FGGMS Gorikote, Astor From 90 to 156 None 14 teachers (4 volunteers), average performance 75% (2010), 93%(2012) pass LRS FGGHS Skardu From 510 to 677 Very active SMC, got water, swings, furniture, fixed gate Active and committed head One room, 2 toilets 30 computers, library 30 teachers, good performance Very good learning FGGMS Patwal Skardu 90 to 155 27 teachers (2 community, 2 contract), only 16 present, low to moderate 9 out of 10 passed V, but weak learning LRS Model FGBHS Shigar From 168 to 333 High community support groups DDO with 19 schools, leveraged enforced discipline Retrofitting of roofs, 2 rooms and toilets being constructed Library, 7 computers chairs Good to excellent performance, commitment, lower absence From 25% to 93% pass, top result in district FGBPS Markenja, Shigar 118 to 132 High LLI participation in school, parents discouraged by ex-HT Got boundary wall, bathroom constructed, new teachers Toilet being constructed Low, traditional teaching, little written work Pass % from 40% to 76%, LRS Khaplu, Ghanche 193 to 320 Active SMC and MSG Outstanding head, got good teachers in school Library, 2 computers Good teaching High Sargib, Khaplu 176, 80 in ECD Active SMC Committed, very active, received best CFS award None 12 teachers, excellent, HW checked Active students, 85% pass LRS FGBHS Machelo 170 Weak SMC, community conflicts Inactive head, conflicts None Library, 2 computers, 100 chairs 5 teachers, very poor teaching Mostly poor learning FGGMS Talis, Ghanche 280 8 teachers, good teaching Good in Urdu/math, poor in Eng science 7. Brief Review of Selected Professional Development Manuals and Other Materials Developing Teachers through Mentoring Useful purpose, definition, models, phases High workload for both mentors and mentee Manual on Mentoring Useful skills, identification and strategies to develop mentees, good feedback model, action plan details
8. Revised EDIP Logical Framework Intervention Logic Verifiable Indicators Sources of Verification Assumptions/Risks Goal (or Impact) Enhance access, equity and quality of education with increased gender parity, participation and sustainability of community interventions in the selected clusters of Gilgit-Baltistan region of Pakistan. Literacy rate Net enrollment rate - primary (male and female) Net enrollment rate - elementary(male and female) Gender parity index (net enrolment rate) Net enrolment rate – primary (disabled) Baseline and endline surveys School enrolment and examination records Pakistan Social and Living Standards Measurement Survey (for comparison) Assumption: Continued commitment of the Government of Pakistan to Education for All Framework, and Millennium Development Goals i) Universal Primary Education, and ii) Promotion of Gender Equality and Women’s Empowerment Purpose (or Outcome) Improved school participation by students, without prejudice to School completion rate – primary (male and female) Transition rate, primary to middle (male and female) Average grades of 5th, 8th, and 10th grade students in Baseline and endline surveys School enrolment and examination records School case studies Progress reports Annual Status of Education Reports Assumptions: Continued cooperation from the Government of GB Commitment of the Government
female and disabled students, and improved quality of education in the project area annual examination (male and female) Gender parity index (transition rate , primary to elementary) Teacher absence rate Teacher transfer rate of GB to merit and political non-interference Stable law and situation in the project districts Continued cooperation from the Government of Australia Objective 1: To enhance gender parity and access to and equity of education in the targeted clusters of GB Intermediate Result 1.1: Increased and equitable access to education for girls and boys, including out of school children X1 out-of-school girls and y1 boys enrolled in all classes (1-10); Enrolment increased by: x1 and y1 boys at the pre-primary level; x2 girls and y2 boys in primary schools; x3 girls and y3 boys in classes 6-10 ; Ratio of girl to boy students increased: from x1 at baseline to x2 at the level; x3 Baseline and endline surveys School enrolment data (differentiating between transfers from other schools and new students) Attendance Record from schools Management Information System Narrative progress reports for EDIP. Assumptions: Willingness of local community to send their children to schools School readiness/ capacity to enroll new students continues Risks: Maintenance of school records Any natural/ man made disaster hit the project area
