From Policy to Practice Trends and Evidence on Adopt A School Program

1. From Policy to Practice Trends and Evidence on Adopt A School Program Baela Raza Jamil Chairperson Idara-e-Taleem-o-Aagahi (ITA) Presented at the Workshop Hosted by the Sindh Education Foundation Karachi June 21, 2005

2. Presentation in Seven Segments • Call for Action on School Improvement through partnerships : Adopt a School Program.. A citizen’s response • AAS : from an innovative scheme to nationwide mainstreamed policy on public private partnerships with incentives .. • Scale of SIP through AAS program .. The Quality Dimension • Tapping Corporate and Individual Philanthropy PCP, Unilever • Evidence of school improvement • 2nd Wave of Reforms .. Mainstreaming innovations for sustainability • New Roles, Modalities and Next Steps PCP, Unilever & City District Govt Lahore are duly credited for relevant texts

3. 1. Call for Action on School Improvement through Adopt a School Program.. A Citizens Response to Public Inaction • In 1990 Professor Anita Ghulam Ali highlighted the need for AAS program in a Situation Analysis report for Sindh ..AAS was conceived as an APPEAL to Citizens to counter widespread education malaise, poor governance in the public sector, skills –quality gap and a major service delivery catastrophe • In 1997 AAS program was launched by the Sindh Education Foundation with partner NGOs. SEF’s role was that of facilitation, advocacy and technical intermediation, i) between adopters and government, and ii) between adopters and schools. • 1n 1998 AAS program expanded to Punjab, Lahore by the Metropolitan Corporation Lahore (MCL)

4. 2. From an Innovative Scheme to Mainstreamed National Policy & Practice • AAS was incorporated as an innovative program of the Education Sector Reforms Action Plan 2001-2005 under a cross-cutting thrust area of ESR, viz., Public Private Partnerships (PPPs), one of the 7 thrust areas. AAS was subsumed under PPPs • PPP or Triple P was conceived as an acknowledgment of widespread presence of private and non-state actors in education provision and the inability of govt. to meet targets on its own, on account of its efficiency and effectiveness gaps. • An incentive package was approved by the cabinet in 2001 for mobilizing all partners to meet EFA & sector wide ESR Goals through PPPs • Policy on PPPs was incorporated in the Poverty Reduction Strategy Paper (PRSP) • PPP found provision in provincial and district policies.. • Lahore, Faisalabad; Kasur; Sheikhupura, Jhang; Rawalpindi, Thatta, Ghotki; Hyderabad; Sukkur; Mirpurkhas, Karachi, Kech; Gwadar, Chaghi, etc. • PPPs are increasingly reflected as a core component of all donor funded programs . Eg. ESRA/USAID; DEEP/ADB; PESRP/World Bank; FDSP/DfID, EU, NCHD/UNDP; • The Pakistan Development Forum 2005 had a segment on AAS as Best Practice

5. Defining PPP • PPP is a collaboration of government, communities, NGOs, individuals and private sector, in the funding, management and operations to support education development in Pakistan (ESR). • A complementary role of all partners that enables them to maintain their identities and to draw out their respective comparative advantage/ the Value Added dimension. • Collaboration may be at : • a) government learning sites /institutions, • b) community sites, and • c) private sector sites • “Governance of educational institutions shall be strengthened and PPP shall be introduced to improve management, financing and planning.”ESR 2001 – 2005, pg. 3

6. PUBLIC PRIVATE PARTNERSHIP • According to the Canadian Council for Public-Private Partnerships, the concept is defined as "a cooperative venture between the public and private sectors, built on the expertise of each partner, that best meets clearly defined public needs through the appropriate allocation of resources, risks and rewards."

