demand-side factors is to ‘Reduce demand-side barriers to school access, participation and retention especially continued female education beyond primary and middle.’
Strategies for Addressing Demand Side Factors
11.3.6. Strategies for Addressing Demand Side Factors:
1. Research will be conducted into demand-side barriers to access and participation
Consultations in the districts indicated some demand-side factors that impede either admission to schools or continued education. There are, apparently, different reasons for girls and boys. A research will be conducted to identify the causes in detail to have better-informed strategies. These studies will again have to be conducted regionally, as causes will vary across communities.
2. Awareness sessions will be conducted in schools on existing scholarship schemes
A number of scholarship options are available, including those provided by the Federal government. While these scholarships are a very small percentage of the total enrolment increased awareness of the programs and those who avail them is expected to function as an incentive for other students. They are expected to have a positive demonstration effect. These will be undertaken
3. Meal program at school level, customized as per local conditions, will be introduced
Provision of a meal is expected to improve attendance and enrolment in the poorest areas. It is also expected to enhance the ability of the learner to focus in the classroom. Local initiatives and solutions will be promoted to introduce school meal programs. A school meal is expected to act as an incentive for the poorest families. While the international experiences have had a mixed result, there are indications that this strategy could have more success in Balochistan due to local conditions of poverty.
4. Awareness will be enhanced on the importance of continued female education through community engagement and curriculum/textbooks
This will be targeted differently for each area dependent on the key local issues. Parent Teacher School Management Committees (PTSMCs) will be employed to support the awareness process.
5. Community will be engaged to increase intake at the right age in early childhood education programs/grade 1
The net intake rate at primary or ECE level (as the case may be) is low. Communities will be included in awareness campaigns to ensure admission at the right age. There is a positive correlation between late admissions and early dropouts.
Non-Formal Education
11.4. Non-Formal Education
Given the high percentage of out of school children (and low adult literacy business) as usual in the form of expansion of formal schooling alone will not work. Non-Formal Education
56 Child Marriage and Its Impact on Maternal and Child Health in Pakistan 2015, Muazzam Nasrullah M.D., M.P.H.
(NFE) will be revived to meet the challenge of reaching children who have missed out on education. In the last two years, there have been improvements, but more will be done to have a robust NFE sector.
Non-Formal Education includes programs run for school age children who have either missed out schools or have dropped out. This component of the program is known as Non-Formal Basic Education or NFBE. These programs will fast track curriculum coverage, to mainstream children into formal schools wherever it is possible. The other part of NFE is adult literacy. As there is an overlap of problems and issues the term NFE has been used in most of the remaining chapter, except, where specific mention of adult literacy was required.
System-Level Capacity for NFE/ ALP Programs
11.5. System-Level Capacity for NFE/ ALP Programs
11.5.1. Challenges of Capacity:
The following challenges were identified in the Education Sector Analysis with reference to the capacity of Non-Formal Education:
Limited capacities in NFE sector: Capacity in NFE covers both the situation within the government and outside. There is a need for more professionals with a comprehension of the complex and specialised requirements of the sector.
At the government level, Non-Formal Education is managed by the Directorate of Literacy and Non-Formal Education (DLNFE). The Department of Social Welfare manages the Directorate of Special Education, Literacy and Non-Formal Education along with Human Rights in the province. The Directorate has recently seen some expansion of its presence at the district level and has increased its capacity57, from the past much more still needs to be developed.
Non-institutionalisation of functions: The second gap in the government’s capacity to deliver NFE has been the non- institutionalisation of the function in the organisations responsible for different quality products: the BOC&EC, BTBB, PITE and BAEC. Recently, BOC&EC has supported the development of NFE curriculum, and BAEC assisted in the conduct of assessments. These are temporary one-off efforts and require institutionalisation, followed up by building up of requisite capacity in these organisations.
Lack of coordination: Finally, the matter of coordination. Children enrolled in NFBE programs have three possible outcomes: mainstreamed into regular schools, enrolment in a continuing education program like Technical and Vocational Education and Training (TVET) and employment. All three require some degree of coordination between the NFE programs (the Directorate of Literacy and Non-Formal Education (DLNFE) and other organisations. These include the Secondary Education Department (SED) and Balochistan Technical Education and Vocational Training Authority (BTEVTA). These linkages are currently weak. The Plan proposes the formalisation of this coordination to ensure optimal results from NFE work. These include data sharing to track mainstreaming, certification for both re-entry into school or Technical and Vocational Education and Training (TVET) organisation and a feedback loop into quality of NFE and any other that is identified during implementation.
Sub-goal of system-level capacity for NFE is to ‘Enhance system-level capacity for management and strengthening of NFE programs.’
