€¦ · web viewthe average student of the public sector education system cannot compete in the...

P.O. Box 73311, Dubai, UAE Phone: +971 4 330 4444 Fax: +971 4 330 0883 www.dubaicares.ae

PROJECT PROFORMA PROPOSAL OUTLINE1. General Information Name of the humanitarian organization / address

Organization: Idara-e-Taleem-o-Aagahi (ITA) Public Trust - Centre for Education & ConsciousnessAddress: 26-B, Sarwar Road, Lahore Cantt, PakistanTel: (+92)-42-36689831&32Fax: (+92)-42-36674850Email: [email protected]: www.itacec.org

Total amount of grantUSD $1,671,108

Start-up date of operation1st April, 2011

Proposed duration of operation27 months (30th June, 2013)

Number and detail of beneficiariesChildren (6 months – 12 years): 75,000 Teachers: 1,110 Mothers: 4,500 Community Members: 15,000-20,000

2. Intervention description The project is inspired by the learning and good practices from the successful Dubai Cares Whole School Improvement Project for enhancement of girls’ enrolment and retention in South Punjab. The project covering 187 schools showcases the tremendous possibilities of creating conducive learning environment in government schools with community engagement, inculcating positive attitudinal change amongst teachers and parents as duty bearers. Its current relevance is amplified due to the emergency response needs in the wake of the unparalleled flood that afflicted Pakistan in July 2010. Its aftermath has led to major education dislocation and destruction particularly affecting the poorest children in Punjab and Sindh. The three linked components being proposed for support focus on sustained access, quality and gender equity through processes of local governance, alignments to government sector plans, underpinned by the urgency for life skills in disaster risk reduction (DRR) and public private partnerships in Pakistan.

The project is made up of high impact educational inputs in both the immediate and longer term for an intensive and strategic initiative resulting in high outcomes aligned to dominant policy and sector reforms. The project will focus on South Punjab and Sindh, both highly affected by the floods, where the poorest continue to face rehabilitation challenges

Component I: School Rehabilitation o Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 3-4

districts of South Punjab/Upper Sindh reaching out to 75,000 children. o Training support for life skills; Disaster Risk Reduction (DRR)/ Emergencies and quality learning to teachers

and school councilso Catch Up Program: 1000 out of school recently drop out children to be provide with an accelerated second

chance program for mainstreaming into primary/elementary schools. Component II: Back to School Kits for Children & Schools

Targeting 3000 children in the flood affected districts of Punjab and Sindh (minimum 20 schools) with essential basic school and educational materials to enable quality learning.

Component III: ECD Day Care Centres in affected districts Establishing 15 comprehensive early childhood development (ECD)1 community based centers catering to 3000 children (Ages: 2 year to 5 years) and their mothers. The interventions include support for maternal and child health and nutrition, learning stimulation, good parenting and strong social supports for care givers making a case for a stronger sustainable schooling cycle.

3. Specific Country and Regional Context 1 Early Childhood Development is an all-embracing concept, embedding maternal and child health and nutrition, good parenting, strong social supports, and interaction within and outside the home from birth to eight (UNESCO, 2007).

1 | P a g e

mailto:[email protected]


Analysis of the Education issues addressed by the programme Pakistan classified as middle income country suffers from high levels of poverty and vulnerability with skewed income distribution between the rich and the poor. Its ranking in the Human Development Index stands at 125 out of 1692. In Pakistan, Girls’ enrolment ratio at primary level is overall 77% and 68% in rural areas whilst female literacy is overall 40% with 32% in rural areas3 . Access to education and quality education remains a challenge for the poorest quintile groups particularly amongst girls in Pakistan. In rural areas 71% children are enrolled in government schools (ASER 2010) usually from the poorest families. The number, location of schools and teachers needed is far less than what is required at all levels of the system.

Whilst on the one hand there are insufficient schools at primary level with almost 17,000 + urban blocks and villages without any educational institutions, there is a huge gap between primary and middle level transitions (NEC 2006); teachers and more importantly well-trained teachers with mastery in subject competencies are in short supply. Most teachers continue to use outmoded learning methods rather than giving children opportunities for engaging in critical thinking for connecting with local and global contexts. The attitude of teachers and adults often undermines the dignity of the child and confidence in learning and living.

Furthermore, there are challenges of minimal and poor quality infrastructure in schools. According to Pakistan School Statistics 2004, 16 per cent of public schools have no physical compound or buildings or cover, more than three quarters have no electricity, almost half have no water and 60 per cent are without latrines or sanitation facilities.

Quality: In the first citizen led household survey conducted covering 54062 children (6-16 years) across 32 districts of Pakistan by ITA/SAFED called the Annual Status of Education Report (ASER) 2010, the learning outcomes in rural areas reveal as follows. Girls continue to perform lower than boys in rural settings. Private schools outperform public sector schools.

The ASER survey 2010 also highlighted that many children who are out of school display modest levels of learning as they drop out progressively from schools ( pre primary to grade 10) but are never given a second chance to re-enter the system. Girls drop out rate outnumbers boys. The out of school with some learning levels of numeracy and literacy need attention through systematic catch up program for reintegration into the education system for accessing social entitlements.

Whilst as many as 42% children in rural areas enter ECE grades in government and private schools the sheer lack of teachers, training and facilities makes the young drop out early rejected by an uncaring environment.

For multiple reasons highlighted above Pakistani society exhibits limited intergenerational social mobility: when poor parents, particularly mothers, are uneducated, their children are also likely to remain uneducated. This is especially true of rural impoverished areas, where almost 62 percent of the country’s 180 million live. Illiterate poor parents prefer to keep children, especially girls, at home to help in household work, sibling care as surrogate mothers and agriculture activities and grazing cattle. Mothers in rural areas need education about the importance of better child care and

2 According to the UN Development Report 2010. This ranking is based on life expectancy at birth, adult literacy rates, school enrolment and GDP per capita.3 Government of Pakistan, Pakistan Economic Survey (2005-06), 162

2 | P a g e


development, unaware of the importance of timely vaccination, breast feeding, proper weaning at appropriate age, proper nutrition and emotional/intellectual stimulation for holistic child development. The education and life skills awareness of the mother is key to better child development and school attendance. Young mothers often do not have skills to challenge or influence change in existing gender-based power relationship between women and men that start affecting the quality of life of a woman from her childhood. There is a need to sensitise both parents for a more equal relationship between girls and boys, men and women with many benefits for both at family and community level.

Preferential treatment of boys in society, leads to unequal chance for girls to access most basic rights as enshrined in the constitution and international human rights instruments, including their right to education which has now become a fundamental right as per the 18th Amendment to the constitution. Bias against girls is rooted in socio-cultural beliefs/values and also influenced by the economic conditions. Added to these reasons are the problems of access to and quality of schools. Parents do not send their daughters if schools are at a distance for fear of exposing them to insecurities. The absence of basic toilet facilities in many schools, inaccessibility to clean drinking water and adequate security in the form of boundary walls are additional obstacles to sustained female enrolment. The above situation reflects the overall context in Pakistan in which girls education has to be negotiated in the remote rural area of the country especially South Punjab and Sindh.

In 2010, Pakistan experienced two major milestones in education. The first one is the 18 th Amendment to the 1973 Constitution resulting in the right to education under article 25- A, making education a fundamental right for the first time for children aged 5-16 years old. This is a bold step and augurs well for the movement towards EFA and MDGs. Its rules of business have to be drafted in 2011 for implementation.

The second unfortunate milestone was of the floods which engulfed Pakistan since July 28 th 2010, as an emergency of epic proportions. The unprecedented floods affected 86 out of138 districts of Pakistan and 21 million population. The calamity destroyed /damaged over 10,000 schools. All four proposed districts fall in this category, thus carrying a host of challenges for a sector already performing at sub-optimal levels. All provinces have been affected including FATA and AJK. The floods have been an equalizer lashing out with the same fury and without discrimination to race, religion, ethnicity, gender and class. The numbers of displaced was enormous due to forced preventive evacuations, which saved many lives. Of the 20+ million affected, almost 50% are below the age of 18, many of them enrolled in schools and colleges. Punjab and Sindh have been the worst hit due to their topographies as water continues to hold in flat zones whilst Khyber Pakhtoonkhwa, FATA and Northern Areas have seen the menace of floods recede to get back to normal lives as well as recovery and rehabilitation. Whilst early warning helped in keeping down mortality rates, lack of life skills on DRR has undermined the most vulnerable groups for taking early recovery steps. ITA has been actively supporting the relief/recovery efforts sitting on Education Cluster meetings at national, provincial and district levels. Pak Rresponse bulletin # 15 for Feb 3-18, 2011 carries evidence on ITA’s support to the education efforts. http://pakresponse.info/LinkClick.aspx?fileticket=xmqFUjsvBFM%3d&tabid=87&mid=760

The National Education Policy 2009(www.moe.gov.pk): The recently approved National Education Policy (NEP) 2009 (“the Policy”) was finalized after a protracted review initiated in 2005. The policy highlights problems of governance, access, quality and equity across all levels of education. It is sector wide in scope, covering schooling (ECE to Grade XII), non-formal education and literacy, tertiary education and technical vocational education. It encourages partnerships at all levels. For more detail please see Annex 6

Specific partner experience Define the organization’s respective core modality

Idara-e-Taleem-o-Aagahi (ITA) - the centre for education and consciousness, Public Truct was formed and registered in June 2000. ITA’s primary focus is comprehensive education reform working strategically with public sector to influence policy and systems. It works across multiple sub-sectors of education and other sectors including health and governance to improve citizens’ voice in local level decision making, through household and school based initiatives across Pakistan. Policy and advocacy are an embedded focus of the organization. ITA is in the business of developing workable and upgraded education models and social policy guidelines. For 7 years it has been a service provider for a US State Dept. Educational & Cultural Affairs (ECA) placing 160 educators for a month long Summer Institute at the Plymouth State University (PSU). It believes in working through and with partners across local communities, districts and provinces. It has been a pioneer in the theory practice and policy on Public Private Partnerships at provincial and national levels as well as in education in emergencies.

The current work and partnerships extend across the country in all five provinces and areas of FATA, AJK & ICT through institutional partnerships. ITA is working strategically across South Asia as the institutional coordinator for the South Asia Forum For Education Development (www.safedafed.com)

3 | P a g e

http://www.safedafed.com/


Programs Scope at ITA includes: Formal Education : Whole School Improvement Program (WSIP)/ Non-Formal Programs (catch up/skills/ literacy/lifeskills/) for Child Labour, youth and vulnerable groups –

Ministry of Social Welfare, ILO and US DOL funded projects up to 2010. Now funded by ITA and philanthropists Health and Environment/Promoting ICTs as literacy and improved access to information; Early Childhood Education (ECE) Skills and Livelihoods for poverty reduction Citizen led household based learning surveys of children (http://www.safedafed.org/aser/home.html) Citizenship Education, Democracy, Human Rights, and Local Governance Citizen led /Stakeholder led District Education Planning & budget tracking Public Private Partnerships in Education- through Corporate Social Responsibility (CSR) Professional Development & Capacity Building for Educators & Educational Leaders & Managers

(Pakistan/abroad) – managing a 7 year project for PSU/funded by US SD - ECA – including small grants disbursement & management to secondary level teachers/institutions

Education in Emergencies – managing grants and distribution of relief goods transparently Each program has gender, advocacy and partnerships as cross cutting areas.

