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THE AGA KHAN DEVELOPMENT NETWORK PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS: CONTRIBUTIONS TOWARDS ACHIEVING EDUCATION FOR AL

THE AGA KHAN DEVELOPMENT NETWORK PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS: CONTRIBUTIONS TOWARDS ACHIEVING EDUCATION FOR ALL June 2007. AKDN Agencies Working in the Field of Education. THE IMAMAT. A GA K HAN D EVELOPMENT N ETWORK. Economic Development. Social Development. Culture.

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THE AGA KHAN DEVELOPMENT NETWORK PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS: CONTRIBUTIONS TOWARDS ACHIEVING EDUCATION FOR AL

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  1. THE AGA KHAN DEVELOPMENT NETWORK PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS: CONTRIBUTIONS TOWARDS ACHIEVING EDUCATION FOR ALL June 2007

  2. AKDN Agencies Working in the Field of Education THE IMAMAT AGA KHAN DEVELOPMENT NETWORK Economic Development Social Development Culture Aga Khan Agency for Microfinance Aga Khan Fund for Economic Development Aga Khan Foundation Aga Khan University University of Central Asia Aga Khan Trust For Culture Aga Khan Education Services Aga Khan Health Services Tourism Promotion Services Industrial Promotion Services Aga Khan Award for Architecture Education and Culture Programme Historic Cities Support Programme Financial Services Media Services Aviation Services Aga Khan Planning and Building Services

  3. AKDN’s Geographic Presence: 33 Countries in 8 Regions North America Canada USA Europe France Switzerland United Kingdom Germany Portugal Russian Federation Bosnia-Herzegovina West Africa D.R. Congo Ivory Coast Mali Senegal Burkina Faso Eastern Africa Kenya Madagascar Mozambique Tanzania Uganda Central Asia Afghanistan Kazakhstan Kyrgyz Republic Tajikistan Uzbekistan East Asia China Middle East Bahrain Egypt Iran Syria UAE South Asia Bangladesh India Pakistan

  4. AKDN’s Education Policy • Focus on quality, purpose and relevance • Concern with access and equity • Support to all levels of education • Work across sectors (public, private and civil society) • Long-term commitment and presence

  5. Case Studies • Case Studies • Aga Khan Education Services, Pakistan (Northern Areas) • Bodh Shiksha Samiti (Rajasthan, India) • South Asia Context • Over half of all non-state school enrollments at the primary level, roughly 35 million children, are in South Asia (UIS, 2004). • In Pakistan, almost 8,000 new fee-paying schools have been set up since 1999, half of them are in rural areas (Andrabi, 2006). • In India, 61% of the increase in primary school enrolments over and eight year period was in non-state schools (Kingdon, 2007).

  6. Case Study: Aga Khan Education Services, Pakistan AKES, Pakistan 192 (122 NA) AKES Schools 200 (123 NA) Community Schools 75 Government Schools 62,000 (20,000 NA) Students 65:35 Girl:Boy Ratio 13% AKES coverage as percent of total enrollment in Northern Areas

  7. Aga Khan Education Services PRIMARY COMPLETION RATES, 2005 MATRICULATION FROM GRADE TEN, 2004-2005

  8. Aga Khan Education Services • IMPACT ON GIRLS EDUCATION • Girls comprise 65% of AKES enrollments, compared to 36% in government schools and 57% in SAP schools • AKES accounts for 32% of all female enrollment in middle school, and is the largest provider at the high school level.

  9. Aga Khan Education Services • POLICY & PRACTICE • Strong, established relationship with government • Support to government schools in the form of teacher training, leadership support, sharing of best practices, etc. • Northern Areas Education Strategy

  10. Case Study: Bodh Shiksha Samiti • Established in 1987 as a non-formal program with a focus on most disadvantaged out-of-school children living in urban slums • Focus is on quality and relevance, through intensive teacher training, active pedagogy, and community engagement • MAINSTREAM INTERVENTION PROGRAM & EXPANSION • Changes in classroom learning environment – Increase in positive interactions between teachers and students • Better infrastructure (classrooms, playgrounds, toilets, buildings) • Significant gains in children’s learning • Lower dropout rates, higher retention and completion rates

  11. Case Study: Bodh Shiksha Samiti • POLICY AND PRACTICE • Multiple and more complex joint ventures with State government • Replication of model, and adaptation of core components of non-formal program in public schools, and in community schools. (Current reach is 1,100+ schools). • National Leadership: Coordinator of National Core Group for the education of the rural poor. • MOU with government to work jointly with block and district-level administrative units through resource schools and demonstration sites.

  12. REFLECTIONS • Keeping children front and center. A plurality of responses are required. • Importance of NSS in reachingthe most marginalized and disadvantaged groups • Complexity and difficulty obtaining data, and the need for improved research and evaluation • Enabling policy environment - active dialogue, and collaborative exchange – particularly in relation to regulation and financing. • Empower communities to hold service providers accountable.

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