Group 25 1

SDG-4: Quality of education  

Ensure inclusive and quality education for all and lifelong learning for KPK. 

We aim to tackle the issue of education quality as part of our sustainable development goal.
Although the severity of this issue affects the whole of Pakistan on a macro level, where over
22.6 million children aged between 5-16 years are out of school (UNESCO), our prime focus
lies in the constraints faced by Khyber Pakhtunkhwa (KPK) at a provincial level. We aim to
analyze the deep-rooted problems ranging from inequities in education to gender disparity,
which further extend to specific complications such as inadequate early child education
(ECE) in the province. It is important for us to treat KPK with relation to its unique context,
politics, and history to properly dissect the obstacles faced by its people. KPK with its socio-
economic status lacks stability because it has been subjected to subsequent governmental
changes over the course of years. Each new provincial government: Awami National League
to Pakistan Muslim League (N) and even Pakistan Tehreek-e-Insaaf, has tried to put a new
local system in place to propagate its own agenda (IFES). This rate of change leaves little
room for actual long-term development especially when governmental interest clashes with
the existence of three-tier local body council that operates in both the rural and urban areas of
the province. Overall, this has been a major drawback for the province and has hindered its
educational development far more than other provinces. For example, currently KPK is yet to
finalize legislation for the smooth implementation of article 25-A which was passed on April
19th, 2010. Therefore, ensuring inclusivity and quality education along with the promotion of
lifelong learning for the population of KPK becomes the focal point of our sustainable
development goal. As hard as it is to completely unravel the situation, we aim to have
policies in place to counteract matters of weak governance, insufficient budget allocation,
cultural drawback etc. However, for all this to happen it is paramount that we first have
monitoring, evaluating and accountability mechanisms in place to fully capture the range of
vulnerabilities. This would require strengthening of already existing bodies such as Khyber
Pakhtunkhwa Education Monitoring Authority (KPEMA), expanding their jurisdiction and
working alongside them to implement policies that achieve our goal.  

Bibliography
 Group 25 2

Mustafa, Ghulam. “Education Policy Analysis Report of Khyber Pakhtunkhwa.” UNESCO -

Policy Analysis Report, 17 Jan. 2012,
doi:http://unesco.org.pk/education/documents/situationanalysis/Policy_Analysis_Repor
t_of_KP.pdf.

This report talks about gender and regional disparity in enrolment patterns, feasibility of
vocational and training institutes and importance of ECE, demographic and social
differences. Negligence of special education institutes in KPK is also mentioned and
how differing governments led to compromising effects for educational sector. This
article was published by UNESCO itself in 2012, although it dated a few years back,
recent reports show that educational spheres have not changed much, particularly in
KPK.

Hamayun, Muhammad. “Conflict Management Strategies in Higher Education Institutions:

Public Sector Universities in KPK Province, Pakistan.” Research on Humanities and
Social Science , IISTE, 2014, Vol.4,No.28, www.iiste.org.

The study focuses on differences in terms of teachers and administrators at public sector
universities in Khyber Pukhtunkhwa and causes of conflict, demographic differences,
nature of conflict and differing styles that led to differences in educational opportunities
provided by teachers to students. It elaborates on how females use compromising styles
compared to male professors when teaching and how old age faculty uses different
techniques compared to younger faculty resulting in higher drop-out rates
Strengthening of a monetary body (KPEMA) which monitors and evaluates educational
mechanisms is of out-most importance.

https://www.ifes.org/sites/default/files/local_government_khyber-pakhtunkhwa.pdf