Daily Times

The events of legislative activism and political argy-bargy in Balochistan vis-à-vis change in the provincial government and later in Senate elections clearly demonstrate the ability of provincial legislators to make timely decisions. However, when it comes to the important issues such as education, their legislative performance is less than satisfactory.

The clock is ticking and if the provincial government, legislators and policymakers in Balochistan do not take drastic measures, Sustainable Development Goals (SDGs) targets will not be met, as was the case with the Millennium Development Goals (MGSs) targets in the past. Balochistan has a lot of catching up to do. The existing laws and policies are not fit for purpose. We specifically look at the Sustainable Development Goal 4 (SDG 4), which addresses commitments made to overcoming challenges to quality education, in the context of Balochistan.

It is estimated that nationally, almost half of the Pakistani children aged between five and 16 years are out of school in Pakistan. The situation in Balochistan is no different. One of the most important aspects to ensure access and quality of education in Balochistan is to provide legal cover in terms of appropriate legislation and policy provisions.

The 18th Constitutional Amendment mandates provincial legislators to propose, debate and enact laws on education in Balochistan and make them part of statutes. However, the province is yet to legislate and formulate policy provisions to realise SDG 4, arguably the most important universal commitment to ensure inclusive and equitable quality education and promoting lifelong learning opportunities for all.

SDG 4 is one of 17 goals outlined in the 2030 Development Agenda for Sustainable Development, characterised and adopted by 193 members, including Pakistan in 2015. The SDG 4 has seven targets and three means of implementation. These seven targets focus on free, inclusive and quality pre-primary, primary and secondary education. In addition, provision of affordable quality technical, vocational and post-secondary i.e. tertiary/university education for youth and adults imparting technical and vocational skills for employment, decent jobs and opportunities for entrepreneurship is also at the centre of these targets.

Education opportunities should be provided to all segments of the target population including indigenous people and children in vulnerable situations irrespective of their gender and disabilities. These targets are intended to educate all children, youths and substantial proportion of adults (both men and women) in literacy and numeracy as well as knowledge and skills needed to promote sustainable development including sustainable lifestyle, human rights, gender equality, promotion of culture and peace and non-violence.

The Balochistan Compulsory Education Bill, 2014,which was enacted in February 2014 and became an Act is closely synchronised with Article 25A of the Constitution of Islamic Republic of Pakistan 1973. The Act only advocate 10 years of free and compulsory education for boys and girls between the ages of five and 16 years as compared to the SDG 4 targets, which require 12 years of free education. In addition, the Balochistan Compulsory Education Act, 2014 does not address the important attributes of quality. The SDG4 targets translate quality into linking education to relevant and effective learning outcomes. Although, policy documents such as the Balochistan Education Sector Plan (BESP) and Draft Provincial School Education Policy Balochistan address quality aspects and focus on access as well as quality improvements in the classroom teaching and learning, there is a need to address this legislative gap.

The Balochistan Compulsory Education Act, 2014 should be amended to align with SDG 4 targets. Quality attributes such as curriculum, textbooks, teachers, assessments and school environment should be included in the legislative provisions.

The Balochistan Private Educational Institutions Registration, Regulation and Promotion Act 2016 also promulgated to regulate increasing number of private schools in the province. This act require private schools to follow government approved curriculum, courses, textbooks, assessment and examination system but does not regulate or cap fees and charges. In addition, Madaris are not obliged to register under this Act are given option to register voluntarily.

There are no provincial legislations in Balochistan covering the provision of literacy and numeracy skills for youths and adults. In addition, being the most influential policy document, the Balochistan Education Sector Plan 2013-18 does not address literacy and numeracy for youth adequately

The SDG 4 targets also required the use of mother tongue (first or home language) as the language of instruction in primary schools to harness cognitive development of children in the province. The Balochistan Introduction of Mother Languages as Compulsory Subject at Primary Level Act was enacted 2014. However, the Act only introduce mother tongue as an additional subject and not as language of instruction as advocated by the SDG 4.

There is no legislative provision to address even a bigger problem of out of school children as SDG 4 targets promote alternative modes of learning. Similarly, existing legislative provisions do not cover at least one year of free and compulsory quality pre-primary Early Childhood Care and Education (ECCE) including the poorest and most disadvantaged children. However, a policy document (e.g. the Early Childhood Education Policy Framework 2015) is the closest provision that addresses early childhood care and education to some extent; however, holistic legislation and policy provisions is required to look at the varying age groups at pre-primary and primary level.

The SDG 4 target also required initiatives for skill development, technical, vocational and tertiary education in partnership with public and private sectors. The Balochistan Technical Education and Vocational Authority Act, 2011 paved the way to establish B-TEVTA to regulate and promote vocational training and technical education in the province. This Act, however, is unclear on equal access for women and men. Tertiary or higher education, in particular university education, is not covered by any provincial legislation or policy directives. No legislation guarantees equal access. In addition, affordability is not part of any legislation or policy documents, which is an important element of SDG 4 targets.

Legislators in Balochistan should consider strengthening existing laws and align them with skill development, technical and vocational education, particularly in the current context where China Pakistan Economic Corridor (CPEC) is going through the implementation phase and will create job opportunities in Balochistan.

There are no provincial legislations in Balochistan covering the provision of literacy and numeracy skills for youths and adults. In addition, being the most influential policy document, the Balochistan Education Sector Plan 2013-18 addresses literacy and numeracy for youth inadequately and only begins to realise devising a policy framework in this area. In addition, there is no legislative or policy provision covering Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) themes. The National Education Policy 2009 offers a very useful way to guide and inform the provincial legislation and policies to incorporate themes identified in the ESD and GCED global action programmes.

The writer has a Masters degree from London School of Economics (LSE) and a PhD from Oxford Brookes University and worked extensively in Pakistani education sector. He is currently working as an External Consultant for the Oxford Centre for Staff and Learning Development

Published in Daily Times, July 16^th 2018.