From Policy to Practice
Trends and Evidence on
Adopt A School Program
Baela Raza Jamil
Chairperson Idara-e-Taleem-o-Aagahi (ITA)
Presented at the Workshop
Hosted by the
Sindh Education Foundation
Karachi June 21, 2005
Presentation in Seven Segments
1.
2.
3.
4.
5.
6.
7.
Call for Action on School Improvement through partnerships :
Adopt a School Program.. A citizen’s response
AAS : from an innovative scheme to nationwide
mainstreamed policy on public private partnerships with
incentives ..
Scale of SIP through AAS program .. The Quality Dimension
Tapping Corporate and Individual Philanthropy PCP, Unilever
Evidence of school improvement
2nd Wave of Reforms .. Mainstreaming innovations for
sustainability
New Roles, Modalities and Next Steps
PCP, Unilever & City District Govt Lahore are duly credited for relevant texts
2
1. Call for Action on School Improvement through Adopt a
School Program.. A Citizens Response to Public Inaction
 In 1990 Professor Anita Ghulam Ali highlighted the need for AAS
program in a Situation Analysis report for Sindh ..AAS was
conceived as an APPEAL to Citizens to counter widespread
education malaise, poor governance in the public sector, skills –
quality gap and a major service delivery catastrophe
 In 1997 AAS program was launched by the Sindh Education
Foundation with partner NGOs. SEF’s role was that of facilitation,
advocacy and technical intermediation, i) between adopters and
government, and ii) between adopters and schools.
 1n 1998 AAS program expanded to Punjab, Lahore by the
Metropolitan Corporation Lahore (MCL)
3
2. From an Innovative Scheme to Mainstreamed
National Policy & Practice

AAS was incorporated as an innovative program of the Education Sector Reforms
Action Plan 2001-2005 under a cross-cutting thrust area of ESR, viz., Public Private
Partnerships (PPPs), one of the 7 thrust areas. AAS was subsumed under PPPs

PPP or Triple P was conceived as an acknowledgment of widespread presence of
private and non-state actors in education provision and the inability of govt. to meet
targets on its own, on account of its efficiency and effectiveness gaps.

An incentive package was approved by the cabinet in 2001 for mobilizing all partners
to meet EFA & sector wide ESR Goals through PPPs

Policy on PPPs was incorporated in the Poverty Reduction Strategy Paper (PRSP)

PPP found provision in provincial and district policies..

Lahore, Faisalabad; Kasur; Sheikhupura, Jhang; Rawalpindi, Thatta, Ghotki;
Hyderabad; Sukkur; Mirpurkhas, Karachi, Kech; Gwadar, Chaghi, etc.

PPPs are increasingly reflected as a core component of all donor funded programs .
Eg. ESRA/USAID; DEEP/ADB; PESRP/World Bank; FDSP/DfID, EU, NCHD/UNDP;

The Pakistan Development Forum 2005 had a segment on AAS as Best Practice
4
Defining PPP
 PPP is a collaboration of government, communities, NGOs,
individuals and private sector, in the funding, management and
operations to support education development in Pakistan (ESR).
 A complementary role of all partners that enables them to maintain their
identities and to draw out their respective comparative advantage/ the
Value Added dimension.




Collaboration may be at :
a) government learning sites /institutions,
b) community sites, and
c) private sector sites
 “Governance of educational institutions shall be strengthened and PPP
shall be introduced to improve management, financing and planning.”
ESR 2001 – 2005, pg. 3
5
PUBLIC PRIVATE PARTNERSHIP
 According to the Canadian Council for Public-Private
Partnerships, the concept is defined as "a
cooperative venture between the public and private
sectors, built on the expertise of each partner, that
best meets clearly defined public needs through the
appropriate allocation of resources, risks and
rewards."
6
ESR: Access to Quality, Improved Service Delivery

