Baseline Assessment Report 2013

8/20/2019 Baseline Assessment Report 2013

http://slidepdf.com/reader/full/baseline-assessment-report-2013 1/38

IRM Institute of Rural Management

Enrolment And Learning Increase Through

DemonstrationFunded BY: UK aid from DFID through the ILM Ideas rogramme

managed !" DAI

BASE LINE STUDY, 2013

Anne# $%



Institute Of Rural Management Baseline Study 2013

Table of Contents

Executive Summary---------------------------------------------------------------------------------------7

Intrductin! -------------------------------------------"

Enrlment and #earning

Increase t$rug$

%emnstratin &E#I%'!---------------------------------------------------------------------------------"

O()ective f t$e Study------------------------------------------------------------------------------------*

Researc$ Met$dlgy----------------------------------------------------------------------------------10

Meetings +it$ t$e Sta,e$lders!------------------------------------------------------------------10

#+ Enrllment Sc$ls Identicatin!----------------------------------------------------------10

%ata .llectin Instrument %evel/ment!-----------------------------------------------------10

ield est and Mdicatin f uestinnaire--------------------------------------------------10

raining f Enumeratrs-----------------------------------------------------------------------------10

%ata .llectin!----------------------------------------------------------------------------------------11

#gistical Su//rt!-------------------------------------------------------------------------------------11

%ata Integrity and ericatin!-------------------------------------------------------------------11

%ata Entry and .leansing---------------------------------------------------------------------------11

%ata 4nalysis!------------------------------------------------------------------------------------------11

Base line Re/rt!-------------------------------------------------------------------------------------11

Situatin 4nalysis----------------------------------------------------------------------------------------12

Educatin in 5a,istan-----------------------------------------------------------------------------------12

5rimary Educatin System--------------------------------------------------------------------------12

6ender %ierences------------------------------------------------------------------------------------13

6ender dis/arity---------------------------------------------------------------------------------------13

Situatin 4nalysis %istrict Mu8aargar$!----------------------------------------------------------19

#catin : Bundaries!------------------------------------------------------------------------------17

4rea--------------------------------------------------------------------------------------------------------17

4rea classicatin-------------------------------------------------------------------------------------17

4rea classicatin is as under---------------------------------------------------------------------17

;eat$er---------------------------------------------------------------------------------------------------1"

Rainfall----------------------------------------------------------------------------------------------------1"

5/ulatin!-----------------------------------------------------------------------------------------------1"

Religin and Et$nicity--------------------------------------------------------------------------------1"




Ecnmics-----------------------------------------------------------------------------------------------1"

<using---------------------------------------------------------------------------------------------------1"

.m/arative acts-------------------------------------------------------------------------------------1*

Mu8aargar$ %istrict! Educatin 5rle-----------------------------------------------------------20

Sc$l 4ge 5/ulatin-------------------------------------------------------------------------------20

.$ildren in t$e 3-= age gru/s!------------------------------------------------------------------21

.$ildren in t$e 9-19 age gru/s!-----------------------------------------------------------------21

Educatin in Mu8aargar$!----------------------------------------------------------------------------21

6rss Enrlment Rate &6ER' at t$e 5rimary #evel &4ge =-*'-----------------------------21

6vt> Educatin Sc$ls in %istrict Mu8aargar$!-------------------------------------------21

6ender ;ise Sc$ls in Mu8aargar$!----------------------------------------------------------22

6ender ;ise Enrlment in Mu8aargar$-------------------------------------------------------22

Enrlment in Mu8aargar$ : ?taddu!---------------------------------------------------------23

@r(an Sc$ls------------------------------------------------------------------------------------------23

Rural sc$ls--------------------------------------------------------------------------------------------2A

Middle Sc$l Enrllment in %istrict Mu8aar 6ar$-----------------------------------------2=

e$sil Mu8aargar$!-----------------------------------------------------------------------------------2=

e$sil ?taddu!-----------------------------------------------------------------------------------------2=

Sc$ls identicatin fr Baseline and #earning land mar,s devel/ment!-----------29

argeted Sc$ls &Middle'---------------------------------------------------------------------------29

Baseline 4ssessment---------------------------------------------------------------------------------29

Intervie+-------------------------------------------------------------------------------------------------29

5re-test---------------------------------------------------------------------------------------------------29

Sam/le si8e fr t$e est &fr devel/ment f t$e learning landmar,s'---------------29

#ist f Selected Sc$ls------------------------------------------------------------------------------29

Reasn fr %r/ut-----------------------------------------------------------------------------------29

Sc$ls 5$ysical Infrastructure--------------------------------------------------------------------27

Student teac$er rati---------------------------------------------------------------------------------27Selectin f t$e Sc$ls!-------------------------------------------------------------------------------27

Base line est fr t$e esta(lis$ment f learning land mar,s!----------------------------27

4verage 5re-test Scre-------------------------------------------------------------------------------27

1- Mat$ematics #andmar,s (served during t$e (aseline----------------------------------2"

2- Englis$ #anguage #andmar,s (served during t$e (aseline----------------------------2*

3- @rdu #anguage #andmar,s (served during t$e (aseline-------------------------------30




Selected Sc$ls---------------------------------------------------------------------------------------31

Rural@r(an divisins f t$e selected sc$ls------------------------------------------------31

4nnex-1------------------------------------------------------------------------------------------------------32

4nnex-2------------------------------------------------------------------------------------------------------3A

5re est---------------------------------------------------------------------------------------------------3A

4nnex-3------------------------------------------------------------------------------------------------------3=

Came f Mu8aargar$ @.Ds------------------------------------------------------------------------3=

4nnex-A------------------------------------------------------------------------------------------------------39

#ist f t$e identied Sc$ls in e$sil Mu8aargar$ and ?taddu----------------------39




TABLE &F FI'URE

F IGURE-1: LITERACY R ATE P AKISTAN BY UNESCO>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>13

F IGURE-2: LITERACY R ATE M APS>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 1A

I6@RE 3 M45 %ISRI. M@44R 64R<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>19

I6@RE A ECRO#MEC R4E &6ER' 4 <E 6OERCMEC 5RIM4RF S.<OO#S 46E% &=-*'>>>>>>>>>>>>>>>>>>>>>>21I6@RE = 6EC%ER : 6R4%E ;ISE S.<OO#S IC %ISRI. M@44R64R<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>22

I6@RE 9 GENDER AND LEVEL WISE ENROLMENT IN MUZAFFARGARH (GOVT . INSTITUTES>>>>>>>>>>>>>>>>>>>>>>>>23

I6@RE 7! 6EC%ER ;ISE ECRO#MEC IC E<SI# ? O4%%@>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2=

I6@RE " 6EC%ER ;ISE ECRO#MEC IC E<SI# M@44R64R<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2=

I6@RE * GENDER WISE MIDDLE SCHOOLS IN T EHSIL MUZAFFARGARH>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2=

I6@RE 10 GENDER WISE MIDDLE SCHOOLS IN T EHSIL K OTADDU>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2=




Ta!le of Ta!lesY

4B#E 1 #O; ECRO#MEC S.<OO# I%ECII.4IOC>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>10

4B#E-2! M@44R64R< @.GS>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>17

T ABLE-3: AREA CLASSIFICATION>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>17

T ABLE-: T EHSIL WISE POPULATION>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>1"

4B#E =! S.<OO# 46E 5O5@#4IOC>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>20 4B#E 9 ! 5O5@#4IOC <4 <4S EER 4EC%E% <E S.<OO#>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>20

4B#E 7 ! #IER4.F R4IO 10 FE4RS 4C% O#%ER>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>20

4B#E " ! 6ROSS ECRO#MEC R4E &6ER' 4 <E 6OERCMEC 5RIM4RF S.<OO#S 46E% &=-*'>>>ERROR!

