education system in balochistan essay

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Education System In Balochistan Essay

It is no secret that education is the only key to progress and the Balochistan as the region has no exception. The success rate parameters over there in the education system of Balochistan are widely applied everywhere. For instance, the recent survey by the Azat foundation about Balochistan education revealed that quality of education is found there in traces. The Azat foundation survey has its own recognition as one of the transparent points of view of society. These are some points relate to Education System In Balochistan Essay. In 2016, the literacy rate survey explain about 33 percent were present in the province. The reason behind such a rate is the ghost schools in the province. It seems a loss for youth that was consistently ignored by the government. The teaching segment in the education system of Balochistan acts as another stakeholder to get the awesome lives of youngsters and youths. The meaningful way to present the educational highlights in the education system of Balochistan concentrates upon the development of education. The government’s negligence makes you stunned by the recent changes in the education system.

Turbat area is legging behind the developments in Balochistan. The area is not protected in terms of fundamental opportunities like basic needs. Those needs are walls, chairs, punctual teachers and toilets. Even drinking water electricity and absence of school course books make the weakest position of the education system of Balochistan.

However, Balochistan seems to be lacking behind where education is concerned. Schools and colleges are not given the attention they deserve. Besides, there is a severe shortage of secondary school teachers and science lecturers. it is all about the Education System In Balochistan Essay.

Most of the laboratories in schools and colleges are without any lab equipment. So, naturally, most students avoid taking science as a subject. Moreover, schools and colleges are even without basic amenities such as safe drinking water and toilets, and facilities like libraries and gymnasiums which are a must.

Cheating has become rampant at almost all educational institutions.

A major reason for this is all invigilators, examiners, and teachers turn a blind eye to the issue, letting students carry on at will. So far, the government has not chalked out any plan to end this unfair business for good.

Examination and admission fees are one of the major problems, as after the announcement of every new budget academic fees go sky high. As a consequence, poor parents suffer the most because they are unable to afford such exorbitant fees.

Furthermore, there is less chance of scholarships for poor students, who usually happen to be more intelligent or hard-working. The total number of universities in Balochistan is just three while Punjab has 20. As a result, the literacy rate of Balochistan is only 34 percent which is extremely low.

Now the government needs to take some swift and judicious steps to solve the problem of Balochistan’s education

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Pakistan: Addressing Poverty and Conflict through Education in Balochistan

More students including girls are now attending school in Pakistan's Balochistan Province. 

Among the four provinces in Pakistan , Balochistan had the worst education indicators. The province had been impacted in the last few years by natural disasters and ethnic conflict. Lacking financial resources and strong governance, the province’s social services had been minimal. The province had limited access to education services given its wide geographical spread, scattered communities and low connectivity through roads and internet. The Education Department had been struggling to keep schools functional, facing teacher and children’s absenteeism, and weak infrastructure and monitoring. Political interference in the selection of appropriate school sites and teachers resulted in ‘ghost schools’ and low-capacity teachers.

previously out-of-school children now attend school.

The Balochistan Education (BE) Project has been designed to address a complex set of challenges arising from ethnic conflict, community disengagement, political interference and weak governance and management in the education sector. While targeting a simple indicator of increasing school access through new schools and upgraded primary schools, the project has also focused on infrastructure development to address quality, governance and accountability.

The BE project selects feasible sites identified by community through the Department of Education. Sites are verified by a third-party validation process using Geographic Information System (GIS) coordinates. Teachers are selected through a test-based recruitment process and trained in teaching methods and curriculum. A combination of community involvement, outsourced selection of schools and teachers, the use of technology in monitoring, teaching and procurements has allowed the Department to achieve quality education indicators.

Between 2015 and 2018, the Balochistan Education Project has helped to:

• More 900 schools across the province are now functional include more than 700 schools with new or renovated buildings and more than 100 upgraded schools from primary to middle and high
• 53,000 children enrolled in the project specific schools with 89% retention of children, of these 72% are girls.
• Almost 700 schools have a comprehensive Early Childhood Education (ECE) Program with trained teachers and ECE specific learning material.
• More than 1200 project specific teachers have been provided training on ECE, subject content especially mathematics and science and pedagogy
• More than 2000 community members around the school sites have been provided training to support monitoring od school construction, ensure children’s participation in education and ensure teacher presence in schools.
• Real-Time Monitoring of more than 14,000 public sector schools across the province targeting more than 1 million children enrolled in the schools. The monitoring mainly covers student enrolment and attendance, teacher attendance and physical infrastructure like boundary walls, functionality of toilets, drinking water facility and electricity.

