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 10.6. Implementaion MATRIX 10.7. Result MATRIX
10. Child Care and Welfare
The child should be at the center of education service delivery. Education systems cannot be designed and implemented in a vacuum of knowledge about the child. Unfortunately, there has never been a serious exploration of the issues of the child that impede or support learning. More seriously, there seems to be no recognition of the need to explore. Even in the case of the more commonly known issues, like the prevalence of corporal punishment, responses have been feeble. Even beyond education a legal instrument like the Child Protection Act 2016 has not been adequately. Low focus on the child has meant that most policies, plans, learning material and tools do not connect with the needs of the child.
Approach to Reform of Child Care and Welfare
10.1. Approach to Reform of Child Care and Welfare
Childcare and welfare will be the primary concern of policy. Figure 10-1 below shows the approach to the assessment of child welfare and the issues involved. The approach to change calls for a lifepath approach to child welfare from birth to the end of schooling. The pre-school years have been treated as outside the domain of school education and need to be included to help schools prepare for the child: in terms of learning design, teacher competencies and support structures. The disconnect seen in the chapter on Learning begins with the lack of information that needs to be covered. Early childhood education (ECE) of quality has been targeted as a key intervention to ensure equity in terms of the learning capacity of children. ECE has to be used as pre-school preparation that ‘compensates’ disadvantages in early years. Though some of these like stunting cannot be reversed and will require community and household based interventions much earlier in the child’s life.
Figure 10-1 Approach to Child Care and Welfare
The importance of information on the child continues in school. Impact of school’s physical and social environment on their health and cognition, needs of the growing child and the situation of the child outside school are all relevant. Education policies and practices need to respond to the issues identified and work towards building information to improve child welfare through more relevant interventions.
The Plan has a two-pronged approach:
i. More information on the situation of the child’s welfare to provide better policy response in future.
ii. Action on problems already identified in school and community through initiation of response. The responses will include those directly required to be taken by the Secondary Education Department and others in collaboration with the Department of Health and Social Welfare, Special Education, Literacy, Non-formal Education and Human Rights Department.
In view of the above, overall goal of child care and welfare is to ‘Enhance quality of care, support and inclusion for all children in schooling and community including those with special needs.’
Child Welfare
10.2. Child Welfare
10.2.1. Challenges
The following challenges were identified in the Education Sector Analysis with reference to child welfare:
Limited information on the Child: There is very limited information on the child’s physical health, psycho-social development and consequent needs. The education system is largely unaware of the situation of the learner – at least at the systemic level. The more competent teachers may have a clearer picture, but in the absence of adequate training and systemic compulsions, they often do not have answers to the problems. Only limited data is available from pre-school,on some health indicators collected by Pakistan Demographic and Health Survey. These do not depict a good situation. With nearly 47% of the children stunted and large percentages without routine vaccination and sufficient micro-nutrients, it is obvious that the problems of learning begin long before the child arrives in school. The child’s home conditions of poverty, lack of hygiene, large families and general acceptance of corporal punishment indicate strong possibilities of negative psycho-social development. The education system meets these children without any knowledge or recognition of these issues. There is a need to obtain this information with inter-district differences being measured on a regular basis.
Information on the child’s health and physical conditions in school is even more scant. Prevalence of some practices and absence of others show that the child remains vulnerable in school to psychological and physical violence and abuse. Even inside the school, the learner cannot get a central focus. This needs to change.
Low-recognition of inclusiveness: There is no recognition of inclusiveness in schools. A few clear indicators were discerned during district consultations with teachers and students. Teachers only talked about the ‘brightest’ students. When probed, they explained that children from ‘rural’ backgrounds cannot learn48. These are normally the majority of the class. Discussions with children of religious minorities did not reveal any discriminatory treatment, except the issue of non-availability of books on ethics, which they can read in lieu of Islamic education was highlighted. There are no provisions for children with special needs who can be included in regular schools – no policy either49. There is a need to create active recognition of inclusiveness at school level and changes to ensure it exists in both the social and physical infrastructure.
