Thursday, 11 August 2011
Forced disappearances
Article 10 (1) of the Constitution of Pakistan states that, "No person who is arrested shall be detained in custody without being informed, as soon as may be, of the grounds for such arrest, nor shall he be denied the right to consult and be defended by a legal practitioner of his choice". Article 10 (2) states that, "Every person who is arrested and detained in custody shall be produced before a magistrate within a period of twenty-four hours of such arrest". Similarly, section 61 of the Criminal Procedure Code provides that "no police officer shall detain in custody a person arrested without warrant for a longer period than under all the circumstances of the case is reasonable, and such period shall not, in the absence of a special order of a Magistrate under section 167, exceed twenty-four hours exclusive of the time necessary for the journey from the place of arrest to the Magistrate's Court". Section 167 does allow the police to detain in custody a person arrested without warrant for a term not exceeding 15 days "where the investigation cannot be completed within the period of twenty-four hours fixed by section 61, and there are grounds for believing that the accusation or information is well-founded". However, the officer-in-charge of the police station or the police officer making the investigation must still transmit to the nearest Judicial Magistrate a copy of the entries in the diary relating to the case, and shall at the same time forward the accused to such a Magistrate. Further, the law permits a deputy commissioner of a local district to order the detention without charge for 30 days of persons suspected of threatening public order and safety. The deputy commissioner may renew detention in 30-day periods, for up to a total of 90 days.
An overview of the situation of security and human rights in Pakistan
Pakistan remains in the strong grip of a military regime that began in 1999, despite having an “elected parliament” since 2002. This parliament was, however, elected through elections that cannot be considered free or fair and serve only to lend credibility to the military regime. The military controls all policy matters. There are 56,000 army officers in different civil government and corporation positions, including communications, power and educational institutions, according to information released in the National Assembly.
Although the parliament was restored in 2002, the President of Pakistan still wears a military uniform and has no plans to separate the Army Chief's office from that of the President of Pakistan. Appointments to the higher judiciary are made by the president himself – there is no question of the freedom of judiciary.
Pakistan is one of the forefront countries in the “War Against Terror,” and violations of human rights are increasingly being perpetrated as part of operations and the erosion of liberties that this so-called war entails. There is no rule of law in the country and government agencies have a free hand to arbitrarily arrest and torture anyone they wish. Who ever is tortured or killed in custody or in fake encounters are termed by the state as being “terrorists”. Forced disappearances following arrest significantly increased in Pakistan following the 9/11 attacks in the United States. Such an increase in the use of torture by the military agencies has also been witnessed. Even the country's highest civil judicial bodies are not able to search military facilities, even in cases where the existence of torture cells is suspected.
Although the parliament was restored in 2002, the President of Pakistan still wears a military uniform and has no plans to separate the Army Chief's office from that of the President of Pakistan. Appointments to the higher judiciary are made by the president himself – there is no question of the freedom of judiciary.
Pakistan is one of the forefront countries in the “War Against Terror,” and violations of human rights are increasingly being perpetrated as part of operations and the erosion of liberties that this so-called war entails. There is no rule of law in the country and government agencies have a free hand to arbitrarily arrest and torture anyone they wish. Who ever is tortured or killed in custody or in fake encounters are termed by the state as being “terrorists”. Forced disappearances following arrest significantly increased in Pakistan following the 9/11 attacks in the United States. Such an increase in the use of torture by the military agencies has also been witnessed. Even the country's highest civil judicial bodies are not able to search military facilities, even in cases where the existence of torture cells is suspected.
Saturday, 6 August 2011
Human Resource Development
Human resource development is playing a vital and paramount role in the economic development of any county. In this respect, the Higher Education Commission (HEC) has made significant progress. With the dual objective of increasing institutional capacity and enhancing local research activities, the major thrust of programs in this area have been primarily aimed at improving the academic qualifications of university faculty. Scholarships schemes are also open to individuals working in the private sector or government servants as well as for Pakistani students. HEC has awarded 1,426 undergraduate and 6,653 post graduate scholarships, out of which 3,765 MS leading to Ph.D scholarships are under Indigenous Programs. This scheme has produced more than 300 Ph.Ds in Pakistan. These scholars have joined reputable Pakistani Universities and R&D organizations in the Public and Private Sector. It is pertinent to mention here that HEC’s local scholarship programmes, in addition to supporting HEC scholars also support the local universities in upgrading the infrastructure of research facilities at universities particularly laboratory equipment, chemicals etc.
