Country Report

on
Decentralization in the Education System of Pakistan:
Policies and Strategies
By
Dawood Shah
(Presented at UNESCO Seminar on
Decentralization Policies and Strategies in Education,
held at Buenos Aires, Argentina
from 30th June to 3rd July, 2003)
Academy of Educational Planning and Management
Ministry of Education, Government of Pakistan, Islamabad
June 2003
 Table of Contents
Page No
Abstract on Devolution of Power (DOP) iv
1. Political, Economic and Social Context of Pakistan 1
1.1 Demographic Characteristics 1
1.2 Political Structure 1

1.3 Present Government 1

1.4 Administrative Setup 2

1.5 Economy and Employment 2
2. Decentralization Policies and Strategies in Education 3
2.1 Policies and Goals of Education System in Pakistan 3
2.2 Formal System of Education in Pakistan. 3
2.3 Administrative and Supervisory Structure and Operation 6
2.4 Financing of Education 7
2.5 Present Scenario of Education in Pakistan 8
2.6 Education For All (EFA) 9
3. Decentralisation Efforts in Pakistan 9
3.1 Social Action Program 10
3.2 Goals of Decentralization 10
3.3 Main Reasons for Decentralization 11
3.4 Devolution of Power Under Local Government Plan (2000) 11
4. Decentralization of Education 12
4.1 Decentralisation of Education in the Context of
Educational Policies 14
4.2 Education Sector Reforms 15
5. Devolution of Education: Implementation Processes and Strategies 20
5.1 Planning Process Under DOP 21
5.2 Disbursement of Salaries to the Teachers 22
5.3 Fiscal Decentralization 22
5.4 Role of EMIS in Decision Making Under DOP 24 5.5 Current Situation of District EMIS Cells
24
5.6 Information Requirement Under Devolution of Power 25
5.7 Civil Service Decentralization 25
5.8 Community Involvement 26
5.9 Monitoring Mechanism 26
5.9.1 Village Council 26
5.9.2 Citizen Community Board (CCB) 27
5.10 School Management Committees (SMCs) /
Parent Teacher Associations (PTAs) 27
i
Page No
5.11 Federal Role Under DOP 28
5.12 Provincial Role Under DOP 28
5.13 District Role Under DOP 28
5.14 Donors Coordination Mechanisms 29
6. Achievements and Short Coming of DOP 29
6.1 Issues & Problems Encountered in the Implementation
of ESR and DOP 29
6.2 Lessons Learnt 31
7. Recommendations 32
8. References 34
9. Annexures
Annexure-I Structure of the Educational System (Formal Only) 36
Annexure-II Federal Ministry of Education 37
Annexure-III Punjab Education Department 38
Annexure-III-A District Education Department (Punjab) 39
Annexure-III-B City District Education Department (District Lahore) 40
Annexure-IV Secretariat of Education Department, Govt. of Sindh 41
Annexure-IV-A District Education Department (District Karachi) 42
Annexure-IV-B District Education Department (District Thar) 43
Annexure-IV-C District Education Department (District Hyderabad) 44
Annexure-V School and Literacy Department NWFP 45
Annexure-V-A District Education and Literacy Department NWFP 46
Annexure-V-B District Education and Literacy Department NWFP 47
Annexure-VI Secretariat of the Education Department Balochistan 48
Annexure-VI-A Education Department Set-up at District Level 49
Annexure-VII District Structure for Financial Decision-Making 50
ii Abbreviations
Acronym Description
ADP Annual Development Program
AEO Assistant Education Officer
AEPAM Academy of Educational Planning and Management
CCB Citizen Community Board
DCC District Coordinating Council
DCO District Coordinating Officer
DDC District Development Committee
DDEO Deputy District Education Officer
DDO Drawing and Distribution Officer
DEMIS District Education Management Information System
DEO District Education Officer
DoE Department / Directorate of Education
DOP Devolution of Power
EDO Executive District Officer
EDO-E Executive District Officer Education
EFA Education For All
EMIS Education Management Information System
ESR Education Sector Reforms
FANA Federal Administrative Northern Areas
HT Head Teacher
ICT Islamabad Capital Territory
MoE Ministry of Education
NARIMS National Reconstruction Information Management System
NEMIS National Education Management Information System
NWFP North West Frontier Province
PSDP Public Sector Development Program
PTSMC Parent Teacher School Management Committee
Rs. Pakistan Rupees
SAP Social Action Program
SMC School Management Committee
iii
 Abstract
The existing education delivery system is not meeting the needs and aspirations of the society
as such particularly, it is a challenge to the provinces and districts for the 21 st century. Moreover,
prior to devolution, the policy and planning have been undertaken by the central and provincial
governments without taking into account the ground realities and without the participation of
community. The main objectives of the devolution plan is to empower the community at the
grassroots level in planning, management, resource mobilization and utilization, implementation,
monitoring and evaluation of the education system to improve the service delivery at that level. The
main inherent issues of education systems are: teachers absenteeism, high drop out rates particularly
at primary level, high repetition rates, low completion rates, inequalities by gender, location and
social groups, low literacy rate and unsatisfactory performance of schools, these issues have been
addressed under DOP through empowerment of local communities.