BOOKMARK NOT DEFINED.

4B#E * GENDER WISE SCHOOLS IN DISTRICT MUZAFFARGARH>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>22

4B#E 10 6EC%ER ;ISE ECRO#MEC IC %ISRI. M@44R64R<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>23

4B#E 11 MI%%#E S.<OO#S IC %ISRI. M@44R64R<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2A

4B#E 12 4ER46E 5RE- ES S.ORES>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>27

4B#E 13! #4C% M4R?S OR <E M4<EM4I.S S@BHE. 464ICS ;<I.< <E @4#IF O E%@.4IOC

OBSERE% ROM .#4SS1-=>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2"

4B#E 1A! #4C% M4R?S OR <E EC6#IS< #4C6@46E 464ICS ;<I.< <E @4#IF O E%@.4IOC OBSERE% ROM .#4SS1-=>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>2*

4B#E 1= ! #4C% M4R?S OR <E EC6#IS< #4C6@46E 464ICS ;<I.< <E @4#IF O E%@.4IOC

OBSERE% ROM .#4SS1-=>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>30

4B#E 19 4B#E! SE#E.E% S.<OO#S R@R4#@RB4C %IISIOC 4C% 6EC%ER R4IO>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>31




Executive Summary

Institute of Rural Management is implementing a project as “Enrolment and Learning Increasethrough Demonstration” in Tehsil Kotaddu Tehsil Mu!affargarh" District Mu!affargarh# The

project is initiated under Ilm Ideas Education Innovation Fund $hich is a three%&ear programme

funded b& 'K(ID from the Department for International De)elopment *D+ID, and managed b&D(I Europe and Cambridge Education#

The project inter)entions $ill address the dire need determined in the stud& report $hich $ill

contribute in increasing access to -ualit& education" parent and student satisfaction" and.or

effecti)e go)ernance in the education sector# The in)ol)ement of mothers of local communit&$ill be helpful in reaching the drop outs and to run door to door enrolment campaign particularl&

for girls education# Mother/s group meeting $ith DoE officials $ill result in minimi!ing the gap

bet$een local communit& and education departments# 'nder the project" IRM $ill alsointroduce the inno)ati)e “0eer to 0eer *students, learning” practice $hich $ill help in enhancing

student/s learning le)el and confidence building#

The current stud& is carried out in the initiation of the project to identif& the target schools# In

this regard $ith the support of education department" 11 schools $ere identified in TehsilKotaddu and Mu!affargarh# (fter this stud& 23 schools $ere finali!ed b& considering the

)ariable li4e lo$ enrolment" ha)ing resources li4e *class room" teachers, and population densit&

in schools/ peripher&# In 23 identified schools 56 are girls schools *all are middle, and 6 are bo&sschools" $hile 2 are in urban area and remaining 57 are in rural areas# (ll these identified schools

are middle as per project design#

8econdl& another objecti)e of this stud& is carr&ing out the test of the class5 to class 6 for

reali!ing the situation better# In this $a& learning land mar4s $ere de)eloped as per 0unjab 9oo4 9oard 8&llabus $hich is documented in the report in details#

The findings of the stud& are e)ident for the poor -ualit& of education and lo$ enrolment in the

schools# (s :3; cannot read and $rite of class three# 8imilarl& in other language li4e 'rdu and

Mathematics are poor#

IRM team is than4ful to the district education department $hose support enabled us for

performing this tas4#

Intrductin!




Institute of Rural Management is implementing a project as “Enrolment and Learning Increase

through Demonstration” in Tehsil Kot (ddu Tehsil Mu!affargarh" District Mu!affargarh# The project is initiated under Ilm Ideas Education Inno)ation +und $hich is a three%&ear programme

funded b& 'K(ID from the Department for International De)elopment *D+ID, and managed b&

D(I Europe and Cambridge Education#

This project has been de)eloped on the basis of a research stud&# IRM has consulted the researchstud& conducted under 'K(ID funded project “+ield <alidation of 0unjab Enrolment =umber

0roject 2352>#

The project inter)entions $ill address the desire need determined in the stud& report $hich $ill

contribute in increasing access to -ualit& education" parent and student satisfaction" and.or effecti)e go)ernance in the education sector# The in)ol)ement of mothers of local communit&

$ill be helpful in reaching the drop outs and to run door to door enrolment campaign particularl&

for girls education# Mother/s group meeting $ith DoE officials $ill result in minimi!ing the gap bet$een local communit& and education departments# 'nder the project" IRM $ill also

introduce the inno)ati)e “0eer to 0eer *students, learning” practice $hich $ill help in enhancing

student/s learning le)el and confidence building#

Enrolment and Learning Increase through Demonstration (ELID):

IRM and DC?%Mu!affargarh signed a Memorandum of 'nderstanding *Mo', $hereb& IRM

$ill adopt 23 go)ernment schools located in t$o tehsils" Tehsil Kotaddu and Tehsil

Mu!affargarh" 53 schools of each of the Tehsil#

The initial adoption of these schools is for a period of 5 &ears" @a)ing adopted these go)ernmentschools" IRM aims to de)elop them into centers of eAcellence that pro)ide -ualit& education $ith

increased enrolment#

To achie)e this objecti)e" IRM intends to implement a number of inter)entions in these schools

o)er the neAt &ear# These include 0eer to peer learning" +ormation of mother Broups for enrollment increase" learning aids" and supplementar& reading material" teachers/ training"

and use of co%curricular and eAtra%curricular acti)ities as 4e& elements of curriculum deli)er&#

IRM conducted a baseline sur)e& of the go)t# middle schools $ith lo$ enrolment of the district

Mu!affargarh# 9roadl&" the sur)e& has co)ered number of teachers and students in each schoolnumber of support staff ph&sical condition of the school infrastructure common teaching and

learning practices teaching and learning aids being commonl& used eAtra%curricular and co%

curricular acti)ities teachers training student understanding of subjects being taught ando)erall ambience" The terms of reference of the stud& are attached at (ppendiA (#

IRM team is t$an, full t t$e Educatin de/artment Mu8aargar$ +it$ut

+$m +u//rt and crdinatin t$is $as nt (ecme /ssi(le>

O()ective f t$e Study




The base line stud& has the follo$ing objecti)es

• The identification of the schools that ha)e lo$ Enrolment but ha)ing capacit& for more

children in resources and communit& $illingness#

• Conduction of the baseline test for the identification of the learning land mar4s for the

better learning -ualit&#

+or the identification of target schools and learning land mar4s this stud& $as carried out#




Researc$ Met$dlgy

The baseline sur)e& $as carried out through the follo$ing methodolog&

Meetings *ith the +ta,eholders:

The District Education department $as ta4en in to the confidence b& signing the M?' $ith the

DC?%Mu!affargarh $ho affirmed the IRM team to support and cooperate#

The Team Leader along $ith 4e& counterpart staff members of Institute of Rural Managementheld a number of meetings" $hich helped the project team to understand the eAact re-uirements

as $ell as get ac-uainted $ith the scope of the proposed inter)entions# These meetings

immensel& helped the team in identif&ing the rele)ant parameters to be captured during the

field )isits#

Lo* Enrollment +chools Identification:

