THE AGA KHAN DEVELOPMENT NETWORK

PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS:CONTRIBUTIONS TOWARDS ACHIEVING

EDUCATION FOR ALL

June 2007

AKDN Agencies Working in the Field of Education

THE IMAMAT

AGA KHAN DEVELOPMENT NETWORK

EconomicDevelopment

CultureSocial

Development

Aga Khan Education Services

Aga KhanAward for

Architecture

HistoricCities Support

Programme

Educationand CultureProgramme

University ofCentral Asia

Aga KhanUniversity

Aga KhanFoundation

Aga Khan TrustFor Culture

Aga Khan Fund forEconomic Development

TourismPromotionServices

IndustrialPromotionServices

FinancialServices

MediaServices

AviationServices

Aga Khan Health Services

Aga Khan Planning andBuilding Services

Aga Khan Agency for Microfinance

AKDN’s Geographic Presence: 33 Countries in 8 Regions

Europe

France

Switzerland

United Kingdom

Germany

Portugal

Russian Federation

Bosnia-Herzegovina

West Africa

D.R. Congo

Ivory Coast

Mali

Senegal

Burkina Faso

Middle East

Bahrain

Egypt

Iran

Syria

UAE

Eastern Africa

Kenya

Madagascar

Mozambique

Tanzania

Uganda

South Asia

Bangladesh

India

Pakistan

Central Asia

Afghanistan

Kazakhstan

Kyrgyz Republic

Tajikistan

Uzbekistan

North America

Canada

USA

East Asia

China

AKDN’s Education Policy

• Focus on quality, purpose and relevance

• Concern with access and equity

• Support to all levels of education

• Work across sectors (public, private and civil society)

• Long-term commitment and presence

Case Studies• Aga Khan Education Services, Pakistan (Northern Areas)• Bodh Shiksha Samiti (Rajasthan, India)

South Asia Context

• Over half of all non-state school enrollments at the primary level, roughly 35 million children, are in South Asia (UIS, 2004).

• In Pakistan, almost 8,000 new fee-paying schools have been set up since 1999, half of them are in rural areas (Andrabi, 2006).

• In India, 61% of the increase in primary school enrolments over and eight year period was in non-state schools (Kingdon, 2007).

Case Studies

Case Study: Aga Khan Education Services, Pakistan

AKES, Pakistan

192 (122 NA) AKES Schools

200 (123 NA) Community Schools

75 Government Schools

62,000 (20,000 NA) Students

65:35 Girl:Boy Ratio

13% AKES coverage as percent of total

enrollment in Northern Areas

Aga Khan Education Services

OVERALL 43 %

GOVERNMENT 44%

SAP 49%

AKES, P 76%

OTHER PRIVATE 23%

PRIMARY COMPLETION RATES, 2005

MATRICULATION FROM GRADE TEN, 2004-2005

OVERALL 59%

AKES, P 88%

OTHER PRIVATE 23%

Aga Khan Education Services

IMPACT ON GIRLS EDUCATION

• Girls comprise 65% of AKES enrollments, compared to 36% in government schools and 57% in SAP schools

•AKES accounts for 32% of all female enrollment in middle school, and is the largest provider at the high school level.

Aga Khan Education Services

POLICY & PRACTICE

• Strong, established relationship with government

• Support to government schools in the form of teacher training, leadership support, sharing of best practices, etc.

• Northern Areas Education Strategy

Case Study: Bodh Shiksha Samiti

•Established in 1987 as a non-formal program with a focus on most disadvantaged out-of-school children living in urban slums

•Focus is on quality and relevance, through intensive teacher training, active pedagogy, and community engagement

• MAINSTREAM INTERVENTION PROGRAM & EXPANSION

• Changes in classroom learning environment – Increase in positive interactions between teachers and students

• Better infrastructure (classrooms, playgrounds, toilets, buildings)

• Significant gains in children’s learning

• Lower dropout rates, higher retention and completion rates

Case Study: Bodh Shiksha Samiti

POLICY AND PRACTICE

•Multiple and more complex joint ventures with State government

•Replication of model, and adaptation of core components of non-formal program in public schools, and in community schools. (Current reach is 1,100+ schools).

•National Leadership: Coordinator of National Core Group for the education of the rural poor.• MOU with government to work jointly with block and district-level administrative units through resource schools and demonstration sites.

• Keeping children front and center. A plurality of responses are required.

• Importance of NSS in reaching the most marginalized and disadvantaged groups

• Complexity and difficulty obtaining data, and the need for improved research and evaluation

• Enabling policy environment - active dialogue, and collaborative exchange – particularly in relation to regulation and financing.

• Empower communities to hold service providers accountable.

REFLECTIONS