Idara-e-Taleem-o-Aagahi (ITA)The Institute for Professional Learning (IPL)

(affiliated & HEC recognized)South Asia Forum For Education Development

Rethinking our WorkSharing with ITA CEC UK

December 9, 2010 Lahore

Vision “To promote education as a comprehensive process for

human and social transformation”Mission Statement To actively pursue universal access and standard setting in

education as a comprehensive learning experience for human development

By creating contemporary education systems for all children without discrimination due to gender, class, age, religion, color and ethnicity

And, endeavoring to address educational bottlenecks through timely resource mobilization and influencing of public policy

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ECE WSIP – Formal Non-Formal - Catch up; prep; child labor reduction; skills and

livelihood Secondary Support through ACCESS Health & Hygiene in Schools Citizen Youth Matriculation/Health – MNCH Post Matric Scholarships/Youth Program Tertiary – College – Teacher Leaders PELI – PSU 2004- 2012 Research and Assessment – ASER Pakistan 2008- 2015 Advocacy – Campaigns Policy Inputs Emergencies Services

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ITA 2000 - 2010 - Multiple programs tested portfolio expanded, toolkits built; forged alliances

Institute for Professional Learning (IPL) affiliated and recognized by HEC 2009 - ◦ 6 core program areas - Pre-Service; In-service; Certificate &

Diploma; Research/Assessment; Professional Networks and Learning Materials

In 2010 December IPL will begin a 3 year journey towards degree awarding status

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2000 - ITA Established – Service Delivery/Innovations 2008 - South Asia Forum for Education Development

(SAFED) Registered 2009 - Institute for Professional Learning(IPL)-

Affiliated & HEC registered - IPL Pre-Service; In-Service; Certifcate &

Diplomas; Research/Learning; Networking for Professionals & Learning Materials

Addressing Education Comprehensively

ITA 2000 All Training/Cap Build IPL 2009 SAFED 2006/8a regional learning/alliance belt

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www.itacec.orgwww.safedafed.org www.ipl.edu.org.pk

Shifting from small initiatives to scaled up district wide programs Program shift from simply education to education, skills and

livelihoods ( Education; VOTECH & Extension Services) Strategically engaging with public sector and affordable private

schools/incl. faith based ◦ Early Childhood Education (ECE) ◦ Whole School Improvement – (Hard/Soft components) ◦ Basic education catch up for drop outs and vulnerable,

displaced.. mainstreaming/ livelihoods – integrated support ◦ Vocational Technical Programs ◦ Citizen Led Initiatives – district wide/ preferably national ◦ Campaigns for learning ; Health & citizenship/governance

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A Three Pronged Demand Led Action Programme Addressing:

• what children know • how they can ALL improve learning • sustaining improvements through citizen

informed enhanced government spending Programs: 1. Annual Status of Education Report (ASER) Pakistan 2010-2015 (2008)2. Chalo Parho Barho (CPB) 2011-2015

Let’s Read and Move Ahead3. School ki Kahani Shehri Ki Zubani – School budget tracking 2010 -2015

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Mobilizing Outcomes Based Action & Governance through Citizens Led Initiatives in Pakistan

Program Title

No. of Outreach Districts

Children Covered

(+)

Budgets 2010 – 2015

ASER 2010 -2015

30 -138 1 million +children

US $ 5 millionYear 1 = 150,000

Chalo Parho Barho (CPB) 2011 -2015

4 – scaling up to all

1 million children

each year

US $ 7.5 million Year 1 = 1.6 million

School Based Budget Tracking

4 districts 12 districts

700 schools4 million

US $ 5 million Year 1 = 1 million

Total US $ 17.5 million Annually = US $ 3.8 million 10

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SAFED - a declaration at a regional conference “Local Governance, Texts and Contexts: Perspectives from South Asia” Feb. 2006

SAFED registered in April, 2008 An information sharing, research and good

practice gateway across South Asia Member Countries:

Afghanistan, Bangladesh, Bhutan, Burma, India, Maldives, Myanmar, Pakistan and Sri Lanka

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Policy and Curriculum Reforms- Research Quality: Teaching and Support Systems; Assessing

Learning Levels- ASER Pakistan Up scaling Girls’ Education- PPPs /CSR –

Privatization/tuition studies Education for Sustainable Development Human Rights, Peace and Citizenship Education Education in Emergencies- Embedded in linkages with : higher education, gender and partnerships

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SAFED ‘s teams in contact with Pratham/ ASER, India since 2006 – 2 teams visited India in 2006 & 2007 – from Pakistan to understand the ASER India cycle and steps

Volunteer Technical Team (7)from ASER Center & Prathamcame to Pakistan in August 2008 for a hard core ‘nuts &bolts’ workshop

55 participants across the country in Lahore. Mainly self financed

Supported by: IER- PU; CGN; PCE; ITA

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ASER India in all rural areas/districts of India. 16291 villages and 700,000 children covered in 2009 ASER India.

