Measuring Change the education research component

9

Measuring Change the education research component

March 2008

Dr. Fareeha Zafar

City District Government Faisalabad, Pakistan

This document is produced as part of the Strengthening Decentralised Local Government in Faisalabad (SDLGF) Project for the purpose of disseminating lessons learnt from the project. The views are not necessarily those of DFID or the City District Government Faisalabad (c) SDLGF March 2008 Parts of this case study may be reproduced for educational use, provided that such material is not printed and sold.

The authors expect that, any material which is used will be acknowledged accordingly.

Printed by: FaizBakht Printers, The Mall, Jhang (Punjab) Pakistan.

VISION “Pre-empting Poverty, Promoting Prosperity”

MISSION STATEMENT “We will provide high quality services which compare with the best in the country. We will work with everyone who wants a better future for our District. We will establish an efficient, effective and accountable District Local Government, which is committed to respecting and upholding women, men and children’s basic human rights, responsive towards people’s needs, committed to poverty reduction and capable of meeting the challenges of the 21st Century. Our actions will be driven by the concerns of local people”

ACKNOWLEDGMENTS This case study is the culmination of efforts by a number of individuals from government and the technical assistance team. Firstly it is important to thank all those who have cooperated with the team preparing this case study not only in the last few weeks but over the course of the last four years. They have been critical to the work and demonstrated what is possible to achieve in government when the right set of conditions prevail.

The author would like to thank the communities and elected representatives of the district that assisted the SPU team in implementing this project and its various components.

The author wishes to thank Rana Zahid Tauseef, City District Nazim; Maj (Retd.) Azam Suleman Khan, District Coordination Officer; and Dr. Tariq Sardar, EDO Finance & Planning for their valuable contribution in making this project a huge success.

The author is also thankful to: Mr. Ch. Zahid Nazir, ex-District Nazim Faisalabad; Mr. Tahir Hussain, exDCO Faisalabad and Mr. Athar Hussain Khan Sial, ex-DCO Faisalabad for their valuable contribution to the success of this project.

The author is further thankful to all CDGF employees (past and present) and CDGF partner departments but we would like to specifically mention by name the following: Mr. Mumtaz Hussain Shah, EDO Education; Mr. Ch. Zulfiqar Ahmed District Officer Secondary Education, Mr. Ashiq Ali, District Officer Elementary Education (male) and Ms. Kishwar Naheed Rana, District Officer Elementary Education (female) for their efforts in successfully implementing research and development reforms in the education department.

The author is thankful to all DFID Project Advisers and Management that have assisted in this project since its start and would like to specifically thank Mr. Mosharraf Zaidi, Governance Advisor, DFID Pakistan and Mr. Wajahat Anwar, Deputy Program Manager, Accountability and Empowerment team, DFID Pakistan, for their continuous support and professional technical guidance since their involvement in 2005.

The author is also thankful to Mehreen Hosain for proof reading the document and all the SPU team members for their dedication, hard work and the many late hours spent designing, implementing and documenting the work of this project. These include: Khatib Alam, Nadir Ehsan, Mahmood Akhtar, Imran Yousafzai, Muhammad Shahid Alvi, Muhammad Tariq, Kashif Abbas, Ajaz Durrani, Farhan Yousaf, Muntazir Mehdi, Gul Hafeez Khokhar, Muhammad Mirza Ramzan, Muhammad Sharif, Sumara Khan, Humaira Khan, Saima Sharif, Mubarak Ali, Noor Muhammad Khan, Nuzhat Hanif, Syed Sheraz Akhtar, all the master trainers and training associates of the Institute of Learning, GIS team members, long and short-term international and national consultants.

Measuring Change The Education Research Component

Table of Contents

TABLE OF CONTENTS ACRONYMS EXECUTIVE SUMMARY

1

1.0

BACKGROUND

3

1.1 1.2

General Context Specific Context

3 3

2.0

THE CASE

4

2.1 2.2

Overview Design

4 4

3.0

IMPLEMENTATION

5

3.1 3.2

Quantitative research findings What the qualitative research shows

5 9

4.0

OPPORTUNITIES AND CHALLENGES

15

4.1 4.2

Opportunities Challenges

15 15

5.0

IMPACT AND SUSTAINABILITY

16

5.1 5.2

Impact Sustainability

16 16

6.0

LESSONS AND REFLECTIONS

18

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8

Issues in measuring change Impact of the larger policy framework Need for a coherent teacher policy including for Head Teachers Linking learning achievement surveys to continuous professional development Teaching learning materials essential for improving student performance Providing basic needs of schools and children Supportive policies essential for the poorest of the poor now in government schools District Education Plan

18 18 18 19 19 19 20 20

7.0

CONCLUSIONS

21

BIBLIOGRAPHY

27

APPENDIX

23

Appendix 1 LAS Class Kachi, I, II: Survey Team Members November 2005 LAS Class IV: Survey Team Members October 2006 LAS Class VIII: Survey Team Members May 2007 Follow up Survey Team - September-October 2007

23 23 23 24

Appendix 2 List of Participants: Workshop on School Case Study Methodology and Design March 2-3, 2007

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Acronyms

ACRONYMS AEO CRC DOE DDEO DEO DFID ECD EDO EE (F) EE (M) EFA EMIS FDSP GoP LAS LC LGO LSQAs MOE NGO NRB PESRP PTA SC SE SMC SPU SWAP UPE UPE WSD

Assistant Education Officer Convention on the Right of the Child Department of Education Deputy District Education Officer District Education Officer Department for International Development Early Childhood Development Executive District Officer Elementary Education (Female) Elementary Education (Male) Education for All Education Management Information System Faisalabad Devolution Support Programme Government of Pakistan Learning Achievement Survey Learning Coordinator Local Government Ordinance Learning Solution and Quality Assurance Ministry of Education Non Governmental Organisation National Reconstruction Bureau Punjab Education Sector Reform Programme Parents Teachers Association School Council Secondary Education School Management Committee Strategic Policy Unit Sector Wide Approach Universal Primary Education Universal Primary Education Whole School Development

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Executive Summary

EXECUTIVE SUMMARY The need for planning based on authentic verifiable information and facts is clearly recognized. National and provincial databases in the education sector are now available, supported by periodic surveys, evaluations and studies. That an attempt at planning based on this mix of information has been initiated is evident from several reports of government and projects supported by international development partners. Efforts to measure the health of the education sector are more recent. The National Evaluation and Assessment System with its provincial counterpart the S. Mumtaz Hussain Shah Provincial Evaluation and Assessment System were set up in 2003 and reports EDO (Education) launched in 2006. Also in 2006 the Directorate of Staff Development with the support of GTZ conducted a learning achievement survey in the Punjab. All surveys present a bleak picture of student learning at the primary level across the province. A gap in these surveys is the absence of district disaggregated data.

As very little information trickles down to the district level its only source of data is that which it provides to the provincial departments on their request. The Punjab Examination Commission (PEC) set up in 2006 did for the first time present district based student results. However, the district lacks a centralized system where information relating to all education interventions can be collated and computed to form a basis for planning.

In the context of Faisalabad district, the Strategic Project Unit has attempted to set up such an arrangement.

The research agenda under the Education component of the project aims at providing inputs for the training component, and capacity building of the Department of Education (DoE) and the Institute of Learning (IoL) in research related activities. Strategies for sharing with the DOE have emerged from the research undertaken.

The late delivery of training and teaching-learning materials to schools did not allow for two of the three impact studies to be undertaken.

To measure the quality of education, establishing Learning Achievements Database with follow-ups to identify progress and/or change was undertaken over a period of three years. The exercise conducted in a selected number of schools across three towns/tehsils of the district included some additional quantitative information on the schools. This case study is based on the findings of a student learning achievement survey of Kachi, One and Two class conducted in 2005 and its follow up in 2007, a similar survey for Class Four and one of Class Eight. It also relies on a number of successful school case studies and draws on the reflective journals of teachers.

The findings show a shift towards private schooling, student learning outcomes affected by poor school infrastructure, a disconnect between student outcomes and improvement in teacher number and qualifications, variations in enrolment and attendance across schools, and gender differences in student performance. This identified the need for making teachers more effective in the classroom, improving the condition of schools, specifying the role of the community, defining management and administration structures, setting standards to improve the quality of education and better monitoring for improved efficiency of the education delivery system.

