1. “AWARENESS OF PUBLIC SCHOOL EDUCATION:
COMMUNITY PARTICIPATION AND SCHOOL
MANAGEMENT”
Organized by: Sustainable Development Policy
Institute (SDPI)
Venue: Khanewal/Vehari

2. INTRODUCTION OF THE PROJECT
Goal:

Improving access, and quality of education in Pakistan
by promoting transparent and participatory school
governance in Khanewal and Vehari Districts
Geographic Coverage:

6 union councils (3 each) in both districts
Duration:

February 2013-July 2014

3. INTRODUCTION OF THE PROJECT
Areas of intervention:
Low level of enrollment, high level of dropouts
 Low quality of education
 Gender gaps in education
 Rural-urban gaps in education

Approach:
Participatory school governance
 Social Accountability


4. PROJECT OBJECTIVES:

To find out reasons behind low level of school
admissions and high rates of dropout at primary
and middle level public schools and to address
these reasons through participatory school
governance.

To measure gender and rural-urban gaps in access
and quality of education in both districts’ through
Citizen Report Card (CRC) Survey.

5. PROJECT OBJECTIVES

Design social accountability interventions for
communities, parents and teachers for demanding
better service delivery in Education.

To run an advocacy campaign on the findings of the
CRC survey to sensitize stakeholders to bridge
policy and resource gaps.

To measure improvement in access and quality of
education after social accountability interventions.

6. LONG TERM OUTCOMES
Long term improvement in retention rates and
control of dropout in public sector schools in Vehari
and Khanewal districts
 Controlled
teachers absenteeism at local level
public sector schools
 Increased ability of local communities and parents
in demanding continuous improvement in
education.
 Increased
ability of teachers in demanding
improved coordination between various vertical
tiers of administration


7. CITIZEN REPORT CARD (CRC) OBJECTIVES

Citizen Report Card (CRC)







A social accountability tool
Asses feedback of the users of a service regarding its access,
availability and quality in a geographic area
Similar to the school report card – highlights the areas where
service providers are doing good and the areas where they
need to improve
A performance reflection mechanism
Lately, it has emerged as an efficient governance tool, helping
people measure and benchmark performance of their (local)
government representatives
In present case, it was employed to asses satisfaction of
children and parents from the public education system in
Vehari and Khanewal districts
The report will reflect upon existing situation of public
education in the area, and will provide specific
recommendations to the local political representatives for
improvement.

8. CURRENT STATE OF EDUCATION IN
KHANEWAL AND VEHARI

Prevailing trends of boys/girls education:
What is the prevailing trend of
boys/girls enrolment in your
school?
Name of District
Vehari
Decreasing
8%
No Change
15%
Total
100%
Female
Khanewal
Increasing
77%
64%
36%
0%
100%
Male
83%
17%
0%
100%
Female
33%
17%
50%
100%
Male

9. (RECURRING) REASONS BEHIND ALARMING
TRENDS
District
Khanewal
Vehari
Reasons
UPE Survey
Parental interest
Awareness
Poverty
Quality of Education
School environment
Qualified Staff
Parental interest
Awareness
Free Books
Poverty
Quality of Education
School environment
Teacher Interest
Urban/Rural
Urban
11%
11%
6%
14%
14%
9%
6%
0%
0%
0%
0%
0%
0%
0%
Gender
Rural
14%
6%
8%
3%
14%
8%
11%
22%
17%
11%
8%
6%
Male
13%
3%
6%
6%
3%
5%
13%
11%
13%
17%
28%
14%
6%
3%
Female
12%
15%
15%
12%
15%
6%
3%
28%
6%
8%
11%
8%
8%
11%

10. REASONS BEHIND DROPOUTS
Gender
Reasons behind Drop-out
Khanewal
Vehari
English Medium
Poverty
Migration
Parental Interest
School Distance
Parents’ Ignorance/
Low awareness
Parents are
uneducated
Poverty
Lack of Awareness
Parental Interest
Children Interest
Parents are
uneducated
Male
8%
28%
3%
5%
18%
Female
3%
27%
15%
9%
12%
9%
13%
9%
28%
28%
22%
6%
11%
31%
17%
6%
17%
8%

11. CLASSES WITH INCIDENCE OF HIGH DROPOUT
Khanewal
Vehari
80%
75%
70%
60%
54%
50%
40%
30%
29%
25%
20%
10%
4%
4%
4%
4%
0%
Zero
One
Two
Three
Four
Five

12. INCIDENCE OF NEVER ENROLLMENT

Incidence of Never Enrollment shows that at least
one child has never been to school despite being a
school-going-aged child
Name of District
Never Enrollment
Yes
17%
Vehari
96%
No
83%
4%
44%
100%
100%
100%
Khanewal
Total
56%

13. SATISFACTION FROM QUALITY OF EDUCATION
Gender
Quality of Education
Yes
Khanewal
Male
Female
83.3%
66.7%
Total
75.0%
No
Vehari
16.7%
33.3%
25.0%
Yes
33.3%
33.3%
33.3%
No
66.7%
66.7%
66.7%

14. CRITERION OF ASSESSING QUALITY OF
EDUCATION IN YOUR SCHOOL?
Gender
Name of District
Yes
Khanewal
Female
Total
84.6%
63.6%
75.0%
No
Vehari
Male
15.4%
36.4%
25.0%
Yes
41.7%
50.0%
45.8%
No
58.3%
50.0%
54.2%