The present government has initiated political and administrative devolution under its reforms
agenda under Local Government Plan 2000. The Local Government Ordinance was promulgated on
14th August 2001. Under devolution, political power, decision-making authority, and administrative
responsibilities have been moved as closes as possible to the village, union council, tehsil and district
levels, with only the major policy-making, coordination, and special service functions being retained
with the central and provincial governments. The main purpose of the devolution is to improve the
service delivery at the grass root level in various sectors.
It is believed that highly centralized system of education is greatly hampering the efficiency and
effectiveness of delivery service at the grass-root level. Successive governments addressed this
problem in their policies and plans since 1947.
The present government has envisioned with a clear commitment to reform a number of aspects of
education system framed within the 1998-2010 National Education Policy and ten year perspective
development plan 2001-2011 to increase educational opportunities for all children, to enhance the
efficiency and effectiveness of delivery service at grass root level. ESR is an Action Plan for 2001-
2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of
the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is
the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to
address the following areas of education system:
Comprehensive literacy and poverty reduction program.
Expansion of primary elementary education.
Introduction of technical stream at the secondary level.
Improving the quality of education through teacher training.
Higher education sector reforms.
Public-private partnership.
Innovative programs.

The total estimated cost of the ESR Action Plan (2001-2005) is Rs.100 billion. An amount of Rs.3.74
billion (Rs.1.74 billion reflected in Federal PSDP 2001-2002 and Rs.2 billion
iv v
 grant in aid from US government) have been released to the provinces/ districts during
financial year 2001-2002. An amount of Rs.1 billion for implementation of ESR programs for
financial year 2002-2003 allocated by the Ministry of Education would be release by 30 th June 2003.
Districts and Provinces/ Federal Areas have been authorized to prepare and implement ESR projects.
Generally, funds for rehabilitation of existing physical facilities in Primary/ elementary schools, adult
literacy, introduction of technical stream in secondary schools, and revamping of science education
facilities at secondary level were transferred to Districts. Nearly 80% of the total funds were meant
for execution of these components. Monitoring and evaluation of the ESR program is the
responsibility of provincial/district governments.
Under Devolution of Power (DOP) federal government is responsible for national policy formulation,
addressing issues regarding access to education, equity and quality of education, setting teacher pay
levels, defining required teachers qualifications, setting the norms for national curriculum and
assessing students performance through national assessment systems. The main responsibilities of the
provincial government include formulation of Provincial Education Policy in the light of National
Education Policy, coordination with the federal government for implementation of ESR program as
well as with the respective districts, arranging pre service and in-service teacher training, assuring
equity, access to schooling, quality of education and influencing curriculum.
Under Devolution of Power district is responsible for planning, monitoring and evaluation of
education system at district level. They are also responsible for salary and managing teaching and
non-teaching staff at district level. The district has to generate its own funds in addition to the funds
transferred by federal and provincial government and now it is the responsibility of the district how
much to spend on education.
The implementation of DOP has been initiated since 14 th August 2001, therefore, it would be too
early to assess the achievements of devolution plan, however, some of the achievements include less
cumbersome procedures for approval of small schemes, improvement in accountability of
government functionaries, improvement in teacher attendance and public awareness.
During the implementation of ESR and devolution plan some problems and issues encountered, some
of the major issues include imprecise fiscal transfer framework and unclear delegation of financial
power, multiple reporting line at district level, non availability of funds, the negligible role of School
Management Committees and Citizen Community Boards in the management of schools, unsettled
issues between province and districts, the centralization of power at district level particularly
delegation of financial power to DCO, adopting top down planning approach by the DCOs, lack of
capacity building of the officials working at district level and most of the DCOs and EDOs are not
familiar with the new set up.