7. ESR: Access to Quality, Improved Service Delivery • Targets 2001-2005 • Provision of incentive package for the private sector • Involvement of the private sector in the management of under-utilized public sector institutions • Provision of grants and soft loans through restructured Education Foundations • Adopt School Program replicated across the country • Community Participation Project (CPP) for school up-gradation in afternoon shifts from primary to middle and middle to secondary and higher secondary levels. • Introduction of IT courses in schools / college through private sector under PPP • Access to public funds – 25% utilization of funds at district level through CCBs and PTAs PPPs are today in over 7000 + public sector schools. The number is growing. Government options for education provision through non-elite CSOs is growing and needs to be tapped more efficiently with higher returns to investment.

8. 3. Scale of SIP through AAS program • Sindh : 350 (SEF 200+) • Punjab : 500 .. Six Districts (2400 schools NRSP ) • ICT : 50 • NWFP : - • Balochistan : 10

9. Major Players of AAS.. Harnessing the Valued Added • Foundations: SEF Major …. NEF (minor) • Govt. Agencies: Pakistan armed forces; Navy; Airforce • GO NGOs: NCHD..17 districts ; Rural Support Programs:NRSP;PRSP,SRSP (RSPs in 74 districts) • NGOs: Sindh Based NGOs; CARE, ITA, Helpline;Dove, AIE; • Expert Agencies: Pakistan Centre for Philanthropy (PCP) • Expatriates: DIL; Pakistan Association of Greater Houston; ITACEC AISHA FOUNDATION USA; ITA CEC UK • Industry: Corporate Social Responsibility ICI; UNILEVER, NESTLE, SHELL; DEWAN MUSHTAQUE; SHALIMAR RUPALI, CHAMBERS OF Commerce FPCCI, Tandianwala, Tullow..many more etc. Formal Agreements are a common feature of AAS or SIP spelling out duration, roles and responsibilities, as well as exit clauses

10. Four Phases of SIP through PPP.. Quality Engagement Each phase is fully operationalized through tools, formats & protocols, which are iterative, adaptable, working always with shifting baselines & contexts. • Phase I: • School Identification & Orientation to the SIP • Phase II: • Formalizing PPP = MoU, People’s Mobilization /Changing Attitudes • Phase III: • School Development Planning and Implementation = Changing Practices • Phase IV: • Exit Strategy = Partnerships for Sustainability (Quality and Financing) Two Programs: Whole school improvement program & Schools as Community Learning Centres (CLCs)

11. Multiple Domains of School Effectiveness & Improvement Curriculum management & its assessment Physical environment of the school Teacher supply, training and professional development/support Effective learning & teaching School leadership, internal organization and culture Accountability mechanisms and processes The well-being, attendance and motivation of all students Quality assurance and support systems Links and partnerships with parents and community

12. School Improvement Frameworkwhole school approach Empowering Schools : Empowering Communities • 4 Dimensions • Quality :Curriculum Management, Assessment, Pedagogy Teacher Training, Learning incl. Special needs ; Physical Environment, Supervision • Leadership and Management ..Vision, Targets, Strategies and systems .. Shared responsibilities ..Head teacher led model • Community Participation and mobilization ..SMCs/ PTAs, Parents and Local Councilors • Healthand Child’s well being : Strategy: • Primary health care in schools/homes…… • Referrals for secondary and tertiary support • Children’s enrichment programs A comprehensive program which requires investments: human, institutional and financial. SIP partners thus need to mobilize resources to cover support over 3-5 years. ….

13. 4: Tapping Corporate Philanthropy PCP: Policy framework – 3Ps • Pakistan Centre for Philanthropy (PCP) at the cutting edge of tapping corporate social responsibility and linking industry with certified NGOs for social sector development. PCP derives its mandate from existing national policies. • Education is the most important factor distinguishing the poor from the non-poor (PRSP) • Increased role of the private sector, CSOs and communities for promotion of education by involvement in formulation, implementation and monitoring of strategies (PRSP & ESR) • Public private partnerships are critical to reaching the goals of access and quality at all levels of education creating possibilities for both voice and choice and improved service delivery (PRSP &ESR)

