The situation of education in general, and of higher education in particular, is not considered as a priority in developing countries. Unfortunately, all development depends on a good education. Many countries suffer not only of the absence of quality education, but also from a lack of accessibility for its citizens. Many of them suffer from not being able to study.
The exercise of citizenship must allow everyone to become an actor of society. To be an actor requires a good understanding of the role, the place and the rights be recognized by everyone. To be an actor means to be responsible in a social and democratic framework relying on values and references shared by all. «The practice of citizenship relies on participation spaces open to all. Otherwise, in many developing countries, as the level of education is very low, citizens do not consider themselves actors of their country’s development. »They block the progress of their country and create other problems in security, the economy, politics, social issues and above all in an increase in unemployment. Indeed, a large part of the population is active, but instead of creating jobs, it is looking for employment. Thus, if everyone looks for a job, the number of openings is small. This has a negative impact on the resources of the State. «The challenges of contemporary societies are mostly characterised by complexity and are part of a global interdependence. In the face of globalization, the education of people to be good citizens must widen its scope from local, regional and national levels to a global dimension ».
According to the document (UNESCO, 2014) UNESCO Education Strategy 2014-2021, approximately 774 million adults, of which two thirds are women, could neither read, nor write in 2011. More than 50% of this adult illiterate population lived in South and West Asia and a quarter approximately in sub-Saharan Africa; 10 countries alone represent 72% of the total. In sub-Saharan Africa, the number of illiterate adults has, in fact, increased by 37% these last twenty years to reach 182 million in 2011. According to these forecasts, the world total will still be of 743 million in 2015, a reduction of only 16% as against the number in 1985-1994 with regard to data on illiteracy (UNESCO, 2014b). It is the aim of education for all (EFA) which is the most difficult to reach.
Although illiteracy is mostly concentrated in the developing and highly populated countries, the problem continues to be pervasive. Developed countries also present large pockets of poverty, in which evaluations show that no less than one adult on five, in other words 160 million persons, have very low literary competencies, being unable to read, write and calculate in daily life (UNESCO, 2012.
Literacy, beyond being a basic competency, is also a prerequisite to access to all forms and all levels of apprenticeship all along life, as well as a base enabling quality education for all.
Being deprived of basic literacy competencies is a factor that leads to being excluded from many aspects of existence, and it covers important dimensions of gender and poverty. Governments and lending institutions are often insufficiently concerned with illiteracy. In the same manner, less than 3% of the national education budget is devoted to literacy and adult education programmes.
Education and life-long training
Education and life-long training are key elements of a strong and reasoned strategy which have become a powerful weapon in a dynamic world obsessed by competitivity. The way we see our neighbours is also part of our worries when we are looking to be inspired by tools and policies that they develop for continuous qualitative and quantitative improvement, of our educational systems, that will lead to a social integration and cohesion of nations (Newgreen, 2002).
Education and higher education are fundamental elements. They allow each individual to build his life, not only on a private basis, but also professionally, and also to contribute to the economic, political, and social aspects of the country in which they live.
To be effective, higher education demands, as a fundamental element, time, a certain slow pace, stability, tranquillity and even a minimum of comfort. Education is one of the most important levers in development. It is also, one of the most efficient mechanisms to guarantee peace and stability of a country. «We live in a rapidly evolving world, increasingly interdependent, in which knowledge and innovation are major development factors ».
Stakeholders in the general environment of higher education
According to Burridge et al, education and higher education are as important as water to ensure life. In light of our research, we have noticed that all the economic, political, and social development of a country depends in large part to education that will impact the general environment of that country, and thus of the entire region. Obviously, education takes its roots at primary school, but we have limited our research to higher education.
In the framework of our research, we have identified certain stakeholders such as the citizens who are directly impacted by war. A well-educated society, capable of distinguishing good from bad, will attempt to avoid certain conflicts so as to live in peace. The Afghan population suffers from a lack of education and this opens the possibility for certain rebel groups to convince young men to undertake acts that are contrary to peace.
