Enhancing Girls Enrolment in Remote Areas of Pakistanitacec.org/document/oxfam/Quarterly Progress Reports/8th Quarterly...8th Quarterly Progress Report (March 2010 ... conducted for

Enhancing Girls Enrolment in Remote Areas of Pakistan

Technical Progress Report (Narrative Report)

8th Quarter March 2010 to May 2010 (3 months)

Date of Submission June 16, 2010

Implementing Agency

Idara-e-Taleem-o-Aagahi (ITA) Public Trust Pakistan 67-A, Abid Majeed Road, Lahore Cantt.

Prepared/Reviewed by Saeed ul Hassan Project Manager ITA

Version

1st Draft

Dubai Cares’ Funded Girls Education Project “Enhancing Girls Enrolment in Remote Areas of Pakistan”

Quarterly Progress Report (March 2010 – May, 2010)

NARRATIVE INTERIM REPORT

8th QUARTER (March 2010 TO May 2010 -- 3 MONTHS)

1. General Information 1.1 Name of the humanitarian organization / address:

Idara-e-Taleem-o-Aagahi Public Trust (ITA) Pakistan 67-A, Abid Majeed Road, Lahore Cantt.

1.2 Total Amount of grant: Rs. 65,078,923 or US $ 957,043

1.3 Payment/installment received: 1.4 Start-up date of operation: April 01, 2008 1.5 Duration of operation: 38 Months (till 31st January 2011)

1.6 Period covered by this report: 3 Months – 8th QUARTER (March 2010 TO May 2010 (3 MONTHS)

1.7 Submission date of current report: June 16, 2010

8th Quarterly Progress Report (March 2010 – May 2010) -- Enhancing Girls Enrolment in Remote Areas of Pakistan Page | 2

PROGRESS DURING THE 8th QUARTER (March 2010 TO May 2010) Outcome 1 Children have access to improved infrastructure and safe learning environment. Output 1.1: Physical rehabilitation of 35 girls’ primary schools in target districts Renovation completed: 20 schools (3 Multan, 6 Muzaffargarh, 5 Chiniot and 6 Rahim Yar

Khan) have been completed. Renovation In Progress (finishing phase): 15 (03 schools in Chiniot, 03 in Muzaffargarh, 06

Multan and 03 in Rahim Yar Khan will be completed by the end of June 2010 ).

Summary of the Rehabilitation Work in schools as on May 2010

Multan MZG Chiniot Ryk Total

Total School 9 9 8 9 35 Construction Completed 3 6 5 6 20 In progress (finishing phase ) 6 3 3 3 15

Detailed Quantitative Status of

Rehabilitation Work Total Completed in process New 31 19 12

Major Repair (>=50%) 27 14 13 Rooms

Minor Repair (<50%) 40 20 20

New 31 16 15

Major Repair 13 7 6 Toilets

Miner Repair 62 34 28

New 15 8 7

Major Repair 14 6 8 Boundary Wall

Miner Repair 8 5 3

New 6 5 1

Major Repair 4 4 0 Verandah

Miner Repair 16 8 8

Electricity 34 19 15 Water/ Pump 29 15 14 Water Motor 29 15 14 Fans 204 116 88 Energy Savers 311 181 130

In district Chiniot, the inauguration of GGPS Chak # 133 which is one of the five rehabilitated/completed

schools was organized in April 2010. In the ceremony, Mehar Ansar Kamal Siyal District Monitoring Officer Chiniot was the Chief Guest on behalf of the DCO. Dy.DEO Chiniot Miss Riffat Firdous, AEO Miss Talat Parveen, District Project Manager NCHD Mr Abdul Ghaffar and District Manager ITA Multan Mr Rashid Aziz were also present in the ceremony. A number of females and males from the


In district Multan, contractors couldn’t meet the deadlines of their construction work due to the deliberate procrastination at their part mainly because of the scorching heat in summer particularly in Southern districts of Punjab. There have been some instances of delays in the payments to the contractors which most of the time hamper the process of timely completion of work. With the consultation of construction committees and field teams, site engineer and Oxfam’s senior engineer, the contractors have been issued warning letters have been given further extension for the completion of their work by the end of June 2010 (Annex-). In this quarter construction committees’ meetings were conducted for sorting out the issues such as land disputes/encroachments in GGPS Jalalabad, boundary wall issue in GGPS Sharif Pura and main gate issue in GGPS Darkhan Wala, and other target schools to ensure the involvement of community members in the monitoring and sustainability of school development activities.