Quality of education largely depends on quality of teachers; therefore HEC focuses professional development training of university teachers so that global quality standards and practices could be maintained in the higher education institutions of Pakistan. Higher Education Commission has awarded Post Doctorate scholarships to 503 university teachers. In addition, 11021 faculty members and senior university administrators have been trained through different long and short term courses.
Quality of education largely depends on quality of teachers; therefore HEC focuses professional development training of university teachers so that global quality standards and practices could be maintained in the higher education institutions of Pakistan. Higher Education Commission has awarded Post Doctorate scholarships to 503 university teachers. In addition, 11021 faculty members and senior university administrators have been trained through different long and short term courses.
Salient Features of National Education Policy
Apart from due emphasis on governance issues and an implementation framework, some distinct features of the policy are mentioned as under:
I. Access & Equity
Dakar EFA Goals and MDGs relating to Education shall be achieved by 2015.
Introduction of Early Childhood Education (3‐5 years) and encouraging inclusive and child‐friendly education. Primary education official age shall be 6 to 10 years.
Equity in Education (gender, geographical Urban‐Rural areas) shall be promoted.
Grades 11 and 12 shall not be part of the college education and merged into the school education.
Governments shall establish “Apna Ghar” residential schools in each province to provide free high quality education facilities to poor students.
Every child, on admission in Grade I, shall be allotted a unique ID that will continue throughout his or her academic career.
The definition of “free education” shall include all education related costs.
Waiver of maximum age limit for recruitment of female teachers, wherever required.
Access will be extended by ensuring availability of Technical and Vocational Education (TVE) at district and tehsil levels. Relevance to Labour Market shall be ensured.
Enrolment in higher education sector shall be raised from existing 4.7 percent to 10 percent by 2015 and 15 percent by 2020.
II. Governance, Quality & Relevance:
The Government shall allocate 7% of GDP to education by 2015 and necessary enactment shall be made for this purpose.
Sector Planning in Education shall be promoted and each Provincial/ Area Education Department shall develop its sector/ sub‐sector plan, with facilitation and coordination at federal level.
A system for donor harmonization for aid‐effectiveness and improved coordination between development partners and government shall be developed.
Fragmented governance of education at federal and provincial levels including literacy shall be managed under one organization.
Separate academic & educational management cadres with specified training and qualification requirements shall be introduced.
In order to bridge Public‐Private divide, governments shall take steps to bring harmony through common standards, quality and regulatory regimes. Deeni Madaris shall be mainstreamed by introducing contemporary studies alongside the curricula of Deeni Madaris. Minimum National Standards for educational inputs, processes and outcomes shall be established. Inter‐Provincial Education Ministers’ (IPEM) forum shall be institutionalized, with legal mandate to oversee implementation of NEP and making amendments in it, when required.
Teacher training arrangements, accreditation and certification procedures shall be standardised and institutionalised.
Governments shall take steps to ensure that teacher recruitment, professional development, promotions and postings are based on merit alone.
The curriculum development and review process shall be standardised and institutionalised. Use of Information Communication Technologies in Education shall be promoted.
Curriculum Wing of Ministry of Education and provincial textbook boards shall ensure elimination of all types of gender biases from textbooks. Also adequate representation of females shall be ensured in all curriculum and textbooks review committees.
A well regulated system of competitive publishing of textbooks and learning materials shall be introduced. Examinations systems shall be standardised to reduce differentials across students appearing in different boards of examinations.
Career Counselling at secondary and higher secondary level shall be initiated.
Matric‐Tech stream shall be re‐introduced and scheme of studies revised accordingly.
Sports activities shall be organized at the Secondary, Higher Secondary, College and University levels. Matching with labour market, develop linkages with industry, innovation and promotion of research and development (R&D) culture are hall marks of NEP 2009.
The policy proposes National Qualifications Framework (NQF) with a changed program structure that encompasses all qualifications in the country, both academic and vocational/technical.
I. Access & Equity
Dakar EFA Goals and MDGs relating to Education shall be achieved by 2015.
Introduction of Early Childhood Education (3‐5 years) and encouraging inclusive and child‐friendly education. Primary education official age shall be 6 to 10 years.
Equity in Education (gender, geographical Urban‐Rural areas) shall be promoted.