Lack of awareness on child safety: Similar to inclusiveness the issue of school safety is also unrecognised both within the school and the larger education system. Trainings and drills in emergencies, basic equipment for first aid or fire, building and other safety concerns, preparedness for disasters are all missing. There are very limited safety standards that need
48 Interviews were conducted in high schools that are normally in an urban center or town.
49 The few schools of the Directorate of Special Education accommodate many children who can be admitted to regular schools provided the latter have the requisite approach and facilities.
review and implementation. More importantly, attitudes towards safety need to be changed through trainings. A whole new approach to safety preparedness is required.
Limited quality of pre-primary ECE: Pre-primary early childhood education in Balochistan, like the rest of Pakistan, can be divided into the traditional pre-primary of kachi50 and the quality ECE based on the specialised curriculum developed for its delivery. Presence of quality ECE is limited with only 7% of the teachers trained in ECE, 9% separate ECE teachers and separate ECE classrooms in only 14% of government schools51. It has not received due recognition, and consequently, limited resources. Ideally, an ECE program has to be designed on the knowledge of the child’s needs. Absence of research, as seen in the previous sub-section, shows that such information will not be available soon. Irrespective, the ‘proper’ ECE is better than the kachi. At this point of time, the Plan recommends expansion of the same. In time, with the availability of research findings, other qualitative changes may be suggested. Such findings are extremely important because early childhood education can be instrumental in the rectification of learning disadvantages accumulated by the child in the pre-school home environment.
High incidence of corporal punishment: Discussions held with teachers and students during sector analysis reveal high prevalence and acceptance of corporal punishment in both male and female schools. It appears to be an endemic problem. There is a hierarchical relationship in class with the use of fear as a tool. Most students interviewed stated that questions were discouraged often with some rebuke. Such an environment, and the relationship between adults and children, is at high risk of abuse. Ending corporal punishment and reducing other risks will require multiple responses.
High incidence of bullying: Similar to corporal punishment feedback in district consultations also revealed high levels of bullying. It is a completely unrecognised area in policy and implementation. The solution lies in sensitisation and awareness before any punitive process can begin to work.
Absence of health check-ups: Health screening of children should be a regular feature. There is none. There is a complete absence of knowledge on health issues of school children, causes and impact on learning. This is a critical area that requires attention. There is no coordination mechanism with the Department of Health nor any system to train teachers on health awareness of students.
Lack of teacher training in the identification of learning disabilities: Teachers have very limited training, if any , in the identification of learning difficulties among children. Even basic issues like weak eyesight are not identified. There is no procedure and consequent data, on identification of learning difficulties or disabilities among children.
Sub-goal of child welfare is to ‘Improve child welfare to enhance their ability to learn.’
Strategies for Child Welfare
10.2.2. Strategies for Child Welfare:
1. Research will be conducted on child development based on ecological conditions in the early years before schooling
Research on child development on an ongoing basis will be undertaken as much more needs to be learnt about the child, especially, in the pre-school years.
50 Kachi classes started when grade 1 children brought their young siblings into classrooms. With time it became an unrecognised class and while at some point it was formalised through publications of textbooks practically children sitting in kachi classes are not treated as required by the modern precepts of early childhood education.
51 EMIS 2017-18
2. An index on child welfare will be developed and measured for each district every three years
The index will be built on inclusion of key variables of child welfare and measured through sample-based household survey every year.
3. Awareness campaigns will be launched on child health and welfare
There will be targeted and sustained campaigns across the province to create awareness on the above. In addition to the overall campaign, SED will utilise textbooks and its own interaction with PTSMCs, through teachers and headteachers, to enhance awareness, especially, on stunting.
4. Quality early childhood care and education programs will be expanded to ensure learning and reduce learning difficulties accumulated by children from poor background
Provision of quality early childhood education will be expanded. It will not only shift from the traditional ‘kachi’ but will also be based on the research of child needs that varies across districts and communities. Similar to overall curriculum review, ECE will be reviewed as per ground realities and requirements.