The study conducted to examine the changes occurring between 2005 and 2007 identified gaps in policies, strategies and implementation more clearly. It noted the extremely slow pace and inconsistencies in school improvement, absence of a coherent teacher policy, the additional needs of poor children accessing government schools, the staggered nature of project inputs and need for research for measuring the efficiency of the education system.

The qualitative research showcased what is possible under the existing policy and strategic framework and the whole school development program. The successes related to improved student and teacher attendance, additions to school infrastructure, better teacher performance, children enjoying learning, improved parentCity District Government Faisalabad Strategic Policy Unit

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Executive Summary

teacher-child relationship and increased community response. Journals kept by teachers showed a positive change in the perceptions teachers have of education, how to teach, needs of children, and their own role and that of the community.

Sharing of all education initiatives in the district has provided for an agenda for the future for the DoE. Opportunities and challenges in the education sector have been clearly identified for the District. Human resource capacity building at District level has gone ahead in implementation not only of project inputs but also research. Faisalabad district is thus in an advantaged position to take leadership in using research for planning.

Whereas, the research has led to a recognition of education interventions in District Faisalabad and capacity building of the Department of Education, challenges remain in the form of making the DOE proactive and using research findings to improve the quality of education in the schools. The outcomes indicate among other factors the impact of national and provincial policies on the education health of the district. The absence of a coherent teacher policy and growth of private schools cannot be ignored. Linking learning achievement surveys to continuous professional development, continuous provision of teaching learning materials, providing basic needs of schools and schoolchildren, supportive policies for the poorest children and need for a coherent and coordinated District Education Plan remain to be addressed.

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1.0

BACKGROUND

1.1

General context

Background

The largest multi-donor funded programme in the education sector in Pakistan, the Social Action Program Project or SAPP, ended in 2002. Between 1992 and 2007 twelve major education programmes and projects have been implemented in the Punjab. The national Education Sector Reform Program (ESR) launched in 2000 with its Provincial Education Sector Reform Programs provided a package of reforms to improve the quality of education. National Education Management Information System (EMIS) and its provincial counterpart EMIS in the Punjab together with District databases have provided quantitative data on schools, teachers and students, etc.

Efforts to measure the health of the education sector are more recent. The National Evaluation and Assessment System with its provincial counterpart the Provincial Evaluation and Assessment System were set up in 2003 and reports launched in 2006. Also in 2006 the Directorate of Staff Development with the support of GTZ conducted a learning achievement survey in the Punjab. All surveys present a bleak picture of student learning at the primary level across the province. A gap in these surveys is the absence of district disaggregated data.

The same year the Punjab Education Commission (PEC) was set up with the objective of improving the quality of education, and computed the Class Five primary exam results in 2006 providing very similar findings to the above with regard to quality. Its added advantage was the provision of district level information. With the cancellation of the primary exam in 2007 the opportunity of assessing if any change or improvement had taken place was lost. However, the PEC results for District Faisalabad can form a basis for measuring student learning achievement.

1.2

Specific context The Strategic Policy Unit (SPU) was set up by the Faisalabad district government in 2002, as a policy think-tank. Its key aim was to act as a conduit in the district from which all development programmes could be initiated. In 2004, the United Kingdom's Department for International Development (DFID) agreed to provide technical assistance to the district using the SPU as the platform from which change would be driven.

The SPU over a four year period has acted as a key resource fostering social capital within the city government and often being the focal point for local and international technical assistance and programme development. With a cohort of key technical resources and change management agenda it plays a key role in facilitating public sector reforms and is replicable. It has been instrumental in assisting Faisalabad become a modern administration.

The goal of the 'Strengthening Decentralised Local Government in Faisalabad District Project' (SDLGFDP) is sustained poverty reduction through improved and more responsive operation of local government and delivery of services, particularly education and water and sanitation services to the poor. In the education sector, the District Council is prioritising girls' education and aims to enhance community participation in education in order to improve access and quality. The District Council identified the following key needs to improve education in the District: (a) strengthened management capacity and systems; (b) training of teachers and Head Teachers; (c) encouragement of community participation in the management of schools; (d) development of public-private partnerships in key areas; (e) expansion of adult literacy programmes throughout the District; and (f) improved infrastructure and facilities.

The specific aims of the Education Component are inclusive of: l

Improving educational management, monitoring and administration of elementary and primary education;

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The Case

Increasing school effectiveness, community involvement, teaching and learning and achievement in elementary and primary schools.

l

The aims of the Research Component are: Contributing to the body of research on the quality of education in the country especially on student performance of which there is very little. Such research would have important implications for assessing the quality of education thereby informing policy decisions; Serving to make the content of teacher education and training programs more relevant and effective; Developing standardized indicators and benchmarks for student performance; and Contributing towards developing an overall student assessment system - methods, techniques and tools.

l

l

l l

2.0

THE CASE

2.1

Overview The project's evaluation and impact assessment framework is research based so as to provide an analysis of the impact of initiatives and interventions taken under the project. The education research component is thus expected to: i. ii. iii. iv. v. vi. vii.

2.2

Provide feedback into trainings, professional development and management; Track improvements/changes in the education system; Train and use district teams for conducting the surveys, data analysis and report writing.

Use the SPU for tabulation of survey data that will link changes to the overall changes resulting from the project; Feed into the Database created by the district government's Strategic Policy Unit (SPU), add to it and also help to verify information collected so far by the SPU and PMIU Punjab; Link the research to development of a Professional Development Centre which will become responsible for research; and Assist in monitoring and evaluation of project objectives.

Design The research component includes identifying areas for research and modalities for implementation.

As such the research activities have been designed to pull together different strands of information both existing and that which is to be collected through periodic surveys, follow up of surveys and case studies. This includes both quantitative and qualitative research for a deeper understanding of the existing situation and ground realities and what could be proposed as possible interventions to the District government. The main research areas identified include: (i) (ii)

1.

2.

3.

4.

5.

6.

7.

Quantitative Component: Learning Achievement Surveys with follow up studies as the most important indicators of the effectiveness and quality of the educational system.

Qualitative Component: Case Studies of Successful Schools under the Whole School Development program, and, an analysis of the reflective journals of teachers and Head Teachers.

Research Area Baseline Survey of Student Learning Achievement in Class K, I, II Baseline Survey of Student Learning Achievement in Class IV Baseline Survey of Student Learning Achievement in Class 8 Follow-up study of trainings based on student surveys of Class K, I, II An investigative report of education interventions in Faisalabad District Six Successful School Case Studies Trainers and teachers perception of the impact of WSD trainings

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Implementation

The research agenda thus aims at providing inputs for the training component, and capacity building of the Department of Education (DoE) and the Institute of Learning (IoL) in research related activities. Strategies for sharing with the DOE have emerged from the research undertaken. The late delivery of training and teaching-learning materials to schools has not allowed for two of the three impact studies to be undertaken.

3.0

IMPLEMENTATION Seven research studies have been conducted over a period of a little more than two years. The Learning Achievement Survey (LAS) for Class K, I and II conducted in September 2005 provided inputs for the training materials to be designed under the Whole School Development program. The LAS for Class IV was conducted in 2006 and for Class VIII in 2007. The follow-up study to the first LAS was conducted in October 2007 two years after the first study.

3.1

Quantitative research findings

3.1.1

Three baseline surveys of student learning achievements Surveys for Classes Katchi, I and II, Class IV and Class VIII in District Faisalabad conducted in 74 schools with 1040 students between 2005-2007 to assess the quality of student performance in primary and elementary schools show: Changes in Government/Private School Ratio The number of private schools is increasing rapidly in the district. The Union Council (UC) educational profile shows many more government and private schools in Jaranwala Town compared to Samundri Town where the majority of the schools are in the public sector. In the six UCs that include the sample schools, private schools are just over half the total number of schools. Private middle schools have also come up where there are more government stand-alone primary schools.

Learning outcomes are affected by poor school infrastructure and lack of facilities All three surveys show the condition of schools to be generally poor, with most requiring major or minor repairs and/or expansion. Schools lack boundary walls, and there are insufficient classrooms.

Toilets are in a poor condition and the only facility available in almost all schools is drinking water.

More schools have electricity and playgrounds compared to those that do not. Where the classroom space is adequate, charts are displayed on walls. Almost all classrooms have blackboards.