Education is one of the important factors in the social and economic development of a country. All the actors of social and economic life, who are stakeholders, suffer the consequences of the absence of penetration of higher education, at best a very low penetration, as outlined by several reports, such as those of the World Bank, UNESCO, and what we also observe in our empirical experience.
All the stakeholders, in the private and public sectors, feel the low use or the near-absence of technological development, which, however, is an absolute need today so as to avoid an important delay in productivity and thus, competitivity. The different educational levels feel the absence of means to train students in the use of basic technology. We have not identified a theory which outlines the fact that societies in developing countries must remain unchanged.«In the competitive and dynamic environment of the modern economies of knowledge, the educational policies occupy a central place and, if needed, can fulfil the functions that are normally traditionally part of investment such as policies of social protection».
The emergence of the notion of ‘Life competencies’
« The four pillars of a quality education as defined by UNESCO (2000) allows to put the basis of a strategy that could assist to raise this challenge. Unfortunately, this is not the case in Afghanistan and in many developing countries.
Learning to know : education must assist students to acquire the instruments of knowledge, in other words, the necessary tools of communication and oral expression, reading, arithmetic and the art of problem resolution, to possess both a solid general culture and the deep knowledge of a few fields, to understand what are the rights and responsibilities and, above all, to learn to learn.
Learning to do : education must assist students to acquire the know-how and the social and psychological competencies that will allow them to make informed decisions in diverse situations, to manage social relations and relations at work, to access local and global markets, use technological tools, satisfy fundamental needs and improve quality of their life and the life of others.
Learning to be: education must contribute to the flourishing of individual personality and allow them to act with more autonomy, of judgement, of critical thought and of personal responsibility. It must develop all the aspects of a person’s potential such as, for instance, memory, reasoning, esthetical values, spiritual values, physical capabilities and the art of communication. It must encourage a healthy lifestyle, the liking of sports, of leisure, of the appreciation of one’s own culture, the respect of ethical and moral code, the art of making oneself valuable and of defending oneself, and the capacity of rebounding.”
Learning to live together: education must reinforce the know-how at students and the aptitudes likely to help them to accept mutual interdependence».
According to the recommendations of the Organisation of the United Nations (UN), the international responsibility of governments and political leaders regarding the exercise of the right to education is to find a rapid and lasting solution to this challenge so as to better integrate the international community which check the effective exercise of the right enumerated which check, on the one hand, the application and the conformity with the «United Nations Pact relating to economic social and cultural rights» and on the other «the United Nations Pact relating to civil and political rights.»«One can state that facing the uncertain future and the multiple challenges that post-conflict States experience that have led to irreversible, and often permanently damaging, consequences, education must bring a final advantage to re-establish, through freedom and social justice, the conditions of preventive and balanced management of conflicts. This allows it to progress, while respecting the conditions of sustainable development, towards the expected peace ideals. »
« The knowledge generated by the economy of education may thus assist the governments to optimize their policies through better informed choice, thus contributing the attainment of the objective of a sustained and equitable growth that mobilises all the citizens.»
According to UNESCO’s Education Strategy 2014-2021, the political leaders must study to better exploit the potential of information technologies and communication (TIC) in education. The presence of sustainable infrastructure and financing issues, of the content of quality-insurance, represent, in this field, key issues, just like the question of available means to develop and put in place pluri-dimensional policies in matters of online security and ethics.
Education to citizenship allows to acquire new knowledge that will directly impact the economic, political and social life of the country. «The first function of education is to transmit an inheritance and to teach the ethical principles and the framework of law (national and international) that determines communal living. However, society today more than ever, faces rapid changes and challenges in embedded in complex global challenges. These challenges require societal changes to which a citizen should be able to participate. However, transmission and education are insufficient on their own: the education for citizenship must allow the exercise of new competencies: to enter into complexity, to manage uncertainty, to position oneself, to imagine new solutions and to participate in their realization. »
The general experience of life and the ordinary unfolding of things show that when citizens who live and work in a given society are very well educated, there are less conflicts, for they are able to resolve their problems by discussion, dialogue, and common understanding. The example of countries in which social dialogue is the main governance vector, such as Switzerland, Norway, Sweden, etc, is more than welcome.