The eventual aim of ASER Pakistan is to conduct the survey in all districts of the country

For its first round in 2008, ASER Pakistan conducted in 11 districts (Phase I) from 2 provinces and Islamabad Capital Territory - .

ASER Pakistan 2008 totally self –financed by partners, NGOs and volunteers

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The purpose of the ASER 2008 rapid assessment survey and its planned annual rounds in rural areas is twofold:To get reliable estimates of the status of children’s schooling and basic learning (reading and arithmetic) up to grade II at the district levelTo measure change in these basic learning and school statistics over time- annually

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National Education Assessment System

Punjab Examination Commission

Annual Status of Education Report

NEAS established in late 90s. A country-wide institutional presence – 9 outposts to build assessment capacity at provincial and federal levels for measuring learning outcomes, inform policy and improve quality.

NEAS /its provincial centres conducted 3 rounds of subject-based assessments

NEAS is a sample-based national assessment for grades 4th and grade 8th in four subjects: Language, Mathematics, Science, and Social Studies.(www.neas.gov.pk).

PEC is a provincial initiative of the government of Punjab.

Established in 2006 to address the Quality Challenge.

PEC is an autonomous body to administer examinations for grades 5 and 8 in all subjects of both public and private schools. It is mandatory for the public sector and assisted private schools to appear in PEC exams.

To date three rounds of assessments have been held in 2006, 2007 and 2009 (www.pec.edu.pk).

ASER Pakistan 2008 a household based citizens led survey to measure reading, comprehension and numeracy skills for children between the ages of 3-16.

Launched in 2005 by Pratham, NGO/India). Conducted consecutively each year (2005 -2009) across all districts with a rural focus – ASER Centre

Compared to govt. administered NEAS and PEC, ASER Pakistan is a household based rural survey examining generic skills of numeracy and literacy for Grades I & Grade II. www.safedafed.orgwww.pratham.org www.asercente.org

A National Preparatory Workshop for ASER held in Lahore Aug. 2008.

Tools tested, adapted, translated, peer reviewed and finalized Aug.- Sept. 2008 (ASER Centre India also provided feedback)

Provincial level workshops led by SAFED’s team Sept. 2008

District level trainings October – November 2008

ASER Pakistan conducted November – December /January 2008-2009

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•Learning level •Reading - letters; word; para; story (Class 1&2) Arithmetic- numbers (1-9;11-99); Subtraction 2 digits; division 3 digits by 1 digit (Class1& 2) •School Statistics•Enrollment•Attendance ( Teachers, Children)•School Infrastructure ( facilities)•Class Room Environment•School Grants

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ASER Pakistan 2008 - Rural FINDINGS

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Sr # Province District

1

Punjab

Lahore

2 Sheikhupura

3 Multan

4 Jhang

5 Rawalpindi

6 Rahim Yar Khan

7 Mianwali

8 Faisalabad

Sub total 8

9 ICT Islamabad

Sub total 1

10 Khair Pur

11 Dadu

Sub total 2

TOTAL 11

ASER Pakistan 2008 only completed in 11 districts of 2 provinces: Punjab, Sindh and the Islamabad Capital Territory . Unfortunately, ASER Pakistan 2008 could not be undertaken in Baluchistan and NWFP due to the Oct. 2008 earthquake/floods & deteriorating law and order situation /conflict ..local collaborators got engaged in multiple emergency responses

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Sr # Province District Villages HH Children Surveyed

Schools

1

Punjab

Lahore 30 600 1,367 302 Sheikhupura 30 600 1,199 303 Multan 30 600 1,430 304 Jhang 30 600 1,823 305 Rawalpindi 30 600 1,419 306 Rahim Yar Khan 30 600 1,565 307 Mianwali 30 600 1,631 308 Faisalabad 30 600 1,631 30