57 During the past couple of years, the Directorate has expanded a lot and around 67 new positions have been added to the system.
trategies for System Level Capacity for NFE/ ALP Programs
11.5.2. Strategies for System Level Capacity for NFE/ ALP Programs:
1. Capacity of the Directorate of Literacy and Non-Formal Education (DLNFE) will be strengthened to manage Non-Formal Education (NFE) programs efficiently
There will be an overall evaluation of the Directorate, keeping in view the requirements in the coming years and preparation of a capacity development plan and its implementation. The mode of implementation will be public-private partnerships through local or other non-government organisations, and the Directorate’ capacity will be assessed and developed accordingly.
2. Status and placement of DLNFE will be reviewed and analysed
Placement of Directorate of Literacy and Non-Formal Education (DLNFE) has been an issue of discussion. For practical reasons, there is a case to review its status for being part of the Secondary Education Department (SED). However, there are pros and cons to the decision that will be deliberated in greater detail to reach a decision.
3. Formal coordination functions will be established between DLNFE and Secondary Education Department
Formal coordination mechanisms will be developed with the Secondary Education Department to track children being mainstreamed through NFBE courses. Secondly, courses of NFBE certified through the established and mutually agreed accreditation processes, will be recognised by SED. The coordination mechanism will be documented and structured.
4. Capacity for development and review of NFE Programs/ products will be developed in formal quality organisations of Secondary Education Department
In the past project-based NFBE programs learning material used to be developed by the projects, without any involvement of the quality organisations of the SED. Resultantly, the organisations never developed any capacity in this area. This capacity is necessary for a sustained integration of NFBE with the formal education system.
5. Capacity of PITE will be developed to train NFE and ALP teachers
Finding teachers trained in NFE will not be easy, given the large number of out of school children and illiterate adults to be reached. Training will be anchored in the Provincial Institute of Teacher Education (PITE) to institutionalise the process which has so far been random. For this PITE will develop specialised capacity.
6. Strengthen the Accreditation system to help in quality assurance and enhancement of NFE programs will be strengthened and capacity will be developed for managing NFE programs by the non-government and private sectors
The process for accreditation of organisations responsible for service delivery in non-formal education will be strengthened to ensure only organisations with, at least, capacities based on minimum standards are included. The system will also develop the capacity to manage it.
7. Formal coordination functions will be established among BTEVTA, NAVTTC and other TVET/ skill providers to integrate skills with NFE / ALP graduates adult literacy programs
Graduates of adult literacy and Non-Formal Basic Education (NFBE) programs need skills development. While in the case of adult literacy relevance of courses to earning is extremely important, participants of non-formal basis education who cross the age of mainstreaming
into school also place a higher premium on employment opportunities. Continuation into technical and vocational courses through recognition of the certification or provision of certification by the relevant authorities to skill-based Non-Formal Education (NFE) programs are important. This requires coordination and again a documented and structured coordination mechanism to ensure a sustained approach.
8. Advocacy campaign will be designed and launched to elevate the importance of NFE in the province
Non-Formal Education (NFE) has been on the margins of education service delivery despite high levels of illiteracy and a large number of out of school children. Unless the policy and decision-makers recognise the importance of Non-Formal Education (NFE), not much can be achieved. This will be elevated through a targeted advocacy campaign.
Expansion of Opportunities for NFE /ALP Programs
11.6. Expansion of Opportunities for NFE /ALP Programs
11.6.1. Challenges of Expansion:
The following challenges were identified in the Education Sector Analysis with reference to the expansion of Non-Formal education:
A missing link in Non-Formal Basic Education (NFBE) in Pakistan as a whole has been very limited opportunities at the post-primary level. A high number of children drop out by the end of primary. They normally do not have opportunities to return as most Non-Formal Basic Education (NFBE) programs are designed for primary level with expectations of mainstreaming at the middle level.
Limited options of NFE: Expansion of Non-Formal Education (NFE) programs has not been through some systematic planning. Also, there is a much lower political interest in the establishment of Non-Formal Education (NFE) centers. These have traditionally been project supported. The largest programs are run by the Federal government. There is inadequate availability of options given the scale of out of school children and limited adult literacy, especially, those of rural females.
Issues of eligibility and age requirement for NFE: Non-Formal Basic Education (NFBE) programs essentially target children of ages 9 and above. In practice, children of lower age are often seen in these centers. This is counterproductive to the purpose of establishing these centres.
Lack of Community participation for enhanced participation in NFE programs: Community participation has been a challenge in all forms of education. In Non-Formal Education (NFE) it has been non-existent. A successful Non-Formal Education (NFE) programme, both Non-Formal Basic Education (NFBE) and adult literacy, is not possible without effective community support in mobilisation of learners and awareness. This is even more true for adult literacy programs.
