Idara-e-Taleem-o-Aagahi (ITA)
The Institute for Professional Learning (IPL)
(affiliated & HEC recognized)
South Asia Forum For Education Development
Rethinking our Work
Sharing 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
3
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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
4
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ITA 2000 - 2010 - Multiple programs tested portfolio
expanded, toolkits built; forged alliances
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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
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In 2010 December IPL will begin a 3 year journey
towards degree awarding status
6
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2000 2008 -
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2009 -
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IPL
ITA Established – Service Delivery/Innovations
South Asia Forum for Education Development
(SAFED) Registered
Institute for Professional Learning(IPL)Affiliated & HEC registered 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 2006/8
a regional learning/alliance belt
www.itacec.org
www.safedafed.org
www.ipl.edu.org.pk
7
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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
8
Mobilizing Outcomes Based Action & Governance
through Citizens Led Initiatives in Pakistan
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 Ahead
3. School ki Kahani Shehri Ki Zubani – School
budget tracking 2010 -2015
9
Program Title
No. of
Outreach
Districts
Children
Covered (+)
ASER 2010 2015
30 -138
1 million
+children
US $ 5 million
Year 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
Total
700 schools
4 million
Budgets
2010 – 2015
US $ 5 million
Year 1 = 1 million
US $ 17.5 million
Annually = US $
3.8 million
10
11
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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
12
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 EmergenciesEmbedded in linkages with :
higher education, gender and partnerships
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13
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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 & Pratham
came 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
14
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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
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For its first round in 2008, ASER Pakistan
conducted in 11 districts (Phase I) from 2
provinces and Islamabad Capital Territory - .
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ASER Pakistan 2008 totally self –financed by
partners, NGOs and volunteers
15
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 level
To
measure change in these basic learning
and school statistics over time- annually
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.
PEC is a provincial initiative of
the government of Punjab.
ASER Pakistan 2008 a household
based citizens led survey to
measure reading, comprehension
and numeracy skills for children
between the ages of 3-16.
Established in 2006 to address
the Quality Challenge.
PEC is an autonomous body to
administer examinations for
NEAS /its provincial centres
grades 5 and 8 in all subjects of
conducted 3 rounds of subjectboth public and private schools.
based assessments
It is mandatory for the public
sector and assisted private
NEAS is a sample-based national schools to appear in PEC exams.
assessment for grades 4th and
grade 8th in four subjects:
To date three rounds of
Language, Mathematics, Science, assessments have been held in
and Social Studies.
2006, 2007 and 2009
(www.pec.edu.pk).
(www.neas.gov.pk).
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.org
www.pratham.org
www.asercente.org
17
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A National Preparatory Workshop for ASER held in
Lahore Aug. 2008.
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Tools tested, adapted, translated, peer reviewed and
finalized Aug.- Sept. 2008 (ASER Centre India also
provided feedback)
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Provincial level workshops led by SAFED’s team Sept.
2008
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District level trainings October – November 2008

ASER Pakistan conducted November – December
/January 2008-2009
18
•Learning
level
•Reading
- letters; word; para; story (Class 1&2) Arithmeticnumbers (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
20
ASER Pakistan 2008 - Rural
FINDINGS
21
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
Sr #
Province
District
1
Lahore
2
Sheikhupura
3
Multan
4
5
Punjab
Jhang
Rawalpindi
6
Rahim Yar Khan
7
Mianwali
8
Faisalabad
9
Sub total
8
ICT
Islamabad
Sub total
1
10
Khair Pur
11
Dadu
Sub total
2
TOTAL
11
22
Sr #
Province
1
2
3
4
5
6
7
8
Lahore
Sheikhupura
Multan
Jhang
Punjab
Rawalpindi
Rahim Yar Khan
Mianwali
Faisalabad
Sub total
8
30
30
30
30
30
30
30
30
240
600
600
600
600
600
600
600
600
4,800
Children
Surveyed
1,367
1,199
1,430
1,823
1,419
1,565
1,631
1,631
12,065
9
ICT
Islamabad
30
600
1,232
0
1
Khair Pur
Sindh
Dadu
Sub total
2
TOTAL
