NARRATIVE INTERIM REPORT January – June 2014
Dubai Cares Code: PITA0020
Written by Baela Raza Jamil, Imtiaz Nizami and Farwa Fatima
NARRATIVE INTERIM REPORT January – June 2014 1 Contents I. Executive Summary ...... 4 II. Situation Analysis ...... 5 2.01 Analysis of the issues addressed by the program ...... 5 2.02 Relevant government policies and challenges ...... 5 2.03 National Education Policy 2009 ...... 6 III. Project Objectives and Design ...... 6 3.01 Project Components ...... 6 3.02 Project Beneficiaries ...... 8 (a) Direct Beneficiaries: ...... 8 (b) Indirect Beneficiaries: ...... 8 3.03 Project Districts ...... 9 IV. Project Achievements: ...... 11 4.01 Pre-proposal Activities:...... 11 (a) Meetings/Field Visits with Provincial/District Departments of Education ...... 11 (b) Signing of Memorandum of Understanding (MOU) ...... 11 4.02 Post-Proposal Activities ...... 12 V. Upcoming Activities ...... 29 VI. Challenges: ...... 31 VII. Annexure ...... 32 7.01 Annex 1: Picture Gallery...... 33 7.02 Annex 2-A : MoU with Balochistan - Education Department ...... 35 7.03 Annex 2-B: MoU with Sindh – Education and Literacy Department ...... 49 7.04 Annex 3 : Schools Summary ...... 59 7.05 Annex 4: Out of School Children in Each District ...... 60 7.06 Annex 5.1: Teachers Without Frontiers Meeting ...... 61 7.07 Annex 5.2: DRAFT Research framework for Dubai Cares Project ...... 65 7.08 Annex 6:LMTF Overview ...... 71 7.09 Annex 7: Meeting with Gordon Brown- London June 10, 2014 ...... 74 7.10 Annex 8: Regional Conference on Right to Education & Early Childhood Education and Development (ECED): South Asian Perspective ...... 78 7.11 (GEM) Muscat Oman- Session Summary: “Increasing Equity and Inclusion-What works?”81 7.12 Annex 10a: Teachers‟ Literature Festival Karachi ...... 85 7.13 Annex 10b: Detailed Report of Children‟s Literature Festival Karachi ...... 87 7.14 Annex 10c: Designs of Marketing and Promotional Material for CLF ...... 98 7.15 Annex 10d: TLF/CLF Islamabad (01--03 May 2014) ...... 99
NARRATIVE INTERIM REPORT January – June 2014 2 Narrative Interim Report For the period of January to June 2014 (Six Months)
Improving learning outcomes, enrolment and transitions Project Title from ECE to primary education especially for girls and vulnerable groups in Pakistan
Dubai Cares Code: PITA0020
Donor Dubai Cares
Punjab: Muzaffargarh & Dera Ghazi Khan
Locations Sindh: Sukkur, Shikarpur, Karachi
Balochistan: Lasbela, Qila Saifullah and Quetta
Duration (start date as per 03 Years (January 1st, 2014) project document)
1. Early Childhood Education (ECE) in government schools
2. Combining Access/Learning for Out of school children through Chalo Pharo Bharo (CPB) and School Improvement: Learning for Access (L4A) program (10-20% Low cost private schools)
Key Project Components 3. Teachers without Frontiers - unique outreach through trainers and e-enabled platforms in far flung areas of Pakistan
4. Learning Assessment (Learning Metrics Task Force/ASER)
5. Children Literature Festival
6. Evidence Based Advocacy
NARRATIVE INTERIM REPORT January – June 2014 3
I. Executive Summary
The project specifically targets early childhood education, enhanced enrolment and learning outcomes of out of school children, children at risk in school and transitions from early childhood education to primary and post primary education for especially girls and vulnerable groups in Pakistan. It is as much informed by the provincial education sector plans as it is by the national/global commitments towards MDGs/EFA and current debates to finalize the post 2015 development agenda, goals and targets. On the one hand, the scope of the project is intensively focused on Sindh, Balochistan and Punjab for all components, whilst on the other selected elements and advocacy are being conducted nationwide.
For the first two components, Early Childhood Education and Learning for Access, meetings with provincial and district Departments of Education have been made and memorandum of understanding (MOUs) have been signed between ITA and the Departments of Education. Project staff has been hired and trained and the union councils and schools have been finalized with GPS coordinates. A baseline need assessment survey has been conducted in all selected UCs, specifically the target villages covering selected government and private schools and households. Para teachers have been appointed to work with the school teachers. The project is ready to kick off as soon as the schools open after the summer break.
Alongside, meetings for component three and four, Teachers without Frontiers and Learning Metrics Task Force respectively, have been conducted to chalk out our coming up activity plans. A proposal submitted for the facilitation of LMTF 2.0 learning champions in all the provinces of Pakistan has been successfully submitted. For component five, a Children‟s Literature Festival complemented by a Teachers Literature Festival has been held in Karachi (Feb.) and Islamabad in May 2014. Preparations for the upcoming festival in Lahore (Novemer 2014) have started. For component six, an enrolment campaign was held in target districts in April 2014, Global Action Week was held in May, 2014 in Quetta, Peshawar, Lahore and Karachi. Sir Gordon Brown, the Special Global Envoy for Education in United Nations, visited Pakistan in March, 2014; critical initiatives were taken for collaboration with his global umbrella program, A World at School‟s (AWAS) Global Youth Ambassadors for education under which 500 youths will be mobilized for education activism in Pakistan, End to Child Marriages, 500 days of campaigns up to 2015 December focusing on vulnerable children and Girls Education and the Global Business Coalition (GBC) for Education. Plans for upcoming activities are being finalized including a nationwide candlelight vigils in July 2014 for a peaceful protest against the kidnapping of 200 Nigerian girls in Chibok.
The Right to Education- Early Childhood Education and Development (ECED) Perspectives from South Asia conference scheduled for June 4-5 2014 co-hosted with Government of Sindh was postponed due to law and order situation in Karachi – it will now be held on September 16-17th 2014 to coincide with the formal Project Launching.
A detailed meeting with stakeholders has been held for the research strategy particularly focused on the first two components (annex 5.2)- the final version will be shared in August after the finalization of the criteria for controlled schools. Evaluators will be engaged both in Pakistan and from the Institute of Education – University of London
NARRATIVE INTERIM REPORT January – June 2014 4 II. Situation Analysis
2.01 Analysis of the issues addressed by the program Education plays an integral role in promoting sustainable development of any country, gender entitlements, its social prosperity and enhanced labour productivity. An educated population contributes positively towards democratic values, economic growth and non-discriminatory access to a quality education system; reducing and eventually eliminating inequalities related to gender, geography and class, etc. It creates social cohesion and possibilities to overcome divisive cultural norms, laws and practices.
Education in Pakistan is off track to meet MDGs and EFA targets. The literacy rate for population 10 years and above at national level is 60 percent during 2012-13 as compared to 58percent in 2010-11. Literacy remains much higher in urban areas than in rural areas and much higher in men than in women. Province wise comparison reveals that Punjab leads with 62percent followed by Sindh with 60 percent, KPK with 52 percent and Balochistan with 44 percent. (PSLM 2012-13) This limits the opportunity for households to achieve requisite skills for higher productivity and improved well-being. Pakistan‟s HDI ranking is 146 out of 186 countries (UNDP-HDR 2013); with a population of 183 million, it is classified as a lower middle income country with almost 50 percent people classified as extremely vulnerable and poor1. Emergencies, conflicts and displacements have further intensified vulnerabilities.
The GDP expenditure for education has remained around 2% of GDP for the past decade; a high proportion being spent on teachers‟ salaries, leaving approximately 5 % for education reforms to improve quality interventions, such as, teachers training, curriculum and textbook development, assessment, provision of school facilities and monitoring & supervision.
In spite of several progressive constitutional provisions and laws to uphold the status of girls and women equal to boys and men, traditional customs and patriarchal norms continue to hold back indicators of gender equality. However, some progress has been achieved over the years with primary GPI recorded at 0.9 (1.00 MDG target) and secondary GPI at 0.81 (0.94 MDG target). Accelerated efforts need to be made to reach the desirable GPI targets by 2015.
2.02 Relevant government policies and challenges
The project aims to address fundamental issues in education faced by Pakistan. In the 18the Amendment, education has been declared a fundamental right guaranteed by the inclusion of Article25A in the Constitution of the Islamic Republic of Pakistan which states: “State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law.
Since the passing of the 18 amendment education is a state obligation to provide quality education to all children 5-16 years of age. This is a formidable challenge for Pakistan where GER ECE is 44% (girls 45%,) NER primary (Age6-10) is 68% (girls 63%), NER middle (Age 11-13) is 38% (girls 33% ), NER secondary (age 14-15) is 25% (girls 23%); these comprise the four stages of education covered byarticle-25A for 5-16 year olds.2Pakistan has
1 http://data.worldbank.org/country/pakistan 2 PSLM 2011-12
NARRATIVE INTERIM REPORT January – June 2014 5 been listed as the country with the second highest Out of School Children (OOSC) after Nigeria with current estimates of primary OOSC as 5.7 million and for children between 5-16 as 25 million.3
2.03 National Education Policy 2009
All provincial education sector plans are endorsed and are aligned to the National Education Policy (NEP) 2009 and the National Curriculum 2006. The NEP 2009 is designed as a sector wide policy from ECE to secondary and tertiary education including technical vocational training, non-formal education and literacy. The proposed project in turn is informed by the sector plans and NEP 2009; it is furthermore underpinned by article 25-A or the Right to Education (RTE) movement for 5-16 years of children.
III. Project Objectives and Design
The project builds on the core concept of promoting education transitions with a particular focus on learning outcomes especially for girls and vulnerable groups in Pakistan.
3.01 Project Components
There are six components of the project as follows:
Component 1: Establishing quality “Early Childhood Education (ECE) in primary government schools for holistic experiential learning and transition from pre-primary to primary education. The component will support policy and advocacy, capacity building of teachers, head teachers, parents/community and tracking learning outcomes. ECE under Dubai cares will mirror sector plans of two provinces in 04 target districts of Sindh (2) and Baluchistan (2)
Objectives: The main objectives of Component I aligned with the provincial sector plans, are as follows: To provide experiential learning opportunities to 35000-40,000 children in 400 schools over 30 months for successful transition to primary level To hire and train 400 Para teachers along with 400 school teachers in ECE curriculum, pedagogies and assessment system To train cluster head teachers, and 150 field officers /trainers such as DTEs (govt. District Teacher Educator), supervisors, ADEOs/AEOs and relevant personnel on ECE to make the intervention sustainable for the entire district To raise awareness among 2,000 SC/SMC members (400 schools × 05) on the importance and need of ECE To develop modules on ECE curriculum, early learning developing standards (ELDS) and assessment to influence B.Ed ECE courses in pre–service and in-service training of teachers To undertake baseline prior to the launch of the segment with a research design to measure impact through the life of the project
3GMR UNESCO (2013)
NARRATIVE INTERIM REPORT January – June 2014 6
Component 2: Learning 4 Access 20,800 (could be expanded to 25,000- 30,000) Out of school children (OOSC)‟s access, accelerated learning and support for school improvement where the OOSC are being mainstreamed
Objectives: The main objectives of the component, aligned with the sector plans, are as follows: To provide Accelerated Learning Program/CPB to 20,800 OOSC( # could almost double ) To mainstream 14,560 (70%) of Out of School Children (Drop out/Never Enrolled) To ensure retention of 10,192 (70%) mainstreamed children To improve Learning levels of 15,600 In-school children (grade4-5) at risk of dropping out To improve school learning environment in 520 target schools Capacity building of 2,080 teachers of target schools Capacity building of 2,600 School Council / Parent Teacher School Management Committee Members
Component 3: Teachers without Frontiers (TWF- unique outreach through trainers and e- enabled platforms in far flung areas of Pakistan)
Objectives: To identify 30 teachers from existing professional networks as Lead Master Trainers (LMTs) from all provinces (incl. project target areas); they will focus on content knowledge and understanding of Standard based Curriculum with communication skills and e-learning/ IT skills Capacity building by 30 LMTs through workshops of 30 trainees each; about 900- 1050 educators in hard to reach areas in all provinces; they will focus on content knowledge, and implementation of Standards based Curriculum through blended medium –face to face and e-learning solutions in English, Urdu/Sindhi, Maths, Science, Social studies and ECE To identify from each cohort of 30 trainees 3 special communicators/Mentors (90) with skills for e-learning who can in turn train another 30-50 trainees for multiplying the capacity through blended learning solutions (90 trainers to train 50 teachers each = 4500) These 90 mentors (called as Master Trainers) will be trained for 4 -6 weeks on e- learning devices – blended learning and be provided with tablets for access to learning solutions To develop an e-learning platform /portal easily accessible by teachers anywhere through simple telephony, I-PADs or computers. Apps will be developed accordingly The 90 mentors will in turn train 35-50 teachers in the agreed areas. Reaching to 4,500 teachers (2 per school) who in turn will reach out to 200-250 students in 2,250 schools To undertake impact research of this model for mobilizing evidence to inform the innovation and influence policy for in-service training and dissemination of the approach
NARRATIVE INTERIM REPORT January – June 2014 7
Component 4: Learning Metrics Task Force (LMTF) Objectives: Leverage and build consensus on measuring learning among the global and national education/assessment community Develop concrete recommendations for measuring learning at the national levels through the learning metrics for global comparisons Have recommendations translated into action (including inform the post-2015 agenda) Long-term: Shift the conversation on education from access to access plus learning, and improve learning outcomes for children and youth
Component 5: Children’s Literature Festival (CLF) Objectives: Generate a culture of reading to improve learning and citizenship across Pakistan's schools by popularizing Children‟s Literary Festivals as a sustainable institution for age groups 4-18
Component 6: Advocacy and Policy Influencing Objectives: To influence public policy on education and girls‟ right to education for meeting the challenges of RTE in Pakistan
3.02 Project Beneficiaries (a) Direct Beneficiaries: Schools: 3,770 (Girls: 2.491, Boys: 1,279) Students (3-5 years): 35,000 (Girls: 28,000, Boys: 7,000) Students (5-14 years): 350,800 (Girls: 214,400, Boys: 136,400) Teachers/Para/Head: 12,880 (Female: 9,674, Male: 3,206) Community Members: 205,200 (Female: 104,160, Male: 101,040) Govt. Officials: 700 (Female: 350, Male: 350) CSO, Local CBOs, other partner organizations: 230 Lead Master Trainers & Field Based Mentors/Trainers: 930 (Female: 831, Male: 99)
(b) Indirect Beneficiaries: Schools: 8,280 (Girls: 4,764, Boys: 3,516) Students: 600,000 (Girls: 390,000, Boys: 210,000) Siblings of Students: 70,000 (Girls: 35,000, Boys: 35,000) Teachers/Head: 31,420 (Female: 17,786, Male: 13,634) Students‟ Parents/Households: 1,950,000 (Female: 975,000, Male: 975,000) Govt. Officials: 900 (Female: 470, Male: 430) CSO, Local CBOs, other partner organizations: 300
NARRATIVE INTERIM REPORT January – June 2014 8 3.03 Project Districts The maps show the target districts and component implementation in each of the districts.
Project Districts
NARRATIVE INTERIM REPORT January – June 2014 9
Project Components in Each District
NARRATIVE INTERIM REPORT January – June 2014 10 IV. Project Achievements:
4.01 Pre-proposal Activities:
(a) Meetings/Field Visits with Provincial/District Departments of Education Sindh Meeting with Chief Program Manager, Reforms Support Unit, Sindh October 21st, December 22, 2013 Meeting with Secretary Education and Literacy Department (E &LD) Sindh on December 21st, 2013 and several other times too to keep him abreast of the project.
Baluchistan Meeting with Secretary Education Baluchistan on December 19th – 20th, 2013 Meeting with Chief Conservator Officers, Forest Department, Quetta on December 23rd, 2013 Field visits to Quetta on December 26th – 27th, 2013 Field visit to Lasbela on January 8th - 9th, 2014
The footprint of DC project in Balochistan also follows the environmental/conservation areas that have been hugely ignored in provision of education, under the insistence of the Secretary Education – focusing on Hingol-Park; Dureji Lasbella- Qila Saifullah; a multi-departmental collaboration is in place.
Punjab Meeting with Secretary Schools Education Department Punjab on December 23rd, 2013 Meeting with District Coordination Officer, Muzaffargarh on December 3rd, 2013 Meeting with District Coordination Officer, Dera Ghazi Khan on December 4th& December 11th, 2013
(b) Signing of Memorandum of Understanding (MOU)
MOU between Government of Sindh, Education and Literacy Department and ITA on March 26th, 2014 MOU between the Department of Education Government of Balochistan and ITA on March 28th, 2014 MOU between Schools Education Department, Government of Punjab (SED-Punjab) and ITA on August 15th, 2013 and then again on June 10th, 2014 Punjab MOU Existing one valid until 2016 and is currently under review by multiple departments including Planning and Development/Finance for extension up to 2020. MOUs attached. (Annex 2)
NARRATIVE INTERIM REPORT January – June 2014 11 4.02 Post-Proposal Activities
Component Output Activities Implementation Status Outcome Impact Comment
Component 1: 1.1) Setting up 400 ECE rooms 1.1.1 Selection of 400 schools in Project Staff Hiring - Sound - Project Establishing in 400 public schools in two phases developing formal planning progressin Interviews for the hiring of quality “Early two phases: understanding with leading to g in right project staff were conducted Childhood concerning authorities and key effective direction to Phase 1: 200 schools 2014 during March 2014 in Education (ECE) stake holders/actors in project role achieve its and 2015 respective project districts in primary public/private sectors out stated of Sindh and Balochistan as government Phase 2: 200 schools 2015 objectives 1.1.2 Identification of target out of per the schedule. During - District schools for holistic and 2016 ensuring safe school children (3-5 years)- the interviews, staff for teams experiential and protected learning Annual Survey various project posts were become well learning and space for young children finalized and recruited. aware of transition from 1.1.3 Mainstreaming/getting overall project pre-primary to 17, 500 children enrolled into targets and primary education. ECE all across the target implementati districts in phase 1 and 17, Project Staff Training The component on modalities 500 children in phase 2 A comprehensive capacity will support policy building program for newly - District and advocacy, 1.1.4 Provision of need based hired project staff was governments capacity building infrastructure and learning planned during April 2014. oriented to of teachers, head materials In this regard, 10-day school teachers, 1.1.5 Sensitizing 175,000 training was organized at development parents/community community (parents and Sukkur from April 14th - activities and tracking family members) to educate 23rdfor the entire staff covered learning outcomes. their children (enrolled and to working on this project. under the ECE under Dubai be enrolled) Resource persons from ITA project, cares will mirror Lahore and Karachi eliminating sector plans of two 1.1.6 Handing over of 200 schools conducted different sessions the chance of provinces in 04 (2014-2015) by the end of during the training program. duplicity of target districts of phase 1. Handing over of 200 The major areas that were resources Sindh (2) and schools by the end of phase 2 (2015-2016) covered during the training - Community
NARRATIVE INTERIM REPORT January – June 2014 12 Component Output Activities Implementation Status Outcome Impact Comment Baluchistan (2) were: mobilization 1.2) Provision of 400 ECE 1.2.1 Hiring of 400 Para teachers through teachers in the schools for for ECE classes with phase visits of teaching up to the wise approach 1. Introduction of ITA project staff standards defined in the 1.2.2 Training workshop (7-days) and Dubai Cares of target sector plans will be conducted in both 2. Introduction of schools, and phases throughout the project Dubai Cares project their span 2014-2016 and its meetings 1.2.3 6 Follow-Ups /6 monitoring background with school visits by program manager authorities 3. Detailed sharing of ECE to ensure quality and local different project teaching and practices to be community components followed
1.3) Government officials, 1.3.1 Conducting meetings with During the training, field partners, teachers, district/provincial educational visits were arranged for the SCs/SMC, and children networks (including participants to practically and other stakeholders are provincial and District implement various sensitized about the Education Authorities) on techniques of L4A and ECE significance of ECE ECE that they had learnt during 1.3.2 Dissemination of best in-house training sessions. practices/ professional ECE Union Councils (UCs) material (including ELDS) and Schools Selection among National/Provincial/ District level institutions/ After the completion of professional ECE institution training, project staff was mobilized in their target 1.3.3 Development and districts for finalization of dissemination of video UCs and initial selection of documentary of model ECE schools as per criteria given room (Low Cost) in the project proposal. 1.3.4 Longitudinal research UCs and schools have been
NARRATIVE INTERIM REPORT January – June 2014 13 Component Output Activities Implementation Status Outcome Impact Comment baseline, midline and final) on finalized in all six districts. the impact of ECE on (Annex 3) retention rate The selected schools
include 15% Private schools included are; 1) community based schools; 2) Sind Ed. Foundation -SEF schools. And 3) madrassas to be included in DG Khan , Sindh and Balochistan GPS coordinates have been undertaken as well for all schools.
