Provincial dialogue with HEC on quality of post primary training Work with HE Dept to agree approach. Agree plan of action with HEC. Review progress in conjunction with HEC and HE Dept annually, feedback and improve approach further. Identify and publicise list of preferred teacher education qualifications Assess major qualifications available and produce list. Launch list in agreement with HE Dept and HEC. NA Review list after 2 years and refresh. NA Roll out teacher rationalisation policy across the province Complete rollout in 20% of districts and review. +8 districts to 52%. NA +7 districts to 80%. +5 districts to 100%. Design and launch teacher scholarship programme Design programme, earmark funds. Launch in partnership with HE Dept and HEC. 1st cohort of awards made. 2nd cohort of awards made, 1st cohort deployed. 3rd cohort of awards made, 2nd cohort deployed. Table 5 How will this contribute to the strategic goals of ESP 2015? Table 6 summarises the specific ways in which the four activities included in this policy will contribute to the improvement of the schools sector and outcomes for its stakeholders in the next five years. At the end of the period, the ESED will have achieved a significant shift in the quality of teaching available in government schools, and by extension, opportunities for students to learn effectively. In ESP 2020, the Department will build on this progress with a major programme aimed at strengthening the syllabus, textbooks and teaching materials (see page 35) available to educators. For… Learners More opportunities to go to school, especially for girls and those living in remote and marginalised communities. The opportunity to learn more effectively, given rationalised deployment of teachers, and improvements in pre-service training. Teachers Opportunities to prepare more effectively to teach children, building capacity to manage classes and help children succeed. Increased respect for the profession in the province, building confidence and interest in educating students. PTC/Community More opportunities for children to learn in the community given more equitable deployment of teachers. More opportunities to work with teachers to build a positive ethos and continuous improvement of the learning environment.
Teachers More equitable provision of CPD, providing better opportunities to prepare for classroom management and teaching. Improved professional support at school level, given clear leadership and coaching from HTs, and needs based CPD provision. PTC/Community More opportunities for children to learn in the community given improved teacher skills and motivation as educators. More opportunities to work with teachers to build a positive ethos and continuous improvement of the learning environment. ESED Better prepared and supported teachers, ensuring more children enrol and stay in school, and learn effectively. Clarity of mandate inside the Department on the management of CPD, including liaison with partners. Partners Protection of historical investment in teacher training, with roll out of the best approaches province-wide. Emergence of a clear pathway for future engagement and technical support in this area for implementers and their funders. Table 9 What are the barriers to delivery? Barrier Risk/Impact Mitigation Strategies Departmental roles are unclear resulting in high transaction costs and low accountability for managing approaches Med/High Prioritise review of the existing organisations and clarify their roles, identifying a single clear lead on CPD Build skills in the organisation identified to manage partners and procurement, as well as deliver CPD in house Publicise the refreshed structure, ensuring all partners are aware of institutional responsibilities Uneven delivery of CPD given partners’ ability to access parts of the province Med/Med Improve equity of opportunity by inviting teachers from hard to reach areas to CPD events in more accessible centres Actively seek out partners who can combine excellent provision with the ability to operate in more areas Possible reluctance from partners to adapt approaches to Department priorities Low/High Adopt a phased approach to integrating approaches to allow for partner planning cycles and current priorities Hold regular meetings with major providers of CPD to outline Departmental priorities and seek advice Possible competition between providers to attract teachers to courses Low/High Hold an early discussion with implementers to agree a standard policy on per diems and other material benefits Enforce the timely inclusion of partner led CPD work in the Departmental calendar by the start of each fiscal year Ensure all partner run courses are conducted outside times when teachers should be in the classroom
How will this contribute to the strategic goals of ESP 2015? Table 22 summarises the specific ways in which the Department’s partnerships with the private sector, through the voucher programme, will contribute to positive outcomes for all stakeholders. Partnerships of this kind, and the use of vouchers specifically, are both prevalent in other parts of Pakistan, and a closely debated approach to international development in the education sector worldwide at present. As a result, ESED will have contributed significantly to global evidence on the efficacy of partnerships between governments and private providers of education, as well transforming the province’s understanding of how effective this approach can be in practice. For… Learners More opportunities to go to school for some of the most marginalised children in the province. More opportunities for children with vouchers to access good quality education, and benefit from annual assessment. Teachers Less overcrowding in government schools enabling teachers to manage classes and student learning more effectively. Opportunities for teachers and schools in the private sector to benefit from additional enrolments. PTC/Community More opportunities for marginalised communities, including IDPs as well as those in low income urban areas. Quality assurance of education received by children with vouchers through annual assessment. ESED Increased enrolment and retention of vulnerable children in urban areas, contributing to delivery of long run aims. Reduction in overcrowding in government schools, and in the number of unadmitted children in major cities. Partners Improved targeting of financial assistance at children at most risk of educational deprivation, including IDPs. Significant contribution to global evidence on public private partnerships in education for international development. Table 22 What are the principal barriers to delivery of this policy? Barrier Risk/Impact Mitigation Strategies Creating the fiscal space needed for the programme Low/High Use earmarked partner financial support in the short term to manage budget shortfalls. Protect existing fiscal space through Policy 10 on pegging budget to inflation rates. Use political will to deliver education services in the current term to drive budget discussions.