11
30
600
28
560
28
560
56
1120
326
6,520
1,232
1,539
1,888
3,427
16,737
0
28
19
47
287
Sub total
10
11
District
Villages
HH
Schools
30
30
30
30
30
30
30
30
240
In ASER Pakistan 2008 , 16737 children and 6520 households were
surveyed in the rural areas during this survey in these 11 districts 23
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)
24
Age
Group
PreSchooling
(%)
3-4
Schooling Status
(Class 1 - on ward) (%)
Out of School (%)
Total
(%)
Governm
ent
Private
Madrassa
h
Others
Dropout
Never
Enrolled
29
10
7
1
1
0
52
100
5-9
7
62
20
1
1
1
9
100
10-12
0
72
18
1
1
4
5
100
13-14
0
66
17
1
0
10
6
100
15-16
0
62
14
1
0
17
6
100
3-16
5.7
60.7
17.3
0.6
0.7
3.8
11.2
100
85
76.5
21.8
15
0.8
In-School :
85%
Govt. Schools:
76.5%
Madrassah/Others : 1.6%
100
0.8
Out of school:
Private Schools:
15%
22%
25
Gender: Out Of School Children
Gender : By Type of School
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
26
•
•
•
•
•
•
•
•
•
•
•
•
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
27
Who Cannot Read (%)
Age Group
Who cannot do Arithmetic (%)
Paragraph
Story
Subtraction
Division
5-9
72
88
80
94
10-12
13-14
15-16
30
19
16
51
34
27
42
23
21
68
42
36
5-16
49
65
54
73
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)
28
1
2
3
4
Beginning /
Nothing (%)
28
9
5
3
Letter
(%)
41
28
16
9
Word
(%)
22
34
31
20
Para
(%)
5
20
31
33
Story
(%)
4
9
18
35
Total
(%)
100
100
100
100
5
2
5
14
25
54
100
6
7
1
0
3
2
9
7
19
16
67
75
100
100
8
1
0
4
12
82
100
Class
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-II
Learning 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
29
Class
1
2
3
4
5
6
7
8
Beginning / Numbers
Nothing (%) 1-9 (%)
30
35
9
26
5
14
3
8
2
5
1
3
1
3
1
2
Numbers Subtraction
Division (%) Total (%)
11-99 (%)
(%)
27
4
4
100
39
22
4
100
39
29
12
100
28
37
24
100
20
34
39
100
14
29
53
100
10
24
62
100
5
18
74
100
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 carry
Arithmetic 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
30
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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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Children attendance
Teachers Attendance
PTR
•
•
Std 1-5
79%
75%
49
School with
Std 1-8
Others
72%
72%
82%
76%
39
29
Average
74%
78%
39%
Teachers Attendance is over all 78%
Primary level 75%;
Elementary : 82%
Children’s Attendance overall : 74%
Primary level 79%;
Elementary level 72%
32
Schools with
Std 1-5 Std 1-8 Others
Number of Schools Visited
220
44
23
Average No. of Rooms Available for Classes
Average No. of Rooms Used for Classes
Water Facility (working) %
Water Facility (not working / not Available) %
Toilet Facility (Working) %
Toilet Facility (not working/ not available) %
4
3
69%
31%
58%
42%
6
5
77%
23%
73%
27%
9
7
74%
26%
71%
29%
Primary Schools
• 31% schools at primary level are without water facility,
• 42% schools are without toilet facility
Elementary Schools
• 23% schools at Elementary level are without water facility,
• 27% schools are without toilet facility
33
34
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
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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)
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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
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A big demand for ASER Pakistan only if it is predictable and
regular – influenced largely by what ASER India has been able to
achieve
36
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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
37
Annual Status of Education Report
(Rural)
ASER Pakistan 2010
PROPOSAL -1
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.
42
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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 -
43
A
#
1
1.1
1.2
1.3
1.4
Activities
Phase I (Piloting of ASER Tools)
Preparation of survey instruments/Tools
Piloting of survey instruments
Preparation of instruction manuals
Identification of partners
Budgeting and planning for each Provincial
calendars
Printing of instruction manuals & Tools
Phase II (Training & Survey)
Identifying sampled villages
National workshop
Province level trainings
district level trainings
Survey
Monitoring of survey
Survey recheck
Phase III (Data Processing & Report Writing)
Data entry process
Data cross checks
Data crunching
Draft report
Phase IV (Dissemination)
National release (Provisional Report)
Province wise release & dissemination
District dissemination
Phase V (Final Report)
Final report
Apr10
May- Jun- Jul- Aug10
10
10
10
Sep10
Oct- Nov10
10
Dec10
Jan11
Feb11
Mar11
Apr11
1.5
1.6
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
3
3.1
3.2
3.3
3.4
4
4.1
4.2
4.3
5
5.1
6 Governance and Fundraising
6.1 Fundraising
6.2 Monitoring and tracking of progress
44
Phases
Year 1
Years
(May 2010
to
April
2015)
20102011
Year II 20112012
Year III 20122013
Year IV 20132014
Year V 20142015
Numbe Number
r
of of
district villages
s
30
70
138
138
138
Numbe No
of #
r
of Children
Schools
HHs
Public
private
each)
of
&
(1
900 18000
54000
1800
2100 42000
126000
4200
4140 82800
248400
8280
4140 82800
248400
8280
4140 82800
248400
8280
45
Years
Districts
Budget in
Rs.
