Province of Khyber Pakhtunkhwa: Schools Sector Plan ...kpese.gov.pk/Downloads/esp/Education Sector Plan 2015.pdf · FINAL DRAFT: PLEASE USE THIS VERSION Province of Khyber Pakhtunkhwa:

FINAL DRAFT: PLEASE USE THIS VERSION

Province of Khyber Pakhtunkhwa:

Schools Sector Plan

Financial Years 2015/16 to 2019/20

Elementary & Secondary Education Department


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Contents

Message from the Chief Minister ....................................................................... 3

Message from the Minister Elementary & Secondary Education ............................. 5

Foreword, Secretary Elementary & Secondary Education ...................................... 7

Summary ....................................................................................................... 9

Process Note ................................................................................................ 15

Situational Analysis: Barriers to Reform ........................................................... 18

Transforming Education in Khyber Pakhtunkhwa ............................................... 31

Priorities for ESP 2020 ................................................................................... 44

Policy Group 1: More Effective Teachers ........................................................... 47

Policy Group 2: Better Schools and Facilities ..................................................... 60

Policy Group 3: Every Child’s Right to Education ............................................... 64

Policy Group 4: Good Governance & Management ............................................. 76

Modelling the Provincial School System ............................................................ 86

Monitoring & Evaluation ................................................................................. 96

Annex: Actions for 2014/15 .......................................................................... 111


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Message from the Chief Minister

The Government of Khyber Pakhtunkhwa is deeply committed to ensuring every man,

woman and child has access to the services he or she should expect to receive as a

citizen of this province. It is unacceptable that so many of our children still lack a secure

environment in which to live and grow up, protection against communicable diseases,

and access to a school system where they can learn and flourish.

The single most important priority for this administration is the transformation of service

delivery for the people of Khyber Pakhtunkhwa, harnessing the assistance provided by

our international partners more effectively than we have been able to do in the past.

For this reason we created the Strategic Development Partners Framework in 2013,

bringing together the whole of government as well as its partners for the first time, to

identify and tackle common obstacles to delivery, and to strengthen strategic planning

in a range of sectors.

I am therefore delighted the Elementary & Secondary Education Department has taken

up the challenge of creating a strategic plan that does not shy away from identifying

the obstacles that have made it difficult historically to offer our children a high quality

education. Too often governments have committed to delivering better schools but

focused simply on providing more inputs and resources. Without a clear commitment to

fundamental reform and institutional development, and a plan for delivery, these

pledges have been able to deliver little sustained positive change for children.

We have made a constitutional commitment to provide high quality learning free of

charge to all our children. More importantly still, we have a moral obligation to do so.

To deprive children of the opportunity to learn to read and write, do mathematics, and

understand the world in which they live more clearly is to deprive them of the chance

to achieve their full potential as adults. Protecting children from ignorance and its

companion poverty is just as important as protecting them from danger and disease.

Nor is the argument for prioritising education confined to its impact on individuals and

their families. The province estimates that almost two fifths of people in Khyber

Pakhtunkhwa live in poverty today. Improved provision of basic services, including

education, is the most effective way in which the government can create the underlying

conditions required for much stronger economic growth across the province, benefitting

the whole population both now and in the future.

It will not be easy to achieve the agenda set out by the Elementary & Secondary

Education Department for the next five years. Many of the 10 policies that shape this

document will require a fundamental rethink of the way in which not only the sector,


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but also government as a whole, operates. However, this administration was elected as

a direct result of its promise to modernise and reform approaches to public service. In

education as in other sectors we remain prepared to make difficult choices to ensure

we deliver now and in the future for all of the children of Khyber Pakhtunkhwa.

Pervez Khattak

Chief Minister, Government of Khyber Pakhtunkhwa


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Message from the Minister Elementary & Secondary

Education

This year the world is taking stock of progress made towards meeting the Millennium

Development Goals (MDGs) agreed at the turn of the century. In many countries

millions of people and their families have been lifted out of poverty and given the

opportunity of a more prosperous and fulfilling future. Yet according to the United

Nations Development Programme Pakistan is on track to meet just 9 of 41 indicators in

spite of 15 years of work and investment.

It is clear neither the country nor Khyber Pakhtunkhwa will be in a position to meet the

MDGs as they relate to education by the end of 2015. The 18th Amendment to the

Constitution of Pakistan enshrined the right to a free, high quality education for all our

children five years ago. Yet millions still do not go to school. And we are not even sure

of the scale of the problem. Estimates vary from 5.5 million according to UNICEF, to

more than 25 million according to a 2014 paper.

Alif Ailaan believes more than 700,000 of our province’s boys and 1.7 million of our girls

do not attend school today. Meanwhile up to 30 percent of those who are in education

attend private institutions, often because their parents, however poor, feel unable to

rely on government to offer their children the opportunity to learn effectively. Tackling

the causes of this systemic failure to provide a basic service to the most vulnerable

citizens in our society is one of the most important priorities of the current

administration.

While 2015 throws past failures to provide education and other services to the people

of Khyber Pakhtunkhwa into stark relief, it also presents us with a unique opportunity

to set a course that will ensure the story is very different by 2030. The Post-2015 Global

Development Framework, soon to be finalised, has a strong emphasis on inclusion,

ensuring no child is left behind whatever their personal circumstances, and on

transforming the quality of education. These two principles are at the heart of the

current administration’s resolve to tackle the education emergency.

We are determined to learn from the experiences of the last 15 years and Pakistan’s

collective failure to meet the MDGs. After one year in office, during which we took stock

of the extent of the problem, I therefore challenged officials to think in a fundamental

way about why so little progress has been made in spite of the investment of millions

of rupees on the part of the Government of Khyber Pakhtunkhwa and its partners.

I believe this process has produced a strategy unlike anything we have seen before. In

particular, we have acknowledged that transforming education will require a common


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vision and sustained resolve on the part of both politicians and bureaucrats over the

long term. It is especially evident that continued failure to take difficult decisions to

strengthen our institutions and the way the school system is managed is not an option.

In years to come, I believe we will look back on this period as the turning point for

education in Khyber Pakhtunkhwa. I am proud to have the opportunity to serve as

Minister for Elementary & Secondary Education at such a critical time.

Atif Khan

Minister for Elementary & Secondary Education, Government of Khyber Pakhtunkhwa


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Foreword, Secretary Elementary & Secondary Education

In 2014, more than one in four children in 15 of the 25 districts of Khyber Pakhtunkhwa

was not in education. For girls the picture was even bleaker. Even in the best performing

districts almost one in five girls was out of school, while in the worst, less than 15

percent were enrolled. Parents offer a range of reasons why this is the case, many of

which suggest the experience of trying to learn in a government institution is so poor,

and in some cases hazardous, that it is simply not worth the commitment the family

must make to send a child to school.

This picture is replicated across Pakistan and rates of progress are slow. In Khyber

Pakhtunkhwa the situation is compounded by a large number of remote communities

where it is difficult to provide services as well as a higher than average incidence of

disruptive events. Yet to blame the weakness of the school system on geography,

climate change, or extremism is to miss the point. Most educationally deprived children

do not go to school because their families do not believe what they will learn there will

provide them with any more advantages than missing out on education.

The Elementary & Secondary Education Department, supported by many partners, has

been trying to tackle these problems for more than a generation. There have been some

successes. While net enrolment remains unacceptably low, it has improved over the last

decade in almost all districts. Successive administrations have collaborated with

partners to provide more and better quality professional development opportunities for

teachers, and to rebuild and upgrade school buildings. More recently, the Department

has taken steps to strengthen the way in which teachers are recruited and posted, as

well as to improve its budgeting.

Khyber Pakhtunkhwa was the first province in Pakistan to produce an Education Sector

Plan. This early demonstration of commitment was laudable, and we have gained much

from the first generation of plans. But while many teachers continue to be absent from

school in term time, no amount of professional development support will help students

learn more effectively. And as long as the province is unable to determine with

reasonable accuracy the number and location of its children, building facilities and

recruiting new teachers will remain an inexact and therefore inefficient process. The

time has come to tackle the underlying issues that stand in the way of sustained

improvements in the services we provide to children.

The Department therefore welcomed this opportunity to examine the fundamental

reasons why we are not currently able to provide a good quality service to all our

children. It is clear that transforming education in the province is a long term

endeavour, and not one the Elementary & Secondary Education Department can


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undertake in isolation from the rest of government. I and my team believe that by

focusing on and pursuing the 10 policies set out in this document, the government will

be able to lay the groundwork required to build the culture of continuous improvement

in our schools required to achieve international goals by 2030. We look forward to

working with our partners with a renewed sense of realism and purpose over the next

five years, and the decade to follow.

Afzal Latif

Secretary, Elementary & Secondary Education Department, Government of Khyber

Pakhtunkhwa


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Summary

ESP 2015 is a strategic document with five main purposes:

1. To assess the status of development in the schools sector in Khyber

Pakhtunkhwa at present, identify barriers to reform, and use these to identify

the Elementary & Secondary Education Department’s specific priority policies

for the next five years.

2. To provide department officials with a roadmap for their work over the next

five years, enabling them to develop detailed, costed work plans on an annual

basis and focus their efforts on delivering the results outlined.

3. To provide development partners with an overview of the Department’s

programme for transforming education services, both for the next five years and

into the longer term, to facilitate their own decision making about the nature and

scope of future support for the sector.

4. To provide the Government of Khyber Pakhtunkhwa with a clear indication

of how work in education fits into the broader reform agenda for the province,

and the resources and support that will be required to deliver on the vision set

out.

5. To safeguard continuity of purpose to 2019/20 and beyond by setting out a

clear and feasible vision and strategy that prioritises efforts to produce a logical

order for reform that will enable continuous and improvement over the long term.

Underpinning the document is the explicit acknowledgement that providing all children

in Khyber Pakhtunkhwa with access to high quality education, including girls, those

living in remote and marginalised communities, and children with special needs,

involves a sustained and long term commitment to reform. ESP 2015 is therefore set in

the context of the Post-2015 Development Agenda and seeks to create the underlying

conditions required to achieve international education goals in the province by 2030. At

the same time, it harnesses unprecedented levels of political will to ensure delivery of

high quality services to the people of Khyber Pakhtunkhwa and the recent emergence

of a new focus on interdepartmental working.

ESP 2015 builds on the experience of previous sector plans in two ways. First, it does

so by adopting much of the excellent work that has already been done, such as

extensive situational analysis and the development of a working statistical model for

inputs. Second, it analyses the difficulties experienced over the past decade in delivering

substantive improvements in the sector, and uses lessons from previous experience to


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produce a five year plan that will build solid foundations for full transformation of service

delivery by 2030.

This process identifies five interdependent barriers to reform, all of which have

contributed to retarding substantive progress over the last decade of work. Together

they suggest a short term focus on institution building and strengthening of capacity

across the Department will be critical to achieving long term success. The barriers are:

1. Weaknesses in data and information management

2. Weaknesses in budgeting and financial management

3. Limited capacity to deliver across the Department

4. Politicisation of employees

5. The geography and social fabric of the province

At the same time, ESP 2015 identifies four factors that must function properly for

children to be able to enrol in school, attend regularly, and learn well; the definition of

effective service delivery in education; and the core purpose of the Elementary &

Secondary Education Department. These factors and their relationships with one

another are summarised as follows:


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The student needs...

ESP 2015 Focus 1 More effective

teachers deliver...

a good teacher tolearn and stay interested

better learningoutcomes for students

ESP 2015 Focus 2 Better schools and facilities

deliver...

a safe and welcomingenvironment to learn in

ESP 2015 Focus 3 Every child’s right

to education delivers...

the chance to goto school and learn

free access to schoolwith extra help for poor families

enough facilities forall children in the province

a safe, functional workingenvironment for teachers

places that supportstudent learning

ESP 2015 Focus 4 Good governance and management

deliver...

a system that functionsfairly and effectively

clear roles and rules for teachersas well as high quality CPD

finance for pro poor initiativesand help for those that need it most

finance for school facilitiesand well managed maintenance

better curriculum, testingand management of schools

Figure 1

The document uses this structure, and its analysis of the five barriers to reform, to

develop 10 detailed policies that together make up the province’s focus on education

for fiscal years 2015/16 to 2019/20. Each policy includes a summary of achievements

that the Department will deliver by the end of the ESP 2015 period, further broken down

by annual milestones set out in a draft Joint Review Framework for agreement with

development partners.


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Group Policy Achievements by 2019/20

More

effective

teachers

Redevelop

approach to

training and

selecting new

teachers

Redevelop Grade 16 training and roll out to all

trainee primary teachers Provincial dialogue with HEC on quality of post primary training

Identify and publicise list of preferred teacher education qualifications

Roll out teacher rationalisation policy across the province Design and launch teacher scholarship

programme

Develop a

consolidated,

needs based,

high quality

approach to CPD

Create one managing institution for CPD in the

province Integrate approaches and projects connected with CPD

Publish and achieve targets included in annual CPD calendars

Design and implement or manage approach to head teacher development Monitor and support teachers to improve

performance and access appropriate CPD

Redevelop

teaching cadre

employment

rules

Develop a clear Departmental proposal on

changes to T&Cs Agree proposal at provincial government level

Agree proposal with teaching unions and other

stakeholders

Better

schools and

facilities

Establish a

sustainable

approach to

provision of

facilities

Repair and re-open all non-functioning schools Repair or construct boundary walls in

functioning schools Repair or install water supply in functioning schools

Repair or install lavatories in functioning schools

Repair or install electricity supply in functioning schools Construct additional classrooms in all primary

schools where N=<6 Complete transfer of construction portfolio to

C&W department

Every child’s

right to

education

Launch new

benefits aimed at

children most at

risk of

educational

deprivation

Develop new approach on cash transfers Conclusion of existing cash transfer projects


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Scale up

partnerships with

the private

sector

Implement scaled up plan for voucher programme Increase coverage of urban areas

Increase number of vouchers offered Assess learning outcomes annually

Review programme and re-plan for Years 4

and 5

Launch a draw

down fund for

use in

emergency

situations

Create emergency management fund

Create emergency management plans Commission independent reviews in wake of

emergencies

Good

governance

and

management

Testing and

updating of

population data

Discussions at provincial level to broaden approach across sectors

Commission sample based household survey Results used to re-plan for next three years

Development of

district officials’

management

skills

Agree level of support with funders and service

providers Assemble well qualified team to work at district level

Continuous improvement on Annual School Census returns

Continuous improvement on District Budgets Continuous improvement on use of IMU data

Peg education

budget to

inflation

Conduct comparative study on trends in salary and non-salary components Conduct study on impact of non-salary

components on teachers Develop purchasing power scenarios for

discussion on budget Agree inflation rate and policy on pegging

budget with Finance

Preparation

for ESP 2020

Prepare for cross

departmental

work on ESP

2020

Open dialogue with relevant departments on an holistic sector plan

Create a cross departmental working group to produce ESP 2020 Include policies on adult, special and higher

education, and TVET in ESP 2020

Prepare for a

quality focused

ESP 2020

Complete review of DCTE/PITE/RITEs Create Provincial Commission, including appropriate representation from partners and

teacher groups Use Commission to develop specific quality

focused policies for inclusion in ESP 2020

Table 1


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The Department understands that many of these policies will be difficult to realise, and

the support and advice of partner governments, as well as their financial investment in

education in Khyber Pakhtunkhwa, will be critical over the coming five years. Yet the

Elementary & Secondary Education Department believes it is only by prioritising policies

that will help build stronger institutions, build capacity at all levels, and align the

incentives of employees with those of the children they serve, that it will be able to

transform service delivery in this vital sector in the long run.


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Process Note

1. Planning Principles

The Elementary & Secondary Education Department (ESED) published its first Education

Sector Plan (ESP) in 2008. A further plan was developed in 2010, with revisions made

in 2012. The Department is greatly indebted to the Deutsche Gesellschaft für

Internationale Zusammenarbeit (GIZ) and its funders for the considerable technical

support it received in both cases.

These first generation plans were particularly strong on two of the five essential

characteristics of a credible Sector Plan included in the guidelines published by the

Global Partnership for Education and UNESCO’s International Institute for Educational

Planning in 2012. Both the 2008 and 2010 documents were holistic in their definition

and treatment of the education sector, covering both formal and non-formal education,

the school system, technical and vocational, special and higher education. In addition,

both documents emphasised sensitivity to the context of Khyber Pakhtunkhwa and

included detailed expositions of the specific issues faced by the province.

In practice, it has proved difficult for the Department to implement either plan

effectively. One reason for this is that the province has suffered disproportionately from

both natural and manmade emergencies over the last decade. But at the same time, it

has been important to look for specific lessons from previous plans when creating ESP

2015.

First, while international guidelines highlight the desirability of creating a holistic plan,

the ESED has no mandate in any of TVET, special or higher education, the responsibility

of the Industries, Social Welfare and Higher Education departments of the provincial

government respectively. As long as responsibility for the development of Education

Sector Plans resides solely with the ESED, it is not feasible that plans covering parts of

the sector outside its control could be delivered.

Second, while first generation plans contain extensive description of the social,

geographical, and economic context of Khyber Pakhtunkhwa, there are relatively few

analytical links made between this and the range of activities set out in the main body

of the documents. This has led to some separation of provincial context from the

roadmap for delivery and projections, and a resulting lack of realism what has been

proposed.

For both these reasons, ESP 2015 has chosen to focus more closely on the other three

recommendations made in the international guidelines. The starting point for the

process was that it was critical to focus on developing a plan that it would be feasible


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for government to deliver in a five year period. The Post-2015 Development Agenda

provides the Government of Khyber Pakhtunkhwa with the 15 year time horizon it

realistically requires to transform schools in the province.

ESP 2015 has therefore been developed as the first in a series of three sequential

documents that will guide the work of the Government of Khyber Pakhtunkhwa in

education to 2030. Ensuring ESP 2015 is feasible and realistic, while still delivering

fundamental change has required the Department to be highly strategic, and therefore

selective, in what it focuses on delivering in the coming five years. During the planning

process, officials therefore identified a total of 10 core policies that together form the

basis of ESP 2015 and the Joint Review Framework that accompanies it.

This selective approach has been influenced by a guiding vision for ESP 2015, rooted

in the situational analysis conducted for previous plans. The Department has used this,

and a more recent diagnosis of the underlying issues that have retarded reform of the

schools sector to date, to create a vision that dedicates the next five years to creating

the conditions required for a well-managed school system where teachers are proud to

serve, and parents are confident in sending their children to learn.

2. Planning Process

ESP 2015 was developed over a period of nine months between May 2014 and January

2015. This is a faster process than has been the case in the past, reflecting the excellent

work that has already been done by officials and partners in describing the operating

environment in Khyber Pakhtunkhwa as part of earlier planning exercises.

The primary emphasis for developing ESP 2015 has been on using technical assistance

capacity to work with the Department to build a vision and strategy that originates from

officials and is therefore owned by them. In many cases this has involved discussions

on sensitive topics, and has required high levels of trust and openness. Thanks are

therefore due to a group of individuals drawn from across the ESED, including officials

from Planning, the ESRU, EMIS, Budget, DCTE, and the Directorate for their sustained

commitment in this area. It is important to acknowledge in particular the considerable

contributions of Mr Noor Alam, Mr Hashmat Ali and Mr Abid Ullah Khakhahel, and Mr

Salahuddin.

