Category: Projects

Rehabilitation and revitalization of Science and Computer Labs of 1000 school in 17 District of Punjab (August 2019 -December 2020)

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The scope of work covers rehabilitation and revitalization of approximately 1000 science laboratories. This number will be achieved by transforming the existing state of science laboratories in government schools. FAME Education is implementing partner of the project

FAME Education conducted baseline assessment to identify present conditions of the science and computer labs in the selected schools of Punjab along with a detailed review of prevailing culture of teaching and learning of science and computer education in these schools. The purpose of this assessment was to collect data on the indicator against which the impact of the project to be assessed impact as result of the project interventions.

It is envisioned the selected government school science laboratories as becoming dynamic educational spaces where students not only become proficient with the use of lab apparatus and experimental techniques, but also develop a love of exploring nature through their own hands. These labs will become centers of creativity, free exploring experimentation and invention. In order to make this a reality, the current dilapidated setups need to be rehabilitated, and through capacity building and the nurturing of supportive systems, an enabling culture of scientific inquiry needs to become strongly embedded in these schools.

Third Party Evaluation (TPE) of Literacy Interventions in Punjab (February -October 2019)

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The Literacy and Nonformal Basic Education Department (L&NFBED), Government of Punjab is operating non-formal Education institutions (NFEIs) across 36 districts of Punjab, and are managed under two major developmental projects including Punjab Non-Formal Education Project (PNFEP) and Taleem Sab Kay Liye (TSKL). Both projects aim to promote primary education, literacy and lifelong skills as well as improve the socio-economic milieu of the most neglected segments of population in Punjab. Each type of NFEI caters to a specific group of marginalized people within a specific age range. For example, NFBES offers primary education from Grade 1 to 5 and targets OOSC aged between 4 to 14 years. Overall, the department operates 15190 NFEIs; out of which 12943 (i.e. 85.21%) are run by female, and 2247 (i.e. 14.79%) are run by male teachers.

The purpose of the TPE reported herewith was to assess the quantitative and qualitative information regarding validations of the PNFEP and TSKL projects, and monitor progress and achievement against the intended targets, challenges faced, and way forward. Consequently, the TPE: a) examined the extent to which PNFEP and TSKL have achieved intended targets, and b) analyzed the viability and effectiveness of PNFEP and TSKL as well as their expected impact on literacy and social development.

A range of research methods were used to collect information from the participants. Several research instruments (e.g. checklists, questionnaires and achievement tests) were developed for different respondents including NFEI teachers, field managers, and community members. In-depth qualitative information was also gathered by using document analysis, semi-structured interviews, focus group discussions and case studies.

Stratified random sampling design was used to select the sample of NFEIs. Sampling unit was the NFEI, and strata were type of NFEI (NFBES, NFEFS and ALC), district, and tehsil. The sampling frame was the database of L&NFBE Department. A total of 2669 (which is 98.2% of the agreed sample) NFEIs were covered in the TPE, as 48 NFEIs included in the sample could not be traced. All teachers (i.e. 2669) working in the selected NFEIs were part of the study. All DEOs Literacy and PLCs, as well as 205 LMs who were working with the sampled NFEIs, were also included in the study. In addition, a total of 22,470 (8,510 male and 13,960 female) learners took the assessments under the TPE, which is more than 40% of the average number of learners enrolled in the sampled NFEIs. Furthermore, a total of 276 communities (which is 10% of the surrounding communities of the selected NFEIs) were included in the sample and out of the selected communities, a total of 1250 community members were also surveyed, on convenience basis.

Third Party Validation of recruitment of Educators and AEOs in School Education Department (2018)

During the financial year 2017-18, School Education Department (SED), Government of Punjab, made recruitment against 25034 positions of educators and Assistant Education Officers (AEOs) through District Education Authorities (DEAs).

The purpose of the TPV was to evaluate the recruitment and selection process employed by the district governments, and validate the selection of the candidates, with the objective to review whether all processes relating to recruitment and documentation were complying with SED Recruitment Policy 2017-18, and that recruitment was undertaken in the most efficient and transparent manner. The TPV team reviewed the SED policy and procedures, and physically verified the records of 4885 selected Educators (which is 20% of the total posts) and 305 selected AEOs (which is 50% of the total posts).

In order to verify the record, a Scrutiny Form was developed with customized software for the digitization of the applicants’ credentials for comparison with the data already available with PMIU.