Bank Group Contribution

The trust-fund is supported by Global Partnership for Education (GPE), the World Bank implements the $34 million initiative and provides technical support for program implementation and supervision.

There is a strong coordination between international development partners, who conduct their own education projects, including United Nations Children’s Fund (UNICEF), Japan International Coordination Agency (JICA), European Union (EU) and US Agency for International Development (USAID) and local non-government organisations (NGOs) and Civil Society organizations functioning under a Local Education Group (LEG).

Moving Forward

The BE project has introduced three key management processes in the education department.

• Policy for site selection based on third party mechanisms and use of technology
• Test-based teacher recruitment
• Real-time school monitoring

These are being adapted by the department as regular processes. Looking forward, the department must use data more efficiently for planning purposes, especially as it now has access to more reliable and timely data. However, continued political support to ensure there is no roll back of these policies is a key sustainability concern.

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Pakistan: addressing poverty and conflict through education in balochistan.

Balochistan, a province embroiled in conflict, also facing some of the worst human development indicators in the country, embarked on a journey to improve education outcomes for girls in some of the remotest of its villages. This bold agenda is supported by a Global Partnership for Education grant of USD 34 million implemented by World Bank and has reached more than 700 schools in the province and 53,000 children.

Among the four provinces in Pakistan , Balochistan had the worst education indicators. The province had been impacted in the last few years by natural disasters and ethnic conflict. Lacking financial resources and strong governance, the province’s social services had been minimal. The province had limited access to education services given its wide geographical spread, scattered communities and low connectivity through roads and internet. The Education Department had been struggling to keep schools functional, facing teacher and children’s absenteeism, and weak infrastructure and monitoring. Political interference in the selection of appropriate school sites and teachers resulted in ‘ghost schools’ and low-capacity teachers.

The Balochistan Education (BE) Project has been designed to address a complex set of challenges arising from ethnic conflict, community disengagement, political interference and weak governance and management in the education sector. While targeting a simple indicator of increasing school access through new schools and upgraded primary schools, the project has also focused on infrastructure development to address quality, governance and accountability.

The BE project selects feasible sites identified by community through the Department of Education. Sites are verified by a third-party validation process using Geographic Information System (GIS) coordinates. Teachers are selected through a test-based rResults

Between 2015 and 2018, the Balochistan Education Project has helped to:

• More 900 schools across the province are now functional include more than 700 schools with new or renovated buildings and more than 100 upgraded schools from primary to middle and high
• 53,000 children enrolled in the project specific schools with 89% retention of children, of these 72% are girls.
• Almost 700 schools have a comprehensive Early Childhood Education (ECE) Program with trained teachers and ECE specific learning material.
• More than 1200 project specific teachers have been provided training on ECE, subject content especially mathematics and science and pedagogy
• More than 2000 community members around the school sites have been provided training to support monitoring od school construction, ensure children’s participation in education and ensure teacher presence in schools.
• Real-Time Monitoring of more than 14,000 public sector schools across the province targeting more than 1 million children enrolled in the schools. The monitoring mainly covers student enrolment and attendance, teacher attendance and physical infrastructure like boundary walls, functionality of toilets, drinking water facility and electricity.

Bank Group Contribution

The trust-fund is supported by Global Partnership for Education (GPE) , the World Bank implements the $34 million initiative and provides technical support for program implementation and supervision.

There is a strong coordination between international development partners, who conduct their own education projects, including United Nations Children’s Fund (UNICEF), Japan International Coordination Agency (JICA), European Union (EU) and US Agency for International Development (USAID) and local non-government organisations (NGOs) and Civil Society organizations functioning under a Local Education Group (LEG).

Moving Forward

The BE project has introduced three key management processes in the education department.

• Policy for site selection based on third party mechanisms and use of technology
• Test-based teacher recruitment
• Real-time school monitoring

These are being adapted by the department as regular processes. Looking forward, the department must use data more efficiently for planning purposes, especially as it now has access to more reliable and timely data. However, continued political support to ensure there is no roll back of these policies is a key sustainability concern.ecruitment process and trained in teaching methods and curriculum. A combination of community involvement, outsourced selection of schools and teachers, the use of technology in monitoring, teaching and procurements has allowed the Department to achieve quality education indicators.

