Parho Punjab, Barho Punjab School Education Reforms Roadmap

Parho Punjab, Barho Punjab School Education Reforms Roadmap
Dr. Allah Bakhsh Malik Secretary, School Education Department and Director General, Quaid-e-Azam Academy for Educational Development April 11, 2018

Contents Chief Minister’s School Education Reforms Roadmap
Status on indicators Progress & next steps on the Roadmap priority areas Other governance topics Red & amber-red traffic lights

Chief Minister’s School Education Reforms Roadmap
Celebration of impact of reform effort from Q progress & next steps on Roadmap priority areas Traffic lights

Performance of Punjab on indicators
Below target by less than 2pp Below target by more than 2pp but less than or equal to 4pp On or above target Below target by more than 4pp Overall improvement Overall deterioration Target % Change from Jan’ 18, pp Change from Feb’ 17, pp Indicators Feb’ 17 , % Jan’ 18 , % Feb’ 18, % Student attendance (1-12) 91.0 93.9 93.0 95.5 2.5 1.6 Teacher presence 90.0 94.2 95.2 95.1 -0.1 0.9 AEO visits1 90.0 N/A 98.7 99.3 0.6 N/A Functioning of facilities 95.0 97.9 98.6 99.1 0.5 1.2 Katchi attendance 91.0 92.6 92.9 94.6 1.7 2.0 Katchi retention2 96.4 96.9 98.3 98.0 -0.3 1.1 Primary attendance 91.0 93.9 93.2 95.6 2.4 1.7 Primary retention2 93.2 95.7 97.4 97.2 -0.2 1.5 Dangerous Building3 2 1.6 1.2 5.2 -0.4 -4.0 Presence & usage of LitNum materials4 80.0 N/A 93.8 96.3 2.5 N/A Sufficiency of toilets4 69.4 N/A 63.0 67.0 4.0 N/A School Hygiene4 80.0 N/A 83.1 85.1 2.0 N/A MEA inspections 90.0 77.5 96.3 62.15 -34.1 N/A 1 This is a new indicator added last quarter 2 Retention is calculated on a school by school basis. At provincial level retention is 100% for katchi and primary 3 For dangerous building, performance target is reverse: an overall low value or a MoM/YoY decrease is an improvement 4 New indicators added last quarter 5 MEA school visits in February are typically low due to monitoring duties related to the PEC exams SOURCE: PMIU

Status on indicators Progress & next steps on the Roadmap priority areas Teaching quality Enrolment and access Teachers and schools Public private cooperation Other governance topics Red & amber-red traffic lights

The Education Reforms Roadmap goals are classified into four broad areas
Goals for 2018 Teaching quality Increase basic literacy and numeracy levels in primary schools, attaining a 75% average score on the independently administered Six-Monthly Assessment (6MA)1 Enrolment and access Aspire to get every primary school aged child into school, attaining a minimum 95% Participation Rate2 for 5-9 year olds across Punjab Schools and teachers Significantly improve infrastructure in Punjab’s schools: 36,000 new classrooms and 46,000 new teachers 100% functioning facilities in schools Public Private cooperation Improve access and quality through Public Private cooperation, enrolling at least 2.6 million students in PEF schools by 2018 1 Independently administered assessment that tests Grade 3 students on English, Math, and Urdu SLOs 2 Participation rate as opposed to Net Enrolment Rate (NER)

TEACHING QUALITY This is validated by an independent Six-Monthly Assessment (6MA) which shows remarkable improvement Historic 6MA performance of government schools in all subjects Overall correct answers1, % xx Change within academic year Target 75% Sept Mar Sept Mar Sept Mar Sept Mar Class of Class of Class of Class of +1 +7 +8 +15 1 Based on same set of SLOs in all iterations in Government schools only SOURCE: Six-Monthly Assessment results, all iterations

TEACHING QUALITY The recent improvement has been driven by SED’s focused effort under the AY LitNum campaign Key levers Description Launched LitNum campaign Declared April 2017 to March 2018 as the Year of Learning for Punjab to increase awareness around the quality challenge Provided monthly practice Provided monthly formative tests to all schools based on basic literacy & numeracy SLOs Enhanced scope of LND testing and public app for additional practice Utilised remedial support Formally instituted a one-hour LitNum block in schools for primary grades to allow for additional instruction time on LitNum SLOs Developed LitNum hour curriculum comprising of 40 LPs on Literacy & Numeracy Expanded assessments Teachers administered a formative test (ULA) across all government schools A resource pack was shared with schools comprising of test papers, answer keys, school development plans and subject support manual SOURCE: Roadmap