Baseline Need Assessment Survey A baseline need assessment survey was conducted in all selected 50% UCs, of phase I specifically the target villages covering selected
government and private schools and households. The school survey allowed us to
obtain information regarding school facilities, teaching staff, school
council, etc. and helped us
NARRATIVE INTERIM REPORT January – June 2014 14 Component Output Activities Implementation Status Outcome Impact Comment assess the learning levels of students of grade 4 and 5
using Chalo Parho Barho (CPB) tools. The household survey was conducted using ASER methodology with the exception that the number of households was increased from 20 to 80 to identify maximum Out of School Children. (Annex 4) The household survey also assessed the learning levels of children using ASER tools in 20 randomly selected households.
Data was collected by the volunteers and entered into our system for:
- 240 schools from the School Baseline Assessment Survey - 270 villages of the six districts from the ASER & house hold survey along with the identification of
the out of school children between the age of 3 and 12
NARRATIVE INTERIM REPORT January – June 2014 15 Component Output Activities Implementation Status Outcome Impact Comment years
Spot Checking Spot checking was done by district coordinators (DCs), monitoring and evaluation (M&E) officers, managers for ECE and L4A to verify the survey procedures and results. Data Verification by UC Coordinators UC Coordinators verified the data collected by the volunteers in the presence of DCs and M&E team. The minor errors were corrected and missing information was filled through re-visits to the field sites.
Selection of Para
Teachers
115 Para teachers for the ECE & L4A were selected in the initial phase and the
rest will be hired as per need.
NARRATIVE INTERIM REPORT January – June 2014 16 Component Output Activities Implementation Status Outcome Impact Comment Community Meetings District Coordinator ECE and M&E Officer conducted six community meetings at the target villages of Sukkur to orient them about Dubai Cares initiatives. Following areas were focused in the meetings. - Identification of children of ECE and literacy camp - Discussion on health and hygiene problems with mothers - Identification of Para-teachers from community
Monitoring and
Evaluation Monitoring and Evaluation team visited the villages and schools to monitor the
survey process. The team individually checked the survey forms filled by the
volunteers. Alongside, the UC Coordinators monitored
NARRATIVE INTERIM REPORT January – June 2014 17 Component Output Activities Implementation Status Outcome Impact Comment the volunteers during the survey. This has helped the
team in channelizing the process and getting quick 1.4 To develop modules on ECE facilitation. curriculum, early learning 1.4 The modules for ECE developing standards (ELDS) B.Ed program have and assessment to influence been commissioned and B.Ed ECE courses in pre– first drafts will be ready service and in-service training for review in November 2014 of teachers
Component 2: 2.1) 20,800 (this could almost 2.1.1 Selection of target union Same as for Component 1, - Sound - Project Component 2: 20, 800 Out of double over two years if councils and villages and with districts included for planning progressin 20, 800 Out of School Children two cohorts are adopting cluster based Sindh, Balochistan and leading to g in right School Children (OOSC)‟s access accommodated depending approach for selection of Punjab effective direction to (OOSC)‟s access and learning and upon demographics) schools in collaboration with project role achieve its and learning and support for school OOSC identified and District Education Department out stated support for improvement enrolled in government or 2.1.2 Identification, hiring and - District objectives school where the OOSC low cost private schools or training (6-day) of 520 teams improvement are being literacy camps volunteers for Literacy Camp become well where the OOSC mainstreamed- 2.1.3 100% Household Survey aware of are being Learning4Access conducted in target villages to project mainstreamed- Program identify and mobilize OOSC targets and Learning4Access for the CPB camp, school implementati Program based survey for the on modalities identification of children in - District grades 4-5 at risk governments 2.1.4 CPB Baithak conducted in become target government schools for aware of orientation to the program and school
NARRATIVE INTERIM REPORT January – June 2014 18 Component Output Activities Implementation Status Outcome Impact Comment door-to-door campaign for development enrolment of OOSC activities covered under the project, eliminating the chance of duplicity of resources Community mobilization through visits of project staff of target schools, and their meetings with school authorities and local community 2.2) Holding Literacy Camps 2.2.1 Learning camps conducted In process and preparation - - Activities (located in village schools) over 6-8 weeks 10 days+10 to begin in August 2014 conducted in to enhance learning levels days+10days with another 20 Materials translated to Next Quarter of drop out children and days of gap in between the 3 Sindhi for production and mainstreaming them in camps distribution government schools (70% 2.2.2 Baseline, midterm and end of target OOSC) line test conducted and shared in the class and in school 2.2.3 Mainstreaming 14, 560 children into government schools (ECE age bracket and drop out children graduating from literacy camp)
NARRATIVE INTERIM REPORT January – June 2014 19 Component Output Activities Implementation Status Outcome Impact Comment
2.3) Provision of 520 Para 2.7.1 Hiring of 520 Para In process linked to the - - Activities Teacher and Teaching Teachers as per need successful learning camps conducted in Learning Materials as per assessment Next Quarter need assessment 2.7.2 Provision of Teaching Learning Materials in 520 schools
2.4) Capacity building of 2,080 2.4.1 Adjusting the CPB In process - - Activities teachers through methodology in the conducted in cluster/site based trainings school‟s curriculum /time Next Quarter tables for reinforcement to target students and tracking learning levels of mainstreamed children 2.4.2 06 day training of 2,080 teachers on annual school planning, lesson planning and follow ups to ensure its implementation in the classroom 2.4.3 Developing student learning and tracking card
2.5) School Enrichment 2.5.1 Site based orientation In process - - Activities Program (SEP)- provided to 1,040 teachers on conducted in Student/Reading/Health/S SEP Next Quarter ports club formed in 520 2.5.2 Formation of Students Club, schools Reading Club, Health Club in 520 schools
2.6) Strengthening 520 School 2.2.1 Site based training of 2,600 In process - - Activities Management SC/SMC members on making conducted in
NARRATIVE INTERIM REPORT January – June 2014 20 Component Output Activities Implementation Status Outcome Impact Comment Committees/Councils of School Development Plan Next Quarter and Right to Education Campaign Component 3: 1.5 Capacity building of 5,430 1.5.1 Identifying 30 eminent First meeting was - Sound - Project Teachers Without educators for developing trainers as elite TWF trainers held on December planning progressin Frontiers- unique content knowledge , from existing networks of 21, 2013 at Beach leading to g in right outreach through understanding and super teachers in all effective direction to Luxury Hotel, trainers and e- dissemination of Standard provinces; they will focus on project role achieve its enabled platforms based Curriculum through content knowledge and Karachi out stated in far flung areas blended medium-face to understanding of Standard The meeting built - District objectives of Pakistan face and e-learning based Curriculum with on the discussion teams solutions communication skills and e- and process of how become well learning/ IT skills TWF has to be aware of 1.5.2 Develop an e-learning carried out. The project platform/portal easily discussion has been targets and accessible by teachers ongoing since implementati anywhere through simple October 2013 . on modalities telephony, I-pads or There were
computers. Apps will be individual and developed accordingly. collective sharing of 1.5.3 Training of 100+ teachers (in ideas and hard to reach areas)in specific experiences with areas of training through feedback and expertise in English, discourse around Urdu/Sindhi, Mathematics, group work Science, Social Studies and exercises. ECE The meeting was 1.5.4 Training of 4,500 teachers by attended by VMIE, 90 selected Master Trainers NDIE, TRC RSU through cluster hubs and ITA /ASER 1.5.5 Build 6 blended and e-enabled teams hubs in distant location for Modules are being easy access to teachers for self developed on ECE
NARRATIVE INTERIM REPORT January – June 2014 21 Component Output Activities Implementation Status Outcome Impact Comment growth curriculum, early 1.5.6 Undertake impact research on learning developing this model for policy and standards (ELDS) dissemination and assessment to influence B.Ed ECE courses in pre– service and in- service training of teachers. This work has been deployed to VMIE and the first draft will be ready by October/November 2014 for review. A baseline will be conducted prior to the launch of the segment with a research design to measure impact through the life of the project. A detailed meeting was conducted to decide the strategy. Work is in progress to work out our experimental and control groups given the limitation of school matches in challenged areas
NARRATIVE INTERIM REPORT January – June 2014 22 Component Output Activities Implementation Status Outcome Impact Comment Details of the ideas shared during the meeting are attached. (Annex 5) Partnerships with learning technology organizations are in process
Component 4: 4.1 Develop concrete 4.1.1 Have recommendations The Learning Learning recommendations for translated into action Metrics Task Force Assessment measuring learning at (including inform the post (LMTF) is (Learning Metrics the global and national 2015 agenda) convened by the Task Force/Annual levels 4.1.2 Long-term: Shift the UNESCO Institute Status of conversion on education from for Statistics and the Education Report) access to access plus learning, Centre for Universal and improve learning Education (CUE) at outcomes for children and the Brookings youth Institution in July 2012 ITA submitted a proposal for facilitation of LMTF 2.0 learning champions in Pakistan in all the provinces and this has been successfully approved for launch in August/sept 2014 pending TORs from LMTF.
NARRATIVE INTERIM REPORT January – June 2014 23 Component Output Activities Implementation Status Outcome Impact Comment Details of the project component are attached. (Annex 6) 4.2.1 Conduct ASER - - 4.2 ASER Annual Survey Annual Survey in six in six target districts target districts 4.2.2 Dissemination of ASER results 4.2.3 Conducting Village Baithaks Component 5: 5.1 Host 6 major and 5.1.1 Publish 6 children Idara-e-Taleem-O-Aagahi Probed a It has Children Literature support 6 smaller books, 2 teachers (ITA), Oxford University culture of allowed the Festival Children‟s Literature guide, 4 CDs/other Press (OUP) in reading thinking Festivals (CLF) from related products under collaboration with Open amongst the capacities of 2013-2016 through the CLF label to Society Foundations children and children and partnerships in Sindh, support content in (OSF), The Arts Council teachers in teachers of Pakistan Karachi , Balochistan, Punjab, classrooms and Islamabad alike to Dubai Cares and the KP and Islamabad learning communities Karachi Youth Initiative become including target (KYI) hosted the 11th critical and districts under the Children‟s Literature creative project in Festival and the 1st ever collaboration with Teachers‟ Literature OUP, FOSI, CSR Festival (TLF) in Pakistan partners and other in February 2014 at the likeminded Arts Council of Pakistan organizations Karachi (Report at Annex 10) CLF held in Islamabad at the Federal College of Education on the 2nd and 3rd of May 2014 It included a Teachers‟
NARRATIVE INTERIM REPORT January – June 2014 24 Component Output Activities Implementation Status Outcome Impact Comment Literature Festival with various workshops to promote reading in classrooms and enhance children‟s capability to think creatively and critically Details of the TLF/CLF Islamabad and Karachi are attached in a report. (Annex 10) Over 50,000 children and teachers were in attendance along with 600 plus schools in both cities. Wide coverage of media; www.chidlrensliterature festival.com
Component 6: 6.1 Government officials, 6.1.1 Evidence based research work Global Action Week in Media Influence Advocacy and partners, teachers, (ASER,CPB,RTE) to inform May, 2014 coverage at governm influencing SCs/SMC and children campaigns- Right to Programs held in local, ent government and other stakeholders are Education/ girls education and Quetta, Peshawar, provincial policy policy-provincial sensitized about Right to enhancement of public sector Lahore and Karachi and and national Education, Girls budgets for education from 25th April to 2nd national Education and the need of 6.1.2 Celebrating International May, 2014 level has enhanced budget spending Advocacy Days Sir Gordon Brown, the allowed for on education (education/gender advocacy) Special Global Envoy nationwide at local, provincial and for Education in United awareness th national levels (March 8 - Nations, visited International Women‟s Day, Pakistan and on 29th rd EFA Week April 23 , August March, 2014 following Enrolment Campaigns,
NARRATIVE INTERIM REPORT January – June 2014 25 Component Output Activities Implementation Status Outcome Impact Comment International Literacy Day in critical initiatives were September, World Teachers taken: Day October 5th, Girl Rising Regional Conference on October 11th, International Right to Education & Children‟s Day November Early Childhood 20th) Education and 6.1.3 5 round tables held on policy Development (ECED): areas of OOSC and girls South Asian Perspective education, learning was schedule on 05-06 assessment and quality, RTE June 2014, but due to 25A, teachers education and the political situation education financing the conference 6.1.4 Publish bi-annual newsletters reschedule on 16-17 September 2014 in Karachi. ( The Program attached as Annex 8) Global Education for All, UNESCO (GEM) Meeting held in, Muscat, Oman on 12 – 14 May 2014, Ms. Baela Raza Jamil, made her presentation on the provincial and national policy making with robust database from grass root level. Referring to the overview of Pakistan education status (Annex 9) A World at School‟s Global Youth Ambassadors Program for education
NARRATIVE INTERIM REPORT January – June 2014 26 Component Output Activities Implementation Status Outcome Impact Comment - End to Child Marriages , Girls Education - The Global Business Coalition for Education - Details are attached (Annex 7) Planning nationwide candlelight vigils as a peaceful protest against the kidnapping of over 200 Nigerian girls in Chibok district, marking 100 days of girls having been missing Published the first DC newsletter Conference on The Right to Education- Early Childhood Education and Development (ECED) Perspectives from South Asia conference scheduled for June 4-5 2014 co-hosted with Government of Sindh was postponed due to law and order situation in Karachi – to coincide with
NARRATIVE INTERIM REPORT January – June 2014 27 Component Output Activities Implementation Status Outcome Impact Comment formal Project Launching.
NARRATIVE INTERIM REPORT January – June 2014 28 V. Upcoming Activities
Jul Aug Sep Oct Nov Dec Activities 2014 2014 2014 2014 2014 2014 Component 1: Establishing quality “Early Childhood Education (ECE) in primary government schools for holistic experiential learning and transition from pre-primary to primary education. The component will support policy and advocacy, capacity building of teachers, head teachers, parents/community and tracking learning outcomes. ECE under Dubai cares will mirror sector plans of two provinces in 04 target districts of Sindh (2) and Baluchistan (2) To provide experiential learning opportunities to 35000-40,000 children in 400 schools over 30 months for successful transition to primary level To hire and train 400 Para teachers along with 400 school teachers in ECE curriculum, pedagogies and assessment system To train cluster head teachers, and 150 field officers /trainers such as DTEs (govt. District Teacher Educator), supervisors, ADEOs/AEOs and relevant personnel on ECE to make the intervention sustainable for the entire district To raise awareness among 2,000 SC/SMC members (400 schools × 05) on the importance and need of ECE To develop modules on ECE curriculum, early learning developing standards (ELDS) and assessment to influence B.Ed ECE courses in pre–service and in-service training of teachers To undertake baseline prior to the launch of the segment with a research design to measure impact through the life of the project Component 2: Learning 4 Access: 20,800 (could be expanded to 25,000 if not 30,000) Out of school children (OOSC)‟s access, accelerated learning and support for school improvement where the OOSC are being mainstreamed To provide Accelerated Learning Program/CPB to 20,800 OOSC( # could almost double ) To mainstream 14,560 (70%) of Out of School Children (Drop out/Never Enrolled) To ensure retention of 10,192 (70%) mainstreamed children To improve Learning levels of 15,600 In-school children (grade4-5) at risk of dropping out To improve school learning environment in 520 target schools Capacity building of 2,080 teachers of target schools
NARRATIVE INTERIM REPORT January – June 2014 29 Jul Aug Sep Oct Nov Dec Activities 2014 2014 2014 2014 2014 2014 Capacity building of 2,600 School Council / Parent Teacher School Management Committee Members Component 3: Teachers Without Frontiers (TWF- unique outreach through trainers and e- enabled platforms in far flung areas of Pakistan) To identify 30 teachers from existing professional networks as Lead Master Trainers (LMTs) from all provinces; they will focus on content knowledge and understanding of Standard based Curriculum with communication skills and e-learning/ IT skills Capacity building by 30 LMTs through workshops of 30 trainees each; about 900-1050 educators in hard to reach areas in all provinces; they will focus on content knowledge, and implementation of Standards based Curriculum through blended medium –face to face and e-learning solutions in English, Urdu/Sindhi, Maths, Science, Social studies and ECE To identify from each cohort of 30 trainees 3 special communicators/Mentors (90) with skills for e- learning who can in turn train another 30-50 trainees for multiplying the capacity through blended learning solutions (90 trainers to train 50 teachers each = 4500) These 90 mentors (called as Master Trainers) will be trained for 4 -6 weeks on e-learning devices – blended learning and be provided with tablets for access to learning solutions To develop an e-learning platform /portal easily accessible by teachers anywhere through simple telephony, I-PADs or computers. Apps will be developed accordingly The 90 mentors will in turn train 35-50 teachers in the agreed areas. Reaching to 4,500 teachers (2 per school) who in turn will reach out to 200-250 students in 2,250 schools To undertake impact research of this model for mobilizing evidence to inform the innovation and influence policy for in-service training and dissemination of the approach Component 4: Learning Metrics Task Force (LMTF) Leverage and build consensus on measuring learning among the global and national education/assessment community Develop concrete recommendations for measuring learning at the national levels through the learning metrics for global comparisons Have recommendations translated into action (including inform the post-2015 agenda) Long-term: Shift the conversation on education from access to access plus learning, and improve
NARRATIVE INTERIM REPORT January – June 2014 30 Jul Aug Sep Oct Nov Dec Activities 2014 2014 2014 2014 2014 2014 learning outcomes for children and youth Component 5: Children’s Literature Festival (CLF) Generate a culture of reading to improve learning and citizenship across Pakistan's schools by popularizing Children‟s Literary Festivals as a sustainable institution for age groups 4-18- Lahore- Multan/Muzzafargarh/D.G Khan participants (Nov- December 2014) Component 6: Advocacy and Policy Influencing To influence public policy on education and girls‟ right to education for meeting the challenges of RTE in Pakistan Hosting the delayed South Asian Regional conference on ECE in Karachi co-hosted by the Govt. of Sindh E&LD Department in September 2014 -aligned to post 2015 Development Agenda where ECE is a major component /target area Project launch on September 16, 2014 in Karachi with all national/regional invitees
VI. Challenges: Political un-certainty Law and order situation in different parts of the country/project areas Staff changes due to other opportunities and higher salaries .. Extreme weather conditions and sustained load shedding delaying work at times
NARRATIVE INTERIM REPORT January – June 2014 31 VII. Annexure
6.01 Annex 1: Picture Gallery ...... 6.02 Annex 2-A : MoU with Balochistan - Education Department ...... 6.03 Annex 2-B: MoU with Sindh – Education and Literacy Department ...... 6.04 Annex 3 : Schools Summary ...... 6.05 Annex 4: Out of School Children in Each District ...... 6.06 Annex 5.1: Teachers Without Frontiers Meeting ...... 6.07 Annex 5.2: DRAFT Research framework for Dubai Cares Project ...... 6.08 Annex 6:LMTF Overview ...... 6.09 Annex 7: Meeting with Gordon Brown- London June 10, 2014 ...... 6.10 Annex 8: Regional Conference on Right to Education & Early Childhood Education and Development (ECED): South Asian Perspective ...... 6.11 (GEM) Muscat Oman- Session Summary: “Increasing Equity and Inclusion-What works?” 6.12 Annex 10a: Teachers’ Literature Festival Karachi ...... 6.13 Annex 10b: Detailed Report of Children’s Literature Festival Karachi ...... 6.14 Annex 10c: Designs of Marketing and Promotional Material for CLF ...... 6.15 Annex 10d: TLF/CLF Islamabad (01--03 May 2014) ......
