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 7.9. Implementaion MATRIX - Learning 7.10. Result MATRIX - Learning

7. Learning
Children in schools do not learn. There is a reading crisis in the province (and in Pakistan in general). Data from various sources amply demonstrate that an overwhelmingly majority of children cannot read at the requisite level. The foundations of the learning crisis are laid right in the early grades. Success stories (in terms of students who learn and complete schooling) are an exception and, often, the result of favourable household circumstances36. Dropouts begin from primary level, and a very small percentage of students go beyond secondary and higher secondary levels. The poor basis means that even the ‘success stories’ of the system perform below par. Reports from high-level employment commissions of the government37 continue to raise concerns over the quality of graduates from universities. The reports highlight a failure, among an overwhelming majority of, the graduates to develop analytical ability. This reduces their chances of meaningful employment commensurate with the level of their degree. Schools fail to prepare children for life and livelihood.

Gender Wise Learning

Top

7.1. Gender Wise Learning
Most sources of learning consistently report low achievements. Within this overall low achievements there are some differences when gender break up is included. According to the Annual Status of Education Report (ASER) 2018 boys clearly perform better than girls in Urdu, English and Mathematics.

Figure 7-1 Gender wise learning outcome for Grade 3 2018

Source: Annual Status of Education Report 2018

In case of Balochistan Assessment and Examination Commission (BAEC) performance of girls is better. Though the data for BAEC is grade 5 and for ASER it is Grade 3. In the National Achievement Test conducted by the Academy of Education Planning and Management (AEPAM) on a national sample basis again, girls perform better.

---

36 The few ‘brighter’ students in schools visited often had specific household conditions different than the rest. These included better literacy rate of parents, higher-income which could result in external help and sibling education, among, others.
37 Federal and provincial public service commissions.

Figure 7-2 Gender wise % score in BAEC Examinations for Grade 5 summer and winter zones

Source: Balochistan Assessment and Examination Commission 2017-18

Similarly data of results from the Balochistan Board of Intermediate and Secondary Education (BBISE) for 2019 also show that girls perform better than boys.

Figure 7-3 Results from Balochistan Board of Intermediate and Secondary Education 2019

Source: Balochistan Board of Intermediate and Secondary Education 2019

This may be due to a different household background of families that send girls to schools. This is, intuitively, more valid for post-primary as the families that continue to send girls to school till secondary definitely have a different socio-economic and attitudinal background than others. In case of boys, there is a more varied mix. Also, there is a general perception that female teachers are more diligent than male teachers. The gap may also be due to the difference in attitude towards education between boys and girls. For the latter, school is often the main outlet as they have fewer outside distractions

Approach to Reform Learning

Top

7.2. Approach to Reform Learning
The Sector Plan assays three main inputs of central to learning and present in the classroom: the learning design, the teacher, and the child. Past approaches to improvements in learning focused heavily on teacher capacity. This has been challenged during the sector analysis. The teacher’s role cannot be overestimated, but it cannot be singled out as the only cause of poor learning. A critical review of the learning design was undertaken and major flaws were identified. Learning design that consists of the curriculum framework, the scheme of studies, curriculum and textbooks hinders effective teaching, even for good teachers, because it is not as per the ground realities, specifically, language and other natural endowments of the child and teacher capacity.

Figure 7-4 Approach to Reform Learning

Secondly, the teaching-learning process that includes teachers, classroom practices and assessments. The analysis assesses the teacher as a member of an organisation – the Department of Secondary Education- and not an independent professional. Teacher performance is a combination of resources provided (including the learning material), capability and motivation. Each of these factors has been separately assessed to provide an overall picture. Learning in the classroom is also impacted by lack of enough teachers, especially, for more specialised subjects like science, mathematics and languages. Assessments form an important part of the learning processes – as do large scale high stakes examinations. Both have been analysed and it is seen that they induce rote learning – at best.
Finally, the child. Children come to school with different levels of preparedness and issues. Neither teachers nor the developers of learning material have research-based information on the needs of the child. This impacts learning in the early grades significantly. Practices in school as the child continues further impact the child’s psychosocial development and cognitive ability. The failure to recognise that the child has to be centre of learning design and process leads not only to a poor base but also impedes effective learning in higher grades. Child welfare has been the most ignored component of past policies, plans and implementation. It has been brought to the center in this Plan.
In view of the above approach, the overall goal for learning has been defined as follows:
‘Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood.’

