NARRATIVE INTERIM REPORT January – December 2014 Dubai Cares Code: PITA0020 Written by Baela Raza Jamil, Imtiaz Nizami and Farwa Fatima

NARRATIVE INTERIM REPORT January – December 2014 1 Narrative Interim Report For the period of January to December 2014 (One Year)

Improving learning outcomes, enrolment and transitions from Project Title 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)

3. Teachers without Frontiers - unique outreach through Key Project Components trainers and e-enabled platforms in far flung areas of Pakistan

4. Learning Assessment (Learning Metrics Task Force/ASER)

5. Children‟s Literature Festival

6. Evidence Based Advocacy

NARRATIVE INTERIM REPORT January – December 2014 2 Contents I. Executive Summary ...... 4 II. Situation Analysis ...... 5 III. Project Objectives and Design ...... 9 3.01 Project Components ...... 9 3.02 Project Beneficiaries ...... 15 3.03 Project Districts ...... 18 IV. Project Achievements: ...... 20 4.01 Pre-proposal Activities:...... 20 4.02 Post-proposal Activities: ...... 21 V. Progress by Components: ...... 22 5.01 Component 1: “Early Childhood Education (ECE) ...... 22 5.02 Component 2: Learning for Access (L4A) ...... 27 5.03 Component 3: Teachers Without Frontiers (TWF) ...... 38 5.04 Component 4: Learning Metrics Task Force (LMTF) ...... 39 5.05 Component 5: Children‟s Literature Festival (CLF) ...... 40 5.06 Component 6: Advocacy and Policy Influencing ...... 41 VI. Challenges ...... 44 VII. Upcoming Activities ...... 45 VIII. Annexure ...... 55 8.01 Annex 1-A: MoU with Balochistan - Education Department ...... 56 8.02 Annex 1-B: MoU with Sindh – Education and Literacy Department ...... 70 8.03 Annex 2: List of Staff Members for the project ...... 80 8.04 Annex 4: List of Tehsils and Union Councils Selected ...... 83 8.05 Annex 5: Summary of OOSC and schools selected in each district ...... 84 8.06 Annex 6: List of schools for ECE and L4A ...... 85 8.07 Annex 7: List of Para Teachers hired for ECE and L4A ...... 90 8.08 Annex 8: ECE Learning Material ...... 100 8.09 Annex 9: CPB Learning Material ...... 101 8.10 Annex 10: Impact Evaluation Research Framework ...... 102 8.11 Annex 11: Teachers Without Frontiers (TWF) First Meeting Concept Note ...... 108 8.12 Annex 12: TWF Strategy Partner-Document ...... 112 8.13 Annex 13: TWF Training Online Portal Information and Navigation Guideline ...... 126 8.14 Annex 14: TWF Training Strategy and Teachers Enquiry Form ...... 165 8.15 Annex 15: LMTF Report ...... 169 8.16. Annex 16: CLF Report from Jan‟14-Dec‟14 ...... 177 8.17. Annex 17 Regional Conference Agenda and Karachi Consensus Statement ...... 180 8.18. Annex 18: Meeting with Gordon Brown- London June 10, 2014 ...... 192 8.19. Annex 19: (GEM) Muscat Oman- Session Summary: ...... 196

NARRATIVE INTERIM REPORT January – December 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.

The project is close to finishing its first year with notable appreciations in each of its components. There are over 180 early childhood education classrooms functioning and around 201 Chalo Parho Barho (CPB) camps set up; enrollment of out of school children (OOSC) has significantly increased in Sindh, Balochistan and Punjab. With targets such that each ECE classroom has at least 60 children enrolled, the results reveal that enrolment has significantly increased from mid till the end of the year with 62% of the target met. For CPB camps, the targets include enrolment of atleast 40 OOSC children (who fall outside the ECE category) per camp and 15 in-school children at the risk of dropping out. The results show that 90% of the target enrolment of in-school children and almost 70% of the target enrolment of OOSC has been met. The remaining targets are forseen to be met as phase 1 for component 1 and 2 ends in May 2015. With the incorporation of a creative curriculum to deliver quality education in camps, 15-day assessments have been conducted to assess the improvement in the learning levels of young children. Results reveal transition of a considerable number of children from the base category to higher categories of learning for all three subjects: Urdu/Sindhi, Math and English. However, the number varies across districts, reflecting a response to the differing geographical and socio-economic conditions of the districts. Alongide, government teachers have been selected and received subject-based training sessions while students have been slected to form clubs and help their schools, teachers and other fellow students with different initiatives.

For the third component, an online portal for universal access to teachers is being designed and material is being uploaded. Mentors are being identified to conduct teacher training sessions due to start soon. The fourth component of learning metrics task force has conducted two meeting with the selected Learning Champions in Pakistan and is underway to design tools for assessment practices in Pakistan. The fifth component of Children‟s Literature Festival has reached out to thousands of children, setting new benchmarks.The 3rd Teachers‟ Literature Festival was recently held in Lahore and was attended by around 5000 teachers from all across Punjab. It was followed by the Children‟s Literature Festival which was successfully credited as the biggest CLF to date with an attendance of more than 35000 children, teachers and parents from all across Punjab

Component 6 is reaching out to influence policy through advocacy. In this regard, ITA has partnered with A World At School (AWAS) and is taking initiatives to build a team of Education Youth Ambassadors from across Pakistan, collecting 3 million signatures for the Up4School Campaign, contributing to the 500 Day Education Countdown campaign, built and launched a Child marriage Free Zone portal and working towards Global Business for Coalition. A national level conference was held on the Right to Education & Early Childhood Education and Development, which produced the Karachi Consensus as guidelines for the ECED policy framework in Pakistan. All these branches stand together for the 58 million children (girls and boys) who are still out of school and for over 250 million children not learning.

NARRATIVE INTERIM REPORT January – December 2014 4

II. Situation Analysis Country’s Development Context 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.

Education Issues Addressed by the Project (Including a Gender Dimension) 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 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

Each of the four provinces of the country after the 18 Amendment 2010 is responsible for making

1 http://data.worldbank.org/country/pakistan 2 PSLM 2011-12 3GMR UNESCO (2013)

NARRATIVE INTERIM REPORT January – December 2014 5 policies, curriculum, implementation and allocations for education. Each province has been deliberating and finalizing their enactment for implementing article 25-A, along with Education Sector Plans to address the challenges of access, equity and quality. To date Sindh has passed the Sindh Compulsory and Free Education Act 2013 and Balochistan has passed The Balochistan Compulsory and Free Education Ordinance, 2013; Punjab and Khyber Pakhtunkhwa have yet to debate and present the bills in their assemblies. Islamabad Capital Territory (ICT) was the first to pass the enactment in December 2012 but the rules for implementation are awaited.

The governments of Sindh and Balochistan are engaged in the finalization of their Education Sector plans for eligibility to funding from the Global Partnership of Education (GPE) for US$ 66 million and US $33 million respectively providing cover to all age groups under article 25-A.

Sindh: The Education and Literacy Department (E & LD) backed by the Minister and the Chief Secretary are completing the Sindh Education Sector Plan (SESP) 2014-2018 with engagement of the Local Education Group (LEG), facilitated by UNICEF. Sindh has almost finalized the Sindh Education Reform Program (SERP) II with the World Bank which is also embedded in the SESP 2014-18. Sindh remains one of the most educationally deprived provinces next to Balochistan in terms of education and gender gaps due to very stark challenges of governance in both rural and urban areas. It has 60% presence of private sector schools in urban areas, falling to 10% in rural areas where 90% population is enrolled in public sector schools. Sindh‟s statistics are as follows: GER ECE 32%; NER Primary 59%; NER Middle 34% NER Secondary 23%. Of the 43,494 public sector schools, 91.7% are primary; 5% middle and only 3 % secondary and .3% higher secondary.

Balochistan with the lowest indicators in education has a finalized education sector plan. It has 7% presence of private sector schools and 93% public sector schools. 82% population is served by the public sector schools. GER ECE 30%; NER Primary 49% , NER Middle 24%, NER Secondary 13%. Of 12347 public sector schools, 85% are primary; 9% middle, only 6 % secondary and 0.01% higher secondary.

The Punjab govt. has finalized its Education Sector Plan backed by the highest political will. The education initiative is called the Chief Minister‟s Schools Reforms Road Map. This is an ambitious program which rests on three pillars, every child in school, every child stays in school and every child learns well. It is directly supervised by the Chief Minister Punjab and his senior most team across education, planning and finance ministries. The government has just completed its enrolment emergency campaign in October 2013 claiming an enhanced enrolment of 3.5 million which has to stand to test of time for sustained attendance and improved learning outcomes. Punjab follows a sector wide approach from ECE to primary, middle and secondary level of education supporting missing facilities, need based teacher recruitment, cluster based trainings and monitoring support. Punjab is targeting with enhanced focused on 11 worst performing districts for a major turnaround. A quarterly district based ranking system is aggressively pursued through monthly monitoring tracking 14 indicators. Punjab has shown some positive results in key indicators but is challenged in 11 districts of South Punjab.

The presence of private schools in urban areas is 90%, falling to only 43 % in rural areas. 57% population is served by the public sector schools. The GER ECE 50%; NER Primary 74% ; NER Middle 40% NER Secondary 28%. Of 57,998, public sector schools, 76% are primary; 13% middle and only 11% secondary and higher secondary.

Quality is critical to sustain access at all levels of education in Pakistan and is a challenge faced by all provinces. Quality entails six pillars: i) trained teachers, ii) continuous professional development opportunities, iii) curriculum relevance, iv) improved and timely delivery of textbooks, v) conducive learning environment and vi) credible learning assessment system.

The government is cognizant of these six pillars as endorsed in the National Education Policy 2009 but is also aware of the gap between benchmarks, policy actions and actual implementation. As

NARRATIVE INTERIM REPORT January – December 2014 6 highlighted by ASER annually there is a considerable gap of learning levels between girls and boys in urban and rural.

Socio-Economic, political and cultural conditions Pakistan is a country with 9000 years of heritage and rich civilizations in each province.

Sindh Sindh is home to 42 million population2. It is famous for the Moheni-jo–daro civilization 5000 B.C, a UNESCO heritage site, but with complex feudal traditions and a fractured political scenario. Sindh suffers from a severe urban rural divide and unsettled migrant ethnic communities in urban settlements especially Karachi a mega city home to over 22 million people. It borders with India in east, Balochistan in west and Punjab in north. Sindh has 24 districts with the mega city of Karachi being recently divided into 5 districts for administrative attention and development.

Sindh has a rich cultural history, steeped in famous sufi traditions of Bhit Shah (Matiari) and Shabaz Qalandar (Sehwan). Sindh is home to diverse communities of Muslims, Hindus, Christians, Parsis, and ethnic groups: Muhajirs (Urdu speaking groups migrants 1947), Balochis; Pashtoons; Bengalis; Burmese etc. Sadly education planning is never undertaken keeping diversity and displaced populations in mind.

 Sukkur is a divisional headquarter district with low levels of indicators. Its Literacy Rank is 4 and Primary NER (Age 6-10) is 66% (Girls 57%)  Skikarpur Literacy Rank is 10 and Primary NER (Age 6-10) is 55% (Girls 47%)

Balochistan The largest province but with only 9.06 million population has some of the lowest social indicators. It has been at the centre of an intense conflict since the past 08 years and for decades due to continued under development in spite of providing rich energy resources to the rest of the country. It is home to Pakistan‟s oldest civilization of Mehergarh dated at 9000 B.C. Culturally, it is a rich province bordering with Iran and Afghanistan, and has 800 kilometres of coastline with the Arabian Sea and home to the Gwadar Port in district Gwadar. Its communities are linguistically rich and culturally diverse: Balochis, Brauhis, Persian and Punjabis (settlers).

 Quetta is the capital city . Its Literacy Rank is 1 and Primary NER (Age 6-10) is 77% (Girls 63%)  Lasbela borders with Sindh province, its Literacy Rank is 22 and Primary NER (Age 6-10) is 40% (Girls 28%)

Punjab Historically, Punjab has been a riverside agrarian society and home to ancient civilizations sites in Harrapa and Taxilla. Punjab borders India on the east, Khyber-Pakhtunkhwa on the west, Balochistan in the southwest, Sindh in the south and Azad Kashmir in the north. The province has a population of almost 100 million and is the fastest urbanising province in the country. While agriculture continues to be an important contributor, with the passage of time, the shares of services and manufacturing have become larger. Services sector is the largest in the economy of the Punjab at 54%, with agriculture and industry combined contributing 46%4.  Dera Ghazi Khan literacy rank is 35 and primary NER (Age 6-10) is 57% (Girls 52%)  Muzaffargarh is ranked 36 in terms of literacy and primary NER (Age 6-10) is 55% (Girls 48%)

4 Ali Cheema*, Lyyla Khalid** and Manasa Patnam:”The Geography of Poverty: Evidence from the Punjab” The Lahore Journal of Economics Special Edition (September 2008): pp. 163-188

NARRATIVE INTERIM REPORT January – December 2014 7 Project‟s Alignment with Relevant National/Local Policy Frameworks National Education Policy 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 project in turn is informed by the sector plans and NEP 2009; it is furthermore underpinned by article 25-A/Right to Education (RTE) movement for 5-16 years of children.

NEP 2009 proposes policy action for reforms in ECE, Primary & Elementary Education. With regard to ECE, NEP 2009 laid emphasis on improvement in quality of ECE based on a concept of holistic development of children. It also suggests policy action for Universal Elementary Education (“All4 Children – boys and girls – shall be brought inside school by the year 2015”)5.

The National Education Policy 2009 (NEP 2009) does allow for provincial implementation plans along with inter-provincial coordination at federal level. In a joint declaration issued at the end of a high level Education Conference presided by the Prime Minister and attended by all provincial Chief Ministers and Education Ministers on 17the September 2011, it is re-affirmed that NEP 2009 will continue to serve as a guiding policy for the provinces.

The project provides support to respective provincial governments by implementing sector reforms related to ECE and Primary with regards to access and quality challenges but also ensures full ownership of the government to underwrite the project targets and continuity through mainstreaming innovative models demonstrated through the project.

Project‟s Alignment with Relevant International Global Policy Debates The project is informed as much by local educations sector plans as it is by global commitments MDGs/EFA and the current debates to finalize the Post 2015 Development agenda. Recently a National Plan of Action to Accelerate Education Related MDGs 2013-16 – Achieving UPE Quality Primary Education in Pakistan (Sept 2013 MoE) has been supported by UNESCO and UNICEF through Ministry of Education, Training and Higher Education Standard to Learning + Access.

Education Goals for Post 2015 period are essentially based on two critical strands: a) Transition possibilities for each child whatever their circumstances from ECE, primary to lower secondary and, b) Quality as captured by measurable learning outcomes

GMR Proposed 2015 Goals for Education (GMR UNESCO 2013) Two of the five proposed goals of GMR UNESCO 2013 are: 1. Completion of early childhood education, primary and lower secondary education Ensure that by 2030 all children and adolescents, whatever their circumstances, have equal access to, and complete, comprehensive early childhood education, primary and lower secondary education 2. Quality of early childhood education, primary and lower secondary education Provide comprehensive early childhood education, primary and lower secondary education of sufficient quality to ensure that by 2030 all children and adolescents, whatever their circumstances, have an equal chance of achieving recognized and measurable learning outcomes especially in literacy and numeracy

5 NEP 2009 page # 28

NARRATIVE INTERIM REPORT January – December 2014 8

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: Early Childhood Education (ECE) 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)

Project Locations: Sukkur, Shikarpur, Karachi, Lasbela, Quetta, Qila Saifullah Objectives:  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

Scope: Province District Number of Planned No. of Schools Direct Beneficiaries (Children) Sindh Sukkur 190 71,725 (ECE, L4A) Shikarpur 100 37,750 Karachi 10 3,775 Sub Total 300 113,250 Baluchistan (ECE, Lasbela 80 30,200 L4A) Qila Saf ullah 15 5663 Quetta 5 1887 Sub Total 100 37,750 Punjab Dera Ghazi Khan 50 14,500 (L4A) Muzaffargarh 60 17,400 Lahore 10 2,900 Sub Total 120 34,800 Grand Total 520 185,800

NARRATIVE INTERIM REPORT January – December 2014 9 *Includes scope of component 2 –Learning for Access (L4A)

Implementation Strategy: 1. This component will be implemented in selected 400 schools of 02 provinces namely, Sindh & Baluchistan. For said two provinces, Component 2 (OOSC, enhanced learning and school improvement) will be in the same schools 2. Schools will be targeted as per following ratios: 60% primary, 30% Middle and 10% high with primary/katchi sections with gender ratio of 80% girls and 20% boys(10% of the schools will be low cost private sector). 3. ECE component will be implemented for two years in all schools so two new cohorts to be counted over 2 academic years with the total number of 35,000 children. 4. The Dept of Education will be mobilized for matching funds for expanding the program in as many schools (400) through its own budgets following the same template and tracking the indicators through mainstream SEMIS/BEMIS annual school census systems 5. The District Trainers and Relevant Personnel (govt.) will be included for capacity building sessions in the area of ECE methods and key documents so that they can multiply this method across all schools.

Duration: Under the project, Early Childhood Education will be implemented in public school for a period of two years within 2014 – 2016 following two phased approach

Phase I: Two-Year (2014 & 2015)

1st Year (2014) 2nd Year (2015) (i) Identification of 50% of the target i. Implementation of the program focusing core elements and facets schools ii. Completion of the program supported by Dubai cares (ii) Launching the program iii. Steps to be taken for sustainability of the program (iii) Implementation

Phase II: Two-Year (2015 & 2016)

1st Year (2015) 2nd Year (2016) i. Adding other 50% newly identified i. Implementation of the program focusing core schools elements and facets ii. Launching the program ii. Completion of the program supported by Dubai cares iii. & implementation iii. Steps to be taken for sustainability of the program

NARRATIVE INTERIM REPORT January – December 2014 10 Component 2: Learning 4 Access To provide 20,800 (could be expanded to 25,000) Out of school children (OOSC) access, accelerated learning and support for school improvement where the OOSC will be mainstreamed

Project Locations: Sukkur, Shikarpur, Karachi, Lasbela, Quetta, Qila Saifullah, Muzaffargarh, DG Khan 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 Implementation Strategy: 1. This component will be implemented in selected 520 schools of 03 provinces namely, Sindh, Baluchistan& Punjab. 2. Schools will be targeted as per following ratios: 60% primary, 30% Middle and 10% high with primary/katchi sections with gender ratio of 80% girls and 20% boys (10% of the schools will be low cost private sector).

Duration: Total duration of program in a target village will be one year. The program will be implemented at village level for duration of one year in following two phases:

Phase-I: Mainstreaming of Out of School Children (Duration: 03 Months) . Identifying out of school children aged 4-11 years for the literacy/numeracy camp 8-10 weeks in the school in the afternoon or in a community space. . In-School children at risk of drop out in grades 4-5 will be identified as well to be supported by the literacy/numeracy camps . Training of teachers in schools to understand and provide for special periods for the accelerated learning program. . Conducting the CPB program with baseline, midline and end line measurements . Mainstreaming of Out of School Children

Phase-II: School Improvement Program to Ensure Retention of Children (Duration: 09 Months) . Provision of Para Teacher (01 per school) for coping with enhanced enrolment . Capacity building of Teachers . Provision of Teaching Learning Materials (TLMs) and Small library/reading clubs . School Enrichment Program (Students' Clubs, Summer Leadership Camp) . Tracking Learning Levels of Mainstreamed Children . Strengthening School Management Committee /School Council . Provision for Minor Repair & Maintenance of School . For Sindh & Baluchistan, the ECE Component will also be housed in the same schools

NARRATIVE INTERIM REPORT January – December 2014 11 Component 3: Teachers without Frontiers (TWF)

A unique outreach through trainers and e-enabled platforms in far flung areas of Pakistan

Project Locations: All over Pakistan

Objectives: 1. 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 2. 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 3. 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) 4. 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 5. To develop an e-learning platform /portal easily accessible by teachers anywhere through simple telephony, I-PADs or computers. Apps will be developed accordingly 6. 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. 7. 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

Duration: The pilot program duration will be 24 months

Implementation Strategy: TWF will be engaged in the following three strands embedded in blended learning. ITA will carry out its implementation with several partners and super mentors across Pakistan.

Teachers Teachers Super Mentors Pool Resource Centre Portal

Super Mentors Pool: A pool of 30 Super Mentors (SMs) will be selected based on experience, expertise and leadership. Super Mentors will in turn train 30 teachers each. 90 of the trained teachers will be selected as Field Mentors. The Mentors will then eventually train teachers in all our district schools.

Teachers Resource Center (TRC): TRCs will be built in each district providing teachers with immediate access to a mentor (TRC Head), relevant books, TWF‟s Internet Portal via Computer Lab, Teachers‟ Tool Kits and interaction with other teachers.

NARRATIVE INTERIM REPORT January – December 2014 12 Teachers’ Portal: A teachers‟ portal will be created as a website that serves as a teachers‟ resource bank by providing teachers with teaching guides, teaching resources, training material, career advice and guidance. It will host a community of teachers that will be able to communicate with each other and share ideas through an online forum.

Component 4: Learning Metrics Task Force (LMTF) LMTF Task Force Members and Partners will work together to support Learning Champions to develop and implement plans to improve national assessment systems, including the use of data to improve learning

Project Locations: All over Pakistan

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

Duration: The component duration will be two years.

Implementation Strategy:

Action required Institutions involved Identify good practices within country and Provincial Education assessment systems facilitate shared learning across countries (PEAS) National Education assessment systems (NEAS) BOC, Provincial Education Departments Advocate for better measurement of learning and Members from PEAS, NEAS, BOC, AKU- create regional communities of practices to share EB, Board of secondary and tertiary level, technical and financial resources head teachers and teachers.

Research on robust assessment systems that ITA, demonstrate the transformative powers of reliable Reform support unit-Sindh, data on learning outcomes. PPIU- Balochistan Punjab Assessment System unit Conduct ASER 2014-Largest household citizen ITA and partners survey in 140 rural districts and 14 urban cities across Pakistan to find out the learning levels of children aged 5-16 for quantitative evidence based policy research

NARRATIVE INTERIM REPORT January – December 2014 13

Component 5: Children’s Literature Festival (CLF) A social movement for promoting reading, creativity and critical thinking = producing alternative texts to influence curriculum and supplementary materials

Project Locations: All over Pakistan

Objectives: To 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

Duration: Program duration will be 03 years

Implementation Strategy: The CLF has a well organized template for implementation as an inclusive process. It is also on its way to becoming an independent entity managed by ITA. Step 1: For each CLF planned a local Steering Committee is mobilized for deciding on key features of mobilizing all partners; encouraging language diversity and inclusion, for popularizing reading Step 2: Strands for the festival are decided in the given context from a menu of 14 options and new ones explored Step 3: Venue and dates are finalized to ensure that large numbers can be accommodated Step 4: Additional sponsors are mobilized Step 5: Pre festival guidelines and school recruitment activities are conducted Step 6: Program finalized with resource persons Step 7: Preparation for branding and design etc. along with all printing /publication finalized Step 8: Festival successfully conducted

Component 6: Advocacy and Policy Influencing To influence government policy at local, provincial and national levels by engaging in international and national movement s and campaigns in line with Right to Education

Project Locations: All over Pakistan

Objectives: To influence public policy on education and girls‟ right to education for meeting the challenges of RTE in Pakistan

Duration: The component duration will be 03 years

Implementation Strategy: 1. The advocacy and policy strategy has following five strands: 2. Influence through policy briefs and costing the ongoing initiatives in the provinces on bringing out of school children to enroll in schools; ECE program and teacher education- the purpose would be to explore proactively synergies during the project cycle; 3. Research /evidence based work to inform campaigns for right to education, girls education, ECD, and acceptability of LMTF; 4. ASER and CPB data on Right to Education and enhancement of public sector budgets for education and girls education; 5. Using each milestone in education and gender advocacy at local, provincial levels and also national level; 6. 05 Round tables held on policy areas of OOSC and Girls Education; Learning Assessment and Quality; RTE 25-A; Teacher Education and Education Financing.