NARRATIVE INTERIM REPORT January – June 2014 32
7.01 Annex 1: Picture Gallery
Community meetings by DC-ECE
Training of UC Coordinators and Volunteers
NARRATIVE INTERIM REPORT January – June 2014 33
Implementing 20 HH, Survey and spot checking
NARRATIVE INTERIM REPORT January – June 2014 34 7.02 Annex 2-A : MoU with Balochistan - Education Department
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NARRATIVE INTERIM REPORT January – June 2014 48 7.03 Annex 2-B: MoU with Sindh – Education and Literacy Department
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NARRATIVE INTERIM REPORT January – June 2014 58
7.04 Annex 3 : Schools Summary
School Level Wise Province District Primary Middle/ Elementary High / Secondary Total D.G Khan 30 6 2 38 Punjab Muzaffargarh 22 5 3 30 Shikarpur 45 1 - 46 Sindh Sukkur 85 10 - 95 Karachi - - - 0 Lasbela 29 2 - 31 Baluchistan Qila Saifullah - - - 0 Total 211 24 5 240 88% 10% 2% -
Gender Wise Province District Boys Girls Mix Total D.G Khan 9 25 4 38 Punjab Muzaffargarh 8 18 4 30 Shikarpur 12 21 13 46 Sindh Sukkur 39 15 41 95 Karachi - - - - Lasbela 10 1 20 31 Baluchistan Qila Saifullah - - - - Total 78 80 82 240 % 33% 33% 34% -
NARRATIVE INTERIM REPORT January – June 2014 59 7.05 Annex 4: Out of School Children in Each District
Out of School Children Status Province District Female Male Total DG Khan 1208 1215 2423 Punjab Muzaffargarh 1352 1386 2738 ShikarPur 862 952 1814 Sindh Sukkur 2696 2955 5651 Baluchistan Lasbela 480 644 1124 Total 6598 7152 13750
NARRATIVE INTERIM REPORT January – June 2014 60 7.06 Annex 5.1: Teachers Without Frontiers Meeting
Teachers without Frontiers (TWF) Group Work and its Outcomes
Group 1:Ideas – Philosophy and Principles Group- TWF Kausar Waqar, Babar, Farooq Akbar, Baela Jamil Principles as basis for ideas • Organic and part of an eco- system • Inclusive approach for all disadvantaged groups – sensitive and nurturing • Making other BIGGER Than yourself - no dilution • The Pedagogy Framework like the TREE – w/strong foundations-roots- trunk – shoots/branches – air/elements interface- innovating – imbibing change • A Social Movement – relevant to ALL – easy to access & motivation to engage • Discourse Embedded –engendering the art of the dialogue – art of questioning • Research Embedded • Fission” Principle – multiply without loss but with integrity & growth • As opposed to „cascade” • 4 Es or 5 Es – Enable, Empower, Excellence, Energies... • Amplification – accessible through technologies – scalable • “Public Private Partnerships (PPPs) • Aligned to 25 A, Vision 2025; NEP 2009, Sector Plans, National Curriculum and Post 2015 conversations Elaboration of above an expanded version • Inclusive –For Public Good - to include expanded intelligences; Ideas, concepts, competing ideas • Powerful Equity holders- creating and multiplying equity/ownership of many with a lot of hard work given to the enterprise • An Access Centre for a Learner Governed Model • Learning Materials – varied, motivating, diverse and learner sensitive • Structures enabling and predictable (essential pillars in place) • Alignment to Career Progression and with certification • Decentralized for many to access- an ultimate act of “SEWA” for learning
NARRATIVE INTERIM REPORT January – June 2014 61 Group 2:Hubs Group – TWF Rana Hussain, Naheed, Zahid Jatoi, Tahira Maqbool and Zaki Ahmed • Total seven provincial hubs were proposed • Each Province was sub divided into three categories (upper, middle and lower). Based on the classification following cities were proposed for hubs: • Sindh • Sukkur (upper Sindh) • Nawabshah (Middle Sindh) • Hyderabad (Lower Sindh) • Punjab • Multan (South Punjab) • Rawalpindi (North Punjab) • Sargodha (Central Punjab) • KPK • Chitral • Hazara • Gumal • Balochistan • Turbat • Lasbela • Loralai • Gilgit Baldistan • Gilgit • Hunza • Ghizar • AJK • FATA
• HR • Super Trainers • To be identified from Hub cities (public private ratio can be 60 – 40 %) • Stringent criteria for selection of super trainers • Volunteerism • Passionate • Committed • Consistent
NARRATIVE INTERIM REPORT January – June 2014 62 • Types of PDs • Super Trainers – orientation session should be organized • Super Trainers – Resources material/packages should be developed • Material Development (tools, report formats etc) for monitoring Programme • Mentor – a well designed resource material should be provided to mentors which should be easily accessed by each of them • Resources for other 50 teachers • Mechanism of implementation of Blended Learning Out Reach Program
Faculty for Super Trainers
F2F + BL mode 30 Super Trainers
Each S.T will
work with 30 Work-shop potential 90 best mentors • Monitoring & Evaluationmentors. Mechanism Total mentors = Work-shop + 900 BL mode 90 mentors outreach to 50 teachers each through learning hub • Self generated reports • Evaluation Tools • Photographs • Portfolios • Physical Monitoring • Partnership with adjacent organizations, teacher‟s training colleges • Education department • School Heads • Social Welfare organizations • Evidence based Research • Linkages with other NGOs/programmes/people/citizens
NARRATIVE INTERIM REPORT January – June 2014 63 • Feedback – email, Google/yahoo groups, social media
Group 3: Blended Learning Group – TWF Sarwat Alam, Azra Naseem, Sima Zahid and Saba Ishrat Q. Why do we need BL approaches/solutions? 1. Access 2. Quality Assurance 3. Addressing needs (teachers‟ queries) 4. Networking 5. Interactivity/ Instant feedback
Q. What are tech solutions? - A range of technologies (radio/audio, video, computer based, phone based etc) portal, threaded discussions - A range of solutions to respond to need “post-a-question” Resources / Products HR - Resource Bank
LR/TR
- Multiple channels /sources of learning & Feedback (FB)
- Diagnosis of FB
ST
Process Design Approach Diagnosis
Implem entatio n
NARRATIVE INTERIM REPORT January – June 2014 64 7.07 Annex 5.2: DRAFT Research framework for Dubai Cares Project
Component 1: Establishing quality “Early Childhood Education (ECE) in primary government schools for holistic experiential learning and transition from pre-primary to primary education. This component will support the following aspects: policy and advocacy, capacity building of teachers, head teachers, parents/community and tracking learning outcomes. In this respect, ECE under Dubai cares will mirror the sector plans of two provinces in 04 target districts of Sindh (2) and Baluchistan (2).
Objectives: The main objectives of Component I (funded by Dubai Cares) aligned with the provincial sector plans, are as follows: To provide experiential learning opportunities to 35000-40,000 children in 400 schools over 30 months for successful transition to primary level To hire and train 400 para teachers along with 400 school teachers in ECE curriculum, pedagogies and assessment system. To train cluster head teachers, and 150 field officers /trainers such as DTEs (govt. District Teacher Educators), supervisors, ADEOs/AEOs and relevant personnel on ECE to make the intervention sustainable for the entire district To raise awareness among 2,000 SC/SMC members (400 schools × 05) on the importance and need of ECE. To set up 4 ECE Resource Centres at Tehsil level To develop modules on ECE curriculum, early learning developing standards (ELDS) and assessment to influence B.Ed ECE courses in pre–service and in-service training of teachers. To undertake baseline surveys prior to the launch of the segment with a research design to ensure effective measurement of impact through the life of the project.
Purpose of Impact Assessment Improve program and policies through evidence based research; Attempt to arrive at a true measure of the impact of the Dubai Cares project; Understand and monitor ECE work force/teams and their outputs; Arrive at reliable within and across district/province-wise comparisons; Build elements of accountability within the structure of the design; Allow for the development of tools and analyses to formulate decision-making by policy makers.
Intended outcomes The proposed ECE framework is expected to respond to:
The accepted need to significantly improve the quality of ECE services especially for children from disadvantaged environments;
NARRATIVE INTERIM REPORT January – June 2014 65 The policy challenges that governments in Pakistan are currently facing in order to improve the quality of existing Early Childhood Education services;
Boosting the quality of Early Childhood Education services, in order to meet the EFA Goal aimed at ensuring that all children are prepared for school and successfully learning.
The designed tools in this framework will administer seven priority components:
1. Physical learning environment Location Accessibility Safety, Flexibility Scale Visibility
2. Teaching and learning processes Emotional support classroom organization
NARRATIVE INTERIM REPORT January – June 2014 66 instructional support
3. Teacher quality Interactions Community participation Diversity Assessment and planning Teaching strategies Learning environment Professional development
4. Curriculum emotional well-being and social competence health and physical development positive approaches to learning communication skills Cognition and general knowledge
5. School readiness outcomes Physical health and motor development Social and emotional development Approaches to learning Language development Cognitive development and general knowledge
6. Leadership Governance
7. Parent and community involvement
Sampling Methodology
Confidence Interval: In statistics, a confidence interval is a particular kind of interval estimate of a population parameter. Instead of estimating the parameter by a single value, an interval likely to include the parameter is given. e.g. 40±2 or 40±5%.
Confidence Level: Also called confidence coefficient, Confidence level represent the possibility that the confidence interval is to contain the parameter. e.g. 95% confidence level.
It is recognized that identifying the precise effects of a policy can be a complex and challenging task. However, recent years have shown improvements in the design of and evaluations of programmes that have included improved data collection as well as better communication to share data and analysis across contexts. Whilst education initiatives are designed to attain certain pre-determined goals and may target specific beneficiaries, some programmes may fail to generate expected impacts or benefits and, therefore, effective impact evaluation becomes crucial in determining which interventions are generating their
NARRATIVE INTERIM REPORT January – June 2014 67 intended outcomes. Additionally, designed interventions need to achieve these goals in a cost-effective manner.
One of the first challenges is ensuring that goals of the programme are appropriately identified and that key indicators to help monitor progress against these goals are set up in order to assess their achievement. For example, in assessing whether the Dubai Care programme has improved equity, evaluators must identify the direct and indirect beneficiaries of the programme in a systematic and robust manner. Secondly, it must be ensured that these indicators have been identified correctly using appropriate instruments. For example, if the programme aimed to improve student learning, have relevant tools been used to measure any resultant gains which can be directly attributed to the programme itself? It is, therefore, crucial, to ensure that relevant and valid data are collected at various points in time to allow for appropriate analysis.
The quality of data collected forms an essential element in all impact-evaluation efforts. This includes the gold standard of evaluation – randomized control trials – as well as the traditional and more often used non-randomized methods. It is widely recognized that randomized evaluations may not always be feasible and that in these instances researchers can rightly turn to quasi-experimental methods. The difference-in-difference model is a recognized and respected methodology within this sphere of impact evaluations. Whilst it is typically used on panel data (data collected on the same cohort over several years), it can be used on repeated cross sections (data collected on different observations at a point in time) as well as long as the composition of the participant and control groups is fairly stable over time. The sample size chosen is therefore a critical component of effective design.
The impact evaluation will follow a quasi-experimental approach because of the appropriateness with respect to the key questions being analyzed and to the extent that the schools receiving the intervention will have necessarily been chosen in a non-random manner (as well as a purposive selection of the districts). More specifically, the evaluation is likely to involve a pre-post design (also known as a nonequivalent group design with non- randomization control). This design is different from an experimental design as the schools participating in the intervention in the current design are predetermined. In choosing this design, we hope to minimize threats to internal validity, thereby aiming to establish causal relationships in a bid to be able to attribute any possible changes (say in learning) to the treatment/intervention.
With 90% confidence level and 10% confidence interval
Province District Number of Sample Number of Sample Villages Schools Sindh Sukkur 100 40 200 40 Shikarpur 50 30 100 30 Sub Total 150 70 300 70 Baluchistan Lasbela 40 25 80 25 Quetta 10 10 20 10 Sub Total 50 35 100 35 Grand Total 200 105 400 105
NARRATIVE INTERIM REPORT January – June 2014 68
Population Sample Schools 400 105
Students (age 3-5) 35,000 Approx. 525 (5 per class)
ECE Classrooms 400 105
Teachers/Head Teacher 800 105
Para Teachers 400 105 Officials of Governments/Department of 90 45 Education etc.
Longitudinal study To measure the transition from ECE to grade 1, a longitudinal study can be conducted over a period of 18 to 24 months
Purpose of the study is to test the hypotheses about the effects of family, school and community on children's development, early learning, and early performance in school. The data will be collected on cognitive, social, emotional and physical development home environment, school/classroom environment, and curriculum and teacher qualifications. Components child in-school assessments teacher questionnaire school administrator interview parental involvement
Component 2: Learning 4 Access: 20,800 (could be expanded to 25,000 if not 30,000) Out of school children (OOSC)‟s access, accelerated learning and support for school improvement where the OOSC are being mainstreamed
Objectives: The main objectives of the component, aligned with the sector plans, are as follows: To provide Accelerated Learning Program/CPB to 20,800 OOSC( # could almost double) To mainstream 14,560 (70%) of Out of School Children (Drop out/Never Enrolled) To ensure retention of 10,192 (70%) mainstreamed children To improve Learning levels of 15,600 In-school children (grade4-5) at risk of dropping out To improve school learning environment in 520 target schools Capacity building of 2,080 teachers of target schools
NARRATIVE INTERIM REPORT January – June 2014 69 Capacity building of 2,600 School Council / Parent Teacher School Management Committee Members
Research Methodology A strong monitoring mechanism needs to be in placed to observe the regularity and learning outcomes of students
Research areas Student assessment Classroom Management Teacher questionnaire School profile
Sample size
Planned Numbers Sample size (Approx) Schools 520 60 Out of School Children (age 20,800 80 6-12) In-School at risk Students (age 15,600 80 6-14) Teachers/Head Teacher 1,560 60 Para Teachers 520 60
NARRATIVE INTERIM REPORT January – June 2014 70 7.08 Annex 6:LMTF Overview
Learning Metrics Task Force
The Learning Metrics Task Force (LMTF) was convened by the UNESCO Institute for Statistics and the Centre for Universal Education (CUE) at the Brookings Institution in July 2012. Through a highly inclusive, multi-stakeholder process, the education community reached a consensus on the skills and competencies that are important for all children and youth to develop and a small set of indicators that are feasible and desirable to track at the global level. It aims to improve the learning experiences of children and youth around the world; it supports the Millennium Development Goals (MDG), Education for All (EFA), and Global Education First Initiative (GEFI) and contributes to their fulfilment by:
• Catalyzing a shift in the global education conversation from access to access plus learning. • Building consensus on global learning indicators and actions to improve the measurement of learning in all countries.
The global task force of 30 member organizations, working groups comprised of 186 technical experts, and more than 1,700 consultation participants from 118 countries have worked together over the past 18 months to make the following recommendations:
1. A Global Paradigm Shift: The task force calls for a global shift in focus and investment from universal access to access plus learning. The collection of better data on learning is central to that effort. Learning measurement can be a highly effective intervention if the results are used to improve the quality of children‟s learning experiences and outcomes.
2. Learning Competencies: All children and youth develop competencies across seven domains of learning. The task force recommends that education systems offer opportunities for children and youth to master competencies in the seven domains of learning that are essential as they prepare children and youth for their future lives and livelihoods (See Figure 1).
3. Learning Indicators for Global Tracking: These indicators measure fundamental learning opportunities over a child‟s educational career. They were chosen based on an extensive review of existing measures and an effort to address all domains of learning while presenting a framework that is feasible for all countries (See Fig 2).
NARRATIVE INTERIM REPORT January – June 2014 71
4. Supporting Countries: Countries are supported in strengthening their assessment systems and, ultimately, in improving learning levels. The task force recommends that countries lead, with the support of regional and international actors, a process to: diagnose the quality of their assessment systems; convene stakeholders; and assess the necessary technical and financial resources required to improve learning measurement and outcomes.
5. Equity: Measurement of learning must include an explicit focus on equity, with particular attention to inequalities within countries. The task force recommends that learning data be collected and used with an explicit focus on identifying and addressing inequalities, particularly within countries.
6. Assessment as a public good. Measures for globally tracked indicators must be a public good, with tools, documentation and data made freely available. No country should be precluded from measuring learning outcomes due to financial constraints.
7. Taking Action: Stakeholders must take action to ensure the right to learn for all children and youth. In the effort to build a common vision for learning and associated metrics, the education sector has demonstrated the capacity for collaboration and collective action.
Second Phase of LMTF
With the release of recommendations in September 2013, (mentioned above in the document) the LMTF has laid out an ambitious agenda for global measurement of learning. For the first phase of the work, (referred to as LMTF 1.0) the objectives were to catalyze a shift in the global education conversation from access to access plus learning, and to build consensus on the global learning indicators and actions to improve the measurement of learning in all countries. With a common commitment to a highly consultative process, the initiative was structured around three guiding questions:
1. What learning is important globally? 2. How should it be measured? 3. How can measurement of learning improve education quality?
To answer these questions, the task force of 30 member organizations collected input from 3 technical working groups of 186 experts; consultations engaging more than 1,700 individuals in 118 countries, and a Secretariat compose of staff from UIS and CUE.
NARRATIVE INTERIM REPORT January – June 2014 72 Now the LMTF prepares to take on the new phase of work (referred to as LMTF 2.0), it has decided to refocus its efforts with a new goal of supporting development of more robust systems for assessing learning outcomes (global, national, local) and better use of assessment data to help improve learning outcomes across the seven domains of learning identified in LMTF 1.0.
To address these challenges, the LMTD is asking “Learning Champions” partners to join LMTF 2.0 to work together to advance the goal of more effective assessment systems that can help improve learning outcomes. The LMTF envisions most Learning Champions will be national ministries of education, but we also encourage states, provinces, districts, and cities to join. In special cases, non-government education programs serving marginalized children in fragile or conflict affected states may also adapt the LMTF recommendations to work and sign on as a Learning Champion, provided they have an explicit strategy to engage with and support government efforts to take the ownership of learning and assessment.