Limited post-primary opportunities: Most Non-Formal Education (NFE) or Non-Formal Basic Education (NFBE) programs have been for primary level courses. Children who drop out after completion of primary have very few, if any options, of being mainstreamed. NFBE has to cover this level also.
Challenge of excluded females: Share of females is greater in out of school children and illiterate adults. This will require specialised strategy options.
Inter-district disparities: There are disparities across districts in literacy rates58. The following districts have female literacy in single digits: Sheerani, Killah Saifullah, Washuk, Nasirabad, Chaghi, Harnai, Kohlu, Jhal Magsi, Dera Bugti, Killa Abdullah and Barkhan.
To meet the above challenges, the following sub-goal has been marked for this section: ‘Enhanced access and participation in NFE / ALP Programs.’
Strategies for Expansion of Opportunities for NFE /ALP Programs
11.6.2. Strategies for Expansion of Opportunities for NFE /ALP Programs:
1. Capacity of NFE /ALP programs will be increased to accommodate diverse and excluded segments of out-of-school children
There are very limited options of Non-Formal Education (NFE) available in the province. There has been no systematic analysis of need, especially at the district level and below. Resultantly there has been no systematic, need-based, expansion program. Again similar to formal education, local solutions will be explored and implemented.
2. Measures will be introduced to target participation of the right age of 9 and above, to the extent possible, in NFBE classes
Children below 9 years of age will be accommodated in formal schools unless there are no alternatives. This is again, an area where coordination is required between Non-Formal Basic Education (NFBE) and formal schools. Non-Formal Education (NFE) programs will not include children who can be provided with options in formal schools.
3. Community involvement in NFE programs will be facilitated
The potential of the community to support enrolment and expansion of Non-Formal Education (NFE) programs has been poorly explored59. Communities will be engaged to support in helping mobilise enrolments in these programs and beyond.
4. Opportunities for post primary NFE & skill programs will be expanded
With very rare exceptions Non-Formal Basic Education (NFBE) programs in Pakistan have been for primary levels only. Post-primary Non-Formal Basic Education (NFBE) programs have never been seriously pursued. In view of the requirements of Balochistan Compulsory Education Act 2014, the target age group is 5 to 16. This means children who dropout after primary also need to be brought back to education. Therefore post-primary Non-Formal Education (NFE) and skill programs will be expanded the most.
5. Females participation in NFE will be enhanced through specialised targeting strategies
Female participation in Non-Formal Education (NFE) will be ensured through setting specific targets in each district and engagement of community to increase enrolment.
58 District wise break up of out of school children is not available so strategies for these cannot be developed at this point of time. 59 There have been community-based NFBE programs but these did not mobilise communities for enrolment and larger support. These utilised resources in communities to run centres.
6. Recruitment of female teachers for NFE programs will be prioritised with at least 60% of the total being the target
Given that more females have lower literacy rates and a higher percentage of out of school children, more female teachers will need to be recruited for Non-Formal Education (NFE) programs to redress the balance.
7. Districts with low literacy rates will be prioritised for adult literacy programs
Ten districts with lower literacy rates will be prioritised for investment. Within these, those with lowest female literacy rates will be targeted first.
Quality and Relevance of NFE/ALP Programs
11.7. Quality and Relevance of NFE/ALP Programs
Quality of Non-Formal Education (NFE) programs has never been formally assessed, but feedback from stakeholders and key informants carefully raise questions on the quality of Non-Formal Education (NFE) programs. Quality of teachers, material, teaching-learning process and assessments, all, need review and improvements. Similar to formal education processes a value chain approach to learning also needs to be assessed and improved. The most important feature of Non-Formal Education (NFE) programs, as stated above, is the diversity of learners.
Equally importantly, Non-Formal Education (NFE) programs, for older Non-Formal Basic Education (NFBE) participants and adults, have to help the graduates find better employment opportunities either directly or transiting through a technical-vocational program. Quality and relevance of Non-Formal Education (NFE) programs suffer from following main causes:
Challenges of Quality and Relevance
11.7.1. Challenges of Quality and Relevance:
The following challenges were identified in the Education Sector Analysis with reference to the quality and relevance of Non-formal education:
Limited expertise on NFE/ALP: Non-Formal Education (NFE) delivery is more complicated than formal schooling. Classrooms of multiage (and often multigrade) children require specialised comprehension of the needs. Similarly, adult literacy has its own learning requirements. This expertise lacks in both areas. There is hardly a specialist in andragogy in the province. No pre-service teacher education institution runs programs on Non-Formal Education (NFE), and there is very little, if any, research.