14. PCP’s 3Ps Model The project aims to Create linkages between the state primary & secondary education outlets, the corporate philanthropists and nonprofit organizations Nonprofit Organizations (NPOs) have capacity to mobilize and organize communities Government has a large Infrastructure and a wide network of social sector assets Corporate philanthropists have financial resources

15. Partners Making a Difference

16. Role of PCP PCP’s role includes but is not limited to the following: • Identify and cultivate local corporate philanthropists to invest in improving the condition of state run schools. • Identify government schools for improvement in consultation with potential corporate philanthropists and the Executive District Officer. • Development of detailed budgeted intervention plans. • Develop implementation and monitoring plans for effective management of adopted schools. • Act as a technical resource to perform tasks such as preparation of partnership agreements, identify and engage appropriate local expertise, etc.

17. 5.b The Corporate Perspective : UNILEVER ..Millennium Goals Issue - One billion people denied basic amenities • Promote global citizenship and interdependence • Connect Business, Government, Stakeholders • Mobilise global science, technology, knowledge • Tackle hunger, disease, environmental degradation --- Kofi Annan

18. The Challenge Over one billion people live on $1 per day • Convert poverty into opportunity • Reach via effective networks • Focus on big hits • Measure results • Achieve sustainability and scale • Involvement of business with social and public sectors • Revisit existing paradigms

19. The Belief • Business is part of society, not outside it • Business has responsibility - not just profits for shareholders, but long term sustainable business for its stakeholders • Private-sector involvement is crucial for poverty alleviation

20. Private enterprise Economic development and social transformation Development and aid agencies Civil society organisations and local government BOP consumers BOP entrepreneurs Corporate Social Responsibility the Approach “...Start recognizing the poor as resilient and creative entrepreneurs and value conscious consumers a whole new world of opportunity will open up”… The Fortune at the Bottom of the Pyramid C.K. Prahalad

21. Unilever’s Approach • Global Compact and Millennium Development Goals at the core • Strategic Thrust in Pakistan focuses on: • Education • Water Sustainability • Health • Work through strategic alliances and partnerships • Sustainable, measurable and scaleable commitment

22. Voluntarycontributions “the total impact of a company on society” Impact of operations Impact onvalue chain Impact on Society

23. 5. Evidence of AAS on School Improvement & Policy • Enrolments …… from 20% to 200% • Infrastructure …. Missing facilities all… • Furniture ……… For students and staff • Staffing/HR …… From 20% to 500% • TeacherTraining..Intensive support • Comm.Mob….. .. PTA/SMC strengthening • IT provision ….. From none to a 24 computer Labs • Supporting /Strengthening Tehsil Resource Centres (TRCs) • Extending the school use in the afternoons as CLCs for IT literacy, literacy programs, homework study centres; training and summer schools • Improved school ethos….culture, well being of children, teachers and community • Influencing policy : eg. merging of all school funds; revision of tuck shop rents; teacher presence after school; teacher presence during the summer schools; payment of utilities and other dues by support staff who unscrupulously charged all expenses to schools • SIP through partnerships is now becoming a positive model accompanied by appropriate tools to be picked up by active Departments/Directorates of Education (FDE) …There are formal Instrumental approaches to SIP

24. EVIDENCE contd…. • Example of Lahore City District • Exemplary PPP for School Improvement

25. WHERE WE ARE TODAY EXPENDITURE BY PRIVATE SECTOR CARE 97.586 million Ghazi Educational Trust 20.000 million Idara Taleem o Agahi 12.850 million DOVE 10.000 million Help Line 7.710 million National Progressive Society 3.126 million Baba Azam Society 1.426 million TOTAL152.698 Million