NARRATIVE INTERIM REPORT January – December 2014 14 3.02 Project Beneficiaries

Direct Male Female Planned Indirect Male Female Planned beneficiaries Numbers beneficiaries Numbers Component Schools 80 320 400 Students‟ 87,500 87,500 175,000 1 (WSIP, parents/ ECE) Household members Students (age 3-5) 7,000 28,000 35,000 Teachers/Head 160 640 800 Teacher ECE Classrooms 80 320 400 Siblings of 35,000 35,000 70,000 students Teachers/Head 160 640 800 Teacher Para Teachers 80 320 400 Officials of 40 50 90 Governments/Depar tment of Education etc. Component Schools 104 416 520 Students‟ 325,000 325,000 650,000 2 (L4A & parents / WSIP) Household members Out of School 10,400 10,400 20,800 Teachers/Head 624 2,496 3,120 Children (age 6-12) Teacher In-School at risk 30 15,570 15,600 SMC Members 416 1,664 2,080 Students (age 6-14) Overall Enrollment 26,000 104,000 130,000 Community 32,000 32,000 64,000 (age 6-14) Members Teachers/Head 312 1,248 1,560 Officials of 80 120 200 Teacher Governments/D epartment of Education etc. Para Teachers 104 416 520 SMC Members 312 1,248 1,560 Village Education 728 2,912 3,640 Committee Members Officials of 80 120 200 Governments/Depar tment of Education etc. Component Lead Master Students 3 (TWF) Trainers 9 21 30 135,000 315,000 450,000 Field Based Teachers/Head Mentors /Trainers 90 810 900 Teacher 450 4,050 4,500 Teachers/Head Students‟ Teacher - 4,500 4,500 parents / 450,000 450,000 900,000 Household members Schools 225 2,025 2,250

NARRATIVE INTERIM REPORT January – December 2014 15 Component Teachers/ Head Schools 4 (LMTF & Teacher/Teacher 50 50 100 2,500 2,500 5,000 ASER) Union representatives Officials of Teachers/Head Provincial/District 100 100 200 Teacher 7,500 7,500 15,000 Governments/Depar tment of Education etc. - CSO, Local CBOs, Officials of other partner 30 Governments/D 200 200 400 organizations epartment of Education etc. - Local CBOs, other partner 100 organizations, teacher Union Component Schools Schools 5 (CLF) 500 500 1,000 350 350 700 Teachers/Head Students Teacher 2,000 2,000 4,000 75,000 75,000 150,000 Students (age 5-18) Teachers/Head 100,000 100,000 200,000 Teacher 2,500 2,500 5,000 Community Students‟ Members /Parents 100,000 100,000 200,000 parents / 112,500 112,500 225,000 Household members CSO, Local CBOs, Local CBOs, other partner 200 other partner 200 organizations organizations, teacher Union Officials of Officials of Provincial 200 200 400 Provincial/Distr 200 200 400 Governments/Depar ict tment of Education Governments/D etc. - epartment of Education etc. Component Teachers/Head Schools 6 Teacher 500 500 1,000 250 250 500 (Advocacy CSO, Local CBOs, Teachers/Head & other partner 50 Teacher 1,500 1,500 3,000 Research) organizations Officials of Provincial Local CBOs, Governments/Department of Education 150 150 300 other partner 30 etc. organizations, teacher Union Officials of Provincial/Distr 150 150 300 ict Governments/D epartment of Education etc. Total Schools Students

NARRATIVE INTERIM REPORT January – December 2014 16 829 2,941 3,770 210,000 390,000 600,000 Students Students’ 143,400 242,400 385,800 parents / 975,000 975,000 1,950,00 Household 0 members Teachers/Head Teachers/Head Teacher 3,022 8,938 11,960 Teacher 12,734 18,686 31,420 Para Teachers Siblings of 184 736 920 students 35,000 35,000 70,000 Community Schools Members /Parents 101,040 104,160 205,200 3,516 4,764 8,280 CSO, Local CBOs, Local CBOs, - other partner - - 230 other partner - 300 organizations organizations Officials of Officials of Provincial 350 350 700 District/Provin 430 470 900 Governments/Dep cial artment of Governments/ Education etc. Department of Education etc. Lead Master Trainers and Field 99 831 930 Based Mentors /Trainers

Out of school children may increase by 5000 if in some places the accelerated program is successful and there are demographics in low performing districts that allow for additional children in the same communities to be enrolled.

NARRATIVE INTERIM REPORT January – December 2014 17 3.03 Project Districts The maps show the target districts and component implementation in each of the districts.

Project Districts

NARRATIVE INTERIM REPORT January – December 2014 18

Project Components in Each District

NARRATIVE INTERIM REPORT January – December 2014 19 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 and December 22, 2013 to introduce the project  Meeting with Secretary Education and Literacy Department (E &LD) Sindh on December 21st, 2013 and further to discuss enactment of project interventions

Baluchistan  Meeting with Secretary Education Baluchistan on December 19th – 20th, 2013 to introduce the project  Meeting with Chief Conservator Officers, Forest Department, Quetta on December 23rd, 2013 to discuss enactment of project interventions  A multi-departmental collaboration with Education and Environmental/Conservation departments, focusing on Hingol-Park and Dureji in Lasbela; and Qila Saifullah  Field visits to Quetta on December 26th – 27th, 2013 and Lasbela on January 8th - 9th, 2014

Punjab  Meeting with Secretary Schools Education Department Punjab on December 23rd, 2013 to introduce the project  Meeting with District Coordination Officer, Muzaffargarh on December 3rd, 2013 and District Coordination Officer, Dera Ghazi Khan on December 4th& December 11th, 2013 to discuss the enactment of project interventions

(b) Signing of Provincial Memorandum of Understanding (MOU)

 MOU signed between the Government of Sindh, Education and Literacy Department and ITA on March 26th, 2014  MOU signed between the Department of Education Government of Balochistan and ITA on March 28th, 2014  MOU signed between Schools Education Department, Government of Punjab (SED-Punjab) and ITA on August 15th, 2013 and then again on June 10th, 2014  MOU between the Government of Punjab and ITA is valid until 2016 and is under review by multiple departments including Planning and Development/Finance for its extension up to 2020

Provincial MOUs attached. (Annex 1)

NARRATIVE INTERIM REPORT January – December 2014 20 4.02 Post-proposal Activities: (a) Hiring and Training of Project Staff:  Staff for project hired in March 2014  A comprehensive capacity building 10-day training conducted for newly hired project staff from April 14th -23rd. The major areas included an introduction of ITA and Dubai Cares, an introduction of Dubai Cares project phase-II and a detailed sharing of different project components  During the training, field visits were arranged for the participants to practically implement various techniques learnt during in-house training sessions

List of Project Staff Members attached. (Annex 2) (b) Signing of District Memorandum of Understanding (MOU)  MOUs signed between ITA and district governments

District MOUs attached. (Annex 3)

(c) Selection of Union Councils (UCs):  Selection of UCs as per criteria in the project proposal in May and June  UCs selected in Sukkur, Shikarpur, Lasbela, Muzaffargarh and Dera Ghazi Khan

List of UCs selected attached. (Annex 4) (d) Conduction of a Baseline Need Assessment Survey:  A baseline need assessment survey conducted in all selected UCs, specifically the target villages covering selected government and private schools and households  The baseline need assessment survey included: ASER and a house hold survey to identify out of school children between the age of 3 and 12 years, and school survey to identify schools that can be improved  Data collected by the volunteers and entered into our system for: 240 schools from the School Baseline Assessment Survey and 270 villages of six districts

Summary of OOSC and schools selected for Each District attached. (Annex 5)

(e) Monitoring and Evaluation:  Monitoring and Evaluation team monitored the survey process in villages and schools  UC Coordinators monitored the volunteers during the survey  Survey forms filled by the volunteers individually checked

SPECIAL CASE: Dera Gazi Khan and Qila Saifullah

Dera Gazi Khan (DGK):

An application was submitted for a MOU between the district government of DGK and Idara-e- Taleem-o-Aagahi in May 2014 but was not accepted and the government asked ITA to first get a certificate from the Economic Affairs Division due to security sensitive status of DGK. ITA applied for the certificate right after but still has not been issued till now. Therefore, targets for the 30 identified schools of DGK have not been met.

Qila Saifullah:

MOU signed between the district government of Qila Saifullah and Idara-e-Taleem-o-Aagahi but selection of schools has been overturned by the government. The matter is under review and solutions our being sought.

NARRATIVE INTERIM REPORT January – December 2014 21 V. Progress by Components:

5.01 Component 1: “Early Childhood Education (ECE)  Identification of Schools: - The ECE program will take place in Sindh (Sukkur, Shikarpur and Karachi) and Balochistan (Lasbela, Qilla Saifullah and Quetta); the total number of 400 schools will be targeted over two phases with 200 schools in each phase. Each phase is 15 months long; the first phase spans from April 2014-June 2015. The following shows the current progress for phase 1: -

Identification of Schools in Phase 1 Province District Target Achieved % Achieved Sindh Sukkur 100 86 86 Shikarpur 45 46 102 Karachi 5 10 150 Balochistan Lasbela 40 40 100 Qilla Saifullah 5 0 0 Quetta 5 5 100 Total 200 187 94

Identification of Schools in Phase 1 250

200

150

100 Target Achieved 50

0 Sukkur Shikarpur Karachi Lasbela Qilla Quetta Total Saifullah

List of schools identified attached. (Annex 6)

 Community Meetings: - District managers and M&E Officer conducted community meetings at the target villages to orient the community about ECE and its interventions - Areas highlighted include identification of children for ECE, discussion on health and hygiene problems with mothers and identification of Para teachers from the community

NARRATIVE INTERIM REPORT January – December 2014 22  Selection and Training of Para and Govt. Teachers for ECE - Para teachers are mainly identified from the village where targeted school is located; at least one Para teachers per school is hired unless the number of children exceeded 40, in which case another Para teacher is hired - Each selected Para teacher and one government ECE teacher per school received 3 days of ECE training to understand children‟s needs and accordingly activities based on the National Curriculum for ECE - Identification and training of master trainers conducted from 15th -20th July - Master trainers conducted training of ITA hired Para Teachers and Government Teachers for ECE in August in Sukkur and Shikarpur from 20th -25th August - Training of ITA hired Para Teachers and Government Teachers for ECE in Lasbela (Dureji and Sakran) from 23rd September to 25th September - Training of ITA hired Para Teachers and Government Teachers for ECE in Hingol from 22nd-23rd October

ECE Para Teachers selected and trained in Phase 1

Province Districts Target Achieved % Achieved

Sindh Sukkur 86 84 97 Shikarpur 46 42 91 Karachi 10 0 0 Balochistan Lasbela 40 38 95 Qilla Saifullah - - -

Quetta 5 0 0 Total 187 164 88

ECE Para Teachers Trained and Selected 200

150

100 Target 50 Achieved 0 Sukkur Shikarpur Karachi Lasbela Qilla Quetta Total Saifullah

NARRATIVE INTERIM REPORT January – December 2014 23 ECE Training for Govt. Teachers in Phase 1 Province District Target Achieved % Achieved Sindh Sukkur 86 45 45 Shikarpur 46 35 76 Karachi 10 0 0 Baluchistan Lasbela 40 25 63 Qilla Saifullah - - - Quetta 5 0 0 Total 187 105 56

ECE Govt. Teachers Trained 200

150

100 Target 50 Achieved

0 Sukkur Shikarpur Karachi Lasbela Qilla Quetta Total Saifullah

List of ECE Para Teachers attached. (Annex 7)

Material Provision for ECE: - ECE learning materials developed; include the following:  Training Manual on National Curriculum ECE 2007 (Urdu; Eng.): Lesson Plans. First large print runs(10,000) of the ECE NC 2007 Urdu and English by ITA with permission from Curriculum Wing MoE through CSR – Surf Excel support.  ECE Learning kit inspired by TRC adapted as “ Aao Mil Kay Seikhain” to facilitate the National Curriculum 2007 with 4 books (big book) & Guidelines on use  Learning Kit CDs for ECE  Washing Lines  Word Wall ( building vocabularies) Goshas (Learning Corners)  Morning News  Magic Takhtis – shapes stick on and writing tablet  Rillis integrating heritage with multiple intelligences learning - shapes; colors; reading and more  Syllabus Division/Engaging with curriculum  Student Portfolio Assessment and Pocket Board Students‟ portfolios  Health lessons and health cards A.V.Aids Sports Kit  Specially designed furniture for ECE classrooms

- Provision of developed ECE Learning Materials to schools with special material developed in Sindhi for Sukkur and Shikarpur

NARRATIVE INTERIM REPORT January – December 2014 24 Status of material provision to schools Districts Schools Schools Schools Schools Schools Schools Identified Provided provided w/ provided w/ Provided w/ provided w/ w/ ECE National Stationery Furniture Mats/Chattais Kit Curriculum Sukkur 86 0 86 65 65 70 Shikarpur 46 0 33 30 25 33 Karachi 10 - - - - - Lasbela 40 39 39 38 0 38 Qila Saifullah 0 - - - - - Quetta 5 - - - - - Total 187 39 158 133 90 151

Picture of learning material attached. (Annex 8)

 Rehabilitative Construction in Schools - Tenders signed between ITA and the district governments for the rehabilitation of schools in the districts; construction in process

Status of rehabilitation of schools Districts Schools Identified Schools Rehabilitated w/ Construction

Sukkur 86 65 Shikarpur 46 30 Karachi 10 0 Lasbela 40 38 Qila Saifullah - - Quetta 5 - Total 187 133

 ECE Enrolment Trends ECE out of school children (OOSC) were directly enrolled into the school. It was targeted to enrol at least 60 children per school. The following table shows the current status of the ECE enrolment in two illustrations: ECE enrolment target vs achieved and ECE enrolment increase from June 2014 to December 214.

Enrolment Trends for ECE Province District Schools Total Baseline Achieved % of % Identified Target ECE ECE ECE Target Increase children enrolment enrollment Achieved from Jun- (60/School) (June 2014) (Dec 2014) Dec Sindh Sukkur 87 5220 1283 3416 65.4 166.3 Shikarpur 46 2760 883 1982 71.8 124.5 Karachi 5 300 0 0 0 0 Baluchistan Lasbela 40 2400 153 1263 52.6 725.5 Quetta - - Qila - - Saifullah Total 178 10680 2319 6661 62.4 187.2

NARRATIVE INTERIM REPORT January – December 2014 25 Target Vs Achieved ECE Enrolment

Target vs Achieved ECE Enrolment 12000 10000 8000 6000 Total Target ECE children 4000 (60/School) 2000 0 Achieved ECE enrollment (Dec 2014)

Change in ECE Enrolment from June 2014-Dec 2014

ECE Enrolment Jun '14 vs Dec '14 7000 6000 5000 4000 3000 Baseline ECE enrolment (June 2000 2014) 1000 Achieved ECE enrollment (Dec 0 2014)

 Module Development for B.Ed ECE:

Following ECE Modules developed in partnership with institutes of Education and Learning: • Early Childhood Growth and Development • Introduction to Early Childhood Education • Designing Learning Environment • Young Children's Art and Drama • ICT in Children's Learning • Introduction to Pre-School Assessment • Guiding Children's Social Development and Behavior • Children‟s Literature • Early Child Care

NARRATIVE INTERIM REPORT January – December 2014 26 5.02 Component 2: Learning for Access (L4A)  Identification of Schools: The L4A Program will take place in Sindh (Sukkur, Shikarpur and Karachi), Punjab (Muzaffargarh and Deraghazi Khan) and Balochistan (Lasbela, Qilla Saifullah and Quetta); the total number of 520 schools will be targeted over two phases with 260 schools in each phase. Each phase is 12 months long; the first phase spans from June 2014 – May 2015. The following shows the current progress for phase 1:

Selection of schools for L4A-Phase 1 Province District Target Achieved % Achieved Sindh Sukkur 100 86 93 Shikarpur 45 46 102 Karachi 5 10 150 Punjab Muzaffargarh 30 30 100 Deraghazi Khan 30 0 0 Balochistan Lasbela 40 40 100 Qilla Saifullah 5 0 0 Quetta 5 5 0 Total 260 217 83.5

Selection of Schools for L4A in Phase 1

Selection of Schools in Phase 1 300 250 200 150 100 Target 50 Achieved 0

List of schools attached. (Annex 6)  Community Meetings: - District managers and M&E Officer conducted community meetings at the target villages to orient the community about household survey‟s OOSC children results and upcoming CPB camp activities - Areas highlighted include identification of CPB para teachers, identification of OOSC for the CPB camp and discussion of CPB camp activities for sustaining children in school

NARRATIVE INTERIM REPORT January – December 2014 27

 Selection and Training of Para and Govt. Teachers for L4A - Para teachers are identified from the village where targeted school is located; at least one Para teachers per school is hired unless the number of children exceeds 60, in which case another Para teacher is hired - Each selected Para and one government teacher per school received a 6 days CPB training to train Para teachers and Government Teachers the methodology of Combined Activities to Maximizing Learning (CAMaL), which enable teachers to deliver methodology of accelerated learning in English, Mathematics and Urdu/Sindhi. - Training conducted in Sukkur phase 1 from the 30th September to 2nd October and Lasbela phase 1, Sukkur phase 2, Shikarpur phase 1, Muzaffargarh phase 1 conducted from 13th October to 18th October

Selection and Training of L4A Para Teachers in Phase 1 Province District Target Achieved % Achieved Sindh Sukkur 86 69 80 Shikarpur 45 45 100 Karachi 10 0 0 Punjab Muzaffargarh 30 41 137 Deraghazi Khan - 0 0

Balochistan Lasbela 40 37 93 Qilla Saifullah - - 0 Quetta 5 0 0 Total 216 192 89

Selection and Training of L4A Para Teachers

Selection and Training of L4A Para Teachers 250 200 150 100 50 Target 0 Achieved

List of L4A Para Teachers attached. (Annex 7)

NARRATIVE INTERIM REPORT January – December 2014 28

L4A Training of Govt. Teachers in Phase 1 Province District Target Achieved % Achieved Sindh Sukkur 86 83 97 Shikarpur 45 35 78 Karachi 10 0 0 Punjab Muzaffargarh 30 36 120 Deraghazi Khan - - -

Balochistan Lasbela 40 4 10 Qilla Saifullah - - - Quetta 5 0 0 Total 216 158 73

L4A Training of Govt. Teachers for Phase 1

L4A Training of Govt. Teachers 250 200 150 100 50 Target 0 Achieved

 Identification of OOSC, dropped out, in school with risk of drop - Using a HH survey and CPB tools, children are identified: out of school children (OOSC) in the community from 6-12 years of age and In-school children in grades 3, 4, 5 who are at a risk of dropping out. At least 40 OOSC are identified from each village or block. For this year 10400 OOSC are identified.

 Chalo Parho Barho (CPB) camp - Chalo Parho Barho (CPB) camps are set up in all school to provide accelerated learning to out of school children and in school children at risk to drop out - Teachers are hired and trained according to a customized CPB curriculum that includes activity-based learning activities following a Combined Activities to Maximizing Learning (CAMAL) methodology for English, Math, Urdu/Sindhi - Teachers then teach in a camp set up in the community or in the school during the afternoons and teach according to the curriculum - Children are assessed at the start of the camp and then three times every 15 days, over a total of 45-day camp to see the impact of the camp activities on the learning levels.

NARRATIVE INTERIM REPORT January – December 2014 29 Number of CPB Camps Set Up Province District Target Achieved % Achieved Sindh Sukkur 86 78 91 Shikarpur 45 45 100 Karachi 10 0 0 Punjab Muzaffargarh 30 41 137 Deraghazi Khan - - -

Balochistan Lasbela 40 37 93 Qilla Saifullah - - - Quetta 5 0 0 Total 216 201 93

Number of CPB Camps set up for Phase 1

Number of CPB Camps Set Up 250 200 150 100 50 Target 0 Achieved

 Material Provision for CPB Camp - Following material has been supplied for CPB camps:

Teachers Learning Material Teachers Manual for Mathematics Teachers Manual for English Teachers Manual for Urdu/Sindhi CPB Tools CPB Concept

Picture of CPB material attached. (Annex 9)

Material for Children Practice book, Hamari Kahaniyan, Poems in English and Urdu/Sindhi, Mathematics, English Character, Urdu/Sindhi Character

Stationary Attendance register, Pena flex (Urdu/Sindhi), Pena flex (English), Pena flex (Mathematics), Flash cards (Urdu/Sindhi), Flash Cards (English), Flash Cards (Mathematics), Led Pencils, Sharpeners, Eraser, Fake Currency, Straws, Ice cream Sticks, Black or boards/stand/duster, Board Markers, Charts( Hard and Soft), Color Markers, Scissors, Chair and Note book

NARRATIVE INTERIM REPORT January – December 2014 30

 Enrolment Trends for the CPB Camp:

The targeted number of children in the CPB camp included in-school children at risk of dropping out and out of school children (OOSC) that have never been enrolled. The target was to enrol 15 in-school children and 40 out of school children in each camp set up.

Chalo Paro Baro (CPB) Enrollment In School (6-14) OOSC (6-12) Target Target (15/ Achieved (40/ Achieved District Schools school) school) % % Girls Boys Total Girls Boys Total Achieved Achieved Sukkur 86 1290 411 676 1087 84.3 3440 959 1145 2104 61.2 Shikarpur 46 690 326 733 1059 153.5 1840 754 745 1499 81.5 Karachi 10 150 - - - - 400 - - - - Lasbela 40 600 0 4 4 1.0 1600 300 518 818 51.1 Qila Saifullah ------Quetta 5 60 - - - - 200 - - - - Muzaffargarh 30 450 515 285 800 177.8 1200 849 736 1585 132.1 Dera Gazi ------Khan - - Total 217 3240 1252 1698 2950 91.0 8680 2862 3144 6006 69.2

NARRATIVE INTERIM REPORT January – December 2014 31 Enrollment Trends of In-School Children at Risk and OOSC for CPB Camps

Status of In-school Children in CPB Camps 3500 Gender-wise Proportion of In-school children 3000 2500 2000 1500 Femal e 1000 42% 500 Male 0 58% Sukkur Shikarpur Lasbela Muzaffargarh Total

Target (15/school) Achieved

Status of OOSC in CPB Camps 9000 Gender-wise Proportion of 8000 OOSC 7000 6000 5000

4000 Female 48% 3000 Male 52% 2000 1000 0 Sukkur Shikarpur Lasbela Muzaffargarh Total Target (40/school) Achieved TOTAL

NARRATIVE INTERIM REPORT January – December 2014 32

 Overall Enrolment Trends:

Overall Enrollment Trend

Baseline Enrollment Current Enrollment Increase in % Increase Enrolment in District Girls Boys Total Girls Boys Total Enrolment Sukkur 6158 9252 15410 7399 10743 18142 2732 18 Shikarpur 2097 4083 6226 2993 4846 7908 1682 27 Lasbela 469 1158 1627 809 1283 2092 465 29 MZG 3353 2599 5952 3444 2718 6162 210 4 TOTAL 12077 17092 29215 14645 19590 34304 5089 17

Overall Enrolment Change from Jun'14 - Dec '14

40000

35000

30000

25000

20000

15000

10000

5000

0 Sukkur Shikarpur Lasbela MZG TOTAL

Baseline (June 2014) Dec-14

 Learning Levels Trends for the CPB Camps:

Learning Levels were assessed for three categories: English, Math and Native Language (Urdu/Sindhi). Each category had sub-categories and after every 15 days, children were assessed to see if they transitioned into the next higher-level category or not. The figures below illustrate learning level trends across the districts of Sukkur, Shikarpur, Lasbela and Muzaffargarh:

NARRATIVE INTERIM REPORT January – December 2014 33 LEARNING LEVEL - Baseline VS 1st Term (Sukkur)

Urdu/Sindhi Math English

Assessment

99)

-

9)

-

Nothing Letter Word Sentence Story Not Number Number Idtfy (1 Recg. Number (10 Recg. Addition Subtraction Multiplication Division Beginner Letter Word Sentence Baseline 1365 1103 408 0 0 1054 1240 461 121 0 0 0 2034 563 216 63 1st Term 185 1729 648 302 12 0 1105 1026 573 135 37 0 67 1030 1576 203 Success -1180 626 240 302 12 -1054 -135 565 452 135 -37 0 -1967 467 1360 -140

Urdu / Sindhi

1729 2000 1365 1500 1103 648 1000 408 185 302 500 0 0 12 0 Nothing Letter Word Sentence Story

Baseline 1st Term

Math

1500 1240 1054 1105 1026 1000 573 461 500 121 135 0 0 0 37 0 0 0

Baseline 1st Term

English

2500 2034 1576 2000 1500 1030 1000 563 216 203 500 67 63 0 Beginner Letter Word Sentence

Baseline 1st Term

NARRATIVE INTERIM REPORT January – December 2014 34

LEARNING LEVEL - Baseline VS 1st Term (Lasbela)

Urdu/Sindhi Math English

Assessment

99)

-

9)

-

Nothing Letter Word Sentence Story NotIdtfy Number Number Recg. (1 Number Recg. (10 Addition Subtraction Multiplication Division Beginner Letter Word Sentence Baseline 677 105 22 13 5 216 444 152 3 5 1 1 811 7 4 0 1st Term 67 404 253 59 31 39 268 319 114 45 18 11 77 458 228 51 Success -610 299 231 46 26 -177 -176 167 111 40 -17 10 -734 451 224 -51

Urdu/Sindhi

1000 677 404 500 253 67 105 22 13 59 5 31 0 Nothing Letter Word Sentence Story

Baseline 1st Term

Math

444 500 319 400 268 216 300 152 200 114 39 45 18 100 3 5 1 1 11 0

Baseline 1st Term

English

1000 811 458 500 228 77 7 4 0 51 0 Beginner Letter Word Sentence

Baseline 1st Term NARRATIVE INTERIM REPORT January – December 2014 35 LEARNING LEVEL - Baseline VS 1st Term (Muzaffargarh)

Urdu/Sindhi Math English

Assessment

99)

-

9)

-

Nothing Letter Word Sentence Story Not Number Number Idtfy (1 Recg. Number (10 Recg. Addition Subtraction Multiplication Division Beginner Letter Word Sentence Baseline 1191 352 318 294 322 968 444 202 249 211 213 190 1256 523 504 194 1st Term 567 855 351 373 329 401 874 289 94 361 257 199 673 982 606 214 2nd Term 153 980 443 445 430 69 796 518 140 284 384 256 165 1216 753 313 Success -1038 628 125 151 108 -899 352 316 -109 73 171 66 -1091 693 249 119

Urdu / Sindhi

1191 1200 855 1000 800 567

600 352 318 351 294 373 322 329 400 200 0 Nothing Letter Word Sentence Story Baseline 1st Term 2nd Term

Math 968 874 1000 800 444 600 401 361 202289 249 211 213257 199 400 94 190 200 0

Baseline 1st Term 2nd Term

English

1500 1256 982 1000 673 606 523 504 500 194 214 0

Beginner Letter Word Sentence Baseline 1st Term 2nd Term

NARRATIVE INTERIM REPORT January – December 2014 36  Student Leaders selected to form Student Clubs in schools - Student empowered to become student leaders and take 5 responsibilities. These are to enroll out of school children of their community, ensure cleanliness and hygiene of their learning environment, plant trees and shrubs for a greener and fresher school environment, offer ideas for including in annual School Improvement Plan (SIP) to the SMC and facilitate library/reading and sports activities.

