Grant Application Template - ASER...

ANNUAL STATUS OF EDUCATION REPORT

ASER PAKISTAN 2011

PROPOSAL

Submitted to:

DFID PakistanVer 8

September 14, 2011

Submitted by:

Prepared by: ASER Pakistan Team

Baela R Jamil, Imtiaz Nizami, Safyan Jabbar, Suwaibah Mansoor & Ravish Amjad

For any clarifications, please contact:

SAFED SecretariatIdara-e-Taleem-o-Aagahi (ITA)41-L, Model Town Extension , Lahore.Lahore, PakistanEmail: [email protected]

Website: www.safedafed.org

ASER 2011 Proposal P a g e | 2

Table of Content

Project Summary 4

Background and Rationale 5

Introduction to ASER Pakistan 6

ASER Pakistan 2011 8

Overall Goal 8

Objectives 8

Geographical Coverage 9

Timeframe 9

Approach and Methodology 9

Phase I: Pre-Survey Preparation 9

Phase II: ASER 2011 Survey 15

Phase III: Citizen-led Advocacy for Improved Learning Outcomes 19

Key Deliverables 22

Evaluation 23

ASER Partners 26

Media Strategy 26

Monitoring and Quality Assurance 27

Sustainability 27

Management 28

Funding Partners 31

Work Plan 33

Key Dates 35

Critical Assumptions and Risk Management 37

Annexes 38


Acronyms

AJK Azad Jammu and KashmirAKU-IED Aga Khan University - Institute for Educational DevelopmentASER Annual Status of Education ReportBBSA Baluchistan Boys Scouts AssociationCREATE Consortium for Research on Educational Access, Transitions and EquityCSOs Civil Society OrganizationsCSR Corporate Social ResponsibilityDCHD Democratic Commission for Human DevelopmentDEP District Education PlanDFID Department for International DevelopmentECE Early Childhood EducationEFA Education for AllFOSI Foundation Open Society InstituteHEC Higher Education CommissionICT Information and Communication TechnologyIPL Institute for Professional LearningITA Idara-e-Taleem-o-AagahiLSE Lahore School of Economics University MDGs Millennium Development GoalsMoE Ministry of EducationNCERT National Council of Educational Research and TrainingNCHD National Commission for Human Development NGO Non-Governmental OrganizationOSF Open Society FoundationPCE Pakistan Coalition of EducationPPS Probability Proportional to Size PSLM Pakistan Social and Living Standards MeasurementSAFED South Asia Forum for Education DevelopmentSEF Sindh Education FoundationUNESCO United Nations Educational, Scientific and Cultural OrganizationUoE University of EducationUS United StatesWSIP Whole School Improvement Program


Project Summary

Title: Annual Status of Education Report (ASER) Pakistan 2011

Summary: ASER Pakistan is a citizen-led movement for improving the state of learning outcomes of children. Based on a tested methodology, ASER collects data from households, government and private schools on the status of schooling, and tests mothers and children on literacy and numeracy skills in local languages, English and Mathematics. The results of ASER survey are representative at district, provincial and national level. The findings are disseminated widely to put pressure on the service providers to improve learning outcomes. In 2011, ASER Pakistan 2011 will cover 50400 households in rural areas of 83 districts. Three (3) of these districts will be covered fully to pilot ASER in urban areas as well (the intention is to scale up the report to the whole of Pakistan next year). Capacities of more than 5000 youth will be built to assess learning levels of school children. In order to enhance the impact, Idara-e-Taleem-o-Aagahi (ITA) will pilot a model advocacy project based on ASER findings in 15 districts – 10 in Punjab and 5 in Khyber Pakhtunkhwa. Civil society coalitions will be formed in these districts which will engage district and provincial level education authorities to take measurable steps for improving the status of learning.

Project Start Date: April 16, 2011

Project End Date: April 15, 2012

Contact Information Applicant: Idara-e-Taleem-o-Aagahi (ITA) Contact Person: Baela Raza JamilTitle: Director Programs, ITA/SAFED CoordinatorEmail: [email protected]: www.safedafed.org/aser/home.html, www.itacec.org

Project Manager: Imtiaz A. NizamiTitle: Manager ProgramsEmail: [email protected], [email protected]


TECHNICAL PROPOSAL FOR ASER PAKISTAN 2011

Section 1: Background and Rationale

Pakistan is far away from achieving this objective and is off track for both Education for All (EFA) goals and the second Millennium Development Goal (MDG) of universal primary education. The achievement of universal primary schooling requires not only that all children of school-age have enrolled in school but that they also complete primary education successfully. According to the Consortium for Research on Educational Access, Transitions and Equity (CREATE), meaningful access requires high attendance rates, progression through grades with little or no repetition, and learning outcomes that confirm that basic skills are being mastered.1 From the little evidence available, it would seem that Pakistan has been struggling with lamentably poor achievement and learning levels of children. Conditions are particularly poor in rural areas.2

The available data suggests that children are not learning well. Nearly half of 6-16 year old children assessed in ASER 2010 could not read a sentence in Urdu or in their own language. Similarly, on English reading and comprehension, 32% children can read sentences, 55% can read words and 18% children stand at the beginners’ level. Seventeen percent of these children stood at beginners’ level in Mathematics and could not even recognize 0-9 numbers.3 This state of affairs calls for continuous monitoring and publicizing of learning levels to create pressure for positive change.

The government is committed to improve this situation and ensure that all children (5-16 years) in Pakistan are enrolled in schools, complete at least 5 years of primary schooling by 2015, along with reduction in gender equality in enrollment and learning outcomes.

With high expenditure and ambitious goals, monitoring of education programs for progress on outcomes becomes essential. Internal evaluation and self-regulation by the government is necessary and needed for program implementation, but assessment that is independent is also critical to ensure transparency and accountability. These broad ideas are now widely accepted not only by people at large but also by policymakers. The big question, however, is what should be done and how? A movement such as ASER engages multiple partners to generate evidence and exert pressure for quality education from a citizens’ perspective, legitimately asking questions: How do we know that our child learns adequately? How do we measure it? How do we track it? How do we engage with schooling options and facilities? How do we rate schools’ performance that impacts our children’s learning outcomes? What can WE do about improving their learning outcomes?

The ASER Pakistan 2010-2015 will help in highlighting the gaps on a district by district basis in terms of access and quality of education for children aged 3 – 16 years, covering the age group stipulated by Article 25-A (5-16 years). The ASER survey is a mirror for the government and citizens to collaboratively track implementation and its challenges. It will assist government and society to create powerful evidence-based platform for meaningful advocacy. The citizens can use its findings to hold the duty bearers accountable for the educational outcomes. It is expected that this citizen-led initiative will mobilize district level education authorities and stakeholders to understand the extent of the problem and work towards measurable solutions. It is hoped that many positive synergies will be created with several groups in government, private and non-government

1CRATE (2007). Educational Access in South Africa: Country Analytic Reportwww.create-rpc.org/pdf_documents/SA_CAR_Executive_summary.pdf 2 Andrabi et al (2005). Learning and Educational Achievements in Punjab Schools: LEAPS report. Also see ASER 2008 and 2010. 3 ASER 2010


http://www.create-rpc.org/pdf_documents/SA_CAR_Executive_summary.pdf

http://www.create-rpc.org/pdf_documents/SA_CAR_Executive_summary.pdf

sectors to complement each other’s work and recognize the value of the ‘intelligent and self-governing citizen’.

Section 2: Introduction to ASER Pakistan

2.1 When and where did ASER originate initially?

In addition to ensuring quality education, it is equally important to monitor and evaluate the quality of education being provided to children and subsequently devise steps and strategies to rectify the situation if needed. One such endeavor was embarked upon in India by the NGO, Pratham, in the form of ASER in 2005. It has already accomplished six rounds of countrywide ASER India.

Pratham runs a large-scale citizens’ initiative that started in 1993-94 in Mumbai, India. Its objective is to bring every child to school and help every child to learn well. Today it is a massive network of learning initiatives in different parts of the country. The basic principle is to bring citizens, government and industry together to ensure universalization of elementary education.

ASER has sought to gather information on very basic learning instruments, which are reading and arithmetic. A set of core questions have been designed which are adapted and expanded each year to explore different dimensions of schooling and learning at the elementary stage. This ensures that the data is comparable and easily collected by the surveyors. Over the years ASER has become well reputed for its novel approaches to learning issues in the field as a unique tool in the region, and at the global level too.

ASER uses a simple definition of universalization of elementary education: “every child in school and learning well”. ASER keeps the spotlight on out of school children in each district. The “last mile” is often the hardest to cover.

Further, to bringing learning to the centre stage in all discussions of educational planning and implementation, ASER focuses on basic learning, especially reading of simple texts and simple arithmetic. To do that, it is important not only to have data but also to disseminate and discuss the findings widely within different layers of the government and among citizens more broadly. For widespread dissemination and discussion, indicators need to be simple and easy to understand. ASER aims to provide just such information.

2.2 When and how was ASER replicated in Pakistan? In 2008, ASER survey was conducted by multiple partners of the South Asian Forum for Education Development (SAFED). SAFED is coordinated and managed by ITA for the first time in Pakistan.4 ITA is a national organization, operating from the Federally Administered Tribal Areas (FATA) to Sindh with many sector-wide initiatives in education (www.itacec.org). The ASER pilot’s key lesson in 2008/9 was that whilst partner organizations were eager to learn the methodology, they were unable to support the exercise in a timely manner due to modest resources. This realization led ITA/SAFED to assume the role of the Coordinator for mobilization of partnerships and resources in the extremely tough conditions of Pakistan. The challenge is to ensure continuity of ASER for six consecutive years until December 2015, the deadline for achieving quality universal primary education (Millennium Development Goal on education), endorsed by the Government of Pakistan.

4 For more details, see www.safedafed.org


http://www.safedafed.org/

In 2010, over 2000 Pakistani citizens were engaged and capacitated to collect evidence from rural households on children’s schooling and learning levels (3-16 years). This led to production of vital information about the current status on access and more importantly on the quality of learning outcomes. The initiative seeks to generate a demand-side response to address major education and governance gaps.

Phases & coverage of ASER 2010- 2015

Phase I : Year I (2010) – 32 districts across Pakistan (Completed) Phase II : Years II (2011) – 83 districts across Pakistan (83 Rural – pilot in urban

areas of three (3) of these districts) Phase III : Years III, IV , V all districts across Pakistan

ASER 2008: SAFED and its alliance partners in Pakistan carried out an ASER survey (pilot) in 11 districts of Pakistan (ICT, Punjab and Sindh) in 2008 to measure the learning level of 3-16 years children,. This data was compiled and launched as a report endorsed by the government, civil society organizations and media alike.

ASER 2010: ASER Pakistan 2010 was conducted in 32 rural districts across Pakistan, covering 54,062 children in 19,000 households in 960 villages. ASER Pakistan 2010 findings were shared with stakeholders at all levels i.e. national, provincial, districts and international levels. ASER Pakistan 2010 has provided a base for decision-making at all levels. Its data has been endorsed by the Planning Commission of Pakistan/Ministry of Education (posted on websites). It has been quoted by Global Monitoring Report (GMR) 2011 and is expected to be picked up in GMR 2012 as well. ASER 2010 results have also been incorporated in the Economic Survey of Pakistan 2010-2011 in the chapter on education.

Box I

Creating Ripples and Knowledge Multipliers

ASER Pakistan 2010 has been a trigger for research initiatives funded by the World Bank and Open Society Institute (OSI) in education within Pakistan and across South Asia (e.g. School TELLS; Privatization trends and shadow schooling/tuition in Pakistan, India and Bangladesh). There is major interest in expanding this methodology to other social sectors (health, water sanitation and financing of education/social sector) for increasing citizen-led accountability of services.

In addition, as articulated by the Minister for Education Sindh, the provincial government has used ASER widely for its own sector plan and strategy for regularly obtaining data on children’s learning level in all schools for informing its policies, budgets and actions.

(Karachi, July 18, 2011)

2.3 How does ASER compare with other Learning Assessment Systems in Pakistan?

Recognizing the significance of measuring learning levels, the Pakistan Government has in recent years undertaken large scale assessment initiatives. One such assessment system already in place is the National Education Assessment System (NEAS). Another is the Punjab Examination Commission (PEC) endeavor. However, ASER is different from the above mentioned initiatives in several ways.


Table 1: How is ASER different from NEAS and PEC?

National Education Assessment System

Punjab Examination Commission

Annual Status of Education Report

NEAS was established in the late 1990s as a country-wide initiative to build assessment capacity at school, provincial and federal levels to measure learning outcomes and improve the quality of education. To date, NEAS has conducted three rounds of subject-based assessments (www.neas.gov.pk).

NEAS is planned as a sample-based national assessment for grade 4th and grade 8th in four subjects: Language, Mathematics, Science, and Social Studies.

Its frequency is sadly delayed. In 2010/11 Punjab Education Assessment System (PEAS) has conducted grade 4 District Wide Large Scale Assessment (D-WLSA) in Mathematics, Language [Urdu] & Social Studies

PEC is a provincial initiative of the Government of the Punjab, established in 2004, to address the quality challenge. PEC is an autonomous body to administer assessment-only examinations for grade 5 and grade 8 in all subjects and both public and private schools.

To date, five rounds of assessments have been held in 2006, 2008, 2009, 2010 and 2011 (www.pec.edu.pk). Sadly its benchmark was lowered from 33% to 25% in 2011.

PEC covers Punjab’s government and private schools.

ASER is a household-based survey to measure reading, comprehension and numeracy skills for children between the ages of 3-16. Launched in India in 2005 by Pratham (an NGO), it has been conducted consecutively each year (2005-2009) across all districts of India, with a focus on rural areas.

Compared to NEAS, PEAS and PEC, ASER is a household based survey looking at more generic skills of numeracy and literacy compared to subject-specific learning levels.

ASER is the only source which provides district-wise data on learning outcomes in Pakistan.

ASER is a citizen-led independent initiative. www.safedafed.orgwww.pratham.org www.asercenter.org

ASER is based on a household survey and thus assesses everyone in the age group of 3-16 years within the selected household. This allows a comparison of learning differences among those enrolled and not enrolled in school. Moroever, ASER measures more generic and basic numeracy and literacy skills rather than the subject and often curriculum-based specific skills measured by NEAS and PEC for specific grades (Grades 4, 5 and 8). This is important because it allows us to paint a more vivid picture of basic learning than has historically been available.

Section 3. ASER Pakistan 2011

3.1 Overall Goal The overall goal of ASER Pakistan is “Quality education: A right of every child“

3.2 Objectives

i. Map the status of schooling and learning levels by collecting data at household level in 83 districts of Pakistan and measure change over the previous year;

ii. Build a pool of citizens nationally with capacities to assess learning levels using simple tools

iii. Increase citizen pressure on the government and other duty bearers, using ASER findings, for improving learning levels of school children


http://www.pec.edu.pk/

3.3 Geographical Coverage ASER Pakistan 2011 will cover 83 districts across Pakistan covering rural areas. In three (3) of these districts, ASER methodology will be piloted in urban areas. Full list is attached as Annex 1.

3.4 TimeframeApril 16, 2011 – April 15, 2012

3.5 Approach and Methodology The proposed project will be implemented in three phases. The first phase will focus on staffing, finalization of research design, data collection tools, and capacity building on ASER methodology. In the second phase, data will be collected, edited, cleaned and entered into the data entry software. The analysis and report writing will also take place in this phase. In the third phase, the ASER report will be disseminated widely and advocacy will be undertaken in pilot 15 districts. Details of activities to be implemented in each phase are given below.

Phase I Pre-Survey Preparation Staffing, data collection tools, research design

Activity I.1 Core team mobilized The core team for ASER Pakistan 2011 comprises of 12 professionals –Technical Advisor, Director Research, four Research Associates, five Provincial Coordinators, and one Data Analyst. All the team is already on board, except the Research Director and two Research Associates who will be hired at the inception phase. In the pool of Research Associates, there will be one statistician and one economist. In order for the entire team to be on the same page, internal meetings and discussions are held regularly in the first month of the project period. In addition, discussions are held on job descriptions of the team for clarity on roles and responsibilities.

Activity I.2 Project orientation meetings and strategic planning ITA will organize project orientation meetings with ASER partners, core team, and other stakeholders to discuss key dimensions of the project including tools, roll out plans, data collection, report layout, etc. The main objective of these meetings is to develop a consensus among the partners, update them on implementation progress and discuss future plans. These meetings are held at least quarterly. In total, 10 meetings will be held in Islamabad and Lahore.

Activity I.3 Capacity building of 30 ASER AssociatesITA collaborates with other civil society organizations as partners in various districts (see section 3.8). These partners volunteer their core team members who become ASER Associates based in provinces. They play important role in implementation of the project by conducting trainings of data collection teams at the district level, monitoring of survey in the field, data checking and verification, and dissemination. In 2011-12, there will 30 ASER Associates. In order to perform the aforementioned duties, ITA will organize 20-days training, split into two modules. The first module is conducted at the pre-survey stage in Lahore and the second takes places after completion of the survey in Islamabad.

Activity I.4 Preparation of survey tools

I.4.1 Preparation of toolsThe core team will prepare tools for data collection to test literacy and numeracy skills of mothers and children, access to schooling and other related factors such as tuition and household characteristics. Each tool is described briefly below.