In district Muzzafargarh, electricity was provided (new electric meters) in 6 WSIP Schools. One more school will have electricity connection in Muzzafargarh in the next quarter as the demand notice has been issued to school. (Annex-)

In district Rahim Yar Khan, 1st phase work has been completed in 6 WSIP schools including sanitary work and wash basin, flash tank etc. One more washroom is going to be constructed in GGPS 161/P. 2nd phase of rehabilitation work is in its final phase. Keeping in view the improvement in the quality of construction work, RYK district team conducted the training of construction committees in the following schools during this quarter:

School Names Names of Construction Committee Members GGPS Chak # 182/P, Azmat Ali, Shahid Hussain, Nazir Ahmed GGPS Chak # 147/P M. Saeed, Manzoor Ahmed, Munir Ahmed GGPS Chak # 130/P Maqsood-ul-Hassan, M. Arshad, Munir Ahmed GGPS Chak # 183/P Abdul Rasheed, Khalid Mehmood, Abid Hussain, M. Akhtar


In GGES Chak No.120/P district Rahim Yar Khan, ITA team mobilized the school council members to demolish the dangerous building that was not in use. It was agreed that the debris of the demolished building will be auctioned and the funds will be spent on the new construction/rehabilitation of the Primary Section. The demolishing is in progress and the SC members and ITA field team is striving to mobilize more funds from the influentials of the community. In GGES 173, the dismantling of dangerous building is in progress and funds are being collected to use in the rehabilitation of the primary section of the school with the active involvement of the school council.

New Room and Wash room’s construction completed in GGPS Mehray Wala District Muzaffargarh, Installation of tiles in washrooms and furnishing work of room is going along with brick pavement

GGPS Daulatabad #1 Construction work of new room and toilet block is going on

Education Program Team and senior engineer from Oxfam Islamabad, project engineers based in Multan, ITA’s head office teams and field based district teams with the involvement of concerned district officials kept on visiting schools for technical inspections and evaluation where rehabilitation work was in progress. (Press Clipping Annexed) Output 1.2: 35 schools are supplied with learning materials, furniture and para teachers During this quarter, 20 schools (3 Multan, 6 Muzaffargarh, 5 Chiniot and 6 Rahim Yar Khan) have

received standardized package of TLMs comprising education bag (Taleemi Basta), supplementary reading materials for reading clubs, sports kits, First Aid kits and primary kits. Primary Teaching Kits from National Education Equipment Center (NEAC) and remaining First Aid Boxes have been procured by ITA which will be dileved to schools after summer vacations. Iron almirahs with glass doors, soft boards with sliding glass doors and a white board is also being provided to each WSIP newly renovated


schools. The work orders for the required furniture have been issued in all 4 districts to suppliers and the schools will be receiving the furniture during the summer schools in vacations.

Furniture deliverd in GGPS Banan Wala Multan

SC member receiving and assuring quality of furniture at Ali wala MTN

Students sitting on new furniture at Gulabawala.

In this quarter Para teachers were regularly facilitated and monitored by ITA field teams and they were

also given the site based support to ensure the quality of teaching. (Annexed-)

Art work activity with children in GGPS Aziz Abad and Ms Abida Saher GGPS Maher Pur giving the orientation about Reading Club to Children


Under WASH strategy, Snake & Ladder and Health Massages are being provided to all 185 Schools. The department of education officials, school teachers and school council members are appreciative of this personal and social health & hygiene promoting initiative. Changing habits has always been a critical challenge in the schools and communities. Students are being sensitized on washing hands after using toilets, and before eating anything, personal cleanliness and so on. Community is specifically being orientated on the water and sanitation issues prevalent in their homes and community in school council meetings, general body participatory meetings in community. Teachers have also gradually started using printed messages in classrooms.

Outcome 2: Issues relating quality of education are addressed. Output 2.1: Various enrichment activities promoting quality of teaching and learning, basic

health & hygiene, life skills are introduced. Idara Taleem-o-Aagahi (ITA) organized a series of

training workshops on Personal and Social Health, Hygiene and Environmental Education for the teachers of public schools in cooperation with Oxfam and Dubai Cares. Three two day workshops were conducted in this regard at Govt. girls’ elementary school, Satellite Town Chiniot in the following dates: - 5th-6th April 2010 - 9th-10th April 2010 - 13th-14th April 2010 The lead resource person was Ms. Farzana Zuberi who is ITA’s former Manager Health and Environmental Education but also an alumni of Plymouth State University (USA). The detailed consolidated report is annexed as a separate document. On the other hand, ITA’s Multan based Manager Health and Life Skills, Ms. Farzana Shah in intensively engaged in building local and district level networks of schools, partner organizations and district health departments and hospitals for referrals, screening and awareness raising consultative sessions with the active involvement of media in all 4 target districts. The detailed consolidated report of her key activities during this quarter is annexed.

Health Monitors in GGES 160 RYK and Students are using Sports Kit in GGPS Banan Wala multan


health and hygiene held in all districts in April, students playing snake and ladder


Since 2008, with the inception of Dubai Cares Girls Education Project, ITA has been trying to introduce various enrichment activities in schools to promote an enabling environment of appreciation, self-recognition and mutual understanding between students and teachers. One of such activities is the proper conduction of “ANNUAL SCHOOL RESULT Day” on 31st March each year with the distribution of prizes and certificates of appreciation students and teachers in the presence of community and school councils.

