1. Nurturing to Excellence
Aga Khan Education Service, Pakistan
Presenting Diverse ECD Experiences

2. A Century of Service: Key Statistics
Diversity in Educational Settings
Units
Enrolment
AKES, P Schools
185
37000
Community Based Units
200
12500
Partner Schools
Public Schools (109)
Private Schools (50)
159
35000
Hostels 4
300
Total
549
84800
Great diversity in educational settings- large SMS campus with x children and the smallest school with x children- 2/3 teachers. Urban settings in lower middle classes to the mountainous rural poor in the NAC and poor rural Sindh. One school in Gwador and Hafizabad- Ismaili community more scattered. Mix of ethnic, cultural, socio-economic and linguistic backgrounds
CBS- community based schools- upgraded AKES, P, coaching centres for post primary female provision, schools set up through CBES
Partner schools; government and NGO schools that we are working with in the North; Govt ECD RCC; public and private schools through e.g. the Quaid programme ( low cost private sector).

3. Human Resources Teaching Staff 1800 Non-teaching Staff – Schools 300
Non-teaching Staff – Hostels 50
Head/Education Offices Staff
120
Staff – CB Initiatives
400
Total
2670
Volunteers
>2500

4. From Access to Educational Development
Focus on girls’ education and the disadvantaged
Direct Service Provision: Pre-primary to higher secondary
Educational Development Initiatives (early 80s)
Field-based Teacher Development
School Improvement Programme
Community Development
Self-help School Construction
Female Human Resource Devt.
Pre-Primary and Primary
Institutional Development
Public, private, NGO partnerships
Learning Partnerships: IED, IAP
The approaches adopted by AKES, P in providing access to education are:
Female education; 60% in schools – key role in development of women in NAC and their participation in social development. 40s DJ schools for girls.
Disadvantaged- poorer urban and rural poor. Very remote valleys in Chitral e.g. Broghil ( cut off in the winter)
Direct Service Provision through operating and managing schools and hostels
Ed Devt: FBDTP early 80’s in North with govt teachers; SIP in the South after denationalisation
Community development- community more involved and actively participating, SHSCP- share in materials and labour; FHRD scholarships to girls to go onto higher education and now in more remote and poorer areas for middle and higher education
IPPS- rural Sindh CBS with string community empowerment and female teacher development- lrng into RCC
Institutional development- capacity building and human resource development, FEO regional offices
PPP: Supporting Public sector, NGOs and private social entrepreneurs in managing schools with specific reference to quality improvement and institutional development. RCC- already a programme with a range of partners in Balochistan, SIndh, AKF ., TRC, SEF
Providing financial assistance through:
Merit-based scholarships (AKES and AKF Scholarships)
Need cum Merit based financial assistance to children attending AKES, P Schools
Merit Education Assistance Program for Punjab and Frontier due to provision of direct or indirect intervention of AKES, P in the region

5. Partnerships and Linkages
AKU – IED, AKU – HDP, AKU-EB
International Academic Partnership (IAP)
Philips Academy, Andover
Salem School, Germany
Intel® ‘teach to the future programme’
Government / Public Sector
Sindh, Northern Areas and Chitral (NWFP)
Karakoram International University
National Commission for Human Development (NCHD)
Aga Khan Foundation / International Donor Agencies
European Commission; USAID / ESRA
AKDN Area Development for Earthquake affected areas
AKU-IED: Major focus on Teachers Training and Leadership Development through Certificate, Diploma, M.Ed. and Ph. D programs. AKU-IED is managing PDC, North and PDC, Chitral.
AKU-EB : new exam to test critical and analytical skills and hopefully influence methodology in the classroom.
There is an International Partnership of AKES / AKU-IED and Philips Academy Andover, which is known as IAP. The major themes of working are Teacher Development, Curriculum Development, Library Development with specific focus on Science, Mathematics and Global Economics. Currently, they are piloting the curriculum of Islamic Cultural Studies. Global Econ intensive seminar in 2006
The first ever partner of Intel® in their Teach the Future program in Pakistan was AKES, P. All our teachers of the Premier Institutions in South have been trained in using and integrating IT in regular school teaching. In the second phase teachers from the premier institutions in North and Government teachers have been trained.
All schools in Northern Areas have been affiliated with Karakuram International University. AKES, P will work with them in strengthening the education and examination system and other academic areas.
NCHD- non-formal education
Working with district government and government administration in Northern Areas and Chitral to build their capacity during NPEP Phase II.; NAs educational strategy