Tool 1: Village map This template is used by the surveyors to draw a map of the village to select households on the basis of defined criteria. In addition, it collects information about the village profile covering the number of schools, health facilities, and other basic services, etc. (See Annex XI for draft village map).

Tool 2: Assessment tools The assessment tools are used to test basic literacy of children aged 5-16 years and their mothers, and numeracy of the children in the same age group. The tools test these skills in language (Urdu, Sindhi and Pashto), Mathematics, and English. The tools are calibrated to the curricula for Grade 2 and 3. (See Annex XI for draft tools).

Tool 3: Household survey sheet This questionnaire captures data about children’s schooling status covering participation, dropout and never-enrolled children, tuition, and household indicators. In addition, the results of assessment are transferred to this sheet (see Annex XI for draft household survey sheet).

Tool 4: Government school observation sheet This sheet is used to record data on enrollment, teachers, facilities, and funds of one government school located in the sample village.

Tool 5: Private school observation sheet This sheet is used to record data on enrollment, teachers, facilities, and funds of one private school located in the sample village.

For ASER Pakistan 2010, an instruction booklet for volunteers was prepared in both English and Urdu and distributed to each and every person who volunteered and took part in this survey. This is being updated for 2011. The Instruction booklet explains the variables of survey listed in the survey forms in detail. It also explains, how, whom and from where this information will be taken so that possible standardization of data collection procedure can be achieved.

I.4.2 Peer review of instruments Once the daft tools are prepared, they are share with ASER partners in a meeting. The comments of partners are incorporated. The revised drafts are sent to National Education Assessment System (NEAS), Punjab Examination Commission (PEC), Institute of Education and Research and University of Education Punjab. Internationally, the tools are reviewed by experts including Dr. Monazza Aslam from Oxford University and ASER Center India. The draft tools will be further revised based on their feedback.

I.4.3 Piloting of survey instruments and finalization The revised tools will pilot tested in 10 randomly selected villages in Punjab, Sindh, KP, Balochistan and AJK. In each village, the pilot will be done in 20 households, one government and one private school. The objective is to understand the problems in how the tools are applied, if any, in diverse cultural setups. The tools are supposed to be piloted in actual setting in order to get the first hand information on whether these tools are valid for all the targeted locations or not. The observations have to be recorded on a form and the tools modified in light of feedback from the piloting of these tools.

I.4.4 Printing of instruments/Instruction KitThe final tools will be printed for use in the survey. A break down of the number of copies is as follows: Household sheets: 57,000; Household Extra sheet: 6000;


Government schools observation sheet: 8100; Private schools observation sheet: 8100; and Assessment tools: 6000.

I.4.5 Preparation of data entry software For ASER 2011, ITA will hire expert to develop data entry software in SQL Server and Visual Basic. The tools used in the pilot testing (I.4.3) will be used to test the software. A main consideration is to ensure that the software generates data reports and charts.

Activity I.5 Sample Design

I.5.1 Universe The universe for ASER 2011 comprises of all household population in 83 districts of Pakistan, covering rural areas in all and urban areas in three (3) of these districts.

I.5.2 Sampling Frame The Primary Sampling Units (PSUs) for this survey will be the villages in rural areas and census enumeration blocks in urban areas. The Secondary Sampling Units (SSUs) will be households. ITA will use the sampling frame based on 1998 Population Census. In this regard, lists will be obtained directly from the Federal Bureau of Statistics or using the Census directory.

I.5.3 Sample Size and Allocation Table 1 shows the allocation and size of sample. In total, 83 districts will be covered. In each district, 30 villages will be selected and in each village, 20 households will be selected. Thus, 600 households will be interviewed in each district.5. The criterion for selection of villages and households is explained in I.5.6 and I.5.7.

Table 1: Sample Size and Allocation

No. ProvinceNumber of

Districts Covered

PSUsHousehold

Sample Size

RURAL1 Punjab 27 810 Villages 162002 Sindh 17 510 Villages 102003 Khyber Pakhtunkhwa 14 420 Villages 84004 Balochistan 15 450 Villages 90005 Gilgit-Baltistan 3 90 Villages 18006 FATA 1 30 Villages 6007 ICT 1 30 Villages 6008 AJK 4 120 Villages 2400

Sub-total 82 2460 49200URBAN

1 Punjab 1 30 Blocks 6002 Khyber Pakhtunkhwa 1 30 Blocks 6003 Sindh 1* 30 Blocks 600

Sub Total 3 90 1800TOTAL 83 2550 51000

In Karachi-Sindh only urban area will be selected.

I.5.4 Stratification

5 Sample size calculations assume simple random sampling. However, simple random sampling is unlikely to be the method of choice in an actual field survey. Therefore, often a “design effect” is added to the sample size. A design effect of 2 would double the sample size. At the district level a 7% precision along with a 95% confidence level would imply a sample size of 196, giving us a design effect of approximately two.


The ASER survey stratifies the sample by population in the first stage. No stratification will be done at the second stage. If, we were to stratify on households with children in the 3-16 years of age group, we would need the population of such households in the village, which is not possible without a complete house list of the village.

I.5.5 Sample Design A two-stage sample design will be adopted. In the first stage, 30 villages will be randomly selected using the village directory of the 1998 Census as the sample frame. In the second stage, 20 households will be randomly selected in each of the 30 selected villages in the first stage. A standard 95% confidence level is used.

I.5.6 Selection of Primary Sampling Units (PSUs) Villages will be selected using the probability proportional to size (PPS) sampling method. This method allows villages with larger populations to have a higher chance of being selected in the sample. It is most useful when the sampling units vary considerably in size because it assures that those in larger sites have the same probability of getting into the sample as those in smaller sites, and vice verse. Since one of the goals of ASER is to generate estimates of change in learning, a panel survey design would provide more efficient estimates of the change. However, given the large sample size of the ASER surveys and cost considerations, we will adopt a rotating panel of villages rather than children. In ASER 2011, we will retain the 20 villages from ASER 2010 village list and add 10 new villages. Every year, we will drop 10 villages from the list and we will add 10 new villages from the Census village directory.

a) In each district, the census village list is taken and the village names are put in one column and the respective village’s household population in another column, as shown in the table below.

b) Cumulative population has to be calculated. For example, in the table below, column 3 is the cumulative population and the last number in this column is the total district household population.

c) The total population of the district is then divided by the total number of villages to be selected. This makes up the sampling interval (SI).

d) A random number is then selected between 1 and the SI. This is the Random Start (RS). The first village that is selected is one where the cumulative population column (Column 3) contains the RS.

e) Villages are then selected by adding the SI to the RS.

Table 2: Method for Selection of SSUs

Column 1 Column 2 Column 3 Column 4Village Village HH Pop Cum HH Pop Selected Village

1 542 542 5112 245 7873 1032 18194 867 2686 23495 256 29426 352 32947 835 41298 645 4774 41879 427 520110 313 5514

I.5.7 Selection of Secondary Sampling Units (SSUs)


In each village, 20 households will be surveyed, giving a household sample size of 600 per district. Ideally, a complete house list of the selected village should have been made and 20 households selected randomly from it. However, given time and resource constraints, a procedure for selecting households will be adopted that preserved randomness as much as possible. The field investigators will be asked to divide the village into four parts. This is because villages often consist of hamlets and a procedure that randomly selects households from some central location may miss out households on the periphery of the village. In each of the four parts, investigators will be asked to start at a central location and pick every 5 th household in a circular fashion till 5 households are selected from each part. In each selected household, all children in the age group of 5-16 will be tested6.

ASER defines “household” as a family unit sharing kitchen / oven, instead of physical structure of house. In case, there is more than one family living in a physical structure but sharing kitchen, only one family will be surveyed.

Although the purpose of the survey is to estimate learning levels among children, the households are chosen as the second stage sampling unit. This has a number of advantages. First, children will be tested at home rather than in school, allowing all children to be tested rather than just those in school. Further, testing children in school might create a bias since teachers may encourage testing the brighter children in class. Second, a household sample will generate an age distribution of children which can be cross-checked with other data sources, like the census. Third, a household sample makes calculation of the inflation factors easier since the population of children is no longer needed.

For household selection, the volunteers need to follow the instruction kit (attached at the end). According to the instructions a central point is to be selected after which every 5 th

house from the left-hand side in the habitation is to be selected for survey.

In case of situations such as house closed, no response or no children in the household, the following instructions need to be followed by the surveyor:

House closed: If the selected house is closed or if there is nobody at home, this information is noted down but the household is not counted in the survey Do you replace this with next household?

No response: If a household refuses to participate, the household is not counted as a surveyed household and the next house has to be surveyed in place of this household.

No children: If there are no children or no children in the age group 3–16 in a household but there are inhabitants, the household needs to be included in the survey, like any other observation. What if the household has children but not in the 3-16 age group? Why such HH are included in the survey? Should not they be replaced?

I.5.8 Representativeness of the Sample Design The survey will provide estimates at the district, provincial and national levels. In order to aggregate estimates up from the district level to the provincial and national level, households have to be assigned weights — also called inflation factors. The inflation

6 In larger villages, the investigators will increase the interval according to a rough estimate of the number of households in each part. For instance, if a village had 2000 households, each part in the village would have roughly 500 households. Selecting every 5th household would leave out a large chunk of the village un-surveyed. In such situations, investigators will increase the interval between selected households.


factor corresponding to a particular household denotes the number of households that the sampled household represents in the population. Given that 600 households are sampled in each district regardless of the size of the district, a household in a larger district will represent many more households and, therefore, have a larger weight associated with it than one in a sparsely populated district.

The advantage of using PPS sampling is that the sample is self weighting at the district level. In other words, in each district the weight assigned to each of the sampled household turns out to be the same. This is because, the inflation factor associated with a household is simply the inverse of the probability of it being selected into the sample times the number of households in the sample. Since PPS sampling ensures that all households have an equal chance of being selected at the district level, the weights associated with households in the same district are the same. Therefore, weighted estimates are exactly the same as the un-weighted estimates at the district level. However, to get estimates at the Provincial and national levels, weighted estimates are needed since provinces have a different number of districts and districts vary by population.

I.5.9 Sample Design of ASER Pilot in 3 DistrictsThe Federal Bureau of Statistics (FBS) will provide technical support and a list of 30 census blocks and 20 household within those selected blocks for the three districts (Lahore, Karachi and Peshawar) in which ASER will be piloted in urban areas.

I.5.10 Selection of Government and Private Schools One government and one private school in the selected villages will be surveyed. In the absence of government schools in the selected village, alternate school in the nearby village will be visited whereas in the absence of private school in the village, no alternate school will be selected. In case, there are more than one schools in the village, preference will be given to the High school with highest enrollment, then Elementary/Middle School and then primary School.

I.5.11 Respondents of Household Survey The respondents of the survey in a selected household will be mothers having one or more children in the age group of 3-16 years. They will be tested for literacy skills. However, for general information about the household or the children, any adult in the household will be eligible to give answers.

The learning assessment will be done for all children aged 5-16 years in the selected household. Children aged 3-4 years will not be tested, but information will be collected about their schooling status.

I.5.12 Respondents of School Interviews The data on government and private schools will be collected through observation and interviewing the Head Teacher or in his/her absence, any other teacher in the school.

If desired by the DFID team, ITA will give a presentation on the research design. Any comments and suggestions by the experts in DFID team on sampling or other aspects will be duly considered.


Phase II ASER 2011 Survey Capacity building, data collection, data entry, analysis, production of ASER report, printing

Activity II.1 Capacity building on ASER Capacity building is a key component of the ASER methodology. ITA/SAFED will organize trainings of the resource persons and district coordinators designated by the local partners. ASER trainings are held at national, provincial and district levels The ASER core team acts as the resource centre for these trainings. The focal persons and district coordinators of partner organizations are trained on the ASER methodology and survey. Details are provided below.

II.1.1 National workshop of partnersThe ITA will organize a national workshop for all the partners’ representatives. The objective of this training is to build understanding of the partners on ASER methodology for creating ownership, and to enable them to coordinate survey work in their respective districts. They utilize the understanding gained in this workshop to give feedback on ASER tools, rolling out survey plan, involving media and citizens, and disseminating the ASER findings.

The two-day national workshop will be held in Islamabad. About 40 participants will attend it out of which nearly 30 will come from other districts.

II.1.2 Training of master trainers ITA will build a pool of 164 master trainers – 2 per district. These trainers are nominated by partner organizations based in the district. Minimum qualification required is B.A. They will have some previous experience in surveys. They are usually district in-charge of the partner organizations. Some of them will be ASER Associates. Once trained, the master trainers roll out the training at the district level. Their training covers all aspects of ASER 2011, but mainly focuses on household selection, interview techniques, and assessment tools.

For 83 districts, a total of 164 master trainers will be trained. For this purpose, five (05) provincial training workshops will be held, each spanning over four days. The core ASER team conducts these trainings.

The session plans and training materials used in these workshops will be shared with DFID for feedback.

II.1.3 Training of enumerators/volunteers in 83 districts The ASER team and the provincial partners collaborate to find volunteers for the survey. However, mostly ASER partner organizations are responsible for registration of field surveyors/ volunteers who collect data. In each district, their number varies from 30 to 60. They are generally college students, teachers and staff of the partner organizations. Minimum qualification required is F.A/F.Sc. Preference is given to those volunteers who collected data in the previous ASER reports. They are called volunteers because they only receive a modest allowance. The additional incentives for them are training and experience certificate.

Our approach is to select both females and males and send them in the field in pairs. In some areas, difficulties are faced in finding qualified females. Thus, in reality, the ratio of females is generally 30% of the total number of volunteers. In ASER 2011, this ratio will be maintained at least.

The master trainers roll out training for these volunteers in the districts. Three-day trainings will be held in all districts for a group of maximum 35 volunteers to ensure quality of training. If the number of trainees increases, more than one training will be


held. In 2011, it is estimates that 5040 volunteers will take part in the survey. This means that about 144 training workshops will be held in 83 districts. The same number will be trained in districts. The training involves orientation on sample, household selection, assessment tools, and interview techniques. It also involves field work in which the volunteers actually fill in the questionnaire which is then reviewed by the master trainer.

Activity II.2 Data collection and editing

Activity II.2.1 Data collection by volunteers Immediately after their training in districts, the trainees go to the selected villages and collect data. This process is completed in two days. The data is collected on Saturday (schools+ village map) and Sunday (household interviews and children’s assessments). Each questionnaire takes approximately 25-30 minutes depending on the number of children.

Activity II.2.2 Quality control during data collection ITA gives special attention to quality of data. For this purpose, several checks are performed during data collection. (1) The master trainers and ASER Associates serve as Field Supervisors. They randomly select villages and perform spot checks to oversee the data collection process. (2) On-phone guidance and support is provided to all volunteers on need basis. (3) In each district, ASER Associates back check 10% villages randomly. They re-visit these villages after the survey in order to check how the survey was conducted. In each village selected for back checking, 4 households are back checked. (4) In addition, ASER core team monitors the process of data collection in selected districts. (5) ASER Associates edit each questionnaire, code them, and send to the Head Office for data entry. If there are minor issues, the volunteers are re-sent in the field. In case of serious issues the district may be dropped.

Activity II.3 Data entry ITA will hire 12-15 data entry operators who will punch the data from the edited questionnaires. The core team will check 20% questionnaires for controlling error. The data entry software will also apply filters to reduce error during data entry and cleaning.

Activity II.4 Analysis and Report Writing The template of the report will be prepared before data entry and shared with all partners including DFID. Comments and feedback of the partners will be duly considered. Key consideration in designing the template will be to compare the data with the previous ASER report. Moreover, details of methodology including sampling will be included.

The data will be presented for all districts, aggregating it to provincial and national level. The findings will be desegregated by gender, type of school, and grade. The analysis will be performed by experts including Dr. Monazza Aslam; Dr. Asad Sayeed, Baela R Jamil; Amima Sayeed; Nauman Siddiqui (SEF), Imtiaz A. Nizami and Research Associates. ASER India technical team will also support as part of the peer review team. In 2011, a couple of other experts such as the economist Dr. Asad Sayeed will also be engaged for the analysis and report writing process. (He has been requested to support the analytical review and report writing).

Data presentation has to be made more user-friendly. The narrative report can be brief and analytical, whereas all data can be presented in statistical tables as annexes. Comparative data presentation (2010/2011) will be given particular attention. ITA will consider to present data on the lines of Pakistan Education Statistics/Economic Survey where one can find changes over time easily, by region, by type and by many other categories. Other user friendly formats will be given due consideration for the best output.


The draft report will be circulated to all partners including DFID for comments and feedback. Necessary revisions will be undertaken to incorporate the feedback.

Activity II.5 Technical Assistance from Economists and ExpertsDr. Monazza Aslam from Oxford University and the Institute for Education & Dr. Asad Sayeed from Collective for Social Science Research are associated with ASER Pakistan 2010-2011. They will be engaged in the following quality assurance, data review, analytical inputs to the report design and dissemination process:

Review of tools and district report cards Data analysis and reporting design for ASER 2011 ; panel data /comparisons;

regressions for optimal and nuanced evidence on learning (best representation of key variables in Pakistan’s context) with rigor and reliability of the claims ASER 2011 makes

Writing a 1200 -1500 words analytical/policy piece/brief for the report –e.g. gender dimensions for public and private schools; tutoring; Out of school children access/equity etc.