Limited capacity of NFE teachers: In the traditional approach to Non-Formal Education (NFE), teachers are provided by the community. They have, often, lower qualifications than those in the regular schools. This despite a much greater challenge in NFE classrooms. Finding better-qualified teachers for Non-Formal Education (NFE) will be difficult as most teachers want a career but given the diversity and flexibility, these programs will continue to change. Finding a permanent set of expertise is not helpful unless pre-service teacher education begins to produce specialised teachers. In short to medium term, the same approach of finding community teachers will have to be employed.
Limited need-based curriculum for formal education: Most curricula prepared in the past were made in isolation of the requirements on the ground similar to the approach used in formal curriculum development (Learning Design). For Non-Formal Basic Education (NFBE), it is based on the main curriculum; therefore it absorbs most of its limitations. For adult literacy, there is a need for greater diversity based on local requirements. Such diversity and flexibility does not exist in the curriculum.
Weaknesses in learning material: Learning material prepared through external support of JICA has been of a better quality. However, there is a need for continued improvement and similar to the curriculum, it needs adjustment to the local requirements.
Limited standards: Non-Formal Education (NFE) suffers from an even weak set of standards than formal education. Project-based approaches over the years have not allowed a number of processes to be institutionalised.
Weak linkages with job market: Non-Formal Basic Education (NFBE) for older children and adult literacy programs require job-related incentives for the participants. While curricula are being revised linkages with market, remain weak. There is no career counselling for the participants to benefit from the possibilities expanded through their courses.
Sub-goal of quality and relevance of NFE/ALP programs is to ‘Improve quality and relevance of NFE programs.’
Strategies for Quality and Relevance of NFE/ALP Programs
11.7.2. Strategies for Quality and Relevance of NFE/ALP Programs:
1. Expertise on NFE / ALP will be developed through pre-service teacher education and advance degrees in education
Pre-service teacher education programs and postgraduate degrees in education will include more research and specialisation for non-formal education, both, specialised issues of NFBE and the requirements of adult literacy, including andragogy.
2. NFE teachers’ professional development program will be developed and implemented to improve the quality of teaching
Finding more qualified teachers for Non-Formal Education (NFE) will always be a challenge. The tradition of finding teachers from the community is, if not the most optimal, the only practical option. However, these teachers will require training for the specialised work they are expected to perform. A professional development program will be developed to this end.
3. Need-based curricula will be developed for Non-Formal Education (NFE) and literacy programs
Non-formal curriculum will need-based, just as curriculum for formal education. While Non-Formal Basic Education (NFBE) curricula are based on the formal curriculum, they need to have the flexibility to accommodate the multiplicity of learners – to the extent possible. In case of adult literacy needs would vary across regions and communities. This will require ongoing research.
4. Relevant and appropriate learning material will be developed as per the learning needs of the target groups
Similar to curriculum learning material will be developed according to the needs of the learner. Again testing, research and continued improvements through learning approach will be followed.
5. Comprehensive standards for inputs, processes and outputs in Non-Formal Education (NFE) service delivery will be developed
Standardisation of inputs, processes and outputs will eventually, in the long run, help develop benchmarks against which improvements in Non-Formal Education (NFE) programs can be assessed and made more effective over time.
6. Non-Formal Education (NFE) assessment and examination system will be developed and implemented
A structured assessment and examination system to ensure standardised learning and the ability to measure will help in improving the quality of teaching and learning Non-Formal Education (NFE) as well as transiting graduates to various paths.
7. Directorate of Literacy and Non-Formal Education (DLNFE) and Balochistan Technical Education Vocational Training Authority (BTEVTA to develop standardised certification of graduates of Non-Formal Education (NFE) for inclusion in regular Technical and Vocational Education and Training (TVET) will be undertaken
Balochistan Technical Education Vocational Training Authority (BTEVTA) will work with the Directorate of Literacy and Non-Formal Education (DLNFE) to develop skill components of the curricula for Non-Formal Basic Education (NFBE) and adult literacy and develop a mechanism for equivalence to get admission into regular Technical and Vocational Education and Training (TVET)program.
8. Career counselling guidelines in NFE centres will be introduced for informed career choices and continuing education
Given the ages of Non-Formal Basic Education (NFBE) students and the importance of linking employment to the learning process, career counselling can play an important role in improving the chances of employment. If successful, the counselling will not only enhance livelihood opportunities but also attract more participants to Non-Formal Education (NFE) programs for both Non-Formal Basic Education (NFBE) and adult literacy.
Approach to Schooling in COVID 19
11.8. Approach to Schooling in COVID 19
The principle applied is to reach the maximum possible numbers with the given constraints. Three media will be used: internet; television and radio. These will be employed as long as risk remains high. As and when the risk reduces in specified areas schooling in the regular fashion may resume but with safety measures built-in with advice of the Department of Health.