TEACHING QUALITY LND has been a major lever for change, but we need to make it lower stakes Description Change Use of data Tablet based test on basic literacy & numeracy skills in Math, English & Urdu Conducted on a monthly basis across all districts 7 students from every school are randomly selected by the MEAs to give the test In 2015 LND was testing basic literacy and numeracy SLOs only In 2016 the LND app was expanded to include advanced SLOs In 2017 LND was further expanded to cover all basic and advanced LitNum SLOs from kachi to Grade 2 LND kitabcha was updated to include practice questions and teacher notes for new SLOs Scorecards are shared with districts on monthly basis showing results down to the markaz level for each subject School level results for LND have been removed from the district data packs to reduce stakes for teachers Teachers look at Markaz level results to identify learning gaps and to provide formative support to students We have been testing 230,000+ students monthly since September 2015 to measure progress against the CM’s target for basic literacy and numeracy SOURCE: Roadmap

TEACHING QUALITY In spite of imperfections, LND has helped drive improvements across all districts of Punjab > 80% 75% to 80% 70% to 75% < 70% LND Results, April 2017 % of correct answers Overall: 90.0% LND Results, February 2018 % of correct answers Bahawalpur Rahim Yar Khan D.G. Khan Muzaffargarh Faisalabad Jhang Toba Tek Singh Gujranwala Gujrat Hafizabad Mandi Bahauddin Narowal Sialkot Kasur Lahore Okara Sheikhupura Khanewal Lodhran Multan Pakpattan Sahiwal Vehari Attock Chakwal Jhelum Rawalpindi Bhakkar Khushab Mianwali Sargodha Chiniot Layyah Nankana Sahib Bahaw- alnagar Rajanpur Attock Rawalpindi Chakwal Jhelum Mianwali Gujrat Mandi Bahauddin Sialkot Khushab Sargodha Narowal Hafizabad Gujranwala Bhakkar Chiniot Sheikhupura Nankana Sahib Lahore Jhang Faisalabad Layyah Toba Tek Singh Kasur Muzaffargarh Okara D.G. Khan Khanewal Sahiwal Pakpattan Vehari Multan Bahaw- alnagar Lodhran Rajanpur Bahawalpur Rahim Yar Khan Overall: 78.3% SOURCE: MEA collected LND results data for April 1st to April 30th 2017 and for February 1st to February 28th 2018

TEACHING QUALITY In addition, teachers successfully conducted the formative test in all schools in Dec 2017 Not conducted ULA Resource Pack rolled out in December 2017 Instructions for ULA Teachers were instructed to test 35 students from their class ULA Test Paper Every student was given a copy of the ULA test paper Answer Key Teachers were given detailed answer key Summary sheets Summary sheets were provided to identify strong and weak SLOs Subject Support Manual A reference guide with a list of teaching and learning resources available for teachers was also shared i Marking sheets A template to record student level results was shared with teachers with separate marking sheets for Urdu, English and Math ULA school action plans A template was given to teachers to develop school improvement plans in consultation with HT and AEO Conducted but marksheets not filled Conducted and marksheets filled Monitoring data shows that 97% of schools conducted the ULA ULA uptake after 1 month, Percent of schools 3 12 SOURCE: Roadmap Team

There are several lessons learned from SED’s quality drive
TEACHING QUALITY There are several lessons learned from SED’s quality drive Learning materials The integrated quality approach has served as a catalyst for change for quality of government schools in Punjab High quality teaching and learning materials with targeted teacher training has set up the system for success Teachers in the current system are capable of teaching basic literacy & numeracy in primary grades However, independent monitoring to track progress and accountability is crucial to sustain momentum of reform efforts Continuous focus on formative assessments and remedial support has enabled teachers to accelerate progress against quality targets across the Province Teacher standards and training Assessment tools Performance management SOURCE: Roadmap

TEACHING QUALITY Going forward, SED should continue to push reform efforts to improve literacy & numeracy Focus areas Key activities Learning materials Continue to provide targeted remedial materials in the form of LitNum hour lesson plans Continue to provide monthly formative test materials Launch apps/games to reinforce basic LitNum SLOs Teacher standards & training Strengthen CPD and induction training through implementation of the ADU model Use results of independent test and formative assessments to target teacher training better Improve English proficiency levels of teachers and set clear standards Provide career pathways to improve teacher motivation Assessments Reduce stakes for LND for teachers (e.g. LND should not be reported at the school level in the data packs) Evaluate expanding scope of LND test Support teachers in conducting ULA across all government schools Performance management Continue to drive AEO led district and markaz level routines Strengthen pre-DRC meetings and usage of district data packs Continue to support CEOs, DDEOs and AEOs for mentoring and coaching MEAs to continue collecting data on uptake and usage of remedial materials SOURCE: Roadmap

TEACHING QUALITY PCTB delivered AY textbooks ahead of schedule, including the world-class G1-4 texts developed recently PCTB provided 53 million textbooks to schools for AY by March 1, 2018 This included the world-class textbooks for G1-4 developed by PCTB with expert support Textbook delivery over the past 3 years Academic Year # of Textbooks Delivery Months 45 million April 48 million March 53 million March In-line with streamlined curriculum, with logical progression of concepts and reinforcement of fundamentals Child friendly layout with attractive illustrations Simple language and clear instructions Good quality paper, size of the textbook & number of pages Manuscripts free of errors SOURCE: PCTB