Teacher giving the Health check rewards to student in GGPS Hamid Pur Kanora MLT and Annual Prize Distribution in GGPS Khokhran MLT

Teacher giving the Health check rewards to student in GGPS Hamid Pur Kanora MLT and Annual Prize Distribution in GGPS Khokhran MLT

Nadia Bibi 3rd Prize Holder in GGPS Gairay Waiyn Muzaffargah:

“I have just been promoted in class 5 and I am very happy to get a 3rd position in my school. My parents appreciated me a lot when I was given a 3rd prize for the very first time in the history of my life. I want to study more to become a teacher. My school has become very beautiful and we have all the facilities here. Our teachers do not punish us. I don’t like to stay in home and I don’t take leave without any reason. I like to come to school. My 2 younger sisters have got admission in class one this year. ”


ENROLLMENT STATUS OF WSIP & CLUSTER SCHOOLS As on: May 2010

WSIP schools

S.#. Distrcit Base Line Enrollment

(SEP 08) Enrollment (May-10)

# of New Enrollment

%

1 Chiniot 1,181 1,397 216 18% 2 Multan 1,533 1,815 282 18% 3 Muzaffarghar 1,190 1,405 215 18% 4 Rahim Yar Khan 2,041 2,277 236 12% TOTAL 5,945 6,894 949 16%

Cluster Schools

S#. Distrcit Base Line Enrollment


# of New Enrollment

%

1 Chiniot 5,233 5,886 653 12% 2 Multan 9,843 11,531 1,688 17% 3 Muzaffarghar 6,419 6,887 468 7% 4 Rahim Yar Khan 9,730 10,696 966 10% TOTAL 31,225 35,000 3775 12%

ALL Schools

S. # Distrcit Base Line Enrollment


# of New Enrollment

%

1 Chiniot 6,414 7,283 869 14% 2 Multan 11,376 13,346 1,970 17% 3 Muzaffarghar 7,609 8,292 683 9% 4 Rahim Yar Khan 11,771 12,973 1,202 10% TOTAL 37,170 41,894 4724 13%


Output 2.2: Community mobilization through strengthening of School Councils (SCs) Sorting out illegal school encroachment issues has always been the most critical challenges for ITA’s

field teams in the districts. One such complicated case has recently been settled by the Muzzafargarh team pertaining to GGPS Ghareeb Abad. Recently, the ongoing construction work was stopped by a few local females who at once started using abusive language and forced labourers to stop the work. According to those exasperated women, ITA was not supposed to initiate construction work in the school as the school land belonged to them. ITA team swiftly approached department of education to get the factual information about the land. It was revealed that the school land was once owned by some community member who later transferred it to the Ex-MPA who shortly donated the land to the education department for the construction of a primary school. All the legal documentation was properly done by the MPA. On the other hand, the females party started spreading cooked up stories and rumours about a fictitious court case against the school land and an imaginary stay order by the court. Actually, such practices have been prevalent by the land mafia. ITA team organized a community meeting with the help of school council members and the positive presence of education department officials who urged ITA team to get the signatures of all community members and pass a joint resolution in the favour of the continuation of school rehabilitation work.

Parents Meeting in GGES 160

Parents Meeting in GGES 160

ITA team followed the advice and got all the community members convinced for not letting those angry females encroach upon their school without any solid evidence. The next day long meeting with a lot of twists and turns concluded on a positive note when the females couldn’t produce a legal stay order by the court. The district officials and influentials of the area got written agreement from the exasperated females for having no any kind of intrusion in school development activities. Their once violent


temperament got pacified by the collective voice and pressure of the community. Now the construction is in progress in Gharibabad School.

Multan and Muzzafargarh teams kept on holding daylong school based school council refresher trainings in WSIP schools and cluster schools. During these follow up trainings, school council members are orientated on key rights and responsibilities of SC members, record keeping, resource

uncil policy, positive involvement in school improvement through consultative discussions, timely decision making, child rights and corporal punishment, violence against women, and annual school development planning.

mobilization and fund utilization as per school co

Status of Learning Levels through Pre and Post Tests in one of the follow up

Date: 20-05-2010 a eely Wala Multan

School Council Training Sessions.

nd Venue : Community Model School B

Amina Baloch ITA’s Multan based Training Coordinator holding session on School Council in Muzaffargarh


Participant School Designation Pre-test Post-test

Amina Tanveer GGPS Allah Bakhsh

Chairperson 10 25

Misbah Fareed GGES Bakaini Sc. member 11 24

Nasim Akhter GGPS Allah Bakhsh

Sc. member 7 24

Shamshad Bibi

GGES Bakaini Sc. member 5 20

Iffat Jabeen GGPS Ambrend Wala

Sc. member 8 23

Sakeena Bibi GGPS Ambrend Wala

Sc. member 0 17


Output 2.3: Capacity Building of key stakeholders (including Children, teachers, SC members

and project staff) is ensured.