Given short time frames, the strategic emphasis on tackling underlying barriers to

reform over the next five years, and the existence of a range of mechanisms for dialogue

with partners, the Department elected not to establish further formal working groups

as part of the planning process. Yet structured consultation with a wide range of

stakeholders has been an important feature in the development of ESP 2015.


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International partners, including existing donors and providers of technical assistance,

have been consulted in four ways. First, the work of existing Task Forces on the role of

Parent Teacher Councils and Continuing Professional Development has been

incorporated into the plan wherever possible. Second, the Department has made use of

the provincial government’s Strategic Development Partners Framework as a forum for

wide ranging discussion of draft policies and priorities.

Third, international partners were invited to comment formally as a group on an early

document, produced in August 2014 that contained the strategic nucleus of ESP 2015.

Subsequently, there was an additional opportunity for those partners providing sector

budget support to the Department to comment on the zero draft of the plan in November

2014, followed by consultative meetings held in December 2014 and January 2015.

Fourth, a range of partners approached the Department and the technical assistance

team working with it on ESP 2015 with specific ideas, priorities and requests, all of

which have been given due consideration. Where these are not included as part of the

Department’s immediate priorities for the next five years, partners can expect to see a

renewed emphasis in ESP 2020.

The ESED has also consulted carefully with other parts of the Government of Khyber

Pakhtunkhwa throughout the process. The Strategic Development Partners Framework

has been an important vehicle for this, as have formal briefings with key departments

on the first draft, and subsequent revisions on the basis of feedback. Many of the 10

core policies for ESP 2015 rely on improved cooperation between parts of government

in the future, and the Department sees this as a major priority going forward.

Finally, the planning process for ESP 2015 has also included representatives of all 25

districts of Khyber Pakhtunkhwa. In August 2014, the Department used an early draft

of the 10 core policies to shape a series of seven consultation events held in a range of

locations across the province. Participants in these events included district managers in

the schools sector, as well as local NGOs, and ordinary citizens, represented by

members of PTCs. Views and suggestions from these sessions have, as in the case of

partner and government feedback, been incorporated in the plan wherever possible.

The ESED would like to thank all those individuals and organisations who have taken

the time and trouble to support its planning process.


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Situational Analysis: Barriers to Reform

1. Evidence from 2004 to 2014

Over the past decade, significant technical and financial resources have been invested

with the aim of transforming the availability and quality of public primary and secondary

education in Khyber Pakhtunkhwa. By 2014, both the UK and Australian governments

were providing substantial financial aid earmarked for the schools sector in addition to

technical assistance while the European Union was in the process of agreeing a similar

approach. Meanwhile, many other funders and implementing agencies were delivering

project based work, from professional development for teachers, to support for Parent

Teacher Councils and construction and repair of school buildings.

This sustained determination on the part of partners to help the government reform

public education in the province is extremely welcome. Yet the multiplicity of current

projects, assistance and advice is symptomatic of the fact the Department has

historically been unable to articulate a vision for reforming the schools sector, and

communicate and deliver on a strong and realistic strategy for change. The purpose of

ESP 2015 is to provide this clarity for partners as well as for the provincial government,

making direct links between what the Department chooses to prioritise in the short

term, and significantly better service delivery for children and their families in the

future.

At the turn of the century, the Millennium Development Goals (MDGs) focused the

world’s attention on ensuring every child gained access to basic education. Khyber

Pakhtunkhwa, along with other provinces in Pakistan, has struggled to deliver this, as

Table 2, adapted from UNDP data for 2004/05 and 2010/11 for selected districts shows.

Area1 Net percentage point change in

NER between 2004/5 and

2010/11

District rank

for 2010/11

data Top Five NER in 2004/05 (Highest to Lowest)

01. Abbottabad -11.7 5th

02. Mansehra

Haripur

Karak

Chitral

-5.3 4th

03. Haripur 9.4 1st

04. Karak -5.1 7th

05. Chitral 2.0 6th

Bottom Five NER in 2004/05 (Lowest to Highest)

24. Kohistan 0.6 24th

1 NB: Tor Ghar, created in 2011, is not included in this data set.


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23. Shangla 5.2 23rd

22. Upper Dir 21.4 11th

21. Tank 3.2 21st

20. DI Khan -6.8 22nd

Table 2

While more positive on enrolment than the earlier UNDP data,2 Alif Ailaan found in 2014

that 28.2 percent of children in the province were still out of school five years after the

18th Amendment to the Constitution of Pakistan codified and enshrined their right to a

free, quality education between the ages for 5 and 16. These recent estimates range

from 12.7 percent in the best performing district to fully 65.1 percent in that with the

lowest enrolment rate.

Achieving the MDGs as they relate to education by 2015 was the stated purpose of

earlier Education Sector Plans prepared by the ESED. It is apparent with hindsight this

was not a realistic aspiration given the scale of the challenge facing the province. A

comparison of projections for enrolment at Grade 1 included in the 2010 plan, and EMIS

data showing actual progress indicates an overambitious goal was compounded by some

weaknesses in planning. Figure 2 suggests the plan overestimated enrolment rates at

the start of the period, and proceeded to project improvements at a faster rate than it

proved to be possible for the province to achieve.

The divergence between previous plans and delivery can be partially explained by poor

and contested data, particularly in the area of population estimates. Yet the growth rate

for enrolment projected in the plan was not strikingly ambitious. It is notable that

enrolment in Grade 1 grew by less than 100,000 children in four academic years in a

context where rates are low, and all analysts believe the dependent population is

continuing to increase quickly. These factors together suggest there are some very

fundamental reasons why hundreds of thousands of children are not attending school.

2 UNDP and Alif Ailaan have used different population projections as the basis for their calculations. It is therefore not feasible to draw a direct comparison between enrolment rates between 2010 and 2014 on this basis. The issue of determining the number of children in Khyber Pakhtunkhwa as accurately as possible is the subject of one of the 10 core policies that shape ESP 2015.


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Figure 2

Much work has been done to try and understand this issue in Khyber Pakhtunkhwa in

common with the rest of Pakistan. It is certainly the case that the geography of the

province is a factor, with many families living in remote villages and disruption caused

by natural emergencies including floods and earthquakes. It is also the case that

militancy and conflict have played a significant role in slowing progress.

While the Government of Khyber Pakhtunkhwa cannot control these factors, it must

plan as effectively as possible to manage and mitigate the risks to education from

natural and manmade emergencies. For this reason, ESP 2015 includes specific policies

that will improve the Department’s ability to provide emergency provision, and to assess

the school age population in every district in the province more accurately for future

planning.

It has also been suggested that many children in the province, girls in particular, do not

attend school because their families do not wish them to. This is a complex issue that

cannot be reduced to broad assumptions about culture. Parents typically provide

multiple reasons to researchers when asked why their children are out of school, many

of which imply they do not believe the environment of their local school to be an

appropriate or productive environment. It appears the risks of sending a child to sit in

a building that may be in a poor state of repair often outweigh perceptions about the

value and quality of what a student is likely to learn.

Improving the quality of teaching and the learning environment we provide is fully

within the control of the Government of Khyber Pakhtunkhwa. However the experience

of the past decade demonstrates that this is not simply a question of providing more

450,000

500,000

550,000

600,000

650,000

2010/11 2011/12 2012/13 2013/14

Grade 1 Forecast Grade 1 Actual


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inputs in the form of new buildings, professional development for teachers and head

teachers, better textbooks, or training for PTCs. Considerable resources have been

invested in all these areas over the last 10 years, and yet service provision has not

improved significantly enough to attract many more children to government schools.

2. Five Fundamental Roadblocks

The Department took the analysis above as its starting point for developing ESP 2015,

along with a commitment to produce a realistic plan that could be achieved in a five

year period. Through a process of discussion and further analysis, officials identified five

fundamental roadblocks, many of which are related to one another, to achieving

significant improvements in the services provided to children through the school

system.

These roadblocks have formed the basis of the Department’s thinking when creating

the vision and strategy for ESP 2015. The 10 policies that shape this document are

designed collectively to overcome or mitigate each of the five fundamental issues

described below, with the aim of building firm foundations for continuous and

accelerating improvements in the delivery of high quality education to the children of

Khyber Pakhtunkhwa in the future.

(1) Data & Information Management

Weak data and information management has a highly negative impact on the quality of

planning and resource management in the public sector. This is a critical issue for the

ESED for two reasons. First, the Department is responsible for over half the workforce

employed by the provincial government, as well as more than 23,000 buildings. Second,

it has a constitutional duty to ensure all children aged between 5 and 16 in the province

have access to free, high quality education. Without accurate and detailed information

on both the population of Khyber Pakhtunkhwa and the status of current human

resources and buildings, it is difficult for the Department to make optimal decisions

about investment and priorities for the school system in the province.

Given the severity of the issues outlined below and their impact on the Department’s

ability to project with accuracy the requirements of the system, ESP 2015 does not

include an updated statistical model. The section that deals with this issue (see page

65) instead outlines some of the issues produced by the data available at present, and

advances a methodology for developing a new model once improved population

estimates are available. This will require the Department to work with a qualified

education economist during fiscal year 2015/16 (Year 1 of the ESP 2015 period) to

develop fresh projections. In the meantime, the Department will use the model currently


22

in existence, which was the subject of substantive revision in 2014 with the aim of

forecasting likely financial requirements for the three fiscal years 2014/15 to 2016/17.

(1.1) Education Data

ESED uses two main sources of data to plan and prioritise investment and work. The

first is the Education Management Information System (EMIS), which provides detail

about the basic fabric of the school system, including buildings, their contents and state

of repair, teachers, and enrolment of students. Much work has been done with technical

assistance from GIZ to improve the quality of EMIS in recent years. Government schools

across the province have been mapped using GIS and in 2014, Khyber Pakhtunkhwa

became the first province in Pakistan to publish EMIS data online, transforming its

availability and therefore utility.

EMIS has three main limitations. First, data are typically only published between 6 and

7 months after the Annual School Census is conducted, given the processing

requirements. This means the latest available data at present are for the fiscal year

2013/14, fully two years prior to the first year covered by the plan. Third, officials in

the Department have concerns about the quality of data provided at the district level

through the Annual School Census in some cases. Both these factors are likely to have

an impact on the accuracy of starting assumptions about the status of the schools

system. Third, while EMIS includes detail about the inputs made by government into

the system, such as buildings and teachers, as well as enrolment of students, it does

not cover other critical issues, such as teacher and student presence, or the quality of

teaching and learning.

The Department has recently taken steps to strengthen data on the school system,

establishing an Independent Monitoring Unit (IMU) in 2014. This body, funded by, but

independent of government, uses a group of monitors to visit all government schools

monthly, checking the status of inputs ranging from buildings and teachers to

distribution of textbooks and stipends where these apply, and also issues such as

teacher and student presence. In addition, monitors look at a sample of children’s work

to make basic assessments of the quality of teaching and learning. The introduction of

the IMU means district officials and the Department now have richer and more regular

data to work with.

(1.2) Population Data


23

The second major data source used by the Department is based on population

projections from the 1998 Census, provided by the provincial Bureau of Statistics. This

is a more contested and problematic area than information on the schools system. There

are three major issues. The first is that the Census was last conducted almost 17 years

ago. As a result all projections are likely to be significantly inaccurate for current and

future years, given events over the last two decades in Pakistan, ranging from conflict

and natural disasters to national and international migration, including increasing

movement of people towards urban centres. Commissioning a new census is not within

the Department or the Government of Khyber Pakhtunkhwa’s control, but it will be

important to take as many steps as possible to mitigate this problem while continuing

to press at federal level for action.

Second, the Government of Khyber Pakhtunkhwa, including the ESED, uses provincial

projections in all sectors rather than those produced by the National Institute of

Population Studies because it believes the latter significantly underestimate population

growth rates for the province. This makes it difficult to compare data produced by the

provincial government with other sources and studies which work from a more

conservative estimate of population in Khyber Pakhtunkhwa.

Third, the Department believes there are issues with the population estimates provided,

linked to the conduct of the 1998 Census and the subsequent treatment of data. These

are covered in detail in the section on modelling on page 65. They include the fact that

Census data for some parts of Khyber Pakhtunkhwa where families typically migrate

annually to avoid harsh winter weather, record very low population levels for 1998

suggesting that at district level, base year data may be inaccurate. In addition, the

Bureau of Statistics has assumed that growth rates in all districts, constructed by

comparing population growth between 1998 and the previous Census, remain constant

indefinitely. Population projections therefore do not model for migration, including

significant inward flows of people from Afghanistan and FATA over the past decades.

Nor do they consider infant mortality, rural to urban migration, or the possibility that in

some districts average family sizes may already be shrinking.

(2) Budgeting & Financial Management

(2.1) Budgeting

This issue is closely influenced by and linked to poor data and information management.

The ESED uses the Output Based Budgeting approach developed by Finance Department

to produce its annual request for funds from the provincial government. The first step

in this process is for district managers to assess and plan for the investment that will

be required to run all government schools under their care. This in turn enables the

Department, in theory, to produce a consolidated request.


24

In practice, many District Education Officers and their teams lack both the necessary

information and management skills to develop high quality budgets on the basis

required by the Elementary & Secondary Education and Finance Departments. It is

difficult to assess real district requirements when the number of children theoretically

eligible for education services is uncertain and EMIS provides data retrospectively on

an annual basis. The introduction of IMU data is beginning to tackle the latter issue, but

capacity to make use of this information is also often weak. Most district administrators

in education are former teachers, rather than professional managers, with the result

that planning and budgeting are seldom core skills.

Weaknesses in budgeting at district level have an inevitable effect on the Department’s

ability to create a consolidated budget that accurately reflects the needs of the schools

sector. That said much work has been done in this area to strengthen budgeting

throughout 2013 and 2014, with technical assistance provided by Adam Smith

International, funded by the UK Department for International Development. In

particular, the Department was able to secure ground breaking and much needed

increases in allocations to the non-salary elements of the 2014/15 budget. This work

will continue throughout the period covered by ESP 2015, with increasing emphasis on

building budgeting and other forms of management capacity at district and tehsil levels,

combined with continuous improvement in the quality of data placed at the disposal of

officials.

(2.2) Execution & Financial Control

Strengthening the release, expenditure, and control of financial resources has also been

a focus for reform, particularly during fiscal year 2014/15. Timely releases of budgeted

funds depend not only on strengthening planning and management within the

Department but also on the Finance and Planning & Development Departments’

willingness and ability to make resources available. This in turn depends in part on the

ESED’s ability to satisfy its colleagues in government that the resources released are

being spent and accounted for effectively.

At present, the Department is conducting high level reviews of releases and expenditure

on a twice monthly basis, having made this issue a top priority. The process is useful

not only to ensure that budget execution is on track, but also to develop officials’

understanding of the work that needs to be done to strengthen financial management

and accountability skills at district and tehsil levels. Work in this area will continue

throughout the period covered by ESP 2015, again with increasing emphasis on building

management capacity among administrators working at sub-provincial levels.

(3) Capacity to Deliver


25

The quality of both information and financial management throughout the Department

is currently affected by the weak capacity of managers to deliver as discussed above.

In addition, the evidence is that at present many teachers who make up the majority

of ESED’s large workforce also struggle to help students learn effectively in government

schools. Creating and prioritising fresh approaches to managing and developing the

workforce in all areas of the Department is therefore an important policy priority for

ESP 2015.

(3.1) Administration & Management

The ESED employs many administrators who come from the teaching cadre. This is not

an uncommon approach globally speaking, and running a school system using people

with direct experience of working in the classroom can be extremely effective. However,

many administrators in Khyber Pakhtunkhwa with teaching backgrounds currently lack

the management skills required to manage often sizeable numbers of schools

effectively. As responsibility, including for financial management, becomes increasingly

devolved in the province, strengthening capacity at district level and below will become

ever more pressing.

This is particularly evident in the area of budgeting and planning, but also important in

improving the day to day management of schools and teachers and in providing

information to the Department, including through the Annual School Census. In addition

district managers have oversight responsibility for ensuring that children in their area

enrol in school, attend regularly and learn effectively. The Department has taken steps

by creating the IMU to provide managers with regular, independently sourced data on

issues such as teacher and student attendance, and basic information on the quality of

learning taking place. It is now important that district officials also develop the skills

needed to interrogate and make effective use of these data.

Some work has already begun in this area during 2014, with the development of job

descriptions for district managers. In addition, technical assistance is increasingly

focused on helping administrators at district level manage data and information for

budgeting and other types of decision making.

(3.2) Teaching

Improved administration of the department and its resources is an important priority

area for ESP 2015. But transforming the quality of teaching, and therefore learning, is

at the heart of what the ESED must deliver to ensure it can offer all children in Khyber

Pakhtunkhwa good basic and secondary education free of charge, and meet the Post-

2015 Development Agenda as it relates to education by 2030.


26

Teaching, and the underlying reasons why many teachers in government schools are

currently unable to ensure their students learn effectively, has been the subject of much

discussion in recent years throughout Pakistan. This complex area is linked to the way

in which teachers are employed, and the use government makes of them in areas

unconnected to working with students, as well as to the quality of teacher training and

subsequent opportunities for professional development.

Creating a new deal for teachers, including incentives for better performance as well as

addressing some of the structural barriers to improving presence and performance in

the classroom, is therefore an important priority for ESP 2015. Several of the 10 policies

that shape this document are designed to tackle aspects of this issue, with the aim of

restoring the reputation and respect once given to teachers in Khyber Pakhtunkhwa,

and improving service delivery for children.

(3.2.1) Employment Conditions

Students cannot learn if there is no teacher present in the classroom. IMU data indicate

teacher absenteeism is a significant problem, particularly in some districts and tehsils.

This in turn appears to be one of the main reasons why parents do not send their

children to school, or choose to pay for private education if they can afford it. According

to the data, most absent teachers are not in school either because they are taking

sanctioned leave, or because they are fulfilling other duties required of them by the

government, rather than as a result of unauthorised absence. Yet the core purpose of

the school system is to provide education services to children. It is important that

teachers should be present every day when schools are in session.

Inevitably it is more difficult to find teachers willing to serve in remote or conflict prone

communities than in other parts of the province, particularly given the centralised

nature of the way in which posting and transfers is structured and the fact that there

are fewer qualified teachers from remote districts to choose from. If the Department is

to be able to offer a quality education to all children in the province, it will be vital to

find ways of persuading teachers to serve in all parts of Khyber Pakhtunkhwa. In the

past, the approach has been to provide financial incentives, transport, and

accommodation in some cases. While this has met with some success, it is now

important also to consider this problem when reviewing terms and conditions for

teachers.

Work has already begun in this area during 2014 with the development of job

descriptions for teachers, as well as implementation of the teacher rationalisation policy

in selected districts and the introduction of school based recruitment. A more

fundamental realignment of teacher terms and conditions is also an area of focus for

ESP 2015.


