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they have difficulties in Mathematics teaching further highlighting an often raised concern with
a lack of subject specific teachers (This coupled with the fact that policies often presume a given
level of skill amongst teachers has resulted in several policies not achieving the desired
outcomes. For example, the medium of instruction policy in Pakistan would have benefitted
greatly had teachers been initially consulted and subsequently given the requisite training. It is
unfair to expect teachers to deliver on the weighty expectations of policy without appropriate
apparatus and support. Policy makers are duty bound to ensure adequate provision of this at
the design stage and a crucial aspect of that is to involve teachers from the start (Aslam et al.
2016).
Sixth, prioritizing gender equality and equity in access to education is much needed. While
gender disparities in educational attendance have narrowed globally, girls are still more likely
to be out of school. Around the world 8.1 percent of boys are out of school as opposed to 9.7
percent of girls at the primary school age. Improving women’s education has positive impact on
economic growth and employment outcomes, as well as incurring positive effects for the society
in general. Female education contributes to a better home environment for child development.
More educated women tend to follow a better diet which also ensures children are well-
nourished. Children of better educated mothers are also more likely to attain higher levels of
education. Therefore, gender equality in education should be given place as a priority in national
strategies and plans, and girls should be targeted specifically in the education programmes.
Seventh, the level of malnutrition and stunting is highest in Sindh (48%) with prevalence in
some districts of Punjab. The government of Punjab has recruited Health and Nutrition
supervisors (H&NS) in rural areas attached to a cluster of primary schools. Sindh has recently
embarked on a multi-sectoral program called “Sehatmand Sindh (Healthy Sindh)” targeting
children and mothers from0-5/6 years driven by the Planning & Development (P&D) Board, but
its roll out remains slow. Health screening, immunization, parental /community awareness,
referrals to next tier facilities/care and nutrition at the school level needs strong champions and
believers that bring more visible results through inter-departmental collaboration. Health and
nutrition remain peripheral initiatives, given the large prevalence of challenges including
stunting and low learning milestones for children In Pakistan.
Amongst all these challenges, there are examples of good practice in the country. In particular,
the there are opportunities that exist for the government to form effective and meaningful
partnerships with non-state providers (such as madrasahs in some areas and private providers
in others) that can help the government deliver on key educational policies. There are many
positive examples of PPP relationships in Pakistan that appear to be producing positive
outcomes and which can be emulated and replicated across the OIC context with adapation.