Aga Khan Education Service, Pakistan
Education Development and Improvement
Program (EDIP) Gilgit-Baltistan
2011-2015
Map of Gilgit Baltistan
Gilgit Baltistan
GILGIT - BALTISTAN
HISTORY
• Location: Northern Eastern part of Pakistan
• Area :72,490 square kilometers
• Geographically consist of fragile, high mountain environment and extreme
climatic conditions
• It is surrounded by four of the world’s greatest mountain ranges the Hindu
Kush, Himalayas, Karakoram and Pamir
• It has one hundred and one peaks above 7000 meters including Nanga
Parbat and K-2. About half of the area is located above 4500 feet.
• Administratively, has been divided into seven units called districts of
Diamer, Ganche, Astore, Skardu, Gilgit, Hunza/Nagar, and Ghizer
• Agriculture and livestock is mainstay of nearly 90% rural population. Only
2% of the total area is cultivable
• Total of 650 small and widely scattered villages with 30 to 600 families
residing
• The 1998 census reflected 2.42% growth rate
• Female population is 48%.
Challenges
CHALLENGES
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The presence of a difficult terrain comprising the snow-clad
mountains and rivers, coupled with unfriendly climatic conditions and
an undeveloped communications
infrastructure confront the local population with numerous challenges.
23 percent of population live below the poverty line.
The per capital income in Gilgit-Baltistan was PKR 7,500 per year.
Literacy rate in the Gilgit-Baltistan is 44%.
CHATOORKHAND
Chatoorkhand
• Chatoorkhand is the capital of Ishkoman. a high mountain valley in the Hindukush and
Karakorum mountains in northwest region of Gilgit
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Administratively, Ishkoman valley constitutes Tehsil of Ghizer District located at a range
of altitudes, from 7,000 to 12,000 feet (2,100 to 3,700 m).
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The valley consists of 20 villages, with a total population of 30,000 inhabitants.
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Three major languages are spoken here: Wakhi, Khower,Shina, and Burushaki.
Challenges: Among the numerous challenges hampering the efforts to improve education,
inadequate resources, sectarianism, lack of political will and inadequate accountability
mechanisms at various levels have resulted in the disintegration of education process in the
public system.
Purpose
of Research
PURPOSE
OF RESEARCH
Purpose of Study:
• Observe and document distinctive features that contribute to the
effectiveness of the AKESP –LRS programme in Gilgit Baltistan that works
closely with marginalized communities to provide support to young
children and families;
• To collect information on specific forms of linkages that are formed
between programme and communities; highlight key characteristics/
factors and know how and why these support effective practices; and
• Identify potential areas for further strengthening of the programme
Sampling
1) Learning Resource School principal, 04ECD
teachers, parents (20), 04 VEC members
2) Cluster school Govt High Sec School principal,
01 ECD teacher, 05 parents, 05 SMC
members
3) Cluster School NEF Principal, 01 teacher, 01
member of community society
RESEARCH QUESTIONS
Research
Questions
Research Questions
(General)
– What are the characteristics of the community / context in which AKESP
programme operates?
– What is the nature and scope of the programme?
– What is / are the intended purposes of the programme?
– What is/ are the intended outcomes of this programme?
– What are the perceived benefits of this programme (programme staff &
management; parents / caregivers; community leaders; funders; policy
makers)?
What are the observed outcomes / benefits of this programme (what do you
see as being beneficial to children & communities; what do you see as
potentially detrimental)?
– What are the factors that contribute to effectiveness of this programme?
– What current (and potential) programme-community linkages are (could be
better used in) supporting programme effectiveness?
RESEARCH DESIGNS
Research
Design
Researchers based within the communities for a period of 4
weeks in two phases . During this period, researcher worked
closely with programme staff to become familiar with the
programme and community to get in depth understanding of
linkages and gain access
First week: to make inroads, get comfortable, become accepted
by communities and programme staff);
Two weeks: Researcher engaged in intensive data collection
(interviews with key stakeholders principals ; observations; FGDs
with ECD teachers, ECD parents & members of community
councils ; meetings with Teacher educators , home and
community visits, followed by continuous data recording and
documenting , based on the key research questions.
