Role of NGOS in Development of Education in Rural Areas

7/31/2019 Role of NGOS in Development of Education in Rural Areas

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Submitted bySubmitted by

Arifa ParveenArifa Parveen

Submitted toSubmitted to

Asif HussainAsif HussainResearch OfficerResearch Officer

AEPAMAEPAM

5th 6th Week Training Program on

Educational Leadership and Institutional Management

under ELIM Project

From 11th May to 20th June 2008

ACADEMY OF EDUCATIONAL PLANNING AND MANAGEMENTACADEMY OF EDUCATIONAL PLANNING AND MANAGEMENTMINISTRY OF EDUCATIONMINISTRY OF EDUCATION

ISLAMABADISLAMABAD20092009


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S. # CONTENTS PAGE #

AcknowledgementAcknowledgement ii

IntroductionObjectives

Delimitation of the Study

Case Study

Provision of basic facilities

Review of Literature

External Funding of Primary Education

Targets

Multilateral Organizations Loan

Grants

Bilateral Organizations

Asian Development Fund

Core Statement

Objectives

Current and Projected Levels of Annual Assistance US $in Million

Additional areas under consideration for additionalfunding

Major projects

United Nations Children Fund

Core Statement

Goal

Objectives

Current and Projected Levels of Annual Assistance US $

in MillionSpecific Project

Coordination

Canadian International Development Agency (CIDA)

Core Statement

Objectives

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Modality of Assistance

Current and Projected Levels of Annual Assistance US $in Million

Thematic Area of Support

Major Projects

Conclusion

Recommendations

BIBLIOGRAPHY

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AcknowledgementAcknowledgement

I am grateful to the most Merciful Almighty and Gracious Allah whoseI am grateful to the most Merciful Almighty and Gracious Allah whose

blessing always prevailed up on me during the course of completion of thisblessing always prevailed up on me during the course of completion of this

assignment.assignment.

I am indebted to all those who extended their sincere and tireless supportI am indebted to all those who extended their sincere and tireless support

to me regarding the completion of this report.to me regarding the completion of this report.

I am thankful to Mr Noor Muhammad Ansari, Executive District Officer,I am thankful to Mr Noor Muhammad Ansari, Executive District Officer,

Education, who nominated me for this training course to enrich my professionalEducation, who nominated me for this training course to enrich my professional skills. I am also thankful to Malik Ahmad Nawaz Project Coordinator whoskills. I am also thankful to Malik Ahmad Nawaz Project Coordinator who

executed to workshop in a very successful way and guided us on every occasion.executed to workshop in a very successful way and guided us on every occasion.

The appropriate guidance provided to me by Mr. Asif Hussain ResearchThe appropriate guidance provided to me by Mr. Asif Hussain Research

Officer, AEPAM, Islamabad. He remained a real source of inspiration for me toOfficer, AEPAM, Islamabad. He remained a real source of inspiration for me to

complete the report. I am thankful to him.complete the report. I am thankful to him.

I am also thankful Mr. Tahir Shahzad (Stenotypist) who provided theI am also thankful Mr. Tahir Shahzad (Stenotypist) who provided the

services from core to hearts to computerize to report.services from core to hearts to computerize to report.

(Arifa Parveen)(Arifa Parveen)

Assistant Education OfficerAssistant Education Officer

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Introduction

The present system of education was inhibited from British who rule

undelivered India till 1947, while Pakistan appeared on eth map of the world as s

sovereign state since then attempts have been made to improve and developeducation system to meet national needs.

Education system is counties all over the world are facing increasing

problem on many fronts while one hand the education aspiration population are

growing at fantastic rate, on the other hand there is increasing disillusionment

among the educationist and others over the real effect of the school system on

society and on the individuals.

The structural transformation of Pakistan is economy over the past

decades has been substantial input from external development partner agencies.

The purpose of this study is to review briefly role of NGO's in education by

discussing major project current and projected funding and efficiency of each

NGO one by one.

The aim of support provided by these NGO's in the field of education is to

expand and improve the quality and relevance of basic education and reforms of

education in the prospective of life long education. Several initialize jointly with

the government and non-government agencies focusing on education of female

education, street working children reached and un reached and technical and

vocational education have be undertaken during the last decades.

The census report 2006 along with the related provincial census reportreveals very disturbing phenomena regarding coverage at the primary level out of

total age group 5-9 years 55% never attended education institutions. Similarly

total age group 10-15 years 43% never attended institutions the above referred

gap required a level of literacy that allows them to function with related skills. In

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this context there is need to focus more sharply on strategies to increase the

number of women who acquire and retain it.

