DECENTRALIZATION AND DEVOLUTION IN PAKISTAN: EDUCATIONAL IMPLICATIONS OF THE PRAETORIAN INTERPRETATION

Abstract

Pakistan has a diverse ethnic population of 142 million people, with 32.2% living below the poverty line (I-PRSP, 2001). It is a federation with four provinces and four federally administered territories.¹ For three decades the country experienced a process of increasing centralization in decision-making, resource management, and service delivery. During that period, governments were set-up under Islamic Socialism, martial law, experiments with democracy by eight governments, and another military take over. Democratic institutions and service delivery eroded at each reconstruction of the state. To offset poor governance, a process of devolution has been initiated through the establishment of local governments across Pakistan. The principle of inclusion through political decentralization was meant to provide institutional entitlements for voice and action. Direct elections were held at the union council level (encompassing a population of 25,000, covering 5–7 villages or more settlements) in 2000 for 21 representatives. As the result of a countrywide mobilization drive, 33% seats were reserved for women, an unprecedented accomplishment in Pakistan’s history. In addition, six seats were set-aside for workers and peasants and one for a representative of a minority group.