In mid April during this quarter, Oxfam GB conducted 2 day training on “Gender” in Multan for the project staff of ITA and other implementing partners. The workshop was very significant in terms of exploring various debatable dimensions of gender, understanding the difference between Gender and Sex, identifying sources of power in a group, family and society at large, power distribution in a family, husband and wife relationships, root causes of various prejudices, stereotypes, common violations of human rights and so on. Aqsa Khan who was the lead resource person adopted a very healthy and participatory approach for the training. Trainees were put though various strategic consultative discussions, role plays, group works. By and large the session proved to be highly effective and productive for project staff.


A research study focusing on the education budget analysis

of five southern districts of the Punjab was conducted by Institute of Social and Policy Sciences (I-SAPS) in collaboration with the Oxfam GB. The study informs that disconnect between education data and budgetary allocation provokes serious issues of access and equity in education sector. Realizing the need for using different perspectives and techniques on education data and budget analysis, and for promoting transparency in education sector, Oxfam GB and Institute of Social and Policy Sciences (I-SAPS) jointly organized A Consultative Workshop on “Education Budget Analysis of Five Southern District of the Punjab: Key Inferences and Way Forward”. The workshop’s main focus was on education budget and data analysis using district Multan as a case study. The overall goal of the consultative workshop was to share with Oxfam GB and its partners the findings of education data and budget analysis besides getting their feedback. It also aimed at providing a forum to the Oxfam partner CSOs to devise future agenda for the advocacy activities in their respective districts. This


advocacy agenda will be aimed at improving effective utilization of public finance in education besides improving transparency in education budget governance. The workshop was attended by ITA’s district teams from Chiniot, Multan, Muzzafargarh and Rahim Yar Khan along with senior district education and finance department officials comprising EDOs, DEO, Dy.DEOs (Education and Finance) and representatives from Oxfam’s other partner organizations.

According to the re-designed follow up strategy by ITA, the teachers of targets schools both WSIP and cluster school are being provided follow up support regarding trainings of subject based and early childhood education as well. In this quarter, from May 06 to 13, ITA arranged a 6 Day Subject Based training session for cluster schools’ teachers in Govt Boy High School Muzaffargarh. In this session 34 teachers from concerned Markaz participated. (Detailed Training Report is Annexed)

Comparison of Pre and Post Test Scores of Trainees and Overall Improvement

Formula: ((Difference in scores, i.e., post test – pre test)/pre test score) x 100

Sr.# Subjects Pre-test Post-test Difference % Improvement 1 Mathematics 307 776 469 47%

2 Science 366 700 334 33%

3 English 291 761 470 47%

Total 964 2237 1273 42%


Saima Rani – GGPS Nawan Noor Shah Muzzafargarh “I will be very honest. We have been receiving site-based training by the District Teacher Educators (DTEs) on Science, Maths and English but there were many concepts which remain un-addressed. During this training, not only we got opportunity to learn activity based teaching and learning but also we got conceptual clarity. Our resource person did brilliant job in maintaining our interest through group activities. Such trainings need to be scheduled as refresher at least twice a year. ”

Follow up visits were coordinated by ITA School Improvement Team from Lahore and Faisalabad. Miss

Maryyam Mehdi who is the training coordinator Chiniot visited both WSIP and cluster schools in Chiniot as per her work plan. She shared her critical observations with education promoters in Chiniot to strategically chalk out plan of action to address areas of improvement pertaining to classroom teaching and learning. Saeed Ul Hassan Project Manager visited GGPS Kot Muhammad Yar to assess the status of dangerous room and to meet teachers and students to have their feedback on the ongoing school improvement activities. Miss Razia Mughal and Miss Maryyam Mehdi visited GGPS Kangan Wala & GGES Satellite town. Miss Misbah Rani also visited GGPS Jhanb & GGES Hersa Sheikh for classroom observation, time tabling, lesson planning and overall status of the progress and challenges of schools.


2.4: Influencing Policy, Behaviours and Practices through Advocacy at all levels.

Under this output, just like the previous year, Global Week of Action 2010 was celebrated with full zeal

and zest in all 4 target southern districts of Punjab including Chiniot, Multan, Muzzaffargarh and Rahim Yar Khan at school, local and district level. This year, “Education Financing” was the central theme of GWA. In collaboration with Oxfam, ITA launched a week long campaign comprising a series of activities, community meetings, dialogues, seminars, walks, rallies, printing of banners under advocacy/communication strategy of the project in all target districts involving local communities, school teachers and children to hold dialogues and signing and submission of petitions to the local government and elected representatives for local education needs with active involvement of print and electronic media. In all 4 target districts, all the activities under EFA campaign were not only appreciated by the local communities including illiterate males and females but also by the local media, political representatives and district government officials who actively participated in these activities.