In rural areas the literacy among women is half of the above percentage

so this issue also needs urgent attention to meet these challenges a substantial

amount of funds have been allocated for education sector reforms, education for

all and poverty reduction strategies program by the government to improvement.

These programs are linked with plan has been iteratively shared with donor

agencies, NGOs since September 2000, for greater convergence in the program

implementation and resource mobilization strategies.

The study will outline the assistance of international NGO's in education. It

will include both bilateral and multilateral agencies for future support projects.

OBJECTIVES

1. to investigate the role of NGO's in education

2. Role of NGO's in promotion of girl's education

3. NGOs have effect on dropout rate and enrolment rate.4. To explore the advantages and disadvantages of NGO

5. To suggest viable measure for improving the role of NGO in

development of girls education.

Methodology

The research/report being secondary in nature, efforts would be made to collect

maximum information through research journals, websites, books and material received

form the resource parsons. Personal observations views and experience would also be

included regarding policy and planning process in Pakistan.

Case Study

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I was adjusted as assistant education officer (w) Markaz Manawal Distt,

Sheikhupura on 19-5-2005. I visited a number of schools in rural areas. In order

to check determine different problem of academic/physical deficiencies of

professional guideline to the teacher relative education development. I pointed

out various deficiencies namely electricity, water supply, latrine, boundary wall,

furniture, shortage of teaching staff in girls' schools. To over come these

deficiencies I called numerous meeting with villages' parents, elective

representative, teacher discussed in detail the above problems. The communities

give me views in order to solve these problems either to contact

government/donors/ NGO because the expenditure was beyond the reach of the

community

I made the correspondence with NGO Sudhar and also program manager

of NCHD (National Commission of Human Development) in Distt. Sheikhupura.

The program manager promised to donate Rs. 6 lack for year 2006 for

renovation of 3 girls P/S with following condition.

1. The Director work will be carried out through PTA

2. Only renovate girls primary schools in rural area

3. TO provide basic facilities i.e. electricity, latrine etc.4. Provision of furniture

5. Provision of staff

NGO NCHD, Sudhar Alliance, Ali Training Institute training department

agreed with the above conditions and started work in following three girls'

schools.

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1. Govt. Girls Primary School Kot Jugeet Singh

2. Govt. Girls Primary School Gooran wali

3. Govt. Girls Primary School Qila Shabuddin

4. Govt. Girls Primary School Tulanwali

Rs 350,000 was spent on renovation in (03) schools i.e.

Provision of basic facilities

Rs. 210,000 was spent on provision of furniture for 300 students

Rs. 20,000 was spent on stipend.

Rs. 20,000 was fixed for mistress pay for one year.

These three schools were become model for the other schools and

enrolment and the quality of education were increased to high extend. These

schools are playing a pivotal in the development of education in the area.

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Review of Literature

Public private partnership is defined as an arrangement between

government and the private sector in which partially public activities are

performed by the private sector. Because of its emerging nature, there are

varying parameters being used to shape the definion of public private

partnership, particularly for the delivery of public goods. PPP can be defined to

include a number of different mechanisms such as public or government

financing of services (e.g. in the case of education a relevant examples could be

that of schools vouchers for poor children). Public counteracting our services

(such as the training of government teachers by a private institution or

community parent mobilization by an NGO), or producing of services (i.e.

technical assistance) for specialized functions (ranging from text book design t

reform of an examination system) or perhaps on more informal arrangement that

in policy dialogue and planning processes. Additionally the running of parallel

system by the private sector. While it is acknowledged by most partners that the

understanding about the P i.e. partnership is still emerging and reflecting in PPP

schemes. There are already several examples of PPP that have been recognizedfor their success.

Since the 1990's there have been a major shift in the government of

Pakistan' s approach towards delivery of social sector in general and education in

particular. The government recognized that the public sector lacked the

necessary resources and expertise required effectively to deliver education to all,

these fore it sought active involvement of the private sector and civil society

organizations. Such as non governmental organizations (NGOs) and community

based organizations (CBOs) to expand and improve the delivery of education

sector. (Donor support to education P. 24)

External Funding of Primary Education

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The allocation for education had been reneging between 1.5 to 2.1

percent of the GNP against 4% recommended norm of UNESCO for the

developing countries. The government of Pakistan has been constantly

endeavoring to seek assistance from international agencies either in the form of

loans and grants. This section is intended to focus on such external assistance

which was provided for the promotion of primary education in the country. The

major donor agencies which provided technical and financial assistance were

World Bank, Asian Development Bank, United State Agency for Asian

Development, United Nations Children Fund, Norwegian Agency for

Development, and Canadian International Development Agency. The assistance

received form each of the aforementioned agencies as discuss in the

subsequently ESR.