5. Measures to improve inclusiveness in school’s social and physical environment will be implemented
Potential issues on inclusiveness that need to be part of the structure and processes to be introduced in the schools physical and social environment will be listed. These will include celebration of all types of diversity through teacher training and specialised sessions with students and accommodation of children with special needs, to the extent possible.
6. Standards on school safety will be reviewed and implemented
A complete safety audit of schools will be undertaken. There will be a comprehensive analysis of school safety issues, and a set of standards on the basis of the audit and analysis will be developed and implemented.
7. Measures to eliminate corporal punishment in schools will be designed and implemented
Corporal punishment will be eliminated through a two-pronged approach: punitive action and sensitisation of teachers and communities. Implementation of Balochistan Child Protection Act 2016 will be one of the actions, but a sustained sensitisation campaign will also need to be pursued.
8. Protective measures against bullying in schools will be introduced
The measures to protect will begin with sensitisation of students and teachers. Other measures will be introduced at a later stage after analysing the impact of sensitisation.
9. Coordination mechanism will be developed with the Department of Health/PPHI for regular health check-ups and teacher counselling
Formal coordination mechanisms in writing will be developed with the Department of Health and the People's Primary Health Care initiative (PPHI) for regular health check-ups.
10. Legal framework for child’s right and protection will be strengthened
In addition to the Balochistan Child Protection Act 2016, a more comprehensive law for child rights based on the UN Convention of the Rights of the Child will be prepared, promulgated and implemented.
11. Teachers will be trained on child-friendly approaches to teaching and student management within the class and school premises
Specific training targeting teachers for more child-centered approaches will be designed and implemented through PITE and DOE(S).
12. Teachers will be trained in the identification of learning difficulties or disabilities among students
This will be undertaken with the help of technical support from experts in the area, to be hired with the help of development partners. These experts will be associated with PITE.
Children with Special Needs
10.3. Children with Special Needs
The Directorate for Special Education is part of the Social Welfare Department. It has 11 institutions in nine districts. Out of these one institution experiments with inclusiveness while the remaining are exclusively for children with special needs. Issues of children with special needs have been on the periphery of education policy, planning and implementation. Even communities, by and large, are indifferent to the plight and needs of these children. The Directorate of Special Education, within limited resources, tries to accommodate as many of these children as possible.
Challenges
10.3.1. Challenges:
Some of the key challenges in the sector are:
Poor quality of Information: Directorate of Special Education has collected data on special children. However, there are reservations on the quality. Enumerators sent out to collect information, do not have training to identify different types of disabilities. Key informants even raised issues on the accuracy of data collected
Access: Number of schools for children with special needs are very limited. Resultantly, only a limited number of geographic regions are being covered. There is no clarity on the effectiveness of coverage even within these regions. Only 11 districts have institutions for children with special needs.
Absence of expertise: There is very little expertise on special education and its needs. Even the centers in Quetta do not have qualified personnel. Only training options available are sporadic short term ones at the federal level. There is nothing systemic. In fact, there has been no assessment of the expertise required and the needs of the Directorate of Special Education.
Community attitudes: According to officers of the Directorate of Special Education parental attitudes towards children with special needs, by and large, are indifferent. Even in Quetta transport is provided by the Directorate to ensure children reach school. Many a time children in hostels are not picked up on time for vacations and calls have to be made. Otherwise also there is no interest in progress of the child.
Sub-goal to ensure the welfare of children with special needs is to ‘Ensure the welfare of children with special needs through the provision of education opportunities of quality to all within regular schools or specialised institutions.’
Strategies for Children with Special Needs
10.3.2. Strategies for Children with Special Needs:
1. Specialised data collection methods for special children will be developed and implemented
Data on children will be collected based on the following steps: firstly, the definitions of special needs be clearly made, secondly training of enumerators to identify special needs and finally, household surveys.
2. Schooling options for children with special needs will be expanded
Based on data the available number of special schools will be expanded to all districts using options feasible as per local conditions. Planning will consider the number of children, based on an agreed criterion, that can be accommodated in regular schools.