A well-educated society can only be a democratic society because it constantly counts on the capacity and the behaviour of its citizens; and each citizen feels important for his country.
If we take the case of Afghanistan today, it is a rich country with considerable natural resources, but the country finds itself in extreme poverty. Our analysis brings two explanations for this situation: the poverty of knowledge, first of all, that does not allow citizens to contribute to the development of the country and to correctly use their competencies and their rights; the poverty of the leadership, on one hand, that concentrate themselves exclusively on the acquisition of power instead of concentrating on the best manner to help the population. As a backdrop, one can see a situation in which the political leaders take advantage of the naivety and low educational level of their fellow citizens to stay in power and to profit from their advantages.
The conclusions of our research shows that it is impossible to develop a country without prioritising education. To illustrate our working methodology, we have developed a competency matrix to helps Afghanistan become a stable state by developing a distance learning system.
Matrix of the competencies of a citizen
|Active citizen||Positively participate in his individual development which will impact later, on different scales, such as family, clan, tribal, ethnic and national, and even in light of the entire country’s development, instead of concentrating on his personal interests.||Live together and contribute together to one’s own development as well as that of the country.||Education is the primary source to become an active citizen, positive and understanding.||Living together without conflict Societal progress.|
|Know one’s own importance and values||Be capable of undergoing auto-evaluation, to understand its importance, oneself, one’s values and those that still require development.||Use positive values for oneself and for one’s family; allow all members of one’s family to optimize their capabilities.||Schools, universities and the professional environment allow us to be with others and to understand well our values and those of others.||Non-violent communication. Personal evolution.|
|Know one’s rights as well as those of others||Understand the importance of one’s fundamental rights as well as those of others.||Mutual respect, whatever the age, gender and/or belief.||Education||Avoid violence and live in peace.|
|Capacity of expressing oneself||Aptitude to develop and defend oneself in a calm and legal manner.||Express oneself without wounding others and make the situation more complex.||Education||Respect others.|
|Consciousness of power||Understand one’s own values as a citizen, as well as the importance of voting rights.||In exercising one’s voting rights, elect deserving persons so as to stabilize the country’s political and social situation.||Education||Appoint leaders according to their and competencies that have a positive impact on the country’s management.|
|Equality and freedom||Understand the importance of equality as well as truly expressing his claims depending on the situation in which he finds himself.||Rule of law||Education Citizen’s behaviours that can degrade or improve the situation.||Live in peace and in freedom. Express oneself without fear in the mutual respect.|
|The possibility of taking responsibilities||Assume responsibilities for one’s family and in society and understand one’s own contribution.||Be active in social, economic and political life when one wishes to do so.||Give the chance in equal proportions to all citizens without any exclusion.||Participate in socioeconomic developments.|
|Incidence on Human Rights||Distinguish between good and bad, and become conscious of one’s acts against others.||Be capable of understanding sanctions and consequences when one breaks the rules of law.||Education and the application of laws in an equalitarian manner.||Respect of law and fundamental freedoms Avoid all sorts of conflicts.|
|Understand, in a basic way, at a small scale, the phenomena tied to globalisation.||Become conscious of the changes in other parts of the world.||Each country develops first of all because of the sum of individual actions.||Ensure diversity of the country thanks to the contributions of different nationalities.||Understand the economic, political, social situation of other countries, and apply to oneself the positive elements, if necessary.|
|Importance of the family||Understand that the family is very important and that women play an important role in the family well as in society.||Each member of the family plays an important role for himself as well as for economic, political and social development of the country.||Education||Respect the choices and the points of view of each family member to avoid conflicts and violence.|