The organization’s experience in country with the proposed project themesITA’s Portfolio as technical mediator and a specialist in public sector management of schools as a non-state provider through public private partnerships. ( Ten Years Achievements; 2000 to 2010) Early childhood to higher education programs - A Sector Wide Approach Outreach to over 900 schools through Whole School Improvement Program (WSIP) 65 schools constructed semi permanent and permanent in WSIP/Emergencies program Over 100,000 Children benefit from out-reach programs 16,000 non-formal children completed primary education 300 former child laborers completing middle-level education 400,000 children reached for school hygiene program through CSR in 1200 schools in 4 districts 5,000 children aged 12-17 years made literate at skills / livelihoods and literacy centres Education in Emergencies: 212 schools, 23 camps, 3 Drop in Centres, 45,000 children &1,050 teachers in AJK,

Swabi and Rawalpindi Over 30,000 teachers/ professionals provided in-service training; the teachers in turn have trained over 160,000

trainees/ teachers Over 700 head-teachers trained in innovative models of leadership 700 schools trained in local governance & school based management Post secondary scholarships for deserving students ITA has developed many national and international training modules /toolkits and materials which are sold as part

of ITA’s services and products for sustainability. ITA holds annual country wide advocacy and research programs on World Teachers Day and World Day Against

Child labor ( October and June) since 2004 and since 2010 launches of Annual Status of Education Report (ASER) 2010-2011 on children’s learning levels and enrolment.

In 2009 ITA launched the Institute of Professional Learning (IPL) for pre-service program (BA-B.Ed and ADE ), in-service and certificate/diploma programs ITA is represented on many international/regional, national and provincial policy forums

4. Objectives/Problem to be addressed General Objective

Children, especially girls aged 2-12, have access to quality education with improved infrastructure and safe learning environment

Specific objectives that focus on education components1. Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 4 districts

of South Punjab/Upper Sindh reaching out to 70,000-75000 children in schools and out of schools4

2. Targeting 3000 children in affected Districts of Punjab & Sindh (minimum 20 schools) with essential basic school and educational materials to enable quality learning.

3. Construction of 15 centers catering to 3000 children (Ages: 6 months to 6 years) with support for health, hygiene, life skills; ECD learning, recreation and nutrition training for mothers and care givers.

4 OUT OF SCHOOL CHILDREN INCLUDE THOSE OUT OF SCHOOL AT PRE SCHOOL AND PRIMARY GRADES and those at risk of being excluded or dropping out at ECE primary and upper primary levels

4 | P a g e


Problems Addressed:i- Increase in enrolment by 15% in the Primary and Middle grades ii- Decrease in drop out rate by 15% and increase in Students’ retention and presence in schools iii- Positive transformation in infrastructural facilities and quality of education. iv- Effective annual school development planning and functional school councils/management committees v- Site/cluster based need based trainings in life skills, disaster risk reduction, subject based trainings and capacity

building workshops for teachers, head teachers and community members.vi- Community participation for school improvement , sustainability and DRRvii- Sustained and timely liaison between the Depts/Directorates of Education and school managements.

5. Project strategy – The project will be : Reference to how the program aims to support national development goals including the Millennium Development Goals

1. Embedded in a mainstreamed but innovative approach to formally take on board the government and its ancilliary departments at the provincial and local levels so that all components are well aligned to the provincial sector plan and NEP 2009 and govt.’s commitment to meeting EFA and MDGs.

2. Triggered by formal agreements with the provincial and district departments of education and the Provincial Disaster Management Authorities (PDMA)

3. Ensuring that the training/capacity building strategy at the school/community level in public sector schools is approved by the respective departments of education/directorates of training in both provinces

4. Seek active engagement with the corporate sector and other partners for mobilizing CSR and PPPs 5. Documented for each component as an advocacy piece to influence policy, budgets and sector upscaling 6. Building on synergies with ITA’s other programs/partners supported by : UNILEVER Brands Partnership : Hygiene

with Lifebuoy; ECE with Surf Excel; and Livelihoods for mothers in ECD as well as libraries with the reading campaign of Open Society Institute (OSI) and the Annual Status of Education Report (ASER) 2011-2015 a citizen led program for assessing learning outcomes annually. There could be others too.

7. Resonating well with the NEP 2009 and be shared as a successful implementation footprint in Pakistan for gender equality; access; ECE; quality and relevance to the EFA targets and MDGs

8. Directly supporting the implementation of the 18th Amendment Right to Education.. through government and public private partnerships

Highlighting the organization’s strategy in primary education and its link to specific thematic program focus1. ECE focused approach aligned to government’s mainstreaming of ECE years (3-5 ) in govenremnt schools for

readiness sustained enrolments and persistence at primary level and transition to middle grades 2. Whole school improvement a total school approach to address sustained enrolment and higher completion rates with

higher learning outcomes 3. Second chance opportunities for out of school children at risk of becoming marginalized and padding to the stock of

the poorest /vulnerable youth in society - a key strategy of the PRSP and social safety net program4. Community mobilization for sustained access, quality learning and preparedness for emergencies and DRR 5. Support for learning materials to affected children in need in flood affected areas to learning in dignity with

minimum support to avert the risk of dropping out leading to relapse in access and learning.

Highlight any existing pilot programs in reference to the proposed project- ITA began its journey a decade ago with its niche program on whole schools improvement which has grown

innovatively and iteratively engaging in multiple dimensions of: quality learning ; leaders as managers of change; community mobilization and health/hygiene and citizenship education. In 2002/3 and then in 2009 the program has been boosted through various initiatives and adopted by many donors, government and NGO partners,

- ITA has an award winning second chance program through school based and full day drop in centres continuing since 2007. To date 8000 children have been mainstreamed through this approach.

- For emergency relief, recovery and rehabilitation ITA has continuously supported through the 2005, 2009 and 2010 (natural disasters and conflicts Malakand/Swat) healing and learning programs, WSIP and ECE programs, individualized education profiles for displaced students in transitions as well as distribution of uniform and learning packs to students and schools.

For the above capacity building in quality learning, leadership, local community/SMC engagement and children’s participation is a concurrent strategy and practice with rich training materials shared with many organizations. Public private participation remains as a cornerstone strategy to engage the government with due acknowledgement of partnerships and support to the program for value addition. Where possible corporate sector is mobilized for CSR which is a formal reporting requirement as per the Security And Exchange Commission of Pakistan (SECP)’s notification of 2009.

Define the existing grantees capacity to manage in country programs (timescale, spatial footprint, financial

5 | P a g e


capacity): ITA has managed large multi district projectsProject – Period Funding by - Numbers Budget Allocation Districts/Spread Addressing Child Labor through Quality Education For All (ACLQEFA) 2002-2007

US Dept of Labor through Save the Children to an alliance ITA and Sudhaar

US $5 million Lahore, Sheikhupura and Nankana l35,000 children in 500 formal/non-formal schools and literacy centres

Education in Emergencies 2005-20010

UNICEF; Save the Children UK; ITA CEC UK; UNILEVER; Appeal philanthropy phetc.

US $ 1.7 million AJK; Muzaffarabad; Bagh (2005-7); Swabi (2009) and 9 districts in 2010 250 schools – 51 camps over 130,000 beneficiaries

Pakistan Education Leadership Project 2004/5-2011 ongoing

Plymouth State University - US Dept of State

US $ 2.5 million FATA/KPK/AJK/Gilgit Baltistan/Balochistani/Punjab/Sindh ICT – All Pakistan .

“Enhancing Girls’ Enrolment in Remote Areas of Pakistan’: WSIP in four southern districts of Punjab” 2009-2011

Dubai Cares/ Oxfam GB US $ 1 million South Punjab; Chiniot; Multan; Muzaffargarh; Rahim Yar Khan 187 schools

Lifebuoy Hygiene Education Program 2010

Lifebuoy Unilever Pakistan

US $ 100,000 Karachi, Lahore, Mulan and Rawalpindi in 1200 schools 225, 000 chidren and 2500 teachers

ECE Dirt is Good 2008- 2010 – promoting the National Curriculum 2007 through training and learning materials

Surf Excel UNILEVER Pakistan Limited

US $ 200,000 8 districts reaching out to 1 million children

ASER Pakistan 2010- Rapid 16 week learning levels survey

Open Society Institute UNESCO; SEF; ITA; NCHD

US 150,000 32 districts of Pakistan a learning levels survey of 54,062 children in 960 villages and also 1300 schools

Dubai Cares Project 2008-2011: The overall purpose is to improve access of girls to quality primary education by supporting schools/communities in selected districts of South Punjab. A total of 187 (37 WSIP and 150 Cluster) Government Girls Primary Schools and Primary Sections of Middle and High School for girls were selected.The specific objectives of the project include to: Rehabilitate 35 girls primary school and equip them with basic supplies such as furniture, standardized package of

Teaching and Learning Materials and induction of 105 stop gap/para teachers. Introduce enrichment activities promoting quality of teaching and learning. Gender-sensitize school Councils in selected communities. Create awareness about personal and social health, hygiene, and environmental education. Enrolment at the target schools enhanced/increased and the communities are encouraged to send their children to

schools through effective advocacy campaign and improved facilities. Influence changes at local level with local communities to change attitudes and behaviour towards girls education.