Challenge of Schooling under COVID 19
11.8.1. Challenge of Schooling under COVID 19:
With the continuation of the COVID 19 threat schooling, like much else, cannot be ‘business as usual’. Schools have been closed, and regular schooling cannot be expected for as long as a final vaccination solution has not been found and implemented even as some normalcy begins to return with lowering of risks. Most school systems in the world are grappling with the situation and looking at IT-based options. Balochistan, with its low ICT outreach, including mobile and television coverage, has limitations. Options utilised will depend on the situation in a specific district.
The sub-goal is to ‘continue teaching – schooling in the COVID 19 pandemic’.
Strategies for ensuring Schooling under COVID 19
11.8.2. Strategies for ensuring Schooling under COVID 19:
1. Options of video-based lessons will be explored for secondary and higher secondary classes
A number of organisations have video lessons available for secondary and higher secondary classes. SED will explore these and make formal arrangements with the best available to develop a package for secondary and higher secondary students. These will be made available in an organised format online. Additionally, airtime will be purchased from the terrestrial Pakistan Television (PTV) to air these videos.
2. Specialised video-based lessons will be developed for early grades on literacy and numeracy based on revised scheme of studies
These videos will be prepared with the assistance of Pakistan Television using teachers from Quetta and will be made available online and aired on Pakistan Television (PTV).
3. Specialised video-based lessons will be prepared for middle grades based on revised scheme of studies
These videos will be prepared with the assistance of Pakistan Television using teachers from Quetta and will be made available online and aired on Pakistan Television (PTV).
4. Radio Based lessons will be prepared for areas without TV coverage
These programs will be prepared with the assistance of Radio Pakistan using teachers from Quetta and will be aired on radio.
5. Physical schooling options will be reviewed for areas where risk is reduced
Teaching in schools will resume in areas where risk is reduced. This will be undertaken after advise from local health authorities and as per precautions prescribed and used in other parts of the world for social distancing in schools: as per advise of the Department of Health and guidelines of World Health Organisation (WHO). This will include training of students and teachers on measures of social distancing and handwashing and other prescribed guidelines.
A number of organisations have video lessons available for secondary and higher secondary classes. SED will explore these and make formal arrangements with the best available to develop a package for secondary and higher secondary students. These will be made available in an organised format online. Additionally, airtime will be purchased from the terrestrial Pakistan Television (PTV) to air these videos.
Program Matrix - Access and Participation
11.9. Program Matrix - Access and Participation
Table 11-2 Program Matrix - Access and Participation
|
Program 5 -
Access and Participation |
||||
|
Overall Goal: Increase in access and participation to formal and
non-formal educational opportunities for school-age children, especially
girls, and improvement in adult literacy. |
||||
|
Sub-program |
Sub-Goals |
Strategies |
Activities |
Targets |
|
5.1 Expansion of educational opportunities |
5.1. Improve the
availability of schools, infrastructure, facilities, environment, and human
resources to enhance school access, enrolment / participation and attendance |
5.1.1 Use need based
options to increase opportunities for all children of primary age participate
in formal education |
I. Where feasible
construct more primary schools. prepare district- based feasibility plans for
options of expansion of schoolings in 15 districts with lowest NER |
Participation
opportunities for primary age children expanded |
|
II. Prepare proposals for
expansion (combining both processes) using multiple options |
||||
|
III. Develop and implement
a plan phase wise based on agreed proposal |
||||
|
|
5.1.2 Use need based
options to increase opportunities for all children of post primary age to
participate in formal education |
I. Where feasible
construct upgrade schools to middle and secondary levels For remote and low
population density areas prepare district based feasibility plans for options
of expansion of schoolings |
Participation
opportunities for post primary age children expanded |
|
|
II. Prepare proposals for
expansion (combining both processes) using multiple options |
||||
|
III. Develop and implement
a plan phase wise based on agreed proposal |
||||
|
|
|
5.1.3 Communities will be
engaged in enrolment drives to increase admissions in current schools |
I. Design and plan
enrollment drive focusing on community involvement |
Enrollment drives organised to increase
enrollment in schools |
|
II. Engage PTSMCs in the
enrollment drive |
||||
|
|
|
|
II. Organise enrollment
drive in every district and local levels |
|
|
5.2 Increased Girls’ participation |
5.2. Improve the
availability of schools, infrastructure, facilities, environment, and human
resources to enhance school access, enrolment/ participation and attendance
especially for girls |
5.2.1 Prioritise districts
with high gender disparity for girls focused enrolment strategies |
I. Develop targeted
programs for 10 districts with highest gender gaps |
Gender disparity on access
and participation reduced by 50% in high disparity districts |
|
II. Prepare programs for
