Revitalizing Education Policies for Sustainable Development Goals Integration
Explore the need to align the National Education Policy of 2009 with current learning scenarios post-devolution and 25-A, focusing on bridging gaps and integrating Sustainable Development Goals, especially SDG 4 for education. Address areas lacking emphasis, involve the community for support, and revamp education from ECE to University levels. Emphasize aspects like Madrassah education, ICT application, physical education, and certifications for employment. Discuss the inclusivity of education, provincial priorities, and target setting through stakeholder consultation.
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Presentation Transcript
Re-visit of NEP 2009 Why To match with recent scenarios of learning after devolution & in the light of 25-A To find and suggest fixing gaps in The policy guidelines The planning process Implementation processes with status review To address areas previously not properly emphasized To integrate the Sustainable Development Goals being finalized in September 2015 at the UN General Assembly especially SDG 4 and its targets for education (see sheet in your folders) a comprehensive approach to education ECE, Primary, Secondary TVET and University To envisage role of the community as major support and accountability forum Any other aspects which the experts foresee to be addressed Structure of service projects from primary to higher education levels
Procedure To select areas to re-visit i.e. Chapter wise Level wise (ECE, Primary etc) Special aspects i.e. Madrassah education in the main stream ICT application Behavioural and soft aspects Physical education (training through sports)
Procedure Special aspects i.e. Missing link between pre and in service training Credited certified training and gradual progression Certification and licensing Bringing education in the cadres for employments Role of other service groups
Whether Education for All ? Till which level How to address aptitude related concerns Education link with occupation trades
Provincial Priorities ECE Language for primary education Sustained implementation processes Allocation of resources Vocation education and training Employment in the global village Inclusive education Role of support agents
Targets Consultative process at Divisional, district, tehsil levels Involvement of all stakeholders Redefining roles Draft recommendations matching ground realities Present in the provincial workshop Place in the NEPRC for IPEM Committee