27

In addition to the technical aspects of teacher employment rules, the Department needs

to consider the quality of the working environment it provides to its employees. Many

schools in Khyber Pakhtunkhwa remain in a poor state of repair, in spite of considerable

investment in this area, on the part of government and its partners. Continuing to work

on the improvement of school buildings is therefore also a focus for the coming five

years. This will include rationalisation of current approaches, with the aim of restoring

responsibility for these civil works to the Communications & Works Department, freeing

the ESED up to focus on the core business of educating children.

(3.2.2) Continuing Professional Development

Students will not learn effectively if teachers are not well equipped to teach them.

Continuing professional development for serving teachers is an area where international

partners in particular have invested heavily over the past decade, with thousands of

teachers taking part in training courses funded and delivered by organisations with the

consent of the Department. This is problematic for three reasons. First, the experience

of the past decade has shown that increasing inputs, such as CPD opportunities, is not

sufficient to deliver better teaching on its own. It is important also that structural issues

such as absenteeism are tackled, and that work is done to improve the quality of pre-

service training.

Second, CPD opportunities provided by partners while extremely welcome have been

piecemeal in their content and approach, as well as in their geographical coverage.

Security concerns and limitations to partners’ ability to operate in some districts has

understandably driven the latter, but has resulted in many more opportunities being

made available to teachers in Mardan and parts of Hazara and Malakand Divisions than

elsewhere in the province. It will be important in the future that teachers from every

district, however remote or insecure, have access to needs based training and other

forms of support.

Meanwhile, CPD content tends at present to reflect the priorities of partner organisations

as they relate to pedagogy, rather than views held by the provincial government. It is

crucial that the Department and the specialists it employs in this area take control of

the CPD agenda, and approach partners for help in delivering opportunities for teachers,

rather than simply trying to balance a multiplicity of suggestions and proposals. Work

has already begun in this area with the development of a training calendar and CPD

framework. Further, for the first time there is provision in the 2014/15 budget for

government funded professional development opportunities. In the future, therefore,

partners can expect the Department to approach them to discuss funding and logistics

for the scale up of selected training interventions.


28

Third, it is important that CPD is not simply equated with the provision of training

courses for teachers, but also includes mentoring and regular discussion of ways to

improve teaching approaches, ideally at school level using head teachers as a focal

point. This is an area where relatively little work has been done to date, but is a priority

for detailed policy formulation during the ESP 2015 period, specifically in the area of

developing head teachers and their role in creating a challenging, but supportive and

encouraging teaching and learning environment in government schools.

(3.2.3) Teacher Training

The framework for delivering pre-service teacher training is complex, and not wholly

under the control of the ESED. While the province has a network of 20 centres for

teacher education, the majority of new teachers qualify through university and other

further education courses, the quality of which is controlled by the Department of Higher

Education in Khyber Pakhtunkhwa, as well as equivalent departments in other

provinces, where qualifications are gained outside the province.

The Department has taken steps already to ensure the merit based recruitment of new

teachers, using a combination of a written test administered by the NTS and evidence

of relevant academic qualifications to select candidates. The perceived need to eliminate

any element of discretion from this process means there is no interview, and no

assessment of prospective teachers’ readiness to work with students effectively in the

classroom. At the same time, there is anecdotal evidence to suggest that, at present,

many trainee teachers tend to have been lower achieving students in school themselves,

a marker of how far the respect attached to the profession has been eroded.

There is a limit to the Department’s ability to influence the quality of externally provided

teacher training programmes, although it will work with the provincial Department of

Higher Education during the ESP 2015 period to seek improvements in the quality of

instruction, and particularly in ensuring new teachers are prepared adequately to ensure

students learn more effectively. ESP 2015 also includes some specific actions designed

to encourage higher quality candidates, particularly from remote districts, and to

introduce assessment at recruitment stage of new teachers’ aptitude for working with

students in practice.

(4) Politicisation of Employees

The politicisation of the Department’s workforce, and teachers in particular, has been

the subject of much debate. This is a pervasive and complex phenomenon which has

profound effects on employees’ willingness and capacity to prioritise the core business

of delivering high quality education to all children in the province over other demands

on their time.


29

The Department is responsible for more than half the provincial government’s

workforce. Table 3 summarises the share of the departmental budget allotted to salaries

and pensions. While it is important that the Department continues to press for higher

allocations under non-salary heads to enable it to invest in school buildings, teacher

development, and improved materials for students, it is inevitable and right that salaries

should continue to make up the majority of the provincial education budget. Teachers

are the single most important resource the Department can provide to ensure children

learn in school. What is vital is that this substantial investment in human resource

should be effectively managed and supported to teach well and deliver high quality

education across the province.

Item 2013/14

allocation3

Proportion

of 2013/14

spend

2014/15

allocation

Proportion

of 2014/15

spend Salaries and

benefits

61,191 78.70% 65,771 68.39%

Operating expenses 3,216 4.14% 7,452 7.75%

Transfers 4,055 5.22% 6,691 6.96%

Physical assets 9,256 11.91% 15,529 16.15%

Civil works 30 0.04% 727 0.76%

Table 3

The Department has already done much to attempt to mitigate the problem of

politicisation, including introducing merit based recruitment for all new teachers, and

the piloting in 2014 of an approach that identifies the need for new staff at school rather

than whole system level. In addition, the ESED is piloting rationalisation of existing

posts, with the purpose of ensuring each school has the right number of teaching staff

for its student population. There are also strong service rules in place, for example

giving head teachers and DEOs the authority to withhold wages, or even re-set service

records in cases of persistent absenteeism.

In spite of this work, it is often difficult in practice for the department to manage the

teaching cadre, particularly postings and transfers, effectively, given strong alliances in

many cases between individuals and unions and elected representatives. In tackling this

issue, the Department will look for the support of politicians from every party and their

commitment in practice to upholding the principle that teachers should focus on

delivering high quality education to their students.

(5) Provincial Geography & Social Fabric

The fifth of the fundamental roadblocks facing the Department in its efforts to provide

children in all parts of the province with a high quality education is the most difficult for

3All amounts are shown in PKR million. The 2013/14 allocation was revised during the course of the fiscal year.


30

government to manage and control. The province faces multiple barriers to developing

its education sector that are particular to its geography and social fabric.

Many districts are characterised by remote and scattered communities, often cut off for

part of the year by harsh weather. The topography of Khyber Pakhtunkhwa can make

it problematic to find land on which to build schools, while it is also difficult to provide

adequately for small isolated communities under the current school model.

In addition, the province has suffered a large number of both natural and conflict

generated disasters in recent years affecting a range of districts and divisions. Where

schools are destroyed through earthquake, flood, or the efforts of militants, it is costly

to repair or replace them, with the result that many are still in a state of partial or total

disrepair several years after disruptive events have taken place. In turn, the cost of

repairing damaged and destroyed school buildings has a negative impact on the

government’s ability to upgrade other facilities, with the result that even undamaged

school buildings are often inadequate for current needs.

Where large numbers of families enter a district and its villages from elsewhere in the

province, or neighbouring parts of Pakistan and other states, it is difficult to provide for

sudden influxes of children into public schools. Since the start of Operation Zarb-e-Azb

in June 2014 alone, approximately a million people have left North Waziristan for

districts including Bannu, Lakki Marwat and Peshawar, of whom more than 400,000 are

children.

These are not factors the Department or indeed the provincial government can control,

or even influence in the case of natural disasters. However, it will be important to plan

strategies for mitigating these risks in future, including provision for additional

resources on an emergency basis, as well as steps to ensure that school buildings are

able to withstand events such as earthquake and flooding in the future. The draft Post-

2015 Development Agenda is explicit about equity and provision of education for all

children. This must include those displaced from their homes by natural or manmade

emergencies in the future, as well as those for whom advocacy is more advanced at

present, such as girls and children with disabilities and special educational needs.


31

Transforming Education in Khyber Pakhtunkhwa

Situational analysis conducted during the preparation of ESP 2015 focused on exploring

the underlying reasons why, in spite of considerable investment over the past decade,

the Government of Khyber Pakhtunkhwa has found it difficult to make large scale

progress on delivering good quality education to all children in the province. The process

explored five fundamental roadblocks to reform, and articulated the fact that continuing

to increase inputs alone will not enable the Department to tackle the reasons why so

many parents in Khyber Pakhtunkhwa prefer to enrol their children in private school, or

keep them out of formal education altogether, than to send them regularly to a

government run institution.

The ESED has varying degrees of control over each of the issues identified during the

process. The fact that there has been little focus on tackling these five roadblocks to

date is testament to the difficulty of finding resolutions to any of them. Yet the

Department believes that delivering high quality services in education to all children in

Khyber Pakhtunkhwa is heavily dependent on the institutional strengthening and a focus

on solving systemic issues. In addition, taking action in these areas is critical if

investment made in the schools sector by the Government of Khyber Pakhtunkhwa and

its partners is to provide good value for money.

1. The Opportunity

The period covered by ESP 2015 presents a once in a generation opportunity to make

significant progress on the fundamental underlying reforms that will be necessary if the

province is to provide high quality education services to children and their families.

Three factors (one external and two internal) to Khyber Pakhtunkhwa have come

together to make the possibility of transforming the schools sector feasible in the

medium term.

(1) The Post-2015 Development Agenda

Externally, the critical factor is the launch of the Post-2015 Development Agenda, which,

while not yet finalised, is set to have a strong emphasis on high quality education and

ensuring no child is excluded. While first generation Education Sector Plans struggled

with the scale of the task faced by the province to achieve the MDG 3 in a short time

frame, ESP 2015 is being published at the same time as new international development

goals and aspirations are being agreed. This provides the Department with an

opportunity to set the next five years in the context of a 15 year transformation process

for the public school system, with enough time to prioritise underlying barriers to


32

change in the coming five years and create a platform for faster and more sustainable

improvements throughout the schools sector.

The Post-2015 Development Agenda will also be important for the Government of

Khyber Pakhtunkhwa and its partners politically. The Government of Pakistan, a

founding member of the G77, is likely to be a signatory, as is the range of international

governments that invest in the province’s education system. By linking ESP 2015

explicitly to Post-2015, the Department is building relevance for its plans to the

international policy context, with the aim of ensuring it can focus on delivery over the

next five years, without the need to undergo a second major planning exercise.

(2) The Strategic Development Partners Framework

The first of the internal factors that have made the development of a new kind of

strategy for the schools sector possible is the Government of Khyber Pakhtunkhwa’s

decision to form the Strategic Development Partners Framework (SDPF) in 2013. The

SDPF is important because it acknowledges explicitly that departments within the

provincial government cannot operate in isolation from one another and that work is

needed to build a more joined up approach to problem solving in the delivery of public

services.

This presents a major opportunity for the ESED as it does for other parts of government.

The Department relies on a wide range of others to enable it to deliver on its core

purpose of providing good quality education services to children and their families.

These can be categorised into three main groups.

The first is the group of departments with which Elementary & Secondary Education

must work in order to deliver even very basic services. These include Finance and

Planning & Development Departments, to enable the provision of financial and human

resources respectively. Much work has been done in 2013 and 2014 in particular to

improve the ESED’s approach to budgeting, and this will continue throughout the ESP

2015 period. In the case of human resources, the Department has also worked

constructively with Planning & Development to strengthen the relationship between

merit and what is required by the system and the posting and transfer of officers. Again,

this work will continue to be developed over the next five years.

The first group also includes the Communications & Works Department. Here significant

work will be required to ensure departments focus increasingly on their core functions.

Over the past decade, international partners have encouraged the ESED to establish

alternative mechanisms for constructing and repairing buildings and classrooms in

several districts. In part this has been a response to the emergencies that have affected

the province, but it has also been as a direct result of concerns about the value for


33

money offered and levels of fiduciary risk presented by civil works carried out by

government. As a result, the ESED is currently in the position of having to oversee

construction work through a multiplicity of projects. Tackling this issue and enabling the

Department to focus on the core business of providing education to children is a major

priority for ESP 2015.

The second group comprises government departments that have responsibility for parts

of the provincial education system. These include the Industries Department for TVET,

the Higher Education Department, and the Department of Social Welfare & Women

Development for special education. First generation Education Sector Plans sought to

be holistic in their treatment of the sector, covering all of these areas in addition to the

schools sector. However, it has not proved possible in practice to deliver on plans in

any of these areas since these were not developed collectively.

Given little history of collaborative working across the broader sector, the pressing

constitutional imperative to deliver on education for children aged between 5 and 16,

and the proposed focus on tackling underlying barriers to change, the ESED has taken

the decision to confine the scope of ESP 2015 to the schools sector. That said, building

interdepartmental relationships, discussing the needs of the broader sector, and

working increasingly closely with the aim of delivering a more holistic approach in ESP

2020 will be a priority for Department officials over the next five years.

The third group comprises organisations that deliver services critical to the ESED’s

ability to plan and manage its core business. In most cases these institutions are also

very important to other service delivery focused departments in the provincial

government. Chief among these is the Provincial Bureau of Statistics, given the critical

role of reasonably robust population data to the Department’s ability to plan effectively.

Another is the Benazir Income Support Programme (BISP). As with civil works a great

deal of investment has been made by the ESED over the past decade in stimulating

demand for education by providing various forms of cash incentives, particularly to girls.

Much of this activity has been encouraged by international partners seeking to earmark

their investment in education in Khyber Pakhtunkhwa. It is unclear that administration

of large scale cash transfers fits well with the core expertise of the Department, while

the effectiveness of these interventions is also unproven. BISP provides education

related cash transfers to children in Khyber Pakhtunkhwa in addition to those

administered by the provincial government. Review of this area, and the development

of a more streamlined and accountable approach is an important priority for ESP 2015.

In the case of all three groups, the ESED believes that its approach to collaboration with

other parts of government and associated organisations will be best served by working

through the SDPF. The existence of this new forum provides an important opportunity,


34

for the first time, to build stronger relationships and understanding of joint goals,

particularly where sister departments, such as Health, share the Department’s

requirements and current constraints to effective planning and delivery of services to

the public.

(3) Manifesto Pledges & Government Priorities

The second of the two internal factors that have presented the ESED with this unique

opportunity to deal with the fundamental roadblocks to significant improvements in the

schools sector is the deep and frequently communicated commitment of the current

administration to tackling what it has termed Pakistan’s Education Emergency. In An

Agenda For Resurgence, its 2013 election manifesto, Pakistan Tehreek-e-Insaf, the

leading party in the coalition government identified 12 headline goals. Of these, four

are directly applicable to the development of ESP 2015:

“Strengthen state institutions to promote democracy and complete political,

economic and religious freedom for the people;

“Provide an accountable and efficient government that ensures the

protection of life and property of its citizens;

“Launch an Education Revolution to promote universal literacy and raise the

standard of education in our schools, colleges and universities;

“End the VIP culture by setting an example in simple living and an austere

lifestyle.”

Education is one of just two sectors along with Health highlighted in the list of core

manifesto pledges, demonstrating the administration’s deep commitment to improving

delivery of basic services to the people of Khyber Pakhtunkhwa. At the same time, the

emphasis on accountable and efficient government, stronger institutions and the

elimination of corruption in public life, signals there is a strong appetite in government

to tackle the underlying roadblocks to reform highlighted in the situational analysis for

ESP 2015.

The Department believes this level of political commitment to reform and transformation

of the schools system is crucial if it is to be able to dismantle the fundamental roadblocks

it has identified during the preparation of ESP 2015. The ambition is therefore to use

the next five years to focus on 10 major reforms, many of which will be difficult to

achieve, but all of which, if successful, will have a profound effect on the quality of

education the province is able to provide to its children far into the future.

2. The Vision


35

The ESED of the Government of Khyber Pakhtunkhwa exists solely to provide the

province’s children with the best possible opportunities to learn in school. This purpose

has been more sharply defined since the 18th Amendment to the Constitution of Pakistan

was made in 2010, at which point responsibility for delivering basic services such as

healthcare and education was devolved to the provincial governments, and the right of

all children in Pakistan aged between 5 and 16 to access a free, high quality education

was formally adopted in law.

Transforming the quality of education services provided to children in every district in

Khyber Pakhtunkhwa is therefore the provincial government’s vision both for ESP 2015

and the decade to come. The Department is committed to using the once in a generation

opportunity described above to make this vision a reality, ensuring that by 2030 every

child in the province enrols in school, learns effectively to the best of his or her ability,

and therefore is able to access the lifelong benefits of a good education. Achieving this

transformation will require careful and consistent approaches to improving the physical

and pedagogical environment in which children study and teachers teach, including, and

beginning with, the removal of current barriers to change.

Given the core purpose of the ESED, and the government’s vision for transforming

services for students, it follows that children must be at the heart of the approach to

planning and delivery for the coming five years and beyond. Officials’ thinking in this

area owes a deep debt to a range of sources, including all of its development partners.

There are many different ways to structure approaches to reform in the education

sector, given the complexity and overlapping nature of the issues. Figure 2, informed

by and adapted from GIZ’s Whole School Development Model, summarises the

framework for ESP 2015 that the Department will use over the next five years and

beyond to conceptualise and review its work towards achieving the vision for the schools

sector. This is also the structure the Department will use in future when discussing and

reviewing progress with other parts of government and with its development partners.


36

The student needs...

ESP 2015 Focus 1 More effective

teachers deliver...

a good teacher tolearn and stay interested

better learningoutcomes for students

ESP 2015 Focus 2 Better schools and facilities

deliver...

a safe and welcomingenvironment to learn in

ESP 2015 Focus 3 Every child’s right

to education delivers...

the chance to goto school and learn

free access to schoolwith extra help for poor families

enough facilities forall children in the province

a safe, functional workingenvironment for teachers

places that supportstudent learning

ESP 2015 Focus 4 Good governance and management

deliver...

a system that functionsfairly and effectively

clear roles and rules for teachersas well as high quality CPD

finance for pro poor initiativesand help for those that need it most

finance for school facilitiesand well managed maintenance

better curriculum, testingand management of schools

Figure 3

Figure 3 identifies four things every student needs in order to be able to access a good

education from the provincial government. First, it is important to have a teacher who

is present and who teaches well. Every child needs someone who is both well qualified

and talented to help him or her learn effectively. This means not only that teachers

must be well prepared to work with their classes, but also that they must be reliably

present, every day. For students from low income families in particular, where the

decision to send children to school is often a marginal one in economic terms, this will

be especially important in improving completion rates and therefore learning outcomes.

The first policy area for ESP 2015 is therefore to ensure the province’s teachers become

more effective.

Second, it is important that children go to school in a safe and welcoming environment,

and indeed that teachers have a workplace that is fit for purpose. Every child needs to

feel safe in his or her school, which means buildings must be well designed and


37

constructed with good facilities. This is especially important for girls, where families are

particularly reluctant to send their daughters to buildings that may lack walls, running

water, and sanitation. It is also critical for children with special needs. This also includes

less tangible issues that overlap with teaching, such as the ethos of the school and the

way in which head teachers in particular manage the institution. The second policy area

for ESP 2015 is therefore to ensure improvement of the province’s schools and facilities.