RESEARCH METHODOLOGY
Research
Methodology
Case Study to uncover contextual features that contribute to (or present
barriers to) effective early childhood programmes in order to better
understand ways in which inclusion, sustainability and equity built into early
childhood programmes, particularly those that are serving children in ‘hardto-reach’ contexts (geographically remote, marginalized, etc.).
Steps:
1. Developing tools
9 Re-interviewing
2. Consent taking
10 Home visits
3. Careful for Ethical Values
11 Anaylising Data
4. Rapport building
12. Searching Themes
5. Listening to researches
13. Statistical Analysis
6. Video taking
14. Qualitative Analysis
7. Note taking
15. Conclusion
8. Transcription
16 Reporting
.
CONTEXT OFof
CASE
STUDYStudy
Context
Case
Amongst the three education providing agencies in Gilgit-Baltistan namely
• Government Education Department,
• Aga Khan Education Service, Pakistan (AKESP) and
• Private schools system
Government Education Department is the largest catering to the needs of almost
70% school-going children. Total number of government (i.e. formal, informal and
Madarassa) schools at primary level is 1,297, out of which, 208 are girls’ schools. At
Middle level there are total 244 schools; out of which 74 are girls’ schools. At the
Secondary level the total number of schools is 142 out of this total 37 are girls’
schools.
AKES,P network of schools, catering to the needs of 12 % school-going children
primarily dedicated to female education.
Aga Khan Education Service, Pakistan started functioning in 1946 in Northern
Areas of Pakistan now known as Gilgit-Baltistan. It was in 1960s when emphasis
was given to girls’ education and in 1980s AKES, P established premier institutions
such as AKHSS Hunza, AKHSS Gilgit, AKHSS Gahkuch and Aga Khan School
Sherqilla .
INCEPTIONof
OF ECD
ECD BY
Inception
byAKESP
AKESP
• From 2007 to 2011 through “Releasing Confidence and Creativity
Program” (RCCP), AKES, P focused on Early Childhood Development (ECD)
initiatives.
• In 2010, AKES,P, with the support of Aus-AID and technical support of AKF,
partners launched Educational Development and Improvement
programme (EDIP).
PROGRAMME APPROACH
Programme
Approach
• Building on the experience and learning of past interventions, the EDIP took
up a Whole School Improvement Approach (WSIA)
• A cluster-based approach was followed to develop field-based supportive
networks.
• The structure also allows for the development of one base school in each
cluster to reach a higher standard of quality and work as a central hub of
quality.
PROGRAMME
MANAGEMENT
Programme
management
The Management structure
AKF(P)
AKESP
EDUCATION
CSRC
AKU-IED
NOWPDP
AKPBSP
FOCUS
AKU-HDP
GOVE
RNME
GOVE
NT
RNME
SCHO
GOVE
NT
OLS
RNME
SCHO
GOVE
NT
OLS
RNME
SCHO
NT
OLS
SCHO
OLS
GOVERNMENT
SCHOOLS
DEPARTMENTS /
INSTITUTIONS
COMMUNITY AND PRIVATE
SCHOOLS
EDIP GOALS
OBJECTIVES
EDIP
GoalAND
& Objectives
Goal
Objectives
• To contribute to the overall socioeconomic development of GilgitBaltistan
• To enhance access and equity for
education in the target districts of GB
• To improve the quality and relevance
of education:
• To strengthen governance and
management
MONITORING MECHANISM
Monitoring
Mechanism
Formulation of Steering Committee
Program
Team
• Develop Work
Based Plan
• Execute the desired
activities
COMMUNITY
CommunityENGAGEMENT
EngagementSYSTEM
System
A COLLABORATIVE
PROCESS
A Collaborative Process
National Council
Decision Makers
Regional Council
Approval, coordinator
Local Council
Monitoring & support
Village Education
Committee
Implementers/
Reporters
All these committee members are representatives of the
community, work as volunteers for a period of 2 years & are
being nominated by the community . Each committee have
several social welfare departments functioning with prime
objective of socio- economic development of the people of Gilgit
Baltistan.
They follow Top to Bottom Approach, all matters first brought to
NC which is a decision making body for discussion & approval.
VEC was the final implementation body.
Memorandum of Understanding Signed between the LRS & VEC
to support schools in all matters related to parental involvement,
child enrollment , absenteeism, fee payment & child
performance.