Grades 11 and 12 shall not be part of the college education and merged into the school education.
Governments shall establish “Apna Ghar” residential schools in each province to provide free high quality education facilities to poor students.
Every child, on admission in Grade I, shall be allotted a unique ID that will continue throughout his or her academic career.
The definition of “free education” shall include all education related costs.
Waiver of maximum age limit for recruitment of female teachers, wherever required.
Access will be extended by ensuring availability of Technical and Vocational Education (TVE) at district and tehsil levels. Relevance to Labour Market shall be ensured.
Enrolment in higher education sector shall be raised from existing 4.7 percent to 10 percent by 2015 and 15 percent by 2020.
II. Governance, Quality & Relevance:
The Government shall allocate 7% of GDP to education by 2015 and necessary enactment shall be made for this purpose.
Sector Planning in Education shall be promoted and each Provincial/ Area Education Department shall develop its sector/ sub‐sector plan, with facilitation and coordination at federal level.
A system for donor harmonization for aid‐effectiveness and improved coordination between development partners and government shall be developed.
Fragmented governance of education at federal and provincial levels including literacy shall be managed under one organization.
Separate academic & educational management cadres with specified training and qualification requirements shall be introduced.
In order to bridge Public‐Private divide, governments shall take steps to bring harmony through common standards, quality and regulatory regimes. Deeni Madaris shall be mainstreamed by introducing contemporary studies alongside the curricula of Deeni Madaris. Minimum National Standards for educational inputs, processes and outcomes shall be established. Inter‐Provincial Education Ministers’ (IPEM) forum shall be institutionalized, with legal mandate to oversee implementation of NEP and making amendments in it, when required.
Teacher training arrangements, accreditation and certification procedures shall be standardised and institutionalised.
Governments shall take steps to ensure that teacher recruitment, professional development, promotions and postings are based on merit alone.
The curriculum development and review process shall be standardised and institutionalised. Use of Information Communication Technologies in Education shall be promoted.
Curriculum Wing of Ministry of Education and provincial textbook boards shall ensure elimination of all types of gender biases from textbooks. Also adequate representation of females shall be ensured in all curriculum and textbooks review committees.
A well regulated system of competitive publishing of textbooks and learning materials shall be introduced. Examinations systems shall be standardised to reduce differentials across students appearing in different boards of examinations.
Career Counselling at secondary and higher secondary level shall be initiated.
Matric‐Tech stream shall be re‐introduced and scheme of studies revised accordingly.
Sports activities shall be organized at the Secondary, Higher Secondary, College and University levels. Matching with labour market, develop linkages with industry, innovation and promotion of research and development (R&D) culture are hall marks of NEP 2009.
The policy proposes National Qualifications Framework (NQF) with a changed program structure that encompasses all qualifications in the country, both academic and vocational/technical.
Educational Institutions and enrolment in Pakistan
i) Pre‐Primary Education
Pre‐Primary Education is an important component of Early Childhood Education (ECE), Prep or Kachi classes of children having age of 3‐4 years. An increase of 2.6 % in Pre‐Primary enrolment (8.434 million) in 2008‐09 over 2007‐08 (8.218 million) has been observed and during 2009‐10, it is estimated to increase by 2.2 percent. See (Table 10.3).
ii) Primary Education (Classes I – V)
A number of 156,653 Primary Schools with 465,334 Teachers are functional (Table 10.3). An increase of 0.6 % in Primary enrolment (18.468 million) in 2008‐09 over 2007‐08 (18.360 million) has been observed and during 2009‐10, it is estimated to increase by 1.3 percent.
iii) Middle Education (Classes VI‐VIII)
A number 40,919 Middle Schools with 320,480 Teachers are functional (Table 10.3) .A decrease of 0.2 % in middle enrolment (5.414 million) in 2008‐09 over 2007‐08 (5.426 million) has been observed and during 2009‐10 , it is estimated to increase by 0.6 percent.
iv) Secondary Education (Classes IX‐X)
A number 24,322 Secondary Schools with 439,316 Teachers are functional (Table 10.3) .An increase of 2.9 % in middle enrolment (2.556 million) in 2008‐09 over 2007‐08 (2.484 million) has been observed and during 2009‐10, it is estimated to increase by 5.6 percent.