Third, the provincial government has a moral, as well as a constitutional duty to ensure

that every child in Khyber Pakhtunkhwa, regardless of their personal circumstances,

has the opportunity to go to school and learn. This is a complex area, requiring a more

precise understanding of where provision is currently lacking, and working with the

private sector and other partners to create temporary and alternative solutions where

these are needed. In addition, it is important to consider effective ways of providing

additional help for the poorest families who may find sending their children to school is

a difficult economic decision to make. The third policy area for ESP 2015 is therefore to

ensure that every child in the province has the chance to go to school and learn.

The fourth area is one that children and their families should be able to take for granted

from government, and which, if it is working well, should go unnoticed and unremarked

upon. A school system that functions fairly and effectively relies on good governance

and management of the Department, its human and financial resources, and its working

relationship with the rest of government. This area also includes disaster preparedness,

to ensure that in the event of natural or manmade emergencies children are still able

to go to school and learn. The fourth policy area for ESP 2015, which in turn drives

delivery in all three of the others, is therefore to ensure the school system is

characterised by good governance and management.

The next five years will be crucial if the Department is to lay the groundwork that will

enable the Government of Khyber Pakhtunkhwa to deliver increasingly successfully on

this vision by 2030, giving all the province’s children the same educational opportunities

as their peers in other parts of the world. While it may be difficult at times to focus on

the direct links between specific policies identified for the ESP 2015 period and

improvements in service delivery for students, it will always be important to remember

that each one of them has its conceptual roots in a process of child centred analysis of

priorities.

3. The Strategy

Over the past decade and since 2010 in particular, the Department and its partners

have made substantial investments of time, expertise, and money to try and deliver on

the Millennium Development Goal on education. Multiple studies and sources of data

indicate it will not be feasible to reach the target set at the turn of the century in Khyber


38

Pakhtunkhwa by the end of 2015. That said, the ESED welcomes the efforts being made

by UNDP to find ways of accelerating progress during the final months of the MDG

period, and has used the discussions that have been held to inform ESP 2015 and the

longer term strategy for the next 15 years to 2030.

Analysis conducted during the preparation of ESP 2015 suggests the following reasons

why faster progress has not been possible in recent years. First, Khyber Pakhtunkhwa

has suffered disproportionately from the effects of natural and manmade emergencies.

This is an issue that it is difficult for the provincial government to control and influence,

but it is clear that in the future it will be important for the Department to be better

prepared for the effects of such events on the school system. It is also vital that the

fragility of the security and natural environment does not become an excuse for

inaction.

Second, the province has historically lacked the sustained political will and joined up

working across government that is required to deliver substantive and sustained

improvements in service delivery in education and other sectors. This has been difficult

for the ESED to influence in the past. As discussed above, strong political prioritisation

of education and other basic services, combined with the emergence of Khyber

Pakhtunkhwa’s first cross departmental forum presents the Department with a unique

opportunity to enact difficult reforms over the next five years.

Third, efforts to deliver service improvements in the schools sector have in recent years

focused on increasing inputs, partly because the second issue may have influenced

partners to safeguard their investments in education by focusing on areas such as

construction, cash transfers, and training. It is also possibly the case that the increasing

urgency of the Millennium Development Goals’ deadline, and the education goal’s

primary focus on increasing enrolment, has contributed to the Department and its

partners shaping activity in this way.

Given the once in a generation opportunity that brings together political will and

increased collaboration in the provincial government, and assuming that future planning

will include improved preparedness for emergencies, the Department’s strategy for ESP

2015 focuses on the third of these issues. Specifically, officials involved in the

preparation of the plan concentrated on how best to prioritise activity in each of the

four policy areas outlined in the section on page 24 to lay foundations that will ensure

future investment in inputs produces high quality, irreversible results on government

schools across Khyber Pakhtunkhwa.

The situational analysis conducted by the Department and summarised on pages 13 to

23 found five fundamental barriers to accelerating improvements to the education

services provided to children in the province. Most of these demand action focused on


39

strengthening institutions, including finding ways to focus on core business while

trusting others to deliver ancillary services; on strengthening professional skills among

teachers and managers; and on aligning incentives for the workforce with serving the

best interests of students.

In addition, the draft Post-2015 Development Agenda currently includes ten sub goals,

released by the Open Working Group in July 2014. Of these, seven (1, 2, 5-8, and 10)

are wholly or partially within the current mandate of the ESED. In the case of 2, it is

important to note that the constitutional obligation is to provide free quality education

to all children aged between 5 and 16 years of age. That said, the Department is already

committed to providing for children at pre-school age, and has begun some work in this

area. Given the decision to focus on delivering the basics of a well-managed and better

quality school system, officials have chosen to concentrate on sub goals 1, 5 (as it

applies to schools, girls and children living in remote and conflict affected areas), 6 (as

it applies to youth), 8, and 10 for ESP 2015. The draft sub-goals are:

1. Ensure that all girls and boys complete free, equitable and quality primary and

secondary education leading to relevant and effective learning outcomes

2. Ensure that all girls and boys have access to quality early childhood development,

care and pre-primary education so that they are ready for primary education;

3. Ensure equal access for all women and men to affordable quality technical,

vocational and tertiary education, including university;

4. Increase by x% the number of youth and adults who have relevant skills,

including technical and vocational skills, for employment, decent jobs and

entrepreneurship;

5. Eliminate gender disparities in education and ensure equal access to all levels of

education and vocational training for the vulnerable, including persons with

disabilities, indigenous peoples, and children in vulnerable situations;

6. Ensure that all youth and at least x% of adults, both men and women, achieve

literacy and numeracy;

7. Ensure all learners acquire knowledge and skills needed to promote sustainable

development, including among others through education for sustainable

development and sustainable lifestyles, human rights, gender equality,

promotion of a culture of peace and non-violence, global citizenship, and

appreciation of cultural diversity and of culture’s contribution to sustainable

development;


40

8. Build and upgrade education facilities that are child, disability and gender

sensitive and provide safe, non-violent, inclusive and effective learning

environments for all;

9. Expand by x% globally the number of scholarships for developing countries in

particular LDCs, SIDS and African countries to enrol in higher education, including

vocational training, ICT, technical, engineering and scientific programmes in

developed countries and other developing countries;

10. Increase by x% the supply of qualified teachers, including through international

cooperation for teacher training in developing countries, especially LDCs and

SIDS.

ESP 2015 includes 10 core policies organised into the four policy areas identified as

essential to delivering better services to children. Table 4 summarises the relationship

between individual policies, policy areas, the barriers to reform addressed in each case,

and contribution towards the draft sub goals included in the current iteration of the

Post-2015 Development Agenda as they relate to education.


41

ESP 2015 core policy ESP 2015 policy area

5 barriers to reform

addressed

Post-2015 sub goals

addressed Establish a sustainable

approach to provision of facilities

Better

schools and facilities

3, 5 1, (2), 5, 8, 10

Redevelop approach to training and selecting new teachers

More

effective teachers

3, 4, 5 1, (2), 5, 6, (7), 10

Develop a consolidated,

needs based, high quality approach to CPD

3, 4 1, (2), 5, 6, (7),

10

Redevelop teaching cadre employment rules

3, 4 1, (2), 5, 6, (7), 10

Launch new benefits aimed

at children most at risk of educational deprivation

Every child’s right to education

2, 5 1, 5, 6

Scale up partnerships with the private sector

2, 5 1, 2, 6

Launch a draw down fund

for use in emergency situations

2, 5 1, 5, 8

Testing and updating of population data

Good

governance and

management

1, 2, 5 Underpins focus areas 1-3

Development of district

officials’ management skills

1, 2, 3, 4 Underpins focus

areas 1-3

Peg education budget to inflation

1, 2 Underpins focus areas 1-3

Table 4

At the same time, mindful of the onerous transaction costs currently exacted on both

the Department and its partners outside government, ESP 2015 aims to align donor and


42

partner programmes behind the Department’s own strategy for transforming service

delivery in education. By linking its priorities for the next five years and beyond to the

draft Post-2015 Development Agenda, the ESED has sought to align its own strategy,

based on an assessment of the needs of the province, with the international framework

for education for all children. ESP 2015 has also been developed with the priorities of

its current partners in mind, in particular making explicit the links between a short term

focus on institutional strengthening and better learning outcomes for children. All future

proposals to the Department should therefore be developed with the priorities

articulated in ESP 2015 in mind.

ESP 2015 therefore also includes a Joint Review Framework which will be the

centrepiece of its approach to monitoring and evaluation of progress over the next five

years. With yearly milestones structured around the 10 policy priorities for the five year

period of the plan, this Framework will be the document the Department refers to

annually, working with its partners in government and outside, to assess gains made,

identify issues, and correct its course as required. This Framework has been agreed

with all current funding partners as the basis for future assessment for further

investment, and the Department will expect to conduct one joint review annually from

June 2015 onwards.

As an additional check on the quality and relevance of the policy priorities defined for

ESP 2015, the Department has referred extensively to the World Bank’s 2014 paper on

Student Learning in South Asia. This document includes seven areas for governments

in the region to consider when working to improve education outcomes for children. Of

these, ESP 2015 addresses four directly: (i) making learning outcomes the central goal

of education policy; (ii) improving teacher effectiveness and accountability; (iii) using

financing tools to improve quality; and (iv) leveraging the contribution of the private

sector.

Of the other three, the Department has taken the decision to defer one in terms of

substantive development over the next five years: (v) improving quality through

enhanced learning assessment systems. The other two are partly or wholly beyond the

remit of the ESED, and will therefore be the subject of dialogue with other parts of

government, specifically the Departments of Health and Social Welfare: (vi) investing

in early childhood nutrition; and (vii) giving disadvantaged children additional

instructional resources in early grades. However in both cases, ESP 2015 does include

specific policies aimed at ensuring every child can access their right to education.

The ESED believes that by focusing its efforts on the 10 policies outlined above over the

next five years, it will be able to lay sustainable groundwork for the subsequent decade

and beyond. The process of developing ESP 2015 has necessitated making tough

choices. First, the Department has taken the decision to tackle deep rooted systemic


43

issues. Second, it has acknowledged explicitly that ESED cannot deliver on adult and

special education, TVET and higher education without working with other departments.

Third, it has decided that major quality focused innovations in the area of learning

assessment, textbooks, and the curriculum must be delivered on the basis of a much

stronger institutional framework in the province if best practice is to flourish. The

experience of the past decade has taught the Department that adopting a purely

technical or input based approach to improving services in education cannot work while

such fundamental barriers to reform still exist.


44

Priorities for ESP 2020

The 10 policies that comprise the ESED’s priorities for ESP 2015 together address a

series of fundamental issues in four areas that shape children’s experience of the school

sector and their ability to learn effectively.

The ambition of ESP 2015 is to make full use of the opportunity presented by the Post-

2015 Development Agenda combined with a new focus in the provincial government on

cross departmental working through the SDPF forum, and unprecedented political will

to transform service delivery in education. ESP 2015 therefore focuses on delivering a

relatively small number of critical reform actions with an emphasis on institutional

strengthening and capacity building at all levels in the Department.

This means substantive work on some important areas will be the focus of work for

plans covering 2020/21 to 2024/25, and 2025/26 to 2029/30 respectively. On the basis

of past experience, the Department believes this prioritisation is important if it is to

achieve faster improvement in the sector, while acknowledging this means there will be

much left to accomplish in the decade that follows this plan.

This section therefore outlines the main areas of work that the Department will need to

consider as its priorities for ESP 2020 and beyond, assuming it is able to deliver on the

10 reforms planned for the next five years. It also includes a summary of actions that

will be required during the lifetime of ESP 2015 to prepare the ground for future work.

1 Holistic Sector Planning

As discussed in the Process Note (see page 10), the Department’s mandate in the

education sector is largely confined to schools along with nominal control over adult

education, which currently resides with the Elementary Education Foundation. Given

capacity constraints in that organisation, combined with the demands of Policy 6 on

partnerships with the private sector, and the constitutionally driven need to focus on

providing education for children aged between 5 and 16, the Department has taken the

decision to defer work in this area, along with others over which it does not have a

mandate, to ESP 2020 and beyond.

The Post-2015 Development Agenda identifies the following, in addition to the main

school sector, as priorities for reaching sub goals by 2030: (i) pre-primary education

and preparedness for school; (ii) special education; (iii) TVET; (iv) higher education;

and (v) adult education. It will therefore be important for ESP 2020 and ESP 2025 to

include detailed policy in each of these areas. This in turn means plans will need to be

jointly developed by the ESED, along with the Departments of Higher Education, Social

Welfare & Women Development, and Industries.


45

Creating joint policy and holistic sector plans that are both feasible and strategic in their

approach will require the provincial government to develop a strong culture of cross

departmental working. The ESED sees the new SDPF forum, together with strong

political will to transform education service delivery, as an excellent opportunity to begin

building this collaborative approach.

Actions for ESP 2015: Use the SDPF and other forums to open dialogue with other

departments with responsibility for aspects of the education

sector. Work with colleagues to create a holistic, yet strategic

and feasible Education Sector Plan for 2020 that addresses

the full range of education service provision.

2 Learning Assessment, Teaching & Learning Materials, and the

School Curriculum

The ESED has taken the decision to focus on fundamental work for this group of critical

quality related issues during the ESP 2020 period. It will, however, continue to work

with partners to develop possible approaches with a view to scaling these up in the

decade that follows the years covered by ESP 2015.

The reasons for this decision are as follows:

The experience of the past decade is that progress in all these areas has been

difficult to achieve sustainably or at scale given underlying institutional and

capacity related weaknesses. While the Department is acutely aware of their

importance, and grateful to partners for their efforts to build understanding of

international best practice, it is important for the ESED to focus on improving the

education services it offers to children from a realistic assessment of the current

situation. This issue is discussed in detail in the opening sections of ESP 2015.

The Department’s assessment of the current situation and subsequent decision

is that priority must be given to the policies described in detail in this document.

The central aim of ESP 2015 is to develop the institutional and capabilities

required to run an effective school system, upon which future work will be built

more effectively in the coming years. Evidence from elsewhere, including other

provinces in Pakistan, suggests that solid institutions are a pre-requisite to

sustained improvement, particularly in the area of strengthening quality of

learning outcomes.

At the same time it is critical the ESED also addresses the urgent requirement to

repair existing school buildings, making them working and learning environments

fit for teachers and students alike. Without focusing on this issue, it is unlikely


46

the province will improve student enrolment and retention, or be able to ensure

all its teachers are in school every day to work with children, regardless of

improvements in other areas.

Learning assessment, teaching and learning materials, and the school curriculum

are closely linked issues, with important interdependencies. The Department

therefore plans to make these three important aspects of teaching and learning

the principal policy focus of ESP 2020, once it has tackled the groundwork that is

required to create conditions where improvements in these areas can flourish,

driving up the quality of teaching, and with it children’s ability to learn effectively

in schools.

Actions for ESP 2015: Use the outcome of the 2015/16 review of DCTE, PITE and

the network of RITEs as the starting point for establishing a

Provincial Commission on Quality Teaching & Learning that

will be responsible for developing detailed policy in the areas

of learning assessment, materials, and the school curriculum

in preparation for ESP 2020. Chaired by the Secretary

Elementary & Secondary Education, this Commission will

include technical advisers drawn from outside the

Department to contribute expertise and experience from

other school systems. It will also include representation from

teacher groups.


47

Policy Group 1: More Effective Teachers

1. Redevelop approach to selecting and training new teachers

What will the Department do?

The ESED has identified four major activities that will transform the province’s approach

to selecting and training new teachers to be deployed in government schools.

Over the next five years, the Department will achieve the following:

Maintain and strengthen the existing policy of merit based recruitment for all new

primary level teachers. DCTE4 will review the training it provides for prospective

Grade 16 entrants, using technical assistance. Work in this area will focus on

strengthening classroom preparedness, as well as improved approaches to

pedagogy, using, among other sources, the early childhood education pilot

project delivered by Save the Children, and the pedagogical aspects of GIZ’s

whole school development model. Consideration will also be given to preparing

new entrants to work with children with special needs.

Maintain and strengthen the existing policy of merit based recruitment for all new

post-primary teachers. The Department will work with the Higher Education

Department to agree a province level approach to HEC to discuss the quality of

teacher training courses. It will also identify a range of preferred institutions,

based on an assessment of course content.

Roll out the existing teacher rationalisation policy based on an assessment of

need in each school in the province, and use this to inform the recruitment and

deployment of new teachers. The quality of this work will in turn rely heavily on

improving the collection and management of population and education data (see

Policies 8 and 9 on pages 57 onwards).

Launch a prestigious scholarship programme with limited places and a contractual

commitment to provide services to the Department over a fixed period. Use this

activity to rebuild the reputation and respect accorded to teaching in the public

sector in Khyber Pakhtunkhwa, and to improve the supply of well qualified

teachers to marginalised communities and schools.

4 DCTE’s role will be reviewed, along with that of PITE and the network of RITEs in 2015/16. This work is described in more detail under Policy 3.


48

Specifically, the Department will deliver the results set out in Table 5 over the next five

years. On posting, priority will be given wherever possible to unfilled positions in girls’

schools and in marginalised tehsils and union councils.


49

2015/16 2016/17 2017/18 2018/19 2019/20

Redevelop

Grade 16

training and roll

out to all trainee

primary

teachers

Development

of new

Grade 16

syllabus.

1st cohort

trained.

2nd cohort

trained, 1st

cohort

deployed.

3rd cohort

trained,

2nd cohort

deployed.

4th cohort

trained, 3rd

cohort

deployed.

Provincial

dialogue with

HEC on quality

of post primary

training

Work with

HE Dept to

agree

approach.

Agree plan

of action

with HEC.

Review progress in conjunction with

HEC and HE Dept annually, feedback

and improve approach further.

Identify and

publicise list of

preferred

teacher

education

qualifications

Assess

major

qualifications

available and

produce list.

Launch list

in

agreement

with HE

Dept and

HEC.

NA Review list

after 2

years and

refresh.

NA

Roll out teacher

rationalisation

policy across the

province5

Complete

rollout in

20% of

districts and

review.

+8 districts

to 52%.

NA6 +7

districts to

80%.

+5

districts to

100%.

Design and

launch teacher

scholarship

programme

Design

programme,

earmark

funds.

Launch in

partnership

with HE

Dept and

HEC.

1st cohort

of awards

made.

2nd cohort

of awards

made, 1st

cohort

deployed.

3rd cohort

of awards

made, 2nd

cohort

deployed.

Table 5

How will this contribute to the strategic goals of ESP 2015?

Table 6 summarises the specific ways in which the four activities included in this policy

will contribute to the improvement of the schools sector and outcomes for its

stakeholders in the next five years. At the end of the period, the ESED will have achieved

a significant shift in the quality of teaching available in government schools, and by

extension, opportunities for students to learn effectively. In ESP 2020, the Department

5 At present, the policy has been rolled out to selected areas of five districts. 6 The scheduled General Election in 2018 means it will be unfeasible to complete rollout in fiscal year 2018/19


50

will build on this progress with a major programme aimed at strengthening the syllabus,

textbooks and teaching materials (see page 35) available to educators.