Sub total 8 240 4,800 12,065 2409 ICT Islamabad 30 600 1,232 0

Sub total 1 30 600 1,232 010

SindhKhair Pur 28 560 1,539 28

11 Dadu 28 560 1,888 19Sub total 2 56 1120 3,427 47TOTAL 11 326 6,520 16,737 287

In ASER Pakistan 2008 , 16737 children and 6520 households were surveyed in the rural areas during this survey in these 11 districts

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Age Group Punjab ICT Sindh Total %

3-4 1056 99 289 1444 9%

5-9 5487 513 1581 7581 45%

10-12 3160 327 880 4367 26%

13-14 1410 175 414 1999 12%

15-16 964 119 263 1346 8%

Total (3-16)

12077 1233 3427 16737 100%

Number of children surveyed in Primary school age group- 5-9 years - 45% (7581)Middle school age group - 10-12 26% (4347)

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Age Group

Pre-Schooling

(%)

Schooling Status (Class 1 - on ward) (%) Out of School (%)

Total (%)Governm

ent Private Madrassah Others Drop-

outNever

Enrolled

3-4 29 10 7 1 1 0 52 1005-9 7 62 20 1 1 1 9 100

10-12 0 72 18 1 1 4 5 10013-14 0 66 17 1 0 10 6 10015-16 0 62 14 1 0 17 6 1003-16 5.7 60.7 17.3 0.6 0.7 3.8 11.2 100

85 15 10076.5 21.8 0.8 0.8

In-School : 85% Out of school: 15%Govt. Schools: 76.5% Private Schools: 22% Madrassah/Others : 1.6%

Gender: Out Of School Children Gender : By Type of School

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Out of School: Girls 54.6%Girls by Type of Schools s - Girls in government schools 41% of the total

Girls in Private schools 46% of the total – Girls % more in private than

government – households spending money for girls education perception is that HH have son

preference and do not spend money on girls education

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Reading: •16,737 children were tested on their reading abilities. •31.9% were able to read the story text or level - II text •15.2% were able to read Para text. or level - I text •16.1% of the children were able to read words •14.8% were able to read letter and•22% were categorized as beginners or can’t read.

Arithmetic: •16,737 children were tested on their arithmetic abilities.•25.5% were able to do division correctly (3 digits divided by single digits with carry)•17.7% were able to do subtraction correctly (2 digits subtraction with Carry)•20.5% of the children were able to recognize numbers from 11-99•13.8% were able to recognize numbers from 1-9 and•22.5% of the children were categorized as beginner or can’t even recognize numbers

Age Group

Who Cannot Read (%) Who cannot do Arithmetic (%)

Paragraph Story Subtraction Division

5-9 72 88 80 9410-12 30 51 42 6813-14 19 34 23 4215-16 16 27 21 365-16 49 65 54 73

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Learning Ability of the Age Group 5-9 Years: •72% of the children cannot read para or level - I text and 80% cannot do subtraction or Level-I(arithmetic) •88% of the children in this age group cannot read story text level-II and about 94% are unable to solve division (level-II) (3 digits divided with single digits with carry)Learning Ability of the Age Group 15-16 Years: •16% of the children cannot read para or level - I text and 21% cannot do subtraction or Level-I(arithmetic) •27% of the children in this age group cannot read story text level-II and about 36% are unable to solve division (level-II)

Class Beginning / Nothing (%)

Letter(%)

Word(%)

Para(%)

Story(%)

Total(%)

1 28 41 22 5 4 1002 9 28 34 20 9 1003 5 16 31 31 18 1004 3 9 20 33 35 1005 2 5 14 25 54 1006 1 3 9 19 67 1007 0 2 7 16 75 1008 1 0 4 12 82 100

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Learning Ability of the 5th Class•79% of the children read para or level - I text but 21% of the children cannot read para or level - I text •Only 54% of the children read story text or level-II and 46% cannot read story text level-IILearning Ability of the 8th Class•94% of the children read para or level - I text , 6% cannot read para or level - I text •84% of the children read story text or level-II and 18% cannot read story text level-II

Class Beginning / Nothing (%)

Numbers1-9 (%)

Numbers11-99 (%)

Subtraction (%) Division (%) Total (%)

1 30 35 27 4 4 1002 9 26 39 22 4 1003 5 14 39 29 12 1004 3 8 28 37 24 1005 2 5 20 34 39 1006 1 3 14 29 53 1007 1 3 10 24 62 1008 1 2 5 18 74 100