15. GENDER GAPS






Dropout trends in female schools are starker (in
Khanewal, the ratio is higher up to 400 per cent)
Lack of parental interest (about 28% responses)
prevailed as the biggest reason behind higher drop out
and ever enrollment of girls
Poverty is more likely to cause girls’ dropout as
compared to the boys
Girls are more likely to receive poor quality education,
and their schools are more likely to have poor
infrastructure with absent facilities
In Khanewal, girls’ schools with inadequate number of
teachers are higher than those of the boys’
Girls are more likely to have a poor school environment
from which their dissatisfaction is higher

16. URBAN RURAL GAPS

According to the respondents (both teachers and
parents) following are the most recurring urbanrural gaps in public schools of the given districts:





Student/Teacher ratio is higher in the rural schools,
especially in the girls schools.
The quality of education is not up to the mark in most of
the rural schools
The schools’ infrastructure and facilities are far worse in
the public schools of rural areas
The SMCs are either non-existing or non-functioning in
the rural areas
Community and parental monitoring system is also
rather weak in the rural areas

17. INTRA-ADMINISTRATIVE CONCERNS






Teachers are burdened with extra-educational duties
(which include various surveys, campaigns, and random
duties)
Amid random assignments, their working hours are
almost doubled
They are not a stakeholder in the public school policy
making process – policies change overnight without
consideration of their feedback
Obtaining a leave is something next to impossible for
teachers, even though they have a yearly leave quota
Amid higher dissatisfaction from the service, their
commitment towards delivery of education is eroding.
District education system is over-centralized

18. TEACHERS SATISFACTION FROM SERVICE
STRUCTURE

Satisfaction from current leave seeking
system?
Gender
Satisfaction with leave seeking
system
Yes
Khanewal
Female
8%
27%
Total
17%
No
Vehari
Male
92%
73%
83%
Yes
8%
No
92%
4%
100%
96%

19. TEACHERS SATISFACTION FROM SERVICE
STRUCTURE

Provision of medical allowance/ Insurance?
Gender
medical allowance/
Insurance
Yes
Khanewal
No
Vehari
Yes
No
Total
46.2 100.0 70.8
%
%
%
Male
53.8
%
91.7
%
8.3%
Female
25.0
%
75.0
%
29.2
%
58.3
%
41.7
%

20. AVAILABILITY OF SCHOOL FACILITIES
Male/Female
Facilities in Schools
Total
Male
24.5%
Female
19.1%
22%
24.5%
23.4%
24%
Facility of Fans
22.6%
23.4%
23%
Facility of Nursery class
furniture
Boundary Wall
7.5%
10.6%
9%
20.8%
23.4%
22%
Facility of Clean Drinking
Water
Facility of Electricity
20.3%
21.2%
21%
20.3%
23.1%
22%
Facility of Fans
20.3%
23.1%
22%
Facility of Nursery class
furniture
Boundary Wall
20.3%
9.6%
15%
18.6%
23.1%
21%
Facility of Clean Drinking
Water
Facility of Electricity
Khanewal
Vehari

21. ANY POLICY FOR FINANCIAL SUPPORT TO NEEDY
STUDENT OR NEVER ENROLLED CHILDREN OR
POOR FAMILIES
Gender
policy for financial support to
needy student
Yes
Khanewal
No
Vehari
Yes
No
Total
53.8% 45.5% 50.0%
Male
Female
46.2% 54.5% 50.0%
8.3%
8.3%
8.3%
91.7% 91.7% 91.7%

22. ADEQUACY OF SCHOOL/ SMC FUNDS TO MEET
THE
DAY-TO-DAY
NEEDS
OF
THE
SCHOOLS/CHILDREN

Gender
Name of District
Yes
Khanewal
Male
Female
Total
23.1% 27.3% 25.0%
No
Vehari
76.9% 72.7% 75.0%
Yes
8.3% 41.7% 25.0%
No
91.7% 58.3% 75.0%

23. SOCIAL ACCOUNTABILITY CONCEPT AND
INTENDED RESULTS
Social Accountability is one of the fundamental
rights of the communities
 They can hold service providers accountable on
absence or poor quality of services
 Example of Chief minister of Delhi – implementation
of CRC every year and its results
 Similar to the public officials, communities can hold
local government representatives accountable for
absence or poor quality of services.


24. POLICY SUGGESTIONS FOR IMPROVING
EXISTING STATE OF EDUCATION
Policy suggestions
Improve Coordination B/w
Khanewal
Teachers & Parents
Improve Educational
Awareness
Improve Qualified Staff
Improve School Environment
Vehari
Gender
Femal
Male
e
18.2%
53.8%
15.4%
Increase Furniture
23.1%
Promote Urdu Medium School 7.7%
System
Free Educational System
25.0%
Improve Coordination B/w
50.0%
Teachers & Parents
Improve Qualified Staff
Improve School Environment
25%
Total
8.3%
29.2%
18.2%
18.2%
8.3%
16.7%
9.1%
27.3%
16.7%
16.7%
36.4%
18.2%
30.4%
34.8%
18.2%
9.1%
8.7%
13.0%

25. POLICY SUGGESTIONS





Unless local government representatives are involved,
state of public education at local level is not going to
change
The local government representatives need to have a
long term agenda, clearly marked benchmarks and
detailed work plan for improvement of the situation
The focus should be availability of quality education –
many students leave school without learning
The local government representatives should give
priority to infrastructural needs of public schools
For greater development of their areas, the local
government representatives should give priority to the
female education

26. POLICY SUGGESTIONS
Female education should be incentivized
 Better and safe learning environment should be
provided at all the public schools, especially girls
schools
 Greater budgetary allocation in district budgets
 Teachers should be freed form extra educational
duties
 Teachers should be taken as stakeholder in public
school policy reforms
 Measures should be taken for enhancing job
satisfaction of the teachers


27. Thank You!