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Education in Pakistan What Works & Why Education in Pakistan What Works & Why CQE Campaign for Quality Education 2007 65 – C, Garden Block, New Garden Town, Lahore, Pakistan Ph: + 92 – 42 – 5868115 & 6 Fax: + 92 – 42 – 5839816 Email: [email protected] Website: www.cqe.net.pk Education in Pakistan: What Works & Why. Copyright © Campaign for Quality Education 2007 The use of any material from this publication is to be acknowledged Cover Design Topaz Communications Published Campaign for Quality Education 2007 Printed Creative Designing Lahore Layout Tahir Jutt Table of Contents List of Abbreviations i Acknowledgements iii 1. Executive Summary 1 2. Introduction 4 3. Background 6 4. Why Study ‘What Works’? 9 5. Methodology 11 5.1 Putting the Process Together 11 5.2 Site & School Selection 11 5.3 Data Collection 12 5.4 Policy Dialogues 13 6. Findings 14 6.1 Leadership 14 6.2 Teaching, Curriculum & Assessment 17 6.3 Systemic Support 19 6.4 Community Support 21 6.5 Donor Support 23 7. Policy Recommendations 24 7.1 Retrieving and Developing Human Resource in the Public Sector 24 7.2 Incentivizing and Retaining Human Resource 24 7.3 Clustering Schools for Ongoing Support 25 7.4 Intrasectoral Linkage for Support 25 7.5 Establishing Nodal Centers of Excellence for Teacher Education 26 7.6 Establishing Quality Apex Institutions 26 7.7 Reviewing Organizational Framework for Community Engagement 26 Appendix A 27 Appendix B 28 Education in Pakistan: What Works & Why. Education in Pakistan: What Works & Why. List of Abbreviations Aga Khan Education Service, Pakistan AKES,P Aga Khan University - Institute for Educational Development AKU-IED Azad Jammu and Kashmir AJK Bureau of Curriculum BoC Campaign for Quality Education CQE Civil Society Organization CSO Dera Ghazi Khan DG Khan Deutsche Gesellschaft fur Technische Zusammenarbeit GTZ Developments in Literacy DIL Directorate of Public Instruction DPI Directorate of Staff Development DSD Education For All EFA Education in Pakistan: What Works & Why WWW Education Sector Development Program ESDP Education Sector Reform ESR Education Sector Reforms Assistance ESRA Federally Administered Northern Area FANA Government Boys Primary School GBPS Government College of Education GCE Government Girls Primary School GGPS Government Govt Hira National Education Foundation HNEF Human Development Centre HDC Indus Resource Centre IRC International Financial Institutions IFI Lahore University of Management Sciences LUMS Local Government Ordinance LGO Millennium Development Goals MDG Ministry of Education MoE National Education Policy NEP Non-Government Organization NGO North West Frontier Province NWFP Open Society Institute OSI Pakistan People’s Party PPP Pakistan Poverty Alleviation Fund PPAF Parent Teacher Association PTA Peace be Upon Him pbuh Professional Development Centre North PDCN Professional Development Program PDP Provincial Institute of Teacher Education PITE i 8 Education in Pakistan: What Works & Why. Punjab Education Foundation PEF Quaid-e-Azam University QAU Research Design Team RDT Rural Development Policy Institute RDPI School Council SC School Management Committee SMC Social Policy and Development Centre SPDC Society for Community Support for Primary Education in Balochistan SCSPEB Society for the Advancement of Education SAHE Sustainable Development Policy Institute SDPI Tanzeem-e-Asataza Pakistan TAP The Citizens Foundation TCF United Nations Children’s Fund UNICEF United Nations Educational, Scientific & Cultural Organization UNESCO United States Agency for International Development USAID Universal Primary Education UPE Village Education Committee VEC West Pakistan College Teachers Association WPCTA Whole School Improvement Program WSIP ii Education in Pakistan: What Works & Why. Acknowledgements his brief has taken shape as the result of a collective effort of a diverse group with each member working Thard to add value to the enterprise. We thank the members of the Research Design Team (RDT) and our partners, Mr. Abbas Rashid (SAHE), Dr. Anjum Halai (AKU - IED), Ms. Ayesha Awan (SAHE), Dr. Faisal Bari (LUMS), Dr. Fareeha Zafar (SAHE), Mr. Irfan Awan (SCSPEB), Mr. Irfan Muzaffar (ESRA), Ms. Sadiqa Salahuddin (IRC), Ms. Shahida Khattak (GTZ), Ms. Umbreen Arif (PPAF) as well as Mr. Hugh McLean (OSI) for continuous engagement and technical support. We owe a debt of gratitude to all the research teams including Mr. Ahmed Raza Khan (SAHE), Ms. Aleea Farrakh, Mr. Amir Abbas (IRC), Mr. Ashfaq Ahmed, Ms. Haji Parveen (PDCN), Mr. Haroon Hussain (SAHE), Mr. Irfan Ahmad Khan (IRC), Mr. Imran Khan (IRC), Ms. Izza Farrakh, Ms. Kashmala Durrani, Mr. Khadim Hussain (RDPI), Ms. Lubna Tajik (GTZ), Mr. Mashallah (SAHE), Ms. Mirrat Malik (SAHE), Dr. Mola Dad Shafa (PDCN), Mr. Muhammad Ali, Mr. Mumtaz