1. Idara-e-Taleem-o-Aagahi (ITA) Centre of Education and Consciousness www.itacec.org Panel: From citizen-led assessment to action for learning in Asia and Africa Venue: Room 661 – Sheraton Hotel - Time: 01:15 PM - 02:45 PM Vancouver - March 07, 2016 1

2. Learning for Access: Impact on Enrolment and Learning Levels of Children case study of a program supported by Dubai Cares 2014-2016 in Pakistan 2

3. Presentation  Introduction  Definition of OOSC  Case of Pakistan  Learning for Access Program-Framework  Achievements: enrolment and learning levels  Impact evaluation results  Conclusion 3

4. Introduction Education is a ‘powerful tool to help marginalized groups reduce poverty accessing entitlements as active citizens’ Nearly 57 million children of primary school age (6 and 11 years of age) are not enrolled in school Two-fifths of these children—or 15 million girls and 10 million boys—are unlikely to ever set foot in a classroom 250 million of children going to school are not learning MDGs 2 & 3 and EFA targets led to improvements, but remained off track in 2015 as unfinished business, to be met through SDGs 2030 & SDG 4 4

5. Definition of Out of School Children (OOSC) The Global Partnership for Education (GPE) has defined the term OOSC to include children who: Out of School Children (OOSC) includes children who: Do not have access to a school in their community Do not enroll despite the availability of a school Enroll but do not attend school Drop out of the education system 5

6. Through this program we : 6 Cater for Children who are: Enrolled but at risk of dropping out Un-enrolled even when Schools are Available Unenrolled & of school going age Drop outs

7. Factors that Limit Access to Schools Income poverty Poor health and nutrition Disability Gender Ethnicity Child laborMigration Geographical disadvantages Cultural factors Fragility and conflict 7

8. The case of Pakistan Pakistan is at the centre of unmet global MDG/EFA targets & OOSC- takes second position after Nigeria - estimates of 5.7 million at primary level and 25 million for age groups of 5-16 who do not access education facilities The 18th Amendment (Article 25-A) made in 2010 to the constitution of Pakistan declares education as a fundamental right guaranteed by the State 3 out of 4 provinces and federal areas have legislated to implement Article 25-A- rules just being framed Innovations are being tested to address challenges of learning and access 8

9. ASER 2015 Results: 29.5% 25.7% 15.5% 12.7%15.3% 20.5% 4% Out of School children (Age 6-16 years) 9

10. 10 Early Childhood Education (ECE) in schools Access & Learning for Out of School Children (OOSC) through CAMaL Learning for Access (L4A) program Teachers without Frontiers - unique blended learning e- enabled platform for professional development in far flung districts Learning Assessment (LMTF / ASER etc) Children’s Literature Festival & Publications Advocacy and influencing government policy – provincial, national ASER +RTE The project has Interventions – for –learning- transition & support Partners: Government + Private Sector + Civil society Improving learning outcomes, enrolment and transitions from ECE to primary education especially for girls and vulnerable groups in Pakistan

11. Learning for Access Program The program builds on Five Dimensions of Exclusion framework; targets children of Dimensions 1, 2, 3 & 4 For learning levels it is implemented at village level for one year duration in two phases For ECE it is implemented for 2 years in the same locality & schools 11

12. 1)Mainstreaming OOSC by Identifying the ‘as is’ learning levels of children out of school of school going age, instead of assuming their levels based on their age or grades. 2)Targeting potential drop outs and in school children at risk from grades 3-4-5 3)Adopting “Accelerated learning program Combined Activities for Maximized Learning (CAMaL)”. The techniques help learners achieve all 5 competencies – Listening, Speaking, Reading, Writing and Doing- establishing each child’s learning baseline –with midline and end line testing prior to mainstreaming (Language I, English and numeracy) 4)Para teachers are from the same community- trained and paid a modest honorarium (US $3.5 -5 p.m. ) 5)In each government school, a focal teacher is also trained in the methodology to sustain the program 6)Innovations on advocacy learning and assessments through : ASER+RTE, Technologies – Blended learning TWF; CLF alternative pedagogies & LMTF – learning champions 7)Government a witness to the program as 99% of the program is in government schools How is it different from other mainstreaming programs? 12

13. Stage 1: Learning Camp Model: Chalo Parho Barho (CPB) Camp - Lets Read and Grow Duration: 03 months Conduct a school survey to identify schools that require support Identify children from grades 3, 4 and 5 of these schools who are at a risk of dropping out Conduct a 100% household survey to identify OOSC in the communities Conduct ‘Baithaks’ or community meetings to disseminate results of the household survey and convince the community the need to send OOSC to schools Identify Para teachers from amongst the community who are willing to bring OOSC to schools and teach Train the Para Teachers according to a CAMaL methodology - Combined Activities for Maximized Learning – if camp is conducted in school, one school teacher is also taught the methodology Set up Chalo Parho Barho (CPB) Camps at the identified school premises or available community spaces after school hours (2-3 hours every day for 45 days) Ensure Para Teachers /community volunteer mobilize identified OOSC and in school children to the camp Stage 1: Implementing strategy of CPB 13