8chools $ith lo$ enrolment $ere identified $ith the support of education department

management information s&stem# In this regard meetings $ere conducted $ith DD?s *male andfemale, of Tehsil Mu!affargarh and Kotaddu# Total 1 schools $ere identified in this regard of

both the tehsils b& the education department in $hich 25 schools $ere from Tehsil and 22 $ere

from Tehsil Kotaddu#

Tehsil Mu8aargar$ ?taddu

Totle"#e$ 6irls Bys 6irls Bys

Lo%lit& Rural @r(an Rural @r(an Rural @r(an Rural @r(an' o(S%hools " 3 3 2 * 2 A 2

33

Data -ollection Instrument De.eloment:

Once t$e sc$ls +ere identied t$e data cllectin instrument +asdevel/edJ t$e Kuestinnaire is attac$ed at 4nnexure-1>

Field Test and Modification of /uestionnaire:

4fter revie+ (y t$e cunter/art team and ad)ustments t$e instrument +as/ilted in Mu8a7argar$> $e eld test f t$e Kuestinnaire +asunderta,en t$rug$ t$e .OEO and +as mnitred (y t$e MER OLcer> $is $el/ed in rening t$e instrument and als /rvided an //rtunity tassess t$e investigatin style f t$e data cllectrs> Based n t$e ndingst$e instrument +as revised>

Training of Enumerators:

r t$e accurate infrmatin cllectin t$e enumeratrs &.OEO' +eretrained t cllect t$e reKuired infrmatin in +$ic$ /r)ect interventins

T)le 1 Lo* E"$ol+e"t S%hool




data cllectin tls and targeted sc$ls indicatrs +ere discussed>

Data -ollection:

Once t$e data cllectrs &.OEO' +ere trained t$ey started visiting t$esc$ls fr data cllectin> Bt$ team mem(ers visited eac$ sc$l tget$er

and cllected t$e infrmatin> $e /resence f t+ team mem(ers /rvideda cunterc$ec, fr t$e infrmatin as many /arameters +ere ca/tured(ased n t$e assessment f t$e data cllectrs> <+ever even t$isassessment +as lin,ed t ()ective criteria clearly laid ut in t$e instrument>

$e enumeratrs &.OEO' als tried t validate t$e cllected infrmatin+$ere ever /ssi(le t cnrm t$e accuracy f t$e infrmatin> $is +ases/ecially im/rtant fr /arameters li,e sc$l enrlment and availa(ility f teac$ers> $e crss-validatin +as dne t$rug$ class ins/ectinc$ec,ing attendance recrds as +ell as ma,ing furt$er inKuiries

Logistical +uort:

$rug$ut t$e data cllectin /rcess as +ell as during t$e /re-testing t$eteam relied n su//rt /rvided (y t$e %OCOR fr lgistics> $is includedtrans/rt (arding and ldging>

Data Integrit" and 0erification:

6iven t$e s$rt timeline t$e team randmly veried t$e data t ensure t$eaccuracy f t$e cllected infrmatin>

Data Entr" and -leansing:

$e data +as t$en entered in MS Excel n a tem/late devel/ed (y t$e MERand +as cleansed +$erever reKuired>

Data Anal"sis:

Once t$e data entry +as cm/leted t$e MER analy8ed t$e data t$rug$varius statistical tls using MS Excel and generated freKuency &and t$er'insig$tful c$arts fr t$e (etter understanding f t$e infrmatin>

Base line Reort:

Based n t$e data analysis t$e MER $as devel/ed t$is re/rtsummari8ing t$e results f t$e data analysis as /er t$e /r)ectreKuirements>




+ituation Anal"sis

Educatin in 5a,istan

Education in 0a4istan is o)erseen b& the go)ernments Ministr& of Education and the pro)incial

go)ernments" $hereas the federal go)ernment mostl& assists in curriculum de)elopment"

accreditation and in the financing of researches# The article 26%( of Constitution of

0a4istan obligates the state to pro)ide free and compulsor& -ualit& education to children of the

age group 6 to 5F &ears# “The 8tate shall pro)ide free and compulsor& education to all children

of the age of fi)e to siAteen &ears in such a manner as ma& be determined b& la$”#

The education s&stem in 0a4istan is generall& di)ided into fi)e le)elsG primar&*grades one

through fi)e, middle *grades siA through eight, high *grades nine and ten" leading to

the 8econdar& 8chool Certificate or 88C, intermediate *grades ele)en and t$el)e" leading to

a @igher 8econdar& *8chool, Certificate or @8C, and uni)ersit& programs leading

to undergraduate and graduate degrees#

The literac& rate ranges from 7:; in Islamabad to 23; in the Districts# 9et$een 2333H233"

0a4istanis in the age group 66F had a literac& rate of almost 13;" those aged bet$een 66

had a literac& rate of nearl& 3;" those bet$een 261 had a literac& rate of 63;" and those aged

562 had a literac& rate of F3;# Literac& rates )ar& regionall&" particularl& b& seA# In tribal

areas female literac& is :#6;# Moreo)er" English is fast spreading in 0a4istan" $ith 57 million

0a4istanis *55; of the population, ha)ing a command o)er the English language" $hich ma4es itthe 1rd Largest English 8pea4ing =ation in the $orld and the 2nd largest in (sia#

1rimar" Education +"stem

?nl& 73; of 0a4istani children finish primar& school education# The standard national s&stem of

education is mainl& inspired from the 9ritish s&stem# 0re%school education is designed for 16

&ears old and usuall& consists of three stagesG 0la& Broup" =urser& and Kindergarten *also called

KB or 0rep,# (fter pre%school education" students go through junior school from grades 5 to 6#

This is preceded b& middle school from grades F to 7# (t middle school" single%seA education is

usuall& preferred b& the communit& but co%education is also common in urban cities# The

curriculum is usuall& subject to the institution# The eight commonl& eAamined disciplines

are 'rdu" English" mathematics" arts" science" social studies" Islami&at and sometimes computer

studies $hich is subject to a)ailabilit& of a computer laborator&# 0ro)incial and regional

languages such as 0unjabi" 8indhi" and 0ashto are also taught in their respecti)e pro)inces"

particularl& in language%medium schools# 8ome institutes also gi)e instruction in foreign

languages such as Tur4ish" (rabic" 0ersian" +rench and Chinese# The language of instruction

depends on the nature of the institution itself" $hether it is an English%medium school or an

