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
13.14. Implementaion MATRIX
13.15. Result MATRIX
13. Governance and Management of Education
In the wake of the adoption of the 18th Amendment to the Constitution of Pakistan, education has seen increased prioritisation in the public policy arena over the past decade. The political leadership of the province has demonstrated a willingness to invest more in education. In nominal terms, the education budget of the province has increased nearly five times between 2009-10 and 2019-2061. Similarly, the share of education in the total provincial budget has hovered around 17-18% over the past five years—this is marginally higher than the 15% average budget share of education across low and middle-income countries62.
Increased spending on education, however, has not translated into improved learning outcomes. The percentage of out-of-school children has not recorded any major reduction either. There are two major explanations for this. First, the overall education planning and resource allocation is not aligned with the goal of learning. Secondly, the education system has a weak ability to translate increased spending into better learning outcomes. This weak systemic ability, in turn, is explained by poor governance and weak management capacity of the education system in the province.
Governance and management issues cut through all aspects of education service delivery. Governance includes standards, regulation, information, accountability, transparency and politics. Management covers policy and legal frameworks, structures, processes (planning, implementation and monitoring and evaluation), and capacities. The issues of lack of standards and weak capacity are of cross-cutting nature and have, therefore, been dealt with throughout BESP. The remaining governance and management issues have been analysed in this chapter.
Poor governance framework and weak management capacity at all levels of education (including schools) is arguably the most serious problem of education service delivery in Balochistan. Key governance and management challenges include but are not limited to weak policy, regulatory and legal frameworks, ad hoc and centralised planning, inefficient HR management system, lack of clarity over mandates, unavailability and opacity of data on performance, low accountability, and lack of sustained political support. Most other problems in the education sector are somehow linked to poor governance and management. Prevalence of these issues means that the education system lacks the capacity to efficiently and effectively utilise available physical, human and financial resources. It also implies that increased availability of resources for education alone may not address the crisis of learning and low access.
The governance and management challenges explained above are compounded by the large, complex, and multi-layered organisational structure of the Secondary Education Department. With an employee strength of nearly 79,000 personnel spread horizontally and vertically across all tiers of governance (province, division, district and school), the Secondary Education Department (SED) is the largest department in the province in terms of human resource and infrastructure. Secondary Education Department’s (SED) 14,979 schools are spread across all tehsils and districts of the province. Nearly one million children attend these schools. The province is also home to a large number of Madrassahs and private schools. The latter have experienced mushroom growth over the last couple of decades. While the number
61 The education budget of Balochistan has increased from PKR 14 billion in 2009-10 to PKR 75 billion in 2019-20.
62 World Bank. 2018. World Development Report 2018 : Learning to Realize Education's Promise. Washington, DC: World Bank.
https://openknowledge.worldbank.org/handle/10986/28340 License: CC BY 3.0 IGO.
of schools and students has increased, the fundamental management structures have remained, largely, unchanged even though there have been incremental changes.
Approach to Reform Governance and Management of Education
13.1. Approach to Reform Governance and Management of Education
Improving governance and management is critical if an education system is to improve learning outcomes, ensure more efficient and effective use of available resources, and reduce inequities in access to education. This can be achieved through better planning, efficient management, and strong accountability mechanisms.
Better planning requires stakeholder engagement, accurate assessment of key needs of the education sector, and development of needs-based short and medium-term plans. Similarly, efficient management at the minimum requires that the component parts of an education system are aligned towards the goal of learning and organised in a way that they cover the mandate of education and reinforce each other in achieving the set goals. Key interventions proposed for improving managerial efficiency include implementation of a results-based management system, development of efficient HR management and development framework, consolidation of decentralisation reforms, implementation of comprehensive monitoring and evaluation mechanisms, the introduction of public-private partnerships, community involvement in education management, and promotion of gender-inclusive management.
The proposed approach to improving education management is shown in Figure 13-1.
Figure 13-1 Theory of Change for Improved Management
For improving the governance of education, this plan focuses primarily on strengthening accountability and increasing transparency. As explained in the Education Sector Analysis, failure of accountability is arguably the biggest impediment in the delivery of education. Furthermore, accountability can break down at at-least three places in the education delivery chain.
The Plan proposes measures to strengthen accountability at all three steps. For strengthening the accountability link between citizens and politicians, the plan recommends transparency, which will improve public access to information on key aspects of education delivery and enable them to hold their political representatives accountable. For strengthening the accountability link between politicians and service providers, mandatory sharing of information on the performance of Secondary Education Department (SED) is recommended. For the link between the Secretariat and attached departments, this plan proposes the implementation of a results-based management system with periodic progress review meetings.
The Plan also recognises that the traditional route to accountability (citizen -> Politicians -> Service providers) is long and vulnerable to breakdown at multiple places in the delivery chain. First, citizens, especially poor and marginalised groups such as women, young, minorities, may not have the necessary information and collective action capacity to hold politicians accountable. Second, policymakers may not be able to hold service providers accountable. Information asymmetry, principal-agent problems, management constraints and external pressures adversely affect the capacity of governments to hold bureaucrats accountable. Third, the Secretariat may not have the capacity to hold attached departments and lower tiers to account for their performance.
Given the challenges associated with the traditional route to accountability, this plan also promotes a shorter route to accountability through the engagement of community at each level of education delivery i.e. school, cluster, district and province. Social accountability forums have already been created at school, cluster, district and provincial levels. This plan recommends the consolidation and strengthening of these forums.
In light of the above, the overall goal for governance and management has been defined as follows:
‘To promote better governance and management for a more efficient, effective, inclusive and accountable education service delivery’.
Figure 13-2 Theory of Change for Improved Governance
Theory of Change for Governance
13.2. Theory of Change for Governance
The main problem with governance is an overall inefficiency seen in terms of low value for money with failure to change learning despite increased funding over the years. The theory of change targets better, inclusive, efficient and effective governance through the achievement of a number of sub-goals designed for the purpose.
Figure 13-3 Theory of Change for Governance
|
PROBLEMS |
SUB GOALS |
PROGRAMS
GOALS |
SECTOR PLAN
OBJECTIVE |
GLOBAL, NATIONAL AND PROVINCIAL
COMMITMENTS |
|
Increased
spending on education has not translated into improved learning outcomes due
to poor governance and weak management capacity of the education system |
Develop a
comprehensive policy and legal framework to guide the provision of education
service |
Promote better
governance and management for a more efficient, effective, inclusive and
accountable education service delivery |
Better and
inclusive planning, efficient management and resource allocation is achieved
and aligned with the goal of learning through strong accountability and
transparency mechanisms |
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 |
|
Promote systemic, need- based
and inclusive planning to improve the efficiency of education delivery |
||||
|
Promote
a result-based management system to improve monitoring and managerial
efficiency |
||||
|
Improve HR management framework
to increase productivity of the education workforce |
||||
|
Encourage, and regulate,
greater private sector participation and investment in education service
delivery |
||||
|
Strengthen management at the
district and sub-district tiers including schools to bring
education delivery closer to citizens |
||||
|
Mainstream
gender- sensitivity across the value- chain of education delivery |
||||
|
Develop effective
accountability mechanisms for the education system as a whole and its various
sub- systems |
||||
|
Introduce transparency in the
provision of education to improve trust between the government and citizens |
||||
|
Translate
political interest in education into an asset that supports systemic reform
and improvements |
Comprehensive Policy and Legal Framework
13.3. Comprehensive Policy and Legal Framework
There are gaps in the policy and legal frameworks governing the provision of education in Balochistan.