PCTB was unable, however, to publish the newly developed G5 textbooks for AY as planned, and is facing pressure to revert to 2006 Curriculum & issue tenders for new G1-10 textbooks

TEACHING QUALITY To improve teacher training, SED has invested in building QAED and laid the groundwork for better training Given the critical importance of teacher training, SED restructured DSD to QAED The QAED transformation is now underway Approved Implementation plan and organogram by Steering Committee Establishing institutional partnerships with local and international universities (LUMS SoE, and UCL IOE, UK) Before After Upgraded standards for trainer delivery and training material development PEELI Programme (1001 expert trainers and 100,000 teachers trained) School Leadership Development Programme (15,000 teachers trained) Strengthened induction trainings for newly-hired teachers/AEOs (93,000 teachers and 2800 AEOs trained) Before After SOURCE: Roadmap Team

TEACHING QUALITY The central component of QAED’s vision is implementation of the Academic Development Unit (ADU) model Proposed vision To deliver 40 days of quality teacher training per year to 400,000 teachers Proposed process Cascaded model underpinned with quality Provincial QAED ADU 36 District QAED ADUs 2000 Cluster QAED ADUs Cascade teacher training using 206 QAED validated subject expert trainers in URDU, Maths, Science, English in 2017/18 All district QAED subject experts deliver 6 days CPD to cluster subjects expert trainers in 2017/2018 Developing programmes Quality assurance and validation of all subject expert trainers Monitor and evaluate impact of training Deliver targeted needs-based teacher training to teachers within their cluster in 2018/19 Additional budget of Rs.9.5 billion/yr is required for full implementation of the proposed ADU model

TEACHING QUALITY FOR DISCUSSION SED proposes a gradual implementation of the ADU model starting in FY Budget secured Budget unsecured Year /2018 Year /2019 Year /2020 Year /2021 Year /2022 Planned trainings PEELI training PEELI training PEELI training In-service leadership training In-service leadership training In-service leadership training In-service leadership training In-service leadership training Selection and training of 432 district subject experts and cluster subject experts All primary and elementary teachers in all subjects All primary and elementary teachers in all subjects All primary and elementary teachers in all subjects All primary and elementary teacher sin all subjects Training G9-12 teachers1 of Science, Maths Training G9-12 teachers of Science, Maths, English Training G9-12 teachers of Science, Maths, English, Social Studies Training G9-12 teachers of in all subjects Master trainers (Provincial, District, Cluster ADUs) Refresher of Master trainers (Provincial, District, Cluster ADUs) Refresher of Master trainers (Provincial, District, Cluster ADUs) Refresher of Master trainers (Provincial, District, Cluster ADUs) Additional Budget N/A Rs. 3.7 Bn Rs. 3.7 Bn Rs. 4.4 Bn Rs. 5.4 Bn 1 Est. 25,000 teachers

TEACHING QUALITY Based on the CM’s direction in the October stocktake, QAED has developed an English language strategy Challenges SED/QAED Strategy Teachers have weak pedagogical skills 1 2 3 Strengthen pedagogy through PEELI Roll out ADU model to improve content knowledge Set standards and improve English proficiency levels for teachers Create and approve career pathways to improve motivation 4 Teachers receive insufficient content-based training in English Teachers are not proficient in English language Teachers are not motivated SOURCE: Roadmap Team

TEACHING QUALITY In February 2018, PEC successfully conducted the annual G5 and G8 exams for 2.5 million students Students taking PEC exams, Millions Steps taken to strengthen this year’s exam Standardized examination system i.e. psychometrically labelled item development, multiple versions of papers and syndicate marking system Online centralized student database which eliminated duplication of records and reduced absenteeism Online results compilation with subject-specific and inter-tehsil marking for accurate results Online marking with five separate markers for five questions to improve consistency and quality Online supervisory staff data compilation and invigilation information PEC analysis reports for policy recommendations to improve student achievement SOURCE: Punjab Examination Commission (PEC)

TEACHING QUALITY FOR DISCUSSION Proposed next steps across PCTB, QAED, and PEC to sustain the quality agenda Institution Key activities PCTB Notify the prioritized G1-10 curriculum as the official curriculum of Punjab Pilot the scheme for the outsourced manuscript development to publish world-class G6-7 textbooks inline with prioritized curriculum Establish Research and Development Wing with supporting manuscripts Take on an active role as textbook regulator in the market QAED Continuation of PEELI training Continuation of UNICEF supported Early Childhood Education training Gradual introduction of the ADU model (including 2 weeks training for all primary & elementary in AY ) Launch of School Leadership Development training Implementation of QAED’s holistic English language strategy PEC Approve and implement the PEC strengthening plan (incl. staffing plan) Align, approve and implement the Assessment Review Framework Expand the scope of assessments to other subjects in G5 and G8 Leverage third party firm to strengthen internal capacity SOURCE: PCTB, QAED and PEC