NARRATIVE INTERIM REPORT January – June 2014 73 7.09 Annex 7: Meeting with Gordon Brown- London June 10, 2014
Meeting with Gordon Brown- London June 10, 2014
Introduction &Background
Idara-e-Taleem o Aagahi (ITA) or Centre for Education and Consciousness is a public trust established in 2000 under the Societies Act of XXI 1860 – it is tax exempt and certified by the Pakistan Centre for Philanthropy(PCP). ITA was established as a response to a profound crisis of education in Pakistan engulfing the entire society. ITA was born out of a growing realization that the most critical of human entitlements, the right to learning and knowledge and citizenship is disrupting access and inspiration from 11,000 years of living heritage of Pakistan. ITA is present in thirty offices across Pakistan entrenched in major networks of social capital. Its programs extend from formal ECE, school education, to non-formal education, TVET for youth, citizens led large scale assessments, research, children‟s‟ literature festivals and right to education as a national social movement. ITA reaches millions of children and 3000 schools each year through its various programs and partnerships for education. The engagement with Sir Gordon Brown, UN Special Global Envoy for Education has been active since November 2012 when he visited Pakistan. One million signatures from the children, youth and citizens of Pakistan were handed to him to impress upon the President to enact the right to education legislation under Article 25 A of the Constitution of Pakistan. The first legislation was passed in December 2012 for Islamabad Capital Territory (ICT) followed by Sindh, Balochistan and Punjab in 2013 -14. In 2013 yet again another one million signatures were signed only by the Children of Pakistan for Right to Education and handed to Sir Gordon Brown in Washington DC during the week. A World at School‟s Global Youth Ambassadors Program for education, end to Child Marriages , Girls Education and the Global Business Coalition for Education are all critical initiatives under Sir Gordon and Sarah Brown that resonate so closely with ITA and its mission.
Global Youth Ambassador Program – Pakistan Chapter – 500 Youth Ambassadors!
The GYA campaign was introduced in Pakistan in April 2014 when Sir Gordon Brown, UN special envoy for Global Education, and the A World at School representatives visited to strengthen ties with civil society and pledge towards working together to fulfill the Millennium Development Goal (MDGs) for Education. Since then, Idara-e-Taleem-o-Aagahi has been actively working to design the campaign in Pakistan in collaboration with the global initiative to mobilize 500 Youth Ambassadors from Pakistan. The steps underway are:
- Creation of a website for the GYAs for Education in Pakistan with a full-fledge registration and application process - Designing a GYA Pakistan logo (and including the AWAS logo at the website too) - Development of a comprehensive criteria to apply for a GYA in Pakistan (below) - Planning a formal launch of the GYA initiative in Pakistan on June 16, 2014 i.e. the Day of the African Child where we shall honor the bravery of black Africans who protested against injustice in Education in 1976. - The team plans to present a petition getting signed from civil society, youth, parliamentarians etc. to re-open a model primary school in Soan Gardens, Islamabad
NARRATIVE INTERIM REPORT January – June 2014 74 that has been closed for three years. A peaceful protest was organized with the current GYAs in Pakistan (shortlisted by AWAS) on May 9, 2014 for the same school.
Demographics of Youth in Pakistan
As of 2013, the structure of population with respect to age in Pakistan is as follows4:
0-14 years: 34% (male 33,774,720/female 31,967,787) 15-24 years: 21.6% (male 21,560,699/female 20,223,691) Almost 66% of Pakistan‟s population is below the age of 30
Since the Global Youth Ambassadors are required to be 16-29 years old, there are roughly 25% young people in Pakistan that can potentially become strong advocates for education and bring about substantial change.
Criteria for Pakistan GYA Program
The Criteria developed for applying as a youth ambassador are as follows:
You must be 16-29 years old. You have access to the Internet at least 3-5 hours a week and skill to use social media. You want to show leadership in your community or organization with a particular interest in education. You must be ready to take action for education improvement and rights in your neighbourhood, district and beyond which will be documented for evidence You have a demonstrated interest and passion for education related issues. Experience in education advocacy programs and designing/managing campaigns/events for education will be highly preferred. You can fluently communicate in Urdu/Local language and some English to remain connected globally. Knowing other local languages is a plus. You have connections to a wide network of individuals – whether it is a school community, youth group, community or other network. You are able to conduct yourself confidently backed by knowledge/capability You clearly understand challenges of access, quality and equity in education in the context of Pakistan You are sensitive to gender, ethnic and religious issues and are able to drive the campaign without offending anyone‟s personal beliefs and/or traditions. Similarly, you should be able to campaign for all children and youth of Pakistan without any bias You are always ready to speak up and take action for education in your community You have no political interests or agendas while applying for a Global Youth Ambassador. This campaign supports no particular political party and is designed ONLY to propagate quality education and learning for ALL, equally.
4 http://www.indexmundi.com/pakistan/age_structure.html
NARRATIVE INTERIM REPORT January – June 2014 75 The Right to Education team at ITA is consistently in touch with Madeline Serena and Bisma Mowjee, representatives of AWAS to remain up-to-date with activities both are engaged in at the local, national and international level. As per the latest discussion, AWAS has drafted Terms of Reference for collaboration between ITA and AWAS. ITA has drafted and shared the concept note on how it plans to execute the GYA programme in Pakistan. The TORs are under review by Ms. Sarah Brown and AWAS senior management. These should be finalized when Director ITA, Baela Raza meets Mr. Gordon Brown.
Pakistan’s Child Marriage Free Zones:
Pakistan is badly hit by the menace of child marriages. Opportunities for girls‟ education and child marriages are interrelated and have attributed to a feudal system and social norms, narrow interpretations of religion, extreme poverty, a conflict situation and lack of law to protect girls and women. In order to counter this deadly phenomenon, it is vital to have a broad based campaign for awareness about rights, laws and actions. In such circumstances Gordon Brown‟s team would like ITA to come forth with an initiative to address these challenges by incorporating child marriage free zones.
Why we want to do this? We want our children to reach their developmental stages safely and enjoy their childhood/youth and education before they are burdened with all the responsibilities of decision making about themselves and their extended families and children. Early marriage can also thwart personal development and growth as a child constantly undergoes physical, mental and emotional changes before reaching adulthood.
This campaign will be aimed towards awareness creation, campaigning for legislation against child marriages. ITA will bring forward legislation such as the Bill passed by the Sindh Assembly, banning child marriages in the province of Sindh.
We will use three pronged strategy to achieve the desired result of making the Pakistan a Child Marriage Free Zone. 1. Campaigning and Lobbying for Legislation. a. Forums with National Assembly members b. Taking pledges from MNAs c. Advocacy campaigns d. Meetings and seminars with civil society e. Forming alliances working against child marriages in all parts of the country 2. Creating awareness through advocacy, media campaigns and seminars while reaching out to the most affected areas as far as Child Marriages are concerned. a. Signing a petition by 500,000- to a million parents pledging not to marry their daughters before age of 18. b. Media campaigns with outreach to all parts of Pakistan. c. Involving youth across Pakistan as the foremost leaders of the campaign 3. Legal and social assistance to those affected by child marriage and use of social media for campaigning against child marriages
This will be undertaken in an alliance mode with lead partners engaged in this campaign in Pakistan both INGOs and NGOs ( RutgersWPF; Plan Pakistan, Action Aid; Hands, Awazetc)
NARRATIVE INTERIM REPORT January – June 2014 76
Global Business Coalition for Education: This network for investing in education is a community of companies, individuals, civil society and philanthropists who committed to provide every child education throughout the globe. Participants in the GBC-Education Network agree to use their influence, personal networks, core business, social responsibility, strategic investments, thought leadership, or philanthropy – in collaboration with companies, government, nonprofits and the educational community – to increase the number of children and youth who are in school and learning. Since September 2012 Global Business Coalition for Education kick-off meeting, the Coalition has grown to become the single forum connecting business to make a lasting impact on the lives of children and youth through education. In its first year of operation, GBC Education and its members have marked key successes.
A meeting took place with Mr. Gordon Brown, Global Special Envoy with the office of the UN Secretary General attended by various public and private sector organizations. This meeting was organized by the Ministry of Education, Trainings and Standards in Higher Education and Idara-e-Taleem o Aagahi (ITA) and attended by Nestle Pakistan, Habib Bank Limited, Oxford University Press, Human Development Foundation and various public sector officials including the governor of Punjab. The discussion of a 21 month deadline towards the Millennium Development Goals (MDGs) and increase in Pakistan‟s budget for education brought forth the investment by Global Partnership in Education‟s investment in Pakistan. All the members of the companies present for this meeting were gathered as a charitable coalition to help improve the state of education in Pakistan. The various tiers of membership were discussed where Habib Bank pledged itself as a gold member for the coalition to contribute 30,000 USD annually for the cause of education in Pakistan. This meeting brought forward ideas such as fiscal incentives and tax cuts for companies investing in education. GBC members suggested formulating a Technical Working Group in order to streamline the communication process for members with Pakistan and others around the globe. The Technical Group and GBC are to conduct a conference call in order to discuss the route forward and highlight the implementation of the various ideas discussed.
Habib Bank Ltd and Nestle Pakistan have already become paid members Oxford University Press (Pakistan) has expressed its willingness to become a paid member of GBC
ITA will continue to facilitate this strand of Sir Gordon Brown‟s work as well firmly committed to CSR and corporate partnerships for education.
NARRATIVE INTERIM REPORT January – June 2014 77 7.10 Annex 8: Regional Conference on Right to Education & Early Childhood Education and Development (ECED): South Asian Perspective
Regional Conference on
Right to Education & Early Childhood Education and Development: South Asian Perspective
June-5-6 2014 Balls Room A & B, Movenpick Hotel, Karachi
Day 1: June 5, 2014 DRAFT Agenda Session Theme of Session Timings Panellists Registration – 9:00 - 9:30 am Session Inauguration 9:30- Tilawat 11:00 Welcome by Ms. Saba Mahmood Chief Program Manager-Reform 1 Support Unit, E&LD Government of Sindh Key Note Speakers: Dr. Venita Kaul, Director of the School of Education Studies and of the Center for Early Childhood Education and Development (CECED), Ambedkar University, Delhi “ECCE in India: Policy and Programmatic Status and role of Higher Learning Institutions” Dr. Ghazala Rafique-, Interim Director Aga Khan University - Human Development Programme “ECE in Pakistan - Progress, Challenges and Prospects” Dan Rohrmann, Country Representative, UNICEF “Right to Education and Out of School Children, Possibilities of ECE in Pakistan” Baela Raza Jamil – Coordinator SAFED/ Director Programs ITA “ARNEC’s Engagement on ECED in Post 2015 Development Agenda” Ms. Nargis Sultana, Senior Education Advisor Open Society Foundations (OSF) Early Childhood Education & Development Inaugural Address by the Chief Guest Dr. Fazalullah Pechuho Additional Chief Secretary (ACS), Education & Literacy Department, Government of Sindh Tea break 11:00-11:30 Session Policy and RTE 11:30- Bangladesh: Ms. Mehmooda Akhtar, Executive Director of the Institute Status on Early 1:00 of Child and Human Development, “Comprehensive ECCD Policy in 2 Childhood Bangladesh: evolution through GO-NGO Collaboration” Education Sindh: Ms. Saba Mahmood Chief Program Manager-Reform Support Unit, E&LD Govt of Sindh, “ Status of ECE- RTE, Policy and Sector Moderator: Dr. Plan- from Policy to Implementation”
NARRATIVE INTERIM REPORT January – June 2014 78 Bernadette Dean – Balochistan: Mr. Ghulam Ali Baloch, Secretary Education Department, Director VMIE & Dr. Kamal-ud-din, Deputy Focal Person Capacity building and Chair: Special Specialist ECED, DoE Balochistan Secretary Schools Punjab: Ms. Yasmeen Wyne, Senior Subject Specialist, Directorate of E&LD Sindh - Staff Development “Status of teachers training on ECE” Zakir Ali Shah Islamabad Capital Territory (ICT): Mr. Muhammad Taimur Khan, Joint Secretary Technical and Vocational Development, Ministry of Education, Trainings and Standards in Higher Education & Professor Muhammad Rafique Tahir, Joint Secretary Education, Capital Administration Development Division(CADD) Khyber Pakhtaoonkhwa: Mr. Abdul Wali Khan, Deputy Director Planning and Development, Elementary and Secondary Education Peshawar Nepal: Dr. Shanta Dixit, Director and Co-Founder of Rato Bangla School (RBS) Lunch Break: (1:00-2:00) Session Curriculum and 2:00- Ms. Ambreena, Assistant Director, Teacher Resource Center Ahmed Standards 3:30 “TRC story of the National ECE Curriculum 2002-2007” 3 Abrar Shahwani, Project Coordinator, Save the Children Moderator: Ms “Assessments and research around Literacy Boost Program under Rana Hussain Balochistan Education Program (BEP)” SESSP Sindh Curriculum and Standards Technical Working Group (TWG) Tea Break: 3:30-3:45 Session Teachers 3:45 - Key Note Teacher Preparation for ECED : Dr. Bernadette Dean, Preparation (Pre 5:15 Director, Valy Mohamed Institute for Education (VMIE), Karachi 4 and in-service) “Evolving Innovations: Developing quality professionals for the Early Years” Moderators: Dr. Shanta Dixit, Director and Co-Founder of Rato Bangala School Audrey Juma – (RBS) NDIE Samina Ghafur, ECCE Specialist, Save the Children Chair: Dr. Venita “Role of Save the Children in In-service Teacher’s Training” Kaul Dr. Zaira Wahab, Head of Doctrol Program, Iqra University “Teacher Attitudes, Biases, Stereotypes and Myths in ECD Classrooms”
Session Formation of 5:15 - Five groups; Policy and Finance; teacher preparation; curriculum and Groups and Key 5:45 standards; research; innovations (Learning environment, materials, ICTS 5 Announcements and …) Review Draft . Note: Dinner for the Participants-8:00-10:00pm- Poolside Movenpick Hotel
NARRATIVE INTERIM REPORT January – June 2014 79 Day 2: June 6, 2014 Session Theme of Session Timings Panelists
Session Research and 9:00- Aparajita Bhargarh, Academic Fellow, Centre for Early Childhood Assessment 10:30 Education and Development (CECED), Ambedkar University, Delhi 1 "Readiness for School: Impact of ECE Quality" Moderator: Dr. Ghazala Audrey D‟Souza Juma, Director at Notre Dame Institute of Education Rafique - AKU-HDP “Re-Conceptualizing teachers’ roles in promoting gender equity in Chair: Secretary Pakistani early childhood classrooms” Education KP Sahar Saeed, Program Manager, ASER Pakistan, Pakistan /ITA "Expanding Equitable Early Childhood Care-An urgent Need" Tea Break: 10:30-11:00 Session Innovations: Access, 11:00- Sindh Education Foundation – From Innovation to Institutional parenting and materials 12:30 Mainstreaming the Sindh ECE Experience in Government Schools 2 Chair & Co-Chair TBD Sudeshna Sengupta, Senior Advocacy Manager, Mobile Creches – India “Innovative Responses to Challenges on the Ground” Moderator: Amima Mehnaz Aziz, Founding Director, Children‟s Global Network, Pakistan Saiyid “Innovations: Demand and Supply- a case of ECE District level Chair: Secretary Delivery” Education Balochistan Mr. Ghulam Ali Baloch
Lunch Break: (12:30-1:30) Session Group Work 1:30- Five groups to finalize for each area of the conference : 4:00 -refinement of consensus statement and a framework of action and 3 recommendations or do-ables in policy and practice Working Tea (during group work) Session Concluding Session 4:30- Presided by Chief Guest Senior Minister Education and Literacy 5:30 Department, Gov of Sindh 4 Reflections from participants Karachi Declaration/Consensus on ECED & RTE in South Asia Dr. Muhammad Memon, Hamid al-Din al-Kirmani Professor in Education, Aga Khan University Institute for Educational Development (AKU-IED), Karachi “From Policy to Action through Partnership”
Address by the Chief Guest-Senior Minister for Education Nisar Ahmed Khuhro Adoption of declaration and Way forward Vote of Thanks
Consensus Statement Drafters Dr. Bernadette Dean - VMIE Dr. Ghazala Rafique - AKU Mr. Zahid Jatoi – RSU Plan Pakistan - Audrey Juma – NDIE Rana Hussain – Consultant SESP – EU Baela Raza Jamil- ITA/SAFED /ARNEC
Displays TRC Sindh Education Foundation Plan Pakistan E&LD Sindh /School Education Department Punjab ITA
NARRATIVE INTERIM REPORT January – June 2014 80 7.11 (GEM) Muscat Oman- Session Summary: “Increasing Equity and Inclusion-What works?” Global Education for All Meeting
UNESCO, Muscat, Oman
12 – 14 May 2014
- Session Summary: “Increasing Equity and Inclusion-What works?
The session started by a brief introduction by Prof. Kazuhiro Yoshida, a session moderator, of the importance of this theme for the post-2015 agenda and how grass rooted interventions from Pakistan can be useful to illustrate the equity situation and necessary actions to solve it.
Ms. Baela Raza Jamil, Coordinator ASER Pakistan made her presentation on the provincial and national policy making with robust database from grass root level. Referring to the overview of Pakistan education status, she articulated how the Annual Status of Education Report (ASER) Pakistan, a citizens learning initiative has contributed to enhancing social accountability by identifying gaps in learning outcomes (of 5-16 years children), providing reliable assessment data for citizens to be aware of the current situation and mobilizing citizens for actions for education and learning. ASER from 2010-2013 mobilizing 10,000 youth volunteers for the survey each year across all districts of Pakistan has made inroads at local, national and global levels making „learning‟ as a central challenge for ALL children. Ms. Chiho Ohashi, JICA Project Advisor, the Non-formal Education Promotion Project in Punjab, Pakistan, articulated that we should pay attention to a serious disparity in literacy rate between rural poor female (14%) and urban rich male (93%) in Pakistan. She stressed that flexibility is a key to non-formal education as it is important to provide needs-based curricula and materials, which enable out-of school children and adults to have fun to learn. In that sense, Door-step NFE approach is important as cost-effective and immediate actions to reach such populations. Sharing data of out of school children and illiterate population with village people can raise their awareness for them to take actions, thereby building trust and accelerate resource mobilization.
After presentations, questions were raised from the floor as to how to bridge formal and non-formal education, and working relationship between formal and non-formal education for the purpose of improving the quality of education. Ms. Baela mentioned the initiative of „iterative mainstreaming‟ whereby children can sit for non-formal catch up programs in government schools in the afternoon and be mainstreamed when ready on merit in the formal schools. This has become well accepted practice. Ms. Ohashi commented that the Federal Ministry of Education regarded the importance of non-formal education as an alternative learning. In addition, other provinces are going to introduce what the Punjab province has done through the non-formal education project.
In conclusion, as both presenters put in their recommendations for Post 2015, learning, literacy, and life skills can form a basis of the right to education for each individual and the important assets for them to be a citizen in the 21st century. Data, resources, approaches necessary for reaching the needy communities and individuals are crucial for both government and citizens.
NARRATIVE INTERIM REPORT January – June 2014 81 Global Education for All Meeting
UNESCO, Muscat, Oman
12 – 14 May 2014
2014 GEM
DRAFT Final Statement
This Statement constitutes an agreed proposal on education beyond 2015 to contribute to the consultations on the post-2015 development agenda, while leaving room for further adjustments and refinement. It aims at facilitating Member States‟ participation in and contributions to intergovernmental consultations on the global post-2015 development agenda framework, thus ensuring that it has a strong education component.
Preamble 1. We, Ministers, heads of delegations, leading officials of multilateral and bilateral organizations, and senior representatives of civil society and private sector organizations, have gathered at the invitation of the Director-General of UNESCO in Muscat, Oman, from 12 - 14 May 2014, for the Global Education for All (EFA) Meeting.
2. We take note of the 2013/14 EFA Global Monitoring Report, the regional EFA reports, the decision of the Executive Board of UNESCO at its 194th session, and the Joint Proposal of the EFA Steering Committee on Education post-2015.
Status of EFA 3. We recognize that the Education for All (EFA) agenda and the education-related Millennium Development Goals (MDGs) are highly unlikely to be achieved by 2015, and acknowledge the continued relevance of the EFA agenda. More than 57 million children and 69 million adolescents still do not have access to effective basic education. In 2011, an estimated 774 million adults were illiterate, of whom almost two-thirds were women. Non-completion of formal schooling, insufficient levels of basic skills acquisition, and the quality and relevance of education are of key concern. At least 250 million children are not able to read, write or count well even after having spent at least four years in school. We note with concern that there are persistent inequalities in access, participation and learning outcomes at all levels of education, particularly for the most vulnerable groups and minorities. Gender equality is of particular concern, as only 60% of countries had achieved gender parity at the primary level and 38% at the secondary level by 2011. We also note that the inadequacy of financial resources has seriously undermined progress towards providing quality education for all.