The government of Pakistan on committed to ensure in prove access to

physical asset education, vocational skills, training and other education services

that enhance capital of the poor and enable them to generate income through

asset utilization and gainful employment. The ministry of education has taken or

closed stock of implementation of education sector reforms aimed it bringing

improvement in all aspects of education.

Education sector reforms 2001-2006 is an action plan of education policy

1998-2010. Which was formulated through field based national consultation

exercise. Its participants include the Federal Education Ministry, Provincial

Education Departments as well as ICT, FATA, FANA and AJK. The ESR is base

on long term frame work linked to EFA goals result 2015.

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The main features include sector wide approach for reinforcement of

linkages between sub-sector primary elementary, secondary, technical higher

education non formal literacy. Madaris to eliminate gender and excess gaps and

ensured optimum utilization of facilities minor level reforms in planning and

procedure, institutional reforms at all tires of this government engaged planning

and service delivery commencement of vocational/technical education system at

secondary school level quality insurance public private partnership.

ESR is fully integrated with relevant millennium development goals, it aims

at achieving the sub sector targets by 2005-2006 literacy from 49% to 60% 2005-

2006, Gross primary enrolment rate 83% to 100% net primary enrolment form

66% to 76%. Middle school gross enrolment rate form 48% to 56% secondary

school enrolment from 30% to 45% and higher education enrolment form 2.6% to

5%.

The program concentrates on following seven major areas.

Universalizing of primary education through formal and non formal

delivery system.

Adult and youth literacy Diversification of secondary education through strengthing of

science and introduction of technical or their stream.

Improvement in the quality of education at all levels through better

teachers, upgraded training options, curriculum and textbook

reforms and competency based examination system for promoting

Pakistan as knowledge based society.

Promote public private partnership

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Targets

The ESR Action plan targets are interactive incremental aligned to

emerging national reforms. The ESR targets for each sub-sector 2001-2006 are

given below

Literacy From 49% to 100%Gross primary Enrolment From 83% to 100%Net Primary Enrolment From 66% to 76%Public Private Partnership From 200 to 26000Middle School Enrolment From 47.5% to

55%Secondary School Enrolment From 29.5% to

40%Technical School Enrolment From 100 to 1100Poly technique/mono

technique/

From 77 to 160

Madaris Main Streaming From 148 to 8000Higher Education Enrolment From 2.6% to 0.5%

ESR action plan has been designed and updated through a process

based approach encompassing recent developments in macro reforms and

planning. ESR action plan represents a rethinking of education in Pakistan in

terms of scope, focus resources and delivery options. ESR has created a basis

for six paradigm shifts in education:

1. From primary to sector wide approaches encouraging the formulation

of higher education reforms through the newly established higher

education commission (HEC).

2. From low resource allocation to 15% increase in development budget

2001-2002. Sustained through 2002-03, Rs. 9.2 billion of PSDP from

education ministry and provincial education developments Rs 6.11

Billion from the other division for education and training. This has

increased development expenditures Rs. 15.31 Billion. The figure does

not include private sector provision.

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3. From one dimensional financial planning to multi level financing

mobilized through.

Federal Provincial and District budget

Other division of government including new programs e.g. KPP and

MNA.\MPA funds Zakat stipends

Private sector philanthropists, communities

Grants from donor and expatriate Pakistanis

Loan from donors (soft loans)

One billion US Dollars committed up to 2005-06 in the past three

years. This is a conservative estimate as technical assistance

grants are not fully accounted for. The challenge is optional and

effective spending to reach our collective national targets.

4. From public sector as provider to public sector as arrangement of

services a three paged approach t service delivery public, private and

NGO sector all partners for improved and quality education for all

incentives for private sector, liberalization process and restructuring of

the education foundation.

5. From theories of trickle down to targeting the disadvantage through the

national and provincial poverty reduction strategy papers (PRSPs) as

an outcome based framework for investing in Human development.