The project also introduced an efficiency measure, selecting abandoned buildings and utilizing them as schools following an engineering survey of the building. This has been a great innovation bringing down cost of infrastructure and freeing financial resources to provide solar energy to the buildings. The real time school monitoring mechanisms are now being used by the Government for all schools across the province.

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Education pain points in balochistan: insights from the rise diagnostic framework.

Balochistan covers about 44% of Pakistan’s territory and houses about 6% of its population. Huge distances and low population density provide a unique challenge to the delivery of education services. The province has the country’s highest rate of multidimensional poverty, highest nutritional deficiencies and lowest literacy rates (44% for 10 plus age group), especially of rural females (17%), among all provinces in the country.

Given the dismal outlook in education outcomes, the government of Balochistan was prompted to introduce major reforms to improve school education after the adoption of the 18 th Amendment to the Constitution of Pakistan. The devolution of education to the provinces resulted in an increased prioritization of education in the public policy arena over the past decade, signaled by political leadership in Balochistan demonstrating willingness to invest more in education.

Additional reforms to school education included the development and adoption of five-year sectorial plans, more delegation to district and sub-district tiers, implementation of a test-based teacher recruitment regime, new data-based monitoring regime, introduction of mother languages as compulsory subjects and functionalization of parent-teacher committees at the school level as well as an increase in budget allocation and the number of newly constructed schools. Increased spending on education, however, has neither translated into improved learning outcomes, nor has the percentage of out-of-school children recorded a major reduction. The stagnancy and deterioration of basic access–related indicators has surprised policymakers and raised many serious questions about learning outcomes remaining low and the percentage increase in the number of out-of-school children between 2013 and 2018 .

There are three major explanations for the current situation. Firstly, education planning and resource allocation appear broadly aligned with patronage interests and not a social justice approach to learning. Secondly, the education governance and delivery apparatus in the province is aligned with process compliance and learning-related inputs such as curriculum and textbooks; teachers and examinations therefore receive inadequate attention and resources. Finally, community is disempowered, which means parents and their children (the students) have no voice in decisions related to education quality and delivery. Consequently, the education system has a limited ability to translate increased spending into better learning outcomes and improved participation.

Against this backdrop, reform efforts can be seen as following a symptomatic approach to what is ailing the system: they are designed on assumptions that have not taken into account the wider system or its various constituent elements within which individual problems are situated.

Project Background

To understand the systemic causes of this failure, our study applied the RISE diagnostic framework to the study of a key set of reform areas in Balochistan. The RISE (Research on Improving Systems of Education) framework has emerged from a 5-year multi-country research initiative that attempts to place research back at the heart of policy thinking and design in the education sector. It focuses on identifying actors, their relationships, alignments and interests/priorities towards system outcomes. The framework proved especially relevant to probing systemic (in)efficiencies in the following areas:

• Establishment of new public schools between 2013-18
• Introduction of test-based teacher recruitment policy
• Real Time School Monitoring (RTSM) system

Parent Teacher School Management Committees, and other reforms

The special interest hijack

Implementation of the RISE Diagnostic tool revealed that the overall education system is aligned strongly with political patronage or special interests. In contrast, there was weak alignment of systemic decisions with aspirations for improved access or adherence to technical processes required for effective education service delivery. Most significantly none of the relationships or their supporting elements were aligned with preserving or improving learning.

Even merit-based recruitment processes aimed at hiring competent teachers became incoherent with the overall system. Since a merit-based recruitment system did not fit into a system of patronage by which politicians favor their political workers, local representatives were no longer interested in recruitment. Consequently, teacher recruitments were systematically delayed resulting in many schools remaining without teachers. In addition, teachers were observed as using patronage to transfer out of marginalized areas, leaving multiple districts without functioning schools.

We also found the state-citizen relationship to be largely broken, resembling a closed-order system of authoritative clientelism. In Balochistan, the relationship between a majority of citizens and their elected ‘representatives’ is managed by intermediaries – notably, tribal leaders, religious leaders and a new mercantile class - who are often interested more in extracting personal gains (such as construction contracts, transfer of postings, or jobs) from politicians than they are in striving towards collective social progress.

