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FAFEN EIM November 12.Cdr

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FAFEN EIM November 12.Cdr November 2012 ir Electio a n F N & e t w e e o r r k FAFEN F Education Institution Monitor A report based on monitoring of 90 F AFEN government girls' secondary schools in 61 districts Vol: 4, Issue: 136/Nov 2012 Teaching positions vacant in girls' secondary schools - Low government oversight Out of the sanctioned 2,246 teaching positions for 90 schools monitored across 61 districts in October, 218 were unoccupied - a vacancy rate of 10%. Sindh had the highest percentage of vacant positions (22%), followed by Balochistan, Khyber Pakhtunkhwa (8% each) and Punjab (5%). FAFEN observers reported that on average 7% non-teaching slots were also not filled – Punjab (11%), Balochistan (8%), Sindh (5%) and Khyber Pakhtunkhwa (5%). As for certain non-teaching staff, 20% schools did not have services of sanitary workers, 17% had no watchmen with 2% without peons. Thirty one percent schools had no Physical Training Instructors and 38% lacked playgrounds. Similarly, 33% were without apparatus for conducting science experiments while 42% did not have libraries. However, all schools operated out of proper buildings; 99% had windows, lights and black/white boards in classrooms; 93% had chairs and tables for teachers and 90% had benches and desks for students. The monitors found students-per-teacher ratio of 30 as satisfactory and below the government-set limit, which is 50. Among regions, Islamabad Capital Territory had the highest number of students per teacher (42), followed by Graph A: Percentage of monitored schools by region Khyber Pakhtunkhwa (39), Sindh (33), Punjab (27) ICT, 1% and Balochistan (21). The teachers' and students' attendance was above Sindh, 24% 75% in more than four-fifths of the monitored Punjab, 38% schools. However, the observers reported teachers' attendance being below 50% in a Sindh school while students' attendance was this low in two schools in Sindh and one in Balochistan. A lot of the issues highlighted here can be resolved through regular and informed oversight of the KP, 32% relevant authorities. The data suggests very low Balochistan, oversight of government/elected officials during the 4% July-September 2012 quarter. Only 36 visits were made to the monitored schools - 18 by the Executive District Officers (EDOs) followed by some other government officials (13), elected representatives (3) and Members Provincial Assemblies (2). Schools in Punjab had the most such visits (19), followed by Khyber Pakhtunkhwa (9), Sindh (7) and Balochistan (1). Detailed findings FAFEN monitored 90 government girls' secondary schools in 61 districts in October. These included Punjab (34 schools; 24 districts), Khyber Pakhtunkhwa (29; 18), Sindh (22; 14), Balochistan (4; 4) and Islamabad Capital Territory (1; 1). 1. Teaching positions Out of the sanctioned 2,246 teaching positions, 2,028 were filled leaving 10% slots vacant. Sindh had the highest vacancy rate (22%) where 117 out of the sanctioned 542 positions remained unoccupied. Balochistan and Khyber Pakhtunkhwa followed with 8% vacancy rates – Balochistan (202 sanctioned; 185 appointed) and Khyber Pakhtunkhwa (370; 340). In Punjab, 1,072 teachers were appointed against the 1,124 sanctioned positions. The school monitored in Islamabad Capital Territory had all eight positions filled. Number of sanctioned Number of teachers Vacant teaching Institutions sharing S. # Province teaching positions posted in the school positions (%) information 1. Punjab 1124 1072 4.63 34 2. KP 370 340 8.11 29 3. Balochistan 202 185 8.42 4 4. Sindh 542 423 21.96 21 5. ICT 8 8 0.00 1 Total 2246 2028 9.71 89 2. Non-teaching positions As for non-teaching positions, 610 appointments were made against the sanctioned 656 leaving 7% slots vacant. Region-wise, Punjab (11%) had the highest vacancy rate where 32 out of the sanctioned 299 positions lay vacant. Balochistan followed with an 8% vacancy rate, Sindh (5%), and Khyber Pakhtunkhwa (3%). Number of sanctioned Number of non-teaching Vacant non-teaching Institutions sharing S. # Province non-teaching positions staff posted in the school positions (%) information 1. Punjab 299 267 10.70 34 2. KP 159 155 2.52 29 3. Balochistan 24 22 8.33 4 4. Sindh 169 161 4.73 20 5. ICT 5 5 0.00 1 Total 656 610 7.01 88 3. Number of students-per-teacher by region The monitored schools reported students-per-teacher ratio to be 30 - well below the government-set limit of 50 for secondary schools. The 90 monitored schools had 2,088 teachers appointed for 62,397 students. On average, the number of students- per-teacher was 21 in Balochistan (3,898 students; 185 teachers). In Punjab this stood at 27 where 28,735 students had 1,072 teachers. The number was 33 in Sindh (16,112; 483) and 39 in Khyber Pakhtunkhwa (13,317; 340). The highest number of students-per-teacher ratio was recorded in the school monitored in