Challenges
13.3.1. Challenges:
Fragmented policy framework: The 18th Amendment to the Constitution of Pakistan made provinces responsible for devising policies and laws related to the delivery of education. Nine years since the amendment was adopted, the Government of Balochistan still lacks an approved education policy. A draft education policy was prepared, but it never got approved. The province has been following the National Education Policy 2009. The current policy framework comprises a mix of political decisions, sector plan, acts and written documents.
Incomplete legal framework: The legal framework governing the delivery of education also requires significant improvement. First, certain acts, such as Compulsory Education Act 2014, are impractical and fail to consider the resource and capacity constraints of Secondary Education Department (SED). Secondly, there are certain aspects of education delivery that fall within the domain of provinces but are yet to have a legislative cover. For instance: there is no provincial statute to govern curriculum and standards. Thirdly, in many cases, legislative acts have been passed, but rules have not been framed. For instance: the rules of legislative acts pertaining to Balochistan Assessment and Examination Commission (BAEC), Mother Languages as Compulsory Additional Subject, and the Compulsory Education Act have not been approved yet. This has not only created confusion regarding roles and responsibilities but also slowed down progress on implementation.
Sub-goal of comprehensive policy and legal framework is to ‘Develop a comprehensive policy and legal framework to provide strategic direction to the provision of education service.’
13.3.2. Strategies for Policy and Legal Framework:
Policy and legal frameworks are among the most critical enablers of education delivery. A well-functioning education must have clearly-defined policies, statutes and rules to guide the delivery of education. Key strategies are as follows:
1. Education policy framework will be improved
Education policy provides broader vision and strategic direction for guiding the provision of education. It also represents political priorities in education. Development of provincial education policy will provide a coherent set of strategic guidelines for steering the delivery of education.
2. Legislative framework will be strengthened
Legislations delineate the binding responsibilities and roles of various actors within the education system. Existing statutes will be reviewed for better alignment with ground realities and needs of the education sector. In particular, the Compulsory Education Act 2014 will be revised in line with the resource constraints of Secondary Education Department (SED). Furthermore, a statute on Curriculum and Standards will be introduced to guide curriculum development and textbook preparation.
3. Rules for all education-related statutes will be developed
Rules provide an elaborate framework for implementing existing laws and are adopted by administrative departments under the authority granted by the legislature. Rules pertaining to Balochistan Assessment and Examination Commission (BAEC) Act, Mother Languages as Compulsory Additional Subject Act and the Compulsory Education Act will be developed and approved.
4. Capacity of SED to review policy and legal frameworks will be improved
The capacity of Secondary Education Department (SED) to review education-related policies, draft bills and rules is weak. Although Policy Planning and Implimentation Unit (PPIU) has partially bridged capacity gaps related to planning, capacity pertaining to policy development and legislative drafting remains weak. Legal expertise will be hired on a need basis to support this function, and some basic training will be provided to relevant Policy Planning and Implimentation Unit (PPIU) personnel.
Better Strategic Planning
13.4. Better Strategic Planning
Education planning in Balochistan suffers from serious deficiencies. Operational planning is nearly non-existent, whereas strategic planning is discrete, centralised and carried out on an ad hoc basis.
Challenges
13.4.1. Challenges:
Key challenges are as follows:
Limited systemic planning: Education delivery is not driven by meaningful perspective, medium and short-term planning. The development of five-year education sector plans, which involves extensive analysis of the education sector, has partially improved strategic planning by ensuring the availability of a need-based medium-term plan. However, poor implementation of BESP has diminished the effectiveness of sector plan. In particular, BESP-aligned short-term or annual plans don’t exist. Instead, short-term planning is carried out on an ad-hoc basis and is mainly restricted to identification of schemes for annual Public Sector Development Programs (PSDP). Furthermore, there is effectively no planning for other key inputs of education, such as availability of trained teachers and well-designed and contextually-relevant curriculum and textbooks.
Lack of need-based planning: Absence of well-thought-out short-term plans and need-assessment studies means that planning decisions are taken on the basis of subjective perceptions and preferences of those at the helm of affairs, especially political leadership. Such ad-hoc and random planning lead to sub-optimal resource allocation and inadequate policy attention to inputs related to learning and quality such as teacher training, curriculum, textbooks and assessment. It is not surprising that 95% of development schemes for education are about brick-and-mortar interventions. Furthermore, such planning also contributes to the exacerbation of regional inequalities within the province. Majority of the schemes fall in constituencies of the powerful ministers and members of the opposition. This deprives needy but politically insignificant constituencies of much-needed investment in education.
Centralised planning: The involvement of divisional and district tiers in education planning and budget-making processes is negligible, which has created serious issues of ownership and led to limited redressal of actual needs of the system. While the non-development budget is rigid, nearly the entire development budget is spent as per the wishes of members of the provincial assembly, Even the Secondary Education Department (SED) has a very limited say, let alone the lower tiers, in identifying schemes for development component of the budget.
Donor-driven planning: Education sector planning and reform processes are mostly spurred and supported by donors. Limited policy recognition of need-based planning by the Government has created a gap that donors are trying to fill. However, this also means that even well-intentioned and well-designed donor-backed initiatives may face issues of ownership and sustainability. Furthermore, owing to the inertia of organisations of Secondary Education Department (SED) and their resistance to reform, donors often end up supporting the creation of parallel structures, which not only creates issues of sustainability but also relegates the agenda of reforming existing government structures to a backseat in policy priorities.
Weak monitoring of development schemes: First, schemes for development component of the education budget are identified mostly by political representatives. Secondly, the resources spent on these schemes are not properly monitored to ensure compliance with quality standards and specifications provided in PC-I forms of projects. The Communication and Works (C&W) Department is often the executing agency for Secondary Education Department’s (SED) development projects. According to guidelines of the Planning Manual of the Federal Planning Commission, executing agencies are required to submit PC-III forms on a quarterly basis. PC-III forms are designed to furnish information on the progress of on-going development projects. Representatives of Secondary Education Department (SED), Communication and Works (C&W) and Planning and Development (P&D) departments are supposed to meet each quarter to review progress and identify potential issues. There is, however, limited compliance with these requirements. PC-III forms are not submitted regularly. Quarterly progress review meetings are also not held each quarter.
Sub-goal of better strategic planning is to ‘Promote systemic, need-based and inclusive planning to improve the efficiency of education delivery.’
