25 A and Sustainable Development Goals 2030 SDG

25 A and Sustainable Development Goals 2030; SDG 4 on Education and RTE PREPARED BY: SAIF QUADRI

UN Sustainable Development Goals (2030) “The Sustainable Development Goals are a call for action by all countries – poor, rich and middle -income – to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection. ”

LINKING Education SDG 4 with all 16 SDGs “Let no one be left behind” –LNOBLB) & 25 A SDG 4 Lies at the Heart of the other 16 SDGs – it is a foundational pillar for Sustainable Development

Federal and Provincial SDG Units National Assembly through a resolution in January 2016 agreed to fully implement the Agenda SDGs 2030 SDGs Units set up at the Federal and Provincial Level Pakistan has been diligently working on alignment of its Sector Plans, Laws(25 A), Policies and Implementation Plans with SDGs including SDG 4 In 2019 Pakistan presenting its Voluntary National Report (VNR) to the High Level Political Forum (HLPF) at the UN (July 2019)on the following SDGs: ◦ SDG 4, 8, 10, 13, 16 17

SDG 4 & Targets Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”; SDG 4 Targets 1. Universal Primary and Secondary Education: Ensure all girls and boys complete free, equitable, quality primary and secondary education 2. Early Childhood Development and Universal Pre-primary Education: Ensure all girls and boys have access to quality early childhood development, care and preprimary education 3. Equal Access to Technical/Vocational and Higher Education: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4. Relevant Skills for Decent Work: Substantially increase number of youth and adults with relevant skills for employment, decent jobs, entrepreneurship 5. Gender Equality and Inclusion: Eliminate gender disparities in education, 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

SDG 4 Target & Means of Implementation 6. Universal Youth Literacy: Ensure all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 7. Education for Sustainable Development and Global Citizenship: Ensure all learners acquire knowledge and skills needed to promote sustainable development through education for sustainable development and lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity 4 a. Effective Learning Environments: Build and upgrade child, disability and gender sensitive education facilities; provide safe, non-violent, inclusive and effective learning requirements for all 4 b. Scholarships: By 2020, substantially expand number of scholarships available to developing countries, particularly least developed countries, for enrolment in higher education in developed, other developing countries 4 c. Teachers and Educators: Substantially increase supply of qualified teachers, including through international cooperation for teacher training in developing countries

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation ICT Right to Free & Compulsory Education Act 2012 (5 -16 years) Relevant Article 4. 1 Universal Primary and Secondary Education 2(c) – Child includes all from 5 to 16 3(3)(a) – Right of child to free education 3(3)(k) – Good quality education 4. 2 Early Childhood Development and Universal Pre-primary Education 9 - Appropriate govt to provide pre-school education and early childhood care 4. 3 Equal Access to Technical/Vocational and Higher Education TVET: Not covered under 25 A but purview of Fed Min. Higher Education: Not covered under 25 A but purview of HEC 4. 4 Relevant Skills for Decent Work 18(d) – Teachers to ensure all round development of the child 18(e) – Teachers to ensure building up of child’s knowledge, potentiality, talent 4. 5 Gender Equality and Inclusion 3(1) – Every child, regardless of sex 2(c) – Child definition includes children with special needs 2(d) and 3(3)(f) Disadvantaged children to no be discriminated against 2(m) – Special education defined 3(3)(b) –Admission of migrant children

Comments on SDG 4 and 25 A Acts Gaps & Overlaps Three clarification comments : It is important to note that the purview of 25 A and its laws is 5 -16 year old children/adolescents where as for SDG 4 it is lifelong learning ◦ SDG 4 : Lifelong learning fis rom ECD (0 -8), basic schooling to tertiary, technical training and continuous learning Education Sector Reforms action plans since 2000 - and each government pushing the Education Priority for its Constituencies Each provincial /area government is actively engaged in sector reforms/policies and plans – the latter build on 25 A and SDG 4; or at least they are meant to. Given the above caveats/clarfications: some Gaps for RTE and SDG 4 may thus be seen for age group 5 -16 in:

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation ICT Right to Free & Compulsory Education Act 2012 (5 -16 years) Relevant Article 3(3)(k) - good quality education conforming to prescribed standards and norms 18(e) – Teachers responsible for building of 4. 7 Education for Sustainable Development and child’s knowledge, potentiality, talent 4. 6 Universal Youth Literacy Global Citizenship 4 a - Effective Learning Environments 3(3)(g) & (j) –Provision of Infrastructure & training facilities 6 – Establishing of schools 4 b - Scholarships Purview of HEC 4 c - Teachers and Educators 3(3)(f) – Training facilities for teachers 17(1) – Teacher qualifications 18 – Duties of teachers 19(1)(2) Teacher related matters; Maintenance of Pupil-Teacher Ratio; Filling of vacancies