ENROLMENT AND ACCESS After remaining flat for several years, public school enrolment has increased by ~800,000 students this year K-5 enrolment in government schools in month of Jan to 2018, millions of students 8.5 The recent increase has closed the equity gaps in the system Male enrolment increased by 8% while female enrolment1 increased by 11% Increase is higher in southern (14%) and central (8%) vs. northern (6%) districts +10% 7.7 7.2 7.3 7.1 7.2 Jan-13 Jan-14 Jan-15 Jan-16 Jan-17 Jan-18 1 Absolute female enrolment in public schools is significantly higher than male enrolment (4.6mn girls vs. 3.9 mn boys in January 2018) SOURCE: PMIU monthly monitoring data 2012 to 2018

ENROLMENT AND ACCESS Based on this participation rate today is estimated at 91-93% - to be verified once MICS 2017 results are published Household Surveys on enrolment Participation rate of 5-9 yr old children, % 95.0 Estimates1 show that the ~800k increase in public primary school enrolment will result in an increase of 1-2p.p in the participation rate Results from MICS are expected in Apr/May 2018 and will provide a final measurement on primary participation rate in Punjab Estimate 91-921 90.4 90.5 90.4 89.3 88.2 86.8 86.1 85.9 84.8 Nov-11 Jun-12 Nov-12 Jun-13 Nov-13 Nov-14 Jun-15 Nov-15 Mar-17 Mar-18 Target Nielsen Survey Waves 1-8 PSES 2017 MICS 2017 1 Estimates based on data collected through field visits to approx. 200 schools along with student age data extracted from SIS Note on enrolment: The Roadmap measure for enrolment is the 5-9 year old Participation Rate Progress was independently measured through a household survey funded by DFID and conducted by Nielson twice a year between 2011 and 2015 Since 2016, the conduct of the survey has been taken over by the P&D department and the BoS, and the survey renamed as the PSES The new PSES uses a different sampling methodology, hence the 2017 PSES results are not directly comparable with previous surveys and form a new baseline SOURCE: Nielsen Household Survey – November 2011 to November 2015; Bureau of Statistics – February 2017, RM team estimates

We anticipate, however, that there will continue to be a challenge in specific districts
Punjab Participation Rate (Mar 2017) 90.4% Punjab Participation Rate (Nov 2011) 84.8% 85-90% <85% >95% 90-95% Hafizabad Bahawalpur Rajanpur Bahawalnagar D.G. Khan Rahimyar Khan Rawalpindi Bhakkar Layyah Attock Muzaff- argarh Khushab Chakwal Lodhran Vehari Multan Mianwali Jhelum Gujrat Jhang Chiniot Sahiwal Khanewal T.T. Singh Okara Kasur Narowal Sialkot Gujranwala Lahore Pakpattan Faisalabad Sargodha Mandi Bahauddin Sheikhupura Nankana Sahib Attock Rawalpindi Chakwal Jhelum Mianwali Gujrat M.B. Din Sialkot Khushab Sargodha Gujranwala Narowal Hafizabad Bhakkar Chiniot Shekhupura Nankana Sahib Faisalabad Lahore Jhang Layyah Kasur T T Singh Muzaffargarh Okara D.G. Khan Khanewal Sahiwal Pakpattan Vihari Bahawalnagar Multan Lodhran Rajanpur Bahawalpur Rahimyar Khan SOURCE: Household surveys for participation rate 2011 to 2017

ENROLMENT AND ACCESS In pursuit of the CM’s aspiration for universal primary enrolment, Punjab has become a testbed for reforms to reach out-of-school children “ If this wholesale reform makes real inroads into the problems of enrolment, quality and discrimination against girls that bedevil Pakistan, it may prove a template for other countries similarly afflicted. ” The Economist, 2018 Enrolment interventions Enablers District Performance Management Geospatial analysis to identify areas with low access Organizing awareness events Provision of free transport Door to Door visits to enroll OOSC Opening community schools to improve access Expansion of PSSP Dissemination of enrolment data Periodic household surveys

