Education Budgets - UNESCO Islamabad

Preface
UNESCO functions as an advisor to the Government, an advocate of international norms and standards,
a convener of relevant stakeholders, a clearing-house for dissemination and sharing of information and
knowledge, a laboratory of innovative ideas and a provider of technical assistance to improve national
capacity.
In accordance with its mandate, UNESCO commissioned this study on the education budgeting
processes followed in some selected districts of Pakistan. Its basic purpose was to trace the practices
of budget allocation, priorities, utilization and people’s participation in the preparation of education
budgets. Conducted by the Centre for Peace and Development Initiative (CPDI), this study is a pioneer
effort, providing invaluable information on, and lessons learnt in, education budget formulation for
improvement of the education system in Pakistan, within the framework of the Local Governance
Ordinance (LGO) 2011.
This report furnishes details of the annual education budget making process, its implementation and
effectiveness along with the individual and comparative analyses of the education budgets in selected
districts. The study highlights several aspects of the budget making process which seek serious policy
attention to make it, among others, transparent and participatory. It raises issues that across districts
budget allocations for the education sector are uneven, inadequate and annual increases are, at best,
marginal in real terms. Salary-related expenses are predominant in district education budgets, allowing
limited funds for non-salary expenditures essential for maintenance and development of the system.
Weak governance persists as a serious challenge.
The key value of this study lies in its timing and its usefulness in the very near future. Of recent, given
the additional challenges to education governance and finance, the budgeting process has gained
prominence. In July 2011, under the 18th Amendment of the Constitution, education was fully devolved
to the provinces. This has added to the responsibilities of the provinces as now the educational policy,
planning and curriculum development has been placed within the provincial mandate. In addition,
Article 25-A of the Constitution calls for the provision of free and compulsory education to all children
of the ages five to sixteen years. With more resources awarded to the provinces under the 7th National
Finance Commission (NFC) Award 2010, provincial education budgets are now expected to cater to a
variety of additional dimensions. These are expected to address advocacy for appropriate legislation,
enhancement of institutional capacity, curriculum development, increased coverage of service delivery,
etc. Lessons learnt from this study would, indeed, provide invaluable guidance for improved budgeting
procedures and practices.
UNESCO is grateful to all individuals involved in the preparation of this study, including Provincial and
District Government officials, CPDI team, UN staff and the civil society at large.
Dr. Kozue Kay Nagata
Director/Representative
UNESCO Islamabad