Training ASER teams on interpreting data for dissemination - how to talk about evidence intelligently for dialogues with key stakeholders on understanding data for action (Parents, Youth, CSOs, Govt. Media, Teacher Unions and Parliamentarians etc.)

Participation during ASER Launch /2-3 round table dialogues on ASER 2011 : in UK, Pakistan, (elsewhere)

Activity II.6 Printing of ASER 2011, Report Cards and Policy BriefAfter incorporating the feedback from experts and partner organizations, the ASER 2011 report will be composed in a user-friendly layout. 3500 copies of the report will be printed. In addition, six (06) report cards and minimum six (6) policy briefs covering the main findings will be prepared. An equal number of these report cards will also be printed. In total, 21000 report cards (6 x 3500) and 6000 Policy Briefs (1000 each) will be printed. The report will be released/ uploaded on March 1, 2012.

Activity II.7 National and Provincial Launch Workshops After printing the ASER report, it will be launched at national and provincial level. The national workshop will be held in Islamabad, and the provincial ones will be held in provincial capitals. Key stakeholders, comprising of political leadership, education bureaucracy, civil society, media and representatives of relevant departments will participate in these launch workshops. Partner organizations will also be invited, keeping in view the availability of resources.

Box 2Dissemination of ASER 2011

At the international level, the ASER finding will be shared with Global Monitoring Report and Human Development Report 2011/2012. Effort will be made to present it at international and national conferences and workshops. At the national and provincial level, it will be shared with parliamentarians, Ministry of Finance, Planning Commission, Ministries of Human Resource Development and Professional & Technical Training, CADD, educationists, media, NGOs, education coalitions, teacher unions, think tanks, academia, corporate sector and development partners, Education Committees/Gender Caucuses, Departments of Education & Literacy, teacher training institutes (apex bodies), examination and assessment bodies, Planning, Education Foundations, to name a few. At the district level, the report will be shared with commissioners, elected representatives, District Coordination Officers, District Monitoring Officers, education officials, private sector, teacher unions/associations, NGOs, corporate sector, media, CBOs etc. At the village, locality level, it will be shared with community members, parents, teachers, school councils, social notables, youth organizations through innovative face to face meetings and campaigns for right to quality education.

ASER report is disseminated at a wide scale in Pakistan and abroad. For this purpose, a number of outputs are produced including policy papers, policy briefs, seminars, and media briefings. In


this proposal, details of only those outputs are given in which DFID is requested to make a contribution.

Activity II.8 Upgrade ASER Website ASER report and other related outputs including the report cards, training reports and deliverables from Phase III (see next section) will be widely disseminated to increase the impact of this intervention. For this purpose, they will be posted on ASER website. A website was created for previous ASER report, but it will be updated and made dynamic.

Phase III Citizen-led Advocacy for Improving Learning Outcomes Using ASER findings to build citizen pressure for improvement in the learning levels

of children

ASER Pakistan 2010-2015 is not simply about mapping status of schooling and measuring learning outcomes. One of its key objectives is to create citizen pressure in a campaign mode for holding the education system to account for the results it delivers. ITA believes that the survey report should not be shelved, but its findings should be used effectively by the citizens and civil society to demand quality education. For this purpose, a pilot project is being proposed in 15 districts: 10 in Punjab and 5 in Khyber Pakhtunkhwa. The list of these districts will be finalized in consultation with DFID education team. DFID is requested to fund the full costs of Phase III including social marketing, communication and design.

This pilot project will have two main components: (1) Technical –research and analysis, for effective stakeholder communication and (2) Citizen-led advocacy and accountability. The technical component will produce information and evidence based on ASER findings, which will be picked up by citizens and citizen-led coalitions to hold dialogues with education service providers. Activities to be undertaken under each component are explained below.

Component A: Technical (Research and Analysis)

Activity III.1 Preparation of 15 District Report Cards District report cards (DRC) will be used to present a summary of the status of schooling and learning outcomes in each of the selected 15 districts. The Research Associates will prepare a template of the DRC in consultation with Executive District Officers (EDOs) of 2-3 districts and ASER funding organizations including DFID. Although the indicators to be covered will be finalized during the consultation process, the DRCs is expected to cover the following main aspects of education in a district:

Access Number of public, private and madrassa schools Enrollment trends; public and private Dropout rates Missing facilities Number of teachers (male-female) and student-teacher ratios Allocation and expenditure on education in the district Literacy rate

Quality Learning outcomes of children, disaggregated by sex, public-private, and subject

(based on ASER findings)


The final draft of the template will be sent to all EDOs to provide data on access. The data missing from EDOs’ response will be obtained directly from EMIS. The data on quality of learning outcomes will be picked up from ASER 2010 and 2011.

For each district, 1500 copies of the DRCs will be printed. Thus, 22,500 cards will be printed in total for all 15 districts. The way in which these copies will be disseminated and used is explained in the following sections.

Activity III.2 Guidance on “What you can do to improve learning outcomes” In order to create awareness and trigger real pressure and actions from the duty bearers, 6 types of posters will be prepared – one for each of the following groups: EDO-Education and his/her team, teacher educators, head teacher and teachers, school councils/school-management committees, parents and students. These six posters will propose realistic steps to be taken by each of these stakeholders for improving learning outcomes. While proposing these steps, special attention will be paid to what these stakeholders can and cannot do. For example, the poster targeting school councils may include actions such as: (1) calculate student-teacher ratio in the school and if it is low than standard, hire new teachers on contract (given that it allowed in their powers), or monitor teacher attendance, or talk to students to get their feedback on what they are learning, etc.

These posters produced in Urdu & English will be shared with all six target groups in the selected 15 districts for ready use and display in respective offices, schools, or community places. In each district, approximate number of posters to be distributed is as follows: EDOs/AEOs/DEOs (100), teacher educators (500), head teachers and teachers (1500), school councils/school management committees (1500), parents (1500), children (1500). The district staff hired by ITA for this project will ensure that copies of these posters reach these groups. The posters will also be shared with local media and civil society working on education. A total of 7000 per district will be produced and disseminated for citizen activism and evidence based demand generation.

Activity III.3 Case Studies and Stories of Citizen Voice In order to create a powerful campaign, it is important to highlight stories of success and case studies on student learning, teachers, and civil society actions through social media. For this purpose, the ASER District Coordinator based in districts will produce one-page stories and case studies from their districts. At least 2 case studies/stories will be produced for each district. They will be posted on ASER website and shared with local media. DFID may also use these stories in its communication messages and advocacy.

All the outputs in this component will be shared with DFID for feedback and technical advice.

Component B: Citizen-led Advocacy and Accountability

Activity III.4 Civil society coalitions in selected districts In each of the selected 15 districts, a coalition of civil society organizations will be formed by the District ASER Coordinator engaged full time . The coalition will comprise of 10-15 organizational members. These organizations may include local NGOs working on education, teacher unions/associations, bar associations, welfare committees, CBOs, school councils/SMCs etc. These coalitions will serve as pressure groups and voice of citizens. The district-based coordinator working under the guidance of the ASER provincial team will be responsible for formation, mobilization and coordination of the coalition which will perform the following role


i. Monthly meetings of the coalition with DCO/EDO and other district education officials to discuss the DSC and demand actions such as recruitment or better monitoring of teachers or increase in budget, etc.

ii. Follow-up with EDO education on actions they committed in the policy dialogue through letters and meetings (see activity III.6)

iii. Local media briefings in which coalition members demand actions and their implementation from the district education managers

Activity III.5 Mobilization of district government officials and political leadership The ASER District Coordinator will be responsible for engaging the district government officials and political leadership in the process in a constructive manner. Meeting will be held with DMO (Punjab) DCO, EDO education and his/her team, and elected representatives from the district. The objective of these meetings will be to explain the objective of this initiative and seek their support and cooperation. The mobilization strategy will be based on creating a cordial and mutually productive relationship, rather than creating confrontation with civil society. Moreover, ASER report, DRCs and other information materials will be shared with them as a part of the strategy.

Activity III.6 Learning Improvement Commitments from Duty Bearers After formation of civil society coalitions (see activity III.4) and mobilization of district education officials (see activity III.5), three high-profile policy dialogues will be held in Lahore (Punjab), Karachi (Sindh) and Peshawar (KP). The objective of these policy dialogues will be to see specific and measurable commitments for actions from the duty bearers to improve the levels of learning in schools.

In each of these dialogues, two types of stakeholders will participate. First, representatives of provincial education department, teacher training institutions (such as DSD in Punjab and PITE in KP), assessment bodies (e.g. PEAC/PEAS) and examination bodies (e.g. Punjab Examination Commission) will represent the provincial institutions that can play an effective role in improving learning outcomes. Secondly, all EDOs education from the selected 15 districts will participate. Selected members of civil society coalitions (see III.4) will also participate in the dialogue. The representatives of each of these institutions and EDOs will be asked to make at least one specific, measurable commitment to improve the quality of learning. These commitments will be widely publicized through media and ASER website.

Later, the civil society coalitions will follow-up with the EDOs for implementation of the commitments they made in the policy dialogue. It is expected that after completion of the project, the education programmes of DFID will take up the task of following up on these commitments with the above mentioned institutions and EDOs. Action or inaction on these commitments will be publicized through ASER website.

Activity III.7 Engaging School Councils/School Management Committees on Learning Outcomes

School councils/school management committees can play a vital role in improving learning outcomes through monitoring teacher attendance, hiring teachers on contract, educating parents, etc. Recognizing this, an innovative approach is being proposed to involve them in this process as follows:

Along with the ASER District Coordinator in each ASER district, there will be effort to mobilize 30-60 volunteers who will have been trained on conducting learning assessments along with the two ASER master trainers in each district. These trained persons are a potential resource at the local level. As these volunteers are based in each of the selected 15 districts, they could be motivated to be linked to school council/school


management committee in the village/urban locality close to their home. In almost all cases, a school will be located at a walking distance to the residence of these trained volunteers. They will be encouraged to meet the members of the council/committee of that school, and take them along to test the learning outcomes of children in the school. These volunteers together with the ASER District Coordinator will offer their services to the school council to engage with, and take the assessment regularly. They will encourage the council/committee to take up the results of the assessment with the teachers and discuss them the impact and possible action/s for improvement. The results will be shared with community widely, given that information sharing /oral culture is very strong in rural areas.

Those volunteers who will commit to and will demonstrate success in terms of doing learning assessment with council/committee members or having mobilized them to discuss the results in monthly meeting will be offered additional non-monetary incentives. This will include publishing their photo and name on ASER website and an additional experience certificate of community service for quality education.

Activity III.8 ASER BaithaksITA’s teams led by the ASER District Coordinator will organize ASER Baithaks (informal discussion) with community and teachers to encourage them to take actions for improve learning levels of children. Eight (08) Baithaks will be organized in each district with both male and female members of selected communities. Thus, in total, 120 Baithaks will be held in 15 districts. Key points of discussion will be documented in 1-2 page report providing highlights of the village ASER results like a Village Report Card (VRC). The VRC, along with the names of participants, will be posted on ASER website.

It is expected that the impact of this intervention will not be limited to the selected 15 districts only. The generation of information products, advocacy by civil society coalitions, and media coverage will create momentum at a much bigger level.

DFID technical teams will inevitably be involved in all stages of the innovative experiment in demand led citizen-based initiatives. The assumption is that for each segment the feedback will be instant on products and processes being developed. The entire ASER cycle is very time sensitive. Any delays will lead to major lapses in demand generation and impact.

Activity III. 9 Documentary/Communications VideoA communications video will be produced to highlight the results of the ASER survey 2011 as well as to document segments of the district based communication/dissemination strategy listed in Activities 1-8 above. This video will be used for multiple purposes during the launch, policy dialogues and for electronic media dialogues to share the process, mobilization and impact. This will be done with support of a professional well reputed production house with track record in public mobilization videos. 3.6 Key Deliverables

Partly-funded by DFID

i. More than 5000 citizens in 83 districts trained on using ASER methodology ii. ASER 2011 survey completed and report published, containing data on learning

outcomes in 83 districts iii. 6 Report Cards based on ASER 2011 published iv. 1 National and 5 Provincial Launch Workshops v. Updated ASER website


Fully-funded by DFID

i. District Report Cards published and disseminated in 15 districts (Punjab 10, KP 5) 1,500 per district

ii. 10-15 civil society coalitions formed and made active in 15 districts

iii. 2 policy dialogues held resulting in at least one specific commitment by EDOs from 15 districts and key provincial institutions (PEC, DSD, PITE, etc) to improve learning outcomes

iv. 30-60 school councils/school management committees in each of the selected 15 districts use the ASER trained volunteers for learning assessments in schools

v. 6 posters developed, printed and disseminated to guide the EDOs, teachers, school councils, teacher educators, parents and students on what specific actions they can take to improve learning outcomes (almost 6600-7000 per district)

vi. 30 one-page stories on learning and citizen engagement produced and disseminated (2 per district)

vii. 120 ASER Baithaks with Village Report Cards for each district

viii. Final project completion report

3.7 Evaluation of ASER 2011

If required, DFID may design and manage the evaluation on its own. ITA will cooperate with the evaluation team and provide access to necessary information. The findings of the evaluation will guide the future partnership strategy of DFID for ASER Pakistan.


Figure 1: A Schematic Presentation of ASER


Voluntary Surveyors (VSs)(CBOs, NGOs, Colleges, Universities)

Village Level20 Houses per Village

District Level30 Villages per district

Provincial Level2011=83 Districts

2012-2015 = All Pakistan

National Level

Collaborating Partner Organizations (Master Trainers MT) & Volunteers

Chief Collaborating Partners(CCP)

External Collaborators(ASER India, PCE, Experts/ Resource

Persons)

SAFED /ITA Team

Provincial Coordinators

ASER Associates

Master Trainers

District Coordinator

Donors/Development

Partners

Figure 2: ASER Calendar

May June July August

December November October September


Piloting of ASER

ToolsIdentifying Partners

Preparing Survey Manuals

National Workshop

Data Processing & Report WritingDistrict Report Cards -/ Posters Designed (7)

Survey & Recheck, Data Entry

Coalition formation initiated

Training & SurveyPhase III initiated up to March 2012

Training & Survey – ASER District Coordinators & Other Hiring Completed

Information Dissemination - January– AprilCitizen-led Advocacy for Improving Learning Outcomes - All strands activated

3.8 ASER PartnersOne of the most unique features about ASER Pakistan is the decentralized and localized implementation and dissemination. In each district of Pakistan, there is a local organization which actually carries out ASER. While the sample design and tools are centrally set, the actual work is carried out in each rural district by the ASER partner. The local partner is involved in data collection and also in dissemination of the results.

These groups include self-help groups, women’s organizations, youth groups, nationally well known NGOs, local community-based organizations, college students and faculty from district colleges, and universities. The resources for this large-scale citizen participation come from individuals as well as institutional donors.

ASER Pakistan 2011 Partners are:

Department of for International Development - DFID (in progress) Foundation of Open Society - FOSI UNESCO (in progress) Dubai Cares Oxfam International Telenor (CSR) ITACEC UK Sindh Education Foundation (SEF) DEVCON ITA Pakistan UNILEVER (CSR) ITA CEC UK National Commission for Human Development - NCHD Pakistan Coalition for Education (PCE) Baluchistan Boys Scouts Association – BBSA Democratic Commission for Human Development - DCHD SBK Women’s University Baluchistan IER - Punjab University LSE- Lahore School of Economics University Institute for Professional Learning (IPL)

3.9 Media StrategyFor ASER Pakistan 2011 a media specialist on education has been associated formally as a team member. A strategic media plan will be put in place by the fourth week of July 2011 alongside the launch of the national level preparation workshop for ASER 2011. The media strategy will be finalized in collaboration with DFID for synergies with other programs/campaigns that can tap media for various target audiences within the larger initiatives on governance.

The information will be disseminated at the following levels.

National Provincial District level ( in depth for 15 districts elaborated below) Globally to the EFA monitoring /tracking and funding agencies. A series of policy dialogues will be held at national and provincial levels to engage

policy makers & other stakeholders including teacher/head teacher unions.

Apart from dissemination at above administrative levels, the ASER Pakistan team will ensure that all the key activities of the said project will get due coverage in leading newspapers and electronic media in order to sensitize the masses about this need and how to read, interpret


and use data powerfully to mobilize government, education providers and political representatives.

3.10 Monitoring and Quality Assurance Monitoring and Evaluation is an integral part of ASER 2011, to ensure that we can measure the impact and incorporate changes in the strategy and program for enhanced effectiveness.

Monitoring will be done on a regular basis during the course of the field survey, whereas internal evaluation will be carried out at the end of the program. Data will be collected on outcomes, outputs and indicators specified in the logframe attached as Annex II.

During data collection process, a rigorous monitoring will be carried out by district, provincial and national coordinators. 10% spot checks will be made by ASER Associates, ITA’s Professional Networks, District Coordinators on the day of survey in each district. They will ensure the due data collection protocols - discussed during the volunteer training workshops are being followed. This will also include spot checks during the survey process along with supporting district teams for data recording and checking. The survey will be staggered within a province to ensure that quality of data collection, input and recording is not compromised due to workload or rushing for target completion.

