National Education Policy 2016 Consultation Sessions Mardan Stakeholders

National Education Policy - 2016 Consultation Sessions - Mardan 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 “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)

18 th 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”

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

• The latest draft framework for action was submitted on September 25 th, 2015 • Framework will be finalized in Novermber • Indicators for SDG 4 will be finalized in March

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 18 th 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 Access for all levels (ECE to Higher Education incl. TVET, NFE/Literacy- mindful of Deficiencies inclusive education, public and private sector/madrassahs) Quality (for all Levels underscoring learning outcomes and ICTs in all delivery Fulfilling the Commitment Gap 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

Rights to Education Act • Draft bill formed- under review • The “Khyber Pakhtunkhwa Right of Children to Free and Compulsory Education Act 2014″ has been drafted by the Provincial Government. The draft is under review by the Provincial Assembly and will be opened for public debate soon – after which it will be passed. The implementation of this Act will make all five to sixteen year old children residing in the Khyber Pakhtunkhwa province eligible for free and compulsory education by law.

KP Fundamental Barriers 1. Data and information management 2. Budgeting and financial management 3. Execution and financial control 4. Teaching 5. Politicization of employees For a draft of the school sector plan please visit http: //itacec. org/nep. php

KP Priorities Holistic sector planning Learning assessment Teaching and learning materials Advocate strong policies to counter the problem of inadequate and inequitable access • Revision of school curriculum • Effective teachers • Continuous professional development • •

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

Breakout Session Groups Quality and Access discussed for each sub-sector 1. 2. 3. 4. 5. 6. Vision and Mission – core principles Early Childhood Education Primary Education Secondary Education TEVT and Special Education NFE and Adult 7. 8. 9. Governance and Financing Madrassas Inclusive/special education 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.

Guidelines for Analysis and Policy Recommendations • • • Introduction and implementation of Right to Education 25 -A Vision and Integration of SDG 4 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