Targets 2001-2005







Provision of incentive package for the private sector
Involvement of the private sector in the management of under-utilized public
sector institutions
Provision of grants and soft loans through restructured Education Foundations
Adopt School Program replicated across the country
Community Participation Project (CPP) for school up-gradation in afternoon
shifts from primary to middle and middle to secondary and higher secondary
levels.
Introduction of IT courses in schools / college through private sector under PPP
Access to public funds – 25% utilization of funds at district level through CCBs
and PTAs
PPPs are today in over 7000 + public sector schools. The
number is growing.
Government options for education provision through
non-elite CSOs is growing and needs to be tapped more
efficiently with higher returns to investment.
7
3.
Scale of SIP through AAS program
 Sindh
: 350 (SEF 200+)
 Punjab
: 500 .. Six Districts (2400
schools NRSP )
 ICT
: 50
 NWFP
:-
 Balochistan
: 10
8
Major Players of AAS.. Harnessing the Valued Added
SEF Major …. NEF (minor)
Pakistan armed forces; Navy; Airforce
NCHD..17 districts ; Rural Support
Programs:NRSP;PRSP,SRSP (RSPs in 74 districts)
NGOs:
Sindh Based NGOs; CARE, ITA,
Helpline;Dove, AIE;
Expert Agencies:
Pakistan Centre for Philanthropy (PCP)
Expatriates:
DIL; Pakistan Association of Greater
Houston; ITACEC AISHA
FOUNDATION USA; ITA CEC UK
Industry:
Corporate Social Responsibility
 Foundations:
 Govt. Agencies:
 GO NGOs:




ICI; UNILEVER, NESTLE, SHELL;
DEWAN MUSHTAQUE; SHALIMAR
RUPALI, CHAMBERS OF Commerce
FPCCI, Tandianwala, Tullow..many more etc.
Formal Agreements are a common feature of AAS or SIP
spelling out duration, roles and responsibilities, as well as exit clauses
9
Four Phases of SIP through PPP.. Quality
Engagement
Each phase is fully operationalized through tools,
formats & protocols, which are iterative, adaptable,
working always with shifting baselines & contexts.
 Phase I:
School Identification & Orientation to the SIP
 Phase II:
 Formalizing
PPP = MoU, People’s Mobilization /Changing
Attitudes
 Phase III:
 School Development Planning and Implementation = Changing
Practices
 Phase IV:
 Exit Strategy = Partnerships for Sustainability (Quality and
Financing)

Two Programs: Whole school improvement program & Schools as
10
Community Learning Centres (CLCs)
Multiple Domains of School Effectiveness &
Improvement
Physical
environment
of the
school
Curriculum management
& its assessment
Accountability
mechanisms and
processes
Effective
learning
& teaching
The well-being,
attendance and motivation
of all students
Teacher supply, training
and professional
development/support
School leadership,
internal organization
and culture
Quality assurance
and support systems
Links and partnerships
with parents and
community
11
School Improvement Framework
whole school approach
Empowering Schools : Empowering Communities

4 Dimensions
Quality : Curriculum
1.
Management, Assessment, Pedagogy Teacher
Training, Learning incl. Special needs ; Physical Environment, Supervision
2.
Leadership and Management ..Vision, Targets, Strategies and
3.
systems .. Shared responsibilities ..Head teacher led model
Community Participation and mobilization ..SMCs/ PTAs,
Parents and Local Councilors
4.
Health and Child’s well being : Strategy:
•
Primary health care in schools/homes……
Referrals for secondary and tertiary support
•
Children’s enrichment programs
•
A comprehensive program which requires investments: human, institutional and financial.
12
SIP partners thus need to mobilize resources to cover support over 3-5 years. ….
4: Tapping Corporate Philanthropy
PCP: Policy framework – 3Ps

Pakistan Centre for Philanthropy (PCP) at the cutting edge of
tapping corporate social responsibility and linking industry with
certified NGOs for social sector development. PCP derives its
mandate from existing national policies.