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Arithmetic Ability of the 5th Class•73% of the children do subtraction or level - I text but 27% of the children cannot able to do 2 digits subtraction with Carry •39% of the children can able to do division correctly or level-II and 61% cannot able to do 3 digits divided by single digits with carryArithmetic Ability of the 8th Class•92% of the children do subtraction or level - I text but 8% of the children cannot able to do 2 digits subtraction with Carry •74% of the children can able to do division correctly or level-II and 26% cannot able to do 3 digits divided by single digits with carry

287 schools visited

◦ 220 primary schools (katchi/ECE- Gr. 5)

◦ 44 elementary schools (Katchi/ECE – Gr.8)

◦ 19 middle schools (only Grd. 6-8)

◦ 4 secondary schools (katchi/ECE- Gr.10)

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School withStd 1-5 Std 1-8 Others Average

Children attendance 79% 72% 72% 74%Teachers Attendance 75% 82% 76% 78%PTR 49 39 29 39%

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• Teachers Attendance is over all 78%Primary level 75%; Elementary : 82%

• Children’s Attendance overall : 74% Primary level 79%; Elementary level 72%

 

Schools withStd 1-5 Std 1-8 Others

Number of Schools Visited 220 44 23Average No. of Rooms Available for Classes 4 6 9Average No. of Rooms Used for Classes 3 5 7Water Facility (working) % 69% 77% 74%Water Facility (not working / not Available) % 31% 23% 26%Toilet Facility (Working) % 58% 73% 71%Toilet Facility (not working/ not available) % 42% 27% 29%

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Primary Schools•31% schools at primary level are without water facility, •42% schools are without toilet facilityElementary Schools•23% schools at Elementary level are without water facility, •27% schools are without toilet facility

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The rural household survey for the 11 districts yielded an overall literacy rate of 28.7% for 8577 mothers (71.3% illiterate).The highest literacy rates for mothers was in Islamabad/Rawalpindi and Sheikhupura districts. The lowest literacy rates for mothers wasin Khairpur, Multan and Faisalabad districts

Data trends on education indicators in rural areas corroborate with the annual Pakistan Social Living Measurement survey (PSLMs) data – in some areas improvements are noted (drop outs)

Good support by local people in villages to ASER Pakistan …many signed up as volunteers for the next round of ASER – became a mobilization campaign – positive energy by the people not govt. bashing but eager to know what /how much their children learn

Empowerment witnessed amongst local people and created visible credibility of the process

Many organizations who learnt the ASER methodology practiced it intensively in formal and non-formal programs to measure baselines and diagnose quality interventions to improve learning outcomes

A big demand for ASER Pakistan only if it is predictable and regular – influenced largely by what ASER India has been able to achieve

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ASER Pakistan is a powerful tool & movement but: ◦ A scaled up initiative cannot be sustained randomly through statements

of intent by civil society organizations ◦ Timelines are critical for an efficient and effective ASER Pakistan –

NWFP- Balochistan and Sindh counterparts kept promising until March 2009 – data retrieval ..an issue as NGOs got busy with other ‘priority projects’ . June – July 2009 data was retrieved !

◦ With multiple partners funding their own ASER survey, sensitivity to timing was missing & SAFED had no choice but to wait

◦ Funding was a major constraint for local partners (both strong and weak) – There is limited culture of doing things with ‘own resources’ only through donor supported projects

◦ Volunteers not tapped optimally through colleges /universities/media – often through local CSOs

◦ Finding technical experts was difficult without funding in ASER Pakistan Secretariat at SAFED

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PROPOSAL -1

Annual Status of Education Report (Rural)

ASER Pakistan 2010

ASER Pakistan seeks to fill a gap in educational data by looking to provide a reliable set of data at the national level, that is comprehensive and easy to understand.

Goal: To undertake ASER Pakistan for five consecutive years 2010-2015, a rigorous tracking of learning outcomes led by citizens themselves for 3-16 years children.

 Objectives : •To get reliable estimates of the status of children’s schooling and basic learning (reading and arithmetic level) at the district level; and,•To measure change in these basic learning & school statistics from last year •To share the results for action regionally and internationally to the global reporting and campaigns for quality education for all. To leverage the results for appropriate education interventions with in-school and out of school children in Pakistan. •To build capacity for citizen led initiatives to improve understanding and options of: where, what and how well students learn  

Underpinning the above, there will be rigorous efforts to obtain disaggregated insights into gender trends as well as public and private systems of education

Coverage : The objective is to implement ASER in all five provinces i.e. in Sindh, Balochistan, Punjab, Pakhton Khawa, Gilgit Baltistan, FATA

and AJK. Only rural areas will be sampled.

