終了時評価調査結果要約表（英文）I. Outline of the ProjectCountry：Pakistan

Project title：The Project for Promotion of Student-Centeredand Inquiry-Based Science Education

Issue/Sector：Education

Division in charge：JICA Pakistan Ofﬁce

Division in charge：JICA Pakistan Ofﬁce

Total cost：Approx.269 million Yen (as of Jan. 2012)

Period of

1 May 2009 to 30 April 2012

Cooperation

Partner Country's Implementing Organization：National
Institute of Science and Technical Education
Supporting Organization in Japan：
KRI International Corp.

Related Cooperation：NIL
1 Background of the Project
Improving the quality of education at elementary education is one of the highlighted challenges in the"National Education Policy 1998-2010" in Pakistan. In 2006 Ministry of Education (MOE) moved away from
"Teacher-centered rote learning" method and introduced new curricula based on the concepts of "Studentcentered, Inquiry-Based, and Outcome based". MOE planned to introduce new curricula based text book in
3 years starting from 2009 and implement new teaching methodology in the class room. Teachers in schools,
however, 1) lack practical skills to implementing new teaching method, 2) lack training opportunities to equip
those skills, 3) lack teachers guides, 4) lack enough science subject knowledge. National Institute of Scienceand Technical Education (NISTE) has been offering training of science teachers for last 20 years, however,their achievements have not been properly translated into the classroom activities of teachers.
Since 2003, JICA Pakistan has been dispatched senior volunteers to NISTE for assisting the "development ofexperimental tools with easily available materials". The activities of senior volunteers were highly appreciatedand NISTE requested JICA's assistance to expand the activities to the other provinces. In response to NISTE'srequest, JICA dispatched the study team to formulate the project. The study team, in addition to the needs ofdevelopment of experimental tools, found the needs of development of teacher's guide and training of mastertrainers to implement the new curricula and strengthening the relationship between NISTE and provincialeducation departments. The project, ﬁnally, formulated as "the Project for promotion of Student-centered andInquiry-based (SCIB) Science Education" based on the results of the study. The project is implemented withthe collaboration with NISTE and JICA for 3 years staring from May 2009 and ending April 2012.
２ Project Overview
The project aims to establish to effective SCIB training model. The project activities include developmentof teaching plans, training of master trainers from all over the country and pilot teacher training in Islamabad
Capital Territory. The project is implemented by NISTE located in Islamabad.
（１） Overall Goal: Effective teacher training model that ensures teachers to deliver Student-centered andinquiry-based (SCIB) science lessons is utilized by other provinces and areas other than 5 pilot clusters inICT according to their setup.

（２） Project Purpose: Effective teacher training model that ensures teachers to deliver SCIB science lessons
is established.
（３） Outputs:
3-1: SCIB teaching plans for class 4-8 science are developed.
3-2: Master trainers are equipped with skills and knowledge to deliver SCIB science lessons.
3-3: Necessary interventions for effective teacher training are identiﬁed through pilot activities in Islamabad
Capital Territory (ICT).
3-4: The experience of model SCIB teacher training is shared among other educational related stakeholders
and their interest in SCIB is increased.
（４） Inputs
Japanese side：(Total Cost 350 million Yen)
Long-term Expert: NIL

Equipment

1,784,310 Yen

Short-term Expert: 9Local cost

44,318,705 Yen

Trainees received: 22Pakistan's Side：Counterpart: 25 (NISTE Technical Staff)
Land and Facilities: Project ofﬁce rooms, Training venue, Hostel, Air conditioner
Cost for development of Grade 8 teaching plans
II. Evaluation Team
Members ofMr. Toshiya Sato, Team Leader, Senior Representative JICA Pakistan Ofﬁce

Evaluation

Mr. Norihiro Nishikata, Science Education, Senior Advisor (Education), JICA HQTeamMs. Ami Ikeda, Evaluation Planning, Basic Edu Div.1, Human Development Dept. JICA HQ
Ms. Noriko Hara, Cooperation Planning, Project Formulation Advisor, JICA Pak Ofﬁce