'rdu%medium school#

http://en.wikipedia.org/wiki/Pakistan


http://en.wikipedia.org/wiki/Ministry_of_Education_(Pakistan)


http://en.wikipedia.org/wiki/Government_of_Pakistan#Provincial_governments


http://en.wikipedia.org/wiki/Constitution_of_Pakistan



http://en.wikipedia.org/wiki/Primary_education

http://en.wikipedia.org/wiki/Middle_school

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/Secondary_School_Certificate



http://en.wikipedia.org/wiki/Higher_Secondary_(School)_Certificate



http://en.wikipedia.org/wiki/Undergraduate


http://en.wikipedia.org/wiki/Graduate_school

http://en.wikipedia.org/wiki/Islamabad_Capital_Territory

http://en.wikipedia.org/wiki/List_of_countries_by_English-speaking_population#List_in_order_of_total_speakers

http://en.wikipedia.org/wiki/Education_in_England

http://en.wikipedia.org/wiki/Pre-school

http://en.wikipedia.org/wiki/Nursery_school

http://en.wikipedia.org/wiki/Kindergarten

http://en.wikipedia.org/wiki/Junior_school


http://en.wikipedia.org/wiki/Single-sex_education

http://en.wikipedia.org/wiki/Co-education

http://en.wikipedia.org/wiki/Urdu_language

http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/Mathematics

http://en.wikipedia.org/wiki/Arts

http://en.wikipedia.org/wiki/Science

http://en.wikipedia.org/wiki/Social_studies

http://en.wikipedia.org/wiki/Islamic_studies

http://en.wikipedia.org/wiki/Computer_science


http://en.wikipedia.org/wiki/Computer_laboratory

http://en.wikipedia.org/wiki/Punjabi_language

http://en.wikipedia.org/wiki/Sindhi_language

http://en.wikipedia.org/wiki/Pashto_language

http://en.wikipedia.org/wiki/Arabic_language

http://en.wikipedia.org/wiki/Persian_language

http://en.wikipedia.org/wiki/French_language

http://en.wikipedia.org/wiki/Chinese_language








http://en.wikipedia.org/wiki/Primary_education



http://en.wikipedia.org/wiki/Secondary_School_Certificate




http://en.wikipedia.org/wiki/Graduate_school

http://en.wikipedia.org/wiki/Islamabad_Capital_Territory

http://en.wikipedia.org/wiki/List_of_countries_by_English-speaking_population#List_in_order_of_total_speakers

http://en.wikipedia.org/wiki/Education_in_England

http://en.wikipedia.org/wiki/Pre-school

http://en.wikipedia.org/wiki/Nursery_school

http://en.wikipedia.org/wiki/Kindergarten

http://en.wikipedia.org/wiki/Junior_school


http://en.wikipedia.org/wiki/Single-sex_education

http://en.wikipedia.org/wiki/Co-education

http://en.wikipedia.org/wiki/Urdu_language

http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/Mathematics

http://en.wikipedia.org/wiki/Arts

http://en.wikipedia.org/wiki/Science

http://en.wikipedia.org/wiki/Social_studies

http://en.wikipedia.org/wiki/Islamic_studies



http://en.wikipedia.org/wiki/Computer_laboratory

http://en.wikipedia.org/wiki/Punjabi_language

http://en.wikipedia.org/wiki/Sindhi_language

http://en.wikipedia.org/wiki/Pashto_language

http://en.wikipedia.org/wiki/Arabic_language

http://en.wikipedia.org/wiki/Persian_language

http://en.wikipedia.org/wiki/French_language

http://en.wikipedia.org/wiki/Chinese_language




0a4istan faces a net primar& school attendance rate for both seAes of FF per cent# ( figure belo$

estimated $orld a)erage of J3 per cent#

0a4istan/s poor performance in the education sector is mainl& caused b& the lo$ le)el of public

in)estment# 0ublic eApenditure on education has been 2#2 percent of B=0 in recent &ears" a

marginal increase from 2 percent before 5J7%76# In addition" the allocation of go)ernment fundsis s4e$ed to$ards higher education" allo$ing the upper income class to reap majorit& of the

benefits of public subsid& on education# Lo$er education institutes such as primar& schools

suffer under such conditions as the lo$er income classes are unable to enjo& subsidies and

-ualit& education# (s a result" 0a4istan has one of the lo$est rates of literac& in the $orld" and

the lo$est among countries of comparati)e resources and socio%economic situations#

'ender Differences

There is great difference in the rates of enrollment of bo&s" as compared to girls in 0a4istan#

(ccording to '=E8C? figures" primar&

school enrolment for girls stands at F3 per cent as compared to 7 per cent for bo&s#

The secondar& school enrolment rate

stands at a lo$er rate of 12 per cent for

females and F per cent males# Regular

school attendance for female students is

estimated at 5 per cent $hile that for

male students is 63 per cent#

This sho$s the gender differences in the

education sector as the education is understood the source of income and communall& theconcept of bread $inner is attached $ith men not $ith $omen" thus male education is of )ital

importance than of female education# 8imilarl& the

una)ailabilit& of higher grades schools in the

)illages is another main reason for girls/ lo$ enrolment#

'ender disarit"

In 0a4istan" gender discrimination $ith regards to education occurs amongst the poorest

households but is non%eAistent amongst rich households# ?nl& 57; of 0a4istani $omen ha)e

recei)ed 53 &ears or more of schooling# (mong other criticisms the 0a4istani education s&stem

faces is the gender disparit& in enrollment le)els# @o$e)er" in recent &ears some progress has

been made in tr&ing to fiA this problem# In 5JJ3%J5" the female to male ratio *+.M ratio, of

enrollment $as 3#: for primar& le)el of education# It reached to 3#: in 5JJJ%2333" sho$ing the

+.M ratio has impro)ed b& 6:#; $ithin the decade# +or the middle le)el of education it $as

Figure-1: Literacy Rate Pakistan




3#2 in the start of decade and increased to 3#F7 b& the end of decade" so it has impro)ed almost

F2;# In both cases the gender disparit& is decreased but relati)el& more rapidl& at middle le)el#

The gender disparit& in enrollment at secondar& le)el of education $as 3# in 5JJ3%J5 and 3#F:

in 5JJJ%2333" sho$ing that the disparit& decreased b& F:#6; in the decade# (t the college le)elit $as 3#63 in 5JJ3%J5 and reached 3#75 in 5JJJ%2333" sho$ing that the disparit& decreased b&

F;# The gender disparit& has decreased comparati)el& rapidl& at secondar& school#

@o$e)er" the gender disparit& is

affected b&

the Taliban enforcement of a

complete ban on female education

in the 8$at district" as reported in a

anuar& 25" 233J issue of the0a4istan dail& ne$spaper “The

=e$s”# 8ome 33 pri)ate schools

enrolling 3"333 girls ha)e been

shut do$n# (t least 53 girls

schools that tried to open after the

anuar& 56" 233J deadline b& the

Taliban $ere blo$n up b& the

militants in the to$n of Mingora"

the head-uarters of the 8$at district# More than 5:3 schools ha)e been bombed or torched"

along $ith other go)ernment%o$ned buildings#

F!"#$%-2: L!&%$') R'&% M'*+

Mu8aargar$ &A0'

http://en.wikipedia.org/wiki/Taliban

http://en.wikipedia.org/wiki/Swat,_Pakistan


http://en.wikipedia.org/wiki/The_News_International


http://en.wikipedia.org/wiki/Mingora

http://en.wikipedia.org/wiki/Taliban




http://en.wikipedia.org/wiki/Mingora







Situatin 4nalysis %istrict Mu8aargar$!