While the monitoring plan will have the details of input, process and outcome indicators, following is the proposed mechanism through which M&E plan will be implemented:

ASER tools and data base are designed in a manner that will support triangulation and verification of data. For instance, the village map to be developed for each village surveyed offers an accuracy check with respect to existence of real villages, distribution of the houses, and coverage of entire village for household selection. Similarly, the data entry process is so robuts that it will immediately highlight any inconsistencies or data gaps.

ASER National Core Group comprising technical specialists in the areas of economics, statistics, research, learning assessments, media advocacy and public policy will review & evaluate the progress of the project. The core group will be responsible for the quality assurance of ASER 2011 providing technical support and guidance to field and district level teams. Regular meetings of Core group will ensure that it is not only looking at the overall implementation and timely completion of activities but also course corrections as required

3.11 SustainabilityASER surveys will be housed at the proposed Centre for Research & Governance linked to the Institute for Professional Learning (IPL), already affiliated to the University of Education Punjab. It has recognized certificates /degrees for taking forward multiple activities/ services which will be paid for. These services may include - Capacity Building in research and assessment of diverse groups including ASER

associates. - Surveys of different kinds related to education /schooling - Research, surveys commissioned as a spinoff of ASER Data in the areas of health,

livelihoods, WATSAN, political participation etc. - Cross country research in citizen led initiatives (ASER India, UWEZO- East Africa etc.) - Certificate courses on research and assessment protocols Activities generated in this manner may lead to resource mobilization for services rendered. The resources may not be sufficient to pay for the annual ASER survey but may be sufficient for sustaining the ASER core staff over 2012-2015.


We are seeking commitment of development and local partners to fund ASER until 2015: The categories of partnerships for ASER 2010-2015 are diverse, comprising of : - Development Partners - INGOs- Education Foundations - NCHD - Corporate Partners - Civil Society Organizations- Philanthropists

3.12 Management The project will be managed by ITA as the lead coordinator. For this purpose, a core team of professionals will be put in place. The core team will comprise 14 professionals –Technical Advisor, Director Research, four Research Associates, five Provincial Coordinators, two Provincial Communication Coordinators and one Data Analyst. In addition, external professionals will also be involved (A list of key personnel is shown in the table below). All the team is already on board, except the Research Director, two Research Associates and Provincial Communication Coordinators who will be hired during the months of Sept. -0ctober 2011. In the pool of Research Associates, there will be one statistician and one assessment /psychometric specialist. The project will be managed by the ITA Head Office based in Lahore, in tandem with the Islamabad and provincial offices. In districts, the short term ASER District Coordinators for the pilot 15 districts and for generally partner organizations will provide necessary coordination and management support.

For Phase III of the project, the technical work will be undertaken by the core team, Research Associates & Provincial Communication Coordinators. District-based advocacy, mobilization and coordination will be the responsibility of District Coordinator based in each of the selected 15 districts. The Coordinator will have at least Masters Degree, and minimum 2 years experience in education and/or management for social marketing and social mobilization.

Table 3: ASER Program StaffNames Education/Qualifications Responsibilities

Dr. Baela Raza Jamil

M.Phil / PhD in Education (contested) M.A Economic History; M.Ed; Baela Jamil has more than 25 years experience in comparative education, Public Policy, Public Financing of Education, Public Private Partnerships and Education Innovations etc. A leading educationist, she has reviewed and influenced chapters of Educational Policy 2009 substantively.

Overall supervision of ASER Pakistan 2010

Planning and ensuring successful execution of program activities

Report review and contributor of one chapter.

Launch of ASER 2010 Report Dissemination to critical

audiences in Pakistan and abroad including GMR teams

Resource/Partners’ Mobilization

Dr. Monaza Aslam

PhD. Economics.

She is a well known economist and has extensive experience in conducting students’ assessment and learning outcomes.

She has been a core member of the RECOUP Team working with an eminent group of education researchers.

Review of survey tools with peers in Pakistan and abroad.

Training of national and provincial teams

Data Entry protocols and Data Analysis

Oversight of Report writing


Names Education/Qualifications Responsibilities

Dr. Asad Sayeed PhD Economics

Well known economist/scholar and Director with Collective Social Science Research

Peer review tools Conceptual Framework for

ASER Report 2011 Contribution of one article in the

ASER report ASER dissemination/policy

dialogue sessions at national and provincial level

Ms. Raheela Akram

M.A. Psychology Preparation and piloting of survey instruments/Tools

Coordination with the field teams

Support for trainings at Provincial and district levels

Conduct trainings at district level

Ms. Amima Sayeed

M.A. English Literature, M.A English Linguistics; UNESCO Certified Sector Diagnosis Evaluator

11 years experience in qualitative research in education and development primarily focusing on teacher education, community participation for girls’ education. Technical specialization in Programme Monitoring, Evaluation and Research

Preparation and piloting of survey instruments/Tools

Report writing and peer reviews

Mr. Safyan Jabbar

MSC. Management Coordination with the field teams (Balochistan)

Review the activities agreed with donor with the time line

Follow-up of activities Organized trainings at Provincial

and district levels Conduct trainings at district level Updating website Develop linkages with the media

Mr. Imtiaz A. Nizami

MCS

Mr. Nizami has over 13 years of experience in the field of Management Information Systems, IT operating environment, (software, hardware, networks and system software); and of designing Local Area Networks and Wide Area Networks. He has designed and developed Information Systems for various Projects.

Coordination with the field teams (Punjab);

Training at national, provincial and district level

Designing of database; Data cross checks Data management and

supervision Analysis as per tabulation plan

Ms. Suwaibah Mahreen Mansoor

Msc. Economics LUMS Coordination with the field teams

Report writing Policy Briefs


Names Education/Qualifications Responsibilities

Ms. Ravish Amjad

Msc. Economics LUMS Coordination with the field teams


Mr. Rafeel Wasey

B.Sc Economics LUMS Coordination with the field teams


Mr. Muhammad Usman

B.A. (BA B.Ed ) under way Data entry and checks Facilitating and training district based data entry operators


3.13 Funding Partners (large and small)

Organization Nature of Collaboration UNESCO Funding DFID (in progress) Funding plannedFOSI Funding NCHD A letter of agreement to be signed shortly Official collaboration already notified.

Volunteers in selected districts, Managers for the districts ASER and

Pakistan Coalition of Education (members) Volunteers in selected districts. Sindh Education Foundation (SEF) Support in Sindh with Volunteers

Data Entry Operators in offices Oxfam Funding Dubai Cares FundingIdara-e-Taleem-o-Aagahi – ITA/Institute for Professional Learning - ITAUK

Volunteers, ManagersData Entry Operators Funding

3.14 Summary of Budget

Detailed budget is annexed.


3.15 Work Plan

A # Activities

Apr-11

May-11

Jun-11

Jul-11

Aug-11

Sep-11

Oct-11

Nov-11

Dec-11

Jan-12

Feb-12

Mar-12

Apr-12

May-12

Jun-12

Jul-12

Aug-12

Phase I: Pre-Survey Preparation1.1 Core team mobilized

1.2Project orientation meetings and strategic planning

1.3 Capacity building of 30 ASER Associates1.4 Preparation of survey tools1.5 Sample Design

Phase II: Production and Dissemination of ASER 2011

II-1.1

National workshop of partners

II-1.2

Training of master trainers (Provincial Level)

II-1.3

Training of enumerators/volunteers in 83 districts

II-2.1

Data collection by volunteers

II-2.2

Quality control during data collection

II-3

Data entry

II-4

Tabulation, Analysis and Report Writing

II-5

Printing of ASER 2011

II-6

Dissemination of ASER Pakistan

II-7

ASER Website

Phase III: Citizen-led Advocacy for


A # Activities

Apr-11

May-11

Jun-11

Jul-11

Aug-11

Sep-11

Oct-11

Nov-11

Dec-11

Jan-12

Feb-12

Mar-12

Apr-12

May-12

Jun-12

Jul-12

Aug-12

Improving Learning OutcomesIII-1

Preparation and dissemination of 15 District Report Cards (also template)

III-2

Guidance on “What you can do to improve learning outcomes”

III-3

Case Studies and Stories of Citizen Voice

III-4

Civil society coalitions in selected districts

III-5

Mobilization of district government officials and political leadership

III-6

ASER Baithaks

III-7

Seeking Learning Improvement Commitments from Duty Bearers

IV-1

Project Final Report

IV-2

Financial Audit August onward


3.16 ASER Pakistan 2011 – Key Dates

Sr. # Activity Time line Location/ Responsibility / Pre Survey-Phase I:

1 Resource Mobilization – Partner Identification April- June 2011

ASER Core Team and Regional Coordinators

2 Preparation of survey instruments/Tools April - May, 2011 Lahore ASER Core Team

3 Partner Meeting June 13, 2011 Lahore

4 Piloting of survey instruments June 18-19, 2011

Lahore, Graham Yar Khan Sukkur, Quetta, and Peshawar

ASER field Team

5 Review of Tools with Stakeholders June 20-27, 2011 NEAS,PEAS, IER, UOE, GCET ASER Team

6 Finalization of Tools June 30, 2011 ASER Central Team

7 Training Course for ASER Associate July 21-30, 2011 LahoreSuwaibah / Ravish + Faculty member from India

8 Core Group Meeting ( Quarterly) August 3, 2011

9 Review & Printing of Tools + Logistics August 10, 2011 Lahore ASER Team +

AbubakarSurvey-Phase II:

10 National Workshop August 17-20, 2011 Islamabad ASER Team

11 TOT – Balochistan September 7-9, 2011 Quetta ASER Team

12 District level trainings & survey- Balochistan

September 14-16, 2011

All ASER 2011 Districts

13 Volunteer Training & Survey Gilgit- Baltistan

September 14-16, 2011 Gilgit

14 TOT – Punjab , FATA & ICT September 21-23, 2011

Islamabad / Lahore

15 Core Group Meeting ( Quarterly) October 3, 2011

16 District level trainings Survey Punjab – Punjab and ICT

September 28-30 & October 1, 2, 2011

All ASER 2011 Districts

17 KP & Sindh – Provincial Workshop October 5-7, 2011 Peshawar & Hyderabad

18 KP & Sindh District level Training & Survey

October 12-16, 2011

19 Data entry process October 1, 2011 Lahore Usman

20 Data cross checks October 2011 Lahore IAN / Suwaibah / Ravish

21 Data crunching/analysis and writing November 15, 2011 Lahore IAN / Suwaibah / Ravish

22 Draft report for review by partners December 5, 2011 Lahore IAN / Suwaibah / Ravish

23 Core Group Meeting ( Quarterly) December 5, 201124 Report printing December 20, 2011 Lahore Abubakar

Post Survey-Phase III:25 National release (Provisional Report) January 17, 2012 Islamabad ASER Team

26

Punjab Release January 24, 2012 Lahore ASER Team Sindh release January 31, 2012 Karachi ASER TeamKP release February 7, 2012 Peshawar ASER TeamBaluchistan release February 15, 2012 Quetta ASER TeamGilgit – Baltistan Release February 22, 2012 Gilgit ASER Team

27 ASER Bathaks February – March, All ASER 2011 ASER Team


Sr. # Activity Time line Location/ Responsibility / 2012 Districts

28 Core Group Meeting ( Quarterly) February 25, 201229 Policy Advocacy Jan- April, 2012 Suwaibah / Ravish


3.17Critical Assumptions and Risk Management

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

How this risk will be managed

Natural Disasters (Earthquakes; Floods; Environmentally induced accelerations; Dam overflows)

Conflict (Extremism; Talibanisation; terrorism; armed, sectarian and political violence; Post Conflict)

Medium - Serious Due to the Natural Disasters / the survey may not be conducted as per schedule. In these circumstances the alternative districts may be selected for field survey, however first priority will be given to previous ASER Districts.

In these circumstances field survey dates may be delayed within project planed dates otherwise alternative district within the geographical proximity may be selected.

Resources i.e. Skilled volunteers

Medium - Serious ASER Pakistan is modestly funded and most of the activity is done by voluntary supporters. This will be managed with the additional resource mobilization from projects other activity heads or mobilization of trained volunteers from other ASER Districts in the proximity.

Harassment (Female) Medium - Serious If the survey conducted only by Female volunteers there will be risk for harassment.A gender balance approach in selecting the survey teams / volunteers will be adopted to overcome this issue.

District Partners Low - Manageable ASER is done in collaboration with a variety of civil society organizations, universities, research institutions government organizations and citizens’ groups.Other local organizations/ communities will be mobilized for timely field survey.

Access (where Female Volunteer not available)

Low - Manageable ASER is house hold survey; get data from mothers and younger females has very difficult for male valentines.

This will be managed by the local teachers/Leady Health worker or female students of higher classes after training them to get data behind doors.

Acceptance of Government Low - Serious Govt. department are already onboard for this program. In case, any discrepancy arises, program briefings and meeting will be organized to build consensus among various stakeholders


Annexure


Annex I

List of Proposed Districts- ASER 2011

Sr No Province/ D No District Literacy Rank RemarksICT (1/1)

1. 1. Islamabad 1 Punjab (27/36)

2. 1. Attock 16 3. 2. Bahawalnager 34 4. 3. Bahawalpur 32 5. 4. Chakwal 5 6. 5. Chiniot 26 Old7. 6. Faisalabad 15 Old8. 7. Gujranwala 7 9. 8. Jehlum 4 10. 9. Jhang 26 Old11. 10. Kasur 22 Old12. 11. Khanewal 24 Old13. 12. Khushab 17 14. 13. Lahore 2 Old15. 14. Lodhran 29 16. 15. Mandi Bahuddin 8 17. 16. Mianwali 20 Old18. 17. Multan 21 Old19. 18. Muzaffar Garh 31 20. 19. Nankana Sahib 13 Old21. 20. Rahim Yar Khan 33 Old22. 21. Rajanpur 3623. 22. Rawalpindi 3 Old24. 23. Sahiwal 27 25. 24. Sargodha 14 Old26. 25. Sheikhupura 11 Old27. 26. T.T.Singh 10 28. 27. Vehari 23

Sindh (15/23)29. 1. Dadu 4 30. 2. Ghotki 13 old31. 3. Hyderabad 332. 4. Jamshoro 16 33. 5. Khairpur 6 old34. 6. Larkana 7 35. 7. Mir Pur Khas 14 old36. 8. Nowshero Feroze 2 37. 9. Sanghar 9 38. 10. Sukkur 5 old39. 11. Tando Allah Yar 10 40. 12. Tando Muhd Khan 18 41. 13. Tharparkar/Mithi 21 old42. 14. Thatta 19 43. 15. Umar Kot 21 old44. 16. Shikarpur -45. 17. Kashmore -


Sr No Province/ D No District Literacy Rank RemarksKhyber Pakhtunkhwa 14/24

46. 1. Abbottabad 1 Old47. 2. Bannu 13 48. 3. Batagram 16 49. 4. Charsada 19 Old50. 5. D.I.Khan 20 51. 6. Haripur 2 52. 7. Karak 8 53. 8. Malakand 5 54. 9. Mansehra 3 Old55. 10. Peshawar 6 old56. 11. Swabi 11 57. 12. Swat 14 58. 13. Tank 22 59. 14. Upper Dir 10

Balochistan 14/3060. 1. Ziarat 1 61. 2. Quetta 2 Old62. 3. Ketch 5 63. 4. Nushki 7 64. 5. Khuzdar 9 65. 6. Chaghi 10 Old66. 7. Kalat 12 Old67. 8. Jafarabad 15 Old68. 9. Qilla Abdullah 17 69. 10. Qilla Saifullah 18 70. 11. Kharan 21 71. 12. Barkhan 23 Old72. 13. Musa Khel 25 73. 14. Kohlu 28 74. 15. Pashin 4

Gilgit 3/775. 1. Diyamer76. 2. Gilgit Old77. 3. Skardu

AJK 4/1078. 4. Bagh Old79. 5. Mirpur80. 6. Muzaffarabad Old81. 7. Neelum

FATA 1/782. 1.


RuralProvince Total

DistrictsASER 2010

DistrictsASER 2011

DistrictsPunjab 36 13 27 75%Sindh 23 6 17 74%Baluchistan 30 5 15 50%KP 24 4 14 58%Gilgit 7 1 3 43%Fata 7 - 1 14%ICT 1 1 1 100%AJK 10 2 4 40%Total 138 32 82 59%

UrbanProvince Total

DistrictsASER 2010

DistrictsASER 2011

DistrictsPunjab 36 - 1 LahoreKP 24 - 1 PeshawarSindh 23 - 1 KarachiTotal 60 - 2


Annex II

Log-Frame Analysis (LFA)

PROJECT TITLE Annual Status of Education Report – ASER Pakistan 2011GOAL/IMPACT Indicator Baseline

2010Target2011

The citizen movement under the umbrella of ASER creates pressure on government and triggers actions leading to improved learning outcomes.

Improved quality of education in Pakistan.

% change in learning outcomes of children aged 6-16 years

49.5% children can read at least a sentence in Urdu or his/her own language

32% children can read sentences in English

44% children can do 2 digit subtraction and 25% can do 3 digit division

Change in learning outcomes cannot be solely attributed to ASER. Therefore, at this level, ASER will measure the change against the baseline.