2015/16 2016/17 2017/18 2018/19 2019/20 Create emergency management fund Fund designed and agreed and with funds ring-fenced. Provision included in 2016/17 budget. Provision included in 2017/18 budget. Provision included in 2018/19 budget. Provision included in 2019/20 budget. Create emergency management plans Plans created for range of scenarios. Plans reviewed and updated. Plans reviewed and updated. Plans reviewed and updated. Plans reviewed and updated. Commission independent reviews in wake of emergencies NA Review complete and findings incorporated. Review complete and findings incorporated. Review complete and findings incorporated. Review complete and findings incorporated. Table 24 How will this contribute to the strategic goals of ESP 2015? Table 25 summarises the specific ways in which the development of an emergency preparedness fund and management plans will deliver positive benefits for all stakeholders. For… Learners Reduced disruption in access to school and learning after an emergency, including for displaced students. Faster, better quality emergency repair of school buildings, ensuring school environments remain safe for students. Teachers Reduced disruption to the running of schools in the wake of an emergency, including established protocols for action. Reduced pressure on other schools to accept displaced students, enabling teachers to manage classes effectively. PTC/Community Reduced disruption in access to school and learning, and clear plans of action during an emergency situation. Fast, predictable disaster management and emergency relief available to affected communities. ESED Fiscal flexibility to tackle the impact of emergencies quickly and effectively and minimise disruption to service delivery. Greater resilience, lessening risk of core programme of reform being delayed or derailed by an emergency. Partners Greater resilience, lessening risk of core programme of reform being delayed or derailed by an emergency. Clear approach to disaster management, enabling partners to align their emergency plans with the government. Table 25
Continuous improvement on use of IMU data All districts understand how to use IMU data on key issues. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. Table 30 How will this contribute to the strategic goals of ESP 2015? Table 31 summarises the specific ways in which the five activities included in this policy will contribute to the improvement of the schools sector and outcomes for its stakeholders in the next five years. Policy 9, along with Policies 8 and 10 should be viewed as an essential underpinning activity to help the Department improve service delivery in all aspects of the school system, and for all students, including girls and others most at risk of educational deprivation. For… Learners More opportunities to go to school and learn, given work on requirements for places, and improving teacher presence. Better learning environments, given improved budgeting and information about work required to repair schools. Teachers Improved focus on teaching, given increased capacity of district administrators to manage effectively. Better working environments, given improved budgeting and information about work required to repair schools. PTC/Community More opportunities for children to enrol and learn in the community given better information and planning. More of children remaining in school given better teacher presence and better targeted resourcing at district level. ESED Improved information and evidence for decision making, planning and policy making at provincial level. Improved management of the school system at district level, through skills building among key officials. Partners Better value for money for financial investment, given improved capacity of officials to manage the school system. Improved information and evidence for return on investment, including financial management and results. Table 31 What are the principal barriers to delivery of this policy? Barrier Risk/Impact Mitigation Strategies
Annual schedule of monitoring meetings Month Meeting 1 Meeting 2 July Monthly departmental stock take (internal with observer status for governments providing financial aid) August September Q1 review (all donors and implementing agencies) October November December Q2 review (all donors and implementing agencies) January February March Q3 review (all donors and implementing agencies) April May June Annual Review (all partners providing financial aid) Table 39 Approach to evidence based evaluation and decision making In addition to the schedule of monitoring meetings outlined above, ESED has committed to commissioning a range of evaluation focused studies related to ESP 2015 policies over the next five years. These are summarised in Table 40. It is possible that funding partners may wish to conduct other evaluations and studies. In the event this is the case, the Department will work with partners to facilitate this work. Policy Study Purpose Frequency 1 Review of available teacher training qualifications for new entrants. Facilitate evidence based decision making on which qualifications should be treated as preferred by provincial government when recruiting teachers. Year 1. Refresh in Year 4. 2 Review of existing teacher education organisations in the Department. Facilitate evidence based decision making on assignment of responsibility for managing teacher education appropriately. Year 1. One time study. 3 Review of existing teacher T&Cs and their impact on education delivery. Facilitate evidence based decision making on reshaping teacher T&Cs to improve focus on core business of educating children. Year 1. One time study.