For…

Learners More opportunities to go to

school, especially for girls and

those living in remote and

marginalised communities.

The opportunity to learn more

effectively, given rationalised

deployment of teachers, and

improvements in pre-service

training.

Teachers Opportunities to prepare more

effectively to teach children,

building capacity to manage

classes and help children

succeed.

Increased respect for the

profession in the province,

building confidence and

interest in educating students.

PTC/Community More opportunities for children

to learn in the community

given more equitable

deployment of teachers.

More opportunities to work

with teachers to build a

positive ethos and continuous

improvement of the learning

environment.

ESED Better qualified and prepared

teachers, ensuring more

children enrol and stay in

school, and learn effectively.

More efficient distribution of

teachers, supporting the

requirement to provide

services throughout the

province.

Partners Protection of historical

investment in teacher training,

through a unified approach

rolled out across the province.

Emergence of a clear pathway

for future engagement and

technical support in this area

for implementers and their

funders.

Table 6

What are the barriers to delivery?

Barrier Risk/Impact Mitigation Strategies

Limited direct

control over

training at post-

primary level

Med/High Use strategies outlined above to influence

the quality of teacher training provided

externally.

Focus on working with provincial HE

Department to maximise chances of success

in discussions with HEC.


51

Use identification of preferred courses to

strengthen dialogue about the nature of

quality pre-service training.

Organised

resistance to

teacher

rationalisation

policy

High/Med Communicate the context of a new deal for

teachers, improving delivery while

strengthening the cadre’s position.

Ensure rationalisation is conducted on the

basis of clear evidence and analysis of the

needs of schools.

Work actively with teaching unions and other

interest groups to reach agreement on

rationalisation.

Overlaps in

departmental

mandates, and

multiplicity of

partner

approaches

Low/High Preface work on primary pre-service training

with a review of DCTE, PITE and the RITEs to

obtain clarity.

Develop new teacher training approach with

inputs from all partners, and communicate

resulting approach widely.

Ask donors and implementers to provide

inputs within the framework for pre-service

training developed as a result.

Table 7

Table 7 summarises the three principal barriers to delivery of Policy 1, characterises the

associated risks, and outlines the strategies the ESED will use to manage and mitigate

them.

2. Develop a consolidated, needs based, high quality approach to CPD


The ESED has identified five major activities that will transform the province’s approach

to continuing professional development for serving teachers. This is an area where much

has been invested by partners over the past decade. It will be critical now to realise this

historical investment, identifying and replicating the best approaches.

At the same time, it is important the province provides equitable and well managed

opportunities for all teachers to strengthen and refresh their professional skills;

streamlines the transaction costs of managing multiple approaches and partners; and

moves away from focusing on the number of teachers trained, to addressing the specific

needs of individual educators.


52


Identify a single institution within the Department with responsibility for

managing CPD at provincial level. This work will begin with a review of the

respective roles and capacity of DCTE, PITE and the network of 20 RITEs that

currently exist. Once identified the institution will be the focal point for setting

standards and priorities for CPD, for working with implementing partners in this

area, and for overseeing CPD requirements at provincial level, including

procurement of services and management of delivery contracts.

Review the multiplicity of approaches and projects currently in place on in-service

training and other aspects of CPD and streamline this work over the period,

improving equity of opportunity for teachers across the province and reducing

transaction costs to the Department. This will be managed through the

development and maintenance of an annual training calendar through which all

partner projects, as well as Department initiated CPD, will be channelled. Timely

inclusion in the calendar will be a condition for all partners wishing to implement

training in the province from 2015/16 onwards.

Work intensively with head teachers to build their knowledge and skills to provide

academic leadership in their schools, and specifically their capacity to provide

coaching and mentoring for teachers on their staff. This role is as important in

school leadership as the ability to manage and administer the institution, and will

capitalise on the province’s extensive use of the teaching cadre in management

positions.

Use the focus on head teachers to develop a school based approach to CPD for

serving teachers, including regular staff group meetings, classroom supervision,

and structured feedback for individual teachers on their performance and how

further to strengthen it.

Support head teachers, partners and the institution responsible for CPD by

developing a Teacher Management Information System, to allow teachers and

head teachers to communicate CPD needs, providers to tailor their approaches

more effectively, and the Department to prioritise delivery of CPD on the basis of

need.

Specifically, the Department will deliver the results set out in Table 8 over the next five

years. This work will form the nucleus of the benefits the Department will offer to the

entire cadre as part of its new deal for teachers, also covered in Policies 1 and 3 in this

section.


53

2015/16 2016/17 2017/18 2018/19 2019/20

Create one

managing

institution

for CPD in

the

province7

Conduct

review of

existing

organisation

s.

Implement

findings

and

resource

organisatio

n.

Annual

review,

implement

improvemen

ts.

Annual

review,

implement

improvemen

ts.

Annual

review,

implement

improvemen

ts.

Integrate

approache

s and

projects

connected

with CPD

Agree plan

for

integration

with

partners.

Integration

50%

complete.

Integration

100%

complete.

NA NA

Publish

and

achieve

targets

included in

annual

CPD

calendars

Publish in

July 2015.

Review in

June 2016.

Publish in

July 2016.

Review in

June 2017.

Publish in

July 2017.

Review in

June 2018.

Publish in

July 2018.

Review in

June 2019.

Publish in

July 2019.

Review in

June 2020.

Design and

implement

or manage

approach

to HT

developme

nt

Design

approach

with input

from

partners.

Launch HT

developme

nt

programm

e.

Review progress in conjunction with

partners and HTs annually, feedback and

improve approach further.

Monitor

and

support

teachers to

improve

performan

ce and

access

appropriat

e CPD

Commission

design and

build of

TMIS.

Launch

TMIS.

1st year data

informs CPD

strategy.

2nd year data

informs CPD

strategy.

3rd year data

informs CPD

strategy.

7 All activities will be delivered by this institution once it is identified and resourced.


54

Table 8


Table 9 summarises the specific ways in which the five activities included in this policy


stakeholders in the next five years. At the end of the period, the ESED will have achieved

a significant shift in the quality of teaching available in government schools, as in the

case of Policies 1 and 3, and by extension, opportunities for students to learn effectively.

In ESP 2020, the Department will build on this progress with a major programme aimed

at strengthening the syllabus, textbooks and teaching materials available to educators

(see page 35).

For…

Learners Improved likelihood of staying

in school longer, and in some

cases enrolling, given

improved teaching and school

ethos.


effectively, given improved

teaching, especially in areas

where CPD is not currently

common.

Teachers More equitable provision of

CPD, providing better

opportunities to prepare for

classroom management and

teaching.

Improved professional support

at school level, given clear

leadership and coaching from

HTs, and needs based CPD

provision.



given improved teacher skills

and motivation as educators.





environment.

ESED Better prepared and supported

teachers, ensuring more

children enrol and stay in

school, and learn effectively.

Clarity of mandate inside the

Department on the

management of CPD, including

liaison with partners.

Partners Protection of historical

investment in teacher training,

with roll out of the best

approaches province-wide.

Emergence of a clear pathway

for future engagement and

technical support in this area

for implementers and their

funders.

Table 9



55


Departmental

roles are unclear

resulting in high

transaction costs

and low

accountability for

managing

approaches

Med/High Prioritise review of the existing organisations

and clarify their roles, identifying a single

clear lead on CPD

Build skills in the organisation identified to

manage partners and procurement, as well

as deliver CPD in house

Publicise the refreshed structure, ensuring all

partners are aware of institutional

responsibilities

Uneven delivery of

CPD given

partners’ ability to

access parts of the

province

Med/Med Improve equity of opportunity by inviting

teachers from hard to reach areas to CPD

events in more accessible centres

Actively seek out partners who can combine

excellent provision with the ability to operate

in more areas

Possible

reluctance from

partners to adapt

approaches to

Department

priorities

Low/High Adopt a phased approach to integrating

approaches to allow for partner planning

cycles and current priorities

Hold regular meetings with major providers

of CPD to outline Departmental priorities and

seek advice

Possible

competition

between providers

to attract teachers

to courses

Low/High Hold an early discussion with implementers

to agree a standard policy on per diems and

other material benefits

Enforce the timely inclusion of partner led

CPD work in the Departmental calendar by

the start of each fiscal year

Ensure all partner run courses are conducted

outside times when teachers should be in the

classroom

Creating the fiscal

space required to

commission and

manage a TMIS

Low/High Use earmarked partner financial support in

the short term to manage budget shortfalls.

Protect existing fiscal space through Policy

10 on pegging budget to inflation rates.

Use political will to deliver education services

in the current term to drive budget

discussions.

Table 10


56

Table 10 summarises the five principal barriers to delivery of Policy 2, characterises the


them.

3. Redevelop teaching cadre employment rules


In 2014, the ESED initiated some work in this area, specifically beginning to roll out a

policy of needs based recruitment and posting, and teacher rationalisation in pilot

districts. This in turn builds on the earlier decision to recruit new teachers solely on the

basis of merit and the launch of the IMU, which enables the province to monitor teacher

presence in schools on a regular basis.

It is self-evident that work in this area will be politically sensitive, likely to be contested

by some groups, and difficult to implement. Yet the Department believes this is a

fundamental area for reform if it is to be able to provide high quality education services

to all children in the province, and achieve long term goals for development of the

sector. The decision to grip this issue over the next five years is partly informed by the

current administration’s commitment to strengthening transparency and fairness in

public life.

It is also important to note that implementation of this policy is connected not only with

ensuring the best value for money for the provincial government’s substantial

investment in teachers, but also with helping restore the reputation of the profession

across the province. The Department recognises fully that in many cases teachers have

little control over whether, for example, they are present in school, and seeks to support

them in refocusing their careers on the core purpose of educating children. This work

will therefore form an important part of the broader departmental commitment to

delivering a new deal for teachers in the province, which also includes the

developmental benefits offered under Policies 2 and 3 in this section.


Conduct a major evidence based review of the terms and conditions for the

teaching cadre established more than 40 years ago at national level. The starting

hypothesis will be that this long standing policy has had a wide range of

unintended consequences on teachers, and both the quality of teaching and

learning in government schools and the reputation of the profession have suffered

as a result. Specific areas for review will include the principle of tenure, as well

as leave rules and the deployment of teachers for non-teaching duties.


57

Use review findings and recommendations to enter a period of informed dialogue

with the rest of government and partners, using the SDPF as a starting vehicle,

as well with as political parties and teaching unions.

Broker and announce a mutually acceptable settlement with stakeholders on

terms and conditions to allow teachers to focus on their work in the classroom

with students.

Specifically, the Department will deliver the results set out in Table 11 over the next

five years. This work will form the nucleus of the benefits the Department will offer to

the entire cadre as part of its new deal for teachers, also covered in Policies 1 and 2 in

this section.

2015/16 2016/17 2017/18 2018/19 2019/20

Develop a clear

Departmental

proposal on

changes to

T&Cs

Review

complete

and

findings

used to

develop

proposal.

NA NA NA NA

Agree proposal

at provincial

government

level

Discussion

at all SDPF

meetings.

Discussions

complete

and

approach

agreed.

Refine

approach

based on

feedback.

Agree

settlement

and approve

formally.

NA

Agree proposal

with teaching

unions and

other

stakeholders

Include

evidence

in review

process.

Open formal

negotiations.

Review

progress

and refine

as

required.

Agree

settlement

and

communicate.

NA

Table 11


Table 12 summarises the specific ways in which the three activities included in this

policy will contribute to the improvement of the schools sector and outcomes for its

stakeholders in the next five years. If the ESED is successful in achieving a mutually

acceptable settlement on the issue of teacher terms and conditions, this reform will

have far reaching long term benefits for the school system as a whole, and will, along


58

with the work described in Policies 1 and 2, create a sustainable new deal for teachers

in Khyber Pakhtunkhwa.

For…


school, given improved teacher

presence and focus on core

duties.


effectively, given a better

environment and improved

teacher presence and

performance.

Teachers Renewed clarity on roles,

enabling teachers to focus on

their core work, supported by

improved CPD opportunities.

Increased respect for the

profession in the province,

building confidence and

interest in educating students.



given improved teacher

presence and accountability.





environment.

ESED Better value for money for

investment in teacher salaries

and benefits, and stronger

levers to ensure teacher

presence and focus.

Stronger teacher focus on

working with students, leading

to improved enrolment,

retention and learning

outcomes.

Partners Better value for money for

investment in sector budget

support, given improved

teacher presence and focus on

core duties.

Better value for money for

investment in CPD

interventions, given improved

teacher presence and focus on

core duties.

Table 12



Other

Departments raise

objections to

aspects of

proposed changes

in T&Cs

Med/High Use the SDPF as a vehicle for cross-

departmental discussions, working with the

rest of government and international

partners to broker a sustainable agreement.

Position this work as a path finding exercise

for other departments that may need to take


59

similar action in relation to cadres included in

their workforces.

Teaching unions

raise objections to

the revision of

teacher T&Cs

High/High Communicate proposed changes within the

context of a new deal for teachers, including

better professional development and

improved working environments.

Focus on the importance of restoring the

reputation of the profession, and the

importance of teachers being present and

focusing on working with students to achieve

this.

Community

leaders raise

objections to the

revision of teacher

T&Cs

High/High Communicate proposed changes within the

context of transforming education services

for children and the importance of that to the

province’s future.

Focus on the current administration’s

commitment to improving service delivery as

well as better transparency in public life.

Table 13

Table 13 summarises the three principal barriers to delivery of Policy 3, characterises

the associated risks, and outlines the strategies the ESED will use to manage and

mitigate them.


60

Policy Group 2: Better Schools and Facilities

4. Establish a sustainable approach to the provision of facilities


The ESED has identified five major activities that will transform the quality of the

province’s school buildings, and at the same time address current complexities in

managing civil works in the schools sector.


Ensure all non-functional schools are repaired as a priority, to ensure rapid

increases in access to education for children living in communities where

government facilities cannot currently be used. In all cases, this will be done to

a standard that will help buildings withstand potential future natural emergencies,

such as earthquakes and floods, as well considering barriers to access for children

with special needs.

Ensure all government schools in the province have the basic facilities of a

boundary wall, running water, lavatories, and electricity in place and functioning.

In all cases where significant work is required, this will be done to a standard

that will help buildings withstand potential future natural emergencies, such as

earthquakes and floods.

Pursue the existing policy of upgrading all existing primary schools to provide at

least one classroom per grade (6 rooms for Kachi to Grade 5), on the basis of

need. Construction of new schools will be deferred to subsequent plans. Rooms

provided for Kachi will take into account recommendations made for early years’

education as a result of the Save the Children pilot programme funded by DfAT

and other partners. All new classrooms will be constructed to a standard that will

help buildings withstand natural emergencies.

Work with other parts of government to agree a sustainable and mutually

acceptable approach to returning full responsibility for civil works to the

Communications & Works Department. This will include guidelines for future

collaboration between this specialist department and the ESED, as well as

sufficient assurances on the quality of works and fiscal responsibility to enable

partners to invest in school infrastructure without resorting to developing

alternative mechanisms.


61

Either close existing projects that provide alternative approaches, or seek ways

to integrate these with the programme commissioned from Communications &

Works. This will include work such as the DFID funded Sub National Governance

programme and EU funded conditional grants.


five years. In all cases, priority will be given to girls’ schools, and to those districts

where there are fewer alternative opportunities available for children.

2015/16 2016/17 2017/18 2018/19 2019/20

Repair and re-open all

non-functioning schools

50% 50% NA NA NA

Repair or construct

boundary walls in

functioning schools

33% 33% 33% NA NA

Repair or install water

supply in functioning

schools

33% 33% 33% NA NA

Repair or install

lavatories in functioning

schools

33% 33% 33% NA NA

Repair or install

electricity supply in

functioning schools

25% 25% 25% 25% NA

Construct additional

classrooms in all primary

schools where N=<6

33% 33% 33% NA NA

Complete transfer of

construction portfolio to

C&W department

To be completed by the end of the period. Progress to

be reviewed quarterly and annually as set out in the

M&E section.

Table 14




stakeholders in the next five years. At the end of the period, the ESED will therefore be

in a position to shift its focus in this area to constructing new schools required in the

province, and considering the case for upgrading primary to middle and secondary


62

schools, based on stronger population and education data and improved net enrolment

rates.

For…


school, especially for girls,

children with special needs,

and those living in remote and

marginalised communities.


effectively, given a better

environment and improved

teacher presence and

performance.

Teachers An improved working

environment, encouraging

more teachers to be present in

school.

A functioning and stimulating

work space, supporting

teachers to work with students

more effectively.

PTC/Community More opportunities to learn for

children in the community, and

decreased pressure on

volunteers to manage civil

works.

The opportunity to develop as

a community support rather

than carrying out work that is

the responsibility of

government.

ESED More places available and

improved teacher

performance, supporting the

departmental purpose of

providing education services.

Reduced requirement to

manage civil works, freeing up

Department officials to focus

on core business of educating

children.

Partners Fewer transaction costs in

managing education projects

and financial support in the

area of civil works.


with the Department on

teaching and learning given

the reduced need to manage

civil works.

Table 15



Creating the fiscal

space needed to

complete all

required works







discussions.


63

Delivering a

sustainable

handover to C&W

that satisfies all

stakeholders

High/High Use the SDPF as a vehicle for cross-

departmental discussions, working with the

rest of government and international

partners to broker a sustainable agreement.

Use existing partner technical assistance to

strengthen economy, efficiency and

effectiveness of provincial approach to civil

works in education.

Ensuring work

prioritises

facilities for girls

and marginalised

communities

Low/Med Analyse distribution of works to be done by

(i) maximum number of children reached;

(ii) lack of other opportunities for education;

and (iii) feasibility of working effectively in

specific tehsils and Union Councils.

Work with funding and implementing

partners to agree work plans that prioritise

these facilities.

Table 16



mitigate them.


64

Policy Group 3: Every Child’s Right to Education

5. Launch new benefits aimed at children most at risk of educational

deprivation


The ESED proposes to review fundamentally in 2015/16 its approach to providing cash

transfers to children of school age as a mechanism for increasing enrolment and

attendance. There are three principal reasons for this decision, summarised in Table

17:

Reason Characteristics The review will consider:

Multiplicity of

projects

A wide range of projects funded

through the ESED budget, often

driven by partner desire to track

funds.

A general focus on girls and hard to

reach districts, resulting in multiple

payments in some cases.

Other projects include education

related transfers delivered by BISP.

The evidence for the

impact of cash

transfers on

enrolment,

attendance and

learning;

The case for attaching

conditions to cash

transfers and

enforcing these in

practice;

The case and

feasibility for

establishing means

testing to improve

targeting and VfM;

The likely size of cash

transfer required to

encourage increased

attendance in

practice;

The range of feasible

delivery mechanisms;

The feasibility of

consolidating projects

into a single

programme;

Lack of

evidence for

impact

Conditionality linked to attendance

does not exist, or is not enforced in

practice.