Emergency Response Initiatives taken by ITA 2005-2010/11 Creation of Community Based Organizations (CBOs) and revival of SMCs Training of teachers, SMCs and CBOs in trauma training, setting up schools in tents, pedagogy etc Introduction of Individual Education Profiles (IEPs) (like a portfolio assessment system for students) to monitor

progress of students in transition – IEPs notified for students in transition and internally displaced Implementation of School Enrichment Program e.g. Health clubs and reading clubs Ensuring system wide responses by the Dept. of Education through notifications on innovations and training by the

government to ensure that innovations are accepted system wide for implementation. Construction of Semi Permanent Structures in 15 Schools in Bagh & Muzaffarabad, in collaboration with ITA UK &

Sanjan Nagar Education Trust and HPAK Denmark Testing programs of learning and healing in emergencies and early childhood development with mothers and

daughters Define and explain the strategy and capacity for scale up

The project’s strategy is from day one a systemic one in negotiations with the government from day one to ss support the program not as a pilot for its lessons learnt and good practices within the larger district context. All instruments developed for quality support, monitoring and capacity building of communities become a part of the larger outreach program

6 | P a g e


6. Project Design Project should be divided into general components:

Component 1: Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 4 districts of South Punjab/Upper Sindh reaching out to 70,000 children

Outcome 1: Children have access to improved infrastructure, safe learning environment with catch up programOutcome 2: Issues relating quality of education are addressed.Outcome 3: Catch Up Program for out of school children

Component 2: Targeting 3000 children in affected Districts of Punjab & Sindh (minimum 20 schools) with essential basic school and educational materials to enable quality learning

Outcome 4: Quality learning made possible for both students and teachers in affected schools

Component 3: Construction of 15 centers catering to 3000 children (Ages: 6 months to 6 years) with support for health, hygiene, life skills; ECD learning, recreation and nutrition training for mothers and care givers

Outcome 5: 15 ECD Community Learning Centers (CLCs) established for Mother and Child support with health and learning readiness skills provided for children aged 2-5, enabling them to be nurtured, kept healthy enroll & persist in local schools

Components should be divided (in tabular format) into activities with expected outcomes and impacts, showing KPIs (submitted in Excel format)

Component 1: Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 4 districts of South Punjab/Upper Sindh reaching out to 75,000 children

Outcome 1: Children have access to improved infrastructure and safe learning environmentOutput 1.1 Physical rehabilitation of 50 girls’ primary schools

A total of 50 Government Girl’s primary/elementary schools shall be renovated under the project. This shall include repair / rehabilitation of schools, toilets blocks and boundary walls. Water pump/hand pump will also be installed in the selected schools. As a result of renovation/rehabilitation in existing school premises parents will be more likely to send their daughters to school because the water and sanitation facilities will enable girls to have privacy when using the toilet. The boundary walls will help to reassure parents that their daughters will be secured and well protected in schools.

Activity 1.1.1 Project Orientation Meetings and Strategic Planning Discussions with key stakeholders comprising Secretary Education, District Coordination Officers, Executive District Officers (Education/Literacy, Planning & Finance), representatives of partner organizations

Activity 1.1.2 MoUs with district governments and setting up of project district offices/resource centresActivity 1.1.3 Target district education profiles are compiled. 50 WSIP schools and 250 cluster schools are

identified in the selected union councils of 4 districts of South Punjab and upper Sindh with the help of education department

Activity 1.1.4 Hiring of Civil Engineer and other Staff by ITA through advertisementsActivity 1.1.5 Preparation of BOQs and other technical documents with schools’ individual profiles with

detailed construction plan by ITA’s engineer and project is commissioned to local contractors after fulfilling due procedural requirements

Activity 1.1.6 Construction committees are formed in each school with active involvement of School Council members and key community members at local level with complete coordination with education and other concerned district departments to initiate, facilitate, supervise and sustain infrastructural improvements during and after the project.

Activity 1.1.7 ITA invites local community including parents and representative from education department and district government to formally inaugurate the school

Output 1.2 50 schools are supplied with learning materials, furniture and para teachersSchools shall be equipped with necessary furniture/fixture for students and teachers, study charts, wall clock, black boards, chalks, doormats and sports goods. The government schools mostly lack these school materials, which are very important for enhancing children’s learning capacity, developing interest in studies and improving classroom environment

7 | P a g e


Activity 1.2.1 Standardized package of Teaching/Learning Materials (TLMs) for each school with inventory checklist are prepared/procured with the help of baseline results of schools’ need assessment pertaining to learning environment

Activity 1.2.2 Furniture / Fixture is procured and provided in schools as per need with close coordination of school councils.

Activity 1.2.3 Hiring/Provision of para-teachers as per need identified in 50 schools

Outcome 2: Issues relating quality of education are addressed.

Output 2.1 300 schools, teachers and school councils provided quality inputs for learning , ECE, DRR, hygiene, life skills and environmental education.

Activity 2.1.1 Training of teachers, head teachers and school council members on various key areas/needs identified during baseline assessment study according to scheduled sequence of trainings stipulated in training strategy

Activity 2.1.2 SC training organized and SC members are involved in school development activities including facilitating and supervising construction in schools and reducing girls’ dropout

Output 2.2 Health/WASH / Enrichment programsGenerally, the participation of school children in problem solving and decision-making that affect them is neglected. The root cause of this problem is entrenched at homes as well as schools, where children have no say in their individual choices concerning education, food, clothes, or social life let alone family decisions. Similarly, at school, teachers decide on behalf of students on what to read and what not to read. This dependency on adults – be it parents at home or teachers at school – low self-esteem of students, leaving them feeling neglected and lacking in self-confidence to think and act in the smallest of matters. The predominance of adults creates a communication gap between children and adults. Furthermore schools lack institutional mechanisms such as children forums where issues and concerns can be discussed and supportedThere is a strong need of creating awareness on basic health and hygiene among communities resulting in many common diseases e.g. diarrhoea, malaria, influenza etc among children. Basic awareness sessions on health and hygiene, importance of vaccination and preventive measures against diseases will be held with active role by teachers, students and SMC members. Moreover, efforts shall be focused on devising a mechanism for school health program whereby, the children will go under regular medical check ups to identify health related issues that affect children education

Activity 2.2.1 Site based regular support to teachers and students by education promotersActivity 2.2.2 School Enrichment Activities initiated for the teachers and students such as Children’s enrichment

clubs: Health, Life skills, Reading, summer school

Outcome 3: Catch Up Program for out of school children

Output 3.1 Catch up program for 1000 vulnerable children 8-12 in afternoons

Activity 3.1.1 In selected areas drop out Children (specially Girls) are enrolled in evening for catch program


Outcome 4: Quality learning made possible for both students and teachers in affected schoolsWater, sanitation and health (WASH) program will be given high priority in the school support program to ensure that: a) awareness of safe hygiene practices (hand washing) use of toilets in an appropriate manner; cleanliness of facilities are promoted through interactive learning activities; b) working repaired toilets with water availability and c) water tanks are repaired and cleaned for usable drinking water

Output 4.1 3000 worst affected children provided full school kits including, bags, stationery, , shoes and uniforms

Activity 4.1.1 Children in affected areas supported with uniforms, bags, stationary @ US$15 each . Activity 4.1.2 ITA would ensure tender and bulk purchases at minimum cost, distribute and monitor school

supply usage

Output 4.2 20 schools where the same children study, will be equipped with learning materials. Minor repairs will be identified and addressed

Activity 4.2.1 For the 20 schools is provides learning materials and life skills training for teachers and SMCs

8 | P a g e



Outcome 5: 15 ECD Center establish for Readiness skills provided for children3-4, enabling them to enroll & persist in local schools

The ECD centers will be negotiated with local community as multi purpose community leanrning centres (CLCs) managed by local committees focusing on mothers and daughters. By providing trained and qualified ECD teachers and local lady health visitors the children will have the opportunity to best take advantage of education and health opportunities. ECD is proven to be the most cost effective sustainable educational intervention. Local health workers will be hired part time for each centre to work concurrently with children and mothers of the flood affected areas.

In addition a child protected space will allow mothers to return to work in the fields, rebuilding homes and reconstructing their lives. The community centres/buildings may also generate revenue by being leased for functions and training purposes.

Activity 5.1.1 Community mobilized for ownerships and engagement in the governance of the centres Activity 5.1.2 15 ECD safe play and community learning centers (CLCs) constructed/repairedActivity 5.1.3 Staff hired for ECD centersActivity 5.1.4 Health, hygiene, life skills, DRR awareness, knowledge and actions extended to 2000 4years +

children thru. child to child approaches, 1500+ mothers/care givers & 110 teachers Activity 5.1.5 Health and growth monitoring of children aged 6 months – 6 years Activity 5.1.6 Readiness skills provided for children3-4, enabling them to enroll & persist in local schools Activity 5.1.7 Creating support for the efficacy of a well documented holistic ECD community based program in

Pakistan – which can advocate for policy and budget support for ECD Activity 5.1.8 Community capacity building in ownership, strategic gender rights, governance for sustaining

community development & ECD centres supported and run by mothers/women. Activity 5.1.9 Actively exploring and creating linkages with other clusters related to: nutrition/food;

health/maternal health; livelihoods; skills; and educationExcel file attached as Annex A1-KPI3:

7. Project Management Define Implementing Partners – sectoral relationships

ITA is in the business of developing workable and upgraded education models as well as social policy guidelines. These are appropriate for urban and rural situations alike across the education spectrum for public and non-elite private schools/institutions. It believes in working through and with partners across local communities, districts and provinces. ITA’s critical partner for action is the public sector at all levels and its institutions. ITA has a very strong relationship with the government and has successfully advocated and facilitated policy shifts in public sector. These range from District-based education planning, to whole school improvement programs in under-performing government schools, extending their optimum use as ICT-based community learning centres in the afternoon, mobilizing local communities for addressing rights based education and lifelong learning needs. ITA will continue participation as an active member of the emergency response sectoral clusters designated at the district and divisional hubs and federal levels to ensure optimal coordination, reflected in the formal updates on flood support and interventions supported by Dubai Cares –scope, size and coverage. The clusters are fully represented by the government, UN OCHA, lead sectoral partners, implementers including civil society organizations.

Define Project Beneficiaries – Direct and Indirect (explanation)Children (6 months – 12 years): 70,000 Teachers: 1,110 Mothers: 4,500 Community Members: 15,000Component I: School Rehabilitation

64,000 -70,000 children or average of 200 children per school (Primary and Elementary) have access to improved infrastructure and safe learning environment

1000 drop out /out of school children(5-12 years) in catch up second chance program 1110 Teachers trained in Quality inputs for learning , ECE, DRR, hygiene, life skills and

environmental education 2000 Mothers and 1500 Community members trained

9 | P a g e


Component II: Back to School Campaign & Kits for Children & Schools 3000 Children in 20 Primary/Elementary Schools in affected areas supported with uniforms, bags,

stationary 20 Schools provided learning materials and support for repairs in flood affected areas

Component III: 10 -15 Day Care Centres for Community ECD Centers in Flood Affected Areas 3000 -4000 children attending in one or two shifts; 1500 mothers; and 110 teachers/health workers

provided jobs/training in the affected districts (90% women)

The Indirect beneficiaries of this programme will be: Students’ parents, School teachers, Siblings of students , Local CBOs, other partner organizations, District Governments/Department of Education etc Union councils/local government officials (in current structures) Medical team/lady health workers, counsellors, social and outreach workers Other local NGOs

Project Location (include map)Districts: South Punjab ( Muzzafargarh and Rahim Yar Khan ) & Upper Sindh (Ghotki & Dadu)

Province Districts

Component I: School Rehabilitation

Component II: Back to School Kits for Children

& SchoolsComponent III:

WSIP Schools

Cluster Schools

Catch Up Program – of Out of School

Children

Children’s Uniforms & School

Kits

School Support

Kits

ECD Day Care

Centres

SindhDadu 30 85 500 1500 10 5Ghotki 10 60 300 500 5 5

Punjab

Rahim Yar Khan 10 85 200 1000 5 -Muzzafarghar - - - - - 5

TOTAL 50 230 1000 3000 20 15Total Schools 280 20

For maps See Annex 1:.Total Number of Schools : 300Total Number of children reached 100,000 Total Number of teachers trained 600Total Number of Community members trained 600Total Number of mothers : 4500Total Number of Community members reached 15,000-20,000

Project Management - A Gantt chart clearly breaking the project activities down into quarters. Bi annual milestones must be highlighted

See Annex 2 for Gantt Chart

Define and explain in detail the Performance Monitoring Plan and and Evaluation /Reporting methodologyActivities and outputs will be monitored as part of regular project cycle management, Record keeping systems will be put into place to ensure that all information is documented. A confidentiality protocol will be developed to ensure that the needs of the children are maintained and they are not put at further risk.