Education is the most important factor distinguishing the poor
from the non-poor (PRSP)

Increased role of the private sector, CSOs and communities for
promotion of education by involvement in formulation,
implementation and monitoring of strategies (PRSP & ESR)

Public private partnerships are critical to reaching the goals of
access and quality at all levels of education creating possibilities
for both voice and choice and improved service delivery (PRSP
&ESR)
13
PCP’s 3Ps Model
The project aims to
Create linkages between the state primary & secondary
education outlets, the corporate philanthropists and
nonprofit organizations
Nonprofit
Organizations
(NPOs) have
capacity to mobilize
and organize
communities
Government has a
large Infrastructure
and a wide network
of social sector
assets
Corporate
philanthropists have
financial resources
14
Partners
Making a Difference
15
Role of PCP
PCP’s role includes but is not limited to the following:

Identify and cultivate local corporate philanthropists to
invest in improving the condition of state run schools.

Identify government schools for improvement in
consultation with potential corporate philanthropists
and the Executive District Officer.

Development of detailed budgeted intervention plans.

Develop implementation and monitoring plans for
effective management of adopted schools.

Act as a technical resource to perform tasks such as
preparation of partnership agreements, identify and
engage appropriate local expertise, etc.
16
5.b The Corporate Perspective :
UNILEVER ..Millennium Goals
Issue - One billion people denied basic amenities
 Promote global citizenship and interdependence
 Connect Business, Government, Stakeholders
 Mobilise global science, technology, knowledge
 Tackle hunger, disease, environmental degradation
--- Kofi Annan
17
The Challenge
Over one billion people live on $1 per day
 Convert poverty into opportunity
 Reach via effective networks
 Focus on big hits
 Measure results
 Achieve sustainability and scale
 Involvement of business with social and public sectors
 Revisit existing paradigms
18
The Belief
 Business is part of society, not outside it
 Business has responsibility - not just profits for
shareholders, but long term sustainable business for its
stakeholders
 Private-sector
involvement is crucial
for poverty
alleviation
19
Corporate Social Responsibility the
Approach
Private enterprise
Civil society
organisations
and local government
“...Start recognizing the
poor as resilient and
creative
entrepreneurs
and value conscious
consumers a whole new
world of opportunity will
open up”…
Economic
development
and social
transformation
Development
and aid agencies
BOP consumers
BOP entrepreneurs
The Fortune at the Bottom of the Pyramid
C.K. Prahalad
20
Unilever’s Approach
 Global Compact and Millennium Development Goals
at the core
 Strategic Thrust in Pakistan focuses on:



Education
Water Sustainability
Health
 Work through strategic alliances and partnerships
 Sustainable, measurable and scaleable commitment
21
Impact on Society
Voluntary
contributions
Impact of
operations
“the total
impact
of a
company
on
society”
Impact on
value chain
22
5.
Evidence of AAS on School Improvement
& Policy







Enrolments …… from 20% to 200%
Infrastructure …. Missing facilities all…
Furniture ……… For students and staff
Staffing/HR …… From 20% to 500%
TeacherTraining..Intensive support
Comm.Mob….. .. PTA/SMC strengthening
IT provision ….. From none to a 24 computer Labs

Supporting /Strengthening Tehsil Resource Centres (TRCs)

Extending the school use in the afternoons as CLCs for IT literacy, literacy programs,
homework study centres; training and summer schools

Improved school ethos….culture, well being of children, teachers and community

Influencing policy : eg. merging of all school funds; revision of tuck shop rents; teacher
presence after school; teacher presence during the summer schools; payment of utilities
and other dues by support staff who unscrupulously charged all expenses to schools