SourceASER 2010

PURPOSE Indicator 1 Baseline Target 2011

Assumptions

Strengthened citizen movement on accountability of government and duty bearers on low access and poor learning outcomes

CSOs using ASER data for research and advocacy

Not available More than 150 CSOs use ASER data

The use of ASER findings in research and advocacy by citizens and citizen groups will put greater pressure on the government to take measures for improving access and quality of education.

SourceNil

Indicator 2 Baseline Target 2011/12

Number of citizens (male/female) reached directly and indirectly

Not available TBD SourceNil


OUTPUT 1 Indicator 1.1 Baseline2010

Target 2011

Assumptions

Reliable data on the annual status of schooling and learning outcomes in 84 districts of Pakistan produced and disseminated

ASER Pakistan report 2011 published ASER 2010 published, containing data on learning outcomes in 32 districts (rural only)

ASER 2011 published, containing data on 83 districts (83 rural and pilot in 3 urban)

The survey is not interrupted by any major natural or manmade disaster in the target districts.

SourceASER 2010

Indicator 1.2 Baseline2010

Target 2011

Number of persons (male & female) who received information on ASER findings

Not available More than 20,000 persons directly receive ASER data

SourceNil

IMPACT WEIGHTING15%INPUTS (HR) 1.1.1 Research Associate (4)

1.1.2 Director ASER1.1.3 Provincial Coordinators (5)1.1.4 Data Analyst (1)

OUTPUT 2 Indicator 2.1 Baseline2008-09

Target 2011

Assumptions

Capacities of citizens developed nationally to assess learning outcomes by using simple tools

Number of persons (male/female) trained on using ASER methodology

600 5040 District-based educated youth and professionals are available to receive training on ASER methodology.

SourceASER 2008 ASER 2010

ASER 2011 training reports and attendance sheets

IMPACT WEIGHTING RISK RATING35% LowINPUTS (HR) Dr Monazza Aslam - Consultant

Dr. Asad Sayeed - Consultant


OUTPUT 3 Indicator 3.1 Baseline2010

Target 2011/12

Assumptions

Increased citizen pressure on the government and other duty bearers, using ASER findings, for improving learning levels of l children aged 3-16 years in 15 districts

Number of district reports cards produced and disseminated

0 22500 Civil society organizations based in selected 15 districts are willing to cooperate and join the ASER movement.

Source SourceASER Pakistan Centre ASER Pakistan Centre


Target 2011

Number of materials distributed 7000 121500 SourceASER 2008 Report


Target 2011

Number of civil society organizations and coalitions actively engaged with district education management on ASER findings

0 15 coalitions of CSOs in 15 districts

SourceASER Pakistan Centre

Indicator 3.4 Baseline 2008-09

Target 2011-12

Commitments and actions of EDOs and provincial institutions (PEC, DSD, PEAS) for improving learning outcomes

0 20 commitments Source Reports of 2 provincial policy dialogue s

IMPACT WEIGHTING RISK RATING50% MediumINPUTS (HR) 4.1.1 District Coordinator (15)

4.1.2 Provincial Communication coordinators (2)


Annex III: Organisational Chart


Chief Operating Officer (COO)

Director Programs

DirectorOperation

Director Marketing & Partnership

Director Research

Board of Trustee

Finance Admin HRDTP/ Marketing PPP/CSR M&E Document/

Research IT/ICT Health & Environment WSIP Non Formal

Program

Manager DTP /

Marketing

ManagerPPP & CSR

ManagerM&E

ManagerR&D

ManagerFinance

ManagerAdmin &

Procurement

ManagerHR

ManagerICT

ManagerHealth &

Environment

ManagerWSIP

Manager NFP

AdvisorITA

Service/ Consultancy

Deputy ManagerFinance

Assistant ManagerFinance

AccountantMain Office

AccountantBranch Office

AccountantProject Base

Admin Officer

Assistant Admin Officer

Support Staff

HR Officer

I.T Coordinator

I.C.T Coordinator

Web Master

Desktop Publisher

Marketing Officer

IllustratorTranslator

PPP/CSR Officer

M&EUnit

Research Associate

SAFEDSecretariat

AdvisorSAFED

Research Associate

H&ECoordinator

District Manager

Education Promoters

District Managers

AlliancesSAFEDAFEDSanjan NagarSudhaar-ITAITACEC UKCorporate SectorOthers

ITA OfficesPunjabLahore - Head OfficeIslamabad – RegionalLahore RCFaisalabadSheikhupuraChiniotMultanMuzaffargarhRahim Yar KhanSindhKarachiSukkarKPPeshawarBalochistanQuetta

Annex IV. Organizational Profile

Idara-e-Taleem-o-Aagahi (ITA) Public Trust

ITA was formed and registered in June 2000. ITA’s primary focus is comprehensive education reform. Working through a sector wide approach, ITA works mainly with public sector schools operating sub-optimally. It also engages with basic education for vulnerable groups such as child labor, destitute, women and youth. ITA works across formal, non-formal education from, ECE up to secondary levels. It also addresses teacher education in pre-service, in-service and certification programs. Policy, advocacy and gender are an embedded focus of the organization.

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

Europe Aid ID No. PK-2009-GRI-0311237253DUNS 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

Recognition by the Law as a non-profit organization;a) 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)

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


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

a. Institutional Configuration and Diversity

Idara-e-Taleem-o-Aagahi – (ITA) Public Trust has evolved into three integrated organizations. These have evolved successfully from ITA’s mandate.

ITA registered in 2000 works at the downstream/upstream levels concurrently for: Service delivery; capacity building and policy influence/advocacy across Pakistan

Institute for Professional Learning (IPL) was established in 2009 to prepare teachers and leaders for tomorrow. IPL is affiliated with University of Education – (UoE) and recognized by the HEC. IPL will house the ASER Centre

The South Asia Forum for Education Development (SAFED) registered in 2008. ITA is the secretariat for SAFED until 2015. SAFED is a learning sharing forum across all South Asian countries in key thematic areas. The ASER methodology was mobilized through SAFED. Its secretariat will be shifted along with the entire program portfolio and assets to another member country in 2014/2015.

ITA has been assigned to take SAFED forward in its first phase (2006-2014/15) providing it with champions of education reform from Pakistan and the region. Its core personnel are responsible for managing its governance, exploring and collecting information on key thematic areas agreed under SAFED, including arranging regular meetings, campaigns for quality learning and regional partnerships for education.

The key thematic areas are: Policy and Curriculum Reforms Quality: Teaching Profession and Support Systems; Assessing Learning levels Up scaling Girls' Education Education for Sustainable Development Education in Emergencies Human rights, Peace and Citizenship Education.

Gender and Public private partnerships will be a cross cutting concern across all areas. Linkage between basic and tertiary education will be explored strategically across all areas.

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.

The current work and partnerships extend across Lahore, Sheikhupura, Kasur, Rawalpindi, Sahiwal,


ITAFormal/

Vulnerable, Citizenship

Policy

IPLHigher Education-

Teachers /Educators

SAFED

Regional /Educators

Gujrat, Jhang, Chiniot, Multan, Muzaffargarh, Chakwal, Graham Yar Khan, Mianwali, 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”

b. 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

c. Objectives

The 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.

d. 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) 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.

e. 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 centers’. 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

f. Physical presence in the geographical area of operations;

ITA’s scope of operation is across Pakistan (Map attached for its program clusters); For a teacher education

program in collaboration with the US University and US State Department, ITA is working across the country including FATA, Northern Areas and AJK since 2004 onwards (to cont. Until 2012)

It has engaged through an alliance in making of District Education Plans for Sindh and Balochistan- Sukkur included led by its Chairperson Baela Raza Jamil. Sukkur DEP thus needs to be updated

ITA has led a learning level survey across the country with partners which includes Ghotki and Khairpur

Under another initiative with USAID and JSI ITA is working in 4 districts of NWFP – Charsadda, Buner, DI Khan and Upper Dir as well as 4 in Balochistan

For the child rights work ITA recently worked as a lead organization under CRM and Pakistan Coalition of Education (PCE) for restoration of girls education in SWAT (Jan-March 2009)

ITA is working closely with the Sindh Education Foundation as an alliance partner which has deep presence in Sukkur and adjoining districts.

The systems developed for social mobilization, upstream and downstream policy and linkages can be replicated

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

Capacity to contribute its own resources (in cash or kind) to the programs (requires minimum of 10% contributions and will be a factor that would prioritize the institutions with similar capacity);

This has been a standard practice with ITA. The organization’s contributions would typically be: Highly specialized technical inputs as its Chief Executive is a well known specialist in the areas

of program design, policy and advocacy. ASER 2011 Proposal P a g e | 48

Generation and adaptation of training materials through its Institute for Professional Learning (IPL)

Updating of District Education Plans or making new ones Capacity building of the team and understanding the nuances of the vulnerable for access and

equity.

g. Legal Structure

Recognition by the Law as a non-profit organization;c) 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)

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

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

Governance (board) (See Annex C) Management structure (senior staff) (See Annex B)

h. Experience in running similar programs

ASER 2008, ASER 2010 Research Studies WSIP Program

The detailed information on these programs is available at our web portals www.itacec.org & www.safedafed.org



http://www.itacec.org/


Annex V: ITA’s Patron, Board of Trustees and Advisors

ITA’s Patron, Board of Trustees and Advisors

Name Designation Description Address Contact No EmailMrs. Zobaida Jala Patron, Educationist Islamabad 051-9212020

Dr. Narmeen Hamid Chairperson Community & Gender Health Specialist

23 Golf Avenue, Canal Bank, Lahore

Ph: 6819825Mob: 0333-4355590

[email protected]

Baela Raza Jamil, Director Program/ Trustee

Educationist Public Policy and Human H. No 43, Justis Sardar Iqbal Road, Gulberg 5, Lahore Ph: 5758697

Mob: [email protected]

Ms. Ameena Saiyid TrusteeManaging DirectorOxford University Press, Pakistan

Managing DirectorOxford University Press, Pakistan, Plot # 38, Sector 15, Korangi Industrial Area, P.O.Box 8214, Karachi-74900.

Ph:021-111693673, 5050834

[email protected]

Dr Shahid Siddiqui Trustee

Professor & Director Centre for Humanities and Social SciencesLahore School of Economics

104-C Gulberg IIILahore, Pakistan Ph: 5722670-9

Mob: 0323-4815494

[email protected]

Mr. Jamil Najam Trustee Former DPI- EE, Director CPP

Former DPI- EE, 539-E, EME Housing Society, Near Thokar Niaz Bag, Lahore

Ph: 7513539, R: 6823218Mob: 0300-8044459

Ms. Rubina Tariq Trustee Educationist 8 - Wahdat Road, Lahore 54600, Pakistan Ph: 0300-4371363,Res: +92 42 7591404,

[email protected]

Ms. Riffat Hayee Trustee Commercial Pilot 60-A,Ahmad Block, New G/T, LHR.

Mr. Khalid.M.Ch Trustee General Manager,BB Jon Fibres (Pvt) Ltd. E-438/4, St:4, Madina Colony Walton Road, Lahore. Ph: 042-5321174

Mob: 0333-4222247

Mr. Imtiaz A Nizami Secretary Manager Programs 26-B, Sarwar Road, Lahore Cantt Ph: 042-36689831-2Mob: 0302-8699992

[email protected]

Syed R. BukhariVisiting Trustee (non-Voting Trustee)

Chairman Education Committee, PAHG

9644 S. Kirkwood, Suite A-3, Houstan, Texes 77099 Ph: 281 486 5130Fax: 281 218 0474

[email protected] [email protected]

Ms. Noor Jehan Dhanani

Visiting Trustee (non-Voting Trustee)

Special Need & School Improvement Consultant (UK)

10 Queens Gate Place, London SW7 5NX Ph: 020 7581 4450Fax: 020 7937 9919

[email protected]

Prof. Shaheen Sardar Ali Advisor International Human Rights

Academic 106D-1, Street # 72, Phase I, Hayatabad, Peshawar [email protected]

Prof. Anita Ghulam Ali Advisor Education Specialist

M.D. SEF,Sindh Education Foundation (SEF) Plot-9, Block 7, Kehkashan, Clifton-5, Karachi - 75600.

Ph: (92-21) [email protected]

Ms. Beena Raza Adviser Educator & Musician (Canada) 12 Justice Sardar Iqbal Road, Gulberg 5, Lahore Ph: 5715214 [email protected]


mailto:[email protected]











Annex VI: Organizational Budget

5 Year Organizational BUDGET

Fiscal year (month to month): July to June Currency: Rupees (Rs.)

Description Actual income/ expenditures during the last two fiscal years

Current fiscal year*

2009(million 2010(million) 2011(million)Average exchange rate for fiscal year 80 85 85A. OPENING BALANCE 4.62 8.44 10.154B. Income/Receipts

Actual (last 3 years) and secured/ Non-Secured (next 3 years)

- Own income- From membership and contributions 1.185 1.320 1.510- From products and services 1.037 1.145 1.280- Other own income (Trainings) 0.940 1.300 1.460- Funds from donors 52.132 60.674 58.383- Other income (interest, etc) 1.016 1.075 1.100

B. TOTAL INCOME/ RECEIPTS 56.310 (US $0.703)

65.514 (US $0.771)

63.733 (US $0.750)

C. EXPENDITURES- Administration/Overhead Personnel costs 16.302 20.220 25.000 Travel costs 3.966 4.810 4.790 Investment in fixed assets or depreciation 1.378 1.670 1.657 Office expenses 26.093 31.730 26.380 Communication 0.812 0.960 0.925 Materials and supplies 1.111 1.700 1.578 Other expenses (specify) - Activity /Project Expanse 2.828 2.710 11.740C. TOTAL EXPENDITURES 52.490

(US $0.656)63.800

(US $0.751)72.070

(US $0.847)D. CLOSING BALANCE (A + B - C) 8.440 10.154 1.817

* It is understood that this will be a mix of actual and projected income.* It is understood that this will be a mix of actual and projected expenditure.


Annex VII: Tax Exemption CertificateITA Tax Exemption Certificate



Annex VIII: Grants ReceivedList of grants received over the last five years from donors

S# Project Duration

Year Program & Donor Districts Contract Worth (PR)

1 3 years 2008-2011

Title: Enhancing Girls Enrolment in Remote Areas of Pakistan

Graham Yar Khan, Multan, Muzzafargarh and Chiniot

85,000,000 Enhancing girls enrolment and quality learning

2 2 years 2010-2011/2

Support ASER 2010 and 2011

All Pakistan 29,750,000 ASER Pakistan 2010 & 2011

3. 8 Months 2009-2010

Title: Female Matriculation Graduate Program ( FMGP) Donor: PAIMAN/USAID,

Jafferabad, Sibi, Zhob, Gawadar, Charsadda and DIKhan and Miramshah

8,270,000 Preparation of Community midwifes Trainings

4. 12 Months 2008-09

Reclaiming Culture & Social Diversity Mobilizing Youth for National Harmony & PeaceDonor: USIP

Lahore, Karachi, Peshawar, Quetta

4,609,016 Trainings

5. 5 Years 2002-2007

ACL-QEFA:Donor: SC-UK - US-DOL

Kasur, Sheikhupura & Nankana

370,000,000 Elimination of Child Labour

6. 2 Years 2006-2008

Rag Pickers ProjectDonor: ILO

Rawalpindi & Islamabad


7 18 months 2005-2006

Child Domestic Labour with ILO

Islamabad, Rawalpindi and Lahore


8 4 years 2006-2010

Child Domestic Labour with Moswse

Islamabad and Rawalpindi

34,000,000

Elimination of Child Labour

09. 8 months 2005-06

AJK-UNICEF-School :Enabling Rehabilitation through EducationDonor UNICEF

Muzaffarabad, and Bagh (AJK)

41,775,178 Rehabilitation Earth Quake

10 8 months 2005-06

AJK-SCUK-School :Enabling Rehabilitation through EducationDonor SCUK

Muzaffarabad, and Bagh (AJK)

40,715,605 Rehabilitation Earth Quake

11 3 years 2007-2010

Post Primary & Middle School Program for CLDonor: ITCEC-UK

Sheikhupura 6,900,000 Elimination of Child Labour

12 1 Year 2008-2009

ASER 2008ITA/ PCE

11 Districts 3,370,500 Educational Survey


Annex IX: Current/Pending Grants

List of current and pending grants from donors,

S# Project Duration

Year Program & Donor

Districts Contract Worth (PR)

1. 30 months 2011-2013

Title: Enhancing Girls Enrolment in Flood Affected Areas Of PakistanDonor: Dubai Cares -

Sukkur,Ghotki Graham Yar Khan and Muzaffargarh

139,400,000 Emergency support for school improvement, OOSC and ECD

2. 6 days and 2 days training sessions

2006-2015

Teacher Training (CLDP & CPT) Punjab Education Foundation (PEF)

All over Punjab 16,734,050(2006-2008)

TrainingsMaterial Development

3. Each year from 2004

2004-2012/13

Pakistani Educational Leadership ProjectDonor: Plymouth State University/ US State Dept

All over Pakistan

9,996,000 to29,750,000

Out of country TrainingsMaterial DevelopmentTeacher Education

4. From 2000 2012 Whole School Improvement Program (WSIP)Donor: ICI, ITACECUS, Unilever, Nestle, others

Lahore, Sheikhupura, Nankana, Rahimyar khan, chiniot, Islamabad, Rawalpindi

5,000,000 School Development

5 Each year from 2004

2004- 2009

World Teacher Day:Donor: UNESCO

All over Pakistan

1 Million each year

TrainingsMaterial DevelopmentTeacher Education

6 2010 ( 1Year)

2010 ASER 2010Donor: UNESCOOSINCH, SEF DCHD


7 2011 ( 1Year)

2011(in process)

ASER 2011Donor: OSIUNESCO, DFID,NCHD, SEF DCHD



Annex X: CVsCURRICULUM VITAE

NAME : BAELA RAZA JAMIL

DATE OF BIRTH : March 04, 1956

NATIONALITY : PakistaniLANGUAGE : English: Professional proficiency in communications, office systems,

negotiations, lectures & research. Urdu: Professional proficiency. Fluent in reading, writing & speaking.Punjabi : Mother tongue – Proficiency in reading and speaking.French: Basic comprehension, speaking and reading.

