primary education program by ey-diya- pakistan

www.diyapak.org EAC Diya Primary Education Program Proposal to implement primary education program for 40,500 OOSC in Pakistan

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DIYA Pakistan

Primary Education Program for Out of School Children www.diyapak.org [email protected] facebook.com/Pakistan.Diya

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Overview - EAC DIYA Primary Education Program

EAC Diya Primary Education Program (or “the Program”) Program title

Diya Pakistan (Registered) (or “Diya”) Organization

To enable 40,500 out of school children (OOSCs) to enroll for and complete a 40-month primary education program. This

will be achieved through accelerated establishment of 1,350 community home-schools. The Program is aligned to the

government’s Universal Primary Education (UPE) efforts.

Project goal

Coverage will be across all four major provinces in Pakistan – Punjab, Sindh, KPK and Baluchistan. Key districts to include

Rawalpindi, Attock, Chakwal, Jhelum, Gujranwala, Sialkot, Narowal, Sheikhupura, Sangodha, Jhang, Faisalabad, TT Singh,

Sahiwal, Khanewal, Multan, Vehari, Pakpattan, Bahawalnagar, RY Khan, DG Khan, Muzafargarh, Mianwali, Bhakar, Khushab,

Jacobabad, Shikarpur, Mardan, Swabi, Swat, Pishin and Turbat

Project location

PHASE 1 - First 3 years – complete enrollment of 40,500 OOSCs

PHASE 2 – Year 4 to Year 6 - primary education completion (40 month education period) Project duration

Direct impact: 40,500 OOSCs enrollment in first three years; 1,350 home-schools established

Long term impact: 1,350 fully operational schools with capacity for 40,500 students on year-on-year basis Project impact

Diya Pakistan (in collaboration with its volunteer network and partner institutions including Kawish and ILM Trust) Project partners

USD 4,800 over 40 months (USD 120 per month or USD 1500 per year) Cost per school

USD 50 per year per OOSC (rounded off) Cost per child


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Executive summary

Diya is proposing to help 40,500 OOSCs in Pakistan to enroll for and complete the primary education program. Pakistan’s education situation is deplorable The nation faces an ‘education emergency’ with more than 9 million school-age children not having access to basic education. Literacy rates are low, 69% for men and 45% for women. The challenge… A large segment of marginalized OOSCs are constrained by economic reasons and are in child labor, farm hands or beggars. In other instances, the main impediment to schooling is the family or cultural considerations that prevent girl students from participating in large size, mixed-gender schools. Innovative, practical, community-based solution The Program will establish and operate home-schools to provide door-step access to education in localities where there are no government schools or education facilities. Teachers (primarily qualified ladies) will be identified from local communities and provided with training and resources under Non Formal Basic Education (NFBE) framework. Home-schools follow the government-approved curriculum that makes it easier for students to get admission in regular government secondary schools once they have completed the Program. Diya will set up a high-powered Steering Committee including nominees of primary donors to regularly evaluate progress. Key performance indicators shall be monitored and reported regularly. Financial audit will be undertaken by a Big 4 firm on annual basis.

High impact and sustainable The Program will establish 1,350 new schools over a three year period (450 schools each year). Each school will enroll 30-35 OOSCs reaching a total of 40,500 students in Year 3. Once established, the schools will operate on a perpetual basis, monitored and guided by Diya. Diya has 25 years’ of proven, successful track record Since 1988, Diya is working relentlessly to provide access to education to financially distressed, talented students. Diya has disbursed more than 195,000 education scholarships with a spending of more than PKR 350 million. When Pakistan suffered from catastrophic floods in 2010, Diya was able to quickly mobilize its nationwide network to rehabilitate 85,000 flood affected school children over a six-week period. Through our partner-institution (including Kawish and ILM Trust), there are more than 1,300 home-schools established across Pakistan. Result-oriented approach, professionalism, transparency and accountability characterizes Diya’s operation, winning us the trust of prominent donors like Ernst & Young, HSBC, Western Union, Bank Islami and Al Baraka Group amongst others. Financial plan Cost per student per year is USD 50. For a class of 30 students, annual cost per school is c. USD 1,500. Total project cost for 40,500 students over 40 month period is estimated at USD 6,784,169.


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The dismal state of affairs in education in Pakistan today presents a catastrophic education emergency. Even though the constitution mandates free and compulsory primary education for children aged 5-16, the standard of education, access and the facilities are sub-par. Some of the most significant barriers to education in Pakistan are: Amidst such pressing problems and lack of investment in the sector, there are a large number of out of school children in the country, an issue which requires urgent attention. Of the 9.2 million OOSCs…….