Mu!affargarh is about 1 Kilometers a$a& from Multan is an important historical cit& of

0a4istan# This is the most underde)eloped region $ith little or no social and ph&sicalinfrastructure to promote de)elopment# The people of the region are bac4$ard and depri)ed of

basic facilities# There is )er& little social cohesion among them due to marginali!ation during the

colonial period and the stranglehold of feudalism since independence#

It has an approAimate population of 2"F1F"333 spread o)er an area of 716 s-uare Km $ith a population densit& of 123 people per s-uare 4ilometers# It forms a strip bet$een the ri)er Chenab

on its east and Indus Ri)er on its est# It is one of oldest districts of 0unjab# It comprises of

fallo$ing four tehsils" namel& Mu!affargarh" (lipur" Kotaddu and atoi#

The district has a total metalled road%length of 537 Kilometers# The district is lin4ed $ithMultan" Rajanpur" D#B#Khan and Rahim&ar Khan Districts through metalled roads the district is

lin4ed $ith Multan and D#B#Khan districts through rail$a& net$or4# 'nder ground $ater

resources are ade-uate in the district# The sub soil $ater throughout the district eAcept the 9elt in

bet$een Cho$4 8ar$ar 8haheed and Rangpur is s$eet $here the sub soil $ater is brac4ish#Mu!affargarh *F6;, in the 0unjab is the lo$est district in the pro)ince ha)ing electricit&

connections#

Major crops fruits and )egetables are heat" 8ugarcane and Cotton Mangoes" Dates" Citrus and0omegranate and ?nion" Carrot" Cauliflo$er and 0eas# 532553 acres of land is co)ered b&

forests#

Location 2 Boundaries:

District Mu!affargarh lies in the form of strip bet$een

the ri)er Chenab and Indus" $hich passes along theEastern and estern boundaries respecti)el& of

the district and form a triangle at (lipur tehsil of the

district# The district is bounded on the =orth b& district La&&ah"

on the 8outh b&9aha$alpur and Rahim&ar Khan Districts across the ri)er

Chenab# Districts Multan and Khane$al are on the Eastern side of district Mu!affargarh" across the ri)er Chenab#District hang also touches

on =orth% East# hile Dera Bah!i Khan and Rajanpur

districts lie on the esternside across the ri)er Indus#

Fi-$e 3 M Dist$i%t




Area

District Mu!affargarh is spread o)er an area of 7"2J s-uare 4ilometers comprising of follo$ing

four thesilsG

5# Mu!affargarh

2# (lipur

1# Kotaddu

# atoi

Mu!affargarh comprises J1 union councils $hose

Tehsil $ise distribution is as under

The names of all the union councils of district are asunder

Area classification T)le2 M-/$$h U4s

Tehsil ' o( Us4li/ur

1A Hati

19?taddu

27Mu8aargar$

3=Total

53




345

1*

11

11*

tal .ultivated .ultural ;aste rest

;ater #gged

(rea classification is as under

T',%-3: A$%' C'++!'&!/0

T"e of Area Area in Acers

Total 2"227"J:

-ulti.ated 715"F22

-ultural 6aste J6"::1

Forest 1"1:

6ater Logged 7F:"236






7ousing

(ccording to census 5JJ7" F:; housing units $ere constructed of unba4ed bric4s and cla&mortar $hile F1; housing units used $ood or bamboo as the ceiling or roof material# 77;

housing units are depended on hand pumps for household $ater needs# Electricit& is a)ailable to

onl& F; households in the rural areas# 8ome 73; rural households $ere using traditional fuelsfor coo4ing# J3; households in the rural areas don/t ha)e an access to latrine facilit&#

-omarati.e Facts

• +acts about Mu!affargarh District according to Census Report 5JJ7 are as follo$s

Mu!affargarh is the district $hose population is biggest in the countr&#

• Mu!affargarh is among the t$o districts that are at highest ris4 for food insecurit&#

•

Ran4s 1Fth

out of 1: Districts in 0unjab in 0o)ert& and Depri)ation Ran4ing#

• MaAimum 0opulation (nnual Bro$th Rate in all 0unjab *1#17;,#

• 2nd Districts in 0unjab ha)ing maAimum annual gro$th rate in population densit& *:F;,#

• 0opulation Densit& is 123 persons.s-uare 4ilometer#

• 6th in 0unjab ha)ing more rural population#

• 2nd ha)ing more female homeless population ratio in 0unjab *:#7F;,#

• 8nd District in 1un9a! ha.ing lo*est literac" rate

Total literac" rate is 8;35 *ith male ratio <4=5 *hile female ration is %<;5

&ut of %;>= rimar" schools: ?>< +helter less@ non$functional 2 dangerous schools

8;< +ingle teacher schools

• ()erage house hold si!e :#1;#

• 0eople of this area ha)e minimum trends to migrate to other areas similarl& people of other areas ha)e minimum trends to migrate here#

• J3 ; rural population has no latrine and bathrooms#

• Ratio of primar& to middle 51G5 primar& to high 5JG5 and primar& to higher secondar&

schools is 216G 5




• Mu!affargarh *F6;, in the 0unjab is the lo$est district in the pro)ince ha)ing electricit&

connections# 5

1 $tt/!da(a>rg>/,Mu8aargar$5rle>as/x

http://doaba.org.pk/MuzaffargarhProfile.aspx

http://doaba.org.pk/MuzaffargarhProfile.aspx




Mu8aargar$ %istrict! Educatin 5rle

(ccording to 5JJ7 =ational Census" Mu!affargarh District has a population of 2#F1 million

$ith:#J5; females# The rural population ma4es up 7:#5; of the total population# The o)erall

literac& rate of Mu!affargarh District is 27#6; $here rural literac& rate is 2#5; and urban is

66#6 ;# +emale literac& rate is 5#7;" $hile male literac& rate is 3#J;# 0rojected population

gro$th rate for Mu!affargarh District is 1#17; *DCR 5JJ7,# Mu!affargarh is ran4ed 1F out of 6F

districts in 0unjab in terms of literac& rates62#

+chool Age 1oulation

EducatinStage

4ge6ru/

Male emale tal

Earl& Childhood 1% Nears 532"311 JJ"356 235"37

0rimar& 6%J &ears 2F"16: 22F"13J :2"FFF

Elem.8econdar&53%5&ears

5J5"56F 5F2"6F1 161":5J

@# 8econdar&56%5F

&ears:"771 17"JJJ 7F"772

5/ulatin $at <as Ever 4ttended Sc$l9

@r(an Rural tal

Male emal

e tal

Mal

e

emal

e

ta

l

Mal

e

emal

e

ta

l:: 67 F7 6F 2F 5 F3 15 6

#iteracy-5/ulatin 10 Fears and Older3

@r(an Rural TotalDistrict

Ran, tal

Male

emale tal

Male

emale tal

Male

emale tal

:F 67 F: 61 2 1J 6: J 1 1F

Table%53 55 presents the population that has e)er attended the school and literac& of population of 53 &ears and older that is o)er all D6; has e)er attended the school in $hich

F7; are urban and D5; are rural#

2 1**" Catinal .ensus

3 Surce! 4nnual Status f Educatin Re/rt - 4SER &Rural' 2011

Table 5: School age population

Table 6 : Population that has ever attended the school

Table 7 : Literacy Ratio ! "ears and older




-hildren in the ?$3 age grous:

63; are enrolled *6; girls and 66; bo&s,# ?f this percentage" F5; children are enrolled in

go)ernment schools and 1J; in pri)ate educational facilities#

-hildren in the $% age grous:

:J; are enrolled *DF; girls and 6D; bo&s,# ?f this percentage" FD; children are enrolled in go)ernment

schools and 1F; in pri)ate educational facilities#

Educatin in Mu8aargar$!