Poverty, tribalism, armed conflict and a hybrid democracy have therefore effectively disempowered citizen voice in Balochistan, giving rise to two important challenges. Firstly, there persists a lack of understanding around the concept of ‘quality’ in education. For instance, exam scores and the ability to communicate in English are known measures of quality for most parents, echoing a wider problematic pattern across Pakistan. Secondly, disempowerment has washed out citizen influence on state decisions pertaining to quality education.

Systemic orientation away from learning

Although the state has a stated (and legally binding ) objective of universal enrolment and completion of at least ten years of education (up to 16 years), politically motivated factors frequently override technical rationale in Balochistan. Schools are built as interventions for strengthening patronage networks and rewarding targeted groups although the ruling regime from 2013 to 2015 was an exception to the extent that there was a stronger desire for achieving access-related goals. The education system does not systematically measure quality or learning outcomes, and even when such data is generated it remains unutilized, such as in the case of the Balochistan Assessment and Examination Center (BAEC).

The nature of data collected is primarily input-centric, focused on availability of basic facilities in schools and teacher attendance. Rarely is it used for measurement of quality of instruction or learning design. Rather, it remains dedicated to decisions concerned with allocations of non-salary budget to schools (which, in turn, continue to focus on infrastructural metrics like furniture and wall repairs).

As a result, the system automatically favours selection where learners belonging to better household conditions perform adequately in examinations to progress to higher education. Teachers focus only on these students rather than meeting individual learners at their levels to assist them by setting realistic expectations for progress. Learning gaps continue to increase for low achieving pupils, resulting in eventual drop out from school.

No support is provided in this area to teachers either through training or financing of remedial efforts, nor are teachers’ inputs considered for reform. As mentioned earlier, citizen voice is weak, but its development is offset by choice. Instead of exerting pressure on public schools and local political leaders for better quality education, parents whose financial means and opportunities permit them to do so do opt out of public schools and shift to urban centers to educate their children in (low- and high-cost) private schools.

Recommendations for policymakers

There is an urgent need in Balochistan education for public expenditure towards new schools/teachers to be based on contextual requirements and practicalities. This would require a comprehensive mapping and assessment of communities that need new schools (and its related inputs, including teachers). Currently, as a consequence of alignment with patronage networks, the distribution of schools across districts is highly disproportionate. Unless this is addressed, very few of any next investments will successfully reach Balochistan’s students or meet their learning needs.

Relatedly, the slow hiring of teachers needs to be addressed on a priority basis. A clever way to overcome this problem can be to link new school building approvals with mandatory hiring of teaching and non-teaching staff for the building as part of the approvals process (similar to what is practiced in higher education institutions across Pakistan).

Thirdly, effective utilization of available information on test scores and intermediary inputs (those on which learning is premised) is also likely to lead to significant improvement in expansion of schooling opportunities. In order to make government bodies more likely to demand and use better data, budgetary allocations to provinces can be linked with such commitments (whether such income streams come from within federal state tax revenues and the NFC or additional private/donor income streams).

Saira A. Qureshi, Research Assistant, Verso Consulting

Abdus Sami Khan, Consultant, Verso Consulting

Rafiullah Kakar, Member Social Sector, Planning Commission of Pakistan

Barkat Shah Kakar, Assistant Professor, University of Balochistan

Muhammad Saleem, Consultant, Juniper Policy Consulting

 Saira A. Qureshi

Abdus Sami Khan

 Rafiullah Kakar

 Barkat Shah Kakar

Muhammad Saleem

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Balochistan province is generally defined as the province which is resource-rich but remains the most underdeveloped province of the country.

Despite realizing this, there is massive illiteracy which has not only devastated the province but also even our youths. According to statistics, 8.2 million out-of-school girls and boys between the ages of 5 and 6 remain to be enrolled in the schools and that Pakistan has the second-highest number of out-of-school children in the world after Nigeria.

Education and Professional Training revealed that Pakistan’s largest province Balochistan has the highest proportion of out-of-school

The only reason why Balochistan always has the highest ratio of out-of-school children is that Balochistan’s government has always been neglecting the decades-long education crisis in the province, and has never been sincere in efforts to increase enrollment of out of school children. The figure of 1.8 million out-of-school children, as social workers say, is projected to increase the next year.

It must be noted that Balochistan has around 13,000 government-run schools, 2,500 of which are for girls and the other 10,500 for boys respectively. On the contrary, Balochistan is home to more than 10 million people.