Improvement in teacher number, qualifications and experience is not necessarily reflected in better student outcomes The three surveys vary with regard to number of teachers available, although under-qualification of teachers is not a major finding at any level. However, a smaller number of teachers who know their subject and were committed to their job was seen to be more effective than there being poorly qualified disinterested teachers for every class in a school.

Teaching competency is an issue at all levels, indicated by students' low scores. The total number of teachers in the first survey is 68 of whom 53% are female. Most have at least 10 years of schooling, a Primary School Certificate (PTC), and have been teaching for at least 20 years. Younger teachers appointed within the last 10 years have higher qualifications and teach the upper primary classes while the oldest teachers teach Katchi class in 43% of the schools. In 4 schools no specific teacher is allocated for the Katchi class.

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The second survey reveals that teachers recruited in the last 5 years or so have higher qualifications BA/BEd and even MA/MSc compared to their older colleagues. About 30% teachers have up to 10 years, while the majority has between 10 to 20 years of teaching experience. A substantial increase in the number of teachers at this level means there are now on average 4 teachers in primary schools and in the elementary sections of elementary schools; however averages hide the fact that there may be one school with 2 teachers and another with 7. Only 5 schools out of 36 have a teacher dedicated to teaching at the Nursery or Katchi level. There are fewer teachers in girls' schools as compared to boys' schools.

In the third survey, the availability of competent teachers in a particular subject was difficult to assess: teaching is not always subject-based and one teacher can be teaching a number of subjects to the same class, and/or teaching the same subject to all three classes. More than 70% of teachers have the required qualifications. The remainder have lower qualifications but have the additional professional degree. There is considerable variation in the qualifications of male and female teachers.

80% of male teachers have BA/BSc/MA/MSc degrees, 61% of female teachers have lower qualifications, but almost an equal number hold MA/MSc degrees.

Considerable variation exists in student enrolment and performance across schools Variations in enrolment at different class levels and in schools are common while there is a definite decline from Class VI to Class VIII. Student performance at all levels is seen to be low, especially with regard to higher skills and conceptual understanding. A critical finding is that student scores decline progressively in Math and Urdu from Katchi to Class II. Another important finding is the low Urdu scores for all grades. Students have performed well in multiple choice questions and those that require memorisation in the languages. Their scores are satisfactory in comprehension questions and poor when it comes to using vocabulary and writing skills. In Social Studies students are good at remembering facts and weak in analyzing information. In Math students are weak in algebra, geometry and their understanding of mathematical concepts is poor, while in Science they find the understanding and application of concepts difficult.

Gender differences in student performance are evident with girls performing better By and large, girls have performed better than boys, at all three levels. For K, I and II, girls appear to have more difficulty in math word problems and boys with division word problems. Girls are better at drawing and in Urdu, especially in reading. In the Class IV survey, girls out-perform boys in all four subjects Urdu, English, Science and Math especially in the languages. The Class VIII survey reveals the same trend in the overall test scores as well as in all subjects.

The surveys pointed to the need for: Making teachers effective in the classroom Improvement in the quality of teaching, particularly with reference to methodologies employed and the ability to explain and apply complex concepts is essential. Teacher training requires focusing on each class and each subject, with follow up to obtain feedback. The Department of Education (DoE) needed to examine and enhance teacher training programmes, to provide subject-based competencies, and to test teachers periodically to ensure their improved performance. Monitoring of teachers with classroom support is also indicated. The poorer performance of boys suggests the need for developing strategies to improve the quality of learning in boys' primary schools. Issues of the poor performance of male primary teachers and lack of priority given to junior classes by Head Teachers/Masters need attention.

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Implementation

The K, I and II survey points to the need for allocating younger teachers to teach the first three primary classes and rationalizing enrolment to reduce overcrowding especially in Katchi resulting from Universal Primary Education (UPE) drives. Exposure of Assistant Education Officers (AEOs) to teacher training for improved supervision and monitoring are indicated. The baseline survey of Class IV reveals that placement of teachers, in particular contract teachers, within a reasonable distance of their residence is important if improvements are to become effective. There is a need to set targets for providing at least four teachers per primary school: a one-year target is suggested. A possible review of the policy of making English compulsory from Katchi, or least lowering expectations in a situation where teachers are unable to teach the language adequately was indicated.

The absence of any significant relationship between availability of teachers and student test scores indicates that it is the quality of teaching and teachers which is responsible for the overall low achievement of students in Class VIII. Appointment of new teachers must be based on the learning outcomes of students to ensure that better teachers are available for all subjects. Teachers must be encouraged to use diagrams, experiments, and materials in addition to the textbook to ensure that students understand and are able to apply and analyze what they have learnt. Teaching of selective topics must be discouraged. School competitions such as quiz competitions in different subjects at the district and Union Council level should be organized.

Improving the condition of schools All three surveys indicate the need to focus on either expanding, or adding larger classrooms. The quality of the school building and number of classrooms including the space provided for each class is crucial, as it directly impacts learning. District Education Officers (DEOs) must be aware of where missing facilities have been identified and where they are actually being provided. Provision of missing facilities and providing funds for minor and major repairs have been two of the key areas of the Punjab Education Sector Reforms Program (PESRP), and they must ensure that allocations have gone where there was, and still is, a need. Whether MPAs identify the actual schemes, the EDO-E should get grants and plan the nature of improvements required, including the specific schools identified. This could be done in consultation with the MPAs and Head Teachers to ensure needbased development of schools.

Specifying the role of the community in improving quality While it is evident that the participation of the community is built into the Whole School Development (WSD) model currently being tested in Faisalabad, expectations need to be limited to what is possible given the poverty of the communities and their work requirements. The existence of private schools in the vicinity of government schools proves that parents make rational choices regarding their children's schooling; yet overburdening the community with educational responsibilities is not likely to improve the quality of education in the government schools.

Defining management and administration structures The responsibility for Elementary Schools is that of the markaz AEO, and High Schools report directly to the District DoE. All issues identified by teachers are reported to the AEO or the DEO. There are no clearly identified guidelines as to where or with whom the responsibility rests within the DoE. It was generally observed that Head Teachers/Masters paid more attention to the final class in the school and tended to ignore the junior classes. A study of existing management structures at different school levels is required if the quality of education is to improve.

Setting standards to improve the quality of education Learning outcomes are directly related to the number of marks attained in the Class V and Class VIII

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Implementation

public examinations. The passing marks in these exams are only 33 percent and the requirement is the same to be declared successful in each subject. Without changes in the assessment standards teachers will continue to teach only a selected portion of the syllabus and working to the lowest or minimum standards.

Monitoring the efficiency of the education system Monitoring the efforts being made by the DoE through annual surveys to identify changes and improvement is essential. Results of other surveys, like those by NEAS at the Federal level and the Directorate of Staff Development at the provincial level, should be shared and their efforts coordinated at the level of the district.

3.1.2

Follow-up study A study conducted to examine the changes occurring between 2005 and 2007 undertaken in October 2007 identifies gaps in policies, strategies and implementation more clearly.

Extremely slow pace and inconsistencies in school improvement: Given the focus on improvements in school infrastructure in the PESRP the question needs to be asked whether the pace of change is satisfactory or not. That in the small sample of 14 schools only one school has improved to a satisfactory condition over a period of two years reflects the slow rate of improvements under the PESRP between 2005 and 2007. This is the case both with regard to changes in the school infrastructure as well as facilities available such as electricity, water and toilets. In some cases one facility was provided and another fell into disuse.

Lack of a coherent teacher policy: The decline in the number of teachers over the last two years is a matter of serious concern and points to the lack of a coherent teacher policy. Shortage of teachers at the school level, resulting from transfers and other policies relating to appointment, retention, and replacement of teachers that are taken at the provincial level and over which the district has no control clearly have a negative impact on the learning levels of children. Teachers including Head Teachers are frequently transferred during the academic year disturbing the routine running of a school with students bearing the brunt of such measures. The older teachers continue to teach the Kachi class; coupled with the UPE and Education for All (EFA) drives enrolling large numbers of small children without providing adequate teaching-learning materials or teachers has created more problems for schools and teachers. The teachers strike and midway cancellation of class five examinations also created despondency and resentment among teachers and students which has also possibly affected the quality of teaching and thus the level of learning in the classroom.

