Gwadar - Government of Balochistan
Gwadar - Government of Balochistan
Gwadar - Government of Balochistan
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In the fiscal year 2007-2009, the <strong>Balochistan</strong> Education Foundation, with coordination <strong>of</strong> World Bank, established 12<br />
community schools in <strong>Gwadar</strong> District through Community Implementation Partner (CIPs) like NRSP. The enrollment was<br />
514, comprising 258 girls and 256 boys. These schools have been established in urban and semi-urban areas <strong>of</strong> the district.<br />
According to an approved agreement, the following criteria were followed by BEF:<br />
Ÿ Community will provide shelter or one room on voluntary basis.<br />
Ÿ Teacher shall belong to that area and only in case <strong>of</strong> non-availability, the teacher may be appointed from within<br />
the radius <strong>of</strong> 4 kms.<br />
Ÿ There should be at least 20 school children <strong>of</strong> 5-9 years old.<br />
Ÿ There should not be any girls' school within a radius <strong>of</strong> 2 kms but a minor amendment was made in phase III, which<br />
stated that there should not be any boys or girls school within a radius <strong>of</strong> 2 kms.<br />
16.11. Education Department<br />
The District Education Department is headed by a District Education Officer (DEO) supported by two District Officers, a<br />
male and a female each, Deputy District Officers and Assistant District Officers (ADOs), who are in close collaboration with<br />
the head teachers.<br />
16.12. Some Development Projects<br />
Some Development Projects in PSDP 2009:<br />
Ÿ Upgradation <strong>of</strong> Inter College <strong>Gwadar</strong> to Degree level and construction <strong>of</strong> a Boundary Wall.<br />
Ÿ Construction <strong>of</strong> three Science labs, Building and Stores, Govt. College <strong>Gwadar</strong><br />
16.13. Some Key Findings<br />
82<br />
District Education Management Structure<br />
District Education Officer<br />
District Officers (2)<br />
Deputy District Officers<br />
(Tehsil Level)<br />
Assistant District Officer<br />
(Union Level)<br />
L.Cs/Supervisors/Link<br />
Teacher<br />
Ÿ Due to non availability <strong>of</strong> authentic data it isThe absence <strong>of</strong> data makes it difficult to compute the drop-out<br />
rates; however, Education Department's estimates a veryreport high drop-out ratioin primarygrades, especially<br />
for girls, in particular. There are a number <strong>of</strong> reasons for students to discontinue their schooling and<strong>of</strong><br />
whichpoverty iscan probably be the major factor. Children usually take a late start, at the age <strong>of</strong> 8 or 9 yearsand<br />
then within few years; parents consider them old enough to lendhave a hand in income earning activities, or in<br />
case <strong>of</strong> girls, household chores or even marriage. Low quality <strong>of</strong> education is another major reason for high<br />
Primary school drop-out rate. Teachers are generally un-trained and under-paid and they take noleast interest in<br />
taking classes or motivating children. Girls are particularly disadvantagedmore vulnerable in terms <strong>of</strong> access to<br />
basic education. There are limited facilities like (schools and female teachers) as well as low preference <strong>of</strong> families<br />
to get their daughters educated.<br />
Ÿ Most <strong>of</strong> the school buildings lacations have been located baseddecided on political influence instead <strong>of</strong><br />
community needs. Rationalization <strong>of</strong> school construction is, therefore, needed to boost important in enhancing<br />
school participation rates.