Third Party Validation /Forensic Audit of Irregularities In Purchase of Furniture and IT Equipment For Public Schools In Punjab by District Governments during Financial Years 2014-15 and 2015-16 (2017)

The purpose of assignment was to: a) assess that provisions of PPRA Rules and quality issues/inspection have strictly been observed; b) flag grey areas for improvement of procurement process; c) ascertain training needs of procuring agencies; and d)take an objective view through an independent professional team of experts. The scope of services is to review procurement transactions during two Financial Years 2014-15 and 2015-16 in 36 District Governments as procuring agencies, which are falling under the specified budget and its utilization as per provisions of PPRA Rules 2014 and observance of all PPRA Rules and any guidelines issued by SED.

The TPV focused on: a) Analysis of procurement rules and guidelines issued by the SED and PITB, and the utilization of funds allocated for these purchase; b) Analysis of the processes adopted by the district purchase committee to select the qualified firms for the supplies to the schools; and c) Review of the purchases record at districts and schools levels.

Relevant data were collected from and scrutiny of documentation along with audit about observance of PPRA Rules and guidelines issued by SED to the procuring agencies in two financial years, was done in all the districts in Punjab. The scrutiny of documentation and audit about observance of PPRA Rules and guidelines issued by SED to the procuring agencies in two financial years was completed 100 percent i.e. in all the district of Punjab.20 percent of beneficiary schools were selected though stratified random sampling for assessment of quality and quantity of furniture items and IT equipment/lab in comparison to the specification of the items vis-a-vis their number mentioned in the purchase order. The strata was comprise of level, gender and locale of schools in the district and type of provisions (IT equipment/lab and/or furniture) made to the schools in the district.

Final Project Evaluation of the Countering Child Labour Project (2016)

Solidar Switzerland, with the assistance of implementing partners piloted an “intervention to counter child labour in one slum of Lahore”, Punjab, aimed to reduce child labour and to initiate a model of community-based transition from child labour to decent work and serve as a potential model to replicate in collaboration with the government. The following four expected outcomes of the project were envisaged: a) The rights of child labourers are recognized and better protected by community members; b) Child labourers are better protected through services offered by partners; c) A referral mechanism is established between state and non-state actors to contribute to countering child labour through education; and d) A documented pilot initiative to counter child labour in a slum in Lahore is available for capitalization. The initiative focused on engaging and empowering communities, proposing transitional structures (Non-Formal Education (NFE) centers) that would facilitate linkages and interactions for a collective behavioral improvement among state and non-state actors. The project also intended to set up a referral mechanism to counter child labour. The intervention was based on two main axes: workers’ rights and child protection.

FAME conducted the study to: a) Evaluate the entire project in terms of effectiveness, relevance, efficiency, sustainability, and impact, with a strong focus on assessing the results at the outcome and project goals levels; b) Generate key lessons and identify promising practices for learning; and c) Identify areas for continued advocacy and intervention, for countering child labour. The main objective of the end-of-project evaluation was to asses to the extent project achieved its overall goal and expected outcomes as stated in the logical framework.

Private School Census for all 36 districts in Punjab 2016

The EMIS is functioning in Punjab for the past more than 25 years and it has been become an integral part of Programme Monitoring and Implementation Unit (PMIU) of Punjab Education Sector Reform Programme (PERSP). PMIU conducts Govt. Annual School Census every year to collect data for planning, analysing measuring educational indicators. PMIU has also conducted private school census in 2011. There is continues increase in the number of the private schools which requires availability of up-to-date information regarding private schools in the province to facilitate planning and to promote public private partnerships in education.

Over the past few years, private provision of education has become a significant phenomenon in Punjab, both in urban as well as rural areas. This is evident from the growing share of the private sector in number of institutions, teachers workforce and student enrolment. Currently, the Punjab Education Foundation (PEF) collects information on partner low cost private schools in Punjab. However, this is just a fraction of the total private schools in the province. So, there is urgent need to design and conduct fresh and complete private school census (PSC) for better planning and analysis by providing policy inputs and implementation-capacity building support for the improvement of education in terms of access, governess and quality of education and security issue which are getting very important.