Providing for poorest children requires greater inputs: The continued rapid growth of private schools leaving only the poorest children who suffer from malnutrition and poor health enrolling in government schools is another possible reason for the decline in learning achievement results. The agenda of bringing more children into school thus drawing in children from the poorest communities and households is not likely to succeed unless their basic needs are ensured and extra support in the form of comfortable learning environments, food supplements and clothing in the harsh winter months is provided. This is in addition to the free provision of all educational materials not just textbooks.

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Impact can only be assessed once all inputs are provided: The interventions relating to training of teachers, Head Teachers and the community under the WSD program have been staggered over a period of more than a year with some schools receiving trainings during the current year. Thus, application of the new teaching methodologies has begun recently.

This is apparent from the case studies of selected schools for an in-depth qualitative study of the impact of the WSD. Printed training modules have been made available to teachers and Head Teachers much after the training, some schools are still receiving them. The teaching-learning materials such as the Science, Math and Language kits have been provided only recently in November 2007.

Surveys for measuring the efficiency of the education system: Efforts being made by the Department of Education need to be monitored through annual surveys to identify changes and improvement. Primary completion rate and not just primary enrolment is now the indicator against which countries will be evaluated on meeting the Millennium Development Goals. Other surveys are being conducted, like those by NEAS at the Federal level and the Directorate of Staff Development at the provincial level. These efforts need to be shared and coordinated to convey their results to the entire department.

3.2

What the Qualitative Research shows

3.2.1

Case Studies of successful schools The case studies of successful schools as identified by the IOL team has provided for what is possible under the existing policy and strategic framework and the whole school development program.

Improved attendance in schools under the project That attendance of students is much better is evident from the visit to a boys' school: It was a cold winter morning with some rain the day before. The school was not informed about our visit and the attendance register was checked the first day. Although there was little change in enrolment, attendance in all classes had improved markedly over the last two years. It can be assumed that the dropout will also be much less. Enrolment in nursery has risen partly the result of the EFA campaign launched throughout the district to get more children into school. It is now up to the school to keep them there. A challenge for the school is the three private schools in the village which is the largest in the union council comprised of 1600 households Evidence of additions to school infrastructure A number of interventions to meet the shortage of proper school buildings under PESRP, the project directly and through the PPP initiative are evident. In addition to these are local initiatives undertaken by communities themselves without outside intervention or prompting.

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Case studies show that a village girls' primary school sanctioned in 1940 functioned under a tree for over half a century. In 1999 the teachers and community succeeded in getting one classroom and a verandah constructed. In 2006 two classrooms, boundary wall and two latrines were constructed under the PESRP the school is now the pride of the village.

In one boys' school, as things stand now, the old building has been demolished to give way to a new structure funded by the project with some support from the community.

The Bhatta Colony Girls Primary School is one of the few schools fortunate to have found a donor. The manager of the factory, met teachers and community members and provided suggestions on how to utilise the facilities of a hall, a stage, grassy areas to allow for extracurricular activities, scholarships for exceptional students, and a computer that were to be provided. A sweeper and gas connection has already been provided by the donor1. “We cannot believe our good fortune,” said the teachers, relieved that the new building will mean they no longer have to teach two classes in one room.

The Boys Elementary School in Sumundari consists of two separate buildings half a kilometre apart. The main school building houses classes Kachi, One, Four and Five along with the three middle classes. A plaque, seeking that his parents be blessed for his good deed of educating children in the school at the entrance gate of the second building constructed in 2005, provides explanation for the donation of the land and school by a member of the community.

It houses classes two and three.

Better teacher performance Amtul recalled her experience of teaching in this school and of: “how dull the children were before the whole school development training and how by involving children and changing our own attitudes the learning environment has been completely altered.”

The change in the teacher is critical, and has been achieved by involving them in the learning process.

The reflective journal exercise had been very effective, it helped them think about what they did in class and identify the changes in students and themselves as a result of the different activities.

1

21 schools have been fully adopted, nine are under process and eight have to be regularized through MOUs (Education Seminar, 15th Dec 2007)

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All teachers in the Summundari boys' elementary school have been trained by the Directorate of Staff Development and eight have also undergone the WSD training. Teachers were of the view that prior to the training they received from SPU they did not know how to handle the large number of children in one class.

Now they divide them into two sections, they also mark their homework on alternate days so that each student's work is checked. They walk around the class more and question children individually and see their work. Children are taking much more interest in their studies and they no longer need to threaten them with a stick.

A teacher from the Bhatta Colony girls' school remarked that the way students responded to changes in her teaching style and the improvement in their learning motivated her to use these techniques more often. While the preparation time for such lessons was greater, the results were far more Rewarding. “I can see the difference between how I teach now and how I used to teach, and I don't want to revert to that.”

“We have changed our approach to teaching to make it more activity based. Now children are more involved in what they are learning by using their hands, whether it is drawing or writing or measuring, in this way they do not forget what they have learnt. We tell them stories and jokes to maintain their interest. By using these new methodologies that we learnt in the training, in particular the weak children have benefited the most. Role play has been very effective in teaching language as previously children were weak in Urdu. We question students regularly and this provides us with feedback on their progress. We give them work to do in their exercise books and when these are checked by us we know how much they have learnt.” (Group of Teachers)

The older students are also able to recognize the change in teaching methodologies, such as having a group leader whom they said they selected and she was helpful in explaining the lesson to them. The girls are more expressive at this level and said that the formation of groups has helped them as they can learn from each other. Teachers are also able to give them more attention in groups. The procedure followed by both teachers is to first get the group's attention by focusing on an illustration, and then questioning the girls on what it represents gets them to speak. They then read, explain and ask them if they have understood the topic or concept. Reinforcement of the concept through discussion and relating with what was taught previously is followed by asking them to read out from the book. Pairwork was observed in the lesson on dialogue and conversation in English. The last stage in the lesson is written work.

Although the teachers state that it is difficult to do several activities in a single day or everyday, they have overcome this problem by selecting certain subjects where role play and drama are included. It is easier to make subjects such as the languages and science activity-based but beyond a certain level this is difficult in math. However, by questioning children and creating an opportunity for them to learn from each other through discussion and sharing information, students are involved in the learning process everyday.

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Impact of the training under the WSD model is evident from how teaching is now conducted. The children look happy and each student is involved in the learning process. Their work is displayed in the classroom giving them a sense of confidence and achievement. Teachers first question children on what was done on the previous day before moving on to the day's lesson. They start by raising questions and encouraging the children to respond on the basis of their experiences adding some examples themselves. This is followed by writing the question and responses on the blackboard. It is only then that the teacher refers to the textbook. The bringing in of the student's knowledge and tying it up with what is in the book makes the lesson relevant and interesting.

Children are enjoying learning All children in each class also had school bags, textbooks, exercise books, pens, pencils, erasers, sharpeners and sufficient colour pencils were available.

“See all the work I have done” said a class three student proudly showing his science book full of drawings and written work. He was also clear about the concepts he had worked on.

Previously children found learning science and math to be the most difficult as these two subjects were taught primarily through rote memorization.

Since the trainings under the project, the focus had shifted to an understanding of concepts and active participation by teachers and students in the learning process. Drawing plants to understand their different parts and learning shape and size at the same time is something new for both teacher and student.

“It has become so much easier to teach math” said one of the teachers proud of the progress his class had made in learning fractions. Now that geometry boxes have been given to the schools class four children are engrossed in working out angles. The arrival of the new science and math kits a few days ago has generated excitement and apprehension on how to use them without too much damage.

Training and equipment has helped female teachers in overcoming their deficiencies in teaching science and math.

A start has been made with the language kit, students are hoping to hear more stories such as the one about Babloo and his mischievous behaviour narrated to them by the teacher more than a year ago when he had returned from the training. They can never forget it.

Encouraging parents has improved parent teacher child relationships Parents have noticed a change in their children who are no longer afraid to go to school and are learning better. Their daughters are now more polite, a result of the behaviour pattern introduced in

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the school where students have to request the teacher before leaving and entering the classroom. The children tell them what they have learnt, who visited the schools and what they were questioned on.

They themselves visit the school more often now to see what is happening and are welcomed by the teachers.

Community response has increased The success of the school is essentially engrained in the collective efforts of a vibrant, active community which is working in collaboration with the school staff, especially the Head Teacher. It provides the school staff with every possible help, which ranges in some cases from finances to provision of a house for the Head Teacher. In short the community acts as an enabling context for the school, in which teaching-learning practices, and school development occurs laying a foundation and a vision for the generations to come.