Phase I : Year I 2010 – 30 districts across Pakistan Phase II: Year II 2011 – 70 districts across Pakistan Phase III : Years III, IV , V all districts across Pakistan (138 districts)

Sample: 600 households per district. Two-stage sample, stratified in the first stage. Obtained by selecting 30 villages per district & 20 households per village.

  Villages will be selected randomly using the village directory of the latest Census. The Probability Proportional to Size Sampling (PPS) technique will be adopted as an appropriate one when the sampling units are of different sizes.

Focus on nuances between public and private . In each village profile of 1 govt. and 1 private school collected and gender

• Tools translated and refined according to the current textbooks in relevant languages

• In ASER, every year, we will retain 20 villages from the previous year and 10 new villages will be added. Ten villages will also be randomly dropped each year from the previous year’s list, and 10 more villages will be added from the population census village directory. The 10 new villages will also be chosen using PPS. 20 old villages and the 10 new villages give us a “rotating panel” of villages, for more precise estimates of changes.

• ASER will be carried out in an inclusive campaign mode as a national project.

• SAFED involves ordinary citizens in the process of data collection and survey empowering them with an accessible tool for evidence gathering & action

• Workshops will be held at the national, provincial and district levels to train surveyors with necessary skills.

• Survey undertaken within 4 weeks and results sent to the central secretariat for ASER Pakistan

• A communication strategy finalized for the ASER findings and dissemination

• Reports generated and final national and disaggregated reports and policy briefs prepared for the launch

• NEAS/PEC other assessment initiatives kept in the loop

Proposal - ASER Pakistan 2010-2015 has been submitted to donors. UNESCO has agreed to support one fifth of the total budget for ASER 2010)

Goal: To undertake ASER Pakistan for five consecutive years 2010-2015, a rigorous tracking of learning outcomes led by citizens themselves for 3-16 years children.

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Baela R Jamil : Public Policy; Public Private Partnerships; Activist; & Innovator

Dr. Monnazza Aslam: Economist ; Economics of Education, Gender & Labor at CSAE Oxford;

Amima Syed : Quality; research and writing /Sindh Support Imtiaz A Nizami: Soft ware; analysis, trainer, reporting Raheela Akram: Assessment ; psychology Safyan Jabbar : Researcher ; report writing Faiza Ghulam Nabi: Statistics/Research Hina Sheikh: Research Associate Mansoor Malik : Media Support Ismat Riaz: Media Write Up Support Pakistan Coalition for Education (PCE) : Partner Organizations in the field NCHD : Volunteers and networks CPDI – Mr. Mukhtar -

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A # Activities

Apr-10

May-10

Jun-10

Jul-10

Aug-10

Sep-10

Oct-10

Nov-10

Dec-10

Jan-11

Feb-11

Mar-11

Apr-11

1 Phase I (Piloting of ASER Tools)                          1.1 Preparation of survey instruments/Tools                          1.2 Piloting of survey instruments                          1.3 Preparation of instruction manuals                          1.4 Identification of partners                          

1.5Budgeting and planning for each Provincial calendars                          

1.6 Printing of instruction manuals & Tools                          2 Phase II (Training & Survey)                          

2.1 Identifying sampled villages                          2.2 National workshop                          2.3 Province level trainings                          2.4 district level trainings                          2.5 Survey                          2.6 Monitoring of survey                          2.7 Survey recheck                          3 Phase III (Data Processing & Report Writing)                          

3.1 Data entry process                          3.2 Data cross checks                          3.3 Data crunching                          3.4 Draft report                          4 Phase IV (Dissemination)                          

4.1 National release (Provisional Report)                          4.2 Province wise release & dissemination                          4.3 District dissemination                          5 Phase V (Final Report)                          

5.1 Final report                          6 Governance and Fundraising                          

6.1 Fundraising                          6.2 Monitoring and tracking of progress

Phases

Years (May 2010 to April 2015)

Number of districts

Number of villages

Number of HHs

No of Children

# of Schools Public & private (1 each)

Year 1 2010-2011

30900 18000 54000 1800

Year II 2011-2012

702100 42000 126000 4200

Year III 2012-2013

1384140 82800 248400 8280

Year IV 2013-2014

1384140 82800 248400 8280

Year V 2014-2015

1384140 82800 248400 8280

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Years Districts Budget in Rs.