|Use (tools) of the new technologies of information and communication (TIC) in an interactive manner (language, technology).||Instrumental competency.||Une, in one’s activities, of adequate technologies to facilitate tasks; if necessary, transfer best practices.||Education||Faster and more efficient results.|
|Interact in heterogeneous groups.||Social competencies whatever the religion and(or the beliefs. Transcend the differences.||Participate in social life in one’s city, village, town, etc.||Education||Be capable of working in groups, whatever its origins and/or beliefs.|
|Act in an autonomous and consensual manner.||Personal competency for all that concerns the decisions of daily life.||Assume the responsibility of one’s decisions.||Education||Work individually if necessary, with the proposed solutions.|
|Knowledge, know-how, social skills and life planning.||Know one’s past, concentrate on the present and create one’s future.||Concentrate on the future rather than concentrating on useless subjects.||Education||Have a life vision, according to one’s capacities.|
|Exemplarity||Be an active and contributing citizen thanks to one’s actions.||Motivate others so that they also become active in life.||Positive action of citizens.||Show to others the importance of citizens to one’s country.|
We have noted that it is very difficult, and even impossible to respect the citizenship norms or the establishment of democracy or the respect of human rights in a country without putting the accent on the competencies of active and understanding citizens. We have observed that in many countries, there are conflicts between politicians (points of view on political ideology), but they manage to discuss, to negotiate and to obtain power through democratic rights, for they are citizens. The lack of reflection of citizens in the choice of their leaders and their policy in developing countries is the source of numerous conflicts, including civil wars. Hence the importance of insisting on the apprenticeship of citizenship, which allows populations to be in charge of their destiny by actively participating in the life of the nation. This is why education must prioritise the development of the citizen’s competencies, such as the knowledge of oneself, of its importance and its values; the knowledge of the one’s rights and those of others; the ability to express oneself; the knowledge of one’s power; equality and freedom; the possibility of assuming one’s responsibilities; the primacy of human rights; the understanding of the phenomena linked to globalization; the centrality of the family; the use of new technologies of information; the knowledge, know-how, social skills and life planning; empowerment and exemplarity.
Each of these elements include, criteria, situations, tools and parameters to evaluate the citizen’s competency matrix which must serve as a learning tool of citizenship.
For a country to be able to develop economically, politically and socially, the political leaders must give priority above all else to an action plan on the competencies of citizens. This contribution will make it easier for the present and future leaders. If that is not the case, the government will transmit poverty from generation to generation.
 Education à la citoyenneté mondiale : https://www.education21.ch/fr/edd/approches/education-a-la-citoyennete-mondiale
 Stratégie de l’UNESCO : L’éducation 2014-2021.
 Colloque international Education, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,
Milène Trabelsi et Jean-Luc Dubois
 Colloque international « ducation, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,
Milène Trabelsi et Jean-Luc Dubois
 Charly Maurer, L’éducation à la citoyenneté, Fondation Éducation et Développement, 2008, 4
Women in leadership ‘must be the norm’
We can no longer exclude half of humanity from international peace and security matters, the UN chief told the Security Council on Thursday, emphasizing the need to fully address the challenges and gaps that continue to prevent women having an equal say.
Having just visited the photo exhibition, In their Hands: Women Taking Ownership of Peace – a collection of inspiring stories of women around the world seen through the lenses of women photographers – he told ambassadors that the exhibit brings to “vivid life” their dedication to “the most important and consequential cause of all, peace”.
“From the safety of this chamber, we discuss and debate pathways of peace for countries around the world”, said the UN chief. “But the women portrayed in the exhibition are on the front lines of the fight for peace”.
He called them peacebuilders, changemakers and human rights leaders, and described their work mediating and negotiating with armed groups; implementing peace agreements; pushing for peaceful transitions; and fighting for women’s rights and social cohesion throughout their communities.