SIP through partnerships is now becoming a positive model accompanied by appropriate
tools to be picked up by active Departments/Directorates of Education (FDE) …There are
formal Instrumental approaches to SIP
23
EVIDENCE contd….
 Example of Lahore City District
 Exemplary PPP for School
Improvement
24
WHERE WE ARE TODAY
EXPENDITURE BY PRIVATE SECTOR
CARE
Ghazi Educational Trust
Idara Taleem o Agahi
DOVE
Help Line
National Progressive Society
Baba Azam Society
TOTAL
97.586 million
20.000 million
12.850 million
10.000 million
7.710 million
3.126 million
1.426 million
152.698 Million
25
STUDENT STRENGTH
70000
60000
50000
40000
XMCL
RAVI
30000
20000
10000
Schools 9
19
27
4
2
0
0
3
2
0
0
2
2
0
0
1
2
0
0
0
2
0
0
9
9
9
1
1
9
9
8
0
161
26
MATRICULATION RESULT OVERALL
PASS PERCENTAGE
1
0.8
80%
0.6
0.4
46%
51%
60%
2001
2002
65%
43%
0.2
0
1999
2000
2003
2004
27
TEACHING STAFF
1000
870
900
800
925
682
700
600
500
400
300
200
100
95
50
151
236
278
0
1998 1999 2000 2001 2002 2003 2004 2005
Schools
9
19
27
161
28
6.
2nd Wave of Reforms .. Mainstreaming the
Innovation for Sustainability
 SUSTAINING SIP THROUGH MAINSTREAM DEVELOPMENT
FUNDS
 Federal ESR .. MISSING FACILITIES in 2001- 2, Rs. 50 million
given to RSPs for missing facilities by Govt. of Punjab
 GoPunjab agreement with NRSP for SIP in 2400 schools in six
districts; also with PRSP for SIP through SMC strengthening as
part of Punjab Education Sector Reforms Program (PESRP)
 In 2004 NGOs encouraged to make CCBs for SIP .. Lahore Rs. 30
million extended for AAS
 Pakistan Centre for Philanthropy (PCP) Triple P project by ESRA to
tap corporate social philanthropy Rs. 20 million mobilized for SIP
through CSR .. CSR now subsumed under corporate
governance/corporate citizenship ..Code of Corporate Governance
2002 by SECP ..
 Expatriate Pakistanis supporting AAS /SIP through various
institutionalized initiatives in North America, UK, UAE etc. ...
NCHD….other NGOs
29
New Trends in Resourcing SIP
Sustainability of SIP
District Funds
CCBs
Govt. Enhanced
Sector Allocations
Eg. PESRP, ESR
Sindh
Expatriate
Philanthropy
Corporate Social
Responsibility
from Welfare Philanthropy
to
Stakeholder Partnership
Part of Compliance to Global
Corporate practices
30
Comparative Perspectives of SIP

In Pakistan PPPs and SIP extends beyond any norms of partnerships globally .. An
extra-ordinary level of generosity and good will which needs to be celebrated

In UK the Education Action Zones (EAZ) initiatives for SIP found PPP as vendor
substitution not a net transfer of resources .. But at best a BOT (build operate and
transfer ) deal to improve efficiencies

In USA SIP is organized through Foundations such as the Melinda and Bill
Gates/SOROS/Ford etc as grant programs for school districts … more recently
school districts are being run by universities .. School-University partnerships e.g
Boston University ; others

In South Africa READ has been active in SIP to improve reading, literacy skills and
quality

In India CSR is emerging in a big way due to shifts in post liberalized India from
Welfare Philanthropy to Stakeholder Participation..

The Ministry of HR borrowed AAS agreements from Pakistan
31
Challenges

Policy not translated into procedures evenly. Lack of information
exchange and thus environment of mistrust ..provincial & district levels