Most of these schools lack infrastructures, such as boundary walls, lack of electricity, toilets and most importantly hygienic drinking water which raises the question of what the Balochistan government has done to provide quality education to every Baloch youth. Even the number of qualified teachers is far too low. One can often see one teacher attending a class of far too many students under trees since there is a lack of classrooms.

According to the recent estimation of the International Labour Organisation (ILO), 10 million children are child labourers and, according to estimates, 38.4 percent of the youth are illiterate in Pakistan. On top of that, illiterate youth and illiterate children both are obstructions to progress and peace in Balochistan.

Balochistan government started the National Testing Service (NTS) which aims to give academic opportunities to students based on merit. Unfortunately, the programme could not be properly executed because of a lack of teachers.

The provincial government has claimed that it is giving priority to the education sector. It has also allocated Rs 50 million for teachers’ salaries, however, teachers remain absent from the schools. It seems as if these teachers only exist on paper.

Last year, the National Accountability Bureau (NAB) was made responsible for investigating embezzlement in the Balochistan educational system. NAB took action against 400 teachers who had used fake certifications to get jobs in schools, but this will not fix the province’s education problems.

During my recent visit to my own native village, Kolahoo, I found the boys and girls high school in shabby conditions. On my query, one of the students told me that they were not interested in studies because they would easily solve the paper through cheating.

While the other said, ”Of what use is education to us?”

Karim, son of a farmer in the village, has a very vigorous desire to get an education but unfortunately, he is a pauper.

One of the farmers in the village said that he had a son named Amin who had clinched the first position in his first grade but has never gone to school and has been addicted to drugs and snatches mobile phones, wallets and these crimes are common in the village due to illiteracy.

Another little girl, Isra, after passing her fifth grade, was forced to stop pursuing education because there is only a primary school in her village and that she has to go to Tump, another little town, for her higher education but her parents are very poor and both of them work, so she gets no one to drop and pick her from nearby government secondary school.

There are more than hundreds of thousands of Baloch’s who want to pursue education but not to avail.

Despite the Article 25-A quotes, “The state shall provide free and compulsory education to all children aged five to 16 years”, the state fails to provide education to its youth.

The law is quite adequate but has been neglected and thus child labour is piling up rather than coming to an end. Above all, the Balochistan government does not only need to provide free education but also free uniforms so that the poorest citizens can also receive at least a basic education. On account of unaffordable uniforms, many children have been expelled from school, resulting in mind-boggling illiteracy.

The author is a freelancer based in Turbat. He can be reached at [email protected]

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Balochistan launches education programme supported by european union and unicef, chief minister launches pkr 4.5 billion education programme in balochistan thanks to support from the european union and unicef.

QUETTA, 24 November 2021 – Today Balochistan Chief Minister Mir Abdul Qudus Bizenjo launched Balochistan Education Support (BESII), a five-year education development programme aiming to improve quality education and support and strengthen education management systems in Pakistan’s South Western province.

The €22 million (PKR4.5 billion) programme will be implemented by the Department of Secondary Education in Balochistan thanks to a €17.4 million (PKR 3.5 Billion) grant from the European Union and €4.8 million (PKR 1 billion) co-financing from the United Nations Children’s Fund (UNICEF), which will also provide technical support.

“This Government will prioritize implementation of the five-year Balochistan Education Sector Plan and provision of basic facilities to all schools. We appreciate the EU and UNICEF for their sustained support to education in Balochistan,” said Mir Abdul Qadus Bizenjo, Balochistan Chief Minister.

BESII builds on the overall education reforms which the Department of Education has initiated in view of providing quality education for every girl and boy. It will contribute to the overall objective of improving literacy, numeracy, skills and qualifications in Balochistan by improving equitable access to quality primary and middle-level education for every girl and boy. It will also help the Secondary Education Department increase accountability, reporting and transparency.

“The Ministry of Education welcomes the support of all donors for the implementation of sector reforms and is very grateful for the long-term support by the EU. The Government will ensure merit-based teacher appointments, so students receive a quality education,” said Mr. Naseebullah Marri, Minister of Education in Balochistan.

BESII comes as a follow up to the five-year Balochistan Basic Education Programme (BBEP) initiated in 2016 with a €18 million grant from the European Union. The programme helped achieve substantial progress despite widespread school closures linked to COVID-19 lockdowns in 2020. To make up for the academic time lost due to pandemic, additional activities have been included in BESII. These include training of teachers on Standard Operative Procedures (SoPs) for school health and safety, tailoring enrolment drives to ensure that children return to education and providing alternatives for children who drop out due to economic impact of the crises.