Theory of Change for Learning

Top

7.3. Theory of Change for Learning The theory of change is based on the problem identified above. The change process designed goes through the entire value chain of learning: curriculum (inclusive of curriculum framework and scheme of studies), textbooks, teachers and child welfare.

Figure 7-5 Theory of Change for Learning

 

PROBLEMS	SUB GOALS	PROGRAMS GOALS	SECTOR PLAN OBJECTIVE	GLOBAL, NATIONAL AND PROVINCIAL COMMITMENTS
Children are not learning; have low competency in reading and numeracy and no analytical skills	Provide inputs to the federal government to help develop a curriculum that is relevant to the needs and realities of the child, classroom and life and livelihood in Balochistan’	A learning design that addresses the needs of the child, the requirements of life and livelihood and the realities of society, classroom and teachers in Balochistan	Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood	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
	Develop contextually relevant textbooks that help teachers in teaching and students in developing creative and analytical abilities
	Teachers are motivated to work as per professional requirements	Ensure provision of required number of teachers having knowledge, skills and dispositions for implementation of student centred teaching and learning
	An academically sound pre- service teacher education system that produces quality graduates
	A well-established continuous professional development process for teachers performing effectively
	Ensure availability of quality teachers for all institutions
	Improve the capacity to conduct assessments at school level and use their results for learning improvements	Strengthen Assessments and Examination system to have a positive and high impact on learning
	Improve quality of BBISE examinations ensuring alignment with curriculum, including the testing of critical – analytical ability
	Ensure that BAEC role in assessment benefits the system
	Ensure congruence and complementarity across various assessments and examinations
	Enhance credibility of examinations
	Improve child welfare to enhance their ability to learn	Enhance quality of care, support and inclusion for all children in schooling and community including those with special needs
	Ensure the welfare of children with special needs through provision of education opportunities of quality to all within regular schools or specialised institutions

The Learning Design

Top

7.4. The Learning Design
The ESA showed that all elements of the learning design are disconnected from the reality of the majority of children in Balochistan. They are not built on the natural endowments (and needs) of the child and fail to consider school conditions on the ground. The latter include teacher capacities and school and classroom situations.

Approach to Reform Learning Design

Top

7.5. Approach to Reform Learning Design
The current learning design will be shifted into one more aligned to the needs of the child on the ground in early grades and expectations of life and livelihood in later grades with a focus on requirements of higher education. The new learning design will be cognizant of the child’s natural endowments, as well as the capacity of teachers and classroom realities. As the current design is changed, the new one will have to control for teacher capacity also. Expectations of teachers beyond their capacity, especially in the short to medium term,result in no learning. An incremental approach spread over the years will have to be used. As teacher capacity enhances the expectations of learning outcomes will be raised. The entire process of development of the design (curriculum framework³⁸, curriculum, scheme of studies, textbooks) will be based on ground realities gleaned through various forms of research, including, feedback from practicing teachers.
In view of the above approach, the overall goal for the learning design is as follows:
‘A learning design that addresses the needs of the child, the requirements of life and livelihood and the realities of society, classroom and teachers in Balochistan.’