'ross Enrolment Rate ('ER) at the 1rimar" Le.el (Age 3$=)

(s per the gross enrolment of the primar& *6%J, of all the primar& schools the district Mu!affargarh is at

1th ran4ing out of 1: districts of the 0unjab pro)ince that includes all the schools#

The position of district Mu!affargarh in the Bo)ernment 0rimar& 8chools in $hich again district

is on 1th 0osition#

'o.t Education +chools in District Muaffargarh:

Bo)ernment constitute the largest segment of the schools *Table F, that 7:1 schools in Kotaddu

and :DD 8chools in Mu!affargarh" in atoi 157 schools and (lipur @as 2F: schools# Total

Bo)ernment 8chools in district Mu!affargarh are 2"232 in $hich 7":37 teacher are appointed#

(ccording to this information t$o tehsils *Target (rea, are selected for base line stud&#

O 8chools In District Mu!affargarh

e$silN f

Sc$lN f

eac$ersMu8aargar$

7AA 320A

?taddu "73 329A

Hati 31" 11A1

4li/ur 297 10**

tal 2202 "70"

A 5a,istan educatin statistics 2011-12

Fi-$e 7 E"$ol+e"t Rte 8ER9 t the o:e$"+e"t








Ur!an +chools In 'rban areas *Table 52 , sho$s that "in Tehsil Mu!affargarh 5; of bo&s are enrolled and 6J; Birls

are enrolled in Bo)ernment institutions" in Kotaddu Tehsil" :; bo&s are enrolled and 61; Birls are

enrolled in Bo)ernment institutions" in atoi 6F; bo&s are enrolled and ; Birls are enrolled in

Bo)ernment institutions and In (lipur ; bo&s are enrolled and 6F; Birls are enrolled in Bo)ernment

institutions

Rural schoolsIn Rural areas *+igure 52 , sho$s that "in Tehsil Mu!affargarh F2; bo&s are enrolled and 17; Birls are

enrolled in Bo)ernment institutions" in Kotaddu Tehsil F5; bo&s are enrolled and 1J; Birls are

enrolled in Bo)ernment institutions" in atoi F:; bo&s are enrolled and 11; Birls are enrolled in

Bo)ernment institutions and In (lipur F2; bo&s are enrolled and 17; Birls are enrolled in Bo)ernment

institutions#

8chool Le)el $ise Enrollment in District Mu!affar Barh9o&s

Enrollment

Birls

EnrollmentTotal

Tehsil (rea Bender O of 8chool

O of Teacher

; Total Total

Mu!affar Barh

'rbanMale F J6 5; 5751 3 5751

+emale 7 521 6J; 3 2F2 2F2

RuralMale 17 157 FF; 527JJ 3 527JJ

+emale 27 5J6 1; 3 F656 F656

Total 73 :15 5:52 J51J 21765

K?T (D'

'rbanMale 1 1F 67; 23J2 3 23J2

+emale 2 1 2; 3 565 565

RuralMale 13 271 6J; J17: 3 J17:

+emale 2: 573 5; 3 FF17 FF17

Total F2 62 55:J 7562 5JF15

(T?I

'rbanMale 2 12 533; 73: 3 73:

+emale 3 3 3; 3 3 3

RuralMale 51 555 F3; 255 3 255

+emale 5: :2 3; 3 2::J 2::J

Total 12 256 6357 2::J ::J:

(LI0'R

'rbanMale 5 21 1F; 5: 3 5:

+emale 2 1 F; 3 :11 :11

RuralMale 5F 56 F6; :72 3 :72

+emale 53 F6 16; 3 2672 2672

Total 2J 2:F 65JJ 1156 765

Total 84? %@>< ?@<4; 8?@?;3 3=@>=?

T)le 10 Mi##le s%hools i" Dist$i%t




21@

30@31@

15@

27@

2@30@

20@

Middle +chool Enrollment in District Muaffar 'arh

There are total 231 middle schools in district Mu!affargarh" in $hich 73 are in Tehsil Mu!affargarh" F2

are in Tehsil Kotaddu" 12 are in atoi and 2J are in Tehsil (lipur# 5:F Teachers are appointed in all 231

schools# (s per Enrolment 6J":J1 *male female, are enrolled $hich is 133 as per a)erage enrolment#

The further bifurcations as per rural.urban di)isions are gi)en in the table belo$#

Mle Fe+le Totl

3>

2>

AA

A >17

773A

>0

R-$l U$)" Totl

Tehsil Muaffargarh:There are total 73 middle schools in Tehsil Mu!affargarh in $hich are for male *17 rural" F urban,

$hile 1F middle schools are for female *27 urban" 7 are rural# In total 73 schools FF are in rural areas

$hile 5 are in urban areas#

Fi-$e > e"#e$ *ise E"$ol+e"t i"Fi-$e < e"#e$ *ise E"$ol+e"t i" Tehsil

F!"#$%- 8: G%0%$ !+% M!% S//+ !0




Mle Fe+le Totl

30 2<

=<

3 2 =

33 25

2

R-$l U$)" Totl

Tehsil Kotaddu:There are total F2 middle schools in Tehsil Kotaddu in $hich 11 are for male *13 rural" 1 urban, $hile 2J

middle schools are for female *2: urban" 2 are rural# In total F2 schools 6: are in rural areas $hile 6 are in

urban area

Sc$ls identicatin fr Baseline and #earning land mar,s

devel/ment!

Targeted +chools (Middle)

?ut of 52 middle schools 16 middle schools $ere selected coordination and support of district

education department# The one main criterion for this $as schools $ith lo$ enrolment in Tehsil

Kotaddu and Mu!affargarh for baseline stud&" but conducted 15 8chools as schools @ead

Teacher $ere bus& in their Election responsibilities# (ll these 15 schools are middle in $hich 52

are bo&s/ middle schools and 5J schools are girls/ middles schools# Location $ise F schools are

located in urban areas and 26 schools are located in rural areas#

Baseline Assessment

9ase line assessment tools $ere used for assessment

5# Inter)ie$

2# 0re%test

Inter.ie*

( pre%planned -uestionnaire inter)ie$ conducted $ith @ead teachers to find out the reasons for

lo$ enrolment in these 8chools# Puestionnaire form is attached $ith this report see (nneA 5

F!"#$%-19: G%0%$ !+% M!% S//+ !0




1re$test

In each selected school" subjects such as Mathematic" 'rdu and English for 0rimar& 0ortion from

nurser& to 6th class students $ere ta4en tests in $hich prep class students $as filled b& the

enumerator#

The test $as conducted from 0unjab 9oo4 9oard s&llabus and selected those students $ho $ererecentl& promoted to neAt class# 8uppose a 8tudent ne$l& promoted to Fth class conduced 6th

class test as the& are all ne$l& promoted#

+amle sie for the Test (for de.eloment of the learning landmar,s)

Team IRM selected each in school sample si!e of 6 students per grade from one to 6th grades# In

schools conducted pre test of Mathematics" 'rdu and English for children of 6 to 53 &ear of age

Children for learning landmar4s# Each subject 26 mar4s" total mar4s are :6#

Ta4ing a)erage of $hole Class then a)erage score of schools

List of +elected +choolsList of the selected schools are attached in (nneA%#

Reason for Droout

During the conduction of (ssessment there are follo$ing reason ga)e b& teacher for dropout of

children from the schools

5# =o ($areness among communit&.parents#

2# Bender disparit& in school dropouts#

1# The effect of cultural related factors on school dropouts

# The effects of parents/ socio%economic status on school dropouts

8ome other follo$ing reason that ma& affect the increase of enrolment and -ualit& of education

in these schools

+chools 1h"sical Infrastructure

There is one reason of dropout and -ualit& of education is rooms are short for students " in a one

class 3 students can get education $ith -ualit& here in one class :3 students that affect the

-ualit& of the education#

?ne main reason for this )ariable is the schools $hich are in high population densit& don/t ha)e

the capacit& for enrolling more students as per their a)ailable resources" teachers" classrooms"drin4ing $ater etc#

+tudent teacher ratio

In identified schools student teacher *8.T, ratio is )aries from the F students per teacher to :F

students per teacher#

Selectin f t$e Sc$ls!