Impact Study to Evaluate the Scheme to Distribute Free Textbooks to Students Enrolled in Grades 1-12 in Khyber Pakhtunkhwa. (2016)

Elementary and Secondary Education Department (ESED) is the largest of all departments of Khyber Pakhtunkhwa. It has about 55% of the total employees of Khyber Pakhtunkhwa out of which there are around 119,000 teachers and 3.9 million students are learning in more than 28,000 government schools. The Government of Khyber Pakhtunkhwa (GoKP) has been making efforts to provide opportunities for access to free education up to Higher Secondary level. The provision of Free Textbooks is a milestone achievement in this regard. Under the scheme, Primary, Middle, High and Higher Secondary schools are delivering Free Textbooks to 5316142 boys & girls students of classes Kachi-XII at the cost of Rs. 2514.338 million. Keeping in view the utility of the scheme and to make the supply of free textbooks to students sustainable, the ESED has been making provision for supply of Free Textbooks in each year’s ADP. In order to evaluate the effectiveness of the planned activities under the scheme, respond to questions related to the mechanism of the distribution and to evaluate the Scheme to distribute Fee Textbooks to Students Enrolled in Grade 1-12 an Impact Study in form of TPV has to be conducted.

Assessment of the Project on Provision of Equitable Access to Education for Marginalized Children, especially girls, in selected districts of Punjab [Third Party Evaluation] (2016)

Girls’ access to education and their high dropout rates are some of the major challenges in Punjab. ‘Equitable access to education for marginalized children’ is an initiative under the umbrella of ‘Pakistan Girls Education Initiative (PGEI)-United Nation Girls Education Initiative (UNGEI)’, launched in December 2010. The contribution from the Norwegian Committee for UNICEF supported the initiative through its provision of early childhood education (ECE) and equitable access to education for marginalized out-of-school (OOS) girls in three districts of Punjab; these are: Rajanpur, DG Khan and Bahawalpur. It is linked to the targets set by the Chief Minister’s Education Sector Reform Road Map, Universal Primary Education (UPE), Universal Secondary Education (USE), and Millennium Development Goals.

Training Manual and related material development (2015)

The Population Welfare Department has launched a project under the title for strengthening the PWTI. The major aim of the project is to improve the skills and knowledge of its employees of the Population Welfare Department.

One of the core activities of this project is the development and implementation of an in service training and capacity building initiative. Under this initiative the project intends to develop training material for the capacity development of its Drawing and Disbursement Officers (DDOs) and accounting staff for effective financial management in the department.

Improvers’ School Performance-Announcement of annual results for 2013 -14 in Districts Attock, Mandi Bahauddin, Rahim Yar Khan, Jhelum, Pakapattan and Nankana

The pilot Improvers School Performance Programme was initiated by Programme Monitoring and Implementation Unit (PMIU) of School Education Department (SED), Government of the Punjab in the financial year 2010-2011 as a three-year programme to award incentives to low-performing schools in poorly-performing districts, with the main objective to increase enrolments in schools (enrolments + retention) and improving student learning outcomes. Initially, three districts namely Attock, Mandi Bahauddin and Rahim Yar Khan were selected as pilot districts and within these districts, 600 schools (160 schools in Attock, 127 in Mandi Bahauddin and 313 in Rahim Yar Khan) were chosen on the basis of their lowest performance in Grade 5 PEC examination. After completion of its 3 years’ cycle in 2012-2013, the pilot Improvers School Performance Programme was extended to another one year in the existing three districts and introduced in three other districts namely Jhelum, Nankana and Pakpattan in financial year 2013-2014 with an adapted form for 748 selected schools in these districts (300 schools in Jhelum, 150 in Nankana and 298 schools in Pakpattan) on the basis of their low performance in Grade 5 PEC examination.

The announcement of annual results for 2013 -14 under the pilot project on improvers’ School Performance, in all the six districts of the Punjab was made during June, 2014. The purpose of the campaign was to increase awareness of the programme, to know about the success stories, to share experiences, to understand the factors that impact the programme interventions and to discuss ways and means to improve the school performance further on the identified indicators. The campaign was also meant to seek support from the district administration officials for running the Programme successfully by addressing the difficulties being faced by the head teachers and teachers and to appreciate their performances that ultimate result in increasing the ranking of the concerned district in the overall ranking of districts and ensures increased literacy and quality of education.

Feedback Survey of School Score Card in Chiniot, Narowal, and Multan Districts

Government of Punjab has taken number of initiatives to improve access, quality and governance in school education. In continuation of these initiatives, the School Education Department (SED) and Programme Monitoring and Implementation Unit (PMIU), Government of Punjab, under the Punjab Education Sector Reform Programme II (PESRP II) has introduced a School Performance Report Card (SPRC), which is supposed to be displayed on a prominent place in schools. SPRC provides basic information against various performance indicators, including enrolment, attendance of teachers and students, performance in PEC examinations, building and infrastructure, etc.  Initially the cards were distributed to secondary and elementary schools, thereafter, this was scaled up to include all schools by the end of 2014. The second round of cards were received by schools immediately after the summer vacation 2013, with the third round scheduled for February 2014. In order to obtain feedback on the utilization and understanding of the cards, PMIU planned to carry out a stakeholder feedback survey. Following this, the cards were designed ahead of the next distribution round.

