From Policy to Practice Trends and Evidence on Adopt A School Program

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From Policy to Practice Trends and Evidence on
Adopt A School Program

• Baela Raza Jamil
• Chairperson Idara-e-Taleem-o-Aagahi (ITA)
• Presented at the Workshop
• Hosted by the
• Sindh Education Foundation
• Karachi June 21, 2005

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Presentation in Seven Segments

1. Call for Action on School Improvement through
   partnerships Adopt a School Program.. A
   citizens response
2. AAS from an innovative scheme to nationwide
   mainstreamed policy on public private
   partnerships with incentives ..
3. Scale of SIP through AAS program .. The Quality
   Dimension
4. Tapping Corporate and Individual Philanthropy
   PCP, Unilever
5. Evidence of school improvement
6. 2nd Wave of Reforms .. Mainstreaming innovations
   for sustainability
7. New Roles, Modalities and Next Steps

PCP, Unilever City District Govt Lahore are
duly credited for relevant texts
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1. Call for Action on School Improvement through
Adopt a School Program.. A Citizens Response to
Public Inaction

• In 1990 Professor Anita Ghulam Ali highlighted
  the need for AAS program in a Situation Analysis
  report for Sindh ..AAS was conceived as an APPEAL
  to Citizens to counter widespread education
  malaise, poor governance in the public sector,
  skills quality gap and a major service delivery
  catastrophe
• In 1997 AAS program was launched by the Sindh
  Education Foundation with partner NGOs. SEFs
  role was that of facilitation, advocacy and
  technical intermediation, i) between adopters
  and government, and ii) between adopters and
  schools.
• 1n 1998 AAS program expanded to Punjab, Lahore by
  the Metropolitan Corporation Lahore (MCL)

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2. From an Innovative Scheme to Mainstreamed
National Policy Practice

• AAS was incorporated as an innovative program of
  the Education Sector Reforms Action Plan
  2001-2005 under a cross-cutting thrust area of
  ESR, viz., Public Private Partnerships (PPPs),
  one of the 7 thrust areas. AAS was subsumed under
  PPPs
• PPP or Triple P was conceived as an
  acknowledgment of widespread presence of private
  and non-state actors in education provision and
  the inability of govt. to meet targets on its
  own, on account of its efficiency and
  effectiveness gaps.
• An incentive package was approved by the cabinet
  in 2001 for mobilizing all partners to meet EFA
  sector wide ESR Goals through PPPs
• Policy on PPPs was incorporated in the Poverty
  Reduction Strategy Paper (PRSP)
• PPP found provision in provincial and district
  policies..
• Lahore, Faisalabad Kasur Sheikhupura, Jhang
  Rawalpindi, Thatta, Ghotki Hyderabad Sukkur
  Mirpurkhas, Karachi, Kech Gwadar, Chaghi, etc.
  
• PPPs are increasingly reflected as a core
  component of all donor funded programs . Eg.
  ESRA/USAID DEEP/ADB PESRP/World Bank
  FDSP/DfID, EU, NCHD/UNDP
• The Pakistan Development Forum 2005 had a segment
  on AAS as Best Practice

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Defining PPP

• PPP is a collaboration of government,
  communities, NGOs, individuals and private
  sector, in the funding, management and operations
  to support education development in Pakistan
  (ESR).
• A complementary role of all partners that enables
  them to maintain their identities and to draw out
  their respective comparative advantage/ the Value
  Added dimension.
• Collaboration may be at
• a) government learning sites /institutions,
• b) community sites, and
• c) private sector sites
• Governance of educational institutions shall be
  strengthened and PPP shall be introduced to
  improve management, financing and planning. ESR
  2001 2005, pg. 3

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PUBLIC PRIVATE PARTNERSHIP

• According to the Canadian Council for
  Public-Private Partnerships, the concept is
  defined as "a cooperative venture between the
  public and private sectors, built on the
  expertise of each partner, that best meets
  clearly defined public needs through the
  appropriate allocation of resources, risks and
  rewards."