13.4.2. Strategies for Better Strategic Planning:
Strategic planning is important for ensuring optimal use and equitable distribution of scarce resources and translating policy guidelines into actionable strategies. Sound planning requires the availability of reliable data and assessment studies on the needs of the education system. Effective plans respond to the needs of the system and have well-defined goals, strategies and targets. Furthermore, planning processes need to be based on a bottom-up inclusive approach whereby the inputs of the lowest tiers and relevant stakeholders, including marginalised groups and regions, are duly considered. Key strategies are as follows:
1. Structured and systematic implementation of BESP will be ensured
BESP provides a strategic direction for guiding the provision of education service. It has bridged the gap related to medium-term planning, but short-term planning remains a weak link. Steps will be taken to ensure the development of Annual Operational Plans (AOPs) are aligned with BESP. Furthermore, the alignment of development plans with the needs of the education sector will also be ensured to improve the effectiveness of development expenditures. This will involve carrying out of research-based needs assessment studies for all key inputs of learning including teacher training, curriculum, schools, and missing facilities (this strategy can be found in the chapter on research). Furthermore, proposals for Annual Development Plans will be aligned with Annual Operational Plans (AOPs).
2. Attached departments, divisional, district and sub-district tiers will be involved in planning
Formal and mandatory mechanisms will be devised to ensure inputs of sub-district, district and attached departments in education planning. The inputs of sub-district, district and attached departments will be made mandatory for education planning.
3. Donor plans and projects will be aligned with BESP
Secondary Education Department (SED) will prepare a well-defined mechanism for reviewing donor proposals and ensuring their alignment with BESP. For this Policy Planning and Implimentation Unit (PPIU) will be empowered to disseminate BESP to donors, review donor proposals, and promote smooth and sustained coordination with donors.
4. Supervision of development projects of education department will be strengthened
Secondary Education Department (SED) will be sensitised about the importance of quarterly progress meetings and trained on how to review of PC-III forms to ensure compliance with the quality standards specified in PC-I forms. Furthermore, Secondary Education Department (SED) will empower divisional directors to supervise and physically monitor progress on development schemes of Secondary Education Department (SED) and share quarterly progress reports.
Results Based Management
13.5. Results Based Management
The capacity of Secondary Education Department (SED) to implement policies and plans is among the most glaring gaps in education management. This is primarily explained by inadequate operational planning, lack of proper implementation plans, weak monitoring and evaluation mechanisms, and ineffective accountability mechanisms.
13.5.1. Challenges:
Limited operational planning: Operational planning is nearly non-existent in the Secretariat and its attached departments. There are no work plans against which organisational progress can be monitored, and accountability ensured.
Weak horizontal and vertical coordination: There is a serious lack of coordination and systematic communication among various institutions at the provincial level and between the provincial and lower tiers. There is no formal platform where all institutions involved in the delivery of education could come together to discuss progress and bottlenecks in the provision of education. This has not only adversely affected implementation capacity but also widened the gap and trust deficit between different tiers of education department.
Weak Monitoring and Evaluation: The monitoring of education has serious flaws. There is a lack of systemic monitoring mechanisms for the education system as a whole and its various sub-systems. Furthermore, monitoring is input-focused mainly. Processes are monitored only occasionally. Outputs, outcomes and impact are not even part of the Monitoring and Evaluation (M&E) plan. Even the input-monitoring is restricted to only a few inputs of education such as number of schools, missing facilities and teacher attendance. Although the establishment of a ‘Performance Management Cell (PMC)’ has improved the availability of data, major gaps persist. Furthermore, the data analysis of the capacity of Performance Management Cell (PMC) is limited.
Sub-goal of results-based management is to ‘Promote a result-based management system to improve the efficiency of education management.’
Strategies for Results-Based Management
13.5.2. Strategies for Results-Based Management:
While ensuring the provision of adequate resources to education is crucial, it is also important to recognise that a lack of resources, and the attendant input shortages, is only a minor part of the learning crisis. The bigger issue is the inefficient and sub-optimal use of available resources. A well-managed education system has component parts aligned towards the goal of learning and organised in a way that they reinforce each other in achieving the set goals. In this regard, the role of implementation of a results-based management and comprehensive Monitoring and Evaluation (M&E) strategy is vital. Key strategies to improve the efficiency of education management are as follows:
1. A result-based management system within SED will be implemented
Efficient management requires that a Results-Based Management (RBM) system is in place to improve operational working and organisational effectiveness.
In order to ensure results-based management, the development of annual work plans, consisting of development as well as routine work requirements, will be made mandatory for all attached departments of the Secondary Education Department (SED). These work plans should be aligned with and contribute to the achievement of targets set by Annual Operational Plans to be prepared by organisations and districts. Sound monitoring and reporting mechanisms will be devised to review progress against these plans periodically. Progress on approved work plans will provide the basis for measuring the performance of organisations of Secondary Education Department (SED). Such a system will strengthen accountability and help organisations within the Secondary Education Department (SED) to stay focused on long-term results and to demonstrate their contribution to achieving those results.63
2. Formal coordination among the various tiers of SED will be established
There is a dire need for introducing systemic and formal coordination among various institutions at the provincial level and between the provincial and lower tiers. Creation of a formal coordination mechanism will strengthen operational linkages, promote the involvement of all attached departments and lower tiers in decision-making processes and improve accountability.
3. A holistic M&E strategy will be developed
A comprehensive monitoring and evaluation strategy will be developed to monitor progress on education. An effective Monitoring and Evaluation (M&E) framework for education will take a systemic view of the sector as a whole and have well-defined indicators for each stage along the value chain of education service delivery. Such a framework takes on a continuum of result-based management from inputs and processes to outputs, outcomes and impact. System-wide monitoring will also include well-defined Monitoring and Evaluation (M&E) frameworks for various sub-systems and attached organisations within the education department. The Monitoring and Evaluation (M&E) frameworks of sub-systems will be integrated within the larger system-wide Monitoring and Evaluation (M&E) framework of the sector as a whole.
Better Human Resource Management and Development
13.6. Better Human Resource Management and Development
Inefficient use of existing human resources is the most pressing challenge with regards to the provision of education.
Challenges
13.6.1. Challenges:
Lack of integrated HR management framework and dedicated HR management unit: There is a lack of an integrated rules-based framework to provide clear strategic direction for managing and developing human resource of Secondary Education Department (SED). In the absence of such a framework, routine management of HR takes place through notifications issued on an emerging need basis. Furthermore, there is a lack of a dedicated unit to manage the nearly 79,000 employees of Secondary Education Department (SED).
The incoherence of the HR framework combined with the lack of a dedicated management unit has increased day-to-day administrative burden on education managers at all levels.
63 UNODC Handbook on Results-based Management and the 2030 Agenda for Sustainable Development
Admin work and daily firefighting has come to occupy the bulk of education managers’ time. Furthermore, it has also increased the system’s vulnerability to individual influences and external pressures. The outcome is the increased politicisation of HR management. No wonder most decisions about appointments, deployment, trainings, postings and tenures of civil servants are influenced by politicians, which has compromised the independence and impartiality of civil service and adversely affected the provision of basic public services to citizens.