Final Programme Evaluation of the Project Children’s (especially girls aged 2-12) access to quality education with improved infrastructure and a safe learning environment

The project was one of the efforts contributing in the attainment of commitments of Government of Pakistan in EFA and MDGs. The project focused on revitalizing the underperforming public schools through public private partnerships to transform government schools into viable, self-sustained and quality driven education sites by introducing the concept of Whole School Improvement program (WSIP). WSIP initiatives were supplemented by introducing Catch up program to mainstream out of school children, the provision of back to school kits to facilitate and encourage enrolment and the Early Childhood Development Canters (ECDs) to enable quick learning and healthy growth for children aged 6 months to 5 years. The program is inspired by the learning and good practices of the “Dubai Cares Whole School Improvement Project for enhancement of girls’ enrolment and retention” in South Punjab with Oxfam. The project, targeting 300 schools, showcases the tremendous possibilities of creating a learning environment conducive in government schools with community engagement, qualified teachers and parents as duty bearers. The project with ITA is established in South Punjab and Sindh, both highly affected by the floods.

Girls’ Stipend Monitoring Survey in Kasur, Okara, Bhakkar, Khanewal and Muzaffar Garh districts

The “Girls’ Stipends Programme” initiated by Government of the Punjab in 2004 under Punjab Education Sector Reform Programme (PESRP) was first of its kind in the history of the province. The purpose of the program was not only to increase enrolment but to enhance the rate of retention and promotion to higher grades in selected government schools. The girls studying in grades 6- 10 in government schools in 16 low literacy districts were offered a stipend of PKR 600 on quarterly basis upon maintaining 80% attendance. In year 2011- 2012 the girls’ stipends offered in low literacy districts increased enrolment up to 60% and 380,000 girls benefited for a total cost of PKR one billion.

The Government of the Punjab agreed to review and revise the program and it was decided that a series of Stipend Monitoring Surveys shall be conducted in selected 5 districts of Punjab (Bhakkar, Kasur, Khanewal, Muzaffargarh, and Okara) included in Supplemental Stipend Pilot Project (SSPP) Phase-I and Branchless Banking. In this monitoring was completed in May 2013 for which two hundred and eighteen (218) schools (treatment and control) were selected.

The purpose of the Survey was to determine the enrolment of girls in selected schools, the timely delivery of stipend and its place of delivery, number of girls who were eligible for stipends in last academic years and utilization of funds by the girls.

Announcement of Annual Results for 2012 -13 Improvers’ School Performance Campaign in Attock, Mandi Bahuddin and Rahim Yar Khan Districts

The pilot Improvers School Performance Programme was initiated by PMIU-PESRP School Education Department (SED), Government of the Punjab in the financial year 2010-2011 as a three-year programme to award incentives to low-performing schools in poorly-performing districts, with the main objective to increase enrolments in schools (enrolments + retention) and improving student learning outcomes. Initially, three districts namely Attock, Mandi Bahauddin and Rahim Yar Khan were selected as pilot districts and within these districts, 600 schools (160 schools in Attock, 127 in Mandi Bahauddin and 313 in Rahim Yar Khan) were chosen on the basis of their lowest performance in Grade 5 PEC examination. After completion of its 3 years’ cycle in 2012-2013, the pilot Improvers School Performance Programme was extended to another one year in the existing three districts and introduced in three other districts namely Jhelum, Nankana and Pakpattan in financial year 2013-2014 with an adapted form for 748 selected schools in these districts (300 schools in Jhelum, 150 in Nankana and 298 schools in Pakpattan) on the basis of their low performance in Grade 5 PEC examination.

Every year PMIU ensured orientation/awareness of the target groups (district administration officials of selected districts, head teachers and teachers of the selected government schools) under the Improvers’ School Performance Programme. The purpose of the orientation was to increase the awareness of the Programme, to know about the success stories, to share experiences, to understand the factors that impact the Programme interventions favourably or adversely and to discuss ways and means to improve the school performance further on the stated indicators. The Awareness Campaign was also meant to seek support from district administration officials for running the Programme successfully by addressing the difficulties being faced by the head teachers and teachers. For the year 2013-14 Awareness Campaign was organized for all six districts in two phases – in the first phase from 30 October to 7 November, 2013 in Attock, MB Din and RY Khan and in the second phase from 18 to 26 November in Pakpattan, Nankana Sahib and Jhelum.

