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

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).

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

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

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

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

Diverse Experiences From South Operations Chitral Operations Northern Areas Operations

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.

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.

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.

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

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?