14. 65 days of camp Maximum 40 students in one camp 15 days camp 15 days camps 15 days camp 1 st term assessment 2 nd term assessment Baseline assessment Final assessment Stage 1: Implementing strategy of CPB 3-5 days 14

15. Stage 2: Whole School Improvement Program Ensure retention of children Duration: 12 months-concurrent to the 3 months learning camps Strengthen School Management Committees (SMCs) – as an accountability group making School Improvement/Development Plans (annual) Provide Teaching Learning Materials (TLMs), small libraries/reading kits /sports kits/health for children. Establish Students Club to encourage students to conduct school enrichment activities Track learning levels of mainstreamed children Mainstream Para teachers into the schools to help with the increased enrolment- so para teachers continue to support enhanced numbers whilst govt. works on hiring/rationalizing additional teachers Build capacity of all school teachers through regular subject-based trainings Maintain and repair very basic but necessary school infrastructure (black board, classroom, toilets, water facility, essential furniture) 15

16. Achievements of the program Phase I Sept 2014 to May 2015 16

17. ProvinceDistrictSchoolsOOSC SindhKarachi10400 Sukkur2008000 Shikarpur903600 BalochistanQuetta9360 Qila Saifullah11440 Lasbela803200 PunjabLahore10400 Muzaffargarh602400 Rahim Yar Khan502000 Bahawalpur261040 3 Provinces10 Districts546 Schools21840 Scope and achievements: Learning for Access (L4A) 17

18. DistrictNo of schools Boys (OOSC) Girls ( OOSC) Total (OOSC) Boys ISC Girls ISC Total ISC Total ISC + OOSC Sukkur861186106722533162245402793 Shikarpur46834789162370432010242647 Lasbela38510300810404814 MZG3072583315583395538922450 Total2003255298962441363109724608704 Scope and achievements : Learning for Access (L4A) – Phase 1 18

19. S.NoDistrictNo of Children in CPB Camps No of children Mainstreamed % Percentage mainstreamed 1Sukkur2253161171.50 2Shikarpur1623145189.40 3Muzaffargarh1558153698.58 4Lasbela81066081.48 Total6244525884.20 Scope and achievements: Learning for Access (L4A)-Term 1 CPB camps in term 2 are on closure and data is still under process. Estimated 14000-15000 OOSC are passing out from CPB camps. 19

20. Scope and achievements: Learning for Access (L4A) 20

21. 21 Scope and achievements: Learning for Access (L4A)

22. 22 Scope and achievements: Learning for Access (L4A)

23. Urdu/Sindhi MathEnglish AssessmentTotal Nothing Letter Word Sentence Story Not Idtfy Number Number Recg. (1-9) Number Recg. (10-99) Addition Subtraction Multiplication Division Beginner Letter Word Sentence Baseline8790 4440 2199905 4288183304 27091080502374 3854366333 1346760 351 1st Term8780 819 40042087 913957440 310824191036830 490457823 47002648 609 2nd Term8727 159 20783531 1751120874 1275274022131128 683614194 38863124 1523 3rd Term8704 0 3042600 313126690 127104728722336 130710155 20823226 3391 LEARNING LEVEL - Baseline vs 1st, 2nd & Final Term Learning Camps –Results 23 Improvements in Learning across 3 camps !

24. Improvement in Learning Levels Transition of Children across Urdu/Sindhi Baseline vs Final term (% of students) 24 9 31 36 30 3 051 25 10 5 Nothing Letter Word Sentence Story Improvement trends

25. 25 Transition of Children across Mathematics Baseline vs Final term (% of students) 4 27 33 12 1 0 38 31 12 6 Nothing Identify number 1-9 Addition Subtraction Improvement in Learning Levels Identify number 10-99 5 15 Multiplication 5 12 Division Improvement trends

26. Transition of Children across English Baseline vs Final term (% of students) 26 39 37 24 072 15 9 4 Nothing Letter Word Sentence Improvement in Learning Levels Improvement trends

27. Impact Evaluation Results- round I Round II in May –June 2016 27

28. Data collection The data was collected by National Commission for Human Development (NCD), a public sector semi- autonomous body working in the education sector across Pakistan with offices /staff in all districts -well versed in ASER survey tools The data is collected from four districts of Sukkur (66 schools), Shikarpur (32 schools), Lasbela (20 schools) and Muzaffargarh (20 schools); provides information on basic schools’ characteristics, teachers’ characteristics, children’s characteristics and children’s assessment scores. Three independent researchers based in UK & Pakistan generating data analysis and reports 28