enhanced enrolment and retention of girls in these districts |
||||
|
III. Ensure these programs
are prioritised in overall access and enrolment plans and targets for
implementation |
||||
|
|
5.2.2 Convert all Primary
schools to gender free schools to the extent possible, to facilitate more
female enrolment at primary level |
I. Identify schools that
can be converted to gender free schools with female teachers only |
Increased female enrolment
in primary schools |
|
|
II. Prepare a plan for
conversion of all identified primary schools to gender free (plan to include
redeployment of male teachers and new recruitments of female teachers) |
||||
|
III. Implement the plan
phase wise |
||||
|
|
|
5.2.3 Enhance awareness on
MHM for adolescent girls and prioritise WASH facilities for girls schools |
I. Survey MHM attitudes
and needs in middle and high female schools |
Enhanced MHM awareness WASH facilities provided in girls schools Reduced absence of female
students |
|
II. Provide kits where
needed |
||||
|
III. Prepare and implement
training plan for teachers and students on MHM in all post primary female
schools. Monitor changes in attitudes on a regular basis |
||||
|
IV. Prioritise provision
of WASH facilities in female middle and secondary schools |
||||
|
|
|
5.2.4 Provide transport
for girls at middle and secondary levels |
I. Research and document
issues of transport for middle and secondary schools |
Girls’ enrollment and
retention improved |
|
|
|
|
II. Explore PPP and other
options for provision of transports (flexible) |
|
|
III. Develop and implement district level transport plans for
girls, on a pilot basis |
||||
|
|
|
5.2.5 Introduce a sports
program for girls at school level |
I. Assess the sports
situation in girls’ schools |
Enhanced participation of
girls in sports in schools |
|
II.
Prepare a plan to enhance opportunities |
||||
|
III. Implement the plan
phase wise |
||||
|
5.3 Addressing demand side barriers to access and participation |
5.3. Reduce demand side barriers to school access,
participation and retention, especially continued female education beyond
primary and middle |
5.3.1 Identify the demand
side barriers to access and participation through research and prepare a plan
to reduce them |
I. Engage a research or
academic institution to research the demand side issues in education –
especially female enrolments and progress. Prepare and implement plan to
address them. |
Demand side barriers to
education, especially, continued female education reduced |
|
II. Based on the research,
implement awareness campaigns to minimise barriers to female education |
||||
|
III. Based on the research
enhance political and societal engagement to help minimise demand side
barriers that affect children’s school
participation |
||||
|
|
|
5.3.2 Conduct regular
awareness sessions in schools on existing scholarship schemes |
I. Document all
scholarship available for children at various level into a single handout |
Number of children
applying for and utilising scholarships increased |
|
II. Hold seminars at
cluster level for awareness of parents and children and distribute handouts
in schools |
||||
|
III. Advertise in radio |
||||
|
|
|
5.3.3 Introduce one meal program at school level, |
I. Develop proposals for
school meal programs based on local needs and solutions at the union |
All children have one meal
in school |
|
|
|
customized as per local conditions |
council level and collate all the proposals at the
district level |
|
|
II. Develop a plan that
accommodates local solutions |
||||
|
III. Based on the plan
provide budgets to clusters for school meal programs |
||||
|
|
|
5.3.4 Enhance awareness on
the importance of continued female education through community engagement and
curriculum/TBs |
I. Prepare awareness
program and material on continued female education |
Awareness on continued female education improved |
|
II. Launch awareness
program in close participation of local community |
||||
|
|
|
5.3.5 Engage communities
to increase in take at the right age in
early childhood programs/ grade 1 |
I. Develop enrolment
targets and plans at the district levels |
Improved net intake rate
at ECE/Primary levels |
|
II. Prepare strategies for community engagement at cluster level to
create awareness on enrolment and right age
enrolment |
||||
|
III. Implement enrolment
drives as per the plan, through the communities, to enroll more children in
early grades |
||||
|
5.4 System level capacity for NFE/ ALP Programs |
5.4. Enhance system level
capacity for management and strengthening of NFE programs |
5.4.1 Review the current capacity of the Directorate of Literacy
and Non-Formal Education to manage NFE programs and strengthen their
implementation including through public private partnerships |
I. Assess capacity needs
of Directorate of Literacy and NFE including district units |
Capacity of Directorate of
Literacy and NFE for implementation enhanced |
|
II. Prepare and implement
a capacity development plan based on the assessment |
||||
|
III. Prepare a plan for
training more personnel in NFE |
||||
|
|
|
5.4.2 Review the DLNFE to
decide its administrative control |
I. Form the committee to
review the feasibility of administrative control issues |
Status of DLNFE decided |
|
II. Implement the recommendations of the committee |
||||
|
|
|
5.4.3 Develop formal
coordination functions with the Department of Secondary Education |
I. Identify areas of
coordination required to be established between the Directorate of Literacy
and NFE and the Department of Secondary Education |
Formal linkages with
Department of Secondary Education institutionalised |
|
II. Form a committee to
formalise the linkages including sharing of data |
||||
|
III.
Notify mandatory coordination wherever applicable |
||||
|
|
|
5.4.4 Develop capacity for
development and review of NFE programs/ products in formal quality
organisations of Department of Secondary Education |
I. Assess capacity needs
of quality organisations (BTBB, BAEC, BOC&EC) for development of NFE
programs and products |
Capacity of quality
organisations to develop NFE
products developed |
|
II. Prepare and implement
a capacity development plan based on the assessment |
||||
|
III. Implement the Plan
phase wise |
||||
|
|
|
5.4.5 Develop capacity of
PITE to train NFE & ALP teachers |
I. Assess capacity needs
of PITE for support to NFE programs |
Capacity of PITE to
support trainings in NFE programs built |
|
II. Prepare and implement
a capacity development plan based on the assessment |
||||
|
III. Sign MoU between NFE
and PITE to conduct trainings |
||||
|
|
|
5.4.6 Develop an
accreditation system that helps in quality assurance and enhancement of NFE
programs and develop capacity for managing NFE programs by the non-government
and private sectors |
I. Develop standards for
deliverers of NFE in the government (NFE centres), non-government and private
sectors |
Accreditation system for
NFE programs implemented |
|
II. Based on the standards
develop an accreditation framework for non- government/ private sector
service providers and monitor standards on an ongoing basis |
||||
|
III. Capacitate the
Directorate of Literacy and NFE to accredit |
||||
|
|
|
|
organisations as per the accreditation framework
and monitor on an ongoing basis |
|
|
|
|
5.4.7 Develop formal
coordination functions with BTEVTA, NAVTTC and other TEVT/ skill providers to
integrate skills with NFE / ALP graduates adult literacy programs |
I. Identify areas of
coordination between the Directorate of Literacy and NFE and BTEVTA, NAVTTC
and other TVET/Skill providers to integrate skill education in NFE/ALP
programs |
Skill education included
in the NFE / ALP graduates adult literacy programs |
|
II. Form a committee to
formalise the linkages including sharing of data |
||||
|
III. Notify mandatory
coordination wherever applicable |
||||
|
|
|
5.4.8 Design and implement
an advocacy campaign to elevate the importance of NFE in the province |
I. Develop a high profile
awareness campaign on NFE for senior policy makers, civil society and media |
Awareness on NFE enhanced |
|
II. Implement the campaign |
||||
|
5.5 Expansion of opportunities for NFE /ALP program |
5.5.Enhanced access and participation in NFE / ALP Program |
5.5.1 Expand the current
capacity of NFE /ALP programs to accommodate diverse and excluded segments of
out-of- school children |
I. Map out of school
children at the local level by collecting extensive demographic data that
helps in supplying relevant NFE/ ALP program |
Number of out of school
children reduced |
|
II. Map the current
ongoing program in NFE /ALP and identify potential areas for expansion
(geographically and program wise |
||||
|
III. Develop and implement
an expansion plan phase wise for the next five years (to target at least 100
percent more participation) |
||||
|
|
|
5.5.2 Ensure participation
in NFBE classes targets the right age of 9 and above (where |
I. Ensure the
accreditation mechanism includes stipulation on limiting children in NFBE at
the age of 9 or above (with exceptions) |
Percentage of NFE centres
with children under 9 years of age reduced |
|
|
|
school is available – and or change strategy for
that child) |
II. Develop a coordination
mechanism with formal schools to transfer children below 9 years of age |
|
|
III. Develop and notify
criteria on age limits for NFE centres |
||||
|
|
|
5.5.3 Mobilise community
for enhanced participation in NFE programs |
I. Develop capacity of the
field officers and implementing institutions in community mobilisation |
Community mobilised for
enhanced participation in NFE programs |
|
II. Develop community
mobilisation plans for enhanced enrolment |
||||
|
III. Implement the plan |
||||
|
|
|
5.5.4 Expand opportunities
for post primary NFE & skill programs |
I. Engage with
non-government and government
organisations to introduce post-primary NFE and skill programs |
Post-primary NFE and skill
programs introduced |
|
|
|
5.5.5 Enhance females
participation in NFE through specialised targeting strategies |
I. Identify target
districts |
Female enrolment in NEF
increased |
|
II.