Absence of well defined roles for each partner

Striking the right balance between public and private sectors

Often poor ownership by government of new strategic initiatives

NGOs not equally capable of turning around ‘failed or dysfunctional’
schools
Shared management and limited power over decision making in govt.
adopted schools is often very frustrating for adopters &partners of SIP
Corporate sector is seeking a more active role in direct engagement with
SIP as part of the new CSR regime. Pakistan’s rate of growth projected
to 7-8% over next decade.. A unique opportunity and challenge
Industry a new player both private and state companies. Corporate
Governance regimes & emerging Codes of Practice at National & Global
levels present a niche which needs to be tapped intelligently.
32
7.
New Roles, Modalities and Next Steps
 Govt. is engaging with civil society to improve schools through
public sector funds..eg CCBs, Project/Service Agreements,
allocation of Public Sector Development Program Budgets (PSDP)
to civil society organizations to help improve performance and
utilization
 CCB funds mobilized for SIP through Partnerships.. Sustaining
the initiatives through mainstreamed funds
 Charter Schools: a possibility. Serious Non-state partners to move
from AAS to Charter Schools for sustaining improvement. Early
examples are NRSP, Book Group as proto types. Charter schools
needs formalization (explained in slides #35-36)
 SEF must continue with its technical brokering and demonstration
role to ensure standard setting /quality assurance and relationship
management
33
Next Steps…

District Govts may collaborate with an established partner for improving
management practices at the school and district level embracing ‘envisioning’ ,
reallocation and rationalization of human and financial resources which is linked
to performance and measurable outcomes

District Govt. to develop with SEF, PCP & ITA comprehensive dossiers on
school improvement options through partnerships to improve performance and
for capacity building of its own staff and NGOs

Learning consortium of partners developed on SIP for sharing what works and
also to actively influence policy

Corporate Social Responsibility must be recognized as a formal and integral part
of SIP with annual public recognition, shields and awards.. It would help them in
corporate governance and compliance codes