Budget in US$

Year 2010 30 12,852,000 153,000 Year 2011 70 28,115,798 334,712 Year 2012 138 43,876,175 522,335 Year 2013 138 51,328,206 611,050 Year 2014 138 59,123,558 703,852 Year 2015 138 69,276,931 824,725 Total 264,572,668 3,149,675

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ASER Centre to be established at IPL for Policy Research & Training on Learning & Assessment US $ 1.5 million

Proposals II & III

II. Chalo Parho Barho

III. School Based Budget Tracking

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CHALO PARHO BARHO LET’s READ & MOVE AHEAD

SUPPORT FOR IMPROVED LEARNING OUTCOMESIn Pakistan

A Citizens’ Campaign For Quality Education For All

Pakistan 2011-2015

ITA works withpublic sector institutions forEducational transformationand providing a voice to the excludedinPakistan and the entire region

The data from Annual Status of Education Report (ASER) Pakistan 2008, assessed 16737 rural children 3-16 years of age for up to grades II & III competencies, revealed poor results in reading and maths. Whilst overall reading ability of story level was 31.9%, maths (division 3 digits) was only 25.5%, 54% of grade V children could do grade II reading at story level and only 39% of grade V children could do grade III division. (www.safedafed.org) A low baseline in reading, leads to drop in maths by 4-14% points.

Education for All (EFA) & Millennium Development Goals (MDG) goals will remain unmet!

This is unacceptable but can be improved radically if we partner for an all out learning improvement as a massive intensive campaign: ;led by CITIZENS and with govt. support

Chalo Parho Barho (CPB) is a movement by ALL CITIZENS! This initiative has been tried in neighbouring countries with success… www.pratham.org 49

Duration: It is A Five Year Well Tracked Movement - Countdown 2011 to 2015

 Core Areas: CHALO PARHO BARHO addresses gaps in reading and numeracy.

Target Group: Children Aged 4-12 in ALL public sector & some private sector schools

 Where: In a district wide mode selected for the LEARNING UPLIFT program Children will be selected from grades 1-V in the target schools and local communities

Coverage: All government schools in each district covered plus private schools

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How? A learning package focusing on language and maths will be aligned to the National Curriculum (2006) competencies and through volunteers ( Youth and Retired in local areas).

Materials? Learning cards, reading letters/sound/word activity materials to attract children who will be engaged with active earning in a non-linear manner... Remember, children come to school with Lots of language, maths, life skills and laughter !

Who are the critical human resources? One volunteer, with at least Matric qualification (with 50%+ marks in languages/Urdu/English) to be mobilized per each school. She/he will give 4 hours of time for 18 weeks annually (August/September 2011 – January 2011). She/he will be from the same community- someone with energy, passion, a will to learn and smile!

For every 20 schools one cluster mentor. For all schools in district one Program Manager

Researchers/data collectors and trainers at central level 51

Government Interface: Done for complete ownership and support. The entire input aligned to the curriculum, competencies, time table and teachers’ training and assessment.

How will we track learning? Each child will have one Student Report Card- CPB with baseline to establish the learning level. Each child will be tested thrice; a) baseline b) mid way and c) end of program All progress will be posted on the website of the CPB campaign repeated each year until 2015 and tracked by ASER Pakistan 2010-2015

Partnerships? Depts. Of Education, Education Foundations; National Commission for Human Development (NCHD);Pakistan Coalition for Education, (PCE), RSPs Scouts/ Girl Guide Associations and many other..

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Number of Children EXPECTED TO BE Covered in a district 150 for each school /community x 1750 schools /average = 262,500 : Four Districts Approximately 1 million Children

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Multan Female Male TotalHigh 36 99 135Middle 107 90 197Primary+Mosque 741 577 1318Total 884 76 1650

Total Schools Multan District = 1,650 Total Number of Children Targeted = 1,650 x 150 Children per School = 247,500

Source: PMIU 2009

Costs Per Unit/School for Five Months –Annual Rs. 20,000 + 5% or Rs. 21,000Volunteers: Rs. 10,000 Materials : Rs. 4,000Motivational Signage: Rs. 1,000 Monitoring & Support : Rs. 5,000 (Rs. 1000 per month)Program Overheads : 5% of total (incl. Training/Material Dev. Reports)