ENROLMENT AND ACCESS SED’s focus since the October stocktake, has been to roll out localized interventions in 10 districts and 3,000 schools Priority districts and schools highlighted in the October, 2017 stocktake Out of school children #2 (000s) Schools with no or negative change in enrolment, #3 Develop school- level plans using key levers1 known to be useful in improving enrolment and retention Aggregate school level plans into an overall district plan for enrolment and retention Support implement- tation through timely provision of funds and rigorous performance management Districts Rahimyar Khan 421 D.G. Khan 75-112 Rajanpur 67-101 1264 Muzzafargarh 59-88 Multan 57-86 Bahawalnagar 57-85 Faisalabad 53-79 Lahore 53-79 Bahawalpur 51-76 Khanewal 32-48 1 Discussed in the following slide ; 2 Range of OOSC based on min. and max population estimates; 3 YoY change from Sept ’16 to Sept ‘17 4 Adjusted for low visits rate across comparison months SOURCE: PSES 2017, PMIU monthly monitoring data

ENROLMENT AND ACCESS To date we can see that the localized interventions at the school-level, have had impact Impact of school level plans Percent increase in enrolment, Sep-2017 to Dec-2017 Target Schools: ~2900 Schools in 10 focus districts where AEO and HTs were asked to develop enrolment plans Example interventions: Provision of free uniforms and shoes Visual uplift of school facilities and subsequent awareness campaigns Regular AEO engagement with school staff & the community Control Group: All schools in 10 focus districts apart from target schools Target schools Control Group SOURCE: PMIU monthly monitoring data

~11 Million students registered in the system
ENROLMENT AND ACCESS In parallel, PITB and SED have worked together to improve enrolment data systems by implementing student tagging Tablets provided in every public school, where teachers enter information for all enrolled children into the SIS SIS verifies student information against NADRA database ~11 Million students registered in the system SIS is a powerful tool enabling SED to: Track individual dropouts and follow-up directly with parents Measure actual grade transition rates and % of students held back in grades Analyse age distribution in grades

To continue support for SIS, however, PITB will needs a project extension to December 2018 at a cost of ~Rs106Mn1 1 The majority of these funds (estimated Rs 90Mn) are required for payments to NADRA for CNIC verification

ENROLMENT AND ACCESS In coming months, the department will be working on four areas to sustain progress on enrolment Reform Area Description Impact Database developed by PITB and maintained by teachers Tags every student (11.5 Mn in total) in the system by NADRA verified CNIC numbers of parents/guardian Enables the Department to track each student and follow-up in case of drop outs Implementation of SIS Enrolment campaign 2018 Enrolment drive led by teachers Door to door visits to enrol out of school children Free uniforms and school bags distributed to attract out of school children Department’s largest enrolment intervention in terms of scale to bring new children to school Equity programmes Continue to drive three conditional cash transfer programmes: Zever-e-Taleem Waseel-e-Taleem Brick Kiln programme Targeted outreach to promote access in disadvantaged populations Localized interventions Collect more granular data on local challenges to enrolment Implement enrolment plans for 10 districts with highest OOSC populations1 Secure funding in FY ADP to improve enrolment in 10 priority districts Decrease OOS children Set a precedent to tackle local enrolment barriers which may be replicated across other districts 1 Roadmap Team will provide focused on-ground and problem solving support to two district (Faisalabad & Rahimyar Khan) SOURCE: Roadmap team

Over the longer term there are four focus areas for enrolment
ENROLMENT AND ACCESS Over the longer term there are four focus areas for enrolment Shift focus to retention, in particular ensuring that children transition from primary to secondary Develop a remedial action plan with Literacy Department to enroll older children who have never been in school Develop enrolment action plan with Special Education Department focused on children with special needs Start enrolling children at age 4 to provide early childhood education

SCHOOLS & TEACHERS SED’s recent induction of 25,000 additional teachers in March, raises the net increase of teachers in government schools over AY to ~100,000

SCHOOLS & TEACHERS PRELIMINARY DATA Optimal posting of these new recruits would leave only schools that have <4 teachers… Schools with fewer than four teachers # of schools (000s)1 48,000 48,000 48,000 ≥ 4 teachers 47,700-47,800 -99% < 4 teachers Apr ’17 Sep ’17 Apr ’18 estimated 1 Based on MEA collected PMIU data from April 2017 and October 2017 2 Based on new hiring new recruitment data from SED SOURCE: SED and PMIU portal data

SCHOOLS & TEACHERS PRELIMINARY DATA … allowing SED to effectively eliminate this problem across most districts Schools with 4 or more teachers, April 2017 Percentage of schools Schools with 4 or more teachers, April 20181 Percentage of schools Attock Attock Rawalpindi Rawalpindi Chakwal Jhelum Chakwal Jhelum Mianwali Gujrat Mianwali Gujrat Mandi Bahauddin Mandi Bahauddin Sialkot Sialkot Khushab Sargodha Narowal Khushab Sargodha Narowal Gujranwala Gujranwala Hafizabad Hafizabad Bhakkar Chiniot Sheikhupura Bhakkar Chiniot Sheikhupura Nankana Sahib Nankana Sahib Faisalabad Lahore Lahore Jhang Jhang Faisalabad Layyah Toba Tek Singh Kasur Layyah Toba Tek Singh Kasur Okara Okara Muzaffargarh Muzaffargarh D.G. Khan Khanewal Sahiwal Sahiwal D.G. Khan Khanewal Pakpattan Pakpattan Vehari Vehari Lodhran Bahaw- alnagar Lodhran Bahaw- alnagar Multan Multan Rajanpur Rajanpur Bahawalpur Bahawalpur Above 95% 70-95% 45-70% <45 % Rahim Yar Khan Rahim Yar Khan Avg: 31.5% Avg: 99.6% 1 Estimate based on posting of new recruits being prioritized towards schools with less than 4 teachers SOURCE: PMIU portal data and recruitment data for SED

