Naveed Hussain
The foundation of socio-economic progress lies in education, which is primarily the responsibility of the government. However, in this country, public sector education has been neglected for too long, facing serious challenges such as weak policy commitments, scarce funding, lax and defective oversight, gender inequities, and questionable quality of syllabi content.
Currently, an estimated 22.8 million children, nearly half of the population in that age group, are out of school, making this the second highest number in the world, according to UNICEF. This is a pressing issue, despite the constitutional stipulation of free and compulsory education for all children aged five to 16 years.
Furthermore, gender disparities are most evident among economically disadvantaged sections of society, with boys outnumbering girls at every level of education.
Prime Minister Shehbaz Sharif, a staunch advocate for education, has announced a new initiative to address these issues. He has formed an education taskforce chaired by himself and consisting of 19 members, including federal ministers for education, vocational training, information technology, information and broadcasting, as well as several education experts.
The federal secretary of education will serve as the convener of the taskforce, and provincial education ministers and secretaries will also be included, recognizing the higher number of out-of-school children in Sindh and Balochistan compared to the other provinces.
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In terms of financial investments, successive governments have given low priority to education, especially amidst the current economic crisis. However, with the country heads of the World Bank, Asian Development Bank, UNICEF, UNESCO, and World Food Programme on board, the financial constraint seems surmountable.
The taskforce’s primary role is to identify the existing hurdles in achieving literacy targets, assess the quality of education in public-sector schools, and make recommendations for improvements. The effort aims to bring about meaningful reforms in government-run educational institutions, leading to a significant reduction in the number of out-of-school children with a focus on enhanced gender parity. Additionally, the taskforce is expected to upgrade the curriculum not only in primary and secondary schools but also in colleges and universities.
Overall, it is hoped that this initiative will not only rectify the situation but also pave the way for a brighter future, spurring change in the right direction and guiding the country towards progress and development.
Devolution of Education: Empowering Provinces for Effective Implementation
The devolution of education after the 18th amendment in Pakistan represents a significant shift in the governance of education. With education now being a devolved subject, the responsibility for implementing effective initiatives in the education sector lies with the provinces and local governments. This devolution of power has the potential to bring about positive change in the education system; however, it also presents unique challenges that need to be carefully addressed.
One key aspect of devolving education is that it allows for greater local ownership and control over education policies and practices. Provinces are better positioned to understand the specific needs and challenges of their respective regions and can tailor education initiatives accordingly. Moreover, local governments can play a crucial role in the effective implementation of educational programs, especially at the grassroots level. By engaging local communities and stakeholders, they can ensure that initiatives are relevant and responsive to the local context.
It is essential to recognize that effective implementation of education initiatives in a devolved system requires a departure from a centralized approach. While centralized systems have their merits, devolution offers the advantage of flexibility and adaptability. However, this shift also necessitates robust governance mechanisms at the provincial and local levels to ensure accountability, transparency, and equitable distribution of resources.
Furthermore, devolution should not result in fragmentation or unequal standards across provinces. Efforts should be made to foster collaboration and knowledge sharing among provinces to identify best practices and learn from each other’s experiences. This can help in creating a more cohesive and well-coordinated approach to education, while still allowing for regional variation and adaptation.
In conclusion, the devolution of education to the provinces presents an opportunity to bring about positive change in the education sector. By empowering provinces and local governments to take the lead in implementing education initiatives, there is potential for greater responsiveness to local needs and improved educational outcomes. However, this shift requires careful planning, effective governance, and collaboration to ensure that educational standards are maintained and improved across the country. It is essential that the devolution of education is approached with a strategic and well-coordinated effort to realize its full potential for the benefit of the education system in Pakistan.