Supplement Stipend Pilot Programme (SSPP) Awareness Campaign in Districts Kasur and Bhakkar

In 2004, GoPb initiated a Stipend Programme for girls in Grade 6-10, under PESRP. Since its inception in 2004, the stipend amount was never been raised despite of rising costs and significant erosion in the real value of the money over the intervening years. Going forward, GoPb wanted to enhance the benefit level and tested different design features to strengthen the effectiveness of its programmes through achieving its objective of increasing transition to secondary school and retention/progression in secondary school for girls belonging relatively to less developed areas. The new programme was named as “Supplemental Stipends Pilot in Punjab (SSPP)” launched in 68 schools in six low participation tehsils to achieve the following objectives: a) increase access and retention in schools; b) increase school transition from primary to middle and from middle to secondary; and c) ensure grade progression from primary to secondary schooling for girls belonging relatively to less developed areas. In order to make aware of the programme, a campaign was launched about SSPP. Following were the major targets to be achieved during the campaign: a)  The students were shared the information about SSPP for their continuity in schooling till completion of secondary school as well as seeking their cooperation in disseminating the information to their fellow students who had been dropped out because of financial problems but  could  benefit from this scheme and join schools again; b) The teachers of these schools were given an orientation about SSPP initiative, admission dates under it and to encourage the girls coming to school for admission without any difficulty so that judicious evaluation of the piloting could be done, c) The parents and the community in the local area were given information about the enhanced rates of the stipend and new dates for admission to facilitate them to take decision for sending their daughters to school in case the drop out have been the result of  financial reasons.

Third Party Evaluation (TPE) of the project ‘enhancement of girls’ enrolment and retention in South Punjab’

The program is inspired by the learning and good practices of the “Dubai Cares Whole School Improvement Project for enhancement of girls’ enrolment and retention” in South Punjab with Oxfam.  The subject project, targeting 300 schools, showcases the tremendous possibilities of creating a learning environment conducive in government schools with community engagement, qualified teachers and parents as duty bearers. The project with Idara-e-Taleem-o-Aagahi (ITA) is established in South Punjab and Sindh, both highly affected by the floods.

Piloting/awareness of School Report Card in Khanewal and Rawalpindi Districts

The School Education Department (SED) and Programme Monitoring and Implementation Unit (PMIU), Government of the Punjab, under the Punjab Education Sector Reform Programme II (PESRP) introduced a School Report Card, to be displayed for the visitors to the schools. This report card is intended to provide the basic information on the general performance of a school. The School Report Card designed by an international consultant needed to be field tested for its format and contents in two districts of Punjab: Rawalpindi and Khanewal. The purpose of field testing was to make the card easily understood and make it more convenient for the readers to get the messages intended to be communicated. Besides providing awareness about the card, the stakeholders’ point of view needed to be obtained that how far they were able to get the intended message from the card, and how could the format its contents improved further to make it more useful for the readers/stakeholders. The card was field tested with the following stakeholders: a) Parents of the students admitted in the school, b) Community representatives/Members of School Council, c) Teachers/head teachers, and d) Education managers (AEOs, DDEOS, DEOs, EDOs, DMOs).

Improvers School Bonus Programme, Awareness Campaign 2012-2013 in Attock, Mandi Bahuddin and Rahim Yar Khan District

The pilot Improvers School Performance Programme was initiated by PMIU-PESRP SED, GoPb in the financial year 2010-2011 as a three-year programme to award incentives to low-performing schools in poorly-performing districts, with the main objective to increase enrolments in schools (enrolments + retention) and improving student learning outcomes. Initially, three districts namely Attock, Mandi Bahauddin and Rahim Yar Khan were selected as pilot districts and within these districts, 600 schools (160 schools in Attock, 127 in Mandi Bahauddin and 313 in Rahim Yar Khan) were chosen on the basis of their lowest performance in Grade 5 PEC examination.

Every year PMIU ensured orientation/awareness of the target groups (district administration officials of selected districts, head teachers and teachers of the selected government schools) under the Improvers’ School Performance Programme. The purpose of the orientation was to increase the awareness of the Programme, to know about the success stories, to share experiences, to understand the factors that impact the Programme interventions favourably or adversely and to discuss ways and means to improve the school performance further on the stated indicators.