Enrolment among girls and in hard

to reach districts has not increased

significantly since projects have

begun.

No evaluation has taken place,

aside from TPVs aimed at assessing

efficiency and transparency.

Not core

expertise for

ESED

Current projects do not consider

means testing, beyond broad

categories such as districts

considered to be poor, or suffering

educational disadvantage.

Periodic delays in disbursement due

to slow releases of budgeted funds.


65

The range of

approaches to

delivery and ESED’s

role.

Table 17

The precise parameters and nature of subsequent work in this area will clearly depend

on the outcome of the review. The Department will therefore revise specific ambitions

for this policy in Year 2 of ESP 2015, once the review has been delivered and its findings

and recommendations debated. Table 18 therefore only includes preliminary specific

results for the period at this stage.

2015/16 2016/17 2017/18 2018/19 2019/20

Develop

new

approach

on cash

transfers

Commissio

n and

complete

review.

Agree basis

for new

design.

Design of

new

approach

complete.

Agree

financing

for new

approach.

100% of

transfers

made.

Annual

review

conducted

and approach

strengthened

.

100% of

transfers

made.

Annual

review

conducted

and approach

strengthened

.

100% of

transfers

made.

Annual

review

conducted

and approach

strengthened

.

Conclusio

n of

existing

cash

transfer

projects

100% of

transfers

made.

TPVs

conducted.

100% of

transfers

made.

TPVs

conducted

.

NA NA NA

Table 18


Table 19 summarises the specific ways in which the review of the Department’s

approach to providing cash transfers to children most at risk of educational deprivation,

and subsequent work (assuming the development of a single, better targeted and

managed programme), will contribute to positive outcomes for all stakeholders.

Large scale use of cash transfers, including the application of conditions, is one of the

most closely debated innovations in international development at present. By the end


66

of the five year period the new programme will have been reviewed three times. As a

result, ESED will have contributed significantly to global evidence on the strength of the

relationship between cash transfers and education outcomes, as well transforming the

province’s understanding of how effective this approach can be in practice.

For…

Learners More opportunities for

marginalised children to attend

school, assuming direct link

between poverty and non-

enrolment.

Better targeted assistance,

aimed at those most at risk of

educational deprivation,

through a single, branded

programme.

Teachers More students attending

school regularly reducing

disparities in learning

outcomes in classes.

Contribution to reducing age

ranges in single classes over

time, improving age profile of

classes taught.

PTC/Community Assistance targeted directly at

children in the community

most at risk of educational

deprivation.

More children likely to

complete education and learn

more, contributing to the

human capital of the

community.

ESED Increased enrolment and

retention of girls and other

marginalised children,

contributing to delivery of long

run aims.

Significantly reduced

management burden, including

the possibility of delivery

outside the Department.

Partners Improved targeting of financial

assistance at girls and other

children most at risk of

educational deprivation.

Significant contribution to

global evidence for a link

between cash transfers and

increased enrolment and

retention.

Table 19

What are the principal barriers to delivery of this policy?


Creating the fiscal

space needed for

the programme






67



discussions.

Partners raise

objections to

closure of existing

projects and

consolidation of

this work

Low/Med Use phased approach to ensure cash

transfers continue while new approach is

designed.

Communicate proposed changes effectively,

using evidence and demonstrating net gains

for more children in more tehsils and union

councils.

Build effective M&E into the new programme

to help partners produce evidence of what

works for comparable approaches elsewhere.

Community

leaders raise

objections to

closure of existing

programmes and

consolidation of

this work

High/Med Use phased approach to ensure cash

transfers continue while new approach is

designed.

Communicate proposed changes effectively,

using evidence and demonstrating net gains

for more children in more tehsils and union

councils.

Focus on the current administration’s

commitment to improving service delivery as

well as better transparency in public life.

Table 20



mitigate them.

6. Scale up partnerships with the private sector


In 2014 ESED embarked on a new approach to working with the private sector to help

it offer free places in school for more children in areas where there is insufficient

provision at present. The Department now proposes to expand these partnerships

throughout the ESP 2015 period, subject to a review, planned for the second half of

fiscal year 2014/15, of the learning outcomes attained by the 1,500 out of school

students enrolled through a voucher scheme in private institutions in urban Peshawar.


68

Assuming the outcome of the review indicates this policy is viable and should be pursued

and scaled up, the Department will achieve the following over the next five years:

Assess the most promising urban and peri-urban areas where vouchers could be

deployed, based on number of out of school children, and availability of good

quality low cost private schools.

Create a phased scale up plan for the first three years of the period (2015/16 to

2017/18), based on the assessment above, the Elementary Education

Foundation’s capacity to increase activity, and the willingness and capacity of the

sector to absorb further students.

Develop targets for numbers of vouchers and priority locations for each of these

years and measure progress.

Conduct annual assessments to test the learning outcomes achieved by children

receiving vouchers, to evaluate the value added through this approach.

Carry out a major review of the voucher programme in Year 3 of the period

(2017/18) and take decisions on its future during ESP 2020 based on findings

and recommendations.


five years. This policy concentrates specifically on children at strong risk of educational

deprivation, given its focus on those who are out of school in urban and peri-urban

areas.

2015/16 2016/17 2017/18 2018/19 2019/20

Implement

scaled up

plan for

voucher

programm

e

Plan agreed

and first year

scale up

implemented

.

Second year

scale up

implemented

.

Third year

scale up

implemented

.

TBC,

depending

on review.

TBC,

depending

on review.

Increase

coverage

of urban

areas

X schools in

Peshawar

included.

Programme

rolled out to

X schools in

City A and

City B.

Programme

rolled out to

X schools in

City C and

City D.

TBC,

depending

on review.

TBC,

depending

on review.

Increase

number of

(1,500 +X)

vouchers

redeemed.

(1,500 + X +

Y) vouchers

redeemed.

(1,500 + X +

Y + Z)

TBC,

depending

on review.

TBC,

depending

on review.


69

vouchers

offered

vouchers

redeemed.

Assess

learning

outcomes

annually

Average

2014 result

+ X%

Average

2015 result

+ X%

Average

2016 result

+ X%

TBC,

depending

on review.

TBC,

depending

on review.

Review

programm

e and re-

plan for

Years 4

and 5

Review

conducted

and findings

agreed.

Refresh of

programm

e based on

review.

Refresh of

programm

e based on

review.

Table 21


Table 22 summarises the specific ways in which the Department’s partnerships with the

private sector, through the voucher programme, will contribute to positive outcomes

for all stakeholders.

Partnerships of this kind and the use of vouchers specifically are both prevalent in other

parts of Pakistan, and a closely debated approach to international development in the

education sector worldwide at present. As a result, ESED will have contributed

significantly to global evidence on the efficacy of partnerships between governments

and private providers of education, as well transforming the province’s understanding

of how effective this approach can be in practice.

For…


school for some of the most

marginalised children in the

province.

More opportunities for children

with vouchers to access good

quality education, and benefit

from annual assessment.

Teachers Less overcrowding in

government schools enabling

teachers to manage classes

and student learning more

effectively.

Opportunities for teachers and

schools in the private sector to

benefit from additional

enrolments.


70

PTC/Community More opportunities for

marginalised communities,

including IDPs as well as those

in low income urban areas.

Quality assurance of education

received by children with

vouchers through annual

assessment.

ESED Increased enrolment and

retention of vulnerable

children in urban areas,

contributing to delivery of long

run aims.

Reduction in overcrowding in

government schools, and in

the number of unadmitted

children in major cities.

Partners Improved targeting of financial

assistance at children at most

risk of educational deprivation,

including IDPs.

Significant contribution to

global evidence on public

private partnerships in

education for international

development.

Table 22



Creating the fiscal

space needed for

the programme



Protect existing fiscal space through Policy 10

on pegging budget to inflation rates.



discussions.

The EEF does not

have sufficient

capacity to

manage a larger

scale programme

Med/Med Scale up programme and targets on the basis

of an assessment of EEF’s capacity to

manage increased work.

Use technical assistance to build

management capabilities in the EEF

throughout the period.


71

The private sector

lacks capacity or

will to absorb

larger numbers of

voucher students

Med/High Scale up programme and targets on the basis

of an assessment of the sector’s capacity and

appetite.

Choose locations for voucher scale up based

on prevalence of private sector schools.

Work with established chains of good quality

schools wherever possible, building

economies of scale for management on both

sides.

Table 23



mitigate them.

7. Launch a draw down fund for use in emergency situations


Under this policy, aimed at improving the resilience of the schools sector and the

government’s ability to provide education services in the wake of natural or manmade

emergencies, the ESED will:

Launch a draw down fund for use in the aftermath of events that threaten to

affect the provision of education services. These include earthquake, flood, the

impact of militant action, and influxes of displaced people from within the

province and neighbouring territory.

Base the size and design of the fund on an assessment of the scale of resources

that would be required to provide emergency cover in the aftermath of an event,

as well as to repair damage to the fabric of school buildings, including likely

contributions from the federal government, and foreign governments and NGOs.

Create a set of emergency management plans, outlining the planned response in

the event of a range of scenarios, including advice and preparation aimed at

teachers and students. This is an area where PTCs could usefully contribute.

Include this provision in the Department’s budget for fiscal year 2016/17 onwards

on the basis that it will be used only when required.

Review the use of the fund and efficacy of plans annually, whenever there has

been a requirement to use this facility.


72


five years. This policy will have a strong impact on the Department’s ability to provide

continuity of education services, including emergency provision, in the most vulnerable

and therefore educationally deprived areas of the province.


73

2015/16 2016/17 2017/18 2018/19 2019/20

Create

emergency

managemen

t fund

Fund

designed

and

agreed

and with

funds

ring-

fenced.

Provision

included in

2016/17

budget.

Provision

included in

2017/18

budget.

Provision

included in

2018/19

budget.

Provision

included in

2019/20

budget.

Create

emergency

managemen

t plans

Plans

created

for range

of

scenarios

.

Plans

reviewed

and

updated.

Plans

reviewed

and

updated.

Plans

reviewed

and

updated.

Plans

reviewed

and

updated.

Commission

independent

reviews in

wake of

emergencies

NA Review

complete

and findings

incorporated

.

Review

complete

and findings

incorporated

.

Review

complete

and findings

incorporated

.

Review

complete

and findings

incorporated

.

Table 24


Table 25 summarises the specific ways in which the development of an emergency

preparedness fund and management plans will deliver positive benefits for all

stakeholders.

For…

Learners Reduced disruption in access

to school and learning after an

emergency, including for

displaced students.

Faster, better quality

emergency repair of school

buildings, ensuring school

environments remain safe for

students.

Teachers Reduced disruption to the

running of schools in the wake

of an emergency, including

established protocols for

action.

Reduced pressure on other

schools to accept displaced

students, enabling teachers to

manage classes effectively.


74

PTC/Community Reduced disruption in access

to school and learning, and

clear plans of action during an

emergency situation.

Fast, predictable disaster

management and emergency

relief available to affected

communities.

ESED Fiscal flexibility to tackle the

impact of emergencies quickly

and effectively and minimise

disruption to service delivery.

Greater resilience, lessening

risk of core programme of

reform being delayed or

derailed by an emergency.

Partners Greater resilience, lessening

risk of core programme of

reform being delayed or

derailed by an emergency.

Clear approach to disaster

management, enabling

partners to align their

emergency plans with the

government.

Table 25


75



Creating the fiscal

space needed for

the programme



Protect existing fiscal space through Policy 10

on pegging budget to inflation rates.



discussions.

Opposition based

on ESED’s role in

an emergency

Low/High Work through the SDPF to raise the issue of

providing services in the wake of an

emergency on a cross departmental basis.

Ensure fund and disaster management plans

are part of a broader government piece of

work on emergency preparedness.

Partners raise

concerns about

ESED’s ability to

manage an

emergency fund

effectively

Med/Med Continue to strengthen Department’s

capacity in financial management and control

of fiduciary risk through technical assistance.

Publish reviews of disaster management

within one year of each emergency, including

an assessment of financial management of

the fund.

Table 26



mitigate them.


76

Policy Group 4: Good Governance & Management

8. Test and update population estimates for school age population


As discussed in the section on Barriers to Reform (page 13), the quality of data available

to the ESED for planning and forecasting purposes is a significant issue. This is especially

true of population data given the length of time that has elapsed since the last Census

in Pakistan, provincial level concerns about the results of this as they relate to Khyber

Pakhtunkhwa, and the treatment of data to produce forward estimates. Specific issues

are outlined in the section on modelling the schools system (page 65).

It is not within the mandate of the Department, nor indeed the provincial government,

to conduct a fresh Census. Yet it is clear the ESED urgently needs improved estimates

of the school age population in the province if it to be able to plan with accuracy. This

requirement has important implications, not just for the completion of ESP 2015 but

also for the quality of budgeting throughout the five year period and beyond.

The Department will therefore:

Commission a sample based household survey at the start of fiscal year 2015/16

to produce fresh estimates of the number of children of school age in the

province.

Focus questions on education related topics in addition to the numbers and ages

of children. Questions will cover issues such as the number of out of school

children and reasons why this is the case; the use of non-government forms of

education; and the scale and nature of special education required in the province.

Use findings to re-develop the existing model for resourcing the school system in

Khyber Pakhtunkhwa, enabling the Department to plan more accurately from

fiscal year 2016/17 onwards, as well as to measure results in terms of improved

enrolment, retention, and completion rates.

Repeat the survey on a triennial basis to strengthen data and therefore accuracy

of forecasting and planning progressively.

Work with other parts of the provincial government to seek ways to share this

approach across sectors, while lobbying at federal level for a fresh Census to take

place.


77


five years. This policy will enable ESED to target with more accuracy children most at

risk of educational deprivation. It will also facilitate discussions with other departments

for the development of a holistic education sector plan for the period 2020/21 to

2024/25.

2015/16 2016/17 2017/18 2018/19 2019/20

Discussions at

provincial level

to broaden

approach

across sectors

Discussions

held,

survey

specified

accordingly.

NA NA Discussions

held,

survey

specified

accordingly.

NA

Commission

sample based

household

survey

Survey

conducted

and

findings

received.

NA NA Second

survey

conducted

and findings

received.

Results used to

re-plan for next

three years

Remodelling

for years

2016/17 to

2018/19.

Remodelling

for years

2019/20 to

2021/22.

Data used

to model

for ESP

2020.

Table 27


Table 28 summarises the specific ways in which the three activities included in this

policy will contribute to the improvement of the schools sector and outcomes for its

stakeholders in the next five years. Policy 8, along with Policies 9 and 10 should be

viewed as an essential underpinning activity to help the Department improve service

delivery in all aspects of the school system, and for all students, including girls and

others most at risk of educational deprivation.

For…


78

Learners Improved targeting of out of

school children and those most

at risk of educational

deprivation.

Improved learning

environments given more

accuracy in planning,

forecasting and financing of

the system.

Teachers Improved teacher/student

ratios, enabling teachers to

manage classes and focus on

high quality work with

students.

Improved working

environments given more



the system.

PTC/Community Better targeted assistance in

communities where there is

most need for more resources

to improve service delivery.

Better supply of government

school places given more



the system.

ESED Improved ability to plan,

forecast and budget for

development of the schools

sector given better data.

Improved ability to assess and

communicate progress in

enrolment, retention and other

core indicators.

Partners Improved understanding of the

requirements of the province

to shape financial and other

contributions.

Improved ability to assess and

communicate progress in

enrolment, retention and other

core indicators.

Table 28



Creating the fiscal

space needed for

the programme

Med/High Use earmarked partner financial support in




Work with other departments to develop the

scope of the survey to include other service

delivery focused sectors, ideally

commissioning one piece of research for the

whole provincial government.


79

Interested groups

criticise

methodology,

commissioning or

findings of survey

High/Med Commission survey through an open

tendering process to ensure the best

possible quality piece of research.

Communicate findings publicly, drawing

attention to the differences between these

and existing population estimates.

Work closely with the Bureau of Statistics

and other interested parties to align interests

and buy in to the process.

9able 29

Table 28 summarises the two principal barriers to delivery of Policy 8, characterises the


them.

9. Develop district officials’ management skills


To date, technical assistance provided to the ESED has focused principally on work with

officials at provincial level, and with teachers through a wide range of training and other

CPD offers. While it is important this work continues, the Department believes it will be

important to invest a considerable portion of this assistance in building the skills of

district officials throughout the ESP 2015 period.

There are two reasons for this. First, many administrators are taken from the teaching

cadre, and therefore need coaching to build their capabilities in a range of management

skills in the areas of information, financial and human resources in particular. Second,

the Department is aware that administrative demands on DEOs and their teams are set

to increase at such time as the Local Government Act comes into force and management

of basic service delivery, including in education, is devolved further.

District administrators are already required to provide significant inputs into the

provincial planning and budgeting process. Intensive technical assistance provided at

this level will improve the quality of work on the Output Based Budgeting process, and

budget execution, as well as returns provided for the Annual School Census, and more

effective use of IMU data. Strengthening management at this level will in turn impact

positively on provincial level work.

The Department will:


80

Come to an agreement with organisations funding technical assistance, and their

service providers, on the level of support that can be provided over the next five

years at district level.

Work with service providers to assemble a technical assistance team with the

relevant skills to support district administrators, combined with understanding of

the province and ability to travel throughout the province in spite of the fragile

security situation in some areas.

Work with service providers to identify a series of set piece activities for technical

assistance at district level. The final list of activities is likely to include monthly

reviews of the implications of IMU data, as well as annual work on district

budgets, school census inputs for EMIS, and enrolment drives, to be agreed with

funding donors.

Produce annual district level work plans for this technical support, and review

progress at the end of each fiscal year.


five years. The ESED believes that deployment of technical assistance at this level over

the period of ESP 2015 will greatly improve the capacity of DEOs and their teams to

deliver effectively, and establish a culture of more professional management across the

Department.

2015/16 2016/17 2017/18 2018/19 2019/20

Agree level

of support

with funders

and service

providers

Completed

and work

begun.

NA NA NA NA

Assemble

well qualified

team to

work at

district level

Completed

and work

begun.

Review

requirement

.

Review

requirement

.

Review

requirement

.

Review

requirement

.

Continuous

improvemen

t on Annual

School

Census

returns

80% of

ASC

returns

completed

on time.

100% of

ASC returns

completed

on time.

X% uplift in

quality of

data

provided.

X% uplift in

quality of

data

provided.

X% uplift in

quality of

data

provided.


81

Continuous

improvemen

t on District

Budgets

80% of

budgets

completed

on time.

100% of

budgets

completed

on time.

X% uplift in

quality of

budget

provided.

X% uplift in

quality of

budget

provided.

X% uplift in

quality of

budget

provided.

Continuous

improvemen

t on use of

IMU data

All districts

understan

d how to

use IMU

data on

key issues.

X% uplift on

teacher

attendance.

X% uplift on

student

attendance.

X% uplift on

teacher

attendance.

X% uplift on

student

attendance.

X% uplift on

teacher

attendance.

X% uplift on

student

attendance.

X% uplift on

teacher

attendance.

X% uplift on

student

attendance.