Curriculum

Top

7.6. Curriculum
The extant curriculum was prepared in 2006 by the erstwhile Federal Ministry of Education. After 2009 the provincial government notified it as its own adopted curriculum. The problems discussed in the Education Sector Analysis have been based on the said curriculum. However, many of the causes remain relevant, as there has been no provincial effort to address the issues that characterised the Federal Curriculum. In any case the Federal government has initiated the process of review of a national curriculum after agreement by the provinces. However, the issues identified will need to be addressed if the curriculum has to make a more positive impact on the learning of children in the province. Structural issues exist at the provincial level that may not provide the requisite quality of input into the national curriculum to ensure it meets the needs of the children of Balochistan. The key is to ensure an effective needs analysis (see Box 7-1)

---

38 In the past, overall curricular frameworks were never developed prior to the review of curricula. For the first time in 2017, a ‘National Curriculum Framework” was developed. Revisions of curriculum prior to that (including the one in 2006) were not based on an overall framework though each subject curriculum had an internal framework.

---

Box 7-1 Approach to Curriculum Development
Curriculum development in Pakistan, including the methodology used for revision of two subject curricula by the provincial government, is a closed process. Developers and reviewers identify needs in a room with a limited attendance of relevant teachers and no research on ground realities. The diagram below has two red lines to indicate that the required information is blocked out from the process. With the curriculum development process now practically back with the Federal Government, the Government of Balochistan will need to use this research for inputs to the former detailing its needs.

The requirement is to meet the child at the point of entry on the basis of the endowments gained in early years and design a curricular path that would eventually take the learner to requisite competencies. All over a period of 12 years of schooling. The current path has a one size fits all approach and has been built with an ‘elitist bias’ in comprehension of the ground realities.

Challenges:

7.6.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to the curriculum:
Lack of need-based standards: The National Minimum Standards for Quality Education (MNSQE) prepared in 2017 identify standards for curriculum, among other quality inputs. However, these standards are at an output level of the curriculum. Which means that these lay down the characteristics required of the final curriculum. However, without clarification and standardisation of inputs and processes, requirements of MNSQE cannot be met. There are very limited and inadequate standards for inputs and processes for curriculum review. The whole criterion for qualification of curriculum reviewers needs to be reviewed. Also the process needs to be standardized to allow more inputs from research and practices on ground. The current standards cannot be expected to produce the requisite outputs.
Absence of curriculum framework and scheme of studies as per provincial needs: Curriculum development has to be preceded by research on needs of the child even before entry into school and the requirements of life and livelihood after 12 years of schooling, including the ability to meet with challenges of higher education. This is missing. A national curriculum framework was developed in 2018. It does not preclude the provincial option for the development of its own curricular framework as long as the basic precepts of the national document are not altered. Scheme of studies was last prepared in 2006 along with the curriculum at the federal level. Feedback from the field shows that the scheme of studies and curriculum prepared do not match the requirements on the ground. The realities of the classroom and the expectations of the curriculum continue to be disconnected from each other.
There has been an agreement in the Inter-provincial Education Ministers’ Conference to develop a national curriculum. However, the need for inclusion of provincial needs and perspective remains imperative.
Responsiveness of curriculum to emergencies – COVID 19: The national curriculum prepared in 2006 has some areas like environmental awareness and health included. Specific issues with reference to Balochistan like floods, famine and earthquakes are not directly addressed. Nor is the issue of potential water scarcity situation in the province in coming years included in the curriculum. The most recent and immediate threat is of COVID 19. The pandemic has appeared at a speed that no education system can be prepared for it. As it is an emergency, the response will have to be on an emergency basis. The National Action Plan provides for the flexibility which may also cover some adjustments in the curriculum.
School language policy is not child centered: An important flaw in curriculum design and the overall learning structure has been an unsound school language policy. It does not consider the language endowment of the child – the language spoken at home and requirements in practical life. Children are expected to learn two and sometimes three languages at the primary level: English, Urdu and the mother tongue. Teaching Urdu or English to children right in grade 1 or even in Kachi when their mother tongues are different creates problems in reading, as well as, cognitive development. It remains the most intractable policy issue in education in Balochistan (and the rest of the country) even as it creates the maximum damage to children’s ability to read and learn. The gap between standards of languages expected by the curriculum and actual learning by the child continues to increase beyond primary due to the very poor base developed early in schooling. The curriculum’s trajectory continues under the assumption that children have reached requisite levels of language proficiency in early years. As seen on ground this assumption is not based on facts on ground.
Limited capacity of the Bureau of Curriculum and Extension Centre: Bureau of Curriculum in its present shape does not have the capacity to develop a quality, need based curriculum and even to provide effective feedback on the nationally developed curriculum. It has very limited qualified personnel and even beyond this limitation of qualified human resources, the BOC&EC suffers from a number of organisational capacity limitations. These were documented in a capacity development plan prepared in 2014. It pointed to weaknesses in structures as well as the human resource. Bureau also has the mandate for development standards for which there is no provision in the current structure at all. It remains a completely unattended area.
Shortage of curriculum specialists in the market and within the government: At present, the number of personnel with the expertise curriculum development is extremely low. There is a need for a critical mass to be developed.
Inoperative Curriculum Implementation Framework: In 2014, a curriculum implementation framework was prepared to ensure that its implementation is reviewed on an ongoing basis, and teachers are oriented on the needs of the curriculum regularly. This was never operationalized. Resultantly the CIF remained a paper on a shelf.
In view of the above sub goal for the curriculum is as follows:
‘Provide inputs to the Federal Government to help develop a curriculum that is relevant to the needs and realities of the child, classroom and life and livelihood in Balochistan’

