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02:29So after that, the first number of out of school, we always go anywhere in the world and the number of Pakistan is very glaringly that there are so many children who are out of school.
02:48So it is always a shame that we are not able to meet that challenge.
02:56That is why the Prime Minister has implemented the education emergency in this process.
03:03So first of all, there are very robust drives that are going on in the morning.
03:12To take the children to school.
03:15And then the actual problem is why they were out of school.
03:20That is why they are out of school.
03:22That is why they are out of school.
03:27That is why they are out of school.
03:34That is why they are out of school.
03:35That is why they are out of school.
03:41One thing is why they are out of school.
03:48are a reason. Uh, uh,
03:50dc. A.k.t.o. ye.ke. excess ka problem.
03:53P.H.E.R. us ke baad
03:54ye.ke. joh.a.p.ke. bc.e.
03:56joh.s.cool.on.se baher hottey
03:58hain. وہ aksar apne gharon.ke.badhe hottey
04:00hain. Go kehin kisii bhthe pe.kehin
04:02kisii jegah mazdoori. Kehin
04:04pe aise kama pe ahe.ke. financial reasons.
04:06financial reasons hottey hain.ke.h.e.
04:08pe ye reasons hottey hain.ke.
04:10uh, koi.ye.ye.ye.
04:12uh, awareness hi
04:14hain.ke.bc.e.s.cool.on.se
04:15me dafile karana hai. Unka khiyal hai
04:17ki eek aabaadi jitni hai. Hmm.
04:19wo eek aapka joh hai na eek helping hand
04:21hai صرف. Us ka usko taleem
04:22nahi. Yeah. P.H.E.R. uske baad
04:24isko ah, humne kuch ah, joh
04:26solutions iske liye access ko
04:28improve karne ke liye. Ah, schools
04:31ke liye buses aur waha taak
04:33joh aek, ah, her
04:34aek thwođے arsse ke baad, aapka
04:36aek, kuch kilimiteris ke baad school
04:38primary, maujud ho, laazmi.
04:40hir bachiyo ke liye baut bada reason
04:43jo tha, wo watch facilities
04:45ka school me na ho na,
04:46chaar diwari ka na ho na,
04:48ah, ah, ah, uske liye
04:50ye, ab, ke joh local
04:52joh bachiyan hai, ke
04:54ah, padi liekhi bachiyan
04:56apko us community se mil saken.
04:57unko ah, schools me lhe
04:59kar anana, taakke woh hi
05:00ek, ah, padhaa bhi saken unko.
05:02aur, ah, saath ye, ke skill
05:04ko aap ager karein connect
05:06hum, education ke saath.
05:08ah, middle tech program,
05:10metric tech, aur inter tech.
05:12hachha, mayra suwal particularly
05:14isi se related tha,
05:15ke, ah, ah, humare haan
05:17education system ko alきha jata
05:18hai, ke aap padhenge
05:20aur, pher masters karengue,
05:21aur, pher jaa kar aaghe further education
05:23karengue, aur, aapko nokri joh eh,
05:25wo milegi. ah, joh develop
05:28memalik hai, maha per obviously skill
05:30joh hai, wo provide kiya jata
05:32hai, ah, taakke livelihood ki
05:34opportunity sath-sath mein joh hai, wo
05:36miltie rhen. ah, humare haan joh, ah,
05:38skilled education ka, joh eek network
05:41hai, uske baare mein zara
05:42bhaare mein bhout sari loog ko
05:44pata nahi hai, ke programs kya
05:46hain, aur, koon se aise areas
05:49jis ke inder joh hai, loog wo kam
05:50kar sakti hai.
05:50Dekhi, eek to joh out of school children ki
05:53bat ko mein aaghe badaathe woe,
05:54ke joh primary ke baad bچhoun
05:57ke liye, agar middle tech ka eek project
05:59joh hai, usko abhi eek pilot
06:01hai, liekin usko hame scale up bhi
06:02karengue, to wo aapka out of school
06:05children ka bhi joh eek
06:06mislaha hai, usko bhi kishi
06:08hud tak wo resolve karta hai, kiunki
06:09woh un bچhoun ko aaghe nazer
06:11aara hooga, ke woh metric fae
06:13karke, woh nokriyong ke liye
06:15nahhi sarkar joh hai, woh
06:17itni nokriyaan dhe sakti hai
06:19to, uh, unke paas eek
06:21honer hooga, aur, woh bhajaya
06:22eske, ke nokriyaan talash karee, woh nokriyaan
06:24dhenne wale banengue, prame minister
06:26youth program, joh hai, woh
06:28is wakt, bhohut robust
06:30tariqe se, skill pe bhi kam
06:32kar raha hai, aur, education
06:34ministry ke saath bhi, joh ke professional
06:36training bhi saath munsilek hai, ismeh
06:38lab tech, joh humara eek apex body
06:40hai, woh bhi, suboh ke saath
06:42milkar, certifications ki
06:44development, international certifications
06:46pher uske baad
06:48nye, joh re-skilling or up-skilling
06:51this is payable
06:53ke, apko agar
06:53joh, hakomat hai, woh iske
06:56liye scholarships de rhe hi hai, uske
06:58alawah bhot sarhi, aur humari
06:59organizations hai, joh ke
07:01scholarships iske liye dhe rhe hi hai, joh
07:03bache wohan pe padhnne ke liye
07:04a rhe hai, uske liye bhot ek minimum
07:06ek, uh, uh, joh
07:08unnwone pay karna pat hoota hai, lekin
07:10ye, ke mostly, for the
07:12students, it's free, but funded by the government
07:15ach Gilgert joh, méh eh,ley
07:17aeg, eh, ey left zich, to school
07:19children hai, pharaoh loo financial issues
07:21ke hawalye se下去 hai, eek
07:23apke department ke saath, yahn, you
07:26aapke ministry ke saath, joh religious education
07:29huo bhi in touch hai, che ha
07:29that we are in touch.