Monitoring ITA, will follow the Dubai Cares guidelines and established procedures for monitoring. Annual work plans will be prepared within the first month, quarterly progress reports (as required by Dubai Cares) will be submitted as requested. Quarterly progress reports will be prepared and submitted to Dubai Cares project management. Technical reports, special reports, and accounting reports will also be prepared on a quarterly basis. ITA will have a built-in monitoring and evaluation system.

10 | P a g e


EvaluationThe progress and success of the project will be constantly reflected and assessed by the Project staff involved. Base Line survey is planned in the first phase of the project and subsequent results will be measured after a set period (to be determined). M&E unit will be closely monitoring the progress on identified indicators and helping measure numbers as well as the quality of the outputs. The outcomes and the data will also be shared with Dubai Cares to help track the activities

In addition, ITA’s management will ensure adequate and timely reports are furnished and information exchanged which is crucial to supporting evaluations and other necessary project assessments.

Include evidence of outcome mapping methodology in relation to project M&E.

See Annex 3 for outcome mapping methodology in relation to project M&E

8. Communications strategy Outline of a communication strategy including what specific activities will be undertaken to highlight Dubai Cares

as a donor

This 27 months project will work exclusively with the government schools in poor and low income rural areas in Pakistan. The overall project purpose is to improve access of girls and extremely disadvantaged children to quality primary education by supporting schools/communities in selected districts of South Punjab and Sindh.

Through physical infrastructure improvement of girls school buildings, the programme will attempt to demonstrate a certain minimum standards for safe learning school environment. The project design has a number of other strengths, as well such as engagement with the disaster /emergency management institutions and the departments of education at the provincial and district levels. The project’s strength is enagemwent with local communities through the School Management Committees (SMCs), with women and men for mobilising support to send girls to schools and for effective management of the school and all its interventions. The project was designed after a comprehensive gender and flood/emergency analysis and reflects a strong commitment to equity, something that is also evidenced in our work on gender and education. The project also focuses on teachers’ capacity development and the development and use of class room supplementary reading material promoting alternative gender roles as well as awareness on rights. Simultaneously, organisational development of programme partner NGOs, mobilisation of communities, media and political groups on girls’ enrolment education, and effective advocacy with district governments and elected representatives to increase the percentage of financial allocation and other resources to girls education is also a key element of the project

The communications strategy is: To highlight the profile of Dubai Cares in all project related activities through appropriate branding by the

implementing partner in order to increase understanding about the donor’s development initiatives in the education sector, at various levels

To share information and knowledge on the project and convey the realities, objectives, targets and impact of this project more effectively and transparently

To change existing practices and attitudes towards girls education and education sector service delivery To support work and facilitate closer relations with diverse stakeholders such as government officials, local

communities, schools teachers, school management committees, school children, other civil society organisations

To recognise that each of these groups will require different messages and information needs, and targeting them accordingly

To manage expectations of these stakeholders To address internal communications queries (such as reporting needs between ITA and Dubai Cares)

Branding: o Identifying key core values, common to Dubai Cares and ITA which will be communicated in our work,

especially at the project and field levelo Developing an introduction and using appropriate signage (DC, and ITA logos) and key messages about

Dubai Cares and ITA which would be used in project brochures, posters, calendars, project briefs, reports, discussion papers, banners and videos. For instance for banners the statement could be “Supported by Dubai Cares and ITA”. For reports, briefs, workshop invitations etc a short introduction about Dubai Cares

11 | P a g e


and ITA (100 words each) can be used (This introduction should be run with and approved by Dubai Cares).

o Copyrights issues addressed as per donor (i.e. Dubai Cares) requirementso SOP: Prior to the publishing, all materials and text would be shared by ITA with an designate person/officer

at Dubai Cares for review and agency communication/branding protocols. Implementation Channels and Tactics

Identifying and designating communications focal persons within DC and ITA. The Communication Focal persons will set up regular meetings with nominated communication officers to co-ordinate plans and share information/lessons learned.

Identifying key stakeholders, the target audience and the decision maker and key messages for each group through a participatory and consultative process involving the partners and DC

Using the media: a) at least one article every six months on education policy, public spending on education, issues in enhancing girls enrolment by the partner (or relevant DC staff), b) reporting in the media on events and activities associated with the project, project successes and achievements and during special events (such as inauguration of rehabilitated and renovated schools in the project, Global Week of Action, International Literacy Day)

Developing a webpage within the partner website with links to Dubai Cares and ITA website Undertaking regular M&E and research work to help us and the stakeholders understand and inform public

policy as well as assess the impact of the project in the communities (case studies and human interest angle stories, experience of public-private partnerships in the project etc would be a feature of the assessments)

Developing a calendar of activities and liaising with the media for covering the events (trainings, school launches)

Presentations and briefings on key project learning, outcomes and case studies etc at civil society and other forums, consultations and meetings by ITA and DC staff

Outline potential for project and program advocacy at the local and national level

Public sector Provincial Minister and the Chief Minister of Punjab/Sindh Provincial and District Disaster Management Authorities (PDMA/DDMA) Education Cluster focal persons for emergencies at local, provincial and sometimes national levels (Multi –

agency/ led by UNICEF and Save the Children Alliance) District Government Officials (District Coordination Officer and EDOs, District Monitoring Officer) Members of national and provincial assembly elected from the local areas /Local government elected

representatives: Districts and Union Council (UC) Nazims or equivalent (each UC with 25000 population) Key messages: the role of the govt needs to be clearly defined in governing public private partnerships for service delivery

and improving quality and access in the education sector lobby for operationalising the NEP at local levels which suggests setting up of District Education Boards

for managing school education at the local level. lobby for increasing public spending on education at local and provincial levels promoting reading culture and libraries in a campaign mode for both girls and boys in schools and

communities create space through seminars/ multistakeholder dialogues for debate on the draft education policy creating incentives for head teachers for School Management Committees (SMC/SC) activation incentivising girls’ enrolment though ‘food stamps’ /linkage through World Food Program and other social

safety nets linking with other civil society gender-responsive budgeting and tracking initiatives and advocating for

change in local, provincial and national education budgets

Local CommunitiesParents or ‘families’ living near the schools whose children are attending schools or out of schools, located in same village. Representing the ‘demand side’ of the equation, communities-parents and children- are not interested in education since they do not understand its benefits. Education for them is a means to employment. Hence when parents see educated youth still un-employed, they lose interest in sending children to schools. Parents’ role in management can be effective in ensuring that the schools are functioning and the teachers are doing their job. Key Messages: Your Schools and education will improve if you if you become part of the change. DEMAND change through SMCs (key activity to reinforce this message is mobilisation through Education

Promoters and school visioning. You can be a part of planning, budgeting designing and undertaking school renovations

12 | P a g e


Send your children, especially girls, to school so that they can overcome poverty and violence Send my sister to schools campaign in 2011 .. the main kick off campaign of the project

School Management Committees:Composed of school teachers and volunteers from local communities, SMCs have been reconstituted in the last decade to shift financial and managerial functions to communities, to enhance enrollment, curb absenteeism, reduce the dropout rate and involve communities in petty repair and provision of classroom consumables. I is estimated that in most cases in Pakistan, these have not been activated or performed accordingly. Where these have become operative, this has been done through a process of interaction via repeated visits to communities, facilitating them to elect their representatives for SMCs and both formal and informal training in what the role of these committees should be and how they should monitor the SMCs and schools. SMCs are notorious for being controlled by groups of nominated individuals, with little interest in the running the schools, this has led to a minimal representation of parents.Key Messages: Accountability and transparency to the communities in school governance Improvement of the schools and capacity building of teachers and the provision of quality education is a regular

and continuous process

School children:It is estimated that 80% of children within the age group 5 -9 in Pakistan are estimated to go to government primary schools where issues such as poor quality of education, lack of access, poverty combined with education not perceived to provide economic gains, traditional style of teaching, corporal punishment, and high student teacher ratio result in poor educational outcomes, and these remain a key constraint to progress. This category comprises age groups 3-9 and 10-14 year olds, mostly attending school and living in the vicinity of the school in the Union Council or the village. Key messages: Education as a basic right School humara haq hai!! Humain Ilm chahiyay ( A school is our right, We need education) Education impacts our lives positively

School teachers:The project also targets at least 200 teachers from these public schools. Civil society assessment of the situation reveals that while public school teachers are better-qualified and more experienced, and their salary level over two and a half times than that of private school teachers, teacher absenteeism is much worse in public schools. Training quality nevertheless is questionable and generally not geared towards the actual needs of the teacher.Key messages: Delivering quality reflects Child carers, not abusers Community leaders on issues such as gender equality, child rights and child friendly teaching methodologies

Civil Society organisations and alliances for educationThere are a number of development agencies and civil society organisations, which are engaged in education sector initiatives. In terms of development agencies, to name a few there are UNESCO, UNICEF, USAID, GTZ, Save the Children US, Save the Children UK, Oxfam Novib, Church World Service, World Vision, Caritas, Plan International, Care International. In terms of national and provincial CSOs engaged in the education sector, some names are: Strengthening Participatory Organization (SPO), Society for the Advancement of Education (SAHE), The Citizen’s Foundation (TCF), Developments in Literacy (DIL), Alif Laila Book Bus Society, Institute for Development Studies and Practices (IDSP), Adult Basic Education Society Education, Baanh Beli, Health Education and Literacy Trust. These can be classified in terms of the kind of work being undertaken: for instance the Social Policy and Development Centre (SPDC) and Sustainable Development Policy Institute (SDPI) undertake policy research and advocacy; However, tThe Citizen’s Foundation (TCF), Developments in Literacy (DIL) undertake direct fundraising and delivering education to the poor. The Pakistan Coalition for Education and Alliance for the Campaign for Quality Education are forums, which have emerged as a result of partnerships, advocacy on education within these organisations. Key Advocacy Areas: Working through Idara e Taleem o Agahi will engage strategically in lobbying and advocacy with other civil

society partners and alliances though seminars and multi-stakeholder forums:

13 | P a g e


Education budget tracking at the national, provincial and district level (especially in light of gender-responsive budgeting and tracking initiatives)

the oversight and operationalisation of National education policy accountability and monitoring of government and education policies at district, provincial and national levels lobby for setting up a National Standards and Certification Agency for EMIS evaluating the quality of

education data collection, analysis and use across all levels and tiers of the education management, as suggested in the GoP’s New Education Policy.