Hussain, Mr. Mujahid Azam (GTZ), Ms. Rubab Karrar, Ms. Rukhsana Tasneem (SCSPEB), Mr. Shams-ur-Rehman (PDCN), and Mr. Taj Swati. Special mention and thanks are certainly warranted for individual feedback from Dr. Allah Baksh Malik (PEF), Mr. Fazle Manan (Dept. of Education, NWFP) Mr. Jamil Najam, (former DPI, Punjab) Mr. Javed Hassan Aly (Consultant, White Paper, MoE), Ch. Muhammad Anwar (former Director of Education, Balochistan), Dr. Muhammad Memon (AKU – IED), Mr. Shahid Kardar, (PEF), Dr. Tariq Rahman (QAU), Dr. A H Nayyar (DIL) and Dr. Kaiser Bengali (SPDC). We are also thankful to all distinguished participants of the three provincial and one national stakeholders’ consultations, whose critique and feedback were extremely valuable in giving the brief final shape. Above all, we would like to express our gratitude to all the respondents from our case studies across Pakistan who spent long hours responding to our queries and offering insightful observations. Their names are not being mentioned as we are ethically committed to maintain their anonymity. Not least, we are grateful to the Open Society Institute (OSI) for its support to this endeavour. iii Education in Pakistan: What Works & Why. Education in Pakistan: What Works & Why. 1. Executive Summary Development (AKU-IED) Whole School ver the past two years or so, a diverse group Improvement Program (WSIP), USAID’s Education of concerned educators in Pakistan have Sector Reform Assistance (ESRA), UNICEF’s Child attempted to highlight the issues of quality O Friendly Schools] education by studying some of the better schools and 3) Stand-alone private schools, as well as private school systems catering to low-income groups. The schools which are part of a school system [The central assumptions in this study, appropriately titled Citizens Foundation (TCF), Hira National Education in Pakistan: What Works and Why (WWW) Education Foundation (HNEF), and Indus were: 1) that it was possible to find good schools in Resource Centre (IRC)]. almost all districts of Pakistan, 2) that these schools existed in both public and private sectors, and 3) that The schools were selected using a flexible notion of it was possible to learn what worked and why from quality-in-context. This implied using student scores as such schools. An important aspect of WWW was a a measure of quality but also going beyond these scores shift in emphasis from an overwhelming number of to take an in-depth look at the school. Based on student doomsday descriptions for education in Pakistan scores, fifteen top schools were identified at each site toward a search for the positive that would connect for in-depth visits for classroom observation and with possibilities of reform. We were motivated by teacher interviews. A reasonable level of enrolment and the hope that once these cases were discerned, availability of teachers as well as basic infrastructure documented, and disseminated to the general public, and facilities were also considered. Not least, the school educators, and policy makers in Pakistan, they would had to be willing to participate in the study. have a view somewhat different and more hopeful A core Research Design Team (RDT), consisting of than the one generated by their regular diet of dismal seven members drawn from academia and Civil Society scenarios about education in Pakistan. In addition to Organizations (CSO) was set up to provide technical this, we also hope that these cases will help inform advice on research design, data collection and analysis, policy-making by providing some actionable and writing of cases. Each member of the RDT worked recommendations. closely with the data collection teams drawn from a local organization at each site. Framework and Process Conceived as a multi-case study with individual schools as the unit cases, the study employed WWW looked for five to six quality schools each at qualitative methods of inquiry. The data collection eight different sites across Pakistan (refer to appendix was also guided by local assumptions about what A). The schools were selected so as to cover a broad factors affect school quality. There was a primary spectrum of organizational forms and support emphasis on factors such as teacher professional mechanisms in Pakistan, including: development, monitoring and evaluation mechanisms at the school level and community participation, and 1) Government unassisted schools a secondary emphasis on factors such as language, 2) Government schools assisted by a program world view and gender. In order to validate the [GTZ’s Technical Assistance, Aga Khan findings, the preliminary findings were taken back University – Institute for Educational to the stakeholders including government Education in Pakistan: What Works & Why. 1 schools. Below is the thrust of these
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