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ESR Access to Quality, Improved Service Delivery

• Targets 2001-2005
• Provision of incentive package for the private
  sector
• Involvement of the private sector in the
  management of under-utilized public sector
  institutions
• Provision of grants and soft loans through
  restructured Education Foundations
• Adopt School Program replicated across the
  country
• Community Participation Project (CPP) for school
  up-gradation in afternoon shifts from primary to
  middle and middle to secondary and higher
  secondary levels.
• Introduction of IT courses in schools / college
  through private sector under PPP
• Access to public funds 25 utilization of funds
  at district level through CCBs and PTAs
• PPPs are today in over 7000 public sector
  schools. The number is growing.
• Government options for education provision
  through non-elite CSOs is growing and needs to be
  tapped more efficiently with higher returns to
  investment.

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3. Scale of SIP through AAS program

• Sindh 350 (SEF 200)
• Punjab 500 .. Six Districts (2400
  schools NRSP )
• ICT 50
• NWFP -
• Balochistan 10

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Major Players of AAS.. Harnessing the Valued
Added

• Foundations SEF Major . NEF (minor)
• Govt. Agencies Pakistan armed forces Navy
  Airforce
• GO NGOs NCHD..17 districts Rural Support
  ProgramsNRSPPRSP,SRSP (RSPs in 74 districts)
  
• NGOs Sindh Based NGOs CARE, ITA,
  HelplineDove, AIE
• Expert Agencies Pakistan Centre for
  Philanthropy (PCP)
• Expatriates DIL Pakistan Association of
  Greater Houston ITACEC AISHA
  FOUNDATION USA ITA CEC UK
• Industry Corporate Social Responsibility
• ICI UNILEVER, NESTLE, SHELL DEWAN
  MUSHTAQUE SHALIMAR RUPALI, CHAMBERS OF
  Commerce FPCCI, Tandianwala,
  Tullow..many more etc.

Formal Agreements are a common feature of AAS or
SIP spelling out duration, roles and
responsibilities, as well as exit clauses
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Four Phases of SIP through PPP.. Quality
Engagement

• Each phase is fully operationalized through
  tools, formats protocols, which are iterative,
  adaptable, working always with shifting baselines
  contexts.
• Phase I
• School Identification Orientation to the SIP
• Phase II
• Formalizing PPP MoU, Peoples Mobilization
  /Changing Attitudes
• Phase III
• School Development Planning and Implementation
  Changing Practices
• Phase IV
• Exit Strategy Partnerships for Sustainability
  (Quality and Financing)
• Two Programs Whole school improvement program
  Schools as Community Learning Centres (CLCs)

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Multiple Domains of School Effectiveness
Improvement
Curriculum management its assessment
Physical environment of the school
Teacher supply, training and professional
development/support
Effective learning teaching
School leadership, internal organization and
culture
Accountability mechanisms and processes
The well-being, attendance and motivation of
all students
Quality assurance and support systems
Links and partnerships with parents and
community
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School Improvement Frameworkwhole school
approach Empowering Schools Empowering
Communities

• 4 Dimensions
• Quality Curriculum Management, Assessment,
  Pedagogy Teacher Training, Learning incl. Special
  needs Physical Environment, Supervision
• Leadership and Management ..Vision, Targets,
  Strategies and systems .. Shared responsibilities
  ..Head teacher led model
• Community Participation and mobilization ..SMCs/
  PTAs, Parents and Local Councilors
• Health and Childs well being Strategy
• Primary health care in schools/homes
• Referrals for secondary and tertiary support
• Childrens enrichment programs

A comprehensive program which requires
investments human, institutional and financial.
SIP partners thus need to mobilize resources to
cover support over 3-5 years. .
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4 Tapping Corporate Philanthropy PCP Policy
framework 3Ps