Strategies for Curriculum

7.6.2. Strategies for Curriculum:

1. Engage with the Federal Government to revise existing standards of curriculum review / development to make them more relevant and applicable to the context of Balochistan

The relevant technical personnel from Balochistan will be engaged with the Federal government to operationalise the requirements of Minimum National Standards for Quality Education (MNSQE). Two sets of standards need to be developed, or reviewed. Firstly, who are the professionals engaged in development of curriculum: their qualifications, trainings and capacity. Secondly, a whole exercise to standardise curriculum review process needs to be undertaken to ensure that it is informed about local needs, as well as, the requirements of the exit point of schooling. Additionally, the standards also need to define inputs and processes for preparation of the curriculum framework and scheme of studies.

2. Provincial Curriculum Framework will be developed through need analysis

Children in Balochistan have their own needs based on natural endowments of language and the social, cultural and physical environment. This will be the point of departure for the development of the curriculum framework, which will subsequently identify a path for the child to meet minimum learning standards by grade 12. Government of Balochistan (Secondary Education Department and Bureau of Curriculum and Extension Centre) will prepare Provincial Curriculum Framework based on the Federal curriculum framework. The purpose will be to engage with the Federal Government to ensure that the curricular path suited to the students of Balochistan will be planted on the scheme of studies, and curriculum prepared nationally, as per the realities of the province and combined with the learning needs identified.

3. Engage proactively with the Federal Government on the revision of the Curriculum on the basis of needs identified

Finally, the curriculum should be designed on the basis of both the path to meet minimum learning standards and the relevant scheme of studies. Government of Balochistan will glean the needs through various options, including research. While after the decision of the Inter-Provincial Education Ministers’ Conference the province has agreed to the development of a National Curriculum Balochistan will continue to identify its needs to ensure the adjustment of the National Curriculum to the requirements of its children.

4. Balochistan will engage with the Federal Government to ensure child centered school language policy is developed

The language policy needs to be based on two considerations. The best language to initiate the child into learning (specifically reading) and the stages at which Urdu and English should be introduced. Also, how should each language be introduced (initially based on listening and speaking). The overall minimum standards for each language required by the time the child completes schooling will also be reconsidered based on the needs beyond schooling. Work will be undertaken on both advocacy and technical aspects. Once the policy is developed, then a plan will be prepared and implemented for the multilingual environment. Based on inputs from Balochistan, the National Curriculum will be adjusted accordingly.

5. Curriculum will include response to potential emergencies faced by Balochistan

Key potential emergencies in terms of health, floods, famine and water shortages will be included in the curriculum to develop an awareness of the child and help prepare a generation prepared to cope with these situations and remedy the causes, to the extent possible. Again this will be ensured through engagement with the Federal Government.

6. Capacity of the Bureau of Curriculum and Extension Centre will be developed

Without a capacity enhancement in BOC&EC the ambition of a quality need-based curriculum is not possible. The starting point of reform of BOC&EC will be the Capacity Development Plan 2014. Its recommendations need to be reviewed, updated and implemented.

7. Availability of curriculum specialists in the market and within the government will be increased

Scholarships for specialisation in curriculum will be given to prepare a critical mass of curriculum specialists, both, within and outside the government. With increased interaction between academia, market and the government synergies across the sectors will provide more dividends for the investments made.

8. An effective curriculum implementation framework will be developed and implemented

The curriculum implementation framework is a tool that will help ensure effective implementation of the curriculum in the classroom. This will require an ongoing review of teaching and learning in the classroom and include teacher orientation on curriculum on a regular basis to enable teaching on the basis of the curriculum. The framework will also be used to assay textbooks and assessments for alignment with a curriculum. A final component will be dissemination of the

9. Teachers will be oriented on new curriculum at the district level as well as any further changes in the curriculum

While there will be ongoing dissemination of curriculum through the CIF, specific orientation sessions will be planned and implemented on the new curriculum and every change thereafter. This will include the immediate changes made in response to the COVID 19 threat.

Textbooks

Top

7.7. Textbooks Textbooks reviewed during sector analysis showed that they have poor learning value. There are fundamental flaws. These include a mismatch between learning ability and expectations of the textbook. While partially this results from issues in the curriculum many of the problems are in the process of textbook development and the capacity of its developers. Basic issues like matching of vocabulary within and across the grades has flaws. Concepts are not well explained and similar to other components of the learning design these induce rote learning rather than enhancing or inhibiting children’s creativity. The textbooks also offer gender-biased stereotypes and other perspectives that can negatively impact inclusion.

Challenges

7.7.1. Challenges:
The following challenges were identified in the Education Sector Analysis (ESA) with reference to Textbooks:
Non-alignment between textbooks and curriculum: ESA showed gaps between the curriculum and contents in the textbooks. An analysis of textbooks conducted as part of the Balochistan ESA revealed many issues that are over and above the prevailing curriculum design. Specially in the areas of critical analytical ability – thinking processes beyond knowledge.
Absence of feedback mechanisms: Once prepared and published, textbooks remain in the classrooms without modification until the next revision of the curriculum. There is no method for review on the basis of a systematic feedback from teachers.
Teachers interviewed during the field consultations identified a number of issues in the textbooks. These included content presented in a difficult manner, unsuited to the learning needs of the specific age group, and with language issues; absence of horizontal alignment across textbooks of the same grade, and of vertical alignment with those in higher or lower grades. There is no systemic process to document such feedback and rectify the problems. As a result, textbooks with learning issues continue to be reprinted year after year.
Limited standards for textbooks development and review: Similar to curriculum, standards of textbooks required by MNSQE cannot be reached with the current quality of inputs and processes used for textbook development. The existing set of authors and reviewers have very limited comprehension of curriculum and processes for its conversion into textbooks. The process, similar to curriculum, is confined to a room with no field testing. Current standards do not require such testing or qualifications.
Limited capacity of textbook development in the province: Development and review of textbooks, similar to what happens with the curriculum, face shortcomings at two key levels:
I. Paucity of specialised human resources

II. Capacity limitations of the Balochistan Textbook Board (BTBB)

As stated above, most authors, illustrators and reviewers of textbooks do not have the capacity to convert curriculum into a textbook. There is again a dearth of specialised human resources in the market. Additionally, similar to the case of the Bureau of Curriculum, there are major capacity limitations of BTBB to oversee and regulate the development of quality textbooks.
No teacher orientation on new textbooks: Textbooks introduced are simply sent out with expectations that teachers will comprehend them on their own. This creates further problems in effective teaching and learning through textbooks.
In view of the above sub-goal for the textbooks is as follows:
‘To develop contextually relevant textbooks that help teachers in teaching and students in developing creative and analytical abilities.’