Frequent and abrupt transfer postings: Abrupt and frequent transfer postings of heads of key departments and organisations involved in the delivery education at the provincial, divisional and district level has almost become a norm in Balochistan. For example, the Secretary of Secondary Education Department (SED) was changed six times within a short period of two years between 2015 and 2017. Similarly, the heads of attached departments such as the Provincial Institute for Teacher Education (PITE), Bureau of Curriculum & Extension Centre (BOC&EC), Balochistan Text Book Board (BTBB), Balochistan Board of Intermediate and Secondary Education (BBISE) and Balochistan Assessment and Examination Commission (BAEC) are changed frequently and without any compelling justification. Furthermore, District Education Officers (DEOs) and teachers, who, respectively, are the backbone of the education system at the district and school level, also face frequent, abrupt, and often politically-motivated, transfer postings.64 Consequently, schools in many rural and remote areas remain without teachers as the politically-connected ones manage to secure transfers to urban centers.
Limited managerial capacity: Personnel managing the delivery of education lack specialised management skills. Currently, two types of personnel managed the education system: generalist managers belonging to the federal and provincial civil services cadres and education managers, mostly from teaching cadre. Generalist managers look after the overall management of education in the Secretariat whereas personnel from the provincial education cadres (teaching and bureau) typically occupy senior management positions at the district and divisional levels and in the attached departments of Secondary Education Department (SED) such as Balochistan Board of Intermediate and Secondary Education (BBISE), Bureau of Curriculum and Extension Centre (BOC&EC), Provincial Institute for Teacher Education (PITE) and Balochistan Assessment and Examination Commission (BAEC). Generalist managers often don’t have any background in education, but they have broad management skills. Managers from education cadres receive no formal training in management either during their pre-service education or after induction as managers. Resultantly, management processes suffer a lot. Similarly, the education system also doesn’t produce education specialists in areas of teacher training, textbooks, curriculum and examinations. The issue of education specialists has been dealt with in other chapters.
Weak capacity: Education workforce has limited skills to carry out assigned responsibilities and functions. This function-skills gap is caused mainly by flawed recruitment and deployment processes, lack of proper induction-level trainings and continuous professional development programs.
Sub-goal of better human resource management and development is to ‘Improve human resource management framework to increase the productivity of the education workforce.’
64 District Consultations
Strategies for Better Human Resource Management and Development
13.6.2. Strategies for Better Human Resource Management and Development:
1. A holistic and integrated HR policy will be developed
A comprehensive and integrated HR policy will be developed to provide clear strategic direction for managing and developing the Human Resource (HR) of Secondary Education Department (SED). As part of this process, clear objectives will be identified, and existing HR policies will be reviewed against these objectives. This review should inform the development of a holistic Human Resource (HR) policy.
2. A specialised HR management structure will be created within SED
A dedicated and specialised unit will be created in Secondary Education Department (SED) to look after HR management to improve HR management capacity of Secondary Education Department (SED).
3. Existing HR Management Information System (HRMIS) will be consolidated
HR Management Information System (HRMIS) database will be strengthened to ensure the establishment of a consolidated HR Management Information System (HRMIS). The HR Management Information System (HRMIS) will inform planning, implementation and monitoring decisions related to HR and facilitate efficient management of human resource of Secondary Education Department (SED).
4. Induction and ongoing trainings for teaching cadre personnel posted as managers
All teaching cadre personnel posted at the managerial position will be given induction trainings at the time of first posting. Other personnel who are currently in managerial positions will also be given training. Once induction trainings are completed all personnel who continue in these positions will receive trainings every three years.
Greater Private Sector Engagement
13.7. Greater Private Sector Engagement
The private sector has emerged as a significant player in the education landscape. The growth of the private sector is partly due to low public faith in government schools and unavailability of public schools, especially in urban and rural centres. For girls, safety considerations and distance have also encouraged the growth of private schools. The mushroom growth of private sector requires a proper policy response from the provincial government. The Government of Balochistan (GoB), however, has been slow in responding to the rapidly changing education landscape. The existing regulatory framework needs major reforms.
Challenges
13.7.1. Challenges:
Weak regulatory framework for private schools: The framework for regulating non-state schools65 is weak and underdeveloped. The existing framework seeks to ensure the availability of required facilities and a minimum standard of quality in non-state schools and protect parents from exploitation and unfair fee hikes. However, there are two key issues. First, there is a lack of well-defined standards against whom compliance can be monitored and ensured. Secondly, the existing framework focuses too much on monitoring and penalising non-governmental actors rather than treating them as partners in the delivery of education. It lacks potential support mechanisms for the non-state schools, which in turn might discourage competition and innovation in the provision of education. Draft Balochistan Private Educational Institutions Registration, Regulation and Promotion Bill 2019 takes a more
65 ‘Non-state’ schools refer to schools owned by for-profit private actors as well as non-profit schools owned by foundations and community organizations.
stringent view of regulation limiting to inputs. The older Act of 2015 has a more broad-based view of an engaged process of development of a regulatory framework. The latter, with some modifications, will be a better option.
The GoB is in the process of introducing a new bill to replace existing statute on private schools regulation. The draft bill has a very limited scope. In contrast, the existing statute is more comprehensive in scope and coverage.
Sub-goal of greater private sector engagement is to ‘Encourage, and regulate, greater private sector participation and investment in education service delivery.’
Strategies for Greater Private Sector Engagement
13.7.2. Strategies for Greater Private Sector Engagement:
1. Regulatory framework for private schools will be strengthened
This involves the development of well-defined regulatory standards, monitoring against quality benchmarks and provision of support mechanisms to encourage private sector participation in the provision of education. The purpose of the regulatory framework will be to protect the public interest as well as, encourage the participation of the private sector as a key partner in the delivery of education. The draft Balochistan Private Educational Institutions Registration, Regulation and Promotion Bill 2019 will be discarded. Instead, existing reforms will be introduced in the existing Balochistan Private Educational Institute Registration and Regulation Authority Act 2015. A specialised unit will be created within DOE(S) to oversee the implementation of the regulatory framework.
2. PPPs will be promoted in the delivery of education
There is tremendous potential for engaging the private sector in education delivery under Public-Private Partnership (PPP) mode. The GoB is in the process of establishing a full-fledged PPP setup in the province. Secondary Education Department (SED) will take advantage of this setup to promote public-private partnerships across the value chain of education. In this regard, a PPP strategy for education will be developed and implemented. Furthermore, a Public-Private Partnership (PPP) node will be established in Secondary Education Department (SED) in line with the provisions of Balochistan Public-Private Partnership Act 2018.
Effective Decentralised Structures
13.8. Effective Decentralised Structures
Education in Balochistan has historically been managed through a centralised governance structure. As part of the implementation of BESP 2013-18, the Government of Balochistan delegated key management and procurement functions to divisional, district and sub-district levels. District Education Authorities (DEAs) and Clusters were created at district and sub-district levels. Furthermore, District Education Groups (DEGs) and Local Education Councils (LEC) were created at district and sub-district level respectively to encourage community participation in the delivery of education. Decentralisation and community involvement has certainly improved the delivery of education and reduced mismanagement of resources. However, a lot more needs to be done to consolidate these reforms and strengthen the decentralised structures. Challenges are as follows:
Challenges
13.8.1. Challenges:
Gaps in DEA and DEG: District Education Authority was created in each district to exercise certain powers pertaining to implementation and monitoring of education affairs. Similarly, District Education Group was created as a stakeholder forum with members from education, health, treasury and social welfare departments and representatives of teachers, Parents Teachers School Management Committee (PTSMCs), local Non-Governmental Organisations (NGOs) and civil society.66 There are perceptions of overlap over the mandates of District Education Authority (DEA) and District Education Group (DEG). Furthermore, the presence of representative of DC in District Education Authority (DEA) has undermined the authority of DEO. Lastly, monthly meetings of District Education Authority (DEA) and District Education Group (DEG) are not held regularly as stipulated in their Terms of References (ToRs).