• Pakistan Centre for Philanthropy (PCP) at the
  cutting edge of tapping corporate social
  responsibility and linking industry with
  certified NGOs for social sector development. PCP
  derives its mandate from existing national
  policies.
• Education is the most important factor
  distinguishing the poor from the non-poor (PRSP)
• Increased role of the private sector, CSOs and
  communities for promotion of education by
  involvement in formulation, implementation and
  monitoring of strategies (PRSP ESR)
• Public private partnerships are critical to
  reaching the goals of access and quality at all
  levels of education creating possibilities for
  both voice and choice and improved service
  delivery (PRSP ESR)

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PCPs 3Ps Model
The project aims to
Create linkages between the state primary
secondary education outlets, the corporate
philanthropists and nonprofit organizations
Nonprofit Organizations (NPOs) have capacity to
mobilize and organize communities
Government has a large Infrastructure and a wide
network of social sector assets
Corporate philanthropists have financial resources
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Partners Making a Difference
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Role of PCP

• PCPs role includes but is not limited to the
  following
• Identify and cultivate local corporate
  philanthropists to invest in improving the
  condition of state run schools.
• Identify government schools for improvement in
  consultation with potential corporate
  philanthropists and the Executive District
  Officer.
• Development of detailed budgeted intervention
  plans.
• Develop implementation and monitoring plans for
  effective management of adopted schools.
• Act as a technical resource to perform tasks such
  as preparation of partnership agreements,
  identify and engage appropriate local expertise,
  etc.

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5.b The Corporate Perspective UNILEVER
..Millennium Goals

• Issue - One billion people denied basic amenities
• Promote global citizenship and interdependence
• Connect Business, Government, Stakeholders
• Mobilise global science, technology, knowledge
• Tackle hunger, disease, environmental degradation
• --- Kofi Annan

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The Challenge

• Over one billion people live on 1 per day
• Convert poverty into opportunity
• Reach via effective networks
• Focus on big hits
• Measure results
• Achieve sustainability and scale
• Involvement of business with social and public
  sectors
• Revisit existing paradigms

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The Belief

• Business is part of society, not outside it
• Business has responsibility - not just profits
  for shareholders, but long term sustainable
  business for its stakeholders
• Private-sector involvement is crucial for poverty
  alleviation

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Corporate Social Responsibility the Approach
...Start recognizing the poor as resilient and
creative entrepreneurs and value conscious
consumers a whole new world of opportunity will
open up
The Fortune at the Bottom of the
Pyramid C.K. Prahalad
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Unilevers Approach

• Global Compact and Millennium Development Goals
  at the core
• Strategic Thrust in Pakistan focuses on
• Education
• Water Sustainability
• Health
• Work through strategic alliances and partnerships
• Sustainable, measurable and scaleable commitment

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Impact on Society
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5. Evidence of AAS on School Improvement
Policy

• Enrolments from 20 to 200
• Infrastructure . Missing facilities all
• Furniture For students and staff
• Staffing/HR From 20 to 500
• TeacherTraining..Intensive support
• Comm.Mob.. .. PTA/SMC strengthening
• IT provision .. From none to a 24 computer
  Labs
• Supporting /Strengthening Tehsil Resource Centres
  (TRCs)
• Extending the school use in the afternoons as
  CLCs for IT literacy, literacy programs, homework
  study centres training and summer schools
• Improved school ethos.culture, well being of
  children, teachers and community
• Influencing policy eg. merging of all school
  funds revision of tuck shop rents teacher
  presence after school teacher presence during
  the summer schools payment of utilities and
  other dues by support staff who unscrupulously
  charged all expenses to schools
• SIP through partnerships is now becoming a
  positive model accompanied by appropriate tools
  to be picked up by active Departments/Directorates
  of Education (FDE) There are formal
  Instrumental approaches to SIP

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EVIDENCE contd.