Improvers School Bonus Programme -Field based administrative assistance (data verification)

Government of the Punjab through PMIU/SED initiated a three year pilot programme under the name “Improvers School Bonus Programme” to award incentives to low-performing schools in poorly performing districts. The purpose of the programme was to increase enrolment as well as learning outcomes. In order to implement the programme, 450 schools were selected in the districts of Rahim Yar Khan, Mandi Bahauddin and Attock. One of the procedures involved in awarding incentives was the registration of the teachers/head teachers of the selected schools every year. The purpose of the registration was to have relevant and reliable information about schools and beneficiaries. Therefore, some field visits and workshops/meetings were conducted by CETA and PMIU in different months of 2011 to collect data comprising of: a) school name and ID no; b) eligible teachers/head teachers in each participating school, and c) teacher details (staff no., NIC Number., bank account details. However, there were 97 teachers of 71 schools in districts of whose status remained unclear, or for whom information was missing.

Strengthening institutional capacity for promoting research culture, Sindh Teacher Education Development Authority (STEDA), Education and Literacy Department, Govt. of Sindh

The Government of Sindh is strengthening institutional capacity of STEDA for teacher development in the province, using research as a main strategy to inform and guide the process of the institutional strengthening. A strategic plan for promoting research and to set research directions for teacher education in Sindh and inform and guide STEDA’s work in the province is being developed. It will guide the research initiatives in the following ways: a) providing clear research directions to guide and inform STEDA’s work (and TE in Sindh in general), b) Identifying relevant and significant themes or topics for future research to be undertaken in the area of teacher education; and c)Indicating the institutional capacity building needs and strategies for research. A comprehensive awareness campaign to disseminate guidelines for the promoting the research agenda is also being delivered.

Description of actual services provided by FAME staff within the assignment

FAME is conducting the entire assignment that include: a) situation analysis; b) future directions in research (e.g. potential research topics, relevant methodologies, envisaged outcomes); c) implementation plan for promoting research in teacher education subsector in Sindh (including for instance: research capacity building plan for the institution, and research dissemination plan/ strategy).

Awareness Campaign: Improvers’ School Performance-Announcement of annual results for 2014 -15 in Districts Attock, Mandi Bahauddin, Rahim Yar Khan, Jhelum, Pakapattan and Nankana under School Improvers’ Programme PESP-II

The pilot Improvers School Performance Programme was initiated by Programme Monitoring and Implementation Unit (PMIU) of School Education Department (SED), Government of the Punjab in the financial year 2010-2011 as a three-year programme to award incentives to low-performing schools in poorly-performing districts, with the main objective to increase enrolments in schools (enrolments + retention) and improving student learning outcomes. Initially, three districts namely Attock, Mandi Bahauddin and Rahim Yar Khan were selected as pilot districts and within these districts, 600 schools (160 schools in Attock, 127 in Mandi Bahauddin and 313 in Rahim Yar Khan) were chosen on the basis of their lowest performance in Grade 5 PEC examination. After completion of its 3 years’ cycle in 2012-2013, the pilot Improvers School Performance Programme was extended in the existing three districts and introduced in three other districts namely Jhelum, Nankana and Pakpattan in financial year 2013-2014 with an adapted.

The announcement of annual results for 2014 -15 under the pilot project on improvers’ School Performance, in all the six districts of the Punjab is being made during May and June, 2015. The purpose of the campaign is to increase awareness of the programme, to know about the success stories, to share experiences, to understand the factors that impact the programme interventions and to discuss ways and means to improve the school performance further on the identified indicators. The campaign is also meant to seek support from the district administration officials for running the Programme successfully by addressing the difficulties being faced by the head teachers and teachers and to appreciate their performances that ultimate result in increasing the ranking of the concerned district in the overall ranking of districts and ensures increased literacy and quality of education.

FAME is organizing and conducting all the events in the six districts in coordination with the DMO and EDO Education concerned. Based on the discussion during the campaign sessions and on completion of the Campaign, a comprehensive report along with lessons learnt and recommendations to improve the education at primary level was submitted to PMIU.