Number of Student Clubs Formed Province District Target Achieved % Achieved Sindh Sukkur 86 51 59 Shikarpur 45 40 89 Karachi 10 0 0 Punjab Muzaffargarh 30 18 60 Deraghazi Khan - - - Balochistan Lasbela 40 37 93 Qilla Saifullah - - - Quetta 5 0 0 Total 216 146 68

 School Improvement Plan enacted in schools - Discussions held with head teacher, teachers, community members, SMC members and nominated children, to formulate concrete recommendations for school improvement

 Teachers nominated for subject-based training in schools - Government Teachers selected from all schools for a subject-based training for English, Math and Urdu/Sindhi. 124 and 79 government teachers in Sukkur and Shikarpur respectively, received subject-based training in December

 Impact Evaluation of L4A

Signed an agreement with The Institute of Professional Learning (IPL) to conduct research for our project; the team comprises of a supervisory team, a data collection team and a research team. Alongside, there is a steering committee monitoring the methodology and progress of the project.

Supervisory: Collaborated with Dr. Monazza Aslam and Dr. Shenila Rawal (research analysts in UK) for the quantitative analysis Data Collection: Collaborated with NCHD for data collection Research Team: Collaborated with for devising and implementation of the methodology

Methodology, sampling and tools finalized. Piloting in process and first research cycle planned for January 2015. Strategy attached. (Annex 10)

 Staff Meetings:

- Weekly meetings are conducted regularly to review the progress and make plans for upcoming activities. Each member of the staff shares their progress against the work plan. - A meeting held at Karachi Office via Skype with all DMs to share status of project at district level and national level.

NARRATIVE INTERIM REPORT January – December 2014 37 5.03 Component 3: Teachers Without Frontiers (TWF)

 Designing Strategy: -First meeting held on December 21, 2013 at Beach Luxury Hotel, Karachi to discuss the concept of Teachers without Frontiers

Concept attached (Annex 11)

-Designing of basic strategy of blended learning with 3iLogic- including the potential of an online portal, teachers resource centers and super mentor training sessions

Strategy partner-document attached (Annex 12)

 Development of online portal: -Agreement signed between ITA and 3iLogic for the development of the online portal in October; designing and development of resource material in process.

Portal design and navigation guidelines attached. (Annex 13)

 Development of Teachers Resource Centers: -Identified field sites for teachers resource centers in all districts

 Training Sessions for blended learning: -Devised the basic training strategy, identifying super mentors to deliver training sessions and selecting skilled teachers through a profile enquiry form

Training strategy and profile enquiry form attached (Annex 14)

NARRATIVE INTERIM REPORT January – December 2014 38

5.04 Component 4: Learning Metrics Task Force (LMTF)

ITA leading the ASER Pakistan movement on learning has been given the role of coordinating the LMTF 2 Learning Champions in collaboration with all provinces of Pakistan. So far ITA has conducted two meetings with Learning Champions (LCs)of Pakistan- comprising of all the successful LCs who applied including ITA collaborators from the National Education Assessment System (NEAS) Islamabad , Inter Board of Committee Chairmen (IBCC) Islamabad, Provincial Education Assessment Centres (PEACE) from Sindh, Agha Khan University Institute for Education Development (AKUIED) Sindh, Kashmir Education Assessment Center (KEAC) AJK, Provincial Institute for Teacher Education (PITE) Peshawar, Policy Planning and Implementation Unit (PPIU) Balochistan and Punjab Examination Commission (PEC) from Punjab along with the technical representatives from technical planning units of each province

 First LMTF National Stakeholders Meeting:

The first meeting was held on October 21, 2014 at Margalla Hotel, Islamabad in collaboration with Inter Board of Committee Chairman. The LCs agreed to undertake a comprehensive mapping exercise covering data on assessments across Pakistan for pre primary level up to the secondary level.

 Second LMTF National Stakeholders Meeting:

The second meeting has been recently conducted on 5th January 2015 in collaboration with Punjab Examination Commission at the office of Directorate of Staff Development. ITA shared progress on the exercise of documenting information on county wide assessments in Pakistan from pre primary to secondary level.

LMTF Meeting Report Attached. (Annex 15)

 ASER Pakistan 2014:

ASER Pakistan 2014 survey cycle launched in Lahore from 28th August-30th August; surveys conducted, data collected and entered, and results compiled from September- December; ASER Pakistan 2014 report launched on the 8th of January 2015

NARRATIVE INTERIM REPORT January – December 2014 39

5.05 Component 5: Children’s Literature Festival (CLF)  January 2014 – School Based CLF held at Sanjan Nagar Public Education Trust

The 1st school based Children‟s Literature Festival in Punjab was held in Lahore at the Sanjan Nagar Public Education Trust attended by around 2500 students from Sanjan Nagar School and students from 5-10 nearby schools.

 20th February 2014 – Teachers’ Literature Festival Karachi at the Arts Counil of Pakistan

Hosted the 1st ever Teachers‟ Literature Festival in Karachi in February 2014 at the Arts Council of Pakistan Karachi; over 2500 teachers attended the 1st ever Teachers‟ Literature Festival in Pakistan. The purpose of holding Teachers‟ Literature Festival is to embed the culture of reading and creativity in schools.

 21st – 22nd February 2014 – Children’s Literature Festival Karachi at the Arts Council of Pakistan

Held the 11th Children‟s Literature Festival in Karachi at the Arts Council of Pakistan; over 25,000 children/teachers/parents attended this 2 day mega event from all across Sindh including from conflict areas like Lyari, Sultanabad, Korangi

 1St May – Teachers Literature Festival Islamabad at the Federal College of Education (FCE)

The first Teachers‟ Literature Festival in Islamabad was held on 1st May, 2014 attracting 5000 teachers from both private and government schools.

 2nd – 3rd May 2014 – Children’s Literature Festival in Islamabad at the Federal College of Women (FCE)

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.

 27th November 2014 – Teachers’ Literature Festival Lahore at the Children’s Library Complex

The 3rd Teachers‟ Literature Festival was held at the Children‟s Library Complex in Lahore attended by around 5000 teachers from all across Punjab.

 28th – 29th November 2014 – Children’s Literature Festival Lahore at the Children’s Library Complex

Held the 15th Children‟s Literature Festival in Lahore at the Children‟s Library Complex; CLF Lahore 2014 was the biggest CLF to date with an attendance of more than 35000 children, teachers and parents from all across Punjab. The CLF was inaugurated by Punjab Education Minister, Raana Mashhood Ahmad Khan and the Ambassador of the European Union, Mr. Lars Gunnar-Wigemark. CLF Ambassadors, Adeel Hashmi, Nadia Jamil and other dignitaries were also present at the opening ceremony of CLF Lahore 2014.

Reports of CLF Jan 2014-Dec 2014 attached. (Annex 16)

NARRATIVE INTERIM REPORT January – December 2014 40

5.06 Component 6: Advocacy and Policy Influencing

 INITIATIVES WITH A WORLD AT SCHOOL (AWAS): In partnership with A World At School (AWAS) a global flagship program of Sarah Brown, ITA has taken the following five initiatives: - Education Youth Ambassadors - Up4School Campaign - 500 Day Education Countdown - Child marriage free zone - Global Business for Coalition All these branches stand together for the 58 million children (girls and boys) who are still out of school and for over 250 million children not learning. This partnership aims to make education its priority and the RTE campaign at ITA has aimed to promote and conduct grass roots advocacy on this basis. Throughout the following initiatives RTE has promoted the campaign of getting every child in school and providing quality education.

a) Education Youth Ambassadors: The EYA programme runs in collaboration with the AWAS Global Youth Ambassador campaign. The Education Youth Ambassador (EYA) programme has been established to build on and strengthen the emerging youth movement for global education. It shall form a network of 500 young leaders with the interest, passion and dedication to campaign in their schools and communities in Pakistan for action to get all children into school and learning. Currently 121 ambassadors have been selected in the first phase with the remaining to be selected by January 2015. The program will last for one year after which the ambassadors will be at the discretion to extend their partnership and take it forward or take it otherwise

b) UpForSchool Petition: To maximize impact over the next several hundred days, young leaders have launched a global call to action – the #UpForSchool petition – to demonstrate unprecedented public support for education. The call will alert Presidents, Prime Ministers, Finance and Education Ministers, donor agencies and parliaments to the new sense of urgency called for by youth themselves. Youth participants will endorse the Education Countdown advocacy roadmap (http://www.aworldatschool.org/pages/Campaign-Roadmap) as the unifying set of actions to end the exploitation of children and provide universal opportunity through education. ITA is aiming to help Pakistan reach 3 million signatures out of the global 24 million signatures to be collected for this petition and help AWAS break the Guinness Record of maximum number of signatures for an advocacy campaign.

c) 500 Day Education Countdown: The #EducationCountdown was officially launched on August 18, 2014 which will exactly be 500 days before the 2015 MDGs deadline is met. As part of the post 2015 development agenda, these 500 days are extremely critical. We can all be a part of this global campaign through active advocacy and bringing about a change around us. i) Day 500 – World Humanitarian Day Provide education & safe schools in emergencies (August 19, 2014) ii) Day 400 - Stop Child Marriage iii) Day 300 - End discrimination against girls

NARRATIVE INTERIM REPORT January – December 2014 41 iv) Day 200 - Abolish child labour v) Day 100 - Deliver teachers and learning opportunities for every child vi) Day 0 - End of 2015: more children in school and learning These themes are to be celebrated by not only the EYAs but cross- cutting across all themes of campaigning and advocacy for RTE. It caters to the international commitment towards education goals and puts Pakistan on the map of education priorities to be achieved internationally.

d) Child marriage free zone: AWAS is leading this campaign along with Idara-e-Taleem-o- Aagahi (ITA), and partners such as Rutgers WPF, HANDS and other members of the Alliance Against Child Marriage in Pakistan. This is located in the heart of interior Sindh aiming to reach politicians, parents, and youth through campaigning and lobbying for proper legislation by creating awareness through media and seminars. In addition, we are providing legal and social assistance to those affected by child marriage. In this regard, a Child Marriage Free Zone portal has been built and launched. (www.endchildmarriages.com)

e) Global Business Coalition (GBC): The Global Business Coalition for Education (GBC- Education) Network is a community of companies, individuals, civil society representatives, philanthropic, and governmental organizations committed to ensuring that education is the basic right of every child and the key to expanded opportunity and economic and social prosperity. ITA as an active and dynamic organization will be striving to include companies and business class in this movement. In this respect, ITA played a great role in making corporate companies and businessmen a part of GBC education network on March 29th 2014. With Mr. Gordon Brown‟s visit to Pakistan, ITA facilitated a comprehensive briefing between the leading CEOs in Pakistan and Mr. Brown to introduce this initiative. The CEOs of Habib Bank Limited, Human Development Foundation, Oxford University Press (Pakistan), Nestle Pakistan, Roots International Schooling System and many others were present. In the presence of the Minister for Education, Training, Standards and Higher Education, the meeting provided an overview of the tiers of membership for the GBC, where HBL promised a golden membership (contribution of 30,000 USD annually). The idea of tax exemptions for education investment was also floated as a concrete recommendation for GBC to build on.

 Right to Education and ECED South Asian Conference on September 16th-17th at Pearl Continental Hotel, Karachi

Convened a regional conference on the Right to Education & Early Childhood Education and Development; Foundation for Quality Learning-Evidence from South Asia- in Karachi, Sindh, Pakistan from September 16th – 17th, 2014 at Pearl Continental Hotel, Karachi.The conference was attended by senior government officers across Pakistan, practitioners, policy makers, academics, civil society organizations, development partners and delegates from Bangladesh, India, Sri Lanka and Nepal. Special Guest was Nisar Ahmed Khuhro, Senior Minister for Education and the conference was presided over by Mr. Fazallullah Pechuho, Additional Chief Secretary (ACS), Education and Literacy Department, Government of Sindh. The conference titled “Right to Education & Early Childhood Education and Development; Foundation for Quality Learning –Evidence from South Asia” is aimed to upgrade the ECE/ECED profile in education initiatives – policy, curriculum and standards, teacher

NARRATIVE INTERIM REPORT January – December 2014 42 education, assessment and research and innovation as part of the right to education movement and its accompanying legislation/rules in Pakistan and in other South Asian Countries. Moreover, it underscored the critical positioning of ECE/ECED as a cross cutting multi- sectoral goal to meet several indicators in the Post 2015 Development Agenda (Child/Maternal Health/Nutrition/Poverty) and create a South Asian/Asia Pacific learning/research platform for ECE/ECED supported by ARNEC, CECED, SAFED, UNICEF, UNESCO and others to enable collaboration across borders. Recognizing ECE/ECED as a comprehensive learning and multi-sectoral agenda within the diverse contexts of South Asia, the conference covered key principles, recommendations and actions in five areas: Policy and Right to Education, Curriculum and Standards, Teacher Preparation, Assessment and Research and Innovations. The conference produced the Karachi Consensus Statement covering recommendations in these five action areas.

Karachi Consensus Statement is attached (Annex 17)

 Capacity Building Seminar Series/National policy dialogues: Carried out seminar series after the fourth anniversary of Right to Education, Article 25-A, to discuss the progress in each respective province on the implementation of the law known as “Right to Education”. These seminar series were aimed to engage policy makers, teacher unions, civil society, government bodies, teachers, students, parents and donor agencies in understanding the issues relevant to education (budgets, access, curriculum development, infrastructural improvements, teacher trainings, inclusive education and various others) that effect these mentioned sec tors of society.

 Dialogues with Universities: Conducted a series of dialogues with universities in Islamabad (Federal College of Education), Peshawar (Peshawar University) and Lahore (Punjab College of Education) to streamline the voices of the youth and understand what the youth assume about education standards in the country and how do they expect to take forward the agenda of prioritizing education.

NARRATIVE INTERIM REPORT January – December 2014 43

VI. Challenges

- Lagging behind in project targeys for Punjab and Balochistan due to government limits on work activity in DGK and Qila Saifullah respectively

- High turnover of ECE and L4A Para Teachers affect quality

- Conflict of female Para Teachers in schools where male teachers are present

- Unavailability of graduates and 18+ candidates for appointment as Para Teacher especially in Lasbela

- Mobilization and performance of Para Teachers weak in some schools

- Crop cultivation in Nov/Dec result in poor attendance in CPB camps as children engaged in the fields with their parents

- In some areas, children go to Madrassahs in the morning and are late for the camps

- Winter vacations from 21st-31st Dec, schools closed and scheduled activities of CPB camp may be decelerated

- Mainstreaming after CPB camp in Lasbela is difficult since schools are non-functional without availability of any regular teachers especially in Sapat, Rasmalan, Sangal

NARRATIVE INTERIM REPORT January – December 2014 44

VII. Upcoming Activities

Jan Feb Mar April June Activities May 2015 2015 2015 2015 2015 2015 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

NARRATIVE INTERIM REPORT January – December 2014 45 Jan Feb Mar April June Activities May 2015 2015 2015 2015 2015 2015 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)  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

NARRATIVE INTERIM REPORT January – December 2014 46 Jan Feb Mar April June Activities May 2015 2015 2015 2015 2015 2015  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)  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

NARRATIVE INTERIM REPORT January – December 2014 47 Picture Gallery

ECE Classrooms

CPB Training of Para and Govt. Teachers CPB Camp

Girls Student Club Subject-Based Training

NARRATIVE INTERIM REPORT January – December 2014 48

LMTF First Meeting in Islamabad ASER 2014 National Launch in Islamabad

Children’s Literature Festival Lahore

RTE and ECED Conference in Karachi #UpforSchool Signature Campaign

NARRATIVE INTERIM REPORT January – December 2014 49 Case Studies from the Field Khairunisa - a born leader! (By Farwa Fatima)

Khairunisa is a fourth grader at Abdullah Bizinjo Primary Government School in a village in Sakran, Lasbela. However, i met her in an ECE classroom, bringing the children together and playing a game with them. The class teacher for ECE was absent, and Khairunisa had no class herself at that time so she took up the role and began teaching the children in her own capacity. She aspires to be a teacher and educate children in her community. However, she sadly says that 'I know I will be married once I finish my fifth grade next year'. Upon asking her why would that happen, she reported that 'there are no secondary schools in this village and closest is two hours away on foot and my father will never let me walk till there'- the only other alternative is domestic work and marriage for this born leader. Khairunisa has the passion and focus but needs our help...

Haji Wahid Buksh is Ready for Education: A Call for Help! (By Farwa Fatima)

A small village in Sakran in the district of Lasbela, Baluchistan has raised a call for everybody to help people set up their first school. Haji Wahid Buksh is a village which, until recently, had never been bestowed with a school. However, recently, one of the girls of the village returned after receiving a bachelors degree, and has made space in her house to teach children there. She has also encouraged her community to take an initiative to build a school; the men have successfully set up a small one room building which they hope to be functional soon. The community is charged and ready to educate its children but lacks resources. It appeals to everyone out there to help them educate their children- Haji Wahid Buksh you are no longer alone!

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Dedication to Education Knows No Bounds (By Farwa Fatima)

In a government primary school for girls, located in a rural village of Dureji in Lasbela, Baluchistan, I came across an ardent supporter of education, Aslam Mirkot. Aslam is a retired teacher and over sixty years old but upon shutting down of a girls school in his community due to the unavailability of a teacher, he felt a grave responsibility towards the future of many young girls who wanted to seek education but had no access. He voluntarily began to singlehandedly teach in that school and today its been three years and the school strength has almost reached a hundred. ITA has adopted the school and provided teachers to enact Early Childhood and Learning for Access programs there, shouldering Aslam in securing a bright future for the girls of his community. Who says people in Baluchistan don't want education for their girls?

Young School Leaders in Sukkur and Shikarpur mobilized for #UpforSchool Campaign (By Farwa Fatima) On a visit to government primary schools in Sukkur and Shikarpur villages of Sindh province, 8 students from grades 4-5 were selected to form a Girl's Club. They were empowered to become student leaders and take 5 responsibilities. These were to enroll out of school children of their community, ensure cleanliness and hygiene of their learning environment, plant trees and shrubs for a greener and fresher school environment, offer ideas for including in annual School Improvement Plan (SIP) to the SMC and facilitate library/reading and sports activities. At the Bagarjee Primary School for girls, three of the leaders- Tayaba, Ramsha and Alishba displayed heart warming results; within an hour of selection; after school, instead of going home, the girls quietly went off into their neigbhourhood and returned to school with a young girl, Uroosa who excitedly joined the learning camp for out of school children that had just begun. Witnessing such a positive and immediate response, the leaders were galvanized for the #UpForSchool campaign the next day. They enthusiastically took charge of the forms, promising to return with signatures from all students and teachers - all 350 of them and also family members. It was an amazing response, much more charged than that of any teacher or SMC member! Who said young girls cannot be mobilizers and change makers!

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Fighting to empower the trapped children of my community: Story of Seema (By Farwa Fatima)

Seema Saher is a passionate advocate of empowering children of her Diwala community through education. Her story is quite inspiring and echoes the lives of many girls living in the Diwala community in Usman Koria, Muzaffargarh. She visits different households within the community and fights with the household heads to send their children to school arguing for education as a right in words as simple as „Before you make your children a source of earning, make them human‟.

Seema has fought a tough battle to acquire her own education. She humbly relates her struggle from going to the local government school in Diwala to getting a MA degree from Boys College in Muzaffargarh. She narrates times when she had her final BA exams and barely made it to the exam center because of threats from her cousins that they would break her legs if she steps out of her house to go to the college. She had to fight through strong familial and societal barriers to fulfill her dream of holding a MA degree. She says that now she sees the same dream reflecting in the eyes of many other girls living in the Diwala community. Although she was working outside of this community before but upon hearing of an opportunity to teach in a school in her own community, she immediately responded with great enthusiasm.

Since she has joined, she has hounded many household owners adamant to not send their children to schools, fought arguments with them and successfully convinced many to send their children to school. She recounts the story of three girls- Saima, Parveen and Sumaira, who belong to a „juggi‟-an area notoriously known to be inhabited by „faqeer‟ (beggars). She discusses how the household owner would not send his children to schools not just because they are unaware of the benefits education accrues, but also because they did not want other children at school to make fun of their children‟s background. Seema assured them that his children are her responsibility now and that nobody will make fun of them. She successfully won his confidence and brought his children to school. All three girls have been enjoying a lot at school and have dreams that they never before could dare to think of. This is just one story. Seema has many other success stories to tell. She is surely the „Malala‟ of Diwala!

NARRATIVE INTERIM REPORT January – December 2014 52 From a Polio Worker to an ECE Teacher: Story of Fehmida and Her Dedication to Community Mobilization (By Asad Aslam)

Qadir Bux Khoso village in district Shikarpur is one of those villages which epitomize the rural life in Sindh. Rampant government corruption is reflected in the neglected education and health facilities in the vicinity. People have to struggle really hard to arrange even for the basic necessities of life. These are the circumstances under which Fehmida has to work. Fehmida is an ECE teacher at Hoat Khan Khoso Government Primary School. The kind of society she is brought up in has many barriers for women to excel, especially in the field of education. She always wanted to change the status of education in her community especially for girls and did not want that the children face the same issues she had to face. She started off as a polio worker, visiting different homes in the community.