Period ofEvaluation

11/ 1/ 2012~ 25/ 1/ 2012

Type of Evaluation ： Terminal

III. Results of Evaluation
１ Summary of Evaluation Results（１） Relevance: The relevance is relatively high. The Project is consistent with the policy and needs ofeducation sector in Pakistan and with Japanese ODA policy towards Pakistan. However, based on the 18th
constitutional amendment in Pakistan, Ministry of Education was developed. Consequently, the disseminationof teacher training model in provinces became the jurisdiction of each province, which made the federal
institutions and the project team difﬁcult to pursue the initial goals designed in the original PDM. The project,
therefore, revised the overall goal to match with the situation and put more focus on the activity 4 to inﬂuence
the provinces.
（２） Effectiveness: Effectiveness is relatively high. The Project purpose and outputs have been almostachieved. It can be said that the SCIB training model has been established as the pilot training cycle wascompleted successfully and training guidelines were ﬁnalized and endorsed by PIMC. The quality of SCIB
science lesson delivery has been improved according to the result of end-line survey.
（３） Efficiency: Efﬁciency is medium. All the inputs from Japanese side are implemented almost as planned

and well utilized. Unexpectedly, the budget for master trainer training could not been disbursed from thePakistan side because of the ﬁnancial constraints. However, activities were implemented without major delay
and the majority of indicators of outputs have been achieved.
（４） Impact: Impact is relatively high. Both NISTE and FDE have the plan to continue SCIB training. Eventhough, budget disburse is the main issue to achieve the overall goal in ICT. In other provinces, some mastertrainers have voluntarily conducted SCIB trainings and awareness events. Besides, the General Science
textbooks linked with the SCIB science approach can contribute to achieve the overall goal in other provinces.
（５） Sustainability: Promotion of SCIB science lesson is expected to be continued based on the curriculum
2006. Even C/P has enhanced institutional and organizational capacity for further dissemination of SCIB
science trainings in ICT, planning and ﬁnancial arrangement are still remained to be considered. However,textbooks linked with SCIB science approach can contribute to expand the SCIB science lessons in otherprovinces.
２．Factors that promoted realization of effects（１） Factors concerning to Planning
The demands for teachers training for them to introduce student-centered and inquiry-based concept in 2006
curricula was high. The curriculum wing of MOE supported the project concept and activities.
（２） Factors concerning to the Implementation Process
C/P's Positive involvement in the project contributed to the realization of the effects. The understanding
the SCIB concept and its' effectiveness was deepened gradually. The commitment of the C/P increased as
the project progressed. Project team tried to introduce simple, feasible and effective technical skills to C/
Ps so that C/P could gain enough conﬁdence. This strategy was well worked and NISTE now felt conﬁdent
and appreciated the training program is simple and feasible one. Though efﬁciency was compromised, thestrategy of capacity building of the human resources in the system is expected to bring impact of the projectin future.
３．Factors that impeded realization of effects（１） Factors concerning to Planning
Based on the 18th constitutional amendment in the country, Ministry of Education was devolved. Newly
established CADD has more control over the ICT but less towards provinces compared to previous set-up.
This change did not match with the pre-condition of the initial project design, which weakened the relevance
between project purpose and overall goal, as well as project purpose and output 4. PC1, which ensure theownership of the project of the government, of the project was not formulated by the Pakistani C/P. Theproject, therefore, was not properly placed in the plan of provincial education department, which adverselyaffected the sustainability of the project, especially in the provinces.
（２） Factors concerning to the Implementation Process
Frequent changes of the administration of C/P organization and absence of full-time Director General (DG)of NISTE affected the progress of the activities to some extent. Cost for master trainer training was not
disbursed by the Pakistani C/P due to budgetary constraints. The uneven capacity of the Teaching PlanDevelopment (TPD) members hampered the scheduled teaching plan development. Against all the odds, theproject managed to keep the pace of project progress and completed all the activities.