SCHOOLS & TEACHERS PRELIMINARY DATA AEO hiring has reduced span of control, while rigorous hiring, training and support from SED has AEO capability Change in Number of AEOs and their span of control SED has conducted vigorous steps to improve public school management by hiring new AEOS and improving capability of exiting AEOs such as: Conducting rigorous centralized hiring through NTS Designing and conducting a comprehensive 8 week induction training Redefining TORs to include teacher coaching and monitoring Improving their performance by structuring their school visits Introducing AEO scorecards AEOs # of people Span of control Number of schools ~3,000 43-47 -76% +367% 10-12 2015 AEOs 2018 AEOs 2015 AEOs 2018 AEOs SOURCE: SED

SCHOOLS & TEACHERS We need to take four follow-up actions to ensure at least four teachers in every school SED to ensure newly hired teachers are posted to schools with less than four teachers SED to ensure that teacher transfers don’t undo impact in reducing multi-grade PMIU to closely monitor joining of new teachers and posting SED to chart out teacher career progression paths to keep the faculty energized and motivated to improve their skill set SOURCE: Roadmap team

SCHOOLS & TEACHERS The Roadmap’s infrastructure program, however, has struggled to keep up with SED’s demand

SCHOOLS & TEACHERS The Khadim-e-Punjab School Programme (KPSP) and Humqadam have fallen short of SED’s need C&W Classroom construction Number of classrooms, March 2018 Classroom construction plans by Humqadam Number of classrooms, March 2018 25,324 10,940 250 750 1,022 2018 target2018 target Revised targetRevised target Complete Additional by JuneAdditional by June Left over 2018 target2018 target Revised targetRevised target Complete Additional by JuneAdditional by June Left over SOURCE: Client interviews

in school-level NSB funds across 7 districts
SCHOOLS & TEACHERS FOR DISCUSSION SED has successfully demonstrated efficiency in building classrooms through school councils Funds provided directly to schools Construction work supervised by CEO DEA, Head Teacher and officers from SED Material procured by the School Council Completed in 77 days Average cost of Rs 0.96 million Approved by ECSP at every stage of construction Active participation of school councils If approved, SED can potentially deploy up to Rs 2.9Bn from its own resources in school-level NSB funds across 7 districts 42 42 42

SCHOOLS & TEACHERS FOR DISCUSSION Going forward there are three options to meet SED’s infrastructure need Option 1: Continue KPSP Option 2: Traditional construction via C&W Option 3: Construction through DEAs* Provide funding to DEAs to procure local contractors for classroom construction Funding to be channelled through PFC as Special Purpose Grant Continue KPSP mode of procurement for classroom construction Revert to traditional mechanism through C&W and normal procurement Pros Classrooms constructed to high specification System has experience with this mode of construction Potential lower cost due to local contracting Strong oversight during procurement & construction Centralized contracting ensures better Value for Money DEA staff can be held responsible for budget execution Cons * Location specific designs and specifications to be approved. Monitoring by province. Slow and difficult to attract contractors Weaker oversight of procurement & construction Quality control may be challenging Increased chances of rent seeking Higher cost 43 43 43

SCHOOLS & TEACHERS There has been progress in repairing dangerous buildings, but the problem is nearly solved Dangerous buildings Absolute number of dangerous buildings, # 7,319 7,228 6,837 5,248 5,372 5,211 4,680 4,785 -63% p.a. 3,742 3,799 3,635 3,749 2,938 2,911 2,233 2,017 2,041 1,982 1,467 1,181 1,016 738 729 * Location specific designs and specifications to be approved. Monitoring by province. Sep Oct Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan AY 2015/16 AY 2016/17 AY 2017/18 SOURCE: PMIU monthly monitoring data 44 44 44

PEF is on track to meet June 2018 targets for all its programmes
PUBLIC-PRIVATE COOPERATION PEF is on track to meet June 2018 targets for all its programmes Students enrolled under the 3 core PEF programs2, ‘000s students New Schools Program Education Voucher Scheme Foundation Assisted Schools Targets Actuals 2,625 2,470 2,151 1,920 150 Apr-16 Dec-16 Dec-17 Jun-18 Recommendations from a TPV of PEF will be available by the time of the stocktake 1 Current status as of December 2017 2 Excluding PSSP SOURCE: PEF

