Making Quality Education Accessible in Pakistan: A Social Accountability Perspective
Muhammad Sohaib
14-11-2014
1
Outline
• Introduction to CRC Tool
• Methodology
• Geographical Locations
• Findings
• Policy Conclusions
Citizen Report Card (CRC)
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
Citizen Report Card (CRC)
– Lately, 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.
CRC Methodology
Interviews were conducted with Parents, Teachers and School Management Committee (SMC) Members
Baseline Survey in 2013 (Pre Intervention)
1440 Parents, 48 Teachers and 48 SMC Members
Follow Up Survey in 2014 (Post Intervention)
360 Parents, 48 Teachers and 48 SMC Members
Geographical Location
Geographical Location
State of Education in Khanewal and Vehari(2013)
DistrictWhat is the prevailing trend of boys/girls
enrolment in your school?
TotalIncreasing Decreasing No Change
KhanewalMale 77% 8% 15% 100%
Female 64% 36% 0% 100%
VehariMale 83% 17% 0% 100%
Female 33% 17% 50% 100%
State of Education in Khanewal and Vehari(2014)
District Prevailing Trends Total
Increasing Decreasing No Change
Khanewal Male 50% 7% 33% 100%
Female 83% 0% 17% 100%
Vehari
Male 100% 0% 0% 100%
Female 70% 0% 30% 100%
Reasons Behind Drops Out (2013)
Reasons behind Drop-outGender
Male Female
Khanewal
English Medium 8% 3%
Poverty 28% 27%
Migration 3% 15%
Parental Interest 9%
School Distance 5% 12%
Parents’ Ignorance/ Low
awareness
18% 9%
Parents are uneducated 13% 9%
Vehari
Poverty 28% 31%
Lack of Awareness 28% 17%
Parental Interest 22% 6%
Children Interest 6% 17%
Parents are uneducated 11% 8%
Reasons Behind Drops Out (2014)
Districts
Reasons behind
drop out Male Female
KhanewalPoverty 13% 18%
Lack of awareness 4% 0%
Migration 26% 23%
Missing
Facilities/Staff 4% 9%
School Distance 0% 5%
VehariPoverty 48% 27%
Lack of awareness 4% 0%
Migration 0% 14%
Missing Facilities 0% 0%
Classes With High Incidences of Drop Outs (2013)
25%
75%
54%
4% 4% 4% 4%
29%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Zero One Two Three Four Five
Khanewal Vehari
Classes With High Incidences of Drop Outs (2014)
0%
10%
20%
30%
40%
50%
60%
Zero One Two Five
Khanewal
Vehari
Incidence of Never Enrollment 2013
Incidence of Never Enrollment shows that a child despite being school-going-aged, has
never been to school
Never Enrollment
Name of District
Khanewal Vehari
Yes 17% 96%
No 83% 4%
100% 100%
Incidence of Never Enrolled 2014
Never Enrolled
Name of District
Khanewal Vehari
Yes 25% 77%
No 75% 23%
100% 100%
Satisfaction from Quality of Education 2013
Quality of Education
Gender
TotalMale Female
Khanewal Yes 83.3% 66.7% 75.0%
No 16.7% 33.3% 25.0%
Vehari Yes 33.3% 33.3% 33.3%
No 66.7% 66.7% 66.7%
Satisfaction from Quality of Education 2014
District Male Female Total
Khanewal Yes 90% 91% 91%
No 10% 9% 9%
Vehari Yes 88% 97% 93%
No 12% 3% 7%
Pre-Intervention Gender Gaps
• Dropout trends in female schools are starker (in Khanewal, the ratiois higher up to 400 per cent)
• Lack of parental interest (about 28% responses) prevailed as thebiggest reason behind higher drop out and ever enrollment ofgirls
• Poverty is more likely to cause girls’ dropout as compared to theboys
• Girls are more likely to receive poor quality education, and theirschools are more likely to have poor infrastructure with absentfacilities
• In Khanewal, girls’ schools with inadequate number of teachers arehigher than those of the boys’
• Girls are more likely to have a poor school environment from whichtheir dissatisfaction is higher
Post-Intervention Gender Gaps
Are you in favor of Female Education?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No
Availability of School Facilities
Facilities in Schools
Male/Female Total
Male Female
Khanewal
Facility of Clean Drinking
Water
24.5% 19.1% 22%
Facility of Electricity 24.5% 23.4% 24%
Facility of Fans 22.6% 23.4% 23%
Facility of Nursery class
furniture
7.5% 10.6% 9%
Boundary Wall 20.8% 23.4% 22%
Vehari
Facility of Clean Drinking
Water
20.3% 21.2% 21%
Facility of Electricity 20.3% 23.1% 22%
Facility of Fans 20.3% 23.1% 22%
Facility of Nursery class
furniture
20.3% 9.6% 15%
Boundary Wall 18.6% 23.1% 21%
Post-Intervention Availability of School Facilities
Post-Intervention Availability of School Facilities
Post-Intervention Availability of School Facilities
School has necessary class furniture
Policy Suggestions
• Unless local administration representatives are involved, state of
public education at local level is slow to change
• Going forward, the local government representatives need to have a
long term agenda, clearly marked benchmarks and detailed work
plan for improvement in education sector
• The focus should be on quality and not just on quantity of education
facilities
– e.g. many students leave school without ‘learning’
• A monitoring and evaluation system which has the presence of
community representatives should be led by the local administration
• For greater socio-economic gains, female education should be
prioritized across all schooling tiers.
Policy Suggestions (Cont’d.)
• Improved and safe learning environment should be provided at
all the public schools, especially girls schools
• Greater budgetary allocation in district budgets in line with the
growth of student population
• Teachers should not be asked to devote time to extra-
educational duties
• Teachers should be regarded as stakeholder in public school
policy reforms. Quality of their training, reward structure and
tenure for teachers should be revisited
• Social security nets should provide education facility to
parents not able to support child education.