Decentralization in the Education System of Pakistan:
Policies and Strategies
1. Political, Economic and Social Context of Pakistan
Pakistan emerged as an Islamic Republic state on August 14, 1947. It has an area of about 796,095
Sq. kilometers. Pakistan comprises of four provinces: Punjab, North West Frontier Province,
Balochistan and Sindh and some federating units which include Islamabad Capital Territory (ICT),
Federally Administered Tribal Areas (FATA) and Northern Areas (FANA). Islamabad is the capital of
Pakistan, which lies in the northern part of the country at the bottom of Margalla Hills near
Rawalpindi, is a well-planned city, which was constructed in the beginning of 1960s. The national
language is Urdu. A number of regional languages are also spoken in various parts of the country.
The medium of education is Urdu but English continues to be used in higher education and
professional colleges, particularly in scientific and technical fields. English is widely used for
commercial, legal and other official business in the country. About 97 percent of the people are
Muslim. The constitution is Federal parliamentary.
1.1 Demographic Characteristics
According to Population Census 1998, the population of Pakistan was about 131 million of which 88
million (67%) were living in rural areas and 42 million were residing in urban areas. The population
composition is such that about 68 million (52%) were males and about 63 million (48%) were
females. The annual average growth during 1981-1998 was 2.6%. The population is unevenly
distributed among the provinces. Punjab is the most populous province comprising about 56 percent
of the total population followed by Sindh (23 percent), NWFP (14 percent) and Balochistan (5
percent). Area-wise, Balochistan is the largest province with 45 percent of the country’s area. The
density of population is 164 persons per Sq kilometer. (Population and Housing Census of Pakistan
1998)
1.2 Political Structure
Pakistan has a federal form of government with provinces as its federating units. It is governed by
1973 constitution having a parliament and a senate at federal level and provincial assemblies in each
province. The President of Pakistan is the head of the state and the Prime Minister is its executive
head. Political and Civil administration in the provinces is run by Governor and Chief Minister of
each province.
1.3 Present Government
Military took over on 12 October 1999 toppling the democratic civilian government of Mian Nawaz
Sharif, Ex-Prime Minister. General Pervez Musharraf, Chief of the Army Staff and Chairman of the
Joint Chiefs of Staff Committee, suspended Pakistan's constitution and assumed the additional title of
Chief Executive. Exercising the powers of the head of the government, he appointed an eight-
member National Security Council to function as Pakistan's supreme governing body. Pakistan's
Supreme Court on 12 May 2000 unanimously validated the October
1
1999 coup and granted General Pervez Musharraf executive and legislative authority for three years
from the coup date. General Pervez Musharraf, Chief Executive named himself as president and was
sworn in on 20 June 2001 replacing Mohammad Rafiq Tarir. Based on the referendum’s results held
on 30 April 2002, General Pervez Musharraf's presidency was extended by five more years since 20
June 2001 he is President and chief of the state. National election was held on 10 October 2002 and
Mir Zafarullah Khan Jamali elected as Prime Minister of Pakistan.
1.4 Administrative Setup
The country is a federation of four provinces. Each province is divided into small manageable units
called Districts. In all, there are 105 districts (Punjab 34, Sindh 21, NWFP 24, and Balochistan 26).
Each district is further divided into Tehsil or Talukas (sub districts), thus there are 402 Tehsils in
Pakistan.
1.5 Economy and Employment
The total GDP (market price) is Rs.4018.1 billion ($68.7 billion) and GNP (marker price) is
Rs.4198.7 billions ($ 71.8 billion) during 2002-03. The GDP growth is 5.1 percent against the target
of 4.5% during 2002-03. The per capita income for the year 2002-03 is US$ 492. The inflation rate as
per consumer price index stood 3.3% during the year 2002-03. Growth in the share index of the
Karachi Stock Exchange (KSE) pricing from 1770 point in June 2002 to an all time high of 3117
point on May 27, 2003 indicating an increase of 76%. Exports grew by about 21% during July-April
2002-03. There are indication that exports may cross the target of $ 10.347 billion and reach over
$10.5 billion. Like exports, imports also grew by 22.5% during July-April 2002-03. Pakistan workers
remittances during July-April 2002-03 stood at $ 3.537 billion.