WORK EXPERIENCE : United States of America, United Kingdom (research), Hong Kong,

China and Pakistan (Punjab, Sindh and Federal Areas)

ADDRESS : 43 Gulberg V, Justice Sardar Iqbal Road, Lahore (Permanent Address) House No. 11, St 38, F6-1 Islamabad

TELEPHONE : Res: (92-42) 5758697 FAX : (92-42) 5717397MOBILE : 0300-8439820 EMAIL : [email protected]

EDUCATION

PhD. (2000) Impact of Privatization and Equity: A study of Pakistani Urban Secondary Schools. Institute of Education, University of London (PhD) (awarded and then contested).

M.Phil. (1999), Impact of Privatization and Equity: A study of Pakistani Urban Secondary Schools . Institute of Education, University of London. – Recipient of ESRC Award

Med. 1985. Supervision and Management in Education. Georgia State University, Atlanta. U.S.A.

M.A. 1979. Economics (Major), Politics and Anthropology (Minors). The School of African and Oriental Studies (SOAS), University of London, U.K.

B.A. Honors (Magna Cum Laude) 1978. Individualized major in Interdisciplinary History, (Economics, Politics & Philosophy). Rosemont College, Rosemont, Pennsylvania, U.S.A. Magna Cum Laude

Professional Work Experience

Nov. 1999 - Current Director Programs Idara-e-Taleem-o-Aagahi(ITA) Centre for Education & Consciousness 2005 onwards: Adviser & Coordinator for Whole School Improvement Program (OXFAM); Education in Emergencies (UNICEF & SC UK)–


Influencing Policy and Capacity Building Programs in Education & Protection (Min.Social Welfare); Early Childhood Education (UNILEVER); Citizenship Conflict and Diversity, Pakistan Youth Project – (United States Institute of Peace) Matriculation Project for Girls/Women for Community Midwives in Balochistan & NWFP (PAIMAN/USAID) Hindu Minorities of South Punjab (Commonwealth Secretariat); Institute for Professional Learning (Pre and In-service training)

June 2004 – Mar. 2008 Senior Adviser Education & Specialist Public Private Partnerships – Faisalabad District – Consultant to DfID funded project on Strengthening Decentralization in City District Faisalabad.

Sept. 2002 - Sept. 2007 Education Specialist Addressing Child Labor through Quality Education for All on behalf of ITA: A SCF UK and US DOL Funded project in Punjab

June 2000 - Sept. 2004 Technical Adviser to the Federal Ministry for Education funded by the European Commission and CIDA (4 day input for 4 years) – Policy design, institutional strengthening and public financing of sector reforms

March - April 2000 Federal Ministry of Education: Preparations for World Forum on EFA

Dakar, April 26-28, 2000 (UNESCO supported).

April 1997 - Sept. 1999 International Community Support Adviser for the Sindh Primary Education Development Programme (SPEDP), DFID and British Council. Policy design, implementation and Institutional strengthening.

June 1996 - April 1997 Member Task force on Education Reform/Re-structuring, Government of Punjab, Funded by the Punjab Middle Schooling Project (World Bank funded - managed by AED)

Oct, 1995- Mar. 1997 Education Coordinator, GHK International Ltd. UK, for the Faisalabad AreaUpgrading Project (FAUP) – ODA/DFID Funded.

March 1992 - Sept. 95 Programme Officer UNICEF, Women in Development, Education & Children in Especially Difficult Circumstances (CEDC), Pakistan, Punjab.

Feb. 1985 – Mar.1986 Assistant Coordinator, Center For International Studies, (Magnet Programme) North Fulton High School, Atlanta, Georgia, U.S.A. Coordinated curriculum development, IB program design, counseling programs for youth & substitution

1989 - 1991 Chairperson, Hong Kong Asia Trust (HAT) Fundraising, Screening and Monitoring Rehabilitation Projects in China, Hong Kong, India, Bangladesh & Pakistan. Collaborated with TREATS on projects for the "boat people/Vietnamese refugees" in Hong Kong.

CONSULTANCY SUPPORT Many, but some distinctive ones are:

Feb. 2009 – Ongoing PAIMAN/USAID Health and Education–Matric Catch Up Program:NWFP & Balochistan

April 2008 - July 2008 US AID Education Strategy Pakistan 2007-2015, Managed by MSI

Oct 2007- Feb 2008 Teachers’ Status In Pakistan 2007 for UNESCO Pakistan


Dec 2007 – Mar 2008 ADB Technical Support for the Department of Literacy & NFBE on preparing a proposal for a Literacy, Livelihoods and Life Skills (Vocational Technical as centrepiece)

Dec 2007- Feb 2008 Institutional Development and Mainstreaming of the Institute of Learning – Professional Development Initiatives in City District Govt. Faisalabad(DFID Funded)

January April 2007 Revisiting the Education Strategy for SRSP and Designing a New Strategy : Peshawar, NWFP

2004 Teacher Education in Pakistan –From Teacher Education to Professional

Education Devleopment in Pakistan: A Position Paper – USAID

2004 - 2005 Developed District Education Plans in Balochistan and SIndh for ESRA – USAID

2002 & 2004 Concept Paper on Pakistan Poverty Alleviation Fund’s (PPAF) Interventions in Education and Health Sectors – a decisive shift in PPAF’s portfolio

2002 - 2004 National Adviser Citizens Rights and Responsibilities Program (CRRP), Human Rights, Citizenship and Conflict Resolution Education, Funded by CIDA and managed by CBIE, CIIAN in Canada

2001 - 2002 Consultant to the Sindh Education Foundation for the Women Empowerment Literacy Project (WLEP)

Feb, - April 2000 Prepared a National Document for Dakar on behalf of Government of Pakistan – UNESCO - the Challenge Within

1995 Dec. Evaluation of the Allama Iqbal Open University's Women Projects commissioned by Embassy of Netherlands - Gender Issues in Curriculum Development, in collaboration with Education For Development (Reading UK).

1995 April-May Assisted the UN Inter Agency Mission for Basic Education Pakistan - formulating a Plan for EFA and Non-Formal Primary Education.(UNICEF, World Bank, UNESCO, UNDP & UNFPA)

1991-1995 Freelance Consultant in Education and Development for UNICEF, UNESCO, Dutch Embassy; Raasta Development & Seer Private Ltd. Reports on the Education System and Teacher Training in Non-Formal Education Programmes focused on female education.

1991 - to 2000 Needs Assessment and Monitoring of Rehabilitation Projects in the South Asian Region, e.g. Special Education Center, PRIDE, Bombay, & Layton Rahmatullah Benevolent Trust (LRBT) Lahore (on-going)


PROFESSIONAL INTERESTS & STRENGTHS

Public Policy, Sector Wide Approaches in Education, Public Finance and Financing of Education and Institutional Change & Strengthening – Mainstreaming Vocational Technical Education in Schools Children and Women Rights within Islam, National Laws & International Conventions

Engaging with public policy and public financing at multiple levels:: district, provincial and federal

Public policy reform in education and social sectors: sector wide approaches in planning and management; resources beyond GNP; role of private sector and local government; and learning for transformation. – Rethinking formal and non-formal education, promoting bridging programs for quality basic education, beyond UPE and rates of return and social safety nets for the vulnerable.

Designing new financing instruments to accelerate implementation of sector reforms at devolved levels e.g. Letters of Agreement; debt swap modalities; Innovative schemes fund; school funds merging, etc.

Institutional Strengthening in Social Sector Reform: linking devolution, decentralization to institutional re-structuring – envisioning, community engagement, rules of business, financial arrangements, public dealing, gender and human rights.

Influencing Policy Making in Education - Strategizing for Educational Change and Development through decentralized and community based approaches.

Designing District Education Plans /Annual Sector Plans) – a medium term planning tool at local levels (over 15 developed thus far).

Major and pioneering contributions in Public Private Partnerships in Education : Public Policy; Institutionalization; Toolkits and operationalization

National Curriculum Inputs on ECE and implementation in Schools through design of teacher manuals and guidelines and modular trainings

Promoting girls education in disadvantaged districts, engaging with minorities: repositioning institutional planning, budgets and policies for the vulnerable- mainstreaming the marginalized

Rethinking and Institutionalizing Continuous Professional Development in Pakistan: Leading a strategy for teachers without frontiers, working across Pakistani, US and Indian institutions on professional development. Work with Plymouth State University, NCERT, Pratham, AIOU, Federal College of Education, University of Education, DSD, IER –Punjab University, AKU-IED, SEF and PEF etc.

Education in Emergencies : Relief, Rehabilitation and Reconstruction ; Implications for policy, planning and implementation; Emergency and possibilities for development and rethinking education in Pakistan ; influencing Govt. of Pakistan to include Education in Emergencies in the New Education Policy Document; the Green Papers and the White Papers (revisions); and exploring Institutional Strengthening and Lessons Learnt during Education in Emergencies with the Dept. of Education in AJK; materials development for capacity building of teachers and heads for child friendly schools.

o Engaging with Youth on National /Local Diversity, Conflicts, Democracy & Peace : Influencing texts, pedagogies and inter-cultural interactions


o Networking with national, regional and international Government and Non-Governmental entities to promote education development through sharing of best practices and creation of national/regional alliances for education reform.

o Addressing poverty alleviation through the framework of human rights as entitlements and

capabilities - and a second supporting conceptual framework of ‘Rethinking Children, Parents and Teachers - Our Resources Within’ - a focused approach to social development .

o Advocacy and institutional policy on Women and Child Rights as Human Rights.

o Regenerating schools : regenerating communities - comprehensive school improvement programmes in disadvantaged communities

o Developing Education Assessment and Programming Framework for Children at risk.

Worked in United States within the public sector for a Magnet school programme leveraging public private partnerships for education equity in multicultural settings. Built professional teams for thematic programmes and also youth teams called “young ambassadors” for outreach to middle schools.

In Hong Kong launched an NGO, Hong Kong Asia Trust (HAT) providing direct support in five countries( China, Hong Kong, Bangladesh, India and Pakistan). Mobilized US $500,000 through creative fundraising techniques for ongoing rehabilitation projects in education and special needs. Worked with a team of volunteers in five countries to keep overhead costs at a minimum and maximize developmental support.

A PUBLIC SPEAKER ON VARIOUS ISSUES PERTAINING TO THE EDUCAITON SECTOR : POLICY, FINANCING AND INNOVATIONS

PROGRAMMES DEVELOPED IN PAKISTAN ON:

SECTOR REFORMS AND SCHOOL IMPROVEMENT, PUBLIC PRIVATE PARTNERSHIPS; NON-FORMAL EDUCATION & WOMEN’S EMPOWERMENT; NATIONAL SOCIAL PROTECTION STRATEGY; CITIZENSHIP & HUMAN RIGHTS BEING CURRENTLY PRACTICED IN PAKISTAN: PUNJAB, SINDH, AJK AND ICT

Sector wide planning and second generation District Education Plans and Annual Sector Plans

Public Private Partnerships in Education : Policy & Practices. District policy, MOUs for PPP, TORs for a PPP Cell in the Department of Education: tools for assessment, implementation and monitoring.

Whole School Improvement Program ; including promoting health and environment concerns through curriculum and active learning

Early Child Development Programs in government schools, developing ECE guidelines based on the ECE National Curriculum 2006/2007

School Enrichment Program: Summer Schools; Health and Reading Clubs: Homework Study Centres; Functional Literacy Programs

Schools as Community Learning Centres – extended school use in the afternoons

Literacy as livelihoods – focus on Vocational Technical education through mainstream institutions


Citizenship, Human Rights and Conflict Resolution - curriculum mainstreaming and textbook development – with a focus on gender rights

Education in Emergencies

Developed a continuum of Child Domestic Labor and Violence against Children- influencing child rights and child domestic labor as the worst forms of child labor

Clinical models of head teacher follow up training

Individual Education Profiles/Portfolios (IEPs) adapted as assessment & tracking instruments for vulnerable children.

PROGRAMMES DEVELOPED IN PAKISTAN: FOR THE MINISTRY OF EDUCATION PAKISTAN; SOCIAL WELFARE MINSITRY, SINDH EDUCATION DEPARTMENT; SINDH EDUCATION FOUNDATION, TASK FORCE EDUCATION REFORM, FAISALABAD URBAN & CITY DISTRICT STRENGTHENING & UNICEF PUNJAB IN PAKISTAN SINCE 1992

Led the design efforts of the MoE on: i) Education Sector Reforms; ii) ESR’s financing and implementation procedures in the devolution framework; iii) linkage to all macro level country programmes, such as the PRSP, EFA, iv) operationalizing the role of CSOs and their access to public sector resources in education; v) Inputs to regional alliances and EFA meetings; vi) Restructuring NEF and expanding its portfolio to undertake Public Private Partnerships; vii) Capacity building needs assessment within a district based setting etc.

Member of the Ministry of Social Welfare & Special Education’s Committee on the National Social Protection Strategy

Advisor to the Federal and Provincial governments on sector and institutional reform and strengthening; strategizing for sector wide reform, decentralization, EFA, PRSPs and MTDF.

Part of the six member National Delegation at Dakar (2000) and upon return led the design and negotiations for Debt Swaps and FTI for Pakistan (2000-2003)

Designed and implementing a program for Youth across Pakistan: “Reclaiming Cultural and Social Diversity: Mobilizing youth for national harmony and peace: searching for resources within”, an active current initiative to address conflict and diversity as it manifests in the lives of our youth and their interactions. Influencing curriculum, texts, classroom interactions and pedagogies for a safer society.

Major inputs to the policy and institutional strengthening processes through a comprehensive Strategy on Community Participation and community supported education options to increase access and quality in Sindh (particularly for girls) at the Sindh Education Department and the Sindh Education Foundation (SPEDPII-DFID) – underpinned by a strong social development focus.

Enabled the adoption of a “Vision’/Policy for Community Participation in Education for the Sindh Dept. of Education through a participatory process of diverse stakeholders and sharing best practices.

Designed and implemented Six Innovative Schemes (gender sensitive) through Community Supported Processes for the Sindh Education Foundation and Sindh Education Department supported by the Innovative Schemes Fund (DFID -Grant). Managed a team of over 50 people at the Sindh Education Foundation.

Co-coordinator in the Task Force on Education Reform for Community Participation , & Early ASER 2011 Proposal P a g e | 62

Childhood Education. Member of sub-groups Teacher Training and Private Sector Collaboration for Basic Education [The recommendations have now been adopted in the Punjab Education Policy August 1997].

Team Building, designing and implementing a Comprehensive Strategy for Education with community based approaches in the Low Income Urban Areas of Faisalabad (FAUP- GHK/ODA[/DFID])

Developing and documenting the School Improvement Programme (SIP) and Literacy for Empowerment (GAD orientation) in urban slums (FAUP - GHK/ODA/DFID)

Mainstreaming the Education Strategy - Beyond FAUP in the Department of Education and SAP II (FAUP/DFID-[ODA]).

Conceptualizing and Developing programmes in Literacy and Early Childhood Development with an integrated/inter-sectoral perspective(FAUP)

Social Marketing - Sustaining the Non-Formal Basic Education initiatives in the community with private sector collaboration (FAUP)

Gender resource person for UNICEF in Punjab -collaborating for several gender workshops for government and non-government organisation - exposure /orientation to the international trends, from WID to GAD and institutional perspectives.

Community Based programmes in Non-Formal Basic Education in Punjab, both Literacy and Non- Formal Primary Education 1992-95 (UNICEF). Created the Education For All (EFA) Cell in the Punjab Education Department . Program portfolio expanded from 20 centres to 1000 NFPE/NFBE centres to inform and change policy within Bunyad, MMBMT, BLLF (NGOs) and Local Government (LG&RDD) .

Integrated approaches developed in programming for children in especially difficult circumstances (CEDC) (UNICEF).

Developed a strategy for the Convention on the Rights of the Child(CRC) with the Social Welfare Department and initiated a Child Rights Cell (CRC) with AGHS. (UNICEF)

Designed the District Based Primary Education Programme - A programme with a focus on decentralized planning, training and monitoring for formal primary education. Basic elements were, mapping, cluster resource, training & strengthening training institutes at district level, DEOs as managers of change, parental involvement & rapid monitoring for key education indicators.