Outline specific project innovations and how these can be leveraged at the national and international levelsITA holds annual country wide advocacy and research programs on World Teachers Day and World Day Against Child labor ( October and June) since 2004 and since 2010 launches of Annual Status of Education Report (ASER) 2010-2011 on children’s learning levels and enrolment.

Using the media: a) at least one article every six months on education policy, public spending on education, issues in enhancing girls enrolment by the ITA, b) reporting in the media on events and activities associated with the project, project successes and achievements and during special events (such as inauguration of rehabilitated and renovated schools in the project, Global Week of Action, International Literacy Day)

Project Advocacy strategy: Engagement with stakeholders

Milestones: Formal launch of the project by ITA through a seminar/ multi-stakeholder forum. Meetings with Govt officials (provincial and districts levels) and any collaborations e.g. signing of MoUs

and setting up of project offices within (govt) school premises Formal District Hub Office launch Baseline findings on the state of education institutions in the project areas and key statistics are highlighted

in the media School renovation / construction is completed at the first school First teacher training. Student council meetings. Launch of catch up programs for dropout girls. National Events, Advocacy Workshops and seminars for policy influence

Expected outcomes and impact

Some of the expected these activities, tactics and objectives will support project objectives:

At one level, the outcome will be increased community and public awareness about the donors (Dubai Cares) Effective consultation and feedback from stakeholders continues throughout all stages of the project. Increased community and public engagement on the project- contributing to the project sustainability and ownership by

key stakeholders Achieve an increase in school enrolment, governance of target schools improves qualitatively and greater public

spending on education

Risks and Assumptions There is overall political stability and the law and order situation remains calm in the country especially the

project areas so that project activities can take place as per schedule or do not have to be conducted with extremely low key visibility w.r.t. media

14 | P a g e

ITA

Level 1Students, community,

SMCs & School Teachers

Level 2Local & provincial

government officials

Level 3Civil society forums and watch groups

undertake provincial and national level

advocacy and lobbying


Community is appropriately mobilised and their support is available for carrying out project activities Government provides support and is amenable to the project. There are no natural disasters expected in these areas that will cause an emergency situation here or in the

rest of in the country Media is responsive and empathetic to issues related to issues with education in Pakistan

9. Sustainability Outline how the program will achieve long term sustainability after program closure

10. Risk Analysis Highlight critical assumptions and risk management issues using a log frame

See Annex 4 for Risk Analysis

11. Contribution from grantee Define the monetary contribution from the grantee, both direct and in kind program contributions

Project Advisor: ( Dr Baela R Jamil) 20 % Time (US $ 25000) ITA H.O Office ( Hr and DTP Cost) 40% time (US $ 20000) ITA H.O Office (Administration/Support) (US $ 30000) ITA Karachi Office ( Administration/Hr Cost) (US $ 5000) ITA Muzafarghar Office (Administration/ Support) (US $ 15000) ITA Rahim Yar Khan Office (Administration/ Support) (US $ 10000)

12. Budget A financial narrative that is in line with the specific activities highlighted above in section 7 Include a detailed budget tied to the financial narratives Component 1: Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 4

districts of South Punjab/Upper Sindh reaching out to 70,000 children

15 | P a g e

Exit Strategy/Project Sustainability Supporting Network Diagram

Local Levels

Local community ownership of WSIP identified ; corner and school/centre meetings ‘; CCBs, SMCs, VECs, Local UC Nazims/Imams/Social Workers – “Siyanas”or the wise ones in the locality ..District based ITA’s Resource Pool including, PSU Alumnai, DTEs, PEF CTs

Upward LinkagesLinking school with Mainstream Govt. Program at Provincial Levels Linking with public private partnerships in education where possible Systemic reform for:Broad-scale change in Laws, policies, allocations and take immediate action against injustice… eg. Alignment on International Conventions; National Laws on age of the child; Trafficking; Quality of Education by raising teachers qualifications, salaries and training etc.

Private SectorCorporate Partners under CSRChamber of CommerceExpatriatesNGOsCivil Society Alliance eg PCE, Networks, Media, Human Rights and Lawyers forums, Teachers Unions, Trade UnionIndividual Philanthropists

District Govt.Department of Education strengthened Planning and 3Ps Cell establishedTraining on budgeting and planning Link established with partner schoolsBait ul MalChild Protection Bureau WWF, PHA, hospitals, health agencies, Health Dept., Community Development, L&NFBE, Social Welfare Dept.

Strengthened Schools“Creating Entitlements”

Through local governance and

public private partnerships


Core Activities Unit Costs No of Units

/Months

US Dollars $(US$)

School Repair Construction & Furniture 12,000 50 600,000Training /Soft Areas and Materials Dissemination 500 300 150,000Teachers Support/para teachers 500 100 50,000Catch Up Program for out of school children 50 1000 50,000Health/WASH / Enrichment programs 6,250 24 150,000Monitoring, Evaluation & Research 112,588 112,588Transport for outreach and support 3,733 27months 100,794Overhead 4272 27months 115,353 Total Amount 1,329,088


Support Items & Unit Costs US $ Unit Costs Units Total in US $$USD

Children’s School Kits

Uniforms/Shoes 7 3,000 $60,000 Bags 4Books/Stationary 4Sweater 5

School Support Kits

a) ECE /Primary/Health Reading /Sports/play kits

500 20

b) WASH support: Water tanks repair to bathrooms

600

$60,000

c) Blackboards/furniture minor repairs and paint to classrooms/ playground filling and some minor repair if boundary walls for girls schools are damaged.

1,900

TOTAL $120,000


Unit Cost No. of Months Total Cost US $ US$

ECD teacher/Lady Health Worker /Assist Teacher/Support Staff (Total= 6)

3660 12 months $4,235

Construction/Repairs 1176 One time $1,176 Furniture /Play equipment – matting 1176 One time $1,176 Learning Materials & Portfolios 588 One time $588 Recreation & Refreshment 94 12 months $1,129 Health, Hygiene & Life Skills Sessions 79 12 months $706 Community Governance & Institutionalization 706 $706

Training Support 294 4 phases $1,176 Monitoring & Documentation 245 12 months $2,941 7% Overhead $968

16 | P a g e


Unit Cost No. of Months Total Cost US $ US$

Total per centre Amount $14,801 TOTAL For 15 Centers $222,020

Include a detailed breakdown of administrative costsComponent 1: Extending the already successful Dubai Cares, Whole School Improvement Program cluster approach in 4 districts of South Punjab/Upper Sindh reaching out to 70,000

Description Unit Costs No of

Units Months TotalMain Office (Lahore Based)

Human Resources

Manager Accounts 50 % Time 353 1 27 9,529.4Admin & Procurement Officer - 75 % Time 235 1 20 4,705.9Recurrent costs -Office Rent (Shared) 471 1 27 12,705.9Utility Cost (Electricity, Gas, water, etc) 176 1 27 4,764.7Office supplies/stationery/Computer Accessories/Photocopies 118 1 27 3,176.5Communication ( Phone, Internet, Postage, Fax) 118 1 27 3,176.5R & M Office & Equipments 35 1 20 705.9Office Equipments /Furniture Fixtures -Laptop 706 2 1 1,411.8Computers 529 2 1 1,058.8Printer 471 1 1 470.6District Hubs (Dadu, Ghotki and RahimYar Khan)

-Human ResourcesAdmin Offier 188 3 25 14,117.6Finance Officer 188 3 25 14,117.6Support Staff 129 6 25 19,411.8Sub Total 47,647 -Recurrent costs -Utility Cost (Electricity, Gas, water, etc) 59 3 25 4,411.8Repair & maintenance (office & Equipment) 35 3 25 2,647.1Communication ( Phone, Internet, Postage, Fax) 47 3 25 3,529.4Office supplies/stationery/Computer Accessories/Photocopies 71 3 25 5,294.1Sub Total 15,882 -

Office Equipments /Furniture Fixtures -Furniture Fixtures 882 3 1 2,647.1Computers 529 0 1 -Laptop 765 3 1 2,294.1Printer 471 3 1 1,411.8Multimedia Projector 824 2 1 1,647.1Digital Camera 294 0 1 -

17 | P a g e


Video Camera 471 0 1 -Photocopier 2,118 1 1 2,117.6Sub Total 10,118 115,353

Component 2: Targeting 3000 children in affected Districts of Punjab & Sindh (minimum 20 schools) with essential basic school and educational materials to enable quality learningNo Management cost


Description Unit Costs

No of Units Months Total

Management CostCommunication ( Phone, Internet, Postage, Fax) 47 3 12 1,694.1Office supplies/stationery/Computer Accessories/Photocopies 47 3 12 1,694.1Computers 529 6 1 3,176.5Digital Camera 294 3 1 882.4Video Camera 471 3 1 1,411.8Printer 471 3 1 1,411.8Photocopier 2,118 2 1 4,235.3Sub Total 14,506

All financial information should be submitted in an Excel formatNote:

- The proposals not to exceed 15 pages excluding annexes, reference sheets and maps- Overhead costs are not to exceed 7% total project costs- Proposals should demonstrate existing partner capacity and the opportunity for leverage - Proposals that focus on one of the core components in the DC education value chain ( e.g. Infrastructure, Water &

Sanitation, Health & Nutrition, Quality) should demonstrate how the proposed intervention can cross cut with the other three components.

- Proposals should demonstrate an integrated design and approach to achieve objectives.

ANNEXURES

18 | P a g e


Annex 1:District Maps

19 | P a g e


District Maps

20 | P a g e


21 | P a g e


ANNEX 2:Project Management - Gantt chart - project activities

Activates Apr – Jun 2011

Jul – Sep 2011

Oct – Dec 2011

Jan – Mar 2012

Apr – Jun 2012

Jul – Sep 2012

Oct – Dec 2012

Jan – Mar 2013

Apr – Jun 2013

Outcome 1: Children have access to improved infrastructure and safe learningOutput 1.1 Physical rehabilitation of 50 girls’ primary schoolsActivity 1.1.8 Project Orientation Meetings and Strategic Planning

Discussions with key stakeholders comprising Secretary Education, District Coordination Officers, Executive District Officers (Education/Literacy, Planning & Finance), representatives of partner organizations

Activity 1.1.9 MoUs with district governments and setting up of project district offices/resource centres

Activity 1.1.10 Target district education profiles are compiled. 50 WSIP schools and 250 cluster schools are identified in the selected union councils of 4 districts of South Punjab and Sindh with the help and consent of the education departments

Activity 1.1.11 Hiring of Civil Engineer and other Staff by ITA through advertisements

Activity 1.1.12 Preparation of BOQs and other technical documents with schools’ individual profiles with detailed construction plan by ITA’s engineer and project is commissioned to local contractors after fulfilling due procedural requirements

Activity 1.1.13 Construction committees are formed in each school with active involvement of School Council members and key community members at local level with complete coordination with education and other concerned district departments to initiate, facilitate, supervise and sustain infrastructural improvements during and after the project.