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Multilateral Organizations Loan

1. Asian Development Bank

2. Islamic Development Bank

3. The World Bank

Grants

1. International Labor Organizations (ILO)

2. United Nation Development Program (UNDP)

3. United Nation Educational Scientific and Cultural Organization

(UNESCO)

4. United Nation Population Fund (UNFPA)

5. United Nation Children Fund (UNICEF)

6. United Nation World Food Program (UNWFP)

Bilateral Organizations

1. Australian Agency of International Development (SUS AID)

2. Canadian International Development Agency (CIDA)

3. Department for International Development (DFID)

4. European Commission (EC)

5. Generllschaft for Technische Zusammenarbeit (GTZ)

6. Japanese International Co-operative Agency (JICA)

7. Norwegian Agency for Development (NORAD)

8. United States Agency for International Development (USAID)

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Asian Development Fund

Core Statement

Promote social capital formation by raising literacy and schooling levels for

social and labor mobility and for wider educational opportunities.

Objectives

To promote knowledge and skills for human development, training

infrastructure necessary to help decision makers and stakeholders develop high

quality education programs for girls for effective implementation.

Current and Projected Levels of Annual Assistance US $ in Million

2004 2005 2006 2007 2008 2009 Total78.2 45 45 40 40 45 293.2

Duration of Current As per Loan Agreement for eachproject

5-6 YearsAgreement with GOPProjected level of funding $ 293.2 Million

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Additional areas under consideration for additional funding

The above projected level of assistance also includes these additional

areas

1. Decentralized social services, Punjab 2004-2008. Proposed loan ($150

Million) is scheduled for approve in 2004. 40% of the money will be for the

education, particularly secondary education/.

2. Skills development technical education, Balochistan and NWFP 2004-

2009. Proposed loan ($ 25 Million) is scheduled for approval in 2004.

3. Decentralized social services, Balochistan 2005-2009. Proposed loan ($

Million) is scheduled for approval in 2005. About 40% of the money will be

for education.

Major projects

1. Middle school project

2. Technical Education project

3. Second girls primary education project4. Second science education sector project

5. Decentralized education project (Sindh)

6. Skills development/technical education project Balochistan and NWFP

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United Nations Children Fund

Core Statement

The overall goal of primary education program is to champion access to,

and completion of the quality basic education especially for girls.

Goal

The overall goal of primary education program is to champion access to,

and completion of the quality basic education especially for girls.

Objectives

1. The access to primary education project aim to assist government efforts

to achieve enrolment of 80% of girls and successful completion of primary

education in 20 districts by 2009. UNICEF will also support the provincial

education and coordinating support the provincial departments of

education in developing sector strategies, which prioritize girls education

and in coordinating support of development partners.

2. The quality of education project will improve learning outcomes of all

children in the 20 districts by promoting child friendly school.

Duration of Current Agreement

with GOP (If applicable)

2004-2008

Modility of Assistence Grant

Projected level of funding $ 14,600 Million

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Area 2004 2005 2006 2007 2008 TotalPrimary

Education

2.920 2.920 2.920 2.920 2.920 14.600

Specific Project

Title of the Project: Primary Education

Thematic area of support:

Access: Increase girls' enrolment at primary level education in 20 District a

minimum of 50% MLA completion of primary schooling increased schooling rates

for girls in primary school in 20 districts.

Coordination

Established effective coordination mechanisms for accelerating Girls'

education under the umbrella of EFA activities at Federal and Provincial Levels

(Federal Mechanism to include MOE, Ministry of Social Welfare, and other

relevant line Ministries, Provincial mechanism to include DOE, DOSW, and

relevant NGO's)

Canadian International Development Agency (CIDA)

Core Statement

Geographical

Coverage

20 District

Punjab Sargodha, Sheikhupura, Mianwali, Rajanpur, Kasur,and Rahim Yar Khan

Balochistan Pishien, Sibi, Kalat, and KhuzdarNWFP Abbotabad, Hungu, Swabi, and Upper Dir

Sindh Thatta,Sanghar, Mir Pur Khas, KhairpurAJK Bagh and MuzaffarabadFATA One district to be determined

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To contribute to poverty reduction and sustainable development support

for democratic local governance social development and gender equality.

Objectives

To improve the quality and delivery of basic education, especially for the

female population and to increase access to education by the poor.

Modality of Assistance

Bilateral grand debt conversion, small grants to civil society


2002 2003 2004 2005 2006 Total470,000 569,000 708,000 1,200,000 2,500,000 5,447,000

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Thematic Area of Support

Education Sector Policies and reforms

Education Sector financial and Planning

Geographic Coverage NationalStart and End Date Jan 2002, to Feb

2005Life of Project Funding US $ 194,000

Major Projects

1. Community Model Primary School and Health Training for TBAS

2. Community Development through Applied Education among Girls

3. Sustainable Literacy Program

4. Women Improvement through Literacy Gender and Rights with Education

Development in Hunza Schools

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Conclusion

The donors are playing a positive role in our education system but we

should not look always for the loans/aids. We should utilize our budgetown resources in proper way.