“When the Head Teacher was asked about community participation, he said the people are very encouraging and cherish him. According to him a good community-school relationship is always a two way process. The community can not keep on pumping resources in the school if the Head Teacher and teachers do not respond to their expectations and vice versa.”

The Chairperson of the recently reconstituted school council now headed by a community member with the Head Teacher as the deputy chairperson is very vocal. A grey haired woman she had accompanied the Head Teacher to the training. Since then she had become even more active in eliciting community support for the school. The men of the community particularly whose children are enrolled in the school are satisfied with the performance of the teachers.

Over the last two years their involvement in school affairs has increased, they now recognize the importance of community participation in the school especially in the improvement of its infrastructure for which they are prepared to contribute.

In another area, community members are happy with the progress of the school. One said, “When I was a student in this school, the teachers' attitude was very different. Now my niece studies here and I often visit the school. I see children playing games and doing different activities, and it makes me want to join the school as a student again.” Another commented that the school started to change for the better when the previous Head Teacher joined, and has continued to improve even after she left, because everyone has been influenced by her. A parent added, “I am an uneducated woman and initially was not interested in my children's studies; now I am because the teachers have involved us and advised us to do so.”

In Summundri in one school the Head Teacher has collected eighty thousand rupees from the community for which he also thanks the training he and a community member received from SPU. The promise of additional funds from the Project has also helped in getting people from the community more interested in contributing for the development of the school. Different kinship groups are vying with each other to express their interest. Today, teachers are keen to be transferred to this school and none of the contract teachers placed here have left. Although the area is conservative, the Head Teacher has encouraged female teachers to come here, and soon there will be two women in the school.

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3.2.2

Implementation

Teacher Reflective Journals Journals kept by teachers show a positive change in the perceptions teachers have of education, how to teach, needs of children, and their own role and that of the community. The impact of the trainers' attitudes, the training modules and methodologies appear to have made a lasting impression on the teachers and Head Teachers: “How to make children think and communicate and by questioning them we can build their confidence. Also by praising their work and encouraging them we will help them learn.”

“The sitting arrangements for children, attitude, learning power, asking and solving questions and the use of audio-visual aids, were told to us and a cooperative environment was created in which we learnt from each other experiences, lost our inhibitions and gained self-confidence. We learnt that if such an environment is created in the classroom it will do away with negative values of revenge, inferiority, looking for shortcuts and violence.”

“If a child is frightened he will sit at the back and if the teacher touches him affectionately he will gain confidence and the next day he will come and sit in the front of the class.”

“Teaching aids were used which made the teaching-learning process very easy.”

“If every teacher teaches according to this methodology, comes to school on time, DoEs work properly from the textbooks, is affectionate and caring with the children, DoEs not hurt the feelings of any child and is always mindful not only of his/her duties but also that knowledge has to be communicated to the child and their skills have to be enhanced then it is possible for the quality of education to improve.”

“Trainers taught in very friendly and loving manner which made us realize that we needed to develop such qualities in ourselves so that we can teach children in the same manner.”

“Using pictures and diagrams to teach is very effective. We learnt the use of observation and reflection for learning and different ways of communicating information to children that we did not know previously.”

“We learnt the importance of questioning that it is a two way process and can only be successful if children are questioned and they can ask questions. The different ways of asking questions and activities for generating questions were also found to be very useful.”

“I realized that without spending a lot of money it is possible to conduct activity based teaching.”

“Then we were taught about science, and importance of using observation, experimentation and questioning for learning.

We will relate science to the environment when we go back to our schools and also use things in the local environment. “

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4.0

OPPORTUNITIES AND CHALLENGES

4.1

Opportunities

Opportunities and Challenges

Recognition of education interventions in District Faisalabad Issues and findings from the research conducted in District Faisalabad have been shared with the district and provincial Departments of Education and the Ministry of Education as well as with their constituent bodies such as the Directorate of Staff Development (DSD), the Project Management Implementation Unit (PMIU), the University of Education, NEAS and PEAS. This has put Faisalabad district on the map. Linkages have been developed with key training institutions such as the Institute of Educational Development Aga Khan University, Lahore University of Management Sciences, Ali Institute of Education, Beacon House National University, Sudhaar- ITA Alliance and the Society for the Advancement of Education (SAHE).

Capacity building of DoE personnel The consultative process followed in developing the research agenda, designing the survey tools and the proposed modalities for conducting the research worked in building a collaborative relationship between the DoE and the IoL. In particular it has contributed in building expertise and capacity of the two institutions in designing assessment questions, pilot testing, conducting the surveys and in sharing their views on the analysis of the findings. An opportunity has been created for the IoL and DoE to work together on different research activities. (Appendix 1) The school case studies to showcase the WSD model have been conceived as a joint effort of the IoL and the DoE. To facilitate the process a two day training of master trainers who are part of the research team from the Institute of Learning (IoL) and researchers from the Department of Education (DoE) who participated in Learning Achievements Baseline Survey conducted in 2006 was organized at the Directorate of Staff Development (DSD) Lahore under the terms of the MoU signed between the DSD and IoL. The training was conducted by the NGO SAHE. Some trainers from the IoL also assisted in developing the case studies which has provided them with on the ground training in school and classroom observation, interviewing teachers and focus group discussion with the community. It has helped them get an outsider or objective view of the impact of the WSD as well as the broad perspective of the program.

4.2

Challenges Making the DoE proactive Challenges remain in how to make the current leadership of the Department of Education more proactive especially when provincial control of key components of education renders it powerless.

While it is possible to assess the impact of WSD and the Project at the level of selected schools, its wider impact requires viewing it in the context of all components of the Project. The key person for moving forward on implementation of recommendations emerging from the Baseline Surveys conducted so far is the EDO-Education. While in agreement with the findings and the research agenda in general, day to day job requirements take up most of his attention. Coordination of activities at the District level is also disparate making it difficult to identify progress at that level.

Using research findings to improve quality Using all the data and information that is being generated is a challenge for the Department. Another operational issue is that while the Project does not include the training of teachers of Grade VIII, the Baseline Survey of Class Eight Student Learning Achievements has been conducted to provide the Department with gaps in teachers' knowledge through the elementary cycle. It is expected that the findings and recommendations will be used to improve the quality of education and service delivery in Elementary, Middle, High and Higher Secondary Schools.

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5.0

IMPACT AND SUSTAINABILITY

5.1

Impact

Impact and Sustainability

The outcomes of the first Baseline Survey (2005) provided input for the training materials and modules developed by the IoL. The period from May to December 2006 was important in terms of setting the research agenda and getting an agreement on it from the Education Department. The Department and IoL have recognized the importance of research and appreciated the findings of the first Baseline Survey. This has resulted in planning for the implementation of the framework utilizing a team from within the Department. It is important to realize that the research has been conducted by the Department under the guidance of a member of the Education project team with a research unit having being constructed in the Department.Sharing of all education initiatives in the district has provided for an agenda for the future for the DoE. Opportunities and challenges in the education sector have been clearly identified for the District. Human resource capacity building at District level has gone ahead in implementation not only of project inputs but also research. Faisalabad district is thus in an advantaged position to take leadership in using research for planning.

5.2

Sustainability

5.2.1

Sustainability of research activities For the sustainability of research activities of the DoE and IoL their collaboration with the DSD Punjab has been strengthened through an MoU followed by a combined workshop conducted by SAHE at the DSD for personnel from Faisalabad and Lahore.

The success of the Education Seminar held on December 15, 2007 in which the District Nazim, EDOEducation and senior officials from the DoE participated along with more than 250 participants indicates the level of interest in the District for education related activities. The response showed the value added of bringing stakeholders together on the potential role that the IoL can play for the DSD. The findings of all research activities have been shared with the DoE and IoL and the likelihood of housing the research component and development of expertise to conduct on-going research in these two institutions is being pursued. Budgeting research activities is an area which is likely to follow once the training has been institutionalized.

5.2.2

Sustainability of initiatives under WSD While it is possible to measure change at the micro or school level it is too early for meaningful alterations to emerge at a macro level. Under the WSD program interventions relating to training of teachers, Head Teachers and the community, were staggered over a period of more than a year with some schools receiving trainings during the current year. As such schools have only recently begun to apply the new teaching methodologies. This is apparent from the case studies of selected schools. The work initiated has to be followed up and strengthened as gaps appear with transfers of trained teacher and new appointments.