Irrational cluster sizes: Under the cluster-based management system, a cluster was formed around each high school in the district. The function of procuring education resources like reading and writing material, furniture, and mats was placed at the disposal of Headmaster/Headmistress of High School as Cluster Heads. However, cluster-management needs improvements. First, cluster sizes need to be rationalised. Some clusters have two feeder schools, whereas others have more than 50 feeder schools. Furthermore, new clusters are created every year due to upgradation of existing middle schools and the establishment of high schools. This has created issues related to cluster sizes. Secondly, Local Education Purchase Committees (LEPCs) have not been formed in each cluster. Constitution of Local Education Purchase Committee (LEPC) was mandatory to perform the function of procurement as per the GoB’s procurement policy 2014. Lastly, there is a lack of clarity surrounding the criteria for distributing funds among clusters and feeder schools within clusters. The existing criteria of funds distribution (50% on the basis of each school and 50% on the basis of enrolment) need to be reviewed and revised.
Weak and inactive LECs and PTSMCs: Community organisations, such as Local Education Councils (LECs) and Parents Teachers School Management Committees (PTSMCs), were created to involve the community in the management of education. However, Local Education Councils (LECs) and Parents Teachers School Management Committee (PTSMCs) are not active and functional in all clusters and schools. Those councils that are active have serious capacity issues.
Weak school management: Schools are the lowest unit of education delivery. The major governance and management issues that have affected education delivery at the provincial and district level also exist at school level. Sound management at school level is as important as at the district and provincial levels. Schools don’t have management or development plans.
Sub-goal of effective decentralised structures is to ‘Strengthen management at the district and sub-district tiers, including schools.’
Strategies for Effective Decentralised Structures
13.8.2. Strategies for Effective Decentralised Structures:
Decentralisation is critical for the system to be able to respond to the actual needs of citizens and have wider participation from local communities. Existing accountability structures need to be consolidated and strengthened.
It is worth highlighting that decentralisation is not a panacea to all problems of education service delivery. It may not always be efficient. Weak administrative or technical capacity at local levels may result in services being delivered less efficiently and effectively in some areas of the country. These are some of the issues that need to be taken into account in the design of a decentralised system. In practice, all services do not need to be decentralised in the same way or to the same degree.67
Key strategies for strengthening existing accountability structures are as follows:
66 DEG Notification
67 http://www1.worldbank.org/publicsector/decentralization/what.htm
1. DEA and DEG will be strengthened
District Education Authority (DEA) was created to empower DEO and strengthen district-level management of education, whereas District Education Group (DEG) was created to strengthen accountability and encourage community involvement in education delivery. The functions of both District Education Authority (DEA) and District Education Group (DEG) will be aligned with this mandate and overlaps will be removed. The executive authority will remain with District Education Authority (DEA). District Education Group (DEG) should act as a stakeholder and social accountability forum. Heads of DEA and DEG will be required to share minutes of monthly meetings with the Directorate of Education (Schools).
2. Cluster-based management system will be rationalised and consolidated
Cluster sizes will be rationalised, keeping in view factors such as distance and number of feeder schools. For female clusters, the possibility of creating clusters at the level of middle schools will be considered. Furthermore, cluster sizes will be reviewed only once in every two years to maintain stability and ensure the availability of reliable cluster data for planning and budgeting purposes.
3. Inefficiencies in cluster-based procurement will be reduced
Gaps in procurement processes will be addressed to meet the requirements of schools more effectively. First, the disbursement of cluster-budgets will be linked with notification of Local Education Purchase Committees to promote compliance with procurement policy 2014. Secondly, the formula for allocation of budget to clusters and its distribution among feeder schools within the clusters will be reviewed and refined. Thirdly, cluster heads will be empowered to re-appropriate budget from one to another head. The proposed change will help in aligning cluster budgets with the needs and demands of schools.
4. Development and implementation of school-based plans will be ensured
Schools are the lowest, and arguably, the most important, unit of education delivery. All the guidelines and recommendations pertaining to better planning, efficient management and effective accountability apply to schools as well. In the light of these recommendations, the heads of all middle and high schools will be required to develop annual school improvement plans in consultation with concerned community forum Parent Teacher School Management Committees (PTSMCs). Furthermore, school heads will be required to develop annual work plans and display the same in schools.
5. Community involvement in education management will be strengthened
Parent Teacher School Management Committees (PTSMCs) and LECs have not been notified in many schools and clusters despite being required by law. Fresh elections will be mandated for the constitution of Parent Teacher School Management Committees (PTSMCs) in all schools. Similarly, LECs will also be activated and made functional in all clusters and capacities of both these organisations will be built.
Gender Inclusive Management
13.9. Gender Inclusive Management
Vertical and horizontal inequities in the provision of education service is a major challenge in Balochistan. In particular, education policies, acts and implementation systems and practices are insensitive to the unique needs of females. The key reason for this is the extreme under-representation of females in senior management positions, which in turn is explained by a number of factors including lack of equal opportunities for females, unsafe workspaces and bias against women’s skills as leaders and managers.Certain managerial positions are exclusively for females. These include headteachers of female schools and district officer education (females) in each district. The discussion is about the positions that are not reserved for any gender. These include all positions in the headquarters of Directorate of Education (Schools) and the positions of district education officer (DEO) who heads the district education set up and oversees, among others, work of DOE female and male. The positions in the headquarters and also DEO take the more critical policy, planning and strategy decisions. Female representation is negligible in these positions. Even if females are (in rare cases) posted in these positions, they are not included in key decisions68.
Sub-goal of gender inclusive management is to ‘Promote gender-sensitivity across the value chain of education to promote inclusive management.’
13.9.1. Strategies for Gender Inclusive Management:
1. Gender-sensitivity across the value chain of education delivery will be ensured
This Plan recommends that a strategy be developed for incorporating gender sensitivity across the value chain of education delivery. As part of this strategy, officials of the education department will be sensitised on gender inclusiveness. Senior management will proactively try to increase the number of female managers in gender-free management positions.
2. A gender-friendly work environment will be created
Steps will be taken to make workspaces more gender-friendly. This will include establishment of day-care centres for females, construction of separate toilets for females and notification of focal persons to deal with work-place harassment in Secondary Education Department (SED) and all of its attached organisations.
Effective Accountability
13.10. Effective Accountability
13.10.1. Challenges:
Failure of accountability at all levels: Education system in Balochistan lacks effective oversight and accountability mechanisms, both at systemic and individual levels. Failure of accountability at multiple stages in the service delivery chain is arguably the biggest impediment in the delivery of education. For core public services such as education, the route of accountability is long and indirect. There are at least three steps of accountability. In the first step, the politicians or policy-makers are supposed to respond to the needs of citizens. In the second step, the service providers are supposed to deliver education service in line with the strategic directions set by policy-makers. In the third step, the lower tiers and attached departments of SED have to work together to achieve the targets set by the department.
