P-1: Out Of School Children & Illetrate youth
The SESP&R sets out a target
of reducing
the number of out of school children in Sindh by 1.8 million
children in
2024. This will be achieved using a multi-pronged approach to
access formal
and non-formal education. At the outset, The SELD aims to
classify the
children enrolled in private sector schools and in Madrassah
schools for
appropriate residual without school participation. To this
effect, an
exploratory study is planned as part of this programme for the
identification of the pattern of out of school children in the
province: who
they are, where they are, and what are the main causes for not
attending
school. Districts with the largest numbers of OOSC, particularly
girls, will
be prioritized for the implementation of interventions.
Illiterate Youth and Adults
To address the challenge of illiterate youth, this programme
will expand the
provision of literacy courses, especially for females. A survey
will be
conducted to identify the districts with the greatest
concentration of
illiterate youth. A curriculum for youth and adult literacy will
be
developed, as well as teaching and learning materials to support
its
implementation. Vocational and occupational training and
certification, as
well as life skills, will be incorporated to youth literacy
programmes, to
stimulate the participation of adults.
- PROGRAMME 1:
- OUT OF SCHOOL CHILDREN AND ILLITERATE YOUTH
- Goal I:
- Equitable Access
- A: Increase equitable access to formal education for out of school children.
- B: Increase equitable access to NFE programmes & create linkages with TVET for illiterate youths.
- No. of Major Activities 05
- No. of Sub-Activities 24
- Completed 08 In-Process 16 Remaining 00
P-2: Adequate and Equitable Provision of School Infrastructure
One of the reasons for
students’ low
retention in public schools is the insufficient provision of
school facility
and infrastructure for post-primary classes. A recent school
profiling
2018-19 exercise conducted by RSU has identified and developed a
list of
non-functional as well as non-viable schools and has recommended
SELD for
closure. In addition, a dearth of basic facilities in many
schools has also
been highlighted during the mentioned exercise. Annual
infrastructure
operational plans based on the school profiling and needs
analysis will
prioritize access in under-served areas, availability of
post-primary
grades, and will target measures to enhance access of girls. The
plans will
“right-size” schools, remove redundancies from the system and
also
consolidate single-room schools, continuing with efforts
initiated during
the implementation of SESP 2014-2018.
To this effect and to further expand equitable access and ensure
retention,
this Plan will address implementing clustering and consolidation
policies
approved by SELD intending to address the issues of isolation of
rural
schools due to large distance and insufficient resources.
Larger, hub,
schools would offer facilities, pedagogic and management support
to
satellite schools, enhancing the possibilities of students’
retention and
better learning outcomes. The hub schools will be modelled as
Cluster-Based
School Management for pedagogic, administrative and financial
functions.
Plans will be developed for the viability of up-gradation and
consolidation
of schools and planned construction of around 35000 new
classrooms will be
carried out in prioritised areas.
This program will also take in hand various infrastructure needs
from ECCE
to Grade 10. This includes basic facilities of water &
sanitation especially
in girls’ schools aligning the WASH policy and advance
facilities of
equipping science laboratories in post-primary schools. Progress
was made in
many districts during the implementation of SESP 2014-2018,
which had a
positive effect on enrolment and retention. This will continue
as the Annual
Development Plan (ADP) schemes of SELD throughout the SESP&R
plan period.
- PROGRAMME 2:
- EQUITABLE AND ADEQUATE PROVISION OF SCHOOL INFRASTRUCTURE
- Goal I:
- Equitable Access
- C: Expand the provision of school infrastructure to meet evidence-based needs and ensure a learning-friendly environment.
- No. of Major Activities 04
- No. of Sub-Activities 22
P-3: Equitable Enrolment and Retention
The equity focus of the
SESP&R is further
enhanced through this Priority Programme which includes a range
of
supply-side and demand-side measures to increase equitable
access and
retention from ECCE to secondary education, particularly for
girls and
marginalized children.