Transfer of technology usually did not take place while implementing the

donor assisted projects it is evident from primary education projects in

Balochistan and NWFP sponsored by World Bank.

After completion of project the government usually does not fulfill its

commitment for sustainability of the project activities due to the lack of

funds under recurring heads.

The chronic problems of under financing education both as proportion of

total government expenditure as well as proportion of GNP has adversely

affected the department in education. It only continuous to grow in

quantitative term. The foreign funds from the beginning were sought only

for the development expenditure but Pakistan is moving fast towards a

situation these the non development expenditure will leave to be covered

under loan or grant in aid Projects.

Usually the objectives for lending money are not achieved because of

more assumptions made at the stage of developing the projects slow face

of implementation, irregular, financial supply, political pressure.

The lending agencies by and large are quite benevdent in providing loan

to developing countries and success of each loan is measured by the

amount of loan provided and not necessary that result it achieved.

In other words the donor measures the success of employees by lending

largest and not by effective utilization of each loan. The developing

counties welcome ready flow of cash which could at best maintain and

status_quo of a particular solution. The purpose of development is hardly

served. The donors always put conditions of the availability of loan but

these conditioning are usually not kept in high regard by the leaders yet

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the agencies kept giving money to them. Most of the donor agencies have

little credibility in term of canceling loans or not coming through with follow

up loans which made it much easier for the borrower to obtain the loan.

This usually happens with the most of the projects. It seems possible that

employees of the donor agencies are under premium of the money.

Because the lending agencies interest loans in handling out as money as

possible and can exist much influence on the countries for political genus.

This is not to say that all loans and grants go waste. No doubt some

projects have benefited the leaders but it is very limited.

Recommendations

In this situation what are the options for the government of Pakistan can

we stay away from large debt? The answer is yes but how the foreign loans

must not be obtained in future. These projects which are underway in education

Foreign loans must not be obtained in future. These projects which are

underway in underway foreign loans should be completed as per schedule and to

be saved from escalation cost. The flow and use of foreign assistance should be

regulated in such a way that it conforms to the national priorities and ensure itsefficient and meaningful utilization.

Donor should work with the education not for the education.

The loans should be utilized on the partnership basis.

These should be double check monitoring system, work enclose

concentration with Govt. as well as with the benefactors so that among the

implementation the bottle neck may be minimized.

The government explores those agencies which provide assistance in the

form of grants in aid instead of loans.

Education should be decentralized and all administrative responsibilities

and involve communities. This is not only describable but imminent

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because it will decrease the financial burden of the provincial government

and motivate communities to participate.

Education should be declared as an industry hence it could be developed

as an quicker face. The education developments banks should be

established to provide the loans for the promotion of education. The

priority should be established to provide the loans for the promotion of

education in rural areas especially for female at time of granting.

It is observed that foreign funded projects suffered delays because of

procedural formalities. It is necessary that a through management study of

the practices of financial control.

The parameter to measure the internal and external efficiency of the

system should be identified specially for foreign funded projects. Literacy

rate may by gender in Pakistan 60.

External Development Assistance in the Education Factor

Donor Year US $ MillionThe World Bank 2004-07 650 (Credit)

ADB 2002-09 338.58 (Credit)IDB 2002-06 100EC (European Union) 2002-08 85.566CIDA 2002-06 49.6JICA 1997-06 43.7GTZ (Germany) 2004-08 430358DFID (UK) 2001-04 13.396

AUS Aid (Australia) 2003-06 2.4WF P 2004-08 52UNICEF 2004-08 14.6ILO 1999-5 11.437

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BIBLIOGRAPHY

Ministry of Education, Government of Pakistan, 2004, Directory of Donors

Assistance of Pakistan Sector

Ministry of Education, Government of Pakistan, 2004, Foreign Funding of

Primary Education Report 1989.

MSU (2002) Inventory of Investment and Technical Assistance in Education

Sector Funded by Development Partners

Ministry of Education, Government of Pakistan, AEPAM and Federal Bureau of

Statistics, 2005, National Education Census, Punjab

Development of Education in Pakistan 1986-88.

Financing of Education in Pakistan, Ministerial Meeting of South Asian EFA from

21-23 May, 2003.

Foreign Funding of Primary Education by Sarfaraz Khawaja

Documents

Role of NGOS in Development of Education in Rural Areas