Decantadores dinámicos

The last decade has witnessed a progressive increase in successive education

allocations in annual budgets, signifying an overall commitment of the Sindh

government to education. This premise of increased budgetary allocations has

its fault lines; however it reflects a consistent commitment to meeting education

targets. Subsequent to devolution of education along with other subjects at

district level from 2001 to 2010, the education budgeting and expenditure

compilation was being undertaken at the district level and throughout these

years compilation of aggregate accounts and expenditure data has remained a

major challenge. In the initial few years, considerable effort and time was spent

in deployment of manpower and their capacity development. However, despite

these efforts the availability of aggregate information remains difficult.

Table 3-11 : Condition of School Buildings

School Building Condition No of Schools % of Total Satisfactory 11970 31.79% Repairable 19545 51.90% Dangerous 6141 16.31%

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In Sindh the total public expenditure on education as a share of Provincial GDP has remained static since last few years‘, however, compared to 2001-02 it has increased from 1.18% in 2001-02 to 2% in 2012-13. Total public

expenditure allocated to education as a proportion of total government

expenditure remained in the range of 20 percent approximately from the year

2000 onwards and was 20.7 percent in 2004-05; 20.26 in 2005-06. It

reached 22% in 2009-10 and then declined to 17% by 2011-12. The annual

budget of the department of Education, government of Sindh, can be

disaggregated into three major components: (i) recurrent budget which

comprises of salary and non-salary components; (ii) development budget (iii)

special activities, which are part of the non salary recurrent budget. The

recurrent budget covers the on-going cost of providing education while

development budget handles the expansion of facilities. At times the

difference is blurred with the maintenance and repair budget too being

covered under development budget. A line item of special activities was

created to cater to the special needs of the education sector such as

funding for undertaking annual school census; free textbooks; stipends for girl child‘ for improving their retention levels; funds relating to teacher

Table 3-12 : Education Expenditures ( FY 2009-10 to 2011-12) (Rs. in millions)

FY 2009-10 FY 2010-11 FY 2011-12

Provincial District Total Provincial District Total Provincial District Total

Salary 15,137 35,481 50,617 8,606 44,306 52,912 11,365 52,983 64,348 Non-Salary 9,429 807 10,235 10,818 3,316 14,134 11,397 4,109 15,506 Total A 24,566 36,287 60,853 19,424 47,622 67,046 22,762 57,093 79,854 Dev B 5,708 4,188 9,896 7,082 2,449 9,531 7,733 total (A+B) 30,274 40,475 70,749 26,506 50,071 76,578 30,495 57,093 79,854 Prov. Budget 327,183 422,251 457,547 Prov GDP 4,104,681 4,556,1₉₆ 5,057,378 Edu as % of Prov Budget 22% 18% 17% Edu % of Prov GDP 2% 2% 2%

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trainings and other special activities including third party validations etc.

These components have remained protected under the Sindh Education

Reform Program (SERP) which was implemented with the support of World

Bank and European Union grant from 2006 to 2011. The salary budget is

almost inelastic as it covers teachers and other education staff salaries. In

the absence of any system of relating teacher salaries with their

performance or even regular attendance, this aspect of the budget has

consistently increased after factoring in annual increments as well as

across the board pay increases announced by the government.

The share of recurring budget as a percentage of the total education budget

stood at 92.4 percent in the year 2001-02. The decade witnessed a

progressive decrease in the recurrent budget which was 76.5 percent in

2012-13. A further zoom-in at annual recurrent expenditure reveals that

with recurrent budget there has been a more rational shift between salary

and non-salary expenditure.

The Annual Development Program (ADP) mostly covers infrastructure

related activities, and to some degree it also incorporates activities like

teacher training, capacity building of district officials and other related

activities. The infrastructural interventions cater to four main areas i)

construction of shelter less schools ii) up gradation of primary to middle and

middle to high schools iii) addition of classrooms and iv) provision of

missing facilities like boundary wall, toilets, etc. A look at budget allocation

for this area shows a consistent increase since 2007-08. The composition

and focus of development budgets can be seen in table 3-13. Government

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with the overall objective of improving access to quality through improving

governance including making expenditures more effective. These reforms

were evolved and implemented with the support of donors.

Sindh was committed US$ 360 million and of which major assistance was

provided by the World Bank through an IDA credit of US$ 300 million for

financing a multi-year Sindh Education Reform Program (SERP) in Sindh. The

remaining US$ 60 m are grants, and of this biggest share was provided by the

European Union. Apart from this, USAID has been providing support through

various programs targeting various education components mainly focusing on teachers‘ professional development and management of the sector. As stated the major support has been extended by the World Bank under the SERP

which remained under implementation from 2006-11. The objectives of the

program were to improve participation, retention, and transition; reduce gender

and regional disparities; and improve the quality in elementary and secondary

education (class 1-10). The reform program was built on four complementary

pillars; i) fiscal, financial management, and procurement reforms aimed at

strengthening provincial finances and the effectiveness of public expenditures

while increasing education and other poverty - related expenditures; ii) second

Table 3-13 : Comparison of ADP 2010‐11 and 2011‐12

Sub‐Sector _{(Rs. in millions)} ADP 2010 – 11

ADP 2011 – 12

(Rs. in millions) Increase/ Decrease %

Elementary Education 436.000 257.997 -40.83

Teacher Education 28.562 81.800 186.39

Sindh Education Foundation 897.793 1468.323 63.55

Special Education 5.000 0 ‐100.00

Secondary Education 654.767 1162.627 77.56

College Education 2299.176 3976.238 72.94

Miscellaneous 239.202 786.015 228.60

Total 4560.500 7733.000 69.56

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pillar included strengthening capacity and accountability of provincial and

district education management in line with devolution objectives; to provide

incentives to district governments to improve service delivery; and to

strengthen the role of school management committees in school development

and monitoring; iii) third pillar aimed at improving access to quality schooling,

with a particular focus on rural areas and girls, by improving the quality and

utilization of school physical infrastructure and the implementation of incentive programs (free textbooks and girls‘ stipends), and by launching partnerships with the nongovernment / private sector to increase access and quality; iv)

fourth pillar aimed to improve the quality of teaching and learning through

instituting merit-based recruitment, establishing a competency-based system of

teacher education and continuous professional development and through

strengthening the assessment of student achievement in the provincial

education system. There have been a few system improvements however

these do not reflect any major gains on school functionality. The government of

Sindh and the World Bank are now finalizing SERP II which is built on the

lessons learnt under SERP I and entails a tougher set of reforms. Lately the US

AID has also pledged a robust US$ 150 million to support education in Sindh.

Similarly, the DFID has also entered the education sector in Sindh for the first

time under a different strategy targeting to reach out to the children through

private sector organizations under businessmen led board.