NARRATIVE INTERIM REPORT January – June 2014 82 4. We acknowledge that future education development priorities must reflect the significant socio-economic and demographic transformations that have occurred since the adoption of the EFA goals and the MDGs, and the changing requirements in the type and level of knowledge, skills and competencies for knowledge-based economies. Therefore, we recognize that there is a strong need for a new and forward-looking education agenda that completes unfinished business while going beyond the current goals in terms of depth and scope, as well as to provide people with the understanding, competencies and values they need to address the many challenges that our societies and economies are facing. Vision, principles and scope of the post-2015 education agenda 5. We reaffirm that education is a fundamental human right for every person. It is an essential condition for human fulfilment, peace, sustainable development, economic growth, decent work, gender equality and responsible global citizenship. Furthermore, it contributes to the reduction of inequalities and the eradication of poverty by bequeathing the conditions and generating the opportunities for just, inclusive and sustainable societies. Therefore, education must be placed at the heart of the global development agenda. 6. The post-2015 education agenda should be clearly defined, aspirational, transformative, balanced and holistic, and an integral part of the broader international development framework. It should be of universal relevance and mobilize all stakeholders and countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. 7. We affirm that the post-2015 global education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality. It must support free and compulsory education at least in the elementary and lower secondary levels. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels. It should take a holistic and lifelong learning approach, and ensure that no-one is left behind. While the state is the custodian of education as a public good, the role of civil society, communities, families, learners and other stakeholders is crucial in the provision of quality education. The future education agenda must promote sustainable development and active and effective global and local citizenship, contribute to strengthening democracy and peace, and foster respect for cultural diversity. 8. We stress that the full realization of the post-2015 education agenda will require a strong commitment to allocate adequate, equitable and efficient financing to education by both countries and donors. This must be accompanied by strengthened participatory governance and accountability mechanisms at the global, national and local levels, as well as improved planning, monitoring and reporting mechanisms and processes. It will also require partnerships at country level, involving a multiplicity of stakeholders who can contribute to the common goal of quality education for all.
Overarching Goal and Global Targets 9. We support “Ensure equitable and inclusive quality education and lifelong learning for all by 2030” as the overarching goal of the post-2015 education agenda.
10. We further support the translation of this goal into the following global targets, which will be further developed and refined, and for which minimum global benchmarks and relevant indicators will be identified/developed: • Target 1: By 2030, increase the percentage of children who access early childhood care and education (ECCE) to at least x% and start primary education „ready to learn‟ • Target 2: By 2030, all children complete free and compulsory quality basic education of at least 10 years and achieve relevant learning outcomes
NARRATIVE INTERIM REPORT January – June 2014 83 • Target 3: By 2030, increase the percentage of adults who reach a proficiency level in literacy and numeracy sufficient to fully participate in society to at least x% • Target 4: By 2030, increase the percentage of youth and adults with the knowledge, skills and competences to access decent work to at least x% and y% respectively • Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes for global citizenship and sustainable development • Target 6: By 2030, all governments ensure the provision of sufficient numbers of qualified teachers • Target 7: By 2030, all countries progress towards allocating (4-6%) of their Gross Domestic Product (GDP) and (15-20%) of their public expenditure to education
Next steps
11. We strongly support UNESCO‟s leadership and coordination in facilitating the development of the post-2015 education agenda in collaboration with the EFA partners. We encourage UNESCO to continue facilitating the debate and to consult Member States and key stakeholders in the further development and refinement of the overarching goal and global targets, and the identification of corresponding indicators, as well as the development of a Framework for Action to guide the implementation of the future education agenda.
12. We commit to using this Statement as a reference for the negotiations in the global consultations on the post-2015 development agenda in order to ensure that this latter has a strong education component. To this end, we ask the Director-General of UNESCO to share this document with the Secretary-General of the United Nations (UN) as well as with all Member States of UNESCO and key stakeholders.
13. We further commit to using this Statement for ongoing national, regional and global consultations on the post-2015 education agenda, with a view to adopting an agreed position on education beyond 2015 to be adopted at the World Education Forum 2015, which will be hosted by the Republic of Korea in May 2015. Our aspiration is that this agreed position will be an integral part of the global development agenda to be adopted at the UN Summit in New York City in September 2015.
14. Today, we reaffirm our commitment to achieve the EFA goals and ensure education for all citizens. We commit to promoting, advocating for and supporting the development of a strong future education agenda, and urge all UNESCO Member States and stakeholders to actively participate in the process leading to its establishment and implementation.
NARRATIVE INTERIM REPORT January – June 2014 84 7.12 Annex 10a: Teachers’ Literature Festival Karachi The 11th Children's Literature Festival was held at the Arts Council of Karachi Pakistan on the 21st and 22nd of February 2014. Under the aegis of the Children‟s Literature Festival (CLF) the Teachers‟ Literature Festival (TLF) was held in Karachi on the 20th of February. With an aim to unlock the power of reading, the festival remained packed with round 2000 teachers from both private and government sector schools.
Teachers‟ Literature Festival works under 5 main strands which are: 1. Workshops on Creative Writing 2. Workshops on Creative Expression 3. Use of new media in the classrooms 4. Book launches 5. Teachers‟ Voices
Shaded in various themes of classical and popular literature, various sections of Arts Council Karachi were named like Daastaan Sraa'aay, Shah Abdul Latif Bhitai, Kitab Ghar, Talism-e- Hoshruba, Tot Batot, , Autaaq, Tota Khanani, Shahi-Guzar Gah and CLF Dhaba.
Art of Reading with Expression Empowering teachers is not only extremely important but also necessary if we want to raise a generation of „Change Agents‟. Keeping in mind the psyche of teachers, their aspirations, demands, challenges in teaching and several other aspects, the first ever Teacher‟s Literature Festival was a collection of multi-dimensional activities. As the slogan of CLF is „Unlocking the Power of Reading‟, special attention was given to „Art of Reading with Expression‟ in which prominent people were invited to not only read poetry with expression to the teachers but also explain the meaning of the poetry, stories to the teachers so that they can further explain it to their students. Art of Reading with Expression sessions were conducted by Imrana Maqsood, Seeemi Zaidi, Zambeel Dramatic Readings, Syed Nusrat Ali, Farheen Zehra and Adnan Jaffar & Fawad Khan.
Creative Writing Workshops One of the main aim of Children‟s Literature Festival is to promote reading in such a way so that children who are interested to write feel that they have a platform where they can contribute their writings and stories. Keeping this aim in mind, various interactive creative writing sessions were also conducted by prominent teachers and authors. Resource persons tried to cover various aspects of creative writing by having interactive sessions with the teachers. Founder and Director of the Rato-Bangla School, Shanta Dixit also participated in Teachers‟ Literature Festival from Nepal and conducted an interactive creative writing session where she divided the teachers into groups, asked them to write a short story and then the groups of teachers were asked to do a small skit based on their stories.
Use of New Media in the classrooms An important feature of the Teachers‟ Literature Festival Karachi was the focus on new media and how new media can be used in the classrooms. Interactive sessions on the Use of New Media in Classrooms with teachers were conducted by Bolo Bhi, Asma Sikander, Azra Naseem, Sabeen Mahamud, Toffee TV and Tentative Collective. The sessions highlighted various tools of new media which could be used effectively for teaching children in order to motivate them more and make learning fun.
Book Launches Book Launches are one of the most popular segment of every Children‟s Literature Festival and now Teachers‟ Literature Festival. The first book by CLF Publications “Layla aur Munni Gudia” created by Rumana Husain was launched at the Teachers‟ Literature Festival by famous dramatist and playwright of Pakistan, Haseena Moin.
NARRATIVE INTERIM REPORT January – June 2014 85 The fourth edition of CLF magazine, Uran Tashtaree was also launched at the Teachers‟ Literature Festival where the editor of Uran Tashtaree, Amra Alam read extracts from the magazine and taught the teachers how they can use the magazine in their schools and classrooms. Other books that were launched at the TLF Karachi were Laddu Paida Hua, Rana Liaqat Ali Khan Tasweeri Kahani Silsala and Something Black & White written by Rumana Hussain, Suraj the Tiger Cub by Farida Mirza, Magical Tale about Pakistan by Asma Sikander, Dotty the Unique Zebra by Batul Tunio, The Book of Little Stories and Big Dreams & Peace by Basarat Kazim, Sehat ki Kahani by Amra Alam.
Teachers’ Voices: What promotes or inhibits reading and creativity in classrooms Teachers Voices is a key session of the Teachers Literature Festival designed to elicit teachers responses to the key question of what enables or discourages creativity in the classrooms and schools in their experiences .T hey were encouraged to talk about the issues that they face in the classrooms as teachers.
This session was conducted by Ameena Saiyid, Mosharraf Zaidi, Aziz Kabani, Farida Zuberi, Sadiqa Salahuddin, Zubeida Mustafa, Swaleha Alam Shahzada. The panelists tried to stress on the importance of culturing a positive environment in classrooms which would ultimately result in fostering creativity and reading in students.
Teachers’ and Literature The best part of the TLF was its variety in sessions which tried to address the various dimensions of a professional life of a teacher. A well attended session on Teacher‟s Education and Literature was conducted by Shahid Siddiqui. Teachers participated very actively in this session by narrating examples of their own as well. Another similar enthusiastic session was by Shanta Dixit (Nepal) who enlightened the audience on comprehension through dramatics. The session addressed the importance of dramatics and that how doing comprehension via dramatics could yield good result.
Heritage Heritage of any nation is a living narration of its customs and tradition. Owing to the same phenomenon, a literary session on Mobilizing Living Heritage from Our Literature was led by Zobaida Jalal, Attiya Dawood, Ayub Balouch. The session was moderated by CLF founder Baela Raza Jamil.
Closing of Teachers’ Literature Festival Teachers‟ Literature Festival ended with a session on making and rendition of the CLF taraana by Rakae Jamil. Rakae Jamil explained why he was motivated to compose the CLF Taraana. The session also included a short video of eminent poet, Zehra Nigah talking about her inspiration behind writing the CLF taraana.
NARRATIVE INTERIM REPORT January – June 2014 86 7.13 Annex 10b: Detailed Report of Children’s Literature Festival Karachi
Acknowledgments This report is compiled by the Children‟s Literature Festival (CLF) team of Idara-e-Taleem-O-Aagahi (ITA) to share information regarding Children‟s Literature Festival and Teachers‟ Literature Festival Karachi 2014 with all its partners and friends. We are thankful to the entire team of Idara-e-Taleem-O-Aagahi (ITA), Oxford University Press (OUP) and Karachi Youth Initiative (KYI) for collaborating for the purpose of this unique social movement in order to promote a culture of reading, writing and critical thinking in each school of Pakistan. Together, the 3 organizations have organized a total of 10 CLFs together and the CLF Karachi was the 11th one and the first Teachers‟ Literature Festival. We are profoundly thankful and grateful to our key sponsor Karachi Youth Initiative (KYI) for their generous support for the Children‟s Literature Festival Karachi and Teachers‟ Literature Festival Karachi. We hope that this partnership continues to grow and that CLF is held in every school in Karachi with the support of Karachi Youth Initiative. We are also extremely thankful to the Arts Council of Pakistan, Karachi and particularly the President of the Arts Council, Mr. Ahmed Shah for providing us the venue free of cost. The CLF Karachi would not have been such a huge success without the cooperation and support of the entire team of the Arts Council. We hope that the Arts Council becomes a permanent partner and venue for the CLF Karachi and we would wish for this association to continue for the common goal of promoting the love of reading among children and adults alike. This report discusses the highlights of the CLF and TLF Karachi in detail and serves to inform the reader about the overall event, acknowledge the people and organizations involved in making it a success and the challenges. Thank you! CLF Team
NARRATIVE INTERIM REPORT January – June 2014 87 1. Introduction
Idara-e-Taleem-O-Aagahi (ITA), Oxford University Press (OUP) in collaboration with Open Society Foundations (OSF), The Arts Council of Pakistan Karachi and the Karachi Youth Initiative (KYI) hosted the 11th Children‟s Literature Festival and the 1st Teachers‟ Literature Festival in Karachi in February 2014 at the Arts Council of Pakistan Karachi. The Children‟s Literature Festival is a social movement that seeks to promote reading, creativity and critical thinking among the youth of Pakistan. Children‟s Literature Festival started as a response to the low level of learning as observed in the Annual Status of Education Report (ASER 2008 -2012). Hence, the CLF seeks to inculcate the love of reading among the students through multi-sensory experiences. It is an equalizer; open to all students from all school systems. For the first time in Pakistan, Teachers‟ Literature Festival was also held to embed skills of promoting reading in classrooms and school cultures. Teachers‟ Literature Festival is workshop oriented and the main purpose of holding Teachers‟ Literature Festival is to give workshops and trainings to teachers so that they implement the same in their respective schools. Idara-e-Taleem-O-Aagahi with Oxford University Press, Karachi Youth Initiative and the Arts Council of Pakistan want to extend their deepest gratitude to all the resource persons for their dedication and support in making Teacher‟s Literature Festival and Children‟s Literature Festival a huge success: Aafia Salam, Abdullah Aslam, Adal Soomro, Adeel Hashmi, Adnan Abbasi, Adnan Jaffar, Adnan Mubeen, Afrah Qureshi, Aftab Ahmed, Aisha Omer, Akber Zia,Ali Nasir Afridi, Alif Ailaan, Ameena Saiyid, Amra Alam, Anjaleen Agrawalla, Anjum Paul, Anusha Riaz, Asad Mian, Asad Mughni, Asif Farrukhi, Asif Sinan, Asif Sultan, Asma Mundrawala, Asma Sikander, Atif Badar, Attiya Dawood,Attiya Hussain, Ayesha Tariq, Ayub Baloch, Aziz Kabani, Azra Naseem, Baela Raza Jamil, Bareerah Hoorani Basarat Kazim, Batol Tunio, Batool Nasir, Beaconhouse School System, Bernadette Dean, Danish Faruqi, Dr. Asma Ibrahim, Dr. Fazaullah Pechuho, Fahmina Arshad, Farhat Jahan, Farheen Zehra, Farida Mirza, Farida Zuberi, Farieha Aziz, Fatima Hussain, Fatima Naeem, Fatima Rizwan, Fatima Tufail, Fauzia Ahsan Farooqi, Fauzia Minallah, Fawad Khan, Garage School, Ghazal Raza, Hamida Khuhro, Hamza Lari, Hani Yousaf, Haque Academy, Haseena Moin, Hira Ilyas Bawahab, Hira Nomani, Huma Sikander, Ihsan Hashmi, Imran Anwar, Imrana Maqsood, Imtiaz Nizami, Jacqueline Mirza, Khaled Anam, Leila Khan, Lubna Panjwani, M.Faisal Khalid, Maham Ali, Mahvash Faruqi, Malahat Awan, Maryam Sadriwali, Mashhood Rizvi, Mehtab Rashidi, Mohammad Ahmed Shah, Mohammad Faisal Khalid, Mona Qaiser, Mosharraf Zaidi, Muhammad Abubakar, Mumtaz Pirzada, Nadeem Zafar Siddiqui, Naheed Javed, Nargis Sultana, Naseer Mirza, Nayma Iqbal, Nusrat Ali, Omair Ahmed, Parveen Mehboob, Rabia Garib, Rabia Roshna, Rahila Ashraf, Rakae Jamil, Rana Maqsood, Rumana Husain, Saad syed Ahmed, Saba Mehmood, Saba Sultan, Sabeen Mahmud, Sadia Rashid, Sadqa Sallahuddin, Saima Asghar Riaz, Salma Adilm, Sumra Ahmed, Sana
NARRATIVE INTERIM REPORT January – June 2014 88 Saleem, Sara Sitwat, Sarwat Alam, Sayyeda Hassan, Seema Zahid, Seemi Zaidi, Shaha Jamshed, Shaheena Alvi, Shahid Siddiqui, Shakir Khan, Shanta Dixit, Shayma Saiyid, Sheema Kermani, Shehneela Mazhar, Shehroz Hussain, Shehzad Roy, Shoaib Memon, Sibtain Naqvi, Somra Ahmed, Swaleha Alam Shahzada, Syed Jaffar Ahmed, Syed Mohammah Ahmed, Syed Nusrat Ali Talea Zafar, Tariq Murad, Umbreena, Uzma Sabeen, Wajiha Naqvi, Waqas Bajwa, Waseem KhanYaminay Nasir Chaudhri, Yasir Ahmed, Zaheer Abbas, Zahid Jatoi, Zain ahmed, Zaki Ahmed, Zara Hussain, Zara Hussain, Zara Mumtaz, Zaynah Gilani, Zehra Nigah, Zobaida Jalal, Zohra Nasir, Zonaira Mubarak, Zubeida Mustafa The three days festival could not be as colorful and meaningful as it was due to the performances of our Theater Groups like: Gripps Theatre Shahbaz Mughal Puppet Group Tarz Group- Yousaf Kerai Tentative Collective Thespianz Theatre Zain Ahmed and Group Zambeel Dramatic Readings
The phenomenal success at the Teachers‟ Literature Festival Karachi and Children‟s Literature Festival Karachi would not have been achieved by the support of our partner organizations and sponsors. Open Society Foundations Karachi Youth Initiative Alif Ailaan Bahria University Citizen Archives of Pakistan-CAP Dubai Cares Education Fund for Sindh Government of Sindh Habib Bank Limited Idara-e-Taleem-O-Agahi Karachi Youth Initiative- KYI Oxfam GB Oxford University Press Sindh Education Foundation Teach For Pakistan The Arts Council of Pakistan
NARRATIVE INTERIM REPORT January – June 2014 89 Toffee TV
Interactive Stalls at the CLF Karachi Idara-e-Taleem-O-Aagahi School Assessment for School Improvement Children‟s Literature Festival Education Fund for Sindh Sindh Education Foundation Toffee TV Alif Ailaan Sindh Reading Project Habib Bank Limited
2. Opening Ceremony of CLF Karachi The much awaited CLF Karachi kicked off on 21st February 2014 in the presence of thousands of children, directors, sponsors and partners of CLF. The venue was decorated with colourful banners and posters designed by Karachi based artist, Khuda Bux Abro. Director Programs ITA and Founder of CLF, Baela Raza Jamil in her welcome address congratulated Karachi for successfully hosting the first event of its nature in Karachi. She emphasized on the fact that CLF is open to all children from all backgrounds and that it is an equalizer. She said that CLF has now truly become a social movement going even going to those places which has a deteriorating law and order situation. Ameena Saiyid (OBE), Managing Director Oxford University Press (OUP), Nargis Sultana, Program Officer Open Society Foundations (OSF), Ahmed Shah, President of Arts Council of Pakistan Karachi, Mashhood Rizvi, Program Director Karachi Youth Initiative, Sima Kamil, HBL Head Branch and Dr. Fazalullah Pechuho Additional Chief Secretary Education & Literacy Department Government of Sindh in their speeches acknowledged the efforts of the organizers and partners and reiterated their commitment in supporting this social movement. Distinguished representatives from partner and sponsor organizations expressed their deepest privileged for being the part of CLF. CLF taraana was sung by students of the Garage School, Haque Academy and Beaconhouse followed by a dance performance by Leila Khan and Anjaleen Agrawalla, students of well-known dancer, Sheema Kermani. A very interesting interactive session was held at the opening ceremony facilitated by Rumana Husain where she asked the children to tell about the books that they like to read. As the children gave various answers, artists Akbar Zia and Ayesha Tariq did live illustrations based on the answers of the children. 3 Main Events at the CLF Karachi
NARRATIVE INTERIM REPORT January – June 2014 90 Theatre and Music At every CLF, various theatre groups perform and interactive music sessions are held. At the CLF Karachi, Khaled Anam held an interactive music session with children whereas theatre plays like Ali Baba and the Chalees Chor by NAPA, Chilghozay aur Mozay by Atif Badar, Choti Moti Tota by Grips Theatre, Zambeel Dramatic Readings kept the children very entertained. Storytelling sessions The most important feature of every CLF are the storytelling sessions that are held. At the CLF Karachi, many storytelling sessions were held. The unique thing about this was that for the first time, storytelling sessions were held in different languages including Urdu, English, Punjabi, Sindhi and Balochi. These sessions were led by Attiya Dawood, Amra Alam, Seemi Zaidi, Ayesha Omer, Fawad Khan, Fatima Naeem, Ali Nasir Afridi, Saima Aghar Riaz, Zambeel Dramatics Readings and Digital Story: Amai the bird of Light by Fouzia Minallah. The zeal and zest of the children in these sessions was worth watching.
