Programme description

Title: Education sector development programme in Khyber Pakhtunkhwa and in the Federally Administered Tribal Areas (FATA)
Commissioned by: German Federal Ministry for Economic Cooperation and Development (BMZ)
Country: Pakistan
Lead executing agency: Elementary and Secondary Education Department KPK; Directorate of Education FATA
Overall term: 2002 to 2015

Context

In Pakistan’s Khyber Pakhtunkhwa province (KPK – formerly the North-West Frontier Province), 53 % of the adult population cannot read or write. Some 70 % of all women are illiterate. There are still too few schools and classrooms to cope with children enrolled for public sector education, and there are often great distances to travel to school, which is time consuming and unsafe, particularly for girls. The education available is generally poor in quality, with learning materials that are outdated and of little relevance. Current investments and development projects in primary education bring few benefits for most school children. Although sector policies are in place to bring gradual improvements to the institutions and the services provided, there is a shortage of individual and institutional capacities to implement those policies effectively. Moreover, the centrally organised administration prevents schools or citizens from getting involved in decision making. This leads to social indifference and curtails the administrative independence of the schools at provincial and district levels. The Federally Administered Tribal Areas (FATA) face problems that are similar, but even more extreme. Here, women’s literacy is below five per cent.

Objective

Girls and boys in Khyber Pakhtunkhwa province receive basic education of improved quality that is designed to impart life skills. In the Federally Administered Tribal Areas, the first steps have been taken towards improving capacities and the institutional framework, in order to increase access to, and the quality of education.

Approach

The project provides technical and strategic advice at the provincial level to help draw up a coherent sector plan. This involves a complex participatory process that embraces the relevant counterpart institutions, development partners and international financial institutions. A comprehensive and systematic capacity development strategy is followed, which should ultimately bring improvements in teaching based on modern and interactive concepts and techniques. In this way, the project seeks to enhance learning outcomes at all levels, especially in the primary schools. At the same time, by establishing an education management information system (EMIS), the project will guarantee better implementation, monitoring and quality control of educational policies up to district level.

A new concept of integrated in-service teacher training and supervision is being piloted in a number of districts. This should improve overall learning outcomes by monitoring primary school teachers and providing them with teaching support. Special efforts are made to improve the performance of head-teachers, representatives of the school administration, teachers, local municipal organisations and parents engaged in the parent-teacher councils.

The project is also encouraging the privatisation of textbook and learning materials production by using confidence-building measures aimed at private sector publishers and booksellers.

In KPK, GIZ is cooperating closely with the United Nations as well as bilateral donors from the UK (DFID), Canada (CIDA), Australia (AUSAID), the Netherlands and Norway. This fulfils a memorandum of understanding signed with the Government of KPK calling for the harmonisation of development efforts in line with the province’s Education Sector Plan and Capacity Development Plan. Efforts are also underway to assist the Directorate of Education FATA with the elaboration of a long term education sector strategy up to 2020.

Results achieved so far

In 2010, GIZ introduced the concept of integrated in-service teacher training and supervision, which is being piloted in two districts each of KPK and FATA. The concept demonstrates how effective links can be made between in-service training and school-based supervision and mentoring. It also shifts the focus away from a top-down approach. Instead, teachers are encouraged to find their own solutions to problems which confront them in their day-to-day teaching. To improve the quality of teaching and learning, the pilot concept introduces innovative professional development measures, such as self-reflection and peer learning.

A comprehensive capacity development strategy was approved by the government, and a corresponding annual work plan has been set out. This strategy provides the backbone for successful implementation of the education sector plan. Its implementation has begun, and GIZ has been asked to lead the process on behalf of the development partners. The Netherlands and AusAID are already contributing, while the EU is expected to join soon. The capacity development strategy has therefore become a platform for donor coordination and provides a feasible instrument for aid effectiveness.

New and improved textbooks are now being produced for the new 2006 curriculum. Books for Grades I and VI have already been printed and distributed to schools, while those for other grades are in the process of development. Publishers, writers and reviewers are benefiting from training and orientation workshops, where they learn about modern trends in textbook development and interactive learning methods.

Further information

• Department of Elementary and Secondary Education of Khyber Pakhtunkhwa
  http://www.khyberpakhtunkhwa.gov.pk/...