Planned Activities for Global Week of Action/Education for All Week 19-25 April, 2010

Central Theme: “Financing Quality Public Education: A Right for All” Target Districts and Group:

8 target districts comprising Lahore, Rawalpindi/ICT, Sheikhupura, Faisalabad, Chiniot, Multan, Muzzaffargarh and Rahim Yar Khan

WSIP and Cluster Schools in target districts Students, teachers, School Council and Community Members Concerned District Government Officials, Political Representatives and Education & Literacy

Department

GWA Week (19th-25th April 2010)

Planned Activities

Monday April 19, 2010 Tuesday April 20, 2010

1. Taleemi Budget Barhao, Hamara Mustaqbil Bachao Basic orientation on EFA last year activities and current theme in schools. Provosion of EFA 2010 Banners to highlight the message in schools, public places and key concerned district offices.

2. Signature Campaign in collaboration with PCE 3. Celebration of EFA Week in Schools Special periods / bazm-e-Adab, debate and essay writing competitions.

Students will be provided art material to prepare models/charts/messages for EFA 1 Goal 2010

Wednesday April 21, 2010 Thursday April 22, 2010 Friday April 23, 2010

4. Awareness Walks School council members and representatives of students from target schools

will reach EDO of the concerned districts through buses during EFA Week holding placards and banners. They will hand over the banner to the EDO which contain the central theme of the activity. School Council members will ensure Enrolment Drive in their concerned localities. (Media coverage ensured)

5. School Based Budget Tracking Tool Testing with SC members

(formats and strategy will be shared shortly) Saturday April 24, 2009 Sunday April 25, 2010

6. School Visits by local MPAs/MNAs In Oxfam districts, some of the recently completed schools in each district will be inaugurated by concerned district officials and local MPAs/MNAs. Their commitments for school improvement/up-gradation and timely budgetary allocations

7. Articles in local/national newspapers


GWA 2010 Activities Detail

S #

Activity Jhang Multan Muzaffargarh Rahim Yar

Khan Total

# of Schools 10 15 15 10 50 Student 400 1379 650 1300 3729 Teacher 100 71 150 80 401 Community 35 50 200 100 385 MPAs/MNAs 0 - 1 1

1

Signature Campaign Right to Education Article 25-A Right to Information Article 19-A

Gov Officials 8 10 7 25 # of Schools 5 9 9 5 28 Student 80 260 1025 79 1444 Teacher 21 36 30 6 93 Community 70 68 45 0 183

2 Bazm-e-Adab, debate and essay writing competitions/

Gov Officials 0 2 2 4 # of Schools 2 1 1 1 Student 57 57 Teacher 4 2 2 4 12 Community 24 21 17 20 82 MPAs/MNAs 1 1 1 3 Gov Officials 2 1 6 9

3 School Visits by local MPAs/MNAs

# of Schools 2 01 4 2 9 Student 250 157 500 148 1055 Teacher 80 01 11 6 98 Community 150 16 70 0 236

4 Awareness Walks/Rally

Gov Officials 50 0 1 2 53

5 Articles in local/national newspapers/TV

# of News 1

1

Jang News 26

April 2010

News in 4 National Daily

and one article by

Akhtar Mirza in Daily

Khabrain

6


EFA Banners displayed in public places and schools highlighting the key message, “Increase Education Budget and Save our Future”

Students and general public/citizens endorsing the key message of GWA 2010 of enhancing education financing thru signature campaign



Inauguration of GGPS 184/P in district Rahim Yar Khan by the EDO Education and Ch. Mohammad Shafique Member of Provincial Assembly (MPA) during EFA-Global Week for Action 2010


EFA Walks and Rallies in all districts led by concerned district education officers, teachers, districts teams and students




Issues/ Challenges Measures Taken/Recommendations Hard Component In some districts, the capacity of

contractors in rural target areas is not up to the mark to take up more than 2 schools at a time

Tendering and contracting process slows down activities

Contractors may not always deliver on time and hence delay launch ceremonies

Inflation and market rates fluctuation

Help from concerned district officials is being sought. Community/construction committees’ consistent presence and active role is helping in sorting out this issue.

All such issues are being sorted out according to the terms and conditions stipulated in the signed agreement between the contractors and ITA. ITA’s district teams keep on warning the contractors through letters and no further payments are released unless the pending work gets sorted out. The contractors are bound to satisfy the construction committees for timely completion of work. Payments are withheld in some cases on the recommendation of construction committees

Oxfam’s open approach to review and restrategize budgetary plans

Project activities are time-sensitive. Delays in the release of funds hamper the implementation of planned activities.