This transactional approach to accountability is caused by lack of clarity over the responsibilities of each actor in the delivery of education, lack of results-based operational planning, limited availability of information on performance, absence of high-level accountability forum, administrative discontinuity, and the declining importance of annual performance reviews. As part of the implementation of BESP 2013-18, social accountability platforms i.e. Parent Teacher School Management Committee (PTSMC), Local Education Council (LEC), District Education Group (DEG) and Local Education Group (LEG) respectively were created at the school, cluster, district and provincial levels. The creation of these platforms
has strengthened accountability and improved community participation, but further efforts need to be made to make these bodies effective. Furthermore, while social accountability is essential, the need for ensuring meaningful executive accountability within the SED remains valid.
68 This was highlighted by all participants in the working group on governance and management.
Sub goal of effective accountability is to ‘Develop effective accountability mechanisms for the education system as a whole and its various sub-systems.’
Strategies for Effective Accountability
13.10.2. Strategies for Effective Accountability:
Sector analysis identified three places where accountability can breakdown. This plan aims to strengthen accountability at all three levels with the main focus on the last two levels i.e. between politicians and service providers and the Secretariat and attached departments. It does so by improving the information on the performance of Secondary Education Department (SED) and implementing a results-based management system. Furthermore, this plan promotes a shorter route to accountability through the engagement of community at each level of education delivery i.e. school, cluster, district and province. These social accountability platforms are expected to enable citizens to access and utilise information, voice their needs and opinions and demand accountability beyond elections.
1. A structured and multi-tiered accountability mechanism will be implemented
Given the large, complex, and multi-layered organisational structure of the Secondary Education Department, effective accountability will be established at all levels of education. For improving accountability at different levels within the SED, the implementation of a results-based management in all organisations and strengthening of individual performance evaluation mechanisms will be ensured. Furthermore, a high-level accountability forum will be created within the SED, headed by the Secretary SED, to review progress on sector plan periodically. For improving accountability of the SED to policy-makers and elected representatives, this plan proposes that the SED makes presentations on progress on BESP to the Chief Secretary and the Chief Minister as frequently as possible and practical.
2. Existing social accountability forums will be consolidated and strengthened
As part of the implementation of BESP 2013-18, social accountability forums have already been created at school, cluster, district and provincial levels. These forums respectively are Parent Teacher School Management Committee (PTSMC), Local Education Council (LEC), District Education Group (DEG) and Local Education Group (LEG). While DEGs and LEG are functional, LECs and PTSMCs aren’t functional in all schools. Steps will be taken to hold heads of these forums accountable for holding regular meetings.
3. Establish effective grievance redressal mechanisms within organisations and align it with complaint cells at the federal and provincial level
Absence of institutional grievance redressal mechanisms encourages employees, specifically teachers, to opt for an alternative, and potentially detrimental sources of influence. Establishment of effective grievance redressal mechanisms will help keep a check on unwarranted interference by teacher unions, politicians and influential community members. Grievance redressal mechanisms need to be strengthened in all organisations of the Secondary Education Department (SED). Furthermore, public campaigns should be launched to promote awareness about the newly-established Complaint Management System (CMS) and integrate it with other complaint portals existing at federal and provincial level. Complaint Management System (CMS) has not been effective so far because the public is not informed about it.
Increased Transparency
13.11. Increased Transparency
13.11.1. Challenges:
Limited public access to information on various aspects of education delivery: Transparency can be instrumental in improving public access to information about the various aspects of education delivery. Increasing transparency is likely to amplify the public voice and enable them to function as an effective check on elected representatives. Currently, there is opacity of information about many aspects of service delivery. Organised citizen groups don’t have adequate access to information on performance of education minister and the Secondary Education Department (SED).
Sub-goal of increased transparency is to ‘Introduce transparency in the provision of education to improve trust between the government and citizens.’
Strategies for Increased Transparency
13.11.2. Strategies for Increased Transparency:
1. Communication between stakeholders within SED and outside will be improved
The Secondary Education Department (SED) will develop a proper strategy to communicate progress on BESP to media and citizens. This will entail the publication (both on paper and online) and dissemination of annual reports on the progress made in the implementation of BESP. Lastly, a state-of-the-art website will be developed for the Secondary Education Department (SED).
2. Public access to information related to education budget and expenditures will be improved
Steps will be taken to ensure public access to information about education delivery at all levels of management.
All education-related approved policies, acts, and rules will be uploaded on the website. Furthermore, the Secondary Education Department (SED) will publish online the list of education development projects for a given year along with the approved PC-1 forms. Furthermore, quarterly PC-III forms and PC-IV forms will also be published online for each development project. Moreover, BESP annual progress reports will be uploaded on the website.
DEOs, heads of clusters and heads of schools will be required to display information related to budget size, utilisation and procurement at a prominent place within the premises of their offices.
Lastly, a public awareness campaign will be launched to inform and sensitise the public about the wealth of information available online.
Constructive Political Engagement
13.12. Constructive Political Engagement
13.12.1. Challenges:
Lack of sustained political support: Lack of sustained political support is a major hurdle in the governance and management of education. The interplay of education and politics has been at the higher ideological platform, political championing of education and constituency level considerations. Of these, constituency-level politics have the most detrimental effect on education delivery. Education is the biggest civilian employer in the province. Compared to other sectors, education provides more opportunities for rents and patronage to political elites in the form of construction projects (schools/universities), employment (hiring of teaching and non-teaching staff) and transfer postings. Additionally, political payoffs of construction projects, jobs and transfer postings are tangible and visible in the short-term, which explains why an overwhelming majority of education’s development budget gets spent on projects with brick and mortar component. Furthermore, the province’s social system and norms, which promote patronage and clientelistic networks, also appear to have contributed to the negative role of politics.
Reciprocity, the return of favours and protection of narrow tribal or ethnic interests have become defining features of Balochistan’s political culture. Employees at all levels of education department use these factors to evade accountability and sanctions.
Excessive political interference in education has manifested itself across the value chain of education delivery. From politically-driven planning to abrupt and pre-mature transfers and non-merit based appointments, intrusive political interference has had a negative impact on education management.
Sub-goal of constructive political engagement is to ‘Translate political interest in education into an asset that supports systemic reform and improvements.’
Strategies for Constructive Political Engagement
13.12.2. Strategies for Constructive Political Engagement:
Complete de-politicisation of public service delivery is impossible. This implies that service providers have to live with the realities of politics and adapt accordingly. This plan proposes that political interest in education should be translated into an asset that supports systemic reforms and improvements. This engagement should seek to address the political economy constraints that have resulted in a misalignment between the interests of politicians and the goals of public service delivery. While aligning elite incentives with the goals of effective service delivery is beyond the mandate of this plan, efforts can be made to improve elite understanding of the technicalities of education service delivery and its link with the medium and long-term interests of these elites. Key strategies are as follows:
1. Political leadership will be engaged
For this purpose, research will be conducted to identify the gaps between interests and perceptions of politicians and the objectives of service delivery. An advocacy campaign, led by Minister Education, with the help of civil society organisations and concerned citizens, to engage political leadership will be designed and launched on the basis of this research. The campaign will aim to sensitise them about the intricacies of service delivery and how improved delivery can advance the interests of politicians.