Budget in
US$
Year 2010
Year 2011
30
70
Year
Year
Year
Year
12,852,000
28,115,798
153,000
334,712
138
138
138
138
43,876,175
51,328,206
59,123,558
69,276,931
522,335
611,050
703,852
824,725
264,572,668
3,149,675
2012
2013
2014
2015
Total
ASER Centre to be established at IPL for Policy Research & Training on
Learning & Assessment US $ 1.5 million
46
Proposals II & III
II.
Chalo Parho Barho
III.
School Based Budget Tracking
47
A Citizens’ Campaign For
Quality Education For All
Pakistan
2011-2015
CHALO
PARHO
BARHO
ITA works with
public sector institutions for
Educational transformation
and providing a voice to the excludedin
Pakistan and the entire region
LET’s READ & MOVE
AHEAD
SUPPORT FOR
IMPROVED LEARNING
OUTCOMES
In Pakistan
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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
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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 !
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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
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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
Multan
High
Middle
Primary+Mosque
Total
Female
Male
Total
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99
135
107
90
197
741
577
1318
884
76
1650
Total Schools Multan District = 1,650
Source: PMIU 2009
Total Number of Children Targeted = 1,650 x 150 Children per School = 247,500
Costs Per Unit/School for Five Months –Annual Rs. 20,000 + 5% or Rs. 21,000
Volunteers:
Rs. 10,000
Materials :
Rs. 4,000
Motivational Signage:
Rs. 1,000
Monitoring & Support :
Rs. 5,000 (Rs. 1000 per month)
Program Overheads :
5% of total (incl. Training/Material Dev. Reports)
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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.
2.
3.
4.
5.
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)
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
Collecting and widely disseminating data related to planning processes,
resource allocations, expenditures and institutional arrangements for
service delivery with new technologies
Prepare toolkits on micro – school/community based budget tracking
and capacity building (pre-tests/ finalized)
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.
7.
8.
9.
10.
11.
12.
Build capacities for primary/secondary stakeholders to effectively
participate in planning and resource tracking and informing policies and
decisions
Publish simple school and district report cards on budget tracking and
performance for wider dissemination and citizen action
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.
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
Feed the entire program into the policy/legal/implementation measures
for Articles 25 A and 19 A at the national and provincial levels
Social Marketing/Communication undertaken rigorously throughout the
budget cycle at district, provincial and national level in a campaign mode
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
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Program Team - Lahore/Islamabad
◦ 12
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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
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Synergies of three initiatives
◦ ASER Pakistan
◦ Chalo Parhain Barhain
◦ School Based Budget Tracking
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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
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Chiniot
◦?
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Multan
Rahim Yar Khan
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Bands
C1
Career Level
COO
D1
B1
Senior Most
Senior
B2
Mid Career
B3
Beginners and Mid
Career
B4
Beginners and Mid
Career
B5
N/A
N/A
Designation
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Chief Operating Officer (COO) [Currently Not
In Place]
Directors [Currently Not In Place]
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Senior Program Managers
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Regional Program Managers
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Program Managers,
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Program Coordinators,
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Project Managers
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District Managers (With more than 3 team
members)
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Department Heads
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Assistant Program Managers,
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Assistant Project Managers
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District Managers (With 3 or less team
members)
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Education Promoters,
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Cluster Coordinators,
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Supervisors
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Support Staff – Full Time
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Support Staff – Part time
Salary Structure
Minimum to Maximum
90000 to 100000 <
72000 to 90000
45000 to 72000
25000 to 45000 <
15000 to 25000
7000
to 15000
7000
2500
to 10000 <
to 5000 <
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Expanded local Advisory Board
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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 20022008
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
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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
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