Table 30








For…


school and learn, given work

on requirements for places,

and improving teacher

presence.

Better learning environments,

given improved budgeting and

information about work

required to repair schools.

Teachers Improved focus on teaching,

given increased capacity of

district administrators to

manage effectively.

Better working environments,

given improved budgeting and

information about work

required to repair schools.


to enrol and learn in the

community given better

information and planning.

More of children remaining in

school given better teacher

presence and better targeted

resourcing at district level.

ESED Improved information and

evidence for decision making,

planning and policy making at

provincial level.

Improved management of the

school system at district level,

through skills building among

key officials.

Partners Better value for money for

financial investment, given

Improved information and

evidence for return on


82

improved capacity of officials

to manage the school system.

investment, including financial

management and results.

Table 31



Funding partners

are unwilling to

channel technical

assistance into

district level

management.

Low/High Conduct early discussions with partners to

assess willingness, and explain why this is an

important priority.

Seek assistance from alternative partners in

the event that current funders are not willing

to work with the Department in this area.

Communicate regularly on gains made and

their impact on the functioning of the whole

system.

Security issues

prevent technical

assistance from

accessing some

districts to work.

Med/High Select qualified team members who have

existing connections with districts wherever

possible.

If required, conduct capacity building work

for some districts in accessible centres in the

province.

Combine in-district working with individual

managers and their teams with periodic

sessions bringing together all DEOs.

Table 32

Table 32 summarises the two principal barriers to delivery of Policy 9, characterises the


them.

10. Peg education budget to inflation


Price inflation in Pakistan has averaged 6% over the last three years according to IMF

data, with a similar forecast for 2015. High and unpredictable inflation rates greatly

affect the Department’s ability to provide services in education, among other things

eroding the purchasing power of financial commitments made by international partners.

Historically, the salary component of the annual provincial education budget has

exceeded inflation year on year, while allocations for non-salary components have


83

remained static, and therefore decreased in real terms. As a result, it has not always

been possible to maintain buildings effectively, nor to provide teachers and students

with the consumables they need to teach and learn. This puts unacceptable pressure

on schools, and risks devaluing the investment made in salaries if teachers do not have

work environments that are fit for purpose, and students do not attend schools because

they are in a state of poor repair. The ESED will therefore:

Conduct a study to compare growth rates in salary and non-salary components

of the education budget over the past five years. This will also look at trends in

the actual purchasing power over the period for major non-salary components

such as civil works, purchase of text books, and other important consumables.

Conduct a qualitative study that will sample teachers from across Khyber

Pakhtunkhwa to explore their views on how limited resources for non-salary

elements of the budget impact on teaching and learning in practice.

Prepare a range of scenarios on the purchasing power of the education budget

for fiscal year 2016/17 that (i) hold allocations for non-salary components at

2014/15 rates; (ii) increase allocations for the same components at 50% of

projected annual inflation; and (iii) increase allocations for the same components

at 100% of projected annual inflation. Scenarios will include an overview of issues

compared against projected demand, including (i) the number of additional

classrooms that could be built; (ii) the number of school buildings that could be

repaired; and (iii) the amount of classroom consumables that could be purchased.

Work with Finance Department and other parts of government to achieve a

settlement on this issue for fiscal years 2016/17 onwards, including agreement

on the inflation projection to be used.


five years. The ESED considers this policy to be essential if it is to deliver on other areas

of ESP 2015 effectively, particularly in the areas of better schools and facilities, and

equity focused initiatives such as cash transfers and work with the private sector.

2015/16 2016/17 2017/18 2018/19 2019/20

Conduct

comparative

study on trends

in salary and

non-salary

components

Study

completed

and

findings

adopted.

NA NA NA NA


84

Conduct study

on impact of non

-salary

components on

teachers

Study

completed

and

findings

adopted.

NA NA NA NA

Develop

purchasing

power scenarios

for discussion on

budget

NA Scenarios

completed

and used in

discussions.

NA NA NA

Agree inflation

rate and policy

on pegging

budget with

Finance

NA Agreement

reached.

2016/17

budget

protected.

2017/18

budget

protected.

2018/19

budget

protected.

2019/20

budget

protected.

Table 33


Table 34 summarises the specific ways in which the four activities included in this policy






For…

Learners More opportunities to enrol in

school given protected budget

for school buildings and equity

focused policies.

More opportunities to learn

effectively, given appropriate

environments and materials

and teachers present.

Teachers Better maintained working

environments and more

predictable availability of

essential classroom

consumables.

Improved ability to focus on

teaching children, given more

predictability in the availability

of materials.


85

PTC/Community More children likely to go to

school, given better

environments and their effect

on teachers and students

alike.

More predictable purchasing

power at school level, enabling

PTCs to plan and execute

minor works and

improvements.

ESED Sufficient fiscal space to

deliver on buildings, support

teachers, and ensure

marginalised children have

access.

Better value for money

achieved on investment in

teacher salaries including

improved outcomes for

children.

Partners Improved evidence for

additionality of investment in

financial support for the

education sector in the

province.

Better value for money

achieved on financial support

to the Department including

improved outcomes for

children.

Table 34



Finance

Department and

other parts of

government do

not agree to this

policy.

High/High Use the SDPF as the starting forum to

discuss this issue and seek a cross-

departmental solution.

Develop an evidence based argument

including assessment of the impact of low

non salary spend on the value for money

obtained from salaries in Education.

Seek the active support of development

partners working in a range of service

delivery sectors in the province.

Focus on the primacy of service delivery in

the current administration’s ambitions for the

period.

Table 35

Table 35 summarises the principal barrier to delivery of Policy 10, characterises the


it.


86

Modelling the Provincial School System

Section Scope

The question of data quality and its impact on planning, forecasting, and budgeting is a

central and recurring theme throughout ESP 2015. In this section the ESED sets out a

draft approach for preparing a fresh statistical model for the Department in 2016/17

once improved population projections are available (as a result of Policy 8), and the

quality of returns to the Annual School Census have been improved (as a result of Policy

9). This is illustrated by a series of examples taken from recent attempts to produce a

workable model using existing data.

In the short term, the Department will therefore use the work done during the

preparation of the 2014/15 budget to produce an updated and more robust version of

the statistical model developed for ESP 2010. This work also produced revised estimates

of likely requirements for fiscal years 2015/16 and 2016/17. While not perfect, the ESED

believes the resulting model is adequate for the short term while the pressing issue of

data quality is addressed, and will avoid the possibility of nugatory work on a grand

scale as the Department attempts to reconcile contradictory datasets.

Exploratory work on developing a fresh statistical model raised a range of fundamental

issues connected to the quality of data available to the Department for planning

purposes. These are explained below along with actions taken to correct them where

possible.

1. Population Estimates

The ESED assumed that (i) base year data were an accurate reflection of the distribution

of population in Khyber Pakhtunkhwa in 1998; and (ii) district growth rates calculated

by the provincial Bureau of Statistics were an accurate reflection of the direction of

travel.


87

Figure 4

1.1 The team looked at projections to 2029/30 provided by the Bureau and found

growth rates had been applied to every year group, not just to the cohort

of new babies. Figure 4 summarises the correction made to deal with this issue.

Correcting this error produces significant reductions in the projected population

of 5-16 year olds for the ESP 2015 period, illustrated in Figure 5 at provincial

level and for selected districts.

Figure 5


88

1.2 Second, the team considered the fact that Bureau of Statistics’ growth rates at

district level continue in a straight line indefinitely. This seems unlikely to

reflect reality, notwithstanding arguments about large family sizes in Khyber

Pakhtunkhwa compared with other parts of Pakistan. However, it is unclear on

what basis growth rates should be discounted over time, especially since birth

rates are likely to remain higher for longer in some districts than in others.

Therefore no attempt was made to adjust estimates for this factor.

1.3 Third, the team attempted to adjust population estimates for the under-five

mortality rate, which has been static in Pakistan according to official data at

100/1000 for more than two decades. Differential rates are not available through

the Health Department’s management information system by district, and

applying 100/1000 to the under-fives produces another dramatic reduction in the

basic 5-16 year old population as Figure 6 summarises.

Given the extreme difference this produces, with the Year 1 school population

before adjusting for under-five mortality equivalent to the Year 5 population after

doing so, the team decided to ignore this factor.

Figure 6

1.4 Fourth, the team noted that projections do not take into account migration,

either within the province (especially from rural to urban areas), or into and out

of Khyber Pakhtunkhwa as a result of natural disasters, security or economic

factors.


89

1.5 Application of Step 1.1 alone produced a raw starting provincial school age

population of 7.2 million, rising to 8.1 million by 2019/20. This population is

based on counting all 4 to 17 year olds, given the Department’s 2013 notification

that the starting age for Kachi is 4 years, producing a finishing age of 17 years

in Grade 12.

The team produced population estimates for Tor Ghar by extracting the

relevant tehsil from Mansehra district in the base year (15% of district

population) and projecting it forward at the same growth rate. Table 36

summarises estimated total raw school age populations by district.

2015/16 2016/17 2017/18 2018/19 2019/20

Abbottaba

d

323,842 329,738 335,742 341,856 348,081

Bannu 298,267 306,646 315,260 324,116 333,221

Battagram 100,536 102,949 105,420 107,951 110,542

Buner 227,065 235,829 244,930 254,383 264,201

Charsadda 385,967 397,090 408,534 420,308 432,421

Chitral 179,041 183,550 188,172 192,911 197,769

DI Khan 375,250 387,481 400,111 413,152 426,618

Dir Lower 351,270 363,290 375,721 388,577 401,874

Dir Upper 243,831 250,562 257,478 264,585 271,888

Hangu 146,571 151,335 156,255 161,335 166,579

Haripur 260,714 266,424 272,259 278,222 284,316

Karak 230,792 238,317 246,087 254,110 262,395

Kohat 255,596 263,904 272,481 281,337 290,482

Kohistan 144,582 144,708 144,833 144,959 145,085

Lakki Marwat

250,973 258,906 267,090 275,532 284,241

Malakand 205,412 212,306 219,431 226,796 234,407

Mansehra 365,916 374,700 383,696 392,907 402,339

Mardan 385,967 397,090 408,534 420,308 432,421

Nowshera 347,730 357,810 368,182 378,855 389,837

Peshawar 895,075 926,935 959,930 994,098 1,029,484

Shangla 154,321 159,368 164,580 169,962 175,520

Swabi 427,086 439,735 452,759 466,168 479,974

Swat 504,647 521,655 539,237 557,412 576,198

Tank 91,324 94,188 97,141 100,186 103,327

Tor Ghar 64,573 66,124 67,711 69,336 71,001 7,216,350 7,430,640 7,651,573 7,879,361 8,114,220

Table 36


90

Recommendations for development of new model:

Use results of the 2015/16 household survey to project basic district populations for 0

to 17 year olds for fiscal years 2016/17 onwards.

Compare results of household survey with Bureau of Statistics projections and use to

(i) test and improve estimates of district growth rates; and (ii) identify appropriate

discount rates for growth at district level, assuming these include factors such as

migration and infant mortality, as well as lower birth rates.

2. Theoretical Demand for School Places

2.1 As a first step in modelling demand, the team used population estimates as above

and applied the following conditions:

100% gross enrolment (all children between 4 and 17 are enrolled in school

and attend);

100% enrolment in government schools (all children between 4 and 17 are

enrolled in government schools rather than elsewhere);

100% progression rates (all children proceed annually from Kachi to Grade

12, completing a full course of education);

100% net enrolment (all children are enrolled in the grade deemed

appropriate for their age).

This produces a total possible demand for school places of 7 million in 2015/16,

rising to 7.8 million by 2019/20, as Table 37 summarises by grade. In theory,

the total possible demand at primary level rises from 3.6 million to 4 million,

while demand for post primary places rises from 3.4 million to 3.9 million.

2015/16 2016/17 2017/18 2018/19 2019/20

Primary

Kachi 75% 4 year olds +

25% 3 year olds

639,614 658,801 678,586 698,988 720,027

Grade 1 75% 5 year olds +

25% 4 year olds

621,006 639,614 658,801 678,586 698,988


25% 5 year olds

602,960 621,006 639,614 658,801 678,586


25% 6 year olds

585,458 602,960 621,006 639,614 658,801


91


25% 7 year olds

568,484 585,458 602,960 621,006 639,614


25% 8 year olds

552,022 568,484 585,458 602,960 621,006

Children eligible for

primary school places

3,569,544 3,676,323 3,786,426 3,899,956 4,017,022

Middle

Grade 6 75% 10 year olds

+ 25% 9 year olds

536,055 552,022 568,484 585,458 602,960


+ 25% 10 year

olds

520,568 536,055 552,022 568,484 585,458


+ 25% 11 year

olds

505,548 520,568 536,055 552,022 568,484


middle school places

1,562,171 1,608,645 1,656,560 1,705,964 1,756,902

Secondary


+ 25% 12 year

olds

490,979 505,548 520,568 536,055 552,022

Grade

10

75% 14 year olds

+ 25% 13 year

olds

476,848 490,979 505,548 520,568 536,055


secondary school places

967,827 996,527 1,026,116 1,056,623 1,088,076

Higher Secondary

Grade

11

75% 15 year olds

+ 25% 14 year

olds

463,141 476,848 490,979 505,548 520,568

Grade

12

75% 16 year olds

+ 25% 15 year

olds

449,846 463,141 476,848 490,979 505,548

Total children eligible for

HS school places

912,987 939,989 967,827 996,527 1,026,116

Total children eligible for

school places

7,012,528 7,221,484 7,436,929 7,659,070 7,888,117

Table 37

2.2 Second, the team adjusted this estimate by applying Department estimates from

2012/13 for the share of education provided outside the government sector by

private schools and deeni madaris at district level. Table 38 summarises adjusted

theoretical demand by grade and school level as a result of this exercise.

2015/16 2016/17 2017/18 2018/19 2019/20

Primary

Kachi 459,991 473,691 487,816 502,379 517,396

Grade 1 446,704 459,991 473,691 487,816 502,379


92

Grade 2 433,817 446,704 459,991 473,691 487,816

Grade 3 421,317 433,817 446,704 459,991 473,691

Grade 4 409,193 421,317 433,817 446,704 459,991

Grade 5 397,434 409,193 421,317 433,817 446,704

Adjusted demand

2,568,457 2,644,714 2,723,336 2,804,398 2,887,977

Middle

Grade 6 386,027 397,434 409,193 421,317 433,817

Grade 7 374,962 386,027 397,434 409,193 421,317

Grade 8 364,230 374,962 386,027 397,434 409,193

Adjusted demand

1,125,219 1,158,423 1,192,654 1,227,944 1,264,328

Secondary

Grade 9 353,819 364,230 374,962 386,027 397,434

Grade 10 343,719 353,819 364,230 374,962 386,027

Adjusted

demand

697,538 718,048 739,192 760,989 783,460

Higher Secondary

Grade 11 333,922 343,719 353,819 364,230 374,962

Grade 12 324,419 333,922 343,719 353,819 364,230

Adjusted demand

658,341 677,642 697,538 718,048 739,192

Total adjusted

demand

5,049,554 5,198,826 5,352,719 5,511,380 5,674,957

Table 38

2.3 Third, the team compared these results with the Annual School Census for

2013/14. This exercise highlighted the fragility of both population and EMIS data.

In 2013/14, district officials reported a total of 3.01 million children enrolled in

government primary schools compared with projected demand for 2015/16 of

2.57 million. There is a range of possible explanations for this sizeable

discrepancy.

The 4-17 year old population in the province is higher than currently

available projections indicate;

The Department’s estimates for the penetration of non-government

schools in the province are over stated;

Returns to the Annual School Census over state enrolment at primary

level (and possibly elsewhere in the system);


93

Net enrolment for the province at primary level is lower than the 70%

quoted in the Annual School Census report for 2013/14.

It is not feasible at present to determine the extent to which any of these

explanations is the reason for this difference. This highlights the urgency not only

of testing and updating population data, but also the focus on strengthening

capacity at district level, including the collection and reporting of EMIS data.

Recommendations for development of new model:

Apply Steps 2.1 and 2.2 to improved population data to model total theoretical demand

for school places at each grade for fiscal years 2016/17.

Use GER and NER figures from the latest available Annual School Census, where

collection will also have been improved in Year 1 of ESP 2015, to adjust for likely

increased demand for primary school places and decreased demand at post primary

levels, given the current situation.

Model for a range of possible improvements in NER over the period to refine

estimates.

Future Work

The development of a full revised model will require technical assistance from an

economist with a strong background in demographics. The Department will work with

its funding partners and their implementing agencies to secure the services of a qualified

consultant, who will also provide assistance on the scoping of the household survey.

Once the significant issues raised here on the quality of population estimates in

particular have been resolved, the Department will develop a fresh model with the

following characteristics:

Characterisation of districts. Acknowledgment of diversity across the province in

terms of human development indicators, as well as geographical and social factors

affecting education. Divide province into x ‘types’ of district to strengthen quality of

modelling and provide list of assumptions (e.g. birth rates, status of school buildings,

availability of teachers, etc). Present subsequent sections modelled on these types,

aggregated to province level.

Summary of costing assumptions. To include assumption/scenarios on how inflation

will move over the period and its impact on base costs for (i) salaries; (ii) buildings;

(iii) repairs; plus other core costs. Present subsequent sections modelled on one or

more scenarios.


94

Subsection 1: Population growth and implications for provision requirements over the

next five years. Include school age population trajectory with population scenarios for

(i) holding enrolment rates constant (low case, based on EMIS evidence); (ii) enrolment

increase of x% (medium case); and (iii) enrolment increase of y% (high case). Establish

basic demand side for the ESP period.

Subsection 2.1: Theoretical availability of teachers and pay scales. Include assessment

of workforce currently available (EMIS data) and status of posting across the province

(EMIS data). Include costed scenarios for (i) holding workforce and posting constant

(low case); (ii) improving posting efficiency (with potential implications for increased

workforce) based on Subsection 1 by x% (medium case); and (iii) improving posting

efficiency (with potential implications for increased workforce) based on Subsection 1

by y% (high case).

Subsection 2.2: Availability and status of school buildings. Include assessment of stock

currently available (EMIS data) and state of repair (EMIS and IMU data), with costed

scenarios for (i) holding stock constant (low case); (ii) stock increase of x% (medium

case); (iii) stock increase of y% (high case); (iv) holding state of repair constant; (v)

repair improvement of x% (medium case); and (vi) repair improvement of y% (high

case).

These three subsections provide the basis for the most critical issues on the supply side

as it relates to improving the quality of population data, and availability and status of

teachers and schools buildings.

Comparison of Subsections 1 and 2: Use scenarios above to develop realistic (and

stretching) targets for improving access and enrolment over the life of the ESP.

Accompany these with estimates on costs involved.

Subsection 3.1: Availability of funds for CPD activity. Include costed scenarios for (tbc

depending on decisions taken on CPD framework) (i) holding current level of training

provision constant (low case, dependent on partners); (ii) reforming PITE and/or DCTE

and providing training and mentoring in house (medium case, partially dependent on

partners); and (iii) outsourcing training and mentoring, using DCTE and/or PITE as

commissioners and quality controllers (high case, not dependent on partners in the

same way).