Base line Test for the esta!lishment of learning land mar,s:

In 15 schools after ta4ing the pre test of students" these tests $ere chec4ed b& IRM project team"

some of follo$ing information is ta4en from it# 8ee (nneA 2 sample pretest

A.erage 1re$test +core

(fter the test it $as mar4ed and entered in EAcel database of each student# It $as calculateda)erage scores *grade $ise, $ere calculated *()erage of all classes from 5%6,# In follo$ing

Table%5F Tehsil $ise a)erage scores of students in class are gi)en# It sho$s that in mathematics

a)erage mar4s 52 out 26 and in 'rdu 55 out of 26 and 55 in English out of 26 total a)erage score

are 1 out of :6 ?ur target is that increase progress the score 23; each -uarter through

mobili!ation and peer to peer learning and $ith the help of mother groups increase the

enrolment#

e$sil

1 t = grade average Scre ut f 2=

Mat$ @rdu Englis$ talMu8aar gar$ Sc$ls 4verageScre

* 10 7 29

?t 4du Sc$ls 4verage Scre " 12 9 29

tal Selected Sc$l 4verageScre

">= 11 9>=

T)le 11 A:e$e $etest S%o$es

The land mar4 against $hich the le)el of these schools has been measured is sample based and the

)ariables against $hich these are anal&!ed are as follo$s

-lass % -lass 8 -lass ? -lass < -lass

3 % J countingConcept of 3

Concept of 53

=umbers up to 533

=umbers up to 5333 =umbers up to 533"333Roman =umbers

?ne hundred million ?ne bi

(dd 5% digit

(dd 2% digit

(dd 2%digit

(dd 1% digit

(dd 1%digit

(dd % digit

(dd 6%digit

(dd F% digit

(dd nu

of a

"8ubtract 5% digit8ubtract 2% digit

8ubtract 2% digit8ubtract 1% digit

8ubtract 1% digit8ubtract % digit

8ubtract 6% digit8ubtract F% digit

8ubtracompl

si!e#

o =il =il Table 2%JMultipl& 2% digit numbers

Multipl& up to 6 digit Multip

=il =il Di)ide 2% digit numbers Di)ide up to digit Di)ide

e" Comparison ofobjects Measurement of lengthMeasurement of $eight

Measurement of capacit&

Lengtheight

Capacit&

Con)ersion of units of lengthCon)ersion of units of $eight

Con)ersion of units of

capacit&

eTime

Date

Time 'nits of time

(ddition of time

8ubtraction of time

=il =il

1- Mat$ematics #andmar,s (served during t$e (aseline




=il +ractions Common +ractions

E-ui)alent +ractions0roper improper +raction

Comparing +raction

(ddition of +raction

8ubtraction of +ractions

+raction

T&pes of +raction(ddition and 8ubtraction

fraction

Multiplication of fractions

Di)ision of +ractionsDecimals and fraction

(dditi

MultipDi)isi

Identification of basicshapes0atterns

0osition

T$o dimensional figuresLines Cur)es

Beometrical shapes0erimeters

Beometrical 9oALine(ngle

Circle

Puadrilaterals

(ngleTriangPuadr

ti

=il =il 0icture Braphs 9ar Braph

Line Braph

()erag

9loc4

Braph

Language

+,ills-lass % -lass 8 -lass ? -lass <

Listening

+,ills

Listen 8ound of letters

Listen Rh&me $ords

Loo4 sa&

Routine greetingsIntroduce themsel)es

Listen $ords

Listen sentenceListen 0aragraph

Listen sim

Listen sh

+ea,ing+,ills

8ound of letters

consonant <o$els

Rh&me $ords

Loo4 sa&

Routine greetings

Introduce themsel)es

Respond orall& in &es or no

'se of (rticulate

Introduce self famil&

EApress li4es disli4es

Respond orall& in a $ord

8a& one an

about them

eApress li4

stor&Describe t

surroundin

Respond o

sentence

Reading +,ills

Read a%!

Read (%Q

Read rh&me $ords

Read 1 to 6 letter $ords

Read sentence

Read $ords

Read sentence

Read 0aragraph

Read stor&

Read one

about them

6riting +,ills

rite ( %Q

rite (%Q

$rite one s&llable

$rite simple $ord

rite 1 to 6 letter $ords

$rite sentence

Respond $ritten in &es or

no

$rite of (rticulate

rite $ords

rite sentence

rite 0aragraphRespond $ritten in a $ord

rite sim

rite one

about them

Respond $sentence

T)le 12 L"# +$s (o$ the Mthe+ti%s S-)Ce%t i"st *hi%h the -lit& o( e#-%tio" o)se

2- Englis$ #anguage #andmar,s (served during t$e (aseline

T)le 13 L"# +$s (o$ the E"lish L"-e i"st *hi%h the -lit& o( e#-%tio" o)se$:e#




Language

+,ills-lass % -lass 8 -lass ? -lass <

Listening

+,ills

Listen 8ound of 'rdu

letters

Listen Rh&me $ords

Routine greetings

Introduce themsel)es in

'rduListen simple stor&

Listen $ords

Listen sentence

Listen 0aragraph

Listen stor&

Listen senten

+ea,ing

+,ills

8ound of 'rdu letters

'rdu 0oem

Routine greetings

Introduce themsel)es

Respond orall& in &es or no

'se of (rticulate

Introduce self famil&

EApress li4es disli4es

Respond orall& in a $ord

8a& one and m

about them

eApress li4es .

stor&Describe thing

surroundings

Respond orall

sentence

Reading

+,ills

Read 'rdu Letter

Read rh&me $ords

Read 1 to 6 letter $ords

Read sentence

Read $ords

Read sentence

Read 0aragraph

Read stor&

Read one and

about them

6riting

+,ills

rite 'rdu Letter $rite one s&llable

rite 1 to 6 letter $ords$rite sentence

Respond $ritten in &es or no

$rite of (rticulaterite $ords

rite sentence

rite 0aragraph

Respond $ritten in a $ord

rite simple rite one and

about them

Respond $ritt

sentence

+elected +chools

8chools are selected on the basis of the follo$ing criteria

• Identified b& the District Education Department

• Middle 8chools

• Lo$ Enrolment $ith capacit& of the facilitating more students

• 8ufficient Teaching staff for the increased Enrolment

• 0referabl& ha)ing some funds in school council and school de)elopment budget

• 23 8chools selected on the basis of this criteria#

RuralCUr!an di.isions of the selected schools

T)le 17 L"# +$s (o$ the E"lish L"-e i"st *hi%h the -lit& o( e#-%tio"

3- @rdu #anguage #andmar,s (served during t$e (aseline




" 10

1"

2

0

2

R-$l U$)"