“Working as a polio worker gave me the necessary skills to gain the confidence of the community. This helped to be very useful when I initially went to the community to request them to send children to school. People already knew me and trusted me so there was less reluctance on their part. I obviously had to reason with numerous people as to why education is important and why their children should be in a school reading books rather than working on a farm. The process was gradual and difficult as many parents were stubborn at times. It was disheartening but I never lost hope, after all, perseverance yields success. Now the community is much more cooperative than before” The level of dedication that Fehmida possesses is inspirational and is articulate in the fact that she teaches children voluntarily after school hours, who she deems need extra attention. There was an interesting story that one of the members of the community narrated. Some of the children did not want to go to school so to incentivize them, their father instead of giving the daily pocket money directly to the children, asked Fehmida to give that money to the children after they get done with school every day. Obviously this arrangement was possible because the family could trust Fehmida with their children and the money. Hence, women like Fehmida prove to be the beacon of hope for the entire community.

Community Taking the Initiative (By Asad Aslam)

Haji Bilawal Khan Khoso is a village located in UC Arain in district Sukkur. The population of the village is around 300. There is only one road which connects the villages to the surrounding areas and that too is not properly built. The only health facility in the vicinity is a kilometer away which is a Basic Health Unit (BHU). The major source of income for the majority of the people is agriculture and livestock.

Like other facilities there, the school in the village also seems to be neglected. The standard of education has diminished over the years and the enrolment has also decreased. But lately there has been talk in the village. Recently, with the support of a non-governmental organization, a committee was formed in the village which goes the by the name of Village Education Committee (VEC). The committee consists of village elders and educated members of the community. The committee has been phenomenal in mobilizing and sensitizing the community about education.

NARRATIVE INTERIM REPORT January – December 2014 53

Because of different castes residing in Sukkur, there is the issue of parents being reluctant about sending their children to schools where the teacher is from a different caste. Such a teacher is seen as an „outsider‟ who is influencing their children. This is especially true in the case of girls and is manifest in the low attendance and enrolment figures for girls in such schools. The VEC took the initiative, talked to the community about this issue and pushed forward with the relevant authorities for hiring teachers from the local community. Consequently, attendance shot up immediately when teachers from the community started teaching.

The chairman of the VEC, Rasul Baksh, who is 60 years old and a respected member of the community said that he was delighted how people are responding towards this endeavor for education.

“Education would not only secure jobs for our children in the future but it there is this awareness in the village now that education would also help the community set free from the influence of the powerful jagirdars (landlords) who have been usurping the people of their rights for ages now.”

According to Rasul Baksh and the principal of the school in the village, with the support of the VEC, the community has planned a cleaning campaign of the village school and the area surrounding it. They are of the view that just as they keep the village Baithak (village gathering place) clean, the Baithak for children which is the village school, should also be cleaned. The community plans to establish its school as the model school in the area and issues pertaining to education are highlighted in every village meeting.

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VIII. Annexure

NARRATIVE INTERIM REPORT January – December 2014 55 8.01 Annex 1-A: MoU with Balochistan - Education Department

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NARRATIVE INTERIM REPORT January – December 2014 69 8.02 Annex 1-B: MoU with Sindh – Education and Literacy Department

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NARRATIVE INTERIM REPORT January – December 2014 79 8.03 Annex 2: List of Staff Members for the project Idara-e-Taleem-o-Aaghai (ITA) DC Project Staff Detail

Jan to Dec 2014

S # Name Designation DOJ

LAHORE 1 Amjad Imtiaz Project Manager 01-Jan-14 2 Muhammad Asif Sultan Finance Manager 01-Jan-14 3 Huma Sikandar Manager ECE 01-Jan-14 4 Rashid Aziz Assistant Project Manager 01-Jan-14 5 Saba Saeed LMTF Coordinator 01-Jul-14 6 Farwa Fatima Research Associate 28-May-14 7 Muhammad Azeem Khalid Engineer 03-Dec-14 8 Ihsan ul Haq Manager Admin 01-Jan-14 9 M. Athar Rasheed Manager HR 01-Jan-14 10 Farhat Hussain HR Officer 02-May-14 11 Shoaib Zafar Admin Officer 01-Jul-14 12 Muhammad Irfan Admin Officer 01-Jul-14 13 Mohsin Raza Finance Officer 01-May-14 14 Muhammad Riaz Driver 01-Jan-14 KARACHI 1 Muhammad Nadim Farooqui Project Manager 24-Feb-14 2 Muhammad Saleem Project Manager 17-Sep-14 3 Tauseef Akhlaq Manager Learning 4 Access 03-Mar-14 4 Kaldeep Kumar Manager Learning 4 Access 30-Jun-14 5 Sana Karim Assistant Project Manager 09-Apr-14 6 Faiza Ghulam Nabi Documentation & Research Officer 01-Jul-14 7 M Asad Ali Aslam Documentation & Research Officer 01-Sep-14 8 Muhammad Shoaib Memon Admin Officer 01-Jan-14 9 Abdul Moiz HR Officer 01-Mar-14 10 Imran Anwar Finance Officer 01-Jul-14 SUKKUR 1 Zulfiqar Ali Shah Manager Monitoring & Evaluation 01-Apr-14 2 Junaid Ahmed District Manager 14-Apr-14 3 Syed Abdullah Shah District Manager 15-Sep-14 4 Abdul Karim District M&E Officer 07-Apr-14 5 Snober Naz ECE District Coordinator 14-Apr-14 6 Ghulam Kubra ECE District Coordinator 11-Nov-14 7 Masood Ahmed L4A District Coordinator 14-Apr-14 8 Abdul Hakeem Siddiqui L4A District Coordinator 11-Nov-14 9 Yasin Ali L4A District Coordinator 17-Nov-14 10 Muhammad Aslam L4A District Coordinator 01-Jan-14 11 Syed Aftab Ali Shah Site Engineer 09-Oct-14 12 Riaz Ahmad Admin Officer 01-Apr-14

NARRATIVE INTERIM REPORT January – December 2014 80 13 Shahbaz Ali Finance Officer 21-Apr-14 14 Aneesa Langah UC Coordinator ECE 15-May-14 15 Ali Raza UC Coordinator ECE 05-Jun-14 16 Mujeeb UC Coordinator ECE 01-Aug-14 17 Sikandar Ali UC Coordinator ECE 15-May-14 18 Altaf Hussain UC Coordinator ECE 15-May-14 19 Erum UC Coordinator ECE 15-May-14 20 Asifa Nizam UC Coordinator ECE 15-May-14 21 Khalida Pirzado UC Coordinator ECE 15-May-14 22 Mubashir Ansari UC Coordinator L4A 15-May-14 23 Abdul Karim Soomro UC Coordinator L4A 03-Oct-14 24 Sajid Ali UC Coordinator L4A 26-Nov-14 25 Miskeen Shah UC Coordinator L4A 15-May-14 26 Kahir Muhammad UC Coordinator L4A 15-May-14 27 Awais Ahmed Driver 07-Jul-14 28 Anwar Ali Balouch Office Boy 08-May-14 SHIKARPUR 1 Maqbool Ahmed District Manager 01-Apr-14 2 Nasrullah District M&E Officer 01-Apr-14 3 Kaneez Fatima ECE District Coordinator 05-May-14 4 Waseem Ayaz Meerani L4A District Coordinator 01-Jul-14 5 Jameel Ahmed Admin Officer 01-Apr-14 6 Yasir Abbass Chandio Finance Officer 01-Jan-14 7 Naveeda UC Coordinator ECE 12-Nov-14 8 Ghulam Abbass UC Coordinator ECE 19-May-14 9 Shahid Mujtaba UC Coordinator ECE 19-May-14 10 Shamim Arain UC Coordinator ECE 27-May-14 11 Jalaluddin Jamali UC Coordinator L4A 19-May-14 12 Nadeem Ahmad UC Coordinator L4A 19-May-14 13 Irfan Ahmed Driver 01-Jan-14 14 Mushtaq Ali Office Boy 01-Aug-12 15 Waseem Ali Night Watch man 01-Jan-14 LASBELA 1 Abdul Latif District Manager 01-May-14 2 Abdul Hakim District M&E Officer 01-Jul-14 3 Imam Zadi District Coordinator ECE 01-Jul-14 4 Ghulam Nabi L4A District Coordinator 01-May-14 5 Mumtaz Ali L4A District Coordinator 01-Jul-14 6 Liaqat Ali Finance Officer 23-Jun-14 7 Muhammad Qasim UC Coordinator ECE 17-Jul-14 8 Muhammad Shafi UC Coordinator ECE 19-Sep-14 9 Asad ullah UC Coordinator L4A 01-Jun-14 10 Dur Mohammad UC Coordinator L4A 01-Jul-14 11 Muhammad Karim Driver 13-Jul-14 12 Qaiser Khan Office Boy 01-Jul-14 13 Noroz Khan Security Guard 01-Jul-14 MUZAFFARGARH 1 Shaukat Hussain District Manager 25-Mar-14

NARRATIVE INTERIM REPORT January – December 2014 81 2 Sajjad Haider District Manager 01-Jan-14 3 Mazhar Hussain Shahid District M & E Officer 01-Apr-14 4 Abuzar Hamdani L4A District Coordinator 13-May-14 5 Rasheed Ahmad Site Engineer 09-Oct-14 6 Adnan Akhter Admin Officer 01-Jan-14 7 Muhammad Sajjad Finance Officer 01-Jan-14 8 Muhammad Zohaib UC Coordinator L4A 13-May-14 9 Muhammad Jaffar UC Coordinator L4A 19-May-14 10 Muhammad Shahid Driver 20-Jun-14 11 Muhammad Imran Driver 01-Jan-14 12 Azhar Munir Office Boy 01-Jan-14 13 Abu Bakkar Abbasi Office Boy 01-Jan-14 DG KHAN 1 Rafique Khan District Manager 01-Feb-14 2 Muhammad Ismail District Manager 18-Aug-14 3 Rafia Ahmed District M&E Officer 17-Jul-14 4 Syed Ashan Zafar District Coordinator L4A 01-Jan-14 5 Adeel Kamran District Coordinator L4A 14-Apr-14 6 Shoaib Adeel HR & Admin Officer 14-Apr-14 7 Yasir Rizvi Finance Officer 14-Apr-14 8 Hafeez-Ur-Rehman Khalid UC Coordinator L4A 21-May-14 9 Sonia Siddique UC Coordinator L4A 11-Sep-14 10 Muhammad Yasir UC Coordinator L4A 14-Apr-14 11 Muhammad Tufail UC Coordinator L4A 14-Apr-14 12 Abdul Majeed Driver 28-Apr-14 13 Nazar Hussain Driver 08-Sep-14 14 Imtiaz Hussain Office Boy 01-Oct-14 QUETTA 1 Khadim Hussain L4A District Coordinator 01-Jan-14 2 MuhammadUrRehman Finance Officer 01-Jan-14 3 Attique Ahmad Admin Officer 01-Jan-14 4 Sanaullah Support Staff 01-Jan-14

NARRATIVE INTERIM REPORT January – December 2014 82

8.04 Annex 4: List of Tehsils and Union Councils Selected District Tehsil Union Council G.Yaseen Banbhiar Amrote Naushera Abro Lakhi Lakhi Sher Kot Shikarpur Taib Shikarpur Lodra Janoo Sultankot Karan New -Suk Arain Bachal Shah Bagirji Rahuja Small Industries Sukkur Gulshan e Iqbal Tamachani Pano Akil Baiji Sadhuja Rohri Bedil Bekas Loung Bhatti Dureji Dureji Umaidabad Lasbela Hub Sakran Sonmiani Sonmiani Kot Addu Manhan Muzaffargarh Muzaffargarh Usman Koria DG Khan Paigha Dera Gazi Khan Aali Wala

NARRATIVE INTERIM REPORT January – December 2014 83

8.05 Annex 5: Summary of OOSC and schools selected 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

Schools Categories 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% -

School’s Gender Proportion 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 – December 2014 84

8.06 Annex 6: List of schools for ECE and L4A

Schools in Sukkur- For ECE and L4A Sr. EMIS Code District Tehsil Union Council Village Name Name of School No (New) 1 Sukkur New Sukkur 13 Gulshan Iqbal Islam Colony 418050078 GBPS Islam Colony 2 Sukkur New Sukkur 13 Gulshan Iqbal Qureshi Goth Aziz Abad 418050057 GGPS Aziz Abad 34 Sukkur New Sukkur 13 Gulshan Iqbal Qureshi Goth Aziz Abad 418050015 GBPS Aziz Abad 5 Sukkur New Sukkur 13 Gulshan Iqbal Village Gulsher Chohan 418050104 GBPS Gulsher Chohan 6 Sukkur New Sukkur 13 Gulshan Iqbal Village Pir Murad Shah 418050009 GBPS Pir Mohammad Shah 7 Village Pir Murad Shah Micro Sukkur New Sukkur 13 Gulshan Iqbal 418050105 GBPS Pir Murad Shah Colony Sukkur 8 GBPS Shaheed Ghulam Sukkur New Sukkur 13 Gulshan Iqbal Village Shaheed Ghulam Haider 418050111 Haider 9 Sukkur New Sukkur 14 Small Industries Site Area 418050018 GBPS Site Area 10 Sukkur New Sukkur 14 Small Industries Village Abdul Sattar Maka 418050109 GBPS Abdul Sattar Maka 11 Sukkur New Sukkur 14 Small Industries Village Agha Badurddin 418030024 GBPS Agha Badurddin 12 Sukkur New Sukkur 14 Small Industries Village Laique Maka 418050017 GBPS Laique Maka 13 Sukkur New Sukkur 14 Small Industries Village Shah Faisal Colony 418030001 GBPS Shah Faisal Colony 14 Sukkur New Sukkur 16 Rahuja Villag Mualim Khan Khoso 418050033 GBPS Mualim Khan Khoso 15 Sukkur New Sukkur 16 Rahuja Village Eisa Khan Lakhan 418050110 GBPS Eisa Khan Lakhan 16 Sukkur New Sukkur 16 Rahuja Village Miandad Khoso 418050063 GGPS Miandad Khoso 17 Sukkur New Sukkur 16 Rahuja Village Miandad Khoso 418050019 GBPS Miandad Khoso 18 Sukkur New Sukkur 16 Rahuja Village Nihal Khan Khoso 418050055 GGPS Nihal Khan Khoso 19 Sukkur New Sukkur 16 Rahuja Village Nihal Khan Khoso 418050020 GBPS Nihal Khan Khoso 20 Sukkur New Sukkur 16 Rahuja Village Rahuja 418050134 GBES Rahooja 21 Sukkur New Sukkur 16 Rahuja Village Rahuja 418050064 GGPS Rahuja 22 Sukkur New Sukkur 17 Arain Village Ali Khan Khoso 418050026 GBPS Ali Khan Khoso 23 Sukkur New Sukkur 17 Arain Village Ali Khan khoso 418050059 GGPS Ali Khan Khoso 24 Sukkur New Sukkur 17 Arain Village Alii Wahan 418050010 GBPS Ali Wahan 25 Village Asghar Abad At Arbab Sukkur New Sukkur 17 Arain 418050107 GBPS Asghar Abad Shaikh 26 Sukkur New Sukkur 17 Arain Village Bilawal Khoso 418050032 GBPS Bilawal Khoso 27 Sukkur New Sukkur 17 Arain Village Farash 418050025 GBPS Farash 28 Sukkur New Sukkur 17 Arain Village Kando Wahan 418050060 GGPS Kando Wahan 29 Sukkur New Sukkur 17 Arain Village Khair Muhammad Khoso 418050043 GBPS Khair Muhammad 30 Sukkur New Sukkur 17 Arain Village New Shahpur 418050099 GBPS New Shahpur 31 Sukkur New Sukkur 17 Arain Village Old Shah Pur 418050070 GGPS Old Shah Pur 32 Sukkur New Sukkur 18 Bachal Shah Central Jail Colony Sukkur 418050062 GGPS Central Jail 33 Sukkur New Sukkur 18 Bachal Shah Village Allah Nawaz Noonari 418050102 GBPS Noonari 34 GBPS Allah Wadhayo Sukkur New Sukkur 18 Bachal Shah Village Allah Wadhayo Kharos 418050014 Kharos 35 Sukkur New Sukkur 18 Bachal Shah Village Bachal Shah 418050013 GBPS Bachal Shah 36 Sukkur New Sukkur 18 Bachal Shah Village Bachal Shah 418050129 GGPS Bachal Shah 37 Sukkur New Sukkur 18 Bachal Shah Village Bachal Shah 418050031 GBPS Din Pur 38 Sukkur New Sukkur 18 Bachal Shah Village Gul Labano 418050030 GBPS Gul Labano 39 Sukkur New Sukkur 18 Bachal Shah Village Gul Labano 418050072 GGPS Gul Labano

NARRATIVE INTERIM REPORT January – December 2014 85 40 Sukkur New Sukkur 18 Bachal Shah Village Haji Murad Kharos 418050087 GBPS Haji Murad Kharos 41 Sukkur New Sukkur 18 Bachal Shah Village Sadoro Shaikh 418050090 GBPS Sadoro Shaikh 42 Sukkur New Sukkur 18 Bachal Shah Village Saeed Abad 418050101 GBPS Saeed Abad 43 Sukkur New Sukkur 18 Bachal Shah Village Sharf Abad 418050088 GBPS Sharf Abad 44 Sukkur New Sukkur 19 Bagirji Village Allahando Kharos 418050118 GBPS Allahando Kharos 45 Sukkur New Sukkur 19 Bagirji Village Bagirji 418050048 GGPS Bagirji 46 Sukkur New Sukkur 19 Bagirji Village Bagirji 418050004 GBPS Bagirji 47 Sukkur New Sukkur 19 Bagirji Village Bagirji 418050038 GBPS Resource Center 48 Sukkur New Sukkur 19 Bagirji Village Ghumra 418050073 GGPS Ghumra 49 Sukkur New Sukkur 19 Bagirji Village Ghumra 418050003 GBPS Ghumra 50 Sukkur New Sukkur 19 Bagirji Village Kalhori Ghumra 418050039 GBPS Kalhori Ghumra 51 Sukkur New Sukkur 19 Bagirji Village Khuda Bux Jatoi 418050098 GBPS Khuda Bux Jatoi 52 Sukkur New Sukkur 19 Bagirji Village Mirza 418050045 GBPS Mirza Pur 53 GBPS Pyaro Kharos at Sukkur New Sukkur 19 Bagirji Village Saaba 418030045 Saaba 54 Sukkur New Sukkur 20 Tamachani Village Ali Murad Mahar 418050121 GBPS Ali Murad Mahar 55 Sukkur New Sukkur 20 Tamachani Village Dreha 418050002 GBPS Dreha 56 Sukkur New Sukkur 20 Tamachani Village Dreha 418050046 GGPS Dreha 57 Sukkur New Sukkur 20 Tamachani Village Gosarji 418050047 GGPS Gosarji 58 Sukkur New Sukkur 20 Tamachani Village Gosarji 418050040 GBPS Gosarji 59 Sukkur New Sukkur 20 Tamachani Village Ismail Labano 418050119 GBPS Ismail Labano 60 Sukkur New Sukkur 20 Tamachani Village Jaffarbad 418050061 GGPS Jaffarabad 61 Sukkur New Sukkur 20 Tamachani Village Jaffarbad 418050028 GBPS Jaffarbad 62 Sukkur New Sukkur 20 Tamachani Village Jumani 418050122 GBPS Jumani 63 Sukkur New Sukkur 20 Tamachani Village Kaladi 418050077 GBPS Kaladi 64 Sukkur New Sukkur 20 Tamachani Village Nachanpur 418050124 GBPS Nachanpur 65 Sukkur New Sukkur 20 Tamachani Village Naseerabad 418050054 GGES Naseerabad 66 Sukkur New Sukkur 20 Tamachani Village Nasir Abad 418050027 GBPS Naseer Abad 67 Sukkur New Sukkur 20 Tamachani village Pir Fazul Shah 418050001 GBPS Pir Fazul Shah 68 Village Qazi Sache Dino Mahar Ji Sukkur New Sukkur 20 Tamachani 418050115 GBPS Qazi Sache Dino Wandh 69 Sukkur New Sukkur 20 Tamachani Village Soomar Goth 418050108 GBPS Soomar Goth 70 Sukkur New Sukkur 20 Tamachani Village Tamachani 418050034 GBPS Tamachani 71 Sukkur New Sukkur 20 Tamachani Village Tamachani 418050049 GGPS Tamachani 72 Sukkur New Sukkur 20 Tamachani Village Warayo Goth 418050076 GBPS Warayo Goth 73 GBMS Ghulam Sukkur Pano Aqil 39 Sadhuja Gh:Mohammad Qazi 418010368 Muhammad Qazi 74 Sukkur Pano Aqil 39 Sadhuja Village Ismail Zangejo, Pano Akil 418010366 GBPS Ismail Zangejo 75 Sukkur Pano Aqil 39 Sadhuja Village Lal Khan Kalwar 418010099 GBPS Lal Khan Kalwar 76 GBPS Rahmatullah Sukkur Pano Aqil 39 Sadhuja Village Rahmatullah Chachar 418010133 Chachar 77 Sukkur Pano Aqil 39 Sadhuja Village Sattar Dino Chachar 418010060 GBPS Sattar Dino Chachar 78 Sukkur Pano Aqil 39 Sadhuja Village Shahpur 418010058 GBPS Shahpur 79 Sukkur Pano Aqil 41 Baiji Village Mir Khan Sohu 418010452 GBPS Mir Khan Saho 80 Sukkur Pano Aqil 41 Baiji Village Molay Dino Kalhoro 418010453 GBPS Molay Dino Kalhoro 81 Sukkur Rohri 22 Bedil Bekas Village Bedil Bekus 418020125 GGES Bedil Bekas 82 Sukkur Rohri 22 Bedil Bekas Village Loco Shed 418020381 GBPS Loco Shed 83 Sukkur Rohri 22 Bedil Bekas Village New Yard 418020171 GBPS New Yard

NARRATIVE INTERIM REPORT January – December 2014 86 84 Sukkur Rohri 26 Loung Bhatti Village Achyoon Kubyoon 418020226 GBPS Achyoon Kubyoon 85 Sukkur Rohri 26 Loung Bhatti Village Ahmed Bhutto 418020165 GBPS Suk Pul 86 Sukkur Rohri 26 Loung Bhatti Village Boraha 418020338 GBPS Boraha 87 Sukkur Rohri 26 Loung Bhatti Village Kalar Goth 418020170 GBPS Kalar Goth 88 Sukkur Rohri 26 Loung Bhatti Village Loung Bhatti 418020225 GBPS Loung Bhatti 89 Sukkur Rohri 26 Loung Bhatti Village Loung Bhatti 418020396 GGPS Loung Bhatti 90 Sukkur Rohri 26 Loung Bhatti Village Maatam 418020076 GBPS Pyaro Labano 91 Sukkur Rohri 26 Loung Bhatti Village Rajib Ali Dayo 418020192 GBPS Rajib Ali Dayo 92 Sukkur Rohri 26 Loung Bhatti Village Rajib Ali Dayo 418020364 GGPS Rajib Ali Dayo 93 Sukkur Rohri 26 Loung Bhatti Village Shah Maqsood 418020345 GBPS Shah Maqsood 94 Sukkur Rohri 26 Loung Bhatti Village Sodho Khan Sarwari 418020295 GBPS Sodho Khan