Subsection 3.2: Availability of funds for textbooks. Include costed scenarios for (tbc

depending on department view on reforming textbooks) (i) holding current practice of

annual printing constant (low case); (ii) improving quality sufficiently to ensure

textbooks last 3 years (medium case); and (iii) improving quality sufficiently to ensure

textbooks last 5 years (high case).


95

Subsection 3.3: Availability of discretionary funds for PTCs and schools for

consumables and minor repairs. Include costed scenarios for (i) holding current

allowance constant (low case); (ii) pegging allowance to inflation (medium case); and

(iii) introducing annual increments above inflation to increase schools’ discretionary

spend (high case).

These three subsections provide the basis for the most critical issues on the supply side

as it relates to improving the quality of teaching, learning and environments.

Subsection 4: ESP 2015 specific initiatives. This section will look at likely financial

requirements of four policies for this plan that lie outside the standard work of the

department. This sub section will be informed by the development of detailed work

plans created by the Department’s delivery teams with specific responsibility for each

policy (see M&E Section on page 73 for details on these teams).


96

Monitoring & Evaluation

1 Responsibilities and work planning

Successful delivery of the policies set out in ESP 2015 will depend heavily on the early

assignment of clear lines of responsibility both within the ESED and the technical

assistance teams provided through donor funding. During the third quarter of fiscal year

2014/15 (January to March 2015), the Department will therefore assign responsibilities

to named teams of officials, pairing them with specific members of the appropriate

technical assistance provision to support them.

These teams will be held accountable for delivery of each of the 10 policies over the

lifetime of ESP 2015. This work will be the main way in which the Department will build

the capacity of officials at provincial level over the next five years, using the technical

support made available to it by partners in a focused and strategic manner.

The first task for each of the delivery teams will be to create Year 1 work plans that set

out in detail the way in which they will achieve the milestones indicated in the previous

sections, and consolidated in the Joint Review Framework on page 77. This work will

take place during the final quarter of fiscal year 2014/15 (April to June 2015), to enable

the Department to begin delivery of ESP 2015 from the start of fiscal year 2015/16 in

July 2015. Work plans will contain monthly milestones, against which progress will be

monitored and evaluated throughout the year.

2 Approach to monitoring

The ESED will monitor and evaluate its progress on delivering the 10 policies set out in

ESP 2015 at three levels:

Monthly Stock Takes

Each month, the Department will hold an internal stock take to monitor progress against

each of the 10 priority policies for ESP 2015, building on current practice. Chaired by

Secretary Elementary & Secondary Education, these meetings will use the annual work

plans developed by delivery teams as the basis for a discussion on progress, roadblocks,

and strategies for overcoming them. Officials responsible for each policy will present

their work, with support from technical assistance consultants.

Minutes of each stock take, including follow up actions and recommendations for

tackling delays and other roadblocks, will be shared with development partners

providing financial aid to the Department no later than one week after the event. The


97

same development partners will have a standing invitation to send a representative to

observe these meetings, which will usually take place in the Department in Peshawar.

Quarterly Monitoring Meetings

At the end of the first three quarters of each fiscal year, the Department will invite

development partners and implementing organisations to take part in a formal

monitoring meeting. Jointly chaired by Secretary Elementary & Secondary Education

and a representative of the government’s international partners to be nominated by this

group, these meetings will review progress for the preceding quarter, based on the

milestones set out in each of the policy work plans. Officials responsible for each policy

will present their work with support from technical assistance consultants, and partners

will have the opportunity to discuss progress, roadblocks, and plans for the remainder

of the year.

Papers for each monitoring meeting will be circulated two weeks in advance of the

discussion. Each development partner and implementing agency will be able to

nominate up to two representatives to take part. It will be the responsibility of

international partners to ensure papers are circulated as required, and to come to

meetings ready to represent a clear organisational view on progress, and actions

required to strengthen this.

Meetings will take place in Islamabad in view of current security restrictions on travel

to Peshawar for international staff. Minutes will be shared with all invited organisations

no later than one week after the event, and will be agreed formally at the subsequent

meeting.

Joint Annual Reviews

At the end of each fiscal year, the Department will conduct an annual review of progress

jointly with its development partners and other parts of the provincial government. Joint

Annual Reviews will review progress over the previous year. So, the first review of ESP

2015 will take place in June 2016, considering work carried out during fiscal year

2015/16 (Year 1 of the plan period).

Joint Annual Reviews will be conducted by examining the agreed evidence for progress

against each of the 10 policies included in ESP 2015. The Department anticipates donors

will align their decisions about the release of financial assistance to this process. To

expedite this process, ESED has developed a draft Joint Review Framework that

summarises expected progress in each policy area on an annual basis for the lifetime

of the plan. The current draft is available in Table 40 and now requires discussion and

negotiation with development partners providing financial aid to the government before

it is finalised.


98

Formal evidence of the government’s progress against the requirements of the Joint

Review Framework will be provided to partners no less than two weeks in advance of

the discussions. Each development partner will be able to nominate up to four

representatives to take part, and implementing agencies up to two.8 It will be the

responsibility of international partners to ensure papers are circulated as required, and

to come to meetings ready to represent a clear organisational view on progress, and

recommendations on the actions required to strengthen this.

As part of each Joint Annual Review, the Department and its partners will identify areas

where progress has been made faster than anticipated, or where it has not been possible

to achieve what was planned for the year. Each Review will include a process of

adjusting Joint Review Framework indicators for the remaining years of ESP 2015.

Wherever security permits, Joint Annual Reviews will incorporate field visits to enable

partners to see progress in schools. It is however anticipated that the majority of

meetings will take place in Islamabad in view of current security restrictions on travel

to Peshawar for international staff.

3 Annual schedule of monitoring meetings

Month Meeting 1 Meeting 2

July

Monthly departmental

stock take (internal with

observer status for

governments providing

financial aid)

August

September Q1 review (all donors and

implementing agencies)

October

November

December Q2 review (all donors and


January

February

March Q3 review (all donors and


April

May

June Annual Review (all partners providing

financial aid)

8 This number is informed by the multiplicity of partners working in education in Khyber Pakhtunkhwa and the need to ensure the Joint Annual Review process remains manageable and meaningful. Partners may choose to deploy specialists in meetings on different topics, but total numbers should not exceed the guidelines laid out.


99

Table 39

4 Approach to evidence based evaluation and decision making

In addition to the schedule of monitoring meetings outlined above, ESED has committed

to commissioning a range of evaluation focused studies related to ESP 2015 policies

over the next five years. These are summarised in Table 40. It is possible that funding

partners may wish to conduct other evaluations and studies. In the event this is the

case, the Department will work with partners to facilitate this work.

Policy Study Purpose Frequency

1 Review of

available teacher

training

qualifications for

new entrants.

Facilitate evidence based decision

making on which qualifications

should be treated as preferred by

provincial government when

recruiting teachers.

Year 1.

Refresh in Year

4.

2 Review of existing

teacher education

organisations in

the Department.


making on assignment of

responsibility for managing teacher

education appropriately.

Year 1.

One time

study.

3 Review of existing

teacher T&Cs and

their impact on

education delivery.


making on reshaping teacher T&Cs to

improve focus on core business of

educating children.

Year 1.

One time

study.

5 Fundamental

review of cash

transfer

approaches in

education across

the province.


making on developing a single

programme to deliver cash transfers

to children at risk of educational

deprivation.

Year 1.

One time

study.

5 Annual reviews of

performance of

cash transfer

programme.

Examine the evidence for links

between cash transfers and

increased enrolment and retention,

and better learning outcomes. A

major contribution to global evidence

in this area.

Years 2-5.

Longitudinal

study.


100

6 Review of

performance of

voucher based

partnership with

private sector.

Examine the evidence for links

between use of vouchers and

increased enrolment and retention,

and better learning outcomes. A

major contribution to global evidence

in this area.

Year 3.

One time

study.

7 Reviews of

Departmental

emergency

management

procedures.

Examine the quality of specific

emergency responses and make

recommendations to strengthen

future practice.

Annually,

depending on

incidence of

emergencies.

Table 40


101

5 Joint Review Framework

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

Policy Area 1: More Effective Teachers

1 Redevelop approach to training and

selecting new teachers

Baseline on shortage and surplus teacher

supply as per policy will be

established for each district at start of roll out.

This data is available through

IMU. The Department is also working on

improving the quality of teacher

recruitment tests and plans to come up with two tests

(one for primary and one other this

year.

(1.1) Surplus teachers redeployed to

schools (primary) with

teacher shortages and baselines and

targets established

(1.2) Improved teacher recruitment

policy developed and

agreed by government

(1.1) Surplus teachers redeployed to

schools (primary) with

teacher shortages (1.2)

Implementation and Review of

teacher recruitment process

completed and findings used to

further improve the recruitment process/policy

(1.1) 70% of primary schools achieving

optimal student to teacher ratio

(1.2) Better qualified teachers

recruited through the

new policy





new policy





new policy

Evidence: EMIS and/or IMU data; Evaluation; Baseline on teacher quality, Annual surveys of teaching; surveys/studies on the quality of new teachers


102

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

2 Develop a

consolidated, needs based high quality

approach to CPD

The roles of DCTE

and PITE in certain areas are overlapping, and

an option paper has been

developed to examine the current roles of

the DCTE and PITE. E&SED has

developed and approved a CPD framework

advocating extension of a

school-based CPD model, currently

used in 3 districts, and plans to extend this to an

additional 5 districts.

(2.1) One

managing institution for CPD in the

province (2.2) Teacher

Management Information System (TMIS)

designed (2.3) 3 districts

implementing school based CPD in 80% of

the schools

(2.1)

Consolidated CPD plan and budget

developed, agreed and

implemented (2.2) Teacher Management

Information System (TMIS)

launched (2.3) 4 districts (cumulative)

implementing CPD in 80% of

the schools

(2.1) 5 districts

(cumulative) implementing CPD in 80% of

the schools

(2.1) 6 districts


the schools

(2.1) 8 districts


the schools

Evidence: Annual reviews of the performance of the DCTE and the PITE; TMIS; Evaluation of CPD

programme; Annual survey of teaching; TMIS data; baseline and annual student learning assessment


103

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

3 Redevelop

teaching cadre employment

rules

Some areas for

review will include the principle of tenure, as well as

leave rules and the deployment of

teachers for non-teaching duties.

(3.1) A study

on teacher terms and conditions

completed and recommendatio

ns shared with the Department (3.2) Donors'

TA harmonization

(Alif Ailan, Ilm Ideas etc) for the launch of a

public campaign

based on the recommendatio

ns of the study to engage with stakeholders to

create ownership

(3.1) Review of

teachers T&C’s as per recommendatio

ns of the Analysis Study.

(3.1) Proposal

for revision to teachers T&C developed.

(3.1) Proposal

for revised teacher T&C's approved.

(3.1)

implementation starts

The activity is linked to the Development partner's responsibilities indicator.


104

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

Policy Area 2: Better Schools and Facilities

4 Establish a sustainable approach to

provision of facilities

Number of non-functional schools, schools with

missing facilities available from the

IMU. Currently there are a number of

different approaches to

school construction and

rehabilitation in the province. Over the course of the

ESP these approaches will be

evaluated to come up with the best possible strategy

going forward.

(4.1) 50% of non- functional sanctioned

schools across the province

are re-opened (4.2) 4,500 government

schools provided funds

for missing facilities

(electricity, water, toilets, boundary walls)

(4.1) 50% of non- functional sanctioned

schools across the province

are re-opened (4.2) 13,000 government

schools provided funds

for missing facilities

(electricity, water, toilets, boundary walls)

(4.1) 85% schools in the province are

functional (4.2) All

facilities (electricity, water, toilets,

boundary walls) available in

65% of schools.


functional and have adequate


boundary walls)


functional and have adequate


boundary walls)

Evidence: IMU data, TPV, additional information, evaluations


105

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

Policy Area 3: Every Child’s Right to Education

5 Launch new benefits aimed at

children most at risk of

educational deprivation

Approach on cash transfers needs to be reviewed and

redesigned if a decision is taken

to continue.

(5.1) 95% of stipends disbursed in a

timely manner (5.2) Review of

cash transfer programmes completed

(5.1) 95% of stipends disbursed in a

timely manner (5.2) A clear

province wide approach to conditional

cash transfers agreed and

implemented

(5.1) Review of new approach conducted and

lessons learnt incorporated

TBD TBD

Evidence: TPV; Evaluations, IMU data

6 Scale up partnerships with the

private sector

Voucher scheme operational in urban Peshawar,

initially piloted to 1,500 out of

school children.

(6.1) Vouchers pilot scheme operational in

four districts (6.2) 90% of

the vouchers (based on annual targets)

distributed to eligible

students and 50% redeemed. (6.3) At least

80% attendance by

students

(6.1) Voucher coverage scaled up in existing

four districts (6.2) 90% of

the vouchers (based on annual targets)

distributed to eligible

students and 55% redeemed (6.3) At least

80% attendance by

students

(6.1) An effective scalable model

for school vouchers

introduced to other districts (6.2) 90% of

the vouchers (based on

annual targets) distributed to eligible

students and 60% redeemed

(6.3) At least

(6.2) 90% of the vouchers (based on

annual targets) distributed to

eligible students and 65% redeemed

(6.2) At least 80%

attendance by students receiving

vouchers

(6.2) 90% of the vouchers (based on

annual targets) distributed to

eligible students and 70% redeemed

(6.2) At least 80%

attendance by students receiving

vouchers


106

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

receiving vouchers

receiving vouchers

80% attendance by

students receiving

vouchers

Evidence: TPV; Evaluations

7 Launch a

draw down fund for use

in emergency situations

The department

does not currently have any plans or

budget provision for responding to

emergencies

(7.1)

Emergency Standard

Operating Procedures

(ESoPs) mapped

(7.1)

Emergency Standard


(ESoPs), developed, approved and

rolled out across the

department

(7.1)

Emergency Standard


(ESoPs) approved and rolled out

across the department

(7.1)

Evaluation completed

(7.1)

Evaluation findings

contribute to improving

management of education in emergencies

Evidence:ESoPs; Evaluation

Policy Area 4: Good Governance and Management


107

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

8 Testing and

updating of population and education

data

Updated

population data is currently unavailable due to

which an accurate projection of

education needs in the province is not possible.

Quality and timeliness of

education data available in the province also

varies.

(8.1) PC-1 of

household census to identify Out of

School Children approved and

census design completed and activities in

progress as per plan.

(8.2) Evaluation of quality,

timeliness and scope of EMIS

and IMU data completed and

recommendations on way forward agreed

(8.1)

Household Census findings used to project

education needs in the

province (8.2) Timely robust data

made available in an accessible

format (8.3) Recommendati

ons on improvements

to quality of education data

implemented

(8.1) Timely

robust data made available in an accessible

format (8.1) Improved

use of data for planning, budgeting and

school management

(8.1) Timely




school management

(8.1) Timely




school management

Evidence: EMIS and/or IMU data; Evaluation


108

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

9 Develop

district officials’ management

skills

District based

education department staff require skills to

improve data management,

planning, budgeting and school monitoring.

Baselines for teacher

attendance, student attendance, and

enrolment in selected districts

TBD. Data available through

IMU.

(9.1) District

performance targets agreed and achieved

(9.2)Evidence based district

education plans based on OBB developed,

approved and implemented in

5 districts

(9.1) District


(9.2) Evidence based district



10 districts (cumulative)

(9.1) District






(9.1) District






(9.1) District






Evidence: IMU data, district performance indicators, action tracker, District Steering Committee meeting records


109

#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

1

0

Protect

education budgets to ensure

education is prioritized

over the coming years

Budget

projections for the ESP period need to be finalized.

This budget will then need to be

reviewed regularly and aligned with the FY budget.

Other issues that need review are

increasing overall budgetary allocation

specifically under non-salary current

budget, better/needs

based budgeting, rate of budget execution, quality

of spend, transparency of

spend.

(10.1) ESP

costed and MTBF and OBB aligned with

ESP (10.2) Analysis

of trends in salary and non-salary

components of the education

budget and their impact on school

effectiveness completed;

(10.3) Improved

budget execution of non-salary

recurrent budget for

school operating costs

(10.1) Increase

in non-salary recurrent budget for


(10.2) Improved budget

execution of non-salary

recurrent budget for school

operating costs

(10.1) Increase






operating costs

(10.1) Increase






operating costs

(10.1) Increase






operating costs

Evidence: Budgets; budget execution reports


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#

ESP Policies

Baseline

Milestones

2015-16 2016-17 2017-18 2018-19 2019-20

Development Partners' Responsibilities and Obligations

Objective Baseline 2015-16 2016-17 2017-18 2018-19 2019-20

Donor harmonization,

alignment, and aid

predictability: The ESP outlines

GoKP's plans for the next

five years. Development partners

supporting education

reform in KP should align their efforts

with this plan.

DFID, DFAT and EU are aligning SBS with the KP

Education Sector Plan ( 2015-20)

and providing TA to support this

(1) Development partners align

resources and programmes

with GoKP plans (2)

Development partners

commit predictable financing

(3) Development

partners are harmonizing through the

provision of technical

assistance, regular coordination,

and joint review missions



with GoKP plans (2)



(3) Development







with GoKP plans (2) Development

partners commit

predictable financing (3)

Development partners are

harmonizing through the provision of

technical assistance,

regular coordination, and joint review

missions



with GoKP plans (2)



(3) Development







with GoKP plans (2)



(3) Development





Table 41


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Annex: Actions for 2014/15

Table 42 summarises the range of specific preparatory work that will be required in

advance of Year 1 of the plan period. Details of these activities are included in earlier

sections on the 10 policy priorities for ESP 2015.

Policy Area Policy Activity

Every child’s right to education

7 Commission and conduct testing of children’s learning levels in schools involved in the voucher pilot.

Good governance and management

9 Discussion through the SDPF and with the Provincial

Bureau of Statistics on the case for strengthening population estimates for planning.

9 Discussion with Finance Department and partners on the approach to funding a triennial household survey for

planning purposes.

9 Development and dissemination of detailed terms of

reference for a triennial household survey for planning purposes.

10 Discussion with funders of technical assistance on the scope of technical assistance that could be devoted to

supporting district administrators over the life of ESP 2015.

10 Identification and development of a range of ‘set piece’ activities around which to design technical assistance

support for district administrators.

10 Development of a detailed district work plan for fiscal

year 2015/16, and indicative plans for outer year(s), and recruitment of suitable consultants.

Management

1-10 Assign specific delivery teams in the Department, with appropriate technical support, for each of the 10 policies.

1-10 Delivery teams to develop detailed, costed action plans for Year 1 of the ESP period.

Table 42

Documents

Province of Khyber Pakhtunkhwa: Schools Sector Plan ...kpese.gov.pk/Downloads/esp/Education Sector Plan 2015.pdf · FINAL DRAFT: PLEASE USE THIS VERSION Province of Khyber Pakhtunkhwa: