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Rethinking the ‘Mainstream’: Rethinking the ‘Mainstream’: Liberating Education for LivelihoodsLiberating Education for Livelihoods

Baela Raza Jamil : Education Specialist Sudhaar ITA Alliance

& Save the Children UK

UKFIET International Conference Learning & Livelihoods

September 15, 2005 University of Oxford, UK

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Presentation Outline Presentation Outline

Conceptualizing Mainstream for learning and livelihoods

Profiling Pakistan Deconstructing the Mainstream Implementation of re-conceptualized

mainstream in a child labor projectImplications for EFA /MDGs Policies

and Strategies

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Conceptualizing Mainstream for Conceptualizing Mainstream for learning and livelihoods learning and livelihoods

Education and learning classically conceived as a lifelong non-discriminatory right & entitlement, for human security & spirituality.

Education significant explanation for poverty: income & capabilities

Framework of delivery severely divisive, conceptually & operationally

Non-formal and in-formal education sub-altern categories. Formal has grand images & assumptions of mainstream education

Huge challenge of EFA and MDGs in South Asia 46 Mill out of school children 60 % girls. Public sector quality v. poor. High drop outs, push outs and un-enrolled; mushrooming un-regulated private sector.

High levels of poverty 30-45 % and fragile livelihoods

Interpretation of ‘mainstream’ minimalist, a bridge from NFE to Formal

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Profiling Pakistan – Challenges Profiling Pakistan – Challenges

Population : 152 mill ( PGR : 1.9%); Rural Population : 67.5 %

Federation: 4 provinces 108 district govts./Governance service delivery challenge

Population below 15 years of age : 43.4%

Poverty : 32.1% : 45 million poor - PRSP (2003)

IMR : 91 per 1,000 live births(1998) U5MR : 120 per 1000

Literacy rate : 52%. Female literacy 29 %

Gross Enrolment Rate (GER) 89% Net Enrol. Rate : 56% to 66%

Full time child labor : 3.3 million (1996 survey ) 75% boys (ILO 246 mill. global)

Under Devolution Education & Literacy separate functions

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Profiling Pakistan : Profiling Pakistan : Positive GainsPositive Gains

Growth rate : 8.4% and projected to remain so for next 5 years

Per Capita US$ 736 ( top 50% income; bottom 20%, 5%)

Debt servicing reduced from 40 to 30%

Social sector allocations increasing since 2001-02

GDP Allocation to Education increased from 1.6% to 2.9%;

Education Sector Reforms in place with sector wide focus

Private sector education provision 37 to 40% & incentive based

Women’s political representation one of the highest globally: 33% Local government & 17% National level

Active settlement, peace & healing process : Afghanistan, India, Bangladesh

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Deconstructing the MainstreamDeconstructing the MainstreamMainstreamMainstream – Major Interpretations – Major Interpretations

Bridge from NFE to Formal

Special Ed: Integration ; inclusion

Gender : systemic integration of gender policy, planning, budgeting, audit and implementation within all sectors

Social Policy : Equality : integration of equal opportunities principles.. and practices into Government & public bodies.. – Entails rethinking mainstream provision to accommodate

gender, race, disability and other dimensions of discrimination and disadvantage, including class, sexuality and religion."

H( Scottish Parliament Equal Opportunities Committee 2002)

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Deconstructing the MainstreamDeconstructing the Mainstream

Linguistic Assumptions - Mainstream : healthy, flowing, standards - Non-Formal : away from ‘form’ or ‘ghair rasm’ (not conforming to custom)

NFE Practices – Negative

- Non-Formal and Literacy budgets 3-5% in South Asia - Marginalized in Public policy : NGO-IZATION, low cost primary

education option,(teachers salary 50% & less than govt. ) a learning ghetto for disadvantaged

– Positive - Non-Formal Education: A space for broad spectrum

innovations. Community participation, challenging formal

- NFE upgrading itself as a non-elite non-state response to poor formal state schooling & from primary to middle levels

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BasiBasic Learning Needs in c Learning Needs in Education For All Education For All Jomtien /Dakar Jomtien /Dakar

Jomtien (1990) : Basic Learning Needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. Countries and cultures (specific), & inevitably, change with the passage of time…

Jomtien compromise : Article 5: ‘access to primary schooling’. ‘ The main delivery system for the basic education of children outside the family is primary schooling’.

Dakar (2000): Adopted a rights based transformative approach. Basic learning needs for All is an education that includes learning to know, to do, to live together and to be.. (Delors 1996) to improve .. lives and transform .. societies

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Transformative and Redistributive Transformative and Redistributive role of Education and Learning role of Education and Learning

An overall shift in focus from education to learning and from lifelong education to lifelong learning. LLL is life long and life wide

Education and Learning : Sen and Dreze 1995 Intrinsic importance: [a] valuable achievement[...] for a person’s effective

freedom.

Instrumental personal roles: capabilities and for economic opportunities; adding to a person’s freedom

Instrumental social roles: facilitate public discussion of social needs and encourage informed collective demands

Instrumental process roles: reduce child labour...brings young people together broadens their horizons,

Empowerment (transformative) & distributive roles: increases ability to resist oppression, to organise politically, and to get a fairer deal within, family, society workplace to reduce gender-based inequalities.

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BALUCHISTAN

JAMMU & KASHMIR

SINDH

N.W.F.P.

Sheikhupura

Kasur

Implemented in Punjab Province PakistanImplemented in Punjab Province PakistanGrantee: Save the Children UK, PakistanGrantee: Save the Children UK, Pakistan

Addressing Child Labor through Quality Addressing Child Labor through Quality Education for AllEducation for All

Disputed Territory

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Implementing Re-conceptualized Mainstream Implementing Re-conceptualized Mainstream Through ACLQEFA - US DoL & SCF UK Through ACLQEFA - US DoL & SCF UK

Establishing Non-Formal

Options

Improving Formal

Education

Education Initiative with Two Pronged Concurrent Approach in Areas with High Child Labor

For Expanded Household Choices (4-14 years)

Strengthening District Education Planning & Coordination

Literacy /Skills

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Increased local and national level commitment Increased local and national level commitment

Strengthened education system in two districtsStrengthened education system in two districts

Strengthened district level institutions and policiesStrengthened district level institutions and policies

Sustainable resource mobilizationSustainable resource mobilization

GoalGoal

Reduce child labor and promote education

through

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Access to education and vocational Access to education and vocational skills for working childrenskills for working children

Non Formal Education-260 NFE Centers– Working Children Enrolled 8119

– Non Working Enrolled 968

• Total Enrollment 9087

• Mainstreamed 2122

Literacy-98 Literacy Centers– Working children enrolled 2140

– Completed Literacy 1200

– Linked with Voc Trg 639

Major Child Labour Areas– Agriculture, Carpet, Tailoring/Embroidery, Daily Wage Labor, Cottage

Industry, Restaurant/Domestic workers, Brick Kilns, Workshops

Govt. Schools for School Support 239

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Formal NFEs Curriculum Govt. prescribed Urdu Medium

Science Kit

Govt. & Urdu Supplementary

Primary kit

Assessment

& Recognition

Six monthly/ annual

Scholarship exams G. 5

Quarterly monitoring as per

project monitoring plan

Six monthly exams

Quarterly monitoring

MoU Dept of Ed to conduct

assessment & certification

HRD Training Head Teachers 6 days

Teachers 10 days

School Councils 2 days

Teachers 20 days

Remedial & follow up support QEFA Groups 2 days

School Enrichment

Education Fund

Summer Schools, Health, Reading, Hobby IT Clubs : Child Friendly

At Risk Children US $ 20 annually

Health, Hobby & IT clubs : Child Friendly Schools

Mainstreamed US $ 20 annually

Infrastructure

Furniture

Grants for infrastructure & furniture/ electricity w/community sharing22 %

Furniture, utilities, materials

Community donating land/labor

School Based Planning

SDPs prepared for all schools in two districts 4400

No SDPs for NFE

Interventions & Approaches: Formal Govt. Schools & NFE Centres

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Identify Government Schools in target areas of child labor prevalence

Document admission criteria in govt. schools

Identify NFE children to be mainstreamed : shortlisting children with 40-60% marks to be mainstreamed preferably in groups

Develop cost sharing package for mainstreaming with parents/community

Organize individual motivation meetings with parents and QEFA groups

Finalize mainstreaming package with each family individually.Costs of books, stationery, school bags to be covered and also in some cases

uniforms through the Education Fund.