government officials Conducted follow up visits (50) to capture information related to the admission of new students Advocacy sessions held (12) for government officials to implement National Curriculum for ECE Ensured space, furniture and welcoming environment in the schools(42 rooms budgeted) Initiated ECD classes in (7) project schools Adult Literacy sessions (168) with mothers conducted Output 1.1.2 Awareness and advocacy sessions conducted to improve retention and Held awareness sessions (100) for parents, teachers, head teachers and potential students on importance of retention Held sessions on incorporating child MIS Data Progress reports Follow up Notes Monitoring visits by the Programme team. Assumptions: Safety and security of prevailing area remains conducive Economic condition of
of disability in the programme areas conducted disability on children conducted and report (2) prepared Research study on perceptions of disabilities Case studies Output 1.2.3 Research findings on prevalence of disability in the programme areas disseminated to stakeholders Conducted seminar (1) to share study findings with stakeholders Progress Reports Event Report Progress reports Risks: Severe weather delays TNA activities Output 1.2.4 Training of trainers, teachers, and communities conducted to create awareness and manage child disability issues Conducted training (1) of CSRC Mobilizers on disability sensitization and inclusive education Conducted awareness sessions for LLIs (112) on disability sensitization and inclusive education. Conducted community awareness events (21) on disability sensitization Progress reports Training modules for the community (LLIs) Pre- and post-training evaluations/attendance sheets Assumption: Social customs allow for mothers to play an active role in LLIs
Output 1.2.5 School assessment both for accessibility for the disabled, and for seismic retrofitting completed Conducted assessment of schools (106) 21 LRSs with defined level of access for children with disabilities Topographical survey report Hazard risk assessment report (AKCSP) MIS – mapping data/assessment survey results Output 1.2.6 Study conducted on improved student learning for children with disabilities Conducted (1) on Pre & Post Training student Survey Classroom observation records by AKES,P and IED-PDCN Assumptions: Schools able to get children with disabilities enrolled Teachers able to give time to children with disabilities (teacher shortage/class size etc) Intermediate Result 1.3 Communities, especially women, enabled to contribute in the % of schools with relevant and functional LLIs (SMCs, CBESs, VECs, PTAs, MSGs and SSCs) has increased from x1 to x2 for SMCs, x3 to x4 for CBESs, x5 to x6 for VECs, x7 to x8 for PTAs, Baseline and endline surveys Data on LLIs entered by CSRC and reported in six-monthly progress reports. Field visit reports Assumption: Support of religious leaders towards participation of women in LLIs
entire school population Rest of the unsafe building structures could be a direct threat to the retrofitted rooms Output 1.4.2. ECED Class rooms (with thermal efficiency) constructed Constructed classrooms (62) with thermal efficiency MIS Data Progress Reports Same as Output 1.4.3. Toilet blocks constructed Toilet blocks constructed (48) MIS Data Progress Reports Output 1.4.4. Appropriately equipped LRCs established Constructed LRCs in LRSs (7) Progress Reports MIS Data Output 1.4.5. Requirements for LRCs equipped with appropriate libraries and Dedicated rooms identified in all LRSs for LRCs List of required items developed for all LRCs Progress Reports
computer labs identified Output 1.4.6. LRCs equipped with appropriate libraries and computer labs LRSs (21) equipped with libraries and computer labs Progress reports MIS data Assumptions: Provision of servicing of computers available Output 1.4.7. Hazards and Risk assessments of schools completed Completed hazard and risk assessments of schools (106) Hazard maps of schools (106) developed and visualized in GIS Data entered in the MIS and reported in progress reports Assessment Reports Assumptions: remains successful in maintaining team for HVCR assessment Shortage of time may affect the progress Output 1.4.8. School disaster preparedness and response developed and employed Developed school safety training manual (1) Conducted training (1) for trainers/ teachers/ head teachers Conducted orientation sessions (7) for government officials Data entered in the MIS and reported in progress reports Training Manual List of Safety Kits Provided Assumptions: Teachers are available for training Head teachers allocate time for ‘school safety classes’ in time table Space is available for the storage of
All schools conducted safety sessions and drills Provided safety kits to all schools School disaster response plans developed for 106 schools school safety kits in schools Maintenance of school safety kits Lack of space in some schools for the provision of storage facility for kits Output 1.4.9. School safety resource centres established School Safety Resource Centres (21) established Progress Reports Assumptions: Space is made available for school safety resource centres Lack of space Maintenance of school safety centres Lack of interest of schools in safety resource centres Intervention Logic Verifiable Indicators Sources of Verification Assumptions Objective 2: To improve quality and relevance of education in the targeted clusters GB