Yet, he pointed out, “women remain on the periphery of formal peace processes, and they’re largely excluded from rooms where decisions are made”.
Citing rising rates of violence and misogyny; the extreme under-representation of women in decision-making positions; and a myriad of challenges faced by those in conflict, the top UN official observed that the power imbalance between men and women remains “the most stubborn and persistent of all inequalities”.
“In every humanitarian emergency, the clock on women’s rights has not stopped. It’s moving backwards”, he said regretfully.
In Ethiopia, women have been victims of sexual violence; in Yemen, excluded from political processes by the warring parties; in Afghanistan, undergoing a rapid reversal of the rights they had achieved in recent decades; and in Mali, after two coups in nine months, “the space for women’s rights is not just shrinking, but closing”, Mr. Guterres said.
“Increasing women’s representation and leadership across every aspect of the UN’s peace activities is critical to improving the delivery of our mandate and better representing the communities we serve”, he said.
But Council’s support is needed for partnerships, protection and participation.
Women leaders and their networks must be supported to meaningfully engage in peace and political processes, he explained.
Secondly, women human rights defenders and activists must be protected as they carry out their essential work.
And finally, women’s “full, equal and meaningful participation” must be supported in peace talks, peacebuilding, and political systems as countries transition to peace, he said.
“We need full gender parity”, underscored the UN chief. “We know it can be done”.
Advancing women’s rights
Women should not have to accept reversals of their rights in countries in conflict, or anywhere else.
Mr. Guterres said that the UN will double down on “truly inclusive peacemaking” and put women’s participation and rights “at the centre of everything we do – everywhere we do it”.
The best way to build peace is through inclusion, and to honour the commitment and bravery of women peacemakers we must “open doors to their meaningful participation”.
“Let’s turn the clock forward on women’s rights and give half of humanity the opportunity to build the peace we all seek”, concluded the Secretary-General.
Time to say ‘enough’
To create a tangible difference in the lives of women and girls, UN Women Executive Director, Sima Bahous, highlighted the need for governments and the Security Council “to step up” to address the way we confront peace and security issues.
For too long violence has targeted females and their rights; and women continue to be marginalized and excluded “in those very places where they can drive change”, she told the Council.
“Surely the time has come to say enough”, she said.
Open doors to women
While acknowledging a “glimmer of light” resulting from the passage of the original resolution, Ms. Bahous said that while not enough, it must be used in the fight for women’s equality.
Noting that vast military spending has been “in bitter contrast” to limited investments in other areas, she advocated for curbing military spending and expressed hope that delegates “share my sense of urgency” on the issue, which impacts other priorities, including women’s rights.
The UN Women chief noted that increased participation, combined with curbing the sale of arms in post-conflict settings, significantly reduces the risk of backsliding.
She reminded ambassadors that while “equal nations are more peaceful nations”, equality requires higher levels of support for healthcare and related services.
Moreover, Ms. Bahous regretted that women’s organizations are poorly funded, noting that without the necessary financial resources, they cannot effectively carry out their work.
Turning to Afghanistan, she shone a light on the women who had collaborated with the UN and whose lives are now in danger, advocating for doors to be opened wider, to women asylum seekers.
Women at the stakeout
Subsequently, former Afghan women politicians took to the Security Council stakeout to ask the international community to pressure the Taliban “to put their words in action” and fulfill their promises made in 2019 in Qatar including supporting girls’ education and women’s rights.
“The reason we are here today is to meet with different Member States and ask them to regard women and human rights in Afghanistan as a matter of national security of their own countries, because it’s not just a political or social issue but it’s a matter of security”, said Fawzia Koofi, former Peace Negotiator and first woman Deputy Speaker of Afghan Parliament.