Research Study: Review of the School Council Mobilization Programme and implementation of School Council Policy 2013

A School Council Policy 2007 has been followed in 36 districts of the Punjab. A revised School Council Policy was notified in 2013 and implemented for reconstitution of School Councils during FY 2012-13 in 50% Primary and Middle Schools of the five districts of the Punjab (Attock, Chiniot, Jhelum, Lodhran and Sargodha). PMIU-PESRP, with the assistance of the World Bank to support and scale up specific interventions to improve educational outcomes, is looking forward to make the School Councils more vibrant to enhance their effectiveness in managing public sector schools for better educational outcomes.  Before implementing the concept into next 10 districts a third party review of the School Council Mobilisation Programme in five selected districts was to be completed. Total 12 instruments were developed. The data collection instruments after the approval of PMIU were translated into Urdu. The Urdu version of the instruments was revised in the light of pilot testing at district Chiniot, before administering them on the actual sample.

Data was collected from 500 schools and their attached communities. The team of two persons comprising of a senior and a junior enumerator collected all types of data from school and community through instruments 1 to 10. This included; a) document review, b) interviews with head teachers, c) focus group discussions with parents and general members of the School Councils, and d) extended focus group discussions with the parents and general members of the School Councils of selected 15 schools of the district. Survey Supervisor collected data at the district levels through instrument 11 and 12. This includes: a) document review at the offices of EDO (Edu), Dy DEOs and AEOs and b) interview of EDO (Edu), DEOs, Dy DEOs and AEOs. The collected data was tabulated and transformed into interpretable information. Total respondents were 2535.

Research Study: Non-Salary Budget expenditure review in nine districts of the Punjab

Through the Programme Monitoring Implementation Unit (PMIU) the SED, Punjab developed a school-specific formula for non-salary budgets. The formula is a new way of allocating non-salary funding to all government schools based on specific school- and student-level characteristics. This is the start of the transition away from Normative Financing to Per Capita Financing. The Finance Department approved Rs. 3.5 billion for the NSB scheme in FY13/14; and this amount covered primary, elementary, high and higher secondary schools’ entitlements (derived by the formula) in the 9 pilot districts NSB is being provided to cover the non-salary related recurrent costs of schools. It is to be used by schools to spend on everyday expenditure for the general upkeep and functioning of the school and to support student learning e.g. office supplies, sports equipment, electricity, cleaning, teaching and learning materials, furniture and practical subjects.

All governments schools (from primary to higher secondary schools) receive school specific, needs-based funding to spend on any items which they professionally feel will improve the teaching and learning process. Primary/elementary schools receive funds in newly opened dedicated school bank accounts.  Secondary schools use the existing public financial management system. The NSB scheme is being rolled out in phases: phase one began in FY2013/14 where 9 districts (Muzaffargarh, Nankana, Okara, R.Y.Khan, Sargodha, Sialkot, Chakwal, Chiniot and Khanewal) received a total of PKR 3.5 billion; phase 2 in FY 2014/15 enrolled another 9 districts; the final phase will include the remaining districts in FY 2015/16 into the scheme.

An expenditure review was conducted to: a) monitor compliance of the implementation of the NSB scheme with the objectives of the scheme; b) assess effects of the implementation of the NSB scheme on primary and elementary schools up to mid-June 2014; and C) provide a basis for proposing improvements in the way subsequent phases of the NSB roll-out are implemented. Semi-structured interviews were conducted with officials working on the disbursement process at the Punjab School Education Department and in the 9 pilot districts (Muzaffargarh, Nankana, Okara, R.Y.Khan, Sargodha, Sialkot, Chakwal, Chiniot and Khanewal) in a sample of schools.  These included DDF (PMIU), Finance department, SED, DCO, EDO-E/F&P (district), District Account Office, DEO, DDEO, AEO and head teachers. Data collection for the NSB expenditure review was made in 400 schools of the 9 districts. Total respondents were 1372.The data was compiled into the CVS format for further analysis.

Research Study: Impact Assessment of the Pak-Canada Debt Swap Project’s Interventions to Improve the Quality of Education

Government of the Punjab approved Pak Canada Debt Swap Project (PCDSP) under the MoU signed between CIDA (now DFATD) and the Government of Pakistan in April 2006.The major thrust of PCDSP project was to improve the quality of Elementary Education in Pakistan. The Project’s major objectives are to strengthen Teachers Training Institutions, award of pre-service scholarships to attract the potential deserving students to teaching profession and imparting in-service training to the teaching and administrative staff of primary and middle schools, as part of the continuous professional development framework. The strategies to achieve the project objectives were the training of GCETs faculty and staff in teaching methodologies, training of educational managers in basic pedagogical skills and content, administrative, managerial financial and planning procedures and in the implementation of new national or provincial initiatives by all the related stakeholders.  

