THE AGA KHAN DEVELOPMENT NETWORK PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS: CONTRIBUTIONS TOWARDS ACHIEVING EDUCATION FOR ALL June 2007

AKDN Agencies Working in the Field of Education THE IMAMAT A GA K HAN D EVELOPMENT N ETWORK Economic Development Culture Social Development Aga Khan Education Services Aga Khan Award for Architecture Historic Cities Support Programme Education and Culture Programme University of Central Asia Aga Khan University Aga Khan Foundation Aga Khan Trust For Culture Aga Khan Fund for Economic Development Tourism Promotion Services Industrial Promotion Services Financial Services Media Services Aviation Services Aga Khan Health Services Aga Khan Planning and Building Services Aga Khan Agency for Microfinance

AKDN’s Geographic Presence: 33 Countries in 8 Regions Europe France Switzerland United Kingdom Germany Portugal Russian Federation Bosnia-Herzegovina West Africa D.R. Congo Ivory Coast Mali Senegal Burkina Faso Middle East Bahrain Egypt Iran Syria UAE Eastern Africa Kenya Madagascar Mozambique Tanzania Uganda South Asia Bangladesh India Pakistan Central Asia Afghanistan Kazakhstan Kyrgyz Republic Tajikistan Uzbekistan North America Canada USA East Asia China

AKDN’s Education Policy Focus on quality, purpose and relevance Concern with access and equity Support to all levels of education Work across sectors (public, private and civil society) Long-term commitment and presence

Case Studies Aga Khan Education Services, Pakistan (Northern Areas) Bodh Shiksha Samiti (Rajasthan, India) South Asia Context Over half of all non-state school enrollments at the primary level, roughly 35 million children, are in South Asia (UIS, 2004). In Pakistan, almost 8,000 new fee-paying schools have been set up since 1999, half of them are in rural areas (Andrabi, 2006). In India, 61% of the increase in primary school enrolments over and eight year period was in non-state schools (Kingdon, 2007). Case Studies

Case Study: Aga Khan Education Services, Pakistan AKES, Pakistan 192 (122 NA) AKES Schools 200 (123 NA) Community Schools 75Government Schools 62,000 (20,000 NA) Students 65:35Girl:Boy Ratio 13%AKES coverage as percent of total enrollment in Northern Areas

Aga Khan Education Services OVERALL43 % GOVERNMENT44% SAP49% AKES, P76% OTHER PRIVATE23% PRIMARY COMPLETION RATES, 2005 MATRICULATION FROM GRADE TEN, OVERALL59% AKES, P88% OTHER PRIVATE23%

Aga Khan Education Services IMPACT ON GIRLS EDUCATION Girls comprise 65% of AKES enrollments, compared to 36% in government schools and 57% in SAP schools AKES accounts for 32% of all female enrollment in middle school, and is the largest provider at the high school level.

Aga Khan Education Services POLICY & PRACTICE Strong, established relationship with government Support to government schools in the form of teacher training, leadership support, sharing of best practices, etc. Northern Areas Education Strategy

Case Study: Bodh Shiksha Samiti Established in 1987 as a non-formal program with a focus on most disadvantaged out-of-school children living in urban slums Focus is on quality and relevance, through intensive teacher training, active pedagogy, and community engagement MAINSTREAM INTERVENTION PROGRAM & EXPANSION Changes in classroom learning environment – Increase in positive interactions between teachers and students Better infrastructure (classrooms, playgrounds, toilets, buildings) Significant gains in children’s learning Lower dropout rates, higher retention and completion rates

Case Study: Bodh Shiksha Samiti POLICY AND PRACTICE Multiple and more complex joint ventures with State government Replication of model, and adaptation of core components of non- formal program in public schools, and in community schools. (Current reach is 1,100+ schools). National Leadership: Coordinator of National Core Group for the education of the rural poor. MOU with government to work jointly with block and district-level administrative units through resource schools and demonstration sites.

Keeping children front and center. A plurality of responses are required. Importance of NSS in reaching the most marginalized and disadvantaged groups Complexity and difficulty obtaining data, and the need for improved research and evaluation Enabling policy environment - active dialogue, and collaborative exchange – particularly in relation to regulation and financing. Empower communities to hold service providers accountable. REFLECTIONS