Implement mainstreaming with support of government school teachers motivating them to be supportive, child friendly and caring

Develop and implement follow-up strategies to sustain & track

mainstreamed children

SEQUENCE OF MAJOR STEPS FOR MAINSTREAMING

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Mainstreamed Children based in Mainstreamed Children based in Community and Govt. Schools NFEs Community and Govt. Schools NFEs

8531269

Instead of expected 275 students, 2122 were mainstreamed: 7+ times 60% from government and 40% from community NFEs

Children of NFE in government schools far more dispersed across Grades 1-6 than those from NFE in community schools

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Monitoring Learning Competencies in Monitoring Learning Competencies in Formal & NFE Schools Formal & NFE Schools

Period 4 (April-June 2005) Baseline

Kasur Sheikpura Total Planned

Math (F) 83.15 73.68 79.60 78 58

Urdu (F) 77.70 54.95 67.95 71 51

Eng (F) 68.50 38.88 56.66 84 64

Math(NF) 35.79 31.93 33.86 49 21

Urdu(NF) 58.74 53.51 56.13 59 29

F = Formal ; NF = Non-Formal

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Monitoring Learning Environment & Active Monitoring Learning Environment & Active Teaching in Formal & NFE Schools/CentresTeaching in Formal & NFE Schools/Centres

Period 4 (April –June 2005) Baseline

Kasur Sheikhupura Total Planned

Classroom Environment(F)

53.33 58.64 55.68 63 43

Active Teaching(F)

54.15 57.41 55.75 77.00 57

Classroom Environment(NF)

70.31 71.68 70.98 81 51

Active Teaching(NF)

71.52 72.09 71.80 92 62

F = Formal ; NF = Non-Formal

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Monitoring, Community Monitoring, Community Participation and District Planning Participation and District Planning

Learning Assessment & baselines of NFE and Formal are strictly maintained with actual results against planned targets. Formal schools have higher baselines and higher learning levels to NFEs.

Classroom environment and interaction records are part of monitoring for both Formal and NFEs. Latter perform better

Sharing best practice is encouraged

Community participation through: i) School Councils, ii) Quality EFA groups and iii) Citizen Community Boards (CCBs) as legal development bodies

To date out of 80 planned CCBs 40 have been registered and trained for accessing district development funds

Three year rolling District Education Plans (DEPs) developed for comprehensive education planning.

DEPs being scaled up for the entire province aligned to provincial and district planning and budgeting cylces

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Lessons Learnt ….. Lessons Learnt ….. A child labor project became an opportunity for implementing

partners, district & provincial govts. to explore gains/ value added from an ‘open holistic’ approach across formal, non-formal and literacy programs, aided by positive policy climate coinciding with launch of a province wide sector reform program for EFA

Schools are optimized as community learning centres. The differences in planning, content, approach and delivery are minor for divisive hierarchies.

Practice of iterative mainstreaming established for NFE.

The financial, human and learning gains more than originally conceived.. resources leveraged through a diversified, systemic & unified approach to education & learning.

Not only have the targets been met and exceeded but where there were shortfalls in learning outcomes and environments, possibilities of making up by sharing and learning across formal and non-formal practices are actively pursued.

Reinforcement of merit by communities, departments of education & NFE of different delivery systems, complementing life long learning, for rights, empowerment, choices & well being.

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Implications for EFA/MDGs Implications for EFA/MDGs Policies and Strategies- Policies and Strategies-

Expanding household choicesExpanding household choices DEPARTMENT OF EDUCATION & LITERACY

Shift : From Provider to Financier and Facilitator of a Public Good

Scope = M A I N S T R E A M FRAMEWORK Life Long Learning Options for Households

EducationECE/Pri/Mid/Hi/College/Univ.(state and non-state)

Literacy / Skills/Technical Access to Credit

NFEECE/Prim/Middle

WORKP LA C E

Linkages w/ Technical Education / Safety Nets& Community Development Depts.