• Example of Lahore City District
• Exemplary PPP for School Improvement

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WHERE WE ARE TODAY

• EXPENDITURE BY PRIVATE SECTOR
• CARE 97.586 million
• Ghazi Educational Trust 20.000 million
• Idara Taleem o Agahi 12.850 million
• DOVE 10.000 million
• Help Line 7.710 million
• National Progressive Society 3.126
  million
• Baba Azam Society 1.426 million
• TOTAL 152.698 Million

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STUDENT STRENGTH
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MATRICULATION RESULT OVERALL PASS PERCENTAGE
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TEACHING STAFF
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6. 2nd Wave of Reforms .. Mainstreaming the
Innovation for Sustainability

• SUSTAINING SIP THROUGH MAINSTREAM DEVELOPMENT
  FUNDS
• Federal ESR .. MISSING FACILITIES in 2001- 2,
  Rs. 50 million given to RSPs for missing
  facilities by Govt. of Punjab
• GoPunjab agreement with NRSP for SIP in 2400
  schools in six districts also with PRSP for SIP
  through SMC strengthening as part of Punjab
  Education Sector Reforms Program (PESRP)
• In 2004 NGOs encouraged to make CCBs for SIP ..
  Lahore Rs. 30 million extended for AAS
• Pakistan Centre for Philanthropy (PCP) Triple P
  project by ESRA to tap corporate social
  philanthropy Rs. 20 million mobilized for SIP
  through CSR .. CSR now subsumed under corporate
  governance/corporate citizenship ..Code of
  Corporate Governance 2002 by SECP ..
• Expatriate Pakistanis supporting AAS /SIP
  through various institutionalized initiatives in
  North America, UK, UAE etc. ... NCHD.other NGOs
  

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New Trends in Resourcing SIP

• Sustainability of SIP

District Funds CCBs
Expatriate Philanthropy
Corporate Social Responsibility from Welfare
Philanthropy to Stakeholder Partnership Part of
Compliance to Global Corporate practices
Govt. Enhanced Sector Allocations Eg. PESRP,
ESR Sindh
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Comparative Perspectives of SIP

• In Pakistan PPPs and SIP extends beyond any norms
  of partnerships globally .. An extra-ordinary
  level of generosity and good will which needs to
  be celebrated
• In UK the Education Action Zones (EAZ)
  initiatives for SIP found PPP as vendor
  substitution not a net transfer of resources ..
  But at best a BOT (build operate and transfer )
  deal to improve efficiencies
• In USA SIP is organized through Foundations such
  as the Melinda and Bill Gates/SOROS/Ford etc as
  grant programs for school districts more
  recently school districts are being run by
  universities .. School-University partnerships
  e.g Boston University others
• In South Africa READ has been active in SIP to
  improve reading, literacy skills and quality
• In India CSR is emerging in a big way due to
  shifts in post liberalized India from Welfare
  Philanthropy to Stakeholder Participation..
• The Ministry of HR borrowed AAS agreements from
  Pakistan

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Challenges

• Policy not translated into procedures evenly.
  Lack of information exchange and thus environment
  of mistrust ..provincial district levels
• Absence of well defined roles for each partner
• Striking the right balance between public and
  private sectors
• Often poor ownership by government of new
  strategic initiatives
• NGOs not equally capable of turning around
  failed or dysfunctional schools
• Shared management and limited power over
  decision making in govt. adopted schools is often
  very frustrating for adopters partners of SIP
• Corporate sector is seeking a more active role
  in direct engagement with SIP as part of the new
  CSR regime. Pakistans rate of growth projected
  to 7-8 over next decade.. A unique opportunity
  and challenge
• Industry a new player both private and state
  companies. Corporate Governance regimes
  emerging Codes of Practice at National Global
  levels present a niche which needs to be tapped
  intelligently.

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7. New Roles, Modalities and Next Steps

• Govt. is engaging with civil society to improve
  schools through public sector funds..eg CCBs,
  Project/Service Agreements, allocation of Public
  Sector Development Program Budgets (PSDP) to
  civil society organizations to help improve
  performance and utilization
• CCB funds mobilized for SIP through
  Partnerships.. Sustaining the initiatives through
  mainstreamed funds
• Charter Schools a possibility. Serious Non-state
  partners to move from AAS to Charter Schools for
  sustaining improvement. Early examples are NRSP,
  Book Group as proto types. Charter schools needs
  formalization (explained in slides 35-36)
• SEF must continue with its technical brokering
  and demonstration role to ensure standard setting
  /quality assurance and relationship management

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Next Steps

• District Govts may collaborate with an
  established partner for improving management
  practices at the school and district level
  embracing envisioning , reallocation and
  rationalization of human and financial resources
  which is linked to performance and measurable
  outcomes
• District Govt. to develop with SEF, PCP ITA
  comprehensive dossiers on school improvement
  options through partnerships to improve
  performance and for capacity building of its own
  staff and NGOs
• Learning consortium of partners developed on SIP
  for sharing what works and also to actively
  influence policy
• Corporate Social Responsibility must be
  recognized as a formal and integral part of SIP
  with annual public recognition, shields and
  awards.. It would help them in corporate
  governance and compliance codes
• SIP in public sector is now providing the basis
  for improving non-elite private sector schools
  eg. SEFs Strengthening Private Education
  Institutes Program (SPEIP).

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Charter Schools .Can we do it !

• What is a Charter school?A charter school is a
  nonsectarian public school of choice that
  operates with freedom from many of the
  regulations that apply to traditional public
  schools. The "charter" establishing each such
  school is a performance contract detailing the
  school's mission, program, goals, students
  served, methods of assessment, and ways to
  measure success.
• Duration for charter grants are for 3-5 years.
  Renewal of contract is possible Charter schools
  are accountable to their sponsor-usually a state
  or local school board-to produce positive
  academic results and adhere to the charter
  contract.
• Accountability The basic concept of charter
  schools is that they exercise increased autonomy
  in return for this accountability. They are
  accountable for both academic results and fiscal
  practices to several groups the sponsor that
  grants them, the parents who choose them, and the
  public that funds them.

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Charter Schools Contd..

• Objectives/performance targets. To (1)
  increase opportunities for learning and access to
  quality education for all students, (2) create
  choice for parents and students within the public
  school system, (3) provide a system of
  accountability for results in public education,
  (4) encourage innovative teaching practices, (5)
  create new professional opportunities for
  teachers, (6) encourage community and parent
  involvement in public education, and (7) leverage
  improved public education broadly.Funding of
  Charter Schools comes from the government itself
  However, they receive less than 100 of the
  funds allocated to their traditional counterparts
  for the operation of public schools
• 40 States in US with over 3000 Charter Schools
• http//www.uscharterschools.org/pub/uscs_docs/o/fa
  q.html2
• http//www.charterauthorizers.org/site/nacsa/

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Public Private Initiatives .. From adversaries to
collaborators in the most critical enterprise..

• PPIs can be seen across all sites for
• Local level planning of School Development Plans
  with CCBs/School Councils
• Cluster based teacher training thru. Community
  Learning or Local Resource Centres for both
  public and private schools
• Low cost community based construction of
  government schools to provide facilities for
  enabling quality learning
• Initiating IT centers in government facilities
  all day use
• School upgradation in afternoon/morning shifts

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Contd

• Setting up private sector schools through the
  Sindh Education Foundation (SEF) and district
  resources (CCBs) especially for middle and
  secondary levels in rural areas and urban slums
  with a particular focus on girls and
  disadvantaged groups. Bridging access gaps at
  middle and secondary levels
• Creating learning belts between public and
  private sector in school improvement
  effectiveness
• Technical education and placement services
  between schools and industry ..school industry
  learning clusters
• Setting up a PPP learning and quality assurance
  centre as an incubator for seeking effective
  learning solutions (K1-14) in subject based and
  management competencies as a partnership between
  experts, industry, and district government ..an
  outreach program for public and private sector
  schools .tapping CSR strategically alongwith
  government
• Research, evaluation and advocacy activities with
  government, universities and Private Voluntary
  Organizations. Forging university school links
  as partnerships for SIP