Strategies for Textbooks

7.7.2. Strategies for Textbooks:

1. Alignment between textbooks and curriculum will be established

Textbooks are developed from curricula. Many of the issues found in the textbooks used in Balochistan are inherited from the problems of the curriculum. However, textbooks can add to difficulties in in teaching and learning if they are not translated into effective learning material and negate the purpose of the curriculum.

2. A systematic and robust feedback mechanism for textbooks will be developed to improve their quality and relevance

This Directorate of Education (Schools) in coordination wth BTBB will ensure a regular feedback mechanism from teachers, as a necessary step to ensure textbooks are improved as per the evolving needs of the child as he/she progresses through school.

3. Standards for textbooks development and review will be reviewed and revised to ensure better quality and relevance of the products

Similar to curriculum, standards for textbooks are included in the National Minimum Standards for Quality Education (NMSQE). However, again these are at a high level, and further standards will be defined at the more operational – input and process – levels to ensure quality and relevance to the provincial context. The process will, on the basis of standards, shift from a closed room approach to field testing.

4. Capacity of textbook development in the province will be strengthened

Similar to curriculum expertise capacity of textbook development will be improved in the province. This will include, in addition to the development of curriculum experts, specialised trainings of potential authors and reviewers to develop a critical mass of professionals. The effort will increase the pool of authors available in the market.

5. Capacity of Balochistan Textbook Board will be developed

A complete systemic review of the textbook board will be undertaken to provide more specific recommendations for the development of its capabilities. The recommendations will be implemented for improvements in the BTBB.

6. Teachers will be oriented on all new textbooks as a mandatory exercise

All teachers will be oriented on new textbooks as and when they are published. This will be an elaborate exercise that will begin at the provincial level and cascade to districts and schools on a model similar to CPD. This will include addendums/pamphlets developed for grade 1 to 12 on COVID 19.

PROGRAM MATRIX – LEARNING DESIGN

Top

Table 7-1 Program Matrix - Learning Design

 