Gender sensitive and InclusivePublic ………………& Private Options

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Key Policy Recommendations Key Policy Recommendations 1. Bring all education planning under one policy umbrella with multiple education,

learning and skills windows (from ECD to tertiary) state’s responsibility of education as a public good. Two qualifiers:

– a) purging current divisions which consistently fragment and weaken education provision is a critical pre-condition, and

– b) design standards of learning which are accessible to all providers and learners for accountability/self-regulation.

2. Enhanced financing and resources for education across the spectrum with fungible and flexible budget lines with state as a financier, facilitator to education provision through partnerships.

3. Expel the notion of non-formal to replace it with life long learning or basic education (inclusive of the current NFE & literacy pre-vocational education).

4. Technical/vocational skills education to have a focused planning and implementation window

5. Set up separate financing windows for school education and post secondary /tertiary education with internally fungible systems, available to state and non-state providers for optimized outreach.

6. Provide maximum support to disadvantaged groups through a diversity of approaches and partnerships for substantive distributive and transformative equity.

‘Mainstreaming’ an overarching policy framework for education & learning: an inclusive holistic response to life long learning needs for sustainable development & livelihoods

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Thank You !

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Annexes– Optional support materials

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Quality Education Measures & Quality Education Measures & AssessmentAssessment

Measures– Teacher Training and Follow up support

– Remedial Program in NFE centers

– Provision of Teaching Kits

– School Enrichment Program

– Improvement of Class room environment

Project assesses quality education in selected NFE, Literacy and formal government schools thru:– Students Mastery

– Teachers Mastery

– Classroom environment

– Interactive teaching

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Facilitate District Government Facilitate District Government DepartmentsDepartments

Education Department

– Facilitated in developing District Education Plan

– Facilitated in preparing 4100+ School Development Plans

– Facilitated in identifying schools for provision of missing facilities under PESRP

– Initiated training in IT & Planning for 5 Markaz

– Developed software and supported in data entry & reporting for Recruiting Educators in SKP

– Developed Primary Examination System Software in SKP

– Developed software on school monitoring and jointly monitored 50 schools with Education Department in SKP

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Provincial LevelProvincial Level Dept. of Education

– Secretary/Special Secretary Schools and Additional Sec. Planning for policy and planning linkages ; software sharing and linkage between formal and non-formal education for mainstreaming

– DPI – Elementary Education

• Institutional strengthening thru Planning /ICT support

• Collaborative Work on School Councils;

• Social Mobilization: World Teachers Day, Corporal Punishment

– University of Education

• PEAS/ Assessment System Peer Review

• Sharing of all in-service training materials

– Directorate of Staff Development

• Sharing of all in-service training materials

• District Education Planning in additional districts

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Generate local and external resources Generate local and external resources for educationfor education

Contribution by Community Groups for NFE/Literacy Centers

Contribution by three Community Groups in form of land for constructing NFE centers

Contribution by Schools Councils and community members for small infrastructure in government schools

Sponsorship of 16 government schools by local Philanthropists, PCP and expatriate Pakistanis

Total contribution >Rs 3.0m

Scholarship linkages to 100 Government School students thru Dist Zakat Committee

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Sustainability OptionsSustainability Options

Community Groups converted into CCBs are able to obtain government funds for continuing education of working children

Construction of NFE Centers with Community and project support to continue education of working children

Conversion of NFE centers to low cost private schools managed by teachers

Working children’s access to NFE centers established by Literacy Department

Sponsorships of schools thru PPP

Linkages with Zakat and Bait ul Maal

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Areas of ConcernsAreas of Concerns

Raising Quality of Education Rethinking NFE System Increasing Local Ownership Improvement and institutionalization of District Education Plan Relevant training of Education & Literacy Departments Formal Training of Community Groups and School Councils Linkages of children with viable vocational training programs Continued education of mainstreamed children Sustaining child-friendly approaches: changing practices such

as corporal punishment Access of working children to Literacy Dept NFEs Sustaining project impact

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Our PartnersOur Partners District Governments Departments of Education, Literacy & Community Development University Colleges of Education District Zakat Councils TEVTA, Sanat Zar Elected representatives ILO, UNICEF Khoj, NCHD, Ali Institute of Education, PCP Global Campaign for Education Partners SoS, KEWC

Tannery Association Dingarrh Bait ul Maal Local Partners