07:31We are listening to that
07:33the extremist tendencies
07:35are the same as
07:37financial burdens.
07:39And that's why people like this
07:41are traditionally
07:43not understand.
07:45So,
07:47the religious ministry
07:49of the coordination
07:51is what is
07:52what is the
07:53the
07:54the
07:55the
07:56religious education
07:57which is the ministry
07:58of the
07:59administration.
08:00We encourage
08:01that the
08:02the
08:03the
08:04the
08:05the
08:06the
08:07the
08:08the
08:09the
08:10the
08:11the
08:12the
08:13the
08:14the
08:15the
08:16the
08:17the
08:18the
08:19the
08:20the
08:21the
08:22the
08:23the
08:24the
08:25the
08:27the
08:28the
08:29the
08:31the
08:34chapter
08:34the
08:35the
08:36the
08:37the
08:51the
08:52It's a little break.
08:53Let's talk about the single national curriculum.
08:58What is the divide?
09:00How is the bridge?
09:01We'll be with you.
09:05Welcome back, listeners.
09:07O.J.A.
09:08One is out of school children.
09:11The other is education.
09:14The other is elite education system.
09:18The other is a divide.
09:22The perception of people.
09:26The ideal society.
09:28It's a single national curriculum.
09:34What do you think?
09:36I don't say that it will be two or three years.
09:39But ideally, are we moving towards that?
09:42Single national curriculum.
09:44Yeah, it is.
09:46But it's time.
09:48We had some more than our position.
09:49We had another problem.
09:50Yeah.
09:52We got some more to implement this.
09:54That's the problem.
09:55That's the problem.
09:56But we had to think that,
09:57it was the number of schools,
09:58a long way for us.
10:00We're in the 18th amendment,
10:02we have a new policy.
10:03To change our economy.
10:05which is the most important part of the country in this country,
10:12in the same way, the policy level of education,
10:17and the management and governance of the government
10:23will be devolved.
10:26After the 18th amendment, when we talk about devolution,
10:30how do the provinces respond to your monitoring mechanisms?
10:35Does it still fit into the system or not?
10:37There are challenges and issues
10:40and there are also its own needs.
10:43The budget has its own priority
10:48that they want to do with the education
10:51and how they can do it.
10:54And they have an independent,
10:57how they want to manage it.
11:01But I think that your policy is not enough,
11:09but you have a policy and security.
11:16When we talk about the problems,
11:18when we talk about the terrorism and extremism
11:23and identity crisis is a very big issue.
11:28The problem is that it is practically
11:30Yeah, exactly.
12:00Yeah, exactly.
12:30Yeah, exactly.
13:30Just do it.
14:00Yeah, exactly.
14:02Yeah, exactly.
14:04Yeah, exactly.
14:06Yeah, exactly.
14:08Yeah, exactly.
14:10Yeah, exactly.
14:12Yeah, exactly.
14:14Yeah, exactly.
14:16Yeah, exactly.
14:18Yeah, exactly.
14:20Yeah, exactly.
14:22Yeah, exactly.
14:24Yeah, exactly.
14:26Yeah, exactly.
14:28Yeah, exactly.
14:30Yeah, exactly.
14:32Yeah, exactly.
14:34Yeah, exactly.
14:36Yeah, exactly.
14:38Yeah, exactly.
14:40Yeah, exactly.
14:42Yeah, exactly.
14:44Yeah, exactly.
14:46Yeah, exactly.
14:48Yeah, exactly.
14:50Yeah, exactly.
14:52Yeah, exactly.
14:54Yeah, exactly.
14:56Yeah, exactly.
14:58Yeah, exactly.
15:00Yeah, exactly.
15:02Yeah, exactly.
15:04Yeah, exactly.
15:06Yeah, exactly.
15:08Yeah, exactly.
15:10Yeah, exactly.
15:12Yeah, exactly.
15:15Yeah, exactly.
15:16All right.
15:30Yeah, exactly.
15:32Yeah, exactly.
15:33which was understood that it was a non-serious and entertainment for children.
15:40There was a stem feed launched.
15:44The rest of the robotics and AI,
15:50all the schools have had an interactive screen.
15:56All the schools have had an interactive screen,
16:01which are in rural areas,
16:03which are remote learning for teachers,
16:06and there are problems.
16:08There are a lot of tabs,
16:10there are STEM labs, IT labs,
16:15and they are working on it.
16:19In Islamabad schools,
16:22we have to say that we have to plan a media,
16:26so that the perception of the schools
16:29or the government initiatives
16:31will be the same as
16:34in the elite schools,
16:36or private schools.
16:38If you come here,
16:40you will see that the students
16:42will be a lot of work.
16:44So,
16:47we have to say that the problems
16:50and the problems exist.
16:52I should say that the problems
16:53exist.
16:54I guess that the problem of the community
16:56doesn't exist.
16:57The problem of the government
16:58is to say that
16:59we have to say that
17:01there are challenges
17:03and such changes
17:04will not be
17:05as soon as possible.
17:08Obviously,
17:09Islamabad territory,
17:10eight-hari test after that, Islamabad, federal capital,
17:14directly government has dealt with the provinces, which has devolution,
17:20which is deployed to devolue.
17:22But what we have said is that the balance of the provinces,
17:25which is very clear, but the どう have to be taken with each other,
17:28is going to solve the time, which is the way we have done it.
17:31Programmes is the way through this kind of devolue.
17:34This is the way the Borrugans get thrown into the border.
17:40You