Oxfam’s Education Program Team and implementing partner ITA keep on sorting out all such procedural issues with joint meetings in a congenial atmosphere.

Soft Component Slightly high turn over of field teams in

some districts (male team has been consistent)

More meticulous hiring procedure is being ensured by ITA’s HR department.

Theoretically positive but practically passive response of district government authorities on timely decisions and school based issues (collapse of devolution DEC 09 led to unclear roles )

Continuous follow up is being ensured with the involvement of concerned provincial officials.

Law and order situation unsteady As this has become the national security issue, teams have been shared guidelines and security protocols to follow

• Further R&M of school building, furniture and TLMs by the school council

Schools are being orientated on using school funds (if available) on such activities

Annexures

Learning Assessment Analysis

BASELINE vs. PEC 2010

An Initiative Under the Monitoring & Evaluation Section of

OXFAM Dubai Cares Project “Enhancing Girls Enrolment in Remote Areas of Pakistan”

By ITA Pakistan

An assessment is an investigative process that measures an individual’s learning abilities. Assessment is the ongoing process of gathering information, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. Assessment gives more than just data and information - it opens doors to strategic change and helps to measure progress. Assessment plays an important part in the teaching-learning process at all levels of education. Hence assessment will also determine the way in which we teach and what we teach. Baselines & “Enhancing Girls Enrolment in Remote Areas of Pakistan” project The project entitled “Enhancing Girls Enrolment in Remote Areas of Pakistan“, being implemented in four relatively poor performing disadvantaged districts of Punjab to enhance girls participation at the primary level, has developed rigorous baselines or benchmarks at the outset, against which to measure outputs and outcomes, including

Assessment of students’ learning levels in all primary grades (1-5). School infrastructure need assessment Teachers need assessment

This report aims to presents comparisons of the WSIP schools Baseline (2008) results with the Assessment results administered by the Punjab Examination Commission (PEC) February 2010. There are 6 sections in this report that cover the areas of

1. Introduction about Punjab Examination Commission (PEC) 2. Introduction and methodology of Baseline Assessment 2008 3. Baseline Assessment Results 2008 4. School-wise districts results analysis (PEC results compared with baseline) 5. District-wise results analysis (PEC results compared with baseline) 6. Overall improvement in students learning (district comparison)

1. Punjab Examination Commission (PEC)


Punjab Examination Commission (PEC) has been set up the Government of Punjab in 2004 to administer annual exam/assessment in government schools and also in the schools funded by the government through out Punjab. These assessments are for grades 5 and 8. Punjab examination Commission is focused on assessing learning outcomes of students in all subjects for grades 5 and 8 annually. Every year these examinations are administered in the month of February. 2. Baseline Assessment 2008 Objective of the Baseline Assessment (WSIP The class one to five students learning achievements baseline survey has been conducted in all 35 WSIP Schools and 25% of cluster schools in four districts of South Punjab. The purpose of the survey was to diagnose deficient areas in students’ knowledge that can be addressed through some strategic interventions which include subject based in-service trainings, site based support. To support this objective, students were tested in three major subjects (English, Mathmatics and G.science) taught at the primary level. Sample Size 5 students from each grade / class 1-5 were selected from each WSIP schools and Cluster school for baseline assessment on random basis. Whilst in WSIP target schools a comprehensive set of interventions are being focused, in cluster schools only the soft elements or capacity building interventions are to be made. Experimental and Control Schools – WSIP vs. Cluster schools In this Program, 35 schools were selected as WSIP schools, 9 per district and 8 in district Chiniot. This is the hard component of the program because a complete Whole school improvement program is being implemented in these 35 schools.150 schools were selected as clustered schools which is considered as soft component of the program. These two groups also serve as the experimental and control groups where two different sets of treatments/interventions are being offered. The WSIP are the intensive experimental schools whilst the cluster schools are to be provided a limited set of interventions and attention. During the course of the project continuous assessments were also conducted to measure and report against the baseline results of 2008 at the project’s inception. The results served as key indicators for the project monitoring plan (PMP) for tracking project outputs and impact. Baseline Assessment Tools: Assessment tests were developed in the subjects of English, Math, and Science for students of class one to five. Students were assessed by giving the test for Science, Math


and English covering the syllabus of previous grade i.e. a lesser grade than the actual as the test was taken soon after they were enrolled in a new class/grade in September 2008.

All efforts were made to ensure that the tools are consistent and comparable to the Punjab Examination Commission (PEC) pattern of papers and examination. A number of test items were taken from the questions given at the end of each lesson in the prescribed textbooks in actual use in the target schools by the Govt. of Punjab. Tests were based on the syllabus for grades one to five. Furthermore, the teaching methodology and types of questions given at the end of each chapter had to be considered while making the tests so that students were familiar with the nature of questions asked. Students’ Achievement & Scoring Categories The raw scores (actual numbers) have been converted into percentages for each subjects. The percentages for each mark along the content areas etc, has been converted into ‘poor, average, excellent’. These three categories are given below.

