Balochistan Education Foundation: Quality Improvement Measures in Our Programs Balochistan Education Support Project (BESP)

Target Area (Balochistan Province)

Intervention Districts in Balochistan 30 Districts

Education Sector issues in Balochistan Low and stagnant enrollment at primary level (NER 37% in ) Literacy rate 38% (with female literacy only 20%) Large gender disparities (female enrollment is 35% of total primary enrollment) Poor quality of education (poor teacher training, Lack of Qualified teachers, esp. women, high teacher absenteeism, poor monitoring & supervision, lack of textbooks, overcrowded classrooms, outdated pedagogical practices) Negligible community involvement Limited partnership of the private sector (7% private sector enrollment against overall 34% enrollment) Weak institutional capacity of the public sector

Balochistan Education Foundation Brief Background… BEF set up by Act of Provincial Assembly in 1994; and restructured and made autonomous through amendment in the Act in 2004 and 2006 Board of Directors with 11 out of 17 (65%) members from private sector governs BEF BEF works through Implementation Partners (NGOs; Private school Operators; and Technical IPs for teacher training, PEC training program, teacher and student assessment)

BEF’s MISSION STATEMENT “TO MAKE A CONCERTED EFFORT TOWARDS PROVISION OF QUALITY EDUCATION UPTO THE SECONDARY LEVEL WITH THE ASSISTANCE OF PRIVATE AND NON-GOVERNMENT SECTOR”

BESP Objective “To promote public private and community partnership to improve access to quality primary education, in particular for girls”

BESP’s KPIs Key Performance Indicators (KPIs): –Enrollment (at least 40% girls) –Average annual student attendance not less than 70% –Average grade completion rate not less than 70% –Average annual teacher attendance not less than 90% –Annual average increase in learning achievement: Languages = 3%; Mathematics = 5%

Quality Improvement Measures of BESP School Budgets in the hands of Communities (PECs) –With authority to hire, fire and pay teachers –Adequate funding for learning materials Appointing a local teacher –Minimize the teachers absenteeism Teacher professional development –TNA based on class – 4 curriculum –Based on the results teacher training program rescheduled –On site support - and regular off site training

–Emphasis of training on enhancing content knowledge, techniques of multi-grade teaching, resources management and use of local no-cost / low cost materials, organizing co-curricular activities, classroom management and taking care of basic health and hygiene needs of the children. –cluster meetings Quality Improvement Measures of BESP

Availability of free textbooks on time Children’s learning assessment –Baselines of Kindergarten entrants, followed by annual assessments of incremental learning in Math and Language through sample surveys Close school monitoring and supervision by the PEC, NGOs and BEF Quality Improvement Measures of BESP

Close school monitoring and supervision by PEC, NGOs and BEF PECs are trained to monitor teacher and student attendance, facilitate teachers and manage school affairs Increased student and teacher attendance is likely to increase student learning

Capacity Building of Capacity Building of PECs, NGOs, Private School Operators and BEF Staff PECs: Training in school management, book- keeping/accounting, participatory techniques, gender, monitoring and supervision to all PEC members NGOs/BEF staff/School Operators: These professionals are being trained in appraisal, monitoring, financial and overall management. Field staff are additionally being trained in social mobilization, onsite teacher support and how to assist localities in setting up private schools.

Thank You…