3. Capacity for care and management of special education will be strengthened
A capacity need analysis of the Directorate of Special Education as an organisation and the qualifications required of the human resource to be employed in the Directorate, and its institutions will be undertaken. The assessment will form the basis for building the requisite capacity.
4. Awareness campaigns will be launched on improving attitudes towards children with special needs
An advocacy campaign will be undertaken to target change in attitudes towards the welfare of children with special needs within the community, education officials and policy-makers.
Afghan Refugee Children
10.4. Afghan Refugee Children
Balochistan has remained a major destination for refugees coming from Afghanistan. According to the UNHCR, there are currently 324,280 registered Afghan refugees in the province.52 There is also an equally large number of unregistered Afghan refugees in Balochistan. Over the past decade, many refugees have returned to their country. However, a significant number still remains in the province. They have become a key part of the socio-economic fabric of the province.
Out of the 1.4 million Afghan refugees who are registered in Pakistan, over 0.3 million (21%) are hosted in Balochistan Province, scattered in urban settlements and 10 refugee villages (RVs). As per HIS & SCAC data of 2016, there are 372,059 Afghans residing in Balochistan out of whom 196,911 (53%) are living in 10 Refugee Villages and 175,148 (47%) are living in urban settlements. Those living outside these villages use multiple options for schooling: private schools run by other refugees, local private schools, madrassas and even government schools. This section deals with issues of education of refugees who reside in the official refugee villages. These villages have a lot of poverty and associated problems.
Challenge
10.4.1. Challenges:
Education challenges of refugees are as follows:
Low Access and Participation: About 65% of children aged 6 to 18 are out of school according to a survey conducted by Society for Community Education in Balochistan (SCSPEB) and
52 UNHCR Website 2019
United Nations High Commission for Refugees (UNHCR). Additionally, student absenteeism is rampant.
Learning Issues: Learning issues of refugee children stem from two challenges: non-availability of teachers, and difficulties in transiting to the Urdu and English based Pakistani textbooks. The overall low education in refugee camps means finding teachers with a minimum level of education is very difficult, especially, among the females. Secondly, the recent decision to transition to the Pakistani curriculum has created language barriers. Again it impacts females more who have much lower exposure outside the camps and consequently to Urdu.
Female Education: Girls’ education is not a priority and still a taboo in refugee villages even if free and provided with incentives of books, stationery, uniform etc. Cultural and social barriers including early marriages, home chores, co-education and distance from home, prevent girls’ attendance, retention and completion. Even though post-primary schools have been made available to girls through UNHCR enrolment remains low due to the issues above.
Community Participation: Community participation is low, particularly for female education. SCSPEB, being the implementing partners established School Management Committees in all schools with a representative from community to monitor school education and mobilise the community. Education committees are formed at the level of refugee villages with a representative from all schools (including head teachers and SMCs) in a respective village to work jointly. Effectiveness of these SMCs remains low in the absence of overall community awareness and support.
Limited Opportunities for Refugee Children for Secondary and Beyond : There is no provision for refugee children to continue their education beyond school. There is no mechanism or quota for them in colleges, and they cannot appear in examinations of the Balochistan Examination Board.
Sub-goal is to ensure ‘Quality education for all refugee children.’
Strategies for Quality Education to Refugee Children
10.4.2. Strategies for Quality Education to Refugee Children:
1. School conditions in refugee camps will be improved
The government will engage with UNHCR and the Federal Government to improve school conditions in refugee camps through building up a fund
2. Textbooks in Pashto and Dari will be developed for refugee children
The curriculum will remain Pakistan’s as per the official decision but SED will engage with the Federal Government to develop textbooks in Pashto and Dari based on the national curriculum of Pakistan, especially, for primary classes.
3. Refugee girls’ participation will be improved through community mobilisation
UNHCR and the provincial government will increase engagement with the community to reduce student absenteeism and propagate increased female enrolments and retention.