Panel Discussions Various Plenaries were also the part of the day like plenary on Curriculum and Text books: What are the continued problems? Are there any solutions? The panelists were Ameena Saiyid, AnjumPaul, Syed Jaffar Ahmed, Zubeida Mustafa and Bernadette Dean and the session was moderated by Aziz Kabani. All the speakers spoke out against rote-learning, the problems had been highlighted and their solutions were suggested. Second plenary was on Promoting Early year‟s readings through multi-sensory methods whose discussants were Umbreena (TRC) Toffee TV, Huma Sikander, Atiya Hussain, Sindh Education Foundation and Rumana Hussain. Another literary session was on the Interpretations of Shah Abdul Latif Bhitai for 21st Centuary Schools. The discussion was moderated by Baela Raza Jamil with other guests like Adal Sommro, Mehtab Rashdi and Attiya Dawood.
Mera Karachi Mobile Cinema by Tentative Collective Mera Karachi Mobile Cinema founded by Yaminay Chahudhry was one of the highlights of the CLF Karachi. They go to different areas of Karachi esp in conflict areas where they ask the children to make videos from cell phones and using a rickshaw powered projector, they show the videos. During the 2 days of the CLF, 3-4 children were given cell phones where they were asked to go to different sessions, interview people and talk about their experience in the CLF. Later the videos were edited and showed at the closing ceremony of CLF Karachi.
NARRATIVE INTERIM REPORT January – June 2014 91 Book Launches CLF reinforced its tradition of book launches by launching various books like Fourt Edition of Uran Tashtari whose editor is Amra Alam. Urran Tashtari is bi-monthly magazine for chidren, A Magical Tale about Pakistan written by Asma Sikander and Suraj the Tiger Cub by Farida Mirza. Four books of Rumana Husaain for children were also launched including the 1st book by CLF publications, Layla aur Munni Gudia, Laddu is Born, Something Black and White, Kahanian Series: Begum Rana Liaquat Ali Khan and Faiz Ahmed Faiz. Books by Asad Mian like Biloongra Series, The Year of Quail, Ines Robert ki Diary and an Itinerant Observor: A Multimedia Book, Hakeem Said by Farhat Jahan, Chalo Farm Chalo by Sara Sitwat and A Magical Tale about Pakistan by Asma Sikander were also launched.
Art and Mural Painting The most popular strand of every CLF are the art and mural painting. Art Sessions were held by Fauzia Minallah, Abro Khuda Bux and Artpreneurs for Change.
Multi-sensory stalls The vast open air grounds of Arts Council were transformed into a hub of innumerable cheerful activities areas by Habib Bank Limited, Citizens Archive of Pakistan CAP, Education Fund for Sindh and Idara-e- Taleem O Aagahi.
4 Ceremony of Children’s Literature Festival Karachi: The 3 day festival drew to a close on the evening of the 22nd of February 2014. The closing ceremony took place in the presence of children, partners and sponsors of CLF. The winners of the banner competition were announced by Rumana Husain which are: 1. Seneca Academy 2. Seedling Grammar School 3. Rhodene Academy 4. Aga Khan School Anita Ghulam Ali Award were presented to Rumana Husain and Amra Alam for their services in promoting education. The closing ceremony ended with CLF Coordinator, Maham Ali thanking the core partners and teams of Oxford University Press and Idara-e-Taleem-O-Aagahi.
5 Closing Ceremony of CLF Karachi Even though CLF/TLF Karachi was a huge success, following were the challenges that were faced during the Children‟s Literature Festival and Teachers‟ Literature Festival in Karachi:
NARRATIVE INTERIM REPORT January – June 2014 92 Due to the law and order situation in Karachi, many parents and schools did not allow their children to come because of security reasons. The venue of CLF Karachi was not large enough to host such a large crowd which become a bit crowded and become a bit hard to manage.
Media Coverage
Business Recorder: http://www.brecorder.com/general-news/172/1155218/ Dawn: http://epaper.dawn.com/DetailNews.php?StoryText=20_02_2014_118_001 The News: http://www.thenews.com.pk/Todays-News-4-233798-Childrens-three-day- literature-festival-kicks-off-today Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 20&edition=KCH&id=900027_16096552 Daily Jahan-ePakistan: http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fkar achi%2F200214%2Fp2-03.jpg#sthash.2jmvdRm8.dpbs
Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210129&EN_ID=112014022 10119&EMID=11201402210014 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210116&EN_ID=112014022 10106&EMID=11201402210013 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210139&EN_ID=112014022 10128&EMID=11201402210015 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210140&EN_ID=112014022 10128&EMID=11201402210015 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210138&EN_ID=112014022 10127&EMID=11201402210015 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402210137&EN_ID=112014022 10126&EMID=11201402210015 Daily Times: http://www.dailytimes.com.pk/sindh/21-Feb-2014/11th-children-s-literature- festival-commences-at-acp Dawn: http://www.dawn.com/news/1088386/literature-festival-opens-talking-book-on-polio- launched The News: http://www.thenews.com.pk/Todays-News-4-234004-Childrens-festival-begins- with-a-day-dedicated-to-teachers Pakistan Observer: http://epaper.pakobserver.net/201402/21/karachi.php Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 21&edition=KCH&id=902102_78580932 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102104480&Issue=NP_KHI&D ate=2014022 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102104480&Issue=NP_KHI&D ate=20140221
NARRATIVE INTERIM REPORT January – June 2014 93 Daily Jahan-e-Pakistan: http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fkar achi%2F210214%2Fp2-06.jpg#sthash.AviN6dHw.dpbs Daily Nai Baat: (Link not available) Daily Nawa-e-Waqt: http://www.nawaiwaqt.com.pk/E-Paper/karachi/2014-02-21/page-3 Daily Khabrain: (Link not available) Daily Awami Awaz: (Link not available)
Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402220135&EN_ID=112014022 20124&EMID=11201402220015 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402220138&EN_ID=112014022 20125&EMID=11201402220015 Express Tribune: http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201402220129&EN_ID=112014022 20118&EMID=11201402220014 The News: http://e.thenews.com.pk/2-22-2014/pic.asp?picname=14_04.gif The News: http://www.thenews.com.pk/Todays-News-4-234225-A-story-that-came-to-life The News: http://www.thenews.com.pk/Todays-News-4-234224-Investing-in-the-greatest- asset-we-have Dawn: http://epaper.dawn.com/DetailNews.php?StoryText=22_02_2014_118_006 Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 22&edition=KCH&id=902278_69169149 Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 22&edition=KCH&id=902266_35334558 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102105195&Issue=NP_KHI&D ate=20140222 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102105199&Issue=NP_KHI&D ate=20140222 Daily Jang: http://e.jang.com.pk/02-22-2014/karachi/page14.asp#; Daily Jahan-e-Pakistan: http://www.jehanpakistan.com/epaper/epaper.php?edition=karachi&date=220214 Daily Nai Baat: (Link not available) Daily Khabrain: (Link not available) Daily Awami Awaz: (Link not available) Daily Ibrat: http://www.dailyibrat.com/beta/pages/jpp_22022014014958.jpg
Dawn: http://epaper.dawn.com/DetailNews.php?StoryText=23_02_2014_118_004 Express Tribune: http://tribune.com.pk/story/675065/children-teachers-educationists- pledge-to-support-reading/ Express Tribune: http://tribune.com.pk/story/675074/if-you-want-your-children-to-prosper- tell-them-stories/ Daily Times: https://www.dailytimes.com.pk/sindh/23-Feb-2014/clf-attracts-20-000-visitors Daily Times: http://www.dailytimes.com.pk/E-Paper/lahore/2014-02-23/page-20 The News: http://www.thenews.com.pk/Todays-News-4-234413-Two-days-of-festivities-for- kids-come-to-an-end Daily Nai Baat: (Link not available) Daily Jahan-e-Pakistan: http://www.jehanpakistan.com/epaper/epaper.php?edition=karachi&date=230214
NARRATIVE INTERIM REPORT January – June 2014 94 Daily Express: http://express.com.pk/epaper/index.aspx?Issue=NP_KHI&Page=Magazine_Page016&Date=2 0140223&Pageno=16&View=1 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102106145&Issue=NP_KHI&D ate=20140223 Daily Express: http://express.com.pk/epaper/PoPupwindow.aspx?newsID=1102106124&Issue=NP_KHI&D ate=20140223 Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 23&edition=KCH&id=904220_79929074 Daily Dunya: http://e.dunya.com.pk/detail.php?date=2014-02- 23&edition=KCH&id=904229_81363850
The News: http://www.thenews.com.pk/Todays-News-8-234732-Magic-of-words
Dawn: http://epaper.dawn.com/DetailNews.php?StoryText=26_02_2014_009_005
NARRATIVE INTERIM REPORT January – June 2014 95
Comments of Resource Persons What they said about the CLF It was a most rewarding experience for me to participate in this unique experience....it was almost like picking choice jewels out of the treasure trove that was CLF, the speakers, organizers and the children...all. I am proud to be a part of the process of their self actualization and always available to CLF for this purpose – Beo Raana Zafar I‟m proud and honored to be an ambassador for the Childrens Lit Fest ... its truly a phenomenal event and each year reaches further and wider to indiscriminately bring learning creatively, art, literature and the power of the written word to kids, parents and educationists all over Pakistan. Ye Cheez! – Nadia Jamil What a thrilling experience it was. This is a great step in building bridges and bringing the walls down.It was such a pleasure and honour to be a part of it.Congratulations for the great success – Dr Arfa Sayeda Zehra I like to paint and draw in this event and this was a very nice festival. I like it very much – Student of Chandio School CLF should be held in a bigger place because it's an inspiring and awesome event thanks to all who organized this event – Student of Indus Resource Sujero School System I love the CLF! I love to read the great books and attend all the awesome sessions they have. This is a really great initiative that encourages kids to read – Anusha Riaz
NARRATIVE INTERIM REPORT January – June 2014 96 Program of TLF Karachi 2014
Program of CLF Karachi2014.
NARRATIVE INTERIM REPORT January – June 2014 97 7.14 Annex 10c: Designs of Marketing and Promotional Material for CLF
Posters of CLFs
NARRATIVE INTERIM REPORT January – June 2014 98
7.15 Annex 10d: TLF/CLF Islamabad (01--03 May 2014)
NARRATIVE INTERIM REPORT January – June 2014 99
I. Acknowledgments ...... 102 II. Introduction to Children‟s Literature Festival ...... 104 III. Teachers Literature Festival Islamabad ...... 107 3.01 Art of Reading with Expression ...... 107 3.02 Creative Writing Workshops ...... 107 3.03 Use of New Media in the Classroom ...... 107 3.04 Protecting our Culture, Literature and Language ...... 107 3.05 Taleem-o-Tarbiyat ...... 107 3.06 Nurturing Creativity in Children ...... 107 3.07 Peace Education in Classrooms/Schools ...... 107 3.08 Mera Karachi Mera Mobile Cinema ...... 108 3.09 Bringing the World in your Classroom ...... 108 3.10 How to Design a Student Centered Lesson Plan ...... 108 3.11 Exploitating Poetry, Drama, Novel in the Classroom ...... 108 3.12 Understanding Faiz Ahmed Faiz ...... 108 3.13 Teachers‟ Voices: What Promotes or Inhibits Reading and Creativity in the Classroom .. 108 3.14 Teachers‟ Katcheri: Right to Education Campaign ...... 108 3.15 Oxford University Press Workshops ...... 109 3.16 Technology in the Classroom by 3i logic ...... 109 3.17 Book Launches ...... 109 3.18 Book Stalls ...... 109 3.19 Multi Sensory Stalls ...... 109 3.20 Closing Ceremony ...... 109 IV. Children‟s Literature Festival Islamabad ...... 109 4.01 Opening Ceremony ...... 109 4.02 Storytelling ...... 110 4.03 Poetry ...... 110 4.04 Puppet show ...... 110 4.05 Mural and Art Paintings ...... 110 4.06 Theatre ...... 110 4.07 Music Performance ...... 111 4.08 Digital story ...... 111 4.09 Reclaiming heritage and diversity ...... 111 4.10 Workshops ...... 111 4.11 Plenary session s ...... 111
NARRATIVE INTERIM REPORT January – June 2014 100 4.12 Book launches ...... 111 4.13 bol kay lub azad hain teray (speak for your lips are free) ...... 112 4.14 Multi experience stalls ...... 112 4.15 Closing ceremony ...... 112 V. Comments about CLF ...... 112 5.01 Comments from Resource Persons ...... 112 5.02 Comments from Schools ...... 113 VI. Challenges Faced During Islamabad Festival ...... 113 VII. Media Coverage ...... 113 7.01 Print Media Coverage: Curtain Raiser (30.04.14) ...... 113 7.02 Print Media Coverage: TLF (01-05-2014) ...... 114 7.03 Print Media Coverage: CLF Day-1 (02-05-2014) ...... 115 7.04 Print Media Coverage: CLF Day-2 (03-05-2014) ...... 117 7.05 Teacher‟s Literature Festival (1st may, 2014) ...... 119 7.06 Children‟s Literature Festival (2nd May, 2014) ...... 120 7.07 Children‟s Literature Festival ( 3rd May, 2014) ...... 121 VIII. Photo Gallery ...... 122
NARRATIVE INTERIM REPORT January – June 2014 101
I. Acknowledgments
This report is compiled by the Children‟s Literature Festival (CLF) team of Idara-e-Taleem-O-Aagahi (ITA) to share information regarding Children‟s Literature Festival and Teachers‟ Literature Festival Islamabad 2014 with all its partners and friends. We are thankful to the entire team of Idara-e-Taleem-O-Aagahi (ITA), Oxford University Press (OUP), and Open Society Foundations (OSF) for collaborating for the purpose of this unique social movement in order to promote a culture of reading, writing and critical thinking in each school of Pakistan. Together, the three organizations have organized a total of 13CLFs; CLF Islamabad was the 14th one and two Teachers‟ Literature Festival. We are profoundly thankful and grateful to our sponsors Habib Bank Limited, Alif Ailaan, Dubai Cares, Open Society Foundations, European Union, Oxfam, Capital Administration & Development Division (CADD), Federal College of Education (FCE) and Federal Directorate of Education (FDE) for their generous support for the Children‟s Literature Festival Islamabad and Teachers‟ Literature Festival Islamabad. We hope that these partnerships continue to grow over the years. We are also extremely thankful to Federal College of Education (FCE) for providing us the venue free of cost. CLF Islamabad would not have been such a huge success without the cooperation and support of the entire team of FCE. We are also grateful to Federal Directorate of Education (FDE) and Capital Administration & Development Division (CADD) for the mobilization of schools and teachers for the three day event. Idara-e-Taleem-O-Aagahi (ITA) with Oxford University Press and Federal College of Education (FCE) want to extend their deepest gratitude to all the resource persons for their dedication and support in making Teacher‟s Literature Festival and Children‟s Literature Festival a huge success: Abbas Husain Active Youth Organization Adnan Abbasi Adeel Hashmi Afshan Huma Aftab Surooj Alif Laila Book Bus Society Alam Ameena Saiyid Ammar Khalid Amra Alam Anam Tariq Asad Mian Asad Umar Asma Munderwala Ayub Baloch Azka Khan Baela Raza Jamil Bakhtawar Shah Basarat Kazim Batool Nasir Bibi Riffat Shaheen Bushra Sahab Chintan Girish Modi Danish Faruqi Faheem Abbasi Faisal Bari Farah Sadia Farooq Qaiser Fatima Husain Fauzia Minallah
NARRATIVE INTERIM REPORT January – June 2014 102 Fayyaz Raja Gul Bahar Bibi Hamida Khuhro Hamza Lari Haji Habib Harris Khalique Haseena Moin Helen Kamal Hira Ilyas Huma Mirza Ilona Yousaf Jasmine Arandia Kalash Dur School Kashif Ali Dhani Khursheed Hyder Laajverd Layba Bibi Mahvash Faruqi Maimoona Abbas Malik Bilal Haider Maryam Faruqi Mastdana Mehnaz Aziz Mian and the Mithus Mian Shehzad Ali Misbah Javed Mohammad Zulfiqar Mosharraf Ziadi Muhammad Ajmal Khan Muhammad Ejaz Ullah Mughal Muhammad Jamil Bajwa Munaza Tanveer Muzammil Hussain M.Zai-ul-Haq Nadine Murtaza Nargis Sultana Nasreen Iqbal Nasim Zehra Nazar Abbas Niaz Nida Yaseen Nida Azwar Nigar Nazar Rakae Jamil Rashda Fatima Rida Arif Rumana Husain Sadia Sarwar Gill Saeeda Jabeen Saeed Ul Hassan Saif Hassan Saleem Mairaj
NARRATIVE INTERIM REPORT January – June 2014 103 Saman Shamsie Samar Minallah Samia Rehman Dogar Sania Shahid Sehar Tariq Shadab Shafia Hanif Shaheera Moin Shahid Siddiqui Shanze Tanveer Shahrukh Mohiuddin Sheherazad Alam Sohail Bhatti Sunil Kumar Tahira Abdullah Tahira Maqbool Taimur Rehman Tajdar Ziadi Tassawar Naheed Taya Online Theatre Group Tayyaba Aquil Tulin Khalid Usman Rana Wajih Nizami Waleed Akram Waqas Bajwa Yahya Faruqi Yaminay Chaudhry Zaheer Abbas Zainab Omar Zaynah Gillani Zayneb Moin Zeerak Ahmed Zehra Arshad Zehra Husain Zobaida Jalal Zuha Ansari Zulekha
This report discusses the highlights of the CLF and TLF Islamabad in detail and serves to inform the reader about the overall event, acknowledge the people and organizations involved in making it a success and the challenges. Thank you! CLF Team
II. Introduction to Children’s Literature Festival
Children‟s Literature Festival is a social movement organized by Idara-e-Taleem-O-Aagahi and Oxford University Press in collaboration with Open Society Foundations (OSF). It is the first ever national level systematic event that intends to reach all territories and segments in Pakistan. CLF
NARRATIVE INTERIM REPORT January – June 2014 104 proposes to expand reading culture for creativity, imagination and multi-sensory stimulation beyond classrooms and textbooks. In other words, it provides a unique platform that drives the interest of children towards joy of reading, self expression and critical thinking.
The Annual Status of Education Reports (ASER) 2010 and 2011 highlighted major challenges in the learning level of children. According to ASER insights, children are facing major problems in learning as the current text books are not attuned with age, language and/or grade. Curriculum is neither relevant nor imaginative; a majority of children remain marginalized in learning experiences with little stimulation and encouragement.
Keeping in mind the above mentioned issues, Children‟s Literature Festival was started as a response to the low level of learning in collaboration with like-minded academicians and stakeholders. The main aim of CLF is to inculcate the love of reading and creativity among children of all ages. It is an equalizer catering to children from ALL backgrounds and social class.