Foreign investment stood at US $ 700 million during fiscal year 2002-03. The total foreign exchange
reserves stood at $ 10.531 billion on May 30, 2003, which is sufficient to finance 11 months of
imports. The Paris Club debt rescheduling has provided substantial debt relief to Pakistan. An
amount of $ 11.5 billion has been rescheduled. The external debt and foreign exchange liabilities
since June 2002 and until March 2003 have been reduced by $ 2.335 billion to $ 35.583 billion.
Fiscal deficit as a percentage of GDP which used to average 7% of GDP in the 1990s was broad
down to 5% during 2000-03.
Based on the requirements of 2350 calories, the Government of Pakistan has adopted the official
poverty line in 1998-99 as Rs.670 per capita per month rose to Rs. 748 per month during 2000-01.
According to the caloric-based poverty definition (headcount ratio), 28.2 percent people in Pakistan
lived below the poverty line in 1998-99. Between 1992-93 and 2000-01 poverty increased by about 5
percent points to 32 percent. Poverty in Pakistan is largely a rural phenomenon as 32 percent rural
population lived below the poverty line as against 19 percent urban population in 1998-99. (Source:
Economic Survey 2001-2002 and 2002-03).
The population is estimated to have reached 147 million by mid-year 2003. The annual population
growth rate is 2.1 per annum. The total labor force comes to 42.75 million during
2
2002-03. Out of the total labor force 29.69 million (67.7 percent) is in rural areas and 13.06 million
(32.3 percent) is in the urban areas. The total estimated employed labor force 39.41 million 2003.
The unemployment rate is 7.8 percent during 2003. Unemployment in rural areas is 6.94 percent and
urban areas it is about 10 percent in 2003. Agriculture is the largest employer of labor force, which
provides employment to 48.4 percent of the total employed in 2002. Agriculture is the dominant
sector of economy contributing 24 percent to GDP. (Source: Economic Survey 2001-02, 2002-03 and
Statistical Supplement 2001-02)
2. Decentralization Policies and Strategies in Education
2.1 Policies and Goals of Education System in Pakistan
Since independence, attempts have been made to relate the education system to the needs and
inspirations of the country. All Education Conference was held in 1947 as per directives of the
founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the
future development of education by emphasizing interalia, that the education system should suit the
genius of our people, consonant with our history, culture and instill the highest sense of honor,
integrity, responsibility, and selfless service to the nation. It should also provide scientific and
technical knowledge to build up our economic life. This was followed by the appointment of various
commissions, which submitted their reports periodically. The 1959 Report of the Commission on
National Education enjoys a peculiar position in the history of educational reforms. There were
several other commissions and policy statements up to 1973.
In 1973 the civilian democratic government came up with a 1973 constitution which provided that
the state shall: (a) promote unity and observance of the Islamic moral standards; (b) promote with
special care the educational and economic interests of backward areas; (c) remove illiteracy and
provide free and compulsory secondary education within minimum possible period; (d) make
technical and professional education generally available and higher education equally accessible to
all on the basis of merit; (e) enable the people of different areas, through education , training,
agriculture and industrial development , and other methods to participate fully in all form of national
activities including employment in the services of Pakistan; and (f) ensure full participation of
women in all the spheres of national life.
The above-mentioned goals were pursued by various policy documents announced by subsequent
governments who came into power from time to time. Each policy stressed on: (a) Islamic ideology
and character building; (b) the universalization of primary education and promotion of literacy; (c)
science education; (d) quality of education; and (e) reduction in inequalities of educational facilities.
2.2 Formal System of Education in Pakistan.
In formal education system, there are a number of stages, which are illustrated in the diagram in
Annexure-I as described briefly below:
Pre Primary Schooling: Pre-primary education is functional and managed in schools through out
country. Public schools provide pre-primary education as part of socialization process. The
3
students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy,
1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to
National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the
primary schools. The age group for pre-primary is <3>5.
Primary Schooling: This stage consists of five classes I-V and enrolls children of age 5-9 years.
Since independence, the policy makers pronounced to make primary education free and compulsory.
According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross participation rate was
71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it
was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in
Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47
percent and 37 percent for rural female.
Middle Schooling: The middle schooling is of three years duration and comprised of class VI, VII
and VIII. The age group is 10-12 years. The participation rate at middle school was about 34 percent
during 2000-2001. Males were 36 percent and females were 33 percent.
High Schooling: The high school children stay for two years in classes IX and X. The Board of
Intermediate and Secondary Education conducts the examination. A certificate of secondary school is
awarded to the successful candidates. The participation rate at high school was about 22 percent in
2000-2001 of which, 24 percent were males and 20 percent were females. Vocational Education is
normally offered in high schooling. There are varieties of trades offered to the students and after
completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician,
refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of
about 88 thousand in 2001-2002.