Pakistan’s EDUCATION EMERGENCY - A dismal state of affairs

Insufficient spending Poverty Social issues Corruption

Only 2-3% of GDP spent on education

A large segment cannot afford school fees (and

revert to child labor)

Family and cultural norms prevent many girl students

to attend formal schools

“Ghost schools”, mismanagement and teacher absenteeism

Background and rationale

Higher number of OOSCs are girls

(38.9%) than boys (30.2%)6

Poor children worse off: 49.2% compared

to 17.5% in richest quintile6

Dropout highest in grade 5 (42.8%),

most do not transition to

secondary ed.6

Net Enrolment6 Punjab - 61% Sindh - 53% KPK - 51%

Baluchistan - 47%

2nd in the world for

OOSCs

Low Literacy Rate2 Abysmal Education Development Index Score5

Large Number of Out of School Children3

Poor Education Infrastructure1

Gender Disparity4

21,000 schools have no building

Only 69% of men and 45% of women can

read

9.2 million out-of-school children (Primary 6.5m)

5.2 million out-of-school girls & 4

million out-of-school boys

113 of 120 countries


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Background and rationale (cont’d)

The Program will target an accelerated build-up of community home-schools in remote and educationally disadvantageous localities in rural and urban Pakistan. It is a sizeable intervention that follows a proven, successful model and seeks to enroll 13,500 OOSCs in each of the first three years of operation. The approach addresses a number of critical bottlenecks in the supply of accessible, quality education through localized, innovative solutions. The key elements of the program are: • Door-step, affordable access to education mobilizing teachers and

students from local community and operating schools from the homes of the teacher (under approved guidelines)

• Government curriculum for primary education • Flexible approach catering to a wide age-group of OOSCs • Accelerated completion of program within 40 months • OOSCs sit for Class V government education board exam upon

completion • Majority of financial donation is for the ‘soft infrastructure’

including teaching kits, learning kits and teachers’ (nominal) salaries, and less than 4% of the overall cost is towards general and administrative expenses (leveraging the available volunteer infrastructure of Diya and its partner institutions). This minimizes any moral hazard issue or misuse of funds

• Creates employment opportunity for talented teachers • OOSCs wishing to continue higher education or vocational training

will be supported by Diya through its regular education program • Once established, the home-schools will continue to operate and

be supported by existing and new donors in Diya network

How EAC Diya Program will make a difference?

1. Proven, successful, 26 years’ track record in providing access to education for the marginalized segments of the society through our nationwide operational network (http://www.youtube.com/watch?v=H0SL2IeKKqU)

2. Managed by an accomplished team with highest integrity – committed to professionalism, transparency and accountability at all levels – annual audit by KPMG

3. Proposed Program will trigger a significant breakthrough in providing OOSCs door-step access to quality education – objective is to build scale for this cost effective model through a collaborative approach

Why Diya?

26

years track record,

making a difference

since 1988

425m+

In donations (PKR)

received and

disbursed

235k+

merit scholarships

awarded over 26

years

700+ schools, colleges

and universities

across Pakistan

Diya IMPACT

1350+ ILM community

home-schools

already working

6500+ Volunteers across

32 districts

450 ILM mini libraries

1700 ILM teachers driving

the program (incl.

model schools)

Home Schools (delivered in collaboration with partner institutions)

http://www.youtube.com/watch?v=H0SL2IeKKqU



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Provide access to primary education by enrolling at least 40,500 OOSCs in first three years (1,350 home-schools) Ensure 13,500 OOSCs complete their primary education annually (Year 4 and onwards) from established home-schools Prioritize resources to invest in soft infrastructure, e.g. teacher training, teaching kits and learning kits

Significantly increase outreach to OOSCs

Target poor, marginalized, hard-to-reach children (in child labor, farm hands, beggars, etc.) who are unable to afford education for economic or cultural reasons Create employment opportunities for talented youths (predominantly female teachers) to work-from-home in line with their local culture

Bring marginalized segments into mainstream

Eliminate gender discrimination by providing door-step access to education to girl and boy students who are unable to participate in regular schools

Reduce the gender gap in education

Align with government’s national policy on Universal Primary Education, pursue government-approved curriculum, and prepare OOSCs to pass Class V exam from the relevant government education board on completing the 40-month Program

Support government initiatives in education

Project goals and objectives

Project goal To trigger significant breakthroughs in providing OOSCs in poverty, crises or cultural-restricted environment with door-step access to quality, primary education. The Program will specifically help address cultural issues relating to inability of girl students to participate in large size, mixed-gender schools. The success of more than 1,350 home-schools and the non-formal basic education framework over the years is acknowledged by the government who is actively supporting this innovative model. The main hindering factors include the lack of financial commitment from the public sector and low priority from the private sector. This cost effective Program will help replicate the success of home-school model at a much bigger, provincial and national level.