Activity 1.1.14 ITA invites local community including parents and representative from education department and district government to formally inaugurate the school

Output 1.2 50 schools are supplied with learning materials, furniture and para teach

22 | P a g e



Jul – Sep 2011

Oct – Dec 2011

Jan – Mar 2012

Apr – Jun 2012

Jul – Sep 2012

Oct – Dec 2012

Jan – Mar 2013

Apr – Jun 2013

Activity 1.2.1 Standardized package of Teaching/Learning Materials (TLMs) for each school with inventory checklist are prepared/procured with the help of baseline results of schools’ need assessment pertaining to learning environment

Activity 1.2.2 Furniture / Fixture is procured and provided in schools as per need with close coordination of school councils.

Activity 1.2.3 Hiring/Provision of para-teachers as per need identified in 50 schools

Output 2.1 300 schools, teachers and school councils provided quality inputs for learning , ECE, DRR, hygiene, life skills and environmental educationActivity 2.1.1 Training of teachers, head teachers and school council

members on various key areas/needs identified during baseline assessment study according to scheduled sequence of trainings stipulated in training strategy

Activity 2.1.2 SC training organized and SC members are involved in school development activities including facilitating and supervising construction in schools and reducing girls’ dropout

Output 2.2 Health/WASH / Enrichment programsActivity 3.1.1 Site based regular support to teachers and students by

education promotersActivity 3.1.2 School Enrichment Activities initiated for the teachers and

students such as Children’s enrichment clubs: Health, Life skills, Reading, summer school

Outcome 3: Catch Up Program for out of school childrenOutput 3.1 Catch up program for 1000 vulnerable children 8-12 in afternoonsActivity 3.1.1 In selected areas drop out Children (specially Girls) are

enrolled in evening for catch programOutcome 4: Quality learning made possible for both students and teachers in affected schoolsOutput 4.1 3000 worst affected children provided full school kits including, bags, stationery, , shoes and uniformsActivity 4.1.3 Children in affected areas supported with uniforms, bags,

23 | P a g e



Jul – Sep 2011

Oct – Dec 2011

Jan – Mar 2012

Apr – Jun 2012

Jul – Sep 2012

Oct – Dec 2012

Jan – Mar 2013

Apr – Jun 2013

stationary @ US$15 each . Activity 4.1.4 ITA would ensure tender and bulk purchases at minimum

cost, distribute and monitor school supply usageOutput 4.2 20 schools where the same children study, will be equipped with learning materials. Minor repairs will be identified and addressedActivity 4.2.1 For the 20 schools is provides learning materials and life

skills training for teachers and SMCsOutcome 5: 15 ECD Center establish for Readiness skills provided for children3-4, enabling them to enroll & persist in local schoolsActivity 5.1.1 15 ECD safe play and learning centers

constructed/repairedActivity 5.1.2 Staff hired for ECD centersActivity 5.1.3 Health, hygiene, life skills, DRR awareness, knowledge

and actions extended to 2000 4years + children thru. child to child approaches, 1500+ mothers/care givers & 110 teachers

Activity 5.1.4 Health and growth monitoring of children aged 6 months – 6 years

Activity 5.1.5 Readiness skills provided for children3-4, enabling them to enroll & persist in local schools

Activity 5.1.6 Creating support for the efficacy of a well documented holistic ECD community based program in Pakistan – which can advocate for policy and budget support for ECD

Activity 5.1.7 Community capacity building in ownership, strategic gender rights, governance for sustaining community development & ECD centres supported and run by mothers/women.

Activity 5.1.8 Actively exploring and creating linkages with other clusters related to: nutrition/food; health/maternal health; livelihoods; skills; and education

Activity 5.1.9 15 ECD safe play and learning centers constructed/repaired

24 | P a g e


ANNEX 3Outcome mapping methodology in relation to project M&E.

Indicator Indicator Definition Data Sources Data Collection MethodologyFrequency of Data Collection

Who is Responsible

Project Goal (evaluation)

Children, especially girls aged 2-12 have access to quality education with improved infrastructure and safe learning environment

- 50 target schools having Whole School Improvement Program (WSIP) model in place through safe infrastructural, high quality educational facilities and improved learning outcomes

- Enrolment in 50 target schools is increased by 15-20% at primary level through community mobilization and quality improvement

- Retention of children enhanced by 15-20% during the project period.

- 600 teachers trained (2-headteacher / teachers from each 300 schools)

- 600 SC members trained (2-3 SC members trained from all 300 schools)

- Pre and post profiles of 50 WSIP schools aligned to the Dept of Education and District Disaster Management Authority (DDMA)

- Renovated/rehabilitated school buildings /classrooms

- Construction completion certificates

- Teachers and SMC’s Training reports

- Pictorial & video documentation

- Ongoing school enrichment activities

- Attendance registers, monthly monitoring forms and progress reports with comparative analysis of girls increased enrolment and retention.

- Annual/bi-annual results with comparative analysis

SurveyBOQTraining ModulesTraining Reports

Monthly/Quarterly/ Annually

Dubai Cares Project Team/ and Programme Manager

Outcome 1 (evaluation)

25 | P a g e



Who is Responsible

Children have access to improved infrastructure and safe learning environment

- Physical rehabilitation of 50 girls’ primary/elementary schools

- 50 schools are supplied with learning materials, furniture and para teachers

- Record comprising attendance registers, monthly monitoring forms and progress reports with comparative analysis of girls increased enrolment and retention.

- BOQs, maps and other technical documents

- School Development Plan displayed in schools

- Feedback , pictures and report of the hopes and fear session


Dubai Cares Project Team/ Engineer/Manager M&E and Programme Manager

Output I (monitoring)

Number of girls students availing better educational facilities and opportunities

- 50 schools have need based new or renovated classrooms, toilets and boundary walls with clean water and functional electricity facilities

- Standardized packages of learning material including appropriate furniture with project tags/inventory stickers are available in each 50 WSIP school

- Copies of the MoUs with district governments

- Agreement between partner origination and builder with complete BoQs and approved maps etc.

- Minutes of the school council and construction committee review meetings reflecting progress, challenges, joint decision and actions during the project.

- Completion report/ certificates by the AEOs, Head Teachers and SMCs members.

- School Inauguration ceremony report and pictorial evidence

- Filled monitoring forms and Monitoring visits reports

- Pictorial and video documentation

- Minutes of the meetings and joint decisions. Pictures and interviews

- Baseline study report- List of identified schools- Signed copies of MOUs-- Filled needs assessment forms

and pre-project images (pictures/videos)

- Baseline Study Report- Feedback , pictures and report

of the hopes and fear session- BOQs, maps and other technical

documents- Agreement between partner

origination and builder with complete BoQs and approved maps etc.

- Minutes of the school council/construction committee review meetings reflecting progress, challenges, joint decision and actions during the project.

- Completion report/ certificates



26 | P a g e



Who is Responsible

- Electric meter, hand pump installed

news clippings- Checklist of supplied

material displayed. - Receipts/acknowledgement

letter by the school councils on the availability of supplies

- Filled HR forms/contracts with para teachers, attendance registers Pictures and news clippings

by the AEOs, Head Teachers and SMCs members.

- School Inauguration ceremony report and pictorial evidence

- Filled monitoring forms and Monitoring visits reports

- Reports of engineer Pictorial and video documentation

- Sample of Standardized Teaching Learning Pack

- Delivery Plan of TLM and receipt lists duly signed by Head Teacher and ITA representatives

- Copy of agreement between ITA and vender

- Record register of SMC.- Inventory checklists - Monitoring visits reports- Pictorial and video

documentation- Certificates of handing and

taking over the material by the AEOs, Head Teachers and SMCs members.

- Filled HR forms/contracts with teachers, attendance registers

Outcome 2 (Evaluation)

Issues relating quality of education are addressed.

- 300 schools, 600 teachers and 600-900 school councils provided quality inputs for learning , ECE, DRR, hygiene, life skills and environmental education

- Training reports, pictures, video clips, filled feedback forms and news clips, certificate of participation/ professional excellence of

- Students’ handmade drawings depicting their aspirations for their schools.

- Case-studies and interviews of teachers and students. “from


Dubai Cares Project Team/ /Manager M&E and Programme

27 | P a g e



Who is Responsible

- Various enrichment activities promoting quality of teaching and learning, basic health & hygiene, life skills are introduced.

- Community mobilization through strengthening of School Councils (SCs)

- Capacity Building of key stakeholders (including Children, teachers, SC members and project staff) is ensured

- Influencing Policy, Behaviors and Practices through Advocacy at all levels

-

teachers, annual result comparison

despair to hope”- Project Advocacy Document

and Communication Strategy

ManagerITA Training Team

Output 2 (monitoring)- 600 teachers and 600 -

900 SC members availing professional development opportunities through intensive training workshops.

-- Continuous periodic

learning assessments of students

- Children’s participatory co-curricular activities, clubs and programs operational

- Better annual results and students’ retention

- Teachers and students avail site based support by the education promoters. Health clubs, reading clubs and summer schools are operational.

- General body meetings are organized in the schools. School council members avail training opportunities. Construction and other development activities are facilitated and monitored by SC members.

- All key stakeholders avail training opportunities throughout the project time span

- Target schools and districts are able to advocate their rights and entitlements regarding access and quality of education from local to

- Enrichment program documents/dossiers

- Resource material/supplementary books in classrooms, learning corners, word walls, washing lines and project based learning models displayed in classrooms, reports, pictures, video clips and media coverage

- School council reports and minutes of meetings, passed resolutions, pictures and case studies

- Training Strategy Document and training modules

- Summer school, Reading club dossier, books and students handmade projects displayed.

- Pictures and reports. Feedback of the school council members

- Training Strategy Document and training modules

- Health kit, dossiers and health education/ environment lesson plans etc are available. Health checklists properly maintained and displayed in classrooms Posters with healthy messages displayed in schools

- First Aid kit and usage sheet available in schools

- Visit reports, students’ feedback and pictures.

- MOUs with District Health


Dubai Cares Project Team/ /Manager M&E and Programme ManagerITA Training Team

28 | P a g e



Who is Responsible

national levels. - Training report, pictures, feedback forms and certificate of participation

- Press clippings- Recommendations

incorporated and projected in development policies (policy documents)

Media coverage

Dept. and/or with NCHD office and other partner organizations

- Reports, articles, posters and feedback from students and teachers

- School council reports and minutes of meetings, passed resolutions, pictures and case studies

- Training report, pictures, feedback forms and certificate of participation

- Training Schedules, registration sheets, training reports, pictures and video clips, filled feedback forms and news clips, certificate of participation and certificate of professional excellence, better results karwai registers, minutes of the meetings of school councils, passed resolutions with signatures, acknowledgments/receipts of resource mobilization by school councils. Certificates of acknowledgment

- Training reports, pictures and video clips, filled feedback forms and news clips, comparative results, learning achievements/levels of students.

