National Education

Policy - 2016
CONSULTATION SESSIONS - SINDH
SEPTEMBER 2-7, 2015
HYDERABAD, MITHI AND SUKKUR
D R . M . IQ BA L N A EE M – 0 32 1 4 9 3 8 06 4 ,
I Q B A L. N A EEM 2 0 1 0 @H O TM A I L.C O M

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

 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”
 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:

 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)

Recrafting the Vision for NEP 2016

Elements can be suggested by all
and one group can work on this
Source: Ministry of Planning, Development and Reforms 2015
http://www.pc.gov.pk/wp-content/uploads/2015/05/Vision-2025-Executive-
Summary.pdf
 NEP 2009 – themes
National Education Policy: Challenges and
Deficiencies
Fulfilling the Commitment Gap
Fulfilling the Implementation Gap
Islamic Education
Broadening the Base and Achieving
Access
Raising the Quality of Education
Strengthening Skill Development and
Innovation
Higher Education
Implementation Framework
The State of Pakistan’s Education
NEP 2016- proposed themes /areas
Access for all levels (ECE to Higher Education incl. TVET, NFE/Literacy- mindful of
inclusive education, public and private sector/madrassahs)
Quality (for all Levels underscoring learning outcomes and ICTs in all delivery
systems)
Public Private Partnership at all levels/services
Medium of Instruction –challenges Language Issues
Teaching of Foreign Languages- English /Others
Revival, Strengthening, and Activation of the role of National Cadet Core, Boys
Scout, and Girls Guide
Islamic Education
Sports, Games- Life Skills Based Education (LSBE)
Coordination and Linkages
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
 Sustainable Development Goals
(SDGs) 2015-2030 (after MDGs)
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improve nutrition and promote sustainable
agriculture
3. Ensure healthy lives and promote well-being for all ages
4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. 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 countries
11. Make cities and human settlements inclusive, safe, resilient, and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts
14. Conserve and sustainably use the oceans, seas and marine resources for sustainable
development
15. 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
 Provincial Priorities - Sindh
Amongst the provinces Sindh the first one to host the provincial NEP 2016
consultation on August 15, 2015 led by Dr. Fauzia Khan Director Curriculum
Wing at Education and Literacy Department (E&LD); she is the focal person on
NEP 2016 for Sindh on behalf of the IPEM C.

Sindh’s Priorities include:

◦ Strengthening education management and governance
◦ Enhance gender equity
◦ Enhancing public private partnerships
◦ Enhancing social cohesion
◦ Policy action for education in emergencies
◦ Enhance use of ICT for learning and monitoring

(The Sindh Education Sector Plan segments for 2014-2018 can be found in your
folders.)
 Targets
Consultative process at divisional, district, and tehsil level
Involvement of all stakeholders especial focus on YOUTH groups: drawn
from teachers, head-teachers, students, media, CSOs, enterprise , inclusive
groups etc. public and private sector including SEF
Redefining roles of stakeholders
Draft recommendations matching ground realities
Present in the provincial workshop
Place in the NEP- RC for Inter Provincial Education Ministerial
(IPEM)committee/forum
(more details on existing targets can be found in Sindh Education sub-
sector plans 2014-2017/18)
 Breakout Session Groups
Quality 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 Financing

8. Madrassas
9. 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

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