Context:
The Annual Status of Education Report (ASER) Pakistan 2013 surveyed 230,370 children of age group 5- 16; they were tested for language and arithmetic competencies overall (both rural and urban), that is, 217, 862 from rural and 12,508 from urban cities. ASER 2013 covered 138 rural districts and 13 urban districts of Pakistan. This has provided spatial and learning mapping of urban and rural areas.
Seventy-four percent of children in rural districts were enrolled in government schools as compared to only 41% in urban samples. The spread of public and private sector is vital to understanding the footprint of the service providers as potential partners for CLF promoting the reading/literacy habit. . The learning and access levels of children across the country/provinces and areas (rural and urban) stands as follows:5
Provinces /Areas Learning Levels Class 5 Learning Levels Class 5 Urban Access 6-16 (rural) Rural Rural Urban U/S/P English Arithmetic U/S/P English Arithmetic National 50 43 43 55 59 51 79 92 Sindh 41 25 29 46 48 40 71 92 Balochistan 49 29 39 77 56 69 66 85 Punjab 66 62 56 68 73 62 84 94 Khyber 39 39 38 14 27 31 86 98 Pakhtoonkhwa FATA 30 28 37 - - - 79 - Gilgit Baltistan 51 60 50 - - - 84 - Islamabad 62 60 52 - - - 95 - Capital Territory Azad Jammu & 61 58 51 - - - 95 - Kashmir
In 2011, CLF journey started from Lahore where the first such festival was held. It was held at the Children‟s Library Complex with the support of the Government of Punjab and inaugurated by Chief
5 Table shows 2013 ASER findings
NARRATIVE INTERIM REPORT January – June 2014 105 Minister of Punjab, Mian Muhammad Shahbaz Sharif. This initiative was received extremely well by the children, educators and parents and was attended by more than 22,000 children.
After the exceptional success at CLF Lahore, overwhelming demands were received from all across Pakistan and successful events were held in Quetta, Peshawar, Bahawalpur, Lahore, Karachi, Swat, Peshawar and Islamabad.
With the help of a systematic approach, the vision and mission of CLF have been raised at several forums, dialogues, platforms and discussion panels. An overwhelming response was received for this initiative as social activists, intellectuals and celebrities enthusiastically committed for this social movement. Lately activists, renowned public figures and prominent institutes have also allied with CLF as ambassadors.
After holding many successful CLFs all across the country, the organizers felt that it was important to create a template which all CLFs could follow and hence, by March 2013, CLF had managed to generate a unique template of 14 strands that occur simultaneously to engage large audiences on locations. It thrives on public spaces for public good. The strands continue to grow and also change according to the area and the scale of the CLF. Under each strand, prominent authors, artists, celebrities are contacted to do an interactive session with the children based on their individual skills and expertise. The list of well known authors/artists/ individual and groups continues to grow joining hands to deliver as one a healing and learning extravaganza for children and teachers from public, private, urban, rural, girls, boys, madrassas and challenged schools alike. Fourteen strands of CLF are as follows: Read & Sing Aloud Stories and Songs Theatre and Skits Workshops on How to Illustrate a Book, Creative Writing & Expression Digital Stories – ICTs; Workshops on Comics Production Sessions on: Mother Tongue, Critical Thinking, Textbooks & Curriculum, Inclusive Learning Reclaiming Heritage & Diversity Active Citizenship Children‟s Films Puppet shows and cartoons Multi-experience stalls Alif Laila Thousand & One Arabian Nights and others Bol Key Lab Azaad Hain Terey – Speak for your lips are free Open Competition for Children in Prose & Poetry -any local language Mural & Art Sessions Book Launches Book Fair & Learning Stalls of NGOs/Local Partners
NARRATIVE INTERIM REPORT January – June 2014 106 III. Teachers Literature Festival Islamabad
The first Teacher‟s Literature Festival in Islamabad was held on 1st May, 2014 attracting 5000 teachers from both private and government schools. Following are the sessions held on the day: 3.01 Art of Reading with Expression
It is essential for teachers to captivate their student‟s attention in the classroom. Holding the children‟s interest in classroom activities depends mainly on the narration skill of the teachers. Different techniques used by the teacher for narration of different texts enable children to learn and enjoy more. Prominent storytellers and poets were invited from all over Pakistan to conduct session with teachers on the art of reading with expressions. List of well known narrators included Ilona Yusuf, Kishwar Naheed, Zambeel Dramatic Readings, Shahid Siddiqui, Rumana Husain and Harris Khalique. Not only was poetry recited in these sessions, various methods and modes were discussed for the teachers to employ in their classrooms. 3.02 Creative Writing Workshops
One of the foremost aims of Children‟s Literature Festival is to encourage children to write. Children‟s Literature Festival wants to welcome aspiring writers and give them platform to display their work. Teachers need to be able to inspire children so they can write to the best of their abilities. Creative writing workshops at the Teacher‟s Literature Festival held by well known writers such as Amra Alam and Chintan Girish Modi illustrated various processes that teachers can use to inspire children to write. 3.03 Use of New Media in the Classroom
Use of new media in the classroom is one of the important strands of Teacher‟s Literature Festival as it demonstrates to teachers how different Medias can be used to engage and educate children. Both, Samar Minallah, documentary film maker and the team of TeleTaleem, in separate sessions, made use of multimedia to depict important social issues. Teachers shared their concerns, views and suggestions about these social issues with the resource persons. 3.04 Protecting our Culture, Literature and Language
It is essential for children to know of their history, customs, traditions and origins. Hence, Teacher‟s Literature Festival focuses greatly on sessions of heritage. Baela Raza Jamil, Director Program at Idara-e-Taleem-o- Aagahi, moderated a session with Bakhtawar Shah, Teacher at the Kalash Dur School, titled as “Protecting our culture, literature and language” where various aspects of Kalash Valley were discussed such as language, education, festivals. It was surprisingly to see how few of the members in the audience had visited Kalash. Discussion was followed by questions by teachers such as the decreasing population of the Valley, religion of the people, etc. 3.05 Taleem-o-Tarbiyat
Environment of a classroom has immense effect on a child‟s upbringing as a result of which, Teacher‟s Literature Festival held a session on “Taleem-o-tarbiyat” by famous TV actress and morning show host, Farah Sadia. Farah spoke to teachers about the importance of upbringing. She highlighted several aspects of upbringing that require attention of teachers such as acceptance of failure, respect, confidence and so forth. 3.06 Nurturing Creativity in Children
Artist, Fauzia Minallah held a session on “Nurturing Creativity in Children” which not only taught teachers how to stimulate creativity in children but in addition to that, taught teachers how to use low cost tools for the process. Techniques such as how to make dolls out of plastic bottles, plastic bags were exhibited to the teachers. Later in the session, teachers were asked to craft the dolls too. 3.07 Peace Education in Classrooms/Schools
NARRATIVE INTERIM REPORT January – June 2014 107 Chitan Girish Modi from India and Rumana Husain from Pakistan held a session on peace education in the classroom. They taught teachers through activities what can be done on a day to day basis for peace. Chitan displayed videos of friendship between a Hindu and a Muslim whereas Rumana read a story depicting friendship between two people belonging to different cultures. 3.08 Mera Karachi Mera Mobile Cinema
Mera Karachi Mobile Cinema founded by Yaminay Chahudhry illustrated how she and her team visited different areas of Karachi especially conflict areas, and asked children to make videos from cell phones. These videos were then showed anywhere in Karachi using a rickshaw powered projector. In her session, she showed a few such videos to the teachers. Session demonstrated how creativity can be encouraged through simple means. 3.09 Bringing the World in your Classroom
Along with their course studies, children also need to be aware of the world outside their classroom. Sehar Tariq advised the teachers of ways in which they can share world news with the children. Several inquires were made by teachers such as how to inform a younger child of terrible world news or how to make time for news sharing with comprehensive syllabus. 3.10 How to Design a Student Centered Lesson Plan
Sehar Tariq recommended ways to teachers in which they could formulate a student centered lesson which shall enhance greater creativity and greater productivity. Enthusiastic teachers raised a lot of questions regarding such lessons, each answered with a solution by Sehar. 3.11 Exploitating Poetry, Drama, Novel in the Classroom
In his session titled “Exploitating poetry, drama, novel in the classroom”, Abbas Husain, Director Teachers Resource Centre, talked about English Literature, the importance of the subject and techniques used in the subject. He narrated few famous poems from the subject. 3.12 Understanding Faiz Ahmed Faiz
It is essential for teachers to ensure that children study and appreciate poets of their nation. Consequent to which, session on “Understanding Faiz Ahmed Faiz” was held by grandson of Faiz Ahmed Faiz, Adeel Hashmi. Adeel Hashmi requested teachers to make children love their nation language. He asked them to teach children about revolution and peaceful protests such as those carried out by Faiz Ahmed Faiz. Each request was supported by a stanza from Faiz Ahmed Faiz‟s poem. 3.13 Teachers’ Voices: What Promotes or Inhibits Reading and Creativity in the Classroom
Panel consisting of Helen Kamal, Rashda Fatima, Afshan Huma, Nargis Sultana, Mosharraf Ziadi and Abbas Husain and moderated by Ameena Saiyid discussed reading and creativity. Each provided their own solution as to how to promote reading and creativity in children. Helen Kamal stated that one of the main barriers of creativity were we, ourselves. Mostly, teachers are not properly trained. Afshan Huma was of the view that our schools have an extremely verbal culture. Teachers are bound to their curriculum. Director FCE, Rashda Fatima asked teachers to assign children to read books which then shall be discussed in class. Nargis Sultana stressed that more festivals such as CLF should be held in order to gain interest of the children. Mosharraf Ziadi portrayed difficulties faced by the teachers while Abbas Husain encouraged greater use of libraries and internet. Ameena Saiyid added that along with syllabus, teachers can perform other activities in the classrooms such as role playing and storytelling. 3.14 Teachers’ Katcheri: Right to Education Campaign
Teachers Katcheri invited eight panellists to talk about issues faced by the teachers in Pakistan today. Panel included Razia Stanikzai, Imran Khan, Saeed Ul Hasan, Zara Khan, and three officials from the Ministry of
NARRATIVE INTERIM REPORT January – June 2014 108 Education. Panellists spoke about the importance of improving quality and standards and how to address these issues through better training programs. 3.15 Oxford University Press Workshops
Different workshops by Oxford University Press team were carried out throughout the day. Malik Bilal Haider did a workshop on copyright awareness/education with the teachers whereas Adnan Abbasi talked to teachers about digital products. Empowering teachers in the classroom session was facilitated by Tayyaba Aquil, Bushra Sahab and Azka Khan. 3.16 Technology in the Classroom by 3i logic
It is extremely critical for teachers to know how to use technology for their and their students benefit in present time. Yahya Faruqi, along with his team, held sessions for teachers, teaching them importance of technology and how to effectively use it in their classroom. 3.17 Book Launches
Teachers Literature Festival Islamabad, 2014 saw the launch of many interesting books such as Simurgh and the Birds and Our Sheikh Saadi by Fehhmida Riaz moderated by Harris Khalique, Just Like the other kids by World Bank moderated by Zobaida Jalal and Fauzia Minallah‟s both Amai and the Banyan Tree and Bano, Biloo and Amai which were moderated by Ilona Yousuf and Ameena Saiyid. 5th Edition of children‟s magazine, Uran Tashtaree (Flying Saucer) was also launched at the Festival which featured Amra Alam, the editor of the magazine and Rumana Husain as the discussants. Rumana Husain‟s „Layla aur Munni Gudia‟, the first publication by CLF was also launched which was moderated by Khursheed Hyder along with her other book, Mohtrama Fatima Jinnah (Tasveeri Kahani) which was moderated by none other than, Haseena Moin. 3.18 Book Stalls
A book fair was set up by publishers from all over Pakistan. Range of books available stretched from fictional to historical to Islamic and so forth. Books were accessible for all group ages. Publishers included Oxford University Press, Al Huda, Afaq, Paramount, etc. 3.19 Multi Sensory Stalls
Multi sensory stalls were put up by different organizations which had games and activities for children all day. These included Habib Bank Limited, Idara-e-Taleem-o-Aagahi, School Assessment and School Improvement Program (SASI), Sabaq Foundation, TeleTaleem, SE Group of Companies and others. 3.20 Closing Ceremony
Teachers Literature Festival ended with a beautiful recitation of the classic Heer Ranjha by Taimur Rehman and Tajdar Ziadi. Recital was accompanied with flute, sitar, guitar, harmonium and singing by Aftab, Wajih Nizami, Shadab and Shabih Sen respectively. Reading ended with a huge round of applause from the audience.
IV. Children’s Literature Festival Islamabad
4.01 Opening Ceremony
NARRATIVE INTERIM REPORT January – June 2014 109 The 14th Children‟s Literature Festival opening ceremony was held on 2nd May, 2014 Islamabad at Federal College of Education, welcoming thousands of children from all over Pakistan. Audience was welcomed by Fauzia Minallah, Member, and Board of Directors CLF. She informed the audience of all the different activities such as book launches, workshops, theatre that the two day festival held for them. Fauzia Minallah‟s welcome speech was followed by the CLF Taraana “Humay Kitab Chaiheye” sung by children from the Kalash Dur School, children from Master Ayub‟s school and Rakae Jamil. Traditional dance was performed by the Kalash Dur Students to the beautiful Kalash music. The literature part of the festival was inaugurated by students of Al Makhdoom Special Education Institute who read and painted along with Fauzia Minallah. Haseena Moin, leading playwright, congratulated ITA and OUP for organizing a success event. She stated how such festivals focus on the future of a country. Another key speaker, Rumana Husain, Member, Board of Directors, recited a poem titled “Tot Batot Keh Mehmaan” by Sufi Tabassum for the children. Mr. Pierre Mayaudon, Deputy European Union Ambassador to Pakistan, stated how proud he is of the movement started by CLF. He also referred to Malala who stated that all the children of Pakistan need are a book and a pen. Ameena Saiyid (OBE), Co-Founder CLF and Managing Director of Oxford University of Press told the children how love for books can take them to any place and any era. Senior Programme Officer Open Society Foundations, Nargis Sultana said that books should be such that provoke creativity, critical thinking and knowledge within children. She also stressed on the work of mobile libraries. In the end, Baela Raza Jamil, Founder CLF and Director Programmes Idara-e-Taleem-O-Aagahi, inaugurated CLF with the national anthem of Pakistan. 4.02 Storytelling
Storytelling is one of the most imperative features of Children‟s Literature Festival. It introduces children to different stories which are read to them in various ways such as with music, props, singing etc by the storytellers. CLF Islamabad had innumerable storytelling sessions which was conducted by storytellers not only from all over Pakistan but also, from its neighbouring country, India. These included sessions by Chintan Girish Modi, Rumana Husain, Amra Alam, Asad Mian, Nadine Murtaza, Khursheed Hyder, Abbas Husain, Hamza Lari, Hira Ilyas, Zambeel Dramatic Readings, Adeel Hashmi, Sehar Tariq, Shaheera Moin, Zayneb Moin, Shahrukh Mohiuddin, Zuha Ansari, Sania Shahid, and Asad Umar. 4.03 Poetry
Poetry sessions at Children‟s Literature Festival encompass poets from diverse cultures of Pakistan that share poems of different languages with the children, encourage children to write poetry with the poets help, teach poetry structures to the children. At Children‟s Literature Festival Islamabad, local poetess, Kishwar Naheed recited Iqbal‟s famous poem “Lub pay ati hai dua baan kar tamana meri” to the children. Moreover, she created poems with the audience giving them a sentence to start from. In another poetry session, Shahid Siddiqui motivated children to construct poems with the words provided to them by him. 4.04 Puppet show
Every child‟s literature festival hosts puppet shows for children of younger age group. Farooq Qaiser, the man behind the famous „Uncle Sargam‟ and his team performed a puppet show on book piracy and literacy in the country. Show attracted large number of children both the days. 4.05 Mural and Art Paintings
Art is a significant part of the Children‟s Literature Festival. Mural painting was carried out by Fauzia Minallah where children were asked to paint on different topics. Haji Habib-ur-Rehman, Ejaz Ullah Mughal and Niaz engaged children by showing them the art of pottery making. 4.06 Theatre
Taya Online, ATV‟s theatre group, did a theatre performance through which they conveyed the importance of education. The team used various techniques such as humour to keep the audience captivated.
NARRATIVE INTERIM REPORT January – June 2014 110
4.07 Music Performance
Children‟s Literature Festival aims to promote children‟s talent and hence, provided a platform for children to showcase their musical skill. Mian and the Mithus, a musical group from Headstart, sang songs that have been written and composed by the group, accompanied with several instruments. Sunil Kumar, age13, along with his father, from Cholistan, sang famous songs and qawalis entertaining both adults and children. Waleed Akram, Usman Rana, Nazar Abbas, Muzammil Hussain and Kashif Ali along with Rakae Jamil performed popular numbers such as Nusrat Fateh Ali Khan‟s „Tu Mera Dil‟, etc. Each performance ended with a huge round of applause and another song request. 4.08 Digital story
Children‟s Literature Festival hosts digital story sessions in order to educate children through a different approach. Fauzia Minallah and Samar Minallah highlighted important social issues to children with the help of multimedia. Nigar Nazar displayed cartoon illustrations and animations for the children. 4.09 Reclaiming heritage and diversity
It is imperative for children to be aware of their country‟s history and thus, the festival greatly emphasizes on these sessions. Numerous sessions were held by resource persons highlighting the history of Pakistan such as Sheherazade Alam‟s session on Harappa that involved children working with clay and Nasreen Iqbal‟s session on Quaid e Azam. Another session titled as “Protecting our culture, literature and language” was held with Bakhtawar Shah, Teacher at the Kalash Dur School, moderated by Baela Raza Jamil, Director Program at Idara- e-Taleem-o-Aagahi where various aspects of Kalash Valley were discussed such as language, education, festivals. It was surprisingly to see how few of the members in the audience had visited Kalash. Discussion was followed by questions by teachers such as the decreasing population of the Valley, religion of the people, etc.