Training modules in printed form were made available to teachers and Head Teachers much after the training, and some schools are still receiving them. The Teaching-Learning materials such as the Science, Math and Language kits have only just been provided (November 2007) and not all schools under the project have received them.

The case studies show that clearly learning is taking place at these schools, and there is a desire to improve further in both teachers and students. At the same time, there is a chance that teachers may

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revert to traditional pedagogy and attitudes in the absence of a Head Teacher with as much drive and initiative as the previous one. The new Head Teacher can lead the school but only if she overcomes her own hesitation to do so. Changes in infrastructure can help alleviate some of the problems faced by the school, and can be utilized to improve teaching and learning, however, the onus lies on the teachers and their willingness to change. This means working as a team with their current Head Teacher, and involving and guiding the new teachers so that they too may benefit from changes in methodology and attitude. The ultimate gauge of the success of a school is its students.

Periodic reconstitution of School Councils requires regular training which seldom takes place when it is required; that is when the new members are selected. As of November this year the new School Councils are being mobilized in their role and how to use funds made available to them.

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6.0

LESSONS AND REFLECTIONS

6.1

Issues in measuring change

Lessons and Reflections

In the revised Project logframe in September 2006 a 10 percent improvement in learning achievement was envisaged in WSD schools on the basis of a follow up survey and case studies.

Though improvements have not emerged from the LA survey as the process of providing inputs has not ended, they are reflected in case studies. Moreover, the District's lack of control over policies and decision making at provincial and national levels has had impact on school performance.

In the absence of a district education plan the District is not able to identify areas, communities and schools where interventions have to be made. As schools lack basic needs this results in accepting any initiative and intervention. Overlapping of interventions in a school, for example WSD and PRSP providing different kind of support to the same school should be examined. This is as much true of training packages, as of infrastructural improvements or of interventions in public and/or private schools. In the absence of a coherent district policy unplanned and haphazard work will continue.

In the immediate future there is a need to: l l l l l l

6.2

Link with DSD and make the District Teacher Educators (DTEs) effective in District Faisalabad. This can be done training DTEs by the IoL trainers in the WSD modules; Redefine the clusters made by DSD in District Faisalabad to make them functional including placement of DTEs to reflect their location in the cluster, capability and agreement to work; The clusters can then be used for addressing the needs of schools in terms of the outcomes of the surveys conducted and the case studies; Use GIS, EMIS data and household survey information for improving cluster formation IOL trainers to monitor and provide pedagogical support to DTEs; Train the four core staff appointed by DSD and placed at the Government College for Elementary Teachers GCET Faisalabad to plan, manage, monitor, & quality assurance the functioning of the DTEs.

Impact of the larger policy framework The larger policy framework is generally ignored in analyzing information for planning at the district and school levels. The major issues that popped up now and again in 2007 were the school level examination system, teachers strike, the uplift package for teachers, free education and unavailability of school buildings. Out of Rs 21 billion allocated for the Punjab, Rs 170 million was allocated to provide basic facilities at school level in all districts. (Newspaper 02 Jan, 2008) Under the Punjab Examination Commission set up in January 2006 to design and conduct the Class V examination, examinations were held in April 2006. Results of Faisalabad district students were comparable with the learning achievement survey outcomes. The 2007 examination had to be cancelled in lieu of the teachers strike. Thus there is no way of comparing the results of the two years to show changes or improvements resulting from the changed pattern of exam papers.

The teachers strike and midway cancellation of class five examinations also created despondency and resentment among teachers and students which has also possibly affected the quality of teaching and thus the level of learning in the classroom. Furthermore, the teacher student contact time was reduced by a month if not more.

6.3

Need for a coherent teacher policy including for Head Teachers Over the past two years the lack of a coherent teacher policy can be observed. Shortage of teachers at the school level, resulting from transfers and other policies relating to appointment, retention, and replacement of teachers that are taken at the provincial level, and over which the District has no

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control clearly have a negative impact on the learning levels of children. Teachers including Head Teachers are frequently transferred during the academic year disturbing the routine running of a school with students bearing the brunt of such measures. The older teachers continue to teach the Kachi class; coupled with the UPE and EFA drives enrolling large numbers of small children without providing adequate teaching-learning materials or teachers has created more problems for schools and teachers.

Both teachers and students are aware that they are dealing with change at many levels. On the one hand their former Head Teacher, who did a lot for the school and of whom they were all extremely fond, was promoted and transferred to a Middle School just two months ago in October 2007. On the other, two new 'contract' teachers have been hired, which means each class now has its own teacher, and a brand new school building is nearing completion. A new School Council (SC) has also been formed. There is an air of nostalgic reminiscence coupled with the anticipation of what lies ahead. What is crucial at this juncture is that the effort and struggles of the past, specifically in terms of teaching and learning, are not lost as they step into the future.

Currently no policy exists for retaining or supporting good Head Teachers who play a critical role in the success of a school.

When Mushtaq joined as Head Teacher the first task he set himself was to build his teaching team. With eight teachers having undergone the SPU training he makes sure that they implement what they have learnt in the classroom. He has also been a participant in the Head Teacher training. He has a keen insight into their teaching strengths and allocates them to the appropriate classes and subjects. At the same time he rotates them so that all classes can benefit from the teacher who is good in math or English. Nine teachers are available to teach as many classes/sections. Of these four are Matric/PTC teachers, three are BA/BSC/CT, and two are MA/BEd of whom one is female. No class is left unattended to if its teacher is absent either he takes the class himself or gives dual responsibility to another teacher. Even while we were talking he made sure that teachers and students were all working.

6.4

Linking learning achievement surveys to continuous professional development Rapid teacher transfers and recruitment of new teachers points to the need for an on-going teacher professional development in addition to periodic training of teachers to address gaps and new curriculum objectives and areas. Conducting an achievement survey at least every two years to track improvements in the system and supplementing this by case studies, is needed to inform policy and planning.

It was interesting to observe the differences between the four 'senior' teachers and the two new teachers. None of the students in any class showed any sign of fear of punishment or serious reprimand from their teachers; however the two newer teachers did not mingle with students as easily as the 'senior' teachers. They called students to their desk to check their work, and used a sterner tone, whereas the 'senior' teachers were friendlier and went from student to student, even sitting with them to give individual attention. This difference was most apparent in terms of the teaching methodology being employed.

6.5

Teaching learning materials essential for improving student performance The school case studies show that the best performing schools are those where students had access to materials to work with for drawing, math, science and other activities The group leaders proudly showed their schoolbags full to the brim with materials they share with their group of students before each lesson. Colour pencils and geometry boxes are in great demand in classes three, four and five and girls were seen busily constructing circles, triangles, squares and triangles and then bisecting them to understand the concept of fractions.

6.6

Providing basic needs of schools and children No standards are set for a primary school hence each school presents a different picture. There is no uniformity in buildings or number of teachers. Even Elementary schools including those that are

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markaz schools, lack furniture for students. It points to the uphill task of achieving quality in overcrowded and ill equipped classrooms.

6.7

Supportive policies essential for the poorest of the poor now in government schools The continued rapid growth of private schools leaving only the poorest children who suffer from malnutrition and poor health enrolling in government schools is another possible reason for the decline in learning achievement results. The agenda of bringing more children into school thus drawing in children from the poorest communities and households is not likely to succeed unless their basic needs are ensured and extra support in the form of comfortable learning environments, food supplements and clothing in the harsh winter months, is provided. Teachers referred to problems of late arrival of students because of the work they have to do at home before coming to school. They also spoke about shortage of appropriate exercise books and other teaching materials.

6.8

District Education Plan The issue of coordinating all activities and interventions can only be addressed with the District developing a plan that brings together on one page the existing situation and where it sees education going in the next three to five years. This will allow for need based targeting of interventions and projects. Recommendations of the research should form the basis for designing the plan.

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7.0

Conclusions

CONCLUSIONS The research clearly identifies what is possible and required to improve the quality of education. It indicates areas that need attention and urgency in coordinating educational activities. Strengthening the institutional base for research and locating it in the IoL in close collaboration with the Department of Education emerges as a preferred strategy. Sharing research outcomes is essential for communicating district concerns to the provincial level.

The surveys show that performance of students is determined by a combination of factors that include the physical condition of the schools, facilities available, number of classrooms and teachers and the quality of teaching. It is also quite apparent that there is a threshold to ensuring some quality of education. The data shows that at the primary level at least three teachers and three classrooms could be considered as the minimum for the district. Schools with facilities below this level find it difficult to perform at an adequate level. However, even schools with four to five teachers have performed poorly reflecting the poor quality of teaching. Thus while other factors are important, the teacher is absolutely critical to the learning process.