４．Conclusion
Though the close cooperation between the Pakistan and Japanese sides, the project overcame constraints
during the project implementation and achieved the project purpose. The Project has contributed the ﬁrst
step of SCIB science lesson implementation in Pakistan. Positive changes such as improvement of students'
interest, willingness and positive attitudes in science lessons were observed in the pilot schools comparedto before. This is a distinct paradigm shift to Pakistan science education. Therefore, the project would
be terminated as scheduled because the Project purpose is almost achieved. Furthermore, it is expected toconsolidate the foundation to utilize teaching plans, training guidelines and master trainers so as to extend theeffects and impacts of the Project throughout the country in a sustainable manner.
５．Recommendations
1) Importance of dissemination of the curriculum 2006
Lack of understanding of the main concepts of new curriculum was the fundamental problems for effective
SCIB training. It is recommended for concerned departments to disseminate the curriculum, especiallyfundamental concepts, in various Pakistani languages.
2) Extend the Project activity to remaining ICT area
It is recommended that Federal Directorate of Education (FDE) in collaboration with NISTE will continue theSCIB science education promotion in the remaining area of ICT, where the Project did not cover.
3) Extend the Project activity to the provinces
Lack of ﬁnancial resources is a challenge for expanding the project experience in the provinces. Nevertheless,provinces who are willing to promote activities should secure the necessary budget. For that purpose, it isrecommended for provincial focal persons with support of NISTE that a)persuading top managements tobe understood the beneﬁt and effectiveness of SCIB methodology, b)formulating the systematic promoting
mechanism as a provincial system, c)getting approval of plan by the competent authority. CADD may alsoneed to play some role for dissemination of SCIB.
4) Increase the number of the master trainer
The number of master trainers trained by the project is limited and it is difﬁcult to cover all the areas fordissemination by these master trainers. It is necessary for authorities to attempt to increase the number ofmaster trainer through master trainers training designed by the Project.
5) Lesson study as a low cost continuous teacher training
During the implementation process of the Project, it has been noticed that lesson study approach was effective
and efﬁcient for teachers to develop their professional knowledge and skills without paying daily allowances.
It is very useful and recommendable for the authorities to adopt this type of teacher training as a part ofcontinuous professional development.
6) Necessity of deep understanding of subject matter
It has been noticed that it is very important for all teachers to understand subject matters deeply, especiallyfor higher grade, so that they can apply SCIB lesson. It might be necessary that science knowledge and skills
should be enhanced more during pre-service teacher training period, so that in-service training could focus onpractical skills and be more efﬁcient.

６．Lessons Learned1) Strong commitment of Pakistan Side
Throughout the Project period, the Project experienced the changes of the administration and different levelof commitment. The level of commitment has been increased towards the end of the Project as the Project
activities progressed. Strategy of the project, such as capacity development of ofﬁcers inside the system andapplication of simple and feasible technical transfer might also contribute increase of commitment of the C/Ps. Strong commitment of the C/P is crucial factor for any Project to bring successful results.
2) Teacher's strong motivation to participate in unpaid allowance training
It was found that teachers were seeking training opportunities and they were willing to participate in eventraining without allowance if training contents are in line with their demands. It is important for the authorities
to take measures to increase training opportunities for teachers, which match with their demands by analyzing
real teacher's needs.
3) Member selection for Teaching Plan Development
It is recommended to include teachers with rich experience in the members of material development forteachers since they could contribute a lot to improve the quality of materials based on their experience in theclassrooms.
4) Importance of Capacity Development Process for officers inside the system
The project was implemented aiming to build the capacity of ofﬁcers inside the system. This process, though
it was challenging, contributed a lot for the capacity building of the members and intensiﬁed the sense ofownership. This strategy of the Project is very important since the human resource developed in the Project
can continue to work and contribute to the educational development within the ofﬁcial educational system infuture.
5) Importance of school principals involvement
The project conducted the training of principals as well. After the training, schools and teachers became morecooperative towards lesson study conducted in schools. It shows that principals' understanding and leadershipwill contribute to conducting school based teacher training smoothly.
6) Importance of teacher's discretion for teachers training
Many teachers have been involved in preparation and implementation process of lesson study as one of theProject strategy for capacity development. This Project strategy let teachers have some kind of discretion forteacher training and, as a consequence, made positive impact on increasing teacher commitment toward lesson
study. It shows that teachers' participation, not only as trainee, but also in as one of the training organizer, cancontribute to improvement of their commitment and effectiveness of the training because teachers could havetheir autonomy to customize trainings by their own at their discretion.
7) PC-1 formulation
PC-1 has not been formulated either at federal or provincial level for this project. Sustainability of theproject in the provinces, therefore, was challenged. In case of nation-wide project, therefore, PC-1 must beformulated and approved at the time of launching the project for the project targeted provinces to ensure theproject sustainability.