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation Sindh Right of Children to Free & Compulsory Education Act 2013 4. 1 Universal Primary and Secondary Education 3(1) – Every child 5 -16 – fundamental right to free and compulsory education 7(4)(h) – Govt obligated to ensure good quality education 4. 2 Early Childhood Development and Universal Pre-primary Education 9. Govt may make necessary arrangements for providing preschool education and early childhood care for children over 3 4. 3 Equal Access to Technical/Vocational and Higher Education Purview of Fed Ministry/HEC 4. 4 Relevant Skills for Decent Work 18(1)(d) – Teachers to take care of all-round development of child 18(1)(e) – Teachers to ensure building up of child’s knowledge, potential and talent 4. 5 Gender Equality and Inclusion 3(1) – Every child 5 -16 regardless of sex 2(c) and 7(4)(c) – Ensure no discrimination against disadvantaged child 2(o) – Special education defined

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation Sindh Right of Children to Free & Compulsory Education Act 2013 4. 6 Universal Youth Literacy 7(4)(h) – good quality education conforming to the prescribed standards and norms 18(1)(e) – Teachers responsible for building of child’s knowledge, potential, talent 20(2)(d) – development of physical and mental abilities to fullest extent 4. 7 Education for Sustainable Development and Global Citizenship 4 a - Effective Learning Environments 6 – Establishing of schools 7(4)(d) & (g)– Provision of infrastructure & training facilities 7(4)(j) – Ensure enabling learning environment for better teaching and learning in schools 4 b - Scholarships Purview of HEC (Provincial and Federal) 4 c - Teachers and Educators 7(4)(g) – Training facilities for teachers 17(1) – Teacher qualifications 18(1) – Duties of teachers 19(1)(2) Teacher related matters; Maintenance of Pupil -Teacher Ratio; Filling of vacancies

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation KPK Free Compulsory Primary and Secondary Education Act 2017 4. 1 Universal Primary and Secondary Education 3(1) – Every child 5 -16 – free compulsory primary and secondary education 4. 2 Early Childhood Development and Universal Pre-primary Education No mention 4. 3 Equal Access to Technical/Vocational and Purview of Fed Ministry/HEC Higher Education 4. 4 Relevant Skills for Decent Work No mention 4. 5 Gender Equality and Inclusion 2(a) – child of either sex – 5 -16 years

Overlaps and Gaps across SDG 4 and 25 A – Laws - Provinces & Areas SDG 4 Targets & Means of Implementation KPK Free Compulsory Primary and Secondary Education Act 2017 4. 6 Universal Youth Literacy No mention 4. 7 Education for Sustainable Development and Global Citizenship 4 a - Effective Learning Environments No mention- but fully covered in KESP –Sector Reforms/Planning /Implementation 4 b - Scholarships Purview of HEC (Federal/Provincial) 4 c - Teachers and Educators No mention (Heavily covered in KESP)

MAPPING SDG 4 & 11 GLOBAL INDICATORS with Right to Education Goal 4: Ensure inclusive and quality education for all and promote lifelong learning SDG 2030 – SDG 4 indicators Right to Education Acts TARGET 4. 1 BY 2030, ENSURE THAT ALL GIRLS AND BOYS COMPLETE FREE, EQUITABLE AND QUALITY PRIMARY AND SECONDARY EDUCATION LEADING TO RELEVANT AND EFFECTIVE LEARNING OUTCOMES [4. 1. 1] Percentage of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. Learning levels: Urdu /Sindhi/Pashto Grade 3: 17% Grade 5: 52% By Gender (6 -16 yrs): Girls: 36% Boys: 43% English Grade 3: 15% Grade 5 : 46% By Gender (6 -16 yrs): Girls: 33% Boys: 40% Arithmetic Grade 3: 15% Grade 5 : 48% By Gender (6 -16 yrs): Girls: 36% Boys: 44% TARGET 4. 2 BY 2030 ENSURE THAT ALL GIRLS AND BOYS HAVE ACCESS TO QUALITY EARLY CHILDHOOD DEVELOPMENT, CARE AND PRE-PRIMARY EDUCATION SO THAT THEY ARE READY FOR PRIMARY EDUCATION [4. 2. 1]Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex [4. 2. 2] Participation rate in organized learning (one year before the official primary entry age), by sex [4. 2. 1] Mi. CS Data [4. 2. 2] Enrolment: 36% (3 -5 yrs) TARGET 4. 3 BY 2030 ENSURE EQUAL ACCESS FOR ALL WOMEN AND MEN TO AFFORDABLE QUALITY TECHNICAL, VOCATIONAL AND TERTIARY EDUCATION, INCLUDING UNIVERSITY [4. 3. 1] Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex 15 + Literacy Rate by Gender and Area (U/R) ASER: 30% Mothers and 52% Fathers completed primary (rural)