26. Schools 9 19 27 161 STUDENT STRENGTH

27. MATRICULATION RESULT OVERALL PASS PERCENTAGE

28. Schools 9 19 27 161 TEACHING STAFF

29. 6. 2nd Wave of Reforms .. Mainstreaming the Innovation for Sustainability • SUSTAINING SIP THROUGH MAINSTREAM DEVELOPMENT FUNDS • Federal ESR .. MISSING FACILITIES in 2001- 2, Rs. 50 million given to RSPs for missing facilities by Govt. of Punjab • GoPunjab agreement with NRSP for SIP in 2400 schools in six districts; also with PRSP for SIP through SMC strengthening as part of Punjab Education Sector Reforms Program (PESRP) • In 2004 NGOs encouraged to make CCBs for SIP .. Lahore Rs. 30 million extended for AAS • Pakistan Centre for Philanthropy (PCP) Triple P project by ESRA to tap corporate social philanthropy Rs. 20 million mobilized for SIP through CSR .. CSR now subsumed under corporate governance/corporate citizenship ..Code of Corporate Governance 2002 by SECP .. • Expatriate Pakistanis supporting AAS /SIP through various institutionalized initiatives in North America, UK, UAE etc. ... NCHD….other NGOs

30. New Trends in Resourcing SIP Sustainability of SIP District Funds CCBs Expatriate Philanthropy Corporate Social Responsibility from Welfare Philanthropy to Stakeholder Partnership Part of Compliance to Global Corporate practices Govt. Enhanced Sector Allocations Eg. PESRP, ESR Sindh

31. Comparative Perspectives of SIP • In Pakistan PPPs and SIP extends beyond any norms of partnerships globally .. An extra-ordinary level of generosity and good will which needs to be celebrated • In UK the Education Action Zones (EAZ) initiatives for SIP found PPP as vendor substitution not a net transfer of resources .. But at best a BOT (build operate and transfer ) deal to improve efficiencies • In USA SIP is organized through Foundations such as the Melinda and Bill Gates/SOROS/Ford etc as grant programs for school districts … more recently school districts are being run by universities .. School-University partnerships e.g Boston University ; others • In South Africa READ has been active in SIP to improve reading, literacy skills and quality • In India CSR is emerging in a big way due to shifts in post liberalized India from Welfare Philanthropy to Stakeholder Participation.. • The Ministry of HR borrowed AAS agreements from Pakistan

32. Challenges • Policy not translated into procedures evenly. Lack of information exchange and thus environment of mistrust ..provincial & district levels • Absence of well defined roles for each partner • Striking the right balance between public and private sectors • Often poor ownership by government of new strategic initiatives • NGOs not equally capable of turning around ‘failed or dysfunctional’ schools Shared management and limited power over decision making in govt. adopted schools is often very frustrating for adopters &partners of SIP Corporate sector is seeking a more active role in direct engagement with SIP as part of the new CSR regime. Pakistan’s rate of growth projected to 7-8% over next decade.. A unique opportunity and challenge Industry a new player both private and state companies. Corporate Governance regimes & emerging Codes of Practice at National & Global levels present a niche which needs to be tapped intelligently.

33. 7. New Roles, Modalities and Next Steps • Govt. is engaging with civil society to improve schools through public sector funds..eg CCBs, Project/Service Agreements, allocation of Public Sector Development Program Budgets (PSDP) to civil society organizations to help improve performance and utilization • CCB funds mobilized for SIP through Partnerships.. Sustaining the initiatives through mainstreamed funds • Charter Schools: a possibility. Serious Non-state partners to move from AAS to Charter Schools for sustaining improvement. Early examples are NRSP, Book Group as proto types. Charter schools needs formalization (explained in slides #35-36) • SEF must continue with its technical brokering and demonstration role to ensure standard setting /quality assurance and relationship management

34. Next Steps… • District Govts may collaborate with an established partner for improving management practices at the school and district level embracing ‘envisioning’ , reallocation and rationalization of human and financial resources which is linked to performance and measurable outcomes • District Govt. to develop with SEF, PCP & ITA comprehensive dossiers on school improvement options through partnerships to improve performance and for capacity building of its own staff and NGOs • Learning consortium of partners developed on SIP for sharing what works and also to actively influence policy • Corporate Social Responsibility must be recognized as a formal and integral part of SIP with annual public recognition, shields and awards.. It would help them in corporate governance and compliance codes • SIP in public sector is now providing the basis for improving non-elite private sector schools eg. SEF’s Strengthening Private Education Institutes Program (SPEIP).