PUBLIC-PRIVATE COOPERATION
PEF schools have historically demonstrated better outcomes than public schools, but the gap is closing Govt PEF 6 monthly assessment results3 % of correct answers1 832 ?? ?? Class of Class of Class of Class of 1 Based on same set of SLOs in all iterations 2 Higher proportion of FAS schools in sampling compared to subsequent iterations 3 Results for Feb/March (end of grade 3) iterations of 6 MA SOURCE: 6 MA assessments 2014 to 2018

In addition to PEF, Punjab has further developed a PPP model to uplift weak public schools through PSSP Problem Statement In spite of concerted efforts, SED was unable to improve certain low-performing schools Challenges Intervention SED identified the most challenging schools with Severe shortfall of teachers; one teacher for more than 80 students OR Low enrolment; schools with less than 25 students and more than 3 teachers AND Consistent failing scores on the PEC exams Outsource management of these public schools to suitable private sector firms, non-profits and education entrepreneurs

The outsourcing process was designed to ensure better outcomes relating to enrolment and quality Develop outsourcing model Outsource management of public schools to private partners Partners to be paid monthly on a per child basis Model to be managed by an independent authority (PIEMA) Develop performance standards Set performance standards for partners on Increasing enrolment Improving student performance on quality outcomes Providing requisite outcomes Outsource low performing schools The SED selected schools that produced low outcomes due to management and resource constraints Schools with a large outsourcing and multigrading problem Schools with low enrolment and PEC scores Monitor performance Monitor partner performance through Monthly tablet based reporting by MEAs on enrolment and status school facilities QATs1, PEC exams and LND tests Unannounced field visits by PIEMA staff to provide validation of data collected through other sources 1 Standardized Quality Assurance Test funded through PEF and conducted by third parties

Within a couple of years of inception, PSSP partners have improved basic new inputs… Change1 in inputs since inception Improvement in teachers # of teachers Improvement in facilities % of functioning facilities 97 +5p.p. 92 214% 2016 2018 2016 2018 1 Analysis done only for schools outsourced in phase 1 SOURCE: PIEMA

… and upgrade the school environment and outlook
PUBLIC-PRIVATE COOPERATION … and upgrade the school environment and outlook Condition before handover Condition after handover

This has translated into better outcomes across enrolment and quality
PUBLIC-PRIVATE COOPERATION This has translated into better outcomes across enrolment and quality Performance1 on quality indicators Performance on enrolment Change in QAT scores % of correct answers Change in enrolment Absolute # of children enrolled, ‘000s 155 32% 118 +24p.p. Baseline ’16 QAT Jan ’17 QAT 2016 2018 To further improve performance management of the programme PSSP has Conducted a partner analysis identifying high/low performing partners Commissioned third party school census and quality assessment 1 Analysis done only for schools outsourced in phase 1 SOURCE: PIEMA

Next steps in public-private cooperation
Shift focus to consolidation, in particular ensuring that institutional capability is built in flagged areas Assign new expansion targets with a more stringent criteria focusing on improving access Shift focus from increasing enrolment to improvement in quality in partner schools

FOR DISCUSSION Timely release of funds, however, remains a challenge for both PEF & PIEMA – they are waiting advice from AG Office and are unable to disburse payments to partners SOURCE: PEF, PIEMA

FOR DISCUSSION There are two other issues that need to be addressed to separate PEF & PIEMA Third party transaction advisor to conduct assessment and develop recommendations for legal separation Transfer unspent FY funds allocated for PSSP from PEF to PIEMA

GOVERNANCE & OTHER TOPICS
SED Implementation Team can play an important role in sustainability, but in the interim PMIU will fill this role PMIU will take- on these functions during the interim government Post-election SED will move forward with hiring a separate team reporting directly to the Secretary Implementation Team’s functions Enrolment To undertake implementation efforts related to the enrolment interventions to achieve the 95% PR target Analysis of PMIU/SED data to inform future interventions Literacy & Numeracy To undertake implementation efforts related to the enrolment interventions to achieve the 75% 6MA target Provide support to the enabling mechanisms (enabling partnerships, LND enhancements, use of technology and building the capabilities of local district officials) SED Hotline Support and execute SED Hotline formal launch and subsequent monitoring of Districts’ performance on a weekly basis Departmental Priorities Support to SED on other departmental interventions that will contribute towards the 2018 Roadmap goals Support collaboration within existing SED functions (HR, Finance, Curriculum, Monitoring, Development) SOURCE: Roadmap

GOVERNANCE & OTHER TOPICS
SED Hotline will improve accountability to citizens, and there are two pre-requisites for formal launch SED Hotline entered soft-launch across all 36 districts on 8 January, 20181 Pre-requisites for formal launch CEOs to drive closure rate to at least 70% A dedicated team within PMIU From April 2018 SED will track Closure Rate as a Roadmap indicator 1 The School Education Hotline is a dedicated phone number for parents, teachers and students to: provide feedback on public school issues, lodge a school specific complaint or get information on education related topics