Former Afghan Parliamentarian and Chairperson of the House Standing Committee for Human Rights, Civil Society and Women Affairs, Naheed Fareed, questioned whether the world wanted to “register in history” their recognition of “a de facto structure that is in place in Afghanistan”, to represent Afghan women, their dignity and desires. “From my point of view, they don’t”, she told reporters.
Gender Mainstreaming and the Development of three Models
The field of gender mainstreaming plays a central role in the debate of critical feminist International Relations (IR) theorists. Reading the influential work of Enloe 2014 regarding the locations and the roles of women in the subject of IR brings women into the central discussion of international studies. However, some of the feminist IR scholars defy the negligible participation of women in international political theory and practice.
The main aim of gender mainstreaming is to achieve gender equity in all spheres of life (social, political, economic), without any doubt that gender mainstreaming has had a central role in pushing the strategy of realising gender equity since the concept’s inception. However, feminist IR scholarship admits that it is not the best approach, or in other words, the right pathway concerning feminist struggle. There are many different approaches and mechanisms in which such dissatisfaction is conveyed; nonetheless, at the axis of Postcolonial Feminist scholars debate, gender main streaming depoliticises the concerns of feminist scholars. Feminist studies show that theoretically, the change of structuring of gender equity determinations from women to gender in gender mainstreaming perhaps contradicted achievements made to bring women from the periphery to the centre of Feminist IR.
The emergence of Models in Development:
Discussion asking to what extent women have been benefited (or not) from the developmenthas given rise to the following three models. These approaches show how men and women are affected in different ways because of the development of how the lives of women, in particular, are affected.
Women in Development (WID):
By the 1970s, the reality that women were subjugated and left far behind in the process of development became clear and widely recognised. In some areas, this recognition even acknowledged development has further worsened the status of women, for example, the exclusion of women from
the main development projects. The Women in Development (WID) approach proposed the inclusion of women into programs related to development. WID was a successful initiative that strengthened the consideration of women as an integral part of society. The decade of 1975 to 1985 was even declared the decade of women. However, this approach was problematic, as WID did not focus on structural changes in social and economic systems, which were necessary for discussion. Furthermore, this approach was not enough to bring women to the mainstream of development successfully.
Women and Development (WAD):
Thisapproach was critical and arose in the late 1970s using Marxist feminist (critical) thoughts. As its nature, the Women and Development (WAD) approach criticised WID because of an increasing gap between men and women. According to WAD, the idea of women’s inclusion was wrong because women already contributed substantially to society. Yet, they were not receiving the benefits of their contributions, and WID further contributed to global inequalities. The main rationale of WAD was to increase interactions between men and women rather than just implementing strategies of women’s inclusion. Besides, WAD considered the class system and unequal distribution of resources to be primary problems, as it’s women and men who suffer from the current system. On a theoretical level, WAD strongly endorsed changes to the class system; however, it proved impractical as it ignored the reason for patriarchy and failed to answer the social relationships between men and women.
Gender and Development (GAD):
In the 1980s, further reflection on development approaches started the debate of Gender and Development (GAD). As GAD followed and learned from the weaknesses and failures of WID and WAD, it was a more comprehensive approach. GAD paid particular attention to social and gender relations and divisions of labour in society. The GAD approach strove to provide further rise to women’s voices while simultaneously emphasising women’s productive and reproductive roles, contending taking care of children is a state responsibility. As a result of GAD, in 1996, the Zambian government changed their department of WID to the Gender and Development Division (GADD). These changes made it easier for women to raise their voices more constructively in an African country. Gender development is a continuous, current phenomenon. Women have choices today that they did not have in prior or even the last generation.
The main point is that instead of discussing whether to mainstream gender or not, it needs to be discussed how it can happen in a better way. Gender mainstreaming is considered a theory of change in GAD.
The above discussion has offered an overview of how gender mainstreaming’s theoretical approaches and expectations have met with the praxis; however, some scholars critique the concept of depoliticising and diluting equality struggles. These considerations are also worth inquiry and, accordingly, are discussed below.