Key

Ob

ject

ives

1 2 3 4


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NUMBER OF OOSCs REACHED

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

450 Schools opened in First Year 13,500 13,500 13,500 13,500 13,500 13,500

450 Schools opened in Second Year - 13,500 13,500 13,500 13,500 13,500

450 Schools opened in Third Year - - 13,500 13,500 13,500 13,500

Total OOSCs reached in the year 13,500 27,000 40,500 40,500 40,500 40,500

The qualifying graduates of home-schools will be offered financial scholarship from Diya under our regular education program, to continue higher schooling.

Project beneficiaries

Target OOSC beneficiaries Target population: Age group 5-14 years; not going to school; in child labor (farm hands, beggars, cottage industry); in localities with no government education facilities; balanced gender split encouraging enrollment of both girls and boy students. Target geographies: Localities across a number of districts with no government or other educational infrastructure. (Punjab) - Rawalpindi, Attock, Chakwal, Jhelum, Gujranwala, Sialkot, Narowal, Sheikhupura, Sangodha, Jhang, Faisalabad, TT Singh, Sahiwal, Khanewal, Multan, Vehari, Pakpattan, Bahawalnagar, RY Khan, DG Khan, Muzafargarh, Mianwali, Bhakar, Khushab. (Sindh)- Jacobabad, Shikarpur. (KPK) - Mardan, Swabi, Swat. (Baluchistan)- Pishin, Turbat.

Program structure Diya plans to establish 450 home-schools every year over first three years (total 1,350). Each school will have enrollment of 30-35 students. OOSCs will complete a 40 month Program and will then sit for the regular government board Class V exams. A total of 40,500 OOSCs will be enrolled over a three year period under the Program. Once the home-schools are established, the plan is for them to continue to operate perpetually. Hence, once the Program is complete, Diya intends to continue to operate these 1,350 schools, mobilizing new resources from existing/new donors to keep 40,500 OOSCs in school every year.

* Shaded cells represent new OOSCs that will be enrolled in our established home-schools after completion of the Program.

1,350 home-schools

established

40 months Program

duration

40,500 OOSCs qualify

primary education

40,500 OOSCs enrolled

Year 3 & onwards

1,350 teachers

employed

1 2 3 4 5

Res

ult

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amew

ork


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Strategy, activities and implementation plan

Operational

Excellence

Stra

tegi

c p

illar

s 1

Strategic intent

Actions required

Leverage the existing scalable, cost-effective operational platform

• Site selection & mobilization • Onboarding of local teachers • Enrollment of target OOSCs • Successful completion of 40-month

program

Exceptional

Leadership

3

Deliver high-impact programs through professional & accountable leadership

• Establish Program Steering Committee to provide oversight

• Regular monitoring, evaluation, impact assessment and communication

• Annual financial audit by Big 4 firm

Resilient Financial

Plan

2

Mobilize initial and on-going funding through primary and supporting donors

• Primary donors: Agree budget and fund disbursement schedule

• Ongoing funding: Launch Adopt-a-School scheme for Diya donors in Pakistan and Middle East (individual and institutions)

Program Mission

EAC Diya Primary Education Program

Accelerated build-up of home-schools to enroll 40,500 OOSCs and

ensure completion of 40-month primary education program


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Strategy, activities and implementation plan (cont’d)

Strategic Pillar What needs to be done? Implementation plan and milestones

Operational Excellence

Leverage the existing, scalable, cost effective operational platform

to quickly enrol 13,500 students in each of

Year 1, 2 and 3

1

Site selection and mobilization for 450 home-schools

(in each of Year 1, 2 and 3)

1 • Working with our partner institutions, finalize the list of 12-15 districts in Punjab, Sindh, KPK and Baluchistan for the first 450 home-schools (Year 1). Leveraging our existing network, plan to operationalize 90 schools within the first 90 days. For each of the following quarter, plan to operationalize 120 new schools

Onboarding of local teachers (total of 1,350 teachers… one

per home-school)

2

Enrollment of target OOSCs

3

Successful completion of 40 month program

4

• Establish a core team of 2-3 coordinators for each district. Invite applications, conduct interviews and sign-up local teachers