Schools in Shikarpur-ECE and L4A

S.N Tehsil/To SEMIS School Name Address Union Council o wn GGPS A.Raheem Wada 1 414040089 Vilage Wada Machi PO Sultankot Sultankot Shikarpur Machi Garhi 2 414010219 GBPS Noushero Abro Village .Abro PO NOUSHAHRO ABRO Naushehro Abro Yasin 3 414040252 GBPS Mureed Sethar Mureed Sethar Village ,PO KHANPUR Lodra Shikarpur 4 414040214 GBPS Karan Shareef Village Karan Sharif PO SHIKARPUR Karan Sharif Shikarpur 5 414030200 GBPS Hoat Khan Khoso Village Hoat Khan Khoso PO JAMRA Sherkot Lakhi 6 414030075 GGPS Jaamra Jamra PO JAMRA Sherkot Lakhi 7 414130202 GBPS Jaamra Jamra PO JAMRA Sherkot Lakhi 8 414030143 GPS Lashari Jamra PO JAMRA Sherkot Lakhi 9 414040003 GGPS Jano Sharif Jano Sharif SHIKARPUR Jano Sharif Shikarpur 10 414046363 GGPS Mureed Sethar Village Mureed Sethar PO KHANPUR Lodra Shikarpur 11 414040217 GPS Rahri Village Rahri Khoso PO SHIKARPUR Karan Sharif Shikarpur Garhi 12 414010321 GGPS Noushero Abro PO NOUSHAHRO ABRO Naushehro Abro Yasin 13 414040245 GBPS Booja Napar Village Naper POSHIKARPUR Jano Sharif Shikarpur 14 414030096 GGPS Qadir Bux Village Qadir Bux Khoso PO JAMRA Sherkot Lakhi Garhi 15 414010375 GGPS Misri Wahan Village Misri Wahan PO Garhi Yasin Bhanbhiar Yasin Garhi 16 414010141 GBPS Misri Wahan Village Misri Wahan PO Garhi Yasin Bhanbhiar Yasin GBPS Muhammad Salah Village Muhammad Salah Buriro POGarhi Garhi 17 414010142 Naushehro Abro Buriro Yasin Yasin 18 414040250 GBPS Jano Sharif Village Jano Sharif SHIKARPUR Jano Sharif Shikarpur 19 414040097 GGPS Booja Napar Village Naper PO Shikarpur Jano Sharif Shikarpur 20 414030172 GPS Qadir Dino Mahar Village Qadir Dino Mahar PO RUSTAM Taib Lakhi 21 414040129 GPS Gahi Khan Jaffri Village Khedo Khan Jafri PO Shikarpur Jano Sharif Shikarpur 22 414040261 GPS Lodra Lodra PO Lodra Lodra Shikarpur 23 414030090 GGPS Taib Village Taib PO KHANPUR Taib Lakhi Garhi 24 414010386 GPS Shah Ali Ji Wandh Village Shah ali ji Wadh PO RUK Amrot Sharif Yasin Village Ghulam Hussain Pathan PO 25 414030161 GPS Ghulam Hussain Pathan Taib Lakhi RUSTAM 26 414030267 GBPS Taib Village Taib PO KHANPUR Taib Lakhi GBPS Khair Muhammad Garhi 27 414010281 Village KM Brohi PO Garhi Yasin Amrot Sharif Brohi Yasin

NARRATIVE INTERIM REPORT January – December 2014 87 Garhi 28 414001039 GBPS Dodo Detho Village Dodo Detho PO Garhi Yasin Naushehro Abro Yasin 29 414040256 GBPS Sarwar Kot Sarwar Kot ,PO Shikarpur Lodra Shikarpur 30 414040253 GPS New Lalyon Village Lalyon PO Shikarpur Lodra Shikarpur 31 414030120 GPS Ali Mohammad Brohi Village Ali Muhammad Brohi PO JAMRA Sherkot Lakhi 32 414030270 GPS Sain Bux Jafri PO Shikarpur Sherkot Lakhi Garhi 33 414010215 GPS Tando Bahar PO HABIB KOT Amrot Sharif Yasin Garhi 34 414010101 GPS Allah Bux Khoso PO HABIB KOT Amrot Sharif Yasin Garhi 35 414010207 GPS Daud ji wandh P.O MIRZA PUR Amrot Sharif Yasin Garhi 36 414010123 GPS New Gadani Village Gadani PO Garhi Yasin Naushehro Abro Yasin Garhi 37 414010233 GPS Mudho Gi Wandh Village Mudhu ji wandh P.O MIRZA PUR Amrot Sharif Yasin 38 414030204 GBPS-I Lakhi Lakhi City PO Lakhi Lakhi Lakhi 39 414040146 GBPS Khedo Khan Jafri Village Khedo Khan JafriPO Shikarpur Karan Sharif Shikarpur 40 414040046 GBPS Sultankot Sultankot PO SULTAN KO Sultankot Shikarpur 41 414040301 GGPS Sultankot Sultan Kot PO SULTAN KO Sultankot Shikarpur Garhi 42 414010217 GBPS Aurangaabad Village Aurangabad P.O MIRZA PUR Amrot Sharif Yasin 43 414030023 GBPS Maarri Mari Village PO Shikarpur Lakhi Lakhi 44 414030209 GPS Azeem Suhndro Village Azeem Sudhro PO Rustum Taib Lakhi Garhi 45 414010234 GBPS New Amrot Village amrot sharif PO MIRZAPUR Amrot Sharif Yasin 41404023 GBPS Railway Colony Railway Colony near railway statio road UC-05 Shikarpu 46 6 Shikarpur Shikarpur Shikarpur r

Schools for Lasbela for ECE and L4A Sr. EMIS No. District Tehsil Union Council Village Name Code Name of School (New) 1 Lasbela Dureji Dureji Abdul Bikak GBPS Abdullah Bikak 2 Lasbela Dureji Dureji Abdullah Siddiqani GBPS Abdullah Siddiqani

3 Lasbela Dureji Dureji Ayoob Goth Leandoani GBPS Ayoob Lendani 4 Lasbela Dureji Dureji City Dureji GBHS Dureji 5 Lasbela Dureji Dureji Dil Murad GBPS Dil Murad 6 Lasbela Dureji Dureji Dureji Town GGPS Dureji 7 Lasbela Dureji Dureji Ghulam Qadir Marach GBPS Ghulm Qadir Marcha

8 Lasbela Dureji Dureji Goth Abdul Hayie GBPS Abdul Hai 9 Lasbela Dureji Dureji Goth Ghulam Hussain Weerab GBMS Ghulam Mohammad Chuta

10 Lasbela Dureji Dureji Goth Jango GBPS Janogo 11 Lasbela Dureji Dureji Goth Mola Baksh Torani GBPS Mola Baksh torani

12 Lasbela Dureji Dureji Goth Molvi Zeba GBPS Molvi Zeba 13 Lasbela Dureji Dureji Goth Noko GBPS Noko 14 Lasbela Dureji Dureji Sorh GBPS Sorh 15 Lasbela Dureji Umaidabad Sanyasi GBPS Sanyasi 16 Lasbela Dureji Umaidabad Abdul Rehman GBPS Abdul Rehman 17 Lasbela Dureji Umaidabad Dur Mohammad Soknak GBPS Dur Mohammad

NARRATIVE INTERIM REPORT January – December 2014 88 18 Lasbela Dureji Umaidabad Ghoth Ghulam Mohammad Behloor GBPS Ghulam Mohammad

19 Lasbela Dureji Umaidabad Ghoth Mir Mohammad Baitar GBPS Mir Mohammad 20 Lasbela Dureji Umaidabad Goth Haji Jan mohammad GBPS Haji Jan Mohammad

21 Lasbela Dureji Umaidabad Goth Molla Zarak GPS Molla Zarak 22 Lasbela Dureji Umaidabad Haji Rozi GBPS Haji Rozi 23 Lasbela Dureji Umaidabad Husassin Beriji GBPS Hussain Barija 24 Lasbela Dureji Umaidabad Loop Bheloor GBPS Loop 25 Lasbela Dureji Umaidabad Sain Rakhia Behlor GBPS Sai Rakhia Behlor

26 Lasbela Dureji Umaidabad Umaidabad GBMS Umaidabad 27 Lasbela Dureji Umaidabad Usman Bareja GBPS Usman Bareja 28 Lasbela Hub Sakran Mohammad Bux Mengal CPS Mohammad Bux Mengal 29 Lasbela Hub Sakran Ramzan Marri goth CPS Ramzan Marri goth 30 Lasbela Hub Sakran Abdullah Bezanjive GBPS Abdullah Bezanjive 31 Lasbela Hub Sakran Allah Bux Siapad GBPS Allah Bux Siapad 32 Lasbela Hub Sakran Hayder Goth GBPS Hayder Goth 33 Lasbela Hub Sakran Hesho Bit CPS Whaid Box JamaliWhaid Box Jamali 34 Lasbela Hub Sakran Mohammad Moosa GBPS Mohammad Moosa 35 Lasbela Sonmiani Hingol Kund Malir RasMalan GPS Kund Malir Soryabi 36 Lasbela Sonmiani Hingol Kund Malir Kund Raj GPS Singal 2 37 Lasbela Sonmiani Hingol Kund Malir Sangal GPS Sapat 38 Lasbela Sonmiani Hingol Kund Malir Sapat GPS Rassmlan 39 Lasbela Sonmiani Hingol Kund Malir Soryabi CPS Wadera Umar 40 Lasbela Sonmiani Hingol Kund Malir Wadera Umer CPS Kundraj

List of Schools in Muzaffargarh- L4A

EMIS Code District Tehsil Union Council Village Name Name of School (New) Muzaffargarh Kot Adu Manhan . 27 Basti Haji Pur 32320075 GGES Langar wala

Muzaffargarh Kot Adu Manhan . 27 Basti Sadhari 32320484 GGPS Sadhari

Muzaffargarh Kot Adu Manhan . 27 Basti Radho 32320553 GGPS Dost Wala

Muzaffargarh Kot Adu Manhan . 27 Basti Hala 32320500 GGPS Akhtar Abad

Muzaffargarh Kot Adu Manhan . 27 Basti lohar wala 32330554 GGPS Lohar wala

Muzaffargarh Kot Adu Manhan . 27 Shadi Khan 32320549 GGCMS Shadi Khan

Muzaffargarh Kot Adu Manhan . 27 Manhan 32320162 GPS Manhan

Muzaffargarh Kot Adu Manhan . 27 Manhan 32320416 GGES Manhan

Muzaffargarh Kot Adu Manhan . 27 Wandar Wala Ume Aaiman Public School

Muzaffargarh Kot Adu Manhan . 27 Haji Pur Sunrise Public School

Muzaffargarh Kot Adu Manhan . 27 Bhambho Wala ( Lohar Wala) 32320153 GPS Lohar Wala

Muzaffargarh Kot Adu Manhan . 27 Muhammadi Chowk 32320552 GGPS Machar Wala

Muzaffargarh Kot Adu Manhan . 27 Wandar Wala 32320527 GGPS Tulana

Muzaffargarh Kot Adu Manhan . 27 Wehni Wal Al-Fateh Public School

Muzaffargarh M.Garh Usman Koria Esa Bhabha 32330560 GGPS Habib Wala

NARRATIVE INTERIM REPORT January – December 2014 89 Muzaffargarh M.Garh Usman Koria Kotla Ameer Shah 32330552 GGPS Ameer Shah Wala

Muzaffargarh M.Garh Usman Koria Bodla Sandila 32330737 GGPS Bait Raily

Muzaffargarh M.Garh Usman Koria Miran Pur 32330554 GGPS Nawan Noor Shah

Muzaffargarh M.Garh Usman Koria Daniran 32330369 GPS Darian

Muzaffargarh Muzaffargarh Usman Koria # 54 Kallan shah 32330576 GGPS Kallan shah

Muzaffargarh Muzaffargarh Usman Koria # 54 Ghzi Shah 32330351 G.P.S Ghazi Shah

Muzaffargarh Muzaffargarh Usman Koria # 54 Bohar wala 32330577 GGPS Bohar Wala

Muzaffargarh Muzaffargarh Usman Koria # 54 Bait Raili 32330551 GGCMPS Bait Raili

Muzaffargarh Muzaffargarh Usman Koria # 54 Bannr Sharif 32330548 GGPS Bannr Sharif

Muzaffargarh Muzaffargarh Kharak # 55 Dewala 32330095 GGHS Dewala

Muzaffargarh Muzaffargarh Usman Koria # 54 Miran Pur 32330074 GHS Meeran pur

Muzaffargarh Muzaffargarh Usman Koria # 54 Esa Bhabha 32330565 GGPS Esa Bhabha

Muzaffargarh Muzaffargarh Usman Koria # 54 Usman koria 32330094 GGES usman Koria

Muzaffargarh Muzaffargarh Usman Koria # 54 Al-Shams Public School

Muzaffargarh Muzaffargarh Usman Koria # 54 Ghazali Education Trust

Muzaffargarh Muzaffargarh Usman Koria # 54 32330346 GPS Ali Anbreind

Muzaffargarh Muzaffargarh Usman Koria # 54 Meeran pur Al-Falah Public School

Muzaffargarh Muzaffargarh Usman Koria # 54 Diwala 32330029 GHS Diwala

8.07 Annex 7: List of Para Teachers hired for ECE and L4A

Sr.# Name CNIC # DOJ 1 Rukhsana Rizwan 45504-6955718-0 23-Jul-14 2 Kaneez Fatima 45505-0616102-2 23-Jul-14 3 Sehar Gul 45505-0638612-4 23-Jul-14 4 Tooba Shaheen 45505-0634093-2 23-Jul-14 5 Sonia Ramejo 45505-0609128-4 23-Jul-14 6 Naheed 45501-5475745-0 23-Aug-14 7 Samreen 45501-2543011-0 23-Aug-14 8 Shafique Ahmed 45501-7976763-9 23-Aug-14 9 Ghulam Hussain 45501-8159545-3 23-Aug-14 10 Resham 45504-6101327-0 15-Sep-14 11 Pamila IN PROCESS 15-Sep-14 12 Kashif 45505-0344698-7 15-Sep-14 13 Badshahzadi IN PROCESS 15-Sep-14 14 Sheeba khatoon 45504-3675343-4 15-Sep-14 15 Kubra 45504-5547302-2 15-Sep-14 16 Marvi 45505-0571490-0 15-Sep-14 17 Fouzia 45504-5855934-4 15-Sep-14 18 Saima 45502-3732395-2 15-Sep-14 19 Awais Solangi 45504-6338983-5 15-Sep-14 20 Muhammad Furqan 45505-0372181-7 15-Sep-14 21 Irfan 45504-3363560-5 15-Sep-14 22 Syed M. Nawaz 45505-0395009-3 15-Sep-14 23 Sonia Mirani 45502-3785523-0 15-Sep-14

NARRATIVE INTERIM REPORT January – December 2014 90 24 Shamim Ara 45505-0598991-2 15-Sep-14 25 Haleema 45505-0598991-6 15-Sep-14 26 Humera Bano 45502-5936284-4 15-Sep-14 27 Sidra 45502-4334656-4 15-Sep-14 28 Rida 45502-5338740-6 15-Sep-14 29 Sajida 45502-8058186-2 15-Sep-14 30 Mehtab Urooj 45502-6208946-8 15-Sep-14 31 Faiza Mangi 45505-0635333-0 16-Sep-14 32 Rukhsana Parveen 45504-6051749-4 16-Sep-14 33 Mariam Khoso 45504-0418162-6 16-Sep-14 34 Asma Mahar 45504-4911312-6 16-Sep-14 35 Reema Mahar 45505-0577998-6 16-Sep-14 36 Imran Shaikh 45505-0356319-5 16-Sep-14 37 Tanveer Ahmed 45505-0391760-5 16-Sep-14 38 Fehmeeda 45504-0498711-2 16-Sep-14 39 Sobia Mangi IN PROCESS 16-Sep-14 40 Shah Nawaz 45504-6362976-3 16-Sep-14 41 Noshaba 45504-8044840-2 16-Sep-14 42 Uzma Shaikh 45505-0576770-4 16-Sep-14 43 Farhana IN PROCESS 17-Sep-14 44 Saima 45505-0574585-0 17-Sep-14 45 Aisha 45501-1888880-4 18-Sep-14 46 Shahida Parveen 45502-7207154-6 18-Sep-14 47 Fiza Soomro 45502-6862111-2 18-Sep-14 48 Anam 45502-9456522-7 20-Sep-14 49 Maria Mangi IN PROCESS 20-Sep-14 50 Reema Kaladi 45505-0613568-2 27-Sep-14 51 Faiza Abbasi 42501-0843094-6 1-Oct-14 52 Saima Mahar 45505-0639057-6 13-Oct-14 53 Hamidullah 45504 1672937-3 16-Oct-14 54 Kamran Ali 45505-0381159-3 20-Oct-14 55 Sajad Ali 45504-3202728-3 20-Oct-14 56 Amanullah 45505-0391258-3 20-Oct-14 57 Hira 45505-0636507-4 22-Oct-14 58 Kanwal Koso 455041710634-6 23-Oct-14 59 Sikandar Ali 45501-7214217-9 23-Oct-14 60 Khliqurehman 45504-4455335-3 24-Oct-14 61 Huma Nawab 45504-1662306-0 25-Oct-14 62 Shaida Bano IN PROCESS 16-Oct-14 63 Kuratulen 45504-5263098-2 20-Oct-14 64 Hameeda 45205-8679741-2 22-Oct-14 65 Fareed Ahmed 45504-8067949-7 27-Oct-14 66 Inayatullah 54401-1328727-7 27-Oct-14 67 Safder ali 45501-6796835-1 29-Oct-14 68 Imran Ali 45502-3197145-9 29-Oct-14

NARRATIVE INTERIM REPORT January – December 2014 91 69 Ghulam Ali 45502-2513644-1 30-Oct-14 70 Saeed Ahmed 45505-0390971-9 1-Nov-14 71 Bashir Ahmed 45504-9356738-1 1-Nov-14 72 Sono Khan 45505-0391372-9 7-Nov-14 73 Seema Butto 45502-0837564-9 8-Nov-14 74 Mohammad Tariq 45204-8520858-5 10-Nov-14 75 Sobia Channa 45505-0619423-4 18-Nov-14 76 Bakhtawar 45504-1607400-2 18-Nov-14 77 Abdul Wali 45504-7656276-5 18-Nov-14 78 Ali Raza 45505-0390830-9 18-Nov-14 79 Mujeeb ur Rehman 45504-8616257-5 20-Nov-14 80 Mir Hassan 45505-0376948-3 21-Nov-14 81 Ghulam Fatima IN PROCESS 22-Nov-14 82 Shabaz Ali 45504-6626703-9 25-Nov-14 83 Fareeha IN PROCESS 25-Nov-14 84 Sumera IN PROCESS 25-Nov-14 85 Tahseen Ahmed 45504-6709643-7 23-Nov-14 86 Hyder Ali Mangi 45504-1154776-7 23-Nov-14 87 Rehmatullah Bhutto 45504-5816878-5 26-Nov-14 88 Khalida 45505-0605139-4 2-Dec-14 89 Naveed Ali 45502-5720580-3 2-Dec-14 90 Fozia 45505-0566438-4 5-Dec-14 1 Shahrbano 43304-4531043-8 3-Sep-14 2 BeBe Zanib 43304-2742812-0 3-Sep-14 3 Hakim Zadi 43304-2645199-6 3-Sep-14 4 Moomal khoso 43303-2210590-2 3-Sep-14 5 Fahmeeda khoso 43504-0586553-8 3-Sep-14 6 Rasheeda 43303-3155977-6 3-Sep-14 7 Shazia memon 43303-8671246-4 3-Sep-14 8 Naila 43301-6278849-9 3-Sep-14 9 Yasmeen 43301-9845641-6 3-Sep-14 10 Erum Mehar 43301-0674282-6 3-Sep-14 11 Sasuee Mustafa 43301-5908550-6 3-Sep-14 12 Nadia 43301-0279091-4 3-Sep-14 13 Nusrat Memon 43304-9459422-0 3-Sep-14 14 Ali Hassan 43303-3015404-7 3-Sep-14 15 Abdul Manan 43303-2879477-7 3-Sep-14 16 Dad Mohammad 43303-7489187-7 3-Sep-14 17 Laraib 43304-1136770-4 3-Sep-14 18 Sarfaraz 43304-1215745-9 3-Sep-14 19 Shabroz 43303-0302919-6 3-Sep-14 20 Kalsoom Soomro 43304-9654849-8 3-Sep-14 21 Shabana Parveen 43304-0554384-4 3-Sep-14 22 Kouser Khatoon 43301-9989463-8 3-Sep-14 23 Irfan Ali 43303-7418574-5 3-Sep-14

NARRATIVE INTERIM REPORT January – December 2014 92 24 Nurgis Bhatti 43203-3404803-2 3-Sep-14 25 Shumaila 43303-3212990-4 3-Sep-14 26 Almas 43304-9742934-2 3-Sep-14 27 Imtiaz Ali 43303-4268424-7 3-Sep-14 28 Shafqat Abbass 43303-0395293-9 3-Sep-14 29 Salman 43303-7850938-3 3-Sep-14 30 Shumaila Bhambro 43304-2887361-0 7-Sep-14 31 Salma phulputo 45504-1072785-4 18-Sep-14 32 Mukhtiyar Begam 43304-9076093-6 30-Sep-14 33 Asma 43303-3635672-6 10-Sep-14 34 Ghulam Mohammad 43303-9792471-1 10-Sep-14 35 Talib Hussain 43301-4490539-3 17-Oct-14 36 Wajid Ali 43302-9595589-1 20-Oct-14 37 Abdul Hafeez 43301-0662664-5 20-Oct-14 38 Ali Raza 43301-8816737-5 10-Nov-14 39 Gulam Kubra 43304-2576868-5 17-Nov-14 40 Mehwish 43304-1393235-2 22-Nov-14 41 Uzma Kamboh 43301-4652608-2 1-Dec-14 42 Sayed Imran Bukhari 43303-6817772-5 11-Dec-14 43 Sengar Abro 43304-4443148-5 1-Dec-14 44 Sohinu Khan 43301-6098988-1 25-Nov-14 1 M. Yaqoob 51502-1135241-9 1-Nov-14 2 Manzoor Husain 51502-6501365-3 1-Nov-14 3 Ali Akber 51502-6360194-5 1-Nov-14 4 Mohmmad Iqbal IN PROCESS 1-Nov-14 5 Nadeem IN PROCESS 1-Nov-14 6 Mohammad Hanif 51502-3804893-9 1-Nov-14 7 Hameedullah 51502-0986891-5 1-Nov-14 8 Mohammad Shabir 51502-2959361-7 1-Nov-14 9 Mohammed Saleem IN PROCESS 1-Nov-14 10 Zarena Ameen 51502-3982201-0 1-Nov-14 11 Aadim Khan IN PROCESS 1-Nov-14 12 Mohammad Akram 51502-9693116-1 1-Nov-14 13 Nazira 51502-8223120-0 1-Nov-14 14 Shazia 51502-5834546-0 1-Nov-14 15 Abdul Qadir 51502-0380684-9 1-Nov-14 16 Mohammed Ameen 51502-7954968-3 1-Nov-14 17 Fazlluah IN PROCESS 26-Sep-14 18 Juma Khan 51502-1258408-7 1-Nov-14 19 M. Yaqoob 51502-2303313-3 1-Nov-14 20 Munir Ahmed 51502-588027-9 1-Nov-14 21 Wazeer Ali 51502-5019568-5 1-Nov-14 22 Ahsanullah 51502-2429899-9 1-Nov-14 23 Asma IN PROCESS 1-Nov-14

NARRATIVE INTERIM REPORT January – December 2014 93 24 Zahida IN PROCESS 1-Nov-14 25 Naseema IN PROCESS 1-Nov-14 26 Chakar IN PROCESS 1-Nov-14 27 Taj BiBi IN PROCESS 1-Nov-14 28 Dur Mohammed 51503-0749849-9 1-Nov-14 29 Samina Bibi IN PROCESS 24-Oct-14 30 Salma IN PROCESS 24-Oct-14 31 Lal Baksh IN PROCESS 24-Oct-14 32 Naseer Ahmeed IN PROCESS 24-Oct-14 33 Noor Bibi IN PROCESS 24-Oct-14 34 Nazar Ali IN PROCESS 1-Nov-14 35 Yasmen IN PROCESS 1-Nov-14