VEC works in close contact with school heads and also have
representations in thee Steering Committee.
EDIP
Cluster
Based
Model
EDIP
CLUSTER
BASED
MODEL
SOME IMPORTANT FEATURES OF THE CLUSTER
BASED MODEL
• Whole School Improvement Approach (WSIA)
• School based model in which teachers within schools and clusters learn
and work together
• Central importance is given to teachers’ knowledge, students’ learning and
realities of classrooms
• LRS as a hub of resources for the cluster schools
• TEs are based in each cluster to give intensive support to the schools
(close monitoring, proper follow up)
• Frequent professional development opportunities for teachers
(workshops/sessions)
• Close working relationship and support mechanism from the government
education department
Cont.…
CONTD..
• Implementation of 04 years ECD model
• 02 teachers system in ECD classes
• ICT, Library, school building, improved teaching and learning practices are
as a source of motivation for communities and students (enhanced
enrolment)
• Role of TES as supporting factor both for academics and administrative
activities
• Financial support to the needy students for the retention of students
enrolment
• Positive competition amongst schools
EDIP INTERVENTION
EDIP Thematic Areas
Professional Development
Conducive Learning Environment
Early Childhood Development (ECD)
Female Human Resource Development and financial support to needy
students
Community Involvement
Adult literacy centers
Students Learning
Exit strategy
EarlyEarly
Childhood
Development
Childhood
Development(ECD)
(ECD)
Teaching in ECD classes
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High Scope Approach
Integrated Curriculum (Thematic)
Routine Time Table
Holistic Development Focus
Student Centered
Activity Based Teaching (Learning Corners)
Social skills
Informal Assessment system
Systematic Recording & Reporting
COMMUNITY ENGAGEMENT
Community
Engagement
Community Engagement:
Different types of Local Level Institutions (LLIs) engaged for
community mobilization. In AKES,P schools there are Community
Based Education Societies (CBESs), WCBSs and mothers are also
involved.
The government works with School Management Committees (SMC).
Mother Support Groups (MSGs) were set up in 150 Government
Schools with the assistance of a UNICEF project, and this deemed to
be a good initiative and Institution to tap.
Partners felt that CBESs, SMCs and MSGs should be the main LLIs with
which EDIP works, although Parent-Teacher Associations (PTAs) are
also present in some schools.
Community
Involvement
COMMUNITY
INVOLVEMENT
• Meetings with VECs/SMCs/parents.
• Celebrating Mothers & Parents days
• Inviting community to participate in different events such as;
Pakistan Independence Day, Hand wash day, Teachers day and
science and arts exhibitions etc.
STRATEGIES
OF of
COMMUNITY
INVOLVEMENT
Strategies
community
involvement
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Signing off official agreement
School & VEC aware of roles & responsibilities
Answerable for actions
Involvement of CBES ( WBES, MES)
Frequent meetings with school heads / community
Official agreement (SOPs) for all ( VEC, SMC, PTA)
Representations in ‘Steering Committee
Active Involvement
Advocacy Campaign (Joint effort)
Lectures at religious places (Joint efforts)
Door – To- Door monitoring
Active participation of parents in child learning and school events
Community based Meetings and speeches from Teacher Educators
Awareness sessions (Health & hygiene) for mothers
Literacy sessions for parents / mothers
Significant Observations
SIGNIFICANT OBSERVATIONS
Thematic Discussions based on Findings and Documentation
The themes identified and discussed in the paper is an attempt to understand the key
characteristics of the programme
SECTION A) Theme 1 Understanding EDIP early childhood programme.
SECTION B) Theme 2 The perspective of collaboration, the role of family/ community and
stakeholders for purpose of provision of early year services
SECTION C) Theme 3 Curriculum and practice stresses the dynamic nature of early education
and to move away from prescribed curricula to ‘learning frameworks’ based on the principles
of development, learning and pedagogy with emphasis on the active and interactive nature of
early learning. The paper outlines the synergy creating strategies to blend early education into
existing education system by practically and conceptually supporting the philosophy of ‘Holistic
Development’.
SECTION D) Theme 4 ‘Towards Effective Learning’ emphasis the practices to support the
development of whole child and to focus on how to support effective learning. The section
highlights the role of adults in supporting children to be competent and masterful learners
from the earliest age.