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• Thank You

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Annex PCP SMC and NPO partner Besides, the
roles of the key partners in the management of
this project are illustrated in the following
table
Elements Major Responsibility Financial Support Technical Support
1. Social Mobilization NPO PCP PCP
2. Small Infrastructure / Maintenance SMC CP / SMC EDO-E EDO-W
3.Major Infrastructure SMC CP/ EDO-E EDO-W
4. Salary of Contract Teachers SMC/NPO CP / SMC --
5. Selection Recruitment of Contract Teachers SMC/NPO CP --
6. Salary of Government Teachers EDO-E EDO-E --
7. Selection Recruitment of Gov. Teacher EDO-E EDO-E --
8. Monitoring Teacher attendance SMC -- NPO
9. Teachers training NPO CP EDO-E, PCP
10.Teaching aids /science Education at Secondary Level NPO CP EDO-E/PCP
11. Sports/Extra Curricular activities SMC/NPO CP/SMC NPO/PCP
12. Nutrition Program SMC/NPO CP NPO/PCP
13. Scholarship/stipends CP/SMC CP NPO/PCP
14. Rewards to teacher for better performance CP/SMC CP NPO/PCP
Com. Community NPO Non- Profit
Organization NGO Non-Government
Organization SMC School Management
Committee EDO-E Executive District
Officer-Education CP Corporate
Philanthropist EDO-W Executive District
Officer-Works PCP Pakistan Center for
Philanthropy
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SIPs Intervention Grid (ITA)
Sr. Project Activities/ Interventions Responsibility Time line . Status
1. Needs Assessment Form
2. Adoption/ Signing of MoU
3. House Hold Educational social survey
4. Hopes and fear session with teacher
5. Session with Students (Creative art work) what they want in school
6. General Body meeting (Session with Community)
7. Formation of School Council (SC)
8. School Development Plan (SDP) Formulation.
9. Implementation of School Development Plan
10. Construction and Physical Rehabilitation Installation of electricity (After Adoption)
11. Hiring of Teachers
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Sr. Project Activities Responsibility Time Line Status
11. Teachers Training
Early Childhood Education
12. Health Action Program/Health club
School Enrichment Program Home work study centre Literacy Center Summer School
13. Promotion of ICTs / IT Center
14. Monitoring of the school development plan
Up-gradation of Schools to the next level
Exit Strategy
ITA
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Emerging Trends in CSR Corporate Governance

• Conclusion
• The new economic era in India i.e. the
  post-liberalization phase of the Indian economy
  was a catalyst for the radical transformation in
  the corporate social responsibility related
  practices in the country, The change was two
  fold
• transformation of the conceptual understanding of
  corporate social responsibility and
• innovations at the implementation level.
• At the conceptual level, there was a fundamental
  transformation from the charity-oriented approach
  to the stakeholder-oriented approach where the
  target group was seen as stakeholder in the
  community whose well-being was integral to the
  long term success of the company.
• However, the real revolution occurred at the
  implementation stages whre companies have started
  committing manpower, expertise in addition to
  financial resources in order to provide a host of
  services, programs and schemes that are flexible
  enough to accommodate the needs of the target
  community.
• The CSR initiatives have also see greater people
  participation at all stages and tighter
  accountability standards. The issue of norms for
  corporate social responsibility seems to have
  been adequately dealt with by industry practices
  like benchmarking, CSR ratings and certification
  by different agencies.
• Emerging Trends In Corporate Social
  Responsibility Perspectives And Experiences From
  Post-Liberalized India Sudip Mahapatra and
  Kumar Visalaksh
• National Academy of Legal Studies and Research,
  University of Law, Hyderabad
• Presented at the LUMS Conference May 2005