Design and implement targeted measures in the local context |
||||
|
III. Mobilise community on
female education and NFE opportunities |
||||
|
|
|
5.5.6 Prioritise
recruitment of female teachers for NFE programs with at least 60% of the
total being the target |
I. Assess requirement of
teachers for NFE programs |
Female teachers hired for
NFE programs |
|
II. Prepare recruitment
plan |
||||
|
III. Prioritise
recruitment of female teachers with at least 60% of the total being the
target |
||||
|
|
|
5.5.7 Prioritse districts
with low literacy rates for adult literacy programs |
I. Prioritse districts
with low literacy rates |
Adult
literacy program in prioritised districts
implemented |
|
II. Prepare and implement
adult literacy programs in prioritised districts |
||||
|
5.6 Quality and Relevance of |
5.6. Improve quality and
relevance of NFE programs |
5.6.1 Develop expertise on
NFE / ALP through pre-service teacher |
I. Prepare a plan to
increase specialists in NFE/Andragogy |
Number of specialists in
NFE increased |
|
NFE/ALP Programs |
|
education and advance degrees in education |
II. Engage with
pre-service teacher education institutions and HEC to introduce courses on
NFE and adult literacy programs (Andragogy) for teaching, curriculum and
material development. |
|
|
III. Set up and implement
scholarship program |
||||
|
|
|
5.6.2 Develop and
implement NFE teachers’ professional development program to improve quality
of teaching |
I. Institutionalise and
operationalise in-service training for NFE teachers’ professional development system jointly with PITE
and directorate of Education (Schools) |
Number of teachers trained
in NFE enhanced |
|
II. Develop database of
teachers to be trained each year |
||||
|
III. Develop and implement
the training program |
||||
|
|
|
5.6.3 Ensure NFE and
literacy programs have need based on curricula |
I. Review current
curricula |
Need based curricula of NFE as per local needs developed |
|
II. Improve existing
curricula |
||||
|
III. Develop new curricula
based on research and local needs when required |
||||
|
|
|
5.6.4 Ensure learning
material suits learning needs of the target groups |
I. Review current learning
material |
Relevant learning material
developed |
|
II. Improve the existing
learning material according to learning needs of target groups and relevance to
provincial curriculum |
||||
|
|
|
5.6.5 Develop
comprehensive standards for inputs, processes and outputs in NFE service
delivery |
I. Review standards for
NFE |
Standards for NFE notified |
|
II. Develop revised
standards |
||||
|
III. Notify new standards |
||||
|
|
|
5.6.6 Implement NFE
assessment & examination system |
I. Develop NFE examination
and assessment system with BAEC |
NFE assessment and
examination system implemented |
|
II. Use result of assessment to design relevant
training program |
||||
|
|
|
5.6.7 Directorate of
Literacy and NFE and BTEVTA to develop standardised certification of
graduates of NFE for inclusion in regular TVET will be undertaken |
I. Engage with NAVTCC and
BTEVTA for development of equivalence |
Equivalence system for
continuation into technical and vocation education institutionalised |
|
II. Agree on equivalence
process |
||||
|
III. Notify equivalence
process. |
||||
|
|
|
5.6.8 Introduce career
counseling guidelines in NFE centers for improved career choices and
continuing education |
I.
Develop career counseling guidelines |
NFE
participants receive career counseling |
|
II. Train career
counselors for programs |
||||
|
III.
Include career counseling in programs |
||||
|
5.7 Approach to Schooling under COVID 19 |
5.7. Continue teaching –
schooling in the COVID 19 pandemic |
5.7.1 Explore options of
video based lessons for secondary and higher secondary classes |
I. In consultation with Pakistan Television design and prepare
video based lessons |
Video based lessons for
secondary and higher secondary classes available |
|
II. Run video based
lessons on air on PTV and online using other medium |
||||
|
|
|
5.7.2 Develop specialised
video based lessons for early grades on literacy and numeracy based on
revised scheme of studies |
I. In consultation with Pakistan Television design and prepare
video based lessons |
Video based lessons for
early grades on literacy and numeracy based on revised scheme of studies
available |
|
II. Run video based
lessons on air on PTV and online using other medium |
||||
|
|
|
5.7.3 Prepare specialised
video based lessons for middle grades based on revised scheme of studies |
I. In consultation with Pakistan Television design and prepare
video based lessons |
Video based lessons for
middle grades based on revised scheme of studies available |
|
II. Run video based
lessons on air on PTV and online using other medium |
||||
|
|
|
5.7.4 Prepare radio based
lessons for areas without TV coverage |
I. In consultation with
Radio Pakistan design and prepare radio based lessons |
Radio based lessons
available |
|
|
|
|
II. Run radio based
lessons on air on Radio Channels and online using other medium |
|
|
|
|
5.7.5 Review physical
schooling options for areas where risk is reduced |
I. Resume schooling
options in areas of low risks with health dept advisory and SOPs |
Physical schooling options
resumed in low risk areas with precautionary measures and SOPs |
|
II. Prepare staff and
children on safety measures |
||||
|
III Ensure safety measures
in schools |
||||
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