SIP in public sector is now providing the basis for improving non-elite private
sector schools eg. SEF’s Strengthening Private Education Institutes Program
(SPEIP).
34
Charter Schools ….Can we do it !
 What is a Charter school?
A charter school is a nonsectarian public school of choice that operates with
freedom from many of the regulations that apply to traditional public
schools. The "charter" establishing each such school is a performance
contract detailing the school's mission, program, goals, students served,
methods of assessment, and ways to measure success.
 Duration for charter grants are for 3-5 years. Renewal of contract is
possible Charter schools are accountable to their sponsor-usually a state or
local school board-to produce positive academic results and adhere to the
charter contract.
 Accountability: The basic concept of charter schools is that they exercise
increased autonomy in return for this accountability. They are accountable
for both academic results and fiscal practices to several groups: the sponsor
that grants them, the parents who choose them, and the public that funds
them.
35
Charter Schools Contd..
 Objectives/performance targets. To : (1) increase opportunities for
learning and access to quality education for all students, (2) create choice
for parents and students within the public school system, (3) provide a
system of accountability for results in public education, (4) encourage
innovative teaching practices, (5) create new professional opportunities for
teachers, (6) encourage community and parent involvement in public
education, and (7) leverage improved public education broadly.
Funding of Charter Schools comes from the government itself : However,
they receive less than 100% of the funds allocated to their traditional
counterparts for the operation of public schools
 40 States in US with over 3000 Charter Schools
 http://www.uscharterschools.org/pub/uscs_docs/o/faq.html#2
 http://www.charterauthorizers.org/site/nacsa/
36
Public Private Initiatives .. From adversaries to
collaborators in the most critical enterprise..
PPIs can be seen across all sites for :
 Local level planning of School Development Plans with
CCBs/School Councils;
 Cluster based teacher training thru. Community Learning
or Local Resource Centres for both public and private
schools;
 Low cost community based construction of government
schools to provide facilities for enabling quality learning ;
 Initiating IT centers in government facilities all day use
 School upgradation in afternoon/morning shifts
37
Contd…
 Setting up private sector schools through the Sindh Education Foundation (SEF)
and district resources (CCBs) especially for middle and secondary levels in rural
areas and urban slums with a particular focus on girls and disadvantaged
groups. Bridging access gaps at middle and secondary levels
 Creating learning belts between public and private sector in school improvement
& effectiveness
 Technical education and placement services between schools and industry
..school industry learning clusters
 Setting up a PPP learning and quality assurance centre as an incubator for
seeking effective learning solutions (K1-14) in subject based and management
competencies as a partnership between experts, industry, and district
government ..an outreach program for public and private sector schools .tapping
CSR strategically alongwith government
 Research, evaluation and advocacy activities with government, universities and
Private Voluntary Organizations. Forging university – school links as
partnerships for SIP
38
Thank You …
39
Annex: PCP : SMC and NPO partner
Besides, the roles of the key partners in the management of this project are
illustrated in the following table;
Elements
Major Responsibility
Financial
Support
Technical Support
1. Social Mobilization
NPO
PCP
PCP
2. Small Infrastructure / Maintenance
SMC
CP / SMC
EDO-E & EDO-W
3.Major Infrastructure
SMC
CP/ EDO-E
EDO-W
4. Salary of Contract Teachers
SMC/NPO
CP / SMC
--
5. Selection & Recruitment of Contract Teachers
SMC/NPO
CP
--
6. Salary of Government Teachers
EDO-E
EDO-E
--
7. Selection & Recruitment of Gov. Teacher
EDO-E
EDO-E
--
8. Monitoring Teacher attendance
SMC
--
NPO
9. Teachers training
NPO
CP
EDO-E, PCP
10.Teaching aids /science Education at Secondary
Level
NPO
CP
EDO-E/PCP
11. Sports/Extra Curricular activities
SMC/NPO
CP/SMC
NPO/PCP
12. Nutrition Program
SMC/NPO
CP
NPO/PCP
13. Scholarship/stipends
CP/SMC
CP
NPO/PCP
14. Rewards to teacher for better performance
CP/SMC
CP
NPO/PCP
Com. = Community
NGO = Non-Government Organization
EDO-E = Executive District Officer-Education
EDO-W = Executive District Officer-Works
NPO = Non- Profit Organization
SMC = School Management Committee
CP = Corporate Philanthropist
PCP = Pakistan Center for Philanthropy
40
SIP’s Intervention Grid (ITA)
Sr.#
Project Activities/ Interventions
1.
Needs Assessment Form
2.
Adoption/ Signing of MoU
3.
House Hold Educational &social survey
4.
Hopes and fear session with teacher
5.
Session with Students (Creative art work) “
what they want in school”
6.
General Body meeting (Session with
Community)
7.
Formation of School Council (SC)
8.
School Development Plan (SDP)
Formulation.
9.
Implementation of School Development
Plan
10.
Construction and Physical Rehabilitation
+
Installation of electricity (After Adoption)
11.
Hiring of Teachers
Responsibility
Time line .
Status
41
Sr.#
Project Activities
11.
Teachers Training
Responsibility
Time Line
Status
Early Childhood Education
12.
Health Action Program/Health club
School Enrichment Program
- Home work study centre
- Literacy Center
- Summer School
13.
Promotion of ICT’s / IT Center
14.
Monitoring of the school development plan
Up-gradation of Schools to the next level
Exit Strategy
ITA
42
Emerging Trends in CSR… Corporate
Governance


Conclusion
The new economic era in India i.e. the post-liberalization phase of the Indian economy was
a catalyst for the radical transformation in the corporate social responsibility related
practices in the country, The change was two fold:


transformation of the conceptual understanding of corporate social responsibility and
innovations at the implementation level.
At the conceptual level, there was a fundamental transformation from the charity-oriented
approach to the stakeholder-oriented approach where the target group was seen as
stakeholder in the community whose well-being was integral to the long term success of
the company.
However, the real revolution occurred at the implementation stages whre companies have
started committing manpower, expertise in addition to financial resources in order to
provide a host of services, programs and schemes that are flexible enough to
accommodate the needs of the target community.
The CSR initiatives have also see greater people participation at all stages and tighter
accountability standards. The issue of norms for corporate social responsibility seems to
have been adequately dealt with by industry practices like benchmarking, CSR ratings and
certification by different agencies.



Emerging Trends In Corporate Social Responsibility: Perspectives And Experiences From Post-Liberalized India :
Sudip Mahapatra and Kumar Visalaksh
National Academy of Legal Studies and Research, University of Law, Hyderabad
Presented at the LUMS Conference May 2005
43