Developed a Communication Strategy for Basic Education for the Department of Education as a Social Mobilization Campaign in collaboration with Communications Section UNICEF Islamabad.

o Designed and Coordinated four In-Country and Out -of -Country Study Tours for team building, ‘best practices’ and comprehensive education planning (1994-98) -UNICEF & DFID.

PROFESSIONAL & HONORARY MEMBERSHIPS

o Comparative and International Education Society (2008)

o Adviser to the Federal Government – Planning Commission on PRSP in education (2008)


o Member Working Group Punjab Government on Education Reforms (2008)

o Honorary Adviser to the Federal Minister for Social Welfare and Special Education on Social Protection and Member of the National Social Protection Committee (2007)

o Coordinator: South Asia Forum on Education Development (SAFED) (2006 - current)

o Chairperson Democratic Commission for Human Development – Human Rights Education Program across Pakistan for youth and adults ( Aug. 1997- current)

o Member Academic Council, University of Education – Punjab

o Member Education Technical Working Group, PRSP Monitoring Project, Pakistan

o Member UNGEI Co-Chair Regional Committee for South Asia on Education in Emergencies

o Member Provincial Committee on 100% Literacy Districts Government of Punjab (2004)

o Coordinator South Asia Forum for Education Development (SAFED ) 2006

o Member National EFA Forum (2001)

o Member National Education Advisory Board (2000)

o Member Punjab Literacy Commission (2000)

o Member Institutional Reforms Groups Government of Punjab (2000)

o Member Social Empowerment Group Government of Punjab (1999)

o Member National Steering Committee for the Human Rights Charter for Pakistan 1999

o Member Anne Marie Schimmel Scholarship Committee for Pakistan, 1988 to present.

o Managing Trustee - Board , Sanjan Nagar Public Education Trust. ( A Trust set up exclusively for girl’s education in a low income areas of Pakistan).

o Member Executive Committee, the Sindh Education Foundation (SEF).

o Member, Education Sub-group for the National Plan Of Action for the Beijing Follow Up and CEDAW in Pakistan

o Member CIES , USA.

o Member, the British Association for International and Comparative Education (BAICE).

o Member, NORRAG ( Northern Policy Research Review Advisory Network on Education and Training)

o Member, SACHES (South African Comparative History of Education Society )


o Member of the Alternative Reporting Committee for the Convention on the Rights of the Child (CRC) under the aegis of the NCCWD

o Fellow of the Center of Asian Studies, University of Hong Kong, 1989-92.

PROFESSIONAL WORKSHOPS & CONFERENCES

Education for Peace and Multiculturalism, A WISCOMP National Workshop for Educators April 12th – 13th, 2008 New Delhi (Women in Security, Conflict Management and Peace) a South Asian initiative- extending the work to Pakistan through collaboration.

Contributor to the UKFIET International Education Conference , Oxford since 1995, reader of several papers. In 2007 Sept. paper accepted on Education in Emergencies : experiences from Pakistan Conference on : Going for Growth? School, Community, Economy, Nation

Pakistan’s Future: Social Sector & Education Reforms Underway (2002): Presented to the Pakistan Society UK, London.

Transforming Education through Community Based Governance : Experiences from Pakistan (2002) : For the World Social Forum, Porto Alleger Brazil. Sponsored by UNESCO.

Designed for the Ministry of Education, Government of Pakistan, a portfolio for the World Education Forum of Education for All (EFA) at Dakar April 26-28, 2000, entitled the Challenge Within : EFA in Pakistan 1990 –2000. Attended the Conference as part of the official National Delegation.

Designed and delivered an international conference for the Government of Sindh and DFID “Enhancing Capabilities for Participation : Revisiting Practices in Education Development” 17-19 May, 1999, Karachi. Fifty seven papers were read representing a mix of practitioners and researchers from six countries. Conference Vision already adopted as policy on Community Participation by the Sindh Education Department.

Designed and delivered a national conference for the Faisalabad Area Upgrading Project (FAUP) funded by DFID. “Education in Urban Slums: Strategies for Improvement”. 25-26 September 1996, Faisalabad. Best practices were shared through papers and field visits. Recommendations influenced SAP II processes to include urban slums as target areas.

Attended many professional workshops nationally and internationally on: Comparative education, HIV/AIDs and Education, education and development, social mobilization, communication, monitoring and evaluation, gender and development (GAD), logical framework analysis (LFA), Child rights and assessing traumatized children in war zones, and human rights.

PUBLICATIONS:

Jamal B. (2009) Forthcoming “Girls Education in Swat – Female Discrimination under Extremism’ contribution to the Summer Issue of the South Asian Journal under SAPANA

Jamil. B (2008) Public Private Partnerships in Education: from Policy to Implementation Value Addition and Best Practices, City District Government Faisalabad, DFID, & GHK


Jamil B. (2005) edited by C. Bjork, Decentralization and Devolution in Pakistan: Educational Implications of the Praetorian Interpretation” in Educational Decentralization, Asian Experiences and Conceptual Contributions Springer , US.A.

Ali, Sardar S. & Jamil B. 1994. Convention on the Rights of Child, Islamic Law & Pakistani Legislation. Radda Barnen (Save the Children, Sweden) Peshawar. Translated into Urdu also by DCHD, Lahore.

ESR Action Plan 2001-2005: Ministry of Education

Jamil, B. (2004) Public Policy Options : Privatization and Equity & the Emergent Public Private Partnerships in Education – Forthcoming Publication – A collection of essays

Jamil B. et. al (2000) Functional Devolution : Education, in Devolving the State: A Model for Empowering the People Task force on Social Empowerment : Government of Punjab

Many articles in the Dawn newspaper as its regular contributor on Education in the Editorial Pages

OVER 100 PAPERS AUTHORED SINCE 1992 to Present for Conferences & Seminars (selected list attached)

Education Reform and Conflict Prevention– Perspectives from Pakistan : United States Institute of Peace (USIP) and the US State Department, Washington DC, June 2007

"Bridging Non-Formal And Formal Education Divide In Pakistan to Meet MDGs and EFA Goals”Imbewu Program Review Conference, Nelson Mandela Metropolitan University Conference Center, 25-28th June, 2007

The Magic and Elusiveness of ECE in Pakistan : Now you see it ..now you don’t Challenges and Opportunities in Pakistan : Conference on Early Childhood Development in Pakistan

Rediscovering Childhood : Sindh Education Foundation April 6, 2006

Perspectives on Leadership in Partner Schools … Experiential Reflections from a Practitioner : Presented at the UNILEVER TCF Conference January 25, 2006 Karachi

Rethinking the ‘Mainstream’: Liberating Education for Livelihoods : UKFIET International Conference Learning & Livelihood September 15, 2005 University of Oxford, UK

From Teacher Education to Professional Development .. A position paper presented at the AED Conference December 2004

Scope and Limits of Public Private Partnerships in Pakistan-the Political Economy of Education: Paper Presented At the 2nd International Human Resource Development Congress Islamabad – October 1-2, 2004

Policy Dialogue on Decentralization – The Ministry of Education Perspective (2002): Dialogue by IED, Aga Khan University, Islamabad.

Public Private Partnerships in Education : Political Economy of Education (2001) National Symposium on International Experiences with Decentralization and Education organized by the World Bank : Quetta Balochistan.


Transforming Education through Community Based Governance : Experiences form Pakistan (2002) : For the World Social Forum, Porto Alegre Brazil. Sponsored by UNESCO.

Education Governance at Local Levels The Case of Pakistan (2001) : Symposium on Local Governance in Education , UNESCO, Paris.

Governance in Education : Implications for public private partnerships: Education Symposium, Education Reform : Facing the Challenge at CIDA (Ottawa) : June 06,2000.

EFA in Pakistan 1990-2000 The Challenge Within: Prepared for the World Education Forum on EFA, Dakar, Senegal, 26-18 April 2000.

Education for All : reaching our aims: Post Dakar writings (2000)

Education Foundations – From Constraints to Opportunities; Beyond the Rhetoric : Prepared for the Federal Ministry of Education and Government of Punjab (2000)

Re-thinking Education for a Post Colonial Pakistan: Guidelines for Public Policy : Prepared for the Federal Ministry of Education and Government of Punjab (1999)

Education Under Municipal Authorities – A Case of Gross Neglect; Recommendations for Urgent Actions : Prepared for the Administrator Municipal Corporation Lahore (1999)

Innovative Schemes Fund – Leveraging Strategic Resources for Education Change for The Conference “Enhancing Capabilities for Participation : Revisiting Practices in Education Development” 17-19 May, 1999, Karachi & Oxford International Conference 9-13 September 1999.

Financing Empowerment For Education Development: Case Study of Fellowship Schools in Sindh for the Conference on “Enhancing Capabilities for Participation : Revisiting Practices in Education Development” 17-19 May, 1999, Karachi.

Social Mobilization Strategies for EFA : Presented at the Action Aid Pakistan Workshop, April 16, 1999.

Education and Dependencies - Strategies for Empowerment - Presented at the 10th World Congress of Comparative Education Societies (WCCES) "Education, Equity and Transformation" July 11-17, 1998, Cape Town, South Africa.

Rethinking Institutionalization of Gender - A conceptual and a practical challenge . Keynote speaker for the Netherlands Embassy - Experts Day Seminar on ‘Institutionalizing Project Activities within Government Organizations’ for the Chief Technical Advisers and Associate Experts of Netherlands funded projects in Pakistan. May 29, 1998.

Privatization and Equity as Entitlements- A case study of Pakistan - Paper presented at the Oxford Conference 1997.

Baluchistan - Pakistan’s New Education Frontier - Paper written for the International Literacy Day 1997, inspired by the Baluchistan Study Tour on Best Practices in Community Participation.

De-constructing Non-Formal Education in Pakistan - SAHE Conference on Non-Formal Education in Pakistan, August 8-9, 1997.


Education in Urban Areas of Pakistan : Faisalabad Area Upgrading Project (FAUP ) for the Conference on ‘Improving Schools in Pakistan’ Institute of Educational Development, Aga Khan University, July 28-20, 1997 (Update on the presentation made in September 1996).

Gender Issues in Professional Associations in Pakistan - Case Study of the Head Teachers Forum for the National Conference on Research for Women,1997: New Directions in Research for Women in Pakistan - Working Group for Women, Aga Khan University - May 1997.

Education Policies in Pakistan and Gender Issues - Contribution to the Preparatory Paper for the National Conference on Research for Women,1997: New Directions in Research for Women in Pakistan - Working Group for Women, Aga Khan University - May 1997.

Community Participation in Basic Education - A three part series on literature review & comparative experiences, in -country experiences and assessment of formation process of SMCs in Punjab, for the Department of Education, Punjab.

Primary Education in Pakistan: What Can be done? . Paper presented at the Third Conference on ‘Child Rights and Child Abuse’ organized by the Pakistan Pediatric Association, November 12-13, 1996, Peshawar.

Education in Urban Slums Areas of Pakistan: Experiences of the Faisalabad Area Upgrading Project. Paper presented at the Seminar on ‘ Education in Urban Slums: Strategies for Improvement’, Faisalabad Area Upgrading Project, September 25-26, 1996.

Socio-Economic Background of the Child Labor Problem - Betraying Our Children -Our Resources. Paper presented at the Seminar on Child Labour, Centre for the Improvement of Working Conditions & Environment, Directorate of Labour Welfare, and Government of Punjab. June 1996.

Women's Literacy and Self-Reliance - Paper presented at Seminar of the Soroptomist International, Lahore, April 1996.

The Role and Status of Teachers in Promoting Education For All in Pakistan - Paper presented at the annual function of Society for Advancement of Education (SAHE), April 1996.

Responses to the Guidebook on School Management Committees - Developed by the Department of Education, Government of Punjab. April 1996 .

Exploring Early Childhood Development in Urban Slums- Case Study of the Faisalabad Area Upgrading Project - Paper presented at the ECD Workshop in Gilgit, hosted by the Aga Khan Foundation, March 1996.

Child Labour in Pakistan - The Nexus between Structural Adjustment and Dysfunctionality of the Education System - Paper presented at the Child Labour Conference, Monash University, Melbourne, December 1995.

NGO Responses to Child Labour in Pakistan - Paper presented for Seminar on Child Labour in Pakistan, organized by the Human Rights Commission of Pakistan (HRCP), October 14, 1995.

Women and Law South Asia Network - Conceptualization of an Initiative - Paper for the Inaugural Regional Meeting on WALSAN at the National Law School of India University, Bangalore. Sponsored by the British Council, Madras, August 9-12, 1995.

Innovative and Non-Traditional Approaches for Expanding Access and Improving Quality in


Non-Formal Education - A Technical Paper for the Bali Conference, September 1995. Prepared for UNESCO and the Ministry of Education.

Teacher Empowerment Fund - Addressing Quality and People - The Non-Formal Basic Education Revolution for Girls - Published in Education Cluster News of UNICEF New York, Fall 1995.

Decentralization for Quality and Quantity - Compulsory Primary Education Act 1994 - Strategies for Implementation. Presented at the Seminar hosted by the Dept. of Education, Govt. of Punjab, February, 1995.

Mobilization Strategies for Education For All (EFA) - Rebirth of a Consensus . Presented at the Action Oriented Workshop for EFA. Lahore. 1995.

Supplementary Educational Materials - A Quality Opportunity ! Presented at the National Textbook Conference (Karachi) 1994, organized by the Curriculum Wing and the Multi-Donor Support Unit (MSU).

Purging the Private Public Dichotomy and Patriarchy - The Ideology of Human Rights . Prepared for Applied Social Research Conference on Women's Issues, 1994. (Published by ASR in preparation for the Beijing Conference on Women 1995)

Special Cases of Bonded Labourers, Child Labour and Home Workers - From Entitlements to Capabilities. Presented at the British Council's Workshop on Women and Employment Legislation in Pakistan, 1993. Oxford University Press

Role of UNICEF in the Implementation of the Convention of the Rights of Child in Pakistan . Presented at the International Commission of Jurists' Regional Training Programme for Persons Working in Children's Organization in Asia, 1993.

MANY CONTRIBUTIONS TO National NEWSPAPERS, UNICEF Education Cluster Newsletter 1993-2001. (list available upon request)

My work experience is in the USA, UK, Hong Kong/China and Pakistan. With easy access to India I have been instrumental in launching the South Asia Forum for Education Development (SAFED, www.safedafed.org) with cross cutting work on education for peace, diversity, human rights and democracy. Through my organization we work across South Asia. I have worked in various capacities as a public sector employee, NGO manager, Donor/ International Civil Servant and International Consultant. I have cumulative exposure over two decades in a variety of international environments and continue to work in the above areas within the parameters of public policy, social development and comparative education practice.

Mailing Address:Department of EconomicsManor Road BuildingManor RoadOxford OX1 3UQPh No: 0044 (1865) 271-074 Email: [email protected]

MONAZZA ASLAM

Personal Information:DOB: 30-01-1978

Nationality: Pakistani, legally eligible to work in the UK

Language Skills: Urdu (mother tongue), English (fluent in reading, writing and speaking), Punjabi (working



knowledge)

AREAS OF EXPERIENCE

My research interests include the Economics of Education and Labour Economics and my work has been based on addressing gender and labour market issues in Pakistan. I have extensive experience of collecting primary data for economists and have conducted a purpose-built school-based survey of government and private schools in Lahore District (Pakistan) in 2002-2003. As a Research Officer at the CSAE, I have also successfully designed and implemented a household survey of more than 1000 households in Pakistan. My research has looked at schooling access as well as the quality of schools in Pakistan. In recent work I have also investigated what teachers can do to improve student achievement in schools in Pakistan. My current research project is on the :‘Outcomes of Education’ in Pakistan and is part of the Research Consortium on Educational Outcomes and Poverty (RECOUP) funded by the Department for International Development and based (in Oxford) at the Centre for the Study of African Economies. Under the RPC, I have mainly been pursuing the links between education and economics outcomes (labour force participation, occupation and earnings) and understanding the pathways through which maternal education affects child health in Pakistan.

EDUCATIONOctober 2002 – 2006 University of Oxford UK

Dphil. in Economics (Economics of Education) Doctoral Thesis Title: Gender and Education in Pakistan

(Examined by Professor John Knight, University of Oxford, and Professor Harold Alderman, The World Bank)

Specialised in the Economics of Education using applied econometrics. Research Interests: Relative efficiency of school types, gender differentials in intra-household allocation of educational expenditure and rates of return analyses by gender in Pakistan.

Conducted purpose-built school-based survey of 65 government and private schools in Lahore District (2002-2003), collecting and collating extensive data on 1887 eighth grade pupils, 1770 parents and more than 300 teachers.

October 2001 – June 2002 University of Oxford UKMphil. Courses in Economics

Relevant Mphil Courses completed: Micro-Economics (62/85) and Labour Economics (74/85).

October 2000-June 2001 University of Oxford UKMSc. in Economics for Development

Distinction in MSc. exams in all subjects including Masters Thesis titled: ‘When do Parents Send Children to School? A Study of Rural Pakistan’.

Relevant Masters Courses completed: Econometrics, Development Economics and Micro/Macro Economics.

August 1996-July 1999 Lahore University of Management Sciences Lahore, PakistanBSc. Honours (Economics) minoring in Mathematics, Overall GPA: 3.86/4.0

NMF Silver medalist for achieving 2nd position among 120 pupils in the Class of BSc. 1999.