All three surveys revealed difficulties students have in explaining and applying complex concepts thus pointing to the need for focused teacher training for each class and each subject, with follow up for getting appropriate feedback. To implement such training, the role of the Department of Education (DoE) has to be revised to incorporate appropriate and needs based training programmes for providing subject-based competencies, and testing teachers periodically to ensure their improved performance. Issues of teaching methodology can also be addressed in properly designed pre- and inservice teaching/training modules. Monitoring of teachers with classroom support is also indicated.

The poorer performance of boys suggests the need for developing strategies to improve the quality of learning in boys' primary schools. The issue of the poor performance of male primary teachers needs to be addressed through special training for male teachers in teaching young children and/or in hiring female teachers in boys' primary schools. It has generally been observed that Head Teachers/Masters paid more attention to the final class in the school at the expense of the junior classes. “Research studies in education invariably look at the impact of policies in isolation, and not in terms of the cumulative effects as they filter down to the schools and students.� Thus the impact of the larger policy framework is ignored in analysing information for planning at the district and school levels.

The major issues that emerged in 2007 were the failure to conduct the school level examinations, an enhanced salary package for teachers leading to transfer of teachers from primary schools to middle schools resulting in decline in the number of teachers at the primary level, Education For All drives without adequate support such as teachers and teaching-learning materials and unavailability of functionally appropriate and safe school buildings.

In addition to the above, the absence of a coherent teacher policy is a key issue whereby it becomes the responsibility of the Head Teacher to mesh teachers appointed under different recruitment policies into a coherent cooperative working team. The current government policy provision of one teacher for forty children creates problems in the teaching of six classes in a primary school. Add to this the fact that a teacher may be transferred at any time without a replacement which can leave a school with only one teacher for several months to a year. It does not appear to be too difficult to have a roster of teachers pre-selected who are appointed on the same day a teacher is transferred. Similarly there is no appointment rationalization policy with the result that one school can have seven and another two at the primary level. Frequent and mid-session transfers of teachers impact quality as is evident from the case studies. In one school it was interesting to observe the differences between the four teachers who had been trained and the two new teachers.

The case studies clearly emphasise the important role of the Head Teacher. Given the current setup in

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government primary schools, much of the decision-making and administration of the school falls to the Head Teacher. This is often in addition to teaching where there aren't enough teachers in the school. The school head also has to maintain a healthy relationship between the school and the community, as well as with the AEO. Where these relationships are difficult, the entire school suffers.

Similarly, it is up to the Head Teacher to build a strong team of teachers to ensure smooth running of the school on a daily basis.

Again, there is no policy for training, supporting, or ensuring that good head teachers are retained in that position. At times the community who recognizes the critical role of the school head has taken upon itself to install a head teacher they consider to fit for the leadership s/he has to perform.

Government on the other hand has no method or strategy for providing or training school leaders.

Continued provision of teaching-learning materials and school grants are essential for maintaining the quality that has been provided under project funds. The same can be said with regard to the new school buildings whose quality has to be maintained. It can be observed that within a very short time the condition of classrooms and other facilities provided has deteriorated.

The ultimate gauge of the success of a school is its students. Students are eager to learn and proud of what they know. They are happy to come to school, willing to adapt to changes, and full of confidence. It is imperative that the momentum is not lost, and they are able to realise their potential.

Thus while it is possible to find change at the micro or school level it is too early to measure this at a macro level. Selected individual schools present a picture of positive change. Both teachers and students are aware that they are dealing with change some positive some negative at many levels.

Head Teacher transfers, new contract teachers so that all classes have their own teacher, brand new school building nearing completion and new School Councils (SC). There is an air of nostalgic reminiscence coupled with the anticipation of what lies ahead.� What is crucial at this juncture is that the effort and struggles of the past, specifically in terms of teaching and learning, are not lost as they step into the future.

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Appendices

APPENDIX 1 Survey Team Members November 2005

LAS Class Kachi, I, II: S. No 1.

2.

Name Mr. Mahboob-ur-Rahman

Qualification M.A, B.Ed M.A, M.Ed

Ms. Saima Shakeel

Present Job EET Primary School EET Primary School

Muhammad Nazir

B.A, B.Ed

ESE Primary School

4.

Ms. Fouzia Tabussam

B.A, CT

Primary School

5.

Mr. Khadim Hussain

M.A, M.Ed

High School

6.

Ms. Razia Malik

B.A, B.Ed

ESE Primary School

3.

LAS Class IV: S. No 1.

2.

Survey Team Members October 2006

Name

Qualification

Survey/Training Experience

Ms. Misbah Maqsood

MA / M.Ed

DSD/GTZ Survey 2006

Mr. Zulfiqar Ali

MA / M.Ed

DSD/GTZ Survey 2006

Ms. Shakila Parveen

MA / M.Ed

DSD/GTZ Survey 2006

Mr. Abid Nazi r

B.Sc / MA

DSD/GTZ Survey 2006

Samina Yasmin

B.Ed

None reported

Muhammad Sajjad

B.Ed / MA

DSD/GTZ Survey 2006

4.

Ghazala Tehseen

B.Ed / MA

Master trainer in PRSP

Muhammad Saeed

MA / M.Ed

Master trainer in PRSP

5.

Rozina Kausar

B.Ed / MA

Master trainer in PRSP

Muhammad Afzal

B.Ed / MA

DSD/GTZ Survey 2006

Shumaila Farhat

B.Ed / MA

Teacher Educator/ PPP Cell

Muhammad Shafiq Ahmad

B.Ed / MA

DSD/GTZ Survey 2006

3.

6.

LAS Class VIII:

Survey Team Members May 2007

S. No Name

Qua

Training received

Experience

1.

Misbah Maqsood

MA M.Ed

DSD training April 2006 (3 days)

Working as DTE Baseline Survey Class IV

2.

Shakila Parveen

MA M.Ed

DSD training April 2006 (3 days)

DSD/GTZ survey 2006 Baseline Survey Class IV

3.

Samina Yasmin

B.Ed

4.

Shamaila Farhat

MA M.Ed

None

SDO PPP Cell Baseline Survey Class IV

5.

Zulfiqar Ali

MA M.Ed

DSD training April 2006 (3 days)

DSD/GTZ survey 2006 Baseline Survey Class IV

6.

Abid Nazir

B.Sc MA

DSD training April 2006 (3 days)

DSD/GTZ survey 2006 Baseline Survey Class IV

7.

Muhammad Saeed

MA M.Ed

TOT 2006 PRSP

Master Trainer PRSP Baseline Survey Class IV

8.

Nasir Ali Khan

M.Sc, M.Ed

DSD training April 2006 (3 days)

DSD/GTZ survey 2006

City District Government Faisalabad Strategic Policy Unit

Baseline Survey Class IV

Page 23

Measuring Change The Education Research Component

Appendices

Follow up Survey Team - September-October 2007 S. No 1.

2.

3.

Name Ms. Misbah Maqsood

Qualification MA / M.Ed

Mr. Nasir Ali Khan

MSc / M.Ed

Ms. Shakila Parveen

MA / M.Ed

Mr. Abid Naz ir

B.Sc / MA

Ms. Rozina Kausar

B.Ed / MA

Mr. Muhammad Saeed

MA / M.Ed

City District Government Faisalabad Strategic Policy Unit

Survey/Training Experience DSD/GTZ Survey 2006 Baseline Survey Class IV Baseline Survey Class VIII DSD/GTZ Survey 2006 Baseline Survey Class VIII DSD/GTZ Survey 2006 Baseline Survey Class IV Baseline Survey Class VIII DSD/GTZ Survey 2006 Baseline Survey Class IV Baseline Survey Class VIII Master trainer in PRSP Baseline Survey Class IV Master trainer in PRSP Baseline Survey Class IV Baseline Survey Class VIII

Page 24

Measuring Change The Education Research Component

Appendices

APPENDIX 2 List of Participants: Sr. No

Workshop on School Case Study Methodology and Design March 2-3, 2007

Name

Organization

Education Qualification

Job description

Research Experience

1.

Capt (R) Sabir Hussain Shah

Chief Minister’s BA, CT, BEd Monitoring Force, Faisalabad

Monitoring & Evaluation Assistant to visit the schools, prepare their reports

2.