In

selected schools 53 are from each Tehsil *Mu!affargarh and Kotaddu,# In Mu!affargarh 7 schools

are located in the rural areas $hile 2 are in urban localities# 8imilarl& in Kotaddu all 53 schools

are from rural localities#

Tehsil(rea Bender

Rural 'rban Birls 9o&s

Mu!affargar

h

7 2 7 2

Kotaddu 53 3 : 1

Total 57 2 56 6

The +inal schools list is attached in the (nneA%#

T)le 1= T)le Sele%te# s%hools

F!"#$%: R#$'#$,'0 '0 "%0%$ !4!+!/0 /; &%




4nnex-1

ILM IDEAS

Education Innovation Fund

Baseline Assessment

5, Date . . *DD" MM" NNNN,

2, <illage 1, 'C

, Thesil 6, District

F, 8chool =ame :, EMI8 C?DE

7, @ead Teacher =ame

J, @ead Teacher Contact

53, Bender +emale Male

55, Le)el of 8chool

sMos-ue 0rimar& Middle @igh @#8ec

52, Located (rea ?f 8chool

'rabn Rural

51, 8chool 9uilding Bo)ernment 0ri)ate ?ther

5, =umber ?f Class Rooms

56, =umber ?f (ppointed teachers

5F, Enrollment in Class 0rep 5 2 1 6 F : 7 Total

Birls

9o&s

5:, 8tudent Teacher Ratio Total 8tudent Total Teachers

57, Drop ?ut in Last F month 9o&s Birls5J, Enrolment in Last F month 9o&s Birls

23, 8eating (rrangements for Children Chairs Des4 Mats ?ther =one

25, =umber of Latrine +or Teacher Nes =o

22, =umber of Latrine +or 8tudents Nes =o

21, 0la& Bround for ChildrenS Nes =o

2, 8urrounding alls +or Children Nes =o

26, Electricit& ()ailable in 8chool for ChildrenS Nes =o

2F, Clean ater +or Drin4ing ()ailableS Nes =o

2:, (re teachers a$are about the s&llabusS Nes =o

27, Monthl& test Record ?f 8tudent Maintain 9& teachersS Nes =o2J, Tcheacher maintaining the reocords of S

## ## ## ##

13, Learning Material 'sed 9& TeacherS Nes =o

15, If Nes hat T&pe ?f Learning Martial 'seS 5

2

1




12, ()ailable +und 8C fund +T+ ?ther Total

11, =umber of school council meeting held last 1

monthS

1, hat Decisions ta4en in these meetingsS 5 2

1

16, @o$ man& ?fficial <isits In the 8chool Last 1 month

=ame ?fficial Designation <isits Date Reason ?f <isit

5

2

1

Enumerator Name: …………………. Responded by ………………….

Designation …………………. Contact Number ………………

4nnex-2

1re Test

English for Class 3

Total Mars!"# $ass !% Time ! "# min

Name ………………………. &ather name…………………………….…'chool……….…………….




() *rite +M, for Masculine and +&, for feminine of the follo-ing/)0ncle ! ……………... Co-!…………… 'on !………………… 1en!…………..

") &ill in the blans -ith +a, or +an, #)……… …..inpot ……………..ey

…………..umbrella ……………...table ……………loaf

3) 0se follo-ing -ords in sentences %)2neness

4attle

4elo5ed

*ise

/) Match the 6d7ecti5es -ith their opposite /)8. 1ea5y &resh

88. Cool 9ight888. Cheep 2ld age8. $olluted E;pensi5e. Childhood *arm

#) 8nsert the missing *ords /)(.Con………uered ". Ma……..ter 3.9…..bric….tion /.$o……..tion




A""e3

ame of Muaffargarh U-s

+l U- ame +l U- ame +l U- ame

5 Kot addu cit& % I 12 Khan pur 9aga 8hir F1 Bul $ala

2 Kot addu cit& II 11 9huta pur Cit&% < F 9inda isha-

1 Kot addu cit& III 1 'rban Cit& I< F6 Dammar $ala shumali

0atal 16 'rban Cit& III FF 9eer band

6 9ait Paim ala 1F 'rban Cit& II F: 8heher sultan

F @injrai 1: 'rban Cit& I F7 halarin

: Daira Deen 0annah 17 Taleer& FJ 8hahba! pur

7 Ehsan 0ur 1J agat 0ur :3 8aba%i%$ala

J Meer 0ur 9hagil 3 Thatha Pureshi :5 hugi $ala

53 Cha4 =o F12.TD( 5 Khan Barh Cit& :2 Ram 0ur

55 0atal Munda 2 Bere& $ahin :1 atoi cit&

52 Cha4 =o 6:.TD( 1 'mer pur janobi : atoi shumali

51 Cha4 =o 6F6 . TD( Bha!anfar Barh :6 ains

5 Cho$4 8ar$ar 8hahid 6 9rahim $ali :F Kotla gamon

56 8hadi Khan Munda F Man4a bhuta :: 9ela& $ala

5F 0ati Bhulam (li : Ruhilan ali :7 9ait mir ha!ar 4han

5: andhir 7 Banga :J 9a4aini

57 Kashif abad Khar 8har4i J (loda& $ali 73 Mud $ala

5J Mehmod 4ot 63 Mahera 8har4i 75 Na4i $ali

23 9udh 65 'tera sandila 72 Bhal$an25 Bha!i Bhat 62 Mani4 pur 71 Mulan $ali

22 Kasba Bujrat 61 Dareen 7 9a! $ala

21 (lu Rid 6 'sman 4oria 76 8eet pur

2 Thatha Burmani 66 Khara4 7F 8ultan pur

26 8hei4h 'mer 6F 8hahjamal 7: Langar $ah

2F Dogra Colasra 6: (hmad mohana 77 Khan gar Doma

2: Manhan 67 8harif chajra 7J Murad pur janobi

27 8ana$an 6J =ohan $ali J3 Khair pur sadat

2J Cha4 +ar!i F3 Karam dad Pureshi J5 +ateh pur janobi13 Rang pur F5 an pitafi J2 (li pur cit&

15 Murad abad F2 9asira J1 (li $ali




4nnex-A

List of the identified +chools in Tehsil Muaffargarh and Kotaddu

+R 0illage U- Tehsile District +chool

% Khaji 8ial ala agat 0ur Mgarh Mgarh BBE8 (B(T 0'R

8 agat 0ur agat 0ur Mgarh Mgarh BE8 (B(T 0'R

? 9hutta (bad Murad 0ur Mgarh Mgarh BBE8 9hutta (bad

< Thathasialan Murad 0ur Mgarh Mgarh BBE8 thathasailan

3 9asti Ba!ran Khan 0ur Mgarh Mgarh BBM8 basti Ba!ran

(li 0urt 8humali Murad (bad Mgarh MgarhBBE8 (li 0ur

8humali> and ala Murad (bad Mgarh Mgarh BBE8 0eer Manjhan

; 8una44i Taliri Mgarh Mgarh BE8 sun44i

= 9asti Doaba Talir& Mgarh Mgarh BBE8 doaba

%4 Talir& Cit& II Mgarh Mgarh BBE8 Taliri

%%9asti anu

Musta4il9airt Paim ala Kot (du Mgarh

BBE8 annu

Musat4ail

%8 (lmani ala Bha!i Bhat Kot (du Mgarh BBE8 a(lmani ala

%? Dar4hasht ala 9ait Paim ala Kot (du Mgarh

BE8 8hah $ala

adeed

%< (mano ala Bha!i Bhat Kot (du Mgarh BE8 Bullan ala

%3 Chah Mithu ala Kot (du Cit& 1 Kot (du MgarhBBE8 Mali4 (rian

ala

% Tibba 8har-i Daira Deen 0inah Kot (du Mgarh BBE8 haider Bha!i

%> 9asti Lasoori (liRud Kot (du Mgarh BBE8 lasoori

%; 9asti Kudna 9udh Kot (du Mgarh BE8 Kudna

%= 9asti Kudna 9udh Kot (du Mgarh BBes Kudna

84 Qafar (bad (lurid Kot (du Mgarh BE8 Qafar (bad

Baseline Assessment Report 2013

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