One of the achievements of the SESP 2014-2018 was the enactment
of the Sindh
ECCE Policy 2015. The ECCE Policy, which has been aligned with
the
Sustainable Development Goals, focuses on the holistic
development of
children, including needs for protection, nutrition, healthcare
and
education. Its effective implementation will play a key role in
developing
the school readiness skills of young children, easing their
transition to
primary education.
By targeting an under-served or otherwise disadvantaged
population, the
Programme aims at developing a strong starting basis for
children who may
lack adequate support at home, in terms of physical health,
cognitive or
emotional support. Enhancing school preparedness is also
expected through
Mother Support Groups to contribute to higher retention and
learning
outcomes from ECCE to primary education.
- PROGRAMME 3:
- EQUITABLE ENROLMENT AND RETENTION
- Goal I:
- Equitable Access
- D. Increase equitable enrolment and retention at all levels, especially for girls and marginalized children
- No. of Major Activities 07
- No. of Sub-Activities 28
P-4: Teacher Recruitment, Qualifications and Professional Development
The first strategy to improve systems for teacher recruitment,
training and
professional development will be the strengthening of
institutional
capacities of the authorities responsible for these functions.
To this end,
an institutional analysis of the capacities of Directorate of
HR, STEDA,
PITE, DCAR and TTIs will be conducted, with the purpose of
assessing
strengths and weaknesses of these allied institutions. The
recommendations
derived from this assessment will be the basis for a capacity
development
plan to strengthen the teacher training and professional
development
function of SELD. The implementation of this capacity
development plan shall
begin in full under this Plan period. This will include the
recruitment of
specialised staff with technical expertise, twining programmes
with
recognized institutions, etc
The next strategy will be to devise career pathways for teachers
leading to
successively higher credentials. This will be initiated during
the SESP&R
plan period by devising a policy for professional development
and
implementation framework for the career pathways for teachers.
The SESP&R sets out to implement the recently developed model of
Continuous
Professional Development, as a key strategy to improve teaching
practices
and enhance students’ learning. This will cover teachers,
head-teachers and
administrators. The CPD model will cover all primary and
elementary schools
in the province, ensuring its teachers receive in-school
support. Plans for
in service training will be developed through PITE on the basis
of training
needs assessments carried out at district level.
- PROGRAMME 4:
- MERIT BASED TEACHER RECRUITMENT,QUALIFICATIONS AND PROFESSIONAL DEVELOPMENT
- Goal II:
- Quality & Learning
- E: Ensure meritorious recruitment of qualified teachers and support within well-resourced...
-
F: Implement policy on cluster-based Continuous Professional Development for teachers.. - No. of Major Activities 07
- No. of Sub-Activities 19
P-5: Quality Inputs and Processes
Under this programme, the quality inputs on Curriculum revision linking to
assessment will be
targeted and strategies will be designed to improve the reporting of
students’ learning. Effective
assessment processes will be developed to make it possible for students to
demonstrate their skills
and competencies through technology enhanced assessment system.
The curriculum for the formal and non-formal education streams will be
revised as recommended
in the Sindh Curriculum Act 2014 in light of the changing educational
landscape including national
education standards, a more balanced gender perspective, and SDG 4, among
other priorities
(4.1.3). SELD will also ensure that the Curriculum Implementation Framework
is made an integral
part of the execution strategy. Moreover, NFE curriculums for post primary
levels and for skillsbased programmes still need to be developed, as well as
an adult literacy curriculum, to support the
expansion of NFE and literacy outlined in Priority Programme 1 (4.1.1).
- PROGRAMME 5:
- QUALITY INPUTS AND PROCESSES
- Goal II:
- Quality & Learning
- G: Improve formal and non-formal student curriculum with a focus on local needs, global trends,skills...
-
H: Improve provision of textbooks and learning materials
based on the revised curriculum in appropriate languages
- I: School specific student assessment and reporting system...
- No. of Major Activities 05
- No. of Sub-Activities 20
- Completed 07 In-Process 13 Remaining 00
P-6: Professional Educational Leadership and Management
Besides the existing monitoring mechanism, which is used to monitor teachers’ attendance, class enrolment, and missing infrastructure facilities, a comprehensive system for monitoring of quality education imparted to the students is required. Monitoring of quality education imparted to the student will be strengthened through DG M&E office. To reinforce education quality the formative assessment system needs to be improved and teachers need to be trained for pedagogy in routine classroom and formative assessment. The objective of an improved student assessment system is to permit monitoring of learning so the province can adjust strategy where students are underachieving.
- PROGRAMME 6:
- PROFESSIONAL EDUCATIONAL LEADERSHIP AND MANAGEMENT
- Goal III:
- Governance & Management
- J: Establish management mechanisms to strengthen performance and accountability
- No. of Major Activities 08
- No. of Sub-Activities 19
- Completed 05 In-Process 12 Remaining 02
P-7: Improved Resource Allocation and Utilisation
Transparency in the system contributes to accountability and shapes
organisational performance.
Accountability provides assurance in achieving public interest goals. This
requires more efficient and
accountable use of resources, improved, transparent and sustainable
allocation and utilisation of
the non-salary budget. As part of this effort, the SESP&R proposes to review
budget management
to decentralise the system and establish district-based budget management
and information
system with internal audit mechanisms in place. Capacity development
activities will be part of this
programme aiming to strengthen decentralised financial and internal audit
system. The reasons for
inefficient utilization of funds identified to date include:
i. Delay in the release of funds by the Finance Department
ii. Shortage of DDOs and inadequate capacity in procurement and financial
management
iii. Centralization of entire non-salary budget
iv. Inadequate capacity of management to utilise funds efficiently and in a
timely manner
- PROGRAMME 7:
- IMPROVED RESOURCE ALLOCATION AND UTILISATION
- Goal III:
- Governance & Management
- K: Improve transparent and sustainable allocation and utilisation of non-salary budget
- No. of Major Activities 02
- No. of Sub-Activities 06
- Completed 01 In-Process 03 Remaining 02
P-8: Effective Strategic Planning and M&E
Good Governance lays a solid foundation for the long-term development and is
the cornerstone of quality education. For the successful governance system
to establish, a strategic planning unit plays a central role with
multifaceted functions including implementation of strategies and its
monitoring. The third specific objective in the area of governance and
management is to improve organisational capacity for integrated planning,
data collection, analysis, monitoring and evaluation. This programme
proposes to create a strategic planning and implementation unit at SELD to
work as focal office for implementation of all programmes in SESP&R 2019-24.
SESP&R 2019-2024 is an ambitious set of initiatives. It will be essential to
coordinate all inputs to produce maximum leverage on the important
challenges. To strengthen the coordination and alignment of all sector
initiatives under government leadership this program will be fragmented into
District Education Plan and will improve planning, monitoring and reporting
mechanisms involving District Education Groups and Local Education Group in
the province. This will be done in collaboration with development partners,
by setting joint monitoring processes, as described in section 5.
- PROGRAMME 8:
- EFFECTIVE STRATEGIC PLANNING AND M&E OF SELD INTERVENTIONS
- Goal III:
- Governance & Management
- L: Improve organisational capacity & resources for integrated planning including district planning, implementation and quality assurance through District Education Group, LEG, IM-SESP and Joint Education Sector Reviews
- No. of Major Activities 03
- No. of Sub-Activities 11
- Completed 04 In-Process 04 Remaining 03
KPIs
The KPIs proposed for regular oversight of plan outcomes are presented
- KPIs
- 5.3 RESULTS FRAMEWORK AND KEY PERFORMANCE INDICATORS
- The complete results framework is aligned with the structure and organization of the goals, programmes, and main activities that make up the strategies of SESP&R 2019-2024. It is presented in full in the Annex.
- The KPIs proposed for regular oversight of plan outcomes are presented below: SESP&R 2019- 2024 Key Performance Indicators (KPIs) in full in the Annex.
- View KPIs Table
