1 Rethinking the ‘Mainstream’: Rethinking the ‘Mainstream’: Liberating Education for Liberating Education for Livelihoods Livelihoods Baela Raza Jamil : Education Specialist Sudhaar ITA Alliance & Save the Children UK UKFIET International Conference Learning & Livelihoods September 15, 2005 University of Oxford, UK
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1 Rethinking the ‘Mainstream’: Liberating Education for Livelihoods Baela Raza Jamil : Education Specialist Sudhaar ITA Alliance & Save the Children UK.
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Rethinking the ‘Mainstream’: Rethinking the ‘Mainstream’: Liberating Education for LivelihoodsLiberating Education for Livelihoods
Baela Raza Jamil : Education Specialist Sudhaar ITA Alliance
& Save the Children UK
UKFIET International Conference Learning & Livelihoods
September 15, 2005 University of Oxford, UK
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Presentation Outline Presentation Outline
Conceptualizing Mainstream for learning and livelihoods
Profiling Pakistan Deconstructing the Mainstream Implementation of re-conceptualized
mainstream in a child labor projectImplications for EFA /MDGs Policies
and Strategies
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Conceptualizing Mainstream for Conceptualizing Mainstream for learning and livelihoods learning and livelihoods
Education and learning classically conceived as a lifelong non-discriminatory right & entitlement, for human security & spirituality.
Education significant explanation for poverty: income & capabilities
Framework of delivery severely divisive, conceptually & operationally
Non-formal and in-formal education sub-altern categories. Formal has grand images & assumptions of mainstream education
Huge challenge of EFA and MDGs in South Asia 46 Mill out of school children 60 % girls. Public sector quality v. poor. High drop outs, push outs and un-enrolled; mushrooming un-regulated private sector.
High levels of poverty 30-45 % and fragile livelihoods
Interpretation of ‘mainstream’ minimalist, a bridge from NFE to Formal
Growth rate : 8.4% and projected to remain so for next 5 years
Per Capita US$ 736 ( top 50% income; bottom 20%, 5%)
Debt servicing reduced from 40 to 30%
Social sector allocations increasing since 2001-02
GDP Allocation to Education increased from 1.6% to 2.9%;
Education Sector Reforms in place with sector wide focus
Private sector education provision 37 to 40% & incentive based
Women’s political representation one of the highest globally: 33% Local government & 17% National level
Active settlement, peace & healing process : Afghanistan, India, Bangladesh
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Deconstructing the MainstreamDeconstructing the MainstreamMainstreamMainstream – Major Interpretations – Major Interpretations
Bridge from NFE to Formal
Special Ed: Integration ; inclusion
Gender : systemic integration of gender policy, planning, budgeting, audit and implementation within all sectors
Social Policy : Equality : integration of equal opportunities principles.. and practices into Government & public bodies.. – Entails rethinking mainstream provision to accommodate
gender, race, disability and other dimensions of discrimination and disadvantage, including class, sexuality and religion."
Deconstructing the MainstreamDeconstructing the Mainstream
Linguistic Assumptions - Mainstream : healthy, flowing, standards - Non-Formal : away from ‘form’ or ‘ghair rasm’ (not conforming to custom)
NFE Practices – Negative
- Non-Formal and Literacy budgets 3-5% in South Asia - Marginalized in Public policy : NGO-IZATION, low cost primary
education option,(teachers salary 50% & less than govt. ) a learning ghetto for disadvantaged
– Positive - Non-Formal Education: A space for broad spectrum
innovations. Community participation, challenging formal
- NFE upgrading itself as a non-elite non-state response to poor formal state schooling & from primary to middle levels
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BasiBasic Learning Needs in c Learning Needs in Education For All Education For All Jomtien /Dakar Jomtien /Dakar
Jomtien (1990) : Basic Learning Needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. Countries and cultures (specific), & inevitably, change with the passage of time…
Jomtien compromise : Article 5: ‘access to primary schooling’. ‘ The main delivery system for the basic education of children outside the family is primary schooling’.
Dakar (2000): Adopted a rights based transformative approach. Basic learning needs for All is an education that includes learning to know, to do, to live together and to be.. (Delors 1996) to improve .. lives and transform .. societies
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Transformative and Redistributive Transformative and Redistributive role of Education and Learning role of Education and Learning
An overall shift in focus from education to learning and from lifelong education to lifelong learning. LLL is life long and life wide
Education and Learning : Sen and Dreze 1995 Intrinsic importance: [a] valuable achievement[...] for a person’s effective
freedom.
Instrumental personal roles: capabilities and for economic opportunities; adding to a person’s freedom
Instrumental social roles: facilitate public discussion of social needs and encourage informed collective demands
Instrumental process roles: reduce child labour...brings young people together broadens their horizons,
Empowerment (transformative) & distributive roles: increases ability to resist oppression, to organise politically, and to get a fairer deal within, family, society workplace to reduce gender-based inequalities.
