SUMMARY of the Article “Quality Learning” by Nazir A. Jogezai, Dawn, November 9th, 2024
The article highlights the severe educational challenges in Balochistan, where disparities in access and standards place it consistently at the bottom of development rankings. The District Education Performance Index (DEPIx) illustrates stark differences across regions, with unrealistic expectations for Balochistan’s schools to match those in more developed areas like Islamabad and Lahore. Inclusive education is identified as crucial for human development, yet it cannot exist without equity, especially in polarized societies. UNICEF data reveals Balochistan’s staggering 47% out-of-school children rate, far higher than other provinces. Additionally, a significant lack of basic facilities in schools — with only 23% having clean drinking water, 39% with boundary walls, and a mere 15% with electricity — further hinders education. Balochistan’s limited share in the NFC award makes equitable distribution of resources vital, suggesting a 3:1 resource allocation for deprived areas. The article critiques DEPIx for lacking insight into quality pedagogy and assessment methods, instead focusing on superficial indicators like dropout rates. It also notes the inadequate use of digital tools, which are present in schools but largely unused due to restrictive policies. Effective data collection is essential, with a need for valid, context-based information to inform decisions. Addressing out-of-school children (OOSC) rates requires a broader understanding of socioeconomic and sociocultural factors, as child labor and economic insecurity are major barriers to education in Balochistan. An intersectoral data approach and initiatives like Benazir Taleemi Wazaif are positive steps, but the real remedy involves bottom-up planning and true devolution of power, extending decision-making to districts and schools. The article advocates for a comprehensive approach that transcends conventional educational reforms to address both quality and accessibility for sustainable development in Balochistan’s education sector.
Easy/Short SUMMARY:
The article discusses how Balochistan faces major challenges in education, with a high number of children not in school and schools lacking basic facilities like water and electricity. The current system and resources given to Balochistan are insufficient, making it hard for students to match the standards of more developed areas like Islamabad. There are also problems with how data is collected and used for improving education. The article argues that education reforms should consider cultural and economic challenges, as many children work to support their families. Better policies and local control over resources could help address these issues.
SOLUTIONS of The Problem:
Increase Funding for Deprived Regions
Allocate a larger share of resources to Balochistan to improve school infrastructure, ensuring access to clean water, electricity, and boundary walls for safety.
Focus on Inclusive and Equitable Education
Implement policies that prioritize inclusive education, particularly for underprivileged regions, to create equal opportunities across the country.
Utilize ICT in Schools Effectively
Integrate digital tools into classroom activities and teacher training to enhance learning experiences, rather than allowing them to remain unused.
Conduct Accurate and Relevant Data Collection
Use context-sensitive methods for collecting educational data that reflect the ground realities, aiding effective policy decisions.
Address Socioeconomic Barriers to Education
Introduce economic support programs for families to reduce child labor and encourage school attendance, tackling poverty-related barriers to education.
Promote Community and Parental Engagement
Educate communities on the importance of schooling and involve parents in the educational process to enhance enrollment and retention.
Support Intersectoral Data Integration
Combine data from different sectors, like education and welfare, to provide a holistic view that can improve policy outcomes, as seen with Benazir Taleemi Wazaif.
Encourage Bottom-Up Planning
Enable local schools and districts to have a say in decision-making and resource allocation, ensuring policies are tailored to local needs.
Implement a Social Security Net for Vulnerable Families
Provide social support to low-income families to reduce the need for child labor, allowing more children to attend school regularly.
Ensure True Devolution of Power in Education
Empower local education departments, giving authority to schools and districts to improve responsiveness to local educational needs.
IMPORTANT Facts and Figures Given in the article:
- Balochistan ranks lowest in education access and standards.
- Balochistan has a 47% out-of-school children rate, compared to Punjab’s 14%, KP’s 24%, and Sindh’s 15%.
- Only 23% of Balochistan’s primary schools have access to potable water, 39% have boundary walls, and 15% have electricity.
- DEPIx reports disparities but lacks depth in addressing educational quality and pedagogy.
- ICT is underutilized in schools due to administrative restrictions.
MCQs from the Article:
1. What is Balochistan’s out-of-school children (OOSC) rate according to UNICEF?
A. 14%
B. 24%
C. 47%
D. 15%
2. What percentage of Balochistan’s primary schools have access to potable water?
A. 10%
B. 23%
C. 30%
D. 47%
3. Which educational index highlights disparities in educational performance in Pakistan?
A. Pakistan Education Index
B. District Education Performance Index (DEPIx)
C. Provincial Education Assessment
D. National Literacy Index
4. What factor is crucial for human capital development as per the article?
A. Digital Learning
B. Financial Stability
C. Inclusive Education
D. Parental Support
5. What is the percentage of Balochistan’s primary schools with electricity?
A. 39%
B. 20%
C. 30%
D. 15%
VOCABULARY:
- Pyramid (noun) (پرامڈ): A structure with a broad base and pointed top, often used metaphorically to represent hierarchy or ranking.
- Paramount (adjective) (انتہائی اہم): More important than anything else; supreme.
- Equity (noun) (انصاف): Fairness or justice in the way people are treated.
- Disparities (noun) (فرق): A great difference or inequality.
- Potable (adjective) (پینے کے قابل): Safe to drink.
- Abominably (adverb) (انتہائی بری طرح): In a very unpleasant or unfair manner.
- Empirical (adjective) (تجرباتی): Based on observation or experience rather than theory.
- Inadequate (adjective) (ناکافی): Insufficient or not enough.
- Proportionate (adjective) (تناسب کے مطابق): Corresponding in size or amount to something else.
- Reliability (noun) (اعتماد): The quality of being trustworthy or of performing consistently well.
- Contextual (adjective) (سیاقی): Relating to the context or circumstances around something.
- Objective (adjective) (غیر جانبدارانہ): Not influenced by personal feelings; impartial.
- Flawed (adjective) (خراب): Containing faults or weaknesses.
- Ecology (noun) (ماحولیاتی نظام): The relationship between living things and their environment.
- Mobilization (noun) (حرکت): The act of organizing resources for action or movement.
- Intersectoral (adjective) (باہمی سیکٹرل): Involving multiple sectors or areas of policy.
- Integration (noun) (انضمام): The process of combining or adding parts to make a unified whole.
- Devolution (noun) (اختیارات کی منتقلی): The transfer of powers from a central authority to regional or local levels.
- Hierarchy (noun) (درجہ بندی): A system in which members are ranked according to their importance.
- Sociopolitical (adjective) (سماجی و سیاسی): Relating to both social and political factors.
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dawn.com
Quality learning
Nazir A. Jogezai
BALOCHISTAN has consistently found itself at the bottom of the development pyramid. Most surveys show that the province ranks lowest in education in both access and standard. While the recent District Education Performance Index (DEPIx) reports disparities in inputs, expectations remain impractical. The latter demands that results from Sherani and Awaran be on a par with the ones from Islamabad and Lahore.
In the list of critical factors for human capital development, inclusive education is paramount. But inclusion is impossible without equity, particularly in countries where development is polarised. Hence, underdeveloped regions deserve more investment from developed territories. According to Unicef, the rate of Balochistan’s out-of-school children (OOSC) is 47 per cent, Punjab’s is 14pc, KP’s 24pc and Sindh’s 15pc. Pakistan Education Statistics 2021-22 reveal that only 23pc of Balochistan’s primary schools have access to potable water, 39pc have a boundary wall and a mere 15pc have electricity.
Balochistan also receives the most minor slice of the NFC award, which makes bridging the gulf between learners and schooling unachievable. Equality demands equal distribution of resources; it also requires recognition of heightened deprivation with the allocation of a generous 3:1 share for the hungry. Thus Balochistan’s education sector is in dire need of an equitable share in the financial pool. An abominably inequitable educational management is also reflected in DEPIx. However, let’s analyse whether DEPIx addresses educational disparities adequately. It seems to lack deeper insights and comprehensive measures for educational progress, quality pedagogy, learning and assessment methods.
Firstly, the sustainability and effectiveness of a longer tenure, as suggested for education secretaries, is questionable. The culture of transfers of subordinate officials and principals, along with their leadership capital, is linked to district indexing. Similarly, the quality parameters in the index measure dropout and school participation — issues related to access — partially.
Inclusive education is of paramount importance.
DEPIx assesses digital technology availability in schools as ICT in education, whereas empirical evidence contradicts this view. According to recent research, technological tools in Pakistani schools are mostly unused because their usage is discouraged by school administrations. Therefore, the presence of ICT in academic facilities cannot be seen as an integral part of education. It would be more beneficial to integrate ICT into classrooms, assessment methods, teachers’ professional development and school management.
There is no doubt about the importance of data for appropriate educational supervision, decision-making, formulating policies and planning. However, relevance, validity and reliability are central factors for any valuable database. There is a need for accurate and modern measures for quality learning; first-hand information that captures the contextual realities as well as maintains objectivity in its analysis is a prerequisite. Otherwise, the result can have a disproportionate impact on the planning, implementation and evaluation of educational outcomes, particularly in terms of access, learning and educational governance.
Our collective approach towards dealing with education-related issues, such as OOSC, without taking the broader educational ecology into account is flawed. This educational ecology includes the cultural, socioeconomic and sociological landscape, and solutions to OOSC do not reside in effective educational management alone because sociocultural, socioeconomic and sociopolitical well-being is the real remedy.
The higher OOSC rates in some parts of the country too cannot be attributed solely to effective educational management and parental awareness about the importance of education. It is also an outcome of their economic security through better job opportunities and social mobility. Balochistan, as the least developed society in the country, has child labour and parental financial incapacity to enrol children in schools.
In addition to reliable data, an intersectoral approach to data collection, analysis and its integration in policies is essential. For instance, the integration of BISP with schooling under the Benazir Taleemi Wazaif is a good step. A comprehensive social security net and economic growth will go a long way in resolving the OOSC issue. But the absence of quality is a far more severe concern, which demands looking beyond conventional educational research, planning and development. The long-standing need for bottom-up planning should be addressed urgently. There must be true devolution of power not just to the provinces but also to the districts and schools.
The writer is an educationist.
Published in Dawn, November 9th, 2024
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