Educational Policies Vis-À-Vis Implementation and Challenges in The Case of Physically Disabled Children in Balochistan, Pakistan
Keywords:
Education policy; Practices; Physically Disabled Children; Challenges; BalochistanAbstract
This article aims at to review the policies and gaps including the
socioeconomic and institutional factors that affected the enrollment of
disabled children and caused dropouts. It provides insights to scrutinize
the gaps in policies, socioeconomic, and institutional factors with specific
concern in enrollment and dropout of disabled children in Pakistan, and
Balochistan in particular. The findings of this study revealed that the oldage centralized policies and a number of socio-economic and institutional
factors seemed to have significantly affected the enrollment and quality
education in the case of physically disabled children. There were only a
few schools functional in entire Balochistan. For example, in entire
province (Balochistan) there are only two schools for disabled children,
established in Quetta city. In the other 31 districts, an estimated
population of 300,000 people of each district there were no schools for the
disabled children. The findings of this study revealed that there is a great
distinction between the policy and practice in the case of physically
disabled children in Quetta, Balochistan. Consequently, such children
seemed to have been out of schools. Dropout after class eighth grade is
almost 100%, as there are no high schools available for
physically/disabled children, in Balochistan. The concerned organizations
and authorities need to develop and ratify specific policies, provide
required) facilities to the schools including sufficient budget, streamline
the academic planning, and an effective monitoring and evaluation
system. Only awareness and motivation could not help in improving the
enrollment rate and decreasing the dropout in the case of physically
disabled children. There is an urgent need to provide the required
facilities to the schools. Almost all students needed assistive equipment,
effective physicaltherapy as well as regular medical facilities. Such
measures can improve the enrolment and rehabilitation of children.
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