The education sector has registered moderate expansion in recent years. The number of schools is increasing at a steady pace. The number of students is also increasing, though not as strongly as it should. Performance of the public sector education system has been, as reports go, rather disappointing. Therefore, while the people want more schools to be established at appropriate places, they equally strongly emphasise the need for making a better use of the existing ones. Many of these have been allegedly established just for making political and monetary gains and have not even been used yet.

The total number of students from primary to degree level increased from 17,432 in 1991-92 to 19,698 (or by 13 percent) in 1994-95. The number of enrolled boys increased by 2 percent, while the number of girls increased by 53 percent. Relevant summary statistics are given below:

In percentage terms, the female students' enrolment trend is more impressive than that of boys. These statistics are in conformity with the general reports which speak of growing interest of the population in the education of girls. The enrolment of girls would be much higher if the existing schools meant for them were appropriately located and more schools were established at a convenient distance from their homes.

During 1991-1995, seven new primary schools for boys and as many as 34 for girls were established. The number of high schools for boys and girls increased with two and one respectively. Comparative data on the number of government educational institutions in 1991-92 and 1994-95, and data on the number of male and female teachers in 1994-95 are given below:

The district has three private middle schools and two private high schools. Their enrolment is 475 and 686, with 30 and 25 teachers respectively. In these schools English is the language of instruction and they are regarded to be much better than government schools.

The period of four years between 1991-95 is rather too short for objective appraisal of progress of school level educational facilities. The information available, however, suggests that most of the expansion in school level facilities took place in the post 1985 period, in the wake of the country-wide drive to reach the goal of universal primary education by the year 2000. This goal is as yet not in sight in Sibi district.

For enrolment figures in the different eductional institutions in Sibi district, see annex 11.

The government school system is identical throughout Balochistan and comprises the following type of schools, all of which except the Mohalla school, exist in Sibi district.

1. Primary Schools for Boys Single and multi teachers schools

2. Primary schools for Girls "

3. Mosque schools (mixed) "

4. Middle schools for Boys Multi teachers schools

5. Middle schools for Girls "

6. High schools for Boys "

7. High schools for Girls "

8. Model High schools for Boys in Dist. HQ "

9. Model High schools for Girls in Dist. HQ "

10. Community Model schools (mixed) Female multi teachers schools

11. Home/Mohalla schools Single teachers schools

12. Fellowship schools for only girls (Urban/Rural)^5*

Primary schools are at the lowest tier in the education pyramid. They provide schooling for five years (class 1-5). The child is taught Urdu, arithmetic and general knowledge. Islamyat is taught as a compulsory subject to all Muslim pupils at primary and higher level. The staff of a typical primary school consists of one headmaster or headmistress and one Junior Vernacular Teacher (JVT). The district has 230 primary schools, 170 for boys and 60 for girls. The total number of teachers is 349 (1994-95).

The Small Industries Development Board runs a wood work training centre. The district could use more of these training centres on various subjects.

Middle Schools

Middle school comprises eight classes (1 to 8) including the primary sectors. The staff for a middle school comprises: a headmaster or headmistress, a secondary school teacher, a junior English teacher, a junior Arabic teacher, a drawing master, a physical training instructor, a Mualimul - Quran and a junior vernacular teacher.

The district has 19 middle schools, including seven schools for girls. Three middle schools, included in the above total, are privately run, and all three are for girls only.

High Schools

High school comprises 10 classes (1 to 10) with primary and middle sections included. Humanities and Science are taught at this level. The staff for each school comprises: one headmaster or headmistress, a secondary school teacher (general science), a senior Arabic teacher, a junior English teacher, a junior Arabic teacher, a drawing master, a physical training instructor, a Mualimul - Quran and a junior vernacular teacher.

The total number of high schools is twenty one, fourteen for boys and seven for girls. All but two (which are in private sector and are for girls), are government schools. One high school (the Divisional Public School) has a co-education system.

Intermediate Colleges

The district has one intermediate college for boys and one for girls. In 1994-95 enrolment was 857 boys and 96 girls. In these colleges, students are admitted to pre-medical, pre-engineering and humanities classes.

Despite huge public expenditure during the last ten years or so, the education sector's performance has been far from satisfactory. School enrolment is low, drop-out rate is high, and standard of teaching is poor.

Primary schools are inappropriately located; too many at some places, and too few or none at other places. According to the Education Department's own report there are 46 primary schools without students, while another 26 primary schools have less than eleven students each. The actual number of schools of this category is believed to be much more. Great disappointment is expressed by the people about the whole system of education in public sector in the district.

Performance of the private schools is much better than that of the public sector schools. But private schools are too few in number, and too expensive for common people.

The need for a thorough investigation into the performance of government run schools is stressed by the people in the area. There is a need to verify the actual existence of schools, check their enrolment, evaluate the performance of teachers, close the schools which are inappropriately located, establish schools where they are needed, fully accommodate the needs for girls’ schools, provide proper staff and buildings and improve discipline.

High school and higher education facilities (at intermediate and degree level) are inadequate both for boys and girls. The latter's needs are neglected at every level.

Vocational education and training is in great demand in the district but the existing facilities are grossly inadequate. A polytechnic college need be established at Sibi town.

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