5 Fundamental review of cash transfer approaches in education across the province. Facilitate evidence based decision making on developing a single programme to deliver cash transfers to children at risk of educational deprivation. Year 1. One time study. 5 Annual reviews of performance of cash transfer programme. Examine the evidence for links between cash transfers and increased enrolment and retention, and better learning outcomes. A major contribution to global evidence in this area. Years 2-5. Longitudinal study. 6 Review of performance of voucher based partnership with private sector. Examine the evidence for links between use of vouchers and increased enrolment and retention, and better learning outcomes. A major contribution to global evidence in this area. Year 3. One time study. 7 Reviews of Departmental emergency management procedures. Examine the quality of specific emergency responses and make recommendations to strengthen future practice. Annually, depending on incidence of emergencies. Table 40
Joint Review Framework Policy Group Activity 2015/16 2016/17 2017/18 2018/19 2019/20 More Effective Teachers 1 Redevelop Grade 16 training and roll out to all trainee primary teachers Development of new Grade 16 syllabus. 1st cohort trained. 2nd cohort trained, 1st cohort deployed. 3rd cohort trained, 2nd cohort deployed. 4th cohort trained, 3rd cohort deployed. Provincial dialogue with HEC on quality of post primary training Work with HE Dept to agree approach. Agree plan of action with HEC. Review progress in conjunction with HEC and HE Dept annually, feedback and improve approach further. Identify and publicise list of preferred teacher education qualifications Assess major qualifications available and produce list. Launch list in agreement with HE Dept and HEC. NA Review list after 2 years and refresh. NA Roll out teacher rationalisation policy across the province Complete rollout in 20% of districts and review. +8 districts to 52%. NA +7 districts to 80%. +5 districts to 100%. Design and launch teacher scholarship programme Design programme, earmark funds. Launch in partnership with HE Dept and HEC. 1st cohort of awards made. 2nd cohort of awards made, 1st cohort deployed. 3rd cohort of awards made, 2nd cohort deployed. 2 Create one managing institution for CPD in the province Conduct review of existing organisations. Implement findings and resource organisation. Annual review, implement improvements. Annual review, implement improvements. Annual review, implement improvements. Integrate Agree plan for Integration 50% Integration 100% NA NA
approaches and projects connected with CPD integration with partners. complete. complete. Publish and achieve targets included in annual CPD calendars Publish in July 2015. Review in June 2016. Publish in July 2016. Review in June 2017. Publish in July 2017. Review in June 2018. Publish in July 2018. Review in June 2019. Publish in July 2019. Review in June 2020. Design and implement or manage approach to HT development Design approach with input from partners. Launch HT development programme. Review progress in conjunction with partners and HTs annually, feedback and improve approach further. Review progress in conjunction with partners and HTs annually, feedback and improve approach further. Review progress in conjunction with partners and HTs annually, feedback and improve approach further. Monitor and support teachers to improve performance and access appropriate CPD Commission design and build of TMIS. Launch TMIS. 1st year data informs CPD strategy. 2nd year data informs CPD strategy. 3rd year data informs CPD strategy. 3 Develop a clear Departmental proposal on changes to T&Cs Review complete and findings used to develop proposal. NA NA NA NA Agree proposal at provincial government level Discussion at all SDPF meetings. Discussions complete and approach agreed. Refine approach based on feedback. Agree settlement and approve formally. NA Agree proposal with teaching unions and other stakeholders Include evidence in review process. Open formal negotiations. Review progress and refine as required. Agree settlement and communicate. NA
