Partnerships for Educational Provision in Northern Areas

1. An International Conference onLocal Governance, Texts And Contexts:Perspectives from South Asia Partnerships for Educational Provision in Northern Areas February 1 – 2, 2006 Lahore, Pakistan Dr. Iffat Farah The Aga Khan University Institute for Educational Development Karachi

2. The Policy Context The National Policy (1998) Strengthen delivery of education, accelerating human resource development and through greater NGO and private sector involvement

3. Education Sector Reforms: Action Plan (2001-02 – 2005-06) Starting in the mid-1990s, a major shift has occurred in the Government of Pakistan’s (GoP) approach to the country’s education sector. The government has officially recognized that the public sector on its own lacks all the necessary resources and expertise to effectively address and rectify low education indicators. Moreover, it has taken the bold step to assert and involve the private sector and civil society organizations (CSOs) in the financing, management and delivery of education services in Pakistan. In essence, the GoP sees its role shifting from being a mere provider to also acting as a facilitator and financier of the education sector in Pakistan. (Chapter 3, page # 63)

4. Northern Areas • Small, geographically dispersed and isolated communities • Low educational indicators, particularly for • Increased demand for education as landholdings became small • A history of community mobilization, self help schemes and partnerships for development

5. A Typology of partnerships • Government schools with community involvement The government finances and manages the school. The community is expected to make some contributions and monitor teachers’ and student’s attendance, or ensure regular payment of fee • Government –Community Partnership schools The government and community both contribute to finance and management cont.

6. A Typology of partnerships Government, NGO- Community Partnership schools Government and community contribute to finance and management. NGO contributes to improvement of quality • NGO-Community Partnership schools Both NGO and community contribute to finance and management. NGO provides technical support for improving quality and to network with other organizations cont.

7. A Typology of partnerships • Community/CBO owned school Community/CBO contributes to finance mainly through school fee, CBO membership fee and accessing local and foreign donors

8. Factors contributing to successful partnership • Presence of a village organization with large village representation • Long experience of community participation in development work • Community mobilization by active CBOs • Community links with development agencies • Presence of educated members who can be appointed as teachers • Availability of resources within the community

9. Issues in partnerships • Meaning and purpose of partnership token involvement or shared responsibility, authority and accountability) spread the burden or resources or increase quality and impact of schools) • Access to the very poor • Perceptions of quality and girls access to quality • Communities’ knowledge base and resources for effective partnership

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