Taleem ki Kahani.. Shehri Ki Zabani – Wasail – Myar Aur Haq

Citizens’ Voices & the Story of Education- resources, quality and rights

Empowering and Building Capacity for Local Governance at the Grassroots

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Sustained increase in government accountability through citizens’ voice and action for quality

education services, committed by the Constitution- Articles 25 A & 19-A; Right to Education and Information

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1. Identify four districts in four provinces along with target schools with baselines(school and SMC), one in each UC spread evenly across primary. Middle and secondary sub-sectors ; urban/rural and gender (girls/boys/mixed)

2. Undertake collection of information research /knowledge generated on local level planning, mapping resources/ budget tracking in Pakistan for an accessible information pack on macro level understanding

3. Collecting and widely disseminating data related to planning processes, resource allocations, expenditures and institutional arrangements for service delivery with new technologies

4. Prepare toolkits on micro – school/community based budget tracking and capacity building (pre-tests/ finalized)

5. Engage for a minimum of 15 days with 140 target schools /communities per district (4) through a well orchestrated timetable throughout the annual planning and budget tracking cycle.

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6. Build capacities for primary/secondary stakeholders to effectively participate in planning and resource tracking and informing policies and decisions

7. Publish simple school and district report cards on budget tracking and performance for wider dissemination and citizen action

8. Seek opportunities for synergies in the target districts for other citizen led initiatives such as ASER Pakistan 2010 on learning assessments and Chalo Parhain Barhain (CPB) to improve learning outcomes.

9. Create a valid compelling basis for emerging citizen-centred accountable tools/systems for adopting/adapting by the government systems at the provincial, district and federal levels

10. Feed the entire program into the policy/legal/implementation measures for Articles 25 A and 19 A at the national and provincial levels

11. Social Marketing/Communication undertaken rigorously throughout the budget cycle at district, provincial and national level in a campaign mode

12. Link with similar initiatives regionally

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Phase I – Year I 2010-2011 Sample Frame: Select one district in four provinces (not Gilgit

Baltistan as yet) Select 1 government school per Union Council

(average 120-140) Ensure even percentage of primary, middle and

high schools Ensure even percentage of girls, boys and

mixed schools

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Agreement formalized for each district with the EDOs education, literacy and F&P / DCOs/Administrators (copy to provinces)

Collect the baseline – resource mapping on budget cycles and allocation /expenditure trends over the past three years 2007/8- 2009 /2010.

Collect baselines of the target schools; Facilities, Budgets transferred including SMCs/SCs

Integrate technologies spatial and communication on schools and citizens for virtual access by any citizens to information and informed decisions.

Define the moments/milestones of engagements on budget tracking aligned to the Budget /Planning cycle

Fill out the data/ report cards for collation and dissemination by the citizens themselves

Produce school and district report cards. Inform policy level/decision making stakeholders at local and national levels

(Assemblies debates/media debates/local jirga/panchayat debates) LIKE MINDED INSTITUTIONS /PARTNERS TO BE SOUGHT IN THIS

EFFORT- SOME HAVE ALREADY AGREED FOR THE GREATER NATIONAL GOOD

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Research for repackaging – knowledge management Knowledge and MIS generation on resources for education Communication Strategy and repackaging of information for accessibility to

the public using new and traditional technologies ◦ SMSs to the public (100 miliion plus mobiles) – segmenting audiences◦ GPS to map each school - virtual tracking.. accessible anywhere

Accessing schools preparing baseline profiles(School/SMCs) for School Report Cards/’District Report Cards

Working six days with the Schools/SCs/Communities on critical days of budget tracking aligned to the budget/planning cycle of the government

Working 6 -8 days on capacity building with three core personel from each school to understand and propagate budget tracking for outcomes

Reports/Documentation /Dissemination nationally, provincially and at district level – internationally

Informing policy and implementability of Right to Information and Right to Education articles 19 A and 25 A

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Increased knowledge amongst providers at the district and provincial level on planning processes, fund flows and institutional roles and responsibilities

Greater and effective citizen participation in the planning process MIS systems are adopted at the district level to monitor fund flows Regular, pro-active reporting by the government on plans, allocations

and expenditures Timely and predictable fund flows Increased debate in the public domain on the quality and effectiveness

of expenditures and on finding the right institutional design for the delivery of elementary education

Changing systems of planning, budgeting and tracking funds for education across Pakistan