- Leaflets/posters/briefs - Media coverage-- News clips and short reports,

29 | P a g e



Who is Responsible

recommendations incorporated in policy


- Catch Up Program for out of school children

- Provide learning opportunities for 1000 out of school children who have dropped out in the last 18 months in the local areas/villages

- Mainstreaming of 60% of children in formal schools

- Students profiles- Individualized Education Profiles (IEPs)

- Enrollment record- Re-enrollment records in

formal schools

- Survey- Student files- Case Studies



Output 3 (monitoring)- Catch up program for

1000 vulnerable children 8-12 in afternoons

- In the same WSIP/Cluster schools (30-60 schools) 1000 drop out Children (specially Girls) are enrolled in morning/afternoons for catch program

- Formal schools principals/head teachers mobilized for mainstreaming

- Children mainstreamed on merit

- Attendance registers, monthly monitoring forms and progress reports

- Students profiles- Re-entry records

- Visit reports, students’ feedback and pictures




- Quality learning made possible for both students and teachers in affected schools

- Minor repairs of 20 primary schools

- 20 schools are supplied with learning materials, furniture and para teachers

- Record comprising attendance registers, monthly monitoring forms and progress reports with comparative analysis of girls increased enrolment and retention.


- School Development Plan displayed in schools

- Feedback , pictures and report of the hopes and fear session



Output 4 (monitoring)- 3000 worst affected

children provided full school kits including,

- Children in affected areas supported with uniforms, bags, stationary

- Agreement between partner origination and builder with complete

- Baseline study report- List of identified schools- Signed copies of MOUs


Dubai Cares Project Team/ /Manager M&E

30 | P a g e



Who is Responsible

bags, stationery, , shoes and uniforms

- 20 schools where the same children study, will be equipped with learning materials. Minor repairs will be identified and addressed

BoQs and approved maps etc.

- Checklist of supplied material displayed.

- Receipts/acknowledgement letter by the school councils on the availability of supplies

- Filled needs assessment forms and pre-project images (pictures/videos)


- Agreement between partner origination and builder with complete BoQs and approved maps etc.

- Minutes of the school council/construction committee review meetings reflecting progress, challenges, joint decision and actions during the project.

- Sample of Standardized Teaching Learning Pack

- Delivery Plan of TLM and receipt lists duly signed by Head Teacher and ITA

and Programme ManagerITA Training Team


- ECD Center establish for Readiness skills provided for children3-4, enabling them to enroll & persist in local schools

- 15 ECD safe play and learning centers constructed/repaired

- Training reports, pictures, video clips, filled feedback forms and news clips, certificate of participation/ professional excellence of teachers,

- Students’ handmade drawings depicting their aspirations for their schools.

- Case-studies and interviews of teachers and students

- Project Advocacy Document and Communication Strategy



Output 5 (monitoring)- 15 ECD safe play and

learning centers constructed/repaired

- 15 ECD center established and functional

- MOUs between local community for establishing and partnering with ECD

- Baseline study report- Center record- Agreement between partner


Dubai Cares Project Team/ Engineer/Manager

31 | P a g e



Who is Responsible

centres as community leanring centres

- Ongoing center enrichment activities

- Attendance registers, monthly monitoring forms and progress reports with comparative.

- Annual Results with comparative analysis

origination and builder with complete BoQs and approved maps etc.

- Minutes of meetings- Training reports- Attendance registers, monthly

monitoring forms and progress reports with comparative.

-

M&E and Programme Manager

32 | P a g e


ANNEX 4:Risk Analysis

Assumptions

Risk Assess (failure of assumption – Low, Med, High)

Consequence(Fatal, Serious, Manageable)

How this risk will be managed

Government at Provincial and District levels cooperates and facilitates project teams in the implementation of the project activities

Medium Serious From day one, all key officials at both provincial and district level are involved through orientation meetings, signing of MoUs, sharing of project updates and activities at school level. Public sector’s cooperation varies district to district with NGOs working under public private partnerships. If any district administration or representative of education department obstruct project activities or deliberately demonstrate unwanted delays, district teams will involve other stakeholders and use best mobilization skills as partner organization has track record of working with pubic sector partners at all levels. Even then, things don’t get sorted out, provincial authorities/secretary education will be informed for facilitation. Such issues will be brought into the attention of Dubai Cares immediately by the partner organization for joint decision and actions to avoid major delays in project activities.

Quarter wise agreed budgets by the donor are released without excessive delays

High Serious At the very outset of the project it is important to ensure timely release of funds without delays in the hiring/appraisal of project staff and planned activities. Rigorous efforts will be made in the submission of quarterly progress narrative and financial reports to avoid such delays. Both ITA and DC project teams are open to discuss all issues pertaining to planning, budgeting, reporting and execution of the project through need based and scheduled monthly/quarterly review meetings with all project teams.

Communities welcome and support project activities with active participation

low Manageable ITA's WSIP focuses on revitalizing under-performing public schools through Public Private Partnerships with a vision “Regenerating Schools - Regenerating Communities”, or connecting communities with schools and vice versa in a healthy relationship of mutual learning. The initial work is critical such as updating of local surveys, school profiles, meeting local influentials (good ones) and mothers in particular as well as area mapping helps in identifying the key important persons (KIPs), general body meeting or open community meeting in a village identifying issues and challenges for taking action. ITA’s Whole School Improvement Program has a phase wise approach from the first meeting of hopes and fear and activity based session on students’ aspirations to the calling of a general body (GB) meetings. Field team/education promoters move out into the communities to introduce themselves, mobilize parents for support providing the reasons for why they are in the neighbourhood and in the school. The GB which

33 | P a g e


Assumptions




culminates on the formation or reconstitution of school council as prescribed by the Government. At this point ITA’s representatives deliver the orientation on School Council (SC) and its structure. After the brief introduction and structure of School Council (SC) the participants are requested to offer their services voluntarily by becoming the members of School Council (SC) for the School Improvement. Majority of the participants get excited and they offer their services. ITA’s representatives list the names of some most active participants as School Council (SC) members. Later, with proper guidance, motivation and cooperation, these school councils transform into Vigilance Committees and ultimately offer itself as the real “waris” of the schools. SIP team promotes the sense of ownership and motivates the local community for the indispensable need of educating their sons and daughters and above all to own the school to take care of it. Principles of citizenship, tolerance , rights and responsibilities will be embedded as will understanding of climate change and activism promoting awareness about environment and global warming within local contexts.

Physical renovation and new construction is completed without any major delays and meet the criteria of the government and construction committees

low Manageable Construction committees including School Council members, EDO Education/representatives of Education and other concerned departments will be formed to supervise each target school. Engineer hired. All technical documents including school profiles, BoQs, cost estimates, tendering and commissioning of the project to local contractors will be managed by both ITA and Dubai Cares through planned and need based visits for site based support. Final payment to the contractor will not be released unless satisfactory certificate duly endorsed construction committee and verified by engineer is issued. Schools will be built /renovated to specifications that are sensitive to inclusion.

Enrolment and retention of girls students increases

Low Manageable Continuous monitoring and site based support by the field team/education promoters to teachers and students, intensive community mobilization, capacity building of all stakeholders, advocacy campaigns at school and district level, continuous support in schools for learning material, implementation of various enrichment program, child-friendly activities and above all improved and safe learning environment will certainly help retain the girls students fully backed by the parents and functional school councils.

Government remains uninterested in implementing existing policies for improving access and quality for girls

Low Manageable ITA will track changes in rules, regulations, policies, and implementation practices to influence and negotiate Government policy making. In Pakistan context there are adequate policies for all social sectors; but it is the

34 | P a g e


Assumptions




education implementation that is hampered by disinterested groups, corruption, lack of resources and lack of commitment from policy makers. ITA will continue to lobby with the Govt., form pressure groups and will provide platforms to the teachers and other stakeholders to help raise their voices and demand basic rights themselves including that of professional development.

High turnover of project staff including field teams doesn’t occur

High fatal Employee turnover esp. employees having key posts in the partner organization has always been very low. But it is quite common specifically in the development sector projects, field teams hired for the project after having some experience of field, coordination and capacity building sessions get inclined to other attractive options. Constant fluctuations of project staff critically hamper the progress and credibility of field teams at school and community level. There is need to introduce performance based incentives for the project staff time to time or some bonus strategically devised at the completion of the project.

35 | P a g e


Annex 5

ITA BriefIdara-e-Taleem-o-Aagahi (ITA) Public Trust - a non-profit institution Registered in 2000

Title of NGO: Idara-e-Taleem-o-Aagahi (ITA) Centre for Education & Consciousness

Address of Head Office: 26-B, Sarwar Road, Lahore Cantt, Pakistan

1) Postal: Head Office: 26-B, Sarwar Road, Lahore Cantt, PakistanRegional Office: House No.11, A St. 38, F-6/1, Islamabad

2) Tel #: a) 042-36689831&32 b) 051-28248383) Fax # : a) 042-36674850 b) 051-9244159 4) Email: [email protected],

Name / Designation of Executive Officer Baela Raza Jamil: Director Programs

Year of establishment June 2000Registration No.: (under Trust Act) 8499/3503 dated 30-Jun-2000

Registration No (under Societies Act , XXI of 1860) RP/3049/L/S/06/1542 (RP/711 ) dated 22 June 2006

Registration Agencies: Registration Act, 1860, Government of Punjab, Pakistan and Trust Act

National Tax No 2846848-1Tax Exemption No I&E/84/236 dated 21 October, 2006

PCP Certification PCP-R1/2009/0102 September 2009 & PCP-2006/0102 awarded on 16 September 2006

EuropeAid ID NoPK-2009-GRI-0311237253

DUNS No(D&B World database USA)

64-547-9465 dated 20th August 2004

USAID IMCP Graduate Certificate awarded on 5th April 2006UK Registration Charity No : (ITA Public Trust UK) 1093485

Auditor Ford Rhodes Sidat Hyder & Co (Ernst & Young)

Bank Accounts Details

Title of Account: Idara-e-Taleem-o-AagahiStandard Chartered BankMain Boulevard, Gulberg, LahoreAccount No. 01-5369428-01 To 06

Geographical Scope: All over Pakistan – AJK, FATA & Northern Areas

a. Recognition by the Law as a non-profit organization;i. Registration Registered under the “Trust Act” in June 2000 (Registration No 8499/3503)

Registered under the Societies Registration Act 1860 (Registration No. RP/711) in June 2006 at Lahore (Registration No RP/711)

ii. Tax Exemption Certificate Exempted under the Income Tax Ordinance 1981 (I&E/84/236 dated 21 October, 2006)

b. Recognition by Pakistan Centre for Philanthropy.Recognition by Pakistan Centre for Philanthropy PCP certification no PCP-R1/2009/0102 September 2009 & PCP-2006/0102 awarded on 16 September 2006

1) Introduction

36 | P a g e


a. Background

ITA was formed and registered in June 2000. ITA’s primary focus is comprehensive education reform beginning with public sector schools which are in a state of decay and degeneration. It also works with other sectors of basic education in non-formal and literacy programs for the disadvantaged groups such as child labor, destitute, women and youth. ITA works across formal, non-formal education from, ECE up to secondary levels and for teacher education, in pre-service, in-service and certification programs. Policy and advocacy are an embedded focus of the organization.