Intermediate Result 2.1. Professionalism and commitment of teachers increased 50% trained teachers demonstrated improved content knowledge and teaching skills in English, Mathematics, Science and Urdu in post-training evaluations X percentage of teachers developed lesson plans with SMART objectives X percentage decrease in number of casual leaves and leaves without pay availed by teachers and head teachers X percentage of increase in number of teachers providing out of classroom counseling/support for students Baseline and endline surveys, Teacher performance data from AKES,P and IED-PDCN (pre and post) training sessions entered in the MIS and reported in six-monthly progress reports. Classroom observation of trained teachers. Assumptions: Teachers and head teachers are released for the trainings Course participants benefit from their learning and change their practices Substitute teachers are available Teachers and head teachers are retained in the system Teachers assessment tools are available with schools and practiced six monthly Appropriate placement of M.Ed graduates Effective follow up mechanism in placed Transfer of teachers and head teachers
from the project schools Output 2.1.1. M.Ed. degrees completed by teachers and teacher educators 30 teachers and teacher educators graduated from M.Ed. programme Potential candidates for M.Ed. Programme identified Conducted 8 weeks intensive English Language Programme for potential M.Ed. candidates. AKUIED reports about number of candidates getting admission and continuing the program Progress reports Assumptions: Candidates meeting admission criteria including good English language skills are available Output 2.1.2. Female students developed to become teachers 50 females received FHRD scholarships for F.Sc, B.Sc/M.Sc. courses and returned as teachers for cluster schools Supported female (25) students for scholarships Recruited (60%) successful scholars as Teachers Progress reports List of Students received scholarships Assumptions: 100% participants complete the course Funds available for the whole course Output 2.1.3. Certificate training Teachers (440) trained in certificate courses Progress reports
Intermediate Result 2.2: Capacity of head teachers and educational managers for school management and service delivery strengthened % of head teachers with Advanced Diploma in Educational Leadership and Management 50% trained head teachers developed relevant School Development Plans with SMART targets Percentage attendance of grade 5 students Head Teachers performance data from AKES,P and IED-PDCN entered in the MIS and reported in six-monthly progress reports Baseline and endline surveys Assumption: and policy support from Education Department for the individual initiatives of head teachers and district education officials Availability of proposed trainees for the training Output 2.2.1. Identified head teachers (60) Progress Reports MIS Data
Intermediate Result 3.1. Vision and skills of government officials and project staff broadened % improvement in student and teacher attendance % reduction in annual teacher transfer rate % increase in the number of schools visited by AEO/Supervisor during a year Reports by IED-PDCN on the completion of training activities and exchange visits, summarized in progress reports Endline evaluation report Availability of proposed trainees for training and exposure visits Output 3.1.1. Monitoring, supervision, and governance training conducted for government officials Conducted monitoring supervision and governance training for Govt. Education officials (60) Reports completion of training activities and exchange visits, summarized in six-monthly progress reports Output 3.1.2. Exchange visits completed by government officials and project staff Exposure visit conducted to educational institution in Pakistan (IED) and abroad (Australia) Progress Report Intermediate Result 3.2. Institutional linkages and networking for promoting and sustaining learning environment in the region improved Improved interaction and coordination reported by teachers to Endline evaluation team Sustainability assessed as “improved” by the Endline evaluation team Endline evaluation report Output 3.2.1. Regional Policy Dialogues held Regional Policy dialogue held (3) on various themes. Progress reports Event reports Output 3.2.2. Regional conference held One regional level conference held (200 participants over 2 days) highlighting lessons and best practices within the GB context at the end of the programme period Progress Report Conference Report