Islamabad Capital Territory (42) that had 335 students on roll and eight teachers appointed. Teachers posted in Students enrolled in Number of students per S. # Province Number of schools the school the school teacher 1. Punjab 34 1072 28735 27 2. KP 29 340 13317 39 3. Balochistan 4 185 3898 21 4. Sindh 22 483 16112 33 5. ICT 1 8 335 42 Total 90 2088 62397 30 2 w w w . f a f e n . o r g 4. Teachers' attendance FAFEN observers found teachers' attendance satisfactory in 84 schools, being above 75%. Five schools – three in Khyber Pakhtunkhwa and one each in Punjab and Sindh – had attendance between 51% and 75%. Only one school in Sindh reported this to be below 50%. S. # Percentage of teachers present Punjab KP Balochistan Sindh ICT Total 1. Below 25% 0 0 0 0 0 0 2. 26% to 50% 0 0 0 1 0 1 3. 51% to 75% 1 3 0 1 0 5 4. 76% to 100% 33 26 4 20 1 84 5. Above 100% 0 0 0 0 0 0 Total 34 29 4 22 1 90 5. Students' attendance Seventy six schools had satisfactory students' attendance which was above 76%. However, 11 recorded it between 51% and 75% while three schools – two in Sindh and one in Balochistan – had below 50% attendance. S. # Percentage of students present Punjab KP Balochistan Sindh ICT Total 1. Below 25% 0 0 0 0 0 0 2. 26% to 50% 0 0 1 2 0 3 3. 51% to 75% 1 1 0 9 0 11 4. 76% to 100% 33 28 3 11 1 76 5. Above 100% 0 0 0 0 0 0 Total 34 29 4 22 1 90 6. Buildings and facilities All the monitored schools were housed in proper buildings; 93% had boundary walls with 99% found clean. Ninety nine percent schools had windows, lights and black/white boards in classrooms, fans and electricity connections. Another 93% percent had chairs and tables for teachers and 90% having benches and desks for students. Ninety percent schools had arrangements for drinking water with 81% displaying attendance of students and teachers. Monitoring Methodology The Free and Fair Election Network (FAFEN) has launched a nationwide initiative to monitor governance processes under its Supporting Transparency Accountability and Electoral Processes (STAEP) as part of its mandate to strengthen all forms of democratic accountabilities in Pakistan. Objective information about governance processes is vital to encourage informed engagement of citizenry with elected and public institutions for progressive outputs. FAFEN Governance Monitoring aims at enriching the public discourse and debate on governance and developing research-based recommendations for reforms. FAFEN advocates for transparency, accountability, responsiveness, representativeness and public participation as essential elements of democratic governance to enhance the output, efficiency and effectiveness of all elected and public institutions. FAFEN Governance Monitors visit schools and colleges, heath facilities, police stations and other public institutions to monitor and evaluate their efficiency and efficacy in 200 National Assembly constituencies of 119 districts in Punjab, Khyber Pakhtunkhwa, Balochistan, Sindh, Federally Administered Tribal Areas (FATA) and Islamabad Capital Territory (ICT). In addition, FAFEN is also monitoring complaints handling mechanisms of various public institutions to gauge their effectiveness. Trained FAFEN Governance Monitors fill out standardized checklists during their monitoring visits, employing interviewing and observation techniques, and then transmit the data to the FAFEN Secretariat in Islamabad for data entry, cleaning and analysis. FAFEN plans to produce monthly thematic reports such as this one. This information will also contribute to FAFEN Bi-Annual State of Governance in Pakistan Reports. FAFEN Governance Monitoring reports are based on non-probability sampling, and their findings should not be considered national or provincial generalizations. However, FAFEN's outreach across the country allows it to access most districts as well as urban and rural areas. Standardized methodology is applied across Pakistan to draw information in a uniform way through observation and interviewing. The observation and interviews are recorded on a standardized checklist. All information received at the FAFEN Secretariat is verified through multiple sources for authenticity and accuracy. These reports provide data analysis and inferences only for the monitored institutions within the sample. These reports are meant to present to relevant stakeholders a consolidated and current snapshot of the state of governance in public institutions in order to inspire public dialogue and as a contribution towards targeted interventions and reforms. However, FAFEN's unique methodology to assess and evaluate governance processes continues to evolve. Any inaccuracies that may be noticed in the data or suggestions for improvement in the methodology can be sent to the email address at the end of this report. 3 In contrast, 42% schools lacked libraries; 33% did not have apparatus for science experiments and 38% were without playgrounds.
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