Dean’s Honor List (Top 1% of class).


WORK EXPERIENCE

January 2007 – date

July 2006 – December 2006

Centre for the Study of African Economies, University of Oxford UK

Research Officer for the project ‘Outcomes of Education’ funded by the DfID.

Centre for the Study of African Economies, University of Oxford UK External Consultant for the DfID RPC project on ‘Outcomes

of Education’ in Pakistan. Key responsibilities included assisting in developing questionnaire, pilot-testing, training enumerators and supervising data collection and database development.

March 2005 – June 2006 Centre for the Study of African Economies , University of Oxford UK Research Assistant (Education and Health)

October-December 2005 Mansfield College, University of Oxford UK Tutor (Mathematics, Microeconomics) first year PPE

October 2004-June 2005 University of Oxford UK Research Assistant (Visiting Professor from the University of

Berkley, USA)

July 2004 University of Oxford UK

SKOPE, assisted the Director (Dr. Ken Mayhew) in data collection on OECD ageing and employment policies.

December 2003 University of Oxford UK

Merton College, Undergraduate Interviewer for ‘Economics and Management’ admissions.

July 1999- July 2000 Lahore University of Management Sciences Lahore

Research Associate: chosen by Professor out of many candidates to work on various research topics.

SCHOLASTIC/OTHER ACHIEVEMENTS

Rhodes Scholar (Pakistan, 2000).

Graduate students representative (MSc. and Probationary Research Students), Department of Economics, University of Oxford (October 2000-June 2002).

Distinction in MSc. (University of Oxford) exam results, stood 3 rd among class of 24


pupils.

Awarded NMF silver medal for standing 2 nd in class of 120 pupils (Lahore University of Management Sciences).

Editor of School Magazine.

COMPUTER AND OTHER SKILLS Proficient in various econometrics packages including STATA, SPSS and software packages

including Microsoft Word and Excel. Expertise in designing, implementing and cleaning data for economists. Proficient in using household surveys (such as IFPRI and the Pakistan Integrated Household

Survey).



REVIEW ACTIVITIESReferee for: Economic Development and Cultural Change, Education Economics, Oxford Development Studies, Journal of African Economics, Journal of Population Economics, The Cambridge Journal of Education, Sociology of Education, World Development.

PUBLICATIONS/WORKING PAPERS

Publications

Aslam, M. (2009) “Education Gender Gaps in Pakistan: Is the Labour Market to Blame?”, Economic Development and Cultural Change, Vol. 57 (4) July.

Aslam, M. and Kingdon, G.G. (2008), ‘Gender and Household Education Expenditure in Pakistan’, Applied Economics, Vol. 40, pp. 2573-2591, also Global Poverty Research Group (GPRG) Working Paper No. 025.

Aslam M. and Kingdon, G.G. (2008), ‘Public-Private Sector Segmentation in the Pakistani Labour Market', Journal of Asian Economics, 20 (1), pp. 34-49.

Aslam, M. (2009) “The Relative Effectiveness of Government and Private Schools in Pakistan: Are Girls Worse Off?”, Education Economics, Vol 17(3), September, pp. 329-354.

Aslam, M. (2003), ‘The Determinants of Student Achievement in Government and Private Schools in Pakistan’, The Pakistan Development Review, 42 (4) Part II, Winter 2003, pp. 841-876.

Aslam, M (with Faisal Bari and Geeta Kingdon), (2008) ‘ Returns to Schooling, Ability and Cognitive Skills in Pakistan’, RECOUP Working Paper 20, under review.

Aslam, M. and Kingdon, G.G. (2007b), ‘What can Teachers do to Raise Pupil Achievement?’, GPRG WPS/2007-14 and RECOUP Working Paper 19, under review.

Book Chapters

Aslam, M. (with Geeta Kingdon and Mans Söderbom), (2007), ‘Is Female Education a Pathway to Gender Equality in the Labor Market? Some Evidence from Pakistan’, book chapter in edited volume ‘Girl’s Education in the 21st Century: Gender Equality, Empowerment and Growth’, edited by Mercy Tembon and Lucia Fort, The World Bank.

Aslam, M. (2009), 'Collecting Primary-level Quantitative Data - Experience from a Public and Private School Survey in Pakistan', book chapter in edited volume 'Multidisciplinary Approaches in Educational Research: Case Studies from Pakistan and UK', edited by Sadaf Rizvi (Institute of Education, University of London), Agha Khan University - Institute for Education Development (AKU-IED), Pakistan.

Book Reviews

Aslam, M.(2008), ‘Inexcusable Absence: Why 60 Million Are Still Not in School and What to do About it’, by M.A. Lewis and M.E. Lockheed, Education Economics, 16 (4), pp. 435-440.

Working Papers/Conference Papers

Aslam, M. (with Geeta Kingdon and Sadia Malik), ‘Parental Education and Child Health – Understanding the Pathways of Impact in Pakistan’, University of Oxford, Department of Economics (Mimeo).

Aslam M. (2007a), ‘Rates of Return to Education by Gender in Pakistan’, GPRG WP-064 and as RECOUP Working Paper 1.


REVIEW ACTIVITIESReferee for: Economic Development and Cultural Change, Education Economics, Oxford Development Studies, Journal of African Economics, Journal of Population Economics, The Cambridge Journal of Education, Sociology of Education, World Development.

PUBLICATIONS/WORKING PAPERS

Publications

Aslam, M. (2009) “Education Gender Gaps in Pakistan: Is the Labour Market to Blame?”, Economic Development and Cultural Change, Vol. 57 (4) July.

Aslam, M. and Kingdon, G.G. (2008), ‘Gender and Household Education Expenditure in Pakistan’, Applied Economics, Vol. 40, pp. 2573-2591, also Global Poverty Research Group (GPRG) Working Paper No. 025.

Aslam M. and Kingdon, G.G. (2008), ‘Public-Private Sector Segmentation in the Pakistani Labour Market', Journal of Asian Economics, 20 (1), pp. 34-49.

Aslam, M. (2009) “The Relative Effectiveness of Government and Private Schools in Pakistan: Are Girls Worse Off?”, Education Economics, Vol 17(3), September, pp. 329-354.

Aslam, M. (2003), ‘The Determinants of Student Achievement in Government and Private Schools in Pakistan’, The Pakistan Development Review, 42 (4) Part II, Winter 2003, pp. 841-876.

Aslam, M (with Faisal Bari and Geeta Kingdon), (2008) ‘ Returns to Schooling, Ability and Cognitive Skills in Pakistan’, RECOUP Working Paper 20, under review.

Aslam, M. and Kingdon, G.G. (2007b), ‘What can Teachers do to Raise Pupil Achievement?’, GPRG WPS/2007-14 and RECOUP Working Paper 19, under review.

Book Chapters

Aslam, M. (with Geeta Kingdon and Mans Söderbom), (2007), ‘Is Female Education a Pathway to Gender Equality in the Labor Market? Some Evidence from Pakistan’, book chapter in edited volume ‘Girl’s Education in the 21st Century: Gender Equality, Empowerment and Growth’, edited by Mercy Tembon and Lucia Fort, The World Bank.

Aslam, M. (2009), 'Collecting Primary-level Quantitative Data - Experience from a Public and Private School Survey in Pakistan', book chapter in edited volume 'Multidisciplinary Approaches in Educational Research: Case Studies from Pakistan and UK', edited by Sadaf Rizvi (Institute of Education, University of London), Agha Khan University - Institute for Education Development (AKU-IED), Pakistan.

Book Reviews

Aslam, M.(2008), ‘Inexcusable Absence: Why 60 Million Are Still Not in School and What to do About it’, by M.A. Lewis and M.E. Lockheed, Education Economics, 16 (4), pp. 435-440.

Working Papers/Conference Papers

Aslam, M. (with Geeta Kingdon and Sadia Malik), ‘Parental Education and Child Health – Understanding the Pathways of Impact in Pakistan’, University of Oxford, Department of Economics (Mimeo).

Aslam M. (2007a), ‘Rates of Return to Education by Gender in Pakistan’, GPRG WP-064 and as RECOUP Working Paper 1.




Curriculum VitaePersonal Information

Name: IIMTIAZMTIAZ A. N A. NIZAMIIZAMI Nationality: Pakistani

Qualification Master of Computer Sciences(MCS) (The Jinnah College of Computer Sciences, Lahore)

- (1998 – 2000) CGP A (80 %) Bachelor of Arts (B.A) (The Punjab University)- (1996 – 1997) 3rd Div. Bachelor of Computer Sciences (BCS) (The National College)- (1992 – 1995) C CGP A (83.88 %) Intermediate Examination-Science (F.Sc) (The Lahore Board)- (1989 – 1991) 2nd Div. Secondary School Examination (Science) (The Lahore Board)- (1987 – 1989) 2nd Div.

Certificate of Professional Development in Active and Responsible Citizenship through Education in stewardship of the Environmental & Cultural Heritage Preservation and Leadership (PSU-PELI USA 2008)

Professional Expertise under Multiple Capacities Idara-e-Taleem-o-Aagahi Public Trust (ITA) a) (26-B Sarwar Road Lahore-Cantt. Ph: 042-

36689831 & 32) b) (H. # 11, St. # 38, F-6/1, Islamabad. Tele-Fax: 051-2824838)

Data Analyst ASER Pakistan (Aug. 2008 – Todate)

Annual Status of Education Report - ASER Pakistan is one of the largest citizen’s led research initiative in assessing the schooling status & learning levels of in and out of school children. ASER Pakistan first report was published march 2010 covered 16000+ children 11 districts of Pakistan. ASER Pakistan 2010 covered 55000+ children in 33 districts across Pakistan.

Overseeing all the activities pertaining to ASER Pakistan 2010. Coordinating with field based project teams to implement and track activities according to project

implementation cycle and indicators using LFA and outcome mapping approaches Training/research/analysis/field monitoring/ report writing and dissemination. Liaising with donors and public education departments to undertake advocacy and policy dialogues

based on project results and findings. Advocating and dialoguing with donors and public sector for possible replication, up-scaling and

institutionalization of creative and successful practices in the education sector. Planning and organizing educational events including seminars, workshops and international

conferences as part of project activities.

Manager Programs (Sep. 2010 – Apr 2011)

Strategic planning, preparation of all technical documents including project proposal, LFA, work plans, budgets, communication strategy, M&E and other key project documents to the actual implementation of project activities at field and district level by setting up district project offices and teams with rigorous interaction with all stakeholders, dissemination of progress updates, relevant information, intensive documentation, advocacy at all levels, donor coordination and strengthening of teams

Manager Monitoring & Evaluation (M&E) & Research (Apr. 2008 – Aug 2010)

Overall implementation of the M&E plan Conducting rapid assessments, training need assessments, baseline surveys. Designing data entry systems and conducting data analysis for many studies and surveys Participating in variety of research studies and evaluation reports


Evaluating program performance according to the set timelines. Involve managers from all levels to internalize M&E system within their area of work. Receiving information, collating and analyzing for performance evaluation and decision making on

policy and operations matters. Keeping program and project offices informed of decisions on polices and plan etc Plan and review School Health Program and WASH Activities

Project Coordinator (Rag-Picker Project) (Dec 2006 – Mar 2008 )

Provided conceptual inputs and guidelines to train field staff. Responsible for District Up-stream interventions, including coordination with DCC, and senior

district officials at the EDO level. Coordinated with senior officials of Islamabad Capital Territory (ICT). Establish linkages for sustainability of various AP interventions Preparing quarterly reports, both technical and financial. enforce procedures and systems for the implementation of the action programme Coordination between the field and head office of the ITA

Manager Monitoring & Evaluation (M&E) (Feb 2006 – Dec 2006 )

Overall implementation of the M&E plan & ITA’s M&E Policy Monitoring & Evaluation the AJK Educational project with SC-UK and UNICEF in BAGH and

Muzaffarabad Districts. Monitor ITA's annual work programme and budget

External Collaborator - M&E Officer (Jun 2005 – Feb 2006 )

Monitoring & Evaluation the CDL Project Monitoring & Evaluation the AJK Educational project with SC-UK and UNICEF in BAGH and

Muzaffarabad Districts.

External Collaborator (CS Against CDL Project) (Feb 2006 – Aug 2006 )

Communication Strategy Against CDL Develop Material for Communication Strategy Conduct & Organized Consultation meeting and seminars

Assistant Program Coordinator-CDL Project (Feb 2005 – Aug 2006 )

All types of Reporting and Project Documentation including Compliance Reports (Program/technical and financial) as per ILO requirements

Interaction with Local/Federal Government and Departments of Education about the Project for implementation, policy/advocacy, and sustainability (CCBs/PBM).

Close supervision of the Cluster Coordinator, their workplans and performance. Weekly/Monthly meeting w/CDL Team to discuss workplans, reporting, their problems & find appropriate solutions

Initiating the Pre-vocational and skills component as per centre/area need with full documentation of linkages and progress & Provide required information/Data to partners organizations (Govt & Non.Govt.)

Institutional Management & Certification Program (IMCP) Coordinator (Jun 2005 – Mar 2006 )

PCP & USAID Certification


Develop & implement Institutional Policies Coordinate with Department/Sections for Policies implementation Organized Seminars/Event

Admin Officer (Jun 2004 – Feb 2005)

Maintenance of office discipline & decorum. Development of HR Policies Procedures. Staff recruitment ,Employees data base management. & Maintenance of Personal files, Staff performance appraisals, Staff Training & Development

Smooth & economical transport management, Maintenance of visitors record, Arrangements for Air bookings, Hotel reservations. Management of inventory of all assets of ITA.

DomainXcess (Ph: +92-333-4268292) SunTech Impex (Ph:+92-42-6668886)I.T Consultant (Nov 2003 to May 2004)

Analysis, Documentation & Implementation Develop Websites/Portals Develop Software

Yestonet Software Solutions.System Analyst / Sr. Programme (March 2002 to Oct 2003)

Analysis and Documentation Develop software using Visual Basic, & .NET

Joannou & .Paraskevaides (Saudi Arabia) Ltd. International Building & Civil Engineering Contractors.System Analyst / Sr. Programmer (June 2001 January 2002)

Analysis and Documentation Implementation Design & Develop software using Visual Basic

Joannou & .Paraskevaides (Overseas) Ltd. Pakistan International Building & Civil Engineering ContractorsGroup Leader / Sr. Programmer (April 1999 to February 2002)

Analysis and Documentation Implementation Develop software using Visual Basic

Institute of Cost and Management Accountants of Pakistan, (ICMAP) Lahore.(42 Ferozpure Road, Lahore)

Programmer / Computer Assistant (Feb 1996 to Mar 1999)

Accounts Management Examination and Students Registration Develop software using FoxPro for windows.

Roots Enterprises (Pvt.) Limited, LahoreProgrammer (1995 to 1996)

Develop software, using FoxPro. Scanbit Information System & Technology.

Manager Operation/Programmer (1994 to 1995)

Develop software using FoxPro, AccessASER 2011 Proposal P a g e | 77

Teaching Experience ICMAP, Lahore Computer Assistant (Feb 1996 to Mar 1999)

Maintain Computer Lab, & Teach Computer Classes Jinnah College of

Computer Sciences, LahoreFaculty Member (December 1998 to December 2000)

Teach Computer Classes Quaid-e-Azam College of

Computer Sciences, Lahore.Faculty Member (1994 to 1995)

Teach Computer Classes

ExpertiseSoftware (I.T) Operating Systems

DOS, Windows 98, Windows NT, Windows XP, Redhat Linux 7.2System Analysis & Project Management ToolsMs Project, Ms Visio, SPSSLanguages:C++, SQL, HTML, VBScriptProgramming ToolsVisual Basic,.Net, Developer2000, Seagate Crystal Reports, Macromedia FlashDatabasesMicrosoft SQL Server, Microsoft Access, My-SQLWeb ToolsActive Server Pages, Java Script, PHPTechnologiesCOM, Client/Server, Multi-tier, ADO, DAO, and OLE-DB

Techniques Production Management System Import Monitoring System Financial Accounting System Hospital Management System Payroll System School Management System Personnel System ERP Solutions Inventory Control System Sales Monitoring System Cost Production Control Employee Management System Telephone Index Documents Control system Web portals

Professional: Child Labour Child Domestic Labour M&E CLMS ICT IMCP

Publications/Research Paper District Education Plan – Rawalpindi (2007-2010) Situation Analysis – Education 4 District (Jhang, Multan, Muzaffargarh and Rahim Yar

Khan ) CCNGO/EFA country case studies (Pakistan) -‘Implications of the global financial crisis

for NGOs working towards the achievement of Education for All Annual Status of Education Report (ASER) Pakistan 2008 Communication Strategy against Child Domestic Labour (CDL)

Trainings/Workshops/SeminarsConducted SAFED – For ASER across Pakistan in Learning Assessments

Communication Strategy against Child Domestic Labour Exit-Strategy of CDL Project 2 weeks Teachers Training on CDL (focused on girls)


1 week I.T Training

Participated Budget Tracking LFA & Budgeting Community Participation Gender Based Management Life Skills Institutional Management & Certification Program (USAID) Institutional Management & Certification Program (PCP) First AID



ANNEX XI: ASER 2011 Tools
















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