Idara-e-Taleem-o-Aagahi (ITA) DC Project L4A Teachers Detail Jan - Dec 2014 Sr.# Name CNIC # DOJ Remarks SUKKUR 1 Farzana Khokhar 45505-0605217-0 10-Sep-14 2 Abdul Qadeer Qazi 45504-7148506-9 10-Sep-14 3 Erum Naz 45504-5707167-8 10-Sep-14 4 Rehman Gul 45505-0361712-5 10-Sep-14 5 Humera Mahar 45505-0609668-8 10-Sep-14 6 Mushtaque Ali 45504-1128095-1 10-Sep-14 7 Zamir Ahmed 45504-3586033-1 10-Sep-14 8 Mushtaq Ahmed 45504-4326328-7 10-Sep-14 9 Rizwan Ahmed Kaladi 45504-4991192-1 10-Sep-14 10 Zubair Ahmed Shaikh 45504-6971093-5 10-Sep-14 11 Zubair Ahmed Mahar IN PROCESS 10-Sep-14 12 Aurangzeb 45504-8153127-1 10-Sep-14 13 Muhammad Muhsin 45504-3392358-3 10-Sep-14 14 Arshad Ali 45505-0386969-3 10-Sep-14 15 Majid Ali 45504-1128089-7 10-Sep-14 16 Sadam Hussain 45504-4348264-7 10-Sep-14 17 Babar Ali 45505-0339477-7 15-Sep-14 18 Basit Ali 45505-0394213-3 15-Sep-14 19 Ghulam Sarwar 45504-5573437-9 15-Sep-14 20 Anb Khan 45504-4646412-9 15-Sep-14 21 Shahid Hussain 45504-3052682-3 15-Sep-14 22 Darya Khan 45505-0346866-5 15-Sep-14 23 Allah Dino 45504-7838828-3 15-Sep-14 24 Sajida Bano 45504-8338720-6 15-Sep-14 25 Rab Nawaz 45504-5899180-9 15-Sep-14 26 Jawad Hussain 45504-8252147-3 15-Sep-14

NARRATIVE INTERIM REPORT January – December 2014 94 27 Yasir Ubaid 45505-0341904-3 15-Sep-14 28 Rizwanullah 45504-4011793-3 15-Sep-14 29 Awais Ali 45504-0498626-5 15-Sep-14 30 Ahmed Ali 45502-7465654-7 15-Sep-14 31 Mohammad shaban 45505-0384804-9 15-Sep-14 32 Ghazanfar Nazar 45505-0343237-1 15-Sep-14 33 Taimoor Ahmed Ansari 45505-0368180-3 15-Sep-14 34 Zuhaib Ahmed 45502-6706858-9 15-Sep-14 35 Muhammed Nawaz 45505-0387245-3 17-Sep-14 36 Waseem Khoso 45505-0387333-9 17-Sep-14 37 Sanober 45504-3780595-8 17-Sep-14 38 Mumtaz Ali Khoso 45504-1147380-7 17-Sep-14 39 Ubedullah 45504-4466726-7 17-Sep-14 40 Taj Muhammed 45505-0389162-9 17-Sep-14 41 Erum Bhutto 45502-6136654-2 18-Sep-14 42 Noor Muhammad 45502-1596074-1 18-Sep-14 43 Raes Ahmed 45502-9997454-5 18-Sep-14 44 Sajid Ali Bhutto 45502-4515041-3 18-Sep-14 45 Shoukt Ali 43303-3057965-5 19-Sep-14 46 Muhammed Raza 45502-3150765-5 19-Sep-14 47 Inayat Ali 45502-9346178-5 19-Sep-14 48 Naveeda 45502-8424872-6 19-Sep-14 49 Hassan Mukhtiar Ali 45504-8170620-7 19-Sep-14 50 Shumaila Memon 45505-0631229-0 29-Sep-14 51 Samreen 45504-5395651-8 29-Sep-14 52 Shujaait Ali Bukhari 45504-1765703-3 29-Sep-14 53 Mujeeb U Rehamna 45505-0365818-9 29-Sep-14 54 Sarfraz Ali Junejo 45505-0392256-7 29-Sep-14 55 Imran 45504-0626929-9 29-Sep-14 56 Ghulam Abbass 45505-0394841-5 29-Sep-14 57 Abu-Bakar 43101-6840543-1 29-Sep-14 58 Wazeer Ali 45504-9934249-1 29-Sep-14 59 Tausif Ahmed 45504-9611715-9 29-Sep-14 60 Arzan Afshan 45504-8213124-0 29-Sep-14 61 Ghulam Mujtaba 45504-3026065-9 9-Oct-14 62 Abdul Jabbar 45504-5203963-1 13-Oct-14 63 Sania 45505-0571450-0 13-Oct-14 64 Fareed Ahmed 45505-0393433-1 15-Oct-14 65 Majid Ali 45505-0385987-1 16-Oct-14 66 Sikandar Ali 45501-9686097-5 16-Oct-14 67 Niaz Hussain 45501-0586242-1 16-Oct-14 68 Sajid Ali 45501-4621871-9 16-Oct-14 69 Hidayatullah 45501-9619059-1 16-Oct-14 70 Nadeem Ahmed 45501-8519994-3 16-Oct-14 71 Erum Khan 45502-9097012-4 16-Oct-14

NARRATIVE INTERIM REPORT January – December 2014 95 72 Shaman 45504-0441981-9 20-Oct-14 73 Shahzado 45504-8740087-5 20-Oct-14 74 Ghulam Murtaza 45504-4084408-1 22-Oct-14 75 Mussrat Hussain 45504-1951808-9 22-Oct-14 76 Azhar Ali Shah 45504-3805509-1 22-Oct-14 77 Zaheer Abass 45502-8478295-7 22-Oct-14 78 Mohammad Zulfaqar 45502-4445618-1 22-Oct-14 79 Zaheer Hussain 45502-2017467-5 22-Oct-14 80 Manshad Ali 45501-1890173-3 24-Oct-14 81 Danish IN PROCESS 29-Oct-14 82 Fayaz Ali 45504-6483283-7 6-Nov-14 83 Bibi Safia IN PROCESS 6-Nov-14 84 Gul Sher Ahmed 45504-1135589-5 18-Nov-14 85 Roshan Ali 45505-4095396-9 21-Nov-14 86 Yasir Ali 43301-4094850-1 22-Nov-14 87 Owais Ahmed 45504-5275835-5 22-Nov-14 88 Abdul Jabbar 45504-1847714-1 24-Nov-14 89 Nazeer Ahmed 45502-0641325-3 25-Nov-14 90 Hussain Bux 45504-4940174-3 23-Nov-14 91 Asif Ali 45504-2655006-3 25-Nov-14 92 Shahid Ali 45504-4640277-1 4-Dec-14 93 Najma 45505-0571378-8 8-Dec-14 94 Rani IN PROCESS 8-Dec-14 95 Qadir Bux 45504-6038180-3 18-Dec-14 96 Sikandar Ali 45504-9095232-3 18-Dec-14 97 Ghayas uddin 45504-1812984-5 18-Dec-14 98 Mansoor Ali 45502-2434781-3 27-Dec-14 99 Muntazir Mahdi 45505-0357169-7 27-Dec-14 SHIKARPUR 1 Humaira 43301-1629874-6 1-Nov-14 2 Uzma 43301-6309929-4 1-Nov-14 3 Abdul Waheed 43301-5640963-7 1-Nov-14 4 Imtiaz Ali 43301-8792501-1 1-Nov-14 5 Fakhrunisa 43304-1834937-8 1-Nov-14 6 Shakeela 43303-0892469-0 1-Nov-14 7 Fayaz Ahmed 43303-7652606-9 1-Nov-14 8 Muhammad Salah 43303-5118281-3 1-Nov-14 9 Amjad Ali 43303-1041304-9 1-Nov-14 10 Fida Hussain 43303-3126671-1 1-Nov-14 11 Syed Irfan Ali Shah 43303-5188906-3 1-Nov-14 12 Riaz Ahmed 43304-2956325-1 1-Nov-14 13 Aamir Ali 43304-5160790-7 1-Nov-14 14 Saleem 43304-9143164-9 1-Nov-14 15 Asghar Ali 43304-9676311-9 1-Nov-14

NARRATIVE INTERIM REPORT January – December 2014 96 16 Durdana 43304-8558570-2 1-Nov-14 17 Rafique Ahmed 43303-6763240-7 1-Nov-14 18 Muhammad Idress 43303-4446310-3 1-Nov-14 19 Abdullah 43301-1902630-5 1-Nov-14 20 Ahsan Ali Lashari 43303-5979718-3 1-Nov-14 21 Jabir 43301-5944986-1 1-Nov-14 22 Safdar Ali Shah 43304-9067592-3 1-Nov-14 23 Abdul Qayoom 43301-3405681-9 1-Nov-14 24 Deedar Ali 43304-9326261-5 1-Nov-14 25 Abdul Jabbar 43303-0822650-9 1-Nov-14 26 Muniza 43304-6549871-8 1-Nov-14 27 Muhammad Ishaq 43304-9459502-9 1-Nov-14 28 Shafqat Hussain 43301-3827139--1 1-Nov-14 29 Karim Bux 43301-1844014-9 1-Nov-14 30 Nasir Hussain 43301-5054288-3 1-Nov-14 31 Ayaz Bhutto 43304-8120624-1 1-Nov-14 32 Ghulam Muhiuddin 43301-6278849-9 1-Nov-14 33 Nazir Ahmed 43303-8007966-9 1-Nov-14 34 Waqeel Ahmed 43303-3489927-9 11-Nov-14 35 Naveed Ali Shah 43304-0581939-1 11-Nov-14 36 Tahira Parveen 43304-7665841-8 17-Nov-14 37 Mazhar Ali 43301-3569207-1 24-Nov-14 38 Ghulam Murtaza 43301-5648772-1 25-Nov-14 39 Ghulam Asghar 43304-6209765-3 25-Nov-14 40 Aijaz Ahmed 43304-0580068-9 26-Nov-14 41 Munsaib Rind 43301-8241244-7 28-Nov-14 42 Farhan Ahmed 43301-6396774-1 10-Dec-14 43 Nazeer Ahmed 43304-6217965-5 15-Nov-14 44 Zaheer Ahmed 43304-3277977-7 11-Dec-14 45 Nadeem 43304-8458386-5 5-Dec-14 MUZAFFARGARH 1 Sana Zara 32303-1803913-8 1-Oct-14 2 Rashida Perveen 32303-3550576-0 1-Oct-14 3 Tayyaba Bibi 32303-5637307-4 1-Oct-14 4 Rubina Akbar 32303-6785254-8 1-Oct-14 5 Uzma Bibi 32303-7764940-2 1-Oct-14 6 Rubina Nawaz 32303-9776137-2 1-Oct-14 7 Shabana Kosar 32303-6836034-0 1-Oct-14 8 Shaista Rani 32303-5081223-8 1-Oct-14 9 M Tariq 32303-6480597-1 1-Oct-14 10 Sughara Batool 32303-0819758-2 1-Oct-14 11 Rubina Riaz 32303-2345350-6 1-Oct-14 12 Khalida Shaheen 32303-4936894-0 1-Oct-14

NARRATIVE INTERIM REPORT January – December 2014 97 13 Salma Noreen 32303-9747309-2 1-Oct-14 14 Sadia Sultana 32303-3818579-8 1-Oct-14 15 M Zeeshan 32303-8751077-9 1-Oct-14 16 Ghazala Abbas 32303-6672202-8 1-Oct-14 17 Rabia Shareef 32303-0252799-6 1-Oct-14 18 Fozia Shareef 32303-0168344-6 1-Oct-14 19 Muhammad Usman 32303-9248341-1 1-Oct-14 20 Saifa Noreeen 32303-5267542-0 1-Oct-14 21 Rabia Bibi 32303-9462352-0 1-Oct-14 22 Ghulam Mustafa 32304-5559757-5 1-Oct-14 23 Kalsoom Bibi 32304-6519590-2 1-Oct-14 24 M Akbar 32304-5832516-5 1-Oct-14 25 Shazia bibi 32304-9979086-0 1-Oct-14 26 Misbah Kanwal 32304-7136538-4 1-Oct-14 27 Afifa Rasool 32304-2371432-6 1-Oct-14 28 M Iqbal 32304-5950295-3 1-Oct-14 29 Saqwat Bano 32304-7346956-2 1-Oct-14 30 Seema Sahar 32304-1580884-6 1-Oct-14 31 Nishat Parveen 32304-1560826-8 1-Oct-14 32 Nadia Batool 32304-3417008-0 1-Oct-14 33 Kazima tul Kausar 32202-2451403-8 1-Oct-14 34 Samina Rubab 32304-8992163-0 1-Oct-14 35 Nusrat Naqvi 32304-7438768-8 1-Oct-14 36 Sajida Parveen 32304-6091501-0 1-Oct-14 37 Parveen bibi 32304-2459582-0 1-Oct-14 38 Nosheen Saleem 32304-8304855-4 1-Oct-14 39 Saima Rani 32304-2249015-2 1-Oct-14 40 Munnaza Shaheen 32304-1024521-6 1-Oct-14 41 Muhammad Asif 32304-1585472-1 1-Oct-14 42 M Shoaib 32304-3500823-5 1-Oct-14 43 Ammara Mushtaq 32304-3263751-6 1-Oct-14 44 Uzma Mushtaq 32304-9290743-0 1-Oct-14 45 M Tanveer 32304-1301022-1 1-Oct-14 LASBELA 1 Jamil Ahmed 51502-6801108-9 5-Nov-14 2 Sanaullah 51502-9441798-5 5-Nov-14 3 Abdul sattar 51502-8090538-5 5-Nov-14 4 Mohammad Zaman IN PROCESS 5-Nov-14 5 Saulah Mohammad 42000-1870103-5 5-Nov-14 6 Gul Mohammad 51502-5593841-3 5-Nov-14 7 Nisar Ahmed 51502-2080045-7 5-Nov-14 8 Nawaz Ali 51502-2974203-3 5-Nov-14 9 Imam Ali 51502-5519610-7 5-Nov-14 10 Ali Mohammad 51502-1260533-7 5-Nov-14

NARRATIVE INTERIM REPORT January – December 2014 98 11 Azim Ahmed 51502-2372971-1 5-Nov-14 12 Abdul Nabi 51502-2722014-1 5-Nov-14 13 Nasir Ahmed 51502-4949893-9 5-Nov-14 14 Imam Bux 51502-7663481-1 5-Nov-14 15 Abdul Rasheed 51502-8931335-1 5-Nov-14 16 Bodho 51503-8211045-3 5-Nov-14 17 Bashira Bibi 51502-1258408-7 5-Nov-14 18 Qamar u din 51502-1322979-5 5-Nov-14 19 Abdul Rauf 51502-5357034-9 5-Nov-14 20 Abdul Latif 51502-1739074-5 5-Nov-14 21 Abdul Qadir 51502-2460742-7 5-Nov-14 22 Mr. Wazeer Ali 51502-1553940-7 5-Nov-14 23 Gulzar Ahmed 51502-1623202-3 5-Nov-14 24 Noor bibi IN PROCESS 28-Oct-14 25 Mohammad Iqbal 51501-5146260-3 28-Oct-14 26 Ali Murad IN PROCESS 28-Oct-14 27 Dagarzai IN PROCESS 28-Oct-14 28 Buland Jan IN PROCESS 28-Oct-14 29 Altaf Jamali 51503-0620161-3 21-Oct-14 30 Mohammad rafiq 51503-9891796-1 21-Oct-14 31 Abdul Aziz IN PROCESS 21-Oct-14 32 Ahmed Ali 51503-2784976-7 21-Oct-14 33 Brahaim Khan 51503-5021654-9 21-Oct-14

NARRATIVE INTERIM REPORT January – December 2014 99

8.08 Annex 8: ECE Learning Material

ECE Classroom Support under Dubai Cares

Soft and White board

NARRATIVE INTERIM REPORT January – December 2014 100

8.09 Annex 9: CPB Learning Material

NARRATIVE INTERIM REPORT January – December 2014 101 8.10 Annex 10: Impact Evaluation Research Framework

Background: Dubai Cares started working in Pakistan with Idara-e-Taleem-o-Agaahi (ITA) in 2008 to promote quality education for girls. It chose ITA as a lead partner and implementer along with Oxfam GB for the first project titled Enhancing Girls Enrolment in Remote Areas of Pakistan in South Punjab aimed to create a positive learning environment in government schools with increased awareness and community engagement. The relevance of the set of interventions was amplified during the emergency response to the floods in 2010 that struck down villages in Punjab and Sindh. Encouraged by the good outcomes of the first project, Dubai Cares extended its support to ITA for a program titled Enhancement of Girls Enrolment and Retention in Flood Affected Areas in 2013. ITA not only met but exceeded the targets and upon completion of the program, it directly offered support to ITA for a third program titled “Improving learning outcomes, enrolment and transitions from ECE to primary education especially for girls and vulnerable groups in Pakistan”. The designing of this new program involved series of sessions with multiple stakeholders and government policy officials in Sindh, Balochistan and Punjab.

Literature Review: 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 poor6. 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.

Project Review: The project aims to address fundamental issues in education faced by Pakistan, specifically targeting early childhood education, enhanced enrolment and learning outcomes of out of school children,

6http://data.worldbank.org/country/pakistan

NARRATIVE INTERIM REPORT January – December 2014 102 children at risk in school and transitions from early childhood education to primary and post primary education across the country. 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. On 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 nationwide.

The 18th Amendment to the constitution of Pakistan through insertion of Article 25 A has declared education as a fundamental guaranteed by the State. Article 25 A states: “the 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." Therefore, provision of quality education to all children between five and sixteen years of age is a state obligation. However, the challenges are huge in terms of learning benchmarks, policy actions and implementation and ITA, along with the support of Dubai Cares continues to fight them to promote quality education in Pakistan.

Project Components: 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. Our core research is focused around the following core components:

Component 1: Establishing quality “Early Childhood Education (ECE) in primary government schools for holistic experiential learning and transition from pre-primary to primary education  To provide experiential learning opportunities to 35000-40,000 children in 400 schools over 30 months for successful transition to primary level in Sindh and Balochistan provinces.  To hire and train 400 para teachers along with 400 Government/Private 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: Establishing “Learning for Access" Program to provide access and accelerated learning opportunities to Out of School Children (OOSC) and support for school improvement where the OOSC will be mainstreamed  To provide Accelerated Learning Program (Chalo Parho Barho Program) to 20,800 OOSC age 05-12 years  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 (grade 4-5) 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

NARRATIVE INTERIM REPORT January – December 2014 103 Project Implementation strategy: Scope (Component 1 & 2 combined):

Province District Number of Planned No. of Direct Schools Beneficiaries (Children) Sindh Sukkur 190 71,725 (ECE, L4A) Shikarpur 100 37,750 Karachi 10 3,775 Sub Total 300 113,250 Baluchistan Lasbela 80 30,200 (ECE, L4A) Ziyarat/ Qila Saf ullah 15 5663 Quetta 5 1887 Sub Total 100 37,750 Punjab Dera Ghazi Khan 50 14,500 (L4A) Muzaffargarh 60 17,400 Lahore 10 2,900 Sub Total 120 34,800 Grand Total 520 185,800

Note: Above table covers Learning 4 Access component as well

NARRATIVE INTERIM REPORT January – December 2014 104 Under the project, Early Childhood Education will be implemented in public school for a period of two years within 2014 – 2016 following two phased approach

Phase I: Two-Year (2014 & 2015)

1st Year (2014) 2nd Year (2015) (iv) Identification of 50% of the target schools 1. Implementation of the program focusing core (v) Launching the program elements and facets (vi) Implementation 2. Completion of the program supported by Dubai cares

3. Steps to be taken for sustainability of the program

Phase II: Two-Year (2015 & 2016)

1st Year (2015) 2nd Year (2016) iv. Adding other 50% newly identified iv. Implementation of the program focusing core schools elements and facets v. Launching the program v. Completion of the program vi. & implementation supported by Dubai cares vi. Steps to be taken for sustainability of the program

Interventions for impact Analysis: Our core interventions for the two components are divided across hard and soft interventions as follows:

1. Establishing Early Childhood Education (ECE) Hard interventions: ECE rooms provision, ECE kit provision, WASH facilities Soft interventions: Training and provision of ECE para/contract teachers

2. Provision of Learning for Access Facilities (L4A) Hard interventions: L4A literacy camp set-up, L4A kit provision, WASH facilities Soft interventions: Training and provision of L4A para/contract teachers

Research Methodology: To understand the impact of these two components, our research question is to explore the impact of specific hard and soft component interventions on enrolment of out of school children OOSC, drop- out rate and learning levels of children with respect to gender.

To achieve this, a combined quantitative and qualitative methodology is employed. Quantitative includes an impact evaluation which allows for a comparison between individuals who have been exposed to the interventions (treatment group) and those who have not (control group). It is supplemented with qualitative analysis with case studies and focused group discussions with students, teachers, community members and government officials in the field.

NARRATIVE INTERIM REPORT January – December 2014 105

Evaluation:

For this project, the number of Union Councils (UCs) in each tehsil of each district is randomly divided into two groups: treatment and control. The sampling has been done as follows:

Districts (Pre-selected by the donor and ITA)

Tehsils (Selected by the government)

UCs (Random Selection)

Schools (Random Selection)

Children (Random 10 from each class starting from the first on the right)

With sampling at 95% confidence level, we choose 162 schools. 162 schools are divided into 81 treatment schools and 81 control schools each. Schools selected for treatment and control in each district are in the same proportion as for the entire project. Further, learning levels of 60 children from each school (10 children from each class from katchi, grade 1, grade 2, grade 3, grade 4 and grade 5 are assessed, giving us a total of 9720 children (162*60).

The following table shows the selection of schools and children in each operating district, (the control school may be vary due to selection strategy):

District Research Sample (Schools) Research Sample (Children)

Treatment Control Total Treatment Control Total Total 81 81 162 4860 4860 9720 Sukkur 33 33 66 1980 1980 3960 Shikarpur 16 16 32 960 960 1920 Lasbela 10 10 20 600 600 1200 Ziarat 2 2 4 120 120 240 DGK (no ECE) 10 10 20 600 600 1200 MZG (no ECE) 10 10 20 600 600 1200

School proportion in each UC is such that 80% are government and 20% are private. Within government schools, schools are either all for boys, for girls or mixed. Therefore, our selection of treatment and control schools is according to the same proportion; there are three lists of schools each for boys, girls and mixed in each UC. From each list, we randomize our selection of schools.

NARRATIVE INTERIM REPORT January – December 2014 106

Frequency:

December 2014-First post-intervention survey October 2015- Second post-intervention survey October 2016-Third post-intervention survey

Analysis

We are exploring the impact on enrolment of out of school children OOSC (y1), drop-out rate (y2) and learning levels of children (y3) as follows:

1. Enrolment of out of school children (OOSC) in a household (y1)

Enrolment of OOSC (Male) = Total OOSC before intervention-Total OOSC after intervention Enrolment of OOSC (Female) = Total OOSC before intervention-Total OOSC after intervention

2. Drop-out rate of in-school children (y2)

Drop-out rate (Male): Enrolment in current survey-Enrolment in the last survey Drop-out rate (Female): Enrolment in current survey-Enrolment in the last survey

3. Learning Levels (y3)

Learning levels of male and female students using ECE and CPB class-wise tools

We are looking at the impact arising from hard component interventions (x1) and soft component interventions (x2) as follows:

1. Impact on learning levels (y2) from hard component interventions (x1)

- School Infrastructure Provided to: i. ECE classrooms + ECE Kit – xa ii. L4A literacy camps+L4A Kit - xb iii. WASH (Water and Sanitary Hygiene) facilities provided to all schools – xc

x1= xa+xb+xc

2. Impact on learning levels (y) from soft component interventions (x2)

- ECE and L4A Teacher performances (measured using children‟s learning levels) - xd - Provision of ECE and L4A para teachers (measured using teacher-student ratio)- xe

x2= xd+xe

NARRATIVE INTERIM REPORT January – December 2014 107

8.11 Annex 11: Teachers Without Frontiers First Meeting Concept Note

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 Group 2:Hubs Group – TWF Rana Hussain, Naheed, Zahid Jatoi, Tahira Maqbool and Zaki Ahmed • Total seven provincial hubs were proposed

NARRATIVE INTERIM REPORT January – December 2014 108 • 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 • 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

NARRATIVE INTERIM REPORT January – December 2014 109 • 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 • Monitoring & Evaluation Mechanism 90 best mentors mentors. • Self generated reports Total mentors = • Evaluation Tools Work-shop + 900 BL mode 90 mentors outreach to 50 teachers each through learning hub • 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 • Feedback – email, Google/yahoo groups, social media

NARRATIVE INTERIM REPORT January – December 2014 110

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 - Resource Bank HR

LR/T R - Multiple channels /sources of learning & Feedback (FB)

- Diagnosis of FB

ST

Process Design Approach Diagnosis

Implem entatio n

NARRATIVE INTERIM REPORT January – December 2014 111 8.12 Annex 12: Teachers Without Frontiers Strategy Partner-Document

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8.13 Annex 13: Teachers Without Frontiers Training Online Portal Information and Navigation Guideline

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NARRATIVE INTERIM REPORT January – December 2014 164 8.14 Annex 14: Teachers Without Frontiers Training Strategy and Teachers Enquiry Form

Teachers Without Frontiers – Ustaad Taa Hadd - A Blended Learning Program for Teachers Continuous Professional Development TORs – Profile of Potential teachers to be recruited for TWF – the first round of participants

This initiative seeks to explore shifting the paradigm of continuous professional development from traditional face to face teacher centered approaches to blended learning where both technology and human interaction enabling continuous human learning. It will enable practicing teachers to access and create learning solutions for their work uplifting the standards of learning in their world of learning and teaching. Pakistan currently suffers from very low learning levels as shown by the nationwide assessment Annual Status of Education Report (ASER) each year www.aserpakistan.org and Scholastic Apptitude Test (SAT) IBA Sukkur for the Government of Sindh www.rsu.. .. The government is committed to Article 25 A ensuring free and compulsory quality education to ALL children who are 5-16 years of age. To do this effectively it requires a cadre of teachers as dedicated learners themselves open to learning continuously through support from technology that is so readily available in Pakistan. Pakistan has the highest growth in use of cellular phones; wi-fi availability . across the country even in remote areas and growing. Intel and Microsoft have trained over 300,000 teachers in the country thus far; other initaitives such as ILM on Wheels; have furthermore provided opportunities to experience technology in our government and private schools alike with minimal expense and knowing the challenges of energy/electricity. Many solutions are going solar, on SMS, smart phones and radio too. We at TWF -UTH are looking at simple but powerful ways to enable our teachers to become the multipliers of learning in challenged environments beyond our main cities and towns . We know that we can do it with ALL OF YOU!

