The district has mainly government schools; mosque schools were abolished in 1993 and merged into regular schools. There is only one private school. None of the schools has boarding facilities. No teacher training, technical or polytechnic institute exists in the district. There are no computer literacy centres. English language centres are rare.

The low enrolment of girls reflects the society’s male dominance with no priority for female education. But a number of female students are enrolled in primary, middle and high schools for boys as co-education. Its number is small in case of high school, but large in case of primary schools. A number of female students study in middle schools because of the lack of girls schools. The DEO office, unlike the one in Nasirabad, did not have the separate record of female enrolments in boys schools.

The majority of the schools are run by government. They come under the direct supervision of the District Education Officers at Dhadar, one male and one female. The DEO male office was established in 1986, the DEO female in 1993.

Bolan district has 338 boys and 39 girls primary schools all over the district. Usually primary schools are in less distance than 3 to 5 km from the pupils concerned. Some parts of the district have more schools than absolutely necessary. In these cases political opponents set up different schools out of rivalry. Fifty percent of the primary school buildings have been donated by family-members or tribesmen of the respective teacher. Subsequently one uses the building as a guest house for visitors as well. In general primary schools have one to four class rooms; the majority has two rooms. Most schools have one or two teachers, but in the case of two teachers one of them is usually absent. The majority of primary school teachers are not properly qualified and lack discipline and punctuality.

The number of pupils in one class, boys and girls, varies between 25 and 40. The teacher maintains an attendance register in case of any surprise visit by the District Education or Assistant Education Officer. The condition of the majority of the school buildings is not satisfactory.

Bolan has no vocational training institutions or schools, though there is potential for vocational training in embroidery and handicraft.

According to the DEO there are 15 boys and 7 girls middle schools. A middle school comprises 4 to 8 rooms, including one room for the head-master.

Enrolment in middle schools is lower than the number of boys and girls actually interested attending. Many pupils, especially girls, drop out prematurely. Previously, it was possible to obtain a middle school certificate by private examination, but this is no longer allowed. The district people want more middle schools, so that more children can be further educated after primary school.

Bolan district has 16 boys and 3 girls high schools. High schools are growing in strength, particularly the girls’ schools. High school buildings, like the middle school buildings, are publicly owned. A high school comprises 5 to 8 rooms. The discipline, and academic standard of a high school depends on the role of head-master and senior teachers.

Dhadar has a private boys’ model school, were boys prepare for matriculation for high schools. This model school is better administrated than government schools.

There is only one intermediate college at Bhag, attended by both boys and girls. The classes for girls are held in the evening. They are taught by male lecturers and assistant professors. According to the Principal of the college, the number of female students is increasing. Total staff comprises 17 teachers, including the Principal.

The school administration at primary, middle and high schools exists of a head master, teachers, clerks and peons. The grade (BPS) of a head master can vary from primary, middle to high school level, according to his/her experience.

The Parent Teachers School Management Committees do play a supporting role.

Primary school buildings are in a poor condition. They are frequently used for other purposes than teaching and therefore not properly looked after. Middle and High School buildings are in better shape. They have toilets, water and play-ground facilities.

One NGO, named SCOPE , contracted by the Primary Education Directorate under SAP, is trying to set-up more community based schools in Bolan district in future.

Legend: - no involvement

x minor involvement

xx substantial involvement

xxx major involvement

The education sector in the district is not well developed. Steps have been taken to improve primary, middle and high school education, but on the whole the development is lagging behind. Primary schools are enough in number, but the condition of the school buildings, school management and teaching performance is unsatisfactory. The number of primary schools for boys and girls has increased, but they are poorly facilitated: they have e.g. no washrooms, no playgrounds or no residential accommodation for the teachers.

Most schools are government schools. One school is managed by the DC office and 12 schools are community run. There are separate District Education Officers for boys and girls. The District Female Education Office was established in 1993. According to the District Education Officer sources and educated public opinion, the drop-out rate for girls and boys has decreased, due to NGO and government efforts for free distribution of books and curricula.

Spreading of education is not easy in areas like Bolan, with poor road and communication conditions. The quality of education, particularly in rural areas, is very poor. As observed in a number of primary and middle schools, teachers lack basic skills. The condition of schools in towns in better. Teacher training is essential to set standards for quality education.

Enrolment of girls in primary, middle and high schools is increasing. Still, again the major problem in the promotion of female education is the social system in rural areas, which provides few incentives for female education. A separate girls’ college is required, as due to social constraints, many girls are not allowed to attend schools with male teachers.

There is a lack of gender desegregated data on drop-out rates and teachers/ students ratio. Such data are essential to be considered for development efforts to be directed in the right direction.

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