Poor (0-39%) Average/Satisfactory (40-69%) Excellent (70-100%)

3. Results of Baseline Assessment of Four Districts- WSIP Schools 2008

Districts English Math G.Science Avg Jhang 31% 30% 23% 28% RahimYar Khan 33% 29% 31% 31% Multan 15% 21% 18% 18% Muzaffergarh 11% 13% 17% 13%


4. School wise comparisons of Baseline Vs. PEC by District

Table: 1 School wise Percentages of districts improvement level in 2008 and 2010 Table: 1 School wise Percentages of districts improvement level in 2008 and 2010 Multan

Sr #

Schools Name Baseline 2008/09

PEC Results 2010

Improvement Level percentages

1 GGPS Khor Sajree Wayan 23 42 19 2 GGPS Chah Banan Wala Multan 27 62 35 3 GGPS Daulat Abad NO. 1 Multan 9 22 13 4 GGPS Darkan Wala Sher Shah 32 51 19 5 GGPS JalalL Abad Muzafferabad 16 57 41 6 GGPS Ali Wala Multan 16 51 35 7 GGPS Sharif Pura Basti Shor Kot Mlt 19 24 5 8 GGPS Khokhran Multan 10 44 34 9 GGPS Hamid Pur Kanora NO 2 15 49 34 Average 18.6 44.7 26.1%

Rahim Yar Khan: Sr #


PEC Results 2010


1 GGPS Chak No.184/P 41 57 16 2 GGPS Chak No.182/P 24 33 9 3 GGPS Chak No.183/P 23 31 8 4 GGPS Chak No. 130 43 45 2 5 GGES chak no 160/152 23 52 29 6 GGHS OLD Sadiqabad 33 41 8 7 GGPS Chak No.161/P 31 43 12 8 GGPS Chak No. 147 47 No student -47 9 GGPS Chak No.153/P 36 No class five -36 Average 31.1 43.1 12.0%

Muzaffergarh Sr #


PEC Results 2010


1 GGPS Geray Waien 0 38 38 2 GGPS Sheikh Wala 13 24 11 3 GGPS Gulab Wala 6 61 55 4 GGPS Mehray Wala 19 66 47 5 GGPS Ahmad Mohana No.1 19 60 41 6 GGPS Ghareeba Abad 19 71 52


7 GGPS Aziz Abad 22 42 20 8 GGPS Nawan Noor Shah 15 32 17 9 GGPS Mehar Pur 6 60 54 Average 13.2 50.4 37.2%

Chiniot Sr #


PEC Results 2010


1 GGPS Chak no 133 jb 34 56 22 2 GGPS Darutta 23 66 43 3 GGPS Kangan Wala 26 69 43 4 GGPS Kot Muhammad Yar 32 48 16 5 GGPS Chak no 126 colony 17 59 42 6 GGPS Jhanb 23 65 42 7 GGES Hersa Sheikh 37 56 19 8 GGPS Norang wala 20 58 38 Average 26.5 59.6 33.1%

School- wise districts’ learning improvement analysis (PEC results 2010 compared with baseline 2008-9) 5. District Wise Reporting Multan: In 2008, Baseline assessment results were very poor only 18.6% students were able to pass the exam which is the lowest passing ratio among the districts in the project. Students were weak particularly in English and Mathematics. The baseline line results highlighted an urgent need to improve content and pedagogy of teachers and in turn learning levels of students. PEC exams results shows greater improvement in the class five results as compared to the baseline results. Students’ results showed approximately 26% improvement in PEC results with the average percentage 18.6 in baseline and 44.7 in PEC Exams 2010. GGPS Chah Banan Wala, GGPS Jalaabad, GGPS Ali wala and Hamid pur Kanora shows greater improvement in current exams administered by PEC.

23 4227 62

922

3251

16 5716 51

19 2410

4415

4918.6 44.7

0 10 20 30 40 50 60 70

GGPS KHOR SAJREE WAYAN

GGPS CHAH BANAN WALA MULTAN

GGPS DAULAT ABAD NO. 1 MULTAN

GGPS DARKHAN WALA SHER SHAH ROAD

GGPS JALAL ABAD MUZAFFAR ABAD

GGPS ALI WALA MULTAN

GGPS SHARIF PURA BASTI SHOR KOT MULTAN

GGPS KHOKHRAN MULTAN

GGPS HAMID PUR KANORA NO 2

Average

School-wise district Multan results of learning improvement Baseline 2008 vs pec 2010

Base Line 5th Board


Rahim Yar Khan: In 2008, Baseline assessment results were poor with average score only 31.1%. Students were weak in English, Science and Mathematics. The baseline line results highlighted an urgent need to improve content and pedagogy of teachers and in turn learning levels of students. The results of class five of district Rahim Yar Khan also shows the improvements in PEC exams 2010 with the average score of 43.1%. Students’ results showed approximately 12% improvement. Results of GGPS Chak no 184, GGES chak no 160 are better in PEC exams 2010 comparatively to Baseline.