ITA is in the business of developing workable and upgraded education models as well as social policy guidelines. These are appropriate for urban and rural situations alike across the education spectrum for public and non-elite private schools/institutions. It believes in working through and with partners across local communities, districts and provinces. ITA’s critical partner for action is the public sector at all levels and its institutions.

ITA’s partners include Community Based Organizations (CBOs), NGOs, INGOs, district governments, provincial/federal governments, private corporate sector, philanthropists, expatriate Pakistanis and donors .

The current work and partnerships extend across Lahore, Sheikhupura, Kasur, Rawalpindi, Sahiwal, Gujrat, Jhang, Chiniot, Multan, Muzaffargarh, Chakwal, Rahim Yar Khan, Miyanwali, Faisalabad, Nankana, Sindh, Balochistan (Gwadar, Jaffarababad, Quetta, Sibi) NWFP(Charsadda, Swabi, D.I.Khan/Peshawar), FATA, Islamabad Capital Territory and Azad Jammu and Kashmir (AJK). ITA is open to working in contiguous districts within and across provinces. In all four provinces and areas ITA works through its teacher educator/professional development program “teachers without frontiers’

Vision“To promote education as a comprehensive process for human and social transformation”

Mission Statement To actively pursue universal access and standard setting in education as a comprehensive learning experience

for human development By creating contemporary education systems for all children without discrimination due to gender, class, age,

religion, color and ethnicity And, endeavoring to address educational bottlenecks through timely resource mobilization and influencing of

public policy

ObjectivesThe objectives of the Trust are as follows: Embark upon appropriate institutional arrangements to explore, experiment, research and implement quality

alternatives committed to educational excellence in a global setting. Establish an institute for professional learning for educators, for undertaking reforms, and implement high

standards of practice. Undertake institutional strengthening of public, private sector and community based organizations for managing

change and achieving quality caring education through area based approaches Promote learning based on principles and practices of education for sustainable development (ESD) Alleviate resource bottlenecks which prevent individuals and / organizations from maximizing potential for

benefiting society Develop and promote information and communications system to access latest global evidence on education

trends for influencing practice, policy and reform. Document, network and organize inter-cultural exchanges with like-minded organizations locally, regionally

and globally for sharing best practices, validating the work of the Trust as a global institution. Cultivate norms of citizenship and democracy through redesigned education processes based on, respect for

diversity, heritage and universal human rights.

Programs of ITA - in Pakistan Formal Education : Whole School Improvement Programme (WSIP) Non-Formal Programs for Child Labour and vulnerable groups Literacy and Livelihood programs for youth and adults Early Childhood Education (ECE)

37 | P a g e


Health and Environment School Enrichment Program Clubs : Summer, ICTs, Youth, Homework Study & Bridge Programs Citizenship Education, Democracy, Human Rights, and Local Governance. Public Private Partnerships in Education- through Corporate Social Responsibility (CSR) Professional Development & Capacity Building for Educators & Educational Leaders & Managers

(Pakistan and abroad) Education in Emergencies Health and Environmental education South Asia Forum For Education Development (www.safedafed.org) - ASER Pakistan – partnerships

with Pratham, Jamia Millia & NCERT

Each program has gender, advocacy and partnerships as cross cutting areas.

Ten Years Achievements; 2000 to 2010 Early childhood to higher education programs - A Sector Wide Approach Outreach to over 900 schools through Whole School Improvement Program (WSIP) 65 schools constructed semi permanent and permanent in WSIP/Emergencies program Over 100,000 Children benefit from out-reach programs 16,000 non-formal children completed primary education 300 former child laborers completing middle-level education 5,000 children aged 12-17 years made literate at skills / livelihoods and literacy centres Education in Emergencies: 212 schools, 23 camps, 3 Drop in Centres, 45,000 children &1,050 teachers in AJK,

Swabi and Rawalpindi Over 30,000 teachers/ professionals provided in-service training; the teachers in turn have trained over 160,000

trainees/ teachers Over 700 head-teachers trained in innovative models of leadership 700 schools trained in local governance & school based management Post secondary scholarships for deserving students In 2009 ITA launched the Institute of Professional Learning (IPL) for pre-service program (BA-B.Ed), in-

service and certificate/diploma programs

Since its inception ITA has engaged in policy advocacy and govt. oversight in influencing key policy documents such as PRSP/National Education Policy 2009, White/Green Papers, community participation manuals and provincial sector plans including PPPs in education sector (PDSSP 2010). It is working with multiple partners across Pakistan to improve capacity on citizen led tracking of learning levels

Established institutional structure, human and financial resources, strength and stability and potential to scale up and diversify;

ITA has currently 130 active personnel working in the organization across Pakistan

It has 10 offices in Punjab, Sindh, KPK and ICT with core program staff. Balochistan and AJK offices to open in September 2010 – lean units often on public sector locations.

Working with vulnerable groups (Children, youth and adults/women) across Pakistan in 60 out of 138 districts

Working with cross cutting and underpinning strategies of gender mainstreaming; policy influence and public private partnerships

38 | P a g e


Campaigning through citizen led and rights based strategies in all our programs including emergencies In 10 years ITA has been certified twice by the Pakistan Centre for Philantrhopy (www.itacec.org) and is tax exempt providing a range of services that give it autonomy to expand its organization through capacity (technical and financial) and innovations. Its auditors are:

Policy manuals on governance, finance, procurement, human resources M&E, Health and Training are in place across its systems.

ITA has three sister concerns: Institute for Professional Learning (www.ipl.edu.pk); South Asia Forum for Education Development (www.safedafed.org) and the Sanjan Nagar Public Education Trust (www.snpet.org). We work through formal and nonformal approaches, public and non-state provision in program delivery within a mainstream framework

39 | P a g e

http://www.snpet.org/

http://www.safedafed.org/

http://www.ipl.edu.pk/


Annex 6

The National Education Policy 2009(www.moe.gov.pk): The recently approved National Education Policy (NEP) 2009 (“the Policy”) was finalized after a protracted review initiated in 2005. The policy highlights problems of governance, access, quality and equity across all levels of education. It is sector wide in scope, covering schooling (ECE to Grade XII), non-formal education and literacy, tertiary education and technical vocational education. It encourages partnerships at all levels.

Access: Covering pre-school to grade XII, it is the first policy to accord some space to education in emergencies under chapter 5, recognizing the challenges of natural disasters and conflicts. It also highlights the challenges of gender and transitions from ECE, to primary, middle and secondary education. Non-formal catch up programs are seen within the mainstreamed approach and not as a marginalized program5. Gross Enrolment Ratio (GER) for Early Childhood Education (ECE) rose quite remarkably from 36% of all children aged 3-4 years in 2001-02 to 91% in 2005-066. This is significant progress revealing high social demand for education. Whilst the EFA targets for ECE have been met, the quality of provision is very poor.

Pakistan’s performance on Primary GER and NER lags behind its neighbours as does the gender parity rate 0 85 at primary level compared to 1 in India and Bangladesh. Low net access rates (Primary 57%; Middle 20% and Secondary 12%) can also be attributed to the lack of confidence in the public sector schools to deliver quality education which has convinced parents either to shift their children to private schools or absorb additional financial burden by arranging private tuitions. The average student of the public sector education system cannot compete in the job market. This leads to social exclusion of the already poor. Teachers absenteeism, ghost schools, cheating in examinations are a widespread phenomenon. Primary sufferers are the most poor and underprivileged in the system. Those who can afford even low cost private schools that are mushrooming across Pakistan opt for better choices in an expanding sector of multiple non-state providers that cater to almost 38%-40% enrolled children. Quality : The chapter on quality is comprehensive and calls for standards and quality assurance systems to be installed at multiple levels and for a professional upgraded approach to teaching through a progressive implementation of a four year degree after 12 years of schooling. The National Curriculum 2006/7 is an improved set of documents for outcomes based learning competencies but is little used or disseminated even after 4/5 years. Curriculum reforms are seen as iterative to address relevance of education to local and global contexts and challenges through a deregulated regime of textbook production (2007) through multiple agencies. Continuous professional development is challenged by the newly formulated National Professional Standards 2009 urging critical thinking skills to be inculcated in the teaching learning processes.

The NEP 2009 calls for a higher allocation to education of up to 7% by 2015! This is very promising but has little basis in the current allocation trends which continue to hover around 2% or below in times of protracted economic and political instability.

Equity: The averages for Pakistan, noted above, mask large differences in access across gender, ethnic minorities, provinces, regions and rural-urban divides. This results in weaker performance on equitable distribution of educational opportunities. It is common knowledge, as well as a proven outcome of many studies that discrimination exists in the education system in various forms. The issue of equity runs through the entire education system profiled by multiple and divisive learning/curriculum/language options with serious implications for sustainable and equitable development in the country. Unless the issue is seriously recognized and assessed in all its manifestations with a focus on improving public sector schools drastically the situation will continue to deteriorate. The medium of instruction employed by the educational institutions is predominantly Urdu (65%). This percentage is higher for public institutions (68.3%) compared with the private sector institutions (57.2%)7. Sindhi is used as medium of instruction in 15.5% educational institutions.

5 ITA contributed significantly to the formulation of the chapter and the narrative on Education in Emergencies as well as mainstreaming non-formal and literacy within the Access chapter. ITA remains an active partner in policy making processes. 6 Values of EFA indicators for the years 2001-02 and 2005-06 have been taken from Education for All:Mid Decade Assessment, Country Report: Pakistan, Statistical Analysis, Ministry of Education,Government of Pakistan, Islamabad, 2007.

7 National Education Census: Highlights, Ministry of education, Government of Pakistan, 2006.

40 | P a g e


The policy provides for the right to mother tongue teaching at the primary level which is now under the jurisdiction of the provincial governments. Annual education surveys (PSLMs) reveal gender and location/rural/ urban and provincial disparities show where females in rural areas face systematic disadvantage at all levels of education. The intersection of these dispersions compounds the disadvantage for a female student if she lives in a backward province or region.

Governance: Private sector provision continues to expand due to the poor performance of the public sector. Private sector includes religious or faith based institutions accounting for not more than 1-1.5% of provision. Whilst the NEP 2009 emphasizes local level decision making, which is needs and rights based, where authority is matched by responsibility of SMCs, the urgency of capacity building and building trust with partners/local communities is a very critical need. The NEP 2009 builds on its education sector reforms action plan (2001-2005) for meeting targets (EFA/MDGs) through public private partnerships (PPPs). PPPs are now backed by law and policy are encouraged for infrastructure, service delivery management services and capacity building through the education foundations as well as directly through the department of education.

41 | P a g e

€¦ · web viewthe average student of the public sector education system cannot compete in the...

Documents