KP’s Education Reforms – Heading Towards Right Path
The first word revealed in the holy Quran was “Iqra” which means “to read”. This first verse of Holy Quran shows us the importance of pen, greatness of knowledge and importance of education in Islam. Article 25-A of Pakistan’s constitution obliges the state to provide free and compulsory education to all children between the ages of five and sixteen. Education is the reason behind rise and fall of any nation. After the 18th amendment, on April 19th 2010, the education sector was assigned to the provinces, with a hope that provinces would focus on providing quality education, as previously; there was a lack of comprehensive planning and strategy in this sector.
During its second stint in KP, PTI-led government declared an education emergency in the province. As part of election manifesto, PM Imran Khan reiterated his firm resolve to upgrade education system across KP. Consequently, during past three years, KP government has focused on the neglected education sector and introduced various revolutionary steps to improve the quality of education.
The provincial government is spending heavily on building infrastructure and basic facilities. The number of non-functional schools have been reduced massively due to effective policies. A real time focus is given to the lack of facilities like boundary walls, water supply, electricity, and toilets. To get rid of load shedding issues, the government installed thousands of solar panels in schools to have an un-interrupted supply of electricity at daytime. Simultaneously, increased annual budget for education.
The present age is known as an era of Information Technology (IT) and a nation cannot progress without making full use of it. Therefore, the provincial government has established thousands of state of the art IT labs across KP. It is pertinent to mention here that Microsoft has also endorsed this effort and offered to train above 15000 IT teachers with free certification.
The major five-year revolutionary educational reform plan (2019-2023) was brought by department of Elementary and Secondary Education as a flagship project of KP government in this tenure. The four core aspects of this innovative plan includes teachers’ training, curriculum reforms, establishment and up-gradation of schools and the appointment of new teaching staff.
In order to reduce teacher to student ratio it has been decided to hire 65,000 new teachers well versed with modern education techniques, including 11,000 primary teachers under this five years’ plan. So far, more than 40,000 teachers have been recruited on merit bases through NTS. After the merger of tribal districts in KP, the education Ministry has approved a handsome amount for the restructuring the current education system. In order to modernize the current education system, KP government has established 138 Data Collection Monitoring Assistants (DCMAs) in tribal districts.
Taleemi Islahi Jirga (TIJs) are converted into Parent-Teacher Councils (PTCs) and connected them with education ministry with an aim to keep a check and balance. Government has introduced a new concept of school leaders and aims to train about 3,000 leaders who will be responsible for monitoring the classrooms, lesson management, implementation, and daily school life.
The process of expanding teachers’ training program to all districts of the province is also in process. Furthermore, the education department has almost completed its working on the development of high-quality script lessons for different subjects. Textbooks for classes 1 to 10, will also be revised according to modern standards by 2023.
Another milestone achieved by KP government is the establishment of Independent Monitoring Unit (IMU). This vigilant monitoring system has reduced teachers’ absenteeism by 17% to 20%. It also constantly collects reliable data which is helpful for realistic planning.
Previously, teachers used to take salaries without performing any duties; however, with the advent of biometric attendance system, those ghost servants have been captured. Enrollment drives have been organized every year. Government is giving free books to the children including drawing and coloring books to enhance their creative thinking. Government is also stressing on female education through its new policy of building classrooms with a ratio of 2 for female and 1 for male.
To impart the true teachings of Islam, Quranic education and Nazira is made compulsory up to class 12th. In a refreshing development, students of private schools are migrating to government schools due to student-friendly policies.
Nevertheless, there is room for improvement in the education sector like linking promotions of teaching and administrative staff with performance. Government teachers should be made bound to enroll their children in public sector. The concept of uniform curriculum will create national thinking. Another important aspect which needs attention is to address the growing role of tuition and coaching centers. Technical education should also be focused from the base. Experiences of others successful educational models like Finland model may be studied to improve the sector.
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