Syed Sheraz Akhtar

SPU /IOL Faisalabad

M.B.A (Fina nce) ACMA

WSD Coordinator

Reactivation of CCB’s.

Needs analysis govt. schools for CDGF. Role of community in WSD.

3.

Shabbir Ahmad Basra

SPU Faisalabad

MA, BEd

SDO (PPP-Cell)

Coordinator SPU research team

4.

Shamiala Farhat

GGPS 274 RB Faisalabad

MA Education MA Urdu BEd

ESE (SDFO) SPU

Baseline Survey

5.

Shakila Parveen

GGPS 90 RB Faisalabad

MA MEd Education Punjabi

EET (SPU)

Baseline Survey

6.

Misbah Maqsood

GCMS 26 JB Faisalabad

MA (Political Science), MEd

Teaching

Baseline Survey

7.

Muhammad Afzal

GPS 100 JB I Faisalabad

MA (Economics) BEd

Teaching

Baseline Survey

8.

Abid Nazir

GPS 254 RB I Faisalabad

BSc, MEd

Teaching

10 days Baseline Survey of DSD Kachi, 1, 2 & 18 days Baseline Survey class IV FSB project

9.

Nasir Ali Khan

GPS 207 RB Rasool Nagar Faisalabad

MSc/ MEd

Teaching

10 days Baseline Survey of DSD Kachi, 1, 2

10. Zulfiqar Ali

GES 208 R.B Faisalabad

M.A (Islamic Studies) M.A (Political Science) MEd

Teaching

Baseline Survey with DSD for class Kachi, 1, 2 and FSB project Kachi, 1, 2 and IV

11.

GPS 46 RB Faisalabad

MA (Economics) MEd

Teaching

Baseline Survey

12. Zarqa Kanwal

IOL Faisalabad

MA, English PGD

Master Trainer

13. Misbah Siddiq

IOL Faisalabad

M.A (Islamic Studies)

Master Trainer

14. Tahir Nadeem

IOL Faisalabad

MS Education, MA (EPM)

Trainer, Material Developer and Community Mobilizer

15. Toqir Anjum Rasool

IOL Faisalabad

MSc (Physics)

Master Trainer

16. Muhammad Irshad

IOL Faisalabad

MSc (Math)

Master Trainer

17. Muhammad Razzaq Siddiq

IOL Faisalabad

MSc

Master Trainer

18. Saima Shakeel

IOL Faisalabad

MA, MEd

Master Trainer

19. Afsheen Ayub

IOL Faisalabad

M.S.C (Math)

Training Associate

20. Imtiaz Elahi

IOL Faisalabad

MA Education

Master Trainer

MA thesis

21. Saima Khan

IOL Faisalabad

MSc (Chemistry) MEd

Master Trainer

MA thesis

22. Iffat Zahra

IOL Faisalabad

MA Education

Master Trainer

Muhammad Saeed

City District Government Faisalabad Strategic Policy Unit

Working as Action Researcher

Page 25

Measuring Change The Education Research Component Sr. No

Name

Appendices

Organization

Education Qualification

23. Anayat Ali

IOL Faisalabad

MA (English) BEd, TEFL

Training Associate

24. Anees Murad Rabbani

DSD

MSc (Social Statistics) UK

Research Anal yst Coordination

8 Years

25. Muhammad Tariq Iqbal

PITE

MA /MEd

Senior Subject Specialist

4 Year Experience in Teacher Education

26. Shafqat Hussain

GCET Mianwali

MPhil, MA, MSc (Statistics)

Teaching & Supervising research

MPhil Thesis “Input-output analysis of GCET’s in

City District Government Faisalabad Strategic Policy Unit

Job description

Research Experience

Page 26

Measuring Change The Education Research Component

Bibliography

BIBLIOGRAPHY 1.

2.

3.

Education Seminar Report, December 15, 2007. SPU District Faisalabad National Assessment Findings 2006, National Education Assessment System, Government of Pakistan, Ministry of Education.

Promising Change: Six case studies on Whole School Development in Pakistan's Faisalabad District.

February 2008 (under publication)

City District Government Faisalabad Strategic Policy Unit

Page 27

OUR OTHER PUBLICATIONS 2

1

Managing Change

Human Resource Management

for Improving Service Delivery

for Good Governance

Learning to embrace the challenge of good governance

Building local government capacity for effective service delivery

S.M. Khatib Alam Karin Tang Mahmood Akhtar

March 2008

S. M. Khatib Alam David Alan Watson Muhammad Shahid Alvi

March 2008

SelfActualization Esteem (self and others) Social Needs Safety and Security

Basic Physiological Needs

City District Government Faisalabad, Pakistan

City District Government Faisalabad, Pakistan

4

3 Financial Management

5

Union Council Profiling

for Good Governance

& Service Mapping

From Deficit to Surplus

For Pro-poor Planning & Investment

S.M. Khatib Alam Imran Yousafzai

S.M. Khatib Alam Janet Gardener Muhammad Tariq

March 2008

March 2008

Communications for Good Governance Building local government capacity for effective service delivery S.M. Khatib Alam Nadir Ehsan Humaira Khan

March 2008

150

100

Rs. Millions

50

0

-50

-100

-150

FY 2004-05

FY 2005-06

FY 2006-07

FY 2007-08 Projected

FY 2008-09 Projected

FY 2009-10 Projected

City District Government Faisalabad, Pakistan

6

City District Government Faisalabad, Pakistan

7

City District Government Faisalabad, Pakistan

8

9

Citizen Voice in Local Governance

Citizen Engagement

Promising Change

Measuring Change

The Citizen Perception Survey

in Local Governance

Six Case Studies on Whole School Development

the education research component

S.M. Khatib Alam Sumara Khan Mehreen Hosain

S.M. Khatib Alam Muhammad Tariq Mehreen Hosain

March 2008

March 2008

March 2008

Dr. Fareeha Zafar

March 2008

Dr. Fareeha Zafar

TS ES ER INT ER ITY ETH UN OG MM ING T R E O T TH GC AC OGE TIN GT OR IDIN PP ION DEC SU LTAT U S CON

M INFOR

10

G SHARIN ATION City District Government Faisalabad, Pakistan

City District Government Faisalabad, Pakistan

City District Government Faisalabad, Pakistan

12

11

City District Government Faisalabad, Pakistan

13

Teacher Training

Public Private Partnership

Management Information Systems

Enabling Joined-Up Government

in Whole School Development

in Education: from Policy to Implementation

in Local Government

Introducing Geographic Information System

Change and Transformation as a Reflective Process

Value Addition and Best Practices

Changing the dynamics of governance through ICTs

March 2008

Brigid Smith

City District Government Faisalabad, Pakistan

March 2008

Beala Jamil

City District Government Faisalabad, Pakistan

March 2008

S.M. Khatib Alam Nadir Ehsan Kashif Abbas

City District Government Faisalabad, Pakistan

March 2008

Dr. Umar Saif Muntazir Mehdi Gul Hafeez Khokhar

City District Government Faisalabad, Pakistan

All case studies including other reports can be downloaded from the web site: http://www.faisalabad.gov.pk

ABOUT THE AUTHOR Dr. Fareeha Zafar - Education Consultant Dr. Fareeha Zafar has a doctorate in Geography from School of Oriental & African Studies, University of London, UK. She was a Fulbright Scholar in Department of Geology & Geography, at the Vassar College, New York, USA in 1991 and a Fulbright Post-doctoral Scholar, Institute of Urban & Regional Development, University of California, Berkeley, USA in 1985-86.

Dr. Zafar is a founder member of the Society for the Advancement of Education (SAHE) Lahore-Pakistan set up in 1982 and has been its Director for the last 13 years. Dr. Zafar has been a key member of the SDLGF Education project team since 2004.

City District Government Faisalabad DCO Office, Near Iqbal Stadium Faisalabad, Pakistan Tel: +92 (0) 41 9200205 Fax: +92 (0) 41 9200206 E-mail: email@faisalabad.gov.pk Internet: http://www.faisalabad.gov.pk

Strategic Policy Unit 2nd Floor, DCO Office Near Iqbal Stadium, Faisalabad Pakistan Tel: +92 (0) 419201256 Fax: +92 (0) 419201257 E-mail: email@spu.com.pk Internet: http://www.spu.com.pk

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