The first round of recruitment through this platform is important. This will enlist you for:  Membership to TWF  You will be entitled access to the TWF Portal: Teachers Portal Pakistan  You will be provided in batches of 30 in your own districts training by our Super Trainers and Citizens ( a 5-6 day training subject based, leadership/innovations and technology )  Out of the first face to face training 3-5 outstanding participants per batch will be selected who have the potential to become TWF blended learning trainers and TWF Fellows/Mentors  Those 100-120 Fellows and Mentors will be provided a 4 -6 week intensive training with Super Mentors with a modest monthly stipend for learning the art of blended learning: content and communication skills as well as blended learning technology skills  Once you become Fellows of TWF you will be supported for one –two trainings in your localities for teachers and schools in need both public/govt. and low cost private schools  As Fellows of TWF you will be given membership to TWF Portal and access to Super Trainings on content, assessment, innovations in learning, technologies and enterprise

Only online filling up of application form is requested; however for those where this cannot be done kindly send applications by post. For details see below

Teachers Applications being Accepted from the Districts of: Sukkur, Shikarpur, Khairpur; Korangi; Quetta; Muzaffargarh, Multan and Swat

NARRATIVE INTERIM REPORT January – December 2014 165 Key Requirements: The ideal candidate will have:

- At least a Bachelors‟ Degree in their subject and/or in Education - Minimum 4 years formal teaching experience in a government, non-govt. or private sector school - Hands on experience in using computers/technology and proficiency in using programs such as MS Word, Excel and PowerPoint - Effective written and verbal communication skills - Keen interest in, and awareness of, Education Technology, eLearning and Blended Learning in local and global contexts - Deep passion in improving and sharing teaching standards in Pakistan

This is an equal opportunity, inclusive and gender sensitive initiative – female teachers and teachers with different abilities are encouraged to apply. We will be recruiting 50% public sector and 50% private sector teachers : Education Foundation assisted schools are encouraged to apply to TWF.

All forms to be filled preferably on line at www. Or on paper forms to be returned on line or by post to :

Deadline January 20th 2015

TWF Address (Karachi) Focal Person‟s Name Email Cell Address

TWF Lahore Address Focal Person‟s Name Email Cell Address

NARRATIVE INTERIM REPORT January – December 2014 166

Idara-e-Taleem-o-Aagahi (ITA) Institute for Professional Learning (IPL)

Profile and Enquiry Form Teachers Without Frontiers Ustaad Laa Hadd Use additional paper if necessary Name of person/ Designation Organization and Address

Email id

Cell Contact Number Landline Qualification

Teacher Education; by level: Primary □ Secondary □ Content/Subject area: Leadership □ Maths Area/s of expertise ) Science □ Eng. □ Urdu □ History □ Geog. □ Soc. Studies □ Computer □ Communication □: Use of new media- e-learning platforms: □□ Your teaching/ or relevant Years in Profession: experience Areas of Specialization:

Willing to work as Yes □ volunteer for 8 days No annually □

Willing for field visits/outreach? In Pakistan Yes □ –all provinces –with costs No □ covered Willing to work for remuneration beyond the Yes □ No □ first volunteered 8 days to train field based teachers and develop materials Any experience with the following: Computer Skills Yes □ No □

NARRATIVE INTERIM REPORT January – December 2014 167 Mark as appropriate Internet -surfing Yes □ No □ Tablets – iPADs Yes □ No □ Social Media Yes □ No □

Gender Male□ Female □ Mixed □ Urban Areas □ Rural Areas □ Trainings Conducted Age Range of trainees : 18-24 □ 25- 40 □ Previously (Tick Mark and write as appropriate) 41-55 □ Level: pre primary □ /primary □ middle □

secondary □ Last three trainings conducted: and use of ICTs .Blended learning techniques if any? Title and Duration & Blended Learning evidence

Yes □ Any experience of material If Yes then list 3 manuals/modules or learning development? If yes give kits developed details

Did you ever do research? If yes give details Yes □

What do you think of bringing new media learning into training most effectively in urban and rural areas – (computers/internet, facebook, SMS etc)

What is your vision. Imagination and aspiration about Ustaad Laa Hadd – teachers without frontier (write a sentence or two)

______Signatures Date

NARRATIVE INTERIM REPORT January – December 2014 168 8.15 Annex 15: LMTF Report IX. Introduction to Learning Metrics Task Force (LMTF) The Learning Metrics Task Force (LMTF) was convened by the UNESCO Institute for Statistics and the Center 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 fulfillment 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.

In first phase of the initiative, 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 worked together to reach a consensus on a set of indicators to 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. The set of indicators are given below:

With the launch of LMTF 2.0, the Task Force has refocused its efforts with a new goal of supporting the development of more robust systems for assessing learning outcomes (global, national, local) and the better use of assessment data globally and at all levels of national education systems to help improve learning outcomes across the seven domains of learning identified in LMTF 1.0. More specifically, LMTF 2.0 is supporting a group of 15 countries to design, test, refine and validate (i) a set of indicators drawing from the seven LMTF areas of measurement (plus any others individual countries may prioritize), (ii) both existing and new tools and methods to measure and collect meaningful information on these indicators, (iii) mechanisms to consolidate, analyze and disseminate the information (both quantitative and qualitative) and (iv) models and means for using the data to influence policy and practice across education systems for improved learning quality. Stages of LMTF PHASE II Each Learning Champion will lead a country-level process to apply the LMTF recommendations in two stages.

1. In the planning stage (August 2014 – January 2015), countries will:  Take stock of their current learning assessment situation, mapping out the various assessment actors and efforts in the country, reflecting on what is working well and

NARRATIVE INTERIM REPORT January – December 2014 169 what is not, and mapping current assessment initiatives to LMTF‟s seven learning domains and seven measurement areas;  Convene key stakeholders involved in education and assessment to introduce the LMTF initiative and to agree to roles for those institutions that wish to participate;  Diagnose the quality of the existing assessment systems along with how well the results are used; and  Assess the necessary technical and financial resources required to improve learning measurement and outcomes. This stage will culminate in an in-person meeting of delegates from the 15 Learning Champion countries together with LMTF partner organizations, including donors and technical assistance providers, in order to compare findings and articulate priorities for the implementation stage. 2. In the implementation stage (February 2015 – December 2015), countries will put their plans into action, documenting the process, validating any tools and other products and capturing lessons learned.

ITA Leading the LMTF Effort across Pakistan ITA leading the ASER Pakistan movement on learning has been given the role of coordinating the LMTF 2 Learning Champions in collaboration with all provinces of Pakistan. So far ITA has conducted two meetings with Learning Champions of Pakistan- comprising of all the successful LCs who applied including ITA collaborators from the National Education Assessment System (NEAS) Islamabad , Inter Board of Committee Chairmen (IBCC) Islamabad, Provincial Education Assessment Centres (PEACE) from Sindh, Agha Khan University Institute for Education Development (AKUIED) Sindh, Kashmir Education Assessment Center (KEAC) AJK, Provincial Institute for Teacher Education (PITE) Peshawar, Policy Planning and Implementation Unit (PPIU) Balochistan and Punjab Examination Commission (PEC) from Punjab along with the technical representatives from technical planning units of each province7. First LMTF National Stakeholders Meeting: The first meeting was held on October 21, 2014 at Margalla Hotel, Islamabad in collaboration with Inter Board of Committee Chairman8. The participants comprised of the all successful LCs including the National Education Assessment System (NEAS) Islamabad, Provincial Education Assessment Centres (PEACE) from Sindh, Balochistan, and AJK and Provincial Education Commission (PEC) from Punjab along with the technical representatives from technical planning units of each province9. With 9 strong agencies as the core group who are currently mapping existing assessment systems of the country, there was a profound level of ownership and consensus at the meeting to: a) Undertake a comprehensive mapping exercise covering data on assessments across Pakistan for pre primary level up to the secondary level. b) Include in this group both assessment practices in distance learning and for children with disabilities, c) Explore for upgrading the group to become a National Learning and Assessment Forum (NLAF)– a body to convene twice annually to review assessment practices, research and recommend improvements, and d) Host meetings in rotation across the provinces and federal area with the Chair always being the lead assessment agency /Learning Champion in the host province The meeting was conducted efficiently with IBCC and ITA as chair and co-chair reviewing current assessment practices from each province and national level, outcomes of LMTF 1, the seven domains and terms of reference for LMTF 2 along with expected technical support from the LMTF secretariat. The chair led by the Chairman IBCC Mr. Ramzan Achakzai concurred with the group to widen

7 Please see Annexure-A and Annexure-B for the complete list of focal persons from each agency for rotational meetings and tool development process respectively. 8 Agenda of the meeting is given in Annexure-C 9 For the registration sheet please see Annexure-D

NARRATIVE INTERIM REPORT January – December 2014 170 membership in a measured manner for inclusion and distance learning assessments mapping; he acknowledged that this unique consortium for expanded learning and its metrics is the need of the day. Furthermore, a tentative calendar for holding rotational meetings was agreed upon by all participants. It was mutually decided to keep a gap of 8-10 weeks between each meeting.

Province Proposed Proposed Name of Agency/Department Hosting the Meeting Name Month Week Punjab December 2nd Week Punjab Examination Commission KPK March 1st Week Provincial Institute for Teacher Education Balochistan May 2nd Week Policy Planning and Implementation Unit AJK/ Sindh July 2nd Week Education Department from AJK Or AKUIED/ Peac from Sindh

NARRATIVE INTERIM REPORT January – December 2014 171 Second LMTF National Stakeholders Meeting:

The second meeting has been recently conducted on 5th January 2015 in collaboration with Punjab Examination Commission at the office of Directorate of Staff Development10. The participants included all those Learning Champions who were part of the first meeting along with two of our new partners (Grace Association from Gilgit Baltistan and Directorate of Staff Development from Punjab) holding an observing status during the meeting11.

ITA shared progress on the exercise of documenting information on county wide assessments in Pakistan from pre primary to secondary level. The milestone of collecting the relevant information has been achieved with the support of all participants. The documentation will be completed by the third week of January. Template of the report was shared with all the LCs and a tentative date of 27th January was decided upon to disseminate the report amongst LCs.

The meeting also covered aspects of the tool development progress to begin from mid January 2015. In an inclusive collaborative process, the group prioritized the LMTF domains and measurement areas around which the tools will be developed and piloted. It was decided that each province would take up one domain and prepare tools with the help of tool development experts and subject specialist. Each agency/province shall submit the tools on 15th May 2015 to be shared with all LCs. The piloting of tools will be done in the third week of May (tentatively).

Name of Agency and Province LMTF Domain Grade Level AKUIED- Sindh Science and Technology Grade 1- Grade 8 NEAS- Federal and KEAC- Numeracy and Mathematics Grade 1- Grade 8 AJK PEACE- Jamshoro Literacy and Communication Grade 1- Grade 8 PITE-KPK Literacy and Communication Grade 1- Grade 8 PEC-Punjab Literacy and Communication Grade 1- Grade 8 and Learning Approaches & Cognition PPIU All Domains ECE Level

Future Opportunities: Participating in Learning Metrics Task Force Forum to be held in Kigali UNESCO Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution has invited Idara-e-Taleem-o-Aagahi to take part in the first Learning Metrics Task Forum to be hosted in Kigali, Rwanda from February 4-6, 2015. The purpose of this forum is to bring together Learning Metrics Task Force members and Learning Champion representatives to discuss Learning Champion plans for measuring and improving learning and update each other on LMTF 2.0 progress.

The meeting is perceived to bring the following value additions to the LMTF Task in Pakistan:  Build cross national linkages  Help participating members consult with other countries on their strategies/mechanisms/frameworks for translation LMTF Phase I recommendations into action  Compare findings with other Learning Champion countries  Upon return, being able to articulate priorities for the implementation stage

10 Agenda of the meeting is placed at Annexure-E 11 For the registration sheet please see Annexure-F

NARRATIVE INTERIM REPORT January – December 2014 172 Annexure-A

List of Focal Persons from each agency/department across Pakistan for Rotational Meetings National/Provincial Meetings

Sr. Name of Agency/Department Province Designation Email Address No. Focal Person Mr. Jaffar National Education National 1 Mansoor Federal [email protected] Assessment System Coordinator Abbasi Mr. Inter Board of 2 Ramzan Federal Secretary [email protected] Committee Chairman Achakzai Mr. Aftab Provincial Education 3 Sindh Coordinator [email protected] Ali Assessment Center Agha Khan Ms. University Institute Senior 4 Unaeza Sindh [email protected] for Education Instructor Alvi Development Dr. Kamal Policy Planning & Dy. Focal 5 Balochistan [email protected] Ud Din Implementation Unit Person Ms. Bushra Punjab Examination Assessment 6 Punjab [email protected] Karam Commission Expert Provincial Institute MrTariq Senior 7 for Teacher KPK [email protected] Ali Instructor Education Mr. Tariq Kashmir Education Subject 8 AJK Shah Assessment Center Specialist

NARRATIVE INTERIM REPORT January – December 2014 173 Annexure-B

List of Focal Persons from each agency/department across Pakistan for Rotational Meetings

Sr. Name of Focal Agency/Department Province Designation Email Address No. Person

Syed Zulfiqar National Education Subject 1 Federal [email protected] Shah Assessment System Specialist Mr. Ramzan Inter Board of 2 Federal Secretary [email protected] Achakzai Committee Chairman Mr. Tanweer Ahmed Khan Provincial Education Subject 3 & Sindh Assessment Center Specialist Mr. Tahseen Ansari Agha Khan University Institute Senior 4 Ms. Unaeza Alvi Sindh [email protected] for Education Instructor Development Subject Policy Planning & Specialist 6 Mr. Sirajuddin Balochistan Implementation Unit PEAS Balochistan Ms. Bushra Karam Punjab Examination Assessment 6 Punjab [email protected] (tentative) Commission Expert Provincial Institute 7 Mr. Tariq Ali for Teacher KPK Instructor [email protected] Education Kashmir Education Subject 8 Mr. Tariq Shah AJK Assessment Center Specialist

NARRATIVE INTERIM REPORT January – December 2014 174 Annexure-C

Agenda for the First Learning Champions (LC) Group Meeting

Date: 23rd October, 2014 Time: 12:30 pm- 05:00 pm Venue: Margala Hotel, M2 near convention centre, Kashmir Highway, Islamabad

X. Programme

12:30 pm- 1:30.pm Registration and Lunch

1:30 pm- 1:45 pm Welcome and Introduction to LMTF Learning Champions by Mr. Ramzan Achakzai, Secretary IBCC 1:45 pm- 2:30 pm Sharing key documents on LMTF- Framework, TORs and Implementation Plan

2:30 pm- 3:00 pm Mapping Assessment Metrics in Pakistan from Early Years to Secondary- by agency and level – public and private sector 3:00 pm- 3:20 pm Develop a list of expected outcomes from the LC group 3:20 pm- 3:50 pm Agree (provide details) on the focal person from each agency/department across Pakistan who will participate in the meetings and work for the outcomes and Agree on focal persons for tool making for LMTF Phase 2.0

3:50 pm- 4:10 pm Agree on a calendar for the LC National/Provincial Stakeholder meetings, tools testing outcome seminars – from October 2014 to December 2015

4:10 pm- 4:25 pm Setting Deadlines for Mapping Exercise of assessment and tools in existence

4:25 pm- 4:35 pm Agree on protocols of communication and information sharing

4:35 pm- 4:45 pm Concluding Remarks by Mr. Ramzan Achakzai, Secretary IBCC

NARRATIVE INTERIM REPORT January – December 2014 175 Annexure-E

Agenda for the Second Learning Champions (LC) National Stakeholders Meeting

Date: 5th January, 2015 Time: 10:30 am- 02:15 pm Location: Punjab Examination Commission (PEC)

PROGRAM SCHEDULE

10:20 pm- 10:30.pm Registration

10:30 am - 10:45 am Welcome and Introduction to LMTF Learning Champions by Mr. Nasir Iqbal Malik, CEO, PEC 10:45 am - 11:00 am Quick Recap of the First Meeting and LMTF TORs 11:00 am – 11:30 am Meeting Milestone 1- Mapping Information on all Learning Assessments across Pakistan

Comments from Participants Selection of Priority Areas of Measurement (including pre-existing contextually relevant indicators as well as from among the LMTF recommended seven learning)

11:30 am - 12:30 pm An Open Discussion Chaired by Dr. Monazza Aslam, Senior Research Fellow, ASER Pakistan, Institute of Education (IOE)‐University of London & CSAE, University of Oxford

12:30 pm - 01:00 pm Develop a List of Measurement Domains and Sub Domains Against Early Childhood, Primary and Post Primary Level Preparing Learning Champions Initiative Plan- (strategy, mechanisms, resources, timetable – for the design, testing and validation of instruments and strategies to 01:00 pm - 02:00 pm measure the prioritized student learning domains and areas).

Session Led Jointly by  Dr. Syed Kamal Ud Din, Deputy Focal Person, Policy Planning and Implementation Unit, Balochistan  Dr Nasir Mehmood, Director Assessments, Punjab Examination Commission

02:00 pm - 02:05 pm Agree on Logo and protocols of communication

02:05 pm - 02:15 pm Concluding Remarks by Mr. Nasir Malik, CEO, PEC

02:15 pm Lunch & Networking

NARRATIVE INTERIM REPORT January – December 2014 176

8.16. Annex 16: CLF Report from Jan’14-Dec’14

CHILDREN’S LITERATURE FESTIVAL PAKISTAN

Children‟s Literature Festival (2011-2015) is a social movement founded by Idara-e-Taleem-O- Aagahi (ITA) and Oxford University Press (OUP) in collaboration with Open Society Foundations (OSF). It is the first ever national program that has reached all territories and social segments in Pakistan. CLF's goal is 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. It is a social movement for us triggered by low learning levels, textbooks and tests. CLF encourages children to read, become critical thinkers and empowers them as learners.

The Children‟s Literature Festival was founded in collaboration with like-minded stakeholders including publishers and CSOs in order to turn the tide and explore large spaces for learning. CLF aims to serve as an equalizer and enable children from all schooling to explore the world of expression, reading, and imagination beyond textbooks. CLF is open to all children from all segments and school systems as well as their teachers and parents for an experience to remember and emulate when they go back to their schools and homes. Till date, 15 Children‟s Literature Festivals have been held all across the country including Lahore, Karachi, Islamabad, Quetta, Peshawar, Bahawalpur, Swat and Sahiwal with the participation of more than 335,000 children/teachers/parents – along with 3 Teachers‟ Literature Festivals to embed the culture of reading and learning in schools and classrooms. Goal: To inculcate love of reading and books among the children of Pakistan Objectives: To promote critical thinking and creativity and organizing CLFs across Pakistan with continuous support of our stakeholders. Target Age Group of Beneficiaries: Children aged 5-17 years old Geography Covered & Beneficiaries up to November 2014: Lahore, Quetta, Peshawar, Bahawalpur, Karachi, Islamabad, Swat and Sahiwal Children‟s Literature Festival works in four diversified but relevant domains: – Organizing Children Literature Festivals (CLFs) – Establishing the Children Literature Festival Secretariat for outreach, support and innovations – Publishing Children‟s Books and Magazine and teaching /learning a Geography covered from January 2014 till November 2014 with the support of Dubai Cares

January 2014 – School Based CLF held at Sanjan Nagar Public Education Trust The 1st school based Children‟s Literature Festival in Punjab was held in Lahore at the Sanjan Nagar Public Education Trust attended by around 2500 students from Sanjan Nagar School and students from 5-10 nearby schools. Writers like Musharraf Farooqi, Dr Arfa Syeda Zehra, prominent actors like Nadia Jamil and Google Pakistan participated in this one day activity and had interactive sessions with children. Sanjan Nagar Public Education Trust promised to include Children‟s Literature Festival in their annual calendar.

20th February 2014 – Teachers’ Literature Festival Karachi at the Arts Counil of Pakistan 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 1st ever Teachers‟ Literature Festival in Karachi in February 2014 at the Arts Council of Pakistan Karachi. Over 2500 teachers attended the 1st ever Teachers‟ Literature Festival in Pakistan.

NARRATIVE INTERIM REPORT January – December 2014 177 The purpose of holding Teachers‟ Literature Festival is to embed the culture of reading and creativity in schools. Teachers‟ Literature is mostly workshop oriented and works under 5 main strands which are 1) Reading with Expression and Understanding 2) Creative Writing Sessions 3) Use of New Media in the Classrooms and 5) Teachers‟ Voices: What Promotes and Inhibits Reading and Creativity in Classrooms. At the Teachers‟ Literature Festival, guests from Nepal like Shanta Dixit who is the Director of the Rato Bangala School in Nepal where she conducted a workshop on dramatics and theatre with the teachers. Other prominent resource persons who participated at the Teachers‟ Literature Festival Karachi were Rumana Husain, Amra Alam, Zobaida Jalal, Zubeida Mustafa, Attiya Dawoo, Rakae Jamil and others.

21st – 22nd February 2014 – Children’s Literature Festival Karachi at the Arts Council of Pakistan Idara-e-Taleem-O-Aagahi (ITA), Oxford University Press (OUP) held the 11th Children‟s Literature Festival in Karachi at the Arts Council of Pakistan in collaboration with Open Society Foundations (OSF), Karachi Youth Initiative (KYI) and the Arts Council Pakistan Karachi. Over 25,000 children/teachers/parents attended this 2 day mega event from all across Sindh including from conflict areas like Lyari, Sultanabad, Korangi. The Children‟s Literature Festival Karachi 2014 was inaugurated by Dr. Fazalullah Pechuho Additional Chief Secretary Education & Literacy Department Government of Sindh. Distinguished representatives from partner and sponsor organizations expressed their gratitude for being the part of CLF. They congratulated the CLF team for putting up such a great festival at Karachi for masses. Shaded in various themes of classical and popular literature, various sections of Arts Council Karachi were named like Koh i Simorgh, Daastaan Sraa'aay, Shah Abdul Latif Bhitai, Kitab Ghar, Talism-e- Hoshruba, Tot Batot, , Autaaq, Tota Khanani, Shahi-Guzar Gah, Harry Putter, Bagh-e-Shehrazaad and CLF Dhaba. With an aim to unlock the power of reading, the day included various colourful activities like Music Session with Khaled Anam, Theatre Plays like Ali Baba and Chalees Chor, Chilghozay aur Mozay, Choti Moti Tota aur S.M. Hameed, Toffee TV: Kahani Time and Sing a Song and Puppet Show. . 1St May – Teachers Literature Festival Islamabad at the Federal College of Education (FCE) The first Teachers‟ Literature Festival in Islamabad was held on 1st May, 2014 attracting 5000 teachers from both private and government schools. Following sessions were held at the Teachers‟ Literature Festival: Art of Reading with Expression, Creative Writing Workshops, Use of New Media in the Classroom, Protecting culture, literature and language, Taleem – O – Tarbiyat, Nurturing Creativity in Children, Peace Education in Classrooms/Schools, Mera Karachi Mera Mobila Cinema, Bringing the World in Your Classroom, How to Design a Student Centered Lesson Plan, Exploitating Poetry, Drama, Novel in the Classroom, Understanding Faiz Ahmed Faiz in the classrooms and Teachers‟ Voices.

