Contents

Balochistan Education Sector Plan Contents

Contents
MESSAGES
ACKNOWLEDGMENT
SUMMARY
1. CONTEXT
2. SCOPE OF BALOCHISTAN EDUCATION SECTOR PLAN (BESP) 2020-25
3. KEY AREAS OF FOCUS
4. MAJOR RECOMMENDATIONS FOR SCHOOL EDUCATION
5. KEY CROSS CUTTING AREAS
6. MAJOR RECOMMENDATIONS FOR TECHNICAL AND VOCATIONAL EDUCATION
7. COSTING
8. IMPLEMENTATION AND MONITORING
9. COVID 19 THREAT AND BESP
10. METHODOLOGY

1. INTRODUCTION

2. CONTEXT
2.1. DEMOGRAPHY
2.2. ECONOMIC CONTEXT
2.3. SOCIAL CONTEXT
2.4. GENDER CONTEXT
2.5. SOCIO-ECONOMIC DEVELOPMENT OVERVIEW
2.6. VULNERABILITY TO NATURE
2.7. CONCLUSION

3. PLAN DEVELOPMENT PROCESS AND FRAMEWORKS
3.1. THE SECTOR ANALYSIS
3.2. OBJECTIVES OF ESA
3.3. METHODS OF COLLECTION OF INFORMATION
3.4. KEY FRAMEWORKS
4. EDUCATION STRUCTURES AND PROCESSES IN BALOCHISTAN
4.1. SCHOOL TYPES
4.2. ORGANISATIONS

5. THEMES, STRUCTURE AND APPROACH
5.1. VISION AND MISSION
5.2. THEMES
5.3. APPROACH TO REFORM
5.4. KEY CONSIDERATIONS FOR IMPLEMENTATION
5.5. APPROACH TO REFORM IN TVET

6. IMPLEMENTATION OF BESP
6.1. IMPLEMENTATION CYCLE OF BESP
6.2. UNPACKING THE SECTOR PLAN
6.3. EVALUATION
6.4. OVERSIGHT AND MONITORING
6.5. ROLE OF PPIU
6.6. MONITORING INDICATORS
6.7. RISKS TO IMPLEMENTATION

7. LEARNING
7.1. GENDER WISE LEARNING
7.2. APPROACH TO REFORM LEARNING
7.3. THEORY OF CHANGE FOR LEARNING
7.4. THE LEARNING DESIGN
7.5. APPROACH TO REFORM LEARNING DESIGN
7.6. CURRICULUM
7.7. TEXTBOOKS
7.8. PROGRAM MATRIX – LEARNING DESIGN

8. TEACHING AND LEARNING
8.1. APPROACHING TEACHERS REFORMS
8.2. MOTIVATION OF TEACHERS
8.3. PRE-SERVICE TEACHER EDUCATION
8.4. APPROACH TO PRE-SERVICE TEACHER EDUCATION
8.5. PROFESSIONAL DEVELOPMENT
8.6. TEACHER AVAILABILITY
8.7. PROGRAM MATRIX - EFFECTIVE TEACHERS

9. ASSESSMENTS AND EXAMINATIONS
9.1. APPROACH TO REFORM ASSESSMENTS AND EXAMINATIONS
9.2. SCHOOL LEVEL ASSESSMENTS
9.3. BBISE EXAMINATIONS
9.4. BAEC ASSESSMENTS AND EXAMINATIONS
9.5. OVERALL ASSESSMENT SYSTEM – CONSISTENCY AND RELEVANCY
9.6. CREDIBILITY OF EXAMINATIONS
9.7. PROGRAM MATRIX – ASSESSMENTS AND EXAMINATIONS

10. CHILD CARE AND WELFARE
10.1. APPROACH TO REFORM OF CHILD CARE AND WELFARE
10.2. CHILD WELFARE
10.3. CHILDREN WITH SPECIAL NEEDS
10.4. AFGHAN REFUGEE CHILDREN
10.5. PROGRAM MATRIX – CHILD CARE AND WELFARE

11. 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

12. DATA AND RESEARCH
12.1. APPROACH TO REFORM DATA AND RESEARCH
12.2. THEORY OF CHANGE RESEARCH AND DATA
12.3. DATA
12.4. ADEQUACY OF DATA AVAILABILITY
12.5. STANDARDISED ANALYSIS
12.6. USE OF DATA
12.7. RESEARCH
12.8. PROGRAM MATRIX – DATA AND RESEARCH

13. GOVERNANCE AND MANAGEMENT OF EDUCATION
13.1. APPROACH TO REFORM GOVERNANCE AND MANAGEMENT OF EDUCATION
13.2. THEORY OF CHANGE FOR GOVERNANCE
13.3. COMPREHENSIVE POLICY AND LEGAL FRAMEWORK
13.4. BETTER STRATEGIC PLANNING
13.5. RESULTS BASED MANAGEMENT
13.6. BETTER HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
13.7. GREATER PRIVATE SECTOR ENGAGEMENT
13.8. EFFECTIVE DECENTRALISED STRUCTURES
13.9. GENDER INCLUSIVE MANAGEMENT
13.10. EFFECTIVE ACCOUNTABILITY
13.11. INCREASED TRANSPARENCY
13.12. CONSTRUCTIVE POLITICAL ENGAGEMENT
13.13. PROGRAM MATRIX – GOVERNANCE AND MANAGEMENT

14. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
14.1. SUMMARY OF THE SITUATION
14.2. APPROACH TO REFORM TVET
14.3. THEORY OF CHANGE FOR TVET
14.4. ACCESS AND PARTICIPATION
14.5. QUALITY OF TVET PROVISION
14.6. GOVERNANCE AND MANAGEMENT
14.7. PROGRAM MATRIX - TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

15. COSTING
15.1. SPREAD OF EDUCATION
15.2. BUDGETARY ALLOCATION AND EXPENDITURE TRENDS
15.3. THE MODEL
15.4. BUDGETARY IMPACT
15.5. COMMITMENTS FROM DEVELOPMENT PARTNERS
15.6. CALCULATING BUDGETARY GAPS
15.7. PROGRAM WISE COMMITMENT
15.8. CHALLENGE AND SUSTAINABILITY
15.9. KEY ASSUMPTIONS FOR FINANCING

ANNEX I
16. IMPLEMENTATION AND RESULT MATRICES
17. SUMMARY OF EDUCATION SECTOR ANALYSIS
17.1. CHALLENGES OF THE CONTEXT
17.2. THE EDUCATION SECTOR

BIBLIOGRAPHY