69% of traffic lights are green or amber-green
On track 69% of traffic lights are green or amber-green Off track No action / unknown Breakdown of Traffic Light Status (Mar 2018) 17 5 4 14

Red & amber-red traffic lights (1/2)
On track Red & amber-red traffic lights (1/2) Off track No action / unknown Action Responsible Timeline Status Teaching quality 7 Minister and Secretary SED to ensure the plan to print the revised Grade 5 textbooks is properly executed Secretary SED January 15, 2018 Discussed earlier - PCTB has printed the old textbook manuscript. The revised manuscript will be printed and distributed at the start of academic year 2019/2020 Enrolment & access 10 Bureau of Statistics to share the data elements necessary to calculate Participation Rate (PR) with SED/Roadmap in December, before results for MICS are officially available in February Chairman P&D December 2017 Discussed earlier - MICS 2017 timelines are off-track – data is not expected until April/May, 2018 Teachers & schools 14 Construct 10,250 6,519 new classrooms: ~ 3,000 classrooms in Multan, Sahiwal and Sargodha divisions ~ 1,000 classrooms in Bahawalpur division ~ 2,500 classrooms in Faisalabad and D.G. Khan division (award contracts) Create a plan to construct 15,074 additional classrooms in 2018 C&W 30-Jun-17 Revised: July 2017 (contracts) Oct 2017 (for 3,000) Dec 2017 (for 1,000) Discussed earlier - Significantly off-track – C&W has indicated that it will only build 1000 classrooms by the end of the fiscal year C&W intends to surrender ~2 Billion in lieu of the construction of classrooms As per SED, ~250 classrooms have been physically constructed As per C&W, ~350 are completed 15 C&W to develop a detailed plan for classroom construction with specific targets for 5,851 classrooms at the District level and present it to the Chief Secretary/ Chief Minister C&W, Minister Education 31 October, 2017 Discussed earlier - Plan has not been developed or shared with SED 16 Review the overall need for the construction of classrooms, revisit the number and location of classrooms required, and explore different approaches to classroom construction to expedite overall construction C&W, Minister Education By next stocktake Discussed earlier - Alternate approach using school councils identified and piloted Implementation requires: TPV of classrooms constructed through school councils during the pilot phase Approval from CS/CM’s office and transfer of funds to school council accounts Updated classroom need assessment is pending

Red & amber-red traffic lights (2/2)
On track Red & amber-red traffic lights (2/2) Off track No action / unknown Action Responsible Timeline Status Teachers & schools (ctd) 17 Build additional 10,940 6,941 classrooms through partnership with DFID and IMC DFID 31-Mar-16 Revised (15-Sep-17) Discussed earlier - A total of 2,114 will be completed by July 2018: 1,092 classrooms completed as of Sep 2017 1,022 classrooms under construction; expected to be completed by July 2018 A further 3,882 classrooms in tendering process & 945 classrooms at baseline stage – all of which should be completed by Sept 2019 Repair and rebuild dangerous and critically dangerous buildings The process for repair of dangerous building to be expedited and completed within the next 3 months C&W, Minister Education December 2017 All 2,373 (2,329 initially identified and 44 newly identified by districts) dangerous building schemes for 2017 have been tendered and work has begun in all 36 districts. Total allocation of Rs. 8bn has been released with some delays. Both tranches of Rs. 4bn were released on 10 Oct & 18 May respectively. Funds utilisation against the total release stands at 84% against which 1,358 dangerous buildings have been repaired as per report by CEOs SED has identified additional ~1,000 dangerous buildings for for which the funds of Rs.4Bn have been disbursed 18 Public private cooperation 26 Expedite release of funds to PEF by ensuring transfer is made in the first month of every quarter, to continue successful delivery against targets Finance Department Ongoing Discussed earlier - Transfer of Q3 & Q4 funds are off-track –PEF will face critical cash flow issues if funds are not released before March: P&D has issued advice for transfer of funds to the FD Audit copy for release of funds is pending with the AG office Flagship Initiatives 27 SED implementation team to be in place by October 15, 2017 SED October 15, 2017 Discussed earlier - SED proposes to have PMIU take on the responsibilities planned for the Implementation Team Other priorities Develop and approve rationalized list of SLOs for Grade 6 - 8 31-Jan-17 PCTB Discussed earlier - PCTB has developed a prioritized the secondary curriculum for Grades 6-10, but it has not been approved by the BoG PCTB is considering notifying the old 2006 Curriculum instead, potentially undoing work done with technical assistance in 2014 and making the G1-5 textbooks irrelevant 1

Parho Punjab, Barho Punjab School Education Reforms Roadmap

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