Program – Learning39
Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Program 1 – Learning Design
Overall Goal 1. A learning design that addresses the needs of the child, the requirements of life and livelihood and the realities of society , classroom and teachers in Balochistan
Sub-Program	Sub-Goal	Strategies	Activities	Targets
1.1 Provincial Curriculum	1.1. Provide inputs to the federal government to help develop a curriculum that is relevant to the needs and realities of the child, classroom and life and livelihood in Balochistan	1.1.1 Engage with the Federal Government to revise the existing standards of curriculum review / development to make them more relevant and applicable to the context of Balochistan	I. Document gaps in the current standards regime to the context of Balochistan	Gaps in the current standards regime identified   100% of the standards implemented
			II. Engage with the Federal Government to revise the existing standards for curriculum review and development
			III. Implement the standards
		1.1.2 Develop the provincial curriculum framework through need analysis	I. Undertake research to identify needs of children entering school in terms of language endowments, psycho-social development and other aspects including possible learning hours in schools	Provincial curriculum framework developed
			II. Engage with higher education institutions, public service commission and other employers for identifying needs for secondary school competencies at exit on grade 12
			III. Based on the above develop a provincial curriculum framework aligned with the federal curriculum framework where the former includes a learning path suited to children in Balochistan
		1.1.3 Engage proactively with the Federal Government on revision of the curriculum on the basis of needs identified	I. Identify issues and challenges in the curriculum	Curriculum implemented for all grades
			II. Engage with the Federal Government on the revision of curriculum on the basis of needs identified
			III. Implement the curriculum phase wise
		1.1.4 Balochistan will engage with the Federal Government to ensure child centered school language policy is developed	I. Undertake a stakeholder engagement through seminars, media discussions and political debates for a debate on school language policy	School language policy implemented as per ground realities and needs
			II. Engage a local academic institution or research organisation to conduct research on school language policy suited to the needs of Balochistan
			III. Engage with the federal government to ensure child centered school language policy is developed
		1.1.5 Include response to potential emergencies faced by Balochistan in the curriculum	I. Include response to potential emergencies faced by Balochistan in the curriculum	Responses to emergencies included in the curriculum
		1.1.6 Develop capacity of the Bureau of Curriculum and Extension Centre	I. Review the existing capacity development plan of BOC&EC	Capacity of BOC&EC enhanced
			II. Prepare a revised capacity development plan for BOC&EC based on review
			III. Implement the plan phase wise
		1.1.7 Enhance availability of curriculum specialists in the market and within the government	I. Engage with Universities/HEC to introduce specialisation in curriculum in M.Ed	Availability of curriculum specialists enhanced
			II. Explore and introduce scholarships for curriculum specialisation
			III. Provide scholarships for specialisation to candidates within and outside the government and additional incentives for specialists in employment
		1.1.8 Develop and implement an effective curriculum implementation framework	I. Conceptualise and prepare curriculum implementation framework	Curriculum Implementation Framework developed
			II. Orientation sessions on CIF
			III. Implement CIF activities in a phased manner
		1.1.9 Orient teachers on new curriculum at the district level as well as any further changes in the curriculum	I. Design orientation program on new curriculum including content developed for grade 1 to 12 on COVID 19.	Teachers oriented on new curriculum
			II. Prepare training material and master trainers
			III. Conduct orientation sessions on new curriculum at the district level
1.2 Textbooks	1.2.To develop contextually relevant textbooks that help teachers in teaching and students in developing creative and analytical abilities	1.2.1 Ensure alignment between textbooks and curriculum	I. Conduct a gap analysis study to identify the alignment issue between curriculum and textbooks	Curriculum and textbooks are aligned
			II. Identify causes for the gaps
			III. Revise SOPs for textbook development to ensure alignment between curriculum and textbooks
		1.2.2 Establish a systematic and robust feedback mechanism for	I. Form and notify teachers’ committees for feedback on textbooks	Teacher feedback mechanism utilised for textbooks improvement
		textbooks to improve their quality and relevance	II. Hold biannual meetings of committees to provide feedback on textbooks
			III. Document the feedback for use in improvements in textbooks
		1.2.3 Review and revise standards for textbooks development and review to ensure better quality and relevance of the products	I. Document gaps in the current standards regime	Standards on Textbooks developed   100% of the standards implemented
			II. Develop new standards for textbooks development and review at input and process level including mandatory training and certification of textbook authors and illustrators
			III. Implement the standards
		1.2.4 Improve the capacity of textbook development in the province	I. Create engagement and training processes for prospective authors, reviewers and illustrators	Textbook development capacity in the province enhanced   At least 50 potential authors for various textbooks trained
			II. Develop and implement trainings for prospective authors, reviewers and illustrators
		1.2.5 Improve the capacity of Balochistan Textbook Board	I. Undertake capacity assessment of BTBB	Capacity of BTBB enhanced
			II. Prepare a capacity development plan for BTBB based on review
			III. Implement the plan phase wise
		1.2.6 Orientation of Teachers on all new textbooks as a mandatory exercise	I. Prepare structured training program on new textbooks including addendums/pamphlets developed for grade 1 to 12 on COVID 19.	Teachers are trained on new textbooks
			II. Training of Master Trainers
			III. Orientation sessions for teachers on new textbooks through a cascade model

---

39 Learning is an overall thematic area. The goal defined for Learning will be achieved through programs and sub programs in four components of learning design, effective teachers, assessments and examinations and Child welfare. For same reason the overall goal of Learning is repeated on top of all program matrices.

---