Processes and Implementation – Recommendations: While all components need to be addressed at the Sindh level there needs to be a greater focus on planning and implementation. At present it was noted during interviews that officials at all levels felt that political interference was the most in Sindh, restricting the ambit of movement towards EFA goals in the province. If education has to be part of schemes which demonstrate a high success rate then there needs to be a change in funding education projects out of development allocations. The government has to offer funding from a non-development budget to successful schemes.

Demonstration of political will needs to include not only a greater financial investment in schools but also the formulation of a long term and coordinated educational vision and plan.

 Funding – Recommendations: At the district level then, it is necessary to remove bureaucratization in the transfer of funds for finances to percolate to the grassroots level for actual utilization. While a lack of funds may be a mitigating factor in meeting EFA goals and targets, emphasis should instead be placed on guaranteeing accountability and transparency in order to ensure the optimal utilization of funds. Establishing monitoring and evaluation units through third party intervention may be successful in maintaining a higher level of transparency than an internal evaluation system.

 Infrastructure – Recommendations: According to some experts the state of infrastructure in the public sector has depreciated to such a level that there needs to be a serious and substantial investment to bring the infrastructure to a decent level before it can be measured against any additional quality standard. The funding procedure should be made a less time intensive procedure so that there is more time for implementation.

 Quality of Pedagogy – Recommendations: Proper training needs to be imparted to provincial and district planners, managers and other concerned individuals. Teaching methodology needs to expand to include and increasingly focus on children with differential learning needs – dictated in part by varying aptitudes, abilities and contexts – in order to prevent dropping out due to inflexibility in the classroom.

 Quality of Early Childhood Education – Recommendations: The provision of an ECE curriculum as well as ECE oriented learning and teaching aids are needed in classrooms. Moreover, teachers at the pre-primary level require more specialized training in ECE concepts and pedagogical techniques.

 Quality of Assessment – Recommendations: The system of student assessment should undergo a drastic improvement. At present the official assessment results are overstating the aptitude and performance of enrolled students thus overstating in turn the progress towards the EFA goal for UPE.

 Quality of Monitoring – Recommendations: Necessary and urgent measures to remedy M&E include a logical division of supervision areas keeping in mind the natural location of a supervisor. Additionally it is imperative that the function of supervisors is facilitated by the government through provision of a travel and daily allowance for far flung areas of monitoring to ensure regular visits and evaluation.