4157

24 3323 31

4345

2352

3341

3143

470360

33.4

43.1

0 10 20 30 40 50 60

GGPS Chak No.184/P

GGPS Chak No.182/P

GGPS Chak No.183/P

GGPS Chak No. 130

GGES chak no 160/152

GGHS OLD Sadiqabad

GGPS Chak No.161/P

GGPS Chak No. 147

GGPS Chak No.153/P

Average

School-wise district Rahim Yar Khan results of learning improvement Baseline 2008 vs PEC 2010

Base Line 5th Board

Muzaffargarh: In 2008, Baseline assessment results were poor with average score only 13.2%. Students were weak in all assessed areas. The baseline line results highlighted an urgent need to improve content and pedagogy of teachers and in turn learning levels of students. The results of class five of district Muzaffargarh also shows the improvements in PEC exams 2010 with the average score of 50.4%. Students’ results showed approximately 37.2% improvement. Students’ current performance is well comparatively to baseline assessment results. The performance of the schools included GGPS Mehry Wala, GGPS Gulab wala, Ahmad Mohana no 1, GGPS Gareebaabad, GGPS Aziz abad is well and pleasing.


Chiniot: In 2008, Baseline assessment results of district chiniot were very poor only 26.5%. Students were weak particularly in English and Mathematics. Like other three districts the baseline line results highlighted an urgent need to improve content and pedagogy of teachers and in turn learning levels of students. Students’ performance in PEC Exams 2010 shows the improvement of students learning level with the average score 59.6%. Students’ results showed approximately 33.1% improvement which is very good. Results of the schools included GGPS Jhanb, GGPS Kangan Wala, GGPS Darutta and GGPS Chak no 126 are good in PEC exams 2010 as compared to baseline assessment.

7. District-wise students learning level improvements (PEC results 2010 compared with baseline 2008-9)

34 5623 6626

6932 48

1759

23 6537

5620 58

26.5 59.6

0 10 20 30 40 50 60 70

GGPS CHAK NO 133 JB

GGPS DARUTTA

GGPS KANGAN WALA

GGPS KOT MUHAMMAD YAR

GGPS CHAK NO 126 COLONY

GGPS JHANB

GGES HERSA SHEIKH

GGPS NORANG WALA

Average

School- wise district Chiniot results of learning improvementBaseline 2008 vs PEC 2010

Base Line 5th Board

The districts result shows that students’ learning level is better and they improve a lot. District Chiniot with the score 33.1% and district Muzaffargarh with the score 37.2% show higher improving in students learning in class five. Some schools in district Rahim Yar Khan show improvement only between 2% -9% only which need to be shared and need to focus on it.


No

Districts Improvement level

1 Multan 26.1% 2 Rahim Yar Khan 12.0% 3 Muzaffergarh 37.2% 4 Chiniot 33.1%

Multan Rahim Yar Kan

District Multan Assessment Results Baseline 2008 vs PEC 2010

5th Board44.7

Base Line18.6

Muzaffergarh Chiniot

District Muzaffergarh Assessment Results Baseline 2008 vs PEC 2010

5th Board50.4

Base Line13.2


6. Overall district improvement of students learning (2008 vs. 2010) Learning assessments provide data which helps to diagnose subject based weaker areas in learning, identify teachers who need support in their subjects, and it presents a clear picture of what our students learned and how much successful in achieving learning benchmarks. Assessment is not used only to measure learning but it’s a continuous part of teaching-learning process. Baseline assessment was conducted in three subjects that include Mathmatics, English and G.Science and the results were not good. Students’ performance was poor and they did not perform well in all the assessed areas. They did not attempt the questions which required their ability to recall and apply their knowledge. The overall average result of baseline assessment was only 22.8% of all four districts. The PEC exam 2010 results are much improved overall as compared to baseline assessment in all the target districts. Overall, the average result of all districts is 49.5% which is higher from the baseline average that was only 22.8%. Improvement can be seen in all districts but the performance of district Muzaffargarh with the score 50.4% and district Chiniot with the score 59.6% is very good and scores are higher as compared to other two districts. It can be surmised that the interventions for quality and improved learning environment have yielded positive results as captured by a public third party annual exam of the Punjab Examination Commission (PEC). The challenge is twofold: a) to share the evidence based tracking of children’s learning levels to the Depts of Education of all districts and b) to improve and sustain these results in the future



Documents

Enhancing Girls Enrolment in Remote Areas of Pakistanitacec.org/document/oxfam/Quarterly Progress Reports/8th Quarterly...8th Quarterly Progress Report (March 2010 ... conducted for