6. Approaches To Education
Student-centred teaching and learning
Making schools better
Empowering the community
Educating the educator
Creating leadership
Innovation with technologies
Volunteerism
Continuing pursuit of excellence
Looking ahead to future needs
Child-centred: stimulate natural inquisitive minds, ask questions, teamwork, collaboration, build self-esteem and confidence
ECD: special emphasis on the holistic development of the child- nurturing potential- building sound foundations
Better schools: improved lrng environments-students and teachers, resource centres, better management, enriched curriculum
Community: People taking charge of their own lives and achieving dignity- mobilisation, context relevant, good governance, sustainability; setting up and managing schools; matching grants- trying to look at ways to assist poorest of the poor. ESP- technical support and teacher education
Educating the Educator: enhancing and devg skills via prof devt and classroom support; action research, teacher lrng projects,. IED/PDCs, IAP, Acad and PD staff
Creating leadership: devg and mentoring abilities- self-reliant, confidence, assertiveness and decision-making. HSS network and improvement;scholarship programmes
Technologies: Bringing in or improving; looking at the use of- teaching through computers rather the computer session
Volunteer: corner of our success- basis of early initiatives- dedication, energy and skills
Continuing pursuit of excellence- ongoing imprvt
Looking ahead- changing needs- a long way to go

7. Diverse Experiences From
South Operations
Chitral Operations
Northern Areas Operations

8. Student Profile CONFIDENT, CRITICALLY CONSCIOUS, CREATIVE LIFELONG LEARNERS, WHO ARE ACTIVE AND ETHICAL CITIZENS FOR THE PLURALIST WORLD
AKES, P students who have developed a strong record of achievement; who present themselves confidently and can compete on merit.
They have healthy, balanced life-styles and conduct life in an ethical manner. They thrive in a range of changing environments and are prepared for their different life roles such as responsible daughter, son, parent and family member; work colleague, friend and leader.
They are active citizens and confident, critically conscious, creative life-long learners who are always striving to reach their potential. Their lives are marked by their positive actions and service to the communities around them.

9. Teacher Profile PASSIONATE TEACHERS FOR PASSIONATE LEARNING
AKES, P teachers are passionate about teaching and learning, care deeply about the children they teach and believe intensely in their potential to achieve and be successful.
They are intelligent, dedicated professionals, who take their vocation seriously and honour the moral purpose of their work. They teach with dedication and are developing themselves continually to improve their own performance, and through that the learning of the students and the school community.
They are personal and professional role models for students and the community and are valued by both school and community.

10. School Profile SCHOOLS OF CHOICE: ADDING VALUE TO CHILDREN’S LEARNING
AKES, P schools are ‘intelligent’ schools in which there are positive attitudes, aptitudes and ‘multi-tudes’ that work towards developing the multiple intelligences, multi-disciplines and the integrated skills of all those who learn and work within them.
As successful learning organisations, everyone involved in the school learns individually and collectively within a conducive enabling environment to attain the aims of the school, namely effective teaching and learning for student achievement.
The Head teacher as the leading professional develops the vision of the school collaboratively; sets the ethos of the school, facilitates and supports engaged teachers and staff and works positively with parents, the school management committee and the community. She/he ensures that policies, systems and processes all support the teaching and learning relationship in order to attain the educational aspiration of the community.

11. The Challenges for Quality
Finding quality teachers: “ the great mission of teaching”?
Developing and retaining quality teachers
Language and languages!
Physical condition of schools
Relevant curriculum and resources
Relationships with parents and communities
Perceptions of quality
Leadership and management
Accessing the best universities
Low status of teaching; pay? Image?
Devg and retaining- start from such a slow base that a lot of prof devt needed- linked with personal devt which is human intensive if done properly. Where do well, can lose teachers. Sometimes seen as a stepping stone to better paid jobs or thse asking for less commitment!
Languages- teachers and pupils MPS story re children and then teachers, Kharadhar- limited ability in Yr 8, NAC teachers a little ahead of the students- semi-lingual children?
Physical conditions- while steady improvement- maintenance issues and resources to make a more vital. Conducive envt
Curr and resources- relevant to the context? Local customs, crafts, stories, histories, vocational needs, environment, health, gender equity
Parents and comms- more participation –mothers
Quality- English and computers, written work that’s marked thoroughly – clash? Re bilingualism and focussing on key mistakes that a child makes
Leadership- getting schls led by the right people- whole school devt
Accessing best univs- not getting there- not all rounders with the right range of skills

12. Looking to the Future Accessing the Jamat Reviewing the Portfolio
Teachers: Attracting, Screening and Retaining
Reviewing the quality of teachers’ lives
Developing leaders of change
Enriching the curriculum
Research and learning partnerships
Visioning the learning organisation of the future
Trying to get more Jamat to access good/better schlg
Portfolio- what have we got? Original remit? Current state of play? Still needed? Requirements of the area? Close/ change/improve/specialise?
Teachers- need to look at this- AKES global issue.
Lives – communication with teachers????? What goes on in their lives? What challenges do they have ? Are basic needs being met? Expectations of them?
Devg leaders- being more strategic- who are we devg and what for? Placement? All schls need to have good heads
Curr: 21st century? Ability to cope and thrive in change; natural disasters, AKDN into the classroom
Partnerships- widen and deepen- international linkages with AKES schools, Univs, schools, tchr education, consultant
Visioning the LO- complex org- dev vision with participation at all levels, meaning of mission, principles, values and then strategies and organogram- aligning all the systems and processes to go in the same direction. Education rather than accounting organisation. What do we want to look and feel like in 5-10 years and how are we going to get there?