2. Standing Committee on Education will be engaged
The SED will also seek to engage the Standing Committee on Education of the provincial assembly. In addition to the presentation of BESP annual progress reports, open seminars will be organised on an annual basis with the Committee to discuss ongoing education reforms and issues.
Program Matrix Governance and Management
13.13. Program Matrix – Governance and Management
Table 13-1 Program Matrix - Management and Governance
|
Program 7 –
Governance and Management |
||||
|
Overall Goal
7. To
promote better governance and management for a more efficient, effective,
inclusive and accountable education service delivery |
||||
|
Sub-Programs |
Sub-Goals |
Strategies |
Activities |
Targets |
|
7.1 Comprehensive policy and legal framework |
7.1. Develop a
comprehensive policy and legal framework to guide the provision of education
service |
7.1.1 Improve education
policy framework |
I. Develop and approve a
provincial education policy |
Provincial education
policy approved |
|
7.1.2 Strengthen
legislative framework to meet the requirements of effective education
delivery |
II. Introduce the required
statute on curriculum and standards |
Curriculum and Standards
Act introduced All existing statues
reviewed |
||
|
III. Constitute a
Committee to review existing legislations and implement its recommendations |
||||
|
7.1.3 Develop rules for
all education-related statutes to guide effective implementation |
I. Constitute Committee(s)
to develop and notify rules for statutes that currently lack them |
Rules notified for all
acts related to provision of education |
||
|
7.1.4 Improve capacity of
SED to review policy and legal frameworks |
I.
Organise training workshops for PPIU on policy development and legislative
drafting on an ongoing basis |
PPIU’s policy development
and legislative drafting capacity improved |
||
|
II.
Notify Provision of hiring of legal
expert on need basis to work with PPIU |
|
|||
|
7.2 Better Planning |
7.2. Promote systemic,
need-based and inclusive planning to improve the efficiency of education delivery |
7.2.1 Ensure structured
and systematic implementation of BESP |
I. Introduce rules to
mandate development of rolling Annual Operational Plans (AOPs) in the light
of BESP |
Standardised format for
AOP approved AOP developed ADPs aligned with AOP |
|
II. Notify an inclusive
Committee within the SED to finalize AOP and review progress on it
periodically |
||||
|
III. Develop AOPs as per a
standardised and approved format and ensure that all proposals for
cooperation and engagement with |
||||
|
|
|
|
donors, NGOs and private
sector are aligned with AOP |
|
|
IV. Mandate the DSC to
ensure that the proposals submitted for Annual Development Plans (ADP) or
PSDP flow from and are aligned with AOP |
||||
|
7.2.2 Align donor plans
and projects with BESP |
I. Disseminate BESP
2020-25 to donors |
Donor plans and projects
aligned with BESP |
||
|
II. Amend the notification
on PPIU to empower it to review donor proposals for alignment with BESP |
||||
|
III. Present donor
proposals for approval at the competent forum only after confirmation of
alignment with BESP |
||||
|
7.2.3 Involve attached
departments, divisional, district and sub-district tiers in planning |
I. Make it mandatory for
the DEO to solicit proposals for development budget from clusters within
their jurisdiction, and for the Directorate of Education (Schools) to solicit
proposals for development budget from the district tier |
All horizontal and
vertical tiers are involved in education planning |
||
|
II. Revise the composition
of DSC to make heads of all attached departments its member |
||||
|
7.2.4 Strengthen
supervision and monitoring of implementation of development projects of SED |
I.
Require SED to obtain and review PC-III forms for each development project on
a quarterly basis |
Quarterly supervision and
monitoring of development projects of SED ensured |
||
|
II. Mandate divisional
directors to supervise progress on development schemes and share progress
reports with SED on quarterly basis |
||||
|
7.3 Result-Based Management |
7.3. Promote a result-
based management system to improve |
7.3.1 Introduce and implement a result- based
management |
I. Introduce rules to
mandate all attached departments of SED to develop annual work plans |
Result-based management
system established |
|
|
monitoring and managerial efficiency |
system in all attached departments of the SED |
II. Ensure that annual
work plans are developed by each attached department and approved by its head |
|
|
III. Require Heads of
attached departments to organise bi-monthly meetings to review progress
against work plans and Secretary SED to hold quarterly progress reviews |
||||
|
7.3.2 Establish formal
coordination among the horizontal tiers of SED |
I. Constitute and notify a
committee for coordination among the attached departments of SED |
Formal coordination
mechanism established |
||
|
7.3.3 Develop and
implement a comprehensive M&E strategy |
I. Develop and approve an
M&E strategy for the entire education system and its sub-systems |
M&E
strategy approved Percentage of M&E implemented |
||
|
II. Implement the M&E
strategy at all levels |
||||
|
7.4 Better Human Resource Management and Development |
7.4. Improve HR management
framework to increase productivity of the education workforce |
7.4.1 Develop a holistic
and integrated HR policy to provide clear strategic direction for managing
and developing human resource of SED |
I. Identify clear
objectives for HR management and development and review existing policies and
rules against them |
Integrated HR policy
approved |
|
II.
Develop and approve an integrated HR policy (and rules) aligned with the
objectives |
||||
|
|
|
7.4.2 Develop a
specialised structure for managing and developing human resource of SED based
on the HR policy |
I. Develop a proposal for
establishing a specialised unit as per needs of the HR policy |
Specialised HR Unit
established |
|
II. Get the proposal
approved |
||||
|
III. Setup the specialised
unit |
||||
|
|
|
7.4.3 Consolidate existing
HR Management Information System (MIS) to facilitate efficient management of
human resource of SED |
I. Establish a specialised
unit within SED to manage human resource |
Specialised
HR Unit established HRMIS revised and upgraded HRMIS utilised |
|
II. Review, revise and
upgrade the existing HRMIS based on needs of the HR policy |
||||
|
|
|
|
III Introduce rules to mandate the specialised HR unit to
use HRMIS |
|
|
|
|
7.4.4 Induction and
ongoing trainings for teaching cadre personnel posted as managers |
I. Design and develop
managerial training program for teaching cadre personnel posted as managers |
Teaching cadre personnel
posted as managers trained in managerial skills |
|
II. Introduce induction
trainings for teaching cadre personnel at the time of first posting on
managerial position |
||||
|
III. Conduct managerial
trainings of all existing staff posted as managers and organise follow up
trainings after every three years |
||||
|
7.5 Greater Private Sector Engagement |
7.5. Encourage, and
regulate, greater private sector participation and investment in education
service delivery |
7.5.1 Strengthen
regulatory framework for private schools to protect public interest as well
as encourage participation of the private sector as a key partner in the
delivery of education |
I. Develop a strategic
framework for regulating private schools in consultation with representatives
of private schools and community |
Private schools regulatory framework standardised,
institutionalised and disseminated |
|
|
|
II. Discard the draft
Balochistan Private Educational Institutions Registration, Regulation and
Promotion Bill 2019 and instead review 2015 Act |
||
|
III. Develop rules for
operationalisation of the revised act |
||||
|
IV. Designate or create a
specialised unit within the DOE(S) to oversee implementation of the
regulatory framework |
||||
|
|
|
7.5.2 Develop partnerships
with the private sector for the provision of education service under PPP mode |
I.