Every Child’s Right to Education 5 Develop new approach on cash transfers Commission and complete review. Agree basis for new design. Design of new approach complete. Agree financing for new approach. 100% of transfers made. Annual review conducted and approach strengthened. 100% of transfers made. Annual review conducted and approach strengthened. 100% of transfers made. Annual review conducted and approach strengthened. Conclusion of existing cash transfer projects 100% of transfers made. TPVs conducted. 100% of transfers made. TPVs conducted. NA NA NA 6 Implement scaled up plan for voucher programme Plan agreed and first year scale up implemented. Second year scale up implemented. Third year scale up implemented. TBC, depending on review. TBC, depending on review. Increase coverage of urban areas X schools in Peshawar included. Programme rolled out to X schools in City A and City B. Programme rolled out to X schools in City C and City D. TBC, depending on review. TBC, depending on review. Increase number of vouchers offered (1,500 +X) vouchers redeemed. (1,500 + X + Y) vouchers redeemed. (1,500 + X + Y + Z) vouchers redeemed. TBC, depending on review. TBC, depending on review. Assess learning outcomes annually Average 2014 result + X% Average 2015 result + X% Average 2016 result + X% TBC, depending on review. TBC, depending on review. Review programme and re-plan for Years 4 and 5 Review conducted and findings agreed. Refresh of programme based on review. Refresh of programme based on review.
7 Create emergency management fund Fund designed and agreed and with funds ring-fenced. Provision included in 2016/17 budget. Provision included in 2017/18 budget. Provision included in 2018/19 budget. Provision included in 2019/20 budget. Create emergency management plans Plans created for range of scenarios. Plans reviewed and updated. Plans reviewed and updated. Plans reviewed and updated. Plans reviewed and updated. Commission independent reviews in wake of emergencies NA Review complete and findings incorporated. Review complete and findings incorporated. Review complete and findings incorporated. Review complete and findings incorporated. Good Governance & Management 8 Discussions at provincial level to broaden approach across sectors Discussions held, survey specified accordingly. NA NA Discussions held, survey specified accordingly. NA Commission sample based household survey Survey conducted and findings received. NA NA Second survey conducted and findings received. Results used to for next three years Remodelling for years 2016/17 to 2018/19. Remodelling for years 2019/20 to 2021/22. Data used to model for ESP 2020. 9 Agree level of support with funders and service providers Completed and work begun. NA NA NA NA Assemble well qualified team to work at district level Completed and work begun. Review requirement. Review requirement. Review requirement. Review requirement. Continuous improvement on Annual School 80% of ASC returns completed on time. 100% of ASC returns completed on time. X% uplift in quality of data provided. X% uplift in quality of data provided. X% uplift in quality of data provided.
Census returns Continuous improvement on District Budgets 80% of budgets completed on time. 100% of budgets completed on time. X% uplift in quality of budget provided. X% uplift in quality of budget provided. X% uplift in quality of budget provided. Continuous improvement on use of IMU data All districts understand how to use IMU data on key issues. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. X% uplift on teacher attendance. X% uplift on student attendance. 10 Conduct comparative study on trends in salary and non-salary components Study completed and findings adopted. NA NA NA NA Conduct study on impact of non components on teachers Study completed and findings adopted. NA NA NA NA Develop purchasing power scenarios for discussion on budget NA Scenarios completed and used in discussions. NA NA NA Agree inflation rate and policy on pegging budget with Finance NA Agreement reached. 2016/17 budget protected. 2017/18 budget protected. 2018/19 budget protected. 2019/20 budget protected. Table 41