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Learning and Educational Achievements in Punjab Schools (LEAPS): Insights to Inform the Education Policy Debate

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Learning and Educational Achievements in Punjab Schools (LEAPS): Insights to Inform the Education Policy Debate PAKISTA Learning and Educational Achievements in Punjab Schools (LEAPS): Insights to inform the education policy debate February 20, 2007 Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Tara Vishwanath, Tristan Zajonc 1 And The LEAPS Team 1 The authors’ affiliations are (in order): Andrabi: Pomona College, Das: The World Bank and Centre for Policy Research (New Delhi), Khwaja: Harvard University, Vishwanath: The World Bank and Zajonc: Harvard University. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the view of the World Bank, its Executive Directors, or the countries they represent. ii CURRENCY AND EQUIVALENTS Currency Unit = Pakistan Rupee US$ = PKR 60.5 FISCAL YEAR July 1 – June 30 ACRONYMS AND ABBREVIATIONS AJK Azad Jammu & Kashmir NCTM National Council of Teachers of Mathematics EFA Education for All NWFP North Western Frontier Province EMIS Educational Management Information PIHS Pakistan Integrated Household Survey System FANA PTC Primary Teaching Certificate FATA Federally Administered Tribal Areas STR Student-Teacher Ratio FBS Federal Bureau of Statistics SW GPS Global Positioning System TIMMS Trends in International Math & Science Study ILO International Labor Organization NAGE National Assessment of Governing Board EC National Educational Census Vice President: Praful C. Patel, SARVP Country Director: Yusupha B. Crookes, SACPK Sector Director: John Roome, SASHD Sector Manager: Michelle Riboud, SASHD Task Managers: Tara Vishwanath, SASPR Jishnu Das, DECRG Acknowledgements The LEAPS surveys that form the basis of this report were carried out once a year between 2003 and 2007. A LEAPS year begins with pre-survey field work in July that carries on till November. Tests and surveys start in December and January and a household survey is implemented between April and June. The data are compiled and cleaned in the “slack” months during the summer. This has been possible because of an exceedingly dedicated team in Pakistan and constant cooperation with education officials of the education department in Punjab. In Pakistan, the LEAPS team is led by Irfan Ahmed (Overall Coordinator), Sarfraz Bhatti, Kashif Abid, Tahir Ansari and Syed Ali Asjad with initial assistance from Intzaar Butt. The support of Ali Cheema and the faculty and administration at Lahore University of Management Sciences (LUMS) is also gratefully acknowledged. Anila Asghar, Duriya Farooqi and the teachers and children at the Akhtar Mubarak Centre in Lahore all provided key inputs at various stages of the study. Throughout the project, Khalid Gillani (Director, Project Monitoring Implementation Unit, Department of Education, Punjab and Secretary, Department of Education, Punjab) and Tahseen Sayed (World Bank, Islamabad) as well as District Education Officers have been tireless supporters. Shahid Rashid (Secretary in the Department of Education 2003-2006), Khushnood Lashari (the Secretary in the Department of Education, Punjab in 2002-03 and now Additional Chief Secretary) and Adnan Qadir (Queen’s University) gave the initial impetus for the project. At The World Bank in Washington, Charles Griffin’s involvement was critical in initiating the project. Since then, Michelle Riboud (Sector Manager, SASHD), Julian Schweizer (Sector Director, SASHD) and Shantayanan Devarajan (Chief Economist, SAS) and Elizabeth M. King (Research Manager, DECRG) have shown constant interest and support for this work. Thelma Rutledge and Hedy Sladovich provided critical support for editing and formatting the document under immense time pressure in the final stages. Funding for this project was received from SASHD (The World Bank), The Knowledge for Change Program (KCP), PSIA Trust Funds, BNPP Trust Funds and Pomona College. Pomona College waived administrative overheads for this project; the College’s administration and faculty help is acknowledged. The report is based on many conversations with Jeffrey Hammer (Princeton University), Lant Pritchett (Harvard University), Elizabeth M. King (The World Bank), Ali Cheema (LUMS), Mehnaz Aziz (CRI, Islamabad) and presentations at LUMS, PIDE and numerous universities and conferences in the United States and UK. It has also benefited tremendously from thoughtful reviewer comments by Abhijit Banjejee (Massachusetts Institute of Technology), Jeffrey Hammer (Princeton University), Harry Patrinos (World Bank) and Tahseen Sayed (World Bank, Islamabad). We were fortunate to receive excellent research assistance from Samia Amin (World Bank), Zahra Siddique (Northwestern), Amer Hasan (University of Chicago) and Nick Eubank (World Bank). The LEAPS website is designed by Emil Anticevic and Amer Hasan, with assistance from DECDG (The World Bank). Finally, none of this would have been possible without the support of teachers, head-teachers, parents and children in the schools and villages where the LEAPS team has been working. We hope that this report and other ongoing studies from the LEAPS surveys justify their considerable enthusiasm for this work. ii TABLE OF CONTENTS EXECUTIVE SUMMARY ...................................................................................................................... vi INTRODUCTION ................................................................................................................................ 1 1. ARE STUDENTS LEARNING ? .................................................................................................... 18 I. What Do Children Know? ............................................................................................................. 19 II. Why Do Some Children Outperform Others? ............................................................................ 25 2. ARE SCHOOLS FUNCTIONAL ?................................................................................................................ 35 I. Private School Location Patterns .................................................................................................. 37 II. Revenues and Profits ....................................................................................................................... 38 III. Social Costs of Schooling ............................................................................................................... 40 IV. School Facilities ................................................................................................................................ 41 V. Schooling Market: Potential Concerns ......................................................................................... 47 VI. Discussion ......................................................................................................................................... 52 3. DO TEACHERS TEACH ? .......................................................................................................................... 58 I. Facts and Findings ........................................................................................................................... 61 II. Government and Private Compensation: Inputs or Outcomes .............................................. 71 III. Discussion ......................................................................................................................................... 76 4. PARENTS AND THEIR CHILDREN ......................................................................................................... 83 I. Facts and Findings ........................................................................................................................... 84 II. Discussion ......................................................................................................................................... 101 5. THOUGHTS FOR DISCUSSION AND DEBATE ...................................................................................... 105 BIBLIOGRAPHY .................................................................................................................................................... 117 ANNEXES TO LEAPS REPORT ........................................................................................................................ 121 ANNEX 1: SAMPLING PROCEDURE OF THE LEAPS PROJECT ............................................. 121 ANNEX 2: CHILDREN WHO CHANGE SCHOOLS ...................................................................... 125 TECHNICAL ANNEX ........................................................................................................................................... 126 I. PREVIOUS STUDIES .......................................................................................................................... 126 II. THE LEAPS TEST INSTRUMENT .................................................................................................... 130 III. CONCLUSION .................................................................................................................................... 142 iii LIST OF TABLES , FIGURES , AND BOXES TABLES Table 1: Enrollment Patterns .......................................................................................................................................... 10 Table 2: Private School Enrollment Patterns................................................................................................................ 14 Table 3: Gender Enrollment Patterns ...........................................................................................................................
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