SDG 2030 – SDG 4 indicators 25 A RTE Acts TARGET 4. 4 BY 2030, SUBSTANTIALLY INCREASE THE NUMBER OF YOUTH AND ADULTS WHO HAVE RELEVANT SKILLS, INCLUDING TECHNICAL AND VOCATIONAL SKILLS, FOR EMPLOYMENT, DECENT JOBS AND ENTREPRENEURSHIP [4. 4. 1] Percentage of youth and adults with information and communications technology (ICT) skills by type of skill ICT Facilities/Usage HH Level: 70% HHs use mobile phones, 58% of mobile users use SMS 28% of mobile users use Whats. App Availability of Computer Laptops= Schools: Computer Labs in High schools: Private: 43% Govt: 52% Smart boards in Elementary Schools: Private: 24% Govt: 16% Smart boards in High Schools: Private: 32% Govt: 24% TARGET 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. 5. 1] Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflictaffected as data become available) for all education indicators on this list that can be disaggregated Learning levels Gender Gap (6 -16 yrs): Urdu Sindhi/Pashto Girls: 36% Boys: 43% English Girls: 33% Boys: 40% Arithmetic Girls: 36% Boys: 44% Learning levels Gr. 5 by Scl type: Urdu: Private: 66% Govt: 48% English: Private: 65% Govt: 40% Maths: Private: 64% Govt: 44% Wealth Index: Enrolment rates: Richest quartile: 85% Boys: 87% Girls: 83% Poorest quartile: 59% Boys: 67% Girls: 46% Percentage HHs with. Safety Nets: 18% Disability: Mild disability (Punjab): 2. 1% Moderate to severe (Punjab): 1. 1% Mild disability (KP): 2. 9% Moderate to severe (KP): 0. 7%

SDG 2030 – SDG 4 indicators 25 A RTE Acts Provision TARGET 4. 6 BY 2030, ENSURE THAT ALL YOUTH AND A SUBSTANTIAL PROPORTION OF ADULTS, BOTH MEN AND WOMEN, ACHIEVE LITERACY AND NUMERACY [4. 6. 1] Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex. 30% of mothers and 52% of fathers in the sampled households had completed at least primary education. 70% HHs use mobile phones, 58% mobile users use SMS 28% mobile users use Whats. App 17% HHs use computers / laptops TARGET 4. 7 BY 2030 ENSURE ALL LEARNERS ACQUIRE 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 NON-VIOLENCE, GLOBAL CITIZENSHIP, AND APPRECIATION OF CULTURAL DIVERSITY AND OF CULTURE’S CONTRIBUTION TO SUSTAINABLE DEVELOPMENT [4. 7. 1] Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment 2017/18 Reporting on agreed measures Citizenship Education; Human Rights ; Gender Equality in Curriculum /Textbooks and Learning and in Teacher Education Gender Sensitive/ Citizenship focused Student Assessment Citizens’ Voice &adult voters Registered voters Female 89% Male 93%

SDG 2030 – SDG 4 indicators PES - ASER 2016 Findings TARGET 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. a. 1] Percentage of schools with access to: (a) electricity, (b) the Internet for pedagogical purposes, (c) computers for pedagogical purposes, (d) adapted infrastructure and materials for students with disabilities, (e) basic drinking water; (f) single-sex basic sanitation facilities and (g) basic hand washing facilities (as per the water, sanitation and hygiene (WASH) indicator definitions) Electricity in Primary Schools: Private: 71% Govt: 52% Solar panels in High Schools: Private: 14% Govt: 14% Drinking Water in Primary schools: Private: 85% Govt: 60% Toilets in Primary schools: Private: 84% Govt: 54% Multi grade teaching in class 2: Private: 29% Govt: 44% Smart boards in High Schools: Private: 32% Govt: 24% Computer Labs in High schools: Private: 43% Govt: 52% Boundary Walls Primary Schools Private: 81% Govt: 65% Playgrounds in Primary schools: Private: 46% Govt: 35% Rooms on avg for classroom activities in High schools: Private: 11 Govt: 10 Library in High School: Private: 55% Govt: 62% TARGET 4. B BY 2020, SUBSTANTIALLY EXPAND 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. b. 1] Volume of official development assistance flows for scholarships by sector and type of study - TARGET 4. C BY 2030, SUBSTANTIALLY INCREASE THE SUPPLY OF QUALIFIED TEACHERS, INCLUDING THROUGH INTERNATIONAL COOPERATION FOR TEACHER TRAINING IN DEVELOPING COUNTRIES, ESPECIALLY LEAST DEVELOPED COUNTRIES AND SMALL ISLAND DEVELOPING STATES [4. c. 1] Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary, and (d) upper secondary education who have received at least the minimum organized teacher training (e. g. pedagogical) pre-service and in-service required for teaching at the relevant level in a given Primary & Secondary Teachers who have B-Ed degrees: Private: 53% Govt: 42% Primary & Secondary Teachers who have M-Ed degrees: Private: 15% Govt: 22%

Key Actions Required Discussion & Outcomes