• Initiate the two-week induction training program managed by District Coordinators. Procure and distribute Teaching Kit and Learning Kit. Follow up with monthly coaching sessions and maintain full record

• Teachers to finalize enrollment of 30-35 OOSCs within 15 days of launch of the home-school

• Complete first month review of home-school progress and ensure at least one field-visit within first three months

• Regular monthly follow-up with teachers, review of attendance register and motivational talk to OOSCs during each site visit

• Deliver training and coaching program for teachers (monthly, quarterly and annually)

• Organize students’ appearance for Class V exams at the government-approved examination centres, and report results


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Resilient Financial Plan

Mobilize initial funding

and develop donor mobilization programs

for ongoing functioning of the

schools

2

Agree budget and fund disbursement schedule from

primary donors

5

Launch Adopt-a-School scheme for Diya donors

(individuals and institutions)

6

• Diya to mobilize funding from existing and new donors for OOSCs to ensure that the home-schools remain operational perpetually

• It is planned that 500-600 individual donors from Diya’s network will adopt 1-2 home-school each, at an annual cost of USD 1,500 per school

• Diya will further mobilize 20-30 institutional donors to adopt 40-50 home-schools each

• With the completion of EAC program, Diya to ensure that all 1,350 home-schools have been adopted by new donors

• Primary donors to finalize proposal and budgets by Q2 2014

• Agree controls and key performance indicators around fund mobilization and disbursement

• Ensure indirect general and administrative expenses are maintained at minimum, always less than 4% of the overall outlay

• Initiate pilot project in April 2014*

* Pilot project (70 home-schools) initiated by Diya in April 2014


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Exceptional Leadership

Deliver high impact primary education

intervention programs through professional,

transparent and accountable leadership

3

Establish Program Steering Committee (PSC) to provide direction and

oversight

7

Regular evaluation, impact assessment,

monitoring and reporting

8 • Maintain a simple and effective management information system based on quality data, to track and report performance (operational, financial, administrative)

• Monitor progress of teachers and home-schools against agreed targets, on a monthly basis and maintain formal record

• Formalize and achieve key metrics including service level agreements and turnaround time relating to project administration

• Gather feedback and action key findings. Further strengthen the framework each year

• PSC to have 3 nominees each from primary donors

• Meet semi-annually to assess impact made by the Program, challenge and feed back recommendations for strengthening the operational and financial performance

• Establish performance metrics, refine and update standardized policies, processes and procedures for the Program, and ensure targets are achieved

• Manage key stakeholders including public sector education authorities, donors, media, volunteers, teachers and OOSCs

Annual external audit by a Big 4 firm

9 • It is expected that KPMG would continue to be the external

auditors. Diya will request special focus on the Program execution to ensure controls are effective and ensure fully transparency


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Monitoring and evaluation

Monitoring A Evaluation B

We will work through a Program Management Office (PMO) that will be led directly by a senior team member. The PMO will be the central body responsible to ensure performance tracking, evaluation, communication with the leadership and the delivery teams, and to ensure that target results are achieved.

The bottom-up framework includes: 1. District Coordinators – monthly and quarterly liaison with home-

schools in their respective districts (including regular field visits). Key metrics are student enrollment, attendance and teachers’ training & development

2. Regional Coordinators – collect information & data in their respective districts and liaise with PMO (8 regions to include Quetta, Karachi, Sukkur, Lahore, Multan, Muzafarabad, Peshawar, Chitral, D.I. Khan and Swat)

3. PMO – establish and maintain a structured management information system to keep track of home-schools, teachers’ training & development, enrollment, attendance, program completion, examination results, donor network and financial plan

4. Program Director – liaise with PMO and Regional and District Coordinators to review monthly and quarterly performance and action the agreed / remedial plan

5. Program Steering Committee (PSC) – review performance dashboards received from PMO / Program Director on quarterly basis and direct appropriate actions

Performance evaluation against a set criteria to include: 1. Accelerated build-up of home-schools as per plan 2. Mid session assessment of students’ academic performance 3. Annual assessment of academic performance 4. Home school performance (enrollment, drop-outs, training &

development, students’ performance) 5. Annual assessment of financial and donor administration plan The evaluation is documented in a standardized RAID document (Risks, Actions, Issues under management, Decisions). Feedback will result in agreed corrective actions, decisions, issue escalation and or scope change.