4. Quota in public institutions be allotted for refugee children for secondary onwards
Refugee children who complete post-primary should be provided opportunities to study in secondary level and beyond. This will be done through the inclusion of quotas for refugee children government secondary schools and colleges.
Program Matrix – Child Care and Welfare
10.5. Program Matrix – Child Care and Welfare
Table 10-1 Program Matrix - Child Care and Welfare
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Program –
Learning |
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Goal of
Learning: Learners
are proficient in reading and numeracy, develop analytical skills and are
prepared for life and livelihood |
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Program
4 – Child Care and Welfare |
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Overall Goal
4. Enhance
quality of care, support and inclusion for all children in schooling and
community including those with special needs |
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Sub-Program |
Sub -Goal |
Strategies |
Activities |
Targets |
|
4.1 Child
Welfare |
4.1. Improve child welfare
to enhance their ability to learn |
4.1.1 Carry out more
research on child development based on ecological conditions in early years
before schooling |
I. A separate unit of
research on child welfare and development be set up in the Bureau of
Curriculum and Extension Centre |
Research on child welfare
and development enhanced |
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II. Provide separate funds
for the research |
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III. Engage with a
research organisation or academia for ongoing research |
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4.1.2 Develop an index on
child welfare and measure for each district every three years |
I. Conceptualise and
develop an index on child welfare |
An index on child welfare
developed and district wise data collected |
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II. Design and conduct
district wise sample based household survey to collect data |
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III. Document and
disseminate the findings |
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4.1.3 Create awareness in
communities, policymakers and implementers on child health and welfare |
I. Engage with communities
and spread awareness to help them improve their sanitary conditions at home
& street, open toilets and ignorance of hygiene practices, with support
of a health specialist |
Awareness on child health
and welfare in communities and among policymakers and implementers enhanced |
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II. Mandate schools to
engage with the community via effective communication
process of PTSMC |
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III. Develop a long term communication strategy
including the use of media, seminars, etc. to create awareness amongst
communities, policy makers and implementers on the importance of school
readiness for learning |
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4.1.4 Expand quality early
childhood care and education programs |
I. Increase advocacy for
quality ECE among decision makers |
Quality ECE expanded to
20% of the schools |
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II.
Develop a plan for expansion of ECEs in primary schools |
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III. Implement the plan
phase wise based on doability in specific districts |
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4.1.5 Introduce measures
to improve inclusiveness in school’s social and physical environment |
I. Develop parameters for
inclusiveness in schools which include: acceptance of socio-ethnic and
religious diversity, gender approaches, accommodation of children with
special needs |
All
teachers trained on inclusiveness All new school buildings apply codes for
inclusiveness in structures |
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II. Develop a training
program for teachers on inclusiveness and implement through PITE and conduct
bi-annual seminars on inclusiveness in schools for students and teachers |
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III. Revise and implement
school building codes to ensure inclusiveness in structures |
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4.1.6 Revise and implement
standards on school safety |
I. Review and revise
standards of school safety, ensuring they include mandatory trainings, school
safety plans and equipment |
School safety standards
implemented in all targeted districts |
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II. Notify the new
standards |
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III.