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BALUCHISTAN
JAMMU & KASHMIR
SINDH
N.W.F.P.
Sheikhupura
Kasur
Implemented in Punjab Province PakistanImplemented in Punjab Province PakistanGrantee: Save the Children UK, PakistanGrantee: Save the Children UK, Pakistan
Addressing Child Labor through Quality Addressing Child Labor through Quality Education for AllEducation for All
Disputed Territory
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Implementing Re-conceptualized Mainstream Implementing Re-conceptualized Mainstream Through ACLQEFA - US DoL & SCF UK Through ACLQEFA - US DoL & SCF UK
Establishing Non-Formal
Options
Improving Formal
Education
Education Initiative with Two Pronged Concurrent Approach in Areas with High Child Labor
For Expanded Household Choices (4-14 years)
Strengthening District Education Planning & Coordination
Literacy /Skills
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Increased local and national level commitment Increased local and national level commitment
Strengthened education system in two districtsStrengthened education system in two districts
Strengthened district level institutions and policiesStrengthened district level institutions and policies
Identify Government Schools in target areas of child labor prevalence
Document admission criteria in govt. schools
Identify NFE children to be mainstreamed : shortlisting children with 40-60% marks to be mainstreamed preferably in groups
Develop cost sharing package for mainstreaming with parents/community
Organize individual motivation meetings with parents and QEFA groups
Finalize mainstreaming package with each family individually.Costs of books, stationery, school bags to be covered and also in some cases
uniforms through the Education Fund.
Implement mainstreaming with support of government school teachers motivating them to be supportive, child friendly and caring
Develop and implement follow-up strategies to sustain & track
mainstreamed children
SEQUENCE OF MAJOR STEPS FOR MAINSTREAMING
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Mainstreamed Children based in Mainstreamed Children based in Community and Govt. Schools NFEs Community and Govt. Schools NFEs
8531269
Instead of expected 275 students, 2122 were mainstreamed: 7+ times 60% from government and 40% from community NFEs
Children of NFE in government schools far more dispersed across Grades 1-6 than those from NFE in community schools
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Monitoring Learning Competencies in Monitoring Learning Competencies in Formal & NFE Schools Formal & NFE Schools
Period 4 (April-June 2005) Baseline
Kasur Sheikpura Total Planned
Math (F) 83.15 73.68 79.60 78 58
Urdu (F) 77.70 54.95 67.95 71 51
Eng (F) 68.50 38.88 56.66 84 64
Math(NF) 35.79 31.93 33.86 49 21
Urdu(NF) 58.74 53.51 56.13 59 29
F = Formal ; NF = Non-Formal
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Monitoring Learning Environment & Active Monitoring Learning Environment & Active Teaching in Formal & NFE Schools/CentresTeaching in Formal & NFE Schools/Centres
Period 4 (April –June 2005) Baseline
Kasur Sheikhupura Total Planned
Classroom Environment(F)
53.33 58.64 55.68 63 43
Active Teaching(F)
54.15 57.41 55.75 77.00 57
Classroom Environment(NF)
70.31 71.68 70.98 81 51
Active Teaching(NF)
71.52 72.09 71.80 92 62
F = Formal ; NF = Non-Formal
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Monitoring, Community Monitoring, Community Participation and District Planning Participation and District Planning
Learning Assessment & baselines of NFE and Formal are strictly maintained with actual results against planned targets. Formal schools have higher baselines and higher learning levels to NFEs.
Classroom environment and interaction records are part of monitoring for both Formal and NFEs. Latter perform better
Sharing best practice is encouraged
Community participation through: i) School Councils, ii) Quality EFA groups and iii) Citizen Community Boards (CCBs) as legal development bodies
To date out of 80 planned CCBs 40 have been registered and trained for accessing district development funds
Three year rolling District Education Plans (DEPs) developed for comprehensive education planning.
DEPs being scaled up for the entire province aligned to provincial and district planning and budgeting cylces
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Lessons Learnt ….. Lessons Learnt ….. A child labor project became an opportunity for implementing
partners, district & provincial govts. to explore gains/ value added from an ‘open holistic’ approach across formal, non-formal and literacy programs, aided by positive policy climate coinciding with launch of a province wide sector reform program for EFA
Schools are optimized as community learning centres. The differences in planning, content, approach and delivery are minor for divisive hierarchies.
Practice of iterative mainstreaming established for NFE.
The financial, human and learning gains more than originally conceived.. resources leveraged through a diversified, systemic & unified approach to education & learning.
Not only have the targets been met and exceeded but where there were shortfalls in learning outcomes and environments, possibilities of making up by sharing and learning across formal and non-formal practices are actively pursued.