35. Charter Schools ….Can we do it ! • What is a Charter school?A charter school is a nonsectarian public school of choice that operates with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. • Duration for charter grants are for 3-5 years. Renewal of contract is possible Charter schools are accountable to their sponsor-usually a state or local school board-to produce positive academic results and adhere to the charter contract. • Accountability: The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

36. Charter Schools Contd.. • Objectives/performance targets. To : (1) increase opportunities for learning and access to quality education for all students, (2) create choice for parents and students within the public school system, (3) provide a system of accountability for results in public education, (4) encourage innovative teaching practices, (5) create new professional opportunities for teachers, (6) encourage community and parent involvement in public education, and (7) leverage improved public education broadly.Funding of Charter Schools comes from the government itself : However, they receive less than 100% of the funds allocated to their traditional counterparts for the operation of public schools • 40 States in US with over 3000 Charter Schools • http://www.uscharterschools.org/pub/uscs_docs/o/faq.html#2 • http://www.charterauthorizers.org/site/nacsa/

37. Public Private Initiatives .. From adversaries to collaborators in the most critical enterprise.. PPIs can be seen across all sites for : • Local level planning of School Development Plans with CCBs/School Councils; • Cluster based teacher training thru. Community Learning or Local Resource Centres for both public and private schools; • Low cost community based construction of government schools to provide facilities for enabling quality learning ; • Initiating IT centers in government facilities all day use • School upgradation in afternoon/morning shifts

38. Contd… • Setting up private sector schools through the Sindh Education Foundation (SEF) and district resources (CCBs) especially for middle and secondary levels in rural areas and urban slums with a particular focus on girls and disadvantaged groups. Bridging access gaps at middle and secondary levels • Creating learning belts between public and private sector in school improvement & effectiveness • Technical education and placement services between schools and industry ..school industry learning clusters • Setting up a PPP learning and quality assurance centre as an incubator for seeking effective learning solutions (K1-14) in subject based and management competencies as a partnership between experts, industry, and district government ..an outreach program for public and private sector schools .tapping CSR strategically alongwith government • Research, evaluation and advocacy activities with government, universities and Private Voluntary Organizations. Forging university – school links as partnerships for SIP

39. Thank You …

40. Annex: PCP : SMC and NPO partner Besides, the roles of the key partners in the management of this project are illustrated in the following table; Com. = Community NPO = Non- Profit Organization NGO = Non-Government Organization SMC = School Management Committee EDO-E = Executive District Officer-Education CP = Corporate Philanthropist EDO-W = Executive District Officer-Works PCP = Pakistan Center for Philanthropy

41. SIP’s Intervention Grid (ITA)

42. ITA

43. Emerging Trends in CSR… Corporate Governance • Conclusion • The new economic era in India i.e. the post-liberalization phase of the Indian economy was a catalyst for the radical transformation in the corporate social responsibility related practices in the country, The change was two fold: • transformation of the conceptual understanding of corporate social responsibility and • innovations at the implementation level. At the conceptual level, there was a fundamental transformation from the charity-oriented approach to the stakeholder-oriented approach where the target group was seen as stakeholder in the community whose well-being was integral to the long term success of the company. However, the real revolution occurred at the implementation stages whre companies have started committing manpower, expertise in addition to financial resources in order to provide a host of services, programs and schemes that are flexible enough to accommodate the needs of the target community. The CSR initiatives have also see greater people participation at all stages and tighter accountability standards. The issue of norms for corporate social responsibility seems to have been adequately dealt with by industry practices like benchmarking, CSR ratings and certification by different agencies. • Emerging Trends In Corporate Social Responsibility: Perspectives And Experiences From Post-Liberalized India : Sudip Mahapatra and Kumar Visalaksh • National Academy of Legal Studies and Research, University of Law, Hyderabad • Presented at the LUMS Conference May 2005