2nd – 3rd May 2014 – Children’s Literature Festival in Islamabad at the Federal College of Women (FCE) 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, 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.

NARRATIVE INTERIM REPORT January – December 2014 178 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 keynote speaker, Rumana Husain, Member, Board of Directors, recited a poem titled “Tot Batot Keh Mehmaan” by Sufi Tabassum for the children. Mr. Pierre Mayaudon, Acting 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 is 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-Agahi, inaugurated CLF with the national anthem of Pakistan along with the resource persons and hundreds of children. The Children‟s Literature Festival Islamabad 2014 officially inaugurated with the sessions being formally open for children, teachers and parents.

27th November 2014 – Teachers’ Literature Festival Lahore at the Children’s Library Complex The 3rd Teachers‟ Literature Festival was held at the Children‟s Library Complex in Lahore attended by around 5000 teachers from all across Punjab. The Teachers‟ Literature Festival was inaugurated by the Secretary School Education Department Punjab, Mr. Abdul Jabbar Shaheen. The TLF had sessions conducted by Adeel Hashmi, Nadia Jamil, Amra Alam, Raza Kazim, Fahmida Riaz, Fahd Husain, Khaled Anam, Haseena Moin and many others.

28th – 29th November 2014 – Children’s Literature Festival Lahore at the Children’s Library Complex The 15th Children‟s Literature Festival was held in Lahore at the Children‟s Library Complex. CLF Lahore 2014 was the biggest CLF to date with an attendance of more than 35000 children, teachers and parents from all across Punjab. The CLF was inaugurated by Punjab Education Minister, Raana Mashhood Ahmad Khan and the Ambassador of the European Union, Mr. Lars Gunnar-Wigemark. CLF Ambassadors, Adeel Hashmi, Nadia Jamil and other dignitaries were also present at the opening ceremony of CLF Lahore 2014. The CLF Lahore had many prominent people who conducted sessions with children at the CLF Lahore 2014 like Zehra Nigah, Zubeida Mustafa, Dr Arfa Syeda Zehra, Sana Mir, Adeel Hashmi, Nadia Jamil, Mira Hashmi, Rumana Husain, Amra Alam, Fahmida Riaz, Zara Mumtaz and many others.

NARRATIVE INTERIM REPORT January – December 2014 179 8.17. Annex 17 Regional Conference Agenda and Karachi Consensus Statement

NARRATIVE INTERIM REPORT January – December 2014 180 Agenda: Day 1

Session Theme of Timings Panelists Session Registration – 9:00 - 9:30 am Inaugural 9:30- Tilawat 11:00 Presided by the Chief Guest Dr. Fazalullah Pechuho Additional Moderator: Dr. Bernadette Chief Secretary (ACS), Education & Literacy Department, Dean, Government of Sindh Director, VM Institute for Welcome by Ms. Saba Mahmood, Chief Program Manager, Reform Education (VMIE) Support Unit, Education & Literacy Department (E&LD), Government of Sindh Key Note Speakers: Dr. Ghazala Rafique-Key Note Speaker, Interim Director Aga Khan University - Human Development Program, Asia-Pacific Regional Network for Early Childhood (ARNEC) “ECE in Pakistan - Progress, Challenges and Prospects” Baela Raza Jamil – Coordinator SAFED/ Director Programs ITA “ARNEC’s Engagement on ECED in Post 2015 Development Agenda” Tea break 11:00-11:30 Session Policy and RTE 11:30- “ Status of ECE- RTE, Policy and Sector Plan- from Policy to Status on Early 1:15 Implementation” 1 Childhood All provinces and ICT Education Sindh: Ms. Saba Mahmood Chief Program Manager,Reform Support Unit, E&LD Govt of Sindh “An intervention of Early Childhood Moderator: Education in Sindh– From Policy to Implementation” Amima Sayeed, Balochistan: Dr. Syed Kamaludin, Deputy Focal Person Capacity Education Building and Specialist ECED, Policy Planning & Implementation Researcher & Unit (PPIU), Govt. of Balochistan Zehra Arshad, Punjab: Mr. Muhammad Shahid Saleem, Deputy Director Chairperson, (Planning), Directorate of Staff Development “Status of teachers Pakistan Coalition training on ECE” for Education Islamabad Capital Territory(ICT): Professor Muhammad Rafique (PCE) Tahir, Joint Secretary Education, Capital Administration Development Division(CADD) Chair: Khyber Pakhtunkhwa: Abid Ullah Kaka Khel, Director Education Muhammad Irfan Sector Reform Unit (ESRU)/Deputy Secretary Education, Khan Jadoon, Elementary and Secondary Education KP Deputy Secretary, Bangladesh: Mr. Samir Nath Ranjan, Program Head, Educational Ministry of Research Unit, BRAC Bangladesh “Comprehensive ECCD Policy Federal Education in Bangladesh: evolution through GO-NGO Collaboration” and Professional Srilanka: Badra Padmakanthi Withanage, Director of Education, Training, ICT Ministry of Education Srilanka Nepal: Dr. Shanta Dixit, Director and Co-Founder of Rato Bangla School (RBS) “Nepal: The Test of Early Childhood Education” Lunch Break: (1:00-2:00) Session Curriculum and 2:00- Ms. Ambreena Ahmed, Assistant Director, Teacher Resource Center Standards 3:30 Ahmed 2 “TRC story of the National ECE Curriculum 2002-2007” Moderator: Ms. Ms. Nargis Sultana, Senior Education Advisor Open Society Rana Hussain Foundations (OSF) SESSP Critical Thinking in Early Childhood Education & Development Chair: Saba Abrar Shahwani, Project Coordinator, Save the Children Mahmood, Chief “Assessments and research around Literacy Boost Program under Program Balochistan Education Program (BEP)” Manager, Reform Tamsila Shah, Manager Child Development and Research, Save the Support Unit, Children

NARRATIVE INTERIM REPORT January – December 2014 181 Education & “Synergies of ECCE projects with ECCE National Curriculum and Literacy ELDs” Department Sindh Curriculum and Standards Technical Working Group (E&LD), (TWG) Government of Mr. Idrees Jatoi, Deputy Director, Bureau of Curriculum and Sindh Extension Wing, Government of Sindh “Role of Bureau of Curriculum for Implementation of Early Childhood Education in Sindh” 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 3 and in-service) “Evolving Innovations: Developing quality professionals for the Moderator: Early Years” Audrey D‟Souza Dr. Shanta Dixit, Director and Co-Founder of Rato Bangala School Juma Director, (RBS) Notre Dame “Training teachers to implement holistic lessons in the classroom” Institute of Dr. Zaira Wahab, Head of Doctrol Program, Iqra University Education (NDIE) “Teacher Attitudes, Biases, Stereotypes and Myths in ECD Chair: Dr. Classrooms” Samir Nath Mr. Qamar Shahid, Director General Provincial Institute for Ranjan – BRAC Teacher‟s Education (PITE), Teacher Education Group Bangladesh “Teacher Preparation for ECE in Sindh” Session Formation of 5:15 - Five groups; Policy & RTE Status; Curriculum & Standards, Groups and Key 5:45 Teachers preparation(pre ad in-service), Research & Assessment , 4 Announcements Innovations: access, parenting & materials) Review Conference Draft Facilitated by Ghulam Nabi, Senior Program Manager, Info and Incentives, RSU, E&LD, Govt. of Sindh and Amima Sayeed (PCE) Dinner & Launch of Dubai Cares Program in Pakistan by Invitation 7:30 -9:30 pm – Ball Room B, Pearl Continental Hotel, Karachi

NARRATIVE INTERIM REPORT January – December 2014 182 Agenda: Day 2

Session Theme of Session Timings Panelists

Session Research and 9:00- Sandeep, Sharma, Research Associate, Centre for Early Assessment 10:30 Childhood Education and Development (CECED), Ambedkar 1 University, Delhi Moderator: Dr. Ghazala “Readiness for School, Impact for ECED” Rafique - Interim Audrey D‟Souza Juma, Director at Notre Dame Institute of Director Aga Khan Education University - Human “Gender Discourses and Teacher-Talk: Re-conceptualizing Development Program, Teachers' Roles in Promoting Gender Equity in Pakistani Asia-Pacific Regional Early Childhood Classrooms” Network for Early Mr. Tanveer, Director Provincial Education Assessment Center, Childhood (ARNEC) Assessment and Learning Standards, Education and Literacy Department, Government of Sindh Chair: Badra Samir Ranjan Nath, Program Head, Educational Research Unit, Padmakanthi Withanage, BRAC Bangladesh Director of Education, “Assessment and Learning Standards for ECE” Ministry of Education Purnima Ramanujan, Senior Research Associate at ASER Srilanka Center India “Pathways and Learning in Early Years: Data from 3 districts of India" Tea Break: 10:30-11:00 Session Innovations: Access, 11:00- Sindh Education Foundation –Early Learning Program parenting and materials 12:30 Sudeshna Sengupta, Senior Advocacy Manager, Mobile Creches 2 – India Moderator: Mr. Aziz “Innovative Responses to Challenges on the Ground” Kabani, Managing Mehnaz Aziz, Founding Director, Children‟s Global Network, Director, Sindh Pakistan Education Foundation “Innovations: Demand and Supply –A case of district level (SEF) delivery” Mr. Ghulam Nabi, Senior Program Manager, Info and Chair: Shanta Dixit, Incentives, RSU, E&LD, Government of Sindh Director and Co-Founder “ECD/ECE in Pakistan - Possibilities and Priorities” of Rato Bangla School, Sahar Saeed, Program Manager, ASER Pakistan, Pakistan /ITA Nepal “Issues of Access & Learning in Early Childhood Education: Emerging Trends & Challenges from ASER Pakistan” Lunch Break: (12:30-1:30) Session Group Work 1:30- Five groups to finalize recommendations and action steps for Facilitated by 4:00 the Karachi consensus statement on ECED 3 Moderators Working Tea (during group work) Concluding Session 4:30- Presided by the Chief Guest, Nisar Ahmed Khuhro, Senior 5:30 Minister for Education Sindh Moderator: Baela Raza Jamil, Director Programs ITA, Special Guest – Rana Mashood Ahmed Khan, Minister of Coordinator Law, Education and Youth and Sports Affairs and Tourism, South Asia Forum for Education Punjab Development Dr. Muhammad Memon, Hamid al-Din al-Kirmani Professor in Education, Aga Khan University Institute for Educational Development (AKU-IED), “From Policy to Action through Partnership”

Reflections from participants (Provinces and International)

NARRATIVE INTERIM REPORT January – December 2014 183 Karachi Declaration/Consensus on ECED & RTE in South Asia

Address by the Chief Guest-Senior Minister for Education Nisar Ahmed Khuhro; Adoption of Karachi Declaration

Vote of Thanks

NARRATIVE INTERIM REPORT January – December 2014 184

Early Childhood Education and Development (ECED) Karachi Consensus Statement 17th, September 2014

The ECED Karachi Consensus Statement, September 2014 is an outcome document coordinated by eminent ECCE/ECED leaders12 and 200 diverse stakeholders.

It was Adopted by the Senior Minister Education Mr. Nisar Ahmed Khuro, Government of Sindh, the Additional Chief Secretary (ACS) Education Government of Sindh Dr. Fazal Ullah Pechuho and all participants of the regional conference on September 17, 2014.

The Karachi Consensus Statement may be translated and widely distributed locally, nationally, regionally and globally to advocate its comprehensive recommendations and actions

12 Dr. Muhammad Memon AKU-IED; Audrey Juma NDIE; Ms. Rana Hussain –SESSP; Dr. Bernadette Dean VMIE; Dr. Ghazala Rafique AKU-HDP and Dr. Shanta Dixit Rato Bangla Foundation

NARRATIVE INTERIM REPORT January – December 2014 185 ECED Karachi Consensus Statement Sept. 17. 2014

Introduction: The Education and Literacy Department (E&LD), Reform Support Unit (RSU) Government of Sindh Pakistan, Idara-e-Taleem-o-Aagahi(ITA) and the South Asia Forum for Education Development (SAFED) in collaboration with its development partners (Open Society Foundations-FOSI-Pakistan; Dubai Cares; UK AID and Oxfam GB) convened the regional conference on the Right to Education & Early Childhood Education and Development; Foundation for Quality Learning-Evidence from South Asia- in Karachi, Sindh, Pakistan from September 16-17, 2014. The conference was attended by 200 senior government officers from across Pakistan, practitioners, policy makers, academics, civil society organizations and development partners from Pakistan, Bangladesh, India, and Nepal

The objectives of the conference were to:  Upgrade the ECE/ECED profile in education initiatives - policy, curriculum, standards, care, teacher education, assessment and research and innovation as part of the right to education movement in Pakistan and South Asia;  Underscore ECE/ECED‟s critical positioning as a cross cutting multi-sectorial goal to meet several indicators in the Post 2015 Development Agenda (Child and Maternal Health/Food security/Poverty/Education/Gender Equality/Inclusive Cities etc.) and  Create a South Asia Learning and Research Platform for ECE/ECCE/ECED supported by SAFED, ARNEC, CECED, UNICEF, UNESCO & Other Stakeholders to enable collaboration across borders

Recognizing, ECE/ECCE/ECED13 as a comprehensive learning and multi-sectoral agenda for all children (0-8 years) within diverse contexts and multiple models of ECED in South Asia, acknowledging, its uneven presence in RTE laws, budgets and policies; the, ECED Karachi Consensus Statement September 17, 2014 covers 09 key principles, 48 recommendations and actions for five key thematic areas that must be considered by each South Asian government, stakeholders, and the UN General Assembly (UNGA)‟s 69thSession- September 16 to 26, 2014 to improve the capabilities of young children, reduce inequalities, and promote inclusive social and economic development in South Asia.

There are Nine Proposed Guiding Principles for the ECED Karachi Consensus Statement: 1. ECED be envisaged as an integrated approach to facilitate the holistic development of children aged 0-8 through health, nutrition, education, care and community support. 2. Universal coverage of ECED founded on a rights based approach 3. Embedded in equity and inclusion 4. Customized to national and sub-national contexts responsive to diversity and gender 5. Encourage and test models of ECED in South Asia for effectiveness and scalability 6. Backed by innovative approaches and innovative financing 7. Monitored by robust data for accountability and evidence 8. Supported by partnerships with public, private sector, academia and civil society 9. Linkages of ECED with all SDGs be pursued for bundled approaches and optimum gains

Key Actions/Recommendations (42) for the five thematic areas are

1. ECED- Policy and Right To Education (RTE) 1.1. Amendments to the RTE laws be made to include the ECED age group 1.2. A specialized cadre of teachers/care givers must be created with appropriate pay scales and qualifications specified

13 Early Childhood Education (ECE) is restricted to learning readiness for 3-5/8. whilst Early Childhood Care and Education (ECCE) and Early Childhood Education Development (ECED) are terminologies covering 0-8 age group comprehensively.

NARRATIVE INTERIM REPORT January – December 2014 186 1.3. A common policy inclusive of fundamental principles of ECED to be developed for age group 0-8 or 3-8 according to developmentally appropriate practices 1.4. For holistic integrated ECED, inter-sectoral government coordination must be ensured 1.5. Budget for education must be enhanced to 4-6% of GDP ensuring consistent ECED allocation through schools, institutional and community based programs 1.6. Mother tongue must be encouraged for ECED age groups where appropriate with second/third languages support through appropriate content and trained personnel 1.7. Adequate attention to marginalized/disadvantaged groups (living in extreme poverty, remote areas, minorities and indigenous communities, children with disabilities, children in conflicts, displacement and disaster situations, etc). 1.8. A comprehensive communication strategy be developed to reach all stakeholders 1.9. Under the proposed EFA target No. 1 (Muscat Agreement), “at least one year of free and compulsory pre-primary education” must be changed from “ at least one year to one to five years” as many countries already practicing an expanded ECED program 1.10. For the proposed OWG/SDGs Goal No. 4, target 4.2 on ECED must be shifted as target 4.1 for sequence, progression and linkage with primary and secondary education 1.11. Monitoring and evaluation of ECCD policy, programs and models must be based on clear definitions, standards, indicators and measures for quality programming, accreditation and implementation regulated by public and private representatives. 1.12. Public funding for ECED must support economic constraints of marginalized groups through social safety nets 1.13. Form a South Asian ECED network – of thinkers, practitioners and activists linked to other regional and global networks

2. ECED Curriculum and Standards 2.1. The ECE and Primary Curriculum be reviewed for systemic linkages, ensuring it is developmentally appropriate, contextually relevant and culturally sensitive. 2.2. Determine quality standards such as child/teacher ratio, number of hours of care/ schooling for different age groups, curriculum standards and benchmarks at ages 3, 8 and 10 for all broad domains: cognitive; socio-emotional; moral/spiritual and physical as well as parenting and community involvement, teaching/ learning approaches, care and coordination among multiple actors/departments. 2.3. Holistic learning and development, outcome standards (e.g. early learning and development outcome standards, EAP-ECD Scales) must be contextualized and aligned with existing policies and curricular standards and benchmarks. 2.4. Remedial decentralized support be extended where standards are not met 2.5. A variety of developmentally appropriate teaching/learning materials based on from the learning outcomes related to all domains should be ensured in all ECED centres. 2.6. Ensure timely dissemination and access of curriculum, resource guides and teaching learning materials in relevant languages to stakeholders (teachers, head teachers, parents, care givers, education and monitoring institutions) 2.7. A review after every 3 years of the ECE/ECED curriculum to be conducted based on research evidence.

3. ECED - Teacher Preparation 3.1. All pre service and in service teachers/care giver education programs should prepare teachers to meet the ECED Curriculum and Care standards 3.2. Only qualified teachers (2 years and/or ideally 4 years of professional development- through flexi programs following higher secondary education Gr XII), care givers and heads having qualifications in ECED should be appointed. 3.3. A separate cadre and career ladder with specific qualification for ECED teachers and care givers be developed within the public services framework with minimum pay scales for providers from all sectors (public and private)

NARRATIVE INTERIM REPORT January – December 2014 187 3.4. A Teacher-Education curriculum be designed for ECED teachers and care givers which prepares them to meet the professional development standards. 3.5. ECED Centres and Classrooms should have minimum learning materials, safe standards and be provided with recurring budgets for meeting continuous needs. 3.6. A monitoring and mentoring mechanism for ECED teachers be developed to ensure curriculum standards are being met and professional support is present. 3.7. Career promotions of ECED teachers/caregivers be based on qualifications and performance reviews 3.8. A portal must be developed to share best practices/ teaching and learning materials from the region for caregivers/ parents/ ECED teachers with maximum e -access; CDs, Television, mobile phones etc.

4. ECED Assessment and Research 4.1. Integrated, multi-disciplinary research on ECED should be encouraged to demonstrate links with multiple sectors and effects on individuals, the community and society in all sectors and economic growth. 4.2. Competencies given in the National curricula to be used as the framework for research on learning and assessment benchmarked for different age groups. 4.3. Relevant, valid and reliable data, especially for vulnerable groups must be generated with greater harmony among data from different sectors and/or organizations. 4.4. Clear, standardized, age-appropriate outcome indicators and measures along with relevant assessment tools and mechanisms must be developed to address all ECED domains (as mentioned above). 4.5. Assessment frameworks must be formative and not labelling and stigmatizing undertaken throughout the year, through child-centered approaches such as checklists, observations, anecdotal records and portfolios. 4.6. ECED assessment and research forums and networking to be encouraged in each country and across the region. 4.7. Budgets to be ensured for assessment and research (action/longitudinal studies). 4.8. All research and assessment findings must be disseminated to stakeholders to inform policy and practice.

5. ECED - Innovations 5.1. Current and emerging research on brain development, learning, care, parenting, mother tongue, multi-grade teaching and ICTs should be utilized to develop Innovative pedagogies for incubation, evidence and up scaling ECED models. 5.2. Innovations must be encouraged in holistic development, learning outcomes and assessment to nurture non-cognitive skills, global citizenship and lifelong learning. 5.3. A paradigm shift is needed for learning in ECED classrooms through meaningful human and materials interactions, away from text based approaches 5.4. Basic needs of the child; nutrition, care, rest, play, cleanliness and active learning are of prime consideration as are innovative schedules for daily activities. 5.5. Learning pedagogy from ECCE/ECED transitions up to primary and not vice-versa. 5.6. Innovations in service delivery must be introduced to reach the most marginalised groups and communities as specified in 1.7 5.7. Mitigate resources for extra teachers required in supervising achievement of developmental milestones, by soliciting help of family and community members. 5.8. Allow for the development of innovative models of ECCE/ECED as per the requirements and resources of local communities and not one size fits all approach 5.9. Innovative financing models must be devised and promoted to ensure greater access and effective programming for ECED through inter-departmental and public private partnerships, matching grant models, community financing and subsidies. 5.10. Establishing and/or expanding new and existing portals and development forums for learning and sharing ECED innovations in South Asia and other regions globally.

NARRATIVE INTERIM REPORT January – December 2014 188 5.11. Undertaking field visits to successful ECCE programs for spreading innovations. 5.12. Commission research on innovations and share through seminars/conferences, workshops/documentation to disseminate good practices and to learning.

NARRATIVE INTERIM REPORT January – December 2014 189 Annex: 1 Reference Texts Muscat Agreement Targets 1 and 2 /SDGs OWG Targets 4.1 4.2 : Education For All & Open Working Group on Sustainable Development Goals

NARRATIVE INTERIM REPORT January – December 2014 190

Annex 2:

Group Themes & Coordinators

1. Policy & Right to Education Status on ECED; Moderator: Dr. Mohammad Memon AKU-IED

2. Curriculum and Standards; Moderator: Dr. Audrey Juma- Notre Dame Institute of Education (NDIE) and Rana Hussain - Education Expert Sindh Education Sector Support Program (SESSP)

3. Teacher Preparation (Pre & In-service); Moderator: Dr. Bernadette Dean - Director VM Institute of Education (VMIE)

4. Research and Assessment; Moderator: Dr. Ghazala Rafique, Aga Khan University - Human Development Program (AKU-HDP) - ARNEC

5. Innovations: Access, parenting & materials Moderator: Dr. Shanta Dixit - CEO - Rato Bangla Foundation (RBF)

Facilitated by Baela Raza Jamil Director Programs ITA; Coordinator SAFED ARNEC

Supported by Ms. Amima Sayeed Pakistan Coalition for Education-PCE & Education Expert, Zaynah Gilani Campaign Manager Right to Education (RTE) -ITA and Imtiaz Nizami Deputy Director Programs - ITA

NARRATIVE INTERIM REPORT January – December 2014 191

8.18. Annex 18: 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 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.

NARRATIVE INTERIM REPORT January – December 2014 192 Demographics of Youth in Pakistan

As of 2013, the structure of population with respect to age in Pakistan is as follows14:

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.

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.

14 http://www.indexmundi.com/pakistan/age_structure.html

NARRATIVE INTERIM REPORT January – December 2014 193 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)

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.

NARRATIVE INTERIM REPORT January – December 2014 194 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 – December 2014 195 8.19. Annex 19: (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 – December 2014 196 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. 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

NARRATIVE INTERIM REPORT January – December 2014 197 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 • 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

NARRATIVE INTERIM REPORT January – December 2014 198 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 – December 2014 199