Higher Secondary Education: The higher secondary stage is also called the “intermediate stage”
and is considered a part of college education. Higher Secondary Education consists of classes XI to
XII. During two years stay in this cycle of education, a student at the age of 16 years in this stage can
opt for general education, professional education or technical education. The Board of Intermediate
and Secondary Education (BISE) conducts the examination and awards a Certificate of Higher
Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to be
upgraded to higher Secondary Schools. Middle sections of high schools were to be linked with
primary schools (designating elementary education). This system has limited success and some
problems were experienced. Keeping in view the problems this system is being introduced gradually.
Higher Education: To obtain a degree, 4 years of higher education after 10 years of primary and
secondary schooling is required. Students who pass their first-degree stage are awarded a Bachelor’s
degree in arts or science, typically at the age of 19 years. In order to complete an honors course at
Bachelor’s degree level an additional one year’s study is required. Further, a two years course is
required for Master’s degree who has completed two years Bachelors’ degree. A doctoral degree
requires normally 3 years of study after the completion of a master’s degree course.
4
Professional and Technical Education: The duration of post secondary education varies in technical
and professional fields. The polytechnic diploma is a three-year course. A bachelor’s degree in
medicine (MBBS) requires 5 years of study after intermediate stage (12 years of schooling).
Similarly, a bachelor’s degree course both in engineering and veterinary medicine is of 4 years’
duration after the intermediate examination.
Madrassah Education: Side by side with modern education system there is also religious education
system, which provides Islamic education. These institutions have their own management system
without interference from either the provincial or federal governments. However, grants-in-aid are
provided to these institutions by the government. During 2000 there were 6761 religious institutions
with an enrollment of 934,000, of which 132,000 were female students in 448 institutions (Khan,
2002). Efforts have been made by the present government to bring the Madrassah in the mainstream
under Education Sector Reforms. The main purpose of mainstreaming Madrassah is to enlarge
employment opportunities for their graduates. Pakistan Madrassah Education Boards are established
to regulate the Madaris activities.
Non-formal Education: There are millions of people in Pakistan who have no access to formal
education system. It is not possible for the formal system to meet educational needs of the rapidly
growing population. Non-formal Basic Education School scheme has been introduced for those who
have no access to formal education. This scheme is very cost-effective. Under this scheme primary
education course is taught in forty months. Non-formal schools are opened in those areas where
formal schools are not available. Government provides teacher’s salary and teaching material
whereas community provides school building/room. There are 6371 NFBE schools functioning in the
country.
Examinations: Examinations are usually held annually, which are the main criterion to promote the
students to higher classes or to retain them in the same class. However, recently a system of
automatic promotion up-to grade-III has been introduced in some schools. In the primary classes,
examinations are conducted by the respective schools. However, at the end of the fifth year of the
primary stage a public examination is held by the education department for promotion to the next
grade. Another examination is held for the outstanding students to compete for the award of merit
scholarships. Similarly, the examinations in Middle Schools are held by the individual schools but
there is a public examination at the end of grade VIII conducted by the Education Department for
awarding of scholarships. The Board of Intermediate and Secondary Education (BISE) conducts the
examinations of Secondary and Higher Secondary. The degree level examinations are conducted by
the respective universities. (Fact & Figures Pakistan, 2002)
Teachers’ Training
In Pakistan, there are 90 Colleges of Elementary Education which offer teachers’ training programs
for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary school teachers.
For secondary school teachers, there are 16 Colleges of Education, offering graduate degrees in
education and there are departments of education in 9 universities which train teachers at the master’s
level. There are only 4 institutions which offer in-service teachers’ training. Besides these, the Allama
Iqbal Open University, Islamabad, offers a very comprehensive teachers’ training program based on
distance learning; its total enrolment is about
5
10,000 per annum of which 7,000 complete various courses every year. (Fact & Figures Pakistan,
2002)
Private Education Sector: Private sector involvement in education is encouraging. The Federal
Bureau of Statistics survey (1999-2000) indicates that there are 36,096 private educational
institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural
areas. The percentage share of private sector in enrollment is 18 percent at primary school level, 16
percent at middle school level and 14 percent at high school level.