“Balochistan, the largest province of Pakistan, continues to face serious challenges in the area of education. The EU is delighted to partner with UNICEF and the Government of Balochistan for a second phase of the Balochistan Education Support Programme and to support targeted areas of its education sector plan, to ensure that all children fully realise their right to quality education,” said Mr. Ovidiu Mic, EU Head of Cooperation . “Human capital development is among the key policy priorities of the EU, globally and in Pakistan and we hope that together we can have a real impact in improving the lives and chances of girls and boys in Balochistan with this programme. ”

BES II will build on BBEP’s achievements such as a new performance management system; the newly established Balochistan Assessment and Examination Commission; strengthened and expanded parent-teacher school management committees, local education councils and school development process. 

“Nearly 23 million children in Pakistan are out-of-school today. Among those who are in school, many are still unable to reach minimum proficiency levels in reading and mathematics,” said Ms. Aida Girma , UNICEF Representative in Pakistan. Thanks to the leadership of the Government of Balochistan, and through generous support from the European Union, UNICEF will work together on tackling the learning crisis to prepare every girl and boy in Balochistan for life, work and active citizenship, with a focus on the most marginalized children and adolescents.”

The EU’s support on primary and secondary education is a priority area under the EU-Pakistan Strategic Engagement Plan, which serves as guide for bilateral relations between the two sides and aims to further enhance engagement and work towards addressing emerging global challenges.

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Higher Education in Balochistan: Status and Way Forward

2023, Journal of Social Sciences Review (JSSR)

Education plays a dominant and vital role in an individual's personal and professional growth. The growth and progress of a society without education is only wishful thinking. Globally, the education system has been divided into three phases that include primary, secondary, and post-secondary, also called tertiary or higher education (HE). HE is considered the last and highest stage of formal education. HE is a significant game-changer that enhances gainful employment opportunities and improves the country's value system, civic sense, and socioeconomic uplift. The HE of Balochistan is still lagging and is not capable of bringing forth a way forward for the socioeconomic development of the people of Balochistan. This study aims to address the problems and current status of HE in Balochistan and provide policy recommendations to sort out those issues. The methodology for conducting this study was based on a detailed survey of the universities. A questionnaire was circulated among the vice-chancellors of the universities and the former vice-chancellor of the University of Balochistan, as well as the former Chancellor and Governor of Balochistan, across the province. The study concluded that the universities are facing severe financial constraints in revenue generation; they may not fulfil the demands of the university.

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AQEEL AHMED

Starting with a brief backgrounder on the history of higher education in Pakistan, this essay surveys current college and university enrollment and capacity. Its main part is a performance index, created to capture the main determinants for ascertaining the quality of universities and colleges in a relatively precise manner. This framework could enable more precise thinking on " good " and " bad " higher education once data becomes available on the suggested lines. Finally a key question will be posed and an answer attempted: how can the free-fall of academic standards in Pakistan be arrested, and what should be the priorities of higher education in the next decade? INTRODUCTION How future Pakistanis will live, the quality of their lives, the kinds of employment available, the future political system, the manner in which citizens will resolve conflicts between themselves, and the country's relationship to the global community of nations, will ultimately be determined by the content and quality of their education. University and college level education plays a crucial part in this.

CULTURE, EDUCATION, AND FUTURE

Hüseyin Can Coşkun

Education is widely recognized as a key driver of social and economic development. However, in Pakistan's Balochistan province, the education sector faces numerous challenges and issues that hinder its progress and development. This paper aims to identify and analyze the key issues and challenges facing the education sector in Balochistan. The research is based on a comprehensive review of the relevant literature, policy documents, and reports. The study identifies several key challenges, including inadequate infrastructure and facilities, inadequate funding, low teacher qualifications and training, high dropout rates, gender disparity, and limited access to education. Moreover, political instability, security concerns, and cultural barriers further exacerbate these challenges. The study proposes several recommendations to address these challenges, including increasing funding and investment in the education sector, improving teacher training and professional development programs, enhancing governance and management of schools, implementing targeted interventions to address gender and social disparities, and participation in education reform initiatives.