Reinforcement of merit by communities, departments of education & NFE of different delivery systems, complementing life long learning, for rights, empowerment, choices & well being.
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Implications for EFA/MDGs Implications for EFA/MDGs Policies and Strategies- Policies and Strategies-
Expanding household choicesExpanding household choices DEPARTMENT OF EDUCATION & LITERACY
Shift : From Provider to Financier and Facilitator of a Public Good
Scope = M A I N S T R E A M FRAMEWORK Life Long Learning Options for Households
EducationECE/Pri/Mid/Hi/College/Univ.(state and non-state)
Literacy / Skills/Technical Access to Credit
NFEECE/Prim/Middle
WORKP LA C E
Linkages w/ Technical Education / Safety Nets& Community Development Depts.
Gender sensitive and InclusivePublic ………………& Private Options
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Key Policy Recommendations Key Policy Recommendations 1. Bring all education planning under one policy umbrella with multiple education,
learning and skills windows (from ECD to tertiary) state’s responsibility of education as a public good. Two qualifiers:
– a) purging current divisions which consistently fragment and weaken education provision is a critical pre-condition, and
– b) design standards of learning which are accessible to all providers and learners for accountability/self-regulation.
2. Enhanced financing and resources for education across the spectrum with fungible and flexible budget lines with state as a financier, facilitator to education provision through partnerships.
3. Expel the notion of non-formal to replace it with life long learning or basic education (inclusive of the current NFE & literacy pre-vocational education).
4. Technical/vocational skills education to have a focused planning and implementation window
5. Set up separate financing windows for school education and post secondary /tertiary education with internally fungible systems, available to state and non-state providers for optimized outreach.
6. Provide maximum support to disadvantaged groups through a diversity of approaches and partnerships for substantive distributive and transformative equity.
‘Mainstreaming’ an overarching policy framework for education & learning: an inclusive holistic response to life long learning needs for sustainable development & livelihoods
Project assesses quality education in selected NFE, Literacy and formal government schools thru:– Students Mastery
– Teachers Mastery
– Classroom environment
– Interactive teaching
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Facilitate District Government Facilitate District Government DepartmentsDepartments
Education Department
– Facilitated in developing District Education Plan
– Facilitated in preparing 4100+ School Development Plans
– Facilitated in identifying schools for provision of missing facilities under PESRP
– Initiated training in IT & Planning for 5 Markaz
– Developed software and supported in data entry & reporting for Recruiting Educators in SKP
– Developed Primary Examination System Software in SKP
– Developed software on school monitoring and jointly monitored 50 schools with Education Department in SKP
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Provincial LevelProvincial Level Dept. of Education
– Secretary/Special Secretary Schools and Additional Sec. Planning for policy and planning linkages ; software sharing and linkage between formal and non-formal education for mainstreaming
– DPI – Elementary Education
• Institutional strengthening thru Planning /ICT support
• Collaborative Work on School Councils;
• Social Mobilization: World Teachers Day, Corporal Punishment
– University of Education
• PEAS/ Assessment System Peer Review
• Sharing of all in-service training materials
– Directorate of Staff Development
• Sharing of all in-service training materials
• District Education Planning in additional districts
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Generate local and external resources Generate local and external resources for educationfor education
Contribution by Community Groups for NFE/Literacy Centers
Contribution by three Community Groups in form of land for constructing NFE centers
Contribution by Schools Councils and community members for small infrastructure in government schools
Sponsorship of 16 government schools by local Philanthropists, PCP and expatriate Pakistanis
Total contribution >Rs 3.0m
Scholarship linkages to 100 Government School students thru Dist Zakat Committee
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Sustainability OptionsSustainability Options
Community Groups converted into CCBs are able to obtain government funds for continuing education of working children
Construction of NFE Centers with Community and project support to continue education of working children
Conversion of NFE centers to low cost private schools managed by teachers
Working children’s access to NFE centers established by Literacy Department
Sponsorships of schools thru PPP
Linkages with Zakat and Bait ul Maal
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Areas of ConcernsAreas of Concerns
Raising Quality of Education Rethinking NFE System Increasing Local Ownership Improvement and institutionalization of District Education Plan Relevant training of Education & Literacy Departments Formal Training of Community Groups and School Councils Linkages of children with viable vocational training programs Continued education of mainstreamed children Sustaining child-friendly approaches: changing practices such
as corporal punishment Access of working children to Literacy Dept NFEs Sustaining project impact
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Our PartnersOur Partners District Governments Departments of Education, Literacy & Community Development University Colleges of Education District Zakat Councils TEVTA, Sanat Zar Elected representatives ILO, UNICEF Khoj, NCHD, Ali Institute of Education, PCP Global Campaign for Education Partners SoS, KEWC
Tannery Association Dingarrh Bait ul Maal Local Partners