Communication C

PSC communication will involve: 1. Quarterly Performance Dashboard (PDF by email) 2. Semi annual leadership meeting (via video-con or tele-con) 3. Annual Performance Assessment Report (PDF by email) 4. Annual leadership meeting (in person, in Rawalpindi or Doha) 5. Annual Impact Assessment Report (PDF by email) 6. Annual external audit report of Diya by Big 4 firm (PDF by email)


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Strong follow-through under Diya’s regular

education initiative

Aligned with govt education

policy

Community based

program

Sustainability strategy

Providing localized, low-cost, scalable solutions 1. Community based program: Home-school model is based on the concept of hand-holding

communities to self-identify the severity of the education challenge for their children, agree a local qualified resource to take responsibility as teacher (who has access, trust and influence on the local population), who then identifies and enrolls OOSCs and manages the school, and is supported by Diya on administrative, educational and financial matters. Diya plays a central role as mentor and coach to the local teacher.

2. Aligned with government’s education policy: Home-schools subscribe to the government curriculum and upon completion of Non-Formal Basic Education program, OOSCs sit for the Class V examination conducted by the provincial education boards. Once they pass, they qualify for admission in regular schools should they opt to pursue higher education.

3. Strong follow-through under Diya’s regular education initiative: Diya has a proven track record of delivering education to the most distressed segment of the society across Pakistan over the last two decades. Diya is committing to support qualifying OOSCs who may wish to pursue higher education or vocational training under our regular education program.

Mitigation Plan Key Risks

The teachers will be from the local community who have access to and trust of their neighborhood. Home-schools by definition

provide convenient and door-step access to education that specially encourages girl students to enroll.

Community

acceptance

OOSCs are encouraged through zero financial expenses, and local teachers engage regularly with the guardians to address any unique

issues/ avoid surprises, create awareness on education and minimize drop-outs. A basic qualifying criteria for home-schools (and

teachers) is the ability to maintain an average class size of 30-35 OOSCs at all times.

Program

completion

Work-from-home is a strong incentive for teachers who are competent, economically-challenged and unable to take up formal

employment due to family or social issues. In fact, if there is a change of family situation (e.g. lady teacher gets married), they still

like to retain the income opportunity by training and handing-over the role to another family member (subject to Diya’s approval).

Teachers’

continuity


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Brig Iftikhar Hussain Shah

Brig Khalid Masaud

Sajjad Haider Chaudhry

Adil Abid

Ashar Nazim

Lt Col Zafar

Islam Tariq

Project organization structure

The Program will be planned and implemented by a team comprising of 9 senior executives on a voluntary basis. They will be supported by 6 full-time working with the PMO. By Year 3, there will be 1,350 teachers operating the home-schools. Diya will leverage its nationwide network of volunteers and partner institutions to rapidly scale up the organization, structured as follows:

Program

Management

Office (PMO)

Project Implementation Team

Donor nominee # 1, #2, #3

Afaq Khan, Chairman Diya Board of Trustees

Noor Abid, Diya Board of Trustees

Brig Aftab Ahmad, President Diya

Program Delivery Field Staff

(Volunteers)

Project Implementation Team Manages day-to-day operations Program Management Office Responsible for tracking progress, evaluating impact, providing overall coordination and reporting to leadership team. Supported by a core team of 6 professionals (project managers, book keepers and accountants)

Workstream Delivery Management Planning and delivery of the workstreams across interdependencies

Home School Teachers Responsible for operating schools Volunteers On when-needed basis

Leadership Team Provides overall direction and ensures achievement of program objectives Program Director Manages stakeholder relations and has the overall responsibility for program execution

Program Director

Zulfiqar Hussain Noon

Ammar Tarin

Leadership Team (Program Steering Committee)

Program Team

Financial & Risk

Management

Regional & District

Coordination

Procurement &

Logistics

Home-School Teachers


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References

1 Education Emergency Pakistan, DAWN Newspaper, 9 March 2011

2 "Out of School Children in Balochistan, KPK, Punjab and Sindh provinces of Pakistan", UNICEF, June 2013

3 Pakistan Social and Living Standards Measurement Survey 2010-11, Pakistan Bureau of Statistics

4 ibid, pg 15, table

5 Pakistan Education Fact Sheet - UNESCO

6 UNICEF OOSC Report Summary

DIYA PAKISTAN REGD. Head Office: 1304/474, Hasan Street, Defence Road, New Lalazar Rawalpindi. 46000, Pakistan Sub Office: 27-B, Satellite Town, Rahim Yar Khan, Pakistan

Diya Pakistan working towards employable education

www.diyapak.org

Email: [email protected]


mailto:[email protected]