29. Model Our modelling approach involves the comparison of learning outcomes in treatment versus control schools at a given point in time. the OLS regression is estimated using a rich vector of individual, household, school and teacher level variables. Individual variables: child age, gender, the age at which the child started school, nutrition (number of meals a child eats in a day), health (whether the child reports any hearing difficulties) Household: parental education (mother’s literacy), family educational inputs (private tuition and help with homework). The regression also controls for household socio-economic status (SES) through a wealth index. School variables: whether it is a boys or girls only school (compared to a base of a mixed school) and medium of instruction. Teacher variable: teacher age, gender, education level, whether the teacher has received pre-service training and teacher contract status 29

30. Results Once school and teacher characteristics are controlled for, learning outcomes in Mathematics and English show a very pro male bias as boys perform better. Teachers with at least BA qualifications and those with pre-service training have a positive impact on learning outcomes in the languages. For school characteristics, the study finds that girls studying in single-sex schools achieve better learning outcomes in Maths and English than those children studying in mixed schools. there is a highly significant and positive teacher intervention with the introduction of para teachers. Infrastructure interventions do not appear to have improved outcomes in this short time frame the provision of kits continues to have significantly improved student outcomes across the three subjects with the effect being significantly higher in Maths than in Urdu or English. the L4A para teachers have exhibited substantially improved learning outcomes for children. It is also interesting to see that both Balochistan and Sindh – the two provincial fixed effects – have negative signs and this suggests that the outcomes of children in both these provinces are worse than those of children in Punjab 30

31. Impact The Roots of Education are bitter, but the Fruit is sweet (Aristotle) Khadeeja bibi is one of the students from CPB camp at Government Primary School Basti Arain No.2 district Bahawalpur in sub-district Ahmed Pur East. Previously she used to get education from, Parveen, a lady in her neighborhood. However, Parveen got married and moved away to a distant locality. Khadeeja’s father did not allow her to travel to Praveen’s in- laws’ residence; her learning link was snapped depriving her of her basic right to education. The para teacher hired during the survey met with Khadeeja’s father and inquired the reason for not sending Khadeeja to school. He responded that she is already twelve years old and it will be difficult to enroll her in school. After holding a series of meeting with the parents, the para teacher was able to convince them to send her to the camp. During our meeting with Khadeeja, she shared the inexplainable joy she felt on her first day at the camp. She is working tirelessly to ensure that she gets admitted to 2 nd grade after the completion of the camp. Not only is Khadeeja changing her life but she has become an advocate of education convincing her friends to also join school. Khadeeja dreams of being a teacher herself so that she can ensure the right to education of girls in her locality… a passionate and hardworking Khadeeja will indeed further her mission of quality education. 31

32. Up scaling: From Evidence to Action CPB is incorporated as part of ASER 2 – 2016-2020 or 2025 – iterative learning improvement and assessments ASER II in its phase I will focus on CPB camps covering more than 250,000 children in 12 districts all over Pakistan over 2 years expanding to 1 million over 4 years with large teams in collaboration with the provincial governments. School stabilization support in essential services (infra/teachers/ missing facilities) will be met through govt. funds now increasingly available through govt. resources provided directly to schools through –non-salary budgets (NSB) and school specific budgets (SSB) 32

33. Government owning the approach Parho Punjab Barho Punjab (read Punjab grow Punjab) is one massive govt. campaign mode program for the whole province (100 million + population) with roots in CPB Punjab: Program Monitoring and Implementation Unit (PMIU) taken ideas from CBP – put some questions on tablets to test randomly 10-15 children in each school(grade 2-3) for basic numeracy and literacy. We can question the efficacy of this model but a beginning has been made. Punjab: Education District Officer Rahim Yar Khan after training of government officials on CPB methodology endorsed the program and promised to implement across the district through government trained officials. Sindh: NFE sub-committee on learning materials and curriculum is building a similar accelerated learning program to mainstream OOSC (of school going age) through bridge programs who meet the required learning levels according to their age- ITA teams working closely with them Balochistan: after visits by PPIU (Policy Planning and Implementation Unit) in intervention schools a discussion has begun on mainstreaming positive results too to expand work in Balochistan in collaboration with Education Department. 33

34. Conclusion Highlights the effectiveness of learning model camps to reduce the number of OOSC in a community and to improve learning levels of enrolled children as an effort to retain and help transition from primary to post primary levels CAMaL Methodology allows for close connection between teachers and the children, builds interest of the children to come to school and that of the teachers’ to help children progress to the next stage of learning Grouping and teaching of children according to different learning levels gives children a chance to improve with peers in a non-threatening environment Engagement of local community members as para-teachers for the camp raises awareness of the need to enroll all children in schools, provides easy access to the community to solve problem themselves -The model leverages demand and supply side realities while creating sustainable solutions through simple and cost-effective strategies -Its other innovative dimensions- TWF-blended learning -technologies- LMTF, CLF & ASER influencing government policies and systems & low cost private sector school programs in same districts provincial and across Pakistan 34

35. 35

36. Annex – CPB Assessment Tools 36

37. Annex – CPB Assessment Tools 37