SECTION E) Theme 5 Professional development for early child education discussed how well
educated early years practitioners can contribute to and sustain quality early education which
in turn yields positive short and long term impact for children. The concluding comments clarify
and summaries the key learning/ messages across the paper.
Contd.Key Aspects
1)Children interaction and Quality of Learning, 2)Social competences and
positive approaches to learning, 3)Learning is a social process ,4) Emotional
wellbeing and communication skills,5) Cognitive and general knowledge,
6)Developmentally Appropriate mixture of education and care,7)Effective
Learning Environment, 8)Teachers Observing children in action provide
experience and environment that facilitate learning, 9)ECE and Policy
development measures building upon ‘Equity’,Early Year services and role of
private organization, 10)Demand for early Education service increased , 11)
Increased access, affordability & quality of ECE environment settings for
children, 12)Changes in Structural and Conceptual adjustments for ECE
system, 13)Teaching Practices reflect the sensitivity of child development,
social context and active, interactive nature of early learning, 14)Emphasis
on meta cognitive dimension influences academic development,
15)Recognizing the importance of development pedagogy, as well as
curriculum for effective early education is a challenge
Noteworthy Practices of AKESP EDIP Early Child and Development
Programme
Continue
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Valuing the Importance of Diversity and Equity and its Impact on Children of Early
Years
Facilitate collaboration between Government and AKESP to promote and build early
childhood capacity teachers.
Create purposeful ECD environment spaces for learning and support within existing
settings that are suitable for families with young children
Foster relationships among and between families and teachers spanning early
childhood settings
Early childhood practitioners play vital role in supporting impartial learning and
development outcomes for children.
.Early childhood practitioners build strong and respectful partnership with families
and communities in order to provide the best support for learning and development
Early childhood practitioners’ assertiveness towards diversity touches children’s
wellbeing, self- esteem and academic outcomes.
Attention
aspects
ATTENTIONseeking
SEEKING ASPECTS
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Design activities specifically target reasons for children not being in school
Improve ECD interventions in Govt . Schools
Awareness for parents considering their children to be too young;
A lack of awareness of the importance of quality ECE or female education among Govt.
Community based school teachers
More Emphasis on Inclusive education interventions with the aim to target parents who
think that education may not be appropriate for children with disabilities or girls, or that
the school would not be able to cater for children with special educational needs, or
have the necessary infrastructure to enable disabled students to access education
Financial: While AKES, P attempted to make sure its schools gradually become more
self-sustainable; commitment from other sectors in the form of agreements were made
so that e.g. Additional teaching staff for the early years (ECD) will be maintained,
beyond the life of the Programme. It is anticipated that the results of the Programme
will enthuse communities and the government to make such commitments. However,
this is perceived to be a challenge that requires concerted efforts.
ContdCONTINUED
7) Socio-cultural aspects: As education, disability, gender, exclusion and
poverty proved to be emotive subjects in remote and ultra-poor areas of GB.
There is a dire need to take great steps towards cultural sensitivity in
encouraging for example, the very young and girls and those with disabilities
to access education. People are vulnerable to security concerns and
deteriorating law and order situation
8) Lack of motivation and ownership: Govt. teachers have non serious
attitude towards young children because they are not paid teachers,
9) Theory to Practice: The teachers and education managers as well as
government professionals to put their new skills and knowledge into practice
for better future generation
RECOMMENDATIONS/ LEARNINGS
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Develop a strategy with GoGB to provide a sense of security to poor community and
improve deteriorating law and order situation
Govt of GB to give official status to ECD system in education and treat teachers equally by
official recruitment
increased momentum for sustained change and improvements will ensue, particularly in
districts and regions where AKF (P) have been working for some time.
long-term sustainability measure it is important to strengthen the programme
intervention by targeting teachers, but it is equally important to target all the available
entry points within the system as a way of encouraging systemic change, even though at
the lowest levels.
Increase linkages at the level of:
Settings : facilitate Transitions from ECD centers to classrooms, school staff)
System : Build shared understanding & create sustainable mechanism for cross sector
collaboration that include an intentional focus on linkages and Institute polices &
cultivate norms that promote coherence across ECD & elementary schooling system.
Families: Foster relationship b/w teachers & families spanning ECD & elementary setting
for creating feelings of continuity & coherences