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Scaled Up to four entire districts Coverage of 600 schools and actually all

schools in the districts approximately 7000-8000 Over 4 million population District- Provincial and National Governments

and Political representatives Linkages to be sought with South Asian

initiatives on Budget Tracking in Education/Social Sectors

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Provincial Govts. (Depts of Education/Finance/Planning) District Govts (Depts of Education/Finance/Planning) Schools /Communities/SMCs

Technical partners ITA/SAFED (agreed Principal Agency) PCE (Agreed) CPDI (agreed for capacity building in schools/Parliamentarians) iSAPs (if they agree) Oxfam Action Aid Others from the Region mobilized through SAFED (eg. Pratham/ASER

Centre India etc )

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Teams in District : ◦ 14 persons in each district (4) ◦ Two Vehicles

Program Team - Lahore/Islamabad ◦ 12

Budget US $: 1 million to 1.25 million maximum annually

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Synergies with other alliances eg. ◦ NCHD partnership, PCE and Education Foundations ◦ Public strategic operational and policy interface

Synergies of three initiatives ◦ ASER Pakistan ◦ Chalo Parhain Barhain◦ School Based Budget Tracking

Synergies in Capacity building with alliances- Regionally ASER Centre/Pratham/UWEZO- Nationally with like –minded institutions

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Surf Excel – ECE Program Lifebuoy - Health and Hygiene Program Fair & Lovely – Post Secondary Scholarship

Program UPL Rahim Yar Khan: WSIP & Vocational

Training Program : School as a Community Centre

Gender Empowerment Program for livelihoods – multiple brands

Multiple Brands: Emergency Program

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Muzzafargarh ◦ Unilever initaitives ◦ Emergency programs of WSIP, ECE, - Mothers/Youth

Skills/Livelihood Initiatives - Per unit need Rs. 5 million for two years

◦ 3 Units – OCHA proposals Chiniot

◦ ? Multan Rahim Yar Khan

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Bands Career Level DesignationSalary Structure

Minimum to MaximumC1 COO Chief Operating Officer (COO) [Currently Not

In Place] 90000 to 100000 <

D1 Senior Most Directors [Currently Not In Place] 72000 to 90000B1 Senior Senior Program Managers

Regional Program Managers 45000 to 72000

B2 Mid Career Program Managers, Program Coordinators, Project Managers District Managers (With more than 3 team

members) Department Heads

25000 to 45000 <

B3 Beginners and Mid Career

Assistant Program Managers, Assistant Project Managers District Managers (With 3 or less team

members)

15000 to 25000

B4 Beginners and Mid Career

Education Promoters, Cluster Coordinators, Supervisors

7000 to 15000

B5 N/A Support Staff – Full Time 7000 to 10000 <N/A Support Staff – Part time 2500 to 5000 <

Expanded local Advisory Board

Volunteer Mobilization Programs

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ITA UK works with public sector institutions for Educational transformation and providing a

voice to the excluded in Pakistan and the entire region

“ Learning is the only wealth tyrants cannot despoil, only death can dim the lamp of knowledge that is within you. The true wealth of a nation lies not in its gold or silver but in its learning, wisdom and in the uprightness of its citizens. ”

(Khalil Gibran 1883-1931)

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Training Head Teachers 2001 School Improvement Programs: Lahore, Chiniot Schools 2002-

2008 Earthquake /Floods Emergency support 2005 -2010 Capacity Building and Advocacy - South Africa; UKFIET Oxford

and placement of ITA personnel in the UK Post Primary Support for Children withdrawn from child labor in

Sheikhupura and Nankana 2007-2010 Vulnerable children in Drop in Center – Habib Colony 2010-2011 –

One year Sanjan Nagar Public Education Trust 2005-6 fundraiser in UK Scholarships from the Commonwealth Trust for secondary and

higher secondary levels Support for the Anita Ghulam Ali Awards Exploring quality learning options for school improvement Learning

for Living 71

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School Improvement Program Teacher/Head Teacher Training Homework Study Centers, Drop In, Literacy and Skills centers Earthquake and emergency support to school construction and improvement  Continuing education at middle levels for mainstreamed child labor children    Capacity Building of ITA's core staff, in Pakistan and abroad   Fund Raising   School to School link : CDG Girls Primary School Yakki Gate and Cannobury Primary

School UK, and ICT based initiatives Exchange Training Session with other Schools Linking Commonwealth Scholarships for deserving students in Pakistan Sharing with ITA learning materials and information on professional development and

school improvement programs in practice in UK

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Thank you