v) Higher Secondary / Inter Colleges (Classes XI‐XII)
An enrolment of 1.147 million is estimated in 2009‐10 over 1.074 million in 2008‐09 and 959,690 in 2007‐08. 3,291 Higher Secondary Schools / Inter Colleges with 76,184 Teachers are functional (Table 10.3). 78 new schools / Inter Colleges have been added since July 2008.
vi) Degree Colleges Education (Classes XIII‐XIV)
An enrolment of 458,835 students is expected during 2009‐10 in Degree Colleges over 429,251 in 2008‐09 and 383,810 in 2007‐08. 1,238 Degree Colleges with 21,176 Teachers are functional (Table 10.3) and 205 new Degree Colleges have been added since July 2008.
vii) Universities Education (Classes XV onwards)
An enrolment of 948,364 is estimated in 2009‐10 in Higher Education over 803,507 in 2008‐09. In order to boost‐up higher education four new universities have been established during the year 2009‐10 making the total number to 132 universities with 50,825 Teachers in both Private and Public Sectors
Pre‐Primary Education is an important component of Early Childhood Education (ECE), Prep or Kachi classes of children having age of 3‐4 years. An increase of 2.6 % in Pre‐Primary enrolment (8.434 million) in 2008‐09 over 2007‐08 (8.218 million) has been observed and during 2009‐10, it is estimated to increase by 2.2 percent. See (Table 10.3).
ii) Primary Education (Classes I – V)
A number of 156,653 Primary Schools with 465,334 Teachers are functional (Table 10.3). An increase of 0.6 % in Primary enrolment (18.468 million) in 2008‐09 over 2007‐08 (18.360 million) has been observed and during 2009‐10, it is estimated to increase by 1.3 percent.
iii) Middle Education (Classes VI‐VIII)
A number 40,919 Middle Schools with 320,480 Teachers are functional (Table 10.3) .A decrease of 0.2 % in middle enrolment (5.414 million) in 2008‐09 over 2007‐08 (5.426 million) has been observed and during 2009‐10 , it is estimated to increase by 0.6 percent.
iv) Secondary Education (Classes IX‐X)
A number 24,322 Secondary Schools with 439,316 Teachers are functional (Table 10.3) .An increase of 2.9 % in middle enrolment (2.556 million) in 2008‐09 over 2007‐08 (2.484 million) has been observed and during 2009‐10, it is estimated to increase by 5.6 percent.
v) Higher Secondary / Inter Colleges (Classes XI‐XII)
An enrolment of 1.147 million is estimated in 2009‐10 over 1.074 million in 2008‐09 and 959,690 in 2007‐08. 3,291 Higher Secondary Schools / Inter Colleges with 76,184 Teachers are functional (Table 10.3). 78 new schools / Inter Colleges have been added since July 2008.
vi) Degree Colleges Education (Classes XIII‐XIV)
An enrolment of 458,835 students is expected during 2009‐10 in Degree Colleges over 429,251 in 2008‐09 and 383,810 in 2007‐08. 1,238 Degree Colleges with 21,176 Teachers are functional (Table 10.3) and 205 new Degree Colleges have been added since July 2008.
vii) Universities Education (Classes XV onwards)
An enrolment of 948,364 is estimated in 2009‐10 in Higher Education over 803,507 in 2008‐09. In order to boost‐up higher education four new universities have been established during the year 2009‐10 making the total number to 132 universities with 50,825 Teachers in both Private and Public Sectors
Literacy in Pakistan
According to the latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008‐09, the overall literacy rate (age 10 years and above) is 57% (69% for male and 45% for female) compared to 56% (69% for male and 44% for female) for 2007‐08. The data shows that literacy remains higher in urban areas (74%) than in rural areas (48%), and is more prevalent for men (69%) compared to women (45%). However, it is evident from the data that overall female literacy is rising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sind and Khyber Pakhtunkhwa has improved considerably during 2007‐08 to 2008‐09
According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER)1, for 2008‐09 was 57% as compared to 55% in 2007‐08. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa as well as Balochistan.
Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 2007‐08 and 2008‐09. Sindh and Khyber Pakhtunkhwa have shown noticeable increase in the respective period
According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER)1, for 2008‐09 was 57% as compared to 55% in 2007‐08. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa as well as Balochistan.
Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 2007‐08 and 2008‐09. Sindh and Khyber Pakhtunkhwa have shown noticeable increase in the respective period
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