Abdul Malik

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Higher Education forms part of every society. This study focuses on the higher education in Pakistan. It presents development of higher education in Pakistan in which the government has played a major rule for forty years. The higher education system in Pakistan for the majority of the years has remained under the state control; government has played a major role in policy making and implementation. This dependence has given growth to a higher education dependent on the government funds. With an increase in the student numbers, diversification of higher education and with the entrance of private sector has changed the scenario. The increase in number of private higher educational institutions with government finances shrinking, has given rise to a lot of challenges for the future of higher education in Pakistan. These challenges if not addressed effectively and properly can give rise to number of problems that can have an adverse effect on the development of higher education Pakistan.

Pakistan Journal of Educational Research

urooj aijaz

Education is one of the most crucial and irrefutable part of any economy which guarantee economic prosperity of any nation through its catalytic effects on growth and development and leave its meaningful footprints on generation of human capital, which in turn revamp the level of productivity and transitional growth towards much greater level of quality output. Education will increase the cognitive skills of individuals through incorporating new knowledge and enable a society to confront the challenges of new technology by greasing the wheels of knowledge through the characteristics of transposal and propagation. Pakistan instead of being the fortunate nation, with one of the highest number of youngsters is still struggling to achieve the desired pace of growth due to its poor delivery in education sector. This deprived position of educational attainment vary from province to province. This study attempts to analyze the status and standard of education at Balochistan as it is the on...

Alif Ailaan

Rafiullah Kakar

This research report maps and assesses education reforms introduced in Balochistan between 2013 and 2018 and mentions successes, persisting challenges and future opportunities.

Amima Sayeed

A mapping and education sector diagnosis of Educational Reforms and Initiatives undertaken in Balochistan over a 30 years starting from early 90s. The report maps out the nature of initiatives, lessons learned, what worked and what did not work, and primary factors contributing to the success or failure of the educational initiative.

WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT

Safdar Tahir

Every nation has social aims which are belongs to their ideology. Education is one of the powerful source by which the real concept of ideology can be determined. This paper discusses the importance and need of the implementation and awareness of higher education in northern areas of Pakistan in order to bring attention from government sector to raise the budget and take economic measures to build educational institutions at graduate and post graduate level in order to globalize with the communities. The overall strategy of this study is quantitative and survey based. A total of 250 teachers were selected from 10 educational institutions of northern areas out of whole by random sampling. For data collection, a structured questionnaire based on “Likert Scale” containing 20 items served as the instrument of the study. Five hypotheses were made to evaluate results. The collected data were analyzed quantitatively using Correlation, Regression and Anova to explore the nonexistence econom...

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Balochistan’s literacy problem  

The education system in Balochistan has been plagued by various challenges since the inception of Pakistan. Recent research reveals a troubling decline in the literacy rate, with a 3% drop recorded in 2013 and 2014 alone. Alarmingly, approximately 70% of girls have dropped out of school, resulting in a female literacy rate of only 25%. Despite increased allocation of education budgets, from 80% to 24%, Balochistan continues to struggle with an inadequate education system and the lowest literacy rate in the country, especially concerning female literacy.

One must address the pressing question: why does Balochistan suffer from such a dire education situation, even with the declaration of an education emergency and the establishment of new primary and secondary schools and colleges? While factors such as government efforts, a lack of educational institutions, and poverty do contribute to the backwardness of the province, the root cause lies in the patriarchal and parochial tribal systems.

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Tribal structures, norms, and values staunchly oppose coeducation and, in some cases, even female education. Those who claim otherwise should explain why the female literacy rate remains lower than the male literacy rate. Additionally, why do individuals who migrate from tribal areas to cities permit their female family members to pursue education? The answer lies in the influence of the surrounding environment and social structure. It is often said, “Do in Rome as Romans do.” Similarly, if people from urban areas were to migrate to tribal societies, would they send their female members to receive an education? The answer is likely no, as the structure and environment discourage such opportunities. Moreover, there is a lack of adequate arrangements for female education in these areas.

To address the problem, it is crucial to understand its cause. Without comprehending the root issues, attempting to solve the problem would be akin to putting the cart before the horse. As we discuss the challenges faced by the education system in Balochistan, it becomes evident that tribalism and the associated constraints play a significant role. Only by recognising and addressing these deep-seated issues can we hope to improve the education system and empower the people of Balochistan.

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Balochistan.

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