National Education Policy - 2016

Consultation Sessions - Rawalpindi

Stakeholders Voices, especially Youth Students; Teachers; Challenged; Civil Society;

Media; Education Entrepreneurs

National Education Policy- Chronology of Policies 1947-2015

First Educational Conference, 1947

Report of the Commission on National Education, 1959

Education Policy, 1970

The Education Policy, 1972-1980

National Education Policy and Implementation Programs, 1979

National Education Policy, 1992-2002

National Education Policy, 1998-2010

Educational Sector Reforms, 2001

National Education Policy, 2009

Vision NEP 2009 Vision

“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”

( Source: NEP 2009 pg. 17)

18th Amendment – April 19, 2010

Abolishing the concurrent list transferring the residuary powers to provinces for 47 subjects

including Education and Health

This led to major shifts in entitlements, decision making and responsibilities across the federation. Subjects on which both federal and provincial governments could make laws were devolved completely to the provinces with the abolition of the concurrent list

Constitution of Pakistan Article 25-A - 2010

Fundamental Right to Education – “The State shall provide free and compulsory

education to all children of the age five to sixteen years in such manner may be determined

by law”

Sustainable Development Goals (SDGs) 2015-2030 (after MDGs)

1. End poverty in all its forms everywhere2. End hunger, achieve food security and improve nutrition and

promote sustainable agriculture3. Ensure healthy lives and promote well-being for all ages4. Ensure inclusive and equitable quality education and promote life-

long learning opportunities5. Achieve gender equality and empower all women and girls6. Ensure availability and sustainable management of water and

sanitation for all7. Ensure access to affordable, reliable, sustainable and modern

energy for all 8. Promote sustained growth, inclusive and sustainable economic

growth, full and productive employment and decent work for al 9. Build resilient infrastructure, promote inclusive and sustainable

industrialization and foster innovation

SDGs Contd.10. Reduce inequality within and among countries11. Make cities and human settlements inclusive, safe, resilient, and

sustainable12. Ensure sustainable consumption and production patterns13. Take urgent action to combat climate change and its impacts14. Conserve and sustainably use the oceans, seas and marine

resources for sustainable development15. Protect, restore and promote sustainable use for terrestrial

ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

MDGs had 2 targets and EFA 6 goals we now have SDG 4 Goal & 10 targets

• SDG Goal 4: Ensure inclusive and equitable education and promote life-long learning opportunities.

• 4.1. by 2030 ensure all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes (Right to Education)

• 4.2. by 2030 ensure all girls and boys have access to quality early childhood development, care and pre-primary education so they are ready for primary education (Early Childhood Education)

• 4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

• 4.4. By 2030, increase by [x] per cent the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

• 4.5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

• 4.6. By 2030, ensure that all youth and at least [x] per cent of adults, both men and women, achieve literacy and numeracy

• 4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

• 4.a. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

• 4.b. By 2020, expand by [x] per cent globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

• 4.c. By 2030, increase by [x] per cent the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing States

Revision of National Education Policy (NEP) 2009

• Despite its efforts, Pakistan is still falling short on its commitment to achieve Universal Primary Education (UPE) and desired literacy rates (87% by 2015 EFA- NPA)

• The need to review the NEP 2009 is essential so we can: – Match and upgrade decision making aligned to the devolved

provincial set up and in light of article 25-A– Address areas previously neglected in NEP

2009-e.g.Special/inclusive Education; ICTs; – Integrate the upcoming Sustainable Development Goals

(SDGs) especially SDG# 4 and its 10 targets for education (to be finalized September 2015 globally) ; this replaces the MDGs. Sadly Pakistan remains off track to meet the MDGs (Goals 2 on UPE and 3 on Gender Equality )

– Identify the role of the community as a major support and accountability forum

Government Recommended Framework for NEP 2009

• The federal government has proposed a set of general guidelines

• These include:– Revision of the vision, mission, and objectives of the policy– All chapters to be revised in light of the 18th amendment– The new policy document will be theme specific rather than

subsector specific– Policy should be accompanied by an implementation

framework, annual targets, and estimated costs• A recommended layout of the policy framework is as

follows:

NEP 2009 – themes NEP 2016- proposed themes /areas

National Education Policy: Challenges and Deficiencies

Access for all levels (ECE to Higher Education incl. TVET, NFE/Literacy- mindful of inclusive education, public and private sector/madrassahs)

Fulfilling the Commitment Gap Quality (for all Levels underscoring learning outcomes and ICTs in all delivery systems)

Fulfilling the Implementation Gap Public Private Partnership at all levels/services

Islamic Education Medium of Instruction –challenges Language Issues

Broadening the Base and Achieving Access Teaching of Foreign Languages- English /Others

Raising the Quality of Education Revival, Strengthening, and Activation of the role of National Cadet Core, Boys Scout, and Girls Guide

Strengthening Skill Development and Innovation Islamic Education

Higher Education Sports, Games- Life Skills Based Education (LSBE)

Implementation Framework Coordination and Linkages

The State of Pakistan’s Education Political Will and Commitment

Research, Training, and Database Creation

Management/Administration/Monitoring of the Respective Sub-Sector of Education

National Commitments 25 A; its rules/implementation- in each province/area

Global Commitments and Trends –SDGs – ICTs- Climate Change: Knowledge creation & management

Right to Free and Compulsory Education Act, 2012

ICT Right to Free and Compulsory Education Act acknowledges that ‘Where a child has not been admitted in any school or though admitted, could not complete his education, then he shall be admitted in an appropriate class in a formal or non-formal school’

ICT Priorities

• Allocate adequate financial resources to all sub-sectors• Advocate strong policies to counter the problem of

inadequate and inequitable access• Train teachers to understand the holistic needs of

education and its key indicators • Develop minimum quality standards including activity

based teaching learning material for all levels of learning• Expansion of facilities for Special Children in government

and private schools

Targets

What should the targets be?What must the new policy include?What recommendations do you have?

Breakout Session GroupsQuality and Access discussed for each sub-sector

1. Vision and Mission – core principles 2. Early Childhood Education 3. Primary Education 4. Secondary Education 5. TEVT and Special Education 6. NFE and Adult

For groups 1-6 please do consider the following: curriculum, textbooks, supplementary materials teacher education, assessment, ICTs enabled learning, protection/Life Skills Based Education (LSBE), ethics, citizenship education, inquiry based learning pedagogies etc.

7. Governance and Financing8. Madrassas9. Inclusive/special education

Guidelines for Analysis and Policy Recommendations

• Implementation of Right to Education 25-A in Sindh an urgent matter awaiting rules Gender Equality and Non-discrimination

• Vision and Integration of SDG4 and targets in the NEP 2016• Issues and recommendations for quality and learning/assessment in each sub-sector :

Teacher Education – Pre and In-service Licensing and certification • Issues of access across each thematic area- norms of school construction, space and

buildings/facilities • Protecting our children – child rights – non-discrimination- ending child marriages in

Sindh - measures for emergencies • Role of technologies/ICT and innovations in improving learning and governance • Integrating climate change; Life skills based education (LSBE), child protection, ending

child marriages, human rights & citizenship in teacher education, classrooms and schools

• Governance of education system: SMCs; District; Provincial level and strong M&E Systems

• Public Private Partnerships in public sector service delivery all levels; quality & financing • Financing of education raising the budgets for standards and ensuring utilization

For NEP 2016 Reference Documents & Suggestions

• Website for NEP 2016

http://itacec.org/nep.php

• Polls and Your suggestions