The Impact Assessment aimed at assessing the effectiveness of trainings, establishment of computer labs, e-libraries and provision of library books, furniture and other equipment and to give a reliable feedback to the donors, policy makers, teacher trainers, planners and implementers, in order to improve the quality of Elementary level Teachers. Data was collected from 143 schools of 14 districts, 11 GCETs, and their attached lab schools. The team of four persons comprising of senior experts also collected data from educational managers.  Total respondents were 19202

The data collection process included; a) document review, b) interviews with head teachers, and b) focus group discussions with the educational managers and training managers. This includes: a) document review at the offices of EDO (Edu), Dy DEOs and AEOs and questionnaire for EDO (Edu), DEOs, Dy DEOs and AEOs by the Survey Supervisor. The data was also collected at the district levels through achievement test in 4 subjects for classes 1 through 8, along with teacher questionnaire and classroom observation.

Awareness Campaign under School Improvers’ Bonus Programme PESP-II in six district of Punjab

The “Improvers School Performance Programme” is being implemented by the programme Monitoring and Implementation Unit (PMIU), Punjab School Education Department since 2010-11 as a three-year pilot to award incentives to low performing schools in poorly performing districts for increasing enrolments including retention and improving students learning outcomes. Initially, three districts Attock, Mandi Bahauddin and Rahim Yar Khan were selected as pilot districts and within these districts, 600 schools (160 schools in Attock, 127 in Mandi Bahauddin and 313 in Rahim Yar Khan) were selected on the basis of their lowest performance in Punjab Education Commission’s Grade 5 examinations.

Before the start of 2013–14, the programme was re-designed in light of the lessons learnt during the first pilot and it was extended to another one year in the three existing districts with a new experimental pilot in three additional low performing districts i.e. Jhelum, Pakpattan and Nankana with an adapted form for 748 selected schools in these districts (300 schools in Jhelum, 150 in Nankana and 298 schools in Pakpattan) identified on the basis of overall district performance of Grade 5 PEC examinations in 2013.

The basic objectives of the Awareness Campaign 2014-15 was to sensitize the district management, and headteachers and teachers of selected schools about the aims of the Improvers School Performance Programme, the expectations of the government from the district management and teachers for specifically achieving these aims and objectives and the ways to improve further. Motivation of teachers and in turn the motivation of parents was the special feature of this year’s Awareness Campaign especially in Pakpattan where non-cash incentives are being given and in Nankana where no incentives are being given, as per the design.

A total of 59 meetings were conducted in the field in 6 districts in which 2768 teachers and headteachers, participated. During the campaign, the participating teachers and headteachers were also registered.

Awareness Campaign under Girls Supplemental Stipend Pilot Programme Phase-II in six district of Punjab

The Supplemental Stipends Pilot Project (SSPP) in Punjab is a 3-year pilot, launched in April, 2013. For administrative reasons, SSPP has been rolled out in two phases:

i) Introduction of higher quarterly benefit payment for girls in grade 6 to 10 beginning from April, 2013 in 68 schools of two selected districts namely Kasur and Bhakkar.

ii) Introduction of higher quarterly benefit payment for girls in grade 6 to 10 plus progression-based incentives to girls in grade 8 to 10, beginning April, 2014 in 298 schools of six districts of Punjab namely; Dera Ghazi Khan, Layyah, Lodhran, Muzaffargarh, Rajanpur and Rahim Yar Khan.

SSPP Phase-II is a three-year pilot launched in 2014 in 18 tehsils of six districts with below average school participation rates of girls ages 11-15 years in rural areas of Punjab. In these 18 tehsils, girls in grades 6-10 in the selected rural government schools are offered a supplemental benefit amount, over and above Rs. 2,400 per year that they are currently receiving. SSPP-II also tests at least one additional new design feature, i.e. an additional stipend on progression to grades 9 and 10.

For cognizance of the key stakeholders about the increase the Awareness Campaign was organized from 7th to 24th February, 2015 with the objectives: a) to inform the Out of and/or In School girls about raise in the stipend amount; and b) to motivate community, parents, teachers and educational managers for continuation of girls’ education in schools.

During the campaign, briefings about the SSPP Phase II and short meetings were organized in which: 101 district officials including District Coordination Officer, District Monitoring Officers, Executive District Officer (Education) District Education Officer, Deputy District Education Officer, Assistant Education Officers and MEAs; 2518 teachers and head teachers; and 1787 School Council and other community members were briefed. 4933 people visited the community camps organized for the campaign. A radio programme was broadcast on FM Radio about the campaign. FAME deployed 84 persons for designing and conducting the Awareness Campaign.