It has been observed that most of the private schools select their own curricula and textbooks, which
are not in conformity with public schools. Majority of the schools are “English Medium” which
attracts the parents for sending their children to these schools. Most of the schools are overcrowded
and do not have adequate physical facilities. These schools are usually charging high fees from the
students. Most of the schools are unregistered; therefore, in most cases the certificates issued by these
institutions are not recognized by public schools. Majority of these institutions are functioning in the
rented buildings.
The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of privately managed
schools and institutions of higher education through proper rules and regulations. A reasonable tax
rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the
private sector. Grants-in-Aid for specific purposes shall be provided to private institutions. Setting up
of private technical institutions shall be encouraged. Matching grants shall be provided for
establishing educational institutions by the private sector in the rural areas or poor urban areas
through Education Foundation. In rural areas, schools shall be established through public-private
partnership schemes. The government shall not only provide free land to build the school but also
bear a reasonable proportion of the cost of construction and management. Liberal loan facilities shall
be extended to private educational institutions by financial institutions.
Despite all shortcomings of private education mentioned above, PIHS survey indicates that
enrolment rates in public schools have declined since 1995-96 particularly a large decline has been
observed in rural areas. It is generally perceived by parents that quality of education in private
schools are better than the public schools, therefore, those parents who can afford prefer to send their
children to private schools. These trends indicate that the public education system is unable to meet
public demand for providing quality education in the country.
2.3 Administrative and Supervisory Structure and Operation
According to the Constitution of Pakistan (1973), the Federal Government is entrusted the
responsibility for policy, planning, and promotion of educational facilities in the federating units.
This responsibility is in addition to the overall policymaking, coordinating and advisory authority;
otherwise, education is the provincial subject. The Federal Ministry of Education administers the
educational institutions located in the federal capital territory. Universities located in various
provinces are administered by the provincial governments, but are exclusively funded by the federal
government through the Higher Education Commission.
6
The Federal Ministry of Education is headed by the Minister of Education. The most senior civil
servant in the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational
Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is
headed by Joint Educational Advisor (structure at Annexure-II).
The provincial Education Departments are headed by their respective Provincial Education Ministers.
The civil servant in charge of the department is the Provincial Education Secretary. The provinces are
further divided into districts for the purpose of administration. The head of the Education Department
in a district is Executive District Officer (EDO). Literacy Department functions separately in case of
Punjab and Sindh only it is headed by Executive District Officer (EDO) literacy. In the Provinces of
NWFP and Balochistan, literacy is the part of Education Department. The hierarchy then runs down
to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district
Education Officers (structure at Annexure-III-VI).
At the grass root level (the union council level), Learning Coordinators (LCs) provide academic
guidance as well as supervise the schools. The administrative structure has been decentralized under
the Devolution Plan. Village Education Committees (VECs)/ School Management Committees
(SMCs) have been set up in the provinces at grass root level.
2.4 Financing of Education
Before devolution, the provincial governments receive most of their revenues (82% in 2000-2001)
from the pool of revenues collected nationally. The modalities of the National Finance Commission
(NFC) has not changed, however, provincial governments have to develop mechanism for
transferring finances to district governments and district governments have been empowered to share
these resources with sub-district levels. The transfer of funds is formula based for the financial year
2002-2003. This formula is to be valid for three years. A provincial finance commission is being
established in each province to develop the formula. The funds are transferred on monthly basis
based on actual receipts. A major departure from the pre devolution scenario is that revenue transfer
from the provinces to the districts are to be in the form of one line formula driven block grants which
will not be earmarked for specific uses. Another change under the devolution of power for financing
of education system is (1) district government’s own resources (2) provincial non-earmarked block
grants to the districts and (3) adhoc federal education grant to provinces and districts e.g. the money
transferred under the ESR.
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 Table-1
Expenditure on Education during last three years.
Rs. In million
S.No. Expenditure
1999-00 2000-01 2001-02
Re Dev. Total Rec. Dev. Total Rec. Dev.
c.
1. Federal 5,829 1,053 6,882 5,672 702 6,374 4,075 4,48
2. Punjab 23,049 402 23.451 24,672 263 24,935 25,384 97
3. Sindh 11,424 178 11,602 12,188 127 12,315 13,862 1,17
4. NWFP 7,729 567 8,296 8,292 605 8,897 8,904 1,17
5. Balochi 3,541 230 3,771 3,572 269 3,841 4,553 80
stan
Total: 51,572 2,430 54,002 54,396 1,966 56,362 56,778 8,61