Establish a PPP node in SED in line with the provisions of the Balochistan Public Private Partnership
Act 2018 |
PPP node established in
SED Strategy for engaging the private sector under PPP
mode developed |
|
II. Organise training
workshops with all attached departments of SED to sensitise them on the role
of PPPs in education |
||||
|
|
|
|
III. Develop, and
implement, a strategy for engaging private sector under PPP mode across the
value chain of education delivery |
|
|
7.6 Effective Decentralised Structures |
7.6. Strengthen management
at the district and sub- district tiers including schools to bring education
delivery closer to citizens |
7.6.1 Consolidate DEA and
DEG to improve district-level management of education |
I. Review and modify the
functions of DEA and DEG to remove overlap and ensure alignment with
respective mandates |
Composition and functions of DEA and DEG revised Effectiveness of DEA and
DEG improved |
|
II. Revisit composition of
DEA to strengthen the role of DEO |
||||
|
|
|
7.6.2 Rationalise and
consolidate the cluster-based management system to improve compliance with
procurement policy 2014 |
I. Notify guidelines for
rationalising the size and composition of clusters keeping in view factors
such as geographic proximity and fair distribution of responsibilities |
Cluster-based management
strengthened and made more inclusive |
|
II. Require DEOs to
revisit cluster composition only once in 2 years |
||||
|
|
|
7.6.3 Reduce
inefficiencies in cluster-based procurement to meet the requirements of
schools more effectively |
I. Amend the notification
on Clusters to make the disbursement of cluster- budget conditional upon the
existence of Local Education Purchase Committees |
Cluster-based procurement
made more efficient |
|
II. Develop and notify a
well-thought-out formula for the distribution of allocated funds among
clusters and among feeder schools within clusters |
||||
|
III. Amend the
notification on Clusters to empower cluster heads to re- appropriate budget
from one to another head |
||||
|
|
|
7.6.4 Ensure development
and implementation of school-based plans |
I. Develop and approve a
standardised format for school improvement plans |
School-based improvement
and operational plans developed and implemented |
|
II. Notify rules to
mandate heads of middle and high schools to develop and |
||||
|
|
|
|
implement annual school
improvement plans |
|
|
|
|
7.6.5 Strengthen community involvement in the
management of school affairs |
I. Notify fresh elections
for the constitution of PTSMCs in all schools |
PTSMCs
made functional LECs made functional |
|
II. Notify LECs in all
clusters |
||||
|
III. Hold DEOs accountable
for the formation of LECs |
||||
|
7.7 Gender-Inclusive Management |
7.7. Mainstream
gender-sensitivity across the value- chain of education delivery |
7.7.1 Ensure
gender-sensitivity across the value chain of education service delivery |
I. Develop a strategy for
mainstreaming gender-sensitivity across the value chain of education delivery |
Gender-sensitivity
promoted across the value chain of education delivery |
|
II. Train and sensitise
officials of the SED on gender-sensitive management and work place
anti-harassment rules |
||||
|
III.
Head hunting for competent female managers who can be posted at senior positions |
||||
|
|
|
7.7.2 Create a
gender-friendly work environment |
I. Establish day-care
centers for female employees in SED and its attached departments |
Work environment made more
gender-friendly |
|
II. Construct separate
toilets for females in SED and its attached departments |
||||
|
III.
Notify female focal persons to deal with complaints related to work place harassment |
||||
|
7.8 Effective Accountability |
7.8. Develop effective
accountability mechanisms for the education system as a whole and its various
sub-systems |
7.8.1 Implement a
structured and multi-tiered accountability mechanism with the CM at the top
of the chain |
I. Amend rules to ensure
presentation of progress on BESP bi-annually to the Chief Minister and Chief
Secretary |
High-level accountability
mechanisms improved and consolidated |
|
II. Notify a high-level
forum under the Chairmanship of Secretary SED to review progress quarterly on
AOPs and Work Plans |
||||
|
|
7.8.2 Strengthen existing
social accountability mechanisms to promote community |
I. Amend the ToRs of
Additional Secretary (PPIU) to include the responsibility for holding regular
meetings of LEG |
Participation of
communities in monitoring of education improved at all tiers of governance |
|
|
|
|
participation in the management of education |
II. Amend the ToRs of DEG
to hold the DC responsible for regular meetings of DEG |
|
|
|
|
III. Mandate the DEO to
hold heads of middle and high schools accountable for meetings of PTSMCs and
LECs respectively |
||
|
|
|
7.8.3 Ensure effective grievance redressal mechanisms within
the education system and align it with complaint cells at the federal and
provincial level |
I. Develop formal grievance redressal mechanisms at the
district level |
Grievance redressal
mechanisms strengthened and aligned with other complaint reporting mechanisms
at the federal and provincial level |
|
II. Promote public
awareness about Complaint Management System (CMS) |
||||
|
III. Review the CMS to
ensure timely follow-up and action on complaints |
||||
|
IV. Link CMS with PM
Citizen portal and other provincial and federal complaint systems |
|
|||
|
7.9 Increased Transparency |
7.9. Introduce
transparency in the provision of education to improve trust between the
government and citizens |
7.9.1 Improve
communication between stakeholders within SED and outside to improve
transparency |
I. Develop, and implement,
a strategy to communicate progress and respond to queries related to
education service delivery |
Communication strategy
implemented |
|
II. Publish annual report
on issues, reforms and progress of SED for public use |
||||
|
7.9.2 Improve public
access to information about public expenditures and other aspects of
education department |
I. Mandate DEOs, cluster
heads and school heads to display information related to enrolment, budget
utilisation, procurement, number of teachers and development schemes at a
prominent place within premises of their offices |
Public access to
information improved at all levels |
||
|
II. Publish all
education-related approved
policies, acts and rules on the website including BESP annual progress
reports |
||||
|
III. Publish online the
mandatory PC-III forms for each development project on a quarterly basis |
||||
|
7.10 Constructive Political Engagement |
7.10. Translate political
interest in education into an asset that supports systemic reform and
improvements |
7.10.1 Engage political
leadership to sensitise them about the technicalities of education service
delivery |
I. Design, and implement, an advocacy campaign to engage
political leadership |
Political leadership
sensitised about the technicalities of education service delivery |
|
II.
Identify education champions among politicians and develop mechanisms to engage them in a sustained manner |
||||
|
7.10.2 Engage the Standing
Committee on Education of the provincial assembly in advocacy of education
reform |
I. Mandate Secretary SED
to present progress on implementation of BESP the Standing Committee after
every 6 months |
Standing Committee on Education engaged |
||
|
II. Hold bi-annual open
seminars with the committee to discuss on going education reforms and issues |
||||
No comments:
Post a Comment