Implement revised standards phase wise including in private schools |
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4.1.7 Implement measures
to eliminate corporal punishment in schools |
I. Develop a teacher
awareness campaign and training plan based on research attitudinal causes of
corporal punishment |
Incidence of corporal
punishment in schools reduced |
|
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II. Include lessons
creating awareness on negative impact of corporal punishment in middle and
secondary school curricula and textbooks |
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III. Undertake biannual
surveys on prevalence of corporal punishment to measure progress |
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4.1.8 Introduce measures
to protect children in school against bullying |
I. Create awareness on
bullying and its negative impacts |
Incidence of bullying in
school reduced |
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II. Introduce measures
against bullying and include lessons creating awareness on negative impact of
bullying in middle and secondary school curricula and textbooks |
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III. Undertake biannual
surveys on prevalence of bullying
to measure progress |
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4.1.9 Develop a
coordination mechanism with the Department of Health/PPHI for regular health
check-ups and teacher counselling |
I. Identify areas of coordination with the
Department of Health/PPHI that include: regular health screenings with
special provisions for adolescent girls based on nutritional needs like iron
and calcium and teacher awareness. Develop and notify a protocol for regular
screenings |
100% of students are
screened at least twice in 5 years |
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II. Prepare and implement
plan for in school teacher trainings on child health issues. |
All teachers received
basic training on health awareness |
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III. Prepare and
distribute handbooks for teachers and students (especially adolescent girls) |
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4.1.10 Strengthen legal
framework for child’s right and protection |
I. Develop rules for Child Protection Act to
clarify role of SED |
-School related portion of Balochistan Protection of Child Act implemented |
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II. Develop processes in
SED and DOE(S) to implement the relevant
sections |
-Increased reporting of corporal punishment and
other forms of abuse in schools -Child’s Rights Act
promulgated |
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III. Draft a Child’s
Rights Act based on UN Convention
on the Rights of the Child and advocate promulgation of the Act |
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4.1.11 Train teachers on child friendly approaches
to teaching and student management within the class and school premises |
I. Design and include
child friendly approaches in the
teacher training program |
Teachers
trained on child friendly approaches |
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II. Implement teacher
training through PITE and DOE(S). |
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4.1.12 Train teachers in
identification of learning difficulties or disabilities among students |
I.
Prepare material on identification of learning difficulties or disabilities |
Teachers trained in
identification of learning difficulties or disabilities among students |
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II. Conduct training of
teachers |
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4.2 Children with Special Needs |
4.2. Ensure the welfare of
children with special needs through provision of education opportunities of
quality to all within regular schools or specialised institutions. |
4.2.1 Develop and
implement specialised data collection methods for special children |
I. Identify data needs and capacity for
information on children with special needs |
Reliable data collected on
children with special needs |
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II. Develop a plan,
inclusive of capacity building, on data collection |
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III. Implement the plan |
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4.2.2 Expand schooling
options for children with special needs |
I. Assess schooling needs
for special children and identify criterion for special needs that can be
included in regular schools |
Enrolment of children with
special needs enhanced |
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II. Create awareness on criterion among teachers,
head teachers and communities |
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III. Admit children, based
on the criterion and local conditions, to regular schools. |
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4.2.3 Develop capacity for
care and management of special education in Balochistan. |
I. Under take capacity
assessment of Directorate of Special Education and its institutions |
Capacity for management of
special education enhanced |
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II. Develop a capacity
development plan for Directorate
of Special Education and its institutions |
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III. Implement the Plan |
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4.2.4 Undertake awareness
campaigns in communities on improving attitudes towards children with special
needs |
I. Develop an advocacy
campaign |
Increased awareness in
community on attitudes towards children with special needs |
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II. Implement on an
ongoing basis |
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III. Take periodic surveys |
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4.3 Refugee Children |
4.2 Ensure quality
education for all refugee children |
4.3.1 Improve school
conditions in refugee camps |
I. Coordination with the
federal government and development partners to mobilise support and resources |
School conditions in
refugee camps improved |
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II. Situation analysis to
devise plan of action |
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III. Facilitate
implementation of the plan with partners’ support |
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4.3.2 Develop textbooks in
Pashto and Dari for refugee children |
I. Coordination with the
federal government and development partners to mobilise support and resources |
Textbook in Pashto and
Dari for primary level developed |
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II. Facilitate development
of textbooks in Pashto and Dari for primary level in a phased manner |
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4.3.3
Increase refugee girls’ participation in schools |
I. Engage
with community on refugee girls’ education |
Refugee
girls’ enrolment in refugee schools increased |
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II. Mobilise support to
introduce targeted measures |
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III.
Special measures introduced with support from development partners |
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4.3.4 Allot quota in
public institutions for refugee children for secondary onwards |
I. Prepare and approve
policy on quota system in public institutions for refugee children for
secondary onwards |
Quota system introduced in
public institutions for refugee children |
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II. Implement the policy
on the quota system in all public sector institutions |
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