4.10 Workshops
Creative writing workshops were held by Amra Alam and Sehar Tariq both the days where children did various exercise. Another workshop on how to illustrate a book was conducted by Oxford University Press where children made countless books in two days. Azka Khan did workshops both the days on road safety and IQ Genius with primary school children. 4.11 Plenary session s
Plenary sessions are held at the CLF to focus on important issues regarding education. Panellists discuss the issue, causes of the issues, and possible solutions. Several plenary sessions were organized over the two day period on different topics such as „Curriculum & Textbooks- problems and resolutions for 21st century‟ in which the panel included Asad Karim, Ameena Saiyid, Mehnaz Aziz, Faisal Bari, Mehnaz Aziz and Jamil Bajwa, “Promoting libraries and reading through innovation in Pakistan” where panel included Dr Faheem Abbasi, Yaminay Chaudhry, Ammar Khalid, Saima Rehman Doagar and was moderated by Basarat Kazim. Plenary session on Article 25-A titled “Article 25-A: Right to education from access to quality learning for all” had Baela Raza Jamil, Mosharraf Zaidi, Nargis Sultana, Zehra Arshad and Saeed Ul Hassan on the panel. The session was moderated by Zaynah Gillani. Panel on “Brokering peace, tolerance and citizenship in our classrooms” included Chitan Girish Modi, Ammar Khalid and was moderated by Rumana Husain. “A conversation on the role of media in popularizing and unlocking the power of reading” had Nasim Zehra, Mosharraf Zaidi, Tahira Abdullah, and Ameena Saiyid as panellists and Faisal Bari as the moderator. 4.12 Book launches
At each Children‟s Literature Festival, numerous books for children of all age groups are launched featuring interesting and imperative subject matter for them. CLF Islamabad saw many book launches such as Saman Shamsie‟s book “The Magical Woods” moderated by Zainab Omar, Hamida Khuhro‟s “A Children‟s History of Balochistan” moderated by Zobaida Jalaj and Ameena Saiyid, “Simurgh and the Birds and our Sheikh Saadi” by
NARRATIVE INTERIM REPORT January – June 2014 111 Fahmida Riaz moderated by Basarat Kazim, Oxford Reading Treasures by Oxford University Press where Tayyaba Aquil was present as discussant, Learning Maths Through Stories by Bushra Sahab and many more. The 5th Edition of Uran Tashtaree was also launched at CLF Islamabad by editor, Amra Alam. Uran Tashtaree is a bi-monthly magazine for children where material is contributed by the children. Rumana Husain‟s three books were launched, titled “Layla aur Munni Gudia”, first CLF publication, which was moderated by Haseena Moin, “Rani and the Mela (Village Tales)”, “Mohtrama Fatima Jinnah (Tasveeri Kahani Silsila)”. “Amai and the Banyan Tree” and “Bano, Billo and Amai: The Paper Doll” by Fauzia Minallah both were launched at CLF Islamabad moderated by Rumana Husain and Sheherazade Alam. 4.13 bol kay lub azad hain teray (speak for your lips are free)
Bol kay lub azad hain teray (speak for your lips are free) is a session at the CLF where two children from each school recite poetry/story written by themselves. Children are divided in two age groups; 5 to 11 and 12 to 17. At CLF Islamabad, many children from different schools participated in the Bol Keh Lub Azad Hain Teray session. These recitations were judged by Federal College of Education teachers. 4.14 Multi experience stalls
Many multi experience stalls were set up by various teams and organizations, both indoor and outdoor. These stalls conducted fascinating activities throughout the day for children of all age groups. Jugnoo Tv conducted sessions all day with children relating use of technology. Kuch Khaas hosted different activities such as Talent Hunt, Games and so forth. Bacha Bawarchi stall by Laajverd invited children to cook with the resource persons. Alif Laila performed the story of Arabian Nights with the children both the days. Habib Bank Limited had a huge stall where children took part in many games and activities. Art, awareness and other activities were carried out by Active Youth Organization all day. Citizens Archive of Pakistan had a unique stall where cross border correspondence between Indian and Pakistani students were exhibited. Stall by Teletaleem offered activities and games to the children throughout the day. 4.15 Closing ceremony
The 14th Children‟s Literature Festival came to an end on 3rd May, 2014. Closing ceremony of the Festival comprised of hundreds of children, numerous teachers, resource persons, partners of CLF and sponsors of CLF. Ceremony started with participants of CLF such as Chintan Girish Modi, Shahid Shah from Government High Secondary School Swat, Student from Federal College of Education sharing their experience of Children‟s Literature Festival Islamabad, 2014. Speeches by Rashda Fatima, Director of Federal College of Education, Ameena Saiyid (OBE) Co-Founder CLF and Managing Director at OUP and Nargis Sultana, Senior Programme Officer Open Society Foundations followed after. Baela Raza Jamil, Founder CLF and Director Programmes Idara-e-Taleem-O-Agahi, announced the Banner Competition winners which are as following : For 2nd May, 2014, first position for the banner competition went to J E S Laiquat Campus Taxila. Second prize went to Educators G-10/2, Islamabad and third position went to Great Beginners Islamabad. For 3rd May 2014, banner competition J E S Liaquat Campus Taxila won the first position again whereas Army Public School EME Campus Rawalpindi got second position and Dawn Education System got the 3rd position. Ceremony ended with Baela Raza Jamil thanking the resource persons, partners, sponsors and her team of CLF for making it a great social movement.
V. Comments about CLF 5.01 Comments from Resource Persons
“It has always been an honor to be part of this colorful, entertaining and inspiring initiative. Its lovely to witness the growth of CLF with each passing year.” - Samar Minallah “Felt honoured to have participated in such a noble venture”- Zainab Omar “It has been an honor and a memorable experience. Thanks for making me a part of it.”- Afshan Huma “It was magical” – Nadine Murtaza
NARRATIVE INTERIM REPORT January – June 2014 112 “It was an honour and a privilege to be a part of CLF. I wish you all the success in the coming years. Keep up the good work!”- Taimur Rehman “Congratulations on organizing such a wonderful literary Mela for children.”- Zehra Arshad “Another successful CLF”- Mashal Masroor Qasim “The CLF was such a wonderful opportunity to meet incredible people.”- Yaminay Chaudhry “Only Baela‟s vision and your team‟s hard work can produce such results. Congratulations”- Sohail Bhatti “Once again CLF has done a fantastic job. The energy generated will continue to infuse the students,teachers and schools and unlock their minds,opening windows to new ideas. Congratulations and a big thank you to the entire team and the partners. The TLF was a great experience.” - Nasreen Iqbal “THANK YOU ALL!! it was such a joy!I thought the VENUE was particularly suitable, the ENERGY, COLOR, ENTHUSIASM, and all the little details were superb. Congratulations!!!” ---Sheherazade Alam “It is indeed an honor to be a part of TLF/CLF movement. Acknowledging your exceptional zeal in making these events so extraordinary. Keep going!” --- Batool Nasir 5.02 Comments from Schools
“Great event to enhance reading culture”- United Public School “Good effort for a „Big Change‟”- Exploreville Schools Westridge Campus Rawalpindi “Such a nice event to give us an opportunity to learn” --- Federal College of Education “Delighted to be part of TLF”- SSMS “Waiting for next festival”--- JES Taxila Campus “Really nice experience” ---City School VI. Challenges Faced During Islamabad Festival
Although Children‟s Literature Festival Islamabad was a huge success, various difficulties were faced by the team. Firstly, as the venue for the festival is not centrally situated, many schools and colleges had problems with the directions. Secondly, due to constant load shedding, great complexities were encountered. Although, there were generators, multimedia and sound system settings would be distorted after almost every hour. Furthermore, as the festival was held in the month of May, temperature all three days was extremely high. Team had to take various measures in order to control the heat. Lack of space in the main ground was another dilemma countered by the CLF team. Opening ceremony received thousands of children, many of which had to stand on the concrete area as the ground was over crowded.
VII. Media Coverage
A Public Relations Consultancy Company „Mediators‟ was hired by CLF Islamabad, 2014. For this purpose, given below is the updated total coverage of the 3 days of Children's Literature Festival (CLF Islamabad-2014) along with scanned news clippings and web links. 7.01 Print Media Coverage: Curtain Raiser (30.04.14)
Below is the Media Coverage of the curtain raiser of TLF and CLF which was issued to the media on April 30, 2014 has so far appeared in the following publications on May 1, 2014:
1. Dawn Pg# 18: The 13th Children Literature Festival http://epaper.dawn.com/DetailNews.php?StoryText=30_04_2014_152_005
2. The News Pg# 13: Capital‟s first-ever Teachers‟ Literature Festival today http://www.thenews.com.pk/Todays-News-6-247395-Capitals-first-ever-Teachers-Literatu
NARRATIVE INTERIM REPORT January – June 2014 113 3. Pakistan Today Pg# 6: A literary delicacy to tickle teachers‟ taste buds http://www.pakistantoday.com.pk/2014/05/01/city/islamabad/a-literary-delicacy-to-tickle-teachers- taste-buds/
4. Daily Times Pg# B-1: First „Teachers Literature Festival‟ starts http://www.dailytimes.com.pk/islamabad/01-May-2014/first-teachers-literature-festival-starts
5. Business Recorder Pg# 5: Teachers Literature Festival being celebrated today http://www.brecorder.com/general-news/172/1178487/
6. Frontier Post Pg# 6: Capital first ever Teachers Literature Festival today http://thefrontierpost.com/article/92805/Capital-first-ever-Teachers-Literature-Festival-today/
7. Express Tribune Pg# 14: Capital‟s first-ever TLF kicks off today http://tribune.com.pk/story/702503/books-galore-capitals-first-ever-tlf-kicks-off-today/
8. The Nation Pg# 14: TLF set to start today http://www.nation.com.pk/E-Paper/Islamabad/2014-05-01/page-14/detail-11
9. Dunya Pg# 2: 3 day literature festival from today http://e.dunya.com.pk/detail.php?date=2014-05-01&edition=ISL&id=1034191_26705542
10. Jehan Pakistan Pg# 11: First-ever TLF kicks off today http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F010514%2FP11-02.jpg#sthash.g2OMzuzY.dpbs
11. Nai Baat Pg# 2: First-ever TLF starts today http://www.naibaat.com.pk/ePaper/islamabad/01-05-2014/details.aspx?id=p2_10.jpg
12. Nawaiwaqt Pg# 3: First-ever TLF starts today at Federal College of Education http://www.nawaiwaqt.com.pk/E-Paper/islamabad/2014-05-01/page-3
7.02 Print Media Coverage: TLF (01-05-2014)
Below is the Media Coverage of TLF which was issued to the media on May 01, 2014 has so far appeared in the following publications on May 2, 2014:
1. Dawn Pg# 15: Taking special care of challenged children http://www.dawn.com/news/1103616/taking-special-care-of-challenged-children
2. Dawn Pg# 17: Teachers herald children festival https://www.dawn.com/news/1103663/teachers-herald-children-festival
3. The News Pg# 20: 5,000 attend Teachers Literature Festival http://www.thenews.com.pk/Todays-News-6-247575-5000-attend-Teachers-Literature-Festival
4. Daily Times Pg# B-1: Children‟s Literature Festival starts today http://www.dailytimes.com.pk/islamabad/02-May-2014/children-s-literature-festival-starts-today
5. Express Tribune Pg# 13: Teachers literature Festival http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105020460&EN_ID=11201105020158& EMID=11201105020073
6. Express Tribune Pg# 14: Tackling society problems through introspection http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105020469&EN_ID=11201105020161& EMID=11201105020074
NARRATIVE INTERIM REPORT January – June 2014 114 7. Express Tribune Pg# 14: Zobaida Jalal while talking about inclusive education system http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105020466&EN_ID=11201105020160& EMID=11201105020074
8. Express Tribune Pg# 14: Children Literature Festival http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105020467&EN_ID=11201105020160& EMID=11201105020074
9. The Nation Pg# 14: Multiple creativities start at TLF http://www.nation.com.pk/national/02-May-2014/8-more-peacocks-die-of-newcastle-in- tharparkar?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:%20pakistan-news- newspaper-daily-english-online/24hours-news%20(The%20Nation%20:%20Latest%20News)
10. Frontier Post Pg# 06: First ever Teachers Literature Festival Over 5000 educationists participate http://thefrontierpost.com/articleprint/92987/First-ever-Teachers-Literature-Festival-Over-5000- educationists-participate/
11. The Patriot Pg# 2: Children Literature Festival to be inaugurated today http://www.dailythepatriot.com/index.php
12. Jang Pg# 2: Reading can help in peace building http://e.jang.com.pk/05-02-2014/pindi/pic.asp?picname=413.gif
13. Nawaiwaqt Pg# 3: Writers, speakers, historians attended Teachers Literature Festival http://www.nawaiwaqt.com.pk/E-Paper/islamabad/2014-05-02/page-3
14. Metrowatch Pg# 1: National and International writers attended the festival http://epaper.metrowatch.com.pk/newspaper/2014/05/02/
15. Daily Dunya Pg# 2: Teachers Literature Festival kicks off today http://e.dunya.com.pk/detail.php?date=2014-05-02&edition=ISL&id=1036192_95762684
16. Daily Dunya Pg# 2: Photo Release http://e.dunya.com.pk/detail.php?date=2014-05-02&edition=ISL&id=1036205_22058698
17. Jehan Pakistan Pg# 11: Teachers Literature Festival kicks off today http://www.jehanpakistan.com/epaper/epaper/islamabad/020514/P11-10.jpg
18. Jehan Pakistan Pg#11: Photo Releasehttp://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislam abad%2F020514%2FP11-11.jpg#sthash.kawFyLad.dpbs
19. Jehan PakistanPg# 9: Photo Release: http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F020514%2FP9-07.jpg#sthash.YcUfWeV8.dpbs
7.03 Print Media Coverage: CLF Day-1 (02-05-2014)
Below is the Media Coverage of CLF- Day 1 which was issued to the media on May 02, 2014 has so far appeared in the following publications on May 3, 2014:
1. Dawn Pg# 19: History is finding out who we are http://epaper.dawn.com/DetailNews.php?StoryText=03_05_2014_153_004
2. Dawn Pg# 19: A variety of programmes for children http://epaper.dawn.com/DetailNews.php?StoryText=03_05_2014_153_003
NARRATIVE INTERIM REPORT January – June 2014 115
3. Express Tribune Pg# 13: Saving Future: Ameena Saiyid http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105030417&EN_ID=11201105030136& EMID=11201105030074
4. Express Tribune Pg# 13: Top Quote: Adeel Hashmi http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105030413&EN_ID=11201105030135& EMID=11201105030074
5. Express Tribune Pg# 14: Children queue up for fun- filled education at CLF http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105030419&EN_ID=11201105030137& EMID=11201105030075
6. Daily Times Pg# B-1: Children throng the literature festival http://www.dailytimes.com.pk/islamabad/03-May-2014/children-throng-the-literature-festival
7. The Nation Pg# 13: CLF pulls thousands to interactive sessions http://www.nation.com.pk/islamabad/03-May-2014/clf-pulls-thousands-to-interactive-sessions
8. Pakistan observer Pg# 9: Children Literature Festival brings hope, joy to kids http://www.pakobserver.net/?p=817
9. The News Pg# 20: Thousands of children throng the literature festival http://www.thenews.com.pk/Todays-News-6-247788-Thousands-of-children-throng-literature-festival
10. Daily Jang Pg# 2: Children Literature Festival starts today http://e.jang.com.pk/05-03-2014/pindi/pic.asp?picname=417.gif
11. Daily Dunya Pg# 2: Children Literature Festival starts today http://e.dunya.com.pk/detail.php?date=2014-05-03&edition=ISL&id=1039297_35678678 12. Jehan Pakistan Pg# 11: National and International writers participated in Teachers Literature Festival http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F030514%2Fp11-19.jpg#sthash.bWIyfZNh.dpbs
13. Jehan Pakistan Pg# 11: Photo Release http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F030514%2Fp11-20.jpg#sthash.GJTiktl7.dpbs
14. Jehan Pakistan Pg# 11: 2Day Islamabad Children Literature Festival http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F030514%2Fp11-7.jpg#sthash.Z9T9rM6u.dpbs
15. Jehan Pakistan Pg# 11: Photo Release http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F030514%2Fp11-26.jpg#sthash.iU6g9tZg.dpbs
16. Nawaiwaqt Pg# 3: 14th Children Literature Festival starts today http://www.nawaiwaqt.com.pk/E-Paper/islamabad/2014-05-03/page-3
17. Metrowatch Pg# 1: Writers participated in Teachers Literature Festival http://epaper.metrowatch.com.pk/newspaper/2014/05/03/
NARRATIVE INTERIM REPORT January – June 2014 116
7.04 Print Media Coverage: CLF Day-2 (03-05-2014)
Below is the Media Coverage of CLF- Day 2 which was issued to the media on May 03, 2014 has so far appeared in the following publications on May 4, 2014:
1. Dawn Pg# 19: Importance of storytelling highlighted http://www.dawn.com/news/1104010
2. Dawn Pg# 19: Learning to solve everyday conflicts http://www.dawn.com/news/1104011
3. The News Pg# 13: A milestone of over 30,000 participants http://e.thenews.com.pk/pindi/5-4-2014/page13.asp
4. The Nation Pg# 13: Literature- lovers set record http://www.nation.com.pk/islamabad/04-May-2014/literature-lovers-set-recordExpress Tribune Pg# 13: Top quote
5. The Nation Pg# 13: Photo Release http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105040390&EN_ID=11201105040130& EMID=11201105040073
6. Express Tribune Pg# 13: Ameena Saiyid‟s quote http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105040394&EN_ID=11201105040131& EMID=11201105040073
7. Express Tribune Pg# 15: Galaxy of literary figures, artists show up on last day http://74.205.74.128:88/DisplayDetails.aspx?ENI_ID=11201105040400&EN_ID=11201105040134& EMID=11201105040075
8. Business Recorder Pg# 3: CLF ends by crossing 30,000 milestone figure http://www.brecorder.com/general-news/172/1179387/
9. Daily Times Pg# B-1: CLF ends by crossing 30,000 milestone http://www.dailytimes.com.pk/islamabad/04-May-2014/clf-ends-by-crossing-30-000-milestone
10. The Patriot Pg# 2: CLF ends by crossing 30,000 milestone http://www.dailythepatriot.com/newsarchive.php?search=04/05/2014
11. Frontier Post Pg# 6: CLF ends by crossing 30,000 milestone http://thefrontierpost.com/article/169311/Oxford-University-Press-ITA-holds-festival-CLF-ends-by- crossing-30000-milestone/
12. Daily Jang Pg# 2: CLF ends http://e.jang.com.pk/05-04-2014/pindi/pic.asp?picname=02_11.gif
13. Jehan Pakistan Pg# 9: Photo Release
http://www.jehanpakistan.com/epaper/epaper/islamabad/040514/P9-20.jpg 14. Jehan Pakistan Pg# 9: CLF ends by crossing 30,000 milestone http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F040514%2FP9-28.jpg#sthash.RqYFM4Wr.dpbs
NARRATIVE INTERIM REPORT January – June 2014 117 15. Jehan Pakistan Pg# 9: Photo Release http://www.jehanpakistan.com/epaper/detail_news.php?news=%2Fepaper%2Fepaper%2Fislamabad%2 F040514%2FP9-08.jpg#sthash.e3yaaD7D.dpbs
16. Daily Jinnah Pg# 2: Photo Release http://www.dailyjinnah.com/islamabad/2014/May/04/?pg=2
17. Daily K-2 Pg# 2: Photo Release http://www.dailyk2.com/index.php?pid=2&eid=1&nid=1&tnid=4372&date=1399176000
18. Daily K-2 Pg# 3: CLF ends http://www.dailyk2.com/index.php?pid=3&eid=1&nid=1&tnid=4372&date=1399176000
19. Daily K-2 Pg# 3: Photo Release http://www.dailyk2.com/index.php?pid=3&eid=1&nid=1&tnid=4372&date=1399176000
20. Metrowatch Pg# 1: 2 day CLF ends http://epaper.metrowatch.com.pk/newspaper/2014/05/04/
21. Metrowatch Pg# 8: Photo Release http://epaper.metrowatch.com.pk/newspaper/2014/05/04/?pg=8
22. Daily Express Pg# 2: Photo Release http://www.express.com.pk/epaper/PoPupwindow.aspx?newsID=1102194152&Issue=NP_ISB&Date=2014 0504
23. Daily Express Pg# 2: CLF ends http://www.express.com.pk/epaper/PoPupwindow.aspx?newsID=1102194156&Issue=NP_ISB&Date=2014 0504
24. Daily Dunya Pg# 2: Photo Release http://e.dunya.com.pk/detail.php?date=2014-05-04&edition=ISL&id=1040442_40266978
25. Daily Dunya Pg# 2: Children Literature Festival ends http://e.dunya.com.pk/detail.php?date=2014-05-04&edition=ISL&id=1040416_24863005
26. Daily Dunya Pg# 2: Need of literature festival http://e.dunya.com.pk/detail.php?date=2014-05-04&edition=ISL&id=1040421_98574018
27. Nawaiwaqt Pg# 11: Photo Release http://www.nawaiwaqt.com.pk/E-Paper/islamabad/2014-05-04/page-11
NARRATIVE INTERIM REPORT January – June 2014 118 7.05 Teacher’s Literature Festival (1st may, 2014)
NARRATIVE INTERIM REPORT January – June 2014 119 7.06 Children’s Literature Festival (2nd May, 2014)
NARRATIVE INTERIM REPORT January – June 2014 120 7.07 Children’s Literature Festival ( 3rd May, 2014)
NARRATIVE INTERIM REPORT January – June 2014 121 VIII. Photo Gallery
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