People's Agenda for Transforming Education: Sindh

In collaboration with the School Education and Literacy Department (SELD), Government of Sindh, PCE hosted a multi-stakeholder roundtable in Karachi that brought government leaders, development partners, and civil society into one conversation. The discussion was built around two themes: Transforming Education (advancing equity, resilience, and inclusive learning in Sindh) and Reimagining Learning (cultivating a breadth of skills to thrive in a rapidly changing world). Each theme was opened by a case framing from the PCE team and then guided into open dialogue.

Zehra Arshad (National Coordinator, PCE) led the discussion alongside Dr. Fouzia Khan (Chief Executive Advisor, SELD). Zahid Ali Abbasi (Secretary, SELD) joined as chief guest, outlining SELD's own initiatives and reaffirming the department's commitments for the upcoming budget. The day also marked the launch of PCE's education anthem, Har Bacha Jab Parhay Ga To Mulk Agay Barhey Ga, produced in collaboration with SELD.

The roundtable produced a set of policy recommendations, the points the group agreed on toward a provincial declaration on transforming education and integrating skills into learning:

1. Change the mindset around education and skills. Shift from a colonial, factory-model view to a flexible, learner-centred one. Institutionalise and mainstream technical skills as part of mainstream education, with accreditation, rather than as isolated or fallback options; build a dual-stream model (academic and technical) with equal prestige and mobility; promote TVET as aspirational and accessible across all socioeconomic classes; and integrate financial literacy, entrepreneurship, and design thinking into the curriculum from early levels.

2. Institutionalise lifecycle career counselling, beginning at early childhood education and shifting toward professional, aptitude-based guidance, with teachers and school counsellors trained to identify and support diverse student needs and strengths.

3. Move from one-time teacher trainings to continuous professional development. Link teacher licensing to real classroom impact, measure outcomes continuously, and train teachers to support critical thinking, diverse learning needs, and practical skill application.

4. Align education with industry needs and future skills. Apply the Triple Helix Model (Industry, Higher Education, and TVET), involve industry in defining and updating technical curricula and assessment, and forecast future skill demands to embed them in policy and planning.

5. Build monitoring, evaluation, and accountability systems. Develop indicators for skills integration and reform (learning outcomes, employability, adaptability), bridge the silos between education levels and between ministries, and establish independent regulatory authorities for development and implementation.

6. Ensure financial and policy commitment. Allocate dedicated budget lines for skills, innovation, and quality, not just ad hoc donor projects, and mainstream, scale, and institutionalise successful pilots rather than celebrating them as one-offs.

7. Emphasise equity and inclusion. Recognise and support informal skills children acquire (from farming or craftwork backgrounds), localise learning to regional contexts, and ensure skills for all children, including those in rural and underserved areas.

8. Redefine assessments and success metrics. Include skills development, entrepreneurship, and creativity in student assessment, and develop success indicators beyond academic grades: real-world application, job readiness, and adaptability.

9. Engage the private sector and civil society in policy design and delivery, using public-private partnerships to support scale, innovation, and the long-term sustainability of initiatives.